Connected Curriculum Whole School Tracking Grid
Objectives
Art and Design
Key Stage One
Coverage
Year Group/Topic
Term
To use a range of materials creatively to design and make products.
Year 2 – Super heroes
Year 2 – The Great Fire of London
Autumn 1
Autumn 2
To use drawing, painting and sculpture to develop and share their ideas,
experiences and imagination.
Year 1 - Busy Bodies
Year 1 – Rumble in the Jungle
Year 2 – The Great Fire of London
Year 1 – Weather
Year 1 – Rumble in the Jungle
Year 1 – Blooming Marvellous – Growing and Plants
Year 2 – Super heroes
Year 2 – The Great Fire of London
Year 1 – Rumble in the Jungle
Year 1 – Blooming Marvellous – Growing and Plants
Autumn 1
Spring 2
Autumn 2
Spring 1
Spring 2
Summer 2
Autumn 1
Autumn 2
Spring 2
Summer 2
To create sketch books to record their observations and use them to
review and revisit ideas.
Year 3 – Chocolate
Year 3 – Greek Myths
Year 3 – Stone Age
Autumn 1
Spring 1 and 2
Summer 1 and 2
To improve their mastery of art and design techniques, including
drawing, painting and sculpture with a range of materials (e.g. pencil,
charcoal, paint, clay)
Year 3 – Chocolate
Year 3 – Greek Myths
Year 3 – Stone Age
Year 4 – Famous Artists
Autumn 1
Spring 1 and 2
Summer 1 and 2
Autumn 1
About great artists, architects and designers in history.
Year 3 – Stone Age
Year 4 – Famous Artists
Year 6 - A Time to Shine
Summer 1 and 2
Autumn 1
Summer 1
Year 1- Busy Bodies
Autumn 1
Year 2 – Super heroes
Year 2 – The Great Fire of London
Autumn 1
Autumn 2
To develop a wide range of art and design techniques in using colour,
pattern, texture, line, shape, form and space.
About the work of a range of artists, craft makers and designers,
describing the differences and similarities between different practices
and disciplines, and making links to their own work.
Key Stage Two
Key Stage One
Design and Technology
Design
Design purposeful, functional, appealing products for themselves and
other users based on design criteria.
Generate, develop, model and communicate their ideas through talking,
drawing, templates, mock-ups and, where appropriate, information and
Year 6 - A Time to Shine
Year 1 – Weather
Make
Select from and use a range of tools and equipment to perform practical Year 2 – Super heroes
Year 2 – The Great Fire of London
tasks such as cutting, shaping, joining and finishing
Year 6 - A Time to Shine
communication technology
Summer 1 and 2
Spring 1
Autumn 1
Autumn 2
Summer 1 and 2
Select from and use a wide range of materials and components, including
construction materials, textiles and ingredients, according to their
characteristics
Year 2 – Super heroes
Autumn 1
Evaluate
Year 1- Busy Bodies
Year 1 Weather
Autumn 1
Spring 1
Year 1 – Weather
Year 2 – Super heroes
Year 2 – The Great Fire of London
Year 2 – The Great Fire of London
Spring 1
Autumn 1
Autumn 2
Autumn 2
Year 2
Summer 1
Use research and develop design criteria to inform the design of
innovative, functional, appealing products that are fit for purpose, aimed
at particular individuals or groups.
Year 3 – Chocolate
Year 3 – Greek Myths
Year 3 – Stone Age
Year 5 - Bombs, Battles and Bravery
Year 5 - Pole to Pole
Year 5 - Ancient Egyptians
Autumn 1
Spring 1 and 2
Summer 1 and 2
Autumn 1 and 2
Spring 1
Summer 1 and 2
Generate, develop, model and communicate their ideas through
discussion, annotated sketches, cross-sectional and exploded diagrams,
prototypes, pattern pieces and computer-aided design
Year 6 – Children in History
Year 3 – Chocolate
Year 3 – Greek Myths
Year 3 – Stone Age
Year 5 - Bombs, Battles and Bravery
Autumn 1 and 2
Autumn 1
Spring 1 and 2
Summer 1 and 2
Autumn 1 and 2
Year 3 – Chocolate
Year 3 – Greek Myths
Year 3 – Stone Age
Autumn 1
Spring 1 and 2
Summer 1 and 2
Explore and evaluate a range of existing products
Evaluate their ideas and products against design criteria
Technical Knowledge
Build structures, exploring how they can be made stronger, stiffer and
more stable
Explore and use mechanisms, such as levers, sliders, wheels and axles, in
their products.
