NEW CURRICULUM SCHEME v1.4- all subjects 2014-15 LATEST.pdf

Colmore Junior School Art & Design – YEAR 3
Theme Skills/Techniques/Media Inspiration/Artists
Sea Life
Observation drawing – oil pastel & pencil
Sketching – pencil
Silhouettes – marbling & paint
Jan Pienkowski
Portraits
Pencil sketches & composition
Collage
Charcoal & chalk drawings
Picasso – cubist portraits
David Hockney – photo montages
Robots
Observation drawing – pencil
Print making – press prints
Collage – junkyard robots
Paper engineering – ‘talking robots’
1950’s tin toys
Junk sculpture
Treasure Maps
Pencil sketches
Pen & ink drawing
Watercolour washes
Legend of Atlantis
Jurassic Park
The Land that Time Forgot
Still Life
Observation drawing – biscuits
Pencil & watercolour studies

Amazing Inventions
&
Bizarre Machines
Observation drawing – watch movements
Pen & ink sketches from imagination
Collage & mixed media
William Heath-Robinson
Japanese animation – ‘Howl’s Moving Castle’
Rowland Emett
Symbolism
Research – sketching & annotation
Colour theory & painting techniques
Mixed media – paint, pastel, ink, collage
Hans Holbein
Caravaggio
Marc Chagall
Self Portraits
Observation drawing – pencil
Watercolour & watercolour pencils
Paper weaving
Various artists including Van Gogh,
Rembrandt and female portraits in
Western Art
Still Life
Observation drawing – metal artefacts
Oil pastel & pencil studies
Ink washes
Dutch still life painters
Surrealism
Cutting & collage
Painting techniques
Mixed media
Joan Miro

Patterns in Nature
Creating simple designs & motifs
Mixed media – marbling, paint & inks
Patterns found in nature
Andy Goldsworthy
Georgia O’Keeffe
People in Action
Using stencils – positive & negative images
Painting through & over stencils
Mixed media & collage techniques
Eadweard Muybridge
Aboriginal Art
Map making & creating aboriginal symbols
Colour theory – complementary colours
Mark making & painting techniques
Traditional aboriginal artwork
Tessellation
Using simple templates
Designing complex tessellating shapes
Watercolour blending & washes
Escher
Still Life
Observation drawing – keys
Pencil & painted studies

Pop Art Portraits
Line drawing self portraits
Collage using multiple images
Painting techniques
Julian Opie
Andy Warhol
Perspective
Ink washes
Using layered silhouettes
Composition & perspective
Various photographers
Japanese Prints
Composition & sketchbook work
Painting techniques – gouache & inks
Hokusai
Traditional Japanese prints
3-D Paper Cities
Paper engineering techniques
Pen & ink drawing
Sue Blackwell
Ingrid Siliakus
Still Life
Observation drawing – knotted ropes
Pencil & painted studies
Pen & ink drawings

Colmore Junior PE Curriculum: Year 3
AUTUMN 1
INDOOR PE OUTDOOR PE
Gymnastics – Unit 1
Children focus on improving the quality of their movement
to help them produce tension and extension.
They plan and perform sequences of
contrasting actions and varying speeds, and
develop flow by linking actions smoothly.
Invasion Games – Unit 1 – ‘Netball’
Children learn how to outwit their opponents and score.
They develop skills in finding and using space to
keep the ball. They play with a basic court
set-up and rules, using a range of skills,
including throwing, catching, kicking and
striking.
AUTUMN 2
Net/Wall Games – ‘Tennis’
Children focus on developing the skills they need for
net/wall games and how to use these skills to
make the game difficult for their opponent.
They learn to direct the ball towards the
target area and away from their opponent.
Invasion Games – Unit 2 – ‘Hockey’
Children learn how to outwit their opponents and score.
They develop skills in finding and using
space to keep the ball. They play with a
basic court set-up and rules, using a range
of skills, including throwing, catching,
kicking and striking.
SPRING 1
Dance – ‘Theseus and the Minotaur’
Children perform dances, focusing on creating, adapting
and linking a range of dance actions, inspired
by a variety of subjects. They think about
how to use movement to explore and
communicate ideas and issues, and their own
feelings and thoughts.
Striking & Fielding – Unit 1 – ‘Rounders’
Children learn how to hit or strike the ball into
spaces, so that they can score runs in different
ways. When fielding, they learn how to work
together to keep the batters’ scores down. Children
have to think about how they use skills, strategies
and tactics to outwit the opposition.
SPRING 2
Net/Wall Games – ‘Sitting Volleyball
Children focus on developing the skills they need for
net/wall games and how to use these skills
to make the game difficult for their
opponent. They learn to direct the ball
towards the target area and away from
their opponent.
Outdoor & Adventurous Activities
Children learn how to read and follow different maps and
symbol trails. They also take part in a range of
trust and communication activities, and in
some adventure games.
SUMMER 1
Children focus on improving the quality of their movement
to help them produce tension and
extension. They plan and perform
sequences of contrasting actions and
varying speeds, and develop flow by
linking actions smoothly.
Striking & Fielding – Unit 2 – ‘Edgbaston Cricket Coaching’
Children learn how to hit or strike the ball into spaces, so
that they can score runs in different ways. When
fielding, they learn how to work together to keep
the batters’ scores down. Children have to think
about how they use skills, strategies and tactics
to outwit the opposition.
SUMMER 2
Health Related Fitness
Children learn about the health benefits of exercise and the
effects it has on the body in the short and long term. They
work on improving their stamina and
fitness levels.
Athletics – ‘Quad Kids’
Interschool Competition
Children concentrate on developing good
basic running, jumping and throwing
techniques. Children think about how to
achieve the greatest possible speed, height,
distance or accuracy.

AUTUMN 1
Children create sequences that include changes of level
and speed, and focus on using different body shapes
clearly. Children use skills and abilities
individually, in combination and in sequence,
with the aim of showing as much control and
precision as possible.
Invasion Games – Unit 1 – ‘Football’
Children learn simple attacking tactics using a range of
equipment and skills, and start to think about how to
organise themselves to defend their goals.
They play mini games, thinking about how
to use skills, strategies and tactics to
outwit the opposition.
AUTUMN 2
Net/Wall Games – Unit 1 – ‘Sitting Volleyball’
Children develop the skills needed for net/wall games and
how to use these skills, strategies and
tactics to make the game difficult for
their opponent. They learn to direct the
ball towards the target area and away
from their opponent.
Children learn simple attacking tactics using a range of
equipment and skills, and start to think about how to
organise themselves to defend their goals.
They play mini games, thinking about how
to use skills, strategies and tactics to
SPRING 1
Swimming/Tennis
Children learn to enjoy being in water and
become more confident. They learn how
to keep afloat, move in the water, meet
challenges and breathe when swimming.
Swimming
Children focus on swimming more
fluently, improving their swimming
strokes, and learning personal survival
techniques.
SPRING 2
Children create sequences that include changes of level
and speed, and focus on using different body shapes
clearly. They will use skills and agilities
individually, in combination and in
sequence, with the aim of showing as
much control and precision as possible.
Striking & Fielding – Unit 1 – ‘Edgbaston Cricket Coaching’
Children learn how to hit or strike the ball into spaces, so
that they can score runs in different ways.
When fielding, they learn how to work together
to keep the batters’ scores down. Children think
about how they use skills, strategies and tactics
to outwit the opposition.
SUMMER 1
Net/Wall Games – Unit 2 – ‘Tennis’
Children develop the skills needed for net/wall games and
how to use these skills, strategies and tactics
to make the game difficult for their
opponent. They learn to direct the ball
towards the target area and away from their
opponent.
Children learn how to read and follow different maps and
symbol trails. They also take part in a range of
trust and communication activities, and in
some adventure games.
SUMMER 2
Dance
Children create characters and narrative
through movement and gesture, gaining
inspiration from a range of subjects. They think
about how to use movement to explore and communicate
ideas and issues, their own feelings and thoughts.
Athletics – ‘Quad Kids’
Children develop good basic running,
jumping and throwing techniques. They
think about how to achieve the greatest
possible speed, height, distance or accuracy.

