Autumn Term 1 |
Term 2 |
Spring Term 1 |
Term 2 |
Summer Term 1 |
Term 2 |
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REPDF Files |
The joy and challenge of, and the giving and receiving, in relationships Human gifts and qualities and the physical world as a gift and sign of God’s love; how such gifts may be used, neglected or abused. |
Gospel accounts of key events in the life of Jesus: God’s call to individuals and their different responses |
Reconciliation (The practice of examination of conscience and its significance for Christian living), Conscience as gift to be developed through the practice of examination of conscience.)
Sacrament of the sick |
The Resurrection (Easter Sunday) as a sign of love, sacrifice and the source of new life The story of the Holy Spirit at Pentecost Gospel accounts of the coming of the Holy Spirit and the transformation of the Apostles |
Variety of prayers and prayer forms, formal and informal, used for personal and community prayer. i.e. different ways of praying Million children praying the Rosary, Stations of the Cross |
Ways of taking part in the life and worship of the domestic and local Church Being ‘Church’ in the parish, diocese and universal Church |
ENGLISH |
See separate document: English Curriculum Map |
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MATHEMATICSPDF files |
See separate document: Mathematics Scheme of Learning |
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SCIENCE |
All living things |
Animals including humans |
Reversible changes |
Space |
Magnetism and forces |
Working scientifically |
TOPIC THEME |
Ancient Greece |
Earth and Space |
Show It Off! | Changing Materials | Ancient Egypt | Forces |
HISTORY |
A study of Ancient Greece Study of the achievements of the earliest civilizations – an overview of where and when the first civilizations appeared with an in-depth study of Ancient Greece Continue to develop chronologically secure knowledge of history Establish clear narratives within and across periods studied Develop the appropriate use of historical terms Construct informed responses by selecting and organizing relevant historical information Identify and give reasons for, results of, historical events and situations |
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A study of Ancient Eygpt – a study of Greek life and achievements and their influence on the western world Continue to develop chronologically secure knowledge of history Establish clear narratives within and across periods studied Develop the appropriate use of historical terms Construct informed responses by selecting and organizing relevant historical information Identify and give reasons for, results of, historical events and situations |
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GEOGRAPHY |
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) | describe and understand key aspects of 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 |
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ART |
Sculpture – experimenting, form, materials Plan and create a sculpture. Evaluate own and others work using artistic language. Artists, architects and designers in history Continuously refer back to artists, architects and designers in history for inspiration and comparison. Greek Architecture |
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Drawing – line, texture, depth Experimenting with shading and perspective to create form and texture. Begin to develop the use of a sketch book to record observations. |
Materials – texture, materials experimenting Using the work of a designer from history as inspiration children develop their own designs. |
Artists, architects and designers in history Continuously refer back to artists, architects and designers in history for inspiration and comparison. Egyptian Architecture |
Painting – colour development Work with peers to recreate a well-known piece or an element of the piece of a well-known artist. Using original as success criteria. Critically evaluate work against knowledge and understanding of ‘harmonious colours’ and ‘contrasting colours’ |
DT |
Understanding contexts, users and purposes Confidently work within a range of contexts. Indicate the design features of their products that will appeal to intended users. Develop their own success criteria and use these to inform their ideas.
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Food preparation, cooking and nutrition Prepare and cook a variety of predominately savoury dishes using and range of cooking techniques. That recipes can be adapted to change the appearance, taste, texture and aroma. To use a range of techniques such as peeling, chopping, slicing, grating, mixing, spreading, kneading and baking. Generating, developing, modelling and communicating ideas Use annotated sketches and exploded diagrams to develop and communicate their ideas.
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Generating, developing, modelling and communicating ideas Share and clarify ideas through discussions and presenting ideas. Model ideas using prototypes and pattern pieces. Use annotated sketches and exploded diagrams to develop and communicate their ideas. Make design decisions taking account of constraints such as time, resources and cost. Making products work Understand and use mechanical systems in their products. For example gears, pulleys, cams, leavers and linkages. Apply understanding of how to strengthen, stiffen and reinforce more complex structures. |
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Making products work How to program a computer to monitor changes in the environment and control their product. Own ideas and products Identify the strengths and areas for development in their ideas and products. Consider the views of others, including intended users, to improve their work. Evaluate their ideas and products against their original design specification. Food preparation, cooking and nutrition Prepare and cook a variety of predominately savoury dishes using and range of cooking techniques. That recipes can be adapted to change the appearance, taste, texture and aroma. To use a range of techniques such as peeling, chopping, slicing, grating, mixing, spreading, kneading and baking. Generating, developing, modelling and communicating ideas Use annotated sketches and exploded diagrams to develop and communicate their ideas.
