Lower KS2 Curriculum (Years 3 and 4)

Lower Key Stage 2 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 3 and 4Remarkable Rainforests; Savage Stone Age; Raiders & Settlers

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	Remarkable Rainforests		Savage Stone Age		Raiders & Settlers
	Autumn 1	Autumn 2	Spring 1	Spring 2	Summer 1	Summer 2
Key Question	Why are rainforests so important to our planet, and what happens if we lose them?	Who were the ancient Maya and what have we learnt from them?	How did life in Britain change during the Stone Age, and which period would you have rather lived in?		Were the Anglo-Saxons and Vikings invaders or settlers?
Hook & Enrichment	Cadbury World		Creswell Crags		Perlethorpe environmental education centre
Core Texts	The Great Kapok Tree; The Explorer; Charlie and the Chocolate Factory (Aut 1); There's a Rang-tan in My Bedroom; The Explorer (Aut 2)		Stone Age Boy		Beowulf; Anglo-Saxon invasion newspaper report (Sum 1); How to Train Your Dragon — narrative and play script (Sum 2)
Key Concepts	Wellbeing; Creativity; Passion; Community (Aut 1); Equality; Creativity; Sacrifice; Dreams; Sustainability v responsibility (Aut 2)		Change; Transformation; Belonging; Equality & pride; Resilience		Consequences; Weakness; Morality; Democracy
Building On	Arctic Adventures; Creepy Crawlies; The World Around Me		Living things and their habitats; Animals including humans; Seasonal changes		Dungeons & Dragons; The Savage Stone Age *if pupils have experienced Odd Cycle LKS2 already

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

Remarkable Rainforests

Savage Stone Age

Raiders & Settlers

Autumn 1

Autumn 2

Spring 1

Spring 2

Summer 1

Summer 2

Key Question

Why are rainforests so important to our planet, and what happens if we lose them?

Who were the ancient Maya and what have we learnt from them?

How did life in Britain change during the Stone Age, and which period would you have rather lived in?

Were the Anglo-Saxons and Vikings invaders or settlers?

History

—

Ancient Maya

NC: Hist KS2 — A non-European society that provides contrasts with British history: Mayan civilization c. AD 900; note connections, contrasts and trends over time; understand how our knowledge of the past is constructed from a range of sources.

To know when and where the Maya civilisation existed and where it fits on a timeline.
To know how the Maya built and grew a powerful and successful civilisation using the land around them.
To know how Maya society was organised and ruled (hierarchy; roles within the family).
To know what Maya artefacts tell us about how they lived, and how reliable this evidence is.
To know how Maya life compared with Britain at the same time, and why the civilisation declined.

The Stone Age

NC: Hist KS2 — Changes in Britain from the Stone Age to the Iron Age: late Neolithic hunter-gatherers and early farmers, for example Skara Brae; develop a chronologically secure knowledge of British history; understand how our knowledge of the past is constructed from a range of sources.

To know what the Stone Age is, why it is called ‘prehistoric’, and its key periods in order.
To know what living conditions were like in the Palaeolithic and Mesolithic periods and how they differed (food, weapons, clothing, shelter, cave paintings).
To know what people ate in the Mesolithic period and how they found or grew their food.
To know how Stone Age tools changed over time and what this shows about how people’s lives were developing.
To know how we find out about prehistory, including the evidence at Creswell Crags and Skara Brae. (Unit runs across the term; Golden Thread at the end of Spring 2.)

—

The Anglo-Saxons

NC: Hist KS2 — Britain’s settlement by Anglo-Saxons and Scots: Roman withdrawal from Britain, Scots invasions from Ireland, Anglo-Saxon invasions, settlements and kingdoms, art and culture; construct informed responses that involve selection of relevant historical information.

To know what Britain was like at the end of the Roman period and where the Anglo-Saxons fit on a timeline.
To know why the Angles, Saxons and Jutes invaded Britain.
To know how the Anglo-Saxons established their settlements and what daily life, culture and religion were like.
To know how Anglo-Saxon England was ruled and how kings kept control of their kingdoms.
To know what was discovered at Sutton Hoo and how England changed during Anglo-Saxon settlement.

The Vikings

NC: Hist KS2 — The Viking and Anglo-Saxon struggle for the Kingdom of England: Viking raids and invasion, further Anglo-Saxon resistance, Danegeld; understand how our knowledge of the past is constructed from a range of sources.

To know where the Vikings fit on a timeline, including the raid on Lindisfarne in 793.
To know who the Vikings were, where they came from and why they raided Britain.
To know the difference between primary and secondary sources and how we use them to build knowledge of the past.
To know where the Vikings settled in Britain and how they struggled with the Anglo-Saxons for control.
To know how historians piece together knowledge of the Vikings from surviving artefacts and sources.

Geography

Remarkable Rainforests

NC: Geog KS2 — Locational knowledge: locate the world’s countries, concentrating on South America, and identify the position and significance of the Equator, the Tropics and the hemispheres; human and physical geography: climate zones, biomes and vegetation belts; place knowledge: compare a region in a non-European country with our own.

To know where rainforests are found in the world, locating South America, the Equator, the tropics and both hemispheres.
To know the climate and rainfall of the Amazon and how it compares with the weather in Worksop.
To know the layers of the rainforest and the plants and animals found in each.
To know how the Yanomami live in the rainforest and how their lives compare with our own.
To know how the rainforest connects to our lives through trade and fair trade, why it is under threat (deforestation), and what is being done to protect it.

—

Stone Age Settlements

NC: Geog KS2 — Geographical skills and fieldwork: use maps, atlases, globes and digital mapping, and use four- and six-figure grid references, symbols and keys; human and physical geography: types of settlement and land use; locational knowledge: name and locate counties and geographical regions of the UK.

To know why early homo sapiens migrated and how changes in the landscape (Doggerland; rising sea levels) influenced where they went.
To know how the physical features of the UK differ from region to region and why Stone Age people settled where they did (water, shelter, food).
To know how to give grid references for key locations, including Creswell Crags.
To know how early humans found their way to Britain, tracing migration routes using maps, atlases and digital mapping.
To know how two Stone Age settlements (Creswell Crags and Skara Brae) compare in their physical and human geography.

