Curriculum 2014 Medium Term Plans Year 5 and 6 Tanners...

Curriculum 2014 – Medium Term Plans Year 5 and 6

Tanners Wood JMI School

1

Cycle B Lights, Camera, Action Explorers Healthy Living

2015-2016 Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2

Science

Year 6 – 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 ideas that light

travels in straight lines to

explain why shadows have the

same shape as the objects

that cast them.

Working scientifically Planning different types of

scientific enquiries to answer

questions, including

recognising and controlling

variables where necessary.

Taking measurements using a

range of scientific

Year 5 – Living Things

and Habitats

(plants) Describe the life

process of

reproduction in some

plants.

Working scientifically

Using classification

keys.

Planning different

types of scientific

enquiries to answer

questions , including

recognising and

controlling variables

where necessary.

Taking measurements

using a range of

scientific equipment,

with increasing

accuracy and precision,

taking repeat readings

when appropriate.

Recording results using

tables, graphs and bar

charts.

Maths Links

Addition and subtraction –

find differences and totals

in data, including

measurement.

Tables, graphs and bar

charts

Measurement.

Year 5 – Properties

and Changes of

Materials 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 particular

uses of everyday

materials, including

metals, wood and

plastic. Demonstrate that

dissolving, mixing

changes of state are

Year 6 – 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. Working scientifically Identifying scientific

evidence that has been

used to support or

refute ideas or

arguments.

Year 5 – Forces Explain that

unsupported objects

fall towards the

Earth because of the

force of gravity

acting between 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. Working scientifically Planning different

types of scientific

enquiries to answer


recognising and


where necessary.

Taking measurements

using a range of


with increasing

accuracy and

precision, taking

repeat readings when

appropriate.

Year 6 – Animals including

Humans

(human circulatory system,

diet and exercise) Identify and name the main

parts of the human

circulatory system, and

describe the functions of

the heart, blood vessesls

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.

Working scientifically Planning different types of

scientific enquiries to

answer questions , including



Taking measurements using

a range of scientific

equipment, with increasing



when appropriate.

Maths Links

Addition and subtraction – find

differences and totals in data,

including measurement.

Measurement.



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taking repeat readings when

appropriate.

Reporting and presenting

finding from enquiries,

including conclusions, causal

relationships and

explanations of and degree

of trust in results, in oral

and written forms such as

displays and other

presentations.

Maths Links

Addition and subtraction – find

differences and totals in data,

including measurement.

Measurement.

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. Working scientifically

Planning different

types of scientific

enquiries to answer


recognising and


where necessary.

Taking measurements

using a range of


with increasing

accuracy and

precision, taking


appropriate.

Recording results

using tables, graphs

and bar charts.

Using test results to

make predictions to

set up further

comparative and fair

tests.

Maths Links


find differences and

totals in data, including

measurement.

Tables, graphs and bar

charts.

Measurement

Maths Links



in data, including

measurement.

Algebra - newton to kg

conversion.

Measurement.



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Geography

Locational knowledge

Research suitable locations for film scenes. To be able to 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).

To locate the world’s countries using maps to focus on Europe

(including the location of Russia) and North and South

America concentrating on their environmental regions, key

physical and human characteristics, countries, and major

cities.

To 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.

To use the eight points of a compass, four and six figure grid

references, symbols and key to build their knowledge of the

UK and the wider world. (Including the use of ordnance survey

maps.)

To use maps, atlases, globes and digital/computer mapping to

locate countries and describe features studied.

Maths Links

Multiplication – scale.

Coordinates.

Ratio and proportion – map work.

Straight line conversion graphs.

Investigating Rivers To be able to name and locate key topographical

features (including hills, mountains, coasts and

rivers), and understand how some of these aspects

have changed over time.

To locate the world’s countries using maps to focus on

Europe (including the location of Russia) and North

and South America concentrating on their

environmental regions, key physical and human

characteristics, countries, and major cities.

To describe and understand key aspects of physical

geography including: climate zones, biomes and

vegetation belts, rivers, mountains and the water

cycles.

Maths Links


Coordinates.



History

TJ

A Non-European society that provides contrast with

British history

Benin (West Africa) AD 900-1300 To develop a chronologically secure knowledge and

understanding of World History.

To note connections, contrasts and trends over time and

develop the appropriate use of historical terms.

To understand change, cause, similarity, difference and

significance of historical events by answering and asking

questions.

To understand how knowledge of the past is interpreted from

a range of sources.

Maths Links

Addition and subtraction – chronology. understanding of time

A study of an aspect of theme in British history

which extends pupils chronological knowledge

beyond 1066

(Victorians) To develop a chronologically secure knowledge and

understanding of British History.

To note connections, contrasts and trends over time and

develop the appropriate use of historical terms.


significance of historical events by answering and asking

questions.

To understand how knowledge of the past is interpreted

from a range of sources.

To understand that the Victorian era was a significant

turning point in British history, for example, the first



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periods.

railways and the amalgamation of the canal network.

(Local history study)

To understand the changes in social history in Victorian

times e.g. holidays and leisure, schooling etc..

Maths Links

Addition and subtraction – chronology. understanding of time

periods.

Scaled maps.

Fractions – journey times/fuel consumption

Ratio and proportion.

