Curriculum Map
| AUTUMN 1 | AUTUMN 2 | SPRING 1 | SPRING 2 | SUMMER 1 | SUMMER 2 | |||
Nursery | Theme | What makes me, me? A celebration of who I am. What do I look like? What are my favourite things? What do I enjoy doing? | Who are our local superheroes? Thanking those in our local community who help us. | How do I use colour to express how I feel? How are colours used in paintings to represent different feelings? | What makes our garden grow? An introduction to the seasons, mini beasts and plant growth. | What is in our community? What can we teach Sunny about where we live? | Who is Nick and where does he live? All things African! | |
| Enrichment/Trip | Local superheroes to visit | Tiny Travels | Animal Magic | Beer Mill trip | Edukid Visit | |||
| Parent engagement | Harvest / Invite a special person to lunch / Home-School partnership workshops | Carol Service / Craft Fair / Reading and phonics workshops | Art gallery and auction / ICT and online safety workshop | Spring STEM challenge / How is maths taught at Clawton workshop | Class Assemblies / Vocabulary workshop | Sports Day / Production / Transition workshop | ||
International Link / Inspiring Changemaker Challenges | Inspiring Adventurer | Inspiring Researcher | Inspiring Volunteers | Inspiring Skillbuilder | Inspiring Speaker | Inspiring Leader | ||
| Our Inspiring Changemaker Challenges run throughout the year, with a focus on one challenge each term and opportunities built in for the challenges in each term. | ||||||||
Reception and Year 1 | Theme | Families, Friends and Relationships: Is it ok to be different? | Me and My Community: Historical Superheroes: Why do we wear poppies? | How can we express ourselves through a variety of art forms? | Seasonal Changes: What changes happen in the springtime? | Public areas: Where can we take Rory on a day out? | Edukid: How can we help improve a Ugandan community? | |
| Enrichment/Trip | Smeds and Smoos afternoon / Class tapestry inspired by Andy Warhol | Davidstow Museum / Design a cape for a war hero | Tiny Travels, Brazilian Carnival Day | Really Wild Learning hatching chicks, growing butterflies, Beer Mill / design a wild flower garden | Zoo Trip, Hatching a dinosaur egg / Design a new animal for the zoo | Make chapatis on an open fire / Fundraising for Nick | ||
| Parent engagement | Harvest / Invite a special person to lunch / Home-School partnership workshops | Carol Service / Craft Fair / Reading and phonics workshops | Art gallery and auction / ICT and online safety workshop | Spring STEM challenge / How is maths taught at Clawton workshop | Class Assemblies / Vocabulary workshop | Sports Day / Production / Transition workshop | ||
International Link / Inspiring Changemaker Challenges | Inspiring Adventurer | Inspiring Researcher | Inspiring Volunteers | Inspiring Skillbuilder | Inspiring Speaker | Inspiring Leader | ||
| Our Inspiring Changemaker Challenges run throughout the year, with a focus on one challenge each term and opportunities built in for the challenges in each term. | ||||||||
YEAR 2 | Theme | Childhood. Who are our families? | How and where are significant people commemorated? | What do these colours mean to me? | How can we explore the world? | This way or that way? Advantages and Disadvantages of cities and village life. | How does the natural world allow us to survive? | |
| Enrichment/Trip | Photo sharing of families, Davidstow | Tiny Travels | Animal Magic | Zoo Trip / Trip to Plymouth | Beer Mill | |||
| Parent engagement | Harvest / Invite a special person to lunch / Home-School partnership workshops | Carol Service / Craft Fair / Reading and phonics workshops | Art gallery and auction / ICT and online safety workshop | Spring STEM challenge / How is maths taught at Clawton workshop | Class Assemblies / Vocabulary workshop | Sports Day / Production / Transition workshop | ||
