thornton primary school curriculum medium term planning

Thornton Primary School

Curriculum Medium Term Planning

Year:Term:

Challenge Question:

Artist Focus Scientist Focus Author Focus

Andy Goldsworthy William Harvey Malorie Blackman

Year 6Autumn 1What makes us tick?

https://www.google.co.uk/url?sa=i&rct=j&q=&esrc=s&source=images&cd=&cad=rja&uact=8&ved=2ahUKEwjn2qb299HeAhWDzIUKHROhAzMQjRx6BAgBEAU&url=https://www.amazon.co.uk/Pig-Heart-Boy-Malorie-Blackman/dp/055255166X&psig=AOvVaw1UWgs2TdBba90jAwilHJil&ust=1542217969962667

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Knowledge

History PE Art Music Computing

Science PSHE RE

To know that many of the early

civilizations gave much to the world, more specifically Ancient Maya.

Research a significant scientific

figure in history.

To work as a team to improve group tactics and gameplay.To play within the rules using blocking skills for shots and passes.Develop defensive skills.

Observe artwork from a different time period.Research an artist and create a piece of art inspired by their work.Specifically chose mediums to create art from nature.Respond to feedback.

Recognise notes on a stave.

Demonstrate rhythm and pulse.

Compose a piece of music using varying

notes and note lengths.

Perform a piece of composed music.

To create and

debug simple

programs.

To identify and name the main parts

of the human circulatory system, and describe the functions of the

heart, blood vessels and blood.

To know what is meant by a

healthy lifestyle?To explain what positively and

negatively affects their physical, mental and

emotional health.

To be able to compare religionsTo know how the Holy Bible and Qu’ran are used to guide livesTo know some of the different ways that religion makes sense of lifeTo start to know how religion can become part of our identity

Vocabulary

History PE Art Music Computing Science PSHE RE

Ancient Maya SacrificeFestival

Civilisation Ritual

WorshipGlyph

Chichen Itza

Control SpaceDefendAttack

Chest passBounce pass

Shoulder passOverhead pass

TeamworkFootwork

PivotBlocking

NaturePalette

Portfolio Tools

MediumsSculptureInfluence

StaveNote

RhythmBar

PulsePercussionInstrument Composition

Pitch

CrotchetQuaver

Crotchet RestMinim

ProgrammingLogical reasoning

AlgorithmVariableControlsDebug

Precise and unambiguous instructions

Coding Tinkering

Blood, heart, heart rate, circulation, oxygen, lungs, veins, arteries, cells, pulse rate, healthy diet, exercise, drugs, nutrients, water

LifestyleHealthy

Physical, mentaland emotional

wellbeing.Informed choices.Balanced lifestyle.

CharityHoly Bible

Qu’ran

IdentityFundamental

PurposeMorality



Skills

History PE Art Music Computing Science PSHE RE

To understand Ancient Maya

religion and why their gods were so important to them. To explore the ritual of human sacrifice.

To research and examine the works of William Harvey

and his contribution to science and the understanding of the circulatory

system.

Play in competitive games developing fluency in skills and

techniques.Work in collaboration to play using different

tactics.Compare the team’s performance against

others.

Why different tools have been used to create art and techniques used and how it has been influenced.Use feedback to make amendments and improvements.Understand why art can be very abstract and what message the artist is trying to convey.

Use and understand staff and other musical notations.

Play and perform in solo and ensemble contexts, using their voices and playing musical instruments with increasing accuracy, fluency, control and expression.

To explain how an algorithm works. To design, write and

debug a game about the

circulatory system

Explain how the circulatory system works and the role

the heart plays. Investigate the

effects of exercise on their pulse.

To be able to recognise

opportunities and develop the skills to make their own

choices and understanding

what might influence their

choices.

To summarise and interpret other religionsTo compare other religionsTo share their points of viewTo listen to other people’s points of viewTo make informed responses to people's values and commitments To express their views on some fundamental questions of identity, meaning, purpose and morality related to Christianity and other religions



Explanation

During this unit the class will find out about how the circulatory system works within the human body. They will specifically focus

upon the structure and workings of the heart. The children will use a software programme called ‘scratch’ to communicate their

findings by means of a simple programmed game.

