Calendar Events
Enrichment
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SPaG
Writing
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Maths
History
Science
Music
RE
PSHE
PE
Art & Design
Computing
Design & Technology
French
Geography
| Autumn 1 | Autumn 2 | Spring 1 | Spring 2 | Summer 1 | Summer 2 | ||
| SW | Inspiring Skill Builder (A&D) Sarah Walton | Sketch books - pencil work | Sketch books - colour mixing | Sketch books - collage | Stetch books - clay | Sketch books - pattern | Sketch books - printing |
| GF | Inspiring Skill Builder (D&T - food) Gemma Fidler | Blackberry and apple crumble | Challah | Vegetable wraps and spring rolls | Banana bread | Lollies and sugar cookies | Greek Salad and flatbreads |
| AG | Inspiring Researcher (Geogaphy/History) Amy Gale | Edukid - place knowledge (Uganda, Cambodia, Peru, Palestine) | Weather - observe and measure. Present results. | Weather 2 - observe and measure. Compare seasons. How does this affect our lives? Clothes, food we eat, activities we do( inc daylight hours), how does the local area look/change? Could look at the type of climate and any similar climates in other countries | Artefacts through time - What are these objects? What might they have been used for? How do we know? What was the significance of it? Are they primary or secondary sources of evidence? Can you put in chronological order? Draw and label? | Archaeological dig - Similar to above but artefacts buried and have to be found. Practise skills/check knowledge from previous activity. Reliability of sources. | Local history - Village walk (Info from Phillip?) or Analysis of census data |
| JB | Inspiring Adventurer (Geography/PE/OAA) Jody Brown | Orienteering - compass points, grid references, KS1 study geography of school and humans and physical features of its surrounding environment, map skills | Coding/beebots - Atlases, map skills | Orienteering - compass points, grid references, KS1 study geography of school and humans and physical features of its surrounding environment, map skills | Create a map of school - compass points, gridlines, a key, grid refs, contour lines | Orienteering - compass points, grid references, KS1 study geography of school and humans and physical features of its surrounding environment, map skills | Treasure hunt - Map reading |
| DH | Inspiring Adventurer (Wild Tribe) Dan Harding | Shelters/Den Building | Journey Sticks | Natural Collages | Fire Triangle | Clay mini-beasts | Mini-beast habitats |
| RN | Inspiring Skill Builder (Computing) Bex Northcott | Online Safety - Poster competition | Bee-Bots 1, 2, 3 Programming Activity | Barefoot Computin | DIgital Footprint - Being Kind Online | Barefoot Bytes | Online Safety - Know or Know Of Online Safety | EN | Barefoot Computing | Scratch Tinkering Activity | Resources | Barefoot Computing |
| Social, Emotional, Mental Health Provision | ||||||
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The children will be working on the National Curriculum adapted to meet individual age/stage alongside highly personalised intervention according to EHCP/ILP
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| Autumn 1 | Autumn 2 | Spring 1 | Spring 2 | Summer 1 | Summer 2 | |
| Theme | Self | Society | Self | Stewardship | Society | Stewardship |
| Enquiry | How do I let people know my needs? | What do I want to be when I am older? | How do I communicate to others? | How do I look after a pet? | How can I look after my school? | How do I look after a plant to help it grow? |
| Character Virtues | confidence, assertiveness | aspiration, motivation | communication, courtesy | kindness, generosity | respect, service | community, respect, |
| Enrichment | Meeting the needs of others. Making cakes for a class. What are the classes allergies? (y2?) | Visiting places of work? Or getting people in to talk to the children about their jobs. | Working in the school office for an 30 minutes each taking notes to teachers/greeting visitiors. | The Big Sheep animal visit. | Trip to screwfix/toolstation? | Allotment Visit? |
| Stunning Start | Place a teddy in The Den with a list of needs. How are we going to look after him? Make him a 5 point scale etc. | Set up a range of jobs in The Den for the children to try out. One a week on a Monday morning. | Put out a form of communication in The Den every Monday morning for the children to explore. | Discover a lost pet. What will we need to look after the pet? ) | Find a letter from the caretaker, who needs help with an area of the school and is looking for Mini Caretakers. | Find a struggling plant in The Den, what does it need? How can we keep it alive? |