—

Science

Animals Inc. Humans — Body

NC: Sci Y3 — Animals, including humans: identify that humans and some other animals have skeletons and muscles for support, protection and movement; identify that animals, including humans, need the right types and amount of nutrition.

To know that humans have bones for support, protection and movement.
To know how to set up a simple enquiry and communicate results.
To know that humans have muscles for support, protection and movement.
To know that some other animals have skeletons for support, protection and movement.
To know that animals, including humans, need the right type of nutrition.

Animals Inc. Humans — Teeth & Digestion

NC: Sci Y4 — Animals, including humans: describe the simple functions of the basic parts of the digestive system in humans; identify the different types of teeth in humans and their simple functions.

To know the different types of teeth and describe their functions.
To know how to plan and carry out an investigation and make predictions (tooth decay).
To know the basic parts of the digestive system.
To know what happens to food as it travels through the digestive system.

Forces and Magnets

NC: Sci Y3 — Forces and magnets: compare how things move on different surfaces; observe how magnets attract or repel each other and attract some materials and not others; describe magnets as having two poles and predict whether two magnets will attract or repel.

To know how things move with different forces.
To know how to plan and conduct a fair test comparing how objects move on different surfaces.
To know how to compare and group everyday materials by whether they are attracted to a magnet.
To know how to predict whether two magnets will attract or repel, depending on which poles are facing.

Sound

NC: Sci Y4 — Sound: identify how sounds are made, associating some of them with something vibrating; recognise that vibrations from sounds travel through a medium to the ear; find patterns between the pitch of a sound and features of the object that produced it, and between the volume of a sound and the strength of the vibrations.

To know how sounds are made, associating some of them with something vibrating.
To know that vibrations from sounds travel to the ear.
To know the patterns between the pitch or volume of a sound and the object or vibrations that produced it.
To know how to set up a simple fair test (which material muffles sound best).

Electricity

NC: Sci Y4 — Electricity: construct a simple series electrical circuit, identifying and naming its basic parts; identify whether or not a lamp will light in a simple series circuit; recognise that a switch opens and closes a circuit; recognise some common conductors and insulators.

To know how to construct a simple circuit and name its parts.
To know how to identify whether a bulb will light up in a circuit.
To know common conductors and insulators and how to test materials.
To know how switches affect a circuit.

Changing Environments & Food Chains

NC: Sci Y4 — Living things and their habitats: construct and interpret a variety of food chains, identifying producers, predators and prey; recognise that environments can change and that this can sometimes pose dangers to living things.

To know what a food chain is.
To know what a pond ecosystem is and how animals survive in it.
To know how environmental changes caused by humans impact the world around us.
To know why biodiversity matters and how we can protect habitats and help nature thrive.

Art & Design

—

Painting — Frida Kahlo

NC: Art KS2 — Improve their mastery of art and design techniques, including painting, with a range of materials; create sketch books to record their observations and use them to review and revisit ideas; learn about great artists, architects and designers in history.

To know about the work of Frida Kahlo.
To know how to draw and paint rainforest leaves, flowers and animals in bold, vibrant colours.
To know how symbolism can be used around a self-portrait.
To know how to create a self-portrait surrounded by a rainforest scene with symbolic elements.

Drawing — Laura Barbosa

NC: Art KS2 — Improve their mastery of art and design techniques, including drawing, with a range of materials; create sketch books to record their observations and use them to review and revisit ideas; learn about great artists in history.

To know about the work of Laura Barbosa.
To know what cave art is, with a focus on the Lascaux cave.
To know how to use charcoal and chalk, experimenting with texture, tone and mark making.
To know how to plan and create a cave art scene.

—

Making — Peter Blake

NC: Art KS2 — Improve their mastery of art and design techniques with a range of materials; create sketch books to record their observations and use them to review and revisit ideas; learn about great artists, architects and designers in history.

To know about the work of Peter Blake.
To know how to investigate bold Pop Art colour schemes and patterned backgrounds.
To know how to use collage techniques (cutting, tearing, layering, overlapping).
To know how to plan, create and evaluate a layered mixed-media collage representing myself.

—

Cooking & Nutrition — Chocolate Bar

NC: D&T KS2 — Cooking and nutrition: understand and apply the principles of a healthy and varied diet, and know where and how a variety of ingredients are grown, reared, caught and processed; design purposeful products aimed at particular individuals or groups; evaluate against design criteria.

To know how to research and review a variety of chocolate bars.
To know what makes a chocolate bar wrapper appeal to a target audience.
To know how to design and make a unique chocolate bar for a target audience.
To know how to make a wrapper, then analyse the work and identify improvements.

—

Structures — Stone Age Dwelling

NC: D&T KS2 — Technical knowledge: apply their understanding of how to strengthen, stiffen and reinforce more complex structures; generate, develop, model and communicate ideas through discussion and annotated sketches; evaluate their ideas and products against their own design criteria.

To know how to investigate Stone Age dwellings using annotated sketches.
To know which shapes make structures strongest.
To know how to design and build a Stone Age dwelling from natural materials.
To know how to test a structure against wind, rain and weight, and evaluate the finished design.

—

Textiles — Weaving

NC: D&T KS2 — Select from and use a wider range of materials and components, including textiles, according to their functional properties and aesthetic qualities; understand how key events and individuals in design and technology have helped shape the world; evaluate their ideas and products.

To know what weaving is, what it was used for, and how it advanced through history.
To know the materials used in weaving and their benefits.
To know how to practise and apply the skills of weaving.
To know how to design, make and evaluate a woven textile.

Computing

Systems & Networks

NC: Comp KS2 — Understand computer networks, including the internet, and the opportunities they offer for communication and collaboration; be discerning in evaluating digital content.

Y3 (Connecting Computers) — To know how digital devices function and how a network shares information.
Y4 (The Internet) — To know how networks connect to form the internet and how to evaluate online content.

Creating Media

NC: Comp KS2 — Select, use and combine a variety of software on a range of digital devices to design and create content that accomplishes given goals.

Y3 (Stop-frame Animation) — To know how to plan, create, review and improve an animation.
Y4 (Audio Production) — To know how to record, edit and combine audio to create a podcast.

Programming

NC: Comp KS2 — Design, write and debug programs that accomplish specific goals; use sequence, selection and repetition in programs; use logical reasoning to explain how some simple algorithms work and to detect and correct errors.

