KS1 Curriculum (Years 1 and 2)

Key Stage 1 Long-Term Plan

Excellence and Enjoyment in Education for Everyone.

Children in Key Stage 1 and Key Stage 2 learn in mixed-age classes: Years 1 and 2, Years 3 and 4, and Years 5 and 6. So that no child repeats a topic, our curriculum runs on a two-year cycle with an odd year and an even year. Each class follows one cycle one year and the other the next, so over their two years in a class every child is taught both. Choose a year below to see that plan.

Even yearTaught in 2026–27 and 2028–29Being taught this year Odd yearTaught in 2025–26 and 2027–28

On a phone or tablet, scroll each table sideways to see every half-term.

Even year plan

Years 1 and 2Great Fire of London; Arctic Adventures; Creepy Crawlies & Our Climate; Planes, Trains & Automobiles

How the year is delivered

The hooks, texts, enrichment and prior learning that carry the knowledge below. Read across a topic to see how a half-term is brought to life; the knowledge grid below sets out what is learned.

Topic	Great Fire of London		Arctic Adventures		Creepy Crawlies & Our Climate	Planes, Trains & Automobiles
	Autumn 1	Autumn 2	Spring 1	Spring 2	Summer 1	Summer 2
Key Question	Why was the Great Fire of London a significant event and how did it change the city and the lives of the people who lived there?		What would life be like in the Arctic?		Why is our climate changing and what impact is it having?	How have inventors helped people travel further and faster?
Hook & Enrichment	Fire station visit; Immersive visit from a external provider (in school)		Arctic Explorer Day		Butterflies hatching in school; Butterfly House visit	National Railway Museum, York
Core Texts	Vlad — Kate Cunningham; Toby and the Great Fire of London — Margaret Nash; The Great Fire of London		The Rainbow Bear — Michael Morpurgo; Lost and Found — Oliver Jeffers; Polar Animals; The Bear Who Went Boo — David Walliams		Bee — Patricia Hegarty; RHS How Does a Butterfly Grow?; Born to Be a Butterfly — Karen Wallace	Oliver and the Seawigs; Mrs Armitage on Wheels — Quentin Blake
Key Concepts	Physical & human features; UK maps & atlas; Power; Change; Disaster		Explorer; Expedition; Physical & human features; UK maps & atlas		Living things; Habitat; Fieldwork	Change; Technological change; Exploration
Building On	Houses & Homes (FS)		Seasonal changes; Sun and Fun (FS); Amazing Animals (FS)		How Things Grow (FS); Secret Woodland (FS); Growing & Change; Amazing Animals	Sun, Sea & Sand (if the odd cycle falls first)

Inspirational Person: a year-long study runs across all six half-terms (each class teacher selects a different person).

What children will know and remember

Topic

Great Fire of London

Arctic Adventures

Creepy Crawlies & Our Climate

Planes, Trains & Automobiles

Autumn 1

Autumn 2

Spring 1

Spring 2

Summer 1

Summer 2

Key Question

Why was the Great Fire of London a significant event and how did it change the city and the lives of the people who lived there?

What would life be like in the Arctic?

Why is our climate changing and what impact is it having?

How have inventors helped people travel further and faster?

History

Great Fire of London

NC: Hist KS1 — Events beyond living memory that are significant nationally or globally; develop an awareness of the past, using common words and phrases relating to the passing of time.

To know when and where the Great Fire began (London, 1666, Pudding Lane) and how life then differed from today.
To know how to sequence the key events of the fire on a timeline, using simple historical vocabulary.
To know why the fire spread so fast and burned so long (wooden houses, weather, weak firefighting).

Great Fire of London (cont.)

NC: Hist KS1 — Events beyond living memory that are significant nationally; the lives of significant individuals in the past; understand some of the ways in which we find out about the past and identify different ways in which it is represented.

To know how we find out what happened, using historical sources such as Samuel Pepys’ diary (Thomas Farriner).
To know how London and society changed after the fire, and why it is significant (rebuilding; Christopher Wren).

—

Explorers & the Poles

NC: Hist KS1 — The lives of significant individuals in the past who have contributed to national and international achievements; events beyond living memory that are significant nationally or globally.

To know who the Inuit are and how their way of life has changed over time.
To know what an explorer is and why people explore new places.
To know who discovered Antarctica and when (chronology).
To know which explorer reached the South Pole first and what happened (the race; Scott).
To know the key events of Scott’s expedition and why he is a significant figure.

—

Transport Through Time

NC: Hist KS1 — Changes within living memory and beyond, used to reveal aspects of change in national life; the lives of significant individuals who have contributed to national and international achievements.

To know how transport has changed over time and order it on a timeline.
To know how the way we travel today differs from the past.
To know who invented the train (George Stephenson) and how railways changed travel.
To know who Henry Ford was and how the motor car changed everyday life.
To know why these inventors are significant people.

Geography

—

Our Capital City — London

NC: Geog KS1 — Locational knowledge: name, locate and identify the four countries and capital cities of the UK; geographical skills and fieldwork: use world maps, atlases and globes, and use simple compass directions and locational language.

To know where London is on a world map and UK map (capital of England and the UK).
To know the four countries of the UK and their capital cities.
To know London’s human and physical features and landmarks (Thames, Tower Bridge, Buckingham Palace, Houses of Parliament).
To know the four compass points (N, S, E, W) and use directional language on a map.
To know how life in London compares with our own local area.

The Arctic

NC: Geog KS1 — Locational knowledge: identify the location of hot and cold areas of the world in relation to the Equator and the North and South Poles; place knowledge: understand geographical similarities and differences through studying a contrasting non-European country.

To know where the Arctic Circle is, and locate the Equator, North and South Poles.
To know which countries and key places lie within the Arctic Circle.
To know the human and physical features of the Arctic.
To know what the Arctic climate is like across summer and winter (Sisimiut weather data).
To know how the Arctic differs from where we live (Sisimiut vs London).

