Term 1 8 weeks

Term 2 7 weeks

Term 3 6 weeks

Term 4 6 weeks

Term 5 6 weeks

Term 6 7 weeks

School Value Friendship Generosity Compassion Forgiveness Respect Courage

British Value Democracy Tolerance of those of different faiths and

beliefs

The rule of law Mutual respect Individual liberty

Key Events Harvest MOB

Remembrance Anti-bullying week

KS1 Nativity PTA Xmas fayre

School talent show Wellbeing week

World Book Day Mother’s day

Easter LKS2 Easter

performance Whole school Easter

service

KS2 SATS KS1 SATS

EYFS moderation

UKS2 production Leavers service

Sports day

Religious events

Yom Kippur –

Holiest day of

Jewish year (27th

September)

Dussehra –Hindu

festival

celebrating

victory of good

over evil (25th

October)

All Saints Day – pays tribute to all the many Saints (1st November) (White or Gold) Remembrance Sunday (11th November) Hindu-Diwali (14th November) 1st Sunday of Advent – period of waiting / preparation for birth of Jesus (29th November) (Purple) Jewish- Hannukah (11th December)

Sikhism- Birthday of Guru Gobind Singh (5th January)

Epiphany=when Jesus was baptized (6th January) Ash Wednesday – beginning of Lent period of reflection and preparation before Easter (26th February) (red)

Shrove Tuesday (16th Feb) (Green) Lent (26th Feb) St David’s day patron Saint of Wales (1st March) Hinduism- Holi (9th March) Dhu Al-Hijja at least once in their life Muslims should make pilgrimage to Mecca (10th March) St Patricks Day – celebrates saint who converted the people of Ireland to Christianity (17th March)

Easter (4th April) (Purple)

St Georges Day – celebrates England’s Patron Saint (23rd April) Ramadan starts – period of fasting for Muslim faith (23rd April) Vesak – Buddah day Buddhist (7th May) Eid- celebrating end of Ramadan (24th May)

Pentecost – Festival to celebrate the gift of the holy spirit (31st May) (green)

Trinity Sunday – celebrates the Trinity, Father, Son and Holy

Ghost (7th June)

St Thomas a Beckett Patronal(12th June?)

Charity events and notable dates

National Read a Book Day – 6th

September Roald Dahl Day – 13th September

International Day of Democracy – 15th September

Bonfire Night – 5th November

Maths Week – 9th November

World Science Day – 10th November

Remembrance Day – 11th November

Sir Isaac Newton’s Birthday – 4th January World Religion Day – 19th January Martin Luther King Day – 20th January Chinese New Year – 25th January

International Mother Language Day – 21st February World Thinking Day = 22nd February Fairtrade Fortnight – 24th February

Queen’s birthday = 21st April St George’s Day – 23rd April Shakespeare’s birthday – 23rd April Ramadan – 23rd April International Dance Day – 29th April

Gypsy, Roma and Traveller History Month – 1st June D-Day – 6th June Butterfly Education and Awareness Day – 6th June World Oceans Day – 8th June Father’s Day – 21st June World Music Day – 21st June Wimbledon – 29th June

Jeans for Genes day – 16th

September National Coding

Week – 16th September

Talk like a Pirate Day – 19th September

International Day of Peace – 21st

September European Day of Languages – 26th

September Black History Month – 1st

October National Poetry

Day – 1st October World Animal Day

– 4th October 2020

World Space Week – 4th

October Grandparents’

Day – 4th October 2020

World Teacher’s Day – 5th October World Homeless

Day – 10th October

World Food Day – 16th October

Yom Kippur – 27th October

Anti-bullying Week – 11th November

Diwali – 14th November

Children in need – 18th November

Hanukkah – 10th December

Human Rights Day – 10th December

National Storytelling Week – 1st February Children’s Mental Health Week – 3rd February Rosa Parks Day – 4th February NSPCC Number day – 7th February 11th February – Safer Internet Day

Engineers Week/British Science Week – 6th March World Book Day – 5th March World Poetry Day – 21st March World Water Day – 22nd March Mother’s Day – 22nd March St David’s Day – 1st March World Maths Day – 4th March International Children’s Book Day – 2nd April World Autism Awareness Day – 2nd April

Space Day – 1st May African World Heritage Day – 5th May VE Day – 8th May World Fair Trade Day – 9th May Florence Nightingale’s birthday – 12th May International Day of Families – 15th May International Museum Day – 18th May Outdoor Classroom Day – 21st May Eid – 24th May