Y3 (Sequencing Sounds) — To know how to build ordered sequences of commands in Scratch.
Y4 (Repetition in Shapes) — To know how to use count-controlled loops in a text-based language.

Data & Information

NC: Comp KS2 — Select, use and combine a variety of software to collect, analyse, evaluate and present data and information.

Y3 (Branching Databases) — To know how to plan, structure and create a branching database.
Y4 (Data Logging) — To know how to collect data automatically with sensors and use it to answer questions.

Creating Media

NC: Comp KS2 — Select, use and combine a variety of software on a range of digital devices to design and create a range of content that accomplishes given goals.

Y3 (Desktop Publishing) — To know how to choose page settings and layouts to suit a purpose.
Y4 (Photo Editing) — To know how to edit, combine and improve digital images for a purpose.

Programming

NC: Comp KS2 — Design, write and debug programs that accomplish specific goals; use sequence, selection and repetition in programs; work with variables and various forms of input and output.

Y3 (Events & Actions) — To know how to program sprite movement, add features and fix bugs.
Y4 (Repetition in Games) — To know how to use infinite and count-controlled loops in a project.

MFL (Spanish)

Y3 ¿Cómo te llamas? / Y4 ¿Qué hay en tu pueblo?

NC: MFL KS2 — Listen attentively to spoken language and show understanding by joining in and responding; engage in conversations, ask and answer questions; develop accurate pronunciation and intonation.

Y3 — To know greetings, introductions and numbers 0–10.
Y4 — To know how to use ‘hay / no hay’, count to 100 and say where I live.

Y3 Simón dice / Y4 ¿Adónde vas?

NC: MFL KS2 — Explore the patterns and sounds of language through songs and rhymes; speak in sentences using familiar vocabulary and basic language structures; understand basic grammar including feminine and masculine forms.

Y3 — To know parts of the body, actions, colours and clothes.
Y4 — To know masculine and feminine nouns (un/una), the verb ‘ir’ and simple directions.

Y3 ¿Qué te gusta comer? / Y4 ¿Qué hay en la tienda?

NC: MFL KS2 — Engage in conversations, express opinions and respond to those of others; broaden their vocabulary; understand basic grammar including how to build sentences.

Y3 — To know how to use ‘me gusta(n)’, determiners and adjectives to describe food.
Y4 — To know how to ask ‘¿Te gustan…?’, form plurals and give prices in euros.

Y3 ¿Quién hay en tu familia? / Y4 ¿En qué continente…?

NC: MFL KS2 — Describe people, places, things and actions orally and in writing; understand basic grammar including the conjugation of high-frequency verbs; ask and answer questions.

Y3 — To know how to name family members using ‘se llama’ and ‘Aquí está(n)’.
Y4 — To know compass points in Spanish and how to ask and answer using the past tense.

Y3 ¿Qué haces en el colegio? / Y4 ¿Cuál es tu rutina diaria?

NC: MFL KS2 — Speak in sentences using familiar vocabulary, phrases and basic language structures; read carefully and show understanding of words, phrases and simple writing.

Y3 — To know how to use ‘dónde’ and ‘Aquí está(n)’ to locate objects, converting ‘el/la’ to ‘un/una’.
Y4 — To know how to compare using ‘antes/después’ and recognise ‘¿Qué hora es?’.

Y3 ¿Cuándo es…? / Y4 ¿Qué haces en tu tiempo libre?

NC: MFL KS2 — Broaden their vocabulary; express opinions and respond to those of others; understand basic grammar including the conjugation of high-frequency verbs; write phrases from memory.

Y3 — To know numbers to 31, days of the week, months and the verb ‘to be’.
Y4 — To know how to describe the weather, give opinions and use ‘a’ (to) and ‘en’ (by).

Jewish Festivals and Family Life

Agreed Syllabus 2026–31: Unit 3.5 — Theme: Living. Outcomes A1, B1, C1.

To know that Jewish people believe in one God who made a covenant with the Jewish people.
To know how Shabbat is kept at home and in the synagogue, and why a day of rest matters.
To know what happens at Rosh Hashanah and Yom Kippur, and why these are times for saying sorry and beginning again.
To know the story of Pesach and how the Seder meal retells the escape from Egypt.
To know how festivals and family life show what matters most to Jewish people.

Christianity, Music and Worship

Agreed Syllabus 2026–31: Unit 4.3 — Theme: Spiritual expression. Outcomes A2, A3, C1.

To know that Christians use hymns, carols and music to worship together and to express what they believe.
To know what the words of a carol say about the Christmas story and about who Christians believe Jesus is.
To know that different Christian communities worship in different ways, including at Southwell Minster.
To know that music can express feelings and ideas that words alone cannot, for religious and non-religious people alike.
To know how to express an idea or a feeling of my own through a piece of music or a song.

Places for Worship

Agreed Syllabus 2026–31: Unit 3.3 — Theme: Worship and sacred places. Outcomes A3, B1, C1.

To know the names and the main features of a church, a mosque and a mandir.
To know what believers do inside their place of worship, and why those actions matter to them.
To know how the design, furniture and use of a building show what a community believes is important.
To know where places of worship are found in Worksop and across Nottinghamshire.
To know what makes a place special to me, and to compare that with what makes a place sacred to a believer.

Inspiring People from the Past

Agreed Syllabus 2026–31: Unit 3.4 — Theme: Inspirational people. Outcomes A2, A3, B2, B3, C1.

To know the story of Moses and why he is important to Jewish people and to Christians.
To know stories of Jesus that show Christians how they should live.
To know who the Prophet Muhammad was and why Muslims speak of him with respect.
To know what these figures have in common, and how their followers remember them today.
To know what makes a person inspiring, and to explain who inspires me and why.

Life’s Big Events

Agreed Syllabus 2026–31: Unit 3.6 — Theme: Belonging. Outcomes A1, B3, C3.

To know that people mark birth, growing up, marriage and death in different ways.
To know what happens at a Christian baptism and at a Jewish Bar or Bat Mitzvah.
To know how a Humanist naming ceremony or wedding differs from a religious one.
To know why people use symbols, promises and gifts to mark an important moment.
To know which moments my own family and community mark, and why they matter to us.

