St Augustine s Catholic Primary School Year A Curriculum Planner Year group Overview Year:5/6 & 6

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1 Year A Curriculum Planner Year group Overview Year:5/6 & 6 Autumn Survival! Cricket WSF- Locate the world s countries, using maps to focus on Europe (including the location of Russia) North and South America. Identify the position and significance of latitude, longitude, Equator, Northern Hemisphere, Southern Hemisphere, the Tropics of Cancer and Capricorn, Arctic and Antarctic Circle, the Prime/ Greenwich Meridian and time zone (including day and night). Describe and understand key aspects of: physical geography, including: climate zones, biomes and vegetation belts, rivers, mountains, volcanoes and earthquakes. human geography, including: types of settlement and land use, economic activity, Including trade links, and the distribution of natural resources including energy, food, minerals and water. Use a wide range of maps, atlases, globes and digital maps to locate countries and features studied. e.g. Google maps versus Google Earth, and Ordnance Survey maps. Relate different maps to each other and to aerial photos. Choose the most appropriate map/globe for a specific purpose. Understand that purpose, scale, symbols and style are related. Recognise different map projections. Use latitude and longitude in an atlas or on a globe. Use the scale bar on maps. Read and compare map scales. Work from a variety of sources including observation, photographs and digital images. Work in a sustained and independent way to create a detailed drawing. Develop close observation skills using a variety of view finders. Use a journal to collect and develop ideas. Use dry media to make different marks, lines, patterns and shapes within a drawing. Experiment with wet media to make different marks, lines, patterns, textures and shapes. Explore colour mixing and blending techniques with coloured pencils, pastels. Use different techniques for different purposes i.e. shading, cross-hatching. Show an awareness of how paintings are created i.e. composition. Compare ideas, methods and approaches in their own and others work and say what they think and feel about them. Adapt their work according to their views and describe how they might develop it further. Pupils should be taught about significant historical events, people and places in their own locality. Pupils should be taught about a local history study. Use dates and a wide range of historical terms when sequencing events and periods of time. Develop chronologically secure knowledge of the events and periods of time studied. Regularly address and sometimes devise historically valid questions and hypotheses. Describe the impact of historical events and changes. Acknowledge contrasting evidence and opinions when discussing and debating historical issues. Use appropriate vocabulary when discussing, describing and explaining historical events. Pupils should be taught to develop their techniques, including their control and their use of materials, with creativity, experimentation and an increasing awareness of different kinds of materials, craft and design. Pupils should be taught to create sketch books to record their observations and use them to review and revisit ideas Pupils should be taught to improve their mastery of design techniques, including drawing, painting and sculpture with a range of materials [for example, pencil, charcoal, paint, clay] Pupils should be taught about great artists, architects and designers in history. Take part in brief prepared tasks with increasing confidence and fluency. Understand the main points from a short written passage in clear printed script. Christmas Paper Challenge ICT/Technology Use appropriate search facilities when locating places on digital/online maps and websites. Start to explain satellite imagery. Use and interpret live data e.g. weather patterns, location and timing of earthquakes/volcanoes Communicate geographical information electronically e.g. multimedia software, webpage, blog, poster or app. Investigate electronic links with schools/children in other places e.g. /video communication. Understand the main points from a spoken passage with some repetition. Ask answer simple questions Begin to use a bilingual dictionary independently

2 Year A Curriculum Planner Year group Overview Year:5/6 & 6 Spring The Royal Family Pupils should be taught to locate the world s countries, using maps to focus on Europe and North and South America, concentrating on their environmental regions, key physical and human characteristics, countries, and major cities. Pupils should be taught to name and locate counties and cities of the United Kingdom, geographical regions and their identifying human and physical characteristics, key topographical features, and land-use patterns; and understand how some of these aspects have changed over time. Pupils should be taught to use maps, atlases, globes and digital/computer mapping to locate countries and describe features studied. Pupils should be taught to use the eight points of a compass, four and six-figure grid references, symbols and key. Pupils should be taught to build their knowledge