| Fabulous Finish | We will have a base point for all children to understand their individual needs and we can build on this starting point to ensure they can express them. | Children to spend a morning doing their desired job. Invite guests in to support children get into role. | Send a form of communication to an inspirational person or place of interest for each child. | We will have a happy and healthy pet. Children could take it in turns to take it home for the weekend. | Celebrating the work the children have done. Having an opening/celebration ceremony of the work theyve done. | Have a range of new plants in the Den and to take home. |
| Key Texts | Linked to projects | Linked to projects | Linked to projects | Linked to projects | Linked to projects | Linked to projects |
| Literacy Outcomes | Linked to coloiurful semantics | Linked to coloiurful semantics | Linked to coloiurful semantics | Linked to coloiurful semantics | Linked to coloiurful semantics | Linked to coloiurful semantics |
| Maths | White Rose linked objectives | White Rose linked objectives | White Rose linked objectives | White Rose linked objectives | White Rose linked objectives | White Rose linked objectives |
| History | Jobs now and then. | Timeline - how communication has changed over time. | Look at historical pictures of the school. | |||
| Geography | Jobs around the world. | Animals around the world. | Plants around the world. | |||
| Science | Forces/Magnets | Human body | Inventors | Animals. | Materials? | Plants/Rocks and Soil? |
| Art | Sketching emotions, line, tone | Collage - Communication mood boards | Clay - making a plant pot. | |||
| Computing | Talk to Text | Widgit Symbol | Talk to Text | Widgit Symbol | Talk to Text | Widgit Symbol |
| Design & Technology | Fabric painting a t-shirt for a work uniform? | Design and build a toy for a pet. | Building something for around the school. | |||
| MFL | BSL - feelings | BSL - jobs | BSL - greeting/manners | BSL - Animals | BSL - around my school | BSL - fruit and vegetables |
| Music | Call and Response | Expressing Myself | Call and Response | Expressing Myself | Call and Response | Expressing Myself |
| P.E. | Multi Skills/Sensory Curcuits /Fun Fit | Multi Skills/Sensory Curcuits /Fun Fit | Multi Skills/Sensory Curcuits /Fun Fit | Multi Skills/Sensory Curcuits /Fun Fit | Multi Skills/Sensory Curcuits /Fun Fit | Multi Skills/Sensory Curcuits /Fun Fit |
| English Overview - SPaG Decision Spelling ActiveLearn | |||||||
| Autumn 1 | Autumn 2 | Spring 1 | Spring 2 | Summer 1 | Summer 2 | ||
| Theme | Self | Society | Self | Stewardship | Society | Stewardship | |
| Reception | BUG CLUB | Phase 2 | Phase 2 | Phase 3 | Phase 3 | Phase 4 | Phase 4 |
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Year 1
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BUG CLUB | Phase 3/4 | Phase 5 | Phase 5 | Phase 5 | Phase 5 | Phase 5/6 |
| Punctuation and Grammar | Ready to Write- Punctuating sentences | Word classes- capital letters | conjunctions- exclamations | capital letters | Questions-singular and plural | prefixes-suffixes- sequencing | |
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Year 2
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Decision Spelling | Meta language with CEW. Long A phoneme. Long E phoneme. Homophones. Personal spelling lists. | Long I phoneme. Long O phoneme. Long U phoneme. Initial /n/ and /r/ phonemens (silent k and w). Review. | Meta language with CEW. /j/ phoneme. OR phoneme. Suffixes. | /shun/ as tion. Homophones. | Meta language with CEW. /ul/ phoneme. Apostrophes for contraction and posession. | Homophones. Hard and soft C and G. |
| Punctuation and Grammar | Capital letters and full stops, A or an, Conjunctions, Past tense, Present perfect | Prepositions, Inverted commas, Conjunctions, simple past or perfect present, Coordinating conjunctions, Subordinating conjunctions | Prepositions, Adverbs, Word Class, Subordinate clauses, Main Clauses | Apostrophes for possession, Apostrophes for contraction, Inverted Commas, Past perfect | Word families, Word class, de-, dis- and mis- prefixes, Adjectives to adverbs | il-, im- ir-, in- prefixes, Simple past or present perfect, consolidation | |
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Year 3
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Decision Spelling | Application test Meta language and stat word list (1) Personal spelling list (1) Long a (1) Long E (1) Long I (1) |
/shun/ (2) /shur/ and /chur/ (2) Homophones (1) Elicitation test |
Application test Meta language and stat word list (1) Long o (1) Long u (1) Apostrophes (2) |
Prefixes (2) Homophones (1) Personal spelling lists (1) Elicitation test |
Application test Meta language and stat word list (1) Long vowel OR (1) Long vowel EAR (1) Etymology (2) |
The suffix OUS (2) Homophones (1) Personal spelling list (1) Elicitation test |