International Link / Inspiring Changemaker Challenges | Inspiring Adventurer | Inspiring Researcher | Inspiring Volunteers | Inspiring Skillbuilder | Inspiring Speaker | Inspiring Leader | ||
| Our Inspiring Changemaker Challenges run throughout the year, with a focus on one challenge each term and opportunities built in for the challenges in each term. | ||||||||
YEAR 3 and 4 | Theme | What is our National Identity? | How have innovators and inventors changed the world? | What makes an artist? | How does the earth’s geography impact animal survival? | Romans – how do organisations impact on citizens wellbeing, safety and prosperity? | How can we be Inspiring Changemakers? | |
| Enrichment/Trip | Davidstow | Steel Drums | Animal Magic | Zoo Trip | Beer Mill / Beach Trip | |||
| Parent engagement | Harvest / Invite a special person to lunch / Home-School partnership workshops | Carol Service / Craft Fair / Reading and phonics workshops | Art gallery and auction / ICT and online safety workshop | Spring STEM challenge / How is maths taught at Clawton workshop | Class Assemblies / Vocabulary workshop | Sports Day / Production / Transition workshop | ||
International Link / Inspiring Changemaker Challenges | Inspiring Adventurer | Inspiring Researcher | Inspiring Volunteers | Inspiring Skillbuilder | Inspiring Speaker | Inspiring Leader | ||
| Our Inspiring Changemaker Challenges run throughout the year, with a focus on one challenge each term and opportunities built in for the challenges in each term. | ||||||||
YEAR 5 and 6 | Theme | How does international mindedness promote a shared humanity? | How do significant people and their decisions change the course of history? | Why do Mexican people celebrate with art, music and dance? | What is life like in the desert? | Ancient Egypt – How did people live in ancient times? | How does geography impact on the location of human settlements? | |
| Enrichment/Trip | Davidstow / Beer Mill | Rosemoor | Steel Drums | Animal Magic | Bristol Residential | |||
| Parent engagement | Harvest / Invite a special person to lunch / Home-School partnership workshops | Carol Service / Craft Fair / Reading and phonics workshops | Art gallery and auction / ICT and online safety workshop | Spring STEM challenge / How is maths taught at Clawton workshop | Class Assemblies / Vocabulary workshop | Sports Day / Production / Transition workshop | ||
International Link / Inspiring Changemaker Challenges | Inspiring Adventurer | Inspiring Researcher | Inspiring Volunteers | Inspiring Skillbuilder | Inspiring Speaker | Inspiring Leader | ||
| Our Inspiring Changemaker Challenges run throughout the year, with a focus on one challenge each term and opportunities built in for the challenges in each term. | ||||||||
| Autumn 1 | Autumn 2 | Spring 1 | Spring 2 | Summer 1 | Summer 2 | ||
Hedgehogs (Reception and Year 1) | Key Texts | Head to Toe by Eric Carl | Where the poppies now grow | Brazilian cake recipe | The Enormous Turnip | How to Wash a Woolly Mammoth by Michelle Robinson | Handa’s Surprise by Eileen Browne |
| Writing Outcomes | Head to toe caption writing, Labelling body parts, senses poetry | Historical short story | Carnival poetry, recipe writing | Narrative: Traditional Tale | Recount writing, Postcards, Animal poetry, Instruction Writing | Descriptive story | |
Squirrels Year 2 | Key Texts | Family Poem / The Magic Porrige Pot | Father Christmas (Raymond Briggs) | The Papaya that Spoke | How the world was made | ||
| Writing Outcomes | Rhyming Poetry – Family Poem, Fiction – Traditional Tales, Non-fiction – Our Family Fact File | Shape Poetry – Bonfire Night, Fiction – Adventure Story, Non-Fiction – Making a list | Figurative language poetry – Dragons, Fiction – Morals, Non Fiction – Instructions | Poetry – Rhyme, Fiction – Non fiction – non-chronological reports | Poetry – We’re going on a Train, Fiction – Cat, Bramble and Heron, Non-Fiction – Honey bees | Poetry – Blast Off!, Fiction – Greedy Fox, Non-Fiction – Dinosaurs vs life today | |