Life as a Journey

Agreed Syllabus 2026–31: Unit 4.1 — Theme: The journey of life and death. Outcomes A1, B1, C1.

To know why some people describe life as a journey, and what a traveller needs for a journey.
To know what Christians believe about life after death.
To know what Hindus believe about reincarnation and what Muslims believe about the afterlife.
To know what many non-religious people, including Humanists, think happens when a person dies.
To know how what a person believes about death can change the way they choose to live now.

Music

Rainforest Soundscapes — Texture & Timbre

NC: Music KS2 — Improvise and compose music for a range of purposes using the inter-related dimensions of music; listen with attention to detail and recall sounds with increasing aural memory.

To know that timbre is the particular quality of a sound.
To know that texture is how many layers of sound are heard at once.
To know how to choose instruments to represent a place or creature.
To know how to layer sounds to build a soundscape.
To know how to perform a soundscape following a leader.

Christmas Performance — Singing in Parts

NC: Music KS2 — Play and perform in solo and ensemble contexts, using their voices and playing musical instruments with increasing accuracy, fluency, control and expression.

To know how to sing in tune with control and clear diction.
To know what a round is and how to hold a part against others.
To know how to follow a conductor for starts, stops and dynamics.
To know how to add a simple instrumental accompaniment.
To know how to perform confidently to an audience.

Pentatonic Melodies & Improvisation

NC: Music KS2 — Improvise and compose music for a range of purposes; play and perform in solo and ensemble contexts with increasing accuracy, fluency, control and expression.

To know that a scale is a set of notes in order.
To know that a pentatonic scale uses five notes.
To know that improvising means making up music as we play.
To know how to improvise a short melody over a steady beat.
To know how to listen and respond to another player’s idea.

Rhythm & Notation — Reading Staff Notation

NC: Music KS2 — Use and understand staff and other musical notations; play and perform in solo and ensemble contexts with increasing accuracy.

To know that notation records music so it can be played again.
To know the note values crotchet, quaver and minim and their rests.
To know that the stave has five lines and notes sit on lines and in spaces.
To know how to clap a rhythm read from notation.
To know how to play a short notated phrase on a tuned instrument.

Samba & Body Percussion

NC: Music KS2 — Play and perform in solo and ensemble contexts; improvise and compose music using the inter-related dimensions of music; appreciate and understand a wide range of high-quality live and recorded music from different traditions.

To know that samba comes from Brazil and is played by a percussion band.
To know that an ostinato is a repeated rhythmic pattern.
To know how to keep an ostinato going against other parts.
To know how to respond to a leader’s break or call.
To know how to perform a samba piece as an ensemble.

Ensemble Performance — Recorders and Glockenspiels

NC: Music KS2 — Play and perform in solo and ensemble contexts, using their voices and playing musical instruments with increasing accuracy, fluency, control and expression; use and understand staff and other musical notations.

To know how to hold and play a tuned instrument correctly.
To know how to read and play a short melody from notation.
To know how to play in time with an ensemble.
To know how to use dynamics to shape a performance.
To know how to evaluate a performance and say how to improve it.

Football; Quick Sticks Hockey

NC: PE KS2 — Use running, jumping, throwing and catching in isolation and in combination; play competitive games, modified where appropriate, and apply basic principles suitable for attacking and defending.

To know how to dribble with control.
To know how to pass and shoot accurately.
To know how to beat an opponent.
To know how to apply skills in a game.
To know how to hold a hockey stick and dribble safely.
To know how to pass and receive with control and apply skills in a small-sided game.

Dance — Rainforests

NC: PE KS2 — Perform dances using a range of movement patterns.

To know how to perform South American and African dance styles in time.
To know how to choreograph and perform with control, unison and expression.

Inclusion Games; Gymnastics — Flight & Travel

NC: PE KS2 — Develop flexibility, strength, technique, control and balance through gymnastics; play competitive games and apply basic principles suitable for attacking and defending.

To know how to play kurling, goalball and boccia, delivering or throwing to a target.
To know how to use tactics and teamwork to compete fairly.
To know how to link jumps, balances and travel into a sequence.
To know how to perform with control, consistency and fluency on apparatus.

Pop Lacrosse; Table Tennis

NC: PE KS2 — Use throwing and catching in isolation and in combination; play competitive games, modified where appropriate, including net and wall games, applying basic principles suitable for attacking and defending.

To know how to catch, cradle, throw and shoot with a lacrosse stick.
To know how to attack, keep possession and compete in a game.
To know the grip and ready position in table tennis.
To know how to play forehand and backhand pushes and a serve.
To know how to outwit an opponent using shots and rules.

Athletics

NC: PE KS2 — Use running, jumping and throwing in isolation and in combination; compare their performances with previous ones and demonstrate improvement to achieve their personal best.

To know how to run at different speeds and pace a longer run.
To know how to jump for distance and height with control.
To know how to throw for distance with the correct technique.

Striking & Fielding

To know how to strike a ball with intent (cricket / rounders).
To know how to field, retrieve and return a ball to limit runs.
To know how to bowl or feed a ball accurately, and the rules of a small-sided game.

PSHE

Friendship & Bullying

To know that friendships have ups and downs and that problems can be resolved.
To know the physical and emotional boundaries in friendships.
To know the impact of bullying and the responsibility of bystanders to help.
To know that stereotypes are present in everyday life, based on a number of factors.

Money

To know how ethics can influence our spending decisions.
To know how to put together a budget.
To know that money has an impact on how we feel.
To know the range of jobs available and think about what job I might want to do.

Acceptance & Mental Health

To know that families love and support each other, and that help is available if problems occur.
To know that my behaviour can have an impact on others.
To know a range of emotions, what is important to me, and how to take responsibility for my own happiness.
To know what mental health is and who can help if I need it. (Y4 take part in FAB Roadshow — external.)

Community

To know what makes a community and what it means to be part of one.
To know why laws are made and what might happen if laws are broken.
To know how we can make a positive impact on our community.
To know how to understand and accept differences within our community.

Staying Safe Online

To know the importance of being kind online and that cyberbullying involves being unkind online.
To know that not all emails are genuine.
To know the benefits and risks of sharing material online.
To know that age restrictions are designed to protect us.

