Year Five Post Covid Curriculum Recovery Sequential, Purposeful and Spiritual Curriculum Planner Learning that will require greater time to recover due to missed learning during school closure. Consideration that children had a prolonged period out of school and retention of previously taught objectives must be factored into teaching and learning. Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2 Theme Mountains Our Local Area Rivers Ancient Egypt The Islamic Faith & Early Islamic Civilisations R.E. Creation Bible, Old Testament, creation, creator, image of God, gifts, talents, stewards of creation, respect, dignity, the The Commandments Exodus, Moses, Ten Commandments, Mount Sinai, Covenant, Relationship, covet, Lord’s Day, neighbour, Inspirational People Inspire, inspirational , qualities, disciple, follower, saint, Fr. Damien, leper, leprosy, Reconciliation Choices, consequences, sin, parable, forgiveness, reconciliation , repent, sacrament, examining, conscience, confession, Life in the Risen Lord Good Friday, Easter Sunday, Peter, Mary of Magdala, empty tomb, angels, Baptism, Reconciliation , Eucharist, Bible, Word of Missed topic of the Early Christians – additional pre teaching required around the mission of the first Christians and the Apostles.
Transcript
Year Five Post Covid Curriculum Recovery
Sequential, Purposeful and Spiritual Curriculum PlannerLearning that will require greater time to recover due to missed learning during school closure.
Consideration that children had a prolonged period out of school and retention of previously taught objectives must be
factored into teaching and learning.
Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2Theme Mountains Our Local Area Rivers Ancient Egypt The Islamic Faith & Early Islamic
CivilisationsR.E. Creation
Bible, Old Testament,
creation, creator, image of God, gifts, talents, stewards of
creation,respect, dignity, the Fall, Adam, Eve, freedom,
foretold the birth of Jesus The birth of Jesus is God’s
New Covenant.
are inspirational
and the virtues making those
people inspirational to
others.•Being a
follower of Jesus is not
always easy.•The
beatitudes show us how to be a disciple.
•They can follow the
example of saints in being a true disciple.
KNOWLEDGE SEQUENCETheir actions always have consequence
s.Sin hurts
others and our
relationship with GodCatholics
seek God’s forgiveness through the
Sacrament of Reconciliation
. Lent is a time for
reconciliation.
hymn, psalm, Lord’s Prayer, hallowed, sins,
trespasses, temptation, evil,Rosary, mystery
KNOWLEDGE SEQUENCE
Jesus rose from the dead to save
us from sin.Jesus gives
himself to us in Spirit.
The Spirit is always with us.Jesus is present in many ways.Prayer is being close to God.
invitation, imitate, Good
News, sacrament, Baptism,
Confirmation, Kingdom of God, justice, repent, prophet, trust, Resurrection,
Ascension,Pentecost, Holy Spirit, symbol,
fire, wind, peace,
transform, grace, Upper Room, fruits,opposition,
persecution, gentile
KNOWLEDGE SEQUENCEJesus chose
ordinary people to be his disciples
The disciples had particular strengths and weaknesses
Jesus’ choice of disciples reveals Christian beliefs about God and
people (God chooses the
weak and makes them strong, importance of
grace [God’s help],
called to change,
importance of forgiveness,
importance of faith)
Jesus taught the disciples to
become the first Christian leaders
Jesus commissioned the apostles
with a mission to the world
(Matthew 28:16-20)
At Pentecost, the apostles
were changed and empowered to carry out their
mission by the Holy
SpiritOther Faiths
Islam – Signs and symbols Islam – Places of worship Islam – Festivals
PHSE & RSE
Physical health and wellbeing:
Keeping safe and
Identity, society and
Mental health and emotional
Drug, alcohol and tobacco
RSE
In the mediaPupils learn:• that messages given on food adverts can be misleading• about role modelso • about how the
media can manipulate images and that these images may not reflect reality
managing risk:When things go wrongPupils learn:• about keeping safe online• that violence within relationships is not acceptable• about problems that can
occur when someone
goes missing
from home
equality:Stereotypes, discrimination and prejudice (including tackling homophobia)Pupils learn:• about stereotyping, including gender stereotyping• workshop from Diversity Role Models or Equaliteach
• about prejudice and discrimination and how this
can make people feel
wellbeing: Dealing with feelingsPupils learn:• about a wide range of emotions and feelings and how these are experienced in the body• about times of change and how this can make people feel• about the
feelings associated with loss, grief and bereavement
education: Different influencesPupils learn:• about the risks associated with smoking drugs, including cigarettes, e-cigarettes, shisha and cannabis• about different influences on drug use – alcohol, tobacco and nicotine products• strategies
to resist pressure from others about
whether to use drugs – smoking
drugs and alcohol
MindMate Feeling Good and Being Me
Friends and Family
Life Changes Strong Emotions Being the Same and Being Different
English By the end of Y5 to know and understand the following: modal verb, relative pronoun, relative
By the end of Y5 to know and understand the following:
By the end of Y5 to know and understand the following: modal verb,
By the end of Y5 to know and understand the following: modal verb,
By the end of Y5 to know and understand the following: modal verb,
By the end of Y5 to know and understand the following: modal verb,
clause, parenthesis, bracket, dash, cohesion, ambiguity, subjunctive form, active and passive voice (beginning)
Spelling & TranscriptionEnsure chd know all of the spelling rules listed
in N.C Appendix one (link at bottom) for Y4 before moving onto Y5
rules in A2. .
Prefixes & Suffixes:Prefixes
in im il ir sub inter super auto anti
Suffixes -ation -ous -tion -sion -ssion
modal verb, relative pronoun, relative clause, parenthesis, bracket, dash, cohesion, ambiguity, subjunctive form, active and passive voice (beginning)
Spelling & TranscriptionEnsure chd know all of the spelling rules listed
in N.C Appendix
one (link at bottom) for Y5 rules in
A2. .
Prefixes & Suffixes:Prefixes
relative pronoun, relative clause, parenthesis, bracket, dash, cohesion, ambiguity, subjunctive form, active and passive voice (beginning)
Spelling & Transcription
Ensure chd know all of the spelling rules listed in N.C
Appendix one (link at bottom) for Y5 rules in
A2. .
Prefixes & Suffixes:Prefixes
Dis De Mis Over Re
relative pronoun, relative clause, parenthesis, bracket, dash, cohesion, ambiguity, subjunctive form, active and passive voice (beginning)
Spelling & TranscriptionEnsure chd know
all of the spelling rules listed in N.C
Appendix one (link at bottom) for Y5 rules in
A2. .
Prefixes & Suffixes:Prefixes
Dis De Mis Over Re
Suffixes
relative pronoun, relative clause, parenthesis, bracket, dash, cohesion, ambiguity, subjunctive form, active and passive voice (beginning)
Spelling & TranscriptionEnsure chd know
all of the spelling rules listed in N.C
Appendix one (link at bottom) for Y5 rules in
A2. .
