Autumn 1
| |Autumn 1 |Autumn 2 |Spring 1 |
| |(6 weeks 3 days) |(7 weeks 3 days) |(6 weeks 3 days) |
History |Mary Celeste
Give reasons for different interpretations of the past, analysing primary and secondary sources of information to inform our judgements. | |WW2:
Create, from memory, a timeline from dates/details/eras, showing knowledge of how to check for accuracy.
Provide reasons for, and outcomes of, the main events and changes in historical periods, showing factual knowledge of aspects of Britain and the wider world.
Describe the negative or positive impact of a period of history on contemporary society.
Describe how their own lives have been influenced by a significant individual or movement.
|WW2:
Make connections, draw contrasts and identify trends in two or more periods of history, to improve historical perspective.
Use in context and understand terms relating to different types of history (e.g. cultural, economic, military, political, religious and social).
Suggest and research information sources required to present an in-depth study of a local town or city.
Acknowledge different points of view expressed and explain why these are important in understanding and interpreting history.
| |The Mayans:
Independently investigate a complex historical research question.
Select, organise, summarise and present relevant information, from a wide range of sources, in the most effective way for a given purpose.
| |Geography |Mary Celeste
Produce accurate scaled maps.
Plot a route on a map, globe or satellite image, suggesting the fastest route from one place to another and the most effective mode of transport.
|Big Foot/HMS Terror and Erebus (cold climates):
Describe how climate, ecology and people are affected by cold, and the freezing and thawing processes.
Explain how extreme climates affect the lives of people living there and the human and physical geography.
Describe and explain geographical processes observed including taking accurate measurements and representing these in text, graphs and spreadsheets.
Present findings both graphically and in writing using appropriate vocabulary. |Places in the UK during the WW2:
Describe in detail the human characteristics of some of the largest cities of the United Kingdom, taking into account population, economic activity and transport systems.
Describe how physical and human processes can lead to similarities/differences in the environments of places and in the lives of people who live there.
|Places in the UK during the WW2:
Compare and contrast areas of the UK and the wider world by analysing the geographical features on a range of maps, including digital/computer mapping.
Use search engines, index, contents and other research techniques to locate and interpret information.
|Jungles and Rainforest in South America now:
Explain how climate zones, biomes and vegetation belts affect the physical and human features of a place in the world.
Explain how physical and human processes lead to diversity and change in places.
Recognise that different values and attitudes, including their own, result in different approaches to environmental interaction and change.
Describe the environmental regions, key human and physical characteristics, countries and major cities of Europe, North and South America.
Evaluate the effectiveness and impact of environmental schemes in place to sustain or improve the environment.
|Maya – Sun System:
Explain how time zones (including day and night) of different countries around the world affect the human and physical geography of a place.
Identify gaps in information collated and suggest ways of finding it.
Identify geographical patterns on a range of scales.
Use the web and satellite mapping tools to find out and present geographical information about a place.
Analyse and present more complex data, from different sources, suggesting reasons why it may vary.
| |Design Technology | |Make UFOs:
Use CAD/CAM packages to design moving parts of a design.
Explain the form and function of familiar existing products.
Combine materials with moving joints.
Join materials, using the most appropriate method for the materials or purpose.
Design products incorporating the most appropriate electrical systems. | |Make Air Raid Shelters:
Develop detailed criteria for designs for products aimed at particular individuals or groups, sharing ideas through cross-sectional and exploded diagrams, prototypes and pattern pieces.
Describe how an individual in the field of design and technology has helped shape the world.
Use more complex tools with increasing accuracy.
Choose the best materials for a task, showing an understanding of their working characteristics.
Demonstrate how their products take into account the safety of the user.
Paint, glue, nail and sand to rejuvenate a damaged, faulty or old object (ww2 rationing – ‘I make do and mend’.
Select the most appropriate materials and frameworks for different structures, explaining what makes them strong. | |Dead of the Day Masks:
Research cultural traditions and evidence their influence in their own work.