Healthy Body & Mind / Growing & Changing

Y3 — To know how to plan for a healthy lifestyle, including physical activity, rest, diet and dental health.
Y3 — To know about body positivity and how being proud of who you are supports mental health.
Y4 — To know the physical differences between children and adults and that change is part of growing up.
Y4 — To know the difference between private and public, and secrets and surprises, and the importance of personal hygiene.
Y4 — To know what is meant by privacy, consent, and safe and unsafe touches.

Knowledge statements distilled from the LKS2 Even-Year LTP (2026–27). 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 2 outcomes (A1–A3, B1–B3, C1–C3). PSHE follows the statutory RSHE guidance. Neither carries an NC reference.

English and Maths are assessed separately.

Odd year plan

Years 3 and 4Awesome Africa; Ruthless Romans; There is No Planet B

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	Awesome Africa		Ruthless Romans		There is No Planet B
	Autumn 1	Autumn 2	Spring 1	Spring 2	Summer 1	Summer 2
Key Question	How would your life be different if you lived in Kenya?		What did the Romans do for us — and was it good or bad?		Can we save the planet?
Hook & Enrichment	African dance workshop (Aut 1); Yorkshire Wildlife Park visit (Aut 2)		Movie afternoon — The Rotten Romans (Spr 1); Roman Day — The Romans Are Coming! (Spr 2)		Contrasting locality — visit to Castleton (Sum 1); climate change and human impact enquiry (Sum 2)
Core Texts	The Akimbo Adventures; Tales from Africa; Africa is Not a Country (Aut 1); The Hunter; African Tales: A Barefoot Collection (Aut 2)		Escape from Pompeii; Marcus' Misfortune (Spr 1); The Quest; Roman Gods and Goddesses; Boudicca newspaper report (Spr 2)		Is Plastic Fantastic? (Sum 1); A Place for Plastic (Sum 2)
Key Concepts	Poverty v wealth; Power v weakness; Equality v discrimination; Segregation v freedom		Democracy; Reform; Rights; Tradition; Empire		Conservation; Climate change; Interventions; Shame; Recycling
Building On	Continents and oceans; Climate map of the world; Food chains; Weather and climate; Seasons		Weather and climate; Continents; Seasons		Stone Age & Creswell Crags; Materials (KS1 Science); Living things and their habitats (KS1 Science); Local area — sketch maps, bird's-eye view and land use in the school environment

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

Awesome Africa

Ruthless Romans

There is No Planet B

Autumn 1

Autumn 2

Spring 1

Spring 2

Summer 1

Summer 2

Key Question

How would your life be different if you lived in Kenya?

What did the Romans do for us — and was it good or bad?

Can we save the planet?

History

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The Roman Empire & the Invasion of Britain

NC: Hist KS2 — The Roman Empire and its impact on Britain: Julius Caesar's attempted invasion in 55–54 BC; the Roman Empire by AD 42 and the power of its army; the successful invasion by Claudius and conquest, including Hadrian's Wall.

To know that the Romans came from Rome, in modern-day Italy.
To know that an empire is many lands ruled by one power.
To know that the Roman army was large, organised and highly disciplined.
To know why Rome invaded Britain in order to expand its empire.
To know how to place the Romans chronologically on a timeline.

Boudicca, Roman Towns & the Fall of Rome

NC: Hist KS2 — The Roman Empire and its impact on Britain: British resistance, for example Boudica; 'Romanisation' of Britain — sites such as Caerwent and the impact of technology, culture and beliefs, including early Christianity.

To know that Emperor Claudius invaded Britain in AD 43.
To know that Boudicca led a British rebellion against Roman rule.
To know that the Romans built towns, roads, baths and forts.
To know how archaeology tells us about life in Roman Britain.
To know that the Roman Empire eventually weakened and fell.

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Geography

Kenya — Location & Climate

NC: Geog KS2 — Locational knowledge: locate the world's countries using maps, concentrating on Africa, its environmental regions and key physical and human characteristics; identify the position and significance of the Equator, the Tropics and climate zones.

To know that Africa is a continent and Kenya is a country within it.
To know that the Equator runs through Kenya, giving a hot, tropical climate.
To know how latitude and longitude locate places on a globe.
To know that the Tropics of Cancer and Capricorn mark the hot zones.
To know that climate depends partly on distance from the Equator.

Kenya — Land Use, Biomes & Water

NC: Geog KS2 — Place knowledge: understand geographical similarities and differences through the study of human and physical geography of a region in a non-European country; human and physical geography: biomes, vegetation belts, the water cycle, types of settlement and land use.

To know that urban areas are built-up and rural areas are countryside.
To know that a biome is a large area sharing a similar climate and wildlife.
To know that land use includes farming, settlement and tourism.
To know that water is a precious natural resource.
To know that charities such as WaterAid help provide clean water.

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Local Study — Worksop & Castleton

NC: Geog KS2 — Geographical skills and fieldwork: use maps, atlases, globes and digital mapping; use the eight points of a compass, four- and six-figure grid references, symbols and keys; use fieldwork to observe, measure, record and present the human and physical features in the local area.

To know that settlements can be urban, suburban, rural or coastal.
To know that OS maps use symbols, grid references and a key.
To know how to use four- and six-figure grid references to locate places.
To know that fieldwork collects first-hand geographical data.
To know how to record land use on a sketch map.

National Parks & Human Impact (Castleton v Worksop)

NC: Geog KS2 — Human and physical geography: describe and understand key aspects of physical geography including rivers, mountains and vegetation belts, and human geography including types of settlement and land use and the distribution of natural resources; place knowledge: compare regions of the UK.

To know that a National Park protects natural landscapes.
To know that tourism brings both benefits and problems to an area.
To know that human activity such as litter and traffic affects environments.
To know how Castleton in the Peak District differs from Worksop.
To know that people can improve environments for the future.

Science

Y4 Living Things — Classification

NC: Sci Y4 — Living things and their habitats: recognise that living things can be grouped in a variety of ways; explore and use classification keys to help group, identify and name a variety of living things in their local and wider environment.

To know that living things are grouped, or classified, by their features.
To know that vertebrates have a backbone and invertebrates do not.
To know that a classification key sorts living things using questions.
To know that living things are found in many local habitats.
To know how to use clear scientific vocabulary to describe living things.