of the United Kingdom and the wider world. Pupils should be taught to use fieldwork to observe, measure, record and present the human and physical features in the local area using a range of methods, including sketch maps, plans and graphs, and digital technologies. Pupils should be taught to develop their techniques, including their control and their use of materials, with creativity, experimentation and an increasing awareness of different kinds of art, craft and design. Pupils should be taught to create sketch books to record their observations and use them to review and revisit ideas Pupils should be taught to improve their mastery of art and design techniques, including drawing, painting and sculpture with a range of materials [for example, pencil, charcoal, paint, clay] Pupils should be taught about great artists, architects and designers in history. Understand some basic aspects of language structure eg. How to use personal pronouns, an awareness of verb patterns, word order, use of adjectival agreement with accuracy and know the high frequency verbs Ancient Mayans Develop a chronologically secure knowledge and understanding of world history, establishing clear narratives within and across the periods they study. Undertake an in-depth study of a non-european society that provides contrasts with British history- The Maya civilisation. Understand how our knowledge of the past is constructed from a range of sources. They should regularly address and sometimes devise historically valid questions about change, cause, similarity and difference, and significance. They should construct informed responses that involve thoughtful selection and organisation of relevant historical information. They should understand how our knowledge of the past is constructed from a range of sources. Generate, develop, model and communicate their ideas through discussion, annotated sketches, cross-sectional and exploded diagrams, prototypes, pattern pieces and computer-aided design. 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, textiles and ingredients, according to their functional properties and aesthetic qualities. Select from and use a wider range of tools and equipment to perform practical tasks accurately. Select from and use a wider range of materials and components. Understand seasonality, and know where and how a variety of ingredients are grown, reared, caught and processed. Prepare and cook a variety of predominantly savoury dishes using a range of cooking techniques. Write 2 or 3 short sentences as a personal response accurately and use reference materials. Use basic language structures accurately and with confidence Use preposiitons and some adverbial phrases to talk about the past or future a simple way. Easter egg competition

3 Year A Curriculum Planner Year group Overview Year:5/6 & 6 Summer Indus Valley Pupils should be taught about the lives of significant individuals in the past who have contributed to national and international achievements. Some should be used to compare aspects of life in different periods. Pupils should be taught about 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. Independently investigate a range of starting points for their work, and confidently develop their ideas further. Record their thoughts and experiences in a sketch book / ideas journal, and review and revisit these ideas as their work develops. Are confident to work creatively, adapting ideas, and taking risks when choosing tools, materials and media. Confidently use language appropriate to the chosen art form, to help them to explain their ideas. Critically analyse the styles of a range of artists, craft makers or designers and use this to inform their own work. Explain how a chosen artist or art form has contributed to the culture and /or history of a specific nation. Use their knowledge of drawing, painting, sculpture and other art, craft and design techniques, Independently sing songs, speak chants, rhymes in unison with confidence. Understand the main points and some detail including simple opinions of a longer written passage. Rainforests Name and locate an increasing range of places in the world including globally and topically significant features and events Use a range of maps and other sources of geographical information and select the most appropriate for a task. Demonstrate an understanding of the difference between Ordnance survey and other maps and when it is appropriate to use each. Interpret a wider range of geographical information and maps, including scale, projections, thematic and digital maps. Recognise an increasing range of Ordnanace survey symbols on maps and locate features using 6-figurs=e grid references. Explain how they are developing ideas as they work, and use language appropriate to the chosen art form. Understand how a chosen artist or art form has contributed to the culture or history of a specific nation are confident when working with a wide range of tools and materials to create different effects. Describe what they think and feel about their own and others work and how this influence their designs. Write a short text on a familiar topic using reference materials. Write for a range of audiences and purpose.

