| Term | Autumn A | Autumn B | Spring A | Spring B | Summer A | Summer B |
| Topic | World War 2- Escape to the Country | Rainforests | Journey Back to Baghdad | |||
| Educational Visits and Visitor to School | Beamish – Workshop based on the life as an evacuee
Technology Tom – constructing Lighthouses Visit to the Remembrance garden at Saltwell Park Carol Singing School visit to the Pantomime |
Chris Connaughton Nissan |
Holland – residential Visit Transition |
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| Maths – Cross Curricular links | Science – measurement (Length)
statistics – line graphs
DT – measurement (Length) measurement (mass) |
Geography – statistics – managing data, mean, bar charts
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Art – transformation – translation, rotation, reflection
DT – measurement – circular city Science – statistics – line graphs Geography – coordinates (6 figure grid reference) |
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| Science
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Light
Recognise that light appears to travel in straight lines use the idea that light travels in straight lines to explain that objects are seen because they give out or reflect light into the eye Explain that we see things because light travels from light sources to our eyes or from light sources to objects and then to our eyes Use the idea that light travels in straight lines to explain why shadows have the same shape as the objects that cast them.
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Electricity
Associate the brightness of a lamp or the volume of a buzzer with the number and voltage of cells used in the circuit Compare and give reasons for variations in how components function, including the brightness of bulbs, the loudness of buzzers and the on/off position of switches Use recognised symbols when representing a simple circuit in a diagram |
Living things and their habitats
Describe how living things are classified into broad groups according to common observable characteristics and based on similarities and differences, including microorganisms, plants and animals Give reasons for classifying plants and animals based on specific characteristics |
Evolution and inheritance
Recognise that living things have changed over time and that fossils provide information about living things that inhabited the Earth millions of years ago Recognise that living things produce offspring of the same kind, but normally offspring vary and are not identical to their parents Identify how animals and plants are adapted to suit their environment in different ways and that adaptation may lead to evolution |
Animals including humans
Identify and name the main parts of the human circulatory system, and describe the functions of the heart, blood vessels and blood Recognise the impact of diet, exercise, drugs and lifestyle on the way their bodies function Describe the ways in which nutrients and water are transported within animals, including humans. |
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| R.E.
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Christianity
Beliefs and Meanings Is anything ever eternal? |
Christianity
Christmas How significant is it that Mary was Jesus’ mother? |
Christianity
Easter Is Christianity still a strong religion 2000 years after Jesus was on Earth? |
Islam
Beliefs and Practices What is the best way for a Muslim to show commitment to God? Beliefs and Moral Values Does belief in Akhirah (life after death) help Muslims lead good lives? |
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| History
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A study of an aspect or theme in British history that extends pupils’ chronological knowledge beyond 1066
World War 2 – What started the War? Devise historically valid questions about change, cause, similarity and difference Time line of events World leaders Devise historically valid questions about change, cause, similarity and difference The Blitz/Air raids Propaganda Understand the role of opinion and propaganda Evacuation Devise historically valid questions about change, cause, similarity and difference Rationing Effects of the War (Britain and Worldwide) Speculate – what if? What if England lost the war? Speculate and hypothesise about the past, formulating their own theories about reasons for change What problems are we facing today that are global events? Speculate how present events and actions might be seen and judged in the future Anne Frank Interpret the past using a range of concepts and ideas |
A non-European society that provides contrasts with British history- one study chosen from: early Islamic civilization, including a study of Baghdad AD 90
Where is Baghdad? Study of society and culture Devise historically valid questions about change, cause, similarity and difference Interpret the past using a range of concepts and ideas The Silk Road Speculate and hypothesise about the past, formulating their own theories about reasons for change Influence on modern day Devise historically valid questions about change, cause, similarity and difference The circular city Historical connections Note connections, contrasts and trends over time Comparison between Baghdad and London in the same period of time Devise historically valid questions about change, cause, similarity and difference
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| Geography
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Locational Knowledge
Locate the World’s countries, using maps to focus on Europe (including the location of Russia) concentrating on their environmental regions, key physical and human characteristics, countries and major cities