—

Our Climate

NC: Geog KS1 — Human and physical geography: identify seasonal and daily weather patterns in the UK and the location of hot and cold areas of the world in relation to the Equator and the North and South Poles; use basic geographical vocabulary to refer to key physical and human features.

To know the difference between weather and climate (hot, cold and temperate places).
To know how human activity (transport, energy, deforestation, farming) causes pollution and warming.
To know what climate change means for people, animals and places (low-lying Maldives).
To know what sustainability is and practical ways to care for the Earth (reduce, recycle, save energy).
To know how small actions add up and what we can do as global citizens.

—

Science

Materials (Properties)

NC: Sci Y1 — Everyday materials: distinguish between an object and the material it is made from; identify and name a variety of everyday materials; describe their simple physical properties; compare and group them on the basis of those properties.

To know how to identify, name and classify everyday materials.
To know how to sort materials by their simple physical properties.
To know the difference between an object and the material it is made from.
To know how to look for patterns in properties (e.g. shininess; whether it is metal).
To know how to choose a suitable material for a purpose (waterproof, stretchy, tough).

Materials (Design & Test)

NC: Sci Y2 — Uses of everyday materials: identify and compare the suitability of a variety of everyday materials for particular uses; find out how the shapes of solid objects can be changed by squashing, bending, twisting and stretching.

To know how to investigate the properties of different materials.
To know how to use knowledge of materials to choose the best one for a job.
To know how to design a suitable protective covering / structure using chosen materials.
To know that materials are selected in design because of their properties.

Animals & Their Habitats

NC: Sci Y2 — Living things and their habitats: identify that most living things live in habitats to which they are suited and describe how different habitats provide for the basic needs of different kinds of animals; Y1 Animals, including humans: identify and name a variety of common animals that are carnivores, herbivores and omnivores.

To know how to name a range of Arctic animals.
To know that animals have characteristics suited to their habitat.
To know how to sort animals into carnivores, herbivores and omnivores.
To know how animals keep warm in the Arctic (blubber).
To know how to sort animals by where they live (land or sea).

Habitats & Adaptation

NC: Sci Y2 — Living things and their habitats: identify that most living things live in habitats to which they are suited; describe how animals obtain their food from plants and other animals, using the idea of a simple food chain.

To know what a habitat is.
To know how animals adapt to their habitat.
To know how to carry out a simple investigation (what melts ice quickest).
To know what a food chain is.

Minibeasts & Microhabitats

NC: Sci Y2 — Living things and their habitats: explore and compare the differences between things that are living, dead and things that have never been alive; identify and name a variety of plants and animals in their habitats, including microhabitats.

To know that things are living, dead or have never been alive.
To know what a microhabitat is and name different microhabitats.
To know which minibeasts live in different microhabitats.
To know how to observe closely to answer questions (what conditions woodlice prefer).

Plants

NC: Sci Y1 — Plants: identify and name a variety of common wild and garden plants, including deciduous and evergreen trees; Y2 Plants: observe and describe how seeds and bulbs grow into mature plants, and find out and describe how plants need water, light and a suitable temperature to grow and stay healthy.

To know how to identify and name common wild and garden plants, including deciduous and evergreen trees.
To know the conditions a seed needs to grow well (investigation).
To know the basic parts of a flowering plant.
To know how seeds and bulbs grow into mature plants.

Art & Design

—

Printing — Kandinsky

NC: Art KS1 — Use a range of materials creatively to design and make products; develop a wide range of art and design techniques in using colour, pattern, texture, line, shape, form and space; learn about the work of a range of artists, describing differences and similarities between practices.

To know about the work of Wassily Kandinsky.
To know how to investigate colour theory and mix colours.
To know about abstract art through shape and colour.
To know how to use stencils to print a design onto fabric.

—

Drawing — Ted Harrison

NC: Art KS1 — Use drawing to develop and share their ideas, experiences and imagination; develop techniques in using colour, line, shape and space; learn about the work of a range of artists, making links to their own work.

To know about the work of Ted Harrison.
To know how to make an observational drawing of a landscape.
To know how to work with oil pastels.
To know how to create an Arctic sky and a final landscape piece in his style.

Making — Julie Arkell

NC: Art KS1 — Use a range of materials creatively to design and make products; use sculpture to develop and share their ideas; learn about the work of a range of artists and craft makers.

To know about the work of Julie Arkell.
To know how to sketch a character.
To know how to explore and use papier mâché.
To know how to make and decorate a papier mâché woodland character.

—

Structures — Strong Room

NC: D&T KS1 — Design purposeful, functional, appealing products based on design criteria; select from and use a range of materials and components; technical knowledge: build structures, exploring how they can be made stronger, stiffer and more stable; evaluate their ideas and products against design criteria.

To know how houses then and now compare.
To know how to make strong, stable structures.
To know how to design a room to replace one lost in the fire.
To know how to build a model room using chosen materials and improve it.
To know how to evaluate against design criteria.

—

Mechanisms — Moving Picture

NC: D&T KS1 — Technical knowledge: explore and use mechanisms such as levers and sliders in their products; generate, develop, model and communicate their ideas through talking, drawing and mock-ups; evaluate their ideas and products against design criteria.

To know that sliders and levers are mechanisms that make things move.
To know how to experiment with mechanisms.
To know how to design a slider or lever for a storybook.
To know how to make a moving picture, test it with an audience and evaluate.

—

Mechanisms — Moving Vehicle

NC: D&T KS1 — Technical knowledge: explore and use mechanisms, including wheels and axles, in their products; select from and use a range of tools and equipment to perform practical tasks; evaluate their ideas and products against design criteria.

