Year Six Post Covid Curriculum Recovery
Sequential, Purposeful and Spiritual Curriculum PlannerLearning that will require greater time to recover due to missed learning during school closure.
Consideration that children had a prolonged period out of school and retention of previously taught objectives must be factored into teaching and learning.
Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2Theme Anglo-Saxons & The Vikings Earthquakes Water Our Locality
R.E. The Kingdom of God
Kingdom of God, kingship, rule,
parables, miracles, values, invitation, everyone, forgive,
‘Our Father’, sacrament, Baptism,
commitment, compassion, nature,
disease, death
KNOWLEDGE SEQUENCE
What the Kingdom of God is like (two main beliefs: Jesus came to make the world
morelike heaven [to
establish God’s rule on earth] and K of G
is heaven = Jesus came to get
people into heaven. These two beliefs
seen in the parables and miracles
How to respond to their own invitation.A range of parables
Justice
Justice, injustice, truth, fairness, right, compassion,
reconciliation, refugees, prophet,
CAFOD, Elijah, John the Baptist, Oscar Romero,
Advent, wreath, Christmas
KNOWLEDGE SEQUENCE
Justice starts with each one of us
God called the prophets from the Old Testament and that
they spoke out against injustice.
The different ways in which they responded
and that some prophets were
persecutedbecause they spoke
out.Christians are called to
work for justice.Advent is the time
before Christmas when
Exploring the Mass
Pass over, slaves, plagues, Egypt, lamb, sacrifice, meal, bread, wine, Last Supper, my
body,my blood, lamb of God,
Temple, altar, penitential rite, liturgy of the Word,
liturgy of theEucharist, offertory, consecration, holy
communion, tabernacle, sanctuary lamp
KNOWLEDGE SEQUENCEThe links between the
story of the Passover, the Last Supper and the
Eucharist.What the New Covenant
means to us.The different parts of the Mass and understand the
importance of each aspect.
That Christ is present in the Blessed Sacrament.
What happens to the bread and wine at the
Consecration. The importance of the
Y5 topic missed, Life in the Risen Lord. Pre-
teaching required around the religious
reasoning of why Jesus died and rose again.
Jesus the Messiah
Son of God, nature, healing, miracle,
Messiah, Holy Week, Palm Sunday, Holy
Thursday,Last Supper, trial,
Good Friday, Pilate, Romans, crucifixion,
Sabbath, resurrection
KNOWLEDGE SEQUENCE
The miracles Jesus performed led many
to believe he was God’s Son
The actions and teachings of Jesus led
some people – particularly the
religious authorities -to oppose him
That Jesus is truly God
Called to Serve
Called, serve, Jesus, teaching, example,
follow, love, parable, unique, chosen, mission,
gifts,talents, Holy Spirit,
Confirmation, promises, commitment, vocation.
KNOWLEDGE SEQUENCEThat Through Jesus’
teaching, and the way he lived, Jesus is an
example of service toothers.
That God has given us all gifts and talents and we are to use these in
the service of himand his people.
We receive the gifts of Holy Spirit in a special
way through the Sacrament ofConfirmation.
The decisions people make are informed by
beliefs and virtues.
Y5 topic missed, Work of the Apostles. Examples of early Christianity and their mission required as pre-
teaching.
Faith in Action
God’s Image, Creation, Person, Dignity, Respect, Golden Rule, Stewardship,
Commitment,Church, Body of Christ,
Diversity, Equality, Fairtrade, Solidarity,
Mercy
KNOWLEDGE SEQUENCEGod made each person in his image so every
life is importantWe belong to families,
communities and countries
When we belong, we have rights,
responsibilities and commitments
The Church is a community
One important image of the Church is that it is
and understand their meaning.
A range of miracles and that they
strengthen faith in those who do the
Father’s work.The importance of the continued work of the Kingdom in
today’s world.
we prepare to celebrate the coming
of Jesus asthe fulfilment of our
hope.We cannot fully understand the mystery of the
incarnation but we can believe by faith.
Eucharist to Catholic belief.
and truly humanMessiah is a Jewish
beliefThe Jewish and early
Christian idea of Messiah were differentJesus showed he was
the Messiah in different ways.
The significance of the entry into Jerusalem-
Christ as a King.About the events of
Holy WeekAbout the ceremonies in church during Holy
Week. That the
resurrection is the crowning truth of our
faith in Him.
the Body of ChristBody of Christ: one
people united by belief in Christ as saviour
The world is one community with lots of
diversity, like the Church
The world is full of inequality, Christians
are called to help those in need
Solidarity is a virtue that sees all people as brothers and sisters who depend on
eachother for everything
Performing the Works of Mercy is a good way to
practise solidarity
Other Faiths
Hinduism – Signs and symbols Hinduism – Places of worship Hinduism - Festivals
PHSE & RSE
Drug, Alcohol and Tobacco education Identity, Society and Equality Mental Health and Emotional Wellbeing
RSE
MindMate Feeling Good and Being Me
Friends and Family Life Changes Strong Emotions Being the Same and Being Different
English Cold writing task to assess where children’s areas to develop and strengths are following school closure.
By the end of Y6 to know and understand the following: modal verb, relative pronoun, relative clause, parenthesis, bracket, dash, cohesion, ambiguity, subjunctive form,
By the end of Y6 to know and understand the following: modal verb, relative pronoun, relative clause, parenthesis, bracket, dash, cohesion, ambiguity, subjunctive form, active and passive voice
Spelling & TranscriptionEnsure chd know all of the spelling rules listed in N.C Appendix one (link at bottom) for Y6 rules in A2. Focus on spelling changes linked to
By the end of Y6 to know and understand the following: modal verb, relative pronoun, relative clause, parenthesis, bracket, dash, cohesion, ambiguity, subjunctive form, active and passive voice
Spelling & TranscriptionEnsure chd know all of the spelling rules listed in N.C Appendix one (link at bottom) for Y6 rules in A2. Focus on spelling changes linked to suffixes, tense changes and letter rules.
Prefixes & Suffixes:
By the end of Y6 to know and understand the following: modal verb, relative pronoun, relative clause, parenthesis, bracket, dash, cohesion, ambiguity, subjunctive form, active and passive voice
Spelling & TranscriptionEnsure chd know all of the spelling rules listed in N.C Appendix one (link at bottom) for Y6 rules in A2. Focus on spelling
By the end of Y6 to know and understand the following: modal verb, relative pronoun, relative clause, parenthesis, bracket, dash, cohesion, ambiguity, subjunctive form, active and passive voice
Spelling & TranscriptionEnsure chd know all of the spelling rules listed in N.C Appendix one (link at bottom) for Y6 rules in A2. Focus on spelling
By the end of Y6 to know and understand the following: modal verb, relative pronoun, relative clause, parenthesis, bracket, dash, cohesion, ambiguity, subjunctive form, active and passive voice
Spelling & TranscriptionEnsure chd know all of the spelling rules listed in N.C Appendix one (link at bottom) for Y6 rules in A2. Focus on spelling changes linked to suffixes, tense changes and letter rules.
active and passive voice
Spelling & TranscriptionEnsure chd know all of the spelling rules listed in N.C Appendix one (link at bottom) for Y6 rules in A2. Focus on spelling changes linked to suffixes, tense changes and letter rules.
