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Curriculum Long Term Plam Brockwell Junior School

CURRICULUM


Year 3

SCIENCE

(see NC ‘Working Scientifically’)

PLANTS ( SD 3B ) : Pupils should be taught to:

identify and describe the functions of different parts of

flowering plants: roots, stem/trunk, leaves and flowers

explore the requirements of plants for life and growth (air,

light, water, nutrients from soil, and room to grow) and how

they vary from plant to plant

investigate the way in which water is transported within

plants

explore the part that flowers play in the life cycle of

flowering plants, including pollination, seed formation and

seed dispersal.

ANIMALS, INCLUDING HUMANS ( SD 4A )

Pupils should be taught to:

identify that animals, including humans, need the right

types and amount of nutrition, and that they cannot make

their own food; they get nutrition from what they eat

identify that humans and some other animals have skeletons

and muscles for support, protection and movement.

ROCKS (Castleton Visit): ( SD 3D )


compare and group together different kinds of rocks on the

basis of their appearance and simple physical properties

describe in simple terms how fossils are formed when things

that have lived are trapped within rock

recognise that soils are made from rocks and organic

matter.

MATHEMATICS

Number:


count from 0 in multiples of 4, 8, 50 and 100; find 10 or

100 more or less than a given number

recognise the place value of each digit in a three-digit

number (hundreds, tens, ones)

compare and order numbers up to 1000

identify, represent and estimate numbers using different

representations

read and write numbers up to 1000 in numerals and in words

solve number problems and practical problems involving these

ideas.

ADDITION & SUBTRACTION:

add and subtract numbers mentally, including:

a three-digit number and ones

a three-digit number and tens

a three-digit number and hundreds

add and subtract numbers with up to three digits, using

formal written methods of columnar addition and subtraction

estimate the answer to a calculation and use inverse

operations to check answers

solve problems, including missing number problems, using

number facts, place value, and more complex addition and

subtraction.

MULTIPLICATION & DIVISION:

recall and use multiplication and division facts for the 3, 4

and 8 multiplication tables


LIGHT ( SD 3F ) : Pupils should be taught to:

recognise that they need light in order to see things and

that dark is the absence of light

notice that light is reflected from surfaces

recognise that light from the sun can be dangerous and that

there are ways to protect their eyes

recognise that shadows are formed when the light from a

light source is blocked by a solid object

find patterns in the way that the size of shadows change.

FORCES & MAGNETS: ( SD 3E )


compare how things move on different surfaces

notice that some forces need contact between two objects,

but magnetic forces can act at a distance

observe how magnets attract or repel each other and

attract some materials and not others

compare and group together a variety of everyday materials

on the basis of whether they are attracted to a magnet,

and identify some magnetic materials

describe magnets as having two poles

predict whether two magnets will attract or repel each

other, depending on which poles are facing.

write and calculate mathematical statements for multiplication

and division using the multiplication tables that they know,

including for two-digit numbers times one-digit numbers,

using mental and progressing to formal written methods

solve problems, including missing number problems, involving

multiplication and division, including positive integer scaling

problems and correspondence problems in which n objects are

connected to m objects.

FRACTIONS:


count up and down in tenths; recognise that tenths arise from

dividing an object into 10 equal parts and in dividing one-digit

numbers or quantities by 10

recognise, find and write fractions of a discrete set of

objects: unit fractions and non-unit fractions with small

denominators

recognise and use fractions as numbers: unit fractions and

non-unit fractions with small denominators

recognise and show, using diagrams, equivalent fractions with

small denominators

add and subtract fractions with the same denominator within

one whole [for example, 7 5+ 71 = 76 ]

compare and order unit fractions, and fractions with the

same denominators

solve problems that involve all of the above.

MEASUREMENT:


measure, compare, add and subtract: lengths (m/cm/mm);

mass (kg/g); volume/capacity (l/ml)


measure the perimeter of simple 2-D shapes

add and subtract amounts of money to give change, using

both £ and p in practical contexts

tell and write the time from an analogue clock, including using

Roman numerals from I to XII, and 12-hour and 24-hour

clocks

estimate and read time with increasing accuracy to the

nearest minute; record and compare time in terms of

seconds, minutes and hours; use vocabulary such as o’clock,

a.m./p.m., morning, afternoon, noon and midnight

know the number of seconds in a minute and the number of

days in each month, year and leap year

compare durations of events [for example to calculate the

time taken by particular events or tasks].

GEOMETRY:


draw 2-D shapes and make 3-D shapes using modelling

materials; recognise 3-D shapes in different orientations and

describe them

recognise angles as a property of shape or a description of a

turn

identify right angles, recognise that two right angles make a

half-turn, three make three quarters of a turn and four a

complete turn; identify whether angles are greater than or

less than a right angle

identify horizontal and vertical lines and pairs of

perpendicular and parallel lines.

STATISTICS:


interpret and present data using bar charts, pictograms and


tables

solve one-step and two-step questions [for example, ‘How

many more?’ and ‘How many fewer?’] using information

presented in scaled bar charts and pictograms and tables.


suffixes (etymology and

morphology) as listed in English Appendix 1, both to read aloud and

to understand

the meaning of new words they meet

between spelling

and sound, and where these occur in the word.

ENGLISH

Reading-word reading


s, prefixes and

suffixes (etymology and morphology) as listed in English Appendix

1, both to read aloud and to understand the meaning of new

words they meet

correspondences between spelling and sound, and where these

occur in the word.

Reading-comprehension


what they read by:

HISTORY

Changes in Britain from the Stone Age to the Iron Age.

(Late Neolithic hunter-gatherers and early farmers, for example,

Skara Brae Bronze Age religion, technology and travel, for example,

Stonehenge Iron Age hill forts: tribal kingdoms, farming, art and

culture)

The Roman Empire and its impact on Britain.

(Julius Caesar’s attempted invasion in 55-54 BC

The Roman Empire by AD 42 and the power of its army

Successful invasion by Claudius and conquest, including Hadrian’s

Wall

British resistance, for example, Boudica

‘Romanisation’ of Britain: sites such as Caerwent and the impact of

technology, culture and beliefs, including early Christianity)


plays, non-fiction and reference books or textbooks

ways and

reading for a range of purposes

have read

including fairy stories, myths and legends, and retelling some of

these orally

perform, showing understanding through intonation, tone, volume

and action

hrases that capture the reader’s

interest and imagination

verse, narrative poetry]

independently, by:

checking that the text makes sense to them, discussing their

understanding and explaining the meaning of words in context

thoughts and motives from their actions, and justifying

inferences with evidence

and summarising these

, and presentation

contribute to meaning

-fiction

them and those they can read for themselves, taking turns and

URBAN STUDIES CENTRE: ROMAN TIMES IN CHESTERFIELD

VISIT

MURTON PARK: Roman day in action


listening to what others say

Spelling (see English Appendix 1)


them (English Appendix 1)

apostrophe accurately in words with

regular plurals [for example, girls’, boys’] and in words with

irregular plurals [for example, children’s]

spelling in a dictionary

sentences, dictated by the teacher,

that include words and punctuation taught so far.

Handwriting


letters and understand which letters, when adjacent to one

another, are best left unjoined

handwriting [for example, by ensuring that the downstrokes of

letters are parallel and equidistant; that lines of writing are

spaced sufficiently so that the ascenders and descenders of

letters do not

touch].

Writing-composition



write in order to understand and learn from its structure,

vocabulary and grammar

rehearsing sentences orally (including dialogue),

progressively building a varied and rich vocabulary and an

increasing range of sentence structures (English Appendix 2)

ters and plot

-narrative material, using simple organisational devices

[for example, headings and sub-headings]

iveness of their own and others’ writing

and suggesting improvements

nges to grammar and vocabulary to improve

consistency, including the accurate use of pronouns in sentences

-read for spelling and punctuation errors

their own writing, to a group or the whole class,

using appropriate intonation and controlling the tone and volume

so that the meaning is clear

Writing-vocabulary, grammar and punctuation


concepts set out in English

Appendix 2 by:

n one clause by

using a wider range of conjunctions, including when, if, because,

although


past tense

cohesion and to avoid repetition

and cause

2

verbials

plural nouns

y in English

Appendix 2 accurately and appropriately when discussing their

writing and reading.

READING

To read instructions retrieving and recording key information.

To read a range of character and setting descriptions,

identifying powerful adjectives.

To read stories with familiar settings identifying themes and

conventions in the text.

To read a variety of non-chronological reports picking out key

features.

To read and discuss what makes a successful adventure story

with a particular focus on plot.

To read a selection of playscripts identifying features.

To prepare a selected playscript in groups to prepare and

perform.

To study shape poems discussing words and phrases that capture

the imagination.

To read and discuss myths and legends, practising re-telling


them orally in pairs or groups.

To analyse the features of recounts.

To understand how to access information from reference books-

how to locate the book in the library and how to use a contents

and index page.

To read a variety of information texts, retrieving and recording

information and using a dictionary for unfamiliar words.

WRITING

To plan a set of instructions based on their fieldwork and

rehearse them orally.

To write an effective set of instructions using appropriate

headings and sub-headings.

To write a description of character/setting using powerful

vocabulary.

To write a report explaining how to lead a healthy lifestyle.

Include the use of appropriate connectives to link sections of

report.

To write a SHORT story including a simple adventure. To use

previous work on setting and character to enhance stories.

To write the recount using historical evidence to add

authenticity and focusing on time connectives.

To write a setting for a story with a focus on the use of

adjectives and adverbs to enhance description.

To write a character description focusing on a person known to

them.

To write a short playscript based on PSHCE “Choices” work.

To write a shape poem based on their scientific study of plants.

To write a simple glossary based on their topic work.


SPELLING, GRAMMAR & PUNCTUATION

To ensure that basic punctuation is in place(full stops, capital

letters, question marks and exclamation marks)

To introduce commas in lists.

