Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2 Theme Natural Disasters Groovy Greeks The future we ll live in English Adventure story (the caravan) Journalistic writing (Newspaper reports linked to flooding in Hull) Information Text on a natural disaster of their choice Diary Entries Balanced Arguments Quick Reads Daily Mixture of fiction/non-fiction short and where possible linked to the topic LANGUAGE FOCUS Spellings Spellings Champion termly Maths Number: Place Value Number: Addition and Subtraction Number: Place Value Number: Addition and Subtraction Myths and Legends *Adventure Stories (Odysseus/Jason and the Argonauts/Heracles) *Playscripts (Theseus & The Minotaur) *Report Texts *Ancient/Modern Greece *1st person recounts *Descriptions *Setting Descriptions *Persuasive Brochure on Greece Then/Now Multiplication Fractions Decimals and percentages Multiplication Fractions Decimals and percentages Number- Place Value Number- Addition, Subtraction, Multiplication and Division Number- Place Value Number- Addition, Subtraction, Multiplication and Division Decimals Percentages Algebra Measures converting units Perimeter Area Volume Ratio Beowolf Room 13 *Daily quick reads including all genres, music and short film clips. Follow up tasks focus on KPI objectives and explicit teaching of skills (see reading pacing grid)* Decimals Percentages Algebra Measures converting units Perimeter Area Volume Ratio SATS preparation Pig Heart Boy *Daily quick reads including all genres, music and short film clips. Follow up tasks focus on KPI objectives and explicit teaching of skills (see reading pacing grid)* Reading Kensuke Kingdom Boy in the striped pyjamas Cool Wolves in the walls Journey to the river sea *Daily quick reads including all genres, music and short film clips. Follow up tasks focus on KPI objectives and explicit teaching of skills (see reading pacing grid)* Kensuke Kingdom Boy in the striped pyjamas Cool Wolves in the walls Journey to the river sea
Science Investigation Skills children will continue to build on their investigation skills. Focus on vocabulary and deeper scientific explanations to explain predictions, results and conclusions. Year 5 Properties and changes of materials Pupils should be taught to: compare and group together everyday materials on the basis of their properties, including their hardness, solubility, transparency, conductivity (electrical and thermal), and response to magnets know that some materials will dissolve in liquid to form a solution, and describe how to recover a substance from a solution use knowledge of solids, liquids and gases to decide how mixtures might be separated, including through filtering, sieving and evaporating give reasons, based on evidence from comparative and fair tests, for the particular uses of everyday materials, including metals, wood and plastic 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, including changes associated with burning and the action of acid on bicarbonate of soda Year 6 Evolution and inheritance Pupils should be taught to: 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 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. AT1 Ivestigation Skills Earth and space Pupils should be taught to: 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 ICT and Research skills - Navigating web sites, finding and selecting information. Presenting and sharing information Basic Skills to manipulate and edit text using and Children create a blog and work with cluster schools to share thematic work: (Taught through topic) Understand uses of networks for collaboration &
Art DT Publisher/PowerPoint. and Images of the Rainforest Use sketching to collect, record, review, revisit & evaluate ideas Improve mastery of techniques such as drawing, painting and sculpture with varied materials Focus: Turner *Sketch *Photograph *Resource own collage in the style of A.G. linked to Natural Disasters Visit to the Ferens gallery to look at the Turner exhibition. and 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 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 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 communication Be discerning in evaluating digital content Develop use of Office Word, Publisher, PowerPoint and Excel in other curriculum areas e-safety Greek Pottery Use sketching to collect, record, review, revisit & evaluate ideas Improve mastery of techniques such as drawing, painting and sculpture with varied materials Designing and making a clay pot 3D art skills using tools and techniques for sculpting clay; Outcome: Make a 3D Greek clay pot using Ancient Greece as the theme for the children s miniature models; Create a mosaic based collage visit Ferens Art Gallery for inspiration Greek Pottery Use sketching to collect, record, review, revisit & evaluate ideas Improve mastery of techniques such as drawing, painting and sculpture with varied materials Designing and making a clay pot 3D art skills using tools and techniques for sculpting clay; Outcome: Make a 3D Greek clay pot using Ancient Greece as the theme for the children s miniature models; Create a mosaic based collage visit Ferens Art Gallery for inspiration. Greek Food Understand the importance of correct storage and handling of ingredients (using knowledge of microorganisms). Measure accurately and calculate ratios of ingredients to scale up or down from a recipe. Demonstrate a range of baking and cooking techniques. Create and refine recipes, including ingredients, methods, cooking times and temperatures.