Key Stage Two
Design
Make
Select from and use a wider range of tools and equipment to perform
practical tasks, such as cutting, shaping, joining and finishing, accurately
Year 4 – Space
Year 5 - Bombs, Battles and Bravery
Select from and use a wider range of materials and components, Year 4 – Space
Summer 2
Autumn 1 and 2
Summer 2
including construction materials, textiles and ingredients, according to
their functional properties and aesthetic qualities
Evaluate
Year 3 – Chocolate
Year 3 – Greek Myths
Year 3 – Stone Age
Year 6 - A Time to Shine
Evaluate their ideas and products against their own design criteria and Year 6 – Children in History
Year 3 – Chocolate
consider the views of others to improve their work
Year 3 – Greek Myths
Year 3 – Stone Age
Year 5 - Bombs, Battles and Bravery
Year 5 - Pole to Pole
Year 6 - A Time to Shine
Understand how key events and individuals in design and technology have Year 4
Investigate and analyse a range of existing products
Autumn 1
Spring 1 and 2
Summer 1 and 2
Summer 1 and 2
Autumn 1 and 2
Autumn 1
Spring 1 and 2
Summer 1 and 2
Autumn 1 and 2
Spring 1
Summer 1 and 2
helped shape the world.
Technical Knowledge
Apply their understanding of how to strengthen, stiffen and reinforce
more complex structures.
Year 4 – Space
Summer 2
Understand and use mechanical systems in their products, such as gears,
pulleys, cams, levers and linkages.
Year 4 – Design Project
Spring 1 and 2
Apply their understanding of computing to programme, monitor and
control their products.
Year 4 – Design Project
Spring 1 and 2
Geography
Key Stage One
Location Knowledge
Name and locate the world’s seven continents and five oceans.
Year 2 - Pole to Pole
Name, locate and identify characteristics of the four countries and
capital cities of the United Kingdom and its surrounding seas
Year 1 – Weather
Year 2 - Pole to Pole
Spring 1
Spring 1 and 2
Place knowledge
Understand geographical similarities and differences through studying
the human and physical geography of a small area of the United Kingdom,
and of a small area in a contrasting non-European country.
Human and physical geography
Identify seasonal and daily weather patterns in the United Kingdom and
the location of hot and cold areas of the world in relation to the Equator
and the North and South Poles
Use basic geographical vocabulary to refer to:
** Key physical features, including: beach, cliff, coast, forest, hill,
mountain, sea, ocean, river, soil, valley, vegetation, season and weather.
** Key human features, including: city, town, village, factory, farm,
house, office, port, harbour and shop
Geographical skills and fieldwork
Use world maps, atlases and globes to identify the United Kingdom and
its countries, as well as the countries, continents and oceans studied at
this key stage.
Use simple compass directions (North, South, East and West) and
locational and directional language (e.g. near and far; left and right) to
describe the location of features and routes on a map.
Use aerial photographs and plan perspectives to recognise landmarks and
basic human and physical features; devise a simple map; and use and
construct basic symbols in a key.
Use simple fieldwork and observational skills to study the geography of
their school and its grounds and the key human and physical features of
its surrounding environment.
Year 2 - Pole to Pole
Spring 1 and 2
Year 2 - Pole to Pole
Spring 1 and 2
Year 1 – Weather
Year 2 - Pole to Pole
Spring 1
Spring 1 and 2
Year 2 - Pole to Pole
Spring 1 and 2
Year 2 - Pole to Pole
Spring 1 and 2
Year 2 - Pole to Pole
Spring 1 and 2
Year 1 - Weather
Spring 1
Year 3 - Chocolate
Year 5 - Bombs, Battles and Bravery
Year 5 - Ancient Egyptians
Autumn 1
Autumn 1 and 2
Summer 1 and 2
Key Stage Two
Location knowledge
Locate the world’s countries, using maps to focus on Europe (including
the location of Russia) and North and South America, concentrating on
their environmental regions, key physical and human characteristics,
countries, and major cities.
Name and locate counties and cities of the United Kingdom, geographical
regions and their identifying human and physical characteristics, key
topographical features (including hills, mountains, coasts and rivers), and
land-use patterns; and understand how some of these aspects have
changed over time.