To use a wider range of conjunctions( eg when if because)

extending sentences with the use of clauses.

To use and understand imperative verbs.

Connectives

Speech punctuation and non-standard speech that could be used

with dialogue.

Adjectives

Adverbs

Pronouns

Revision of basic punctuation

Time connectives

Apostrophes for contractions

Ambitious and powerful vocab needed for impact in short poems.

Proper nouns

Colons(within playscripts)

Alphabetical order

Apostrophes for contraction.

SPELLING AND HANDWRITING

Follow RWI and spelling lists

Y3 handwriting programme.


ART & DESIGN (see POS):

Pupils should be taught:

to create sketch books to record their observations and use

them to review and revisit ideas

to improve their mastery of art and design techniques,

including drawing, painting and sculpture with a range of

materials [for example, pencil, charcoal, paint, clay]

about great artists, architects and designers in history.

Drawing:

Use line to represent something real or imaginary

Explore using mixed black and white media to make different marks

Be able to draw proportionally accurate figures

Introduce a sketchbook as a notebook facility annotating work and

gathering ideas

Painting:

Understand primary colours and discuss hot and cold colours

Mix and match colours using the double primary system

Use a variety of tools to paint with and consider the effect

Printing:

Use fingers to create a picture in the style of Seurat

(pointillism)

Use ‘press-print’ to create an image or pattern to be repeated

Explore pattern and texture using mono-printing

Make rubbings

3D

Construct basic 2D and 3D shapes being aware of form, feel,

texture, pattern and weight of materials


Use a range of materials and techniques to produce imaginative 3D

work

Textiles

Paper weaving

Simple weaving of wool, fabric, plastic etc

Claywork

Be able to roll a ball in order to make a thumb-pot

Decorate by pressing in objects for texture

COMPUTING


We are programmers

Switched On unit 3.1 - Programming an animation

Design, write and debug programs that accomplish specific

goals, including controlling or simulating physical systems;

solve problems by decomposing them into smaller parts.

Use logical reasoning to explain how some simple algorithms

work and to detect and correct errors in algorithms and

programs.

Use sequence, selection, and repetition in programs; work

with variables and various forms of input and output.

Select, use and combine a variety of software (including the

internet) to design and create a range of media.

Select, use and combine a variety of software (including

internet services) on a range of digital devices to design

DESIGN & TECHNOLOGY:

‘Moving Monsters’

Design

Design a monster with pneumatic moving parts (eg, syringe, squeezy

bottle, plastic tubing); use a story board to plan.

Make

Using burger boxes, balloons, fixing tape and pneumatics.

Evaluate

Compare finished products; look for opportunities to improve

Technical knowledge

Use relevant vocabulary accurately: pneumatic system, pressure,

inflate, deflate, input, output, pump, hinge.


and create a range of programs, systems and content that

accomplish given goals, including collecting, analysing,

evaluating and presenting data and information.

E-Safety – Copyright when sourcing images, uploading and sharing

appropriate work to the Scratch community and obtaining parental

permission. The implications of bugs in software acceptable

behaviour online.

Software – Scratch, Microsoft PowerPoint, Morfo, Puppet Pals,

Pivot, Tiny Tap, Snap!, Espresso Coding, Blocky Maze.

We are bug fixers

Switched On unit 3.2 - Finding and correcting bugs in programs.






programs.





E-Safety – Copyright when sourcing images, uploading and

sharing appropriate work to the Scratch community and

obtaining parental permission. The implications of bugs in

‘Making sandwiches’

Design

Sandwiches made for specific occasion, eg, tea party, picnic;

careful choice of bread, filling and cut. Use questionnaire to

find favourite filling / bread combinations.

Make

Using knives to spread butter

Evaluate

Taste finished products; look for opportunities to improve

Technical knowledge

Understand where sandwiches belong within food pyramid; relevant

vocabulary includes texture, taste, appearance, hygienic

(Visitors to school GUNSTONES BAKERY, DRONFIELD…Providers of

M&S sandwiches)


software acceptable behaviour online.

Software – Scratch, Screen-O-Matic, Snap, Hopscotch.

Espresso Coding.

We are presenters

Switched On unit 3.3 - Videoing Performance.














Use technology safely, respectfully and responsibly.

E-Safety – Act responsibly and respectfully when videoing,

editing and publishing. The importance of seeking permission.

Software – Microsoft Movie Maker, imovie, Book Creator,

Torchcast, Morfo


We are network engineers

Switched On unit 3.4 - Exploring computer networks, including the

internet.

Investigate how computer networks work, use a simulation

and learn some simple command prompt tools for testing

network connections.

Use technology safely, respectfully and responsibly.

Recognise acceptable and unacceptable behaviour, identify a

range of ways to report concerns about content and

contact.

E-Safety – Learn that data transmitted over the internet is

not always encrypted. Consider implications for their ‘digital

footprint’ and become aware of the importance of DNS and

command line diagnostic tools for safe internet use.

Software – Ping, ipconfig, nslookup – any other web based

tools, GitHub, Esspresso Coding, Blocky Maze.

We are communicators

Switched On unit 3.5 - Communicating safely on the internet.

Understand computer networks including the internet; how

they can provide multiple services, such as the world wide

web; and the opportunities they offer for communication

and collaboration.

Use search technologies effectively, appreciate how results


are selected and ranked, and be discerning in evaluating

digital content.






E-Safety – Becoming aware of risks and how to reduce them

when using email; malware attachments, hacked accounts, spam

and spoofed links. To understand that online communications

increase exposure and how to stay safe.

Software – E-mail systems, video conferencing, Skype,

Facetime, presentation software) Edmodo, Blog.

We are opinion pollsters

Switched On unit 3.6 - Collecting and analysing data.






Use technology safely, respectfully and responsibly;

recognise acceptable/unacceptable behaviour; identify a

range of ways to report concerns about content and

contact.




web; and the opportunities they offer for communication

and collaboration.

E-Safety – To learn and understand some of the legal and

ethical requirements for designing online surveys and processing

data.

Software – Google sheets/slides, Excel

PSHE


Recognize the difference between right / wrong, fair / unfair

(Citizenship M3)

I can tell you one thing that is special about me (SEAL New

Beginnings)

Recognise what bullying is (Anti bullying)

Recognize learning difficulties and have strategies to persevere

(SEAL, Going for Goals)

Distinguish between safe and harmful substances (Drugs

Education, ‘Choices’ Scheme, Derbyshire HPS)

Learn school rules about health and safety and where they can

get help (Tacade ‘I am, I know, I can, p50).

Recognize that change is a part of growing up (Sex and

RE

I understand what mutual respect and tolerance means.

I know why the Bible is so important to Christians. DAS 2.5

I know why Hindus celebrate DAS 2.2 Divali.

I can give reasons why Christians celebrate Christmas.

I can retell a story about Jesus. DAS 2.12

I know what we can learn from prayers and worship ?

I can say why festivals and celebrations are important for us all

{Ensure that all pupils within the year group have a voice that is

listened to, and demonstrate how democracy works by actively

promoting democratic processes such as a school council whose

members are voted for by the pupils}

Inspirational people

2.44. What makes a leader worth following? (Muhammad / Guru


Relationship Education, Living and Growing Unit 1, ‘Differences’)

Understand that money can be earned through work (Money

Skills: Barclays bank)

Can talk about feelings to deal assertively with pressures and

know who to turn to for help and advice (Child Protection –

CEOP materials).

Nanak)

2.5. How and why do Christians follow Jesus?

Beliefs and questions

2.1 What do different people believe about God?

2.2 Why is Easter so important for Christians?

2.3. What do religions say to us when life gets hard?

Beliefs and questions

2.1 What do different people believe about God?

2.2 Why is Easter so important for Christians?

2.3. What do religions say to us when life gets hard?


GEOGRAPHY


Locational knowledge

name and locate counties (local) and cities of the United

Kingdom, geographical regions (local) and land-use patterns;

and understand how some of these aspects have changed

over time (Urban Studies Fieldtrip followed by further

learning about mines and rocks).

Recognise and locate UK on a world map

Describe and understand key aspects of:

human geography, including: types of settlement and land

use URBAN STUDIES VISIT (Understanding Chesterfield &

Town Settlements)

Geographical skills and fieldwork

use maps, atlases, globes and digital/computer mapping to

locate countries and describe features studied

use the eight points of a compass, four figure grid

references, symbols and key (including the use of Ordnance

Survey maps) to build their knowledge of the United

Kingdom.

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.

LANGUAGES

The teaching should provide an appropriate balance of spoken and

written language and should lay the foundations for further foreign

language teaching. The focus will be on practical communication.


listen attentively to spoken language and show understanding

by joining in and responding

explore the patterns and sounds of language through songs

and rhymes and link the spelling, sound and meaning of words

engage in conversations; ask and answer questions; express

opinions and respond to those of others; seek clarification

and help*

speak in sentences, using familiar vocabulary, phrases and

basic language structures

develop accurate pronunciation and intonation so that others

understand when they are reading aloud or using familiar

words and phrases*

present ideas and information orally to a range of audiences*

read carefully and show understanding of words, phrases and

simple writing

appreciate stories, songs, poems and rhymes in the language

broaden their vocabulary and develop their ability to

understand new words that are introduced into familiar

written material, including through using a dictionary

describe people, places, things and actions orally* and in

writing


Unit 1

All about me

Unit 3

Celebrations

Unit 4

Portraits

Unit 2

Games and songs

Unit 6

Growing things

Unit 5

The four friends


MUSIC


play and perform in solo and ensemble contexts, using their

voices and playing musical instruments with increasing

accuracy, fluency, control and expression

improvise and compose music for a range of purposes using

the inter-related dimensions of music

listen with attention to detail and recall sounds with

increasing aural memory

use and understand musical notations

appreciate and understand a wide range of high-quality live

and recorded music drawn from different traditions and

from great composers and musicians

develop an understanding of the history of music.

