Flitcham Church of England Primary Academy Year 5.6 Long term planning
Autumn 1
Autumn 2
Spring 1
Spring 2
Summer 1
Summer 2
Topic
Visits/visitors
PSHE links
Community/
parents
English
Word Reading
Comprehension
:
Sandringham family pic-nic
Cathedral
Anti Bullying Theatre Group
Grippin History
Health and well being
Health and well1.2, 1.3, 1.4, 1.5, 3.1
being/relationships
1.3, 1.4, 1.7, 2.1, 2.2
Harvest Church Service – Community lunch –
Water Aid
Parent links
Christmas cooking - parents
Christmas activity invites to all community
14th November Diabetes day
11th November Armistice day
Flag Fenn
Visit Peterborough Mosque/synagogue
Careers day at Fairstead School
Health and well being/
relationships/Living in the Wider World
1.4, 1.7, 2.5, 2.3, 2.4, 3.1 3.2, 3.6, 3.7, 3.8
British Museum
Thetford forest/beach
Health and well being/ relationships/Living in
the Wider World
1.4, 1.7, 2.5, 2.3, 2.4, 3.1 3.2
Chinese new Year - Lunch at local Chinese
restaurant
Easter Service/Bonnet parade
Industry week 21 March
Safer Internet day 9th February
World Book day 3rd March
Parent links – Beetle Drive
Year 5
Sandringham Flower show
Diversity week
Sports Festival
Swimming gala
Parents links – Sports event
Year 6
Children are taught to:
Children are taught to:
apply their growing knowledge of root words, prefixes and suffixes
-apply their growing knowledge of root words, prefixes and suffixes (morphology and
(morphology and etymology), as listed in English Appendix 1, both to
etymology), as listed in English Appendix 1, both to read aloud and to understand the
read aloud and to understand the meaning of new words that they
meaning of new words that they meet.
meet.
Across the year the children will explore a range of genres including:
Poetry fairy stories and fairy stories, traditional stories, modern fiction, fiction form our literary heritage, fiction and non-fiction books that are structures in
different ways, non-fiction including reference books or text books, myths and legends, play scripts, retrieve and record information from non-fiction, books from
other cultures and traditions
Children are taught to:
-maintain positive attitudes to reading and understanding of what they
Children are taught to:
-maintain positive attitudes to reading and understanding of what they read by:
read by:
-continuing to read and discuss an increasingly wide range of fiction,
poetry, plays, non-fiction and reference books or textbooks
-reading books that are structured in different ways and reading for a
range of purposes
-increasing their familiarity with a wide range of books, including
myths, legends and traditional stories, modern fiction, fiction from our
literary heritage, and books from other cultures and traditions
recommending books that they have read to their peers, giving reasons
for their choices
-identifying and discussing themes and conventions in and across a
wide range of writing
-making comparisons within and across books
-learning a wider range of poetry by heart
-preparing poems and plays to read aloud and to perform, showing
understanding through intonation, tone and volume so that the
meaning is clear to an audience
-understand what they read by:
-checking that the book makes sense to them, discussing their
understanding and exploring the meaning of words in context
-asking questions to improve their understanding
-drawing inferences such as inferring characters’ feelings, thoughts and
motives from their actions, and justifying inferences with evidence
-predicting what might happen from details stated and implied
-summarising the main ideas drawn from more than one paragraph,
identifying key details that support the main ideas
-identifying how language, structure and presentation contribute to
meaning
-discuss and evaluate how authors use language, including figurative
language, considering the impact on the reader
-distinguish between statements of fact and opinion
-retrieve, record and present information from non-fiction
-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
-explain and discuss their understanding of what they have read,
including through formal presentations and debates, maintaining a
focus on the topic and using notes where necessary
-continuing to read and discuss an increasingly wide range of fiction, poetry, plays, nonfiction and reference books or textbooks
-reading books that are structured in different ways and reading for a range of purposes
-increasing their familiarity with a wide range of books, including myths, legends and
traditional stories, modern fiction, fiction from our literary heritage, and books from
other cultures and traditions recommending books that they have read to their peers,
giving reasons for their choices
-identifying and discussing themes and conventions in and across a wide range of writing
-making comparisons within and across books
-learning a wider range of poetry by heart
-preparing poems and plays to read aloud and to perform, showing understanding
through intonation, tone and volume so that the meaning is clear to an audience
-understand what they read by:
-checking that the book makes sense to them, discussing their understanding and
exploring the meaning of words in context
-asking questions to improve their understanding
-drawing inferences such as inferring characters’ feelings, thoughts and motives from
their actions, and justifying inferences with evidence
-predicting what might happen from details stated and implied
-summarising the main ideas drawn from more than one paragraph, identifying key
details that support the main ideas
-identifying how language, structure and presentation contribute to meaning
-discuss and evaluate how authors use language, including figurative language,
considering the impact on the reader
-distinguish between statements of fact and opinion
-retrieve, record and present information from non-fiction
-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
-explain and discuss their understanding of what they have read, including through
formal presentations and debates, maintaining a focus on the topic and using notes
where necessary
-provide reasoned justifications for their views.
