Oasis Academy Pinewood

Year 5/6 A Curriculum Overview 2020-2021

Autumn Spring Summer

English Writing Using T4W

Settings Toolkit

- Pick out unusual details to bring the setting alive, e.g On the piano, stood a large cage containing a yellow snake. - Change atmosphere by altering weather, place or time and use metaphor and personification, e.g the wind moaned. - Show the scene through the character’s eyes - Use a detailed sentence of 3 to describe what can be seen, heard or touched. E.g – Old carpets, dusty sheets and broken chairs littered the floor. - Reflect a character’s feelings in the setting. E.g – The rain poured and Gary sniffed. - Introduce something unusual to hook the reader and lead the story forwards, e.g There was a letter on the doormat. Fiction Text: The Explorer – Katherine Rundell Visual Stimulus: Day of the Dead – Lit Shed + Dialogue Toolkit - Add to the speech sandwich by adding in the listener’s reaction, e.g ‘Hello,’ said John, waving to his friend. Tim gasped. - Have characters discuss other characters and reflect on events.

Suspense Toolkit - Personify the setting to make it sound dangerous – use the weather and/or time of day to create atmosphere - Make your character hear, see, touch, smell or sense something ominous - Reveal the character’s thoughts e.g she wondered if she would ever escape the darkness - Slow the action by using sentences of three and drop in clauses - Use an abandoned setting or lull the reader with a cosy setting - Suggest something is about to happen Fiction Text: TBC Story from another culture: The Village That Vanished – Ann Grifalconi Characterisation Toolkit - Use a name to suggest the character e.g Mr Hardy (strong and tough), Miss Honey (Gentle) - Drop in a few details to suggest character e.g Mr Simons, gripping his cane, glared at the two boys. - Reveal a character’s thoughts, e.g he hoped that he would find his way home. - Use contrasting main characters and show how a character feels on the inside whilst pretending something else. - Use other character’s (or the narrator’s) comments or reactions e.g Tracy’s upset again’ whispered Jamil. - Show character development – how they feel at the start and the end of a story.

Description Toolkit - Ensure all word choices earn their place and add something new and necessary - Use precise detail when describing to bring the object/character alive. - Select detail and describe for a purpose. - Use onomatopoeia rather than alliteration to reflect meaning e.g ‘The bees buzzed busily.’ - Use a character’s reaction or the author’s comments to show the effect of a description, e.g Joanna shuddered. Fiction Text: Kensuke’s Kingdom – Michael Morpurgo Poetry: Openings and Ending Toolkit - Suggest something dangerous might happen (the ancient bridge shook) or has happened (smoke rose from the village) - Dismiss the ‘monster’ e.g Tim had never believed in ghosts - Use a ‘trigger’ to catch the reader’s interest e.g someone wants something; is wanted not to do something; has to go somewhere; is threatened; has lost something; a mysterious parcel arrives - Use a flashback or forwards. - End by showing what the main character has learned or how they have changed. Make a link back to the beginning. Have the author comment on events.

Oasis Academy Pinewood

Year 5/6 A Curriculum Overview 2020-2021

- Also add in something else that is needed to keep the action moving forwards e.g ‘Hello,’ said John, waving to his friend. Tim gasped. Coming down the road was an elephant. ‘Run for it!’ squealed Tim. - Put the speaker before or after what is said or in between, e.g Sam said, ‘So, let’s go’ ‘So let’s go,’ said Sam. ‘So,’ said Sam, ‘Let’s go.’ Story From Another Culture: Rain Player – David Wisniewski Poetry: A Poem For Everyday of the Year – Allie Esiri Non-Fiction Text: TBC

Video Stimulus: The Christmas Truce – Lit Shed + Poetry: Poems from the First World War – Gaby Morgan Non-Fiction Text: TBC

Fiction Text: Floodlands - Marcus Sedgwick Story from another culture: TBC Non-Fiction Text: TBC

Play scripts Year 6 Structure Layout Acting skills Voice control Curriculum links – PSHE, Drama Shakespeare Structure Layout Vocabulary Debate Rewrite a scene in modern day English Describe a character to show understanding of the text

Spelling (See Appendix 1 for coverage for each year group)

Following the RWI spelling scheme to learn & consolidate the spelling rules (min. 15 minutes a day), spelling list and rule to go home weekly and children are tested on these each week. In these RWI sessions, children will also learn the year 3/4 and 5/6 statutory spellings.