To know how to investigate vehicles, their uses and features.
To know about wheels, axles and a chassis.
To know how to design a vehicle.
To know how to make a vehicle from a design.
To know how to evaluate the finished vehicle.

Computing

Technology Around Us

NC: Comp KS1 — Recognise common uses of information technology beyond school; use technology purposefully to create, organise, store, manipulate and retrieve digital content; use technology safely and respectfully.

Y1 — To know how to identify technology and a computer’s main parts; use a mouse and keyboard; use technology responsibly.
Y2 — To know the uses and features of IT in and beyond school, how IT helps us, and how to use it safely.

Creating Media

NC: Comp KS1 — Use technology purposefully to create, organise, store, manipulate and retrieve digital content.

Y1 — To know how to use shape and line tools and make careful choices to paint a digital picture.
Y2 — To know how to take and improve a photograph (portrait/landscape, lighting) and that photos can be changed.

Programming — Robots

NC: Comp KS1 — Understand what algorithms are, how they are implemented as programs on digital devices, and that programs execute by following precise and unambiguous instructions; create and debug simple programs; use logical reasoning to predict the behaviour of simple programs.

Y1 — To know how to give precise instructions and combine direction commands into a sequence.
Y2 — To know how to describe a sequence, predict outcomes, and create and debug a program.

Data & Information

NC: Comp KS1 — Use technology purposefully to create, organise, store, manipulate and retrieve digital content; recognise common uses of information technology beyond school.

Y1 — To know how to label, count, describe and compare groups of objects by their properties.
Y2 — To know how to use tally charts and create a pictogram to compare and present data.

Creating Media

NC: Comp KS1 — Use technology purposefully to create, organise, store, manipulate and retrieve digital content.

Y1 — To know how to write, edit and format text on a computer and compare it to writing on paper.
Y2 — To know how to use a computer to create, refine and give purpose to a musical pattern.

Programming — Sequences

NC: Comp KS1 — Understand what algorithms are and that programs execute by following precise and unambiguous instructions; create and debug simple programs; use logical reasoning to predict the behaviour of simple programs.

Y1 — To know how to choose and join commands, change values, and use an algorithm to make a program.
Y2 — To know that a sequence has a start and outcome, and how to create, change and improve a program from a design.

Belonging & Celebrating

Agreed Syllabus 2026–31: Units 2.1 and 1.1 — Themes: Belonging; Celebrations and festivals. Outcomes A1, A2, A3, B1, B2, C1, C2.

To know what it means to belong, and the groups and places where I belong.
To know how a baby or young person is welcomed into the Christian community at a christening.
To know what a church is, why Christians go there and what they do there.
To know that Shabbat celebrates the Jewish creation story, and how to retell that story.
To know what Harvest Festival is and why Christians celebrate it.

Celebrating — Christmas & Hanukkah

Agreed Syllabus 2026–31: Unit 1.1 — Theme: Celebrations and festivals. Outcomes A1, A2, A3, B1, C2.

To know that Christians celebrate the birth of Jesus at Christmas, and the main events of the Christmas story.
To know that Jewish people celebrate Hanukkah and why they light the menorah.
To know the story that lies behind a festival and why it is remembered.
To know how people show joy, memory and community when they celebrate.
To know a big day in my own life and what made it special.

Jewish Beliefs

Agreed Syllabus 2026–31: Unit 2.2 — Theme: Believing. Outcomes A1, B3, C1, C3.

To know that Jewish people believe in one God who created the world.
To know what the Torah is and how it is treated with respect.
To know how Jewish families keep Shabbat each week.
To know the meaning of Jewish symbols such as the mezuzah and the Star of David.
To know how Jewish people show that they belong to their community.

Muslims

Agreed Syllabus 2026–31: Unit 2.4 — Theme: Living. Outcomes A1, B3, C2.

To know that Muslims believe in one God, Allah, and follow the Prophet Muhammad.
To know that the Qur’an is the holy book for Muslims and how it is treated with respect.
To know how and why Muslims pray, and what a mosque is.
To know how Muslims mark Ramadan and celebrate Eid.
To know how Muslim families show that they belong to their faith.

Torah and Bible Stories

Agreed Syllabus 2026–31: Unit 2.6 — Theme: Story. Outcomes A2, A3, B1, B2, B3, C1.

To know that the Torah and the Bible are holy books for Jewish people and Christians.
To know the story of Noah and what it teaches.
To know the story of Jonah and what it teaches.
To know the story of Joseph and what it teaches.
To know why religious stories matter to believers and how they guide the way people live.

Myself and Caring for Others

Agreed Syllabus 2026–31: Unit 1.2 — Theme: Caring. Outcomes A3, B2, C2, C3.

To know that Christians, Jewish people and Humanists all teach that we should care for others.
To know a story Jesus told about caring for others (the Good Samaritan).
To know a Jewish teaching about caring for other people and the world.
To know that Humanists follow the Golden Rule and care for others without believing in God.
To know ways I can show care for others and why it matters.

Music

Exploring Sounds & Timbre

NC: Music KS1 — Use their voices expressively and creatively by singing songs and speaking chants and rhymes; experiment with, create, select and combine sounds using the inter-related dimensions of music.

To know that timbre is the particular sound an instrument or voice makes.
To know how to describe sounds using words such as loud, quiet, long and short.
To know how to make different sounds with untuned percussion.
To know how to follow a leader’s signal to start and stop.
To know how to sing a simple song with a clear beginning and end.

Singing & Performing for Christmas (Nativity)

NC: Music KS1 — Use their voices expressively and creatively by singing songs and speaking chants and rhymes; play tuned and untuned instruments musically; listen with concentration and understanding.

To know how to sing in tune as part of a group.
To know how to sing clearly so that words can be heard by an audience.
To know how to start and finish together with others.
To know how to add simple percussion to a song.
To know how to perform confidently to an audience.