Y4 Living Things — Changing Environments

NC: Sci Y4 — Living things and their habitats: recognise that environments can change and that this can sometimes pose dangers to living things.

To know that environments change both naturally and through human action.
To know that deforestation and pollution can harm habitats.
To know that change can affect the survival of a species.
To know that litter in the local area can endanger living things.
To know how to weigh different views to build a balanced argument.

Y3 Forces & Magnets

NC: Sci Y3 — Forces and magnets: compare how things move on different surfaces; notice that some forces need contact between two objects but magnetic forces act at a distance; describe magnets as having two poles and predict whether two magnets will attract or repel.

To know that a force is a push or a pull.
To know that objects move differently on different surfaces because of friction.
To know that magnetic force can act at a distance, without touching.
To know that magnets have two poles, north and south.
To know that like poles repel and opposite poles attract.

Y3 Plants

NC: Sci Y3 — Plants: identify and describe the functions of different parts of flowering plants; explore the requirements of plants for life and growth; investigate the way in which water is transported within plants; explore the part that flowers play in the life cycle of flowering plants.

To know the functions of the roots, stem, leaves and flowers.
To know that roots take in water and the stem transports it.
To know that plants need light, water, air, nutrients and room to grow.
To know that pollination is part of the plant life cycle.
To know that seeds are formed and dispersed in different ways.

Y3 Light

NC: Sci Y3 — Light: recognise that they need light in order to see things and that dark is the absence of light; notice that light is reflected from surfaces; recognise that light from the sun can be dangerous; recognise that shadows are formed when the light from a light source is blocked by an opaque object.

To know that we need light to see and that dark is the absence of light.
To know that light reflects off surfaces such as mirrors.
To know that sunlight can damage eyes and must never be looked at directly.
To know that a shadow forms when an opaque object blocks light.
To know that shadow size changes as the light source moves.

Y4 States of Matter

NC: Sci Y4 — States of matter: compare and group materials together according to whether they are solids, liquids or gases; observe that some materials change state when they are heated or cooled; identify the part played by evaporation and condensation in the water cycle.

To know that materials are solids, liquids or gases.
To know that heating or cooling can change a material’s state.
To know that water evaporates into a gas and condenses into a liquid.
To know that the water cycle relies on evaporation and condensation.
To know that materials change state at particular temperatures (°C).

Art & Design

Printing — Yinka Shonibare (Pattern)

NC: Art KS2 — Create sketch books to record their observations and use them to review and revisit ideas; improve their mastery of art and design techniques, including printing and pattern, with a range of materials; learn about great artists, architects and designers in history.

To know that printing repeats a design to make a pattern.
To know that block printing and stencil printing are different techniques.
To know that African fabrics use bold colours and patterns.
To know that Yinka Shonibare explores pattern and cultural identity.
To know that artists plan a design before making.

—

Painting — Grayson Perry (Symbolism)

To know that symbolism uses objects to stand for ideas.
To know that tints add white to a colour and shades add black.
To know that watercolour is layered from light to dark.
To know that Roman gods were represented using symbols.
To know how brush control is used to add fine detail.

Land Art — Andy Goldsworthy (Natural Art)

NC: Art KS2 — Improve their mastery of art and design techniques, including sculpture, with a range of materials; create sketch books to record their observations and use them to review and revisit ideas; learn about great artists, architects and designers in history.

To know that natural materials can be used to make outdoor art.
To know that Andy Goldsworthy makes temporary, site-specific art.
To know that photography records artwork that may not last.
To know that composition arranges elements within a frame.
To know how sketching plans an artwork before making.

—

Textiles — African Tote Bag

NC: D&T KS2 — Design purposeful products aimed at particular individuals or groups; select from and use a wider range of materials and components, including textiles, according to their functional properties and aesthetic qualities; evaluate their ideas and products against their own design criteria.

To know that different stitches join fabric securely.
To know how to measure and cut fabric accurately.
To know that a product is designed for a particular purpose.
To know how African patterns can inspire a design.
To know how to evaluate work against design criteria.

Mechanisms — Roman Catapult (Levers)

NC: D&T KS2 — Technical knowledge: understand and use mechanical systems in their products [for example, gears, pulleys, cams, levers and linkages]; generate, develop, model and communicate their ideas through discussion, annotated sketches and prototypes.

To know that a lever is a rigid bar that turns around a fixed point called a pivot.
To know that the Romans used catapults, such as the onager and ballista, in battle.
To know that moving the pivot changes the force and distance of a lever.
To know how a strong, stable frame supports a moving mechanism.
To know how a prototype is tested and improved against design criteria.

—

Recycled Bird Feeder

NC: D&T KS2 — Select from and use a wider range of materials and components according to their functional properties and aesthetic qualities; evaluate their ideas and products against their own design criteria and consider the views of others to improve their work.

To know that recycled materials can be reused to make products.
To know that research about birds and feed informs a design.
To know that a product must be fit for purpose.
To know how to use tools safely when making.
To know how to evaluate the finished product against criteria.

Computing

Systems & Networks

NC: Comp KS2 — Understand computer networks, including the internet, and the opportunities they offer for communication and collaboration; be discerning in evaluating digital content.

Y3 (Connecting Computers) — To know how digital devices function and how a network shares information.
Y4 (The Internet) — To know how networks connect to form the internet and how to evaluate online content.

Creating Media

NC: Comp KS2 — Select, use and combine a variety of software on a range of digital devices to design and create content that accomplishes given goals.

Y3 (Stop-frame Animation) — To know how to plan, create, review and improve an animation.
Y4 (Audio Production) — To know how to record, edit and combine audio to create a podcast.

Programming

Y3 (Sequencing Sounds) — To know how to build ordered sequences of commands in Scratch.
Y4 (Repetition in Shapes) — To know how to use count-controlled loops in a text-based language.

Data & Information

NC: Comp KS2 — Select, use and combine a variety of software to collect, analyse, evaluate and present data and information.

Y3 (Branching Databases) — To know how to plan, structure and create a branching database.
Y4 (Data Logging) — To know how to collect data automatically with sensors and use it to answer questions.

Creating Media

NC: Comp KS2 — Select, use and combine a variety of software on a range of digital devices to design and create a range of content that accomplishes given goals.

