southeryacademy.co.uk€¦ · Web view(chemist and physicist, developed the electric motor and electric generator) Elizabeth Garrett Anderson (English physician and feminist, first

Kingfishers 2 Year Curriculum Coverage 2019-20 & 20-21

Year A Autumn Term Spring Term SummerFrom Britain to the British Empire British Geography Viva La France! The Land Down

UnderGeology Rocks!

Maths Number: Place ValueNumber: Four Operations

Number: Four OperationsNumber: Fractions

Number: Decimals and PercentagesNumber: DecimalsNumber: AlgebraMeasurement: Converting Units

Measurement: Perimeter, Area and VolumeNumber: RatioStatisticsY5 core content consolidation

Geometry: Properties of ShapesGeometry: Position and DirectionSATs

Y6 Focus: Peer teaching, investigations and consolidations.Y5 Focus: Place value, four operations, any other areas identified as high need.

English ReadingEnglish Texts

Harry Potter and other fantasy texts

English PoetryEnglish IdiomsSPaGHistory BRITISH HISTORY

18TH CENTURY BRITAINTeachers: The Act of Union in 1707 created Great Britain, a new nation, but it did not yet create ‘Britons’. Encourage students to think about the nature and formation of national identity, and identities in general. Explain how this period sees the development of political institutions that are still familiar today.

JAMES I AND VI HAD BEEN ATTEMPTING TO FORM A FULL POLITICAL UNION, BUT FAILED

THE BRITISH EMPIREGROWTH OF BRITISH EMPIRE

Early exploration and tradePlantation of IrelandEast India CompanyAmericasJamestown 1607; colony of Virginia (see Year 2)James Cook discovers Australia in 1770Establishment of penal settlement; convict transportationAustralian colonies valuable for wool and gold

FRENCH REVOLUTIONTeachers: The French Revolution can be seen as a watershed moment in the history of the western world, undermining traditional aristocratic and monarchical hierarchies.

Louis XVI and Marie Antoinette at VersaillesDivision between rich and poorMarie Antoinette “Let them eat cake!”Only the poor working people paid taxesDebts from funding the American War of


In Scotland, opinion over union was dividedThe Act of Union, 1707The creation of Great Britain was one of necessity, with mutual hostility and mistrust on both sidesGreat Britain into an international power; global empire.

DEVELOPMENT OF PARTY POLITICS; PARLIAMENT MORE IMPORTANT AFTER THE BILL OF RIGHTS

Anne becomes Queen (1702) after the death of William IIIAccession of George I in 1714; House of HanoverDecline of monarchical power and influenceRobert Walpole came to the fore in Parliament [Builds on Year 1 History and Geography]Appointed First lord of the Treasury by George I in 1721. Referred to as the ‘Prime Minister’

HOW DID BRITAIN GAIN AN EMPIRE?

Global tradeColonies established abroad where Britain had built forts and towns for merchants and soldiers to liveBritish merchants exchanged British-made goods for new exotic luxuries

EAST INDIA COMPANYBritish influence across Asia through the East India Company (EIC) and Royal NavyIndian Rebellion of 1857Indian soldiers mutiny: long-term grievances and issue of tallow-greased cartridgesBritish RajEnd of the British East India CompanyBritish Crown takes control; Government of India Act 1858Queen Victoria crowned Empress of India

Independence led to a rise in taxes14th July 1789 people of Paris stormed a prison called the Bastille and released its prisonersRevolution began followed by a reign of terrorKing and Queen beheaded and France becomes a republic (a nation ruled without a monarch)

NAPOLEON BONAPARTE AND THE FIRST FRENCH EMPIRE

Napoleon as military geniusIn 1804 he made himself ‘Emperor’ of FrancePlanned invasion of EnglandHoratio Nelson, admiral in the Royal Navy led the attack on Napoleon’s navyNapoleon defeated at the Battle of Trafalgar (off the Spanish Coast at Cape Trafalgar)Death of NelsonNapoleon invades SpainBattle of WaterlooNapoleon sent into exile on the island of St Helena in the middle of the Atlantic Ocean where he dies seven years later


British ports including Liverpool, Glasgow and Bristol became richThe Seven Years WarBritain went to war with France, battles were fought in trading colonies around the worldEast India CompanyRule Britannia

The Royal Navy

Impressment; forcing men to serve in the Royal Navy

Life of a sailor; diet, scurvy, punishments

Geog EAST ENGLANDHERTFORDSHIRE,BEDFORDSHIRE, CAMBRIDGESHIRE, NORFOLK, SUFFOLK, ESSEX

Flat or rolling land, climate, vegetable farming, Norfolk Broads, Cambridge, port of Felixstowe, Sutton Hoo

THE MIDLANDSEASTMIDLANDS:NOTTINGHAMSHIRE, DERBYSHIRE, LEICESTERSHIRE, RUTLAND, NORTHAMPTONSHIRE AND MOST OF LINCOLNSHIRE WESTMIDLANDS: STAFFORDSHIRE, GLOUCESTERSHIRE, WORCESTERSHIRE, WEST MIDLANDS, WARWICKSHIRE, HEREFORDSHIRE

Birmingham, Spaghetti Junction, Grand Union

AUSTRALIA, NEW ZEALAND AND THE SOUTH PACIFICGEOGRAPHY

South Pacific OceanMajor rivers: the Murray and the Darling (Australia)Contrasting climate in different regions:Australia: climate differs regionally—dry outback, greener coastal areasNew Zealand: hot in the North Island (farther from the South Pole and closer to the Equator),South Pacific islands are very hotSettlements located along the coasts, especially on the East Coast of Australia and coasts of New Zealand

AUSTRALIALarge cities: Canberra,

SPATIAL SENSETeachers: Review as necessary map-reading skills and concepts, as well as geographic terms, from previous years.Scale: measure distances using map scales.Identify the Prime Meridian, the Eastern and Western Hemispheres.