Prefixes & Suffixes: Prefixes
Use all prefixes including those that use a hyphen
Suffixes -Use all
suffixes and be able to spell words when the suffix changes
Add suffixes beginning with vowel letters to words ending in fer e.g. Refer > refereePrefer > Preference
Morphology word and
sentence play
suffixes, tense changes and letter rules.
Prefixes & Suffixes: Prefixes
Use all prefixes including those that use a hyphen
Suffixes -Use all suffixes and
be able to spell words when the suffix changes
Add suffixes beginning with vowel letters to words ending in fer e.g. Refer > refereePrefer > Preference
Morphology word and sentence play with root words,
suffixes and prefixes
Creation of compound words using two words
combined. Use of etymology to
create word families from root
words using prefixes and
suffixes. Understanding of the origin of those
root words. Silent letters : Be
able tp spell words with silent letters
Homophones: Understand the
Prefixes Use all prefixes
including those that use a hyphen
Suffixes -Use all suffixes and be
able to spell words when the suffix changes
Add suffixes beginning with vowel letters to words ending in fer e.g. Refer > refereePrefer > Preference
Morphology word and sentence play with root words, suffixes
and prefixes Creation of compound
words using two words combined.
Use of etymology to create word families
from root words using prefixes and suffixes. Understanding of the origin of those root
words. Silent letters : Be able
tp spell words with silent letters
Homophones: Understand the
alternate meaning and spellings for
homophones.
Dictionary skills Use the first three and four letters of a word to find its meaning in a dictionary.
changes linked to suffixes, tense changes and letter rules.
Prefixes & Suffixes: Prefixes
Use all prefixes including those that use a hyphen
Suffixes -Use all suffixes
and be able to spell words when the suffix changes
Add suffixes beginning with vowel letters to words ending in fer e.g. Refer > refereePrefer > Preference
Morphology word and sentence play with root words,
suffixes and prefixes
Creation of compound words using two words
combined. Use of etymology
to create word families from root
words using prefixes and
suffixes. Understanding of the origin of those
root words. Silent letters : Be
able tp spell words with silent letters
Homophones:
changes linked to suffixes, tense changes and letter rules.
Prefixes & Suffixes: Prefixes
Use all prefixes including those that use a hyphen
Suffixes -Use all suffixes
and be able to spell words when the suffix changes
Add suffixes beginning with vowel letters to words ending in fer e.g. Refer > refereePrefer > Preference
Morphology word and sentence play with root words,
suffixes and prefixes
Creation of compound words using two words
combined. Use of etymology
to create word families from root
words using prefixes and
suffixes. Understanding of the origin of those
root words. Silent letters : Be
able tp spell words with silent
letters
Prefixes & Suffixes: Prefixes
Use all prefixes including those that use a hyphen
Suffixes -Use all suffixes and
be able to spell words when the suffix changes
Add suffixes beginning with vowel letters to words ending in fer e.g. Refer > refereePrefer > Preference
Morphology word and sentence play with root words,
suffixes and prefixes Creation of compound words using two words
combined. Use of etymology to
create word families from root words
using prefixes and suffixes.
Understanding of the origin of those
root words. Silent letters : Be
able tp spell words with silent letters
Homophones: Understand the
alternate meaning and spellings for
homophones.
with root words, suffixes and prefixes
Creation of compound
words using two words combined.
Use of etymology to create word families from root words
using prefixes and suffixes.
Understanding of the origin of
those root words.
Silent letters : Be able tp spell words with silent
letters
Homophones: Understand
the alternate meaning and spellings for
homophones.
Dictionary skills
Use the first three and four letters of a word to find its meaning in a dictionary.
Handwriting Use diagonal and
horizontal strokes to join all joined
letters in the handwriting
scheme.
alternate meaning and spellings for
homophones.
Dictionary skills Use the first three and four letters of a word to find its meaning in a dictionary.
Handwriting Use diagonal and
horizontal strokes to join all joined letters in
the handwriting scheme.
Write quickly and fluently for different purposes including
note taking.
CompositionTo use the plan> draft> edit & evaluate> proof read> neat write model
to create a finished piece of work. Elements of this can be used individually
or can be combined. Vocabulary
To use the relevant curricular linked
vocabulary to their topic areas
Competently use a thesaurus to choose
a word that suits the context and enhances the
phrase Experiment with the
manipulation of vocabulary for
effect Grammar
Re-read their own work and be able to identify if
Handwriting Use diagonal and
horizontal strokes to join all joined letters in the handwriting scheme.
Write quickly and fluently for different purposes including note taking.
CompositionTo use the plan> draft> edit
& evaluate> proof read> neat write model to create a
finished piece of work. Elements of this can be used
individually or can be combined.
Vocabulary To use the relevant
curricular linked vocabulary to their
topic areas Competently use a
thesaurus to choose a word that suits the
context and enhances the phrase
Experiment with the manipulation of
vocabulary for effect Grammar
Re-read their own work and be able to identify if it isn’t grammatically accurate and make the necessary changes
where needed. Q: ‘Does it make sense?’
Use co-ordinating (or, and, but) and subordinating (because, if) conjunctions to join clauses.
Understand possessive pronouns and know why these don’t have apostrophes.
Understand different
Understand the alternate meaning and spellings for
homophones.
Dictionary skills Use the first three and four letters of a word to find its meaning in a dictionary.
Handwriting Use diagonal and
horizontal strokes to join all joined letters in
the handwriting scheme.
Write quickly and fluently for different purposes including
note taking.
CompositionTo use the plan> draft> edit & evaluate> proof read> neat write model
to create a finished piece of work. Elements of this can be used individually
or can be combined. Vocabulary
To use the relevant curricular linked
vocabulary to their topic areas
Competently use a thesaurus to
choose a word that suits the context and enhances the
phrase Experiment with
the manipulation of vocabulary for
effect Grammar
Re-read their own work
Homophones: Understand the
alternate meaning and spellings for
homophones.
Dictionary skills Use the first three and four letters of a word to find its meaning in a dictionary.
