Subject Overview Linked to New Curriculum

Transcription

1 Subject Overview Linked to New Curriculum Subject Year 6 Geography Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2 Theme (Q): Is it important to remember those who fought for our country? Theme (Q): Theme (Q): Theme (Q): Theme (Q): Theme (Q): Hook: Trip to war memorials and other world war commemorative sites in the local area plus World War 2 morning Hook: Coastal Visit eg Southport/Blackpool/Arnside Hook: Class Read: Class Read: Class Read: European Focus- Barcelona (economic activity e.g. trade links) Coasts Skills Maths links data handling (temperature/rainfall/populat ion/income per head) Skills confidently explain scale and use maps with a range of scales? choose the best way to collect information needed and decide the most appropriate units of measure? make careful measurements and use the data? use maps, aerial photos, plans and web resources to describe what a locality might be like? give extended confidently explain scale and use maps with a range of scales? choose the best way to collect information needed and decide the most appropriate units of measure? make careful measurements and use the data? use OS maps to answer questions? use maps, aerial photos, plans and web resources to

2 descriptions of the physical features of different places around the world? describe how some places are similar and others are different in relation to their human features? give an extended description of the human features of different places around the world? map land use with their own criteria? describe how some places are similar and others are different in relation to their physical features? name the largest desert in the world? identify and name the Tropics of Cancer and Capricorn as well as the Artic and Antarctic circles? explain how the time zones work? define geographical questions to guide their research? use a range of self selected resources to answer questions? plan a journey to another part of the world which takes account of time zones? Do they understand the term sustainable development? Can they use it in different contexts? explain how human describe what a locality might be like? give extended descriptions of the physical features of different places around the world? describe how some places are similar and others are different in relation to their human features? accurately use a 4 figure grid reference? create sketch maps when carrying out a field study? give an extended description of the human features of different places around the world? map land use with their own criteria? describe how some places are similar and others are different in relation to their

3 activity has caused an environment to change? analyse population data on two settlements and report on findings and questions raised? name and locate the main canals that link different continents? name the main lines of latitude and meridian of longitude? physical features? recognise key symbols used on ordnance survey maps? define geographical questions to guide their research? use a range of self selected resources to answer questions? Do they understand the term sustainable development? Can they use it in different contexts? explain how human activity has caused an environment to change? History A Local study WW2 say where a period of history fits on a timeline? place a specific event on a timeline by decade? Ancient Greece a study of Greek life and achievements and their influence on the world say where a period of history fits on a timeline? place a specific event on a timeline by decade? place features of historical events and people from Self directed project Select an aspect (food, football, fashion, farming) and look at how this has developed

4 place features of historical events and people from past societies and periods in a chronological framework? summarise the main events from a specific period in history, explaining the order in which key events happened? summarise how Britain has had a major influence on world history? describe features of historical events and people from past societies and periods they have studied? recognise and describe differences and similarities/ changes and continuity between different periods of history? look at two different versions and say how the author past societies and periods in a chronological framework? summarise what Britain may have learnt from other countries and civilizations through time gone by and more recently? describe features of historical events and people from past societies and periods they have studied? recognise and describe differences and similarities/ changes and continuity between different periods of history? Do they appreciate that some ancient civilizations showed greater advancements than people who lived centuries after them? suggest why there may be different interpretations of events? suggest why certain events, people and changes might be seen as more significant than others? pose and answer their own historical questions? through 2 or 3 eras e.g. Romans, Tudors, present suggest why certain events, people and changes might be seen as more significant than others? pose and answer their own historical questions? Do they appreciate that some ancient civilizations showed greater advancements than people who lived centuries after them?

5 may be attempting to persuade or give a specific viewpoint? identify and explain their understanding of propaganda? describe a key event from Britain s past using a range of evidence from different sources? suggest relationships between causes in history? appreciate how Britain once had an Empire and how that has helped or hindered our relationship with a number of countries today? trace the main events that define Britain s journey from a mono to a multi-cultural society? suggest why there may be different interpretations of events?