| Punctuation and Grammar | Capital letters and full stops, A or an, Conjunctions, Past tense, Present perfect | Prepositions, Inverted commas, Conjunctions, simple past or perfect present, Coordinating conjunctions, Subordinating conjunctions | Prepositions, Adverbs, Word Class, Subordinate clauses, Main Clauses | Apostrophes for possession, Apostrophes for contraction, Inverted Commas, Past perfect | Word families, Word class, de-, dis- and mis- prefixes, Adjectives to adverbs | il-, im- ir-, in- prefixes, Simple past or present perfect, consolidation | |
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Year 4
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Decision Spelling | Application test Meta language and stat word list (1) Personal spelling list (1) Long a (1) Long E (1) Long I (1) |
/shun/ (2) /shur/ and /chur/ (2) Homophones (1) Elicitation test |
Application test Meta language and stat word list (1) Long o (1) Long u (1) Apostrophes (2) |
Prefixes (2) Homophones (1) Personal spelling lists (1) Elicitation test |
Application test Meta language and stat word list (1) Long vowel OR (1) Long vowel EAR (1) Etymology (2) |
The suffix OUS (2) Homophones (1) Personal spelling list (1) Elicitation test |
| Punctuation and Grammar | Capital letters and full stops, Was or were, did or done, saw or seen, fronted adverbials | expanded noun phrases, speech punctuation, pronouns, | Determiners, possessive pronouns, apostrophes for singular possession, apostrophes for plural possession, | Past, perfect and present perfect, word class, apostrophes for possession, speech puncutation | Past perfect and present perfect, word class, speech punctuation | standard english, a or an, apostrophes for possession | |
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Year 5
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Decision Spelling | Metalanguage statutory word list ough silent consonants | Homophones shun personal spelling lists | Metalanguage statutory word list shus ible/able | homophones shul | Metalanguage statutory word list words ending in ent/ant/ence/ance suffix -fer | homophones hyphens review of personal spellings |
| Punctuation and Grammar | Word classes Capitals Full stops Tenses Fronted adverbials A or an Noun phrases | subordinate pronouns commas relative clauses Contractions ? ! | brackets dashes speech punctuation Conjunctions | Modal verbs Relative clauses Apostrophes for possession | Standard English Articles and determiners | ||
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Year 6
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Decision Spelling | Y3/4 and Y5/6 spelling lists (2wks) Ough (2wks) Silent consonants (2wks) |
Homophones (1wk) Shun (2wks) Shus (2wks) |
Shul (2wks) Ible able (2wks) Ent ant (2wks) |
Ence ance (2wks) Prefixes (2wks) Suffixes (2wks) |
Y5/6 spelling list | Revision of rules |
| Punctuation and Grammar | Nouns Verbs Adjectives Adverbs Inverted commas Fronted adverbials Statements Questions Commands Exclamations Synonyms Antonyms |
Passive and active voice Subject and object Relative clauses Commas in lists Commas to clarify Apostrophes for contraction Apostrophes for possession Parenthesis ( ) - , Prepositions Colons Semi colons Hyphens |
Coordinating conjunctions Subordinating conjunctions Clauses Subordinate clauses Expanded noun phrases Modal verbs Pronouns Relative pronouns Possessive pronouns Determiners |
Simple past Past progressive Present progressive Present perfect Bullet points |
SPAG revision | Preparation for KS3 | |
| ENGLISH OVERVIEW - Writing | |||||||
| Autumn 1 | Autumn 2 | Spring 1 | Spring 2 | Summer 1 | Summer 2 | ||
| Theme | Self | Society | Self | Stewardship | Society | Stewardship | |
| Reception | Key Texts | Starting School - Allan Ahlberg and Janet Ahlberg
Rainbow Fish What makes me a me The Lion Inside |
A Place Called Home: Look Inside Houses Around the World
Let's Build a House The Jolly Christmas Postman |
The Magic Paintbrush
Giraffes Can’t Dance The Great Race The Smeds and The Smoos |
The Bog Baby
Tadpole’s Promise The Tiny Seed The Extraordinary Gardener |
The Wright Brothers
Man on the moon The Naughty Bus Neil Armstrong |
Dinosaurs and All That Rubbish
Clem and Crab Leaf Here We Are |
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Year 1
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Key Texts | Oh No George Zog How to catch a star Pig the Fibber |
Lost and Found There are no such thing as monsters | Wanted: The perfect pet Oi Frog | Ivy and the Raincloud All about Weather | Someone Swallowed Stanley Seaside holidays | Goldilocks and just the one bear Fruit Salad |
