Autumn term

Spring term

Summer term 

Year 1

Celebrations  Key concept(s): Identity   

Africa/habitats  Key concept(s): A different place- culture and habitats

The Water Cycle/Plastic- protecting our oceans and riversFigure 1Term learning focus swaped for eid dates Key concept(s):  Change and transformation/Environmental Awareness

Key text(s)/hook ‘Golden Domes and Silver Lanterns’ (Hena Khan) ‘Crescent Moons and Pointed Minarets’ (Hena Khan) Other texts linked to Festivals of Light/ celebrations (including poetry) ‘Let's Celebrate!: Festival Poems from Around the World’Debjani Chatterjee and Brian D'Arcy Possible visits to local places of worship  

Key text(s)/hook ‘A is for Africa’ Simple information texts Photos of Africa       Possible visit- Akamba

Key text(s)/hook ‘The Rhythm of the Rain’Grahame Baker –Smith Photos of our oceans/rivers, including pollution/destruction ‘One Plastic Bag: ‘Isatou Ceessay and the Recycling Women of the Gambia’ Miranda Paul   Possible visits to canals, waterways and Severn Trent

KS3Procedural Knowledge: Plan and carry out a celebration that is inclusive and recognises our diverse community. Use instructional writing and communication to organise and inform. KS4/KS5As above but older students to take more of a leading role in the wider organisation of the event and linking up with local community

KS3 Procedural knowledge: Use knowledge of repetitive story structure and African animals and habitats to re-tell/invent a simple repetitive text using literacy and the Arts  KS4/KS5Procedural knowledge: Use basic knowledge of African culture to create own simple repetitive text using literacy and the Arts 

KS3Procedural knowledge: Re-enact ‘The Rhythm of the Rain’ as a multi-sensory performance, using knowledge of the water cycle and structure of the text (possible link with Pathway 3 KS3 students)  KS4/KS5 Procedural knowledge: Use some simple persuasive writing and communication skills, as well as basic factual knowledge of pollution of oceans/rivers to raise awareness 

Literacy

Speaking and writing to communicate simple instructions and information. Write/create menus and ingredients.Use verbs and imperatives 

Use Talk4Write approach to re-tell simple repetitive textsBegin to add more descriptive detail in the form of adjectives and adverbsAsk and answer questions from texts. Form questions in both intonation and writing.Use colourful semantics to support the forming of simple sentences and adding description

Explanation/labelling diagram of the water cycle using Talk4Write approachRepetitive texts, adding description and detail – adverbs and adjectives Some elements of persuasive writing- including factual details and adding emotive language, exaggeration and repetition  

Maths

 Geometry- Shape Naming, matching and sorting shapes, Making decorations, cards and posters using shapes.Identify features of shapes. Shape patterns with concrete and pictorial resources.Measures- Time – Sequencing events and activities. Sequencing daily routines and handwashing. Daily timetable. Time related vocabulary- today, tomorrow, yesterday, before, after, now next.     

Pattern and shapeIdentify shapes and patterns in African art and clothing. Copying and creating repeating shape patterns, describing patterns using colour and shape attributes. Create musical patterns with drums.Measures- Length and HeightComparative measures by length and height- African animals, identifying biggest and smallest, size ordering, use of language related to height and length.

Measures- Volume-and capacityComparing quantities, size ordering, use of language more, less, full, empty. Use standard and non-units of measurement to measure drinks.      Geometry- PositionPositional vocabulary taught through dance, art and sensory stories - next to, above, behind, below, in, out.