Prefixes & Suffixes:Prefixes
Dis De Mis Over Re
Suffixes
relative pronoun, relative clause, parenthesis, bracket, dash, cohesion, ambiguity, subjunctive form, active and passive voice (beginning)
Spelling & TranscriptionEnsure chd know
all of the spelling rules listed in N.C
Appendix one (link at bottom) for Y5 rules in
A2. .
Prefixes & Suffixes:Prefixes
Dis De Mis Over Re
Suffixes
-cian
Morphology word and sentence play with root words, suffixes and prefixes
Creation of compound words using two words
combined. Use of etymology to create word families from
root words using prefixes and
suffixes. Silent letters :
Use word play to identify & spell
words with silent letters such as g,
k, t, b Homophones:
Understand the alternate
meaning and spellings for homophone
pairs and trios. Use them
correctly in writing,
particularly common ones
Dis De Mis Over Re
Suffixes -ate -ise -ify
Morp holog
y word and
sentence play with root
words,
suffixes
and prefix
es Creati
on of compound words using two
words
Suffixes -ate -ise -ify
Morpholo gy word
and sentence play with
root words, suffixes
and prefixes
Creation of
compound words
using two words
combined.
Use of etymolog
y to create word
families from root
words using
prefixes and
suffixes. Silent
-ate -ise -ify
Morpholog y word
and sentence play with
root words, suffixes
and prefixes
Creation of compound
words using two
words combined.
Use of etymology to create
word families
from root words using
prefixes and
suffixes. Silent
letters : Use word play to
identify &
-ate -ise -ify
Morpholog y word
and sentence play with
root words, suffixes
and prefixes
Creation of compound
words using two
words combined.
Use of etymology to create
word families
from root words using
prefixes and
suffixes. Silent
letters : Use word play to
identify &
-ate -ise -ify
Morpholog y word
and sentence play with
root words, suffixes
and prefixes
Creation of compound
words using two
words combined.
Use of etymology to create
word families
from root words using
prefixes and
suffixes. Silent
letters : Use word play to
identify &
like there/their, we’re/wear/were
/ where. Dictionary skills
Use the first three letters of a word to find its meaning in a dictionary.
Handwriting Use diagonal and
horizontal strokes to join all letters in
the handwriting scheme.
Know which letters are break letters
within the scheme and do not need to
be joined. Use the correct
spacing between letters and words
CompositionTo use the plan>
draft> edit & evaluate> proof read>
neat write model to create a finished piece of work. Elements of
this can be used individually or can be
combined.Vocabulary
combined.
Use of
etymology
to creat
e word famili
es from root
words using prefix
es and
suffixes.
Silent letter
s : Use word play to
identify & spell
words with silent letter
s
letters : Use word play to
identify & spell
words with silent letters such as g, k, t, b
Homopho nes:
Understand the
alternate meaning
and spellings
for homophone pairs
and trios. Use them correctly
in writing,
particularly
common ones like there/thei
r, we’re/wear/were/ where.
spell words with
silent letters
such as g, k, t, b
Homophon es:
Understand the
alternate meaning
and spellings
for homophon
e pairs and trios. Use them correctly in writing, particularly common ones like
there/their,
we’re/wear/were/ where.
Dictionary skills
Use the first three and four letters of a word to
spell words with
silent letters
such as g, k, t, b
Homophon es:
Understand the
alternate meaning
and spellings
for homophon
e pairs and trios. Use them correctly in writing, particularly common ones like
there/their,
we’re/wear/were/ where.
Dictionary skills
Use the first three and four letters of a word to
spell words with
silent letters
such as g, k, t, b
Homophon es:
Understand the
alternate meaning
and spellings
for homophon
e pairs and trios. Use them correctly in writing, particularly common ones like
there/their,
we’re/wear/were/ where.
Dictionary skills
Use the first three and four letters of a word to
To use the relevant
curricular linked vocabulary to
their topic areas To use word banks modelled by their teachers
Competently use a thesaurus to choose a word that suits the context and
enhances the phrase
GrammarRe-read their own
work and be able to identify if it isn’t grammatically
accurate and make the necessary changes
where needed.Q: ‘Does it make
sense?’Use co-ordinating (or, and, but) and subordinating (because, if) conjunctions to join clauses.
Understand possessive pronouns and know why these don’t have apostrophes.
such as g, k, t, b
Homo phones:
Understand the
alternate
meaning and
spellings for
homophon
e pairs and
trios. Use
them correctly in writin
g, particularly common ones like
there/
Dictionar y skills
Use the first three and four letters of a word to find its meaning in a dictionary.
Handwriting Use diagonal
and horizontal strokes to
join all letters in the handwriting
scheme. Know which
letters are break letters
within the scheme and do not need to be joined. Use the
correct spacing between
letters and words
find its meaning in a dictionary.
Handwriting Use diagonal
and horizontal strokes to
join all letters in the
handwriting scheme.
Know which letters are
break letters within the
scheme and do not need to be joined. Use the
correct spacing between
letters and words
CompositionTo use the
plan> draft> edit & evaluate>
proof read> neat write model
to create a finished piece of
find its meaning in a dictionary.
Handwriting Use diagonal
and horizontal strokes to
join all letters in the
handwriting scheme.
Know which letters are
break letters within the
scheme and do not need to be joined. Use the
correct spacing between
letters and words
CompositionTo use the
plan> draft> edit & evaluate>
proof read> neat write model
to create a finished piece of
find its meaning in a dictionary.
Handwriting Use diagonal
and horizontal strokes to
join all letters in the
handwriting scheme.
Know which letters are
break letters within the
scheme and do not need to be joined. Use the
correct spacing between
letters and words
CompositionTo use the
plan> draft> edit & evaluate>
proof read> neat write model
to create a finished piece of
Understand different sentence types and how to define them: question/ command/ statement/ exclamation.
Use expanded noun phrases to describe a noun. Be able to find the adjective & noun within the phrase. Apply these at sentence level.
Use paragraphs to organise ideas in their writing.
Use pronouns to avoid repetition.
PunctuationTo know and
understand how to use the following
punctuation marks in a variety of written
formats:full stop, capital letters to start a sentence &
for proper nouns, exclamation marks,
question marks,
their, we’re/wear/were
/ where
. Dictio
nary skills
Use the first three and four letters of a word to find its meaning in a dictionary.
Handwriting
Use diagonal
and horizont
al strokes
CompositionTo use the
plan> draft> edit &
evaluate> proof read> neat write
model to create a finished piece
of work. Elements of this can be
used individually or
can be combined.
Vocabulary To use
the relevant curricular
linked vocabulary to their
topic areas
Competently use a thesauru
s to choose a word that suits the context
and
work. Elements of this can be
used individually or can be combined.
Vocabulary To use the
relevant curricular
linked vocabulary
to their topic areas
Competently use a
thesaurus to choose
a word that suits
the context
and enhances the phrase
GrammarRe-read their own work and
be able to identify if it isn’t grammatically accurate and
make the necessary
changes where needed.
work. Elements of this can be
used individually or can be combined.