RE CHRISTIANITY AND BUDDHISM

CHRISTIAN AND BUDDHIST BELIEFS AND

PRACTICES (2:1, 2.5, 2.22, 2.23, 2.24 )

(1 hour)

THE BUDDHA (2.1, 2.3, 2.7, 2.21, 2.23, 2.25)

Personal Heroes

Prince Siddhartha, Buddhists today

(10 hours)

CHRISTMAS (2:12, 2.15, 2:16, 2:23)

(3 hours)

Sacred and secular

Learning Objectives

2.1: to describe the key aspects of religions and

traditions that influence the beliefs and values of others;

2.5: To identify and begin to describe the similarities and

differences within and between religions;

2.3: To analyse stories of the lives of key religious people,

the significance of these in their own lives and in the lives

of believers today;

2.7: To use and interpret information about religions from

a range of sources;

2.12 To understand how religious festivals are related to

key figures, events and stories and how these are observed

within families and religious communities;

2.15: about the way verbal and non non-verbal symbolic

expression and action are used to convey

meaning, particularly in religious contexts; including sacred

texts;

2.22: To learn about the relationship between humans,

CHRISTIANITY AND BUDDHISM

EXPRESSING FAITH IN ART, DRAMA AND

SONG (2:8, 2:13, 2:15, 2:17)

(8 hours)

Responding to Buddhist and Christian texts

Expressing faith through meditation

THE IMPORTANCE OF JESUS TO

CHRISTIANS (2.1, 2.3, 2.12, 2.21)

(5 hours)

Easter - The importance to Christians today

Learning Objectives


traditions that influence the beliefs and values of

others;

2.3: To analyse stories of the lives of key religious

people, the significance of these in their own lives

and in the lives of believers today;

2.12 To understand how religious festivals are

related to key figures, events and stories and how

these are observed within families and religious

communities;

2.13: To learn about places of religious

importance, preferably exploring through visits; the

way each place is used and its meaning and

significance;

2.15: about the way verbal and non non-verbal

symbolic expression and action are used to convey

meaning, particularly in religious contexts; including

sacred texts;

CHRISTIANITY AND BUDDHISM

IDEAS ABOUT GOD (2:4, 2.21)

(3 hours)

One God. Many gods. No God.

HUMAN RESPONSIBILITY FOR THE

ENVIRONMENT (2:1, 2:20, 2:22, 2.24, 2.25)

(3 hours)

Issues and Beliefs

SUFFERING (2:1, 2.6, 2:17, 2:22, 2.24, 2.25)

(7 hours)

Desire and Suffering (Buddhist)

Holocaust and Genocide

Overcoming evil, promoting goodness

Learning Objectives



others;

2.4 To learn about individual beliefs and consider the

ways in which members of faith communities describe

their understanding of God/gods;

2.6: To investigate the significance of religion in the

local, national and global communities;

2.17 to participate in periods of stillness and quiet

thought and, where appropriate, to express personal

reflections and emotions;

2.21 the difference between ultimate and non-ultimate

questions including raising questions, suggesting

answers and understanding that religions may give

followers the answers to some of the mysteries of life;



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their environment and other living creatures, including

examples of religious teaching and practice;

2.23: To reflect on ideas of right and wrong and their own

and others’ responses to them;

2.24: To learn about religious codes of conduct and rules

of living, considering the effect of these on daily life;

2.25: To find examples of the ways in which personal and

religious beliefs may influence their behaviour and that of

others.

2.17 to participate in periods of stillness and quiet

thought and, where appropriate, to express

personal reflections and emotions;

2.21 the difference between ultimate and non-

ultimate questions including raising questions,

suggesting answers and understanding that religions

may give followers the answers to some of the

mysteries of life;

2.22: To learn about the relationship between humans,

their environment and other living creatures, including

2.24: To learn about religious codes of conduct and

rules of living, considering the effect of these on daily

life;

2.25: To find examples of the ways in which personal

and religious beliefs may influence their behaviour and

that

of others.

Music Sing with attention to pitch,

diction, tone and breathing.

Sing and play a pentatonic

song to revise moveable ‘do’

Sing and play a song in

either C, F or G major to

revise a full scale.

Explore a number of songs in

a minor mode (Dorian) with

‘do’ on C using voice and

instruments.

Sight sing in a group from

scaffolded and real notation.

Read and play from

scaffolded and staff

notation in the classroom

context.

Complete an activity which

involves discussing the

historical periods of

Western music.

Sing and play songs in

different minor modes

(Aeolian, Phrygian)

with ‘do’ on C.

Demonstrate an

awareness of musical

dimensions in your

playing.

Read and play from

scaffolded and staff

notation in the

classroom context.

Listen to a piece of

music from a

particular tradition

and write a poem in

response to it.

Sing and play songs in

Do Pentatonic on F or

G.

Discuss the dimensions

which a composer has

used to good effect

within a piece of music

Improvise individually

during a piece of

music, with care to

maintain fluency.

Record 8 beats of

real dictation (use a

greater range of

notes, rhythms and

metres in preparation

for song

compositions).

Explore matching

lyrics to rhythms and

tunes.

Explore vocal

techniques for

creating impact using

variations in

dimensions.

Participate in singing,

dancing or playing

songs from different

cultures and in

different genres.

Perform using voice

as a solo, duet or

small group.

Demonstrate an

awareness of musical

dimensions in your

singing.