MOUNTAINS OF THE WORLDTeachers: Children should learn the names of some of the world’s mountain ranges. They should also become familiar with the terms peak meaning the highest point of a mountain and range meaning a connected group of mountains.

The AlpsThe HimalayasThe Andes and The Appalachian Mountains


Canal, mining industry (much declined), Peak District,Sherwood Forest, The Trent, Rolls-Royce (engines)Nottingham, Derby, Bourneville; home of Cadbury’s chocolate, Malvern Hills, farming

YORKSHIRE, HUMBERSIDE, PART OF LINCOLNSHIREPeak District, N Yorkshire Moors, Yorkshire Dales, River Humber, port of Hull, coal, iron and steel works, City of York

NORTH EASTNORTHUMBERLAND, TYNE AND WEAR, DURHAM

Northumberland National Park, Cheviot Hills, Hadrian’s Wall, former ship building (Sunderland, Newcastle-upon-Tyne), Durham

NORTH WESTCUMBRIA, LANCASHIRE, GREATER MANCHESTER, MERSEYSIDELake District, Scafell Pike (largest peak in England), William Wordsworth, Beatrix Potter, Sellafield nuclear power station, textile industry, Liverpool, Manchester

SCOTLANDBorder regions, lowlands, uplands (granite, quartzite, schist, sandstone), volcanic

Sydney, Adelaide, Melbourne, Brisbane, Cairns, Darwin, Perth, Alice SpringsImportant features: Ayers Rock, outback, Great Barrier Reef (world’s largest coral reef), tropical rainforest, beaches Aboriginal people: traditional music and dance, strong oral history, importance of ancestors, historic art including aboriginal rock engravings [cross-curricular connection with Year 4 Visual Arts] Unique animals: koala, kangaroo, platypus, emu, kookaburra birdBritish explorer James Cook was the first European to make contact with Australia (on eastern coastline)Australia used as a penal colony for British prisonersGold rush in the 1850s and subsequent importance of miningAustralia became an independent country that was a dominion of the British Empire (1907)New architecture: Sydney harbour bridge and the Sydney Opera House are well-known modern architectural pieces

NEW ZEALANDLarge cities: Auckland,

The Atlas Mountains

WALESSnowdonia, Cambrian Mountains, Brecon Beacons, Cardigan Bay, Isle of Anglesey, Welsh valleys, coal, iron and steel works, railways, canals, slate mines, Welsh language,Wye valley, Rhondda valley, Merthyr Tydfil, Cardiff, docks, Welsh Assembly, Swansea, Dylan Thomas, Gower Peninsula, seaside resorts, Pembrokeshire Coast national park

MINI-TOPIC (end of term)SOUTH AMERICA AND CENTRAL AMERICASouth American countries:Argentina, Bolivia, Brazil, Chile, Colombia, Ecuador, Falkland Islands (UK), French Guiana, Guyana, Paraguay, Peru, Suriname, Uruguay, Venezuela

Central American countries:Belize, Costa Rica, El Salvador, Guatemala, Honduras, Mexico, Nicaragua, Panama

Important geographical features: Panama Canal, Amazon River, Amazon rainforest, Andes mountains, Patagonia, Galapagos Islands

Indigenous peoples: Maya (Mexico, Guatemala), Quechua (Peru, Ecuador, Bolivia)

Music and dancing: salsa, bachata, merengue, tango


islands,peninsulas, lochs (Loch Lomond, Lock Ness), glens, estuaries (Firth of Clyde, Firth of Forth), fishing harbours,Scottish parliament, Robert Burns, clans, coal, iron ore, Glasgow, Edinburgh, Edinburgh festival,castles (Edinburgh, Balmoral), Orkney Islands, Shetland Islands

ChristchurchImportant features:Geysers in Rotorua on the North Island [cross-curricular connection with Year 2 History and Geography: geysers in Yellowstone National Park in the US and in Iceland]Māori people and culture: elaborate mythology, traditional dancing (see rugby and the haka below),HistoryBritish explorer James Cook was the first to circumnavigate New ZealandNew Zealand as a member of the British CommonwealthFirst country in the world to grant all women the right to vote (1893)SportsRugby: All Blacks rugby team, Māori participation in rugby and the national team’s performance of the haka (traditional Māori challenge) before matches

SOUTH PACIFIC ISLANDSJames Cook as an explorer and a cartographer who was the first to map South Pacific Islands from New Zealand to Hawaii

Biodiversity of animals: Galapagos Islands of Ecuador; Amazon Rainforest

Visual MINI-TOPIC (end of term LANGUAGE OF ART: STYLE TYPES OF ART: PRINTS AND


Arts project)THE LANGUAGE OF ARTUNDERSTAND AND BE ABLE TO APPLY APPROPRIATELY THE FOLLOWING TERMS:

Renaissance: comes from the Italian word ʻRinascitaʼ (meaning re-birth), applied to describe a regeneration of the arts along classical lines, which took place after the Middle—or so-called ʻDarkʼ AgesFigurative: refers to the style of works of art which attempt to depict convincing reality or life-like formsAbstract: the opposite of figurative, referring to artworks wherein the depicted reflects an idea or suggestion of something, rather than the thing itselfGenre: a term to describe distinct types of subject matter, applicable in literature as well as art, such as landscape or portraitPerspective: in art refers to the mathematical techniques, and linear arrangements used to rationalise space in two-dimensional art works

ART AND ARCHITECTURE OF THE ITALIAN RENAISSANCETeachers: you could introduce the students to Renaissance art by reviewing previously observed works and also

Understand the meaning of ʻstyleʼ as a noun and, in the context of art, as a term to refer to how something looks.Practice applying the term ʻstyleʼ to describe contrasting works of art already known to students, comparing two works, for example:Stubbsʼs Whistlejacket [from Year 3 - Form] (often described as smooth in style since no brushstrokes are visible and the colours have been carefully blended)Munchʼs The Scream [from Year 4 - Design] (which can be described as rough or broad in style as the brushstrokes are evident and the paint appears to have been hastily applied and the colours are unmixed)Rococo Vs ModernismAntoine Watteau, The Pilgrimage to the Isle of Cythera, 1717 (Louvre Museum, Paris, France)Thomas Chippendale, Ribbon-backed Chair, made 1850-1880 from Chippendale’s design of 1754 (V&A Museum, London, UK)Modernism and Abstract ArtColour theoryTheo van Doesburg, Contra-Composition of Dissonances XVI (Haags Gemeentemuseum)

PRINTMAKINGTeachers: Prints and printmaking provides an excellent opportunity to allow your students to create original artworks using the media and techniques they are examining. Specialist equipment is not necessary to experience print-making; mono-printing, for example, requires little other than paint, wooden sticks and paper, and desks or tablets that can be wiped down!

Understand that printmaking is an indirect art form, where the artist usually creates a design on a block or plate (or wood, plastic or metal), or even on a screen of silk, and this is transferred to a support—usually paper—after a pressing with ink. Printmaking can be a positive (relief), negative (intaglio) or stencil process.Appreciate that the benefit of printmaking is that it allows the creation of multiple versions of the same design. Artists like Rubens and Hogarth realised they could use this to spread their images to a wider audience, not least because paper prints were generally cheap and comparatively quick to produce.


looking at:Leonardo da Vinciʼs Vitruvian Man (Year 2: Shape), Mona Lisa (Year 2: Portraits) and Last Supper (Year 2: Murals)Bruegelʼs Peasant Wedding (Year 4: Space in Artworks)Dürerʼs Self-Portrait (Year 2: Portraits and Self-Portraits)Raphael (Raffaello Sanzio da Urbino), The School of Athens, 1510-1511 (Vatican Museums and Galleries), Vatican City

UNDERSTAND THE TERM RENAISSANCESee section I, part A, above

Recognise that Renaissance art is not only defined by style but reflects new attitudes, achievements and influences; namely:A shift in world view from medieval to Renaissance art, with a new emphasis on humanity and the natural worldThe influence of Greek and Roman art on Renaissance artists (a return to classical subject matter; idealisation of the human form; balance and proportion in design; the literal re-discovery of classical art works, such as Laocoon

The Hague, NetherlandsMarcel Breuer, Wassily Chairs, 1925-1926 (Bauhaus) Dessau, Germany

Find out about some of the various printmaking techniques, ranging from mono-printing, engraving,etching, screen-printing to lithography and brass rubbing. Recognise as products of printmaking (prints), and discuss:Albrecht Dürer, The Rhinoceros (woodcut) 1515 (British Museum, London)Paulus Pontius after Rubens, Self-Portrait (of Rubens), 1630 (British Museum, London)William Hogarth, Industry and Idleness Plate 1: The Fellow ‘Prentices at their Looms, Plate 12: The Industrious ‘Prentice Lord Mayor of London, 1747 (Tate Britain, London)Henri de Toulouse-Lautrec, Troupe de Mlle Églantine, 1896 (colour lithograph), (V&A,

London)


Group by Michelangelo, or Apollo Belvedere)The development of linear perspective during the Italian Renaissance (the vantage point or point-of view of the viewer; convergence of lines toward a vanishing point; the horizon line)

OBSERVE AND DISCUSS A RANGE OF PAINTINGS BY ITALIAN RENAISSANCE ARTISTSConsider what makes them ʻRenaissanceʼ works, including:

Sandro Botticelli, The Birth of Venus, c. 1485 (Uffizi, Florence)Raphael, Madonna of the Pinks (La Madonna dei Garofani), 1506-7 (National Gallery, London)Michelangelo, Sistine Chapel decorations, 1508-12 (Vatican, Rome)

BECOME FAMILIAR WITH RENAISSANCE SCULPTURE

Consider what makes sculptures ʻRenaissanceʼ, including:Donatello, Saint George, (Bronze cast after stone original), c. 1415-17 (Orsanmichele—the Kitchen Garden of St Michael, Florence)Michelangelo, David, 1504 (Galleria dellʼAccademia, Florence)


BECOME FAMILIAR WITH RENAISSANCE ARCHITECTURE

Consider—where possible—who the buildings were designed and built by, who used them and what for, and how they were decorated (often with works by important Renaissance artists):Il Duomo (Florence Cathedral), particularly Brunelleschiʼs Dome which completed it in 1436 (consider the role of Cosimo de Medici as a patron, supporting Brunelleschi to win the commission over Ghiberti)Palazzo Pitti, Florence, begun 1458, (from 1549 chief residence of the Medici and the ruling families of the Grand Duchy of Tuscany)The Basilica of St Peterʼs, Vatican City, Rome, 1506 (includes Michelangeloʼs Pietà, and later additions by Bernini)