| Writing Outcomes | basic sentence structure | Narrative adventure story poetry | Non Chron recount poetry | Non Chron infomation booklet | Non chron information about sea animals | Narrative traditional story poetry | |
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Year 2
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Key Texts | Hair Love - Matthew Cherry | Stickman- Julia Donaldon | Ravi's Roar. Fergal is fuming. | How to Hide a Lion. It's a No Money Day | Tidy. Alba the hundred year old fish.The Brilliant Deep | |
| Writing Outcomes | Write speech for TED talk. | Information book about Bideford. | Guide to keeping calm (instructions) | Diary of an adventure. | Story- | Persuasive letter. | |
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Year 3
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Key Texts | The Ancient Egyptian Sleepover | Stig of the Dump, Stone Aged Boy, I was there: Tutankhamun's Tomb, | Tuesday | Arthur and the Golden Rope, Extreme Earth, Volcanoes and Earthquakes | Until I met Dudley... | |
| Writing Outcomes | Non-chronological information text | Story writing, scene setting | Newpaper report, writing dialogue, recounts, | Character desriptions, narrative, diary entries, letter writing | Instructions, explanations | Poetry, persuasive letters, persausive writing | |
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Year 4
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Key Texts | The Iron Man I was there - Viking invasion Land of Roar | Windrush child (Pathways to write - poetry) I was there - Boudica's Army The boy at the back of the class | Mohammad and the cat, The parable of the lost sheep, The kind prophet and the thirsty cat, The crying camel, The hare and the tortoise, The story of Ganesha, How to train a dragon | Rhythm of the rain, Mimi's village Why water’s worth it by Lori Harrison | Text - A bear called Paddington, Michael Bond | Text - Stig of the dump, Clive King |
| Writing Outcomes | Character and setting descriptions, Diary, Instructions. | Poetry | Narrative Non-chronological report | Newspaper report Diary entry | Letter News report Diary entry Instructions Recount | Character description Reasoned argument Narrative | |
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Year 5
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Key Texts | Greek myths Who let the gods out? | Malala's Magic pencil | Jinny Ghost Survivors | Biographies Brightstorm | Non-fiction - Tudors Shakespeare for kids | The Last Wild |
| Writing Outcomes | Own Myth - narrative Setting description 3rd person narrative | Letter Blog Autobiography | Poetry Recount | Newspaper report Biography Diary entry | Informal letters Persuasive writing | Instructional writing Description Poetry | |
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Year 6
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Key Texts | The Matchbox Diary The Girl who rowed the ocean | War Horse | Framed | The Tin Forest/Where the World Turns Wild | Hunger Games | Hunger Games |
| Writing Outcomes | Diary Autobiographical writing Poetry Storytelling Writing in role | Diary Pamphlet Character description Report Story from a different viewpoint | Newspaper article Descriptive writing Descriptive story opening Dicussion text | Setting description Poetry Character description Diary entry Non-Chronological report | Diary Autobiographical writing Narrative Letter | Poetry Invitations Instructions | |
| ENGLISH OVERVIEW - Reading VIPERS | |||||||
| KS1 Spine | KS2 Spine | ||||||
| Autumn 1 | Autumn 2 | Spring 1 | Spring 2 | Summer 1 | Summer 2 | ||
| Theme | Self | Society | Self | Stewardship | Society | Stewardship | |
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Reception
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Class Books (RfP) | ||||||
| Literacy Shed Comprehension Plus VIPERS Unit | |||||||
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Year 1
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Class Book (RfP) | ||||||
| Literacy Shed Comprehension Plus VIPERS Unit | Microvipers | Microvipers | Microvipers | Microvipers | Microvipers | Microvipers | |
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Year 2
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Class Book (RfP) | ||||||
| Literacy Shed Comprehension Plus VIPERS Unit | Special Books Activists Looking After Ourselves | Materials | Growing Plants | The Arctic Habitats | Emergency Services Materials | Coasts | |
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Year 3
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Class Book (RfP) | ||||||
| Literacy Shed Comprehension Plus VIPERS Unit | MicroVipers | MicroVipers | MicroVipers | MicroVipers | MicroVipers | MicroVipers | |
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Year 4
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Class Book (RfP) | ||||||