Mapping countries involved in WW2 and those which were neutral. Why were some occupied and others not? Speculate and hypothesise about what is found Recognise dependent links and relationships in both physical and human geography |
Place knowledge
understand geographical similarities and differences through the study of human and physical geography of a region of the United Kingdom and a region within North or South America
Identify locations in South America (link to Journey to the River Sea) Study Manus and surrounding villages compared to London Analyse data – population data-using similarity and difference Speculate and hypothesise about what is found
Locational knowledge Locate the world’s countries, using maps to focus on North and South America, concentrating on their environmental regions, key physical and human characteristics, countries, and major cities
Location of the Amazon river – differences in the Countries it passes through
Human and Physical Geography Physical geography, including: climate zones, biomes and vegetation belts, rivers
Rainforest study Carefully select sources of evidence and sift information Collect statistics about people places and set up a data base from field work and research
Human geography, including: types of settlement and land use, economic activity including trade links, and the distribution of natural resources including energy, food, minerals and water
Deforestation – long term effects Suggest relevant issues for further study Suggest plausible conclusions and back up with evidence Suggest how human activities can cause changes to environment and to the views different people hold Make a plausible case for environmental change Interpret other peoples’ arguments for change analysing their viewpoint Fairtrade Recognise dependant links and relationships in both physical and human geography |
Geographical Skills and fieldwork
Use the eight points of a compass, four and six-figure grid references, symbols and key (including the use of Ordnance Survey maps) to build their knowledge of the United Kingdom and the wider world
Place knowledge understand geographical similarities and differences through the study of human and physical geography of a region of the United Kingdom, a region in a European country,
Study of an area in Holland Identifying features on an ordnance survey map of area. Use a 6 figure grid reference Use a compass to follow a route |
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| Art and Design
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Create sketch books to record their observations and use them to review and revisit ideas and collect visual material to help them develop ideas
Improve mastery of techniques, such as drawing painting and sculpture with materials
Charcoal images of the blitz Pencil portraits of political leaders Remembrance inspired art work Study the designs of Coco Chanel Use of papier mache (Lighthouse project DT)
Master control of a range of different materials Use sketch books to record observations Use colour to express feeling (Black and white – Blitz) Choose the appropriate tupe of paint for a specific image or effect Be inspired by the work of artists, architects and designers and adapt the different ideas and techniques to create own pieces of work Review and evaluate their work and the work of others
Christmas Cards Use sketch books to record observations
Calendars |
Improve mastery of techniques, such as drawing painting and sculpture with materials
Learn about the greatest artists, architects and designers in history
Modroc carnival masks/modelling Animal paintings Tribal patterns/images Work in the style of Romero Britto
Use colour to express feeling Use sketch books to record observations Master control of a range of different materials Identify the different art, craft and design techniques used by artists and designers Draw using coloured media descriptively and expressively Use modroc to create a 3D object or sculpture Choose the appropriate type of paint for a specific image or effect Be inspired by the work of artists, architects and designers and adapt the different ideas and techniques to create own pieces of work Review and evaluate their work and the work of others
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Create sketch books to record their observations and use them to review and revisit ideas and collect visual material to help them develop ideas
Improve mastery of techniques, such as drawing painting and sculpture with materials Learn about the greatest artists, architects and designers in history
Weaving Islamic art – painting/patterns with pen/ink Study the architecture of Zaha Hadid Use colour to express feeling Master control of a range of different materials Draw using coloured media descriptively and expressively Use weaving techniques to create a pattern Be inspired by the work of artists , architects and designers and adapt the different deas and techniques to create own pieces of work Review and evaluate their work and the work of others
Vincent Van Gogh Artist Study (Report piece) Photographic work – edit photos from residential – Photographic diary of week in school
Use colour to express feeling Master control of a range of different materials Identify the different art, craft and design techniques used by artists and designers Use sketch books to record observations Draw using coloured media descriptively and expressively Choose the appropriate tupe of paint for a specific image or effect Be inspired by the work of artists, artitects and designers and adapt the different ideas and techniques to create own pieces of work Review and evaluate their work and the work of others Edit Photographic images using a computer