AUTUMN 1
Children create longer sequences to perform for an
audience, learning a wider range of actions and explore
more difficult ways to perform. They use
skills and abilities individually, in combination
and in sequence, aiming to show as much
control and precision as possible.
Children develop skillful attacking and team play, and
explore a range of ways to defend. They
think about how to use skills, strategies
AUTUMN 2
Athletics – Unit 1 – ‘Sports Hall Athletics’
Children develop their technical
understanding of athletic activity,
learning how to set targets and improve
their performance in a range of
activities.
Net & Wall games – Unit 1 – ‘Tennis’
Children develop the range and quality of their skills when
playing games using rackets. They also learn specific tactics
and skills for games such as short tennis.
Children have to think about how they use
skills, strategies and tactics to outwit the
opposition.
SPRING 1
Dance
Children learn different styles of dance and focus on
dancing with other people. They create, perform and
watch dances in a range of styles. Children
think about how to use movement to explore
and communicate ideas and issues, and their
own feelings and thoughts.
Children develop their orienteering and problem-solving
skills in familiar and unfamiliar situations and
environments. Throughout, there is an
emphasis on building trust and working as
a team.
SPRING 2
Children create longer sequences to perform for an
audience. They learn a wider range of actions
and explore more difficult ways to perform.
They use skills and abilities individually, in
combination and in sequence, aiming to show
as much control and precision as possible.
Striking & Fielding Games – Unit 1 – ‘Cricket’
Children develop the range and quality of their
skills and understanding, learning how to play
the different roles of bowler, wicket-keeper,
backstop, fielder and batter. They think about how they
use skills, strategies and tactics to outwit the opposition.
SUMMER 1
Net & Wall games – Unit 2 – ‘Handball’
skills, learning tactics and skills specific to net
and wall games. Children have to think about
how they use skills, strategies and tactics to
Invasion Games – Unit 2 – ‘Tag Rugby’
Children develop skilful attacking and team
play, and explore a range of ways to defend.
They think about how to use skills, strategies
SUMMER 2
Athletics – Unit 2
understanding of athletic activity, learning
how to set targets and improve their
performance in a range of activities.
Striking & Fielding Games – Unit 2 – ‘Rounders’
skills and understanding, learning how to play
different roles. They think about how they use
skills, strategies and tactics to outwit the opposition.

AUTUMN 1
Children use their knowledge of compositional principles
to develop sequences that show an
awareness of their audience. They use skills
and agilities individually, in combination and
in sequence, demonstrating control and
precision.
Invasion Games – Unit 1 – ‘Tag Rugby’
Children improve their defending and attacking play. They
start to play even-sided mini-versions of invasion games.
They think about how to use skills,
strategies and tactics to outwit the
opposition.
AUTUMN 2
Athletics – Unit 1 – ‘Sports Hall Athletics’
Children develop their orienteering and
problem-solving skills in familiar and
unfamiliar situations and environments.
Throughout, there is an emphasis on
building trust and working as a team.
SPRING 1
Dance
Children use different visual images as the starting point
for composing, performing and watching dance. They think
about how to use movement to explore
and communicate ideas and issues, and
their own feelings and thoughts.
Striking & Fielding Games – Unit 1 – ‘Cricket’
Children develop the range and quality of their skills and
understanding, learning how to play the different
roles of bowler, wicket-keeper, backstop, fielder
and batter. They think about how they use skills,
strategies and tactics to outwit the opposition.
SPRING 2
Net & Wall games – Unit 1 – ‘Handball’
Children develop the range and quality of their skills,
learning tactics and skills specific to net and
wall games. They think about how they use
skills, strategies and tactics to outwit the
opposition.
Invasion Games – Unit 2 – ‘Netball’
Children improve their defending and
attacking play. They start to play even-
sided mini-versions of invasion games.
They think about how to use skills,
strategies and tactics to outwit the opposition.
SUMMER 1
Net & Wall games – Unit 2 – ‘Badminton/Sitting
Volleyball’
Children develop the range and quality of their skills,
learning tactics and skills specific to net
and wall games. They think about how they
use skills, strategies and tactics to outwit
the opposition.
Striking & Fielding Games – Unit 2 – ‘Tri-Golf’
Children develop the range and quality of
their skills and understanding. Children
have to think about how they use skills,
strategies and tactics to outwit the
opposition.
SUMMER 2
Gymnastics – Unit 2 – ‘Trampolining’
Children use their knowledge of compositional principles
to develop sequences that show an
awareness of their audience. They use skills
and abilities individually, in combination and
in sequence, demonstrating control and
precision.
Athletics

Colmore Junior Science Curriculum: Year 3
AUTUMN 1
AUTUMN 2
Topic Content Science Skills
CHEMISTRY
Materials
Properties and uses
Rocks and soils
Identifying & classifying
Pattern seeking
Fair testing
SPRING 1
PHYSICS
Magnets and Electricity
Magnetic forces
Simple circuits
Pattern seeking
SPRING 2 & SUMMER 1
BIOLOGY
Plants and Habitats
Plant structure
Conditions for growth
Invertebrates
Habitats
Adaptation
Fair testing
Observing over time
Outdoor learning
SUMMER 1 & SUMMER 2
PHYSICS
Light
Light sources
Shadows
Light and materials
Pattern seeking
Fair testing
Outdoor learning
BIOLOGY
Animals including Human Body
Skeletons
Teeth
Lifecycles
Food chains
Pattern seeking
Fair testing
Research
Outdoor learning

AUTUMN 1 & AUTUMN 2
CHEMISTRY
Materials
Properties and uses
States of matter
Conductors and insulators
Evaporation
Water cycle
Separation techniques
Pattern seeking
Observing over time
Research
Outdoor learning
SPRING 1
PHYSICS
Sound
Pitch
Volume
Sound vibration
The Ear
Pattern seeking
Fair testing
SPRING 2
PHYSICS
Earth & Beyond
Earth in Space
Moon
Planets
Day & Night
Seasons
Gravity
Observing over time
Fair testing
Research
SUMMER 1 & SUMMER 2
PHYSICS
Forces
Gravity
Isaac Newton
Air resistance
Water resistance
Friction
Pattern seeking
Fair testing
Outdoor learning

AUTUMN 1
PHYSICS
Electricity
Circuit diagrams
Varying current
Electrical conductors
Electrical insulators
Pattern seeking
Fair testing
AUTUMN 2
CHEMISTRY
Materials
Chemical reactions
Irreversible and reversible
changes
Separation techniques
Fair testing
Research
SPRING 1 & SPRING 2
BIOLOGY
Animals including Human Body
Digestion
Circulatory System
Diet, exercise and healthy living
Micro-organisms
Pattern seeking
Observing over time
Fair testing
Research
Outdoor learning
SUMMER 1
BIOLOGY
Living Things and Classification
Classification: plants & animals
Animal/plant characteristics
Keys
Pattern seeking
Research
Outdoor learning
SUMMER 2
BIOLOGY
Plants
Plant life cycle
Transpiration
Role of flowers
Plant variety
Observing over time
Pattern seeking
Fair testing
Research
Outdoor learning

AUTUMN 1
PHYSICS
Forces
Friction and air resistance –
Galileo and Aristotle
Up-thrust and water
displacement
Transfer of force and motion
through gears, springs, levers
and cams
Pattern seeking
Fair testing
Research
AUTUMN 2
PHYSICS
Light
Reflection and refraction Light
direction
The Eye
Pattern seeking
Fair testing
Observing over time
Outdoor learning
SPRING 1
CHEMISTRY
Materials
Irreversible changes
Dissolving
Solutions
Outdoor learning
Pattern seeking
Fair testing
Research
SPRING 2
BIOLOGY CHEMISTRY PHYSICS
Science Carousel
Review of KS2 Science topics Identifying & classifying
Pattern seeking
Observing over time
Fair testing
Research
Outdoor learning
SUMMER 1 & SUMMER 2
BIOLOGY
Evolution and Adaptation
Fossils and Mary Anning
Dinosaurs
Charles Darwin and the
Galapagos Islands
Adaptation Inheritance
Pattern seeking
Fair testing
Research
Outdoor learning

Colmore Junior School: History Curriculum
The content of each History Topic ensures that the following
key skills and themes are covered by children in all year groups:
 Enquiry
 Interpretation
 Change and continuity
 Cultural diversity
 Significance (of historical figures and events)
 Causes and consequences
 Expressing opinions using evidence
 Using historical vocabulary
YEAR 3 – SPRING TERM 1
Topic Content
Changes in Britain
from the Stone Age to the Iron Age
What do we think we know about Stone Age people?
How long ago was the Stone Age, and why do we give it
that name?
How did life change when people started to farm?
Why is it so difficult to
work out how
Stonehenge was built?
How much did life really
change during the Iron
Age?
YEAR 3 – SPRING TERM 2
Topic Content
The Ancient Romans What was life like in Celtic Britain, before the Romans?
When and why did the Romans invade Britain?
What was life like for a Roman Soldier?
How did Boudicca resist the Romans?
Did Roman Britons follow a religion?
How did Roman Britain end, and what was
its legacy?

YEAR 4 – SPRING TERM 1 & 2
Topic Content
Ancient Egypt
Why did people settle near the river Nile?
Who were the Pharaohs?
How and why were the pyramids
built?
What were the Ancient Egyptian’s
beliefs about religion and death?
What jobs did Ancient Egyptians
have?
How can we decipher hieroglyphics?
YEAR 4 – ENGLISH UNIT
Topic Content
The Anglo-Saxons This Year 4 English unit will contain work based on:
Beowulf- the epic poem in which a
Saxon king battles monsters and a
dragon.
Anglo-Saxon ‘Beots’- a grand boast,
threat or promise, performed in the
great hall the night before a battle.
YEAR 5 – AUTUMN TERM 1
Topic Content
The Tudors The start of the Tudor period- what were
the wars of the Roses?
Field visit- Selly Manor: what was life
like for a Tudor child?
How should we interpret Tudor
portraits?
What connects Henry VIII and the
reformation?
What does the wreck of the Mary Rose tell us about Tudor jobs?
How was Elizabeth I ‘married’ to her country?