Vocabulary To use the
relevant curricular
linked vocabulary
to their topic areas
Competently use a
thesaurus to choose
a word that suits
the context
and enhances the phrase
Experiment with the manipulati
on of vocabulary for effect
GrammarRe-read their own work and
be able to identify if it isn’t
work. Elements of this can be
used individually or can be combined.
Vocabulary To use the
relevant curricular
linked vocabulary
to their topic areas
Competently use a
thesaurus to choose
a word that suits
the context
and enhances the phrase
Experiment with the manipulati
on of vocabulary for effect
GrammarRe-read their own work and
be able to identify if it isn’t
speech marks, commas in lists and apostrophes to mark
possession and contractions.Use a colon to
introduce a list.Use bullet points
within a list of items in formats that require it.Use the apostrophe for
possession in both regular and irregular
(children, mice) words.Brackets for parenthesis.
Commas to separate a main and subordinate
clause.Use commas after fronted adverbials.Begin to use the
correct punctuation within speech for reporting clauses (comma after the reporting clause).
Recount/1st person – Summer writing. Poetry – Linked with War Horse (GR focus)Creative writing – video stimulus (Non-verbal stimulus –
to join all
letters in the
handwriting
scheme. Know
which letters
are break letters within
the scheme and do
not need to be
joined. Use the
correct spacing between letters
and words
Composition
To use the plan>
draft> edit &
evaluate> proof read>
enhances the
phraseGrammar
Re-read their own work and
be able to identify if it
isn’t grammatically accurate and
make the necessary
changes where needed.
Q: ‘Does it make sense?’
Use co-ordinating (or, and, but) and subordinating (because, if) conjunctions to join clauses.
Understand possessive pronouns and know why these don’t have apostrophes.
Understand different sentence types
Q: ‘Does it make sense?’
Use co-ordinating (or, and, but) and subordinating (because, if) conjunctions to join clauses.
Understand possessive pronouns and know why these don’t have apostrophes.
Understand different sentence types and how to define them: question/ command/ statement/ exclamation.
Use expanded noun phrases to describe a noun. Be able to find the adjective & noun within the phrase. Apply these at sentence level.
grammatically accurate and
make the necessary
changes where needed.
Q: ‘Does it make sense?’
Use co-ordinating (or, and, but) and subordinating (because, if) conjunctions to join clauses.
Understand possessive pronouns and know why these don’t have apostrophes.
Understand different sentence types and how to define them: question/ command/ statement/ exclamation.
Use expanded noun phrases to describe a noun.
grammatically accurate and
make the necessary
changes where needed.
Q: ‘Does it make sense?’
Use co-ordinating (or, and, but) and subordinating (because, if) conjunctions to join clauses.
Understand possessive pronouns and know why these don’t have apostrophes.
Understand different sentence types and how to define them: question/ command/ statement/ exclamation.
Use expanded noun phrases to describe a noun.
Beyond the Lines)
Text TypePoetry – Linked with War Horse 2WChristina Rosetti – Colours use Rosetti’s poem as a model to the class.Explore rhyming couplets and figurative language and then use the draft and edit process to create final poems in neat.
Diary Writing – The Leeds Pals and the Battle of the Somme 2WDiary write in First person focus with exploration of the areas of figurative writing. On the first day of the Battle of the Somme 750 of the 900 Leeds Pals died in battle. Select a real life individual to write from his perspective. In addition, use Beyond the Lines video as a visual stimulus
neat write model to create a finished piece of work.
Elements of this can be
used individually or can be combined.Vocabular
y To
use the
relevant
curricular
linked vocabulary
to their topic areas
To use
word banks modelled by
their
and how to define them: question/ command/ statement/ exclamation.
Use expanded noun phrases to describe a noun. Be able to find the adjective & noun within the phrase. Apply these at sentence level.
Use paragraphs to organise ideas in their writing.
Use pronouns to avoid repetition.
Understand and use relative pronouns & clauses.
Modal verbs to show degree of possibility.
Use paragraphs to organise ideas in their writing.
Use pronouns to avoid repetition.
Understand and use relative pronouns & clauses.
Modal verbs to show degree of possibility.
PunctuationTo know and
understand how to use the following
punctuation marks in a variety of
written formats:full stop, capital letters to start a sentence & for proper nouns, exclamation
marks, question marks, speech
marks, commas
Be able to find the adjective & noun within the phrase. Apply these at sentence level.
Use paragraphs to organise ideas in their writing.
Use pronouns to avoid repetition.
Understand and use relative pronouns & clauses.
Modal verbs to show degree of possibility.
Be able to identify where the subjunctive form has been used within a text.
Begin to understand how the active and passive voice changes the
Be able to find the adjective & noun within the phrase. Apply these at sentence level.
Use paragraphs to organise ideas in their writing.
Use pronouns to avoid repetition.
Understand and use relative pronouns & clauses.
Modal verbs to show degree of possibility.
Be able to identify where the subjunctive form has been used within a text.
Begin to understand how the active and passive voice changes the
Non-chronological report – Exploring Mountain ranges –economic, social and environmental factors) – 2WNon-chron reports with introduction, headings & paragraphs and closing paragraph. Introduce the use of sub-headings in Y5. Include factual language, topic specific vocab and personal insight into the amazing way that a mountain range comes to be. This will explore additional environmental factors such as the impact of tourism).Give some independence in headings based on the chd’s research and interest.
teachers
Competently use
a thesaurus to
choose a
word that suits the
context
and enhances the
phrase
GrammarRe-read
their own work and be able to
identify if it isn’t
grammatically accurate and make
the necessary changes
PunctuationTo know and understand
how to use the following
punctuation marks in a variety of written
formats:full stop,
capital letters to start a
sentence & for proper nouns, exclamation
marks, question
marks, speech marks,
commas in lists and
apostrophes to mark
possession and contractions.Use a colon to
introduce a list.Use bullet
points within a list of items in formats that
require it.Use the
in lists and apostrophes to
mark possession and
contractions.Use a colon to
introduce a list.Use bullet points
within a list of items in formats that require it.
Use the apostrophe for possession in
both regular and irregular
(children, mice) words.
Brackets for parenthesis.Commas to
separate a main and subordinate
clause.Use commas after fronted adverbials.
Use the correct punctuation
within speech for reporting
clauses (comma after the reporting clause).
Use commas for
context of a sentence.
Experiment with the manipulation of grammar for formality and tone.
PunctuationTo know and
understand how to use the following
punctuation marks in a variety of
written formats:full stop, capital letters to start a sentence & for proper nouns, exclamation
marks, question marks, speech
marks, commas in lists and
apostrophes to mark possession
and contractions.Use a colon to
introduce a list.Use bullet points
context of a sentence.
Experiment with the manipulation of grammar for formality and tone.