Foxes Year 3 and 4 | Key Texts | The BFG – Roald Dahl. The Battle of Bubble and Squeak | George’s Marvellous Medicine, Little Heroes: Inventors than changed the world, The Firework Makers Daughter | Michael Rosen poetry, The Magical Garden of Claude Monet, The Sheep Pig | Why the Whales Came | Roman Diary – the Journal of Iliona a Young Slave | The Youngest Marcher, Bill’s New Frock |
| Writing Outcomes | Poetry – Haiku, Fiction – In the style of an author | Fiction – Adjectives focus, Non-fiction – Persuasive writing (advertisement), Non-fiction: Biography | Poetry – nonsense poems, Fiction – story based on The Magical Garden of Claude Monet | Poetry – Acrostic poems, Newspaper Reports, Non-Chronological reports | Fiction – Myths and legends, Instruction texts | Persuasive writing | |
Badgers Year 5 and 6 | Key Texts | Anne Frank, In Flanders Fields | Cockleshell heroes, Dam Busters, Oradour, Churchill’s Speeches | ||||
| Writing Outcomes | War Poetry, Historical Fiction – Diary writing, | Non-fiction – Newspaper reports | Poetry, Fiction – Legends, Non-fiction – Travel Guides | Stories from other cultures, Instruction writing | Poetry – Egyptian, Egyptian mystery stories | Instructions for embalming, Myths of Osiris, Newspaper reports |
| Autumn 1 | Autumn 2 | Spring 1 | Spring 2 | Summer 1 | Summer 2 | |
| Nursery | Count in everyday contexts, recongise numbers of significance, recite number names in sequence. Recognise and name some simple 2d shapes. Use simple vocaulary to describe measures. | |||||
| Reception | ||||||
| Year 1 | Place Value, Addition and Subtraction, Geometry (Shape) | Place Value, Addition and Subtraction, Place Value, Length and Height, Mass and Volume | Multiplication and Division, Fractions, Geometry (Position and Direction), Place Value, Money, Time | |||
| Year 2 | Place Value, Addition and Subtraction, Geometry (Shape) | Money, Multiplication and Division, Length and Height, Mass, Capacity and temperature | Fractions, Time, Statistics, Position and Direction | |||
| Year 3 | Place Value, Addition and Subtraction, Multiplication and Division | Multiplication and Division, Length and Perimeter, Fractions, Mass and Capacity | Fractions, Money, Time, Shape, Statistics | |||
| Year 4 | Place Value, Addition and Subtraction, Measure (area), Multiplication and Division | Multiplication and Division, Length and Perimeter, Fractions, Decimals | Decimals, Money, Time, Shape, Statistics, Position and Direction | |||
| Year 5 | Place Value, Addition and Subtraction, Multiplication and Division, Fractions | Multiplication and Division, Fractions, Decimals and Percentages, Perimeter and Area, Statistics | Shape, Position and Direction, Decimals, Negative numbers, Converting units – measurements and volume | |||
| Year 6 | Place Value, Addition and Subtraction, Multiplication and Division, Fractions, Converting Units | Ratio, Algebra, Decimals, Fractions / Decimals / Percentages, Area, Perimeter, Volume, Statistics | Themed Projects | |||
| Autumn 1 | Autumn 2 | Spring 1 | Spring 2 | Summer 1 | Summer 2 | |
| EYFS and Year 1 | Greetings | Answering a question | Simple Instructions | Simple Instructions | Labelling items | Labelling items |
| Year 2 | Greetings | Answering a question | Simple Instructions | Simple Instructions | Labelling items | Labelling items |
| Year 3 and Year 4 | Numbers, Yes and No | Greetings, Classroom Instructions | Ask for and state age, colours | Names of fruit, names of food | Days of the week, Months of the year | Recapping – listening / reading parts of well known stories in French |
| Year 5 and Year 6 | Take Brittany – intercutural understanding of France | Introduction to Spanish – greetings, simple instructions | La Jolie Ronde – having conversations, finding information in texts, having conversations in French |
| Autumn 1 | Autumn 2 | Spring 1 | Spring 2 | Summer 1 | Summer 2 | |