Oasis Academy Pinewood

Year 5/6 A Curriculum Overview 2020-2021

Punctuatio

n and

Grammar

(taught discretely in GPS lessons and consolidated during English lessons) (See Appendix 2 for coverage for each year group)

Nouns and noun phrases Fronted adverbials Plural and possessive Inverted commas Relative clauses Modal verbs Adverbs Subjunctive form Commas for cohesion

Parenthesis Expanded noun phrases Tenses Prefixes Suffixes Active and passive Formal and informal Hyphens Dashes colons

Revisit and address gaps identifies through writing.

Handwriting and presentation

Penpals scheme building joins and slant.

Maths - year 6

Number:Place value (2 weeks) Number: Addition, subtraction, multiplication & division (4 weeks)

Fractions (4 weeks) Geometry: Position & Direction (1 week) Consolidation (1 week)

Number: decimals (2 weeks) Number: Percentages ( 2 weeks) Number: Algebra (2 weeks)

Measurement: Converting units (1 week) Measurement: Perimeter, area & volume (2 weeks) Number ratio (2 weeks) Consolidation (1 week)

Geometry: Properties of shapes (2 weeks) Problem solving (3 weeks) Statistics (1 week)

Year 6 – Revision and applying maths to real-life situations.

Oasis Academy Pinewood

Year 5/6 A Curriculum Overview 2020-2021

Maths – year 5

Reasoning with large whole numbers Understand, compare and solve number and practical problems to 1 000 000. Integer addition and subtraction Explore calculation strategies for large number problems, reasoning towards appropriate operations and methods. Line graphs and timetables Read and interpret information presented in tables and line graphs and solve comparison, sum and difference questions.

Multiplication and division Solve problems using known facts, knowledge of factors, primes, squares and cubes and combinations of operations. Perimeter and area Calculate and compare the perimeter and area; estimate areas of non-rectilinear shapes.

Fractions and decimals Understand and use numbers with up to 3 decimal places; read and write decimals as fractions; solve problems involving measure with all four operators. Angles Estimate and compare acute, obtuse and reflex angles; draw given angles, measuring in degrees; identify totals of angles at a point and on a straight line.

Fractions and percentages Understand percentages and convert to fractions/decimals; add/subtracts fractions with different denominators; multiply fractions by whole numbers; solve problems with all of the above. Transformations Identify and describe translations and positions of shapes with appropriate language; deduce missing lengths and angles.

Converting units of measure Convert between units of metric measure and understand approximate equivalences between metric and imperial units. Calculating with whole numbers and decimals Consolidation and application opportunities. Solve multi-step problems in contexts, using all four operations and deciding on appropriate methods.

2-D and 3-D shape Distinguish between regular and irregular polygons; recognise, describe and build 3-D shapes, including making nets; illustrate and name parts of circles. Volume Estimate volume and capacity; recognise and use cube numbers with notation. Problem solving Consolidation and application opportunities

Multiplication

Consolidation and practise of all multiplication and division facts up to 12 x 12

Diagnosis of gaps

Multiply and divide by 10, 100 and 1000 whole and decimal numbers.

Differentiated programme of support to plug gaps in times tables knowledge. Assembly times table interventions to ensure those who have gaps in times table knowledge make accelerated progress

Oasis Academy Pinewood

Year 5/6 A Curriculum Overview 2020-2021

Science – working scientifically outcomes must be covered throughout units - see green writing for outcomes to be covered in each unit

Living things and their habitats

Year 5 outcomes -

To describe the

differences in the

life cycles of a

mammal, an

amphibian, an

insect and a bird.