We will also look at the life and contributions to science, of William Harvey and compare this to the beliefs of the Ancient Maya

civilisation of the human body.

Outdoor learning will be incorporated predominately through art and music lessons and the artist Andy Goldsworthy.



History – The Maya

Knowledge Vocabulary Skill

• To consider the similarities and differences between ancient religions and religions of today.

• To know about the beliefs and gods of the Ancient Maya.

• To understand the ritual of human sacrifice.

• To research William Harvey.

• To compare the Ancient Maya and our knowledge of the human body.

Ancient Maya, God, Festival

SacrificeArtefact

CivilisationRitual

WorshipGlyph

Chichen Itza

To know about a non-European society that provides contrasts with British history –Mayan civilization c. AD 900.

Conduct research in order to find similarities and differences between two or more periods of history.

To be aware that many of the early civilizations gave much to the world.

To learn to ask historical questions.

Week 1 Week 2 Week 3 Week 4 Week 5 Week 6

Maya launch. Fly to a mysterious destination giving clues and artefacts related to the Ancient Maya along the way. Where did the Ancient Maya live?

Timeline activity. When did the Ancient Maya civilization exist?Ancient Maya creation story – What did they believe and why? How did it influence their lives

Ancient Maya gods Ancient Maya sacrifice rituals and everyday life

Who is William Harvey? Create a fact file.Continue Ancient Maya everyday life (sports and food).

Compare what the Ancient Maya thought about the human body and what we know now thanks to William Harvey.


Curriculum Medium Term PlanningPE - Netball


To work as a team to improve group tactics and gameplay.

To play within the rules using blocking skills for shots and passes.

Develop defensive skills.

Control Space

DefendAttack

Chest passBounce pass

Shoulder passOverhead pass

TeamworkFootwork

PivotBlocking

• Play in competitive games developing fluency in skills and techniques.

• Work in collaboration to play using different tactics.• Compare the team’s performance against others.


Recap throwing and catching skills.

Apply skills in a game situation.

Practice marking the ball for a pass or a shot.

Umpire the 1m rule for marking the player with the ball within a game situation.

Identify positions around the D.

Explain the importance of being ‘free’ to help the GS and GA.

Play in an attacking game.

Describe what a rebound is.

Attempt rebounds as both attacker and defender in games.

Practice knocking the ball away from your opponent.

Chose when to catch and when to knock.

Explain why you either caught the ball or knocked it away.

Make choices about which pass to use.

Explain the reasoning behind the pass.

Play in competitive games as part of a team.


Curriculum Medium Term PlanningART – Andy Goldsworthy


• Use nature to create a colourpalette.

• Observe artwork from a different time period.

• Research an artist and the message behind their artwork.

• Create a piece of art inspired by studied artists and artwork.

• Specifically chose mediums to create art.

• Respond to feedback and make amendments and improvements.

NaturePalette

Portfolio Tools

MediumsSculptureInfluence

• Explain why different tools have been used to create art.• Explain why chosen specific techniques have been used.• Know how to use feedback to make amendments and

improvements.• Explain the style of art and how it has been influenced.• Understand why art can be very abstract and what message the

artist is trying to convey.


Nature’s colourpalette.

Examine how colourwas important to Ancient Maya people and how the made their paints/colours.

Outdoor Learning Lesson

Observe Maya art, how it is similar/different to modern artwork?

Most art had Maya glyphs – used to record events(zodiac).

Discuss what each image represents.

Research the artist Andy Goldsworthy and the tools he uses to create art.

How is his art similar/different to art from Ancient Maya?

Thinking about the messages/stories behind the artwork.

Think about an event in their lives that has meaning for them.

How could this be represented through art?

Create a portfolio of ideas of ways in which to tell their story.

Discuss how they can do this without the mediums of paint or pencils.

Go into the woods and create their sculpture to represent their chosen event.

