A Knowledge organiser that captures the essential knowledge and skills learnt throughout the unit History, Year 5, Were the Vikings raiders, traders or something else?
This resource is designed to support pupils in evaluating different roles the Vikings played in society—raiders, traders, and settlers. It highlights key events from AD 793 to AD 1042 through a timeline, providing essential context to Viking expansion and influence. The organiser also explains how Viking settlements developed, including the establishment of Danelaw. Key vocabulary, such as “saga,” “oral tradition,” and “stereotype,” encourages critical thinking and helps children consider balanced viewpoints on Viking history. It is perfect for developing historical enquiry skills and dispelling common misconceptions about the Viking era.
A Knowledge organiser that captures the essential knowledge and skills learnt throughout the unit Archived – Religion and worldviews, Year 3, Why is fire used ceremonially?
This resource supports pupils as they explore the symbolic and spiritual significance of fire in various religious and cultural traditions. It highlights key concepts such as eternal flames (e.g. the Atash Bahram and Ner Tamid), the use of fire in Hindu ceremonies to represent the cycle of life, and its symbolism in Navajo and Zoroastrian beliefs. With vocabulary like divine, purity, unity, and renewal, and examples including the Olympic flame, Sikh langar and memorial candles, this organiser builds understanding of fire as a symbol of remembrance, protection, and community across worldviews.
A Knowledge organiser that captures the essential knowledge and skills learnt throughout the unit Spanish, Year 6, Maya city treasure hunt.
This resource is designed to support pupils as they practise giving directions and describing places and people using Spanish vocabulary within the engaging context of a Maya city. It introduces key phrases for navigating around a map (such as Toma la primera a la derecha – Take the first right), alongside landmark vocabulary like la pirámide (the pyramid) and el templo (the temple). Pupils also explore adjectives to describe people (e.g. creativo, poderoso) and places (espectacular, misterioso), enabling them to express opinions and construct full descriptive sentences. This resource provides an immersive and culturally rich context for meaningful language acquisition.
A Knowledge organiser that captures the essential knowledge and skills learnt throughout the Year 4 unit Religion and worldviews, Y4, Does the language of scripture matter?
This resource is designed to support children in understanding how language plays a vital role in religious belief and practice. It outlines the journey from oral traditions to written scriptures, exploring why certain languages are considered sacred and how translations help religious communities connect with their teachings. The resource highlights examples from different worldviews helping to foster respect for religious diversity. It is ideal for revisiting key knowledge and supporting learning across the unit.
A Knowledge organiser that captures the essential knowledge and skills learnt throughout the unit Religion and worldviews, Year 5, Why are some places in the world significant to believers?
This resource is designed to support pupils as they explore the significance of religious and spiritual places in various faiths. It introduces key vocabulary such as pilgrimage, relic, and diaspora, and explores sacred locations like the River Ganges, the Harmandir Sahib, and Jerusalem. The organiser highlights how different traditions assign meaning to spaces through history, ritual, and belief, making it ideal for reinforcing key terminology and fostering a deeper understanding of the diversity and importance of sacred places.
A Knowledge organiser that captures the essential knowledge and skills learnt throughout the unit Science, Year 5, Animals, including humans: Human timeline.
This resource is designed to support the children as they explore the human timeline. It highlights key vocabulary and concepts, including the different stages of life from newborn to old age and how changes occur at different rates for individuals. The resource also explains puberty, detailing physical and emotional changes controlled by hormones. It is perfect for consolidating essential knowledge and fostering an understanding of human growth, development and life stages.
A Knowledge organiser that captures the essential knowledge and skills learnt throughout the unit Science, Year 5, Animals, including humans: Human timeline.
This resource is designed to support the children as they explore the human timeline. It highlights key vocabulary (without naming genitalia) and concepts, including the different stages of life from newborn to old age and how changes occur at different rates for individuals. The resource also explains puberty, detailing physical and emotional changes controlled by hormones. It is perfect for consolidating essential knowledge and fostering an understanding of human growth, development and life stages.
A Knowledge organiser that captures the essential knowledge and skills learnt throughout the unit Religion and Worldviews, Year 2, Where Do Some People Talk to God?
This Religion and Worldviews resource is designed to support the pupils as they explore different places of worship and their significance in religious traditions. It introduces key vocabulary such as temple, mosque, church, prayer, and sacred space, helping the pupils understand how different faiths provide spaces for worship, reflection, and connection with God. The pupils will also learn about the role of religious buildings in communities and how people engage in worship in various settings.
A Knowledge organiser that captures the essential knowledge and skills learnt throughout the Year 1 unit Religion and worldviews, Y1, Why should we care for others?
This Religion and Worldviews resource is designed to support children as they learn about the importance of caring for others. It introduces key vocabulary, beliefs and stories including the Good Samaritan and Jesus heals a blind man. The organiser encourages children to reflect on compassion, generosity and kindness, while recognising similarities between religious teachings. It is ideal for reinforcing core concepts and promoting empathy and moral development in young learners.