| EYFS | The EYFS curriculum ensures that all children are provided with the knowledge, language and skills to fully access the KS1 curriculum. | |||||
| Year 1 | 3D art: Clay faces. Collage: Transient art portraits. Collage and ICT: Picasso faces. | Printing and ICT: Flanders Fields | Collage: Carnival masks and head dresses | Drawing and Painting: Pastel / Water colour, paintings of spring flowers. Contemporary art: Yayoi Kusama and Yvonne Coomber | Drawing: animals | Painting and collage: Tinga Tinga paintings. 3D art: Clay Fruit bowls |
| Year 2 | Drawing – Self Portraits, Collage | 3D art – clay pots | Painting – colour mixing and tones | Sketching using a variety of pencil tones | Printing and rolling create a city/village | How have artists used colour, pattern and shape? |
| Year 3 and Year 4 | 3d art – Anglo-Saxon pottery, Painting – Quentin Blake watercolour | Drawing – Da Vinci, Painting – marbling | Monet and Kandinsky art study | Printing – negative and positive (Rothenstein | Mosaics | Drawing – Artwork for change in the style of Henry Moore |
| Year 5 and Year 6 | Drawing and Painting – propoganda posters | Painting – Georgia O’Keefe poppy pictures | Mayan Glyphs | Hieroglyphics, necklaces, self portrait pharaoh style cartouches | Egyptian mural | |
| Autumn 1 | Autumn 2 | Spring 1 | Spring 2 | Summer 1 | Summer 2 | |
| EYFS | ||||||
| Year 1 | Online Safety, Computing Skills | Online Safety, Word Processing | Online Safety, Digital Painting | Online Safety, Programming Toys | Online Safety, Programming | Online Safety, Using and Applying |
| Year 2 | Online Safety, Technology around us, Using the internet | Online Safety, Presentation skills | Online Safety, Computer art | Online safety, preparing for Turtle Logo | Online Safety, Programming Turtle Logo and Scratch | Online Safety, Using and Applying |
| Year 3 and Year 4 | Online Safety, Word Processing, Online Searchers and Surfers | Online Safety, Presentation Skills | Online Safety, Drawing and Desktop publishing | Online Safety, Programming Turtle and Scratch | Online Safety, Programming Turtle Logo and Scratch | Online Safety, Using and Applying |
| Year 5 and Year 6 | Online Safety, Strategic Surfing online | Online Safety, Spreadsheets, | Online Safety, Radio Station, Film Making | Online Safety, FLOWOL | Online Safety, Coding with Scratch | Online Safety, Using and Applying |
| Autumn 1 | Autumn 2 | Spring 1 | Spring 2 | Summer 1 | Summer 2 | |
| EYFS | ||||||
| Year 1 | Textiles: Fabric Faces | Mechanisms – make a steam train | Working with tools: Musical Instruments. Cooking: dishes from Brazil. | Mechanisms: Sliders – growing flowers or a moving picture. | Construction/working with tools and materials: Design a Zoo | Use of materials: Paper rolling – African jewellery. Construction and use of materials: African mud huts. Cooking: fruit salads. |
| Year 2 | Using natural resources to create a family picture | Sewing and Textiles | Cooking | Create a stable stucture for wildlife to use as a home | Design a city/village | Moving pictures |
| Year 3 and Year 4 | Mechanical posters | Textiles – Christmas sewing | Electrical systems | Structures – design a house to survive an earthquake scenario | Food technology – Roman Feast, Make a Roman Shield | Textiles – rag rug squares |
| Year 5 and Year 6 | Design a gas mask box, Cookery | Christmas Cakes baking | Making fruit drinks, Day of the Dead masks | Mexican cooking, | Clay pyramids | |
| Autumn 1 | Autumn 2 | Spring 1 | Spring 2 | Summer 1 | Summer 2 | |
| EYFS and Year 1 | People from around the world. How are they different from me and where I live? | My community in the past. Why were refugees sent to rural communities? | Comparing areas of the UK with Rio de Janiero | Seasonal change. How is climate change affecting our seasons? What can we do to help? | Map Reading, Continents and oceans | How can we help to improve Nick’s Ugandan community? |
