YEAR 1/2 Cycle 1

AUTUMN SPRING SUMMER

BOOK HT1

The Owl who was Afraid of the Dark

Traditional Tales The Little Polar Bear

BOOK HT2

What I Like! In the Deep, Dark Wood Charlie and the Chocolate Factory

HT1 TOPIC WEEK

HISTORY: Significant individuals across time READING: Nonfiction, Beatrix Potter WRITING: Bullet points to present information MATHS: Statistics relating to people studied, Venn diagrams ART: Lowry, Beatrix Potter MUSIC: Handle linked songs, Matchstick Men

GEORGRAPHY: Our Local Area READING: Maps WRITING: Labelling MATHS: Distances HISTORY: People who have lived in this area GEOGRAPHY: Maps, atlases, globes, aerial photos, devise a map with a simple key ART: Observational drawings MUSIC: Traditional Geordie songs

HISTORY: Significant national events READING: Nonfiction, simple biographies WRITING: Biographies, bullet points to present information MATHS: Timeline GEOGRAPHY: Locating countries MUSIC: Songs linked to events studied

HT2 TOPIC WEEK

DT: Cooking – Biscuit making READING: Recipes, adverts WRITING: Instructions, recipes, adverts MATHS: Weight, capacity, money, time, fractions GEOGRPAHY: Foods of the world Christmas preparations: DT: Cards and calendars MUSIC: Christmas songs

GEORGRAPHY: UK and non European country comparison READING: Nonfiction, labels, lists WRITING: geographical vocabulary, writing about other countries ART: Art from a non European country

DT: 3D models of transport (linked to significant national events) READING: Nonfiction, instructions WRITING: Instructions, advert, evaluations MATHS: Measuring, shape, dimensions HISTORY: The invention of transport ART: Sketches of transport

RE ONGOING

Ideas about God in Christianity and Judaism Christmas and Hanukah

Judaism: The Torah and Shabbat Easter

Christian beliefs and practises Judaism beliefs and practices

PHSCE ONGOING

Settling in Healthy food and living

Friendship Looking after yourself

Emotions Changes

ICT ONGOING

E Safety– Hector’s World Basic Skills

E Safety Project on local area

E Safety Programming

PE ONGOING

SCIENCE ONGOING

Living things and their habitats Plants and animals Everyday materials

INFO STATION ONGOING

CURRENT AFFAIRS: What’s in the news? Investigate topics of interest. MATHS: Days, months, dates, time, timelines, temperatures. GEOGRAPHY: Where’s Wally? – travels round the world, research each country he visits. Cities, countries, continents, oceans. Maps, globes and fieldwork skills. Physical features of countries. Language and culture. Comparisons with other areas of the world. SCIENCE: Growing plants, weather investigations, scientific discoveries. MUSIC: Prokofief - Peter and the Wolf, Sans Saens – Carnival of the Animals ARTISTS: Lowry, artist of the month.

Year 3

Homework Project

Research on Skara Brae.

History

Late Neolithic hunter-gatherers and early farmers, for example, Skara Brae.

• Source analysis of hunter-gatherers • Look at civilisations at the same time

– what came before and after? • Change over time.

Geography

Human geography, including: types of settlement and land use, economic activity including trade links, and the distribution of natural resources including energy, food, minerals and water.

Use maps, atlases, globes and digital/computer mapping to locate countries and describe features studied.

• Locate areas such as Skara Brae • Case study of certain settlement • Look at continents • Hemispheres • Where would you place your own

settlement?

Art

Improve their mastery of art and design techniques, including drawing, painting and sculpture with a range of materials [for example, pencil, charcoal, paint, clay]

• Cave paintings (using and developing technique)

• Sketching using flint and adding detail

DT

Understand and apply the principles of a healthy and varied diet

Understand seasonality, and know where and how a variety of ingredients are grown, reared, caught and processed.

• Cooking – Healthy eating in farms

Writing Opportunities

Writing around the text (Stig of the dump)

Maths Opportunities

Place value through timelines Late Neolithic hunter-gatherers

Year 4

Homework Project

From materials given (from time period) design/think of something to make life easier (time traveller)

History

Bronze Age religion, technology and travel, for example, Stonehenge

• Bronze Age Religion • Technology and travel for example

Stonehenge.

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 land-use patterns; and understand how some of these aspects have changed over time.