Writing transcription
Handwriting
Writing Composition
-provide reasoned justifications for their views.
Spelling (see English Appendix 1)
Children are taught to:
-use further prefixes and suffixes and understand the guidance for
adding them
-spell some words with ‘silent’ letters [for example, knight, psalm,
solemn]
-continue to distinguish between homophones and other words which
are often confused
-use knowledge of morphology and etymology in spelling and
understand that the spelling of some words needs to be learnt
specifically, as listed in English Appendix 1
-use dictionaries to check the spelling and meaning of words
-use the first three or four letters of a word to check spelling, meaning
or both of these in a dictionary and use a thesaurus.
Children are taught to:
write legibly, fluently and with increasing speed by:
-choosing which shape of a letter to use when given choices and
deciding whether or not to join specific little
-choosing the writing implement that is best suited for a task.
Children are taught to:
-plan their writing by:
-identifying the audience for and purpose of the writing, selecting the
appropriate form and using other similar writing as models for their
own
-noting and developing initial ideas, drawing on reading and research
where necessary
-in writing narratives, considering how authors have developed
characters and settings in what pupils have read, listened to or seen
performed
-draft and write by:
-selecting appropriate grammar and vocabulary, understanding how
such choices can change and enhance meaning
-in narratives, describing settings, characters and atmosphere and
integrating dialogue to convey character and advance the action
-précising longer passages
-using a wide range of devices to build cohesion within and across
paragraphs
Spelling (see English Appendix 1)
Children are taught to:
-use further prefixes and suffixes and understand the guidance for adding them
-spell some words with ‘silent’ letters [for example, knight, psalm, solemn]
-continue to distinguish between homophones and other words which are often confused
-use knowledge of morphology and etymology in spelling and understand that the
spelling of some words needs to be learnt specifically, as listed in English Appendix 1
-use dictionaries to check the spelling and meaning of words
-use the first three or four letters of a word to check spelling, meaning or both of these in
a dictionary
-use a thesaurus.
Children are taught to:
-write legibly, fluently and with increasing speed by:
-choosing which shape of a letter to use when given choices and deciding whether or not
to join specific little
-choosing the writing implement that is best suited for a task.
Children are taught to:
-plan their writing by:
-identifying the audience for and purpose of the writing, selecting the appropriate form
and using other similar writing as models for their own
-noting and developing initial ideas, drawing on reading and research where necessary
-in writing narratives, considering how authors have developed characters and settings in
what pupils have read, listened to or seen performed
-draft and write by:
-selecting appropriate grammar and vocabulary, understanding how such choices can
change and enhance meaning
-in narratives, describing settings, characters and atmosphere and integrating dialogue to
convey character and advance the action
-précising longer passages
-using a wide range of devices to build cohesion within and across paragraphs
-using further organisational and presentational devices to structure text and to guide the
reader [for example, headings, bullet points, underlining]
-evaluate and edit by:
-assessing the effectiveness of their own and others’ writing
Grammar and
Punctuation
-using further organisational and presentational devices to structure
text and to guide the reader [for example, headings, bullet points,
underlining]
-evaluate and edit by:
-assessing the effectiveness of their own and others’ writing
-proposing changes to vocabulary, grammar and punctuation to
enhance effects and clarify meaning
-ensuring the consistent and correct use of tense throughout a piece of
writing
-ensuring correct subject and verb agreement when using singular and
plural, distinguishing between the language of speech and writing and
choosing the appropriate register
-proof-read for spelling and punctuation errors
-perform their own compositions, using appropriate intonation,
volume, and movement so that meaning is clear.
