Seabrook C of E Primary School Curriculum Overview Upper KS2 Cycle A (Year 5 and 6) Subject Term 1 Term 2 Term 3 Term 4 Term 5 Term 6 Science Religious Education Animals including humans Describe the changes as humans develop from birth to old age. Judaism Birth; Birthdays; Bar/bat mitzvah; Marriage etc. Earth and Space Describe the movement of the Earth, and other planets, relative to the Sun in the solar system Describe the movement of the Moon relative to the Earth Describe the Sun, Earth and Moon as approximately spherical bodies Use the idea of the Earth s rotation to explain day and night and the apparent movement of the Sun across the sky Christianity Ceremonies Confirmation Marriage Forces Explain that unsupported objects fall towards the Earth because of the force of gravity acting between the Earth and the falling object Identify the effects of air resistance, water resistance and friction, that act between moving surfaces Recognise that some mechanisms, including levers, pulleys and gears, allow a smaller force to have a greater effect. Christianity Jesus and Authority Trouble with the Sabbath Forces may need to be continued this term Christianity The World wide Church Easter Properties and changes of material Compare and group together everyday materials Understand that some materials will dissolve in liquid to form a solution decide how mixtures might be separated, Give reasons, based on evidence from comparative and fair tests, for the particular uses of everyday materials, Demonstrate that dissolving, mixing and changes of state are reversible changes Explain that some changes result in the formation of new materials, and that this kind of change is not usually reversible Islam The journey of life Birth Marriage All living things Describe the differences in the life cycles of a mammal, an amphibian, an insect and a bird Describe the life process of reproduction in some plants and animals. Living a Christian Life 1
History/ Geography Death (remembering), Death rituals Funerals Christmas History: Local History: The Viking and Anglo-Saxon struggle for the Kingdom of England to the time of Edward the Confessor a chronologically secure knowledge and understanding of British, local and world history clear narratives within and across the periods studied connections, contrasts and trends over time appropriate use of historical terms how to devise historically valid questions about change, cause, similarity and difference and their significance how to construct informed responses that involve thoughtful selection and organisation of relevant historical information how our knowledge of the past is constructed from a range of sources This could include: Viking raids and invasion resistance by Alfred the Great and Athelstan, first king of England further Viking invasions and Danegeld Anglo-Saxon laws and justice Edward the Confessor and his death in 1066 This could include: a study over time tracing how several aspects of national history are reflected in the locality The question about paying taxes, Healing Miracles Natures Miracles, Geography: Contrasting UK Locality with a South American Locality Locational knowledge locate the world s countries, using maps to focus on South America, concentrating on their environmental regions, key physical and human characteristics, countries, and major cities name and locate counties and cities of the United Kingdom, geographical regions and their identifying human and physical characteristics, key topographical features (including hills, mountains, coasts and rivers), and land-use patterns; and understand how some of these aspects have changed over time identify the position and significance of latitude, longitude, Equator, Northern Hemisphere, Southern Hemisphere, the Tropics of Cancer and Capricorn, Arctic and Antarctic Circle, the Prime/Greenwich Meridian and time zones (including day and night) Place knowledge understand geographical similarities and differences through the study of human and physical geography of a region of the United Kingdom and South America Human and physical geography describe and understand key aspects of: physical geography, including: climate zones, biomes and vegetation belts, rivers, mountains, volcanoes and earthquakes, and the water cycle human geography, including: types of Death/ Life after Death Pentecost History: A non-european society that provides contrasts with British history: Mayan civilization c. AD 900 a chronologically secure knowledge and understanding of British, local and world history clear narratives within and across the periods studied connections, contrasts and trends over time appropriate use of historical terms how to devise historically valid questions about change, cause, similarity and difference and their significance how to construct informed responses that involve thoughtful selection and organisation of relevant historical information how our knowledge of the past is constructed from a range of sources 2