Physical geography, including: climate zones, biomes and vegetation belts, rivers, mountains, volcanoes and earthquakes, and the water cycle

• Locate key sites. • Look at features of sites e.g. flat

areas. • Advantages/disadvantages of sites.

Art

Create sketches to record their observations and use them to review and revisit ideas.

Improve their mastery of art and design techniques, including sculpture with a range of materials

Sketch religious symbols from artefacts/secondary sources.

• Make a sculpture of Stonehenge.

DT

Use research and develop design criteria to inform the design of innovative, functional, appealing products that are fit for purpose, aimed at particular individuals or groups.

Generate, develop, model and communicate their ideas through discussion, annotated sketches, cross-sectional and exploded diagrams, prototypes, pattern pieces and computer-aided design

• How did Bronze Age people transport materials for Stonehenge?

• Make a form of transport.

Writing Opportunities

Non-chronological report Instructions for making Stonehenge Newspaper report – finding an artefact

Maths Opportunities

Speed- distance/time Weight

Year 5

Homework Project

Research

How did people survive in the Iron Age? (Survival guide)

History

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

Iron Age hill forts

• What is a tribal kingdom? • Where the farms are/what are their

purpose? • Exploring artefacts • Art and culture then vs now • How did the Iron Age people live? • What was life like in an Iron Age hill

fort?

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 land-use patterns; and understand how some of these aspects have changed over time.

Human geography, including: types of settlement and land use, economic activity including trade links, and the distribution of natural resources

• Name and locate countries • Human Geography of key sites. • Where were Iron Age hill forts set up

– why?

Art

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]

• Jewellery Patterns • Sketching • Pottery

DT

Select from and use a wider range of tools and equipment to perform practical tasks [for example, cutting, shaping, joining and finishing], accurately

Select from and use a wider range of materials and components, including construction materials, textiles and ingredients, according to their functional properties and aesthetic qualities

• Hill fort model (design) • Invent an outfit using the materials

available at the time. • Weaving (nature basket) build your

own – frame first.

Writing Opportunities

Raymond Briggs Non-fiction writing Chronological Newspaper report

Maths Opportunities

Sequencing, understanding timelines. Measuring distance, perimeter of weaving frame.

Year 6

Homework Project

Fact file – Ancient Egypt

Create your own mummy

Survival guide of Ancient Egypt.

History

The achievements of the earliest civilizations – an overview of where and when the first civilizations appeared and a depth study of one of the following: Ancient Sumer; The Indus Valley; Ancient Egypt; The Shang Dynasty of Ancient China

• Impact on us/world today. • Pharaohs • Gods/Goddesses • Positions within society • Mummifying using tomatoes. • Mystery of King Tutankhamen • Archaeologists • Artefacts • Empire of history • Overlap of Roman Empire and Egypt.

Geography

Physical geography, including: climate zones, biomes and vegetation belts, rivers, mountains, volcanoes and earthquakes, and the water cycle

• Where they lived. • River Nile – settlements around • Water cycle • Climate zones comparisons • Vegetation belt • Comparison of location • Facts of Egypt – physical and human.

Art

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]

Learn about great artists, architects and designers in history.

• Hieroglyphics • Design own tombs • Own mask to design and create.

DT

Apply their understanding of how to strengthen, stiffen and reinforce more complex structures.

Understand how key events and individuals in design and technology have helped shape the world

• Papyrus paper • Mini pyramid models • Make an Egyptian costume only

using materials they had at that time.

Writing Opportunities

The Egyptian Cinderella book/Aladdin Brochure – holiday attraction Horrible Histories Instructions – mummification.

Maths Opportunities

Pyramids/shape, space & measure, volume, area, perimeter Hieroglyphics – Own number system. Timelines.

Year 3 Romans

Homework Project

Different pictures/visual representations of J.C.

Mosaics, coins etc and interpret

History

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

Chronological order in relation to previous topics

Compare sources (positive/negative accounts)

Why did the invasion fail?

Time line

Biography of J.C.

Geography

Locate the world’s countries, using maps to focus on Europe (including the location of Russia) and North and South America, concentrating on their environmental regions, key physical and human characteristics, countries, and major cities.

Satellite images of Roman roads + paths of invasion

How did the Romans reach Britain?

Where was the best place to cross the water? (look at the seasons + different weather conditions )

Art

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]

Great artists, architects and designers in history.