Children are taught to:
-develop their understanding of the concepts set out in English
Appendix 2 by:
-recognising vocabulary and structures that are appropriate for formal
speech and writing, including subjunctive forms
-using passive verbs to affect the presentation of information in a
sentence
-using the perfect form of verbs to mark relationships of time and
cause
-using expanded noun phrases to convey complicated information
concisely
-using modal verbs or adverbs to indicate degrees of possibility
-using relative clauses beginning with who, which, where, when,
whose, that or with an implied (i.e. omitted) relative pronoun
-learning the grammar for years 5 and 6 in English Appendix 2
-indicate grammatical and other features by:
-using commas to clarify meaning or avoid ambiguity in writing
-using hyphens to avoid ambiguity
-using brackets, dashes or commas to indicate parenthesis
-using semi-colons, colons or dashes to mark boundaries between
independent clauses
-using a colon to introduce a list
-punctuating bullet points consistently
-proposing changes to vocabulary, grammar and punctuation to enhance effects and
clarify meaning
-ensuring the consistent and correct use of tense throughout a piece of writing
-ensuring correct subject and verb agreement when using singular and plural,
distinguishing between the language of speech and writing and choosing the appropriate
register
-proof-read for spelling and punctuation errors
-perform their own compositions, using appropriate intonation, volume, and movement
so that meaning is clear.
Children are taught to:
-develop their understanding of the concepts set out in English Appendix 2 by:
-recognising vocabulary and structures that are appropriate for formal speech and
writing, including subjunctive forms
-using passive verbs to affect the presentation of information in a sentence
-using the perfect form of verbs to mark relationships of time and cause
-using expanded noun phrases to convey complicated information concisely
-using modal verbs or adverbs to indicate degrees of possibility
-using relative clauses beginning with who, which, where, when, whose, that or with an
implied (i.e. omitted) relative pronoun
-learning the grammar for years 5 and 6 in English Appendix 2
-indicate grammatical and other features by:
-using commas to clarify meaning or avoid ambiguity in writing
-using hyphens to avoid ambiguity
-using brackets, dashes or commas to indicate parenthesis
-using semi-colons, colons or dashes to mark boundaries between independent clauses
-using a colon to introduce a list
-punctuating bullet points consistently
-use and understand the grammatical terminology in English Appendix 2 accurately and
appropriately in discussing their writing and reading.
Maths
Number –
Number and
Place Value
Number –
Addition and
subtraction
Number –
Multiplication
and division
-use and understand the grammatical terminology in English Appendix
2 accurately and appropriately in discussing their writing and reading.
Year 5
Children are taught to:
-read, write, order and compare numbers to at least 1 000 000 and
determine the value of each digit
-count forwards or backwards in steps of powers of 10 for any given
number up to 1 000 000
-interpret negative numbers in context, count forwards and backwards
with positive and negative whole numbers, including through zero
-round any number up to 1 000 000 to the nearest 10, 100, 1000,
10 000 and 100 000
-solve number problems and practical problems that involve all of the
above
-Read Roman numerals to 1000 (M) and recognise years written in
Roman numerals.
Children are taught to:
-add and subtract whole numbers with more than 4 digits, including
using formal written methods (columnar addition and subtraction)
-add and subtract numbers mentally with increasingly large numbers
-use rounding to check answers to calculations and determine, in the
context of a problem, levels of accuracy
-solve addition and subtraction multi-step problems in contexts,
deciding which operations and methods to use and why.
Children are taught to:
-identify multiples and factors, including finding all factor pairs of a
number, and common factors of two numbers
-know and use the vocabulary of prime numbers, prime factors and
composite (non-prime) numbers
-establish whether a number up to 100 is prime and recall prime
numbers up to 19
-multiply numbers up to 4 digits by a one- or two-digit number using a
formal written method, including long multiplication for two-digit
numbers
-multiply and divide numbers mentally drawing upon known facts
Year6
Children are taught to:
-read, write, order and compare numbers up to 10 000 000 and determine the value of
each digit
-round any whole number to a required degree of accuracy
-use negative numbers in context, and calculate intervals across zero
-solve number and practical problems that involve all of the above.