Discuss and feedback as a class of each piece.

Take photographs for artbooks.

Note amendments personally for their artwork.


Go into the woods and recreate their artwork.

Use their reflections to make amendments/improvements.

Take photographs to document.



Curriculum Medium Term PlanningMUSIC - Notation


• Recognise notes on a stave.• Demonstrate rhythm and pulse. • Compose a piece of music using

varying notes.• Compose a piece of music using

varying notes and note lengths.• Apply knowledge of pitch to a

composed piece of music.• Perform a piece of composed

music.

Stave

NoteRhythm

BarPulse

PercussionInstrument Composition

Pitch CrotchetQuaver

Crotchet RestMinim

• Use and understand staff and other musical notations.

• Play and perform in solo and ensemble contexts, using their voices and playing musical instruments with increasing accuracy, fluency, control and expression.


Recap notes on a stave.

Apply this knowledge outside in the playground and arrange themselves on a stave to spell out words.

Record this on a written stave in their books.


Recap the musical name for each note length.

Use rhythm cards to help identify different lengths of notes. –note the about of notes in a bar.

Introduce a steady pulse in the background of the rhythm.

Compose own rhythm.

Musical instruments:Intro: Each table has a weather card – they are to chose the percussion instrument that represents their weather type.

Play their rhythm from last week using a chosen instrument.

Pair up and decide which instrument will play which note.

Perform

Introduce the boomwhackers.

Recognise that the higher up the stave the notes are, the higher pitched they sound.

Using the Crotchet note only the children are to compose a piece of music which includes 4 different note.

Perform

Consolidate note,lengths and composition.

Compose a piece of music which includes varying notes and lengths.

This is to be performed and assessed in next weeks lesson.

Performances of composed music.

Feedback from the audience.


Curriculum Medium Term PlanningRE - Can Christian Aid and Islamic Relief Change the World? (Zakat – Giving)


To know how some religions are similar and differentTo know and understand about some of the different beliefs within religionsTo start to understand why people do what they doTo know how the Holy Bible and Qu’ran are used to guide livesTo know some of the different ways that religion makes sense of lifeTo start to know how religion can become part of our identity

CharityHoly BibleQu’ran

IdentityFundamental

PurposeMorality

To be able to summarise and interpret other religionsTo be able to compare other religionsTo be able to share their points of viewTo be able to listen to other people’s points of viewTo be able to make informed responses to people's values and commitments (including religious ones) as a result of their learningTo be able to express their views on some fundamental questions of identity, meaning, purpose and morality related to Christianity and other religions


What is a charity?Why do we have charities?How do they help?How and why do people set up charities?

What is wrong with the world?

How can we make it a better place?

Interpretation ofquotes from the Holy Bible and the Quran.

How do you fundraise? What happens after you fundraise?Plan fundraising event.

Fundraising event! Charity Guest Speaker



Computing – We Are Adventure Gamers


• To know how to use the coding programme ‘Scratch.’

• To know the decomposed parts of a game.

• To design a game about the circulatory system.

• To know how to code and debug a programme.

• To present and evaluate a game.

ProgrammingLogical reasoning

AlgorithmVariableControlsDebug

Precise and unambiguous instructions

CodingTinkering

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


Tinkering Designing a game Coding Writing code and debugging

Complete games, prepare, practise and give presentations

Present and evaluate



Science – Circulatory System

Knowledge Vocabulary Skill / National Curriculum

• To label and understand the structure of the heart.

• How important is the heart for our wellbeing?

• How to keep our heart healthy. How serious is a heart defect?

• To plan a scientific investigation to investigate the relationship between our

pulse rate and exercise.

• To understand the function of our lungs and how to keep them healthy.

Blood, heart, lungs, exercise, healthy diet,

water

heart rate

circulation, oxygen, veins, arteries, cells, pulse rate, drugs,

nutrients, valve, transplant

Xenotransplantation, transgenics, capillaries

Identify and name the main parts of the human circulatory system.

Describe the function of the heart, blood vessels, blood and lungs.

