Randwick C of E School Curriculum Map- Year 5/6 Rolling Programme

Transcription

1 Randwick C of E School Curriculum Map- Year 5/6 Rolling Programme NC Subject Main theme and key text Autumn Term Choice of theme Spring Term History Changes in ritain, from Stone Age to the Iron Age (1 st inhabitants of Stroud) Summer Term Geography Comparing the UK with a country in the Americas Earth and Space The Roman Empire and its impact on ritain Fair Trade English Maths One fiction and one non-fiction per half term linked to the theme (choose from below as appropriate to the theme): narrative descriptions character/settings report recount biography newspaper advert letter speech campaign Range of poetic forms Poems with familiar settings Choral and performance poetry Longer narrative and classic poetry Glowmaths plan ICT/ computin g Knowsley SoW Science Working scientifically Animals including humans: Describe the changes as humans develop into old age. Identify and name the main parts of the human circulatory system, and describe the functions of the heart, blood vessels and blood. Recognise the impact of diet, exercise, drugs and lifestyle on the way their bodies function. Describe the ways in which nutrients and water are transported within animals, including humans. Living things and their habitats: Describe the differences in the life cycles of a mammal, an amphibian, an insect and a bird. Evolution and Inheritance: Recognise that living things have changed over time and that fossils provide information about living things that inhabited the Earth millions of years ago. Recognise that living things produce offspring of the same kind, but normally offspring vary and are not identical to their parents. Identify how animals and plants are adapted to suit their environment in different ways and that adaptation may lead to evolution. Properties and changes of materials: Compare and group together everyday materials on the basis of their properties, including their hardness, solubility, transparency, conductivity (electrical and thermal), and response to magnets. Recognise that some materials will dissolve in liquid to form a solution, and describe how to recover a substance from a solution. Use knowledge of solids, liquids and gases to decide how mixtures might be separated, including by filtering, sieving and evaporating. Give reasons, based on evidence from comparative and fair tests, for the particular uses of everyday

2 Describe the life process of reproduction in some plants and animals. materials, including metals, wood and plastic. Demonstrate that dissolving, mixing and changes of state are reversible changes Earth and Space: Describe the movement of the Earth, and other planets, relative to the Sun in the solar system. Describe the movement of the Moon relative to the Earth. Describe the Sun, Earth and Moon as approximately spherical bodies. Use the idea of the Earth s rotation to explain day and night and the apparent movement of the sun across the sky. Forces and Magnets: Explain that unsupported objects fall towards the Earth because of the force of gravity acting between the Earth and the falling object. Identify the effects of air resistance, water resistance and friction that act between moving surfaces. Recognise that some mechanisms, including levers, pulleys and gears, allow a smaller force to have a greater effect. Electricity: Associate the brightness of a lamp or the volume of a buzzer with the number and voltage of cells used in the circuit. Compare and give reasons for variations in how components function, including the brightness of bulbs, the loudness of buzzers and the on/off position of switches. Use recognised symbols when representing a simple circuit in a diagram. 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. Living things and their habitats: Give reasons for classifying plants and animals based on specific characteristics. Describe how living things are classified into broad groups according to common observable characteristics and based on similarities and differences, including micro-organisms, plants and animals. Light: Recognise that light appears to travel in straight lines. Use the idea that light travels in straight lines to explain that objects are seen because they give out or reflect light into the eye. Explain that we see things because light travels from light sources to our eyes or from light sources to objects and then to our eyes. Use the idea that light travels in straight lines to explain why shadows have the same shape as the objects that cast them. Geograph y Enquiry & skills Places & processes Environmental issues & sustainability Map work (latitude, longitude, hemisphere, time zones, compass skills) Comparing the UK with a country in the Americas Knowledge and understanding of biomes, vegetation belts and climatic zones - Amazon rainforest - pampas - Atacama desert - Antarctica Locational Knowledge Locate the main countries in Europe and South America on a world map Use atlases, globes and computer mapping to locate the countries of Africa, identifying the largest urban areas and deserts Make connections between the equator and the tropics and Africa Identify the position and significance of latitude and the Prime/Greenwich

3 Meridian and time zones Place Knowledge Compare and contrast different time zones Compare and contrast a region of the UK with a region in Europe- e.g. local hilly area with a region under the sea Name and locate many of the world s famous mountain regions on maps Locate and name many of the world s major rivers Human and Physical Knowledge Describe and understand key aspects of the water cycle Use language such as erosion, deposition, transportation to describe rivers Research and discuss how water affects the environment, settlement, environmental change and sustainability Explain why people are attracted to live by rivers, why is water such a valuable commodity? Geographical Skills Use letter and number coordinates to 4 figure references confidently, introduce 6 figures to locate features on a map Use 8 compass points, finding simple bearings Map land use and make detailed sketches and plans Make visit notes and observational notes about land/river features Enquiry & skills Places & processes Environmental issues & sustainability Map work (latitude, longitude, hemisphere, time zones, compass skills) Human geography land use, economic activity, trade links, resources. Locational Knowledge Use 8 compass points confidently and accurately On a world map locate the main countries in Africa, Asia and Australasia/Oceania Name and locate the topographical features including coast, features of erosion, hills, mountains and rivers Describe how topographical features have changed over time Place Knowledge Understand the significance of latitude and longitude On a world map Identify the main counties, capital cities and oceans Identify and name the tropics of Cancer and Capricorn, the Arctic and Antarctic circles Compare a region in the UK with a region in North or South America giving extended descriptions of the human features Human and Physical Knowledge Describe and explain the causes of natural disasters such as earthquakes, floods and tsunamis Draw conclusions about the impact of