Year 4 - Vikings
Summer 1
Identify the position and significance of latitude, longitude, Equator,
Northern Hemisphere, Southern Hemisphere, the Tropics of Cancer and
Capricorn, Arctic and Antarctic Circle, the Prime/Greenwich Meridian
and time zones (including day and night).
Year 5 - Pole to Pole
Year 5 - The Commonwealth
Spring 1
Spring 2
Year 5 - Pole to Pole
Spring 1
Year 3 - Chocolate
Autumn 1
Place knowledge
Understand geographical similarities and differences through the study
of human and physical geography of a region of the United Kingdom, a
region in a European country, and a region within North or South
America
Human and physical geography
Describe and understand key aspects of:
** Physical geography, including: climate zones, biomes and vegetation
belts, rivers, mountains, volcanoes and earthquakes, and the water cycle.
** Human geography, including: types of settlement and land use,
economic activity including trade links, and the distribution of natural
resources including energy, food, minerals and water.
Geographical skills and fieldwork
Year 3 – Chocolate
Year 5 - Bombs, Battles and Bravery
Year 5 - Pole to Pole
Year 5 - The Commonwealth
Year 5 - Ancient Egyptians
Use the eight points of a compass, four and six-figure grid references, Year 6 – A time to shine
Use maps, atlases, globes and digital/computer mapping to locate
countries and describe features studied.
Autumn 1
Autumn 1 and 2
Spring 1
Spring 2
Summer 1 and 2
Summer 2
symbols and key (including the use of Ordnance Survey maps) to build
their knowledge of the United Kingdom and the wider world.
Use fieldwork to observe, measure and record the human and physical
features in the local area using a range of methods, including sketch
maps, plans and graphs, and digital technologies.
Year 6 – A time to shine
Summer 2
History
Key Stage One
Changes within living memory. Where appropriate, these should be used
to reveal aspects of change in national life.
Year 1 - Transport
Summer 1
Events beyond living memory that are significant nationally or globally
(e.g. the Great Fire of London, the first aeroplane flight or events
commemorated through festivals or anniversaries)
Year 1 – Transport
Year 2 – The Great Fire of London
Summer 1
Autumn 2
The lives of significant individuals in the past who have contributed to
national and international achievements. Some should be used to compare
aspects of life in different periods (e.g. Elizabeth I and Queen Victoria,
Christopher Columbus and Neil Armstrong, William Caxton and Tim
Berners-Lee, Pieter Bruegel the Elder and LS Lowry, Rosa Parks and
Emily Davison, Mary Seacole and Edith Cavell)
Year 1 – Toys
Year 1 - Transport
Autumn 2
Summer 1
Significant historical events, people and places in their own locality.
Key Stage Two
Changes in Britain from the Stone Age to the Iron Age
This could include:
** Late Neolithic hunter-gatherers and early farmers, e.g. Skara Brae
Year 1 - Transport
Summer 1
Year 3 – Stone Age
Summer 1 and 2
Year 3
Spring
Year 4 - Project Unit - Anglo Saxons
Summer 1
** Bronze Age religion, technology and travel, e.g. Stonehenge
** Iron Age hill forts: tribal kingdoms, farming, art and culture
The Roman Empire and its impact on Britain
This could include:
** Julius Caesar’s attempted invasion in 55-54 BC
** The Roman Empire by AD 42 and the power of its army.
** Successful invasion by Claudius and conquest, including Hadrian’s Wall
British resistance, e.g. Boudica
** “Romanisation” of Britain: sites such as Caerwent and the impact of
technology, culture and beliefs, including early Christianity.
Britain’s settlement by Anglo-Saxons and Scots
This could include:
** Roman withdrawal from Britain in c. AD 410 and the fall of the
western Roman Empire
** Scots invasions from Ireland to north Britain (now Scotland)
** Anglo-Saxon invasions, settlements and kingdoms: place names and
village life
** Anglo-Saxon art and culture
** Christian conversion – Canterbury, Iona and Lindisfarne
The Viking and Anglo-Saxon struggle for the Kingdom of England to the
time of Edward the Confessor
This could include:
** Viking raids and invasion
Year 4 - Vikings
Summer 2
Year 5 - Project unit
Summer 1
Year 6 – Children in History
Year 3 – Greek Myths
Year 5 - Bombs, Battles and Bravery
Autumn 1 and 2
Spring 1 and 2
Autumn 1 and 2
Year 5 - Ancient Egyptians
Summer 1 and 2
** Resistance by Alfred the Great and Athelstan, first king of England
** Further Viking invasions and Danegeld
** Anglo-Saxon laws and justice
** Edward the Confessor and his death in 1066
A local history study
For example:
** A depth study linked to one of the British areas of study listed above
** A study over time tracing how several aspects national history are
reflected in the locality (this can go beyond 1066)
** A study of an aspect of history or a site dating from a period beyond
1066 that is significant in the locality.