Global Learning

My local area- places of worship, major world faiths and their celebrations How different cultures in our school community celebrate. My school community- where do different people come from? Arts: role in celebrations, dancing, singing  

Finding another place in the world- locating on a world map More detailed focus on a specific culture/society (link back to where different people come from in the world) Arts: focus on African arts (drumming, dance, painting) to tell a story

Locating our oceans/rivers on a mapWhat life exists in our oceans and rivers?How does our world community rely on the oceans? (Link back to Africa and drought)Arts: Music- Explore different ways of making sounds to represent different types of weather. Use the Arts to create multi-sensory representations of elements from the book. Recycling- making musical instruments from junk 

Science

Light and DarkWeather/Seasonal changes

Sun and water- life givingHabitats 

The water cycle

PfA

Community inclusion- Belonging to different groups 

Community inclusion- Volunteering 

Quals links

Autumn term

Spring term

Summer term 

Year 2

My Birmingham  Key concept(s): Community and diversity  

Fairtrade: The Story of Chocolate (linked to Fairtrade Fortnight) Key concept(s): Fairness and equal rights 

Where does my food come from?  Key concept(s):

Being a responsible consumer 

Key text(s)/hook Photographs/posters/

postcards/leaflets/   promotional materials for Birmingham   Possible visits could include:Library/ Art Gallery, Soho house museum, City centre

Key text(s)/hook ‘Chocolate: from Bean to Bar’ Anita Ganeri ‘’ Sandra Markle Easter link- Easter eggsPossible visit to Cadbury World/ Independent chocolate-making shop

Key text(s)/hook ‘Handa’s Surprise’ Eileen Browne Food around the World Possible visits to local farms, shops and supermarkets, allotments 

KS3Procedural Knowledge: Use basic geographical and some relevant historical knowledge of Birmingham to create a presentation about Birmingham landmarks. KS4/5As above but incorporate more opportunities for students to make more community links and take a leading role in running the exhibition. 

KS3Procedural Knowledge: Use knowledge of how chocolate is made to design and make own chocolate bar, sourcing Fairtrade ingredients. KS4/5As above but incorporate more opportunities to visit shops to buy Fairtrade ingredients, incorporating money 

KS3Procedural Knowledge: Use knowledge of seasonal and local vegetable to set up a  Fairtrade/veg/plant stall for an outdoor event   KS4/5As above, but older students to take more leading roles in the running of the ‘business’ and liaison with the local community

Literacy

Reading Recognising, reading and writing different signs/symbols in the local environmentPersonalised factual books and photographic books on Birmingham.   Writing- information text Creating simple leaflets and posters to attract visitors to Birmingham.Create fact files on Birmingham throughout the years including Iconic buildings and statues e.g Library, Selfridges and the bull.   

ReadingInstructions and recipes- How to make chocolate. Reading logos, labels, packaging ingredients and signs linked to chocolate brands and recipes. Chocolate poems and rhyming wordsReading brochures, leaflets and postures linked to Cadbury world or independent chocolate shops.  Writing – Instructional text Speaking and writing to communicate simple instructions and information. Write/create/ lists- menus and ingredients.Use verbs and imperativesUse senses to create descriptions- smells, texture and taste of chocolate and ingredientsAdd elements of descriptive and persuasive writing and speaking to create adverts for your chocolate bar 

Reading Reading information on food packetsCreate adverts for stalls. Lists of items on sale.Personalised books linked to food and places.  Further develop use of senses to create descriptions tasting different foods from around the world Writing- Persuasive/ Posters  Create simple persuasive texts-benefits of shopping locally, seasonally.  Create posters for local business in the community who supply food to raise awareness ‘The incredible surplus’Posters, flyers, invitations and banners for vegetable/ plant stalls in School garden possible linking with other local food suppliers. 

Maths links

MY BirminghamGeometry 2D and 3D shapeNaming and identifying 2D shapes within buildings. Sorting/naming 3D shapes and using to represent/create buildings. Link to key and iconic Birmingham buildings.  Geometry – Position- KS5Positional vocabulary in the community, related to mapping skills. Forwards, backwards, next to, beside, in between, above, below, left, right 

Story of Chocolate Measures- Time- Sequencing events- sequence events in chronological order, sequencing the story of chocolate, stages involved in cooking. Use language now, next, before, after, ordinal sequences 1^st, 2^nd, 3^rd.Geometry- Pattern-Creating repeating patterns with concrete objects and then represent in a pictorial way. Use chocolate wrappers chocolate inserts, eg Ferrero Rocher, plastic chocolates etc.

