Years 5 and 6 Cycle A
Anglo-Saxon and Scots Settlements
Classes Falcon, Flamingo and Owl
Start Date: Sept. 2014
Attainment Targets
End Date: End Term 1 – Oct .2014
Teaching and Learning Focus
Art

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]
about great artists, architects and designer
. in history.
Lindisfarne Gospels – illuminated lettering. Link to Christian conversion and
key figures: Aidan and Cuthbert and monastery in Lindisfarne. Educated
monks copied out the Bible and set up schools for children to learn to read
and write.
Children to copy examples and create their own letter. Paint or felt tips to
produce strong colours. Focus on care, observation and accuracy.
Computing
Attainment Targets
Teaching and Learning Focus
understand computer networks including the
internet; how they can provide multiple
services, such as the world wide web; and
the opportunities they offer for
communication and collaboration
Research for Topic.
 Use designated websites to find out about life in Anglo-Saxon times.
 Also use to research key figures in the Christian movement, such as
Augustine.
 Online access to Sutton Hoo archeology and artefacts.
use search technologies effectively,
appreciate how results are selected and
ranked, and be discerning in evaluating
digital content
Teach skills of using search engines effectively and safely.
Learn about e-safety when using PCs, laptops, i-pads, gaming sites, mobile
phones etc., also through PSHCE.
use technology safely, respectfully and
responsibly; recognise
acceptable/unacceptable behaviour; identify
a range of ways to report concerns about
content and contact
DT
understand and apply the principles of a
healthy and varied diet (different food
contains different substances)
prepare and cook a variety of predominantly
savoury dishes using a range of cooking
techniques such as: peeling, chopping,
slicing, grating, mixing, spreading, kneading
and baking
Lifestyle in Anglo-Saxon times:
Link to farming – what food was available and predominant.
Make a basic bread. What was it made from? How might they have prepared
and baked it?
Attainment Targets
locate 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
Geography

name and locate counties and cities of the
United Kingdom, geographical regions and
their identifying human and physical
characteristics, key topographical features
(including hills, mountains, coasts and
rivers), and land-use patterns; and
understand how some of these aspects have
changed over time.
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 maps, atlases, globes and
digital/computer mapping to locate countries
and describe features studied
Teaching and Learning Focus
Identify origins of Angles and Saxons in Europe:
 Link to Roman occupation of Celtic Britain;L
 Learn about how and where Angles and Saxons came from; use
atlases and maps.
 Why did they invade our islands and settle here? (Compare to
modern day immigration and reasons why other nationalities want to
live here.)
 Why were their settlements in certain areas of the country? Use maps
and atlases.
 Focus on evidence of settlements through place names we use today
and their meanings. Use atlases to identify.
 What other evidence do we have? (Anglo-Saxon Chronicle written by
Saxon monks.)
Attainment Targets
History
Britain’s settlement by Anglo-Saxons and
Scots
Teaching and Learning Focus
Identify origins of Angles and Saxons in Europe:
 Link to Roman occupation of Celtic Britain;L
 Learn about how and where Angles and Saxons came from;
 Why did they invade our islands and settle here? (Compare to
modern day immigration and reasons why other nationalities want to
live here.)
 Focus on evidence of settlements through place names we use today
and their meanings.
 What other evidence do we have? (Anglo-Saxon Chronicle written by
Saxon monks.)
See Geography for how these aspects may be covered.
What was life like for Anglo-Saxons ? Consider aspects of lifestyle, eg:
 Housing
 Food and Farming
 Clothes/jewellery
 Tools
 Role of men/women/children
 Law and order/social hierarchy
Consider historical evidence:
 Place names
 Anglo-Saxon Chronicle
 Burials, especially Sutton Hoo.
Attainment Targets
listen attentively to spoken language and
show understanding by joining in and
responding
Languages
explore the patterns and sounds of language
through songs and rhymes and link the
spelling, sound and meaning of words
Teaching and Learning Focus
 Recap on vocabulary and phrases already learnt to establish starting
point.
 Ensure secure knowledge and understanding of basics, such as
greetings, numbers, colours.
 Reinforce correct pronunciation.
 Introduce a few key classroom instructions and responses.
 Sing songs related to subjects studied.
engage in conversations; ask and answer
questions; express opinions and respond to
those of others; seek clarification and help*
speak in sentences, using familiar
vocabulary, phrases and basic language
structures
Music
develop accurate pronunciation and
intonation so that others understand when
they are reading aloud or using familiar
words and phrases*
listen with attention to detail and recall
sounds with increasing aural memory
 Learn French songs by listening and repetition.
Attainment Targets
swim competently, confidently and proficiently
over a distance of at least 25 metres
PE
use a range of strokes effectively [for
example, front crawl, backstroke and
breaststroke]
use running, jumping, throwing and catching
in isolation and in combination
play competitive games, modified where
appropriate [for example, badminton,
basketball, cricket, football, hockey, netball,
rounders and tennis], and apply basic
principles suitable for attacking and
defending
Teaching and Learning Focus
Consolidate and improve swimming skills and achievements from last term.
 Skills of throwing and catching
 Principles behind invasion games in relation to attacking and
defending.
 Introduce Tag Rugby ( non-contact)
 6 week plan developed to build up skills and understanding of the Tag
Rugby invasion game.
 Children self-assess and peer assess and offer constructive criticism to
improve skills and game play.
Attainment Targets
planning different types of scientific
enquiries to answer questions, including
recognising and controlling variables where
necessary
Science
taking measurements, using a range of
scientific equipment, with increasing accuracy
and precision, taking repeat readings when
appropriate
recording data and results of increasing
complexity using scientific diagrams and labels,
classification keys, tables, scatter graphs, bar
and line graphs
using test results to make predictions to set
up further comparative and fair tests
reporting and presenting findings from
enquiries, including conclusions, causal
relationships and explanations of and degree of
trust in results, in oral and written forms such as
displays and other presentations
Teaching and Learning Focus
Not sure how we are allocating Science units over the 2 years.
Had thought of Forces in Term 2 (Viking ships?), Materials in Term 3?
Attainment Targets
PSHCE
Consider the reasons for learning and the
conditions that promote or inhibit learning and
motivation.
Develop ideas for our class charter.
Teaching and Learning Focus
SEAL ‘New Beginnings’:
Why do we come to school? What do we need to learn and why?
What kind of environment helps us to achieve this? Who is responsible for
creating the conditions in which we learn best?
Summarise ideas as Class Charter. Children to take pride in presenting their
ideas.
Explore feelings for starting something new.
New pupils; new year group; new classroom; new teacher; new learning
challenges: How do these make us feel? How can we deal with those
feelings?