A study of an aspect or theme in British history that extends pupils’
chronological knowledge beyond 1066
For example:
** The changing power of monarchs using case studies such as John,
Anne and Victoria
** Changes in an aspect of social history, such as crime and punishment
from the Anglo-Saxons to the present or leisure and entertainment in
th
the 20 Century
** The legacy of Greek or Roman culture (art, architecture or literature)
on later periods in British history, including the present day
** A significant turning point in British history, e.g. the first railways or
the Battle of Britain.
The achievements of the earliest civilizations – an overview of where and
when the first civilizations appeared and a depth study of one of the
following: Ancient Sumer; The Indus Valley; Ancient Egypt; The Shang
Dynasty of Ancient China.
Ancient Greece – a study of Greek life and achievements and their
influence on the western world.
A non-European society that provides contrasts with British history one study chosen from: early Islamic civilization, including a study of
Baghdad c. AD 900; Mayan civilization c. AD 900; Benin (West Africa) c.
AD 900-1300.
Music
Key Stage One
Use their voices expressively and creatively by singing songs and
speaking chants and rhymes.
Play tuned and un-tuned instruments musically.
Listen with concentration and understanding to a range of high-quality
live and recorded music.
Experiment with, create, select and combine sounds using the interrelated dimensions of music.
Key Stage Two
Play and perform in solo and ensemble contexts, using their voices and
playing musical instruments with increasing accuracy, fluency, control and
expression.
Year 3 – Greek Myths
Spring 1 and 2
Year 5 – Project unit
Summer 2
Year 1 – Hey you!
Year 1 – Little angel gets her wings
Year 2 – Hands feet heart
Year 2 – Babushka
Year 2 – I want to play in a band
Year 2 – Zoo time
Year 1 - In the Groove
Year 1 – Round and round
Year 2 – Glockenspiel Stage 1
Year 2 – I want to play in a band
Year 2 – Zoo time
Year 1 Hey You!
Year 1 Rhythm in the way you walk
Year 2 – I want to play in a band
Autumn 1
Autumn 2
Autumn 1
Autumn 2
Spring 2
Summer 1
Spring 1
Summer 1
Spring 1
Spring 2
Summer 1
Autumn 1
Spring 2
Spring 2
Year 2 – I want to play in a band
Year 2 – Zoo time
Spring 2
Summer 1
Year 3 – Let you spirit fly
Year 3 – Ho Ho Ho
Year 3 – Glockenspiel Stage 2
Year 3 – Three little birds
Year 4 – Mamma Mia
Year 4 – Glockenspiel Stage 3
Year 5 – Don’t stop Believin
Year 5 - Classroom jazz 1
Year 6 – Livin on a Prayer
Improvise and compose music for a range of purposes using the inter- Year 6 - A Time to Shine
Year 3 – Three little birds
related dimensions of music.
Autumn 1
Autumn 2
Spring 1
Summer 1
Autumn 1
Spring 1
Autumn 1
Spring 1
Autumn 1
Summer 1 and 2
Summer 1
Year 4 – Mamma Mia
Year 5 - Classroom jazz 1
Year 6 – Livin on a Prayer
Year 6 – Fresh Prince of Bel Air
Year 6 – Make you feel my love
Listen with attention to detail and recall sounds with increasing aural Year 3 – Let you spirit fly
Year 3 – Ho Ho Ho
memory.
Year 3 – Three little birds
Year 4 – Lean on me
Year 5 - Classroom jazz 1
Year 6 - Classroom jazz 2
Year 6 - A Time to Shine
Use and understand staff and other musical notations.