Combine fabrics to create more useful properties and make a product of high quality, checking for snags and glitches.
Use a craft knife, cutting mat and safety ruler with one to one supervision if needed.
Select the most appropriate mechanical system for a particular purpose.
Develop, try out and refine sequences of instructions to effectively monitor measure and control events.
Use appropriate tools and equipment, weighing and measuring with scales. | |Computing |Follow Rising Stars Scheme of Work |Follow Rising Stars Scheme of Work |Follow Rising Stars Scheme of Work |Follow Rising Stars Scheme of Work |Follow Rising Stars Scheme of Work |Follow Rising Stars Scheme of Work | |Art |Surrealism – Dali
As artists we can use paint techniques characteristic of a specific genre (e.g. particular brush strokes, colours and paint application techniques).
As artists we can create abstract forms choosing appropriate materials and tools, demonstrating the awareness and influence of a specific art genre.
As artists we can use digital software to, create abstract prints which involve experimentation with colour, size, shape and repetition. |Surrealism – Dali
As artists we can combine images using digital technology, colour, size and rotation.
As artists we can use pattern to add detail, movement and interest to a piece of work.
As artists we can use 3-D shapes to create an abstract form or sculpture, juxtaposing individual components.
As artists we can explain how studying other artists’ work has influenced and developed their own. |Blitz based Art
As artists we can make own papers to use in a sketch book or journal.
As artists we can explain intentions when developing ideas, identifying any changes and improvements made as work progresses.
As artists we can adapt and refine own work in the light of evaluations.
As artists we can describe and explain the ideas, methods and techniques used to create artwork on a particular theme or genre.
As artists we can use a variety of media to represent light, shade, form, pattern and texture in a range of drawing work. | |Day of Dead themed Masks
As artists we can make own papers to use in a sketch book or journal.
As artists we can explain intentions when developing ideas, identifying any changes and improvements made as work progresses.
As artists we can adapt and refine own work in the light of evaluations.
As artists we can describe and explain the ideas, methods and techniques used to create artwork on a particular theme or genre.
| | |Science |Electricity
As scientists we can identify and name components of a circuit and define terms, such as voltage and current in relation to series circuits.
As scientists we can predict materials that could be good conductors of electricity and conduct a fair test to show this. |Earth and Space
As scientists we can explain how the day length changes to a greater or lesser degree in other parts of the world (e.g. Arctic or equatorial regions) (cover through geography in Big Foot). |Evolution and Inheritance
As scientists we can identify features which are inherited from parents, such as eye colour and those that are not, such as tattoos and dyed hair colour.
As scientists we can match offspring to their parents, linked to observable features and characteristics.
As scientists we can describe how variation in living things leads to the evolution of a species, using specific examples.
As scientists we can research the work of Darwin or Wallace to explain how the theory of evolution developed.
As scientists we can identify how specific plants or animals have adapted to their environment.
As scientists we can explain how fossils are formed and how fossil discoveries have helped develop the theory of evolution.
As scientists we can suggest ways in which future changes in the world’s climate may impact on ourselves and other living species, and suggest ideas for how we may adapt to these changes. |Humans including Animals
As scientists we can identify the major parts of the human circulatory system and their functions.
As scientists we can recognise the importance of the classification system and its inception, giving reasons for how the groups and subgroups are chosen.
As scientists we can describe how animals must be adapted to their habitats for survival, using a range of animals and their adaptations as examples.
As scientists we can recognise and describe the damaging impact that some drugs and other substances can have on the human body.
As scientists we can explain how nutrients and water are transported within humans and animals.
As scientists we can describe how lifestyle is important for the health of the human circulatory system, contributing towards a class policy on exercise and diet choices.
As scientists we can describe how the life cycles of bacteria and viruses differ.
As scientists we can compare scientifically the effect that different exercises have on heart rate, making predictions and measuring heart rate accurately. |Light and Sound
As scientists we can identify parts of the eye and draw a diagram showing how light enters our eyes in order to see, using the correct scientific vocabulary.