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| Design Technology
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Cooking and Nutrition
Understand and apply the principles of a healthy and varied diet Prepare and cook a variety of predominantly savoury dishes using a range of cooking techniques Prepare and cook a variety of predominantly savoury dishes safely and hygienically, including, where appropriate, the use of a heat source (microwave or hob—boiling, frying or heating) To use a range of techniques such as peeling, chopping, grating and slicing. Know that recipes can be adapted to change the appearance, taste, texture and aroma. Understand the need for correct food storage Measure accurately Workout ratios in recipes (proportions) Follow procedures for safety including protective clothing Evaluate Investigate and analyse a range of existing products Evaluate their ideas and products against their own design criteria and consider the views of others to improve their work Understand how key events and individuals in design and technology have helped shape the world Indicate the design features of their products that will appeal to intended users Use their design criteria to evaluate their completed products Explain their choice of materials and components according to functional properties and aesthetic qualities Explain their choice of tools and equipment in relation to the skills and techniques they will be using Investigate how much products cost to make, how innovative products are (e.g. electric cars) and what impact products have beyond their intended purpose Identify the needs, wants, preferences and values of particular individuals and groups Recognise when their products have to fulfil conflicting requirements Carry out research, using surveys, interviews, questionnaires and web-based resources Make WW2 Carrot cookies Develop a Wartime recipe booklet Make Pancakes, Pumpkin Soup, bubble and squeak WW2 Rationing meals
Technical knowledge Understand and use electrical systems in their products [for example, series circuits incorporating switches, bulbs, buzzers and motors] Understand that electrical systems have an input, process and output Research, Design, Make and Evaluate (Verbal, Drawing and Written) how more complex electrical circuits and components can be used to create functional products.
Morse Code – Who cracked the code? Working lighthouse
Design Use research and develop design criteria to inform the design of innovative, functional, appealing products that are fit for purpose, aimed at particular individuals or groups. Generate, develop, model and communicate their ideas through discussion, annotated sketches, cross-sectional and exploded diagrams, prototypes, pattern pieces and computer-aided design. Generate innovative ideas drawing on research Use annotated sketches, cross-sectional drawings and exploded diagrams to develop and communicate their ideas Make design decisions, taking account of constraints such as time, resources and cost Make Select from and use a wider range of tools and equipment to perform practical tasks [for example, cutting, shaping, joining and finishing], accurately Select from and use a wider range of materials and components, including construction materials, textiles and ingredients, according to their functional properties and aesthetic qualities Accurately apply a range of finishing techniques Demonstrate resourcefulness, e.g. make refinements through testing Evaluate Investigate and analyse a range of existing products Evaluate their ideas and products against their own design criteria and consider the views of others to improve their work Understand how key events and individuals in design and technology have helped shape the world Indicate the design features of their products that will appeal to intended users Use their design criteria to evaluate their completed products Explain their choice of materials and components according to functional properties and aesthetic qualities Explain their choice of tools and equipment in relation to the skills and techniques they will be using Investigate how much products cost to make, how innovative products are (e.g. electric cars) and what impact products have beyond their intended purpose Identify the needs, wants, preferences and values of particular individuals and groups Recognise when their products have to fulfil conflicting requirements Carry out research, using surveys, interviews, questionnaires and web-based resources Design, build and evaluate an air-raid shelter Design, build and make lighthouses
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Design
Use research and develop design criteria to inform the design of innovative, functional, appealing products that are fit for purpose, aimed at particular individuals or groups. Generate, develop, model and communicate their ideas through discussion, annotated sketches, cross-sectional and exploded diagrams, prototypes, pattern pieces and computer-aided design. Generate innovative ideas drawing on research Use annotated sketches, cross-sectional drawings and exploded diagrams to develop and communicate their ideas Make design decisions, taking account of constraints such as time, resources and cost Make Select from and use a wider range of tools and equipment to perform practical tasks [for example, cutting, shaping, joining and finishing], accurately Select from and use a wider range of materials and components, including construction materials, textiles and ingredients, according to their functional properties and aesthetic qualities Accurately apply a range of finishing techniques Demonstrate resourcefulness, e.g. make