Handwriting Use diagonal and
horizontal strokes to join all joined letters in the handwriting
scheme. Write quickly and
fluently for different purposes including
note taking.
CompositionTo use the plan> draft> edit & evaluate> proof read> neat write model
to create a finished piece of work. Elements
of this can be used individually or can be
combined. Vocabulary To use the
relevant curricular linked vocabulary
to their topic areas Competently use a
thesaurus to choose a word that suits the context and
enhances the phrase
Experiment with the manipulation of vocabulary for
Dictionary skills Use the first three and four letters of a word to find its meaning in a dictionary.
Handwriting Use diagonal and
horizontal strokes to join all joined letters in
the handwriting scheme.
Write quickly and fluently for different
purposes including note taking.
CompositionTo use the plan> draft> edit & evaluate> proof
read> neat write model to create a finished piece of work. Elements of this can be used individually or can
be combined. Vocabulary
To use the relevant curricular linked
vocabulary to their topic areas
Competently use a thesaurus to choose a word that suits the
context and enhances the phrase
Experiment with the manipulation of
vocabulary for effect Grammar
Re-read their own work and be able to identify if it
isn’t grammatically accurate and make the
necessary changes where needed.
Q: ‘Does it make sense?’Use co-ordinating (or, and, but) and subordinating
Write quickly and fluently for different purposes
including note taking.
CompositionTo use the plan>
draft> edit & evaluate> proof read> neat write model to create a finished piece of
work. Elements of this can be used
individually or can be combined. Vocabulary To use the
relevant curricular
linked vocabulary to
their topic areas
Competently use a
thesaurus to choose a word that suits the context and
enhances the phrase
Experiment with the
manipulation of vocabulary
for effect Grammar
Re-read their own work and be able to
identify if it isn’t grammatically
accurate and make the necessary changes where
needed. Q: ‘Does it make
it isn’t grammatically accurate and make the
necessary changes where needed.
Q: ‘Does it make sense?’Use co-ordinating (or, and, but) and subordinating (because, if) conjunctions to join clauses.
Understand possessive pronouns and know why these don’t have apostrophes.
Understand different sentence types and how to define them: question/ command/ statement/ exclamation.
Use expanded noun phrases to describe a noun. Be able to find the adjective & noun within the phrase. Apply these at sentence level.
Use paragraphs to organise ideas in their writing.
Use pronouns to avoid repetition.
Understand and use relative pronouns & clauses.
Use modal verbs to show degree of possibility.
Idenity where the subjunctive form has been used within a text.
Understand how the active and passive voice
sentence types and how to define them: question/ command/ statement/ exclamation.
Use expanded noun phrases to describe a noun. Be able to find the adjective & noun within the phrase. Apply these at sentence level.
Use paragraphs to organise ideas in their writing.
Use pronouns to avoid repetition.
Understand and use relative pronouns & clauses.
Use modal verbs to show degree of possibility.
Idenity where the subjunctive form has been used within a text.
Understand how the active and passive voice changes the context of a sentence.
Experiment with the manipulation of grammar for formality and tone.
Punctuation To know and understand how to use the following punctuation marks in a
variety of written formats: full stop, capital letters to
start a sentence & for proper nouns, exclamation marks,
question marks, speech marks, commas in lists and
apostrophes to mark possession and contractions.
and be able to identify if it isn’t grammatically
accurate and make the necessary changes where
needed. Q: ‘Does it make sense?’Use co-ordinating (or, and, but) and subordinating (because, if) conjunctions to join clauses.
Understand possessive pronouns and know why these don’t have apostrophes.
Understand different sentence types and how to define them: question/ command/ statement/ exclamation.
Use expanded noun phrases to describe a noun. Be able to find the adjective & noun within the phrase. Apply these at sentence level.
Use paragraphs to organise ideas in their writing.
Use pronouns to avoid repetition.
Understand and use relative pronouns & clauses.
Use modal verbs to show degree of possibility.
Idenity where the subjunctive form has been used within a text.
Understand how the
effect Grammar
Re-read their own work and be able to identify if
it isn’t grammatically accurate and make the
necessary changes where needed.
Q: ‘Does it make sense?’Use co-ordinating (or, and, but) and subordinating (because, if) conjunctions to join clauses.
Understand possessive pronouns and know why these don’t have apostrophes.
Understand different sentence types and how to define them: question/ command/ statement/ exclamation.
Use expanded noun phrases to describe a noun. Be able to find the adjective & noun within the phrase. Apply these at sentence level.
Use paragraphs to organise ideas in their writing.
Use pronouns to avoid repetition.
Understand and use relative pronouns & clauses.
Use modal verbs to show degree of possibility.
Idenity where the
(because, if) conjunctions to join clauses.
Understand possessive pronouns and know why these don’t have apostrophes.
Understand different sentence types and how to define them: question/ command/ statement/ exclamation.
Use expanded noun phrases to describe a noun. Be able to find the adjective & noun within the phrase. Apply these at sentence level.
Use paragraphs to organise ideas in their writing.
Use pronouns to avoid repetition.
Understand and use relative pronouns & clauses.
Use modal verbs to show degree of possibility.
Idenity where the subjunctive form has been used within a text.
Understand how the active and passive voice changes the context of a sentence.
Experiment with the manipulation of grammar for formality and tone.
sense?’Use co-ordinating (or, and, but) and subordinating (because, if) conjunctions to join clauses.
Understand possessive pronouns and know why these don’t have apostrophes.
Understand different sentence types and how to define them: question/ command/ statement/ exclamation.
Use expanded noun phrases to describe a noun. Be able to find the adjective & noun within the phrase. Apply these at sentence level.
Use paragraphs to organise ideas in their writing.
Use pronouns to avoid repetition.
Understand and use relative pronouns & clauses.
Use modal verbs to show degree of possibility.
Idenity where the subjunctive form has been used within a text.
changes the context of a sentence.
Experiment with the manipulation of grammar for formality and tone.
Punctuation To know and understand how to use the following punctuation marks in a
variety of written formats:
full stop, capital letters to start a sentence & for
proper nouns, exclamation marks,
question marks, speech marks, commas in lists
and apostrophes to mark possession and contractions.
Use a colon to introduce a list.
Use bullet points within a list of items in formats
that require it. Use the apostrophe for
possession in both regular and irregular
(children, mice) words.Brackets for parenthesis. Commas to separate a main and subordinate
clause. Use commas after fronted adverbials.
Use the correct punctuation within
speech for reporting clauses (comma after the
reporting clause). Use commas for clarity
within a sentence. Use hyphens for clarity in
writing. Begin to use colons &
Use a colon to introduce a list.