Children are taught to:
-perform mental calculations, including with mixed operations and large numbers
-identify common factors, common multiples and prime numbers
-use their knowledge of the order of operations to carry out calculations involving the
four operations
-solve addition and subtraction multi-step problems in contexts, deciding which
operations and methods to use and why
-solve problems involving addition, subtraction, multiplication and division
-use estimation to check answers to calculations and determine, in the context of a
problem, an appropriate degree of accuracy.
Children are taught to:
-multiply multi-digit numbers up to 4 digits by a two-digit whole number using the formal
written method of long multiplication
-divide numbers up to 4 digits by a two-digit whole number using the formal written
method of long division, and interpret remainders as whole number remainders,
fractions, or by rounding, as appropriate for the context
-divide numbers up to 4 digits by a two-digit number using the formal written method of
short division where appropriate, interpreting remainders according to the context
Ratio and Proportion
-solve problems involving the relative sizes of two quantities where missing values can be
found by using integer multiplication and division facts
-divide numbers up to 4 digits by a one-digit number using the formal
written method of short division and interpret remainders
appropriately for the context
-multiply and divide whole numbers and those involving decimals by
10, 100 and 1000
-recognise and use square numbers and cube numbers, and the
notation for squared (2) and cubed (3)
-solve problems involving multiplication and division including using
their knowledge of factors and multiples, squares and cubes
-solve problems involving addition, subtraction, multiplication and
division and a combination of these, including understanding the
meaning of the equals sign
-solve problems involving multiplication and division, including scaling
by simple fractions and problems involving simple rates
-solve problems involving the calculation of percentages [for example, of measures, and
such as 15% of 360] and the use of percentages for comparison
-solve problems involving similar shapes where the scale factor is known or can be found
-solve problems involving unequal sharing and grouping using knowledge of fractions and
multiples.
Number –
fractions
Children are taught to:
-compare and order fractions whose denominators are all multiples of
the same number
-identify, name and write equivalent fractions of a given fraction,
represented visually, including tenths and hundredths
-recognise mixed numbers and improper fractions and convert from
one form to the other and write mathematical statements > 1 as a
2
4
6
1
mixed number [for example, 5 + 5 = 5 = 1 5 ]
-add and subtract fractions with the same denominator and
denominators that are multiples of the same number
-multiply proper fractions and mixed numbers by whole numbers,
supported by materials and diagrams
[for example,
1
1
2
Measurement
4
5
×
1
2
=
1
8
]
1
1
3
71
1
1
4
-divide proper fractions by whole numbers [for example, 3 ÷ 2 = 6 ]
-associate a fraction with division and calculate decimal fraction equivalents [for example,
-read and write decimal numbers as fractions [for example, 0.71 = 100 ]
-recognise and use thousandths and relate them to tenths, hundredths
and decimal equivalents
-round decimals with two decimal places to the nearest whole number
and to one decimal place
-read, write, order and compare numbers with up to three decimal
places
-solve problems involving number up to three decimal places
-recognise the per cent symbol (%) and understand that per cent
relates to ‘number of parts per hundred’, and write percentages as a
fraction with denominator 100, and as a decimal
-solve problems which require knowing percentage and decimal
equivalents of 2 , 4 , 5 , 5 ,
of a multiple of 10 or 25.
Children are taught to:
-use common factors to simplify fractions; use common multiples to express fractions in
the same denomination
-compare and order fractions, including fractions > 1
-add and subtract fractions with different denominators and mixed numbers, using the
concept of equivalent fractions
-multiply simple pairs of proper fractions, writing the answer in its simplest form
and those fractions with a denominator
Pupils should be taught to:
-convert between different units of metric measure (for example,
kilometre and metre; centimetre and metre; centimetre and
millimetre; gram and kilogram; litre and millilitre)
-understand and use approximate equivalences between metric units
and common imperial units such as inches, pounds and pints
0.375] for a simple fraction [for example, 8 ]
-identify the value of each digit in numbers given to three decimal places and multiply
and divide numbers by 10, 100 and 1000 giving answers up to three decimal places
-multiply one-digit numbers with up to two decimal places by whole numbers
-use written division methods in cases where the answer has up to two decimal places
-solve problems which require answers to be rounded to specified degrees of accuracy
-recall and use equivalences between simple fractions, decimals and percentages,
including in different contexts.