See Music Express SOW 60 mins per week for a term, specialist

music teaching:

Dragon scales - [Exploring pentatonic scales]

A unit that develops children’s ability to recognise, and use,

pentatonic scales and create short melodies and accompaniments.

To listen carefully, recognise and use repeated patterns and

increase aural memory

To perform with control and awareness of audience and

what others are playing or singing

PE


use running, jumping, throwing and catching in isolation and in

combination Athletics LCP Unit 17

play competitive games, modified where appropriate [for

example, badminton, basketball, cricket, football, hockey,

netball, rounders and tennis], and apply basic principles

suitable for attacking and defending

Tag Rugby Resources Ball skills – football/ netball Val Sabin Unit 1 Ball skills – football – FA resource Pack Invasion Games - LCP Years 3/4 Unit 10 Striking and Fielding – Rounders LCP Unit 10 Tennis Aegeon Resource Pack Creative Games – Val Sabin – Unit 2

develop flexibility, strength, technique, control and balance

[for example, through athletics and gymnastics]

Symmetry and Assymmetry – Gymnastics – Val Sabin Curling and Arching Gymnastics – Val Sabin TOPS Gymnastic Cards

perform dances using a range of movement patterns

The Explorers – Dance – Val Sabin Unit 2 The Human Engine – Val Sabin Unit 4

take part in outdoor and adventurous activity challenges both

individually and within a team Outdoor and Adventurous – LCP – UNIT 19 Organised day event

compare their performances with previous ones and


To recognise different musical elements and how they can

be used together to compose music

To know how to compose and perform simple melodies and

accompaniments

To recall, plan and explore sounds using symbols and ICT.

Assembly incorporates ‘Music of the Week’ – teachers and pupils

select a piece of music and raise questions for pupils to research.

The questions where possible should aim to focus on one or more

of the areas of learning.

Performances – Harvest performance annually to a wider audience.

All children have the opportunity to play an instrument of their

choice.

Through the Music Partnership links we organise further

opportunities eg Orchestra of Age of Enlightenment

The school choir is well established and is inclusive of all pupils

expressing a desire to sing. ‘Young Voices’ performance at

Sheffield Arena annually.

Creativity days and visitors to school often involve music – see

calendar of events for details.

demonstrate improvement to achieve their personal best.


Year 4

SCIENCE (see NC ‘Working Scientifically’)

LIVING THINGS & THEIR HABITATS: ( SD 4B )


recognise that living things can be grouped in a variety of ways

explore and use classification keys to help group, identify and

name a variety of living things in their local and wider

environment

recognise that environments can change and that this can

sometimes pose dangers to living things.

ANIMALS INCLUDING HUMANS: ( SD 3A, SD 6A )


describe the simple functions of the basic parts of the

digestive system in humans

identify the different types of teeth in humans and their

simple functions

construct and interpret a variety of food chains, identifying

producers, predators and prey.

STATES OF MATTER: (SD 5D , SD5C )


compare and group materials together, according to

whether they are solids, liquids or gases

observe that some materials change state when they are

heated or cooled, and measure or research the

temperature at which this happens in degrees Celsius (°C)

identify the part played by evaporation and condensation in

the water cycle and associate the rate of evaporation with

temperature.

MATHEMATICS

NUMBER & PLACE VALUE:

Pupils should be taught to

count in multiples of 6, 7, 9, 25 and 1000

find 1000 more or less than a given number

count backwards through zero to include negative

numbers

recognise the place value of each digit in a four-digit

number (thousands, hundreds, tens, and ones)

order and compare numbers beyond 1000

identify, represent and estimate numbers using

different representations

round any number to the nearest 10, 100 or 1000

solve number and practical problems that involve all of

the above and with increasingly large positive numbers

read Roman numerals to 100 (I to C) and know that over

time, the numeral system changed to include the

concept of zero and place value.

NUMBER – ADDITION & SUBTRACTION:


add and subtract numbers with up to 4 digits using the

formal written methods of columnar addition and

subtraction where appropriate

estimate and use inverse operations to check answers to

a calculation

solve addition and subtraction two-step problems in

contexts, deciding which operations and methods to use

and why.


SOUND ( SD 5F )


identify how sounds are made, associating some of them

with something vibrating

recognise that vibrations from sounds travel through a

medium to the ear

find patterns between the pitch of a sound and features

of the object that produced it

find patterns between the volume of a sound and the

strength of the vibrations that produced it

recognise that sounds get fainter as the distance from

the sound source increases.

ELECTRICITY: ( SD 4F )


identify common appliances that run on electricity

construct a simple series electrical circuit, identifying

and naming its basic parts, including cells, wires, bulbs,

switches and buzzers

identify whether or not a lamp will light in a simple

series circuit, based on whether or not the lamp is

part of a complete loop with a battery

recognise that a switch opens and closes a circuit and

associate this with whether or not a lamp lights in a

simple series circuit

recognise some common conductors and insulators, and

associate metals with being good conductors.

NUMBER – MULTIPLICATION & DIVISION:


recall multiplication and division facts for multiplication

tables up to 12 × 12

use place value, known and derived facts to multiply and

divide mentally, including: multiplying by 0 and 1;

dividing by 1; multiplying together three numbers

recognise and use factor pairs and commutativity in

mental calculations

multiply two-digit and three-digit numbers by a one-

digit number using formal written layout

solve problems involving multiplying and adding, including

using the distributive law to multiply two digit numbers

by one digit, integer scaling problems and harder

correspondence problems such as n objects are

connected to m objects.

NUMBER – FRACTIONS (INCLUDING DECIMALS):


recognise and show, using diagrams, families of common

equivalent fractions

count up and down in hundredths; recognise that

hundredths arise when dividing an object by one hundred

and dividing tenths by ten.

solve problems involving increasingly harder fractions to

calculate quantities, and fractions to divide quantities,

including non-unit fractions where the answer is a whole

number

add and subtract fractions with the same denominator

recognise and write decimal equivalents of any number


ENGLISH



es and suffixes

(etymology and morphology) as listed in English Appendix 1, both to

read aloud and to understand the meaning of new words they meet

rrespondences

between spelling and sound, and where these occur in the word.



they read by:

non-fiction and

reference books or textbooks

ways and reading for

a range of purposes

read

fairy stories, myths and legends, and retelling some of these orally

showing understanding through intonation, tone, volume and action

sing words and phrases that capture the reader’s interest and

imagination

verse, narrative poetry]

by:

of tenths or hundredths

recognise and write decimal equivalents to 1/4, ½, ¾

find the effect of dividing a one- or two-digit number

by 10 and 100, identifying the value of the digits in the

answer as ones, tenths and hundredths

round decimals with one decimal place to the nearest

whole number

compare numbers with the same number of decimal

places up to two decimal places

solve simple measure and money problems involving

fractions and decimals to two decimal places.

MEASUREMENT:


Convert between different units of measure [for

example, kilometre to metre; hour to minute]

measure and calculate the perimeter of a rectilinear

figure (including squares) in centimetres and metres

find the area of rectilinear shapes by counting squares

estimate, compare and calculate different measures,

including money in pounds and pence

read, write and convert time between analogue and digital 12-

and 24-hour clocks

solve problems involving converting from hours to

minutes; minutes to seconds; years to months; weeks to

days.

GEOMETRY:


text makes sense to them, discussing their

understanding and explaining the meaning of words in context

and motives from their actions, and justifying inferences with

evidence

summarising these

entation contribute to

meaning

-fiction

and those they can



uffixes and understand how to add them

(English Appendix 1)

plurals [for example, girls’, boys’] and in words with irregular plurals

[for example, children’s]

a dictionary

include words and punctuation taught so far.

read for themselves, taking turns and listening to what others say

Handwriting



compare and classify geometric shapes, including

quadrilaterals and triangles, based on their properties

and sizes

identify acute and obtuse angles and compare and order

angles up to two right angles by size

identify lines of symmetry in 2-D shapes presented in

different orientations

complete a simple symmetric figure with respect to a

specific line of symmetry.

POSITION & DIRECTION:


describe positions on a 2-D grid as coordinates in the

first quadrant

describe movements between positions as translations of

a given unit to the left/right and up/down

plot specified points and draw sides to complete a given

polygon.

STATISTICS:


interpret and present discrete and continuous data using

appropriate graphical methods, including bar charts and

time graphs.

solve comparison, sum and difference problems using

information presented in bar charts, pictograms, tables

and other graphs.


letters and understand which letters, when adjacent to one another,

are best left unjoined

[for example, by ensuring that the downstrokes of letters are parallel

and equidistant; that lines of writing are spaced sufficiently so that

the ascenders and descenders of letters do not

touch].

Writing-composition


order to understand and learn from its structure, vocabulary and

grammar

discussing and recording ideas

rehearsing sentences orally (including dialogue),

progressively building a varied and rich vocabulary and an increasing

range of sentence structures (English Appendix 2)

paragraphs around a theme

ters and plot

-narrative material, using simple organisational devices [for

example, headings and sub-headings]

wn and others’ writing and

suggesting improvements

nges to grammar and vocabulary to improve

consistency, including the accurate use of pronouns in sentences


to a group or the whole class, using


appropriate intonation and controlling the tone and volume so that the

meaning is clear

Writing-vocabulary, grammar and punctuation


n English

Appendix 2 by:

n one clause by

using a wider range of conjunctions, including when, if, because,

although

tense

or pronouns appropriately for clarity and cohesion

and to avoid repetition

cause

mmatical and other features by:

verbials

nouns

dix

2 accurately and appropriately when discussing their writing and

reading.


ENGLISH

READING

To read a variety of magazine or newspaper articles about superstars

of choice identifying journalistic features

To read a variety of performance poetry and to select poems to

perform individually , in pairs or in a group.

To research a superstar of their choice taking notes.