Topic Content
The Mayans Where and when was the Mayan civilisation, and how did it start?
How was it different from European civilisations of the time?
Why did the Mayans worship the
god of Maize?
How and why were the Mayan
pyramids built?
Why did the Mayan civilisation
decline?
YEAR 5 – SUMMER TERM 1 & 2
Topic Content
Ancient Greece Who were the Ancient Greeks? How do the Greek and Roman
periods relate to each other?
What can we learn about the Greeks from their Myths, Gods and
Monsters?
How was life in Sparta different from
life in Athens?
Did the Trojan war really happen?
What happened in Greek theatre?
What were the first Olympic games like?
Topic Content
The Anglo-Saxons
Was Anglo-Saxon Britain a better or worse place to live than
Roman Britain?
Why did the Saxons invade
Britain?
How can we identify the places in
which the Saxons settled?
How effective was Saxon justice?
Who was buried at Sutton Hoo?
How Great was Alfred the Great?
Topic Content
How should we remember the Vikings?

The Vikings Why have they gained such a bad reputation?
How did the Vikings change from
raiders to conquerors to settlers?
How have recent excavations
changed what we know about Viking
life?
How important was Norse
Mythology to the Vikings?
YEAR 6 – SUMMER TERM 1
Topic Content
The Victorians
What do you think were the most important Victorian
inventions?
What was life really like for working children?
If life was so hard in factory towns, why did so many
people move there?
What can we work out about
Victorian life from novels and
films?
Was the coming of the railways a
mixed blessing?
Should we remember the Victorian
Period as a golden age of
achievement or a dark age of
suffering?
YEAR 6 – SUMMER TERM 2
Topic Content
A Local Study Which industries caused Birmingham to grow rapidly in
size?
Why is Birmingham said to have ‘more canals than
Venice’?
What changed with the coming of the railways to
Birmingham?
How important was Cadbury’s to
the development of South
Birmingham?
How has Kings Heath changed over
time?
What role have the Colmore
Schools played in the Kings Heath community?

Colmore Junior Religious Education Curriculum: Year 3
Autumn Term
Cluster Dispositions Content
Compassion Sharing and being generous
Caring for others, animals
and the environment
Ramadan – Islam
Harvest – Christianity
Responsibility for the
environment / stewardship -
Christianity
Community Creating unity and harmony
Participating and willing to
lead
Unity expressed at Hajj (Ihram) –
Islam
The Christmas Story through
words of carols - Christianity
Spring Term
Choice Being Fair and Just
Being accountable and living
with integrity
Jacob and Esau – Christianity /
Judaism
The Black Stone - Islam
Prophet’s Promise –Islam
Omniscience of God through
story of Adam and Eve -
Christianity
Commitment Remembering roots
Being loyal and steadfast
The feast of Passover – Judaism
Easter, communion - Christianity
Summer Term
Contemplation Being open, honest and
truthful
Being silent and attentive to,
and cultivating a sense for
the sacred and
transcendence
Naboth’s Vineyard – Christianity
King with three children - Islam
Still small voice of God and
modern day use of quietness -
Christianity
Commitment Being courageous and
visionary
Being hopeful and visionary
Baisakhi – Sikhism
Gideon – Christianity
Martin Luther King - Christianity

Autumn Term
Creativity Expressing joy
Being thankful
Diwali – Hinduism
Thanking God for parents – Islam
Harvest - Christianity
Contemplation Being reflective and self-
critical
Being curious and valuing
knowledge
Four Noble Truths - Buddhism
Questions about God are
answered in Holy books.
Religious texts from a range of
faiths.
Christmas – the birth of Jesus
Spring Term
Community Valuing others opinions
Cultivating inclusion, identity
and belonging
Wise and foolish builders –
Christianity
Amrit ceremony – Sikhism
Prayer (Salah) and dress code -
Islam
Compassion Being merciful and forgiving
Being regardful of suffering
Joseph- Christianity / Judaism
God’s response to human
suffering through Easter story –
Christianity
Muslim empathy - Islam
Summer Term
Choice Living by rules
Being temperate, exercising
self-discipline and cultivating
serene contentment
Torah – Judaism
Love – Christianity
People of faith influencing
society- Guru Arjun Dev –
Sikhism
Doing good works - Christianity

Creativity Being imaginative and
explorative
Appreciating beauty
‘Unique Me’ project
Creation stories – variety of
faiths
Autumn Term
Compassion Caring for others, animals
and the environment
Sharing and being generous
Principles of not harming living
things – Buddhism and Jainism
Hospitality through the story of
Mary and Martha – Christianity
Sikh Langar - Sikhism
Commitment Being loyal and steadfast
Being hopeful and visionary
Love and commitment (Good
Samaritan) – Christianity
Christmas (The hope of heaven) -
Christianity
Spring Term
Contemplation Being open, honest and
truthful
Being temperate, exercising
serene contentment
Bible as a source of Christian
truth -Christianity
Value of meditating on words of
scripture – Christianity
Listening with attention -Islam
Community Participating and willing to
lead
Being modest and listening to
others
People whose beliefs cause them
to change the world – Gandhi -
Hinduism
Easter – Jesus washing disciples’
feet and last supper (eucharist)
Summer Term
Choice Being temperate, exercising
serene contentment
Being accountable and living
with integrity
Turning the other cheek –
Christianity
Meditation- Buddhism
Jesus anointed by a sinful
woman- Christianity
Sanctity of the cow - Hinduism

Creativity Being thankful
Being imaginative and
explorative
Ways in which believers give
thanks –Christianity and Islam
Attitudes towards creativity –
various faiths
Artistic representations of Jesus -
Christianity
Autumn Term
Choice Living by rules
Being fair and just
Christian morality – love
superceding rules - Christianity
Religious persecution – Jesus and
the Samaritan woman -
Christianity
Community Creating unity and harmony
Cultivating inclusion, identity
and belonging
Unity in diversity – Baha’i
Significance of names – Sikhism
The names of Jesus (Christmas) -
Christianity
Spring Term
Commitment Remembering roots
Being courageous and
confident
Noah – Christianity
Baisakhi – Sikhism
Angulimalo and the Buddah -
Buddhism
Compassion Being regardful of suffering
Being merciful and forgiving
Easter (suffering of Jesus) –
Christianity
Easter (forgiveness and mercy) -
Christianity
Summer Term
Creativity Expressing joy
Appreciating beauty
Eid and Muslim worship- Islam
The Lord’s Prayer and worship -
Christianity
Contemplation Being curious and valuing
knowledge
Moses (Musa) – Islam
The Buddha and the swan –
Buddhism

Being reflective and self-
critical
Journey to spiritual perfection –
Christianity, Hinduism

Colmore Junior Mathematics Curriculum: Year 3
In brief
Number: pupils continue to practise counting in units, tens and hundreds, so that they
become fluent in the order and place value of numbers to 1000.
Addition and subtraction: of numbers with up to three digits, on paper. Mental adding and
subtraction including pairs of one and two-digit numbers, 3-digit numbers and ones, tens or
hundreds. Pupils solve word problems. Recall and use multiplication and division facts for the 2, 3, 4,
5, 8 and 10 multiplication tables. They write and calculate mathematical statements for
multiplication and division within the multiplication tables; and for 2-digit numbers x 1-digit
numbers, using mental and written methods
Multiplication and Division: pupils recall and use multiplication and division facts for the 2, 3, 4, 5, 8
and 10 multiplication tables; write and calculate mathematical statements for multiplication and
division within the multiplication tables; and for 2-digit numbers x 1-digit numbers, using mental and
written methods.
Fractions: pupils identify, name and write unit fractions up to 1/12,
compare and order unit fractions and fractions with the same
denominators, add and subtract fractions with the same denominator
within one whole, and count up and down in tenths.
Geometry and measures
Pupils will:
Make 2-D and 3-D shapes; recognise in different orientations; and describe with increasing accuracy;
recognise angles as a property of shape and associate angle as an amount of turning identify right
angles, recognise that two right-angles make a half-turn and four a complete turn; identify whether
angles are greater or less than a right angle;
Identify horizontal, vertical, perpendicular, parallel and curved lines;
Use a compass to draw circles and arcs with a given radius.
Pupils will also be able to tell and write the time from an analogue clock, one with Roman numerals,
and digital clocks, and do this to the nearest minute, know the number of seconds in a minute, and
measure compare and add and subtract lengths, mass, volume and time.
Data:
pupils use both horizontal and vertical representations as well as scales for
pictograms, for example, where each picture represents 10 bags.