Villa Farnesina, 1506-10 (Trastevere, Rome) (Retreat of Papal banker Agostino Chigi, who commissioned decorations from Raphael, del Piombo and Guilio Romano)

DT Cooking and food tasting of food from the British empireDT2/1.1b DT2/1.2a DT2/1.2b DT2/1.3b DT2/1.3c DT2/2.1a DT2/2.1b DT2/2.1c DT2/2.1d

Wand design and makingDT2/1.1a DT2/1.1b DT2/1.2a DT2/1.2b DT2/1.3a DT2/1.3b DT2/1.3c

Sewing project – miniature explorer’s backpack, including sewing and embroidery skills.DT2/1.1a DT2/1.1b DT2/1.2a DT2/1.2b DT2/1.3a DT2/1.3b DT2/1.4a


Music LISTENING AND UNDERSTANDINGTeachers: Expose children to a wide range of music, including children’s music, popular instrumental music,and music from various cultures.

MUSICAL TRADITIONS ENGLISH FOLK MUSIC

Listen to Vaughan Williams English Folk Song Suite.Understand that folk music is passed on by each generation and generally not written down.Recognise folk songs that are still familiar today:Early One MorningDrunken Sailor (revise from Year 2)Scarborough Fair

SPIRITUALSSorrow songs

TUNED MUSICAL INSTRUMENT LESSONS USING NOTATION AND TABSELEMENTS OF MUSIC

Through participation, become familiar with basic elements of music (rhythm, melody, harmony, form, timbre, etc.).Recognise a steady beat, accents, and the downbeat; play a steady beat and a simple rhythm pattern.Discriminate between fast and slow; gradually slowing down and getting faster.Discriminate between differences in pitch: high and low.Discriminate between loud and soft; gradually increasing and decreasing volume.Understand legato (smoothly flowing progression of notes) and staccato (crisp, distinct notes).Sing unaccompanied, accompanied, and in unison.

Recognise harmony; sing simple rounds and canons.

Recognise verse and chorusContinue work with timbre and phrasing.Recognise theme and variations, and listen to Mozart, Variations on ‘Ah vous dirai-je Maman’

TUNED MUSICAL INSTRUMENT LESSONS USING NOTATION AND TABSELEMENTS

Through participation, become familiar with basic elements of music (rhythm, melody, harmony, form, timbre, etc.).Recognise a steady beat, accents, and the downbeat; play a steady beat, a simple rhythm pattern, and syncopation patterns.Discriminate between fast and slow; gradually slowing down and getting faster; accelerando and ritardando.Discriminate between differences in pitch: high and low.Discriminate between loud and soft; gradually increasing and decreasing volume; crescendo and diminuendoUnderstand legato (smoothly flowing progression of notes) and staccato (crisp, distinct notes).Sing unaccompanied, accompanied, and in unison.Recognise harmony; sing rounds and canons; two- and three-part singing.Recognise verse and refrain.Recognise theme and


(familiarly known as ‘Twinkle Twinkle Little Star’).Sing or play simple melodies.

variations.

Songs SONGSAuld Lang Syne [Cross-curricular connection with Year 5 British History]Bear NecessitiesBritish GrenadiersHeart of Oak [Cross-curricular connection with Year 5 British History]I Wanna Be Like YouLoch Lomond [Cross-curricular connection with Year 5 British History]Skye Boat Song [Cross-curricular connection with Year 5 British History]Waltzing Matilda [Cross-curricular connection with Year 5 Geography - Australia]With a Little Help From My FriendThe Blaydon Races [Cross-curricular connection with Year 6 British History]Food Glorious FoodGreensleevesLean On MeThe Mountains of MourneSumer is Icumen InSwing LowWiddecombe Fair

Science CELLS: STRUCTURES AND PROCESSESAll living things are made up of cells

Structure of cells (both plant and animal)Cell membrane: selectively allows substances in and outNucleus: surrounded by nuclear membrane, contains genetic material, divides for reproductionCytoplasm contains organelles, small structure that carry out the chemical activities of the cell, including

CLASSIFYING LIVING THINGSTeachers: As the children study animal classifications, discuss: why do we classify? How does classification help us understand the natural world?

Scientists have divided living things into five large groups called kingdoms, as follows:

PlantAnimalFungus (Mushrooms, yeast, mould, mildew)Protist (algae, protozoans, amoeba, euglena)Prokaryote (blue-green

PLANT STRUCTURES AND PROCESSESSTRUCTURE: NON-VASCULAR AND VASCULAR PLANTS Non-vascular plants (for

example: algae) Vascular plants Vascular plants have

tube-like structures that allow water and dissolved nutrients to move

through the plant Parts and functions of

vascular plants: roots, stems and buds, leaves

PHOTOSYNTHESIS Photosynthesis is an

important life process

METEOROLOGYThe water cycle (review from Year 3): evaporation, condensation, precipitation

Clouds: cirrus, stratus, cumulus (review from Year 3)The atmosphereTroposphere, stratosphere, mesosphere, thermosphere, exosphereHow the Sun and the Earth heat the atmosphereAir movement: wind direction and speed,

GEOLOGYTHE EARTH’S LAYERS

Crust, mantle, core (outer core and inner core)Movement of tectonic platesEarthquakesFaults, San Andreas faultMeasuring intensity: seismograph and Richter scaleTsunamisVolcanoesMagmaLava and lava flowActive, dormant and extinctFamous volcanoes:


mitochondria (which produce the cell’s energy) and vacuoles (which store food, water, or wastes)Plant cells, unlike animal cells, have cell walls and chloroplasts.Cells without nuclei: monerans (bacteria)Some organisms consist of only a single cell: for example, amoeba, protozoans, some algae.Cells are shaped differently in order to perform different functions.Organisation of cells into tissues, organs, and systems:

In complex organisms, groups of cells form tissues (for example: in animals, skin tissue or muscle tissue; in plants, the skin of an onion or the bark of a tree).