| Literacy Shed Comprehension Plus VIPERS Unit | Microvipers | Microvipers | Microvipers | Microvipers | Microvipers | Microvipers | |
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Year 5
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Class Book (RfP) | ||||||
| Literacy Shed Comprehension Plus VIPERS Unit | Microvipers | Microvipers | Microvipers | Microvipers | Microvipers | Microvipers | |
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Year 6
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Class Book (RfP) | The Girl Who Rowed the Ocean | War Horse | Framed | Where the World Turns Wild | Hunger Games | Hunger Games |
| Literacy Shed Comprehension Plus VIPERS Unit | Microvipers | Microvipers | Microvipers | Microvipers | Microvipers | Microvipers | |
| Maths Overview https://whiteroseeducation.com/resources | ||||||||
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White Rose
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Autumn 1 | Autumn 2 | Spring 1 | Spring 2 | Summer 1 | Summer 2 | ||
| Theme | Self | Society | Self | Stewardship | Society | Stewardship | ||
| Reception | Maths | Exploring Maths Match, sort and compare Talk about measure and patterns Baseline Assessment | It’s 123! Circle and triangle 1,2,3,4,5 Consolidation |
Alive in 5! Mass and Capacity Growing 6,7,8 Length, height and time | Length, height and time continued Building 9 and 10 Explore 3-D Shapes |
To 20 and beyond How many now? Manipulate, compose and decompose Sharing and grouping |
Sharing and grouping continued Visualise, build, map Make connections Consolidation | |
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Y1
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Maths | Place Value within 10 Addition and subtraction within 10 | Shape Money Addition and subtraction within 10 Place value within 20 | Place Value within 50 Addition and subtraction within 20 | Length and height Weight and Volume Money | Multiplication and division Fractions | Place Value within 100 Position and direction Time | |
| Fluency | counting in 1's, 2's, 5's and 10's forwards and backwards | |||||||
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Y2
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Maths | Place value (4wks). Addition and subtraction (3wks) | Addition and Subtraction (1wk). Assessment week.Multiplication and Division (3 wks). Money (2 wks). | Multiplication and division (2wks). Fractions (4wks). ) | Statistics (1wk). Assessment wk. Statistics (1wk). Properties of shape (3wk) | Place value/number. Length and height. Time | Position and direction (2wks). Assessment week. Mass, capacity and temperature (3wks). Consolidation (2wks). | |
| Fluency | odd/even numbers.Tens and Ones. 2 and 10 times table. | Bonds to 20 and 100. 5 times table. Months of the year. | Simple multiplication & division Measuring in cm. Addition & subtraction word problems. Time. | 1/2 and 1/4 of numbers. Additon and subtraction. Partitioning. | Multiplication & division. Twinkl Number of the day fluency (covers a range of things) | Time. Greater than/fewer than. 2/3/5/10 times tables. | ||
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Y3
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Maths | Place value, Addition and subtraction | Addition and subtraction, NFER tests, Multiplication and division, Money | Multiplication and division, Fractions | Statistics, NFER tests, Properties of shape | Fractions, Time | Mass and capacity, NFER tests, Statistics, Properties of shape, Consolidation | |
| Fluency | Tough 10, Times tables | Tough 10, Times tables | Tough 10, Times tables | Tough 10, Times tables | Tough 10, Times tables | Tough 10, Times tables | ||
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Y4
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Maths | Place value Addition and subtraction | Area Multiplication and division Length and perimeter | Multiplication and division Fractions | Fractions Decimals | Money Time Properties of shape | Decimals Position and Direction Statistics | |
| Fluency | Tough 10 Tough time Multiplication (MTC) | Tough 10 Tough time Multiplication (MTC) | Tough 10 Tough time Multiplication (MTC) | Tough 10 Tough time Multiplication (MTC) | Tough 10 Tough time Multiplication (MTC) | Tough 10 Tough time Multiplication (MTC) | ||
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Y5
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Maths | Place Value Addition and subtraction Statistics | Statistics Multiplication and Division Area and perimeter | Fractions Multiplication and division | Position and direction Fractions Decimals and Percentages | Decimals Properties of shape | Properties of shape Fractions Volume Converting units of measure Time Consolidation | |