In brief
Number: pupils read, write, order and compare numbers to at least 10,000; recognise place value
in a 4-digit number; read and write negative numbers; read Roman numerals to 100 and
understand that Hindu-Arabic numerals introduced the concept of zero and place value.
Addition and subtraction: pupils add and subtract numbers using formal
written methods with up to 4 digits; accurately add and subtract numbers
mentally including two 2-digit numbers; estimate, within a range, the
answer to a calculation and use inverse operations to check answers.
Multiplication and Division: pupils learn times tables up to 12x12; multiply and
divide 2 and 3 digit numbers by a one-digit number, interpret remainders as integers; mentally
multiply and divide up to three digit numbers; recognise and use factor pairs to 144.
Fractions: pupils find equivalent fractions of one with a denominator not more than 12; reduce them
to their simplest form; add and subtract two fractions with common denominators and one whole.
Decimals: "Ensure pupils are taught decimal notation and vocabulary, including in the context of
measurements. Ensure pupils are taught to make comparisons and order decimal amounts and
quantities that are expressed to the same number of decimal places.
"Ensure pupils’ understanding of decimal place value is extended to tenths
and then hundredths. This will prepare them for Year 5 when they are
taught how to relate the decimal notation to division of 2-digit numbers
by 10 and later 100, and to the groups of fractions for 1/10 and later
1/100."
Geometry and measures: work on shapes continues,
including identifying acute and obtuse angles. "Ensure pupils draw a pair of labelled axes
in one quadrant and regularly read, write and use pairs of coordinates, e.g. (2, 5).
"Ensure pupils regularly practise recognising line symmetry in a variety of diagrams. Exclude
rotational symmetry." Pupils are introduced to area, initially by counting squares (e.g. cm2 squares)
and later using perimeter measurements to calculate areas.
Data: pupils to continue reading, interpreting and solving problems using information in bar
graphs.

In brief
Number: pupils read, write, order and compare numbers to a million, counting up and down in
steps of 100, 1000, or 10,000, estimate answers and read Roman numbers to 1000.
Addition and subtraction: numbers should now have up to five digits, and practise mental maths
with increasingly large numbers.
Multiplication and Division: "Ensure pupils extend their use of written
methods for multiplication to practise long multiplication. Also, ensure
pupils continue to practise and apply all the multiplication tables and related
division facts as often as possible to ensure they are committed to memory and
can be used confidently to make larger calculations.
"Ensure pupils record answers for non-integer division in different ways,
including: with remainders, fractions, decimals or with rounding, for example: 98 ÷ 4
= 24 r 2 = 24½ = 24.5 = 25."
Fractions: pupils now compare and order fractions with different denominators; recognise mixed
numbers and improper fractions and convert from one to the other, write mathematical statements
that exceed one as a mixed number; multiply proper fractions and mixed numbers by whole
numbers.
Decimals: pupils read and write decimal numbers as fractions (e.g. 0.71 = 71/100) and recognise and
use thousandths and relate them to tenths, hundredths and decimal equivalents. They also work
with decimals of up to three decimal places.
Percentages: Pupils recognise the per cent symbol and what it means, and write simple fractions and
decimals as percentages.
Geometry and measures: pupils continue to practise regularly drawing lines with a ruler
and measuring with a protractor and become confident with using conventional markings for
parallel lines and right angles. The term diagonal and its properties is introduced.
Position, direction, motion: pupils recognise and use reflection and translation in a variety of
diagrams, including continuing to use a 2-D grid and co-ordinates in the first
quadrant.
Data: pupils to complete tables and bar graphs from information
and solve problems using bar graphs, tables and simple pie charts.

In brief
Number: pupils are now working with numbers of up to 10 million, can round any number to a
required degree of accuracy, and recognise binary numerals to 15, converting these to decimals.
Addition and subtraction, multiplication and division: problem-solving now includes adding and
subtracting negative numbers, multiplying numbers with at least 4-digits by 2-digits of whole
number using long multiplication; divide numbers up to 4-digits by a 2-digit whole number using
long division, and interpret remainders as whole number remainders, fractions, decimals or by
rounding, using brackets.
Fractions: pupils will now be adding and subtracting mixed numbers and fractions with different
denominators, dividing proper fractions by whole numbers, calculate decimal fraction equivalents.
Calculators can be used for a division calculation to convert a simple fraction to a decimal fraction.
Decimals: pupils learn to identify the value of each digit to three
decimal places and multiply and divide numbers up to three decimal
place by 10, 100 and 1000, and multiply and divide numbers with up
to two decimal places by 1-digit and 2-digit whole numbers.
Ratio and proportion: pupils start using the correct notation and symbol
in the context of comparing quantities, sizes and scale drawings.
Algebra: "Ensure pupils write some known arithmetical rules algebraically, such as a + b = b + a, and
known relations such as p = 4s for the perimeter of a square. They should also interpret word
problems as statements about number and record as a mathematical statement.
Pupils should also write missing number problems algebraically; for example, 2x – 4 = 8 therefore 2x
= 12 therefore x = 6 or finding missing lengths in perimeters and missing angles at a point. Pupils
should also find possible solutions for equations with two unknown variables, for example x + y = 5
includes solutions x = 1 and y = 4, x = 2 and y = 3."
Geometry: The curriculum includes finding unknown angles, and
illustrating and naming parts of circles, including radius, diameter and
circumference. Pupils recognise, describe and build simple 3D shapes including
making nets.
Position, direction and motion
Pupils should be taught to:
describe positions on the full coordinate grid (all four quadrants)
construct, translate and reflect simple shapes on the coordinate plane.
Measures: pupils use, add and subtract positive and negative integers for measures such as
temperature and money. They use the formula to calculate area of a triangle and a parallelogram.
This includes identifying the base and its corresponding height, but excludes finding the base or
height of a triangle given its area. Pupils can be introduced to other compound units for speed such
as miles per hour and apply their knowledge in science as appropriate.

Colmore Junior English Curriculum: Spelling
At Colmore, all pupils are taught to:
 Develop a range of personal strategies for learning new and irregular words
 Develop a range of personal strategies for spelling at the point of
composition
 Develop a range of strategies for checking and proof reading spellings after
writing
 use further prefixes and suffixes and understand how to add them
 spell further homophones
 spell words that are often misspelt
 place the possessive apostrophe accurately in words with regular plurals [for example, girls’,
boys’] and in words with irregular plurals [for example, children’s]
 use the first two or three letters of a word to check its spelling in a dictionary
 write from memory simple sentences, dictated by the teacher, that include words and punctuation
taught so far
 proof-read for spelling errors
SPELLING: YEAR 3 – AUTUMN TERM
Revisit and Review: Common exception words from Year 2.
Prefixes and Suffixes: Revise prefix un-.
New prefixes: pre-, dis-, mis-, re-. Revise suffixes from Year 2: -s, -es, -ed, -ing, -er.
Teaching rarer GPCs:
Words with the /eɪ/ sound spelt ei, eigh, or ey (ey - they, ei - vein, eigh - eight, aigh - straight
i - in, y - gym (o - women, u - busy, ui - build, e - pretty)
u - up, o - son, (ou - young, oe - does, oo - blood)
Words ending with the /g/ sound spelt –gue and the /k/ sound spelt –que (French in origin)
Homophones: brake/break, grate/great, eight/ate, weight/wait, son/sun
Apostrophe: Revise contractions from Year 2 eg can’t, didn’t.
Proof reading: Focus: checking after writing spelling of KS1 common exception/ tricky words.
SPELLING: YEAR 3 – SPRING TERM
Revisit and Review: Suffixes from Year 2:-ment, -ness, -ful, -less, -ly (with a consonant before it)
Prefixes and Suffixes: Prefixes: sub-, tele-, super-, auto-.
Teaching rarer GPCs: Words with the /ʃ/ sound spelt ch (mostly French in origin) eg chef. eg sh – shop, s – sure, ss –
mission (t before ion – mention, ci – special, t before ial – partial, ch – chef, ce – ocean)
Words with the /k/ sound spelt ch (Greek in origin) eg scheme, chorus, chemist, echo, character
Homophones: here/hear, knot/not, meat/meet, missed/mist.
Apostrophe: Revise contractions from Year 2 eg hasn’t, couldn’t.
Proof reading: Using a dictionary to check spellings. First two letters.
SPELLING: YEAR 3 – SUMMER TERM
Revisit and Review: Revise strategies for spelling at the point of writing.
Prefixes and Suffixes:.Suffix –ly straight on to root word eg sadly, unusually.
Teaching rarer GPCs: The /ʌ/ sound spelt ou eg young, touch.
The /ɪ/ sound spelt y elsewhere than at the end of words eg gym, myth.
Homophones: heel/heal/he’ll, plain/plane, berry/bury, groan/grown, rain/rein/reign.
Also homophones from Year 3/4 word list. heard/herd, through/threw,
Apostrophe: Revise contractions from Year 2 eg it’s, I’ll.