PunctuationTo know and
understand how to use the following
punctuation marks in a variety of
written formats:full stop, capital letters to start a sentence & for proper nouns, exclamation
marks, question marks, speech
marks, commas in lists and
apostrophes to mark possession
and contractions.Use a colon to
introduce a list.Use bullet points
where needed.
Q: ‘Does it make
sense?’Use co-ordinating (or, and, but) and subordinating (because, if) conjunctions to join clauses.
Understand possessive pronouns and know why these don’t have apostrophes.
Understand different sentence types and how to define them: question/ command/ statement/
apostrophe for possession in both regular and irregular
(children, mice) words.
Brackets for parenthesis.Commas to separate a main and
subordinate clause.
Use commas after fronted adverbials.
Use the correct punctuation
within speech for reporting
clauses (comma after the reporting
clause).Use commas
for clarity within a
sentence.
Text TypePoetry Focus – Review 2/3WRead and compare the
clarity within a sentence.
Use hyphens for clarity in writing.
Begin to use colons & semi-colons to mark the boundary
between clauses.
Text TypeNewspaper Writing – The Opening of Tutankhamun’s Tomb 2/3WTabloid newspaper article in a National Paper to sensationalise the opening of T’s Tomb. Chd to know the difference between tabloid & broadsheet. Include: snappy headline, third person, past tense, informative first paragraph with 5W-
within a list of items in formats that require it.
Use the apostrophe for possession in
both regular and irregular
(children, mice) words.
Brackets for parenthesis.Commas to
separate a main and subordinate
clause.Use commas after fronted adverbials.
Use the correct punctuation
within speech for reporting
clauses (comma after the reporting clause).
Use commas for clarity within a
sentence.Use hyphens for clarity in writing.Begin to use colons & semi-colons to mark the boundary
within a list of items in formats that require it.
Use the apostrophe for possession in
both regular and irregular
(children, mice) words.
Brackets for parenthesis.Commas to
separate a main and subordinate
clause.Use commas after fronted adverbials.
Use the correct punctuation
within speech for reporting
clauses (comma after the reporting clause).
Use commas for clarity within a
sentence.Use hyphens for clarity in writing.Begin to use colons & semi-colons to mark the boundary
exclamation.
Use expanded noun phrases to describe a noun. Be able to find the adjective & noun within the phrase. Apply these at sentence level.
Use paragraphs to organise ideas in their writing.
Use pronouns to avoid repetition.
Understand and use relative pronouns & clauses.
following: A Ballad of London – PoemIf – PoemThe Eagle – PoemJabberwocky – PoemSky in the Pie – PoemUse quotes, imagery and personal opinions to write a review focusing on one favoured poem but also comparing this to elements of the others.
Explanation text – Rivers 2WExplanation text about the journey of a river including erosion, deposition and formation of Oxbow lakes. Use of key vocab. Revisit the use of sub-
who/what/where/when/ why followed by consecutive paragraphs that are beginning to flow from one into the next (cohesion). Include an image with a snappy caption that links to the headline.
Biography Writing – the tantalising tale of Lord Carnarvon (or similar Egyptologist) 1WChd to create a 3rd person biography about the life of amateur archaeologist Lord Carnarvon who was one of three people to first enter Tutankhamun’s tomb, dying shortly after in
between clauses.
Text TypeRecount – Our Visit to a local mosque1WWrite a recount that includes personal insight & opinions to add interest for the reader about a trip to a local mosque.?Borrow the I-Pad protectors from Rec and take 4 Ipads that the chd can use to take photographs on the trip. ?
100 Word Descriptive challenge – the beauty of the Blue Mosque Sultan AhmedUse video clips and imagery to explore the Sultan Ahmed, the famous Turkish Blue
between clauses.
Text TypePoetry – The Call to prayer AdhanChd to create a short non-rhyming poem that conjures the sound, atmosphere and cultural feel that the Adhan does when it is sounded.
Compare and contrast by Morris GleitzmanClass to read Once by Morris Gleitzman &Compare the key similarity between the two texts and Felix’s own challenges. One of the main features is the idea of a journey which leads onto the next writing task.
headings in Y5. Cairo. Mosque in Istanbul. Use very short sentences, adventurous punctuation and heavily modelled teacher writing to create some amazing pieces of writing. Focus on the editing process in order to create the perfect finished piece.
Letter Writing to Jamal (Boy Overboard by Morris Gleitzman)Chd to write letters to the main character, Jaaml, or his sister Bibi, exploring the challenging issues they would have faced either in Afghanistan or on their arrival in Australia.
Persuasive Writing – inspired by Morris GleitzmanChd to bring together their learning of other faiths and the narratives of ‘Boy overboard’ and ‘Once’ to create a piece of persuasive writing focused on the importance of learning about other faiths and religions.Use of key persuasive techniques, both structurally and linguistically.
possession and
contractions.
Use a colon to introduce
a list.Use bullet
points within a list of items in
formats that require
it.Use the
apostrophe for
possession in both
regular and irregular (children,
mice) words.
Brackets for parenthesis
.Commas to separate a main and
subordinate clause.
Use commas
after fronted
Prepare to contrast with another text by the same author next HT.
adverbials.Use the correct
punctuation within
speech for reporting clauses (comma after the reporting clause).
Use commas for
clarity within a
sentence.
Text TypeAdventure Writing – George Sanders and the Victoria Cross 2WWrite a third person adventure story about George Sanders and his 36-hour stand off with his 30 men.
Use third person to contrast with the diary work and build this skill.
Informative Writing – Why I am proud of the Leeds PalsUse of personal opinion and emotive writing to inform the reader about the amazing work of young, brave men in WW1.
Book Review – War Horse 2WChd to write a compelling
review which explores the ideas, the use of language and the characters in the text as well as deeper moral meanings.
1 st Person Author inspired Creative WritingUse Coming Home – Michael Morpurgo to create an inspired piece of writing in the style of the author.
Reading Phonics and decoding:To read all Y3/Y4 words discussing the unusual correspondence between spelling and sounds.
Phonics and decoding:To apply their growing
Common exception words:To recognise Y5/
Phonics and decoding:To read most words fluently and attempt to decode any unfamiliar words with increasing speed and
To read most words fluently and attempt to decode any unfamiliar words with increasing speed and skill, recognising their meaning through contextual cues where required.
Common exception words:To consolidate the recognition and reading of Y3/Y4 common exceptions.
Comparing, contrasting and commenting:To participate in discussions about books that are read to them and those they can read for themselves, building on their own and others’ ideas and challenging views courteously.Take part in discussion and debate around texts around their views as a reader using the text to support their argument.
Words in context and authorial choices:To discuss vocabulary used by the author to create effect including figurative language.To evaluate the use of authors’ language and explain how it has created an impact on the reader.
Poetry and performance:To continually show an awareness of
knowledge of root words, prefixes and suffixes/ word endings, including-sion, -tion, -cial, -tial,-ant/-ance/-ancy, -ent/- ence/-ency, -able/-ably and -ible/ibly, to read aloud fluently.