Tissues with similar functions form organs (for example: in some animals, the heart, stomach, or brain; in some plants, the root or flower).

In complex organisms, organs work together in a system (recall, for example, from earlier studies of the human body, the digestive, circulatory, and respiratory systems)

algae, bacteria)

Each Kingdom is divided into smaller groupings as follows:

KingdomPhylumClassOrderFamilyGenusSpeciesVariety

When classifying living things, scientists use special names made up of Latin words (or words made to sound like Latin words), which help scientists around the world understand each other and ensure that they are using the same names for the same living things

Homo Sapiens: the scientific name for the species to which human beings belong to (genus: Homo, species: Sapiens)Taxonomists: biologists who specialise in classificationDifferent classes of vertebrates and major characteristics: fish, amphibians, reptiles, birds, mammals

that occurs in plant cells, but not animal cells (photo =

light; synthesis = putting together). Unlike animals, plants make their own food, through the process

of photosynthesis. Role in photosynthesis of:

energy from sunlight, chlorophyll, carbon dioxide and water, xylem and

phloem, stomata, oxygen, sugar (glucose)

REPRODUCTION IN PLANTS Asexual reproduction Example of algae Vegetative reproduction:

runners (for example: strawberries) and bulbs (for example: onions), growing plants from eyes, buds, leaves, roots, and stems

Sexual reproduction by spore bearing plants (for example: mosses and ferns)

Sexual reproduction of non-flowering seed plants: conifers (for example: pines), male and female cones, wind pollination

Sexual reproduction of flowering plants (for example: peas)

Functions of sepals and petals, stamen (male), anther, pistil (female), ovary (or ovule)

Process of seed and fruit production: pollen, wind, insect and bird

prevailing winds, air pressure, low and high pressure, air massesCold and warm fronts: thunderheads, lightning and electric charge, thunder, tornadoes, hurricanesForecasting the weather: barometers (relation between changes in atmospheric pressure and weather), weather maps, weather satellites.

Weather and climate: ‘weather’ refers to daily changes in temperature, rainfall, sunshine, etc., while ‘climate’ refers to weather trends that are longer than the cycle of the seasons.

Vesuvius, Krakatoa, Mount St. HelensHot springs and geysers: Old Faithful (in Yellowstone National Park, US)Theories of how the continents and oceans were formed: Pangaea and continental drift

HOW MOUNTAINS ARE FORMED

Folded mountains, fault-block mountains, dome-shaped mountains

ROCKSFormation and characteristics of metamorphic, igneous, and sedimentary rock

WEATHERING AND EROSIONPhysical and chemical weatheringWeathering and erosion by water, wind and glaciers

The formation of soil: topsoil, subsoil, bedrock


TAXONOMIESTeachers: Introduce an example of how an animal is classified, in order for students to become familiar with the system of classification, not to memorise specific names. For example, a collie dog is classified as follows:

Kingdom: Animalia Phylum: Chordata

(Subphylum: Vertebrata)

Class: Mammalia (mammal)

Order: Carnivora (eats meat)

Family: Canidae (a group with doglike characteristics)

Genus: Canis (a coyote, wolf, or dog)

Species: Familiaris (a domestic dog)

Variety: Collie (a breed of dog)

pollination, fertilisation, growth of ovary, mature fruit

Seed germination and plant growth: seed coat, embryo and endosperm, germination (sprouting of new plant), monocots (for example: corn) and dicots (for example: beans)

French Y5 unit 1 – Getting to know youFL2/1.1a FL2/1.1b FL2/1.2a FL2/1.2b FL2/1.2c FL2/1.2d FL2/1.3a FL2/1.3b FL2/1.3c FL2/1.4a FL2/1.4b FL2/1.4c

Year 5 unit 2 – All About ourselvesFL2/1.1a FL2/1.1b FL2/1.2a FL2/1.2b FL2/1.2c FL2/1.2d FL2/1.3a FL2/1.3b FL2/1.3c FL2/1.4a FL2/1.4b FL2/1.4cYear 5 unit 3 – That’s tastyFL2/1.1a FL2/1.1b FL2/1.2a FL2/1.2b FL2/1.2c FL2/1.2d FL2/1.3a FL2/1.3b FL2/1.3c FL2/1.4a FL2/1.4b FL2/1.4c

Year 5 unit 4 – family and friendsFL2/1.1a FL2/1.1b FL2/1.2a FL2/1.2b FL2/1.2c FL2/1.2d FL2/1.3a FL2/1.3b FL2/1.3c FL2/1.4a FL2/1.4b FL2/1.4c

RE N/A How does Jesus inspire Christians? Salvation Teachings and Life Eddie Stobart Bourneville

N/A Why continue being Jewish?