6 Science suggest why certain events, people and changes might be seen as more significant than others? pose and answer their own historical questions? Electricity Pupils should be taught to: 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. Mr Heaton? Skills Planning; Obtaining Light Pupils should be taught to: 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 tha t light travels in straight lines to explain why shadows have the same shape as the objects that cast them. IT links Planning; Obtaining and Presenting Evidence and Considering Evidence and Evaluating explore different Living Things and Their Habitats (classification) Maths Link Caroll/Venn/Branc hing Pupils should be taught to: describe how living things are classified into broad groups according to common observable characteristics and based on similarities and differences, including microorganisms, plants and animals give reasons for classifying plants and animals based on specific characteristics. Evolution and Inheritance (incl. adaptations) 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 Health- animals including circulatory system and exercise Pupils should be taught to: 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 exercise on the way their bodies function Planning; Obtaining and Presenting Evidence and Considering Evidence and Evaluating explain why they have chosen specific equipment? (incl ICT based equipment) recognise that decide which units of living things measurement they need to use? produce explain why a offspring of the measurement needs to be same kind, but repeated? normally record their offspring vary measurements in different ways? and are not (incl bar charts, tables and line identical to graphs) their parents take measurements using identify how a range of equipment Animals (including humans) diet, exercise, drugs and lifestyle Pupils should be taught to: recognise the impact of diet, drugs and lifestyle on the way their bodies function describ e the ways in which nutrients and water are transported within animals, including humans Planning; Obtaining and Presenting Evidence and Considering Evidence and Evaluating

7 and Presenting Evidence and Considering Evidence and Evaluating explore different ways to test an idea, choose the best way, and give reasons? vary one factor whilst keeping the others the same in an experiment? Can they explain why they do this? plan and carry out an investigation by controlling variables fairly and accurately? make a prediction with reasons? use information to help make a prediction? use test results to make further predictions and set up further comparative tests? explain, in simple terms, a idea and ways to test an idea, choose the best way, and give reasons? vary one factor whilst keeping the others the same in an experiment? Can they explain why they do this? plan and carry out an investigation by controlling variables fairly and accurately? make a prediction with reasons? use information to help make a prediction? use test results to make further predictions and set up further comparative tests? explain, in simple terms, a idea and what evidence supports it? present a report of their findings through writing, display and presentation? explain why they have chosen specific equipment? (incl ICT based equipment) decide which units of measurement they need to use? explain why a measurement needs to be repeated? record their measurements in different ways? (incl bar charts, tables and line graphs) take measurements Skills Planning; Obtaining and Presenting Evidence and Considering Evidence and Evaluating explain why they have chosen specific equipment? (incl ICT based equipment) decide which units of measurement they need to use? explain why a measurement needs to be repeated? record their measurements in different ways? (incl bar charts, tables and line graphs) take measurements animals and plants are adapted to suit their environment in different ways and that adaptation may lead to evolution. Planning; Obtaining and Presenting Evidence and Considering Evidence and Evaluating explain why they have chosen specific equipment? (incl ICT based equipment) decide which units of measurement they need to use? explain why a measurement needs to be repeated? record their measurements in different ways? (incl bar charts, with increasing accuracy and precision? find a pattern from their data and explain what it shows? use a graph to answer questions? link what they have found out to other science? suggest how to improve their work and say why they think this? record more complex data and results using diagrams, classification keys, tables, bar charts, line graphs and models? report findings from investigations through written explanations and conclusions? identify evidence that has been used to support to refute ideas or arguments? report and present findings 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? choose the best way to answer a question? use information from different sources to answer a question and plan an investigation? make a prediction which links with other knowledge? identify the key explain why they have chosen specific equipment? (incl ICT based equipment) decide which units of measurement they need to use? explain why a measurement needs to be repeated? record their measurements in different ways? (incl bar charts, tables and line graphs) take measurements using a range of equipment with increasing accuracy and precision? find a pattern from their data and explain what it shows? use a graph to answer