Art and Design a study of an aspect of history or a site that is significant in the locality. Exploring the work of Henri Rousseau as a stimulus for developing painting and drawing skills (links to Geography topic on rainforests) To improve their mastery of art and design techniques, including drawing, painting and sculpture with a range of materials (e.g. pencil, Creating ongoing individual sketchbooks To create sketchbooks to record their observations and use them to review and Developing drawing & painting skills through Christmas preparation/crafts To improve their mastery of art and design techniques, including drawing, painting and sculpture with a range of materials (e.g. pencil, Creating ongoing individual sketchbooks To create sketchbooks to record their observations and use them to review and revisit ideas settlement and land use, economic activity including trade links, and the distribution of natural resources including energy, food, minerals and water Geographical skills and fieldwork use maps, atlases, globes and digital/computer mapping to locate countries and describe features studied 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 use fieldwork to observe, measure, record and present the human/physical features in the local area using a range of methods, inc: sketch maps, plans, graphs, and digital technologies. Exploring work of sculptor Henry Moore as a stimulus for developing sculpture skills using clay To improve their mastery of art and design techniques, including drawing, painting and sculpture with a range of materials (e.g. pencil, Creating ongoing individual sketchbooks To create sketchbooks to record their observations and use them to review and revisit ideas Developing painting and drawing skills (pencil, charcoal & pastels) through the work of John Constable To improve their mastery of art and design techniques, including drawing, painting and sculpture with a range of materials (e.g. pencil, charcoal, paint, clay) Creating ongoing individual sketchbooks To create sketchbooks to record their observations and use them to review and revisit ideas ART GALLERY PREPARATION 3
revisit ideas Computing MFL Programming - We are Game Developers Developing an interactive game Computational Thinking We are Cryptographers Cracking codes Creativity We are Artists Fusing geometry and art Computer Networks We are Web Developers Creating a web page about cyber safety Communication/Col laboration We are Bloggers Sharing experiences and opinions TBC TBC TBC TBC TBC TBC Productivity We are Architects Creating a virtual space Physical Education Design Technology Gym Bridges Flight Dance Rubbish What a Card! Word Power 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. Gym Functional use of the Limbs Turning and Spinning Dance City Life Pleased to See You Volcanoes Punch and Wrestle OAA Listening / Communication / Teambuilding / Problem Solving / Orienteering Games Net / Court / Wall Games Invasion and Target (Ball Handling) Athletics Running Chase the Tail / Rock, Paper, Scissors / Trains / Quick Start / Getting Faster Jumping Spot to Spot / Dice Jump / How Few Hops Throwing Caterpillars and Crabs / Pass It On / Ball Relay / Step Back / Push Golf Games Invasion Games (Implement and Kicking) Striking and Fielding Games To be taught throughout the year: Making a product using the skills 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, crosssectional and exploded diagrams, prototypes, patterns pieces and computer aided design Make 4
Music -Understand seasonality and know where and how a variety of ingredients are grown, reared, caught and processed. Ongoing sessions to learn a tuned instrument - Use and understand staff and other al notations - Play and perform in solo and ensemble contexts, using their voices and playing al instruments with increasing accuracy, fluency, control and - Listen with attention to detail and recall sounds with increasing aural memory. - Improvise and compose for a range of purposes using the inter- Christmas Play rehearsals Developing singing skills -Play and perform in solo and ensemble contexts, using their voices and playing al instruments with increasing accuracy, fluency, control and -Select from and use a wider range of tools and equipment to perform practical tasks (eg cutting, shaping, joining & finishing) accurately -Select from and use a wide range of materials and components, including construction materials, textiles and ingredients, according to their functional properties and aesthetic qualities. Evaluate -Investigate and analyse a range of existing products. -Evaluate their ideas and products against design criteria and consider the views of others to improve their work. -Understand how key events and individuals in design and technology have helped to shape the world. Technical knowledge -Apply their understanding of how to strengthen, stiffen and reinforce more complex structures. -Understand and use mechanical systems in their products (eg: gears, pulleys, cams, levers and linkages) -Understand and use electrical systems in their products (eg: series circuits, incorporating switches, bulbs, buzzers and motors) -Apply their understanding of computing to program, monitor and control their products. Ongoing sessions to learn a tuned instrument - Use and understand staff and other al notations - Play and perform in solo and ensemble contexts, using their voices and playing al instruments with increasing accuracy, fluency, control and - Listen with attention to detail and recall sounds with increasing aural memory. - Improvise and compose for a range of purposes using the inter-related dimensions of Developing composition/improvisationskills - Improvise and compose for a range of purposes using the inter-related dimensions of Ongoing sessions to learn a tuned instrument - Use and understand staff and other al notations - Play and perform in solo and ensemble contexts, using their voices and playing al instruments with increasing accuracy, fluency, control and - Listen with attention to detail and recall sounds with increasing aural memory. - Improvise and compose for a range of purposes using the inter-related dimensions of Music from different traditions and composers - Appreciate and understand a wide range of high quality live and recorded drawn from different traditions and from great composers and ians - Listen with attention to detail and recall sounds with increasing aural memory. 5