Algebra
Children are taught to:
-use simple formulae
-generate and describe linear number sequences
-express missing number problems algebraically
-Find pairs of numbers that satisfy an equation with two unknowns
-enumerate possibilities of combinations of two variables.
Pupils should be taught to:
-solve problems involving the calculation and conversion of units of measure, using
decimal notation up to three decimal places where appropriate
-use, read, write and convert between standard units, converting measurements of
length, mass, volume and time from a smaller unit of measure to a larger unit, and vice
versa, using decimal notation to up to three decimal places
Geometry –
Properties of
shape
-measure and calculate the perimeter of composite rectilinear shapes
in centimetres and metres
-calculate and compare the area of rectangles (including squares), and
including using standard units, square centimetres (cm2) and square
metres (m2) and estimate the area of irregular shapes
-estimate volume [for example, using 1 cm3 blocks to build cuboids
(including cubes)] and capacity [for example, using water]
-solve problems involving converting between units of time
-use all four operations to solve problems involving measure [for
example, length, mass, volume, money] using decimal notation,
including scaling.
Pupils should be taught to:
-identify 3-D shapes, including cubes and other cuboids, from 2-D
representations
-know angles are measured in degrees: estimate and compare acute,
obtuse and reflex angles
-draw given angles, and measure them in degrees (o)
-identify:
-angles at a point and one whole turn (total 360o)
1
Geometry –
Position and
direction
Statistics
Science
-convert between miles and kilometres
-recognise that shapes with the same areas can have different perimeters and vice versa
-recognise when it is possible to use formulae for area and volume of shapes
-calculate the area of parallelograms and triangles
-calculate, estimate and compare volume of cubes and cuboids using standard units,
including cubic centimetres (cm3) and cubic metres (m3), and extending to other units
[for example, mm3 and km3].
Pupils should be taught to:
-draw 2-D shapes using given dimensions and angles
-recognise, describe and build simple 3-D shapes, including making nets
-compare and classify geometric shapes based on their properties and sizes and find
unknown angles in any triangles, quadrilaterals, and regular polygons
-illustrate and name parts of circles, including radius, diameter and circumference and
know that the diameter is twice the radius
-recognise angles where they meet at a point, are on a straight line, or are vertically
opposite, and find missing angles.
-angles at a point on a straight line and 2 a turn (total 180o)
other multiples of 90o
use the properties of rectangles to deduce related facts and find
missing lengths and angles
-distinguish between regular and irregular polygons based on reasoning
about equal sides and angles.
Pupils should be taught to:
Pupils should be taught to:
-identify, describe and represent the position of a shape following a
-describe positions on the full coordinate grid (all four quadrants)
reflection or translation, using the appropriate language, and know that -draw and translate simple shapes on the coordinate plane, and reflect them in the axes.
the shape has not changed.
Children are taught to:
Children are taught to:
-solve comparison, sum and difference problems using information
-interpret and construct pie charts and line graphs and use these to solve problem
presented in a line graph
-calculate and interpret the mean as an average.
-complete, read and interpret information in tables, including
timetables
Evolution and
Electricity
Forces
All living things
inheritance
Children are taught to:
Children are taught to:
Children are taught to:
ScienceWorking
scientifically
Pupils will be
taught to use
the following
practical
scientific
methods,
processes and
skills
Children are taught to: -Associate the
-Explain that unsupported
-Describe the differences in the life cycles of a mammal, an amphibian, an
-Recognise that living
brightness of a lamp or
objects fall towards the Earth
insect and a bird
things have changed
the volume of a buzzer
because of the force of gravity -Describe the life process of reproduction in some plants and animals.
over time and that
with the number and
acting between the Earth and -Describe how living things are classified into broad groups according to
fossils provide
voltage of cells used in
the falling object
common observable characteristics and based on similarities and differences,
information about
the circuit
-Identify the effects of air
including micro-organisms, plants and animals
living things that
-Compare and give
resistance, water resistance
-Give reasons for classifying plants and animals based on specific
inhabited the Earth
reasons for variations in and friction, that act between characteristics
millions of years ago.
how components
moving surfaces
-Recognise that living
function, including the
-Recognise that some
things produce
brightness of bulbs, the
mechanisms, including levers,
offspring of the same
loudness of buzzers and pulleys and gears, allow a
kind, but normally
the on/off position of
smaller force to have a
offspring vary and are
switches
greater effect.
not identical to their
-Use recognised
parents
symbols when
-Identify how animals
representing a simple
and plants are adapted circuit in a diagram.
to suit their
environment in
different ways and that
adaptation may lead to
evolution.