8 what evidence supports it? present a report of their findings through writing, display and presentation? explain why they have chosen specific equipment? (incl ICT based equipment) decide which units of measurement they need to use? explain why a measurement needs to be repeated? record their measurements in different ways? (incl bar charts, tables and line graphs) take measurements using a range of equipment with increasing accuracy and precision? find a pattern from their data and explain using a range of equipment with increasing accuracy and precision? find a pattern from their data and explain what it shows? use a graph to answer questions? link what they have found out to other science? suggest how to improve their work and say why they think this? record more complex data and results using diagrams, classification keys, tables, bar charts, line graphs and models? report findings from investigations through written explanations and conclusions? identify evidence that has been used to support to refute ideas or arguments? report and present findings 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? choose the best way to answer a question? use information from different sources to answer a question and plan an investigation? using a range of equipment with increasing accuracy and precision? find a pattern from their data and explain what it shows? use a graph to answer questions? link what they have found out to other science? suggest how to improve their work and say why they think this? record more complex data and results using diagrams, classification keys, tables, bar charts, line graphs and models? report findings from investigations through written explanations and conclusions? identify evidence tables and line graphs) take measurements using a range of equipment with increasing accuracy and precision? find a pattern from their data and explain what it shows? use a graph to answer questions? link what they have found out to other science? suggest how to improve their work and say why they think this? record more complex data and results using diagrams, classification keys, tables, bar charts, line graphs and models? report factors when planning a fair test? explain how a scientist has used their understanding plus good ideas to have a breakthrough? plan in advance which equipment they will need and use it well? make precise measurements? collect information in different ways? record their measurements and observations systematically? explain qualitative and quantitative data? draw conclusions from their work? link their conclusions to other knowledge? explain how they could improve their way of working? questions? link what they have found out to other science? suggest how to improve their work and say why they think this? record more complex data and results using diagrams, classification keys, tables, bar charts, line graphs and models? report findings from investigations through written explanations and conclusions? identify evidence that has been used to support to refute ideas or arguments? report and present findings from enquiries,

9 what it shows? use a graph to answer questions? link what they have found out to other science? suggest how to improve their work and say why they think this? record more complex data and results using diagrams, classification keys, tables, bar charts, line graphs and models? report findings from investigations through written explanations and conclusions? identify evidence that has been used to support to refute ideas or arguments? report and present findings from enquiries, including conclusions, causal make a prediction which links with other knowledge? identify the key factors when planning a fair test? explain how a scientist has used their understanding plus good ideas to have a breakthrough? use ICT to measure sound, light or temperature using sensors and interpret the data? choose the best way to answer a question? use information from different sources to answer a question and plan an investigation? make a prediction which links with other knowledge? identify the key factors when planning a fair test? explain how a scientist has used their understanding plus good ideas to have a breakthrough? plan in advance which equipment they will need and use it well? make precise measurements? collect information in different ways? that has been used to support to refute ideas or arguments? report and present findings 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? choose the best way to answer a question? use information from different sources to answer a question and plan an investigation? make a prediction which links with other knowledge? identify the key factors when planning a fair test? explain how a scientist has used their findings from investigations through written explanations and conclusions? identify evidence that has been used to support to refute ideas or arguments? report and present findings 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? choose the best way to answer a question? use information from different sources to answer a question and including conclusions, causal relationships and explanations of and degree of trust in results, in oral and written forms such as displays and other presentations? choose the best way to answer a question? use information from different sources to answer a question and plan an investigation? make a prediction which links with other knowledge? identify the key factors when planning a fair test? explain how a scientist has

10 relationships and explanations of and degree of trust in results, in oral and written forms such as displays and other presentations? choose the best way to answer a question? use information from different sources to answer a question and plan an investigation? make a prediction which links with other knowledge? identify the key factors when planning a fair test? explain how a scientist has used their understanding plus good ideas to have a breakthrough? choose the best way to answer a question? use information from different sources record their measurements and observations systematically? explain qualitative and quantitative data? draw conclusions from their work? link their conclusions to other knowledge? explain how they could improve their way of working? 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 object s 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? explain how different colours of light can be created? use and explain how simple optical instruments work? (periscope, telescope, understanding plus good ideas to have a breakthrough? plan in advance which equipment they will need and use it well? make precise measurements? collect information in different ways? record their measurements and observations systematically? explain qualitative and quantitative data? draw conclusions from their work? link their conclusions to other knowledge? explain how they could improve their way of working? describe how living things are classified into broad groups plan an investigation? make a prediction which links with other knowledge? identify the key factors when planning a fair test? explain how a scientist has used their understanding plus good ideas to have a breakthrough? plan in advance which equipment they will need and use it well? make precise measurements? collect information in different ways? record their measurements and observations systematically? used their understanding plus good ideas to have a breakthrough? plan in advance which equipment they will need and use it well? make precise measurements? collect information in different ways? record their measurements and observations systematically? explain qualitative and quantitative data? draw conclusions from their work? link their conclusions to other knowledge?