refinements through testing Evaluate Investigate and analyse a range of existing products Evaluate their ideas and products against their own design criteria and consider the views of others to improve their work Understand how key events and individuals in design and technology have helped shape the world Indicate the design features of their products that will appeal to intended users Use their design criteria to evaluate their completed products Explain their choice of materials and components according to functional properties and aesthetic qualities Explain their choice of tools and equipment in relation to the skills and techniques they will be using Investigate how much products cost to make, how innovative products are (e.g. electric cars) and what impact products have beyond their intended purpose Identify the needs, wants, preferences and values of particular individuals and groups Recognise when their products have to fulfil conflicting requirements Carry out research, using surveys, interviews, questionnaires and web-based resources Design and build a raft/boat for travelling down the Amazon that can withstand certain criteria Amazon Rainforest Jungle layers diorama
Technical knowledge Apply their understanding of computing to program, monitor and control their products. Understand how to program a computer to control their products (Scratch) Understand how to program a computer to monitor changes in the environment/ control their products (Lego Mindstorms)
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Design
Use research and develop design criteria to inform the design of innovative, functional, appealing products that are fit for purpose, aimed at particular individuals or groups. Generate, develop, model and communicate their ideas through discussion, annotated sketches, cross-sectional and exploded diagrams, prototypes, pattern pieces and computer-aided design. Generate innovative ideas drawing on research Use annotated sketches, cross-sectional drawings and exploded diagrams to develop and communicate their ideas Make design decisions, taking account of constraints such as time, resources and cost Make Select from and use a wider range of tools and equipment to perform practical tasks [for example, cutting, shaping, joining and finishing], accurately Select from and use a wider range of materials and components, including construction materials, textiles and ingredients, according to their functional properties and aesthetic qualities Accurately apply a range of finishing techniques Demonstrate resourcefulness, e.g. make refinements through testing Evaluate Investigate and analyse a range of existing products Evaluate their ideas and products against their own design criteria and consider the views of others to improve their work Understand how key events and individuals in design and technology have helped shape the world Indicate the design features of their products that will appeal to intended users Use their design criteria to evaluate their completed products Explain their choice of materials and components according to functional properties and aesthetic qualities Explain their choice of tools and equipment in relation to the skills and techniques they will be using Investigate how much products cost to make, how innovative products are (e.g. electric cars) and what impact products have beyond their intended purpose Identify the needs, wants, preferences and values of particular individuals and groups Recognise when their products have to fulfil conflicting requirements Carry out research, using surveys, interviews, questionnaires and web-based resources Make the Round City of Baghdad
Evaluate Investigate and analyse a range of existing products Evaluate their ideas and products against their own design criteria and consider the views of others to improve their work Understand how key events and individuals in design and technology have helped shape the world Identify great engineers and their work and use research of engineers to influence work Transitions – Change in telephones, (Alexander Graham Bell to Steve Jobs), Circular city and solar city (Elon Musk) Investigate and analyse how innovative products are (e.g. electric cars) and what impact products have beyond their intended purpose Tesla (Elon Musk)
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| Music
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Develop an understanding of the history of music
Listen with attention to detail and recall sounds with increasing aural memory
Play and perform in solo and ensemble contexts, using their voices and play musical instruments with increasing accuracy, fluency, control and expression
Identify the purpose of and evaluate pieces of music
Singing a range of WW2 songs Christmas Carol service
Perform with full control, confidence and competence Polish their own performance through practice and rehearsal |
Listen with attention to detail and recall sounds with increasing aural memory
Improvise and compose music for a range of purposes using the interrelated dimensions of music
Evaluate music inspired by the rainforest Identify how different sounds can relate to the mood of a piece of music Compose music around a theme Create musical notation for their own music Play music based on created notation Develop ideas with distinct musical structures Identify and explore the relationship between sounds Convey intentions through compositions Use a wide range of musical devices such as melody, rhythm, chords and structures Appreciate and use harmonies to compose. Compose music for different occasions
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Use and understand staff and other musical notations.