Common exception words:To become familiar with Y5/ Y6 exception words, discussing the unusual correspondences between spelling and sound and where these occur in the word.
Comparing, contrasting and
Y6 exception words, discussing the unusual correspondences between spelling and sound and where these occur in the word.
Comparing, contrasting and commenting:To recommend texts to peers based on personal choice giving reasons and linking contexts or authors.Compare authorial styles and structures and why these may have been prefer or utilised by the author.To identify main ideas drawn from more than one paragraph and to summarise
skill, recognising their meaning through contextual cues where required.
Common exception words:To read most Y5/ Y6 exception words,discussing the unusual correspondences between spelling and sound and where these occur in the word.
Comparing, contrasting and commenting:To participate in discussions about books that are read to them and those they can read for themselves, building on their own and others’ ideas and challenging views courteously.Take part in discussion and debate around texts around their views as a reader using the text to support their argument.
Words in context and authorial choices:To discuss vocabulary used by the author to create effect including figurative language.To evaluate the use of authors’ language and explain how it has created an impact on the reader.
Inference and prediction:To make predictions based on
audience when reading out loud using intonation, tone, volume and action.
Non-fiction:To use all organisational devices available within a non-fiction text to retrieve, record and discuss information giving an opinion on their findings.To confidently use dictionaries and thesaurus to check the meaning of words that they have read.To use knowledge of texts and organisation devices to retrieve, record and discuss information from fiction and non-fiction texts.
commenting:To read a wide range of genres, identifying the characteristics of text types (such as the use of the first person in writing diaries and autobiographies) and differences between text types.Discuss why an author may have chosen to write in a certain way for the reader.
Inference and prediction:To draw inferences from characters’ feelings, thoughts and motives linking back to text with evidence or similar texts
these developing their complexity and topic base.
Words in context and authorial choices:To evaluate the use of authors’ language over a text or range of texts and explain how it has created an impact on the reader explaining how and why.
Poetry and performance:To continually show an awareness of audience when reading out loud using intonation, tone, volume and action developing confidence and own reading tone.
details stated and implied, justifying them in detail with evidence from the text or knowledge of the author.
Poetry and performance:To continually show an awareness of audience when reading out loud using intonation, tone, volume and action.
Non-fiction:To use knowledge of texts and organisation devices to retrieve, record and discuss information from fiction and non-fiction texts.
and authors.
Poetry and performance:To continually show an awareness of audience when reading out loud using intonation, tone, volume and action developing confidence and own reading tone.
Non-fiction:To use knowledge of texts and organisation devices to retrieve, record and discuss information from fiction and non-fiction texts compare these different types of texts, their purpose and where to find them.
Non-fiction:To use knowledge of texts and organisation devices to retrieve, record and discuss information from fiction and non-fiction texts compare these different types of texts, their purpose and where to find them. Use non-fiction as an aid in the development of fictional writing.
Fictional Texts
(non-fiction chosen from
school library and
library service)
War HorseA Christmas CarolComing Home
A Ballad of London – PoemIf – PoemThe Eagle – PoemJabberwocky – PoemSky in the Pie – Poem
How to fly with broken wings
OnceBoy OverboardHarry Potter
Maths Number: Place ValueNumbers to 10,000Roman numerals to 1000Round the nearest 100,000, 10,000 and 1,000Numbers to 100,000Compare and order numbers to 100,000Numbers to a millionCounting to 10s, 100s, 1000s and 100,000Compare and order numbers to 1 millionRound numbers to 1 millionNegative numbers
Fluency phase check before beginning next topic.
Addition and Subtraction
TTRock Stars sound check before beginning topic as pre topic assessment of fluency.
Number: Multiplication and DivisionMultiplesFactorsCommon factorsPrime numbersSquare numbersCube numbersMultiply and divide
Multiplication and DivisionMultiply 4 digits by 1 digitMultiply 2 digits (area model)Multiply 2 digits by 2 digitsMultiply 3 digits by 2 digitsDivide 4 digits by 1 digitDivide with remainders
FractionsEquivalent fractionsImproper fractions to mixed numbersMixed numbers to improper
FractionsFractions within 1Add 3 or more fractionsAdd mixed numbersSubtract fractionsSubtract mixed numbersSubtract – breaking the whole
Decimals and percentagesDecimals up to decimal placesDecimals as fractionsUnderstand thousandthsThousandths as decimalsRounding
DecimalsAdding and subtracting decimals within 1Subtracting decimals within 1Complements to 1Adding decimals crossing the wholeAdding and subtracting decimals with the same / different number of decimal placesAdding and subtracting wholes and decimalsDecimal sequences
Not covered in Y4 due to lock down. Additional pre-teaching required.Geometry: Properties of shapesMeasuring angles in degrees with a protractorDrawing lines and angles accuratelyCalculating angles on a straight lineCalculating angles around a pointRegular and irregular polygonsReasoning about 3D shapes
Add whole numbers with more than 4 digitsSubtract whole numbers with more than 4 digitsRound to estimate and approximateInverse operationsMulti step addition and subtraction problems
StatisticsY3/Y4 objectives covered during home learning – additional consolidation required. Suggested time 2 weeks) Read and interpret line graphsDraw line graphUse line graphs to solve problemsRead and interpret tablesTwo-way tablesTimetables
by 10, 100 and 1,000
Measurement: perimeters and areaCondense time down to allow for additional time on statistics.Measure perimeterCalculate perimeterArea of rectanglesArea of compound shapes
Area of irregular shapes
fractionsNumber sequencesCompare and order fractions less than 1Add and subtract fractions
decimalsOrder and compare decimalsUnderstand percentagesPercentages as fractions and decimals
Equivalent fraction – decimals –
percentages
Multiplying and dividing decimals by 10, 100 and 1000
Not covered in Y4 due to lock down. Additional pre-teaching required.
Geometry : Properties of shapes
Geometry: Position & directionsPosition in the first quadrantReflectionReflection with coordinatesTranslationTranslation with coordinates
Measurement: converting unitsKilograms and kilometresMilligrams and mailgramsMetric unitsImperial unitsConverting units of timeTimetables
Measurement: VolumeWhat is volume?Compare volumeEstimate volume
Estimate capacity
Science Living things and their habitats
Electricity not covered
Forces Sc5/4.2
Earth and Space Sc5/4.1
Properties and Changes of
Animals Including
Sc5/2.1SkillsSc5/1.5 reporting and presenting findings from enquiries, including conclusions, causal relationships and explanations of results, in oral and written forms such as displays and other presentationsSc5/1.6 identifying scientific evidence that has been used to support or refute ideas or arguments
KnowledgeSc5/2.1a describe the differences in the life cycles of a mammal, an amphibian, an insect and a birdSc5/2.1b describe the life process of reproduction in some plants and animals.
VocabularyLife- cyclesMammalAmphibian
in Y4 in school due to school closure. To be covered during this half term.