Autumn 1
Spring 1
Autumn 1
Spring 1
Summer 1
Autumn 1
Autumn 2
Summer 1
Summer 1
Spring 1
Spring 1
Summer 1 and 2
Appreciate and understand a wide range of high-quality live and
recorded music drawn from different traditions and from great
composers and musicians
Year 6 - A Time to Shine
Year 3 – Ho Ho Ho
Year 3 – Benjamin Britten – There was a monkey
Year 4 – Benjamin Britten – Cuckoo
Year 4 – Lean on me
Year 5 – Benjamin Britten – A tragic story
Year 6 – Benjamin Britten – A New Year Carol
Summer 1 and 2
Autumn 2
Spring 2
Spring 2
Summer 1
Spring 2
Autumn 2
Develop an understanding of the history of music.
Year 6 - A Time to Shine
Year 3 – Benjamin Britten – There was a monkey
Year 4 – Benjamin Britten – Cuckoo
Year 6 – Benjamin Britten – A New Year Carol
Summer 1 and 2
Spring 2
Spring 2
Autumn 2
Year 1 – Busy Bodies
Year 2 - Super heroes
Autumn 1
Autumn 1
Year 1 - Toys
Autumn 2
Year 1 – Rumble in the Jungle
Year 2 - Super heroes
Spring 2
Autumn 1
This particular requirement will be covered throughout the
entire Key Stage through the following- Invasion games,
Autumn, Spring and
Summer.
P.E
Key Stage One
Master basic movements including running, jumping, throwing and
catching, as well as developing balance, agility and co-ordination, and
begin to apply these in a range of activities.
Participate in team games, developing simple tactics for attacking and
defending
Perform dances using simple movement patterns.
Key Stage Two
Use running, jumping, throwing and catching in isolation and in
combination
Play competitive games, modified where appropriate, such as badminton,
basketball, cricket, football, hockey, netball, rounders and tennis, and
apply basic principles suitable for attacking and defending.
Develop flexibility, strength, technique, control and balance, for example
through athletics and gymnastics.
Perform dances using a range of movement patterns.
Take part in outdoor and adventurous activity challenges both
individually and within a team.
Compare their performances with previous ones and demonstrate
improvement to achieve their personal best.
Swimming and water safety
In particular, pupils should be taught to:
** Swim competently, confidently and proficiently over a distance of at
least 25 metres
** Use a range of strokes effectively such as front crawl, backstroke
and breaststroke.
** Perform safe self-rescue in different water-based situations.
Languages
Listen attentively to spoken language and show understanding by joining
in and responding.
Explore the patterns and sounds of language through songs and rhymes
and link the spelling, sound and meaning of words.
Team games, Athletics, Striking and Fielding.
Year 3- Team Games
Year 4- Team Games
Year 5- Team Games
Year 6- Team Games
Year 3- Athletics/Gymnastics
Year 4- Athletics/Gymnastics
Year 5- Athletics/Gymnastics
Year 6- Athletics/Gymnastics
Year 3- Shimak Dance
Year 4- Dance
Year 5- Dance
Year 6- Dance
Year 3-Team Games and Challenges
Year 4- Team Games and Challenges
Year 5- Team Games and Challenges
Year 6- Team Games and Challenges
Year 3- 4 weekly ‘Bleep Test’ Review
Year 4- 4 weekly ‘Bleep Test’ Review
Year 5- 4 weekly ‘Bleep Test’ Review
Year 6- 4 weekly ‘Bleep Test’ Review
Swimming sessionsEach session will consist of a range of techniques being
taught and mastered over the period of time, with the
progression of each child being recorded.
There will be a 2 weekly review of the distance children are
confident at swimming.
Year 3- Summer T.2
Year 4- Spring T.2
Year 5- Autumn T.2
Year 6- Spring T.2
Year 3- Spring1/Summer2
Year 4-Spring 1/Summer 2
Year 5-Summer1/Summer2
Year 6-Summer1/Summer2
Year 3-Whole Year
Year 4- Spring T.1
Year 5- Spring T.1
Year 6- Summer T.1
Year 3- Autumn T.2
Year 4- Spring T.2
Year 5- Autumn T.2
Year 6- Spring T.2
Year 3- 4 weekly testing
Year 4- 4 weekly testing
Year 5- 4 weekly testing
Year 6- 4 weekly testing
Year 4- TBC
Year 5- TBC
Year 6- TBC
A safe-self rescue will be ONLY taught to the children that
are competent swimmers, this due to the expectations of
self-rescue. A basic self-rescue will be taught to all but this
will only be relevant for touching the floor.