| Year 2 | Where do we live? | Know the main places between a place in England and that of a small community | Chinese New Year | Identify the physical features; lake, mountains, island, valleys, rivers, forests, beaches | Explain some of the advantages and disadvantages of living in a city or village | Know the names and locate the seven continents of the world, know the names and locate the oceans of the world |
| Year 3 and Year 4 | Where do we come from? | London over time – how has it changed? Rivers and settlements – I can describe the key physical and human features of a river. | I can describe the physical and human geography of an area. | Volcanoes and earthquakes – why do people live there? | Geography of the Roman Empire – Mediterranean study | Deforestation |
| Year 5 and Year 6 | Where were the air raids in WW2? | Map reading skills, route planning | Deserts of the world | Where is Egypt? | How do rivers affect where we settle? |
| Autumn 1 | Autumn 2 | Spring 1 | Spring 2 | Summer 1 | Summer 2 | |
| EYFS and Year 1 | Significant people – Rosa Parks – Should we treat people unfairly because they are different? | Significant events in history – Remembrance – Who are our war heroes? How did they make a difference? | What special occasions have I had in my lifetime? Create a class memory box. | Do humans go through a process of change like plants and animals in Spring? How have I changed since I was a baby? | Significant people: Who was George Mottershead and who was Mary Anning? | Significant events in my life – TED talk about myself to send to Nick |
| Year 2 | Know that children’s lives today are different to those of children a long time ago | Know an event or events that happened long ago, even before their grandparents were born | Know what we use today instead of a number of older given artefacts | Know how the local area is different to the way it used to be a long time ago | Differentiate between things that were here 100 years ago and things that were not | Know about a famous person from outside the UK and explain why they are famous |
| Year 3 and Year 4 | Britain’s Settlements by Anglo-Saxons and Scots. The Viking and Anglo-Saxon struggle for the kingdom. | A study of an aspect or theme in British history that extends pupils’ chronological knowledge beyond 1066. Know how the lives of wealthy people were different from the lives of poorer people. | What was life like during the time of Monet and Kandinsky? | Know how Britain changed from the iron age to the end of the Roman occupation. | Compare life in Roman times to today. | |
| Year 5 and Year 6 | A study of an aspect or theme in British history that extends pupils’ chronological knowledge beyond 1066 | A non-European society that provides contrasts with British history – Mayans | The achievements of the earliest civilizations – an overview of where and when the first civilizations appeared and a depth study – Ancient Egypt |
| Autumn 1 | Autumn 2 | Spring 1 | Spring 2 | Summer 1 | Summer 2 | |
| EYFS and Year 1 | Animals including humans: My body and my senses, Is it ok to look different? Design a sensory garden | Materials – what material would make a good cape for a superhero? | Performing tests: What makes the loudest sound? | Plants, animals and seasonal change: Life cycles, plants and flowers | Animals: How do we look after a pet? Performing tests: Who’s poo? | African animals and their adaptations |
| Year 2 | Humans, Animals need for survival | Materials and Plastics | Plants (light and dark), Living things and their habitats | Living things and their habitats, Light and Dark | Plants (bulbs and seeds), Growing Up | Wildlife |
| Year 3 and Year 4 | Forces and Magnets | Electricity | Sound and Light | Living things – animals including humans | States of Matter and Rocks | Plants |
| Year 5 and Year 6 | Forces | Living things and their habitats | Light and light pollution | Animals including humans, Evolution and inheritance | Space | Variation and adaptation |