Explore matching

lyrics to rhythms and

tunes.

Record a 16 beat song

with rhythm, melody

and lyrics.

Explore music history

using an interactive

website.

Explore notation

games on an

interactive website.

Compose and notate

a piece of music

within a chosen

structure or mode.

Have an opportunity

to write lyrics for

my composition.

Rehearse your

composition with an

awareness of

dimensions which

give it impact.

Perform your

composition to an

appropriate

audience.

Play an instrument as

a solo, duet or small

group performance.

Sing confidently in

harmony parts as well as

rounds and partner songs.

Answer questions in the

style of a musical aptitude

test.

Attend a live performance

and discuss musical

features and processes.

PSHE Feelings and Relationships.

Bullying Awareness.

Keeping Safe Understand the responsibilities adults have

Healthy Lifestyle

Sex Education



6

Be able to recognise and express a variety of

emotions, including jealousy, anger, excitement, worry

Have developed strategies and skills to cope with such

feelings and with changing moods.

Be able to recognise their strengths and weaknesses,

and to cope with success and making mistakes.

Identify their special people and describe how their

networks have changed and developed

Understand the differences between good friends,

boyfriends and girlfriends

Understand what is involved in belonging to and being

left out of a group, characteristics of a good leader.

Recognise some of the peer pressures and influences

involved in being in a group.

Know about bullying including different types of

bullying, why it happens and its effects on people.

Have developed strategies to deal with bullying and to

stop it happening

Be able to respond assertively to teasing and bullying.

Be able to describe their personal effectiveness and

set realistic goals

Value opportunities for new experiences in an out of

school, including meeting adults other than teachers.

Know the range of knowledge, skills and personal

qualities required for different types of work.

for children and how children begin to take

some responsibility.

Develop and understanding of situations which

might encompass risk e.g. travelling, alcohol

related situations, adults who make situations

risky.

Have considered how they view themselves in

risky situations

Understand how self confidence and

assertiveness can help to keep themselves safe

Have developed an understanding of situations

where adult and/ or peer support might be

beneficial in avoiding risk.

Understand the value of keeping healthy and some

of the choices they can make to keep healthy

Have reflected on their own lifestyle, including

their use of leisure time.

Have considered how peoples lifestyles differ, and

own attitudes to different lifestyles

Have considered how advertising and the media

can effect perceptions of healthy lifestyles

Have considered their possible future lifestyle. Know the facts about the human life cycle,

reproduction and sexual intercourse

Know how the changes at puberty affect the

body, including in relation to hygiene

Know that body changes are a preparation

for parenthood.

ART Artist - Walt Disney

caricatures, cartoons and comics

To use sketch books to record observations and use

them to review and revisit ideas.

To improve their mastery of art techniques, including

drawing and painting with a range of materials, e.g.

charcoal, pencils, chalk, paint and canvass.

To learn about Walt Disney in history. Maths Links

Scale – scaling down and up art work.

Ratio and proportion – colour mixing.

Architecture- Isambard Kingdom Brunel

Bridges To use sketch books to record observations and

use them to review and revisit ideas.

To improve their mastery of art techniques,

including drawing, painting and sculpture with a

range of materials. .

To learn about Isambard Kingdom Brunel in

history. Maths Links

Scale – working to scale

Ratio and proportion – adjusting proportions on scaled

models, colour mixing oil paints.

Patterns – translation of shapes



7

Computing Use technology safely,

respectfully and responsibility;

recognise

acceptable/unacceptable

behaviour and identify a range

of ways

Themes

PSHE

Negative/Positive

feelings, Beat Bullying,

Feeling Bored.

Select, use and combine

a variety of software

(including internet

services) 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.

Purple Mash- 2animate

creative tools

Maths links

Data – collecting, analysing,

evaluating and presenting

data.

Use sequence, selection

and repetition in

programs; work with

variables and various

forms of input and

output.

Use logical reasoning to

explain how some simple

algorithms work and to

detect and correct

errors in algorithms and

programs.

Creative Tools

2 code

Gorilla

Send the rocket to

space Maths links

BIDMAS – order of

mathematical operations.

Algebra.

Use search technologies

effectively, appreciate

how results are selected

and ranked, and be

discerning in evaluating

digital content.

Google Earth

Select, use and

combine a variety of

software (including

internet services) 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.

Purple Mash- 2logo

(make a healthy living

logo)

Maths links

Data – collecting,

analysing, evaluating

and presenting data

Linked into a theme or real life

application, create a

spreadsheet, enter basic

formulate (simple calculations

and SUM) amd change data to

model situations and answer

‘What if...’ questions e.g

spread-sheets to support a

stall at a school fete (Mini

Enterprise)

2 design and make- Designing a

train (links with Victorians) Maths links

Addition, subtraction,

multiplication and division.

Data handling.

Percentages – calculating profits.

Budgeting.

Languages

Makembe et l’arc magique

TLM L4M3

(feelings + compare to

African village)

• Recognise and use

vocabulary to say how you

are feeling (avoir

expressions)


vocabulary to describe life

in

an African tribal village

• Understand, ask and

answer questions about

Bienvenue en

camargueTLM L4 M2

(weather and habitats

and Celebrations)

Recognise and use

vocabulary to describe

the weather and

seasons


vocabulary to describe

animal habitats

• Understand, ask and

answer questions

about the weather and

Le Lievre et La

Tortue TLM L3M3

(Hare and Tortoise

+adjectives)

Recognise and use

the core language for

describing people and

some animals

• Understand, use and

respond to: Quelle

heure est-il? Tu es

comment? Il/Elle est

comment?