11 to answer a question and plan an investigation? make a prediction which links with other knowledge? identify the key factors when planning a fair test? explain how a scientist has used their understanding plus good ideas to have a breakthrough? plan in advance which equipment they will need and use it well? make precise measurements? collect information in different ways? record their measurements and observations systematically? explain qualitative and quantitative data? draw binoculars, mirror, magnifying glass, Newton s first reflecting telescope) explore a range of phenomena, including rainbows, colours on soap bubbles, objects looking bent in water and coloured filters. Maths links data handling (temperature/rainfall/populat ion/income per head) 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? explain why classification is important? readily group animals into reptiles, fish, amphibians, birds and mammals? sub divide their original groupings and explain their divisions? group animals into vertebrates and invertebrates? find out about the significance of the work of scientists such as explain qualitative and quantitative data? draw conclusions from their work? link their conclusions to other knowledge? explain how they could improve their way of working? 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 explain how they could improve their way of working? 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 and transported within animals, including humans? explore the work of medical

12 conclusions from their work? link their conclusions to other knowledge? explain how they could improve their way of working? identify and name the basic parts of a simple electric series circuit? (cells, wires, bulbs, switches, buzzers) compare and give reasons for variations in how components function, including the brightness of bulbs, the loudness of buzzers, the on/off position of switches? use recognised symbols when representing a simple circuit in a diagram? make their own traffic light system or something similar? explain the danger of Carl Linnaeus, a pioneer of classification? same kind, but normally offspring vary and are not identical to their parents? give reasons why offspring are not identical to each other or to their parents? explain the process of evolution and describe the evidence for this? identify how animals and plants are adapted to suit their environment in different ways and that adaptation may lead to evolution? talk about the work of Charles Darwin, Mary Anning and Alfred Wallace? explain how pioneers, for example, William Harvey and Galen and recognise how much we have learnt about our bodies? compare the organ systems of humans to other animals? make a diagram of the human body and explain how different parts work and depend on one another? name the major organs in the human body? locate the major human organs? make a diagram that outlines the main parts of a body?

13 short circuits? explain what a fuse is? explain how to make changes in a circuit? explain the impact of changes in a circuit? explain the effect of changing the voltage of a battery? some living things adapt to survive in extreme conditions? analyse the advantages and disadvantages of specific adaptations, such as being on two rather than four feet? begin to understand what is meant by DNA? RE 6.1 = Life as a journey (6hrs) NC faith unit: Pilgrimage (4hrs) 6.2 = Christmas, advent (4hrs) 6.3 = Eucharist (3hrs) + NC faith unit: Passover (6hrs) 6.4 = Easter who was Jesus? (4hrs) 6.5 = Ascension and Pentecost (4 hrs) S7 : Change the World (4hrs)

14 Computing Autumn 1 Mon am Autumn 2 Mon pm Summer 2 Fri am Algorithms and Programs (computer science) Outcome: Ration Game involving one variable (score) Algorithms and Programs (IT) and Using computing to monitor and control a product (DT) explain how an algorithm works? detect errors in a program and correct them? use an ICT program to control an events for an external device? use input from sensors to trigger events? check and refine a series of instructions? Algorithms and Programs (computer science) Outcome: Christmas Fair Game involving multiple variables Algorithms and Programs (IT) and Using computing to monitor and control a product (DT) explain how an algorithm works? detect errors in a program and correct them? use an ICT program to control a number of events for an external device? use input from sensors to trigger events? check and refine a series of instructions? explore what if questions by planning different scenarios for controlled devices? Using the internet (link to Geography) use a search engine using keyword searches? use complex searches using such as + OR Find the phrase in inverted commas? compare the information provided on two Digital Literacy Outcome: children can search the internet safely Using search technologies effectively and safely, appreciate how results are selected and ranked and be discerning in evaluating digital content Databases collect live data using data logging equipment? identify data error, patterns and sequences? use the formulae bar to explore mathematical scenarios? create their own database and present information from IT Outcome: Create a presentation using i- movie/movie maker using images, sounds, narration present a film for a specific audience and then adapt same film for a different audience? create a sophisticated multimedia presentation? explore the menu options and experiment with images (colour effects, options, snap to grid, grid settings etc.)? add special effects to alter the appearance of a graphic? save Digital Literacy Outcome: awareness of benefits of internet but that measures need to be put in place to ensure personal safety Do children understand the need not to reveal private information to a person online? Do children know how to identify secure sites by looking for their privacy policies and privacy seals of approval? Do pupils know of strategies to help them handle cyberbullying? Following the Digital Literacy and Citizenship Programme IT conduct a video chat with people in another country or organisation (link to transition and talking to former pupils now in Year 7) conduct a video chat with more than one person at a time? Understanding computer networks (Computer Science) IT Outcome: a History project presented using IT confidently choose the correct page set up option when creating a document? confidently use text formatting tools, including heading and body text? use the hanging indent tool to help format work where appropriate (e.g. a play