Opening up Judaism resource

Holocaust

How does Buddha inspire Buddhists? Four sights Enlightenment Four noble truthsEightfold path


QuakersHow do Christians bring hope at Christmas? Salvation Army Gifts Local Christian initiativesRE5.1c RE5.1d RE6.1e RE6.1f

RE5.1f Re2.1b RE2.1c RE2.1f RE2.1i

If everyone followed the middle way, would there be a perfect world? Aung San Suu Kyi Dalai Lama Monks/NunsRE5.1e RE5.1f

PSHE Growth Mindset Relationships Mind to be Kind Mind to be Kind Living in the Wider world

Health and Well-being – sex ed on two year

cycle.Transition

PEICT E-Safety unit

Co2/1.7Word processing linking to English. To include making and organising files and folders on the server.Co2/1.6

Continuous provision linking to other subjects

Coding - Hour of code activitiesCo2/1.1 Co2/1.2 Co2/1.3

Computational Thinking and creativityCo2/1.1 Co2/1.2 Co2/1.3 Co2/1.6 Co2/1.7

PowerPoint Presentation on topic – research skillsCo2/1.5 Co2/1.6

Explorer James CookCultural Capital

Year B Autumn Term Spring Term SummerThe Victorian Era The Lives of Great

ScientistsIslam and the Holy Wars

United States of America

Maths Number: Place ValueNumber: Four Operations

Number: Four OperationsNumber: Fractions

Number: Decimals and PercentagesNumber: DecimalsNumber: AlgebraMeasurement: Converting Units

Measurement: Perimeter, Area and VolumeNumber: RatioStatisticsY5 core content

Geometry: Properties of ShapesGeometry: Position and DirectionSATs

Y6 Focus: Peer teaching, investigations and consolidations.Y5 Focus: Place value, four operations, any


consolidation other areas identified as high need.

English ReadingEnglish Texts

SCIENCE BIOGRAPHIESMichael Faraday (chemist and physicist, developed the electric motor and electric generator)Elizabeth Garrett Anderson (English physician and feminist, first Englishwoman physician andsurgeon)Florence Nightingale (pioneering woman nurse during the Crimean War who later established theNightingale Training School for nurses at St Thomas' Hospital in London)Charles Drew (American doctor and medical researcher)called Natural Selection)Tim Burners-Lee (inventor of the World Wide Web)Humphry Davy (chemist and inventor; discovered alkaline earth metals, chlorine and iodine)Dorothy Hodgkin (British chemist, confirmed the structures of penicillin and vitamin B12)

Carl Linnaeus (botanist and ‘Father of taxonomy’ who standardised the classification system)


English PoetryEnglish IdiomsSPaG

History THE INDUSTRIAL REVOLUTION AND THE ECONOMYTHE INDUSTRIAL REVOLUTION.

James Watt’s steam engine, 1778Transport developmentsGeorge Stephenson’s Rocket; Stockton-Darlington RailwayCanals; aqueductsMechanisation of IndustryInvention of the power loom (1784), cotton mills in Lancashire; steam powerGas lighting on streets

SOCIAL AND POLITICAL REFORMSOCIAL REFORM

Social reforms after the 1832 Great Reform Act1833 Factory Act; minimum age to work; limited hours for children; 1847 Factory Act (the ‘Ten Hours Act’)1834 Poor Law reform; workhouses and ‘less eligibility’Health problemsCholera epidemicsPublic Health Act 1848; general and local boards of healthImproving sanitary conditions; London

THE SPREAD OF ISLAM AND THE HOLY WARSTeachers: Since religion is a shaping force in the story of civilisation, the Core Knowledge Sequence introduces children in the early years to major world religions, beginning with a focus on geography and major symbols and figures. In Year 5 the focus is on history, geography, and the development of a civilisation. The purpose is not to explore matters of theology but to understand the place of religion and religious ideas in history. The goal is to familiarise, not proselytise; to be descriptive, not prescriptive. The tone

AMERICAN REVOLUTIONTeachers: Connect the American Revolution to the ideas of ‘liberty’.The American Revolution can be used to discuss ideas such as representation and democracy. Explain the wider impact of the Revolution in Britain and across Europe, particularly in France. Also raise and discuss issues about the nature and formation of national identity.

PROVOCATIONSBritish taxes, ‘No taxation without representation’Boston Tea Party

THE DECLARATION OF

ABOLITION OF THE SLAVE TRADETeachers: Explain the efforts to stop slavery in the context of its huge and extensive operation across the world, particularly in the Americas. Encourage students to think about the personal and psychologically damaging effects of slavery, as well as the reasons why people opposed abolitionism.

ABOLITION OF SLAVERY IN THE BRITISH EMPIRE

Slaves transported from Africa to plantations in the AmericasConditions on slave ships


Coal mining: Particularly, the northeast of England, south of Scotland , Wales and the Midlands,Social changes: Poor conditions, working hours and pay in factories, collieries and millsYoung children in factories, collieries and mills: Unionisation of workforceHousing conditions very poorCholera epidemics were common

VICTORIAN ERAQUEEN VICTORIA

Young Queen, Coronation at 18 in 1837First monarch to live at Buckingham PalaceMarries first cousin Prince Albert of Saxe-Coburg GothaReign of 63 years

OVERSAW PERIOD OF BRITISH ECONOMIC AND IMPERIAL GROWTH

The Great Exhibition, 1851Showcased global

sewerage system

POPULAR REFORMChartismThe Charter; six points; democratic ambitionsNational Elementary Education Act, 1870; state education provision until age 12

IRISH FAMINE 1845-49THE IRISH FAMINE AND INDEPENDENCE MOVEMENTS

Act of Union in 1800Ireland joins Britain as part of the United KingdomOutbreak of FaminePotato blightActions of the landlordsDeath tollGovernment responsesSir Robert Peel and American maize; corn lawsEmigrationUnited States and Great BritainImportance of memory of Famine in Ireland and diasporaCreation of an Irish identityMigration and depopulation

should be one of respect and balance: no religion should be disparaged by implying that it is a thing of the past. A review of major religions introduced in earlier years is recommended: Judaism/Christianity/Islam (Year 2) and Hinduism/Buddhism (Year 3).