Proof reading: Proof read own writing for mis -spellings of personal spelling list words.
Revisit and Review: Revise strategies at the point of writing.
Teaching rarer GPCs: Revise /eɪ/ sound spelt ei, eigh, or ey, words with the /ʃ/ sound spelt ch,
The /ʌ/ sound spelt ou (all from Y3)
Word endings: Words with endings sounding like /ʒə/ or /tʃə/ eg measure
Prefixes and Suffixes: Prefixes in-, il-, im-.
Suffixes: Adding suffixes beginning with vowel letters to words of more than one syllable –ing, -en, -er, -ed.
Homophones:,peace/piece, main/mane, affect/effect.
Apostrophe: Possessive apostrophe with plural words eg girls’, boys’, babies’.
Proof reading: Teach proof reading strategies eg Spuddy work; spelling buddies
Revisit and Review: Y3 Rarer GPCs.
Teaching rarer GPCs: From Y3/4 word list – guard, guide.
Word endings: Words with endings sounding like /ʒə/ or /tʃə/ eg creature,furniture.
Endings which sound like /ʃən/, spelt –tion, –sion, –ssion, –cian eg invention, comprehension, expression, magician.
Prefixes and Suffixes: Prefixes: ir-, inter-, anti-. Suffixes: The suffix –ation eg sensation, preparation.
Homophones: scene/seen, male/mail,bawl/ball.
Apostrophe: Possessive apostrophe with singular proper nouns eg Cyprus’s population.
Proof reading: Using a dictionary to check spellings after writing –first two or three letters.
Revisit and Review: Revise prefixes from Y3: un-dis-, mis-, re-, pre-, sub-, tele-, super-, auto. Focus where needed.
Teaching rarer GPCs: Words with the /s/ sound spelt sc (Latin in origin) eg science
Word endings: Endings which sound like /ʒən/ -sion eg division, confusion.
Prefixes and Suffixes: Suffixes: The suffix –ly. Teach the exceptions eg y changed to i, le ending changed to ly, ic
ending changed to –ally. The suffix –ous eg poisonous, outrageous.
Homophones: whether/weather, fair/fare, medal/meddle.
Apostrophe:, Revise contractions from Y2 and plural apostrophe rules.
Proof reading: Check writing for mis-spelt words which are on the Y3/4 word list.

Revisit and Review: Revise plurals eg adding -s, -es and –ies)
Revise apostrophe for contraction.
Teaching rarer GPCs: Words with ‘silent’ letters (i.e. letters whose presence cannot be predicted
from the pronunciation of the word) Words with the /i:/ sound spelt ei after c.eg receive, ceiling.
Morphology/ Etymology: Teach extension of base words using word matrices. Use knowledge
taught so far.
Word endings: Words containing the letter-string -ough.
Word endings: Words ending in –able and –ably.
Homophones: eg isle/aisle, aloud/allowed, affect/effect, herd/heard,
past/passed.
Hyphen: Use of the hyphen eg co-ordinate, co-operate
Dictionary: Use dictionary to support teaching of word roots, derivations and spelling patterns eg
sign, signature, significant.
Proof reading: Focus on checking words from personal list.
Revisit and Review: Strategies at the point of writing.) Revise apostrophe for possession.
Teaching rarer GPCs: Teach words with rare GPCs from Y5/6 word list eg bruise, guarantee,
queue, immediately, vehicle, yacht.
Word endings: Words ending in –ible and –ibly.
Homophones:eg altar/alter, ascent/assent, bridle/bridal, led/lead, steal/steel.
Morphology/ Etymology: Use spelling logs to record helpful etymological notes
on curious/difficult words
Dictionary: Use a dictionary to create collections of words with common roots
Proof reading: Checking from another source after writing eg spell check if on screen, spelling log,
environmental print, spuddy.
Revisit and Review: A range of strategies for learning words.
Homophones:eg cereal/serial, father/farther, guessed/guest,
morning/mourning, who’s/whose.
Dictionary: Teach use of dictionary to check words referring to first three or four
letters.
Proof reading: Check writing for mis – spelled words which are on the Y5/6 word list.
Morphology/ Etymology: Teach morphemic and etymological strategies to be used when learning
specific words eg from Y5/6 word list.

Revisit and Review: -able, -ible. Revise use of hyphen from Y5.
Teaching rarer GPCs: Revise words with the /i:/ sound spelt ei after c.
Prefixes and Suffixes: Suffixes: Adding suffixes beginning with vowel letters to words ending in –
fer.
Word endings: Endings which sound like /ʃəs/ spelt –cious or –tious eg precious, ambitious.
Homophones: advice/advise device/devise licence/license practice/practise prophecy/prophesy
Proof reading: Proof reading in smaller chunks. Sentences, paragraphs.
Revisit and Review: Words containing the letter-string -ough. Revise apostrophe for contraction
and possession.
Teaching rarer GPCs: Revise words with ‘silent’ letters (i.e. letters whose presence cannot be
predicted from the pronunciation of the word)
Prefixes and Suffixes:
Word endings: Endings which sound like /ʃəl eg official, special, artificial, partial,
confidential, essential.
Homophones: compliment/complement, desert/dessert, principal/principle, profit/prophet,
stationery/stationary.
Proof reading: Proof reading someone else’s writing. Note strategies which help in spelling
journal/log..
Revisit and Review: Spelling strategies at the point of writing.
Teaching rarer GPCs: Revise words with rare GPCs from Y5/6 word list eg bruise, guarantee,
queue, immediately, vehicle, yacht.
Prefixes and Suffixes:
Word endings: Words ending in –ant, –ance/–ancy, –ent, –ence/–ency
Homophones: draft/draught, dissent/descent, precede/proceed.
Proof reading: Embedding proof reading strategies when reviewing own writing
independently.

Colmore Junior English Curriculum: Reading
Years 3 and 4 Reading Breakdown (Comprehension)
Through direct individual teaching sessions in guided reading groups, whole class writing lessons,
independent reading sessions and reading comprehension lessons, pupils will be taught to:
Develop positive attitudes to reading, and an understanding of what they read, by:
 listening to and discussing a wide range of fiction, poetry, plays, non-fiction and
reference books or textbooks
 reading books that are structured in different ways and reading for a range of
purposes
 using dictionaries to check the meaning of words that they have read
 increasing their familiarity with a wide range of books, including fairy stories, myths and
legends, and retelling some of these orally
 identifying themes and conventions in a wide range of books
 preparing poems and play scripts to read aloud and to perform, showing understanding
through intonation, tone, volume and action
 discussing words and phrases that capture the reader’s interest and imagination
 recognising some different forms of poetry [for example, free verse, narrative poetry]
Understand what they read, in books they can read independently, by:
 checking that the text makes sense to them, discussing their understanding, and explaining
the meaning of words in context
 asking questions to improve their understanding of a text
 drawing inferences such as inferring characters’ feelings, thoughts and motives
from their actions, and justifying inferences with evidence
 predicting what might happen from details stated and implied
 identifying main ideas drawn from more than 1 paragraph and summarising these
 identifying how language, structure, and presentation contribute to meaning
 retrieve and record information from non-fiction
 participate in discussion about both books that are read to them and those they can read for
themselves, taking turns and listening to what others say
In addition to the above, pupils will also:
 be taught to recognise themes across genres
 be encouraged to read for pleasure
 have the opportunity to listen to a variety of texts
 make links with quality drama productions (Language Alive) in order to understand the link
between reading and presentation
 make use of the organisational features of non-fiction writing in
order to access specific information
 use the skills associated with effective questioning
 make use of the school library, local library and library services in
order to access a wide variety of associated skills

Colmore Junior English Curriculum: Reading
Years 5 and 6 Reading Breakdown (Comprehension)
Through direct individual teaching sessions in guided reading groups, whole class writing lessons,
independent reading sessions and reading comprehension lessons, pupils will be taught to:
Maintain positive attitudes to reading and an understanding of what they read by:
 continuing to read and discuss an increasingly wide range of fiction, poetry, plays, non-fiction and
reference books or textbooks
 reading books that are structured in different ways and reading for a range of purposes
 increasing their familiarity with a wide range of books, including myths, legends and traditional stories,
modern fiction, fiction from our literary heritage, and books from other cultures and traditions
 recommending books that they have read to their peers, giving reasons for their choices
 identifying and discussing themes and conventions in and across a wide range of writing
 making comparisons within and across books
 learning a wider range of poetry by heart
 preparing poems and plays to read aloud and to perform, showing understanding through intonation, tone and
volume so that the meaning is clear to an audience
Understand what they read by:
 checking that the book makes sense to them, discussing their understanding and exploring the meaning of words
in context
 asking questions to improve their understanding
 drawing inferences such as inferring characters’ feelings, thoughts and motives from their actions, and justifying
inferences with evidence
 predicting what might happen from details stated and implied
 summarising the main ideas drawn from more than 1 paragraph, identifying key details that support
the main ideas
 identifying how language, structure and presentation contribute to meaning
 discuss and evaluate how authors use language, including figurative language, considering the
impact on the reader
 distinguish between statements of fact and opinion
 retrieve, record and present information from non-fiction
 participate in discussions about books that are read to them and those they can read for themselves, building on their
own and others’ ideas and challenging views courteously
 explain and discuss their understanding of what they have read, including through formal presentations and debates,
maintaining a focus on the topic and using notes where necessary
 provide reasoned justifications for their views
In addition to the above, pupils will also:
 be exposed to books and authors that they may not automatically choose
 be taught to recognise themes across genres and apply them to their writing
 consider different accounts of the same event and differing viewpoints
 be taught to use the technical terms for what they read and hear
 be encouraged to read for pleasure
 have the opportunity to listen to a variety of texts, comparing characters, settings and themes
 make links with quality drama productions (Language Alive) in order to understand the
link between reading and presentation.
 make use of the organisational features of non-fiction writing in order to access specific
information
 use the skills associated with effective questioning of texts and of each other’s
contributions
 make use of the school library, local library and library services in order to access a wide
variety of associated skills