Plan a scientific enquiry, control variables and measure accurate and precisely using a range of equipment. Recording data and results within a table.

Reporting and presenting findings from enquiries, including conclusions, causal relationships and explanations of and a degree of trust in results, in oral and written forms such as displays and other presentations.

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


What is the circulatory system?

What are features/function of the heart?

How important is the heart for our well being? How serious is a defective heart?

What is the relationship between our pulse and exercise?

What is blood made up of? What are the different blood types and how do you find out yours?

Why do we need to breathe? Understanding the structure and purpose of our respiratory system.



PSHE – Healthy Lifestyle


• To explain what is meant by a healthy lifestyle.

• To discuss what helps or hinders our health and wellbeing.

• To know how to look after our heart.

• To know how to make informed choices about our lifestyle.

• To know how and where to seek support and advice with stress or anxieties.

• To recognise that images do not always portray the truth, or the emotions of the people in them. They are a snapshot of reality.

LifestyleHealthy

Physical, mental and emotional wellbeing.Informed choices.Balanced lifestyle.

What is meant by a healthy lifestyle? Physical, mental and emotional wellbeing.

How to make informed choices about their physical health. -exercise, diet, sleep cycle.

To recognise when they need help and to develop the skills to ask for help.

To understand that they may experience conflicting emotions and when they might need to listen or overcome these.

To recognise how images in the media (and online) do not always reflect reality and can affect how people feel about themselves.

To be able to recognise opportunities and develop the skills to make their own choices and understanding what might influence their choices.


What is meant by a healthy lifestyle?

Physical health –linked to Science and the heart.

Mental Health Emotional Health Pressure to conform Peer Pressure



MFL - Notre école : Our School


• To know the French names for places in school

• To know how to tell the time on the hour

• To know the names of school subjects in French

• To know how to make statements about the school environment

• To know how to make statements about break time activities

• To know how their school day compares to a typical timings and timetable in a French speaking country

HeureMidi

MinuitDemieVoici

La sale de classeLa cour

La grande saleLa bibliotheque

La cuisine

• To be able to tell the time on the hour in French• To be able to ask and answer simple questions in

French• To be able to speak in sentences using familiar

vocabulary , phrases and basic language• To develop accurate intonation and pronunciation so

that others understand• To broaden their vocabulary and develop their ability to

understand new words• To start understanding basic grammar


Qu’elle heure est-il? Places in our schoolOu est…?

Places in our schoolVoici…

School Timetable School Timetable Breaktime

Year 6: Science

What I already know Do you have any knowledge about our heart, our blood or

our circulatory system? They should already know that the circulatory system helps

keep them alive and that the heart is one of the major organs inside their body

They should know that we need the right types and amounts of nutrition and that we get nutrition from what we eat.• We need exercise and a balanced diet to keep us healthyThey may have experience of giving blood or operations

What is most important

• It is important that the children understand how our

circulatory system works and that they can name

and

• Identify the components of blood and describe their

roles

• It is important they understand the structure and

purpose of our respiratory system

• It is important that they can draw, explain and

understand a diagram of the heart

What sensory connection can I make

• They may have experienced operations or

procedures in hospital.

• Some of the children may have had injections or had

to give blood.

• The children should be able to make a sensory

connection with being out of breath

after exercise.

What inference can I make

• How might it feel to have to go to hospital regularly?

• How might it feel to suffer from a heart defect?

• Children to appreciate how fortunate we are to be

well and healthy and how we can then continue to

be healthy and look after our bodies

(Link to Pig Heart Boy by Malorie Blackman)

.How can I synthesise this

• The children will take part in a science investigation to

show their scientific understanding

• The children will watch a heart dissection to

contribute towards their conclusive learning

How can I fix things I don’t understand

• What type of problem is stopping me understand the

diagram?

• How can I solve the problem that is stopping me?

• What techniques do I know, can I learn or can I use

to help me overcome a problem or

difficulty when working scientifically?

Year 6: History

What I already know What do the children knocw about any ancient

civilizations? What have you seen on television or read about different civilizations around the world?