understand how key events and individuals in design and technology have helped 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 [for example, gears, pulleys, cams, levers and linkages] understand and use electrical systems in their products [for example, series circuits incorporating switches, bulbs, buzzers and motors] apply their understanding of computing to program, monitor and control their products Geography Year 5 Locate the main countries in Europe and North or South America. Locate and name principal cities. Compare two different regions in the Uk rural/ urban Locate and name the main cities and countries in England Compare land use maps of the past with the present (HISTORY LINK) Identify the position of latitude and longitude and the Greenwich Meridian Linking with science time zones, night and day Physical Geography: volcanoes, earthquakes looking at plate tectonics and the ring of fire Year 6 On a world map, locate the main countries in Africa, Asia and Oceania Identify their main environmental regions, key physical and human characteristics and major cities Map how land use has changed over time(history LINK) Name and locate the key topographical features including coast, features of erosion, hills, mountains and rivers Understand how these features have changed over time. Physical Geography: volcanoes, earthquakes looking at plate tectonics and the ring of fire Year 5 and Year 6 Collect and analyse statistics and other information in order to draw clear conclusions about locations. Identify and describe how the physical features affect the human activity within a location. Use a range of geographical resources to give detailed descriptions and opinions of the characteristic features of a location. Name and locate some of the countries and cities of the world and their identifying human and physical characteristics, including hills, mountains, rivers, key topographical features and land-use patterns; and understand how some of these aspects have changed over time. Describe how locations around the world are changing and explain some of the reasons for change. Describe geographical diversity across the world. Mapping Rainforest/Jungle Bear Grylls Survival
History History Pompeii Timeline of British History To investigate and interpret the past Use sources of evidence to deduce information about the past. Select suitable sources of evidence, giving reasons for choices. Use sources of information to form testable hypotheses about the past. Seek out and analyse a wide range of evidence in order to justify claims about the past. Show an awareness of the concept of propaganda and how historians must understand the social context of evidence studied. Understand that no single source of evidence gives the full answer to questions about the past. Refine lines of enquiry as appropriate To understand chronology Describe the main changes in a period of history (using terms such as: social, religious, political, technological and cultural). Identify periods of rapid change in history and contrast them with times of relatively little change. Understand the concepts of continuity and change over time, representing them, along with evidence, on a time line. Use dates and terms accurately in describing events. To communicate historically Use appropriate historical vocabulary to communicate, including: dates time period era chronology continuity change century decade legacy. Use literacy, numeracy and computing skills to an exceptional standard in order to communicate information about the past. Use original ways to present information and ideas. Ancient Greece Who are the Ancient Greeks? What is the influence of their civilisation on the world today? Modern Greece comparison to ancient Greece. Develop locational knowledge of Greece Outcome: News report on Battle of Marathon, Report on Gods and Goddesses, Discussion on Athens V Sparta. Outcome: Comparative report Modern / Ancient Greece RE What is the best way for a Muslim to show commitment to God? Do religious people lead better lives? How significant is it that Mary was Jesus mother? Is anything ever eternal? Should religious people be sad when someone dies? How well do funeral and mourning rituals tell you about what a religion Is Christianity still a strong religion 2000 years after Jesus was on Earth? be Does belief in Akhirah (life after death) help Muslims lead good lives? Should religious people be sad when someone dies? Do religious people lead better lives? Do all religious beliefs influence people to behave well towards others?
Do all religious beliefs influence people to behave well towards others? How far would a Sikh go for his/her religion? Do religious people lead better lives? Is religion the most important influence and inspiration in everyone s life? Is the Christmas story true? believes and about what happens after death? Are Sikh stories important today? Is religion the most important influence and inspiration in everyone s life? true to help people understand their religion? Does participating in worship help people to feel closer to God or their faith community? Is religion the most important influence and inspiration in everyone s life? Did God intend Jesus to be crucified and if so was Jesus aware of this? What is the best way for a Sikh to show commitment to God? Do all religious beliefs influence people to behave well towards others? Does participating in worship help people to feel closer to God or their faith community? What is the best way for a Christian to show commitment to God? Do religious people lead better lives? Does participating in worship help people to feel closer to God or their faith community? PHSCE New Beginnings Getting on and Falling Out Going for goals Good to be me Relationships Changes Music Following Chouranga Following Chouranga Following Chouranga Following Chouranga Following Chouranga Following Chouranga PE Extra -curricular events Visits Hockey Invasion Games and Gymnastics Team sports in preparation for competitions Outdoor and Adventurous Intra and Inter school sport competitions against schools in the cluster. Vs Clifton *Two weeks working with an archaeologist ( Autumn 2) * visit to Ferens to see the Turner exhibition (Autumn 2) Net and Wall Dance Dance Gymanstics Pancake day Athletics Outdoor and Adventurous Easter Cricket and Rounders Athletics and Net and Wall