Key Stage 2

Curriculum-Framework-overview for Key Stage 2

The Numeracy is planned using the Abacus system and literacy is planned using Wordsmith. Both these systems are by Pearson.

Long Term Maths Planning

Year 3

Year 4

Year 5

Year 6

Long Term Planning for Literacy

Mr Sharratt's Class

Mrs Froggatt's Class

Help for parents!

Please click here to learn about the strategies used in school.

An overview of calculation

We consider that our outdoor area is a vital part of our learning environment and is used as much as possible. The pupils are taught how to appreciate our wonderful location in the heart of the Peak District. One lesson per week is allocated to the development of the learning environment through involving the pupils.


Further information for parents on the end of year literacy and numeracy expectations can be found by clicking on the links below

Year 3 reading          Year 3 writing          Year 3 maths progression map     Year 6 maths progression map    

Year 4 reading          Year 4 writing          Year 4 maths progression map

Year 5 reading          Year 5 writing           Year 5 maths progression map




 Whole Curriculum Overview for 2017-18

(year 4 of our rolling programme)


Year 4


Autumn 2017

Spring 2018

Summer 2018



 Invaders and Settlers

 Ancient Greece



 Anglo Saxons and Vikings including : Roman withdrawal from Britian;Scots invasion, Viking invasion, Dangald and Edward the Confessor


 Broader history including the study of Greek Life, achievements and the Greek influences on the western world.






 Study a region of the UK

Art & Design

Objects and meanings


 Greek Architecture - |The Acropolis and Parthenon (Elgin Marbles)

 William Morris

Victorian architecture in Liverpool

Design & Technology


 Food Technology - Bread Making

 Sandal making, Greek theatre masks, food technology - design a healthy Greek menu.

 Sculptures- The Liver bird (Carl Bernard Bartels)

Regional food


Coding, emails, blogging, Esafety,digital media, music and sound


     Espesso coding units 3a,4a, 5a, &6a


  Espesso coding units 3b,4b, 5b, &6b

Data handling


LK2 – .Food chains, simple forces including magnestism

UK2 -Electricity: investigating circuit,describe changes as humans develop and mature

LK2 –Animals: skeletons and nutrition, change of state.

UK2 –Health and life styles including the circulatory system, understanding mixtures and solutions, know about reversible changes and identify irreversible changes

LK2 – .Electricity: simple circuits and conductors, plants including parts, life cycles and requirements for life.

UK2 –Understanding location and interaction of sun, earth and moon, forces including gravity

Modern Foreign Language






 Preparing for Young Voices


Digital Music

 Classical Music

Religious Education

Year 3/4

Year 5/6


What is the Trinity

What do different people believe about God?

How do people express their faith through the arts? 


What is it like to follow God?

How and why do Christians follow Jesus?


What does it mean if God id holy and loving?

Why is the Bible so important for Christians today?


How can following God bring freedom and justice?

 What can we learn from religions about deciding what is right and wrong?




What kind of world did Jesus want?


2.5 How and why do Christians follow Jesus?


Why do Christians call the day Jesus died ‘Good Friday’?

 Why is Easter so important for Christians?

How do people express their faith through the arts?


What would Jesus do?

What do religions say to us when life gets hard?


What did Jesus do to save human beings?

What are the deeper meaning of festivals?

Why is Easter so important for Christians?





Physical Education

Tag rugby, cross country, sports hall athletics, gymnastics, badminton, table tennis

Hockey, swimming, basketball, high 5’s, dance

Quick cricket, tri golf, orienteering, athletics, tennis, rounders, swimming



  • To recognise how images in the media do not always reflect reality and can affect how people feel about themselves
  • To recognise that they experience conflicting emotions and when they might need to listen to their emotions or overcome them
  • To differentiate between the terms risk, danger and hazard
  • That pressure to behave in an unacceptable, unhealthy or risky way can come from a variety of sources.
  • School rules about health and safety, basic emergency aid procedures and how to get help.
  • What is meant by the term habit and why habits can be hard to change?
  • Which, why and how, commonly available substances and drugs including alcohol and tobacco could damage their immediate and future health and safety, that some are legal, some are restricted and some are illegal to own, use and supply to others.
  • To recognise when and how to ask for help.




  • To listen and respond respectfully to a wide range of people, to feel confident to raise their own concerns, to recognise and care about other people’s feelings and to try to see, respect and if necessary constructively challenge their points of view.
  • To develop strategies to resolve disputes and conflicts through negotiation and appropriate compromise and to give rich and constructive feedback and support to benefit others as well as themselves.
  • That differences and similarities between people arise from a number of factors, including family, cultural, ethnic, racial and religious diversity, age, sex, gender identity, sexual orientation and disability (see protected characteristics in the Equality Act 2010)
  • To recognise and manage ‘dares’
  • To recognise and manage stereotypes.
  • Sex education (at the appropriate level for age) – lead into Summer Term if necessary.


  • To research, discuss and debate topical issues, problems and events concerning health and well being and offer their recommendations to appropriate people
  • To recognise the role of voluntary, community and pressure groups especially in relation to health and well being
  • To think about the lives of people in other places and people with different values and customs
  • To know that there are some cultural practices against British law and universal human rights


Educational Visit

 Pantomime in Derby

Whitehall for Year 6


 Young Voices at the Sheffield Arena

 Residential Visit