This document shows how pupils’ understanding of vocabulary builds when following the Geography scheme of work. The vocabulary is shown by strand to make it easier to see progression in Geographical skills and Fieldwork, Human and Physical geography and Locational knowledge.
Our Place knowledge strand involves understanding similarities and differences between places. Therefore, it doesn’t have its own associated vocabulary; rather, pupils’ understanding of ‘place’ will involve an awareness of much of the vocabulary used in other strands.
We have separated human and physical geography to make progression clearer, however it is important to be aware that the human and physical are interconnected and some terms could arguably be described as human and physical geography terms.
A Knowledge organiser that captures the essential knowledge and skills learnt throughout the unit Religion and Worldviews, Year 5, Why Do People Have to Stand Up for What They Believe In?
This Religion and Worldviews resource is designed to support the pupils as they explore the concept of standing up for beliefs and values. It introduces key vocabulary such as activism, justice, morality, protest, and commitment, helping the pupils understand how religious and non-religious worldviews inspire individuals to take action. The pupils will also examine historical and contemporary examples of people who have stood up for their beliefs and the impact of their actions.
This document shows which Wellbeing lessons plans give coverage of the statutory Relationships Education, Relationships and Sex Education (RSE) and Health Education published by the Department for Education. For EYFS (reception) units it shows which Development Matters statements and Early Learning goals each unit is working towards.
A Knowledge Organiser that captures the essential knowledge and skills learnt throughout the unit Spanish, Year 5, Describing friends and family.
This resource is designed to support pupils as they learn to describe family members and relationships in Spanish. It introduces key vocabulary for family roles (such as hermano, abuela, and primo) and extends understanding with terms for step- and half-relatives. Through illustrated family trees, pupils explore sentence structures used to describe people and relationships, including how to express sibling information and identify others using the question ¿Quién es? (Who is it?). The document also reinforces verb conjugations and subject pronouns in the present tense, helping pupils construct accurate sentences using me llamo, tengo, and vive. It provides an engaging foundation for confidently discussing personal relationships in Spanish.