Pitch — High and Low

NC: Music KS1 — Experiment with, create, select and combine sounds using the inter-related dimensions of music (pitch); play tuned and untuned instruments musically.

To know that pitch means how high or low a sound is.
To know how to show high and low sounds with movement.
To know how to play high and low notes on tuned percussion.
To know how to follow a simple pitch shape up and down.
To know how to sing a song that moves between high and low notes.

Beat & Rhythm — Body Percussion

NC: Music KS1 — Experiment with, create, select and combine sounds using the inter-related dimensions of music (pulse and rhythm); play tuned and untuned instruments musically.

To know that the pulse is the steady beat underneath the music.
To know that rhythm is the pattern of long and short sounds.
To know how to keep a steady beat using body percussion.
To know how to copy back a short rhythm accurately.
To know how to perform a rhythm in time with others.

Composing with Tuned Percussion

NC: Music KS1 — Experiment with, create, select and combine sounds using the inter-related dimensions of music; play tuned and untuned instruments musically.

To know that composing means making up and keeping our own music.
To know how to choose sounds to match an idea or picture.
To know how to order sounds into a short piece.
To know how to remember and repeat a short composition.
To know how to say what we like about our own and others’ music.

Musical Stories & Performance

NC: Music KS1 — Listen with concentration and understanding to a range of high-quality live and recorded music; play tuned and untuned instruments musically; use their voices expressively and creatively.

To know that music can tell a story or describe a character.
To know how to listen and say how a piece of music makes us feel.
To know how to choose instruments to represent characters or events.
To know how to perform a musical story in the right order.
To know how to listen to others while performing together.

Real PE — Personal & Coordination; Invasion Games

NC: PE KS1 — Master basic movements including running, jumping, throwing and catching, and develop balance, agility and co-ordination, beginning to apply these in a range of activities; participate in team games, developing simple tactics for attacking and defending.

To know how to move safely in a space without bumping into others.
To know that co-ordination means moving different body parts together.
To know how to send and receive a ball with control.
To know how to try hard and keep going when a task is difficult.
To know the difference between attacking and defending in a simple game.

Real PE — Social & Footwork; Multi-Skills

NC: PE KS1 — Master basic movements and develop balance, agility and co-ordination; participate in team games, developing simple tactics for attacking and defending.

To know how to take turns and share equipment fairly.
To know how to change direction quickly and keep balance.
To know how to jump and land safely on two feet.
To know how to help a partner improve by giving simple feedback.
To know the rules of a small-sided game and why rules matter.

Real Gym — Shape & Balance; Dance

NC: PE KS1 — Master basic movements, developing balance, agility and co-ordination; perform dances using simple movement patterns.

To know how to hold a balance still for several seconds.
To know how to make different body shapes (tuck, straight, star).
To know how to travel in different ways on the floor and on apparatus.
To know how to link two or three movements into a short sequence.
To know how to move in time to music and repeat a simple dance pattern.

Real PE — Cognitive & Ball Skills; Athletics

NC: PE KS1 — Master basic movements including running, jumping, throwing and catching; develop balance, agility and co-ordination and apply these in a range of activities.

To know how to run at different speeds and stop under control.
To know how to throw a beanbag or ball towards a target.
To know how to jump for distance from a standing start.
To know how to say what went well and what to improve.
To know how to follow instructions and work safely in a group.

Striking & Fielding (Cricket); Net & Wall (Tennis)

NC: PE KS1 — Master basic movements including throwing and catching; participate in team games, developing simple tactics for attacking and defending.

To know how to strike a ball with a bat or racket.
To know how to stop and return a rolling ball.
To know how to hit a ball over a net or line.
To know that fielders try to stop the batter scoring.
To know how to play a simple game fairly and honestly.

Athletics; Team Games & Sports Day

NC: PE KS1 — Master basic movements including running, jumping and throwing; participate in team games, developing simple tactics for attacking and defending.

To know how to sprint in a straight line and finish through the line.
To know how to pace a longer run so we do not stop.
To know how to throw for distance using a push or pull action.
To know how to take part in a relay and pass on safely.
To know how to win and lose well and encourage our team.

PSHE

Being Me & Keeping Safe

To know what PSHE is and agree class rules that keep everyone safe and respected.
To know the characteristics of a good friend and who to talk to if unhappy.
To know my strengths and how to set and reach a goal.
To know what ‘private’ means (private vs public).
To know my body belongs to me, acceptable vs unacceptable contact, and how to get help (NSPCC PANTS).

Relationships — Who is Special to Us?

To know the role of families and that families care for and support us.
To know that families can be different and should all be respected.
To know how others show their feelings and how to respond.
To know who is special to us and how we care for one another.
To know how loss and change can affect us.

Healthy Me

To know how to relax and the benefits of physical activity and rest.
To know how germs spread and how to stop them spreading.
To know the risks associated with the sun.
To know what allergies are.
To know who in the community helps keep us healthy.

Money Matters

To know what money is, where it comes from and how people earn it.
To know how to keep money safe and the benefits of banks.
To know that skills and interests help people choose a job.
To know that people make different choices about spending and saving.
To know the difference between wants and needs.

Keeping Safe

To know how to respond to adults politely and safely.
To know the roles people have in the community.
To know who in the community helps keep us safe.
To know what an emergency is and how to phone for help.
To know ways to keep safe on and near roads.

Caring — People & Our World

To know that animals have different needs and how to care for them.
To know the needs of babies and young children.
To know ways to look after the school environment.
To know the role people play in looking after the environment.
To know that change can cause mixed feelings.

Distilled from the KS1 Even-Year LTP and the KS1 Knowledge & Assessment Grid. Each statement is an end-point for assessment (maximum 5 per unit).

Inspirational Person: a year-long study runs across all six half-terms (each class teacher selects a different person).