SkillsSc5/1.1 planning different types of scientific enquiries to answer questions, including recognising and controlling variables where necessary
Sc5/1.2 taking measurements, using a range of scientific equipment, with increasing accuracy and precision
Sc5/1.3 recording data and results of increasing complexity using scientific diagrams and labels, classification keys, tables, and bar and
SkillsSc5/1.3 recording data and results of increasing complexity using scientific diagrams and labels, classification keys, tables, and bar and line graphsSc5/1.6 identifying scientific evidence that has been used to support or refute ideas or arguments.
KnowledgeSc5/4.1a describe the movement of the Earth, and other planets, relative to the Sun in the solar system
Sc5/4.1b describe the movement of the Moon
Materials Sc5/3.1SkillsSc5/1.1 planning different types of scientific enquiries to answer questions, including recognising and controlling variables where necessary
Sc5/1.2 taking measurements, using a range of scientific equipment, with increasing accuracy and precision
Sc5/1.3 recording data and results of increasing complexity using scientific diagrams and labels, classification keys, tables, and bar and line
Humans Sc5/2.2SkillsSc5/1.3 recording data and results of increasing complexity using scientific diagrams and labels, classification keys, tables, and bar and line graphsSc5/1.5 reporting and presenting findings from enquiries, including conclusions, causal relationships and explanations of results, in oral and written forms such as displays and other presentationsSc5/1.6 identifying scientific evidence that
line graphs Sc5/1.4 using test results to make predictions to set up further comparative and fair tests
Sc5/1.5 reporting and presenting findings from enquiries, including conclusions, causal relationships and explanations of results, in oral and written forms such as displays and other presentations
Sc5/1.6 identifying scientific evidence that has been used to support or refute ideas or arguments.
relative to the Earth
Sc5/4.1c describe the Sun, Earth and Moon as approximately spherical bodies
Sc5/4.1d use the idea of the Earth’s rotation to explain day and night, and the apparent movement of the sun across the sky.
Sc5/1.4 using test results to make predictions to set up further comparative and fair tests
Sc5/1.5 reporting and presenting findings from enquiries, including conclusions, causal relationships and explanations of results, in oral and written forms such as displays and other presentations
Sc5/1.6 identifying scientific evidence that has been used to support or refute ideas or arguments.
has been used to support or refute ideas or arguments.
KnowledgeSc5/2.2adescribe the changes as humans develop to old age.VocabularyLife stagesAdultTeenagerOld ageInfantBabyAdolescent
KnowledgeSc5/4.2a explain that unsupported objects fall towards the Earth because of the force of gravity acting between the Earth and the falling objectSc5/4.2b identify the effects of air resistance, water resistance and friction, that act between moving surfaces
Sc5/4.2c recognise that some mechanisms including levers, pulleys and gears allow a smaller force to have a greater effect
VocabularyPush
SeasonsSolar systemPhases of the moonOrbitingSpinsYearDayNightSpherical bodies
KnowledgeSc5/3.1a 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
Sc5/3.1b know that some materials will dissolve in liquid to form a solution, and describe how to recover a substance from a solution
Sc5/3.1c use knowledge of solids, liquids and gases to decide how mixtures might
be separated, including through filtering, sieving and evaporating
Sc5/3.1d give reasons, based on evidence from comparative and fair tests, for the particular uses of everyday materials, including metals, wood and plastic
Sc5/3.1e demonstrate that dissolving, mixing and changes of state are reversible changes
Sc5/3.1f 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.
History Local HistoryRothwell Castle and Castles in YorkshireNC objectiveA local history study- a study of an aspect of history or a site dating from a period beyond 1066 that is significant in the locality.
Visit the site Archaeological dig – local
things discovered in Leeds Historical research – source
based, testing reliability of sources
Ancient Civilizations : Ancient Egypt(overview study)NC Objective:The achievements of the earliest civilizations
an overview of where and when the first civilizations appeared and a depth study of Ancient Egypt
the River Nile impact on culture today
Appropriate use of historical terms.
Non-European Study: Early Islamic civilizationNC Objective:A non-European society that provides contrasts with British history
Early Islamic civilization Impact on culture today
Appropriate use of historical terms.
Describe a non-European society that provides contrasts with British
Why are ruins important today?
Appropriate use of historical terms.
Possible trip to Leeds Armourieshttps://royalarmouries.org/venue/royal-armouries-museum/
Describe the achievements of the earliest civilizations - an overview of where and when the first civilizations appeared and a depth study of one of the following: Ancient Sumer; The Indus Valley; Ancient Egypt; The Shang Dynasty of Ancient China (Understanding Events, People and Changes) YEAR 6
history - one study chosen from: early Islamic civilization, including
a study of Baghdad c. AD 900; Mayan civilization c. AD 900; Benin
(West Africa) c. AD 900-1300 (Understanding Events, People
and Changes) YEAR 6
Geography Locational KnowledgeLocate 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 citiesIdentify the position of and significance of latitude, longitude, Equator, Northern Hemisphere, Southern Hemisphere, the Tropics of Cancer and Capricorn, Arctic and Antarctic Circle , the Prime/Greenwich Meridian and time zones ( including day and night)
Place Knowledgeunderstand geographical
Locational KnowledgeLocate 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.Identify the position of and significance of latitude, longitude, Equator, Northern Hemisphere, Southern Hemisphere, the Tropics of Cancer and Capricorn, Arctic and Antarctic Circle , the Prime/Greenwich Meridian and time zones ( including day and night)
Trip to Filey linked to physical characteristics of the coast.North America – Canada linked to physical characteristics in comparison to Filey.
Identify the physical characteristics and key topographical features of the countries within North America
Know about the wider context of places e.g. county, region and country
Know and describe where a variety of places are in relation to physical and human features
Know about changes to world environments over timeUnderstand why people seek to
similarities and differences through the study of human and physical geography of a region of the United Kingdom, a region in a European country (The Alps) and a region in North or South America
Human and physical geographydescribe and understand the key aspects of:Physical geography, including: climate zones, biomes and vegetation belts, rivers, mountains, and the water cycle.Human geography, including ; type of settlement and land use, economic activity including trade links, and the distribution of natural resources including energy, food, minerals and water.Geographical skills and fieldworkUse maps, atlases, globes and digital computer mapping to locate countries and describe features studied.Use eight point of a compass and four figure grid references, symbols and keys (including the use of OS maps) to build their knowledge of the United Kingdom and the wider world.
Human and physical geographydescribe and understand the key aspects of:Physical geography, including: climate zones, biomes and vegetation belts, rivers and the water cycle.Human geography, including ; type of settlement and land use, economic activity including trade links, and the distribution of natural resources including energy, food, minerals and water
Geographical skills and fieldworkUse maps, atlases, globes and digital computer mapping to locate countries and describe features studied.Use eight point of a compass and four figure grid references, symbols and keys (including the use of OS maps) to build their knowledge of the United Kingdom and the wider world.