Describe the life process of reproduction in some plants and animals.

Year 6 outcomes - To describe how living things are classified into broad groups according to common observable characteristics and based on similarities and differences, including microorganisms, plants and animals.

Give reasons for

classifying plants

Forces Explain that unsupported

objects fall towards the

Earth because of the

force of gravity acting

between the Earth and

the falling object.

Identify the effects of air

resistance, water

resistance and friction,

that act between moving

surfaces.

Recognise that some mechanisms, including levers, pulleys and gears, allow a smaller force to have a greater effect. Working scientifically area 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, taking repeat readings when appropriate

Earth and Space Describe the movement

of the Earth, and other

planets, relative to the

Sun in the solar system.

Describe the movement

of the Moon relative to

the Earth.

Describe the Sun, Earth

and Moon as

approximately spherical

bodies.

Use the idea of the Earth’s rotation to explain day and night and the apparent movement of the sun across the sky. Working scientifically area

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

identifying scientific evidence that has been

Properties and changes of materials Compare and group

together everyday

materials on the basis

of their properties,

including their

hardness, solubility,

transparency,

conductivity (electrical

and thermal), and

response to magnets.

Know that some

materials will dissolve

in liquid to form a

solution, and describe

how to recover a

substance from a

solution. use

knowledge of solids,

liquids and gases to

decide how mixtures

might be separated,

including through

filtering, sieving and

evaporating.

Give reasons, based on

evidence from

comparative and fair

tests, for the particular

uses of everyday

Electricity associate the brightness of a lamp or the volume of a buzzer with the number and voltage of cells used in the circuit compare and give reasons for variations in how components function, including the brightness of bulbs, the loudness of buzzers and the on/off position of switches use recognised symbols when representing a simple circuit in a diagram Working scientifically area 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, taking repeat

Animals including humans (including Sex ed) ALL *Look at the human circulatory system – heart, blood vessels and blood. *Look at the impact of diet, exercise, drugs and lifestyle on their bodies. *Describe the ways nutrients and water are transported with animals and humans.

Year 5 Physical development Keeping our bodies healthy Menstruation Puberty

Year 6 Healthy relationships How a baby is made How a foetus grows

Oasis Academy Pinewood

Year 5/6 A Curriculum Overview 2020-2021

and animals based

on specific

characteristics.

Working scientifically area

recording data and results of increasing complexity using scientific diagrams and labels, classification keys, tables, scatter graphs, bar and line graphs

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

identifying scientific evidence that has been

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 identifying scientific evidence that has been used to support or refute ideas or arguments.

used to support or refute ideas or arguments.

materials, including

metals, wood and

plastic.

Demonstrate that dissolving, mixing and changes of state are reversible changes. explain that some changes result in the formation of new materials, and that this kind of change is not usually reversible, including changes associated with burning and the action of acid on bicarbonate of soda. Working scientifically area 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

readings when appropriate using test results to make predictions to set up further comparative and fair tests identifying scientific evidence that has been used to support or refute ideas or arguments.

Oasis Academy Pinewood

Year 5/6 A Curriculum Overview 2020-2021

used to support or refute ideas or arguments.

accuracy and precision, taking repeat readings when appropriate using test results to make predictions to set up further comparative and fair tests identifying scientific evidence that has been used to support or refute ideas or arguments.