National Curriculum links (italicised, under each unit title) paraphrase the statutory programmes of study in the National Curriculum in England (DfE, 2013). RE sits outside the National Curriculum and follows the Agreed Syllabus for RE in Nottingham City and Nottinghamshire 2026–2031, so RE units are cited by syllabus unit number and by the statutory Key Stage 1 outcomes (A1–A3, B1–B3, C1–C3). PSHE follows the statutory RSHE guidance. Neither carries an NC reference. MFL is statutory at Key Stage 2 only. RE follows the confirmed Key Stage 1 two-year cycle: the even cycle teaches units 2.1 and 1.1 (across Autumn 1 and 2), 2.2, 2.4, 2.6 and 1.2, and the odd cycle teaches 1.5, 2.3, 2.5, 1.4, 1.3 and 1.6, so every child meets all twelve KS1 units once.

English, Maths and Phonics are assessed separately.

Odd year plan

Years 1 and 2Dungeons & Dragons; Toys; The World Around Me; Sun, Sea & Sand

How the year is delivered

The hooks, texts, enrichment and prior learning that carry the knowledge below. Read across a topic to see how a half-term is brought to life; the knowledge grid below sets out what is learned.

Topic	Dungeons & Dragons	Toys	The World Around Me		Sun, Sea & Sand
	Autumn 1	Autumn 2	Spring 1	Spring 2	Summer 1	Summer 2
Key Question	Why did we need castles, and why don’t we use them today?	How has the way we play changed over time?	What is the geography of my locality like?	How does our local weather affect our lives?	Why do we love being beside the seaside so much?
Hook & Enrichment	Dragon on display; visit to Conisbrough Castle	Artefact box — handling toys from the past	Local area walk and fieldwork beyond the school gates		Seaside study — Darwin and Cleethorpes
Core Texts	Journey — Aaron Becker; George & the Dragon	Dogger — Shirley Hughes; Toys in Space — Mini Grey	A Piece of Cake — Jill Murphy; The Tale of Georgie Grub — Jeanne Willis		The Lighthouse Keeper's Lunch — Ronda Armitage; Rainbow Fish (Sum 1); The Koala Who Could — Rachel Bright; The Sea Saw (Sum 2)
Key Concepts	Explore; Change; Empire; Power	Change; Technological advances	Physical & human features; Map & atlas work; UK & local area; Fieldwork		Physical & human features; Map & atlas work; UK & local area; Fieldwork; Change
Building On	Houses & Homes; People Around Us (FS)	—	Wonderful Worksop (FS); The Secret Woodland (FS)		Sun and Fun (FS)

Inspirational Person: a year-long study runs across all six half-terms (each class teacher selects a different person).

What children will know and remember

Topic

Dungeons & Dragons

Toys

The World Around Me

Sun, Sea & Sand

Autumn 1

Autumn 2

Spring 1

Spring 2

Summer 1

Summer 2

Key Question

Why did we need castles, and why don’t we use them today?

How has the way we play changed over time?

What is the geography of my locality like?

How does our local weather affect our lives?

Why do we love being beside the seaside so much?

History

Castles & William the Conqueror

NC: Hist KS1 — Events beyond living memory that are significant nationally; the lives of significant individuals in the past (William the Conqueror); significant historical events, people and places in their own locality.

To know that William the Conqueror became King after the Battle of Hastings in 1066.
To know that castles defended land and showed a lord’s power.
To know that Conisbrough Castle was built on high ground for defence.
To know that a castle had a keep, walls, towers and a moat.
To know that castles changed over time and that many are now ruins.

Toys in Living Memory

NC: Hist KS1 — Changes within living memory, used to reveal aspects of change in national life; develop an awareness of the past, using common words and phrases relating to the passing of time.

To know that "past" and "present" describe different times.
To know that toys today are often plastic and battery-powered.
To know that toys in the 1960s were often wood, metal or tin.
To know that we learn about the past from photographs, objects and memories.
To know how to order toys chronologically, from oldest to newest.

—

Seaside Holidays in the Past

NC: Hist KS1 — Changes within living memory; events beyond living memory that are significant nationally; significant historical events, people and places in their own locality.

To know that Cleethorpes became a popular seaside resort about 150 years ago.
To know that the railway made seaside travel cheaper and easier.
To know that past holidays had different dress, food and entertainment.
To know that old photographs are a source of evidence about the past.
To know that holidays have changed, although some things stay the same.

—

Geography

Location of Castles

NC: Geog KS1 — Geographical skills and fieldwork: use maps, atlases and aerial photographs; use simple compass directions and locational and directional language; human and physical geography: key physical features including hill, river and valley.

To know that castles were built on hills for views and defence.
To know that location is where a place is in the world.
To know that maps and aerial photographs show a place’s features.
To know that physical features are natural and human features are built.
To know that rivers gave castles both water and a barrier.

—

My Locality — Worksop & the UK

NC: Geog KS1 — Locational knowledge: name, locate and identify the four countries and capital cities of the UK and its surrounding seas; geographical skills and fieldwork: devise a simple map, and use fieldwork and observational skills to study the geography of the school and its grounds.

To know that the UK is England, Scotland, Wales and Northern Ireland.
To know that Worksop is a town in Nottinghamshire, England.
To know that an aerial photograph shows a place from above.
To know that a map key uses symbols to show features.
To know that St Lucia is a hot island compared with Worksop.

Weather & Climate

To know that weather is daily and climate is the usual pattern.
To know that the UK has four seasons with changing weather.
To know that weather data includes temperature, rainfall and cloud cover.
To know that equatorial places such as Singapore differ from polar places such as Tromsø.
To know that forecasts predict the weather and help us plan.

—

Darwin & Cleethorpes (Seaside)

NC: Geog KS1 — Place knowledge: understand geographical similarities and differences through studying a small area of the UK and a contrasting non-European country; human and physical geography: beach, cliff, coast, sea, ocean, port and harbour.