Year 3/4/5/6 Every lesson
Whole Year
Year 3- Alphabet, numbers, the days of the week, body parts
Year 4- The months
Year3- Aut1/Spr1/Sum1-2
Year 4- Summer 2
Year 3- Making acquaintance, likes and dislikes
(Colours/animals/sports)
Year 4- Making acquaintance, likes and dislikes
(Colours/animals/sports)
Year 5- Making acquaintance, likes and dislikes
(Places,/animals/colours/hobbies)
Year 6- Making acquaintance, places, likes and dislikes
(Hobbies)
Speak in sentences, using familiar vocabulary, phrases and basic language Year 3- Making acquaintance, likes and dislikes
(Colours/animals/sports)
structures.
Year 4- Making acquaintance, likes and dislikes
(Colours/animals/sports)
Develop accurate pronunciation and intonation so that others understand Year 3/4/5/6
Accuracy of pronunciation and intonation is expected and
when they are reading aloud or using familiar words and phrases.
developed throughout Y3/4/5. Most of the Year 6 should be
available with a high level of accuracy of both pronunciation
and intonation.
Year 3/4/5/6 In class, in assembly, in front of a camera, in
Present ideas and information orally to a range of audiences.
the playground, at home
Engage in conversations; ask and answer questions; express opinions and
respond to those of others; seek clarification and help.
Read carefully and show understanding of words, phrases and simple
writing.
Appreciate stories, songs, poems and rhymes in the language.
Year 3/4/5/6 Every lesson
Year 3- Alphabet, colours and days: songs
Year 4- Months: song
Year 5- Le Petit Chaperon Rouge (Little Red Riding Hood
story)
Broaden their vocabulary and develop their ability to understand new Year 5/6- Presenting yourself, story, different types of text
words that are introduced into familiar written material, including (Armistice, Easter)
through using a dictionary.
Write phrases from memory, and adapt these to create new sentences,
to express ideas clearly
Describe people, places, things and actions orally* and in writing
Years 3/4/5/6- Whole Year
Years 3/4- Whole Year
Years 3/4/5/6- Whole Year
Years 3/4/5/6 Whole Year
Years 3/4/5/6- Whole Year
Year 3- Aut1/Spr1/Sum1
Year 4- Summer 2
Year 5- Summer 1
Years 5/6- Whole year
Year 5/6- Presenting yourself, places, likes and dislikes
Year 5/6- Whole year
Year3*- Presenting yourself, animals, the body, colours,
hobbies
Year 4*-Presenting yourself, family, animals, colours, the
classroom, sports
Year 5- Presenting yourself, places, Easter, animals, the
body, colours, hobbies
Year 6- Presenting yourself, places, hobbies
Year3*- Aut1/Spr2/Sum1-2
Year 4*- Aut1-2/Sum1-2
Year 5-Aut1/Spr1-2/Sum12
Year 6- Aut1/Spr2
Understand basic grammar appropriate to the language being studied,
including (where relevant): feminine, masculine and neuter forms and the
conjugation of high-frequency verbs; key features and patterns of the
language; how to apply these, for instance, to build sentences; and how
these differ from or are similar to English.
Computing
Key Stage One
Understand what algorithms are; how they are implemented as programs
on digital devices; and that programs execute by following precise and
unambiguous instructions.
Create and debug simple programs.
Use logical reasoning to predict the behaviour of simple programs
Year 3- Sentence formation, masculine/feminine
Year 4- preposition, masculine/feminine, I have…
Year 5-prepositions, negative form, adjectives
Year 6- Accents, the imperative, , prepositions, negative
form, adjectives, connectives
Year3- Whole Year
Year 4-Aut1-2/ Sp1/Sum1-2
Year5- Spr1-2/ Sum2
Y6- Whole year
Year 1- Toys (Beebots)
Year 2 – Superheroes (Beebots and Beebots on screen using
ipads)
Year 2 – Go Bananas (J2E code internet)
Year 1 – Transport (Scratch junior on ipads)
Autumn 2
Autumn 1
Year 1 – Toys (Beebots)
Year 2 – Superheroes (Beebots and Beebots on screen using
ipads)
Year 2 – Go Bananas (J2E code internet)
Year 1 – Transport (Scratch junior on ipads)
Autumn 2
Autumn 1
Year 1 – Toys (Beebots)
Year 2 – Superheroes (Beebots and Beebots on screen using
ipads)
Year 2 – Daisy the Dino Ipad app
Year 2 – Go Bananas (J2E code internet)
Year 1 – Transport (Scratch junior on ipads)
Autumn 2
Autumn 1
Year 1 – Rumble in the Jungle
Year 2 – Pole to pole – Use google maps, create a poster to
describe how technology is used
Year 2- Go bananas- create a wordle,
Use technology safely and respectfully, keeping personal information Year 2 – Time Travel – understand how internet search
private; know where to go for help and support when they have concerns engines work and use this to research
Use technology purposefully to create, organise, store, manipulate and
retrieve digital content
about material on the internet
Recognise common uses of information technology beyond school.