To read a range of character descriptions identifying dialogue,

appearance and action as ways to describe a personality.

To read a range of stories and poems from other cultures considering

imagery (Metaphors and similes) used to paint a picture of the setting.

To read stories that raise issues and dilemmas with a focus on

inference and considering feelings of characters.

To look at a variety of leaflets considering layout and language with a

view to producing a topic related leaflet.

To revise the features of a playscript.

To study stories with historical settings eg Children of Winter

To read diary entries with an historical theme considering features of

diary writing

To read stories with historical settings with a focus on the Tudor

period.

To read information texts about life in Tudor times picking out key

historical information and recording it in note form.

To read a variety of stories set in imaginary worlds identifying key

words and phrases that fire the imagination.

To consider how authors describe characters and settings effectively

and the techniques used.

HISTORY

Britain’s settlement by Anglo-Saxons and Scots

(Roman withdrawal from Britain in c. AD 410 and the fall of

the western Roman Empire

Scots invasions from Ireland to north Britain (now Scotland)

Anglo-Saxon invasions, settlements and kingdoms: place names

and village life

Anglo-Saxon art and culture

Christian conversion – Canterbury, Iona and Lindisfarne)

Viking and Anglo-Saxon struggle for the Kingdom of England to

the time of Edward the Confessor

(Viking raids and invasion

Resistance by Alfred the Great and Athelstan, first king of

England,

Further Viking invasions and Danegeld

Anglo-Saxon laws and justice

Edward the Confessor and his death in 1066)

Children taught about the achievements of the earliest

civilizations and an in depth study of Ancient Egypt


To revise features of an explanation text related to science topic of

animal habitat and diet( information to be used for D and T pop-up

book)

LITERACY:WRITING

To write a newspaper article on a hero/heroine of their choice

To write a character description using techniques identified in reading

activities.

To choose a familiar setting from our country and write a description

using imagery.

To select another setting and write a metaphor poem.

To write a short play where the characters face a dilemma that can

then be performed in small groups.

To produce a leaflet persuading family and friends to recycle.

Launch into Literacy Book 2 - Writing to express (travel poetry p4)

To write a diary entry as a character from history.

To write a diary entry as a chosen character from historical times.

To produce a fact file on one aspect of history.

To write a description of a character from an imaginary world.

To create an atmospheric setting from a chosen imaginary place.

To write a concise explanation text about a chosen animal habitat.

LITERACY:GRAMMAR AND PUNCTUATION

Full stops and capital letters for proper nouns


Using question marks and exclamation marks

Phrases and clauses-changing word order

Commas to mark clauses

Metaphors and Similes.

Clauses in more complex sentences.

Connectives

Apostrophes for possession and contraction

Speech punctuation.(compare dialogue in stories with dialogue in

playscripts.

First and third person

More complex connectives

(see AC Black)

Formal and Informal writing

Standard and Non-standard English

Formal and informal writing

Paragraphs to separate ideas.

Adverbial phrases to start a sentence

Adverbs

Adjectives

Prepositions


RWI for selected children

Y4 spelling lists

Handwriting practice and teaching where necessary.




to create sketch books to record their observations and

use them to review and revisit ideas





Drawing

Use line and tone to represent something remembered or

imaginary

Use observational skills to make detailed drawings of familiar

objects

Explore shading using different media such as chalk and

charcoal

Use drawing skills to communicate an idea or feeling

Painting

Be aware of the diverse colour range in the natural

environment and be able to mix colours appropriately

Use black and white to adjust tone

Be able to choose the appropriate tool for a given painting

task

Use water colour paints for small-scale work

Printing

Relief printing using string, card to create a relief surface

Resist printing including marbling, silkscreen and coldwater

paste


Claywork

Clay tile work using relief techniques to decorate

Create pots using ‘coiling’ technique

Textiles

Cut fabric into desired shape

Join fabric using running stitch, back stitch and over stitch

Experiment with different ways of decorating fabric eg

embroidery, appliqué, fabric pens

3D

Make a simple papier-mache object

COMPUTING


We are software developers

Switched On unit 4.1 – Developing a simple educational game

Design, write and debug programs that accomplish specific goals,

including controlling or simulating physical systems; solve problems

by decomposing them into smaller parts.

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.


Design and Technology

Money Containers: Tudor Purses

Design

Purse / wallet with Tudor Rose emblem; use running / back /

blanket / cross stitch

Make

Use felt, cotton thread; other fabrics for decoration, with

button / toggle to close purse

Evaluate

Neatness / integrity of purse, stitching

Technical knowledge / vocabulary



permission. The implications of bugs in software and acceptable

behaviour online.

Software – Scratch, Snap, Tiny Tap, Hopscotch, GitHub, Esspresso

Coding, Blocky Maze.

We are Toy Designers

Switched On unit 4.2 – Prototyping an interactive toy


including controlling or simulating physical systems; solve problems

by decomposing them into smaller parts.







permission. The implications of bugs in software and acceptable

behaviour online.

Software – Scratch, Tiny Tap, Hopscotch, Blocky Maze, Esspresso

Coding, GitHub.

We are musicians

Switched On unit 4.3 Producing digital music

seam allowance, embroidery

Storybooks: moving mechanisms

Design

Use storyboard to plan a short story about a witch / wizard

for a very young child.

Make

Use levers arranged behind card pages to show a variety of

movements; use split pins to create pivot points / extend

levers; paper / card folds to create ‘pop-up’ mechanisms.

Evaluate

Attractiveness of book / page design; interest in story;

variety of levers and pop-up mechanisms.


linkage, lever, pivot, hinge.


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.

Understand computer networks including the internet; how they

can provide multiple services, such as the World Wide Web; and

the opportunities they offer for communication and collaboration.



Use technology safely, respectfully and responsibly; recognise

acceptable/unacceptable behaviour; identify a range of ways to

report concerns about content and contact.

E-Safety – to think about copyright when sourcing audio or publishing

their own compositions and use Creative Commons licensed content when

working with others’ audio files. Opportunity to discuss illegal

downloading and sharing copyrighted music.

Software – Isle of Tunes, Audacity, GarageBand,

We are HTML editors

Switched On unit 4.4 – Editing and writing HTML


can provide multiple services, such as the World Wide Web; and

the opportunities they offer for communication and collaboration.










E-Safety – Risks associated with using the web, keeping themselves

safe online. To learn how easy it is to create and modify content of

web-based content and the risks and reliability as a consequence of

this.

Software – Firefox, Brackets, Google Searching, Blog, Edmodo,

Esspresso Coding, GitHub.

We are co-authors

Switched On unit 4.5 – Producing a wiki

Understand computer networks, including the internet; how they

can provide multiple services, such as the WWW; and the

opportunities they offer for communication and collaboration.




Solve problems by decomposing them into smaller parts.

Be discerning in evaluating digital content.

E-Safety – Learn about Wikipedia, considering some strategies for

evaluating the reliability of online content as well as the rules and


processes for the community. Apply this conduct when collaborating on

a shared resource.

Software – Edmodo, Wiki tools, Learning Platforms, MediaWiki, Blog.

We are meteorologists

Switched On unit 4.6 – Presenting the weather

Use search technologies effectively, appreciate how results are

selected and ranked, and be discerning in evaluating digital

content.

Work with various forms of input and output.

Use logical reasoning to explain how simple algorithms work.






E-Safety – The importance of obtaining and using accurate data for

any information-processing work. The need to obtain permissions, be

safe, be responsible and respectful when filming and if publishing to

school network and internet.

Software – Excel, Google sheets, web browser, Powerpoint, IWB

software, Weather station by Netatmo, weather station. UK, Data

Harvest.


PSHE


Recognise that they belong to a family / community (SEAL, New

Beginnings)

understand that communities are diverse, changing and

interconnected (Citizenship L6)

Can talk about feelings to deal assertively with pressures and know

who to turn to for help and advice (Child Protection – CEOP

materials).

explain some strategies for dealing with cyber-bullying (Anti

bullying)

talk about themselves as learners (SEAL, Going for goals)

discuss the effects tobacco has on the body (Drugs Education,

‘Choices’ Pack, Derbyshire HPS)

consider issues affecting communities, and reflect on the impact of

people’s actions on others and the environment (Citizenship M4)

recognize some of their own positive skills, qualities and attributes

(SRE, Living and Growing, Unit 1, ‘How did I get here?’ and ‘Growing

Up’)

make real choices about money (Money Skills, Barclays Bank)

RE

Why does a Muslim want to go to Makkah once in a lifetime

DAS 2.4 Christmas play – Christmas Around the World –

Nativity

I know about the different religions that are found in our

communities. DAS 2.15

I know what a pilgrim gets out of their sacred journey. DAS

2.6 Week block – covering Hindu worship. I know about Hindu

worship and how it relates to their beliefs. DAS 2.2 DAS 2.11

{Ensure that all pupils within the year group have a voice that

is listened to, and demonstrate how democracy works by

actively promoting democratic processes such as a school

council whose members are voted for by the pupils}

Symbols and religious expression

2.7. How do people express their faith through the arts?

2.8. What is the purpose and value of a sacred space?

2.9. Why is prayer important for religious believers?

Teachings and authority

2.6. Why is the Bible so important for Christians today? Why

is the Guru Granth Sahib/Qur’an so important for


Sikhs/Muslims?


GEOGRAPHY

name and locate counties and cities of the United Kingdom, geographical

regions and their identifying human and physical characteristics, key

topographical features (including hills, mountains, coasts and rivers),

and understand how some of these aspects have changed over time

Describe and understand key aspects of rivers, mountains and the

water cycle – Derbyshire Urban Studies Centre Investigating Rivers

Holmebrook Valley Park

understand geographical similarities and differences through the study

ofhuman and physical geography of a region in a European country.


use maps, atlases, globes and digital/computer mapping to locate

countries and describe features studied


human and physical features in the local area using a range of

methods, including sketch maps, plans and graphs, and digital

technologies.