History Mayans Choose reliable resources to find information

and realise there is not always a single answer to historical questions Evaluate evidence and select the most reliable

Secure understanding that a timeline can be

split into BC and AD

Communicate ideas and knowledge in a variety of ways, including: writing in different genres (diary, recount, story), drama, drawings, data, ICT programs

WW1 Use a variety of sources to find evidence about the

past (books, internet, pictures, databases,

museums, galleries, archaeological sites)

Understand that some evidence from the past is

propaganda, opinion or misinformation, and that

this affects interpretations of history

Order significant events, movements and dates on

a timeline

Communicate ideas and knowledge in a variety of ways, including: writing in different genres (diary, recount, story), drama, drawings, data, ICT programs

Shang Dynasty Investigate own lines of enquiry posing question and answers Give reasons why there are different accounts of

the same event/period

Describe the main changes in a period in history

Make links between some of the features of past

societies (religion, buildings, society, technology)

Plan and present a self-directed project or research

about the studied period

Geography The Amazing Americas South America and Rainforests

North America and the Caribbean Use the eight points of the compass, six figure grid references, symbols and a key (that uses standard

Natural Disasters - Asia & Oceania

Tsunamis, Earthquakes and Volcanos

Oasis Academy Pinewood

Year 5/6 A Curriculum Overview 2020-2021

Locate the world’s countries, using maps to focus on South America. Identify the position and significance of latitude, longitude, the Prime/Greenwich Meridian and time zones (including day and night) Physical geography- discuss the impact of; climate zones, biomes and vegetation belts, rivers, mountains, volcanoes and earthquakes and the water cycle on human settlements Topographical features and land-use patterns; and understand how some of these aspects have changed over time. Human geography including settlements, land use, economic activity including trade links, and the distribution of natural resources including energy, food, minerals and water supplies. understand and explain geographical

similarities and differences through the study

of human and physical geography of a region

of the United Kingdom and a region within

South America

Assess how physical features affect the human activity within a location and vice versa. Predict the impact of human/physical geographical change on an area of study

Ordnance Survey symbols) to communicate knowledge of the United Kingdom and the world Use a range of geographical resources to give detailed descriptions and opinions of the characteristic features of a location. Identify and describe the geographical significance of Equator, Northern hemisphere, Southern hemisphere, the Tropics of Cancer and Capricorn, Arctic and Antarctic Circle and date time zones (including day and night) . understand and explain geographical similarities

and differences through the study of human and

physical geography of a region of the United

Kingdom and a region within North America

Justify some of the reasons for geographical

similarities and difference between countries

Describe how countries and geographical regions

are interconnected and interdependent

Assess how physical features affect the human

activity within a location and vice versa.

Develop a strategy to influence change on a local,

national or international level

Create maps of locations identifying patterns (such as land use, climate zones, population densities, height of land). Describe geographical diversity across the world Collect and analyse statistics and other information to draw clear conclusions about locations Identify and describe the geographical significance of Equator, Northern hemisphere, Southern hemisphere, the Tropics of Cancer and Capricorn, Arctic and Antarctic Circle and date time zones (including day and night). Assess how physical features affect the human activity within a location and vice versa. Use different types of fieldwork sampling (random and systematic) to observe, measure and record the human and physical features in the local area. Record the results in a range of ways.

Oasis Academy Pinewood

Year 5/6 A Curriculum Overview 2020-2021

PE

Games Unit (1) Overview Key Skills -Play competitive games, well using good teamwork and spatial awareness skills. -Understand what behaviour they should be demonstrating in lesson. -Devise a PE session in groups, i.e. a warm up/game/cool down and rules for their own net/invasion/s&f game (assessment). -Compare their performances with previous ones and demonstrate improvement to

Games Unit (2) Overview Key Skills -Play competitive games, well using good teamwork and spatial awareness skills. -Understand what behaviour they should be demonstrating in lesson. -Devise a PE session in groups, i.e. a warm up/game/cool down and rules for their own net/invasion/s&f game (assessment). -Compare their performances with previous ones and demonstrate improvement to achieve a 'personal best'.

Gymnastics Unit (1) Overview Key Skills -Demonstrate and understand the 4 elements (Movements, shapes, rolls and jumps) using a range of body actions and body parts in an 8 minute sequence. -Move confidently and safely in their own and general space and on apparatus. -Give outstanding verbal feedback using the 'stars and wishes' technique. i.e. constructive criticism. -Understand what behaviour they should be demonstrating in lesson.