• Recognise and

Ma Ville TLM L3M1

(landmarks in England

+ general +directions)

Recognise and use


places in town and

compass directions


respond to: Qu’est-ce

qu’il y a dans ta ville?

Où habites-tu? Où

vas-tu?

Comment y vas-tu?

• Recognise and

Le concours de

sport

TLML4M1

(sport +body parts)

• Recognise and

use vocabulary

about parts of the

body and sports

activities

• Recognise and

use vocabulary for

gymnastic, warm-

up and dance

routines

Mangez Bien!

TLML3M5

(food items + food

likes/dislikes)


vocabulary for food items

• Understand and express

likes, dislikes and

preferences about food


answer Qu’est-ce que tu

aimes/n’aimes pas manger?

Est-ce que tu manges

sainement?



8

where you live and what

languages you speak

• Link sentences with parce

que, puis and car

• Recognise superlatives

such as le plus petit;

le plus jeune; la plus belle

• Revise nasal sounds an,

am, en, em

• Learn contrasting

phonemes for words ending

in eil, ail and ille, such as

soleil, travail, gorille

• Literacy: learn about

myths, legends and

traditional stories

• Geography: develop

knowledge and

understanding of French-

speaking places

habitats

• Recognise third

person plural of

regular –er verbs

• Link sentences with

et, mais, parce que

and quand

• Revise the sounds au,

eau and ai

• Recognise the plural

forms -eaux and -aux

• Science: learn about

the importance of

habitats for animals

understand words in

the story, song and

tongue-twister

• Recognise and

understand the use

of adverbs

• Become familiar

with the circumflex

accents â/ô;

reinforce the vowel

sounds; compare ou

and u

• Recognise and be

able to tell the time

on the hour and five

past the hour


the comparative plus

que

• Literacy: look at a

fable, including the

use of animals to

convey human

characteristics

understand questions

and answers about

what children

like/don’t like to do

in town

• Recognise the

sounds and words

introduced in

previous levels and

explore new sound

patterns: nasal

sounds un, om, in, im,

ain, aim, an, am;

une, ime, ine and

compare J/G; gé /gi

/j /g


the alphabet A–J


aller: je vais, tu vas

with au/à la with en

(+ transport)

• Recognise and use a

range of prepositions,

in particular près de,

loin de

• Geography: use

simple grid

references and

compass directions to

describe where

things are on a map

• Understand, use

and answer

questions about

sports activities

you do and do not

like doing

• Understand the

tu and vous (plural)

forms of regular –

er verbs including

singular and plural

commands

• Recognise and

use c’est +

adjective

• Revise the

phoneme family k,

qu, hard c

• Recognise the

phoneme ique

• Science: Learn

about the

importance of

exercise

for good health

• PE: Learn about

creating dance,

warm-up and

gymnastic

sequences

Est-ce que tu connais une

spécialité française ou

anglaise?

• Understand a recipe and

health and safety issues

• Use adverbial time

phrases presque and déjà

• Recognise and understand

the imperative tu and

vous forms of –er verbs.

• Explore new sound

patterns: hard starter

letters

h and r and phoneme group

è, ê, ait, ais, est

• Recognise and use je peux

(+ infinitive)

• Recognise and use il faut

(+ infinitive) and il te faut

• Use du and des to mean

some


compound sentences with

et and mais

• D&T: Understand the

process of making biscuits

• Science: Understand the

concept of healthy Eating



9

Physical

Education

Net Court Wall Games- Tennis

Dance- Silent Movies

Rugby

To use running, jumping, throwing and catching in

isolation and in combination

To play competitive games, modified where

appropriate for example, tennis and rugby, and apply

basic principles suitable for attacking and defending

To develop flexibility, strength, technique, control and

balance.

To perform dances using a range of movement

patterns

To take part in outdoor and adventurous activity

challenges both individually and within a team

To compare their performances with previous ones and

demonstrate improvement to achieve their personal

best.

To engage in competitive sports and activities with

other schools.

Hockey

Dance- Dances from different cultures

Netball

To use running, jumping, throwing and catching

in isolation and in combination


appropriate for example, hockey and netball,

and apply basic principles suitable for

attacking and defending

To develop flexibility, strength, technique,

control and balance.


patterns

To compare their performances with previous

ones and demonstrate improvement to achieve

their personal best.

To engage in competitive sports and activities

with other schools.

Striking and Fielding

Athletics




appropriate for example, cricket and rounders,

and apply basic principles suitable for attacking

and defending

To develop flexibility, strength, technique, control

and balance


patterns

To compare their performances with previous ones

and demonstrate improvement to achieve their

personal best.


challenges both individually and within a team

To engage in competitive sports and activities with

other schools. Maths links

Measurement – measuring distances in athletics, timing races.

Data handling.



10

DT Electrical Systems Design

To 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

To generate, develop, model and communicate

their ideas through discussion, annotated

sketches, cross-sectional and exploded diagrams,

prototypes.