Use bullet points within a list of items in formats that
require it. Use the apostrophe for
possession in both regular and irregular (children,
mice) words.Brackets for parenthesis.
Commas to separate a main and subordinate clause.
Use commas after fronted adverbials.
Use the correct punctuation within speech for reporting clauses (comma after the
reporting clause). Use commas for clarity
within a sentence. Use hyphens for clarity in
writing. Begin to use colons & semi-colons to mark the boundary between clauses.
Text Type
The Highwayman – poetry The Piano – characterization/role play/how music and pictures work together Diary writingLetter writing – formal and informal
active and passive voice changes the context of a sentence.
Experiment with the manipulation of grammar for formality and tone.
Punctuation To know and understand how to use the following punctuation marks in a
variety of written formats:
full stop, capital letters to start a sentence & for
proper nouns, exclamation marks,
question marks, speech marks, commas in lists
and apostrophes to mark possession and contractions.
Use a colon to introduce a list.
Use bullet points within a list of items in formats
that require it. Use the apostrophe for
possession in both regular and irregular
(children, mice) words.Brackets for parenthesis. Commas to separate a main and subordinate
clause. Use commas after fronted adverbials.
Use the correct punctuation within
speech for reporting clauses (comma after the
reporting clause). Use commas for clarity
within a sentence. Use hyphens for clarity in
writing.
subjunctive form has been used within a text.
Understand how the active and passive voice changes the context of a sentence.
Experiment with the manipulation of grammar for formality and tone.
Punctuation To know and understand how to use the following punctuation marks in a
variety of written formats:
full stop, capital letters to start a sentence & for
proper nouns, exclamation marks,
question marks, speech marks, commas in lists
and apostrophes to mark possession and
contractions.Use a colon to introduce
a list.Use bullet points within a list of items in formats
that require it. Use the apostrophe for
possession in both regular and irregular
(children, mice) words.Brackets for parenthesis.
Commas to separate a main and subordinate
clause. Use commas after fronted adverbials.
Use the correct punctuation within
speech for reporting
Punctuation To know and understand how to use the following punctuation marks in a
variety of written formats: full stop, capital letters to
start a sentence & for proper nouns, exclamation
marks, question marks, speech marks, commas in lists and apostrophes to
mark possession and contractions.
Use a colon to introduce a list.
Use bullet points within a list of items in formats
that require it. Use the apostrophe for
possession in both regular and irregular (children,
mice) words.Brackets for parenthesis. Commas to separate a main and subordinate
clause. Use commas after fronted
adverbials. Use the correct
punctuation within speech for reporting clauses
(comma after the reporting clause).
Use commas for clarity within a sentence.
Use hyphens for clarity in writing.
Begin to use colons & semi-colons to mark the boundary between clauses.
Text Type
Links to KS3Aspirations and goalsLinks to careers talksPoetry (story) based upon
Understand how the active and passive voice changes the context of a sentence.
Experiment with the manipulation of grammar for formality and tone.
Punctuation To know and
understand how to use the following
punctuation marks in a variety of
written formats: full stop, capital letters to start a sentence & for proper nouns,
exclamation marks, question marks, speech marks,
commas in lists and apostrophes to mark
possession and contractions.Use a colon to
introduce a list.Use bullet points
within a list of items in formats that
require it. Use the apostrophe
for possession in both regular and
irregular (children, mice) words.Brackets for parenthesis.
Commas to separate a main and
subordinate clause. Use commas after fronted adverbials.
semi-colons to mark the boundary between clauses.
Text Type
Stories where good overcomes evil inspired by Beowulf – Michael Morpurgo versionMini sagas – 50-100 wordsRobinwood leaflets/recountsHaiku poetry
Begin to use colons & semi-colons to mark the boundary between clauses.
Text Type
Persuasive writing – link to PSHE, refugees, children’s rights, plight of the homelessArgument writing - refugeesThematic poetry – comparing styles within similar content
clauses (comma after the reporting clause).
Use commas for clarity within a sentence.
Use hyphens for clarity in writing.
Begin to use colons & semi-colons to mark the boundary between clauses.
Text Type
Historical writing – non-fiction link to Victorians – crime and punishment or reformatory school in Leeds – local area using sources.Classic poetry – vocabulary/meaning/layout
our time at St Mary’s.A letter to my buddy.
Use the correct punctuation within
speech for reporting clauses (comma
after the reporting clause).
Use commas for clarity within a
sentence. Use hyphens for clarity in writing.
Begin to use colons & semi-colons to mark the boundary between clauses.
Text Type
Thoughts for Year 6Character analysis/descriptionsKennings – Anglo Saxon linksGifts of the Holy Spirit – children explaining how they’d use their gifts today (Confirmation links)Hindu Stories – Rama and Sita stimulus.
Reading Phonics and decoding:To read most words fluently and attempt to decode any unfamiliar words with increasing speed and skill, recognising their meaning through contextual cues where required.
Common exception words:To become familiar with Y5/Y6 exception words, discussing the usual correspondences between spelling and sound and where these occur in the word.
Comparing, contrasting and commenting:To read for pleasure, discussing, comparing and
Phonics and decoding:To read fluently with full knowledge of all Y5/ Y6 exception words, root words, prefixes, suffixes/word endings.
Comparing, contrasting and commenting:To recognise more complex themes in what they read (such as loss or heroism).To distinguish independently between statements of fact
Phonics and decoding:To decode any unfamiliar words with increasing speed and skill, recognising their meaning through contextual cues.
Comparing, contrasting and commenting:To explain and discuss their understanding and opinion of what they have read, including
Phonics and decoding:To read fluently with full knowledge of all Y5/ Y6 exception words, root words, prefixes, suffixes/word endings.
Comparing, contrasting and commenting:To read for pleasure, discussing, comparing and evaluating in depth across a wide range of genres, including myths, legends, traditional stories, modern fiction, fiction from our literary heritage and books from other cultures and traditions.To compare characters, settings and themes within a text and across more than one text.
evaluating in depth across a wide range of genres, including myths, legends, traditional stories, modern fiction, fiction from our literary heritage and books from other cultures and traditions.To compare characters, settings and themes within a text and across more than one text.
Words in context and authorial choices:To discuss vocabulary used by the author to create effect including figurative language. To evaluate the use of authors’ language and explain how it has created an impact on the reader.
Inference and prediction:To consider different accounts of the same event and to discuss viewpoints (both of authors and of fictional characters).
Poetry and performance:To show an awareness of audience when reading out loud using intonation, tone, volume and actions.
Non-fiction:To retrieve, record and present information from non-fiction texts.To use non-fiction materials for purposeful information retrieval (e.g. in reading history, geography and science textbooks) and in contexts where pupil motivated to find out information (e.g. reading information leaflets before a gallery or museum visit or reading a theatre programme or review).
and opinion, providing reasoned justifications for their views.