LANGUAGES

The teaching should provide an appropriate balance of spoken

and written language and should lay the foundations for

further foreign language teaching. The focus will be on

practical communication.


listen attentively to spoken language and show

understanding by joining in and responding

explore the patterns and sounds of language through

songs and rhymes and link the spelling, sound and

meaning of words

engage in conversations; ask and answer questions;

express opinions and respond to those of others; seek

clarification and help*

speak in sentences, using familiar vocabulary, phrases

and basic language structures

develop accurate pronunciation and intonation so that

others understand when they are reading aloud or using

familiar words and phrases*

present ideas and information orally to a range of

audiences*

read carefully and show understanding of words,

phrases and simple writing

appreciate stories, songs, poems and rhymes in the

language





write phrases from memory, and adapt these to create

new sentences, to express ideas clearly


writing

Unit 7

All aboard

Unit 8

Pocket money

Unit 9

Tell me a story

Unit 10

Our sporting lives

Unit 11

‘Carnival of the animals’

Unit 12

What’s the weather like?


MUSIC



voices and playing musical instruments with increasing accuracy,

fluency, control and expression

improvise and compose music for a range of purposes using the

inter-related dimensions of music

listen with attention to detail and recall sounds with increasing

aural memory


appreciate and understand a wide range of high-quality live and

recorded music drawn from different traditions and from great

composers and musicians


To listen carefully, recognise and use repeated patterns and increase

aural memory

To perform with control and awareness of audience and what others are

playing

or singing.This includes use of the voice, use of musical instruments and

improvisation.This includes maintaining a simple part within an ensemble,

working with several layers of sound and having an awareness of the

combined effect of that sound, as well as recognising the importance of

articulating words to communicate meaning to an audience.

To recognise different musical elements and how they can be used

together to

compose music. Musical elements include rhythm, pitch, tempo, timbre

PE


use running, jumping, throwing and catching in isolation

and in combination

Athletics – LCP – Unit 18


example, badminton, basketball, cricket, football,

hockey, netball, rounders and tennis], and apply basic

principles suitable for attacking and defending

TAG rugby resources Tennis Aegeon Resource Pack Invasion Games – Hockey – Val Sabin - Unit 3 Invasion Games – Football – LCP Unit 11 Invasion Games – Football – FA resource pack Striking and Fielding – Cricket – LCP (YRS 3/4) Unit 25

develop flexibility, strength, technique, control and

balance [for example, through athletics and gymnastics]

TOPS Gymnastics Cards Gymnastics – Rolling – Val Sabin Gymnastics – Balance – Val Sabin Gymnastics – LCP (YRS 3 and 4) Units 14/15


take part in outdoor and adventurous activity challenges

both individually and within a team Holmebrook Orienteering Activity




and dynamics. This includes choosing, ordering, combining and controlling

sounds with awareness of their combined effect and sometimes

combining sounds with movement and narrative.

To know how to compose and perform simple melodies and

accompaniments

Opportunities should be made available for children to learn to play a

musical

Instrument such as our hand bells. This includes rhythmic or tuned

accompaniment to a main melody.

To recall, plan and explore sounds using symbols and ICT.

See Music Express SOW 60 mins per week for a term:

Dragon scales - [Exploring melodies and scales]

A unit that develops children’s ability to recognise, and use, scales and

create short melodies and accompaniments.

Assembly incorporates ‘Music of the Week’ – teachers and pupils select

a piece of music and raise questions for pupils to research. The

questions where possible should aim to focus on one or more of the

areas of learning.

Performances – Year four take the lead in Christmas concerts

performing annually to a wider audience.

All children have the opportunity to play an instrument of their choice.


expressing a desire to sing. ‘Young Voices’ performance at Sheffield

Arena annually.

Creativity days and visitors to school often involve music – see calendar

of events for details.


Year 5


LIVING THINGS & THEIR HABITATS: ( SD 5B )


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.

ANIMALS, INCLUDING HUMANS ( * )


describe the changes as humans develop to old age.

PROPERTIES & CHANGES OF MATERIALS: ( SD 4C, 4D , 6C ,

6D )


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 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

MATHEMATICS

NUMBER – PLACE VALUE


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.

NUMBER – ADDITION & SUBTRACTION:


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.


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.

EARTH & SPACE: ( SD 5E )


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.

FORCES: ( SD 6E )


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.

ENGLISH



suffixes (morphology and etymology), as listed in English Appendix


NUMBER – MULTIPLICATION & DIVISION:


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

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.


words that they meet.



they read by:

fiction, poetry, plays, non-fiction and reference books or

textbooks

ooks that are structured in different ways and reading

for a range of purposes

myths, legends and traditional stories, modern fiction, fiction

from our literary heritage, and books from other cultures and

traditions

reasons for their choices

a wide range of writing

nge of poetry by heart

showing

understanding through intonation, tone and volume so that the

meaning is clear to an audience

understand what they read by:

to them, discussing their

understanding and exploring the meaning of words in context

’ feelings,

thoughts and motives from their actions, and justifying inferences

NUMBER – FRACTIONS (INCLUDING DECIMALS &

PERCENTAGES)


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 mixed number [for example, 2/5 +4/5

=6/5=11/5

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

read and write decimal numbers as fractions [for example,

0.71 = 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 1/2, ¼, 1/5, 2/5, 4/5

4 and those fractions with a denominator of a multiple of 10 or


with evidence

paragraph, identifying key details that support the main ideas

ation contribute

to meaning

figurative language, considering the impact on the reader

act and opinion

-fiction

and those they can read for themselves, building on their own and

others’ ideas and challenging views courteously

including through formal presentations and debates, maintaining a

focus on the topic and using notes where necessary



nd suffixes and understand the guidance

for adding them

solemn]

are often confused

etymology in spelling and

understand that the spelling of some words needs to be learnt

specifically, as listed in English Appendix 1

spelling,

25.

MEASUREMENT:


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

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 (m

2) 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.

GEOMETRY:


identify 3-D shapes, including cubes and other cuboids,

from 2-D representations


meaning or both of these in a dictionary

Writing – handwriting and presentation


ices and

deciding whether or not to join specific letters

Writing -composition


ing, selecting

the appropriate form and using other similar writing as models for

their own

ding and

research where necessary

characters and settings in what pupils have read, listened to or

seen performed

erstanding how

such choices can change and enhance meaning

and atmosphere and

integrating dialogue to convey character and advance the action

paragraphs

vices to

structure text and to guide the reader [for example, headings,

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)

angles at a point on a straight line and 1/2 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.

GEOMETRY – POSITION & DIRECTION:


identify, describe and represent the position of a shape

following a reflection or translation, using the appropriate

language, and know that the shape has not changed.

STATISTICS:


solve comparison, sum and difference problems using

information presented in a line graph

complete, read and interpret information in tables, including

timetables.


bullet points, underlining]

punctuation to

enhance effects and clarify meaning

piece of writing

hen using singular

and plural, distinguishing between the language of speech and

writing and choosing the appropriate register


Handwriting

Statutory requirements

priate intonation,

volume, and movement so that meaning is clear.

Writing – vocabulary, grammar and punctuation



tanding of the concepts set out in English

Appendix 2 by:

formal speech and writing, including subjunctive forms

sentence

cause

concisely

rbs or adverbs to indicate degrees of possibility


with who, which, where, when,

whose, that or with an implied (i.e. omitted) relative pronoun

rammatical and other features by:

-colons, colons or dashes to mark boundaries between

independent clauses

a colon to introduce a list

Appendix 2 accurately and appropriately in discussing their writing

and reading.

ENGLISH

READING

To read and perform a short play considering how plays and films

may be directed for performance.(focus on stage/screenplay

directions.

To study a range of Y5 poetry for performance. A selected poem

should be memorised and performed.

To consider the conventions of letter writing ranging in formality.

The Trial of Wilf Wolf (Playscripts)

The Giant comes to Dinner

Pelican Interactve Y5A

World Weather (Non fiction) Pelican Interactive Y5B

To read a variety of recounts/newspaper/magazine reports related

to World disasters eg Titanic. Consider features of journalistic

HISTORY

A local history study (Eyam)

(A study of an aspect of history or a site dating from a period

beyond 1066 that is significant in the locality.)

Ancient Greece – a study of Greek life and achievements and their

influence on the western world


writing

To look at posters and consider language and features used eg

slogans, alliteration, rhyme.

To read fables and myths identifying themes and conventions.

To study classic literature with a focus on language used and

comparing it to more modern writing.

The Man Who Sold His Shadow (Fable) Pelican Interactive Y5A

To read a range of instructions eg recipes, IKEA furniture,how to

play a game.Identify key features and analyse effectiveness.

To read texts designed to persuade eg leaflets, posters and

identify persuasive language and techniques.

Connect and Communicate (Non Fiction) Pelican Interactive Plus Y5

To read a variety of descriptive writing with a focus on character

and setting ie Ted Hughs The Iron Man.

To research planets in our Solar System, making notes ,summarising

information.

Stories from other cultures

To read a range of texts by well-known authors eg Michael

Morpurgo Nina Bawden.

To read classic and narrative poems and preparing a group

performance of a chosen section.

WRITING

To write own play script following recognised conventions.

To write a formal letter eg to Movie Screen Workshop Company.

To write a newspaper report related to chosen World disasters.

To produce a poster with an anti-bullying theme.

To write a simple fable with a moral message.


To write a review recommending a classic book to a friend.

To write a set of instructions considering how to make them

foolproof.

To write an invitation to our school Summer Fair persuading family

and friends to attend the event.

To write a description of an imaginary alien using Times Modern

Article.

To write newspaper article describing first contact with alien.

To produce a planet factfile based on personal research.

To write an informal letter.

To write a diary entry

GRAMMAR AND PUNCTUATION

Adverbs in the context of stage directions.