Gymnastics Unit (2) Overview Key Skills -Demonstrate and understand the 4 elements (Movements, shapes, rolls and jumps) using a range of body actions and body parts in an 8 minute sequence. -Move confidently and safely in their own and general space and on apparatus. -Give outstanding verbal feedback using the 'stars and wishes' technique. i.e. constructive criticism. -Understand what behaviour they should be demonstrating in lesson.

Athletics Unit (1) Overview Key Skills Acquiring & Developing Skills -Children should learn to develop the consistency of their actions in a number of events to increase the number of techniques they use. Selecting & Applying Skills -Children should learn to choose appropriate techniques for specific events Knowledge & Understanding of Fitness and Health -Children should learn to understand the basic principles of warming up o to understand why exercise is good for fitness, health & wellbeing.

Athletics Unit (2) Key Skills Acquiring & Developing Skills -Children should learn to develop the consistency of their actions in a number of events to increase the number of techniques they use. Selecting & Applying Skills -Children should learn to choose appropriate techniques for specific events Knowledge & Understanding of Fitness and Health -Children should learn to understand the basic principles of warming up o to understand why exercise is good for fitness, health & wellbeing.

Oasis Academy Pinewood

Year 5/6 A Curriculum Overview 2020-2021

achieve a 'personal best'.

Evaluating & Improving Performance -Children should learn to evaluate their own and others’ work and suggest ways to improve it.

Evaluating & Improving Performance -Children should learn to evaluate their own and others’ work and suggest ways to improve it.

Art Based on Suffolk scheme (Year 5) May be done in any order

3D To produce sculptural stick forms in response to the work of Alberto Giacomett. To use Modroc To use tissue paper and PVA to produce coloured 3D form To create clay stab forms

Painting To produce multi-surface images in response to the work of the artist Chris Ofili. To compare ideas, methods and approaches in Fauvist paintings. To use a sketchbook to develop ideas in response to Fauvist imagery.

Textiles To investigate and reform visual and tactile qualities using construction and destruction processes 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.

Drawing To investigate and collect visual information from Hundertwasser images to develop ideas To use positive and negative drawing techniques in response to the work of Frank Auerbach.

Printmaking - RE Reduction print Use their own drawings as a starting point for printmaking and develop unique state prints. They will be able to discuss their work, make changes in the light of new ideas and record progress in their sketchbooks Look at and discuss the work of printmakers e.g. Dale Devereux-Barker. John Brunsdon, Belinda King.

Collage To investigate and combine visual and tactile materials and processes to explore ideas for different purposes To respond to the work of Dale Devereux-Barker and investigate the use of symbols in his work

D&T

Textiles - Designing • Generate innovative ideas by carrying out research including

Mechanical Systems Pulleys or gears Designing • Generate innovative ideas by carrying out research using surveys,

Celebrating culture and

seasonality- Moroccan

Dish (Cooking)

To know that different

food and drink contain

different substances –

Oasis Academy Pinewood

Year 5/6 A Curriculum Overview 2020-2021

surveys, interviews and questionnaires. • Develop, model and communicate ideas through talking, drawing, templates, mock-ups and prototypes and, where appropriate, computer aided design. • Design purposeful, functional, appealing products for the intended user that are fit for purpose based on a simple design specification. Making • Produce detailed lists of equipment and fabrics relevant to their tasks. • Formulate step-by-step plans and, if appropriate,

interviews, questionnaires and web-based resources. • Develop a simple design specification to guide their thinking. • Develop and communicate ideas through discussion, annotated drawings, exploded drawings and drawings from different views. Making • Produce detailed lists of tools, equipment and materials. Formulate step-by-step plans and, if appropriate, allocate tasks within a team. • Select from and use a range of tools and equipment to make products that that are accurately assembled and well finished. Work within the constraints of time, resources and cost. Evaluating • Compare the final product to the original design specification.