ISLAMMuhammad: the prophetAllah, Qur’anSacred city of Makkah, mosques‘Five pillars’ of IslamDeclaration of faithPrayer (five times daily), facing toward MakkahFasting during RamadanHelp the needy

o Pilgrimage to Makkah

Arab peoples unite to spread Islam in Northern Africa, through the eastern Roman Empire, and as far west as Spain.

DEVELOPMENT OF ISLAMIC CIVILISATION

Contributions to science and mathematics:

INDEPENDENCEDeclaration of Independence; adopted July 4, 1776The proposition that ‘All men are created equal’The responsibility of government to protect the ‘unalienable rights’ of the people

o Natural rights: ‘Life, liberty, and the pursuit of happiness’

The ‘right of the people... to institute new government’

THE REVOLUTIONThe French enter the war in support of the AmericansBritish surrender at York TownCreation of the USA with George Washington as President

Beginning of movement for the abolition of slaveryWilliam WilberforceOlandah Equiano1807 Bill for the Abolition of the Slave Trade

1833 Slavery abolished throughout the British Empire


exhibitsEmphasised British manufacturing capabilities

VICTORIAN PARTY POLITICS

William Gladstone and Benjamin Disraeli

Gladstone and the development of ‘Liberalism’

SOCIAL AND POLITICAL REFORMSOCIAL PROBLEMS CAUSED BY INDUSTRIALISATION

Wide and evident gap between rich and poor

POLITICAL REFORMBattle of Peterloo (‘Peterloo Massacre’)The 1832 Great Reform ActLimited middle class enfranchisement

THE END OF AN ERA:QUEEN VICTORIA

Reigns for 63 years and 7 monthsDeath of Prince AlbertRetires from public lifeGolden and Diamond JubileesDeath in 1901; end of Victorian Era

Avicenna (Ibn Sina), Arabic numeralsThriving cities as centres of Islamic art and learning, such as Cordoba (Spain)

WARS BETWEEN MUSLIMS AND CHRISTIANS

The Holy Land, JerusalemThe CrusadesSaladin and Richard the Lionheart

Growing trade and cultural exchange between east and west

Geog WORLD GEOGRAPHYNORTH AMERICATeachers: Introduce pupils to the North American continent.USA, CANADA, MEXICO

Climates: Arid, humid temperate, humid cold, tundra, Mediterranean

SPATIAL SENSEREAD MAPS AND GLOBES USING LONGITUDE AND LATITUDE, COORDINATES, DEGREESTime zones:Prime Meridian (O degrees); Greenwich, England; 180° Line (International Date Line)


(California/Southern Florida).LandscapeRocky Mountains, Appalachian Mountains, plains, prairies, Great Lakes (Superior, Huron, Michigan, Erie, Ontario)Important rivers: Mississippi and major tributaries (for example, Missouri River), Mackenzie, Yukon, LawrencePeople and cultureIndigenous Native American communitiesEuropean settlersLatino settlersAsian settlers

The USA as a nation of immigrants, melting pot of cultures

The United States; 48 continuous states, plus Alaska and Hawaii

CanadaFrench and British heritageFrench-speaking QuebecDivided into provinces

SettlementsNew York City, Washington D.C., Chicago,

Arctic Circle (imaginary lines and boundaries) and Antarctic Circle. From a round globe to a flat map.

Terms: glaciers, industry, agriculture, services, tourism, recreation, tundra, steppe


Los Angeles, San Francisco, Boston, Houston, Miami, Seattle, Montreal, Toronto, Vancouver, Mexico City

Economic activity:The USA as the largest economy in the worldAmerican consumption (houses, cars, energy)Migrant labour from Latin American countries

Visual Arts

VICTORIAN ART Augustus Welby Pugin ‘a Catholic town in 1440’ and ‘a town in 1840’, Contrasts: Or A Parallel between the Noble Edifices of the Middle Ages and Corresponding Buildings of the Present Day, 1836 (Cambridge University Press, 2013)Gothic Revival: a return to the gothic style of architecture from the Middle AgesThe Houses of Parliament: designed in a gothic styleWilliam Morris: wallpaper, tiles, furniture, fabrics and books

Sir Edward Coley Burne-Jones, The last sleep of Arthur in Avalon, 1881-98 (Museo de Arte de Ponce), Puerto Rico

IISLAMIC ART AND ARCHITECTURE[Cross-curricular links with Year 5 World History]

Become familiar with examples of Islamic art, including illuminated manuscripts and illumination of the Qurʼan (Koran).Note characteristic features of Islamic architecture, such as domes and minarets, in:The Dome of the Rock (Mosque of Omar), initial construction completed in AD 691 (Jerusalem)The Alhambra Palace, 1527 (Granada, Spain)The Taj Mahal, 1632 (Agra, India)