Words in context and authorial choices:To analyse and evaluate the use of language, including figurative language and how it is used for effect, using technical terminology such as metaphor, simile, analogy, imagery, style and effect.
Inference and prediction:To discuss how characters change and develop through texts by drawing inferences based on indirect clues
Poetry and performance:To being to confidently perform texts (including poems learnt by heart) using a wide range of devices to engage the audience and for effect e.g. voice.
Non-fiction:To retrieve, record and present information from non-fiction texts.To use non-fiction materials for purposeful information retrieval (e.g. in reading history, geography and science textbooks) and in contexts where pupil motivated to find out information (e.g. reading information leaflets before a gallery or museum visit or reading a theatre programme or review).
through formal presentations and debates, maintaining a focus on the topic and using notes where necessary.
To listen to guidance and feedback on the quality of their explanations and contributions to discussions and tomake improvements when participating in discussions.
Words in context and authorial choices:To develop analysis and evaluation of the use of language, including figurative language and how it is used for effect, using technical terminology such as metaphor, simile, analogy, imagery, style and effect.
Inference and prediction:To discuss how characters change and develop through texts by drawing inferences based on indirect clues and their own life circumstances and experiences.
Non-fiction:To retrieve, record and present information from non-fiction texts.To use non-fiction materials for purposeful information retrieval (e.g. in reading history,
Words in context and authorial choices:To analyse and evaluate the use of language, including figurative language and how it is used for effect, using technical terminology such as metaphor, simile, analogy, imagery, style and effect.
Inference and prediction:To consider different accounts of the same event and to discuss viewpoints (both of authors and of fictional characters).
Poetry and performance:To develop confidence in performing texts (including poems learnt by heart) using a wide range of devices to engage the audience and for effect e.g. voice, musicality and setting.
To being to confidently perform texts (including poems learnt by heart) using a wide range of devices to engage the audience and for effect e.g. voice.
Non-fiction:To retrieve, record and present information from non-fiction texts.To use non-fiction materials for purposeful information retrieval (e.g. in reading history, geography and science textbooks) and in contexts where pupil motivated to find out information (e.g. reading information leaflets before a gallery or museum visit or reading a theatre programme or review).
geography and science textbooks) and in contexts where pupil motivated to find out information (e.g. reading information leaflets before a gallery or museum visit or reading a theatre programme or review).
Fictional Texts
(non-fiction chosen from
school library and
library service)
Alternative text if required:Once
The Highwayman Beowulf
Private PeacefulIn Flanders Fields – PoemDaffodils – Poem
Pax
Around the world in 80 daysThe Wanderer
Maths Number – Place ValueNumbers to ten millionCompare and order any numbersRound any numberNegative numbers
Four OperationsAdd and subtract integersMultiply up to a 4-digit number by 2-digit numberShort divisionDivision using factorsLong divisionCommon factorsCommon multiplesPrimes to 100Squares and cubesOrder of operationsMental calculations and estimation
Reason for known parts
FractionsSimplify fractionsFractions on a number lineCompare and order denominators and numeratorsAdd and subtract fractionsMixed addition and subtractionMultiply fractions by integersMultiply fractions by fractions Divide fractions by integersFour rules of fractions Fraction of an amount
Geometry: Position and DirectionThe first quadrantFour quadrantsTranslation
Reflections
Taught through home learning, additional pre-teaching of Y5 unit required.DecimalsThree decimal placesMultiply by 10, 100 and 1000Divide by 10, 100 and 1000Multiply decimals by integersDivide decimals by integersDivision to solve problemsDecimals as fractionsFractions to decimals
Taught through home learning, additional pre-teaching of Y5 unit required.PercentagesFractions to percentagesEquivalent fraction, decimal and percentagesOrder fraction, decimals and percentages Percentage of an amountPercentages, missing values Algebra Find a rule (one and two step)Forming expressions
Measuring volume unit required from Y5 (suggested time 3 hours) Measurement: Converting unitsMetric measuresConvert metric measuresCalculate with metric measures Miles and kilometres Imperial measures
Measurement: Perimeter, Area & VolumeShapes – same areaArea and perimeterArea of a triangleArea of a parallelogramVolumeVolume of a cuboid
Number: RatioUsing ratio languageRatio and fractionsIntroducing the ratio symbolCalculation ratio
Taught through home learning, additional pre-teaching of Y5 unit required.Geometry: Properties of shapesMeasure with a protractorIntroduce anglesCalculate anglesVertically opposite anglesAngles in a triangle (special cases and missing angles)Angles in a special quadrilateralsAngles in a regular polygonsDraw shapes accuratelyDraw nets of 3-D shapes
Whole year consolidation – problem solving
StatisticsRead and interpret line graphsDraw line graphsUse line graphs to solve problemsCirclesRead and interpret pie chartsPie charts with percentagesDraw pie chartsThe mean
Reflection of children’s evaluations during SATS
- Areas to develop further
KS3 preparation for transition
SubstitutionFormulaeForming equationsSolve simple one-step and then two-stop equationsFind pairs of values
Enumerate possibilities
Using scale factors Calculating scale factors
Ratio and proportion problems
Science Light Skills Sc6/1.1 planning different types of scientific enquiries to answer questions, including recognising and controlling variables where necessary
Sc6/1.2 taking measurements, using a range of scientific equipment, with increasing accuracy and precision
Sc6/1.3 recording data and results of increasing complexity using scientific diagrams and labels, classification keys, tables, and bar and line graphs
Sc6/1.4 using test results to make predictions to set up further comparative and fair tests
Sc6/1.5 using simple models to describe scientific ideas
Sc6/1.6 reporting and presenting
ElectricitySkillsSc6/1.1 planning different types of scientific enquiries to answer questions, including recognising and controlling variables where necessary
Sc6/1.2 taking measurements, using a range of scientific equipment, with increasing accuracy and precision
Sc6/1.3 recording data and results of increasing complexity using scientific diagrams and labels, classification keys, tables, and bar and line graphs
Sc6/1.4 using test results to make predictions to set up further comparative and fair tests
Sc6/1.5 using simple models to describe scientific ideas
Sc6/1.6 reporting and presenting findings from enquiries, including conclusions, causal relationships and explanations of results, in oral and written forms
Living Things and their HabitatsSkillsSc6/2.1a 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
Sc6/2.1b give reasons for classifying plants and animals based on specific characteristics.