Children’s Art Week – 29th June 18th July – Mandela Day

International Day of Friendship – 20th July

Hook:

Outcome:

Trip:

Quality text Carrie’s war Rose Blanche

Trash Who let the Gods Out Farther

A River Kat Wolfe takes the Case

The Viewer (don’t need to buy)

Script Coming to England

English

Maths Y5 Place Value; Addition and subtraction;

Multiplication and Division; Statistics

Fractions; Decimals;

Percentages

Geometry: Angles Shapes

Position and Direction Measure: Converting Units Number Prime numbers

Perimeter Area Volume

RECAP

Maths Y6 Place Value; All operations;

Fractions

Decimals Percentages

Measurement Algebra

Ratio Geometry and Statistics

Properties of Shapes Position and Direction

RECAP

Science Year 5 - Living things and their habitats

describe the

differences in the life cycles of a mammal, an amphibian, an insect and a bird

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

Year 6 - Living things and their habitats

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

Year 5 - Properties and changes of materials

compare and group together everyday materials on the basis of their properties, including their hardness, solubility, transparen

Year 6 - Evolution and inheritance

recognise that living things have changed

over time and that fossils provide information about living things that inhabited the Earth millions of years ago

recognise that living things produce offspring of the same kind, but normally offspring vary and are not identical to their parents

identify how animals and plants are adapted to suit their environment in different ways and that adaptation may lead to evolution.

Year 6 - Electricity

associate the brightness of a lamp or the volume of a buzzer with the number and voltage of cells used in the circuit

compare and give reasons for variations in how components function, including the brightness of bulbs, the loudness of buzzers and the on/off position of switches

use recognised symbols when representing a simple circuit in a diagram

give reasons for classifying plants and animals based on specific characteristics.

cy, conductivity (electrical and thermal), and response to magnets

know that some materials will dissolve in liquid to form a solution, and describe how to recover a substance from a solution

use knowledge of solids, liquids and gases to decide how mixtures might be separated, including through filtering, sieving and evaporating

give reasons, based on evidence from comparative and fair tests, for the particular uses of everyday materials, including metals, wood and plastic

demonstrate that dissolving, mixing and changes of state

Designing and creating electrical systems using switches and bulbs – carnival displays

are reversible changes

explain that some changes result in the formation of new materials, and that this kind of change is not usually reversible, including changes associated with burning and the action

Working Scientifically

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

Reporting and presenting findings from enquiries, including conclusions, causal relationships and explanations of and degree of trust in results, in oral and written forms such as displays and other presentations using test results to make predictions to set up further comparative and fair tests

Working scientifically: taking measurements, using a range of scientific equipment, with increasing accuracy and precision, taking repeat readings when appropriate.

Working scientifically: identifying scientific evidence that has been

used to support or refute ideas or arguments

Working scientifically: planning different types of scientific enquiries to answer questions, including recognising and controlling variables where necessary

History a study of an aspect or theme in British history that extends pupils’ chronological knowledge beyond 1066 World War 2 Chronology Understand that continuity and change occurs over time. Add evidence to a time line to represent this. Investigating Interpreting Begin to understand the concept of propaganda – know that people (now and in the past) may represent events in ways that persuade others Knowledge and understanding Describes

causes and

consequences

Ancient Greece – a study of Greek life and achievements and their influence on the western world Chronology Identify significant changes within and across historical periods studied Investigating Interpreting Select reliable

sources of

evidence to

answer questions

about the past.

Knowledge and understanding Describes causes

and

consequences of

the main events,

situations and

changes in the

period studied.

Identifies links and

changes within

and across the

a non-European society that provides contrasts with British history – one study chosen from: early Islamic civilization, including a study of Baghdad c. AD 900; Mayan civilization c. AD 900; Benin (West Africa) c. AD 900-1300 Investigating Interpreting

Appreciate that there is not always a single answer to historical questions Knowledge and understanding

Show awareness of

social, cultural, religious

and ethnic diversities of

societies studied in

Britain and the wider

world.

Vocabulary In addition to subject

related vocabulary -

legacy, period

of the main

events,

situations and

changes in the

period studied.

Vocabulary In addition to

subject related

vocabulary -

legacy, period

time periods and

localities studied.