related dimensions of History of - To develop an understanding of the history of (link to History theme) PHSE New beginnings - developing children s knowledge, understanding of: empathy, selfawareness, social skills and motivation. S.E.A.L Getting on and falling out - developing children's knowledge, understanding and skills of: empathy, managing feelings (with a focus on anger) and social skills. Say no to bullying - revisits four of the key social and emotional aspects of learning through a focus on bullying what it is, how it feels, why people bully, how we can prevent and respond to it, and how children can use their social, emotional and behavioural skills to tackle this crucial problem. Going for Goals focuses on the key aspect of motivation, with a subsidiary focus on self-awareness. It gives an important opportunity for all children s abilities, qualities and strengths to be valued. Good to be me focusing specifically on feelings. It explores feelings in the context of the child as an individual, developing self-awareness and helping the child to realise that it really is Good to be me'. Relationships focusing on feelings. It explores feelings within the context of our important relationships including family and friends. Changes tackles the issue of change and aims to equip children with an understanding of different types of change, positive and negative, and common human responses to it. E-Safety E-Awareness Children understand the potential risks of providing personal information in an increasing range of online technologies both within and outside school. Online Research Children develop their online set of protocols in order to keep safe online. Children recognise inaccuracy and bias on the web and evaluate websites for their validity. Communication and Collaboration Children use online tools to exchange information and collaborate with others within and beyond their school and begin to evaluate their effectiveness. 6
Seabrook C of E Primary School - Curriculum Overview Upper KS2 Cycle B (Year 5 and 6) Subject Term 1 Term 2 Term 3 Term 4 Term 5 Term 6 Science Religious Education Living Things and Their Environment 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. Judaism 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. Christianity 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. Sikhism 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 Christianity Animals including humans Identify and name the main parts of the human circulatory system, and explain 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. Sikhism Living a Christian Life 7
History/ Geography Menorah Rosh Hashanah Yom Kippur Hanukkah Pesach 1 & 2 The Bible Why is it important? What can be found in it? What can be learnt from it? The story of Mary Jones Christmas History: Ancient Greece - a study of Greek life and achievements and their influence on the western world a chronologically secure knowledge and understanding of British, local and world history clear narratives within and across the periods studied connections, contrasts and trends over time appropriate use of historical terms how to devise historically valid questions about change, cause, similarity and difference and their significance how to construct informed responses that involve thoughtful selection and organisation of relevant historical information how our knowledge of the past is constructed from a range of sources Guru Nanak Guru Granth sahib Gurdwara Eucharist/communion Prayers Easter Geography: Here, There and Everywhere Locational knowledge locate the world s countries, using maps, concentrating on their environmental regions, key physical and human characteristics, countries, and major cities name and locate counties and cities of the United Kingdom, geographical regions and their identifying human and physical characteristics, key topographical features (including hills, mountains, coasts and rivers), and land-use patterns; and understand how some of these aspects have changed over time identify the position and significance of latitude, longitude, Equator, Northern Hemisphere, Southern Hemisphere, the Tropics of Cancer and Capricorn, Arctic and Antarctic Circle, the Prime/Greenwich Meridian and time zones (including day and night) Place knowledge understand geographical similarities and differences through the study of human and physical geography Human and physical geography describe and understand key aspects of: physical geography, including: climate zones, biomes and vegetation belts, rivers, mountains, volcanoes and earthquakes, and the water cycle 5 Ks Symbols Festivals Pentecost History: Tudors and Stuarts - a study of an aspect or theme in British history that extends pupils chronological knowledge beyond 1066 a chronologically secure knowledge and understanding of British, local and world history clear narratives within and across the periods studied connections, contrasts and trends over time appropriate use of historical terms how to devise historically valid questions about change, cause, similarity and difference and their significance how to construct informed responses that involve thoughtful selection and organisation of relevant historical information how our knowledge of the past is constructed from a range of sources 8