KnowledgeSc6/2.1a 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
Sc6/2.1b give reasons for classifying plants and animals based on specific characteristics
VocabularyLinnaeus Classification Observable characteristics Habitat
EvolutionSkillsSc6/1.3 recording data and results of increasing complexity using scientific diagrams and labels, classification keys, tables, and bar and line graphs
Sc6/1.6 reporting and presenting findings from enquiries, including conclusions, causal relationships and explanations of results, in oral and written forms such as displays and other presentations
Sc6/1.7 identifying scientific evidence that has been used to support or refute ideas or arguments.
KnowledgeSc6/2.3a recognise that living things have changed over time and that fossils provide information about living things that inhabited the Earth millions of years agoSc6/3.2b recognise that
This topic was missed during school closure in Y5 however coverage can be taught within this topic due to the length of time given to it. Animals Including HumansSkillsSc6/1.3 recording data and results of increasing complexity using scientific diagrams and labels, classification keys, tables, and bar and line graphs
Sc6/1.5 using simple models to describe scientific ideas
Sc6/1.6 reporting and presenting findings from enquiries, including conclusions, causal relationships and explanations of results, in oral and written forms such as displays and other presentations
Sc6/1.7 identifying scientific evidence that has been used to support or refute ideas or arguments
KnowledgeSc6/2.2a identify and name the main parts of the human circulatory system, and describe the functions of the heart, blood vessels and blood
Sc6/2.2b recognise the impact of diet, exercise, drugs and lifestyle on the way their bodies function
Sc6/2.2c describe the ways in which nutrients and water are transported within animals, including humans.
VocabularyHuman circulatory system Functions of heartBlood vessels Human body organs Impact of diet
findings from enquiries, including conclusions, causal relationships and explanations of results, in oral and written forms such as displays and other presentations
Sc6/1.7 identifying scientific evidence that has been used to support or refute ideas or arguments.
Knowledge Sc6/4.1a recognise that light appears to travel in straight lines
Sc6/4.1b 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
Sc6/4.1c 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
Sc6/4.1d use the idea that light travels in straight lines to explain why shadows have the same shape as the objects that cast them
such as displays and other presentations
Sc6/1.7 identifying scientific evidence that has been used to support or refute ideas or arguments.
KnowledgeSc6/4.2a associate the brightness of a lamp or the volume of a buzzer with the number and voltage of cells used in the circuit
Sc6/4.2b 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
Sc6/4.2c use recognised symbols when representing a simple circuit in a diagram
VocabularyElectricityVoltageCellsCircuit BrightnessVolumeBuzzerComponents Switches SymbolsDiagramsWiresMotors ConductorInsulator Series circuit
Similarities Differences Micro organisms Common features The Five Kingdoms MoneraProtist FungiPlantsAnimals
living things produce offspring of the same kind, but normally offspring vary and are not identical to their parentsSc6/2.3c identify how animals and plants are adapted to suit their environment in different ways and that adaptation may lead to evolution.
VocabularyEvolutionChange over timeFossilsEvidence InhabitedOff springVariationAdapted
Parents
ExerciseDrugsLifestyle Bodily functionsNutrientsWaterTransportation around the body
VocabularyLightStraight linesReflectPeriscopeLight sourceObjectShadowBlocksTransparent OpaqueTranslucent Prism refraction
Parallel circuit
History Anglo-Saxons & Scots(overview study)NC Objective: Britain’s settlement by Anglo-Saxons and Scots-Anglo-Saxon art and culture
Chronology- place in history Focus on Arts and Culture Significance – Why I am studying this?
Why is it significant?
Describe Britain's settlement by Anglo-Saxons and Scots (Understanding Events, People and Changes)
Vikings(overview study) NC Objective: The Viking and Anglo-Saxon struggle for the Kingdom of England to the time of Edward the Confessor
- 790 -1066
Chronology- place in history Focus on Arts and Culture Significance – Why I am studying this? Why is it
significant?
Describe the Viking and Anglo-Saxon struggle for the Kingdom of England to the time of Edward the Confessor (Understanding Events, People and Changes)
Resources: Vikings in Leeds https://www.yorkshire.com/inspiration/heritage/yorkshire-battlefields/vikings
Local HistoryAnglo Saxon in the Locality NC Objective: Britain’s settlement by Anglo-Saxons and Scots-Anglo-Saxon art and cultureA local history study -a depth study linked to one of the British areas of study -a study of an aspect of history or a site dating from a period beyond 1066 that is significant in the locality
Describe a local history study(Understanding Events, People and Changes)
Trips: https://museumsandgalleries.leeds.gov.uk/tag/anglo-saxons-in-yorkshire/
Resources: Anglo Saxons in Leedshttps://www.citymetric.com/politics/elmet-leeds-city-region-anglo-saxon-origins-englands-north-south-divide-1871Miners
Miners on a timeline What were working conditions like? Political tensions in UK at the time – impact on
lives of the closure Why was the mining community so important in
Rothwell Interview with family member?
Geography
Locational KnowledgeName and locate counties and cities of the United Kingdom, geographical regions and their identifying human and physical and human 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. Look at how the geography of Warwick (linked to residential in November) has changed over time (old maps on digimaps).
Place KnowledgeUnderstand geographical features through the study of human and physical geography of a region of the United Kingdom (Haworth).Human and physical geographyDescribe and understand the key aspects of: physical geography, including: climate zones, biomes and vegetation belts, rivers and the water cycle.Human geography, including ; type of settlement and land use, economic activity including trade links, and the distribution of natural resources including energy, food, minerals and water.
Geographical skills and fieldworkUse maps, atlases, globes and digital computer mapping to locate countries and describe features studied.Use eight point of a compass and four figure grid references, symbols and keys (including the use
of OS maps) to build their knowledge of the United Kingdom. Use field work 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.
As part of this unit pupils will look at world maps to identify the main tectonic plates. They will then use different sources to research how and whereearthquakes occur before investigating why most earthquakes occur in California and Alaska? Children will also do a study of San Francisco.
Locational KnowledgeLocate 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 citiesidentify the position of 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)
Place Knowledgeunderstand 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 within North or South America (California and Alaska).
Human and physical geographyDescribe and understand the key aspects of: physical geography, including earthquakeshuman geography, including types of settlement and land use, and the distribution of natural resources including energy.
Geographical skills and fieldworkuse maps, atlases, globes and digital computer mapping to locate countries and describe features studied.Use eight point of a compass and four and six figure grid references, symbols and keys (including the use of OS maps) to build their knowledge of the United Kingdom and the wider world.
After finding out about how mountains are formed in Year 5, children will investigate , through research , other places in the UK, Europe and the wider world that have similar physical environments i.e. mountains. Using different sources the children will then focus on the Alp mountain range and consider what the advantages and disadvantages of living on a mountain might be.