Vocabulary In addition to

subject related

vocabulary -

legacy, period

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 maps, atlases, globes and digital/computer mapping to locate countries and describe features studied (building on skills obtained in Y3/4)

concentrating on their environmental regions, key physical and human characteristics, countries, and major cities (building on locating countries in Y3/4)

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, (Continuation from Y3-4, new learning) - economic activity including trade links, and the distribution of natural resources including energy, food, minerals and water Trinidad and Tobago: Settlements, Trade, Fair trade, natural resources, windrush settlers and immigration.

A study of a region in three different countries: UK France Brazil Comparing poverty and homelessness in each.

New learning from Y3/4

Study of UK – South West Region

Art To create sketch books to record their observations and use them to review and revisit ideas. To improve their mastery of Art and design techniques: Sketching: Pencil/Charcoal

Learn about

great artists,

architects and

designers in

history – Mary

Quant

Understand how to use a range of techniques to mix dry materials and match colour eg blending and layering

To create sketch books to record their observations and use them to review and revisit ideas. To improve their mastery of Art and design techniques: Painting

Learn about great

artists, architects

and designers in

history – John

Constable Be able to colour match accurately Be able to create a colour palette, demonstrating mixing techniques Use a range of paints (acrylic, oil paints, water colours) to create visually interesting pieces

To create sketch books to record their observations and use them to review and revisit ideas. To improve their mastery of Art and design techniques: Sculpture: Clay

Learn about great artists,

architects and designers

in history - Antony Gormley

Plan and design a sculpture using clay Use tools and materials to carve, add shape, add texture and pattern Develop cutting and joining skills Use key vocabulary to demonstrate knowledge and understanding in this strand: form, structure, texture, shape, mark, join, cast.

Recognise, understand the difference between marks to represent texture and marks to portray light and dark Be able to record accurately from first hand observation Use key vocabulary to demonstrate knowledge and understanding in this strand: line, texture, pattern, form, shape, tone, smudge, blend, mark, hard, soft, light, heavy, mural, fresco, portrait, graffiti.

Give detailed

observations

about notable

artists’, artisans’,

and designers’

work

Create art work

in the style of

notable artists’,

Use key vocabulary to demonstrate knowledge and understanding in this strand: blend, mix, line, tone, shape, abstract absorb, colour palette, impressionism, impressionists, portrait, landscape Give detailed observations about notable artists’, artisans’, and designers’ work Create art work in the style of notable artists’, artisans’, and designers’ Know how to use images created, scanned and found; altering them where necessary to create art Experiment with media to create emotion in art

Give detailed observations about notable artists’, artisans’, and designers’ work Create art work in the style of notable artists’, artisans’, and designers’ Experiment by using marks and lines to produce texture

artisans’, and

designers’

Experiment by using marks and lines to produce texture Experiment with shading to create mood and feeling

PE (WHOLE SCHOOL SCHEME)

Invasion games/REAL PE Play competitive games, modified where appropriate (for example badminton, basketball, cricket, football, netball, rounders and tennis), and apply basic principles for attacking and defending. Year 5 Carefully select and use a variety of techniques to pass Develop consistency in their skills of running, throwing, catching, passing, jumping and kicking through practise and repetition of the skills

OAA/REAL PE Orienteering – develop the skills of map orientation and compass reading to follow trails around school. Take part in outdoor and adventurous activity challenges both individually and within a team. Year 5 Adjusts plans and actions depending on changing situations Able to work in a group to plan actions to solve a problem

Gym

Develop flexibility, strength, technique, control and balance (for example, through athletics and gymnastics)

Year 5 Perform a range of gymnastic actions with consistency, fluency and clarity of movement Show body tension and extension and good weight transference when performing Combine dynamics when making sequences using changes of speed, level and direction

Dance/REAL PE Perform dances using a range of movement patterns.

Compare their performances with previous ones and demonstrate improvement to achieve their personal best.