Children are taught about:
-planning different types of scientific enquiries to answer questions, including recognising and controlling variables where necessary
-taking measurements, using a range of scientific equipment, with increasing accuracy and precision
-recording data and results of increasing complexity using scientific diagrams and labels, classification keys, tables, and bar and line graphs
-using test results to make predictions to set up further comparative and fair tests
-using simple models to describe scientific ideas
-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
-identifying scientific evidence that has been used to support or refute ideas or arguments.
History
A study of an aspect or theme in British history that
extends pupils’ chronological knowledge beyond 1066a significant turning point in British history, Magna
Carta
Geography
Location knowledge
Children are taught to:
-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
-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
- 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 zones (including day and night)
What can we learn about the Adam and Eve,
Christian faith from The
Christmas and Easter –
Chronicles of Narnia?
What are the
The children are taught:
connections?
-Christians believe in hope
The children are
and change
taught:
- that Christians believe that
-that Christians believe
everyone is tempted to do
there are
wrong things
consequences to
-to recognise that wrong
deciding to disobey
behaviour can result when
God just as there were
people put themselves first
for Adam and Eve
R.E.
changes in Britain from the Stone Age to the Iron Age
This could include:
-late Neolithic hunter-gatherers and early farmers, e.g.
Skara Brae
-Bronze Age religion, technology and travel, e.g.
Stonehenge
-Iron Age hill forts: tribal kingdoms, farming, art and
culture
Geographical skills and fieldwork
Children are taught to:
-use fieldwork to observe, measure and record the
human and physical features in the local area using a
range of methods, including sketch maps, plans and
graphs, and digital technologies.
A non-European society that provides contrasts
with British history-Mayan civilization c. AD
900;
What does it mean to
be a Hindu?
Children are taught:
-Hindus worship at
home and in the mandir
(temple)
-that Hindus engage all
five senses during Puja
and Arti
- Hindus have five daily
duties (dharma)
-Hindus believe that
Who is the Holy
Spirit?
Christian Beliefs
The children are
taught:
-that the Holy Spirit
is the third person of
the Trinity (Father,
Son and Holy Spirit)
-that Jesus was filled
with the Holy Spirit
-that the Holy Spirit
What is Wisdom?
Children are taught:
-About the differences
between knowledge and
wisdom
-how many cultures value
wisdom
- that the book of Proverbs
contains some of the
wisdom of King Solomon
-that Solomon wrote
Proverbs to pass on his
Place knowledge
Children are taught to:
-understand geographical similarities and
differences through the study of human and
physical geography of a region of the United
Kingdom, a region in a European country, and a
region within North or South America
- physical geography, including: climate zones,
biomes and vegetation belts, rivers, mountains,
volcanoes and earthquakes, and the water
cycle
- use the eight points of a compass, four and
six-figure grid references, symbols and key
(including the use of Ordnance Survey maps) to
build their knowledge of the United Kingdom
and the wider world
What does the bible
say about money and
ownership?
The children are
taught:
-that the bible says a
lot about money
-that the bible claims
that everything in the
world belongs to God
-that the bible teaches
that sin is when people
P.E.
ICT and
Computing
before other people
-suggest answers to
the question of the
identity of Jesus
- to express their own
and others views on
the challenge of belief
in Jesus
Invasion games: U1-soccer,
U4 tag rugby
Invasion games: U1 Y6
Hockey
Athletics: U1 Y6
Gymnastics: unit X Y6
Sounds
Children are taught:
e-safety
-to know which resources on the Internet I can
download and use
-to explain why I need to protect my computer or
device from harm
Programming
-to use a variable to increase programming possibilities
-to use ‘if’ and ‘then’ commands to select an action
-to decompose a problem into smaller parts to design
an algorithm for a specific outcome and use this to
write a program.