Colmore Junior English Curriculum: Year 3
Writing Overview
Term wk Unit Key focus Reading Comprehension Focus
Autumn 1
1 Speaking and listening.
All About Me
Transition from Year 2.
2
3 Descriptive Setting (baseline
assessment)
Description of a
scene.
Baseline assessment.
4
5 Plays and dialogue Rumplestiltskin
Goldilocks
Focus on Rumplestiltskin
6
7
8 Language Poetry Animal Poetry Range of poetry writing.
Assessment
Autumn 2
1 Authors and Letters The Jolly
Postman
Comprehension relating to the
letter style.
2
3
4 Instructions Making Pom-
Poms and Girl -
pie
Girl Pie comprehension.
5
6 Poetry - Calligrams and
Shape poems
– What shape’s
an Ape. Gina
Douthwaite
Collections of poems- focus on
the style and structure.
7
Assessment
Spring 1
1 Non- Chronological Reports Geography
Animals
A police report.
2
3 Fairy Tales The Elves and the
Shoemaker.
The story of the Gingerbread
Man.
4

5
6 Language Poetry – Kennings
and Haikus.
The Fin Flapper
and Ten Tiny
Tales.
Ten Tiny Tales
Spring 2
1
2 Myths Hercules – what
makes a hero.
Apollo – focus on the quest
element.
3
4
5 Non-Chronological
Reports
Reports on
Colmore Schools.
Report writing comprehension.
Assessment
Summer 1
1 Non-Chronological Reports Reports on
Colmore Schools.
Report writing comprehension.
2 Personal Recounts Links with Hams
Hall visit.
Recount text comprehension.
3
4 Impersonal Historical
Recounts
Links with Roman
topic- Boudicca
and Julius
Caesar.
Newspaper reports.
5
6 Adventure and mystery
stories
Anthony Browne
The Tunnel
Questions relating to Anthony
Browne texts.
Summer 2
1
2
3 Assessment QCA week
4 Performance Poetry Rhyming
Syllables –
Benjamin
Zephania
Questioning related to the
rhythm and pattern of poetry
style.
5
6
7

GaPS Overview
Sentence Construction
Introduce:
Vary long and short sentences:
Long sentences to add description or information.
Short sentences for emphasis and making key points e.g.
Sam was really unhappy.
Visit the farm now.
Embellished simple sentences:
Adverb starters to add detail e.g.
Carefully, she crawled along the floor of the cave….
Amazingly, small insects can….
Adverbial phrases used as a ‘where’, ‘when’ or ‘how’ starter
(fronted adverbials)
A few days ago, we discovered a hidden box.
At the back of the eye, is the retina.
In a strange way, he looked at me.
Compound sentences
using connectives: and/ or / but / so / for /nor / yet
(coordinating conjunctions)
Develop complex sentences
(Subordination) with range of subordinating conjunctions
(See Connectives and Sentence Signposts doc.).
-‘ing’ clauses as starters e.g.
Sighing, the boy finished his homework.
Grunting, the pig lay down to sleep
Drop in a relative clause using: who/whom/which/whose/
that e.g.
The girl, whom I remember,
had long black hair.
The boy, whose name is George, thinks he is very brave.
The Clifton Suspension bridge, which was finished in 1864,is a
popular tourist attraction.
Sentence of 3 for description e.g.
The cottage was almost invisible, hiding under a thick layer of
snow and glistening in the sunlight.
Rainbow dragons are covered with many different coloured
scales, have enormous, red eyes and swim on the surface of the
water.
Pattern of 3 for persuasion e.g.
Visit, Swim, Enjoy!
Topic sentences to introduce non-fiction paragraphs e.g.
Dragons are found across the world.
Dialogue –powerful speech verb
e.g. “Hello,” she whispered.
Word / Language
Introduce:
Prepositions
Next to by the side of
In front of during through throughout because of
Powerful verbs
e.g. stare, tremble, slither
Boastful Language
e.g. magnificent, unbelievable, exciting!
More specific / technical vocabulary to add detail
e.g. A few dragons of this variety can breathe on any creature
and turn it to stone immediately.
Drops of rain pounded on the corrugated, tin roof.
Use of determiners a or an according to whether next word
begins with a vowel
e.g. a rock, an open box
Punctuation
Introduce: Secure use of inverted commas for direct speech

Colon before a list e.g. What you need:
Ellipses to keep the reader hanging on
Use of commas after fronted adverbials (e.g. Later that day, I
heard the bad news.)
Terminology
Punctuation
 Finger spaces
 Letter & Word
 Sentence & Full stops
 Capital letter
 Question mark
 Exclamation mark
 Speech bubble
 ‘Speech marks’
 Bullet points
 Apostrophe (contractions only)
 Commas for sentence of 3 - description
Singular/ plural
Suffix
Adjective / noun
Verb / adverb
Bossy verbs
Tense (past, present, future)
Connective
Generalisers

Writing overview
Term wk Unit Key focus Reading Comprehension
Focus
Autumn 1
1 Getting to know you tasks.
2 Fables The Lion and the
Mouse
Aesop’s fables. Identifying
the common themes and
characteristics.
3
4 Poetry to create dramatic
effect
Worst School in
the World
Alan Ahlberg poetry – ‘Please
Mrs. Butler.
5
6 Playscripts Harry Potter Extracts from the Harry
Potter books.
7
8 Explanation Wallace and
Gromit
Assessment
Autumn 2
1 Explanation Chitty-Chitty-
Bang-Bang
Explanation texts. How it
works.
2 Legends Robin Hood Extracts from the text.
3
4 Comparative Reports England and the
Caribbean
Examples of reports –
comparing differing
locations.
5
6 Information Texts The Victorians Accident at Mr. Hall’s Ropery.
7
Assessment

Spring 1
1 Information Texts The Victorians
2 Stories with Historical setting World War 2 Accounts from the trenches.
3
4
5 Performance Poetry The Dragon Who
Ate School
Collections of poetry.
6
Assessment
Spring 2
1 Biography Important People
2
3 Information Texts Egypt Information retrieval from
Howard Carter’s account.
4
5 Playscripts Space- cross
curricular links
with science.
Comprehension from first-
hand information.
Assessment
Summer 1
1 Playscripts Space
2 Recounts
(personal and newspapers)
Link with Egypt
day.
Newspaper reports of the
discovery of Tutankhamun’s
discovery.
3
4
5 Film Narrative Cloudy with a
Chance of
Meatballs.
6
Summer 2
1
3 Stories from imaginary settings ‘Shine’ by Jill
Paton Walsh
Comprehension from the
text.
4
5 Persuasion (advertising)–
transition unit to Year 5.
V.I.P adaptation
from FLS.
Questions relating to the text
structure.
6
7

GaPS Overview
Consolidate Year 3 list
Introduce:
Long and short sentences:
Long sentences to enhance description or information
Short sentences to move events on quickly
e.g. It was midnight.
It’s great fun.
Start with a simile
e.g. As curved as a ball, the moon shone brightly in the
night sky.
Like a wailing cat, the ambulance screamed down the
road.
Secure use of simple / embellished simple sentences
Secure use of compound sentences (Coordination) using
coordinating conjunction and / or / but / so / for / nor /
yet (coordinating conjunctions)
Develop complex sentences:
(Subordination)
Main and subordinate clauses with range of
subordinating conjunctions.
(See Connectives and Sentence Signposts doc.)
-‘ed’ clauses as starters e.g.
Frightened, Tom ran straight home to avoid being caught.
Exhausted, the Roman soldier collapsed at his post.
Expanded -‘ing’ clauses as starters e.g.
Grinning menacingly, he slipped the treasure into his
rucksack.
Hopping speedily towards the pool, the frog dived
underneath the leaves.
Drop in –‘ing’ clause e.g.
Jane, laughing at the teacher, fell off her chair.
The tornedo, sweeping across the city, destroyed the
houses.
Sentence of 3 for action e.g.
Sam rushed down the road, jumped on the bus and sank
into his seat.
The Romans enjoyed food, loved marching but hated the
weather.
Repetition to persuade e.g.
Find us to find the fun
Dialogue - verb + adverb - “Hello,” she whispered, shyly.
Appropriate choice of pronoun or noun within a sentence
to avoid ambiguity and repetition
Word / Language
Introduce:
Prepositions
at underneath since towards beneath beyond
Proper nouns-refers to a particular person or thing
e.g. Monday, John, October, England
The grammatical difference between plural and
possessive –s

Conditionals - could, should, would
Comparative and superlative adjectives
e.g. small…smaller…smallest
good…better…best
Standard English forms for verb inflections instead of local
spoken forms (e.g. we were instead of we was, or I did
instead of I done)
Punctuation
Introduce:
Commas to mark clauses
Apostrophes to mark singular and plural possession
(e.g. the girl’s name, the boys’ boots)
Full punctuation for direct speech:
Each new speaker on a new line
Comma between direct speech and reporting clause e.g.
“It’s late,” gasped Cinderella!
GaPS Overview
Terminology
Consolidate:
Punctuation
 Finger spaces
 Letter
 Word
 Sentence
 Full stops
 Capital letter
 Question mark
 Speech bubble
 Direct speech
 Inverted commas
 Bullet points
 Apostrophe (contractions only)
 Commas for sentence of 3 – description, action
 Colon – instructions
Singular/ plural
Suffix/ Prefix
Word family
Consonant/Vowel
Adjective / noun
Verb / Adverb
Bossy verbs - imperative
Connective
Conjunction
Preposition
Determiner/ generaliser
Clause
Subordinate clause
Relative clause
Relative pronoun
Alliteration
Simile – ‘as’/ ‘like’
Synonyms
Introduce:
 Pronoun
 Possessive pronoun
 Adverbial
 Fronted adverbial
Apostrophe - possession

