St Luke'sChurch of England Primary School

KNOW - LOVE - SERVE God, Ourselves & Others

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KS1 Curriculum Overview

Cycle A

Childhood - Autumn

In the Childhood project, your child will learn words and phrases related to the passage of time. They will explore artefacts to help them to understand childhood in the past and how childhood has changed over time. They will explore the six stages of life and explore timelines and family trees. Everyday life in the 1950s will be explored, including shopping, transport, family life and childhood. They will also learn about the significance of Queen Elizabeth II's coronation in 1953 by studying photographs and online sources. The children will use maps to explore how places have changed over time and highlight any similarities or differences between childhood today and childhood in the 1950s. At the end of the project, they will create knowledge organisers for children who are about to study the topic of childhood.


Suggested text

Wilfrid Gordon McDonald Partridge – Mem Fox

Memorable experienceChildhood past and present
Innovate challengeChildhood knowledge organisers
HistoryHistorical vocabulary; Historical artefacts; Timelines; Everyday life and childhood in the 1950s; Significant events – Queen's coronation; Enquiry
EnglishAutobiographies; Non-chronological reports; Riddles
GeographySettlements; Changes over time
PSHEStages of life; Changes
Science investigationsWhat can you remember?

Bright Lights, Big City - Spring

In the Bright Lights, Big City project, your child will take part in a royal garden party and learn about Queen Elizabeth II. They will learn about the countries that make up the United Kingdom, including their location, capital cities and some of their physical and human features. They will have the opportunity to do map work, using compasses and positional and directional language to plan routes around London. They will research the cause and impact of the Great Fire of London and look at some famous London landmarks. They will learn about other capital cities around the world, including Kuala Lumpur, and compare how they are similar and different to London.


Suggested text

Topsy and Tim Visit London - Jean and Gareth Adamson

Memorable experienceRoyal role play
Innovate challengeMarley's trip to London
GeographyCountries and capital cities of the UK; Physical features of the UK; Settlements; Human features; Weather and seasons; Landmarks; Aerial images; Locational language; Maps; Compass directions; Geographical similarities
EnglishInformation posters; Directions; Adventure narratives
ComputingSearching the web; Algorithms; Logical reasoning; Programming; Common uses of information technology
HistoryMonarchy; Significant event – Great Fire of London
MusicNursery rhymes
PSHESpeaking, listening and sharing
Science investigationsHow does it move? How big is a raindrop? Does it snow in summer? How wild is the wind?

School Days - Summer

In the School Days project, your child will have the opportunity to take part in a traditional Victorian class and will learn about the differences between schooling in the Victorian era and schooling today. They will learn about objects found in a Victorian classroom and how they were used. They will research Samuel Wilderspin, an important figure in the development of schooling for young children in the Victorian era, whose ideals are reflected in schooling today. They will learn to describe the passage of time through study of past, present and future tense vocabulary.


Suggested text

Whiffy Wilson: The Wolf who wouldn't go to school – Caryl Hart

Memorable experienceOur school’s history
Innovate challengePlanning an assembly
HistoryHistorical vocabulary; Historical artefacts; Timelines; Present day schools; Our school; Victorian era; Victorian schools; Significant people – Samuel Wilderspin
EnglishList poems; Diaries; Letters
GeographyFieldwork; Human and physical features; Maps; Local environment; Changes over time
PSHESpecial people; Positive contributions
Science investigationsHow does it feel? What keeps us dry?

Cycle B

Movers and Shakers - Autumn

In the Movers and Shakers project, your child will learn five statements from Dawson's model that will help them identify people who are historically significant and use the words year, decade and century to describe dates and times. They will study the life and impact of a significant person in the locality and of 10 significant individuals from around the world. They will complete in-depth studies of significant explorers Christopher Columbus and Neil Armstrong, and significant activists Emmeline Pankhurst and Rosa Parks and think carefully about the impact of their actions. The children will also carry out an independent study of a significant person from the past and learn about people who are significant today. They will also learn how significant people are commemorated and design a memorial for a person they have studied.


Suggested text

Rosa Parks (Little People, Big Dreams) – Lisbeth Kaiser

Memorable experienceStudying a local historically significant person
Innovate challengeSignificant individual presentation
HistoryHistorical models; Exploring significance; Local historically significant person; Historical vocabulary; Chronology and timelines; Historically significant artists, activists, explorers, monarchs and scientists; Facts and opinions; Memorials; Significant people – Captain James Cook, Christopher Columbus, Claude Monet, Elizabeth Fry, Emmeline Pankhurst, Florence Nightingale, Henry VIII, Isaac Newton, Joseph Lister, Mahatma Gandhi, Marie Curie, Martin Luther King Jr, Mary Anning, Neil Armstrong, Paul Cezanne, Queen Victoria, Roald Amundsen, Rosa Parks, Vasco da Gama, Vincent van Gogh, William Shakespeare
EnglishBiographies; Newspaper reports; Persuasive posters; Speeches
GeographyHistorical landmarks; Significant places
PSHEModern day significant people
Science investigationsHow do germs spread?

Coastline - Spring

In the Coastline project, your child will use maps to learn about the location of the world’s seas and oceans and keys to learn about map symbols. They will also find out about the directions on a compass. They will learn about the human and physical features of a coastline, including the effects of erosion and how to stay safe when visiting the coast. They will have the opportunity to learn about the work of the RNLI, what happened to the SS Rohilla and about the coastal town of Whitby, including how Captain Cook is linked to the town. They will research the tourism industry and consider what features make a place a successful tourist destination.


Suggested text

Katie Morag and the New Pier - Mairi Hedderwick

Memorable experienceCoastal visit
Innovate challengeMy coastal town
GeographyMaps, globes and atlases; World seas and oceans; Human and physical features; Locational language; Compass directions; Physical processes – erosion; Changes over time; Tourism
EnglishDescriptions; Adventure narratives; Non-chronological reports; Persuasive writing
A&DMaterials and techniques
HistoryJobs in the past; Significant people – Captain Cook
MusicSea shanties
PSHESpecial people; Staying safe; Strengths and goals
Science investigationsHow many arms does an octopus have? Why do boats float? Will it degrade?

Magnificent Monarchs - Summer

In the Magnificent Monarchs project, your child will learn about English and British monarchs from AD 871 to the present day and consider how the power of the monarchy has changed over time. They will study six significant sovereigns; Alfred the Great, William the Conqueror, Henry VIII, Elizabeth I, Queen Victoria and the current monarch, Elizabeth II. Finally, they will choose which of the sovereigns that they have studied is the most significant.


Suggested text

Queen Victoria's Bathing Machine – Gloria Whelan

Memorable experienceEnglish and British monarchy timeline
Innovate challengeMagnificent Monarchs board game
HistoryHistorical vocabulary; Historical periods; Timelines; Power and rule; Historical artefacts; Significant people - Alfred the Great, William the Conqueror; Henry VIII, Elizabeth I, Queen Victoria, Elizabeth II; Bayeux tapestry; Feudal system; Actions and impact; Historical models
EnglishInformation leaflets; Kennings poems; Comic strips
GeographySignificant places – royal residences