Where does my food come from?Measures- Size-Use relevant language when comparing sizes, use real objects such as food containers, packages, vegetables and fruit and link to Handa’s surprise. Size order 3-5 items.Geometry- Sorting/Statistics- Matching, sorting and discriminating objects. Use concrete objects such as plastic and real fruit. Counting sets and comparison of quantities. Statistics Bar charts and tally charts linked to favourite fruit and vegetables and where families shop.

Global learning

Identify different buildings and landmarks around Birmingham and their purposes. Use some basic knowledge of past and present- Birmingham ‘now’ and ‘then’. Interview family members to gain insight into Birmingham in a different era Geography-History  KS3- My local community- Kings Heath. Explore local environment and use basic vocabulary to refer to key physical features- tree, field, park, and key human features- shop, library, house. Follow simple directions and introduce to simple mapping skills. Introduce pupils to language Old and New and take photographs of old and new buildings in the local area. KS4- My city- Explore Birmingham City Centre- Identify human features within the city- buildings- shops, town hall, council house, library, canal and sculptures.Follow directions and use/create simple maps skills to plan route from one location to another. Compare images of current library and old library and canals today and long ago. Use language associated with chronology- then, now, old, new, long time ago, today.KS5-Employment Access local area of Kings Heath-What jobs people do in Kings Heath- what buildings are there and what roles do people have? Shop keeper, traffic warden, post office worker, librarian etc. Compare with employment from a long time ago.

History/SequencingKS3- Sequencing events. Use language related to passing of time- now, next, before, after, 1^st, 2^nd, 3^rd, first, last. Sequencing recipes and use of language of time. Look at boxes of chocolates and box designs then and now- use language then and now, long time ago, old new. KS4/5- Bournville then and now- Look at photographs of Cadbury and Bournville then and now, make comparisons between what the pictures and old and new photos. Chocolate bars then and now- favourite chocolate bars and look at how wrappers have changed over time. Look at adverts from long ago GeographyKS3/4Follow the path of how chocolate is made, where it comes from – from bean to bar. Look at world maps and locate UK, Africa, South AmericaKS5- Fairtrade chocolate- find in shops, where is it from, look at wrappers.  Locate on maps    

  Geographical knowledge- Foods from around the world- link to commonwealth games countries Shopping in supermarkets- finding out where different food comes from in the worldFrom plant to plate- the story of food transportation- compare buying from supermarket to a market stall Considering more sustainable shopping practises- e.g buying local, less packaging What kind of food do my family buy/eat? Where do they shop? – class survey Planning, shopping for and preparing simple, healthy meals – Vegetable salad, pasta salad, fruit salad, chaana chaat. 

RE

 Different faiths and community groups in Birmingham KS3 and 4- Celebrating festivals of Eid, Diwali and Christmas. KS5- Community links- Visit to places of worship- Temple/Church/Mosque.

 Easter story and other faiths’ stories around life, death, re-birth KS3 and 4- Celebrating festivals of Eid, Holi and Easter KS5- Community links- Visit to places of worship- Temple/Church/Mosque.  

 Themed assemblies in class and department. Focus on Eid Celebrations and Sustainability.Looking after the environment, preventing food waste and refugees.

Art and design

KS3- Art – Use drawing and collage to develop techniques in line and shape- focus on iconic buildings of Birmingham- Kings Heath and city centre library, buildings in local area such as Highbury hall.  KS4-Sculpture- Use drawing, painting and sculpture to create and develop ideas. Visit iconic sculptures in town- The Bull, The iron man, The Floozy in the Jacuzzi.KS5-Community and relationships-  Accessing Art within the community- Kings Heath Art Gallery, Barber Institute, Digbeth- street art.  

KS3- DT –Packaging Design and make your own chocolate box. (For chocolates they make). Compare shapes and sizes of boxes, open put boxes and look at shape nets. Select shape and size, select colour and add design. KS4- Art – Observational drawing and pop art. Look at chocolate wrappers and draw from observation. Represent chocolate bars in different forms, for example pointillism and pop art.KS5-Community and relationships-  Accessing Art within the community- Kings Heath Art Gallery, Barber Institute.

