Year Group
UKS2
Year 5
and
Year 6
2014/15
Term 1
Term 2
Geography & Art
Raging Rivers and Coasts
River systems and features in the UK.
The water cycle and how water is
depicted in Art.
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.
Term 3
History & Art
Term 4
Geography & D.T
Natural DisastersThe Eqyptians
Earthquakes,
Volcanoes and
Children should be Floods
taught
Term 5
Term 6
Geography & History
Modern and Ancient Greece
Locational knowledge
locate the world’s countries, using maps
to focus on Europe (including the location
Human and
of Russia) and North and South America,
to improve their
mastery of art and physical geography concentrating on their environmental
regions, key physical and human
design techniques, describe and
characteristics, countries, and major cities
including drawing, understand key
painting and
aspects of:
sculpture with a
physical geography, Place knowledge
range of materials including: climate
Human and physical geography
understand geographical similarities and
[for example,
zones, biomes and differences through the study of human
describe and understand key aspects pencil, charcoal,
vegetation belts,
of:
and physical geography of a region of the
paint, clay]
rivers, mountains,
United Kingdom, a region in a European
physical geography, including: climate
volcanoes and
about
great
artists,
country, and a region within North or
zones, biomes and vegetation belts,
earthquakes, and the South America
architects
and
rivers, mountains, volcanoes and
designers in history. water cycle
earthquakes, and the water cycle
Geographical skills Human and physical geography
human geography, including: types of Pupils should be
and fieldwork
taught about
settlement and land use, economic
describe and understand key aspects of:
use maps, atlases,
activity including trade links, and the
physical geography, including: climate
the achievements globes and
distribution of natural resources
zones, biomes and vegetation belts,
of the earliest
digital/computer
including energy, food, minerals and
rivers, mountains, volcanoes and
civilizations – an
mapping to locate
water
earthquakes, and the water cycle
overview of where countries and
and when the first describe features
human geography, including: types of
name and locate counties and cities of civilizations
settlement and land use, economic activity
studied
appeared and a
the United Kingdom, geographical
including trade links, and the distribution
regions and their identifying human and depth study of one Design
of natural resources including energy,
physical characteristics, key
of the following:
food, minerals and water
use research and
topographical features (including hills, Ancient Sumer; The
develop design
mountains, coasts and rivers), and land- Indus Valley;
criteria to inform the
use patterns; and understand how some Ancient Egypt; The
design of innovative, Ancient Greece – a study of Greek life
of these aspects have changed over
Shang Dynasty of
functional, appealing and achievements and their influence on
time
Ancient China.
products that are fit the western world
for purpose, aimed at
particular individuals Cooking and Nutrition
Pupils should be taught:
or groups
understand and apply the principles of a
to create sketch books to record their
generate, develop, healthy and varied diet
observations and use them to review
prepare and cook a variety of
model and
and revisit ideas
predominantly savoury dishes using a
communicate their
range of cooking techniques
to improve their mastery of art and
ideas through
Understand seasonality, and know where
design techniques, including drawing,
discussion,
painting and sculpture with a range of
annotated sketches, and how a variety of ingredients are
materials [for example, pencil, charcoal,
cross-sectional and grown, reared, caught and processed.
paint, clay]
exploded diagrams,
prototypes, pattern
about great artists, architects and
pieces and
designers in history.
computer-aided
design
Year 2014 -15
Year
Term 1
Group
UKS2 History & Art
Year 5 Tudors
Year 6
Term 2
Geography & Art
Rainforests and
Sustainability
Term 3
Term 4
History & D.T
20th Century Britain – World War II
Pupils should continue to develop a
chronologically secure knowledge and
Pupils should be
understanding of British, local and world
taught to develop
history, establishing clear narratives
their techniques,
within and across the periods they study.
including their control They should note connections, contrasts
and their use of
and trends over time and develop the
A local history study E.g a materials, with
appropriate use of historical terms. They
study of an aspect of
creativity,
should regularly address and sometimes
history or a site dating
experimentation and devise historically valid questions about
from a period beyond 1066 an increasing
change, cause, similarity and difference,
that is significant in the
awareness of
and significance. They should construct
locality.
different kinds of art, informed responses that involve
craft and design.
thoughtful selection and organisation of
relevant historical information. They
Pupils should be taught:
should understand how our knowledge of
Human and
to create sketch books to physical geography the past is constructed from a range of
record their observations
sources.
describe and
and use them to review
understand key
and revisit ideas
aspects of:
to improve their master of physical geography, gain historical perspective by placing
their growing knowledge into different
art and design techniques, including: climate
including drawing, painting zones, biomes and contexts, understanding the connections
a study of an aspect or
2015/16 theme in British history
that extends pupils’
chronological knowledge
beyond 1066
Term 5
Term 6
History & D.T
Victorian children and inventions
Gain historical perspective by placing
their growing knowledge into different
contexts, understanding the
connections between local, regional,
national and international history;
between cultural, economic, military,
political, religious and social history;
and between short- and long-term
timescales.
a study of an aspect or theme in
British history that extends pupils’
chronological knowledge beyond
1066
Technical knowledge
apply their understanding of how to
strengthen, stiffen and reinforce more
complex structures
understand and use mechanical
and sculpture with a range
of materials [for example,
pencil, charcoal, paint,
clay]
about great artists,
architects and designers in
history.
vegetation belts,
rivers, mountains,
volcanoes and
earthquakes, and the
water cycle
between local, regional, national and
systems in their products [for
international history; between cultural,
example, gears, pulleys, cams, levers
economic, military, political, religious and and linkages]
social history; and between short- and
understand how key events and
long-term timescales.
a study of an aspect or theme in British individuals in design and technology
history that extends pupils’ chronological have helped shape the world
knowledge beyond 1066 E.g a significant
turning point in British history
understand and use electrical systems in
their products [for example, series circuits
incorporating switches, bulbs, buzzers
and motors]
apply their understanding of computing to
program, monitor and control their
products.
Cooking and Nutrition
understand and apply the principles of a
healthy and varied diet
prepare and cook a variety of
predominantly 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.
Year 2015-16