As scientists we can describe how white light can be split using prisms and droplets of water and what colours white light is made from.
As scientists we can explain how light behaves and travels in straight lines.
As scientists we can demonstrate, using a model or diagram, how this explains why we can see objects and how shadows are formed.
As scientists we can classify a range of objects or surfaces for their reflective qualities using scientific testing.
As scientists we can compare how a beam of light changes direction (refraction) when passing through different mediums, such as water and air.
|Plants
As scientists we can identify plants which have survived on Earth for millions of years and how we know this.
As scientists we can devise classification keys to identify plants in the immediate environment.
As scientists we can give reasons for classification and understand the significance of scientists’ work, from study.
As scientists we can research and describe similarities and differences between petals, leaves, stamen and stigma on a variety of plants found in the locality and elsewhere.
As scientists we can describe how plants have adapted and ultimately evolved to suit their environments using specific examples.
As scientists we can suggest why some plants have survived over time and some have not.
As scientists we can define the plant terms ‘annual’, ‘biennial’ and ‘perrenial’, describing differences in life cycles and identifying plants of each type.
As scientists we can identify relationships between the seasons and a typical plant life cycle using observations from the school environment.
As scientists we can compare native plants with non-native plants and determine whether non-native plants can be classified in the same way as native plants. | |Maths |Problem Solving
CLIC (Link to measurement converting units, division 10,100,100)
Number: Place Value
Number: Addition, Subtraction, Multiplication and Division
(Multiplication link to measurement, perimeter, area and volume)
(Addition, subtraction and multiplication link to decimals)
|Problem Solving
CLIC (Link to measurement converting units, division 10,100,1000)
Fractions
Percentages
Decimals
|Problem Solving
Algebra
Number - Ratio
Measurement converting units.
Measurement, Perimeter, Area and Volume
|Problem Solving
Statistics
Geometry – Properties of Shapes
Revision |Problem Solving
Revision
|Problem Solving
Investigations | |RE |Religion : Islam
Theme: Beliefs and Practices
AT1b – Practice and ways of life
At2f – Values and commitments
|Religion: Christianity
Theme: Christmas
AT1A – Beliefs, teachings and sources
AT2E – Meaning, purpose and truth |Religion: Christianity
Theme: Beliefs and Meaning
AT1A – Beliefs, teachings and sources
AT2E – Meaning, purpose and truth |Religion: Christianity
Theme: Easter
AT1B – Practices and ways of life
AT2D – Identity, diversity and belonging.
AT2F – Values and commitments |Religion: Islam
Theme: Beliefs and moral values
AT1A – Beliefs, teachings and sources
AT2D – Identity, diversity and belonging
|Religion: Islam
Theme: Beliefs and moral values
AT1A – Beliefs, teaching and sources
AT2E – Meaning, purpose and truth | |PSHCE |Being Me in My World
Reflect on and evaluate their achievements and strengths in all areas of their lives, recognising their own worth.
Present, in a variety of ways, opinions on a wider range of topics, affecting both themselves and society, justifying their views and conclusions through evidence and separating fact from opinion.
Consider reasons why someone may want to bully another person and suggest ways to support them.
Explain how they can make a positive contribution to society, now and in the future.
Identify positive things about themselves and their achievements; seeing their mistakes, making amends and setting personal goals.
Develop self-organising and time management skills. |Celebrating Difference
Describe some of the different beliefs and values in society, demonstrating respect and tolerance towards people different from themselves.
Respond appropriately to a wide range of feelings and emotions in themselves and others.
Explore a controversial or emotive issue, considering both sides of an argument before forming a personal view or opinion.
Talk about a range of jobs, and explain how they will develop skills to work in the future.
|Dreams and Goals
Take responsibility for a range of tasks, in a range of scenarios, with growing independence.
Give quality, constructive feedback and support to benefit themselves and others when working collaboratively.