4 Year B Curriculum Planner Year group Overview Year:5/6 and 6 Autumn A Kingdom United Inventors & Inventions WSF- Children research what, exactly, is meant by the UK and GB. ( The United Kingdom of Great Britain and Northern Ireland is more commonly known as the United Kingdom. Great Britain comprises only England, Scotland and Wales - not Northern Ireland). They could also research (some of) the counties of each of the four countries - perhaps the key counties in each country; any counties/areas in the news; counties relevant to other geographical features and areas being studied; counties of special relevance to individual children e.g. where their relatives live, where they were born, where they ve been on holiday, their own and neighbouring counties etc. There are some useful resources on the Ordnance Survey Mapzone website (here). Introduce the pupils to some unique physical or human features from each of the countries: The Giant s Causeway or Lough Neagh in Northern Ireland. Ben Nevis or Loch Ness in Scotland. The River Thames or the Peak Cavern in England. Snowdonia National Park or the source of the River Severn, in Wales. Show pictures and set research tasks. Fly to the features via Google Earth or visit the Britain from the Air website (here) or the Geograph website (here) for images to prompt further geographical enquiry. See the 'A Different View' from the Geographical Association website (here) for ideas on using images in geography. ICT/Technology Use aerial photos or Google Earth to visit each of the capital cities and identify key human features in each city: The Houses of Parliament or the Thames flood barrier in London Cardiff Castle or the Wales Millennium Centre in Cardiff The Forth Bridge or the Holyrood Scottish Parliament in Edinburgh The Parliament buildings at Stormont in Northern Ireland. Ask the children to research each of these features or research further characteristics of each capital city. Create fact-files about each of the four countries or capital cities, counties etc. These can be communicated via a range of means e.g. webpage, blog or by creating a simple information app using a tool such as Blippit (here). Navigate and annotate digital maps of the UK, such as the one on the Digimap for Schools website (here) with researched facts and photos from the four countries/capitals. Study the main rivers and/or mountains or islands of the four countries, including the processes that give rise to these key physical geographical features. Investigate the weather patterns across the UK including use of live data. Discuss/debate topical/controversial geographical issues in the news across the countries e.g. flooding, fracking, position of airports, HS2 etc. Read and compare map scales. Work from a variety of sources including observation, photographs and digital images. Work in a sustained and independent way to create a detailed drawing. Develop close observation skills using a variety of view finders. Use a journal to collect and develop ideas. Use dry media to make different marks, lines, patterns and shapes within a drawing. Experiment with wet media to make different marks, lines, patterns, textures and shapes. Explore colour mixing and blending techniques with coloured pencils, pastels. Use different techniques for different purposes i.e. shading, cross-hatching. Show an awareness of how paintings are created i.e. composition. Compare ideas, methods and approaches in their own and others work and say what they think and feel about them. Adapt their work according to their views and describe how they might develop it further. Understand the main points from a spoken passage with some repetition. Ask answer simple questions Begin to use a bilingual dictionary independently Show their chronologically secure knowledge by: Sequencing events (such as inventions) and periods through the use of appropriate terms relating to the passing of time (empire, civilisation). Identifying where periods studied fit into a chronological framework by noting connections, trends and contrasts over time. In depth study of different periods (such as the Islamic Golden Age), using appropriate vocabulary when describing the passing of time and historical concepts (primary source, secondary source, reliability). Analyse connections, trends and contrasts over time. Show their knowledge and understanding of local, national and international history by: Gaining historical perspective by placing their growing knowledge into different contexts between cultural, economic, military, political religious and social history. Establishing a narrative showing connections and trends within and across periods of study (e.g. by making connections between the House of Wisdom and other history units they have already studied). Beginning to recognise and describe the nature and extent of diversity, change and continuity and suggest relationships between causes (e.g. by understanding which countries Baghdad AD900 influenced). Research and evaluate existing products (including book and web based research). Consider user and purpose. Identify the strengths and weaknesses of their design ideas. List tools needed before starting the activity. Record ideas using annotated diagrams. Use models, kits and drawings to help formulate design ideas. Devise step by step plans which can be read / followed by someone else. Use exploded diagrams to communicate ideas. Sketch and model alternative ideas. Select from and use a wide range of tools. Cut accurately and safely to a marked line. Use appropriate finishing techniques for the project. Refine their product review and rework/improve. ICT Develop a technical vocabulary appropriate to the project. Use mechanical systems such as cams, pulleys and gears. Use electrical systems such as motors. Use researched information to inform decisions. Take part in brief prepared tasks with increasing confidence and fluency. Understand the main points from a short written passage in clear printed script Christmas art Paper challenge