| Fluency | Multiplication tables | Mental arithmetic | Rounding | Estimating | Conversions between FDP | Multiplication Tables | ||
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Y6
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Maths | Place value, four operations | Fractions, decimals | Percentages, shape, perimeter, area & volume | Position & direction, statistics, converting units, ratio | Algebra, problem solving | Investigations, preparation for KS3 | |
| Fluency | Tough 10 | Tough 10 | Tough 10 | Tough 10 | Tough 10 | Tough 10 | ||
| Our-Learning-Journey-History- St Helen's.pptx History/Geography 23/24 St Helen's St Helens History Overview.docx | ||||||
| Autumn 1 | Autumn 2 | Spring 1 | Spring 2 | Summer 1 | Summer 2 | |
| Theme | Self | Society | Self | Stewardship | Society | Stewardship |
| EYFS | The EYFS curriulum ensures that all children are provided with the knowledge, language and skills to fully access the KS1 curriculum. | |||||
| Year 1 | Great Fire of London | Now and Then- leisure | ||||
| Year 2 | Lives of significant people- Rose Parks, Greta Thunberg, Max Woosey, Marie Curie. | Local study- Bideford as a trading port. Then and Now. Jobs, hobbies and lifestyles due to the location. Compare | Lives of significant people- Artists Edvard Munch and Vincent Van Gogh. | Significant historical events- implementation of the fire service. | ||
| Year 3 | Ancient Egypt (4500 - 332BC) The achievements of the earliest civilisations (and an overview of where and when the first covilizations appeared) | Stone Age to the Iron Age (6000-2000BC) | Victorian era (1837 - 1901) A study of an aspect or theme in British history that extends pupils' chronological knowledge betond 1066 | |||
| Year 4 | Anglo-Saxons | Romans | Vikings | |||
| Year 5 | Ancient Greece | Tudors | ||||
| Year 6 | Local study - Lundy Trip | WW1 | Benin | Crime and punishment | ||
| Hamilton Copy of Our-Learning-Journey-Science- St Helen's.pptx | ||||||
| Autumn 1 | Autumn 2 | Spring 1 | Spring 2 | Summer 1 | Summer 2 | |
| Theme | Self | Society | Self | Stewardship | Society | Stewardship |
| EYFS | The EYFS curriulum ensures that all children are provided with the knowledge, language and skills to fully access the KS1 curriculum. | |||||
| Year 1 | Everyday materials | Everyday materials | Animals | Seasonal changes | Human senses | Plants |
| Year 2 | Healthy Animals | Materials Matter | Ready Steady Grow | Habitats | Squash, Bend, Twist, Stretch | Gardens and Allotments |
| Year 3 | Animals including humans: Keeping healthy | Rocks: Rocks and fossils | Forces and magnets: Amazing magnets | Light: Light and shadows | Plants: Roots and shoots | Plants: Artful flowers, roots and seeds |
| Year 4 | Electricity | Animals including humans | Living things and their habitats | States of matter | Sound | |
| Year 5 | Earth and space | Life Cycles Living things and their habitats, plants and humans | Life Cycles Living things and their habitats, plants and humans | Forces | Materials | Materials |
| Year 6 | Animals including hunmans | Living things and their habitats | Light | Electricity | RSE | Evolution and inheritance |
| https://charanga.com/site/log-in/ | ||||||
| Autumn 1 | Autumn 2 | Spring 1 | Spring 2 | Summer 1 | Summer 2 | |
| Reception | The EYFS curriulum ensures that all children are provided with the knowledge, language and skills to fully access the KS1 curriculum. | |||||
| Year 1 | My musical heartbeat | Dance, sing and play | Exploring sounds | Learning to listen | Having fun with improvisation | lets perform together |
| Year 2 | Exploring simple patterns: How does music help us to make friends? | Focus on Dynamics and Tempo: How does music teach us about the past? | Music that makes you dance: How does music make us happy? | Exploring feelings through music: How doe music make the world a better place? | Inventing a musical story: How does music teach us about our neighbourhood? | Exploring Improvisation: How does music teach us about looking after the planet? |
| Year 3 | What stories does music tell us about the past? | How does music connect us with our environment? | How does music bring us closer toegther? | How does music connect us with our planet? | How does music make the world a better place? | How does music help us to get to know our community? |
| Year 4 | Interesting time signatures | Combining elements to make music | Developing pulse and groove through improvisation | Creating simple melodies together | Connecting notes and feelings | Purpose, identity and expression in music |
| Year 5 | Getting Started with Music Tech | Emotions & Musical Styles | Exploring Key & Time Signatures | Introducing Chords | Words, Meaning and Expression | Identifying Important Musical Elements |