Printing and Textiles- Colour and shapeExploring Batik and working with an artist. KS3 Collage and textilesKS4 SewingPrinting sewing and textiles to make flags and bags Yinka Shonibare- textilesArcimboldo- fruit and vegetable collages

Science

KS3- Electricity – creating simple circuits to light bulbs.KS4- Electricity and safety- simple circuits to light bulbs and use within their sculpturesKS5-PFA-Independent living Safety when using electricity around the home. 

KS3- Changing states- Heating and cooling. Use language to describe states- solid, liquid, melt, cool, freeze, heat. Make a range of foods with melted chocolate- cornflake cakes, crispie cakes. Make chocolates in moulds and re freeze.KS4 - Changing states-Hot and cold foods Use language to describe states- hot, cold, soft, hard, powder, liquid. solid, liquid, melt, cool, freeze, heat. Making hot and cold items- hot chocolate, cold milkshake, angel delight and hot chocolate custard.KS5Hot and cold chocolate snacks and drinks. Following recipe sequences.

Nutrition and Heathy Eating KS3- Food groups- Sorting, Identifying and naming foods from 5 main groups.KS4 Food groups Nutritional value of foods and Impact of diet on bodily function Growing foods- fruit and vegetables

PfA

Independent living- Road safety  

Independent living- Making choicesEmployment- micro-enterprise 

Independent living -Shopping in local shops/ supermarkets, locate different food aisles and purchase food using checkout and self-checkout. 

Year 3

Planet Earth and Our Solar System Key concept:  Making sense of our world and our role in it, looking to our future

Life Cycles and Ecosystems Key concept:  Looking after our local environment, taking responsibility  

Seeking Refuge  Key concept:  Looking after each other:compassion, tolerance, empathy and acceptance

Key text(s)/hook ‘Here We Are: Notes for Living on Planet Earth’ Oliver Jeffers ‘The Earth Book: A World of Exploration and Wonder’ Johnathan Litton ‘The Skies Above My Eyes’Charlotte Guillain & Yuval Zommer Google earth/Images of Earth/Space

Key text(s)/hook ‘Belonging’ Jeannie Baker ‘The Little Gardener’ Emily Hughes Secrets of the Vegetable Garden (Shine-A Light Books) Carron Brown ‘The Lost Words’ Robert Macfarlane & Jackie Morris ‘Window’ Jeannie Baker Information texts/photos about wildlife Possible visit- Sarehole Mill- pond dipping. 

Key text(s)/hook ‘The Island’ Armin Greder ‘The Journey’ Francesa Sanna

KS3Procedural Knowledge: Develop a guide to Earth for someone who has never been here before – could also involve some kind of presentation event KS4/5As above and organise time capsule event 

KS3Procedural Knowledge: Use knowledge of local eco-systems to work on a project that will attract wildlife into an area/protect that environment KS4/5Work with the local community organisations to undertake a project e.g Thrive 

KS3Procedural Knowledge: Agree basic values/rules for an imaginary island   KS4/5As above and incorporate rights and responsibilities

Literacy

Creating simple information texts to describe Planet Earth Instructions: how to care for ourselves and our planet

Explanations and labelling- life cycles Instructions Persuasive language to raise awareness/gain support for project

Using selected images from ‘The Island’ to piece together a narrative themselves Comprehension- describe, predict and interpret at a number of key intervals Speaking and listening- is it fair how they are treating the stranger? What would you do?  Explain your point of view. 