To know that the UK is surrounded by seas and that Cleethorpes is on the east coast.
To know that Darwin is a hot Australian city near the Equator.
To know that the compass points north, east, south and west give direction.
To know how human and physical features can be compared.
To know that people affect a beach environment, for example through litter.

Science

Y1 Everyday Materials (Castles)

To know that an object is a thing and a material is what it is made from.
To know the everyday materials wood, plastic, glass, metal, water and rock.
To know that materials have properties such as hard, soft, shiny and waterproof.
To know that waterproof materials do not let water through.
To know that materials are chosen to suit a purpose, such as stone for a castle.

Y2 Uses of Materials; Forces & Motion (Toys)

NC: Sci Y2 — Uses of everyday materials: identify and compare the suitability of a variety of everyday materials for particular uses; find out how the shapes of solid objects made from some materials can be changed by squashing, bending, twisting and stretching.

To know that a push or a pull is a force that makes things move.
To know that forces change how fast or in which direction things move.
To know that objects move by rolling, sliding, twisting, pushing and pulling.
To know that some materials can be squashed, bent or stretched.
To know that materials suit different uses because of their properties.

Y1 Animals including Humans (Senses)

NC: Sci Y1 — Animals, including humans: identify, name, draw and label the basic parts of the human body and say which part of the body is associated with each sense.

To know that humans need water, food and air to survive.
To know the body parts head, arms, legs, eyes and ears.
To know that the five senses are sight, hearing, smell, taste and touch.
To know that each sense links to a body part, such as eyes for sight.
To know that our senses help us explore and stay safe.

Y2 Animals including Humans (Health)

NC: Sci Y2 — Animals, including humans: notice that animals, including humans, have offspring which grow into adults; find out about and describe the basic needs of animals for survival; describe the importance for humans of exercise, of eating the right amounts of different types of food, and of hygiene.

To know that humans need exercise, good food and hygiene to stay healthy.
To know that a balanced diet has the right amounts of different foods.
To know that exercise keeps the body fit.
To know that good hygiene helps prevent illness.
To know that animals, including humans, have offspring that grow into adults.

Y1 Plants

NC: Sci Y1 — Plants: identify and name a variety of common wild and garden plants, including deciduous and evergreen trees; identify and describe the basic structure of a variety of common flowering plants, including trees.

To know that plants can be wild or garden, deciduous or evergreen.
To know that a plant has roots, a stem or trunk, leaves and often flowers.
To know that plants need water, light and warmth to grow.
To know that trees are plants and that deciduous trees lose their leaves in winter.
To know how naming common plants helps us identify them.

Y1 Plants & Seasonal Changes

NC: Sci Y1 — Seasonal changes: observe changes across the four seasons; observe and describe weather associated with the seasons and how day length varies. Plants: identify and name a variety of common wild and garden plants.

To know that there are four seasons: spring, summer, autumn and winter.
To know that day length changes across the seasons and is shorter in winter.
To know that weather changes with the seasons.
To know that plants and animals are affected by seasonal change.
To know how to observe and record how the seasons differ.

Art & Design

Painting — Jordy Kerwick (Dragons)

NC: Art KS1 — Use painting to develop and share their ideas, experiences and imagination; develop a wide range of art and design techniques in using colour, pattern, texture, line, shape, form and space; learn about the work of a range of artists, describing differences and similarities between practices.

To know that primary colours mix to make secondary colours.
To know that mark-making uses thick and thin lines and brushwork.
To know that artists can inspire our own style.
To know that the Bayeux Tapestry tells history in pictures.
To know that a self-portrait shows the artist themselves.

—

Drawing — Pablo Picasso (Portraits)

NC: Art KS1 — Use drawing to develop and share their ideas, experiences and imagination; develop techniques in using line, shape, form and space; learn about the work of a range of artists, making links to their own work.

To know that a portrait is a picture of a person.
To know that Picasso painted faces in unusual, abstract ways.
To know that colour can express moods and feelings.
To know that shading and mark-making add detail.
To know that observational drawing means drawing what you see.

—

Sculpture — Barbara Hepworth (Seaside)

NC: Art KS1 — Use sculpture to develop and share their ideas, experiences and imagination; use a range of materials creatively to design and make products; learn about the work of a range of artists and craft makers.

To know that a sculpture is a three-dimensional piece of art.
To know that natural materials such as pebbles and shells can be used in art.
To know that Barbara Hepworth made smooth, rounded sculptures.
To know that clay can be shaped and moulded.
To know that artists plan and design before making.

—

Textiles — Hand Puppet (Toys in Space)

NC: D&T KS1 — Design purposeful, functional, appealing products for themselves and other users based on design criteria; select from and use a range of materials and components, including textiles, according to their characteristics; evaluate their ideas and products against design criteria.

To know that a running stitch and an over stitch join fabric.
To know that designs are made for a purpose and a user.
To know that templates help cut fabric to shape.
To know how products are evaluated against design criteria.
To know that tools and materials are chosen to suit the design.

—

Cooking — Fruit Smoothie

NC: D&T KS1 — Cooking and nutrition: use the basic principles of a healthy and varied diet to prepare dishes; understand where food comes from.

To know that food comes from plants and animals.
To know that fruit is part of a healthy diet.
To know how to use tools safely to prepare fruit.
To know that a design is tested by tasting and evaluating.
To know that data, such as a favourite fruit, can inform a design.

Cooking — Healthy Wrap (Lighthouse Keeper)

NC: D&T KS1 — Cooking and nutrition: use the basic principles of a healthy and varied diet to prepare dishes; understand where food comes from; select from and use a range of tools and equipment to perform practical tasks.

To know that a balanced meal includes different food groups.
To know that food labels give information about ingredients.
To know that ingredients combine to make a product.
To know that a wrap can be designed for a particular person.
To know how products are evaluated against criteria.