nutrients, water and

fibre – that are needed

for health

To know how to prepare

and cook a variety of

predominantly savoury

dishes safely and

hygienically including,

where appropriate, the

use of a heat source

To know how to use a

range of techniques such

as peeling, chopping,

slicing, grating, mixing,

spreading, kneading and

baking (building on

knowledge and skills

from LKS2)

To know that recipes can

be adapted to change

the appearance, taste,

texture and aroma

Oasis Academy Pinewood

Year 5/6 A Curriculum Overview 2020-2021

allocate tasks within a team. • Select from and use a range of tools and equipment to make products that are accurately assembled and well finished. Work within the constraints of time, resources and cost. Evaluating • Investigate and analyse textile products linked to their final product. • Compare the final product to the original design specification. • Test products with intended user and critically evaluate the quality of the design, manufacture, functionality and fitness for purpose.

• Test products with intended user and critically evaluate the quality of the design, manufacture, functionality and fitness for purpose. • Consider the views of others to improve their work. • Investigate famous manufacturing and engineering companies relevant to the project.

Oasis Academy Pinewood

Year 5/6 A Curriculum Overview 2020-2021

• Consider the views of others to improve their work.

Music Based on Charanga

Livin’ On A Prayer: Classic Rock/Rock n Roll Key Skills

How pulse, rhythm and pitch work together Recognise and name two or more instruments they hear: A rock band: electric guitar, bass, drums, keyboards. Improvise accompaniments Perform singing and accompaniments

Classroom Jazz 2: Improvisation Key Skills

How pulse, rhythm and pitch work together Three Note Bossa and Five Note Swing Improvise accompaniments Listen and Appraise using given criteria Perform singing and accompaniments

Make You Feel My Love: Pop Ballads/Love Songs

Key Skills

How pulse, rhythm and

pitch work together

Ensemble work

Reading simple music

notation.

Improvise

accompaniments

Compose sections

Perform singing and

accompaniments

Fresh prince of Bel-Air: Introduction to Rap Key Skills

How pulse, rhythm and pitch work together Identify main instrument – synthesizer Ensemble work Reading simple music notation. Improvise accompaniments Compose sections Perform singing and accompaniments

Dancing In The Street: Motown Key Skills

How pulse, rhythm and pitch work together Appraise music – tempo, dynamics, style Identify instruments – female voice, bass guitar, drums, keyboard, trumpet, trombone, sax Ensemble work Reading simple music notation. Improvise accompaniments Compose sections Perform singing and accompaniments

Reflect, Rewind & Replay: Recap of skills and knowledge Key Skills

Listen and Appraise Classical music

Continue to embed the foundations of the interrelated dimensions of music using voices and instruments

Singing

Play instruments within the song

Improvisation using voices and instruments

Composition

Share and perform the learning that has taken place

Oasis Academy Pinewood

Year 5/6 A Curriculum Overview 2020-2021

Instrument - Glockenspiel 1 term per class Reading treble clef musical notation. understanding scales and harmonies, listening to pitch and rhythm.

RE Based on Oasis and Havering Schemes

What does it mean to be a Muslim?

Islam

Five pillars of Islam, Qur’an, Id-ul-Fitr,

Practises, customs and beliefs

Also how children celebrate events in their own lives, their own customs, practises and beliefs What do different people believe in God?

Christianity, Islam bringing in Hinduism

Christianity beliefs, comparisons to Islam,

Hindu beliefs, being atheist and agnostic

Also why do some people believe in God and others don’t? Is it better to believe in a God?

Why is prayer important for religious believers

Christianity, Islam

How Christians and Muslims put their beliefs into

practise, is prayer important?

Also children’s own beliefs and how they put them into practise. Why do people make vows and commitments to

one another?