Make

To select from and use a wider range of tools

and equipment to perform practical tasks for

example, cutting, shaping, joining and finishing,

accurately

To select from and use a wider range of

materials and components, including construction

materials and electrical components.

Evaluate

To investigate and analyse a range of existing

products

To evaluate their ideas and products against

their own design criteria and consider the views

of others to improve their work

To understand how key events in design and

technology have helped shape the world

Technical knowledge

To apply their understanding of how to

strengthen, stiffen and reinforce more complex

structures

To understand and use electrical systems in

their products for example, series circuits

incorporating switches, bulbs, buzzers and

motors

To apply their understanding of computing to

program, monitor and control their products.

Mechanical Systems – Making Bridges

Pulleys or gears Design








prototypes.

Make

To select from and use a wider range of tools and

equipment to perform practical tasks for


accurately


materials and components, including construction

materials, according to their functional

properties and aesthetic qualities

Evaluate


products




To understand how key events and individuals in

design and technology have helped shape the

world

Technical knowledge



structures

To understand and use mechanical systems in

their products [or example, gears, pulleys, cams,

levers and linkages.

Food

Celebrating culture and seasonality

(including cooking and nutrition requirements

for KS2) Design







sketches, cross-sectional and exploded

diagrams.

Make



example, cutting, shaping and measuring

accurately


materials and components, including

ingredients, according to their functional

properties and aesthetic qualities

Evaluate


products




Maths links

Measurement – measuring ingredients.

Ratio and Proportion – scaling up/down proportions.

Conversions – imperial/metric measures.



11

Maths links

Measurement – measuring resources.

Ratio and proportion

School Trips Residential Trip- Isle of Wight. London Bridge Museum – History of

Bridges across the Thames.

Year 6 Ridgeway Walk



12

Cycle A Eco – Warriors Continents Changes

2014 - 2015 Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2

Science

Year 5 - 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.


Planning different types

of scientific enquiries to

answer questions ,

including recognising and


where necessary.

Taking measurements

using a range of


with increasing accuracy

and precision, taking


appropriate.

Identifying scientific


used to support or

refute ideas or

Year 6 – Living things and their habitats

(micro-organsims) Describe how living

things are classified in

broad groups according

to observable

characteristics and

based on similarities

and differences,

including

microorganisms. Working scientifically

Planning different types of

scientific enquiries to

answer questions , including



Taking measurements using

a range of scientific




when appropriate.

Maths Links



in data, including

measurement.

Measurement.

Year 5 – Living Things

and Habitats (mammals,

amphibians, insects,

birds) Describe the

differences in the life

cycles of a mammal, an

amphibian, an insect

and a bird. Describe the life

process of

reproduction in animals. Working scientifically

Identifying scientific


used to support or refute

ideas or arguments.

Maths Links

Data – Venn diagrams,

Carroll diagrams.

Year 6 – Animals

including Humans

(human circulatory

system, diet and

exercise) 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. Working scientifically

Taking measurements using a

range of scientific



taking repeat readings when

appropriate.

Maths Links



in data, including

measurement.

Measurement

Year 6 – 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 on/off

position of switches.

Use recognised

symbols when

representing a simple

circuit in a diagram.


Planning different types

of scientific enquiries to

answer questions ,

including recognising and


Year 5 – Animals including

Humans (changes in

humans to old age) Describe the changes as

humans develop to old

age.


Research the gestation periods

of other animals and compare

them with humans; by finding

out and recording the length

and mass of a baby as it grows.

Maths Links

Data – Venn diagrams,

Carroll diagrams.



13

arguments

Maths Links

Addition and subtraction

– find differences and

totals in data, including

measurement.

Measurement.

Ratio and proportion –

distances between

planets.

Geography

Environmental Issues

(Traffic, Housing developments) To be able to 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.

To understand geographical similarities and

differences through the study of human and

physical geography of a region of the United

Kingdom.

To use fieldwork to observe, measure, record and

present the human and physical features in the

local area using a range of methods including sketch

maps, plans and graphs, and digital technologies.

Maths Links


Percentages/fractions.

Data – collecting data.

Mountain Environments To be able to 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.

To locate the world’s countries using maps to focus on

Europe (including the location of Russia) and North and

South America concentrating on their environmental

regions, key physical and human characteristics,

countries, and major cities.

To 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.

To use the eight points of a compass, four and six

figure grid references, symbols and key to build their

knowledge of the UK and the wider world. (Including

the use of ordnance survey maps.)

To describe and understand key aspects of physical

geography including mountains, volcanoes and

earthquakes.

To use maps, atlases, globes and digital/computer

mapping to locate countries and describe features

studied.

The settlement of Abbots Langley To describe and understand key aspects of physical

geography including: climate zones, rivers, water cycle. To describe and understand key aspects of 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.

Maths Links


Coordinates.




14

Maths Links


Coordinates.



Time and time zones..

History

Britain’s settlement by Anglo-Saxons and Scots

(Anglo-Saxons/fall of Roman Empire) To develop a chronologically secure knowledge and

understanding of British, local and World History.

To note connections, contrasts and trends over time

and develop the appropriate use of historical terms.


significance of historical events by answering and

asking questions.

To understand how knowledge of the past is interpreted

from a range of sources.

To understand Britain’s settlement by Anglo Saxons:

place names and village life. (A local history study)

Maths links

Measurement.

Ratio and proportion – distances between Roman settlements.