—

Computing

Technology Around Us

Y1 — To know how to identify technology and a computer’s main parts; use a mouse and keyboard; use technology responsibly.
Y2 — To know the uses and features of IT in and beyond school, how IT helps us, and how to use it safely.

Creating Media

NC: Comp KS1 — Use technology purposefully to create, organise, store, manipulate and retrieve digital content.

Y1 — To know how to use shape and line tools and make careful choices to paint a digital picture.
Y2 — To know how to take and improve a photograph (portrait/landscape, lighting) and that photos can be changed.

Programming — Robots

Y1 — To know how to give precise instructions and combine direction commands into a sequence.
Y2 — To know how to describe a sequence, predict outcomes, and create and debug a program.

Data & Information

NC: Comp KS1 — Use technology purposefully to create, organise, store, manipulate and retrieve digital content; recognise common uses of information technology beyond school.

Y1 — To know how to label, count, describe and compare groups of objects by their properties.
Y2 — To know how to use tally charts and create a pictogram to compare and present data.

Creating Media

NC: Comp KS1 — Use technology purposefully to create, organise, store, manipulate and retrieve digital content.

Y1 — To know how to write, edit and format text on a computer and compare it to writing on paper.
Y2 — To know how to use a computer to create, refine and give purpose to a musical pattern.

Programming — Sequences

Y1 — To know how to choose and join commands, change values, and use an algorithm to make a program.
Y2 — To know that a sequence has a start and outcome, and how to create, change and improve a program from a design.

Synagogue and Church

Agreed Syllabus 2026–31: Unit 1.5 — Theme: Symbols in religious worship and practice. Outcomes A1, A3, B1, B3.

To know that a church is where Christians worship and a synagogue is where Jewish people worship.
To know the key features of a church (altar, font, cross) and of a synagogue (ark, Torah scroll, bimah).
To know that Jewish artefacts include the Torah, yad, kippah and mezuzah, and what each is used for.
To know that symbols such as light and water are used in both places and carry meaning.
To know that holy buildings are treated with respect, and that special events such as weddings happen there.

Humanists

Agreed Syllabus 2026–31: Unit 2.3 — Theme: Belonging. Outcomes A1, B3, C3.

To know that Humanists are non-religious people who do not believe in God or gods.
To know that the Happy Human is the symbol of Humanism.
To know the Golden Rule: treat others as you would like to be treated.
To know that Humanists use reason and science to answer questions about the world.
To know that Humanists value kindness, honesty and caring for the Earth.

Sikhs

Agreed Syllabus 2026–31: Unit 2.5 — Theme: Belonging. Outcomes A1, B3, C2.

To know that Sikhs believe in one God and follow the teachings of ten Gurus, beginning with Guru Nanak.
To know that a gurdwara is the Sikh place of worship.
To know that the Guru Granth Sahib is the Sikh holy book and is treated with great respect.
To know that the langar is a free kitchen where everyone eats together as equals.
To know that many Sikhs show their commitment by wearing the Five Ks.

Easter

Agreed Syllabus 2026–31: Unit 1.4 — Theme: Belonging. Outcomes A1, B2, C3.

To know that Easter is the most important Christian festival.
To know the main events of Holy Week, from Palm Sunday to Easter Sunday.
To know that Christians believe Jesus rose from the dead on Easter Sunday (the resurrection).
To know that eggs and new life in spring are symbols Christians link with Easter.
To know that at the Last Supper Jesus was keeping the Jewish festival of Pesach (Passover).

Stories of Jesus

Agreed Syllabus 2026–31: Unit 1.3 — Theme: Beliefs and teachings. Outcomes A2, C1, C3.

To know that Jesus taught using stories called parables.
To know that the Lost Sheep is about caring for everyone.
To know that stories can teach a moral or meaning.
To know that forgiveness means letting go of being upset.
To know that thankfulness is valued in many religions.

Moses and Saint Peter

Agreed Syllabus 2026–31: Unit 1.6 — Theme: Leaders. Outcomes A2, C1, C2.

To know that a leader guides others and sets an example.
To know that Moses led the Jewish people out of slavery in Egypt.
To know that the Ten Commandments are rules for living given to Moses.
To know that Saint Peter was a follower of Jesus who became the first leader of the Christians.
To know that good leaders are trusted, brave, wise and kind.

Music

Singing for Harvest

NC: Music KS1 — Use their voices expressively and creatively by singing songs and speaking chants and rhymes; listen with concentration and understanding to a range of high-quality live and recorded music.

To know that singing in tune means matching the right pitch.
To know that dynamics are how loud or quiet music is.
To know that a pulse is the steady beat in music.
To know that performing shares music with an audience.
To know that songs can have repeated patterns.

Singing for Christmas (Nativity)

To know that melody is the tune of higher and lower notes.
To know that performing together needs the same steady beat.
To know that rehearsal improves a performance.
To know that songs tell stories and set a mood.
To know that confidence grows from performing.

Pulse & Tempo (Count to 4)

NC: Music KS1 — Experiment with, create, select and combine sounds using the inter-related dimensions of music (pulse and tempo); play tuned and untuned instruments musically.

To know that music is divided into bars, often of four beats.
To know that tempo is how fast or slow music is.
To know that a steady pulse keeps players together.
To know that beats are counted in groups of four.
To know that the same tune can be played fast or slow.

Reading Rhythmic Notation

NC: Music KS1 — Experiment with, create, select and combine sounds using the inter-related dimensions of music (rhythm and duration); play tuned and untuned instruments musically.

To know that rhythm is the pattern of long and short sounds.
To know that notation is a way to write music down.
To know that a rest is a silence in music.
To know that rhythms can be clapped and played.
To know that notes can be longer or shorter, from semibreve to quaver.