Key Stage Two
Design, write and debug programs that accomplish specific goals,
Summer 2
Summer 1
Summer 2
Summer 1
Spring 2
Summer 2
Summer 1
Spring 2
Spring 1
Summer 2
Spring 2
Year 1 – Weather
Spring 1
Year 3 – Chocolate (Hopscotch)
Year 3 – J2E code online
Autumn 2
Summer1/2
including controlling or simulating physical systems; solve problems by
decomposing them into smaller parts
Use sequence, selection, and repetition in programs; work with variables
and various forms of input and output.
Use logical reasoning to explain how some simple algorithms work and to
detect and correct errors in algorithms and programs.
Understand computer networks including the internet; how they can
provide multiple services, such as the world-wide web; and the
opportunities they offer for communication and collaboration
Use search technologies effectively, appreciate how results are selected
and ranked, and be discerning in evaluating digital content
Use technology safely, respectfully and responsibly; know a range of
ways to report concerns and inappropriate behaviour
Select, use and combine a variety of software (including internet
services) on a range of digital devices to accomplish given goals, including
collecting, analysing, evaluating and presenting data and information.
Year 4 – Space (Scratch junior)
Year 5 – WW2 (J2E coding)
Year 5 - Poles apart (Flowal)
Year 6 – Amazing Amazon( Use scratch to create your own
game)
Year 3 – Chocolate (Cargo bot)
Year 4 – Space (Scratch junior)
Year 5 – WW2 (J2E coding)
Year 5 - Poles apart (Flowal)
Year 6 – Amazing Amazon( Use scratch to create your own
game)
Year 6 – Cargo bots (crazy levels)
Year 3 – Chocolate (Cargo bot)
Year 4 – Space (Scratch junior)
Year 5 – WW2 (J2E coding)
Year 5 - Poles apart (Flowal)
Year 6 – Amazing Amazon( Use scratch to create your own
game)
Year 6 – Cargo bots (crazy levels)
Year 3 – Greek myths (J2webby for blogging)
Year 4 – J2 webby for blogging
Year 5 – Ancient Egyptians (J2 webby blogging)
Year 6 – Internet safety week
Year 3 – Stone Age (Research lives of Early Britons and create
an ibook)
Year 4– Vikings (Research create informative powerpoint)
Year 5 – Ancient Egyptians ( Research and create information
book including audio)
Year 6 – Children in History (Research and use book creator)
Year 6 – internet safety week
Year 3 – Greek myths (J2webby for blogging)
Year 4 – J2 webby for blogging
Year 5 – Ancient Egyptians (J2 webby blogging)
Year 6 J2 webby for blogging
Year 6 – internet safety week
Year 3 – Stone Age (Research lives of Early Britons and create
an ibook)
Year 3 – Chocolate ( Create a short documentary about what
Autumn 2
Autumn 1
Spring ½
Spring 1
Autumn 1
Autumn 2
Autumn 1
Spring ½
Spring 1
Spring 2
Autumn 1
Autumn 2
Autumn 1
Spring ½
Spring 1
Spring 2
Spring 1
Spring 2
Summer 1
Spring 1
Summer 1
Summer 2
Summer 2
Autumn 2
Spring 1
Spring 1
Spring 2
Summer 1
Autumn 1
Spring 1
Summer 1
Autumn 2
Cocoa trees need to grow)
Year 4 – Vikings (Research create informative powerpoint)
Year 5 – Spreadsheets using excel
Year 5 – WW2 (Comic life)
Year 6 – To create a website about their life at Abbey using
Serif
Summer 1
Summer 2
Autumn 2
Summer 1/2