Y3 (Desktop Publishing) — To know how to choose page settings and layouts to suit a purpose.
Y4 (Photo Editing) — To know how to edit, combine and improve digital images for a purpose.

Programming

NC: Comp KS2 — Design, write and debug programs that accomplish specific goals; use sequence, selection and repetition in programs; work with variables and various forms of input and output.

Y3 (Events & Actions) — To know how to program sprite movement, add features and fix bugs.
Y4 (Repetition in Games) — To know how to use infinite and count-controlled loops in a project.

MFL (Spanish)

Greetings & My Town (Y3/Y4)

NC: MFL KS2 — Listen attentively to spoken language and show understanding by joining in and responding; engage in conversations, ask and answer questions and express opinions; develop accurate pronunciation and intonation.

To know greetings including hola and ¿cómo estás?
To know numbers 0–10 in Y3 and to 100 in Y4.
To know that "hay" means "there is" or "there are".
To know that "vivo en…" says where I live.
To know that Spanish is spoken in Spain and far beyond.

Simón Dice; Directions (Y3/Y4)

NC: MFL KS2 — Listen attentively to spoken language and show understanding by joining in and responding; explore the patterns and sounds of language through songs and rhymes; speak in sentences using familiar vocabulary and basic language structures.

To know body parts, colours and clothes in Spanish.
To know that verbs name actions.
To know that nouns are masculine or feminine (un/una).
To know that the verb "ir" means "to go".
To know how to follow simple directions in Spanish.

Food & Shopping (Y3/Y4)

NC: MFL KS2 — Engage in conversations, ask and answer questions and express opinions; speak in sentences using familiar vocabulary, phrases and basic language structures; broaden their vocabulary.

To know that "me gusta" and "me gustan" say what I like.
To know that adjectives are used to describe food.
To know that plurals change un to unos and una to unas.
To know that "son… euros" states a price.
To know how to ask and answer simple questions.

Family & Continents (Y3/Y4)

NC: MFL KS2 — Describe people, places, things and actions orally and in writing; understand basic grammar including feminine, masculine and neuter forms; broaden their vocabulary.

To know that "aquí está(n)" introduces people.
To know that "se llama" names a person.
To know that verb forms depend on the subject.
To know the compass points in Spanish.
To know that the past tense answers some questions.

School & Daily Routine (Y3/Y4)

NC: MFL KS2 — Ask and answer questions; read carefully and show understanding of words, phrases and simple writing; write phrases from memory and adapt these to create new sentences.

To know that "dónde" asks "where?".
To know that "aquí está(n)" locates objects.
To know the articles el → un and la → una.
To know that "antes" and "después" compare order.
To know that "¿qué hora es?" asks the time.

Calendar & Free Time (Y3/Y4)

NC: MFL KS2 — Broaden their vocabulary and develop their ability to understand new words introduced into familiar written material; express opinions and respond to those of others; understand basic grammar including the conjugation of high-frequency verbs.

To know the days, months and numbers to 31.
To know the verb "to be" (ser and estar).
To know that "¿qué tiempo hace?" asks about the weather.
To know how to express an opinion in Spanish.
To know that "a" means "to" and "en" means "by" in sentences.

The Impact of Christianity

Agreed Syllabus 2026–31: Unit 3.1 — Theme: Beliefs and questions. Outcomes A1, A2, B2, C1.

To know that Christians believe in God as the Holy Trinity.
To know that the Trinity is Father, Son (Jesus) and Holy Spirit.
To know that Pentecost celebrates the coming of the Holy Spirit.
To know that crucifixion, resurrection and incarnation are key beliefs.
To know that beliefs influence how Christians live.

Prayer

Agreed Syllabus 2026–31: Unit 3.2 — Theme: Religion, family and community. Outcomes A1, A3, B2.

To know that prayer is a way of communicating with God.
To know that Christians and Muslims pray in different ways.
To know that Muslims pray five times a day.
To know that faith is practised within families and communities.
To know that prayer can be private or shared.

Hindu Practice and Festivals

Agreed Syllabus 2026–31: Unit 4.6 — Theme: Religion, family, community, worship and celebration. Outcomes A1, A2, B1, C3.

To know that Hindus may worship many gods and goddesses.
To know that worship (puja) happens at home or in a mandir.
To know that Diwali is the Hindu festival of light.
To know that Holi is a colourful spring festival.
To know that festivals carry deeper meanings, such as good over evil.

Why ‘Good’ Friday?

Agreed Syllabus 2026–31: Unit 4.4 — Theme: Believing. Outcomes A1, A3, B2, C1.

To know the events of Holy Week, from Palm Sunday through to Easter Sunday.
To know why Christians call the day Jesus died ‘Good Friday’.
To know what the cross means to Christians and how it is used in worship.
To know how Christians mark Holy Week in church and at home.
To know that Pesach is the Jewish festival Jesus was keeping at the Last Supper.

Pilgrimages

Agreed Syllabus 2026–31: Unit 4.2 — Theme: Symbols and religious expression. Outcomes A1, B2, B3, C1.

To know that a pilgrimage is a special journey to a holy place.
To know that people express spirituality through ritual and art.
To know that different religions have different pilgrimage sites.
To know that pilgrims travel for faith and tourists travel to visit.
To know that Beth Shalom is a local place of reflection.

A Better World?

Agreed Syllabus 2026–31: Unit 4.5 — Theme: Living. Outcomes A1, B1, C3.

To know that religious and non-religious people alike work to make the world fairer.
To know how teachings about generosity lead people to give to others and to serve them.
To know what a charity founded on religious belief does, and why it was started.
To know how people of different beliefs work together on the same problem.
To know what I could do to make my school, my town or the wider world better.

Music

Improvise with a C Major Scale

NC: Music KS2 — Improvise and compose music for a range of purposes using the inter-related dimensions of music; play and perform in solo and ensemble contexts with increasing accuracy, fluency, control and expression.

To know that a scale is a set of notes in order, such as C major.
To know that improvising is making music up within rules.
To know that notes in a key sound good together.
To know that intervals are the gaps between notes.
To know that many melodies are built from the same notes.

Compose & Perform a Christmas Song

NC: Music KS2 — Improvise and compose music for a range of purposes; play and perform in solo and ensemble contexts, using their voices and playing musical instruments with increasing accuracy, fluency, control and expression.