Christianity, Islam, Sikhism

Weddings of different religions, reasons for

marriage, what makes a good marriage and why,

Also would the children choose a religious wedding or a non-religious wedding – why?

What will make our city/town more a respectful

place?

Christianity, Islam, Sikhism

Find out statistics about different religions in the

community, what interfaith work goes on in the

community, what is respect? Visiting local places of

worship and interviewing people

Also children’s ideas about what respect is.

PSHE Theme

A mind to be kind (Pixl unit of work) alongside Living in the Wider World

Relationships Healthy Body Healthy Mind -

PSHE Recovery curriculum Black History Month (diversity)

Politics and Economics -

Recognising and challenging stereotypes

Different types of relationships Anti-Bullying Week

Mental health disorders Sex and Relationship Ed

9 Habit Who am I? What am I Becoming?

Hopeful Joyful

Patient Compassionate

Forgiving Considerate

Self-controlled Humble Honest

Safeguarding

Personal safety in the community -

Gang and knife crime Relationship abuse – healthy and unhealthy relationships

Child sexual exploitation/consent

Spanish (speaking, listening,

Recap & revise learning from the previous year

Colours Days of the week

Spanish culture (flamenco dancing, bullfighting)

Peruvian culture Numbers to 20 Basic phrases

Fruits and vegetables Breakfast foods Ask for an item

Where I live Ask and answer questions

Oasis Academy Pinewood

Year 5/6 A Curriculum Overview 2020-2021

reading and writing)

(including greetings, colours, numbers 1-10)

Months of the year & birthdays

Animal names Plurals Articles My favourite…

Understand and enjoy a story

Say a simple sentence of where I am and what I am called Listen, understand and enjoy a simple story

Computing Programming and animation NC links

Design, write and debug programs and accomplish specific goals; solve problems by decomposing them into smaller parts

Use sequence… in programs; work with variables and various forms of input and output

Use logical reasoning to detect and correct errors in algorithms and programs

Finding and correcting bugs in programs NC links

Debug programs that accomplish specific goals

Use sequence, selection and repetition in programs; work with variables and various forms of input and output

Use logical reasoning to explain how some simple algorithms work and to detect and correct errors in algorithms and programs

Videoing performances NC links

Select, use and combine a variety of software (including internet services) on a range of digital devices to design and create a range of programs, systems and content that accomplish given goals, including collecting, analysing, evaluating and presenting data and information

Work with various forms of input and output

Use technology safely, respectfully and responsibly.

Making and sharing a short screencast presentation NC links

Understand how 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

Use search technologies effectively, appreciate how results are selected and ranked, and be discerning in evaluating digital content

Communicating safely on the internet

Understand how 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

Select, use and combine a variety of software (including digital services) on a range of content that accomplish given goals, including collecting, analysing, evaluating and presenting information

Use technology safely, respectfully and responsibly; recognise

Collecting and analysing data

Select, use and combine a variety of software (including digital services) on a range of content that accomplish given goals, including collecting, analysing, evaluating and presenting information

Understand how computer networks, including the internet; how they can provide multiple services such as the world wide web, and the opportunities they

Oasis Academy Pinewood

Year 5/6 A Curriculum Overview 2020-2021

Select, use and combine a variety of software… to design and create… content that accomplish(es) given goals, including… presenting… informatyion

Select, use and combine a variety of software (including digital services) on a range of content that accomplish given goals, including collecting, analysing, evaluating and presenting information

Use technology safely, respectfully and responsibly; recognise acceptable/unacceptable behaviour; identify a range of ways to report concerns about content and content

acceptable/unacceptable behaviour; identify a range of ways to report concerns about content and content

offer for communication and collaboration

Trips Additional learning opportunities

Forest school Shakespeare school foundation

Christmas Bazaar Christmas art Year 6 main parts in Christmas production

Forest Schools SATS May Fayre

Trip: Chessington PGL Bowling Year 6 production and graduation