Art and Design Exploring Greek art & architecture to develop sculpture skills To improve their mastery of art and design techniques, including drawing, painting and sculpture with a range of materials (e.g. pencil, Creating ongoing individual sketchbooks To create sketchbooks to record their observations and use them to review and revisit ideas Developing drawing & painting skills through Christmas preparation/crafts To improve their mastery of art and design techniques, including drawing, painting and sculpture with a range of materials (e.g. pencil, Creating ongoing individual sketchbooks To create sketchbooks to record their observations and use 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 Geographical skills and fieldwork use maps, atlases, globes and digital/computer mapping to locate countries and describe features studied 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 use fieldwork to observe, measure, record and present the human/physical features in the local area using a range of methods, inc: sketch maps, plans, graphs, and digital technologies. Exploring work of artist Hans Holbein as a stimulus for own paintings and drawings to develop painting and drawing skills To improve their mastery of art and design techniques, including drawing, painting and sculpture with a range of materials (e.g. pencil, Creating ongoing individual sketchbooks To create sketchbooks to record their Developing painting skills and drawing skills through the work of Piet Mondrian To improve their mastery of art and design techniques, including drawing, painting and sculpture with a range of materials (e.g. pencil, Exploring local artists & community links. Creating ongoing individual sketchbooks To create sketchbooks to record their observations and use them to review and revisit ideas 9
Computing MFL Programming We are Planners develop an awareness of the capabilities of smartphones and tablets understand geolocation, including GPS identify interesting, solvable problems evaluate competing products pitch a proposal for a smartphone or tablet app. them to review and revisit ideas Computational Thinking We are Project Managers scope a project to identify different components that must be successfully combined identify their existing talents and plan how they can develop further knowledge and skills identify the component tasks of a project and develop a timeline to track progress identify the resources they ll need to accomplish a project use web-based research skills to source tools, content and other resources consider strategies to ensure the quality of a collaborative project. observations and use them to review and revisit ideas Creativity We are Market Researchers create a set of good survey questions analyse the data obtained from a survey work collaboratively to plan questions conduct an interview or focus group analyse and interpret the information obtained from interviews or a focus group present their research findings. Computer Networks We are Interface Designers work collaboratively to design the app s interface use wireframing tools to create a design prototype of their app develop or source the individual interface components (media assets) they will use address accessibility and inclusion issues document their design decisions and the process they ve followed. Communication / Collaboration We are App Developers become familiar with another programming toolkit or development platform import existing media assets to their project write down the algorithms for their app program, debug and refine the code for their app thoroughly test and evaluate their app. TBC TBC TBC TBC TBC TBC Productivity We are Marketers consider key marketing messages, including identifying a unique selling point develop a printed flyer or brochure incorporating text and images further develop knowledge, skills and understanding in relation to creating a website further develop skills relating to shooting and editing video. 10