Commas to mark clauses

Paragraph.

Direct and reported speech

Writing consistently in the past tense

Subordinate clauses.

Using brackets to add extra information.

Brackets and dashes for extra information

Varying sentence length and order for reader interest.

Accurate speech punctuation.

Paragraphing.

Using a colon to introduce a list

Using bullet points.

Persuasive writing

Instructions


Consolidation of basic grammar work

Using more complex punctuation in own writing

To up level sentences using connectives to join shorter sentences.

Identifying parts of speech ie nouns, verbs etc.

Use of the ellipsis for dramatic effect.

Varying sentence length for effect

Accurate punctuation of longer sentences.

Using a thesaurus.


Year 5 spelling lists

Handwriting practice to improve style










Drawing

Choose and use the appropriate tools to create line, tone, shade

and texture to represent something observed, remembered or

imagined

Draw being more aware of composition

Use different techniques to create texture in drawing

Experiment with shading to create a 3D effect

Use simple ways of introducing perspective

(Lowry)

Painting

Use the double primary system confidently and overlay with other

media to enhance a piece of work

Investigate and explore light, colour, texture and tone in the work

of artists and begin to incorporate observed techniques in their

own work

Choose types of brushes and techniques for specific purposes

Arrange objects for still life study being able to say why objects

have been chosen and placed together

Printing

Use relief card printing to create images

Choose the printing method appropriate to the task


Organise work in terms of pattern, repetition, symmetry or

random printing styles

choose inks and overlay colour

Claywork

Make vessels using slabbing technique

decorating each surface by scratching, impressing or building

texture (relief)

Textiles

Experiment with techniques eg batik, tie-dye, applique etc in order

to design own textile

3D

Describe the different qualities involved in modelling, sculpture and

construction.

Use recycled, natural and made materials to create sculpture

Plan work through drawing and other preparatory work

COMPUTING


We are game developers

Switched On unit 5.1 – Developing an interactive game





internet services) on a range of digital devices to design and

DESIGN & TECHNOLOGY

‘Making a healthy pasta bake’


understand and apply the principles of a healthy and varied

diet, revisiting the food pyramid.

prepare and cook a savoury pasta bake using a range of cooking

techniques, including the hob and oven.

understand seasonality, and know where and how a variety of


create a range of programs, systems and content that

accomplish given goals.





programs.

E-Safety – Consider copyright when sourcing images or media for

their games and when uploading work to Scratch. Safe searching

habits. Understanding positive sharing of information on community

sites. Consider personal implications for playing violent computer

games.

Software – Scratch, Kudo, Snap!, Hopscotch, GitHub, Esspresso

Coding.

We are cryptographers

Switched On unit 5.2 – Cracking Codes



range of ways to report concerns about content and contact.


they can provide multiple services, such as the World Wide

Web; and the opportunities they offer for communication and

collaboration.



ingredients are grown, reared, caught and processed.

Understand the food groups of carbohydrates, proteins, dairy,

fruit and vegetables, and sugars / fats, and understand the

ideal proportions of these within their pasta bakes.

Endangered animals and moving toys: control mechanisms

Design

Moving toy, that turns horizontal into vertical motion. Use cams

dvd / internet animations to stimulate pupil ideas.

Make

moving toy, integrating crank, camshaft (axel) cams, risers /

followers; build wooden rod frame to support, or house within

small sturdy cardboard box.

Evaluate

Attractiveness of book / page design; interest in story; variety of

levers and pop-up mechanisms.


crank, cam, camshaft, riser / follower, linear, rotary, off centre,

axel.

K’nex building challenge

Pupils undertake a challenge using K’nex, where they must meet a

number of design and construction criteria.

Tower Building

Chesterfield Urban Studies Centre based visit: pupils investigate


programs.

E-Safety – Learn the importance of password security for online

identity and consider what makes a secure password. Learn how

information can be passed in secret over open channels using

cryptography. To learn the public key system used to sign and

encrypt content and how to check the security certificates of

encrypted websites.

Software – Scratch 2.0, The Black Chamber, Snap! Hopscotch.

Blocky Maze, GitHub, Espresso Coding.

We are artists

Switched On unit 5.3 – Fusing geometry and art





programs.






E-Safety - Opportunity to reinforce messages around safe

searching, quality of online content, protecting personal information

and copyright.

medieval building techniques.

Build It! Challenge, Kelham Island

Children meet a series of design challenges over a day.


Software – Inkscape, Adobe illustrator, CorelDRAW, Scratch,

Terragen Classic, Logo, Codec, Hopscotch, Tiny Tap.

We are web developers

Switched On unit 5.4 – Creating a website about cyber safety








web; and the opportunities they offer for communication and

collaboration.



digital content.




E-Safety – Main focus of this unit. Consider the reliability and bias

of online content, positive contributions and safe searches.

Software – Google, Bing, Google sites/wiki tools, WordPress, Blog,

GitHub, Esspress Coding.


We are bloggers

Switched On unit 5.5 – Sharing experiences and opinions








web; and the opportunities they offer for communication and

collaboration.




E-Safety – Issues involving ‘digital footprint’, copyright and

acceptable behaviour when communicating on others’ blog posts. The

importance of high quality online contents and having comments

moderated by the teacher.

Software – WordPress, Blogger, GIMP, Audacity, Movie Maker,

Quad Blogging, Book Creator.

We are architects

Switched On unit 5.6 – Creating a virtual space




digital content.






E-Safety – Observing good practice when searching and sharing

online. Think about copyright.

Software – Trimble, SketchUp, Screencast-o-matic, Home design.


GEOGRAPHY

Physical geography, including: climate zones, biomes (suggested ones

include Grassland, Desert and Mediterranean Scrub Forest) and

vegetation belts, volcanoes and earthquakes.

understand geographical similarities and differences through the

study of human and physical geography of a region in a European

country eg Sicily/Italy or other


use maps, atlases, globes and digital/computer mapping to locate

countries and describe features studied

use the eight points of a compass, four figure grid references,

symbols and key (including the use of Ordnance Survey maps) to

build their knowledge of the United Kingdom.


human and physical features in the local area using a range of

methods, including sketch maps, plans and graphs, and digital

technologies.

LANGUAGES





listen attentively to spoken language and show

understanding by joining in and responding


and rhymes and link the spelling, sound and meaning of

words



and help*



develop accurate pronunciation and intonation so that others

understand when they are reading aloud or using familiar

words and phrases


audiences*

read carefully and show understanding of words, phrases

and simple writing

appreciate stories, songs, poems and rhymes in the

language





write phrases from memory, and adapt these to create new

sentences, to express ideas clearly


writing

understand basic grammar appropriate to the language being

studied, including (where relevant): feminine, masculine and

neuter forms and the conjugation of high-frequency verbs;

key features and patterns of the language; how to apply

these, for instance, to build sentences; and how these

differ from or are similar to English.

Unit 14

‘I am the Music Man’

Unit 15

On the way to school

Unit 13

Healthy eating

Unit 16

Beach scene

Unit 17

The Four Seasons

Unit 18

The planets


MUSIC











and recorded music drawn from different traditions and from

great composers and musicians


To listen carefully, developing and demonstrating musical

understanding and increasing aural memory

To perform by ear and use notations and ICT to support creative

work

To compose their own instrumental and vocal music and perform

their own and others’ compositions in ways that reflect their

meaning and intentions,

including recognising and making creative use of the way sounds can

be changed, organised, controlled and layered to develop melodic

and rhythmic phrases for effect including rhythmic or tuned

accompaniments to a main melody.

PE


use running, jumping, throwing and catching in isolation and

in combination Indoor Athletics (sportshall structure) Outdoor Athletics – LCP (YRS 5/6) Unit 29





TAG Rugby Resources Invasion Games – Basketball – C. Allen Invasion Games – Ball Handling – Val Sabin – Unit 4 Invasion Games – Football – LCP(YRS 5/6) Unit 3/Unit 23 Invasion Games – Hockey – Val Sabin – Unit 3 Striking and Fielding – Rounders – LCP (YRS 5/6) Unit 25



Gymnastics – LCP (YRS 5/6) Unit 27 Gymnastics – Val Sabin – Spinning and Turning – Unit W

Gymnastics – Val Sabin – Bridges – Unit T Gymnastics – Val Sabin – Holes and Barriers – Unit Z


Dance – Val Sabin – The Rainforest – Unit 3


both individually and within a team Lea Green Orienteering Activities




This includes singing and playing with increasing technical control,

accuracy of pitch, expression and awareness of breathing, diction,

dynamics and phrasing as well as communicating effectively with

each other and their audience to achieve an overall effect.

To describe and compare different kinds of music using appropriate

musical vocabulary.

See Music Express SOW 60 mins per week for one term:

Roundabout - [Exploring rounds]

A unit that develops children’s ability to sing and play music in two

(or more) parts. They explore the effect of two or more pitched

notes sounding together – harmony. They experiment with clusters

of pitched notes and discover which combinations are ‘comfortable’

(concords), and which ‘clash’ (discords). They sing rounds and

experiment with melodic ostinato to provide accompaniments. They

play drones and single note accompaniments.



The questions where possible should aim to focus on one or more of

the areas of learning.

Performances – Year five lead our spring concert performing to a

wider audience.


choice.



Arena annually.




PSHE


know some of the things in school that help us to learn and play

well together(New Beginnings, SEAL)

demonstrate awareness that bullying can be done over the

internet and phone (Anti bullying)

be a critical friend to others (Going for goals, SEAL)

vote in a class election, raising issues of concern; consider how

people can live together to benefit their communities (Citizenship

L5; L7)

understand the differences between legal and illegal drugs

(Drugs Education, ‘Choices’ Scheme, Derbyshire HPS)


know who to turn to for help and advice (Child Protection – CEOP

materials).

understand how boys and girls bodies will change during puberty

(SRE, Living and Growing, Unit 2, ‘Changes’)

recognize and challenge stereotypes about money and wealth

(Money Skills, Barclays Bank)

RE

I know how can people express faith through the arts. DAS 2.16

Islamic Art

Islam – contrast and compare the Islam beliefs.