4 natural disasters through the study of photographs, population numbers and other primary resources Study of modern land and settlements pre and post war compared to modern day Describe and explain about the distribution of natural resources, focussing on energy such as coal Geographical Skills Use 6 figure grid references. Use Longitude and latitude on atlas maps History Knowledge & communication of history Ask & answer questions about the past Stoneage to Ironage local evidence (Stonehenge, Avebury, Haresield, Hety Pegglars Tump, Uley) (Evolution and Adaptati Why was the Islamic civilisation around AD900 known as the Golden Age? Knowledge & communication of history Ask & answer questions about the past Chronological Understanding Can they use dates and historical language in their work? Can they draw a timeline with different time periods outlined which show different information, such as, periods of history, when famous people lived, etc.? Can they use their mathematical skills to work out exact time scales and differences as need be? Knowledge and Interpretation Can they describe historical events from the different period/s they are studying/have studied? Can they make comparisons between historical periods; explaining things that have changed and things which have stayed the same? Can they explain the role that ritain has had in spreading Christian values across the world? Can they begin to appreciate that how we make decisions has been through a Parliament for some time? Do they have a good understanding as to how crime and punishment has changed over the years? Do they appreciate that significant events in history have helped shape the country we have today? Historical Enquiry Can they test out a hypothesis in order to answer a question? Do they appreciate how historical artefacts have helped us understand more about ritish lives in the present and past? on) Chronological Understanding Can they say where a period of history fits on a timeline? Can they place a specific event on a timeline by decade? Can they place features of historical Ancient Greece its influence on modern society today

5 Art & Design Explore a range of starting points Investigating different types of art, craft & design Using a range of materials & processes events in a chronological framework? Do they appreciate that some ancient civilizations showed greater advancements than people who lived centuries after them? Can they place people from past societies and periods in a chronological framework? Knowledge and Interpretation Can they summarise the main events from a specific period in history, explaining the order in which key events happened? Can they summarise how ritain has had a major influence on world history? Can they summarise what ritain may have learnt from other countries and civilizations through time gone by and more recently? Can they describe features of historical events and people from past societies and periods they have studied? Can they recognise and describe differences and similarities/ changes and continuity between different periods of history? Historical Enquiry Can they look at two different versions and say how the author may be attempting to persuade or give a specific viewpoint? Can they identify and explain their understanding of propaganda? Can they describe a key event from ritain s past using a range of evidence from different sources? Can they suggest why there may be different interpretations of events? Stone age Art pastels & charcoal Drawing line shape, tone, colour Islamic art Geometric printing colour, pattern Digital media Design & Tech Explore a range of starting points Investigating different types of art, craft & design Using a range of materials & processes >Print (colour, texture) Develop, plan & communicate ideas Investigate & evaluate a range of products Develop range of techniques, skills, processes & knowledge Rousseau A tiger in the Jungle Drawing pen and ink texture and shading Starting point: Theseus & the minotaur (Turner) Drawing - observational - perspectives & building 3D - pottery Design & make products involving computing, mechanical and electronic Design & make products involving Food - meals Develop, plan & communicate ideas Investigate & evaluate a range of products Develop range of techniques, skills, processes & knowledge Design & make products involving construction structures - electronic

6 Music See Charanga online music resource - computing Physical Education A Invasion games (Football) Invasion games (Hockey) (Cricket) Athletics Dance (cricket) Dance Swimming Net and Wall (Volley all) Invasion games (Netball) Invasion games (Hockey) Net and Wall (Tennis) Athletics Dance (Rounders) (Rounders) Swimming Net and Wall (tennis) Religious Education A What does it mean to be a Muslim in ritain today? 2b.4 Incarnation 2b.1 God What does it mean to be a Hindu in ritain today? 2b.5 Gospel How does faith help people when life gets hard? What do Hindus believe God is like? 2a.3 Incarnation Why is a Torah so important to Jewish people? 2a.5 Salvation 2a.6 Kingdom of God Why do some people think that life is like a journey? MLF Year 5 General greetings revisit year 4 French culture French food Food with je voudrais and please and thank you Places in town with simple directions family and pets using j ai and je n ai pas de Names using s appelle /s appellent PHSE&C /SEAL Special School Activities A A Year 6 General greetings, where you live, age etc revisit y5 French culture in history WW2, French revolution, Marseillaise School subjects using j etudies le/la Using likes and dislikes with reasons j aime/je n aime pas le, c est Using connectives (aussi, et, mais) Aiming for L3 vocab from memory, opinions and extending sentences with connectives Pink Curriculum Pink Curriculum Harvest/ Special Service Remembrance WW1 centenary Children in Need Nativity /Carol Service Theme week :Festivals of light Harvest/ Special Service Children in Need Red Nose Day World ook Day The Easter Journey/ Special Service Sports Relief World ook Day Leavers Service/ School Performance School sporting & other organised events Theme Week: International focus Leavers Service/ School Performance School sporting & other organised events

7 Class Visit/ Guests Nativity /Carol Service The Easter Journey/ Service Theme week :The Christmas Journey Theme Week: Arts - Creation A DT at Archway Play DT Archway Residential Play