A Knowledge Organiser that captures the essential knowledge and skills learnt throughout the mixed-age unit French, Year 3/4 (B), Unit 2: School days.
This resource is designed to support pupils as they develop vocabulary and conversational skills related to school subjects, classroom objects, and days of the week in French. Pupils learn key nouns such as le sport (PE), la musique (music), un cartable (school bag), and un ordinateur (computer), supported by colourful visual aids. The organiser also introduces sentence structures used to describe classroom environments and routines (e.g. Dans ma salle de classe, il y a une chaise et une table – “In my classroom, there is a chair and a table”), as well as how to express what subjects are studied on which days. A helpful grammar guide explains how to use definite (le, la, l’, les) and indefinite (un, une, des) articles based on noun gender and number. This resource is ideal for building pupils’ confidence in using simple French to describe their everyday school life.
A Knowledge organiser that captures the essential knowledge and skills learnt throughout the unit French, Year 5/6 Cycle B, Transport.
This French resource is designed to support the pupils as they explore different modes of transport and their impact on people and the environment. It introduces key vocabulary such as infrastructure, emissions, public transport, sustainability, and congestion, helping the pupils understand how transport systems function in urban and rural areas. The pupils will also learn about historical developments in transportation and consider the benefits and challenges of different transport options.
A Knowledge organiser that captures the essential knowledge and skills learnt throughout the mixed age unit History, Y5/6 (A): British history 4: Were the Vikings raiders, traders or something else?
This resource is designed to help pupils explore the complex roles the Vikings played as raiders, traders, and settlers. It introduces key terms such as saga, oral tradition, stereotype, and balanced viewpoint, encouraging pupils to consider a range of perspectives.
Through illustrated sections, the unit examines Viking raids—beginning with Lindisfarne in AD 793—alongside their far-reaching trade networks and eventual settlement in regions like Danelaw.
A detailed timeline spanning AD 793 to AD 1042 supports a chronological understanding of Viking influence in Britain, including major events such as the Battle of Edington and the rule of King Cnut. This resource supports historical enquiry by helping pupils build vocabulary and analyse evidence from multiple viewpoints.
This document shows which mixed-age units help pupils meet the knowledge and skills outlined in our History curriculum. It is useful for planning and ensuring that pupils in mixed-age classes achieve the same learning outcomes as single-age classes.
For detailed information on our History curriculum for primary schools, please visit our Kapow Primary History page.
- Reception (EYFS): Ideal for early years, our EYFS scheme of work for History helps build foundational knowledge and curiosity about history.
- Key Stage 1: Suitable for Years 1 and 2, the KS1 History scheme offers engaging lessons introducing basic historical concepts and events.
- Lower Key Stage 2 (Years 3 and 4): Our lower KS2 history scheme of work is designed to deepen pupils’ understanding of historical events and their impact.
- Upper Key Stage 2 (Years 5 and 6): The upper KS2 history scheme of work provides comprehensive lessons that prepare pupils for more advanced historical studies in later years.
This document shows how schools following our History: Long-term plan —mixed-age are covering the statutory requirements of the national curriculum for History. It also gives guidance about how our History lessons link to other curriculum subjects, to enable schools to plan cross-curricular links effectively.
Please visit our Kapow Primary History page for detailed information on our History curriculum.
To explore the curriculum for pupils, see:
This document shows how following our Geography: Long-term plan — mixed-age gives coverage of the national curriculum attainment targets in the Geography curriculum for Key Stage 1 and Key Stage 2.
It also shows cross-curricular links with other curriculum subjects to help inform your planning.
For National curriculum mapping, see the Geography subject leader hub.
This document shows which units cover the individual knowledge and skills statements in our Geography curriculum and accompanies our Geography: Progression of skills and knowledge.
Both of these documents are for use by schools who use our Geography: Long-term plan — mixed-age.
A Knowledge organiser that captures the essential knowledge and skills learnt throughout the mixed-age unit History, Y1/2 (B), What is history?
This resource is designed to introduce pupils to the concept of history by helping them explore their own past and understand the difference between past and present. It features a personalised timeline beginning with “the year I was born” through key milestones like “first birthday party” and “first day of school”, culminating in “now”. Supporting images and keywords such as memory, living memory, holiday, past, and present aid pupils in identifying events that shape personal and collective history. This resource lays the foundation for historical thinking through relatable, everyday experiences.
A Knowledge Organiser that captures the essential knowledge and skills learnt throughout the unit Geography, Y1/2 (B), Where am I?
This resource is designed to help pupils build foundational geographical understanding by exploring maps, aerial photographs, and the use of directional language. It introduces key locational terms such as left, right, behind, close to, and in front of, along with concepts like aerial photograph and map symbols. The UK map is included to familiarise pupils with the four nations and key geography skills. This resource supports early spatial awareness and positional vocabulary, fostering pupils’ confidence in describing location and direction in their local environment.