Describe how different types of rights need to be protected, supported and balanced.
|Healthy Me
State the basic facts and laws about alcohol, tobacco and legal/illegal drugs, including an understanding of the term ‘habit’ and how habits can affect health and lifestyle.
Identify and explain how to manage the risks in different familiar situations (e.g. discussing issues connected to personal safety such as legal and illegal drugs), understanding there are different levels of risk, including when a ‘secret’ should be shared.
Predict, assess and discuss how to manage situations that may have higher levels of risk associated with them.
|Relationships
Begin to develop an understanding of the terms ‘savings’, ‘interest’, ‘tax’ and ‘debt’.
Explore how information is presented differently in the media and online.
|Changing Me
Understand the changes involved in puberty and about human reproduction.
Begin to develop an understanding of the terms ‘savings’, ‘interest’, ‘tax’ and ‘debt’.
Explain how a variety of social and personal relationships might change over time, including transition, loss, divorce, separation and bereavement.
| |Spanish
|Follow online scheme of work |Follow online scheme of work |Follow online scheme of work |Follow online scheme of work |Follow online scheme of work |Follow online scheme of work | |Music |Livin’ On a Prayer
Identify and explore the relationship between sounds and how different meanings can be expressed through sound and music.
Identify how sounds can be combined and used expressively, layering sounds and singing in tune with other performers.
Listen to and comment on the work of musicians and composers, indicating own preferences. |Benjamin Britten – A New Year Carol
Explain the influence of historical events on music.
Listen to and comment on the work of musicians and composers, indicating own preferences.
|Classroom Jazz 2
Create complex rhythmic patterns, using a variety of instrumentation with an awareness of timbre (quality of sound) and duration (length of notes and intervals).
Compose a piece of music based on a theme (e.g. a film or a special event).
Listen to and comment on the work of musicians and composers, indicating own preferences. |Fresh Prince of Bel Air
Recognise/use staff and use unconventional notation when composing.
Compose a piece of music based on a theme (e.g. a film or a special event).
Explain the influence of historical events on music.
Listen to and comment on the work of musicians and composers, indicating own preferences. |Make You Feel My Love
Describe how music can be used to create expressive effects and convey emotion.
Identify how sounds can be combined and used expressively, layering sounds and singing in tune with other performers.
Listen to and comment on the work of musicians and composers, indicating own preferences. |Reflect, Rewind and Replay
Take the lead in performances and provide suggestions to others.
Listen to and comment on the work of musicians and composers, indicating own preferences. | |PE |Basketball
Cricket
Apply tactical knowledge effectively in attacking and defending situations.
Use and adapt tactics, choosing the most effective one for different situations.
Explain how they need to improve their own performance in order to achieve their personal best.
|Hockey
Gymnastics
Combine and perform gymnastic actions, using the whole body, adapting movements and balances to a routine so that they fit into a sequence.
Use and adapt tactics, choosing the most effective one for different situations.
Explain how they need to improve their own performance in order to achieve their personal best.
|Football
Tennis
Select and perform combinations of sending and striking skills with confidence, accuracy and consistency.
Use and adapt tactics, choosing the most effective one for different situations.
Explain how they need to improve their own performance in order to achieve their personal best.
|Tag Rugby
Orienteering
Lead groups in problem solving, analysing their own effectiveness as a team leader.
Use and adapt tactics, choosing the most effective one for different situations.
Explain how they need to improve their own performance in order to achieve their personal best.
|Athletics
Volleyball
Demonstrate a high level of control, speed, strength and stamina when running, jumping and throwing and suggest ways to improve their performance.
Use and adapt tactics, choosing the most effective one for different situations.
Explain how they need to improve their own performance in order to achieve their personal best.
|Rounder’s
Netball
Apply tactical knowledge effectively in attacking and defending situations.
Use and adapt tactics, choosing the most effective one for different situations.
Explain how they need to improve their own performance in order to achieve their personal best.
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