| Year 6 | How does music teach us about our community? | How does music connect with the past? | How does music shape our way of life? | How does music improve our world? | How does music connect us with the environment? | How does music bring us together? |
| Our-Learning-Journey-History- St Helen's.pptx | |||||||
| Autumn 1 | Autumn 2 | Spring 1 | Spring 2 | Summer 1 | Summer 2 | ||
| Reception | F4- Being Special: Where do we belong? | F2 - Incarnation | F6 Which stories are special and why? | F3 Why is Easter special for Christians? | F1 Why is the word ‘God’ so important to Christians? | F5 Which places are special and why? | |
| Year 1 | What does it mean to belong to a faith community? | Who is Jewish and How do they live? | Who is Muslim and how do they live? | How should we care for the world and why does it matter? | What is the good news that God brings? | What makes some places sacred to believers? | |
| Year 2 | Who is Muslim and how do they live? | Why Does Christmas matter to Christians? | What do Christians believe God is like? | Why is Easter important to Christians? | Who is Jewish and how do they live? (2) | How should we care for the world and why does it matter? | |
| Year 3 | L2.2 What is it like to follow God? | L2.1 What do Christians learn from the creation story? | L2.9 How do festivals and worship show what matters in Islam? | L2.6 For Christians, what is the impact of Pentecost? | L2.4 What kind of world did Jesus want? | L2.12 How and why do people try to make the world a better place? | |
| Year 4 | L2.7 What do Hindus believe God is like? | L2.8 What does it mean to be Hindu in Britain today) | L2.3 What is the Trinity and why is it important for Christians? | L2.1 What do Christians learn from the Creation Story? | L2.10 How do festivals and family life show what is important to Jewish people? | L2.12 How and why do people try to make the world a better place? | |
| Year 5 | U2.9 Why is the Torah so important to Jewish people? | U2.8 What does it mean to be a Muslim in Britain today? | U2.1 What does it mean if God is loving and holy? | U2.10 What matters most to Christians and Humanists? | U2.4 Christians and how to live -WWJD? | U2. U2.2 Creation and Science - conflicting or complementary? | |
| Year 6 | U2.11 Why do some people believe in God and some people not? | U2.2 Creation and Science: conflicting or complementary? | U2.7 Why do Hindus want to be good? | U2.3 Why do Christians believe Jesus was the Messiah? | U2.6 For Christians, what kind of king is Jesus? | U2.12 How does faith help when life gets hard? | |
| Our-Learning-Journey-PSHE- St Helen's.pptx | ||||||
| Autumn 1 | Autumn 2 | Spring 1 | Spring 2 | Summer 1 | Summer 2 | |
| EYFS | Me and My Relationships | Rights and Responsibilities | Valuing Difference | Keeping Myself Safe | Being My Best | Growing and Changing |
| Year 1 | Me and my relationships | Valuing difference | Keeping Safe | Rights and Respects | Being my best | Growing and Changing |
| Year 2 | Valuing difference | Food | Emotions and bullying | Secrets | Me and My relationship | Growing and Changing |
| Year 3 | Me and my relationships | Valuing differences | Keeping safe | Rights and respect | Being my best | Growing and changing |
| Year 4 | Me and my relationships | Valuing difference | Being my best | Keeping myself safe | Rights and responsibilities | Growing and changing |
| Year 5 | Me and My Relationships | Valuing Difference | Keeping Safe | Rights and Respect | Being my Best | Growing and Changing |
| Year 6 | Valuing difference | Me and my relationships | Being my best | Keeping safe | Growing and changing | Rights and Respect |
| PE PE Hub | ||||||
| Autumn 1 | Autumn 2 | Spring 1 | Spring 2 | Summer 1 | Summer 2 | |
| EYFS | Body Management | Manipulation & Coordination | Dance | Gymnastics | Cooperate & Solve Problems | Speed Agility Travel |
| Year 1 | Attack, defend, shoot. | Hit, catch, run | Gymnastics | Dance | Send and Return | Run, Jump and Throw. |
| Year 2 | Attack, defend, shoot. | Hit, catch, run | Dance | Gymnastics | Send and Return | Run, Jump and Throw. |
| Year 3 | Hockey | Dance | Gymnastics | Cricket | Handball | Tennis |
| Year 4 | Swimming | Swimming | Swimming | Swimming | Athletics | Rounders |
| Year 5 | Basketball | Gymnastics | Dance | Hockey | Volleyball | Athletics |
| Year 6 | Rugby | Gymnastics | Dance | Football | Cricket | Athletics/Rounders |
| Art Overview Copy of Our-Learning-Journey Arts and Design Alumnis.pptx | ||||||
| Autumn 1 | Autumn 2 | Spring 1 | Spring 2 | Summer 1 | Summer 2 | |
| Theme | Self | Society | Self | Stewardship | Society | Stewardship |
| EYFS | The EYFS curriulum ensures that all children are provided with the knowledge, language and skills to fully access the KS1 curriculum. | |||||