To know that composing is creating and remembering music.
To know that the keynote (C) and dominant (G) anchor a tune.
To know that rhyming couplets help structure song words.
To know that composing within rules creates a pleasing result.
To know how a class can compose and perform together.

Texture — Layers of Sound

NC: Music KS2 — Listen with attention to detail and recall sounds with increasing aural memory; improvise and compose using the inter-related dimensions of music (texture).

To know that texture is how thick or thin music sounds.
To know that layers of sound build texture.
To know that adding parts makes music thicker.
To know the orchestral families: woodwind, strings, brass and percussion.
To know that texture changes by adding or removing layers.

Dynamics

NC: Music KS2 — Listen with attention to detail and recall sounds with increasing aural memory; appreciate and understand a wide range of high-quality live and recorded music; use the inter-related dimensions of music (dynamics).

To know that dynamics are how loud or quiet music is.
To know that a crescendo gets gradually louder.
To know that a diminuendo gets gradually quieter.
To know that dynamics create effect and emotion.
To know that pp means very quiet and ff means very loud.

Graphic Scores

NC: Music KS2 — Use and understand staff and other musical notations; improvise and compose music for a range of purposes using the inter-related dimensions of music.

To know that a graphic score shows sound using marks.
To know that time is read from left to right.
To know that pitch is shown with high and low markings.
To know that dynamics can be shown with colour.
To know how scores can be performed and evaluated.

Arrange & Perform Melodies in C Major

NC: Music KS2 — Play and perform in solo and ensemble contexts with increasing accuracy, fluency, control and expression; use and understand staff and other musical notations; develop an understanding of the history of music.

To know that famous melodies can be played on the white keys.
To know that call and response helps learn a tune.
To know that a minor key sounds different from a major key.
To know that an accidental is a changed note, sharp or flat.
To know that keyboard fluency supports later learning.

Tag Rugby; Handball

To know that in tag rugby the ball passes backwards or sideways.
To know that rules keep games fair and safe.
To know that attacking creates space and defending closes it.
To know that passing accurately keeps possession.
To know that teamwork wins invasion games.

Dance Africa; Real PE — Sending & Receiving

NC: PE KS2 — Perform dances using a range of movement patterns; develop flexibility, strength, technique, control and balance.

To know that dance expresses ideas through movement.
To know that moving in unison means moving together, in time.
To know that a sequence links movements in order.
To know that counter-balance shares weight with a partner.
To know that sending and receiving needs control.

Netball; Real Gym — Travel & Rotation

NC: PE KS2 — Play competitive games, modified where appropriate, and apply basic principles suitable for attacking and defending; develop flexibility, strength, technique, control and balance through gymnastics.

To know that passing keeps possession in netball.
To know that interception is a defending skill.
To know that body tension gives good gymnastic posture.
To know that rotation is turning the body within a sequence.
To know how to use apparatus safely.

Cricket; Quad Kids Athletics

NC: PE KS2 — Use running, jumping, throwing and catching in isolation and in combination; play competitive games; compare their performances with previous ones and demonstrate improvement to achieve their personal best.

To know that fielding includes throwing, catching and stopping.
To know that batting uses a range of shots.
To know that overarm bowling is an accurate technique.
To know that athletics develops running, jumping and throwing.
To know that pacing helps endurance running.

Basketball; Orienteering

NC: PE KS2 — Play competitive games, modified where appropriate, applying basic principles for attacking and defending; take part in outdoor and adventurous activity challenges both individually and within a team.

To know that pivoting moves the body while keeping one foot still.
To know that dribbling controls the ball while moving.
To know that different passes suit different situations.
To know how to use a map to navigate a course.
To know that clear communication helps a team.

Archery / Frisbee; Tennis

NC: PE KS2 — Use throwing and catching in isolation and in combination; play competitive games, modified where appropriate, applying basic principles suitable for attacking and defending.

To know that forehand and backhand are key strokes and throws.
To know that grip and stance affect accuracy.
To know that an underarm serve starts a tennis point.
To know that a rally returns the ball back and forth.
To know that hand–eye coordination improves with practice.

PSHE

How do we treat each other with respect?

To know that trust is important in positive relationships.
To know that people differ, and that differences deserve respect.
To know that families vary in this country and worldwide.
To know that courtesy and manners show consideration.
To know that listening helps us communicate well.

How can we look after our body and mind?

To know that a healthy lifestyle balances activity, rest and diet.
To know that looking after teeth prevents decay.
To know that relaxation techniques can be used anywhere.
To know that knowing our strengths helps us and others.
To know that big goals break down into smaller steps.

How can we use first aid?

To know that basic first aid can help in an emergency.
To know that a bite or sting can be treated with care.
To know that asthma can be supported calmly.
To know that road safety reduces risk.
To know that not smoking benefits health.

How can we manage risk in different places?

To know that risk is the chance of harm in a situation.
To know that dares and online challenges can be risky.
To know that good habits support health and bad habits harm it.
To know how to assess risk before acting.
To know that help is available if we feel unsafe.

How can our choices make a difference?

To know that reusing materials benefits the environment.
To know that groups contribute to a community.
To know that democracy works locally as well as nationally.
To know that diversity strengthens a community.
To know that charities care for and support others.

How will we grow and change?

To know that some choices are ours and others are influenced.
To know that children and adults differ physically.
To know that change is a natural part of growing up.
To know that privacy and consent matter (the PANTS rule).
To know that personal hygiene supports health.

Distilled from the LKS2 Odd-Year LTP and the Y3/4 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: The Akimbo Adventures / Tales from Africa (Aut 1); The Hunter / African Tales (Aut 2); Escape from Pompeii / Marcus’ Misfortune (Spr 1); The Quest / Roman Gods & Goddesses / Boudicca (Spr 2); Is Plastic Fantastic? (Sum 1); A Place for Plastic (Sum 2).

English and Maths are assessed separately.

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 (Y3 and Y4). It replaces the previous topic-linked units (African Animals Fact File, Video and Presentation, and the Water-Cycle App). Online safety is taught through PSHE / RSHE and the Education for a Connected World framework alongside the NCCE units.

Sparken Hill Academy

Lower KS2 Curriculum (Years 3 and 4)

How the year is delivered

What children will know and remember

How the year is delivered

What children will know and remember

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