Locational KnowledgeLocate 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 citiesIdentify the position of 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)
Place Knowledgeunderstand 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 (The Alps) and a region in North or South America
Human and physical geographydescribe and understand the key aspects of:Physical geography, including: climate zones, biomes and vegetation belts, rivers, mountains, and the water cycle.Human geography, including; type of settlement and land use, economic activity including trade links, and the distribution of natural resources including energy, food, minerals and water.Geographical skills and fieldworkUse maps, atlases, globes and digital computer mapping to locate countries and describe features studied.Use eight point of a compass and four figure grid references, symbols and keys (including the use of OS maps) to build their knowledge of the United Kingdom and the wider world.
Computing
Year 1 Year 2iJam (level 4)
iRemix:Throughout iRemix pupils will learn about remixing and sampling using different techniques and software.
Skills:-Create and edit variables.-Design their own song including loops, backgrounds, scoringand/or timers.Use conditional statements, loops, variables and broadcastmessages in the remix.
NC Objectives:1)Use technology safely, respectfully and responsibly; know a range of ways to report concerns and inappropriate behaviour.
2)Recognise common uses of
information technology beyond
school.
iJam skill rehearsal
iRemix:Children to develop all their learning throughout 4 levels of iJam to put this together into something independent using software, devices, skills and techniques used.
Skills:-Create and edit variables.-Design their own song including loops, backgrounds, scoringand/or timers.Use conditional statements, loops, variables and broadcastmessages in the remix.
NC Objectives:1)Use technology safely, respectfully and responsibly; know a range of ways to report concerns and inappropriate behaviour.
2)Recognise common uses of information technology beyond
school.
iProgram (level 4)
iDevelop :After learning main programming skills pupils will apply these skills in new softward : ‘Swift’. Chd will learn how to manipulate written code and give the students the opportunity to create a final project and demonstrate their abilities.
Skills :-Independent create sequences of commands to control devices in response to sensing (i.e. use inputs as well as outputs).-Design, build, test, evaluate and modify the system; ensuring that it is fit for purpose.
NC Objectives :1)Use sequence, selection and repetition in programmes; work with variables and various forms of input and output.2)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.
iProgram skill rehearsal
iDevelop:Students have the opportunity to create a final project and demonstrate their abilities.
Skills :-Independent create sequences of commands to control devices in response to sensing (i.e. use inputs as well as outputs).-Design, build, test, evaluate and modify the system; ensuring that it is fit for purpose.
NC Objectives :1)Use sequence, selection and repetition in programmes; work with variables and various forms of input and output.2)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.
iAnimate (level 4)
iFinanceiFinance is an advanced course to Excel and data processing. Students are tasked with producing a movie. Using the software they must input data to make important production decisions for their movie.
Skills:-Use advanced functions within Excel.
NC Objectives:1)Design, write and debug programmes that accomplish specific goals, including controlling or simulating physical systems; solve problems by decomposing them into smaller parts.2) Use sequence, selection, and repetition in programs; work with variables and various forms of input and output3) Use technology safely, respectfully and responsibly; know a range of ways to report concerns and inappropriate behaviour.
4) 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,
E-Safety:D:Side
iAnimate skill rehearsal
iFinance Students have the opportunity to create a final project and demonstrate their abilities.
Skills:-Use advanced functions within Excel.
NC Objectives:1)Design, write and debug programmes that accomplish specific goals, including controlling or simulating physical systems; solve problems by decomposing them into smaller parts.2) Use sequence, selection, and repetition in programs; work with variables and various forms of input and output3) Use technology safely, respectfully and responsibly; know a range of ways to report concerns and inappropriate behaviour.4) 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
systems and content that accomplish given
goals, including collecting, analysing,
evaluating and presenting data and
information
data and information
Art Artist focus:Cath Riley and Georgia O’Keefe (Comparison of Styles)
Skill: Drawing3D work (History link)
Artist focus: William Morris
Skills: Textiles (History link- Bayeux Tapestry 1066)
Artist focus: David Hockney and L. S. Lowry (Comparison of Styles)
Skills: Painting (RE and Humanities links)
Drawing: Experimentation of variety and scale.Create tone with a range of pencils and Create texture using mark makingDevelop shading techniques Draw figures using basic shapesDraw perspective Create an original art piece applying a range of drawing techniques Give reasoned evaluation of own work and that of artistsUse technical vocabulary
3D work (History link): Apply techniques to mould clay Use tools to create pattern and detailConsider cultural context and intentions Know that there are a range of sketching pencils and their purpose Know that we use a sketch book to plan Know cultural links to a given art piece
Textiles (History link- Bayeux Tapestry 1066) : Using a range of sewing skills. Research and discuss the ideas of artists
Consider cultural context and intentions
Use sketch book to record, test and design ideas
Use a range of sewing techniques
Show awareness of composition, scale and technique Analyse and reflect on my work at different stages Give reasoned evaluation of own work and that of artists
Use technical vocabulary Know the historical importance of certain artworks Know how art can be used as a history source
Painting (RE and Humanities links) : Use sketch book to record, test and design ideas
Consider cultural context and intentions
Show awareness of composition, scale and technique
Research and discuss the ideas of artists Create texture with acrylic paint
Use and blend watercolours
ColourKnow different paint types Know how to colour mix
Know that there are different brush types and their uses
DT Cooking & Nutrition
Children will be researching, preparing and cooking a variety of dishes, confidently planning healthy meals based on the principles of a healthy and varied diet. Children will be taught to read and understand food labels to gain the necessary information to assess how healthy the food is for them. Using this knowledge, children will then create a savoury dish, exploring a wide range of skills.
The focus for the class will be using their existing knowledge of healthy food to plan for and create a well-balanced meal.
Design
Processes
In this time, children will focus on the design process to fit a brief, looking at the intended purpose and the target audience. Children will use relevant research into technological breakthroughs and inventions in order to guide their own design choices.
The focus for the class will be using research of famous innovations to guide their own understanding of how products can be improved.
Potential topic focus : Formula One project
Design
Children to understand seasonality and how this affects the environment/benefit of the product in question.
Select appropriate ingredients and use a wide range of techniques to combine them.