Play and perform in solo and ensemble contexts, using their voices and play musical instruments with increasing accuracy, fluency, control and expression Develop an understanding of the history of music
Appreciate and understand a wide range of high quality live and recorded music, drawn from different traditions and great composers and musicians
Analysis the difference between listening to music and watching it be performed
Composer study
Signing for Y6 production Perform with full control, confidence and competence Polish their own performance through practice and rehearsal
Develop aural skills, explaining how musical elements are used in certain moods/genres of music Develop use and understanding of standard notation Evaluate differences in live and recorded performances Consider how one piece of music may be interpreted in different ways by different performers, sometimes according to venue and occasion. Express some musical opinions with reference to famous composers |
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| Computing
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Use technology safely, respectfully and responsibly; recognise acceptable/unacceptable behaviour; identify a range of ways to report concerns about content and contact.
Understand the opportunities networks offer for communication and collaboration
Use search technologies effectively, appreciate how results are selected and ranked, and be able to evaluate digital content.
Digital Literacy – create a personal profile, upload information onto a blog and write positive comments on a web page
Understand a digital footprint and online safety
-Understand how search engines work e.g. using Google and evaluating the credibility of information online -Use social networking sites respectfully, responsibly and sensibly by completing the DigitalME Safenetworking course
-Know how to share appropriate content and comments on social networks
-Understand how publishing information creates a digital footprint |
Understand computer networks including the internet; how they can provide multiple services such as the World Wide Web
Understand computer networks including the internet e.g. tracing servers around the world -Describe how information is passed between computers and networks e.g. using Cisco games
Use sequence, selection and repetition in programs work with variables and various forms of input and output
Design, write and debug programs to achieve specific goals, including solving problems Use logical reasoning to explain how algorithms work and detect and correct errors in algorithms and programs
Investigate computer networks including the internet e.g. tracing servers around the world Describe how the school network works and how information is passed between computers and networks To use scratch to create a maze game Plan and design complex multi-level games -Control an on-screen icon using text based controls, including responding to sensors and repeating written algorithms -Detect and correct errors in programs
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Use search technologies effectively
Select, use and combine a variety of software (including the internet) on a range of digital devices to design and create a range of programs, systems and content that accomplish given goals, including collecting, analysing, evaluating and presenting data and information
-Save documents and images into different formats for different purposes -Add, amend and combine different forms of information in different ways -To create an interactive activity by adding hyperlinks |
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| P.E.
Across All Use a range of criteria to judge own or others work. -Monitor their own heart rate and breathing. -Understand how heart rate and breathing slows after exercise. -Know and use the relationship between power and stamina.
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Develop flexibility, strength, technique, control and balance –
Compare their performances with previous ones and demonstrate improvement to achieve their personal best. Gymnastics
Demonstrate precision, control and fluency. -Sustain movements over a longer period of time. -Convey expression and emotion in performance. -Use changes in and combinations of direction, level and speed with increasingly complex sequences. -Begin to improvise based on previous skills. -Plan, perform and repeat sequences including change in speed and level.
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Play competitive games, modified where appropriate and apply basic principles suitable for attacking and defending
Volleyball Combine, vary and choose appropriate strategies and tactics. -Choose and use the most appropriate skills, tactics and actions to cause problems.
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Perform dances using a range of movement patterns
Compare their performances with previous ones and demonstrate improvement to achieve their personal best. Dance Demonstrate precision, control and fluency. -Sustain movements over a longer period of time. -Convey expression and emotion in performance. -Use changes in and combinations of direction, level and speed with increasingly complex sequences. -Begin to improvise based on previous skills. -Plan, perform and repeat sequences including change in speed and level. |
Play competitive games, modified where appropriate –
Badminton
Combine, vary and choose appropriate strategies and tactics. -Choose and use the most appropriate skills, tactics and actions to cause problems.