15 tabbed websites looking for bias and perspective? it? as gif or i peg. wherever possible to make the file size smaller (for ing or downloading)? make an information poster using their graphics skills to good effect? script)? incorporate graphics where appropriate, using the most effective text wrapping formats? Link with art DT Levers and pulleys Outcome: Christmas Fair Games use a range of information to inform their design? use market research to inform plans? work within constraints? follow and refine Shelters (including prototypes) Outcome: a shelter for a purpose use a range of information to inform their design?

16 their plan if necessary? justify their plan to someone else? How well do they test and evaluate their final product? Is it fit for purpose? And if not, what would improve it eg different resources/more information? In using electrical and mechanical components, can they use different kinds of circuits? Think of ways in which adding a circuit would improve their product? follow and refine their plan if necessary? justify their plan to someone else? Do they consider culture and society in their designs? Is it fit for purpose? What would improve it eg different resources/furth er information? Does their product meet all design criteria? Did they consider the use of the product when selecting materials? justify design/material s PE Sports Hall Athletics Orienteering Invasion Games Gymnastics Athletics PSHE Core skills Understanding self and interactions with others Well being being valued valuing others learning well self affirmation Economic well being and financial capability aspirations independence Keeping Safe Road safety Safe in an emergency Safe from crime Anti Bullying Challenging bullying behaviour Safety from Healthy Lifestyles Relaxation and stress management Maintaining health Puberty To be taught with links with Science topics See subject

17 Making decisions Recognisi ng choice, pressures and influence s Thinking independe ntly peer affirmation I can and I will determination having fun being valued being able to talk about feelings having the appropriate language of feelings resolving difference antisocial behaviour responding appropriately to very strong feelings and emotions understanding difficulties being happy being mindful Link to PGL Being Different Equality of opportunity Being positive about differences The law in relation to protecting people Racisim, homophobia, sexism plans for the future - careers and salaries health or wealth? taxes and deductions benefits business - profit and loss - overheads the media what is an entrepreneur? Dragon s Den class mini enterprise activity understand different aspects of gambling, including speculation understand how facilities are paid for understand that households contribute to community charges Christmas Fair Games Safe from sexual abuse and exploitation Emergency behaviours Fire Brigade in Being a risk taker justify personal opinions confidently be able to identify risky situations calculate risk recognise risk in different situations and make judgements about how to respond in order to keep safe develop a positive approach towards personal safety and risk taking Taking Part rules and laws what is the difference? a citizen s rights in law being a citizen class and school council having a voice in our school and bullying It s ok to tell Touching Helping others to get help Children s rights Drug and Alcohol Awareness (Life Education Van) Legal and illegal drugs Understanding the effects of drugs Making choices leader file for more guidance and skills. HARD CORE MESSAGES. TEACHERS TO USE PROGRESSION AL JUDGEMENT AS TO WHAT IS ACTIVELY TAUGHT, AND WHAT IS NOT. POLICY STATES ALL QUESTIONS SHOULD BE ANSWERED HONESTLY recognising hazards touching internet use and social networking grooming both online and personally who can help me? keeping safe in sexual

18 community our country, our world differences in society current affairs national and global issues voting and elections The moral maze an active citizenship project Visit to magistrates court relationship s domestic violence building self esteem how emotions change during puberty worries and change what is love? responsible behaviour puberty sexual intercourse and conception giving birth and parenting me as a sexual being sexuality including lesbian, gay, bi and trans Sexually Transmitted Infections (STIs) planning a family contraceptio n moral

19 dilemmas more difficult ethical problems influences the media advertisin g Music A hip hop theme! Primarily a singing unit, but with opportunities to improvise and compose music for a range of purposes using the inter-related dimensions of music Singing and use their voices. Objective: To create music on their own and with others. Play and perform in solo and ensemble contexts, using their voices and playing musical instruments with increasing justify personal opinions confidently be able to identify risky situations calculate risk recognise risk in different situations and make judgements about how to respond in order to keep safe develop a positive approach towards personal safety and risk taking A composition Unit. Objective: - To improvise and compose music for a range of purposes using the inter-related dimensions of music. - To play tuned and untuned instruments musically Resources: accuracy, fluency, control and Objective: expression. Journey into space: Exploring Sound Sources, Music - To appreciate and understand a wide range of high-quality live and recorded music drawn from different Listen with attention to detail and recall sounds with increasing aural memory. Resources; Express Year 5, p LMS interactive. Livin on a Prayer Concentrate on learning the song and the composition skills. Use tuned and unturned