| Autumn 1 | Autumn 2 | Spring 1 | Spring 2 | Summer 1 | Summer 2 | |
| Reception and Year 1 | Ourselves, Our Bodies | Our School, Machines | Travel, Number | Weather, Seasons | Animals, Pattern | Water, Storytime |
| Year 2 | Performing simple patterns and accompaniments, keeping a steady pulse | Sing and clap, increasing and decreasing tempo | Play simple rhythmic patterns on an instrument | Make connections between notations and musical sounds | Create music in response to a starting point | Create a beginning, middle and end rhythm |
| Year 3 and Year 4 | Singing French | Environment | Sounds, China for Chinese New Year | Human Body | Time | Around the World |
| Year 5 and Year 6 | Harvest Songs, Keeping Healthy | World Unite unit | Celebration | Growth | Solar System | Roots |
| Autumn 1 | Autumn 2 | Spring 1 | Spring 2 | Summer 1 | Summer 2 | |
| EYFS | ||||||
| Year 1 | Being special, Where do we belong? What do Christians believe God is like? | What is the good news that Jesus brings? Why is Christmas special for Christians? | Which stories and places are special to Christians? | Why is Easter special for Christians? | Who do Christians say made the world? | How should we care for others and the world and why is it important? |
| Year 2 | What does it mean to belong to a faith community? | What makes some places sacred to believers? | Who is a muslim and how do they live? | Who is a muslim and how do they live? | Who is a Jewish and how do they live? | How should we care for others and the world and why is it important? |
| Year 3 and 4 | What do Hindus believe God is like? (Brahman/atman) | The Big Frieze – Creation | What does it mean to be Hindu in Britain today? (Dharma) | How do festivals and family life show what matters to Jewish people? (God, Torah, people, The Land) | The Big Frieze – The fall | The Big Frieze – People of God |
| Year 5 and 6 | What does it mean if Christians believe God is loving and holy? Harvest | What matters most to Humanists and Christians? | Creation and Science: conflicting or complimentary? How and why do we exist? | Why do Hindus want to be good? | Why do Christians believe that Jesus was the Messiah? | How does faith help when life gets hard? |
| Autumn 1 | Autumn 2 | Spring 1 | Spring 2 | Summer 1 | Summer 2 | |
| Nursery | The EYFS curriulum ensures that all children are provided with the knowledge, language and skills to fully access the KS1 curriculum. | |||||
| EYFS and Year 1 | Me and My Relationships | Rights and respect | Keeping safe | Growing and changing | Being my best | Valuing differences |
| Year 2 | Healthy Lifestyles | Me and my relationships | Valuing differences | Rules, rights and responsibilities including money | Keeping safe | Growing and Changing |
| Year 3 and Year 4 | Healthy Lifestyles | Me and my relationships | Valuing differences | Rules, rights and responsibilities including money | Keeping safe | Growing and Changing |
| Year 5 and Year 6 | Healthy Lifestyles | Me and my relationships | Valuing differences | Rules, rights and responsibilities including money | Keeping safe | Growing and Changing |
| Autumn 1 | Autumn 2 | Spring 1 | Spring 2 | Summer 1 | Summer 2 | |
| EYFS and Year 1 | Multi-movements | Fundamental movements | Dance | Gymnastics | Multi-Skills, Striking and Fielding | Athletics |
| Year 2 | Multi-Skills and Invasion Games | Gymnastics | Dance | Striking and Fielding | Athletics | Orienteering |
| Year 3 and Year 4 | Invasion Games – Tag Rugby and Netball | Invasion Games – Hockey and Netball | Invasion Games – Football, Gymnastics | Dance and Gymnastics | Orienteering and Athletics | Striking and Fielding – Cricket and Rounders. Tennis |
| Year 5 and Year 6 | Invasion Games – Tag Rugby and Netball | Invasion Games – Hockey and Netball | Invasion Games – Football, Gymnastics | Dance and Gymnastics | Swimming, Orienteering, Athletics | Striking and Fielding – Cricket and Rounders. Tennis |