Physical Education Design Technology Gym Matching and Mirroring Synchronisation and Canon Dance The World of Sport Mix and Match Theseus and the Minotaur Cradle 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. -Understand seasonality and know where and how a variety of ingredients are grown, reared, caught and processed. Gym Holes and Barriers Counter Balance and Counter Tension Dance The Rainforest Hunting in Unknown Territory Flight from Danger English Country Dance OAA Listening / Communication / Teambuilding / Problem Solving / Orienteering Games Invasion Games Implement and Kicking (Hockey and Soccer) Net / Court / Wall Games (Volleyball and Tennis) Athletics Running What s my Pace? / Sprint and Hurdle / Which Leg? / Relay Change Over Jumping How far Now? / High Bounce / Scissor Jump / Triple Jump Throwing Blindfold Beanbag / Hoop Sling / Heave Throw / Goal Attack / Cross the Line Games Striking and Fielding Games Invasion Games (Ball Handling) (Netball, Basketball, Rugby) Making a product using the skills 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, crosssectional and exploded diagrams, prototypes, patterns pieces and computer aided design Make -Select from and use a wider range of tools and equipment to perform practical tasks (eg cutting, shaping, joining & finishing) accurately -Select from and use a wide range of materials and components, including construction materials, textiles and ingredients, according to their functional properties and aesthetic qualities. Evaluate 11
-Investigate and analyse a range of existing products. -Evaluate their ideas and products against design criteria and consider the views of others to improve their work. -Understand how key events and individuals in design and technology have helped to shape the world. Technical knowledge -Apply their understanding of how to strengthen, stiffen and reinforce more complex structures. -Understand and use mechanical systems in their products (eg: gears, pulleys, cams, levers and linkages) -Understand and use electrical systems in their products (eg: series circuits, incorporating switches, bulbs, buzzers and motors) -Apply their understanding of computing to program, monitor and control their products. Music Ongoing sessions to learn a tuned instrument - Use and understand staff and other al notations - Play and perform in solo and ensemble contexts, using their voices and playing al instruments with increasing accuracy, fluency, control and - Listen with attention to detail and recall sounds with increasing aural memory. - Improvise and compose for a range of purposes using the interrelated dimensions of Christmas Play rehearsals Developing singing skills -Play and perform in solo and ensemble contexts, using their voices and playing al instruments with increasing accuracy, fluency, control and Ongoing sessions to learn a tuned instrument - Use and understand staff and other al notations - Play and perform in solo and ensemble contexts, using their voices and playing al instruments with increasing accuracy, fluency, control and - Listen with attention to detail and recall sounds with increasing aural memory. - Improvise and compose for a range of purposes using the inter-related dimensions of Developing composition/improvisation skills - Improvise and compose for a range of purposes using the inter-related dimensions of Ongoing sessions to learn a tuned instrument - Use and understand staff and other al notations - Play and perform in solo and ensemble contexts, using their voices and playing al instruments with increasing accuracy, fluency, control and - Listen with attention to detail and recall sounds with increasing aural memory. - Improvise and compose for a range of purposes using the inter-related dimensions of Music from different traditions and composers - Appreciate and understand a wide range of high quality live and recorded drawn from different traditions and from great composers and ians - Listen with attention to detail and recall sounds with increasing aural memory. History of - To develop an understanding of the 12
history of (link to History theme) New beginnings - developing children s knowledge, understanding of: empathy, selfawareness, social skills and motivation. PSHE S.E.A.L Getting on and falling out - developing children's knowledge, understanding and skills of: empathy, managing feelings (with a focus on anger) and social skills. Say no to bullying - revisits four of the key social and emotional aspects of learning through a focus on bullying what it is, how it feels, why people bully, how we can prevent and respond to it, and how children can use their social, emotional and behavioural skills to tackle this crucial problem. Going for Goals focuses on the key aspect of motivation, with a subsidiary focus on self-awareness. It gives an important opportunity for all children s abilities, qualities and strengths to be valued. Good to be me focusing specifically on feelings. It explores feelings in the context of the child as an individual, developing self-awareness and helping the child to realise that it really is Good to be me'. Relationships focusing on feelings. It explores feelings within the context of our important relationships including family and friends. Changes tackles the issue of change and aims to equip children with an understanding of different types of change, positive and negative, and common human responses to it. E-Safety E-Awareness Develop awareness of relevant e-safety issues and understand that personal information is unique to them. Identify characteristics of people who are worthy of their trust. Online Research Children use the internet purposefully to answer specific questions. Children know that not everything they encounter on the internet is true. Communication and Collaboration Children know the difference between communicating via email and online in a discussion forum Children are aware of the different forms of online communication (email, forums, instant messaging and social networking sites) and find out about their associated risks. 13