I know the purpose and value of a sacred place ( Sikh temple ).

DAS 2.7

I know about Judaism.

I know it is important to identify and combat discrimination

I have an understanding of how citizens can influence decision-

making through the democratic process (In school this can be

school council elections; the role of groups in change eg making

decisions about school life or local / global current issues).





Worship, pilgrimage and special places

2.10 What are the deeper meanings of festivals?

2.11 Why is pilgrimage important to some religious believers?

Journey of life and death

2.12 How and why do believers show their commitments during the

journey of life?

Religion and the individual


2.13 What can we learn from religions about deciding what is right and

wrong?


Year 6


LIVING THINGS & THEIR HABITATS ( SD 6A, 6B )


describe how living things are classified into broad groups

according to common observable characteristics and based

on similarities and differences, including micro-organisms,

plants and animals

give reasons for classifying plants and animals based on

specific characteristics.

ANIMALS INCLUDING HUMANS: ( SD 5A )


identify and name the main parts of the human circulatory

system, and describe the functions of the heart, blood

vessels and blood

recognise the impact of diet, exercise, drugs and lifestyle

on the way their bodies function

describe the ways in which nutrients and water are

transported within animals, including humans.

EVOLUTION & INHERITANCE: ( * )


recognise that living things have changed over time and

that fossils provide information about living things that

inhabited the Earth millions of years ago

recognise that living things produce offspring of the same

kind, but normally offspring vary and are not identical to

their parents

identify how animals and plants are adapted to suit their

environment in different ways and that adaptation may lead

to evolution.

MATHEMATICS

NUMBER


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.


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

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


LIGHT: ( SD 6F )


recognise that light appears to travel in straight lines

use the idea that light travels in straight lines to explain

that objects are seen because they give out or reflect

light into the eye

explain that we see things because light travels from light

sources to our eyes or from light sources to objects and

then to our eyes

use the idea that light travels in straight lines to explain

why shadows have the same shape as the objects that cast

them.

ELECTRICITY: ( SD 6G )


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.

ENGLISH



efixes and

suffixes (morphology and etymology), as listed in English Appendix


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.

NUMBER – FRACTIONS


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 ¼ X ½ = 1/8

divide proper fractions by whole numbers [for example,1/3

DIV BY 2 = 1/6)

associate a fraction with division and calculate decimal

fraction equivalents [for example, 0.375] for a simple

fraction [for example, 3/8]

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


words that they meet.



d understanding of what

they read by:

fiction, poetry, plays, non-fiction and reference books or

textbooks

ooks that are structured in different ways and reading

for a range of purposes

myths, legends and traditional stories, modern fiction, fiction

from our literary heritage, and books from other cultures and

traditions

o their peers, giving

reasons for their choices

a wide range of writing

ys 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:

understanding and exploring the meaning of words in context

’ feelings,

thoughts and motives from their actions, and justifying inferences

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.

RATIO & PROPORTION


solve problems involving the relative sizes of two quantities

where missing values can be found by using integer

multiplication and division facts

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.

ALGEBRA


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.

MEASUREMENT


solve problems involving the calculation and conversion of


with evidence

happen from details stated and implied

paragraph, identifying key details that support the main ideas

to meaning

te how authors use language, including

figurative language, considering the impact on the reader

act and opinion

-fiction

at are read to them

and those they can read for themselves, building on their own and

others’ ideas and challenging views courteously

including through formal presentations and debates, maintaining a

focus on the topic and using notes where necessary



for adding them

psalm, solemn]

which are often confused

understand that the spelling of some words needs to be learnt

specifically, as listed in English Appendix 1

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

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 (m

3), and extending to other units

[for example, mm3 and km

3].

GEOMETRY


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.


meaning or both of these in a dictionary

Writing – handwriting and presentation


deciding whether or not to join specific letters

Writing -composition


selecting the appropriate form and using other similar writing as

models for their own

research where necessary

characters and settings in what pupils have read, listened to or

seen performed

how such choices can change and enhance meaning

and integrating dialogue to convey character and advance the

action

paragraphs


describe positions on the full coordinate grid (all four

quadrants)

draw and translate simple shapes on the coordinate plane,

and reflect them in the axes.

STATISTICS:


interpret and construct pie charts and line graphs and use

these to solve problems

calculate and interpret the mean as an average.


structure text and to guide the reader [for example, headings,

bullet points, underlining]

enhance effects and clarify meaning

orrect use of tense throughout a

piece of writing

and plural, distinguishing between the language of speech and

writing and choosing the appropriate register


Handwriting


volume, and movement so that meaning is clear.

Writing – vocabulary, grammar and punctuation



tanding of the concepts set out in English

Appendix 2 by:

formal speech and writing, including subjunctive forms

sentation of information in

a sentence

and cause

concisely


with who, which, where, when,

whose, that or with an implied (i.e. omitted) relative pronoun

to clarify meaning or avoid ambiguity in writing

-colons, colons or dashes to mark boundaries between

independent clauses

a colon to introduce a list

Appendix 2 accurately and appropriately in discussing their writing

and reading

ENGLISH

READING

To look at biography and autobiography extracts identifying the

differences.

To read a selection of fiction with an historical setting.eg Silver

Sword Climbing in the Dark.

Pelican BigBook 6A Intro to AMSND

6B Issues in the News

5A Character Portraits

Pelican BigBook 6A Intro to AMSND

6B Issues in the News

5A Character Portraits

HISTORY

A study of an aspect or theme in British history that extends

pupils’ chronological knowledge beyond 1066.

(The changing power of monarchs using case studies such as John,

Anne and Victoria

Changes in an aspect of social history, such as crime and

punishment from the Anglo-Saxons to the present or leisure and

entertainment in the 20th Century

The legacy of Greek or Roman culture (art, architecture or

literature) on later periods in British history, including the present


To read a selection of balanced arguments on topical themes

and to debate the themes as oral rehearsal for writing.

To look at leaflets and advertisements for theme parks considering

the persuasive language and literary techniques used.

Class performance of leaver’s play to parents.

To read extracts from two Shakespeare plays considering the

conventions of playscripts and analysing the language.

Using Pelican Big Books, read about the life of Shakespeare and

what visiting the theatre was like in Elizabethan times.

To look at biography and autobiography extracts identifying the

differences,

To read a selection of fiction with an historical setting.eg Silver

Sword Climbing in the Dark.

To study the genre of science fiction through HG Wells War of the

Worlds.

To read a variety of descriptive poetry with a focus on character

and setting.

(Ted Hughes)

To research planets in our Solar System, making notes,summarising

information.

To study a variety of poetry in different forms looking at use of

language, layout .Pelican Books.

To research a World River, taking notes.

To revise contents, index and glossary in non-fiction books.

WRITING

To write a recount of their experiences at Whitehall.

To write 1st person view point.

day

A significant turning point in British history, for example, the first

railways or the Battle of Britain)

Children taught about a non-European society that provides

contrasts with British history.

One from: early Islamic civilization, including a study of Baghdad

c. AD 900; Mayan civilization c. AD 900; Benin (West Africa) c.

AD 900-1300.


To write a diary entry as a Victorian child sent out to work

To write a formal letter to Lord Shaftesbury highlighting conditions

in the factories.

To write a section for a non-chronological report on chosen history

topic eg Tudor fashion.

Arguments.

Balanced arguments.

Persuasion leaflets.

Advertisements.

Instructions

To write a recount of their experiences at Whitehall.

To write 1st person view point.

To write a diary entry as a Victorian child sent out to work

To write a formal letter to Lord Shaftesbury highlighting conditions

in the factories.

To write a section for a non-chronological report on chosen history

topic eg Tudor fashion.

To write an introduction to MSND/The Tempest setting the scene

and introducing the main characters.

To write a description of a mystery forest based on the wood in

MSND/jungle in The Tempest./To write a character description.

To write instructions for a Witch’s spell.

To write a factfile on William Shakespeare, his plays and theatre in

Tudor times.

To write a description of an imaginary alien in the style of HG

Wells.

To write a newspaper article reporting on an alien landing.

To produce a planet factfile based on personal research.

To revise features of a playscript including a visit from Young

Shakespeare Company.

To write a balanced argument on the subject of school uniform.

To produce a leaflet advertising an imaginary theme park.


Non-chronological reports.

Debates about keeping healthy and safe.

Personal writing about feelings, anxieties etc before Secondary

School.

To choose a favourite style of poem and write a poem using nature

as a theme.

To write a glossary based on BBC Rivers Travelling on the River.

GRAMMAR AND PUNCTUATION

Grammar and Punctuation mind map as revision.

Commas in sentences, Writing complex sentences.

Using brackets and dashes to include additional information.

Openers – how to begin sentences in an interesting way.

Using a dictionary and thesaurus independently.

Writing complex sentences

Adverbial phrases to begin sentences.

How to use the semi colon and the colon.

Revision of learnt grammar work to prepare for Sats.

Pelican BigBooks 5B Similes and Metaphors

Grammar mind map

Varying sentences-length and openings

VCOP

Grammar and Punctuation mind map as revision.

Grammar mind map

Using commas, semi-colons and colons to punctuate sentences.

Use of the ellipsis for dramatic effect.

Colons and bullet points

Poetry/Imagery.


Formal/Informal writing.

Purpose of technical language – using a glossary.

Performance – preparing for leavers concert.

LITERACY:SPELLING AND HANDWRITING

Year 6 spelling lists

Handwriting practice.