Conversions – miles/kilometres.

The Vikings and Anglo –Saxons struggle for the

kingdom of Edward the Confessor

(Vikings/Edward the Confessor and his death

1066) To develop a chronologically secure knowledge and

understanding of British, local and World History.

To note connections, contrasts and trends over time

and develop the appropriate use of historical terms.


significance of historical events by answering and

asking questions.

To understand how knowledge of the past is

interpreted from a range of sources.

To understand the Viking and Anglo Saxon struggle for

the Kingdom of England

Maths links

Measurement – calculating the length of different time

period.

RE CHRISTIANITY AND JUDAISM

RULES FOR LIVING (7 hours)

(2.1, 2.15, 2.24, 2.25)

The Ten Commandments

Laws from Deuteronomy (Kosher)

LIGHT AS A SYMBOL (2:17, 2:14) (6 hours)

Hannukah (Judaism)

Advent and Christmas (Christianity)

Learning Objectives


CHRISTIANITY AND JUDAISM

CELEBRATIONS RELATED TO KEY

FIGURES (2.3, 2.7, 2.12, 2.14, 2.15)

(13 hours)

Purim – Esther (Judaism)

Passover – Moses (Judaism)

Easter- Jesus, the events of Holy Week

(Christianity)

Common themes

Learning Objectives

CHRISTIANITY AND JUDAISM

LEADERS IN RELIGIOUS COMMUNITIES

AND THE IMPORTANCE OF RELIGION

TODAY (2.5, 2.6, 2.10, 2.13)

Authority figures. Rabbi

Priest/Vicar/Minister/Pastor

(5 hours)

CREATION STORIES AND THE ULTIMATE

QUESTIONS THEY RAISE

(2.1, 2.4, 2.14, 2.20, 2.21)

Ultimate and non ultimate questions

How the world started



15


others;



meaning, particularly in religious contexts;

including sacred texts;,

2.24: about religious codes of conduct and rules

of living, considering the effect of these on daily

life;

2.25 To find examples of the ways in which

personal and religious beliefs may influence their

behaviour and that of others.

LIGHT AS A SYMBOL (2:17, 2:14)

Hannukah (Judaism)

Advent and Christmas (Christianity)

Learning Objectives

2.14: To learn about religious festivals which

share common themes, but which have meaning

unique to each faith;

2.17: To participate in periods of stillness and

quiet thought and, where appropriate, to express

personal reflections and emotions;

2.3: To analyse stories of the lives of key religious

people, the significance of these in their own lives

and in the

lives of believers today;

2.7: To use and interpret information about religions

from a range of sources;

2.12 To understand how religious festivals are

related to key figures, events and stories and how

these are observed within families and religious

communities;

2.14: To learn about religious festivals which share

common themes, but which have meaning unique to

each faith;



meaning, particularly in religious contexts; including

sacred texts;,

Sabbath (Judaism)

(8 hours)

Learning Objectives



others;

2.4 To learn about individual beliefs and consider the

ways in which members of faith communities describe

their understanding of God/gods;

2.5: To identify and begin to describe the

similarities and differences within and between

religions;

2.6: To investigate the significance of religion in the

local, national and global communities;

2.10 To learn about the roles and responsibilities of

authority figures within their own lives and of

religious leaders in different faith communities;

2.13 about places of religious importance, preferably

exploring through visits; the way each place is used

and its meaning and significance;

2.14: To learn about religious festivals which share

common themes, but which have meaning unique to

each faith;

2.20: To develop their sense of curiosity about life,

death, relationships and the natural world and

express personal opinions;

2.21: the difference between ultimate and non-

ultimate questions including raising questions,

suggesting answers and understanding that religions

may give followers the answers to some of the

mysteries of life;

Music Percussion beat and

rhythm.

Bourdon beat and

rhythm.

History: Medieval -

Renaissance

Exploring dimension

and form.

Adding the drone.

Solfa focus.

History: Baroque

Melodic movements:

improvising and

exploring melody.

Using notation.

History: Classical

Melody and ostinato.

Comfortable with

layering.

History: Romantic

Games for musical

aptitude.

Compose, notate and

play.

History: Modern

Singing focus: confident

harmony, leaving song.

Appreciate a live

performance.

Instrumental and vocal

performances.



16

PSHE

Feelings and Relationships.

Bullying Awareness. Understand what families are and what good

members expect of each other

Understand the importance of good

parenting

Develop and understanding of different

types of relationships, friendship patterns,

friendship problems

Know when they need to ask for support, and

whom to ask in different situations.

Have explored the similarities and

differences between people within their own

network and locality.

Have explored similarities and differences

between people from different nations and

cultures Differences can extend to own and

others lives, demonstrate and promote

tolerance, understanding, respect and

acceptance of difference.

Recognise stereotyping in attitudes and the

media and impact in reinforcing equal

opportunity messages.

Understand about the changes that take

place in life e.g. parenthood, bereavement,

making new relationships

Reflect on changes in their own experience

(past, present, future) impact on emotions

and relationships

Have developed the ability to recognise and

cope with emotions involved in loss and

change situations.

Understand why school rules are made and

the consequences of keeping and breaking

them: have related this to simple knowledge

about the law and understand that rules and

laws are designed to protect.