Using maps and atlasesLook at River Nile in more detailAncient and modern
manage and sustain their environment
Compare the physical and human features of a region of the UK and a region in North America, identifying similarities and differences.
Computing Year 1 Year 2iJam (level 3) iJam (level E-Safety – iProgram (level iAnimate (level E-Safety:
iHip-HopThroughout iHip-Hop children will become more independent programming ‘GarageBand’ but also begin to incorporate other apps to add sound sampling, loops and drum rhythms.
Skills:-Collect audio from a variety of resources including ownrecordings and internet clips.-Create a multi-track recording using effects.
NC objectives:1) Use technology safely, respectfully and responsibly; know a range of ways to report concerns and inappropriate behaviour.
2)Select, use and combine a variety of software (including
internet services) on a range of digital
devices to accomplish
4)
iRemixThroughout iRemix pupils will learn about remixing and sampling using different techniques and software.
Skills-Collect audio from a variety of resources including ownrecordings and internet clips.-Create a multi-track recording using effects.-Edit and refine their work to improve
PSHE:Keeping safe and managing risk:When things go wrong
iProgram (level 3)
iDebug:Children will search through a broken programme and repair mistakes to make the programme function correctly. They will then progress to create programs of their own design.
Skills:-Write simple functions-Find errors in programming-Develop own programming-Run, test,
4)
iDevelop :After learning main programming skills pupils will apply these skills in new softward : ‘Swift’. Chd will learn how to manipulate written code and give the students the opportunity to create a final project and demonstrate their abilities.
Skills :-Independent create sequences of commands to control devices in response to sensing (i.e. use inputs as well as outputs).-Design, build, test, evaluate and modify the system;
3)
Advanced i2D:Students will learn about vector animation and need to think about creating an animation that not only looks at the design and story but how characters move and interact.
Skills:-Use vector animation and design for 2D animation-Assign motion paths and layering vectors.
NC Objectives:1)Select, use and combine a variety of software (including internet services) on a range of digital devices to
D:Side
iAnimate (level 4)
iFinanceiFinance is an advanced course to Excel and data processing. Students are tasked with producing a movie. Using the software they must input data to make important production decisions for their movie.
Skills:-Use advanced functions within Excel.
NC Objectives:1)Design, write and debug programmes that accomplish specific goals, including controlling or
given goals, including collecting, analysing,
evaluating and presenting data and
information.
outcomes.
NC Objectives:1)Use technology safely, respectfully and responsibly; know a range of ways to report concerns and inappropriate behaviour.2)Recognise common
uses of information technology
beyond school.
evaluate, resolve
NC Objectives:1)Design, write and debug programmes that accomplish specific goals, including controlling or simulating physical systems; solve problems by decomposing them into smaller parts.2)Use sequence, selection and repetition in programmes; work with variables and various forms of input and output.
3)Use logical reasoning to explain how
some algorithms work and to detect and
ensuring that it is fit for purpose.
NC Objectives :1)Use sequence, selection and repetition in programmes; work with variables and various forms of input and output.
2)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.
accomplish given goals, including collecting, analysing, evaluating and presenting data and information.2) Use search technologies effectively, appreciate how results are selected and ranked, and be discerning in evaluating digital content.
simulating physical systems; solve problems by decomposing them into smaller parts.2) Use sequence, selection, and repetition in programs; work with variables and various forms of input and output3) Use technology safely, respectfully and responsibly; know a range of ways to report concerns and inappropriate behaviour.
4) Select, use and combine a
variety of software (including internet
services) on a range of digital
devices to design and
correct errors in algorithms
and programs.
create a range of programs, systems and content that accomplish given goals,
including collecting, analysing,
evaluating and presenting data and information
Art Artist focus: Range of artists including George Matthews Harding, Alfred Bastien, Harvey Dunn(Aut1)
Skill: Drawing
Artist focus: Sir Christopher Wren, Antonio Gaudi, Zaha Hadid, Frank Gehry(Sp1)
Skill: Printing (hieroglypics) and 3D work (Pyramid) (Sp2)
Artist focus: Paul Digby(S1)Skill: Drawing, Sewing
DrawingDrawing the effect of light and experimentation of scale and proportion.(pencil, charcoal, inks, chalk, pastels, ICT software)- charcoal artworkIdentify and draw the effect of light
Understand and demonstrate scale and proportion
Create accurate drawings of whole people including proportion and placement
Printing(found materials, fruit/veg, wood blocks, press print, lino, string)Use sketchbook for recording textures/patternsInterpret environmental and manmade patternsModify and adapt print
Drawing(pencil, charcoal, inks, chalk, pastels, ICT software)- charcoal artworkSketching, planning and designingIdentify and draw the effect of light
Understand and demonstrate scale and proportion
Create accurate drawings of whole people including proportion and placement
Create accurate drawings of whole people including proportion and placement – use of Paul Digby’s potraits of emotions. http://portraitsofemotions.uk/portraits.html
Work on a variety of scales
Pattern (paint, pencil, textiles, clay, printing)Explore environmental and manmade patternsTessellation
TextilesUse sketch book to record, test and design ideas
Use a range of sewing techniques
Show awareness of composition, scale and technique
Analyse and reflect on my work at different stagesGive reasoned evaluation of own work and that of artists
DT Processes (Aut2)
This term, children will be working on and developing their understanding of both familiar and unfamiliar materials with a specific design purpose and audience in mind.
The focus for this term will be on investigating the potential of materials and whether they are functional for a specific design.
Potential topic: WW1 shelter building (in the trenches!)
Design Develop different ideas which
can be used and explain his/her choices of materials and techniques used.
Confidently and systematically investigate the potential of new and unfamiliar materials and use these learned techniques within his/her work.
use research and develop design criteria to inform the design of innovative, functional, appealing products that are fit for their purpose, aimed at particular individuals or groups
Select appropriate materials and use a wide range of
Processes (Sp2)
During this term, children will be working on developing their understanding of structures and strengthening techniques, looking at existing structures to understand what makes them strong or stable.
The focus for this term, children will be focusing on applying their understanding of how to strengthen, stiffen and reinforce more complex structures.
Potential topic: Egyptian 3d pyramid - Architects and designers in history.
Design Research and discuss
various artists, designers and discuss their processes and explain how these were used in the finished product.
use research and develop design criteria to inform the design of innovative, functional, appealing products that are fit for their purpose, aimed at particular individuals or groups
Select appropriate materials and use a wide range of
Cooking & Nutrition (S2)
This term, children will look at understanding how different foods have been caught, reared, grown or produced. From this, children will explore how these foods fit into a balanced diet, exploring the main food groups and the nutrients that we get from each of them.
The focus from this term will be on understanding the nutrients of foods and how they are processed to make them safe/tasty to eat.
Potential topic: Pizza Making – in groups to design and make a pizza for a chosen group.
Design Select appropriate
ingredients and use a wide range of techniques to combine them.