| Year 1 | Painting (Creating a studio) | Mixed Media (NATRE Spirited Arts) | Form (Clay) | |||
| Year 2 | 3D clay | Drawing and Printing | Weaving and Collage | |||
| Year 3 | Texture: Batik | Printing: monoprinting, colour printing | Painting: Colour mixing, colour wheels, different brushes | |||
| Year 4 | Drawing (Sketch books) | Painting (Spirited arts) | Batik | |||
| Year 5 | Clay Pencil work | Printing | Spirited Art | Collage | Watercolours | |
| Year 6 | Colour palettes | Drawing skills | Collage | Props/ sculpture | ||
| Our Learning Journey Computing | |||||||
| Autumn 1 | Autumn 2 | Spring 1 | Spring 2 | Summer 1 | Summer 2 | ||
| EYFS | The EYFS curriulum ensures that all children are provided with the knowledge, language and skills to fully access the KS1 curriculum. | ||||||
|
D.A.R.E.S /Be Internet Legends
|
Year 1 | Esafety and log in skills | Video creation- Seesaw | Animation- Chatterpix | Programming- robot maze | ||
| Year 2 | DARES-Venn Diagram | DARES- Simple Photoshopping | DARES- Thinglink | DARES- Knock, knock joke scratch | DARES- My Robot helper | DARES- Masking Tool Storytime | |
| Year 3 | Online safety, Slides presentation | Story graphs | Online safety, programming (Barefoot) | Movie voice over | Animations in Scratch | App prototype | |
| Year 4 | Be internet legends 2, DARES - Adobe poster | Identify and fix errors in more complex programmes (Barefoot?) Online safety progression | Create efficient algorithms (Barefoot?) Online safety progression | DARES - movie soundtrack (WaterAid video) | Internet legends 3 Online safety progression | Dares - online questionairre (About Fairtrade and taking action) | |
| Year 5 | Dares Project: Green Screen | Dares Project: Platform games | Dares Project: Quizzes in Scratch | ||||
| Year 6 | DARES green screen | DARES app prototype and Internet Legends Lesson 6 | |||||
| D&T Overview Our-Learning-Journey Design and Technology Alumnis.pptx | ||||||
| Autumn 1 | Autumn 2 | Spring 1 | Spring 2 | Summer 1 | Summer 2 | |
| Theme | Self | Society | Self | Stewardship | Society | Stewardship |
| EYFS | The EYFS curriulum ensures that all children are provided with the knowledge, language and skills to fully access the KS1 curriculum. | |||||
| Year 1 | Textiles | Mechanisms | Cooking | |||
| Year 2 | Food: Preparing fruit and vegetables. | Free-standing structures | Mechanisms: Wheels and Axles | |||
| Year 3 | Food: Healthy and varied diet | Structures: Shell structures | Mechanical systems: Levers and linkages | |||
| Year 4 | Circuits and switches - ighting for display | Sewing (Bunting) | Egg box pneumatic FairTrade display | |||
| Year 5 | Structures | Mechanisms | Cooking | |||
| Year 6 | Texiles | Electrical systems | Mechanical systems | |||
| French | Language Angels | Copy of Our-Learning-Journey-French- St Helen's.pptx | ||||
| Autumn 1 | Autumn 2 | Spring 1 | Spring 2 | Summer 1 | Summer 2 | |
| Year 1 | Greeting (SO) | Greeting (SO) | Colours and Numbers (SO) | Colours and Numbers (SO) | In the Jungle (SO) | Under the Sea (SO) |
| Year 2 | Greeting (SO) | Colours and Numbers (SO) | Transport (SO) | Under the Sea (SO) | In the Jungle (SO) | In my Town (MO) |
| Year 3 | Phonics 1/I am Learning...(E) | Animals (E) | Instruments (E) | I am able to... (E) | Fruits (E) | Ice-Creams (E) |
| Year 4 | Phonics 1&2/I am Learning...(E) | Instruments (E) | Fruit (E) | Ice Creams (E) | Presenting Myself (I) | My Family (I) |
| Year 5 | Phonics 1&2/I am Learning...(E) | Animals (E) | I am able to (E) | Presenting Myself (I) | My Family (I) | In the Classroom (I) |
| Year 6 | Phonics 1&2/I am Learning...(E) | Fruits (E) | Presenting Myself (I) | My Family (I) | What is the date? (I) | My Home? (I) |
| Our-Learning-Journey-Geography- St Helen's.pptx | Geography Alumnis Overview | History/Geography 23/24 St Helen's | ||||
| Autumn 1 | Autumn 2 | Spring 1 | Spring 2 | Summer 1 | Summer 2 | |
| Theme | Self | Society | Self | Stewardship | Society | Stewardship |
| EYFS | The EYFS curriulum ensures that all children are provided with the knowledge, language and skills to fully access the KS1 curriculum | |||||
| Year 1 | Poles and Equators | Weather | ||||
| Year 2 | Local area: human and physical geography of Bideford. | Small area of a non-European country- Cambodia. Briefly- poles and equators. | Local area- human and physical geography. | Coasts | ||
| Year 3 | Natural disasters (climate zones, earthquakes and volcanoes) | |||||
| Year 4 | Rivers | Mountains | ||||
| Year 5 | UK Study | European country complarision Physical geography | European country Human geography | |||
| Year 6 | Local area study- Human and physical geography - Lundy | Local area - Sandymere | Benin | |||