Writing Overview
Term wk Unit Key focus Reading Comprehension
Focus
Autumn 1
1 Getting to know you tasks and baseline assessments.
2 Modern Fiction –
Stories by
famous
authors
Michael Morpurgo
– Born to Run
Character based
questioning – Mr. Boots
3
4 Persuasion Exotic Animals Should exotic animals be
kept as pets?
5
6 Poetry link
with art
Marc Chagall
paintings
Miraslov Holub
Imagery in poetry.
7
8 Stories from Other Cultures A range of stories
from Africa, Mexico
and
How Music Came to Earth-
Aztec story.
Assessment
Autumn 2
1 Stories
from
Other
Cultures
Native America. The Anansi stories.
2
3 Instructions Variety of
instructional texts
How to make a cup cake
and bowl.
4
5 Older Literature – Charles
Dickens
A Christmas Carol A Christmas Carol focus on
story structure.
6
7
Assessment

Writing Overview
Spring 1
1 Recount Writing Deadly 60 in South
Africa.
Recounting an adventure.
2
3 Traditional
Folk Stories
Little Red Riding
Hood. Writing an
alternative ‘grown
up’ version.
Baba Yaga and the Three
Little Wolves and the Big
Bad Pig.
4
5 Discussion Homes being built
in flood risk areas.
‘Is it a good idea?’
discussion on Yangste Dam
project.
6
Assessment
Spring 2
1 Choral and
Performance
Poetry
Range of texts McCavity the Cat.
2
3 Legends St. George and the
Dragon and Bedd
Gelert
Bedd Gelert – focus on
features of legendry.
4
5 Dramatic Conventions Broadcasting based
on animal
documentaries
Assessment
Summer 1
1 Famous Authors – Anthony
Horowitz
Stormbreaker Stormbreaker extract.
2
3 Explanations – link with
Anthony Horowitz
Explanation of
gadgets for Alex
Rider
The Bad boy Canondale
Bike.
4
5 Myths Greek myths Odysseus and the Cyclops.
6
Summer 2
1 Myths
2 Persuasive Writing revision
4 Narrative Poetry The Highwayman
by Alfred Noyes.
The Highwayman-
understanding from
different viewpoints.

GaPS Overview
Introduce:
Secure use of compound sentences
Develop complex sentences:
(Subordination)
Main and subordinate clauses with full range of conjunctions:
Expanded –ed clauses as starters e.g.
Encouraged by the bright weather, Jane set out for a long walk.
Terrified by the dragon, George fell to his knees.
Elaboration of starters using adverbial phrases e.g.
Beyond the dark gloom of the cave, Zach saw the wizard move.
Throughout the night, the wind howled like an injured creature.
Drop in –‘ed’ clause e.g.
Poor Tim, exhausted by so much effort, ran home.
The lesser known Bristol dragon, recognised by purple spots, is rarely seen.
Sentence reshaping techniques
e.g. lengthening or shortening sentence for meaning and /or effect
Moving sentence chunks (how, when, where) around for different effects
e.g.
The siren echoed loudly ….through the lonely streets ….at midnight
Use of rhetorical questions
Stage directions in speech (speech + verb + action) e.g. “Stop!” he shouted,
picking up the stick and running after the thief.
Indicating degrees of possibility using modal verbs (e.g. might, should, will,
must) or adverbs (perhaps, surely)
Word Structure and Language
Introduce:
Metaphor
Personification
Onomatopoeia
Empty words
e.g. someone, somewhere was out to get him
Developed use of technical language
Converting nouns or adjectives into verbs using suffixes (e.g. –ate; –ise; –
ify)
Verb prefixes (e.g. dis–, de–, mis–, over– and re–)
Punctuation
Introduce:
Rhetorical question
Dashes
Brackets
Colons
Use of commas to clarify meaning or avoid ambiguity
Terminology
Consolidate:
Punctuation
 Letter/ Word
 Sentence
 Full stops/ Capitals
 Question mark
 Direct speech
Pronoun – relative/ possessive
Clause
Subordinate/ relative clause
Adverbial
Fronted adverbial
Alliteration

 Inverted commas
 Bullet points
 Apostrophe contractions/ possession
 Colon - instructions
Singular/ plural
Suffix/ Prefix
Word family
Consonant/Vowel
Adjective / noun
Verb / Adverb
Bossy vbs - imperative
Conjunction / Connective
Preposition
Determiner/ generalise
Synonyms
Introduce:
 Relative clause/ pronoun
 Modal verb
 Parenthesis
 Bracket- dash
 Determiner
 Cohesion
 Ambiguity
 Metaphor
 Personification
 Onomatopoeia
Rhetorical question

Writing overview
Year 6 will be set across the year group. Teachers will deliver and revisit topics and units of work as
necessary for the needs of the group. This outline is intended as a sketch plan to ensure coverage of
genres.
Term wk Unit Key focus Reading
Comprehension
Focus
Autumn 1
1 Baseline Activities
2 Suspense/mystery stories -
Michael Morpurgo & other
short story authors
Story structures and
development, character
development – show
not tell etc. flashbacks
Comprehension from
short stories genre.
3
4
5 Letter (informal) Holes - a letter home to
family – telling parents
that the camp is
actually wonderful – so
that they aren’t upset
Letter focus-
retrieval of
information.
6 Persuasion - Holes (a letter
of complaint – calling for the
closure Camp Green Lake)
Language of complaints,
formal and persuasive
language.
Letters of complaint.
7
8 Biography Black History week -
Events from Nelson
Mandela’s life etc
Extracts from diary
entries.
Assessment - taken from independent writing from across the half term
Autumn 2
1 Figurative Language Poetry Bonfire night/ diwali
How the moon feels,
how the firework feels
etc
Inference from
poetry – the mood of
the poem.
2
3 Diary/journals Wallace and Gromit –
Matter of Loaf and
Death from the
viewpoint of Gromit
Extracts from
journals – focus on
the structure.
4
5 Explanation A Fairy Tale Machine –
6

‘Until I met Dudley’
(fairy tale freezer)
Comprehension from
explanation writing
genre.
7 Journalistic writing The Nativity
Spring 1
1 Report Writing Charlie and the chocolate
Factory. A report to the
company director about a
new sweet invention
Direct extracts
from the text.
2
3 Persuasion – Poster advert Advert for a new sweet -
continuing from Charlie
and the Chocolate Factory
Inference and
deduction from
persuasive
writing.
4 Instructions how to make…
5
6 Instructions 2 How to ‘annoy your
teacher’ ‘charm your
mum’ etc
Specific language
structure.
Spring 2
1 World Book Activities (Book
day = 5th
March) –
including book reviews
A blurb to sell a
favourite book
A critical review for a
newspaper
A recommendation for
a younger reader
Comprehension from
across the range.
2
3 Discussion Duma (Is Rip a
fundamentally bad
character)
‘Is it fair’ discussion
text.
4
5 Reading and Spag Revision sessions
Summer 1
1 Science Fiction A new world (Dr Who or
The Croods)
Comprehension from
science fiction texts-
understanding of
unknown words and
phrases.
2
3 Poetry Links with the previous
unit of work on science
fiction
As above.

4 Reading and Spag Revision sessions
5
SATS Week (12th
May)
6
Summer 2
1 Revision of text types :
Fantastic Flying Machine –
revision of text types –
invent a machine, 1)
explain how it works, 2)
Descriptive writing
about launch day.3)
Newspaper report
about launch day, 4)
Letter writing – letter
home to mum
Revision from across
the range of texts.
2
3
4
5
6
7

GaPS Overview
Secure use of compound sentences
Secure use of complex sentences:
(Subordination)
Main and subordinate clauses with full range of
conjunctions:
(See Connectives and Sentence Signposts doc.)
Active and passive verbs to create effect e.g.
Active: Tom accidently dropped the glass.
Passive: The glass was accidently dropped by Tom.
Developed use of rhetorical questions for persuasion
Expanded noun phrases to convey complicated information
concisely (e.g. the boy that jumped over the fence is over there,
or the fact that it was raining meant the end of sports day)
The difference between structures typical of informal speech
and structures appropriate for formal speech and writing (such
as the use of question tags, e.g. He’s your friend, isn’t he?, or
the use of the subjunctive in some very formal writing and
speech)
Word Structure and Language
Build in literary feature to create effects e.g. alliteration,
onomatopoeia, similes, metaphors
The difference between vocabulary typical of informal speech
and vocabulary appropriate for formal speech and writing (e.g.
said versus reported, alleged, or claimed in formal speech or
writing)
Punctuation
Use of the semi-colon, colon and dash to indicate a
stronger subdivision of a sentence than a comma
How hyphens can be used to avoid ambiguity (e.g. man eating
shark versus man-eating shark, or recover versus re-cover)