Maths links

Shapes

Tallies, data handling

Area/Perimeter –maps

Global Learning

Identify basic physical geography of Earth e.g  rivers, oceans,  mountains, forests, deserts. Where it is hot/cold. What other species are found in these places? Name the planets in our solar system What would we put in a time capsule to represent life on earth? Music- soundscapes 

Basic fieldwork- simple compass directions, locational and directional language Environmental songs  

Work in a small group to design your own Island – what human and physical features would it have? Decide rules, rights and responsibilities for your island Music/dance-linked to elements     

Science

Seasonal changesNight and DaySun, Earth, Moon and naming planets our  solar system  

Making observationsIdentifying and classifying – plants and animalsLiving things and habitats – reproduction (e.g hatching tadpoles, butterflies)Human reproduction 

Science related to natural phenomena, restless earth (e.g volcanoes)

PfA

Community inclusion- Belonging to different groupsUnderstanding the bigger picture

Community inclusion- Volunteering 

Community inclusion- Belonging to different groupsEmployment- setting up/taking on different roles within the island 

Quals link

Year 4

Role Models  Key concept(s): Characteristic and traits of role models

Olympics and Host Country focus (France-Paris) Key concept(s): Perseverance, Olympic values

Having your Say- linked to General Election Key concept(s): Democracy, rights and responsibilities

Key text(s)/hook ‘Goodnight Stories for Rebel Girls’ ‘Stories for Boys Who dare to be different.’ 

Key text(s)/hook ‘Ready Steady Mo!’ Kes Gray ‘Wilma Unlimited: How Wilma Rudolph Became the World's Fastest Woman’ Kathleen Krull G Is for Gold Medal: An Olympics Alphabet (Sleeping Bear Press Sports & Hobbies) ‘Salt in His Shoes: Michael Jordan in Pursuit of a Dream’ Delores Jordan 

Key text(s)/hook Collecting and Using Information including Surveys and Opinions Link to General Election ‘One World Many Colours’ Ben Lerwill

KS3Procedural Knowledge: Create a role models exhibition, identifying similar traits and values that make certain people special as role models KS4/5 As above and students to interview role models 

KS3Procedural Knowledge: Present information about yourself to an audience -ie for EHCP review  KS4/5 Students to take part in mock interviews as part of a World of Work experience 

KS3Procedural Knowledge:  Use knowledge of rights and responsibilities to form opinions  KS4/5 As above and older students to create manifestos and stand in a mock election 

Literacy

Create a ‘This Is Me’ presentation to the class and answer questions.  Choose a role model to research. Write simple explanations, provide captions. Add descriptive words to describe traits and characteristics. Practice speaking and recording personal information (DOB, address, full name, school name). Complete simple application form with personal details for work experience, college application, in-school competition, etc. 

Diary writing Write about future aspirations   Put personal information into a simple CV using pictures, symbols and writing. Present CV to the group

Conduct a survey on what people like and what they would improve about your school. Use information from survey to write a letter to the Head teacher/ report to school council to suggest how the school could be improved. Contribute to class and/or school newsletter. Interview people in school for news items, ask questions/record answers   

Maths links

Problem solving

Measuring time and distance- speed, beating personal bests

Tallies, data handling, fractions, simple percentages

Global

Learning

Citizenship –celebrating people who are different, establishing positive characteristics/ values Figures from different points in History Learning about different parts of the world/ cultures, where these figures come from  Self-portraits, portraits of role models- using different media. Clay modelling- faces. Outdoors- planting Basic food preparation linked to the development of functional skills (shopping for ingredients and then making in school) 

Accessing fitness and leisure facilities in the community Outside team games 

Citizenship- democracy, voting for school council candidates Emergence of democracy Geography of the British Isles, Capital City- London- landmarks Class council meetings to feed into school council 

Science

Human changes through to old age 

Human body- health and fitnessNutritionDigestive systemTeethHuman circulatory system- functions of heart, blood vessels and bloodImpact of diet, water, exercise, drugs and lifestyle on bodily function 

PfA 

Community inclusion- resilienceEmployment- future goals, careers, strengths and interests, CV writing, career-related role-models

Community inclusion- resilienceEmployment- future goals, careers, strengths and interests, CV writingHealth- fitness- staying physically active and healthy

Community inclusion- social media awareness, making decisions around spending free timeKnowing where to go for help and how to use the emergency servicesHealth- finding out about available services 

Quals links

Developing Self (2 credits) Preparation for Work (2 credits) 

Healthy Living (2 credits) 

Community Action  (2 credits)