Composing Dramatic Music (Percussion)

NC: Music KS1 — Experiment with, create, select and combine sounds using the inter-related dimensions of music; play tuned and untuned instruments musically.

To know that composing is making up and remembering music.
To know that sounds can represent things such as rain, wind and storm.
To know that percussion is played by hitting or shaking.
To know that music can express a feeling or atmosphere.
To know that a piece is planned, performed and improved.

Playing Together (Keyboards)

NC: Music KS1 — Play tuned and untuned instruments musically; experiment with, create, select and combine sounds using the inter-related dimensions of music.

To know that notes played together can sound pleasant, making harmony.
To know that the white keys sound good together in the key of C.
To know that a chord, or triad, is three notes played at once.
To know that playing together needs listening to others.
To know that practice helps fingers find the right notes.

Real PE — Coordination & Static Balance; Games

To know that balance keeps the body steady and in control.
To know that coordination links movements together smoothly.
To know that we throw and catch using two hands first.
To know that playing fairly means following the rules.
To know that footwork patterns help us change direction.

Real PE — Agility & Static Balance (Ball)

NC: PE KS1 — Master basic movements and develop balance, agility and co-ordination; participate in team games, developing simple tactics for attacking and defending.

To know that agility is changing direction quickly.
To know that a balanced position helps control a ball.
To know that each balance has a correct body position.
To know that practising skills builds control.
To know that warming up prepares the body.

Real Gym — Balance & Travel; Real Dance

NC: PE KS1 — Master basic movements, developing balance, agility and co-ordination; perform dances using simple movement patterns.

To know that we can travel using different body parts.
To know that a point balance uses small parts and a patch balance uses larger ones.
To know that jumping safely needs a controlled landing.
To know that dance uses shapes and movements set to music.
To know that sequences link movements in order.

Athletics; Real PE — Dynamic Balance

NC: PE KS1 — Master basic movements including running, jumping, throwing and catching; develop balance, agility and co-ordination and apply these in a range of activities.

To know that good running posture is tall, with the arms moving.
To know that arms and legs help us jump for height and distance.
To know that we throw for distance and for accuracy.
To know that dynamic balance is balancing while moving.
To know that speed and agility improve with practice.

Striking & Fielding (Tri Golf); Basketball

NC: PE KS1 — Master basic movements including throwing and catching; participate in team games, developing simple tactics for attacking and defending.

To know that striking hits a ball with control and aim.
To know that safety rules matter when using equipment.
To know that throwing, catching and dribbling move a ball.
To know that teamwork helps a team succeed.
To know that adapted games help us learn skills.

Dodgeball; Orienteering

NC: PE KS1 — Master basic movements including running and dodging, developing agility and co-ordination; participate in team games, developing simple tactics for attacking and defending.

To know that dodging moves us quickly to avoid being hit.
To know that we react, dodge and block in games.
To know that a simple map and key help us find our way.
To know that directions guide us around a course.
To know that teamwork solves problems faster.

PSHE

What makes a good friend?

To know that good friends are kind, caring and trustworthy.
To know that courtesy and manners help others feel respected.
To know that friendships can have problems we can work through.
To know that a stereotype is an unfair, fixed idea about a group.
To know that we can talk to a trusted adult if we are unhappy.

What helps us grow and stay healthy?

To know that a healthy diet includes a variety of foods.
To know that physical activity keeps the body and mind well.
To know that breathing exercises help us relax.
To know that brushing keeps our teeth healthy.
To know that setting goals helps us grow.

What jobs do people do?

To know that people do many different jobs in the community.
To know that everyone helps look after our school.
To know that we belong to different groups.
To know that some jobs keep the environment pleasant.
To know that a good environment helps everyone.

What helps us to stay safe?

To know that there are dangers at home that we can avoid.
To know what to do if we are lost.
To know that staying safe online keeps our information private.
To know that some things are unsafe for our bodies.
To know that a worrying secret should be shared with an adult.

How do we make decisions?

To know that we are the same as and different from others.
To know that people belong to a range of groups.
To know that democracy means people have a say through a vote.
To know that opinions can be shared respectfully.
To know that choices have consequences.

How do we earn money?

To know that money usually comes from earning through work.
To know that saving helps us buy things later.
To know that banks keep money safe.
To know that skills and interests help people choose a job.
To know that money can cause different feelings.

Distilled from the KS1 Odd-Year LTP and the Y1/2 MTP suite. Each statement is an end-point for assessment (maximum 5 per unit).

Inspirational Person: a year-long study runs across all six half-terms (each class teacher selects a different person).

Core texts: Journey / George & the Dragon (Aut 1); Dogger / Toys in Space (Aut 2); A Piece of Cake / The Tale of Georgie Grub (Spr); The Lighthouse Keeper’s Lunch / Rainbow Fish (Sum 1); The Koala Who Could / The Sea Saw (Sum 2).

RE follows the confirmed Key Stage 1 two-year cycle for the 2026–2031 Agreed Syllabus. The odd cycle teaches units 1.5, 2.3, 2.5, 1.4, 1.3 and 1.6; the even cycle teaches 2.1, 1.1, 2.2, 2.4, 2.6 and 1.2, so every child meets all twelve KS1 units once.

Computing follows the NCCE Teach Computing Curriculum, adopted from 2026–27. Its units are sequenced by year group rather than by topic, so the Computing row is identical in the odd and even cycles, and each cell gives the end-point for both year groups (Y1 and Y2). It replaces the previous topic-linked units (Online Safety, Video Creation, Word Processing, Digital Photography, Venn Diagrams and Scratch). Online safety is taught through PSHE / RSHE and the Education for a Connected World framework alongside the NCCE units.

English, Maths and Phonics are assessed separately. No MFL at KS1.

Sparken Hill Academy

KS1 Curriculum (Years 1 and 2)

How the year is delivered

What children will know and remember

How the year is delivered

What children will know and remember

Cookie Policy