Talk with the children the different studies they have covered in History already

Children should know that many civilizations around the world were far more advanced than we were in Britain

• The children should be able to build on theHistorical knowledge they have gained from previous years

What is most important

• It is important that the children understand

whereabouts in History the Mayan Civilization was

placed

• It is important that the children are able to place the

Mayan Civilization on a timeline

• It is important that the children understand

the Significance of sacrifice for the Ancient

Mayans

What sensory connection can I make

• That some things that we find beautiful and amazing

around us today, may not have differed much for the

Ancient Mayan people

• Imagine how it might feel to hold artefacts or

experience an Ancient Civilization

What inference can I make

• To be aware that many of the early civilizations gave

much to the world.

• To consider what the Ancient Mayan civilization gave

us and how that has contributed to our lives today

How can I synthesise this

• The children will be able to conduct research in order

to find similarities and differences between two or

more periods of history.

• The children will be able to ask questions of others

about the Ancient Mayan civilization and other

• Civilizations around the world

How can I fix things I don’t understand

• What type of problem is stopping me understand the

different aspects of ancient life?

• How can I solve the problem that is stopping me?

• What techniques do I know, can I

learn or can I use to help me

overcome a problem or difficulty when

working scientifically?



Music knowledge organiser

Circulatory system KS2 Knowledge Mat

Subject Specific

Vocabulary

Pre Learning Expectations Exciting Books/Diagram

• To know the changes as humans develop from birth to old age.

Blood Blood brings oxygen and nutrients to all parts of the body so they can keep working.

• To identify and name the organs of the digestive system

Heart The heart is a muscular organ which pumps blood through the circulatory system.

• To know the function of the organs in the digestive system

Circulation Orderly movement through a circuit. Themovement of blood through the vessels.

Sticky Knowledge aboutthe circulatory system.

Oxygen A chemical element found in the air that is necessary for life.

Identify and name the main parts of the human circulatory system Key Knowledge

Veins One of the blood vessels that carry the blood back to the heart.

Describe the function of the heart, blood vessels, blood and lungs

To label and understand the structure of the heart.

Nutrients A substance that is needed for healthy growth, development and functioning.

Plan a scientific enquiry, control variables and measure accurate and precisely using a range of equipment. Recording data and results within a table.

How important is the heart for our wellbeing?

Reporting and presenting findings from enquiries, including conclusions, causal relationships and explanations of and a degree of trust in results, in oral and written forms such as displays and other presentations.

How to keep our heart healthy. How serious is a heart defect?

Pulse rate The number of times the heart beats

per minute. Identifying scientific evidence that has been used to support

or refute ideas or arguments.To plan a scientific investigation to investigate the relationship between our pulse rate and exercise.

The Maya KS2 Knowledge Mat

Subject Specific Vocabulary

Pre Learning Expectations Exciting Books/Diagram

• To recall facts from the Ancient Egyptian civilisation.

artefact An object that is make by a person, such as a tool or decoration, especially one that is of historical interest.

• To recall some knowledge of the Greek civilisation and the impact on the western world.

Calendar A printed table showing all the days, weeks and months of the year.

Civilisation Human society which is organised. Sticky Knowledge about The

MayaDynasty A series of rulers or

leaders who are all from the same family, or a period when a country is ruled by them.

To consider the similarities and differences between ancient religions and religions of today. Key Knowledge

Maize Maize, also known as corn, is a cereal grain.

To know about the beliefs and gods of the Ancient Maya. To know about a non-European society that provides contrasts with British history –Mayan civilization c. AD 900.

Temple A building used for the worship of god, or gods in some religions.

To understand the ritual of human sacrifice. Conduct research in order to find similarities and differences between two or more periods of history.

To compare the Ancient Maya and our knowledge of modern civilisation.

To be aware that many of the early civilizations gave much to the world.

Tomb A large stone structure or

underground room where

someone, especially an important

person, is buried.

To learn to ask historical questions.

Empire A group of countries rules by a

thornton primary school curriculum medium term planning

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