Understand how a variety of ingredients are grown, reared, caught and processed to make them safe and palatable/tasty to eat
Understand the main food groups and the different nutrients that are important for health
use research and develop
techniques to combine them.
Make Build more complex structures
and apply his/her knowledge of strengthening techniques to make them stronger or more stable.
Return to work over longer periods of time and use a wider range of resources.
select from and use a wider range of tools and equipment to perform practical tasks [for example, cutting, shaping, joining and finishing], accurately
select from and use a wider range of materials and components, including construction materials and textiles, according to their functional properties and aesthetic qualities.
Evaluate Evaluate his/her work against
their intended outcome. Understand how key events
and individuals in design and technology have helped shape the world – specifically looking at how a certain product has evolved over the years due to advances in technology.
techniques to combine them.
Make Build more complex
structures and apply his/her knowledge of strengthening techniques to make them stronger or more stable.
Return to work over longer periods of time and use a wider range of resources.
select from and use a wider range of tools and equipment to perform practical tasks [for example, cutting, shaping, joining and finishing], accurately
select from and use a wider range of materials and components, including construction materials and textiles, according to their functional properties and aesthetic qualities.
Evaluate investigate and analyse a
range of existing products evaluate their ideas and
products against their own design criteria and consider the views of others to improve their work
understand how key events and individuals in design
design criteria to inform the design of innovative, functional, appealing foods that are fit for their purpose, aimed at particular individuals or groups
Make select from and use a wider
range of tools and equipment to perform practical tasks [for example, cutting], accurately
select from and use a wider range of materials and components, including ingredients, according to their functional properties and aesthetic qualities
Evaluate Evaluate their ideas and
products against their own design criteria and consider the views of others to improve their work
Evaluate his/her against their intended outcomes.
Technical Knowledge Understand which foods are
reared, caught, or grown and that this happens in the UK and across the globe
Understand that recipes can be changed by adding or
Technical Knowledge apply their understanding of
how to strengthen, stiffen and reinforce more complex structures
understand and use mechanical systems in their products [for example, gears, pulleys, cams, levers and linkages]
Skills:To understand a number of words related to singing such as pitch, dictation, tempo, posture, texture and to be able to physical demonstration or example.Knowledge:-Play and perform solo and ensemble contexts, using their voices, instruments with increasining accuracy, fluency, control and expression.-Improvise and compose music for a range of purposes using the inter-related dimensions of music.-Listen with attention to detail and recall sounds with increasing aural memory.-Use and understand staff and other musical notations. -Appreciate and understand a wide
Music Theory
Skills:To understand a number of words related to singing such as pitch, dictation, tempo, posture, texture and to be able to physical demonstration or example.
Knowledge:-Learn how to read music in treble clef, understand what chords are and the difference between major and
African Drumming
Skills:To understand a number of words related to singing such as pitch, dictation, tempo, posture, texture and to be able to physical demonstration or example.Knowledge:-Students are taught the basic individual strokes used when playing the djembe and they are encouraged to put these together to play rhythms of varying complexity. This si achieved by playing ‘call &
Singing & ListeningHymn practise – massEnd of year play- singing opportunity
Playing & ListeningEnd of year play- playing opportunityListen with attention to detail and recall sounds with increasing aural memory
Improvising & ComposingImprovise and compose music for a range of purposes using the interrelated dimensions of musicCompose complex rhythms from an increasing aural memoryImprovise with increasing confidence using own voice, rhythms and varied pitch
range of high-quality live and recorded music drawn from different traditions and from great composers and musicians.-Develop an understanding of the history of music.
minor, recognise notes on the keyboard.
response’ rhythms with the workshop leader increasing the drum pattern difficulty. Individual students will be encouraged to assume the role of the drum leader and invent their own rhythms that the class will them imitate.
French Revising Numbers & Telling the TimeLevel 2 Unit 1Initially there will be a revision of the numbers before the children start to learn how to tell the time in the language. Pupils will learn to say the time on the hour and minutes past the hour, whilst linking their previous learning of the days of the week through role plays and games.
Parts of the Body & Feelings UnwellLevel 2 Unit 2Learners will be able to recognise and say parts of the body. Pupils will also learn to read the written word for each body part through flashcards and songs. Pupils will also be able to say what is wrong with them if they are feeling unwell.
P.E. Invasion gamesFootball/ basket ballImproveImprove skills of travel, send chase, receive, dodge, avoid, attack, defend, control accuracy; movement into/out of space.
ExperienceExperience small sided and simplified versions of different types of games, (i.e. invasion/ net wall/strike & field); a variety of common skills and game principles; team work; working towards tasks set by themselves and teacher, competition
DevelopDevelop team games – working within prescribed areas, considering and developing rules and scoring systems, understanding of game principles
Gymnastics Rhythmic/ Invasion American football.
ImproveImprove skills of rolling, jumping, swinging, balancing, taking weight on hands; changing speed, direction, shape, levels; using different combinations of floor and apparatus, working alone/with partner. Practise adapt and refine actions;
Gymnastics bars /Net and wall volleyball
ImproveImprove skills of rolling, jumping, swinging, balancing, taking weight on hands; changing speed, direction, shape, levels; using different combinations of floor and apparatus, working alone/with partner. Practise adapt and refine actions; perform with whole/part body control; explore and select actions that can be
OAA –Map reading/ fencing / tri-golf.ImproveImprove skills of safety principles in the outdoors, planning, recording, navigation and evaluation in different activities, problem solvingExperienceExperience OAA in familiar/unfamiliar environments; working individually/small groupsDevelop
Develop responding to
challenges in different
environments and conditions,
AthleticsImproveImprove skills of running, throwing, jumping, refine basic technique by emphasis on accuracy, time, measurement, length, distance, speed.Experience Experience outdoor areas, measuring and timing activities, competition, activities and equipment that support refining basic techniques.Develop
Develop understanding of safe practice linked to activities,
Strike and field gamesCricket/ baseball or softball.
ImproveImprove skills of travel, send chase, receive, dodge, avoid, attack, defend, control accuracy; movement into/out of spaceExperienceExperience small sided and simplified versions of different types of games, (i.e. invasion/ net wall/strike & field); a variety of common skills and game principles; team work; working towards tasks set by
perform with whole/part body control; explore and select actions that can be developed within sequences, practised and repeated through gymnastic actions.ExperienceExperience working within prescribed areas, considering and developing rules and
developed within sequences, practised and repeated through gymnastic actions.ExperienceExperience working within prescribed areas, considering and developing rules and scoring systems
DevelopDevelop an understanding of selecting more relevant actions, continuity when linking movement actions
correct use of appropriate equipment,
understanding of safety practices.
comparing and improving own performance.
themselves and teacher, competitionDevelopDevelop team games – working within prescribed areas, considering and developing rules and scoring systems, understanding of game principles
scoring systems
DevelopDevelop an understanding of selecting more relevant actions, continuity when linking movement actions