Understand how a variety of ingredients are grown, reared, caught and processed to make them safe and palatable/tasty to eat
Understand the main food groups and the different nutrients that are important for health
use research and develop design criteria to inform the design of innovative, functional, appealing foods that are fit for their purpose, aimed at particular individuals or groups
Use food labels to guide choices
Make select from and use a wider range of tools and equipment to perform
practical tasks [for example, cutting], accurately select from and use a wider range of materials and components, including
ingredients, according to their functional properties and aesthetic qualities
Prepare simple dishes hygienically and safely, where needed with a heat source
Use cooking techniques such as: chopping, peeling, grating slicing, mixing, spreading, kneading and baking
Evaluate Evaluate the nutritional value of the meal created, assessing whether this
is something that could be eaten regularly. Evaluate whether they could improve the nutritional value of the dish
without compromising the taste of the final product. Evaluate their ideas and products against their own design criteria and
consider the views of others to improve their work
Technical knowledge Identify that food and drink provide certain nutritional and health benefits
which support a healthy lifestyle Identify that people should eat at least 5 portions of fruit and vegetables
a day Understand which foods are reared, caught, or grown and that this
happens in the UK and across the globe Understand that recipes can be changed by adding or taking away
ingredients Understand that the seasons can affect food produce.
VocabularyBalanced dietNutritional valueNutritional benefitsHealthy lifestyle
Generate, develop and model ideas from relevant research Use research he/she has done in the famous designers and inventors to
inform the design of his/her own innovative products Generate, develop, model and communicate his/her ideas through
discussion, annotated sketches, cross-sectional and exploded diagrams, precise, passing pieces and computer aided design
Apply his/her knowledge of materials and techniques to refine and rework his/her product to improve its functional properties and aesthetic qualities
Make Create a prototype Use a wide range of methods to strengthen, different and reinforce
complex structures and can use them accurately and appropriately Use technical knowledge accurate skill to problem solve during the making
process Apply scientific knowledge (Forces)
Evaluate Test and analyse product Make improvements to product as a result of testing process Use his/her knowledge of famous designers to further explain the
effectiveness of existing products and products he/she has made
Technical Knowledge Have awareness of the design cycle Apply their understanding of how to strengthen, stiffen and reinforce more
complex structures Understand and use mechanical systems in their products [for example,
gears, pulleys, cams, levers and linkages] Understand and use electrical systems in their products [for example,
series circuits incorporating switches, bulbs, buzzers and motors] Apply their understanding of computing to program, monitor and control
their products.
Vocabulary Relevant ResearchInnovation ImprovedGenerateModifyEffectivenessPrototype
Criteria
Music Year One Year TwoAfrican Drumming
Chd to use their voices expressively and creatively by singing songs and speaking chants and rhymes -play tuned and untuned instruments musically- Listen with concentration and understanding to a range of high quality live and recorded music-Experiment with, create and combine sounds using inter-related dimensions of music
Music Theory – Singing
-Play and perform in solo ensemble contexts using voice and playing musical instruments with increasing accuracy, fluency, control and expression. -Improvise and compose music for a range of purposes using their inter-related dimensions of music.-Listen with attention to detail and recall sounds with increasing aural memory.-Use and understand staff and other musical notations.-Develop an understanding of the history of music.
Music Theory – Singing
-Play and perform in solo ensemble contexts using voice and playing musical instruments with increasing accuracy, fluency, control and expression. -Improvise and compose music for a range of purposes using their inter-related dimensions of music.-Listen with attention to detail and recall sounds with increasing aural memory.-Use and understand staff and other musical notations.-Develop an understanding of the history of music.
Singing & ListeningHymn practise – massEnd of year play- singing opportunity
Playing & ListeningEnd of year play- playing opportunity Listen with attention to detail and recall sounds with increasing aural memory and accuracy
Improvising & Composing Create a simple composition and record using formal notationImprovise and compose music for a range of purposes using the inter-related dimensions of music
French Likes & Dislikes Level 2 Unit 4 Learners will be able to elaborate further on the things they like and dislike by matching phrases and creating short statements. Students will be encouraged to give their opinions in the language and build on their proficiency of holding a conversation.
Weather & Transport Level 2 Unit 5 Learners will be able to talk about the weather and read and understand different weather phrases. Pupils will learn how to follow and give simple directions and be able to read and understand a short description of a journey. There will be some revisions of the different modes of transport from previous learning.
Clothing & Shops (revisit and revise) Level 2 Unit 6 Pupils will gain a deeper understanding of how to name different items of varying clothing, and how to describe those using more complex colours. The learners will be able to say the clothes that they wear on different occasions and give their growing, detailed opinion about them.
P.E. Invasion games Football/ basket ballImprove Improve skills of travel, send chase, receive, dodge, avoid, attack, defend, control accuracy; movement into/out of space.
Experience Experience small sided and simplified versions of different types of games, (i.e. invasion/ net wall/strike & field); a variety of common skills and game principles; team work; working towards tasks set by themselves and teacher, competition
Develop Develop team games – working within prescribed areas, considering and developing rules and scoring systems, understanding of game principles
Gymnastics Rhythmic/ Invasion American football.
Improve Improve skills of rolling, jumping, swinging, balancing, taking weight on hands; changing speed, direction, shape, levels; using different combinations of floor and apparatus, working alone/with partner. Practise adapt and refine actions; perform with whole/part body control; explore and select actions that can be developed within sequences, practised and repeated through gymnastic actions.Experience Experience working within prescribed areas, considering and developing rules and scoring systems
DevelopDevelop an understanding of selecting more relevant actions, continuity when linking movement actions
Gymnastics bars /Net and wall volleyball
Improve Improve skills of rolling, jumping, swinging, balancing, taking weight on hands; changing speed, direction, shape, levels; using different combinations of floor and apparatus, working alone/with partner. Practise adapt and refine actions; perform with whole/part body control; explore and select actions that can be developed within sequences, practised and repeated through gymnastic actions.Experience Experience working within prescribed areas, considering and developing rules and scoring systems
DevelopDevelop an understanding of selecting more relevant actions, continuity when linking movement actions
OAA –Map reading/ fencing / tri-golf. Improve Improve skills of safety principles in the outdoors, planning, recording, navigation and evaluation in different activities, problem solvingExperienceExperience OAA in familiar/unfamiliar environments; working individually/small groupsDevelopDevelop responding to challenges in different
environments and conditions, correct use of appropriate equipment, understanding of safety
practices.
Athletics Improve Improve skills of running, throwing, jumping, refine basic technique by emphasis on accuracy, time, measurement, length, distance, speed.Experience Experience outdoor areas, measuring and timing activities, competition, activities and equipment that support refining basic techniques.Develop
Develop understanding of safe practice linked to
activities, comparing and improving own
performance.
Strike and field games Cricket/ baseball or softball.
Improve Improve skills of travel, send chase, receive, dodge, avoid, attack, defend, control accuracy; movement into/out of spaceExperienceExperience small sided and simplified versions of different types of games, (i.e. invasion/ net wall/strike & field); a variety of common skills and game principles; team work; working towards tasks set by themselves and teacher, competitionDevelopDevelop team games – working within prescribed areas, considering and developing rules and scoring systems, understanding of game principles