Know the variety of communities to which

Growing and Changing Know how the changes at puberty affect the

body, including in relation to hygiene

Recognise some of the effects of growing up and

puberty on their emotions and relationships.

Be able to verbalise concerns and questions

about physical and emotional change.

Drugs and Medicine

Sex Education Know about the range of legal drugs

encountered everyday, e.g. aspirin, drugs

prescribed as medicines, tea, coffee,

tobacco and alcohol, and have some

knowledge of their effects and associated

risks.

Know that some substances are illegal and

have some understanding of their effects

and the risks

Know school rules/ safety rules relating to

medicines, alcohol, tobacco, solvents and

illegal drugs.

Understand the important and beneficial

part drugs play in society as well as the

cost to society of misuse.

Explore attitudes and beliefs about

different drugs and people who use and

misuse them.

Recognise that some role models for young

people take drugs (e.g. in sports) and have

explored feelings

Be able to identify hazards from

substances at home, school and

environment. Know where to go for help.

Recognise risk in different situations and

be able to make judgements about

behaviour and personal safety.

Be able to manage some basic techniques

for managing pressure and influences from

peers ( e.g. smoking)

Know the facts about the human life cycle,

reproduction and sexual intercourse



17

they simultaneously belong.

Be able to use different approaches to

decision making, including democratic

discussion and consensus.

Use different modes of communication to

express personal views about social /

environmental issues.

Know about bullying including different types

of bullying, why it happens and its effects on

people.

Have developed strategies to deal with

bullying and to stop it happening

Be able to respond assertively to teasing and

bullying.

Know how the changes at puberty affect

the body, including in relation to hygiene

Know that body changes are a preparation

for parenthood.

ART William Morris

Wallpaper To use sketch books to record observations

and use them to review and revisit ideas.


including drawing and painting with a range of

materials including printing techniques. .

To learn about William Morris in history.

Maths links

Pattern – symmetry, rotation, reflection, translation.

Cath Kidston

Making bags To use sketch books to record observations and

use them to review and revisit ideas.


including drawing and painting with a range of

materials including printing techniques. .

To learn about Cath Kidston in history.

Linked to DT.

Maths links

Pattern – symmetry, rotation, reflection, translation.

Measuring.

Capacity.

Computing To use technology

safely, respectfully and

responsibility; recognise

acceptable/unacceptabl

e behaviour and identify

a range of ways

Purple Mash- Write an

email about

Purple Mash-

To select, use and

combine a variety of

software (including

internet services) on a

range of digital

devices to design and

create a range of

programs, systems and

content that

To use search

technologies effectively,

appreciate how results

are selected and ranked,

and be discerning in

evaluating digital

content.

Themes

Countries and places

To use sequence,

selection and repetition

in programs; work with

variables and various

forms of input and

output. Use logical

reasoning to explain how

some simple algorithms

work and to detect and

To design, write and

debug programs that

accomplish specific

goals, including

controlling or

simulating physical

systems; solve

problems by

decomposing them into

Year 6

Linked into a theme or real

life application, to create a

spreadsheet, enter basic

formulate (simple

calculations and SUM) amd

change data to model

situations and answer

‘What if...’ questions e.g



18

Friendbook Party (video

of a girl who has used

the internet to invite

friends to her party)

Purple Mash- Esafety

leaflet

Home

Create a

leaflet

accomplish given goals,

including collecting,

analysing evaluating

and presenting data

and information.

Purple Mash- Re-

newable energy

(leaflets)

Themes

The environment

Maths links

Data – collecting,

analysing, evaluating

and presenting data.

World Tour correct errors in

algorithms and programs.

Creative Tools

2go

Scratch?

Maths links

BIDMAS – Order of

operations.

Algebra.

smaller parts. Purple

Mash- Sabbath

Maths links

BIDMAS – Order of

operations.

Algebra.

spreadsheets to support a

stall at a school fete (Mini

Enterprise)

Maths links

Addition, subtraction,

multiplication and division.

Percentages – profits,

budgeting.

Languages Le Carnaval des

Animaux

TLML3M2 (musical instruments)

• Recognise and name

some musical

instruments

• Recognise, use and

respond to: Tu joues

d’un instrument? Il y

a un chanteur/une

chanteuse que tu

aimes?

• Give opinions

• Recognise and say

the alphabet in

French and start to

spell names and

words out loud

• Say what you want

to do and don’t want

Bienvenue en

camargueTLM L4

M2 (Recycling and

Celebrations)


vocabulary to

describe the

weather and

seasons


vocabulary to

describe

recycling

• Understand, ask

and answer

questions about the

weather and

recycling

• Recognise third

person plural of

Le Montre Magique

TLML3M4 (fruit, life cycles)


fruit and artistic

vocabulary


respond to: Quelle est

ta date de naissance?

Quelle est la date de

ton

anniversaire? Quelle

est ta couleur

préférée?

Quel est ton fruit

préféré?

Aimes-tu peindre?

• Understand and use

Je suis/Il/Elle est

né(e)

• Recognise and

understand how to

Ma Ville

TLML3M1 (mountains + countries

+ landmarks in France)



places in town and

compass directions


respond to: Qu’est-ce

qu’il y a dans ta ville?

Où habites-tu? Où

vas-tu? Comment y

vas-tu?