Year 5 dance Learn different dance styles, explaining the patterns and forms of the dance Actions are controlled and express emotions

Year 5 evaluating performance Compare and contrast the skills and ideas shown in own and others' work Develop own basic criteria to evaluate own and others' work based on previous learning

Tennis/Cricket/Athletics/REAL PE Cricket – develop different ways of overarm bowling and play a recognised version of kwik cricket. Play competitive games, modified where appropriate (for example badminton, basketball, cricket, football, netball, rounders and tennis), and apply basic principles for attacking and defending. Athletics – sustain and maintain running speed, improve on personal performance for triple jump and javelin. Using running, jumping, throwing and catching in isolation and combination. Year 5 Develop the skills of forehand or backhand when playing racket games, showing control when hitting Hit a bowled or volleyed ball with accuracy in return Year 5 Choose the best pace for running over a variety of distances Use a range of throws accurately to hit a target over a range of distances Combine running and jumping in athletic activities (long jump)

Year 5 health and fitness Explain and demonstrate why and how people warm up for exercise

Explain how physical exercise is important for good health Articulate the different fitness levels and components (flexibility, speed, agility etc) that different athletes need.

Real PE Real PE Real PE Real PE Real PE Real PE

Computing (WHOLE SCHOOL SCHEME)

Impact of Technology

Know about the benefits of different types of online communication and collaboration tools

Know how online communication and online collaboration impacts on people in their life and work

Online Safety Know about the consequences online behaviour can have Know that websites try to influence our views and recognise how to distinguish between fact and opinion Know how to protect devices from harm

Media

Create pictures using a wide range of effects and tools in a paint program to create images designed for a specific purpose and audience

Create text based multimedia documents selecting an appropriate layout, fonts and tools for a purpose and audience

Plan film or animation for a specific purpose using green screen where appropriate

Programming Plan, debug and test algorithms and programs Write programs in which input controls an output and edit to give a different output Create a program to simulate and control a real life system. Control on screen mimics and physical devices Use a varying sensor as an input to trigger action in a program e.g. temperature or light

Data Handling

Collect and record information using databases and spreadsheets

Complete complex searches (e.g. using and/or; ≤ / ≥) of data in databases and online data sources

Solve problems by manipulating and interrogating data and present their findings answer questions by identifying data that can be collected using a data logger and interpreting their findings

DT Select from and

use a wider range

of tools and

equipment to

perform practical

tasks [for example,

cutting, shaping,

joining and

Generate, develop,

model and

communicate their

ideas through

discussion, annotated

sketches, cross-

sectional and

exploded diagrams,

prototypes, pattern

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.

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

Investigate and

analyse a range of

existing products

Apply their

understanding of

how to strengthen,

stiffen and

reinforce more

complex structures

design and make

temporary housing

shelters

Come up with a range of ideas after collecting

pieces and computer-

aided design

Using Sketch up to

plan town to attract

tourists

Produce a detailed, step-by-step plan

Uses more complex IT programs to help enhance the quality of the product produced

Evaluate their ideas and

products against their own

design criteria and

consider the views of

others to improve their

work

Understand and use

electrical systems in their

products [for example,

series circuits

incorporating switches,

bulbs, buzzers and

motors]

Create carnival display or

headdress which lights up

Explain how a product will appear to a specific audience

Make a prototype before making a final version Use a range of tools and equipment competently

Evaluate appearance and function against original criteria

information from different sources Suggest alternative plans; outlining the positive features and draw backs Textiles think about user and aesthetics when choosing textiles use own template think about how to make product strong and look better think of a range of ways to join things

Music Year 5: livin’ on a prayer Year 6: JSax

Year 5: classroom Jazz 2 Year 6: JSax

Year 5: Stomp Year 6: Happy

Year 5: Stomp Year 6: Classroom Jazz 2

Year 5: The fresh prince of Bel Air Year 6: New unit

Year 5: Dancing in the street Year 6: You’ve got a friend

Span

ish

5

Presenting Myself

Presenting Myself/Core Vocab

Core Vocab – Phonetics

Core Vocab

Do you have a Pet?

Do you have a pet?

6 Presenting Myself

Presenting Myself/Core Vocab

Core Vocab – Phonetics

Core Vocab Do you have a Pet? Do you have a pet?

PSHE (JIGSAW)

Being Me RSE Celebrating Difference

Healthy Me Relationships Changing Me

RE (WHOLE SCHOOL SCHEME)

What do religions say to us when life gets hard? Explain how some beliefs and teachings are shared by different religions. Express my own values. Respond to the values and commitments of others.

What matters most to Christians and humanists? Explain how religious life and practices affect the lives of individuals and communities. Recognise and express my feelings about my own identity and link this to my learning about religion.

What does it mean to be a Muslim in Britain today? Explain, using the correct terminology, how religious beliefs and ideas can be shown in many different ways. Explain why there are differences between my own and others’ ideas about ultimate questions.