GaPS Overview
Terminology
Consolidate:
Punctuation
 Letter/ Word
 Sentence
 Full stops/ Capitals
 Question mark
 Direct speech
 Inverted commas
 Bullet points
 Apostrophe contractions/ possession
 Colon – instructions
 Parenthesis
 Bracket- dash
Singular/ plural
Suffix/ Prefix
Word family
Consonant/Vowel
Adjective / noun
Verb / Adverb
Bossy verbs - imperative
modal verb
Conjunction / Connective
Preposition
Determiner/ generaliser
Pronoun – relative/ possessive
Clause
Subordinate / relative clause
Adverbial
Fronted adverbial
Rhetorical question
Cohesion
Ambiguity
Alliteration
Synonyms
Metaphor
Personification
Onomatopoeia
Introduce:
 Active and passive voice
 Subject and object
 Hyphen
 Synonym
 Colon/ semi-colon
Bullet points

Colmore Junior Geography Curriculum Year 3
The content of each Geography Topic ensures that the following key skills are covered by children in all year
groups:
 Enquiry
 Using maps, atlases and globes
 Using digital maps
 Problem Solving
 Comparing and Contrasting
 Recognising & describing physical & human features of place Analysing evidence
 Expressing opinions using evidence
 Using geographical vocabulary
YEAR 3 – AUTUMN TERM
Topic Content
Where In The World? Structure of the earth
Location of continents, oceans, countries
Natural and man-made landmarks
Time Zones
Climate
Population
Fair trade
The Environment
Extreme Weather
Endangered species
YEAR 3 – SUMMER TERM
Topic Content
Contrasting Locations Locating countries, counties, cities in the UK
Key UK landmarks
Comparing and contrasting rural and urban environments
Field visit to rural environment
Using different types of maps
Reading co-ordinates and symbols
Caring for the environment

YEAR 4 – AUTUMN TERM
Topic Content
The Caribbean Using maps and atlases to locate
countries, seas and oceans in the
Caribbean
Climate and extreme weather
Volcanoes
Comparing housing with the UK
Food, exports and fair trade
Ethical tourism
Slave trade
YEAR 4 – SUMMER TERM
Topic Content
South America with a focus
on Brazil
Using different types of maps and atlases
to locate countries, seas and oceans in
South America
Climate
Landmarks across South America
Brazil – an overview
Biomes and ecosystems
Social issues
The Amazon Rainforest

YEAR 5 – SPRING TERM
Topic Content
Water with a focus
on Rivers
Water around the world
The effects of too much or too
little water on people and
places
Climate change
Features of a river
Field visit – planning,
completing and evaluating an
investigation of river features
Waterways in Birmingham

YEAR 6 – SPRING TERM
Topic Content
Europe The European Union
The countries and capital
cities
Physical features of the
European landscape
Mountains – physical
features
Travelling in Europe
Tourism in mountain and
coastal regions
Ecotourism

Colmore Junior Curriculum: Design and Technology
In Design and Technology at Colmore we aim to:
 develop the creative, technical and practical expertise of pupils needed to perform
everyday tasks confidently and to participate successfully in an increasingly
technological world
 build and apply a repertoire of knowledge, understanding and skills in order to design
and make high-quality prototypes and products for a wide range of users
 critique, evaluate and test ideas and products and the work of others
 understand and apply the principles of nutrition and learn how to cook
Year 3
Autumn Term Spring Term Summer Term
Moving Monsters
Using pneumatic systems
Children will identify the use of
pneumatic systems in everyday
objects and how these are
used and applied to various
tasks.
They will then design and
make a pneumatic system for a
toy.
Puppets
Children will explore the use
of puppets in different
societies and cultures,
investigate their mechanisms
and the range of techniques
used e.g. shadow puppets,
finger puppets etc. Ensuring
the puppets
are ‘fit for
purpose’.
User: A puppeteer
Purpose: To create a group
performance using the
puppets.
Healthy Sandwiches
Children will gain a better
understanding of what
constitutes a healthy sandwich.
They will explore a range of
sandwich fillings and how these
are suited to different occasions
and events. This will be
delivered through an inspire
workshop.

Year 4
Healthy Fruit Juices
Children will design and make
a healthy fruit juice. As part
of the unit children will
explore a range of fruits and
identify appropriate textures
and tastes. They will discuss
the impact of advertising and
how this influences choice.
User: A family
Purpose: Create a fruit juice
suitable for a family.
Picture Frames
Free standing structures
Children will identify different
features of picture frames and
gain a better understanding of
materials and their functional
properties. Including stability,
sustainability and durability.
Pop-up Books
Mechanical systems
Children will explore, through
first hand observation and
through work with a published
pop-up artist, what is required
in order to create a child’s pop-
up book. They will select
appropriate materials in order
to create a suitable product.
User: Children and adults
User: A child
Purpose: To create
entertainment as a toy for a
young child.
User: A child
Purpose: A child’s party.

User: An adult
Purpose: Create a picture
frame suitable for a family
member.
Purpose: Create a pop-up book
from appropriate materials.

Year 5
Pasta sauces
Healthy choices
Children will explore and
investigate a range of sauces
available in supermarkets and
disassemble the various
ingredients. They will then use
this knowledge to design their
own sauces.
User: A family
Purpose: To design and make a
healthy pasta sauce.
Money Containers
Sewing techniques
Children will investigate,
disassemble and evaluate a
variety of money containers.
They will then create cross
sectional designs and use the
skills associated with joining
and sewing techniques to
create their money containers.
User: A family member
Purpose: To create a secure
container for money with
appropriate aesthetic qualities.
Shelters
Stiffening & strengthening
techniques
Children will identify different
structures and how these are
used in order to create a
shelter. As part of this unit
they will investigate
structures used in a variety of
buildings at the Avoncroft
Museum of Buildings. They
will then use
this
knowledge
to create their own shelters.
User: Someone who wants to
take shelter from the sun.
Purpose: To keep cool and
away from direct sunlight.

Year 6
Coming soon...
A unit of work incorporating
coding and electrical systems!
Bread Making
Including trip a to Sarehole Mill
Children will explore a variety
of breads from a range of
cultures. They will gain a
greater understanding of the
ingredients required in order to
allow bread to rise and how
this impacts on the final
product.
User: A family
Purpose: To design and make
bread appropriate to the
specific needs of a family.
Cams
Mechanical systems
Children will have the
opportunity to create, design
and make a cam box toy for
younger children. They will
explore the use of cams and
cam mechanisms in toys and
how these allow movement in
both linear and cyclical
directions.
User: Children
Purpose: To create a moving
child’s toy.

Colmore Junior Music Curriculum
Each term, a different year group are taught music by our specialist music teacher,
Mrs Baker. Using a mainly vocal approach, the children learn through games and
playing instruments - working towards a performance in a special themed assembly.
Whenever possible, musical themes are linked to specific curriculum areas and
topics.
In 2014-15, the musical themes are as follows:
Year 3
Ancient Egypt
Year 4
The Caribbean
Year 5
Musical Theatre & Show Tunes
Year 6
African Songs
 During the Spring Term, all children get the opportunity to create and
compose in small groups on the themes of oriental music, African
drumming, rap and Indian music.
 Children have the opportunity to use a range of different instruments at this
time and a focus is also put on teaching the children to notate their
compositions using a range of formal and informal methods.
 Each class are represented in a special 'Battle of the Bands' performance
where their musical compositions are showcased to the rest of the school.

Colmore Junior Music Curriculum
All pupils have the opportunity to join the school choir and orchestra -
who perform to a range of different audiences across the city, from
school based concerts to performances at the Symphony Hall.
 Throughout their time at Colmore, children are offered weekly
peripatetic music lessons in a wide range of musical instruments
including brass, double bass, 'cello, violin, viola, clarinet, flute,
oboe and bassoon.
 Lessons are usually given in groups and are taught by highly
trained instrumental specialists from the Birmingham Music
Services.
 The children work towards small informal concerts given frequently
to the rest of the school, as well as the ARBSM grade exams.
 We currently have approximately 120 children having music
lessons throughout school and have had a 100% pass rate in all
exams taken in 2013-14.
 Many of our older children have also secured places in the Junior
sections of the Birmingham music ensembles.

FRENCH CURRICULUM – YEAR 3
Hi Giles,
Themes and Content – AUTUMN TERM
 Names and how to introduce yourself
 Saying how you feel
 Colours
 Animals
 Counting and numbers
 Revision of basics
 Names and how to introduce
yourself
 Fruit
 Counting, numbers and ages
 The weather
 Animals
 Endangered and threatened
species
 Food and Healthy Eating
 European countries
 Saying which countries we would like to
visit and why
 Compass points and saying where countries are

Hi Giles,
Themes and Content – SPRING TERM
 Colours
 Places around Town
 Fruit and Smoothies
 Opinions - saying which we
like and don't like
 Days of the week and
numbers through ‘La
Chenille qui fait des Trous’ (Hungry Caterpillar)
 Seasons
 Food
 Opinions
 Exercise
 Activities with the verb
'faire'
 Saying what we like and
don't like doing
 Café

NEW CURRICULUM SCHEME v1.4- all subjects 2014-15 LATEST.pdf

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