20 traditions and from great composers and musicians. - To develop an understanding of the history of music. Resources: LMS interactive Fresh Prince of Bel Air. Skills KS 2 Christmas Nativity. Selection of songs from Singing Express, or use worship loops to focus on technical singing in this area. Focus Terms: Posture, breathing, warming up the voice. Skills percussion to lead to a final performance Languages (Spanish in Year 6) Term 1a Cuando es tu cumpleanos? Term 1b Per donde se va a...? Term 2a Que tiempo hace? Term 2b En el cafe Term 3a Mi familia Term 3b Que quieres hacer? Art and Design make a record about the styles and qualities in their work? say what their John Piper CH ( ) War Artist Drawing and Perspective Painting Investigate, record and develop ideas by collecting information in Christmas Poinsettia Collage and Textiles (Christmas Cards/Calendars) Skills create models on a range of scales? create work which is open to interpretation by the Ansel Adams Sketching Drawing and Perspective Digital Media Investigate, record and develop ideas by collecting information in The human body Sketching Photography Model in clay hand/foot, for example) Viv in Investigate, record and develop ideas by collecting information in sketch books Skills

21 work is influenced by? include technical aspects in their work, e.g. architectural design? sketch books Skills Do their sketches communicate emotions and a sense of self with accuracy and imagination? explain why they have combined different tools to create their drawings? explain why they have chosen specific drawing techniques? Painting explain what their own style is? use a wide range of techniques in their work? explain why they have chosen specific painting techniques? audience? include both visual and tactile elements in their work? justify the materials they have chosen? combine pattern, tone and shape? sketch books One photograph to become Easter Card Skills Do they use software packages to create pieces of digital art to design. create a piece of art which can be used as part of a wider presentation? Sketching Do their sketches communicate emotions and a sense of self with accuracy and imagination? explain why they have combined different tools to create their drawings? explain why they have chosen specific drawing techniques? Do their sketches communicate emotions and a sense of self with accuracy and imagination? explain why they have chosen specific drawing techniques? Do their sketch books contain detailed notes, and quotes explaining about items? Do they compare their methods to those of others and keep notes in their sketch books? Do they combine graphics and text based research of commercial design, for example magazines etc., to influence the layout of their sketch books. Do they adapt and refine their work to reflect its meaning and purpose, keeping notes and annotations in their sketch books?

22 Maths Numbers to 10 million Four operations on whole numbers Fractions Fractions Decimals Measurements Word Problems Percentage Ratio Algebra Area and Perimeter Volume Geometry Position and Movement Graphs and Averages Negative Numbers Transition to Year 7 Unit Word Problems

23 Literacy Unit: Dark Fairy Tales (Classic/Traditional Literature) Outcome: to rewrite a fairy tale with a twist, suitable for a Y5/Y6 audience using Roald Dahl s Revolting Rhymes as a starting point Unit: Poetry (Language/Imagery) Outcome a poem describing the sights and sounds of the battlefield using imagery, personification, simile and metaphor Unit: Recount Outcome biography of a WW1 soldier, medic, member of Home Guard Unit: Stories with Flashback (Settings) Outcome: story with a flashback (based on the sinking of The Titanic) Unit: Discussion - based on a current topic Outcome: discussion on a current topic Unit: Classic Literature (Shakespeare) - based on Macbeth Outcome: narrative telling of the slaying of King Duncan Unit: Classic Poetry Outcome to rewrite the witches on the heath scene from Macbeth Unit: Non- Chronological Reports Outcome to write a non chronological report on The Globe Theatre Unit: Myths Creation (Classic Literature) Outcome: to write own version of a Greek Myth Unit: Explanation based on current experiences or using Science topic Outcome: write an explanation of how something works Unit: Extending Narrative/Settings Fantasy stories Outcome: extended narrative piece written in fantasy genre Unit: Poetry Travel Outcome: to write own poem based on journey through life to present Supplementary Unit: NCR link to History topic and personal research