• Recognise and

understand questions

and answers about

what children

like/don’t like to do

in town

• Recognise the sounds

and words introduced

Aventure a la

Reunion

TLML4M4 (school +daily

routine)

Recognise and use

words to describe

school


language for talking

about the French

island of Réunion

• Understand, ask

and answer questions

about school and

daily routine

• Revise ne … pas and

understand ne … rien

• Understand and

talk about events

using times

On fait des courses

TLML4M5

(shopping + ordering

food/drink at a cafe)

Recognise and use

vocabulary for shopping

and ordering food and

drink in a café

Revise numbers up to

100 using euros

Understand, ask and

answer questions about

what you want to eat

and drink, in a café role

play situation

Recognise the

difference vbetween tu

and vous, including

formal and informal use

Revise the negative

ne…pas and recognise



19

to do

• Recognise and

understand plus

grand que and plus

petit que

• Become familiar

with the phoneme ère

(volière)/aire (faire)

and compare it to er

(jouer)

• Revise the silent s

and silent x

• Music: Learn about

classroom

instruments

regular –er verbs

• Link sentences

with et, mais, parce

que and quand

• Revise the sounds

au, eau and ai

• Recognise the

plural forms -eaux

and -aux

• Geography: learn

about environmental

issues such as

recycling waste

form the je, tu, il and

elle forms of –er

verbs in the present

tense

• Recognise and

understand use of

imperatives (tu form)

• Explore the phoneme

family é, er, es, ez

• Recognise and

compare the hard

sounds c, k and que

with soft sounds ce

and ç

• Be familiar with

dates and high

numbers

• Understand the use

of pronouns il/elle

used for ‘it’

• Revise adjective

agreement and

position

• Art: Recognise a

still-life painting and

discuss colour,

composition, light and

shadow

in previous levels and

explore new sound

patterns:

nasal sounds un, om, in,

im, ain, aim, an, am;

une, ime, ine and

compare J/G; gé /gi /j

/g


the alphabet A–J


aller: je vais, tu vas

with au/à la with en (+

transport)

• Recognise and use a

range of prepositions,

in particular près de,

loin de

• Geography: use

simple grid references

and compass

directions to describe

where things are

on a map

and the adverbs

avant, maintenant,

après

• Revise telling the

time and learn how

to say ten

past, ten to, etc.

• Revise the s

phoneme family (ce,

ci, ç, s, ss) and

the difference

between in and ine

• Citizenship:

Discuss school rules,

including reasons for

making them

• Geography: Learn

where the island of

Réunion is situated

and what it is like

ne…que

Revise je veux, on peut,

il faut + infinitive

Learn how to pronounce

the sounds eu/eur and

er/ier

Drama: Practice and

perform role plays

Maths: Use the four

number operations to

solve problems including

money (euros)

Physical

Education

Net Court Wall games- volleyball

Rugby

Dance- Environmental stories through Dance




Football and Basketball

Dance- Hakka




appropriate for example, football and basketball and

Striking and Fielding

Athletics

Y6 Dance for Performance






20

appropriate for example, volleyball and rugby and

apply basic principles suitable for attacking and

defending


control and balance

To perform dances using a range of

movement patterns

To compare their performances with

previous ones and demonstrate improvement

to achieve their personal best.

To engage in competitive sports and

activities with other schools.

apply basic principles suitable for attacking and

defending

To develop flexibility, strength, technique, control

and balance.


patterns





with other schools.

appropriate for example, cricket and rounders,

and apply basic principles suitable for attacking

and defending


control and balance.


patterns


challenges individually.





with other schools.

Maths links

Measurement – measuring distances in athletics, timing races.

Data handling.

DT Structures

Frame structures- using recycled materials

Design

To use research and develop design criteria

to inform the design of innovative, functional,





sketches, cross-sectional and exploded

diagrams, prototypes.

Make



example, cutting, shaping, joining and

finishing, accurately


materials and components, including

Food

Celebrating culture and seasonality

(including cooking and nutrition requirements

for KS2) (Cultural Diversity Day) Design







sketches, cross-sectional and exploded diagrams.

Make



example, cutting, shaping and measuring

accurately


Textiles

Combining different fabric shapes

(including computer-aided design)

Links with Art- Making Bags Design








prototypes and pattern pieces.

Make




accurately



21

construction materials, according to their

functional properties and aesthetic qualities

Evaluate


products


their own design criteria and consider the

views of others to improve their work

Technical knowledge


strengthen, stiffen and reinforce more

complex structures

Maths links

Measurement

Ratio and proportion – scale.

Shape and space.

materials and components, including ingredients,

according to their functional properties and

aesthetic qualities

Evaluate


products




Maths links

Measurement – measuring quantities of ingredients.

Scaling – scaling up/down recipes.

Conversions – imperial to metric measurements.


materials and components, including textiles,

according to their functional properties and

aesthetic qualities

Evaluate


products




To understand how key events and individuals in

design and technology have helped shape

the world

Technical knowledge



structures

Maths links

Measurement – measuring fabrics, calculating quantities

needed.

Shape and space for patterns.

School Trips Affinity Water, BRE and RES trip. Victoria and Albert Museum Stanborough Lakes

Year 6 Ridgeway Walk.

Curriculum 2014 Medium Term Plans Year 5 and 6 Tanners...

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Transcript of Curriculum 2014 Medium Term Plans Year 5 and 6 Tanners...