-to use logical reasoning to detect and debug mistakes
in a program
-to change an input to a program to achieve a different
output.
Technology in our lives
-to describe different parts of the Internet e.g. how
information is stored
-to recognise and evaluate different types of
information I find on the World Wide Web.
there are consequences
for their actions (karma)
-That Hindu
celebrations are often
linked with stories
-Hindus mark rites of
passage (samskara)
through special
ceremonies e.g. birth,
belonging, marriage,
death
Dance: U1 Y5
wisdom
- that wisdom is to do with
the way that you live your
life
is the presence of
God active in the
lives of Christians
-that Christians’ lives
are influenced by the
Holy Spirit
choose to go their own
way away from God
-that after a ‘good’
Creation the world
was spoilt by ‘The Fall’
-That the bible teaches
that there are
consequences to debt
which affect people’s
lives and relationships
Gymnastics: unit Y Y6
Invasion games: netball
U4 Y6
Orienteering
Cross country running
Athletics: unit2 year
6
Striking/fielding:
rounders U3 Y6
Shape and Weather
Children are taught:
e-safety
-to know that anything I post online can be seen, used
and may affect others
-to discuss the importance of choosing an ageappropriate website or game
-to explain the importance of communicating kindly
and respectfully.
-to explain why I need to protect myself and my friends
and the best ways to do this, including reporting
concerns to an adult
Programming
-to use logical thinking, imagination and creativity to
extend a program.
-to refine a procedure using repeat commands to
improve a program
-to decompose a problem into smaller parts to design
an algorithm for a specific outcome and use this to
write a program.
-to use logical reasoning to detect and debug mistakes
in a program.
Striking/fielding:
cricket U3 Y6
Find out and share
Children are taught:
e-safety
-to protect password and other personal
information
-to explain the need to protect myself and my
friends and the best ways to do this, including
reporting concerns to an adult.
-to talk about the dangers of spending too
long online or playing a game
Programming
-to decompose a problem into smaller parts to
design an algorithm for a specific outcome and
use this to write a program.
-to use a variable to increase programming
possibilities.
-to use logical reasoning to detect and debug
mistakes in a program.
-to change an input to a program to achieve a
different output
-to use logical thinking, imagination and
creativity to extend a program.
Handling Data and Multimedia
-to choose an appropriate tool to help me collect data
-to talk about mistakes in data and suggest how it could
be checked
-to present data in an appropriate way
-to select, use and combine the appropriate technology
tools to create effects that will have an impact on
others
-to review and improve my own work and support
others to improve their work
-to talk about how a computer model can provide
information about a physical system.
Handling Data
-to choose an appropriate tool to collect and record
data
-to present data in an appropriate way
Multimedia
-to use text, photo, sound and video editing tools to
refine my work
-to select, use and combine the appropriate technology
tools to create effects that will have an impact on
others
-to use the skills I have already developed to create
content using unfamiliar technology
D.T.
Electrical systems
Children learn to:
Design and make a moving vehicle
-explore and design a moving vehicle with more
complex scwitches and circuits including programming,
monitoring and control
Mechanisms
Children learn to:
-explore and design and build a product involving
forces,
-use materials and designs to find best ones
MFL
French
Bonjour
Children are taught to:
-Greet and say Goodbye to someone
Ask someone’s name and say their own
-ask how someone is and respond to the same question
-learn about nouns
-count numbers 1-10
En classe
Children are taught to:
-identify classroom objects
-identify colours and describe an object’s colour
-say your age
Les Animaux
Children are taught to:
-identify animals and pets
- recognise and use numbers 11-20
Give someone’s name
Describe someone
Ma Famille
Children are taught to:
-identify family members
Recognise and spell with letters of the alphabet
List household items
-use basic prepositions sur and dans to describe
Multimedia
-to select an appropriate online or offline tool
to create and share ideas
-to use text, photo, sound and video editing
tools to refine my work
-to use the skills I have already developed to
create content using unfamiliar technology
-to use appropriate keyboard commands to
amend text on my device
-to evaluate my work and improve its
effectiveness
Technology in our lives
-to describe different parts of the Internet
-to use a search engine to find appropriate
information and check its reliability
-to recognise and evaluate different types of
information I find on the World Wide Web
Cooking and nutrition - Design a healthy lunch
box
Children learn to: -the principals of a healthy
and varied diet
-prepare and cook a variety of savoury dishes
using a range of cooking techniques
-understand seasonality and know where and
how a variety of ingredients are grown,
reared, caught and processed
Encore!