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Develop flexibility, strength, technique, control and balance – Use running, jumping, throwing and catching in isolation Compare their performances with previous ones and demonstrate improvement to achieve their personal best.
Indoor Athletics -Demonstrate precision, control and fluency. -Sustain movements over a longer period of time. -Convey expression and emotion in performance. -Use changes in and combinations of direction, level and speed with increasingly complex sequences. -Begin to improvise based on previous skills. -Plan, perform and repeat sequences including change in speed and level.
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| Play competitive games, modified where appropriate
and apply basic principles suitable for attacking and defending Use running, jumping, throwing and catching in isolation and in combination
Tag Rugby -Throw with accuracy and power. -Combine, vary and choose appropriate strategies and tactics. -Choose and use the most appropriate skills, tactics and actions to cause problems. -Know how to keep possession -Work within a team with less focus on self. -Understand that a winning team has not always been the best one. |
Take part in outdoor and adventurous activity challenges both individually and within a team
Read a variety of maps and plans accurately, recognising symbols and features -Use physical and teamwork skills successfully and efficiently in a variety of different challenges -Know how to prepare physically and organisationally to be safe and efficient -Are clear about what they have to achieve and recognise the importance of planning -Identify what they have done well and adapt plans to be more efficient when facing similar challenges Play competitive games, modified where appropriate and apply basic principles suitable for attacking and defending Football Combine, vary and choose appropriate strategies and tactics. -Choose and use the most appropriate skills, tactics and actions to cause problems. -Know how to keep possession -Work within a team with less focus on self. -Understand that a winning team has not always been the best one.
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Play competitive games, modified where appropriate and apply basic principles suitable for attacking and defending
Tennis Combine, vary and choose appropriate strategies and tactics. -Choose and use the most appropriate skills, tactics and actions to cause problems.
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Play competitive games, modified where appropriate
and apply basic principles suitable for attacking and defending
Basketball -Throw with accuracy and power. -Combine, vary and choose appropriate strategies and tactics. -Choose and use the most appropriate skills, tactics and actions to cause problems. -Know how to keep possession -Work within a team with less focus on self. -Understand that a winning team has not always been the best one. |
Play competitive games, modified where appropriate
and apply basic principles suitable for attacking and defending Use running, jumping, throwing and catching in isolation and in combination
Cricket -Throw with accuracy and power. -Combine, vary and choose appropriate strategies and tactics. -Choose and use the most appropriate skills, tactics and actions to cause problems. -Know how to keep possession -Work within a team with less focus on self. -Understand that a winning team has not always been the best one. |
Develop flexibility, strength, technique, control and balance –
Use running, jumping, throwing and catching in isolation Compare their performances with previous ones and demonstrate improvement to achieve their personal best.
Outdoor Athletics -Demonstrate precision, control and fluency. -Sustain movements over a longer period of time. -Convey expression and emotion in performance. -Use changes in and combinations of direction, level and speed with increasingly complex sequences. -Begin to improvise based on previous skills. -Plan, perform and repeat sequences including change in speed and level. |
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| Project Afternoon | History
Ask and answer historically valid questions about WW2
Art Evaluate images inspired by WW2 and then create their own
Geography An in depth study of Europe during WWII – presented on a map
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English
Piece of writing inspired by the story of Anne Frank Music Evaluate WW2 songs and then write and perform own song Art Produce original poppy designs in colour, black and white and 3D
Science Research, design and build a working periscope |
Geography
Create a pictorial map showing the countries of South America
Science Classification and report about a rainforest animal
Art Create an image that shows contrast between beauty of the rain forest and deforestation
DT Design, make and evaluate a vehicle to travel down the Amazon |
Computing
Independent study of a South American country presented using Power Point
English Research and write Rainforest poetry
DT Research, design and create a carnival mask using Modroc
Maths Climate comparison finding averages and drawing graphs |
History
Produce a written report about the circular city
Art Create a mood board inspired by Islamic art and then create a final piece with a focus on colour |
Geography
Travel Journal a European country including country details and personal reflections
Personal Project Multi layered project including a number of different NC subjects |