Mosaics Roman Road

DT

Use research and develop design criteria to inform the design of innovative, functional, appealing products that are fit for purpose,

aimed at particular individuals or groups Evaluate their ideas and products against their own design criteria and consider the

views of others to improve their work Make models of weapons of the invasion (eg. Shields, boats) How did the Romans reach Britain?

Writing Opportunities

Debate – hot seating Write love letters to Cleopatra (or poem) Inside/outside character description of J.C. Drama – conscience alley

Maths Opportunities

Problem solving Roman Numerals coordinates? (play battleships) Create your own board game.

Year 4 Romans

Homework Project

Make a Shield

History

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

Successful invasion by Claudius and conquest, including Hadrian’s Wall

Power of the Roman army – including weapons and punishment.

Roman soldier’s amour, weapons and dress.

Trip Vindolanda

Hadrian’s Wall project

Geography

Locate the world’s countries, using maps to focus on Europe (including the location of Russia) concentrating on their environmental regions, key physical and human characteristics, countries, and major cities. 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 land-use patterns; and understand how some of these aspects have changed over time. Countries Romans invaded.

Map the route army took.

Did they go Russia?

Why did or didn’t they go?

Art

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]

Draw Roman Soldier

Mosaics - playdoh

DT

Select from and use a wider range of tools and equipment to perform practical tasks [for example, cutting, shaping, joining and finishing], accurately

Build Hadrian’s Wall using clay

Writing Opportunities

Retell Invasion Soldier monologue

Maths Opportunities

Roman Numerals Timelines

Year 5 Romans

Homework Project

Make a model (chariot)

History

British resistance, for example, Boudica.

Biography

The trial of Boudica- exploring sources & evidence

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 land-use patterns; and understand how some of these aspects have changed over time.

Human geography, including: types of settlement and land use, economic activity including trade links, and the distribution of natural resources

Look at countries within the UK.

Which did the Romans try to invade – why?

Look at topographical features hindering invasion.

Art

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]

Mosaics vase

DT

Understand and use electrical systems in their products [for example, series circuits incorporating switches, bulbs, buzzers and motors

Apply their understanding of how to strengthen, stiffen and reinforce more complex structures]

Understand seasonality, and know where and how a variety of ingredients are grown, reared, caught and processed.

Make a chariot-How can we make it move/motorised?

Make a Roman apple cake.

Writing Opportunities

A day in the life comic strip Maths Opportunities

Roman Numerals Area + Perimeter problems

Year 6 Romans

Homework Project

Hadrian’s wall poster.

History

‘Romanisation’ of Britain: sites such as Caerwent and the impact of technology, culture and beliefs, including early Christianity.

Roman Timeline

Battles of Britain

Homes and Beliefs of Romans

Dress of Romans

Rules & Society of Romans

What is still around that the Romans created?

Geography

Understand geographical similarities and differences through the study of human and physical geography of a region of the United Kingdom, a region in a European country, and a region in North or South America

Human geography, including: types of settlement and land use, economic activity including trade links, and the distribution of natural resources including energy, food, minerals and water

Use maps, atlases, globes and digital/computer mapping to locate countries and describe features studied

Map of Roman invasion

Roman Settlement

Hadrians wall/Vindolanda/Segendum

Italy vs England geographical similarities and differences.

Art

To create sketch books to record their observations and use them to review and revisit ideas Shield Decorating Draw Roman outfits – first week then revisit on last week. Is there anything to add?

DT

Use research and develop design criteria to inform the design of innovative, functional, appealing products that are fit for purpose, aimed at particular individuals or groups

Investigate and analyse a range of existing products

Mosaic making

Build a wall

Design a shield

Writing Opportunities

Soldier diary Report on Roman Britain

Maths Opportunities

Roman numerals Measuring Perimeter& area

Year 3 Anglo-Saxons and Scots

Homework Project

Wanted poster – Anglo Saxons

Rune poster

History

Scots invasions from Ireland to north Britain (now Scotland)

Timeline of invasions of Scotland + France

Saxon villages

Kings and Queens of Anglo Saxons

Case study of Hastings

Runes

Geography

Understand geographical similarities and differences through the study of human and physical geography of a region of the United Kingdom, a region in a European country, and a region in North or South America

Map of invasion

Where did they invade from?

Look at England + Scotland (was north England)

Art

To create sketch books to record their observations and use them to review and revisit ideas

Shields – review and revisit through-out topic.