Children are taught to:
-Revise ways of describing people
-describe someone’s nationality
Describe people using various adjectives
-Quelle heure est-il?
Children are taught to :
-talk about activities
-tell the time
-talk about what time you do activities
Les fêtes
Children are taught to:
Art
Music
PSHE
-recognise and repeat classroom instructions
Activities related to Christmas – Les Fêtes
Mon Corps
Children are taught to:
-identify parts of the body
-describe eyes and hair appearance
-recognise days of the week
-give basic character descriptions
Drawing
-To investigate and collect visual information from
Hundertwasser images to develop ideas.
-To enlarge and develop own work using layering
methods to communicate ideas and make images.
-To use a natural form as a starting point for
imaginative drawings.
-To select and enlarge drawings and use a variety of
mark makers to develop work.
-To work in the negative by using rubbers to remove
graphite work and the ‘rubber’ tool on the computer.
-To use positive and negative drawing techniques in
response to the work of Frank Auerbach.
position
Bon anniversaire!
Children are taught to:
-recognise and ask for snacks
-give basic opinions about food
-use numbers 21-31
-recognise and use the months
-form dates
Painting
-To produce multi-surface images in response to the
work of the artist Chris Ofili.
-To apply their experience of materials and processes
developing their control of tools and techniques for
painting.
-To compare ideas, methods and approaches in Fauvist
paintings.
-To use a sketchbook to develop ideas in response to
Fauvist imagery.
-To compare ideas, methods and approaches in Fauvist
paintings.
-To use a sketchbook to develop ideas in response to
Fauvist imagery.
-To mix, match and extend colours and patterns.
-To apply their experience to mix and match colours
and experiment with different tools and techniques.
Rights, responsibilities
and the law
The world of work
Taking responsibility for my own safety
-talk about festivals and dates
-talk about presents
-count from 31-60
-give and understand instructions
Textiles
-To investigate and reform visual and tactile
qualities using construction and destruction
processes.
-To use a variety of methods and approaches
to make a hanging.
-To compare ideas in their own and others’
work.
-To apply their experience of materials and
processes to form fabric relief panels.
-To apply their experience of the batik process
and develop their control of tools and
techniques.
-To make responses to the work of textile
artist Jean Davywinter.
-To compare ideas and approaches.
-To adapt their work according to their views.
Over the year children have the opportunity to perform in small and large groups. Music is taught weekly by a peripatetic teacher.
Managing conflict
Changing
relationships
Transition and
managing change
Health and Wellbeing children are taught:
-what is meant by a healthy lifestyle
-how to maintain physical, mental and emotional health and wellbeing
-how to manage risks to physical and emotional health and wellbeing ways of keeping physically and emotionally safe
-about managing change, such as puberty, transition and loss
-how to make informed choices about health and wellbeing and to recognise sources of help with this
- how to respond in an emergency
-to identify different influences on health and wellbeing.
Relationships children are taught:
-how to develop and maintain a variety of healthy relationships within a range of social/cultural contexts
-how to recognise and manage emotions within a range of relationships
-how to recognise risky or negative relationships including all forms of bullying and abuse
-how to respond to risky or negative relationships and ask for help how to respect equality and diversity in relationships.
Living in the Wider World children are taught:
-‘economic wellbeing and being a responsible citizen’
-about respect for the self and others and the importance of responsible behaviours and actions
-about rights and responsibilities as members of families, other groups and ultimately as citizens
-about different groups and communities
-to respect equality and to be a productive member of a diverse community
-about the importance of respecting and protecting the environment
-about where money comes from, keeping it safe and the importance of managing it effectively
-how money plays an important part in people’s lives
-a basic understanding of enterprise.
PSHE does not have an allocated slot on the timetable. Issues are discussed as and when needed with the class teachers and weekly Collective worship allow
children to reflect upon feelings and current issues. Plans are available to support.