5 Year B Curriculum Planner Year group Overview Year:5/6 and 6 Spring Anglo Saxons Use dates and a wide range of historical terms when sequencing events and periods of time. Develop chronologically secure knowledge of the events and periods of time studied. Regularly address and sometimes devise historically valid questions and hypotheses. Describe the impact of historical events and changes. Acknowledge contrasting evidence and opinions when discussing and debating historical issues. Use appropriate vocabulary when discussing, describing and explaining historical events. Record ideas using annotated diagrams. Use models, kits and diagrams to help formulate design ideas. Develop one idea in depth. Select from and use a wide range of tools and materials. Research and evaluate existing products. ICT Use a graphics package to create images and effects with lines by controlling the brush tool with increased precision. Design and create a range of digital assets such as programs, systems and multimedia content. Understand some basic aspects of language structure eg. How to use personal pronouns, an awareness of verb patterns, word order, use of adjectival agreement with accuracy and know the high frequency verbs Battle Of Preston Name and locate an extensive range of places in the world including globally and topically significant features and events Interpret a wider range of geographical information and maps including scale, projections, thematic, and digital maps. Recognise an increasing range of Ordnance Survey symbols on maps and locate features using six-figure grid references. Explore the work of artists, craftspeople and designers from different times and cultures for differences and similarities. Question and make thoughtful observations about starting points and select ideas to use in their work. Experiment with ways in which surface detail can be added to drawings; use grades of pencil, biros, charcoal and chalk. Use journals to collect and record visual information from different sources, annotate in their sketchbooks. Draw for a sustained period of time at an appropriate level. Make marks and lines with a wide range of drawing implements e.g. charcoal, pencil, crayon, chalk pastels, pens etc. Experiment with different grades of pencil and other implements to create lines and marks and to draw different forms and shapes. Begin to show an awareness of objects having a third dimension achieved by shading. Experiment with different grades of pencil and other implements to achieve variations in tone. Create textures with a wide range of drawing implements. Write 2 or 3 short sentences as a personal response accurately and use reference materials. Use basic language structures accurately and with confidence Use prepositions and some adverbial phrases to talk about the past or future a simple way. WSF Easter Challenge Day

6 Year B Curriculum Planner Year group Overview Year:5/6 and 6 Summer Ancient Sumer Heroes and Villians WSF RE Use dates and a wide range of historical terms when sequencing events and periods of time. Develop chronologically secure knowledge of the events and periods of time studied. Demonstrate knowledge of an aspect or theme in British history that extends their chronological knowledge beyond Regularly address and sometimes devise historically valid questions and hypotheses. Describe the impact of historical events and changes. Acknowledge contrasting evidence and opinions when discussing and debating historical issues. Use appropriate vocabulary when discussing, describing and explaining historical events. Describe where in the world Ancient Sumer was and some of the key features of this early civilisation. Continue to develop a chronologically secure knowledge and understanding of world history, establishing clear narratives within and across periods they study by knowing when and where the Ancient Sumerian civilisation first appeared. Develop an understanding of world history, establishing clear narratives within and across periods they study by learning about the Ancient Sumer city states and what it was like to live in one. Research and describe some artefacts that have been discovered in Sumer era Use their knowledge of drawing and sculpture to create their style artefact. Develop their own style when working with a wide range of tools and materials. Research and analyse artists from this time period. Explain how the artist has contributed to the culture of this time. Independently sing songs, speak chants, rhymes in unison with confidence. Understand the main points and some detail including simple opinions of a longer written passage. Name and locate an extensive range of places in the world including globally and topically significant features and events Use a range of numerical and quantitative skills to analyse, interpret and present data collected from fieldwork observations, measurements and recordings. Interpret a wider range of geographical information and maps including scale, projections, thematic, and digital maps. Recognise an increasing range of Ordnance Survey symbols on maps and locate features using six-figure grid references. Make own super hero Pupils should be taught to develop their techniques, including their control and their use of materials, with creativity, experimentation and an increasing awareness of different kinds of materials, craft and design. Pupils should be taught to create sketch books to record their observations and use them to review and revisit ideas Pupils should be taught to improve their mastery of design techniques, including drawing, painting and sculpture with a range of materials [for example, pencil, charcoal, paint, clay] Pupils should be taught about great artists, architects and designers in history. Kenya school activity World refugee day Write a short text on a familiar topic using reference materials. Write for a range of audiences and purpose.