Pelican BigBooks 5B Similes and Metaphors










Drawing

Choose and use the appropriate tools to create line, tone, shade

and texture to represent something observed, remembered or

imagined

Express ideas spontaneously using lines and curves

Use a variety of scales and view points in their drawing

Show greater emphasis to detail eg facial expression, folds on

clothing, proportion etc

Make decisions as the work progresses

Painting

Carry out preliminary studies, test media and materials and mix

appropriate colours

Choose appropriate paint, paper, tools and technique to adapt and

extend work

Printing

Design and produce prints on paper and fabric selecting the

appropriate method and media

Create own printing blocks and experiment with hand carved blocks

Experiment with layering prints


Claywork

Design and create figures and objects using techniques covered in

KS2

Use skills to design and construct functional pieces of work

Textiles

Develop an awareness of the potential of the uses of material

Use different techniques, colours and textures etc when designing

and making a piece of work

3D

Explore how stimuli can be used to create 3D work with a

particular view on form, texture, pattern and colour

Look at form in a variety of genres and cultures and represent it

in their own work

Make imaginative use of knowledge and techniques, tools and

materials to produce own 3D work to express own feelings and

ideas

Create sculpture and constructions with increasing independence

COMPUTING


We are app planners

Switched On unit 6.1 – planning the creation of a mobile app


can provide multiple services, such as the world wide web; and

the opportunities they offer for communication and

Design and Technology

Solar powered turbines

Design

plan / draw arrangement of solar panels that allows electrical

current to flow most effectively into small motor

Make


collaboration.



content.








E-Safety

Consider the capabilities of smartphones and tablets, and how these

can be used purposefully. \they become aware of some of the

capabilities of these devices, including how they can be used to

record and share location information; chn consider some of the

implications of this. Chn use search engines safely and

effectively. Chn make use of their own smartphones or tablets

in school, considering how they do this safely and to good

effect.

Software – App inventor, TouchDevelop, Picasa Web, Prezi, Google

Drive, Google Forms, Geocaching, GarageBand. GitHub,

Esspresso Coding

We are project managers.

Switched On unit 6.2 – Developing project management skills.

Make solar turbine; test in sunlight

Evaluate

Does it work? Do panels need rearranging?


Solar panel / cell; circuit, motor, turbine, electrical current

Electrical buggies

Design

A vehicle that uses battery power, and can be controlled by a

switch

Make

A buggy, with a wooden frame, electrical motor attached to a

pulley using a cam belt, turning a wheeled axel.

Evaluate

The performance and construction of the buggy: straight line, low

friction, speed


series / parallel circuits, switch, motor spindle, pulley

K’nex building challenge

Pupils undertake a challenge using K’nex, where they must meet a

number of design and construction criteria.


Solve problems by decomposing them into smaller parts.











content.



E-Safety

Chn use online tools safely and effectively, considering hw they can

contribute positively to a shared project. Again, chn use search

engines

safely and effectively. They make use of online content, respecting

copyright conditions.

Software – Google Apps for education, Basecamp, e-books, Book

creator, Popplet.

We are market researchers

Tower Building

Chesterfield Urban Studies Centre based visit: pupils investigate

medieval building techniques.

Build It! Challenge, Kelham Island

Children meet a series of design challenges over a day.


Switched On unit 6.3 – Researching the app market









E-Safety

Chn show regard for the ethical and legal frameworks around

conducting interviews and online surveys, such as the need to

preserve anonymity and /or confidentiality. In conducting their

research, pupils need to act safely and responsibility, as well as

showing respect for those participating in the research.

Software – Movie Maker, imovie, Book Creator.

We are interface designers

Switched On unit 6.4 – Designing an interface for an app


including controlling or simulating physical systems; solve

problems by decomposing them into smaller parts.













content.

Recognise acceptable /unacceptable behaviour.

E-Safety

Chn need to think carefully about copyright in relation to both

sourcing and creating their own digital content and user interface

components for their apps.

Software – Justinmind, prototyper, Pencil Project, Sketchypad,

hopscotch, Google Drive.

We are app developers

Switched On unit 6.5 – Developing a simple mobile phone app


including controlling or simulating physical systems; solve

problems by decomposing them into smaller parts.











E-Safety

Chn need to consider how to use smartphones or tablets safely or

purposefully. Chn participating in online communities for either

of the development platforms need to do so in a safe,

responsible and respectful manner. The chn should also think

carefully about any safety implications of the apps they develop.

Software – App inventor, TouchDevelop, Codea, GitHub, Esspresso

Coding

We are marketers

Switched On unit 6.6 – Creating video and web copy for a mobile

phone

App.


can provide multiple services, such as the world wide web; and

the opportunities they offer for communication and


collaboration.



content.








content.

Recognise acceptable /unacceptable behaviour.

E-Safety

In marketing their app, the chn should concider the legal and

ethical frameworks around advertising across different media. They

should also think about the need to protect personal information

about themselves and other members of their group when marketing

their app. In creating websites for their apps, the pupils need to

consider the e-safety implications for the site’s users as well as

themselves.

Software – Publisher, WordPress, MovieMaker, iMovie, Shane,

Youtube, Blog, Dropbox, GitHub, Esspresso Coding.


PSHE

Pupils will be taught to:

work well in a group and can tell you what helps my group to

work well together (SEAL, New Beginnings)

demonstrate awareness that bullying can be done over the

internet and phone (Anti Bullying)

persist even when unsuccessful (SEAL, Going for Goals)

identify why laws are made and enforced, and the consequences

of breaking the law (Drugs Education, ‘Choices’ scheme,

Derbyshire HPS)


know who to turn to for help and advice (Child Protection – CEOP

materials).

understand how babies are made and born; understand that

pressure to conform to gender, body and relationship

stereotypes come from the media and peer pressure (SRE, Living

RE

I know what we can learn from religions about temptations. DAS

2.10

I can discuss how people who are different could share the

world's good things more fairly. DAS 2.14

I can explain why Easter is an important festival for Christians.

I can discuss the Jewish way of life DAS 2.9

Links with WW 2

I understand that while different people may hold different views

about what is ‘right’ and ‘wrong’, all people living in England are

subject to its law.





I understand British values of democracy, the rule of law,


and Growing, Unit 2, How Babies are Made’ and ‘How Babies are

Born’)

manage a budget (Money Skills, Barclays Bank)

individual liberty, and mutual respect and tolerance. (Include, as

appropriate for the age of pupils, material on the strengths,

advantages and disadvantages of democracy, and how democracy

and the law works in Britain, in contrast to other forms of

government in other countries)

Religion, family and community

2.14 What can be learned from the Muslim way of life?

2.15. How can we make our village/town/county a more respectful

place?

Beliefs in action in the world

2.16 Can religions help to build a fair world?

2.17 What do religions teach about the natural world and why

should we care about it?


GEOGRAPHY

Physical geography, including: climate zones, biomes and vegetation

belts

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)

Understand geographical similarities and differences through the

study of human and physical geography of a region within North or

South America

Human geography, including: economic activity including trade links,

and the distribution of natural resources including energy, food,

minerals and water


use maps, atlases, globes and digital/computer mapping to

locate countries and describe features studied

use the eight points of a compass, four figure grid

references, symbols and key (including the use of Ordnance

Survey maps) to build their knowledge of the United Kingdom.

(Whitehall)


physical features in the local area using a range of methods,

including graphs, and digital technologies. This is partly

taught through Brockwell Weather Station.

LANGUAGES





listen attentively to spoken language and show understanding

by joining in and responding


and rhymes and link the spelling, sound and meaning of

words



and help*



develop accurate pronunciation and intonation so that

others understand when they are reading aloud or using

familiar words and phrases*


audiences*

read carefully and show understanding of words, phrases

and simple writing

appreciate stories, songs, poems and rhymes in the language




write phrases from memory, and adapt these to create new


sentences, to express ideas clearly


writing

understand basic grammar appropriate to the language being

studied, including (where relevant): feminine, masculine and

neuter forms and the conjugation of high-frequency verbs;

key features and patterns of the language; how to apply

these, for instance, to build sentences; and how these

differ from or are similar to English.

Unit 19

Our school

Unit 20

The world about us

Unit 21

Then and now

Unit 22

Out and about

Unit 23

Creating a cafe

Unit 24

What’s in the news?


MUSIC









use and understand staff and other musical notations


and recorded music drawn from different traditions and from

great composers and musicians


To listen carefully, developing and demonstrating musical

understanding and increasing aural memory

To perform by ear and use notations and ICT to support creative

work

To compose their own instrumental and vocal music and perform

their own and others’compositions in ways that reflect their

meaning and intentions

,including recognising and making creative use of the way sounds can

be changed, organised, controlled and layered to develop melodic

and rhythmic phrases for effect including rhythmic or tuned

accompaniments to a main melody. This includes singing and playing

with increasing technical control, accuracy of pitch,expression and

PE


use running, jumping, throwing and catching in isolation and

in combination Athletics – Revise and Refine (prepare for Sportshall Athletics Competitions, Indoor Year 6 Competion and Sportsday) Circuit Training





TAG Rugby Resource Pack Invasion Games – Basketball – LCP (YRS 5/6) Unit 24 / Val Sabin – Unit 4 Invasion Games – Football - Invasion Games – Hockey – Striking and Fielding – Rounders – Game Play Striking and Fielding – Cricket - Chance to Shine



Year 6 Gymnastic Cards


Dance – The World of Sport – Unit


both individually and within a team Whitehall




awareness of breathing, diction, dynamics and phrasing as well as

communicating effectively with each other and their audience to

achieve an overall effect.

To describe and compare different kinds of music using appropriate

musical vocabulary.

See Music Express SOW 60 mins per week for one term:

Songwriter - [Exploring lyrics and melody]

A unit that develops children's ability to compose a song with an

awareness of the relationship between lyrics and melody.



The questions where possible should aim to focus on one or more of

the areas of learning.

Performances – Year Six leads our summer concert performing

annually to a wider audience.


choice.



Arena annually.



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