Brooch design

Futhorc writing

DT

Investigate and analyse a range of existing products

Select from and use a wider range of materials and components, including construction materials and textiles, according to their functional properties and aesthetic qualities

Make jewellery / kilt weaving

Writing Opportunities

Newspaper on invasion

Riddles/Report on History

Battle of Hasting sequence

Maths Opportunities

Distances Money (coins, etc.)

Year 4 Anglo-Saxons and Scots

Homework Project

Images of Roman/ Anglo-Saxon and Scot

How they are different?- or Venn diagram ( what overlaps?)

History

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

Why did the Romans withdraw from Britain and go back to Italy?

Impact of the Romans – what did they behind (discuss most important)

Understand where and how the Anglo-Saxons lived.

Understand the Anglo-Saxon Religion and beliefs.

The King Authur story

Understand the mystery of Sutton Hoo.

Geography Understand geographical similarities and differences through the study of human and physical geography of a region of the United Kingdom, a region in a European country, and a region in North or South America

Human geography, including: types of settlement and land use, economic activity including trade links, and the distribution of natural resources including energy, food, minerals and water

Use maps, atlases, globes and digital/computer mapping to locate countries and describe features studied

Focus on physical geography of the Northeast, Roman comparison to now.

Understand where the Saxons came from.

Understand the locations of the Saxon Kingdoms and settlements.

Art

Learn about great artists, architects and designers in history.

Tribal art (tartan, shields, code of arms)

Compare Roman + Anglo Saxon jewellery/pots.

Drama – fictional meeting between a Roman + Anglo Saxon/Scot

DT

Understand and use mechanical systems in their products [for example, gears, pulleys, cams, levers and linkages]

Apply their understanding of how to strengthen, stiffen and reinforce more complex structures

Horse and carts, investigate, create wheels

(Discuss + explore which materials would have been available? Compare to modern wheels)

Writing Opportunities

Beowulf- writing Non-fiction – write play script

Maths Opportunities

Link to coins and trade (incl. problem solving)

Year 5 Anglo-Saxons and Scots

Homework Project

Bede

History

Anglo-Saxon invasions, settlements and kingdoms: place names and village life

Anglo-Saxon art and culture

Why did they invade?

Where did they settle? 7 kingdoms

Saxon grave

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 land-use patterns; and understand how some of these aspects have changed over time.

Human geography, including: types of settlement and land use, economic activity including trade links, and the distribution of natural resources

Locate Anglo Saxon named towns on a map

Art

Illuminated lettering

DT

Design § use research and develop design criteria to inform the design of innovative, functional, appealing products that are fit for purpose, aimed at particular

individuals or groups

Make § select from and use a wider range of tools and equipment to perform practical tasks [for

example, cutting, shaping, joining and finishing], accurately § select from and use a wider range of materials and components, including construction

materials, textiles and ingredients, according to their functional properties and aesthetic qualities

Evaluate § evaluate their ideas and products against their own design criteria and consider the views of

others to improve their work

Technical knowledge § apply their understanding of how to strengthen, stiffen and reinforce more

complex structures

Make a model of an Anglo-Saxon house

Writing Opportunities

Maths Opportunities

Year 6 Anglo-Saxons and Scots

Homework Project

Research it Durham Cathedral

Helmet

History

Christian conversion – why?

Canterbury, Iona and Lindisfarne

Importance of these within religion.

St Cuthbert/St Bede

Isles of Scotland

Biography-religion history-monks

Geography

Understand geographical similarities and differences through the study of human

and physical geography of a region of the United Kingdom, a region in a European country, and a region in North or South

America

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

Journey of St Cuthbert to Lindisfarne/Durham

History/Geography of this – compare region of Scotland/Scottish Isles.

Art

About great artists, architects and designers in history.

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]

Clay broach Stained glass windows Stone

DT

Generate, develop, model and communicate their ideas through discussion, annotated sketches, cross-sectional and exploded diagrams, prototypes, pattern pieces and computer-aided design

Understand and use mechanical systems in their products [for example, gears, pulleys, cams, levers and linkages]

Apply their understanding of how to strengthen, stiffen and reinforce more complex structures

Designs for clay broach Design shields/weapons Design church/chapel Carry person in the graves by Monks

Writing Opportunities

Canterbury Tales Battle of Hastings Re-enactment of battle

Maths Opportunities

Dates Timelines