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With greater independence select tools and equipment suitable for the task. Select materials and components suitable for the task. Explain and justify the choice of materials and components according to functional properties and aesthetic quality. Accurately measure, mark out, cut and shape materials and components. Generate innovate ideas drawing on research. |
Modern Foreign Languages |
On the way to school
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The planets
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The Four Seasons
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Responding to a song
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Enjoy your meal
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Beach Scene
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PHSE |
See Separate document: PHSE Curriculum Map | |||||
PE |
Swimming Blackpool Swimming Scheme Dance (Autumn 1 SMCA) Linked to Harry Potter Theme |
Swimming Blackpool Swimming Scheme Netball |
Swimming Blackpool Swimming Scheme Gym Can repeat accurately a sequence with a partner of up to 8 elements to include counter balance and counter tension balance, traveling, jumping and rolling, can adapt a floor sequence to an apparatus layout and change the order of actions. Can include change of directions, speed and level. |
Swimming Blackpool Swimming Scheme Athletics |
Swimming Blackpool Swimming Scheme Outdoor and Adventurous Work co-operatively with help Follow instructions when preparing for challenges |
Swimming Blackpool Swimming Scheme Rounders Can bowl underarm accurately Can throw overarm with increasing accuracy Can use a range of fielding skills, e.g. catching, throwing, bowling, intercepting, with growing control and consistency; |
MUSIC
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To use and understand stave and other musical notations Experiment with, create select and combine sounds using the inter-related dimensions of music Outcome: to recognise and use standard notation to record simple compositions on a blank stave. Explore rhythm through written crotchet and quaver notes. |
To play and perform in solo and ensemble contexts with increasing accuracy, fluency, control and expression Outcome: to Perform in solo/ ensemble contexts using a variety of techniques, confidently, expressively and in tune. (tempo/ duration/ texture). |
To use and understand staff and other musical notations Improvise and compose music for a range of purposes using the inter-related dimensions of music Outcome: to explore the use of musical symbols to show dynamics. (p,f,pp,ff, crescendo, diminuendo, staccato) To record given notes on a blank stave. (treble cleff- middle C- top C)
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To play and perform in solo and ensemble contexts with increasing accuracy, fluency, control and expression Outcome: to sing in tune with correct phrasing and dynamics in order to sing in time with others. (unison, rounds and 2 part harmony) |
To appreciate and understand a wide range of high-quality live and recorded music drawn from different traditions and from great composers and musicians To develop an understanding of the history of music. Classical –Bach Rock– Rolling Stones Pop – The Beetles Outcome: use a range of words to describe music (eg. duration, timbre, pitch, dynamics, tempo, texture, structure, beat, rhythm, metre, silence, riff, ostinato, melody, harmony, chord, staccato, legato, crescendo, diminuendo). |
To use and understand stave and other musical notations. To play and perform in solo and ensemble contexts combining the use of their voices with playing musical instruments with increasing accuracy, fluency, control and expression. Outcome: to read/ interpret dynamics and play 4 bar melodies with confidence. |
Computing |
See separate document for scheme of learning | |||||
EDUCATIONAL VISITS AND SHOWCASE |
Discovery Channel Presentations: Ancient Greece |
Interview with Tim Peake |
Visit local art gallery and/or exhibitions |
Science Expo: Materials Experiments |
Pop Up Ancient Egypt Showcase supported by Lancashire Museum Service |
Beach Day – as inspiration for MFL learning |
ONGOING THEMES |
Music To develop and understanding of dynamics and begin to use terminology to describe a range of music styles. To perform with confidence Use musical vocabulary to identify strengths and weaknesses is own and other work. Science During Years 5 and 6, pupils should be taught to use the following practical scientific methods, processes and skills through the teaching of the programme of study content:
Design Technology Existing products Across ks2 pupils should investigate and analyse:
Upper KS2 should also investigate and analyse:
RE Learn about the value of sharing, showing respect and care for others. A variety of prayer and prayer forms, formal and informal used for personal and community prayer. |
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