THE ART OF AFRICA[Cross-curricular links with Year 5 World History]Note the spiritual purposes and significance of many African works of art, such as masks used in ceremonies. In addition, recognise cultural changes that are reflected in artwork. For instance, in parts of West Africa where Portuguese traders arrived in the 16th century, many works of art display

Portuguese influence in the materials and techniques used, as well as in what was depicted in the art.Become familiar with examples of art from specific regions and peoples in Africa. The following suggestions can be found in the British Museum in London:Antelope headdresses of Mali


Ivory carvings from Ife and Benin

Bronze sculptures and panels from Benin

DT Construction project - moving machinesDT2/1.1b DT2/1.2a DT2/1.2b DT2/1.3a DT2/1.3b DT2/1.3c

Weaving with wool – Islamic pattern inspiredDT2/1.1a DT2/1.1b DT2/1.2a DT2/1.2b DT2/1.3a DT2/1.3b DT2/1.3c

Cooking – American classic recipesDT2/1.1b DT2/1.2a DT2/1.2b DT2/1.3b DT2/1.3c DT2/2.1a DT2/2.1b DT2/2.1c DT2/2.1d

Music COMPOSERS AND THEIR MUSICTeachers: Provide brief, child-friendly biographical profiles of the following composers, and listen torepresentative works:

Ludwig van Beethoven, Symphony No. 5 [Builds on children’s first introduction to Beethoven in Year 3.]Ralph Vaughn Williams, Greensleeves

MUSICAL CONNECTIONSTeachers: Introduce children to the following:

Polyphonic MusicCanons and Rounds

TUNED MUSICAL INSTRUMENT LESSONS USING NOTATION AND TABSELEMENTS OF MUSIC

Through participation, become familiar with basic elements of music (rhythm, melody, harmony, form, timbre, etc.).Recognise a steady beat, accents, and the downbeat; play a steady beat and a simple rhythm pattern.Discriminate between fast and slow; gradually slowing down and getting faster.Discriminate between differences in pitch: high and low.Discriminate between loud and soft; gradually increasing and decreasing volume.Understand legato (smoothly flowing progression of notes) and staccato (crisp, distinct notes).Sing unaccompanied, accompanied, and in unison.

Recognise harmony; sing

LISTENING AND UNDERSTANDINGTHE ORCHESTRAReview the orchestra, including families of instruments and specific instruments, by listening to Benjamin Britten, The Young Person’s Guide to the Orchestra.

VOCAL RANGESTeachers: Students should learn to recognise and name the different vocal ranges, and apply their knowledge by beginning part singing.Recognise vocal ranges of the adult female voice:

High = sopranoMiddle = mezzo sopranoLow = altoRecognise vocal ranges of the male voice:High = tenorMiddle = baritoneLow = bass

COMPOSERS AND THEIR MUSICTeachers: Provide brief, child-friendly biographical profiles of the following composers, and listen to representative works.

TUNED MUSICAL INSTRUMENT LESSONS USING NOTATION AND TABSELEMENTS

Through participation, become familiar with basic elements of music (rhythm, melody, harmony, form, timbre, etc.).Recognise a steady beat, accents, and the downbeat; play a steady beat, a simple rhythm pattern, and syncopation patterns.Discriminate between fast and slow; gradually slowing down and getting faster; accelerando and ritardando.Discriminate between differences in pitch: high and low.Discriminate between loud and soft; gradually increasing and decreasing volume; crescendo and diminuendoUnderstand legato (smoothly flowing progression of notes) and staccato (crisp, distinct notes).


simple rounds and canons.

Recognise verse and chorusContinue work with timbre and phrasing.Recognise theme and variations, and listen to Mozart, Variations on ‘Ah vous dirai-je Maman’ (familiarly known as ‘Twinkle Twinkle Little Star’).Sing or play simple melodies.

George Frederic Handel, ‘Hallelujah Chorus’ from The Messiah, Franz Joseph Haydn, Symphony No. 94 (‘Surprise’) Scott Joplin, Maple Leaf Rag, Wolfgang Amadeus Mozart, The Magic Flute, selections, including:OvertureIntroduction, Zu Hilfe! Zu Hilfe! (Tamino, Three Ladies)Aria, Der Vogelfänger bin ich ja (Papageno)Recitative and Aria, O zittre nicht, mein lieber Sohn! (Queen of the Night)Area, Ein Mädchen oder Weibchen (Papageno)Duet, Pa-pa-gena! Pa-pa-geno! (Papageno and Papagena)Finale, Recitative and Chorus, Die Strahlen der Sonne! (Sarastro and Chorus)

MUSICAL CONNECTIONSTeachers: Introduce children to the following in connection with topics in other disciplines:

Music of the Middle Ages

Gregorian chant

Sing unaccompanied, accompanied, and in unison.Recognise harmony; sing rounds and canons; two- and three-part singing.Recognise verse and refrain.Recognise theme and variations.

Songs SONGSAuld Lang Syne [Cross-curricular connection with Year 5 British History]Bear NecessitiesBritish GrenadiersHeart of Oak [Cross-curricular connection with Year 5 British History]I Wanna Be Like YouLoch Lomond [Cross-curricular connection with Year 5 British History]Skye Boat Song [Cross-curricular connection with Year 5 British History]Waltzing Matilda [Cross-curricular connection with Year 5 Geography - Australia]With a Little Help From My FriendThe Blaydon Races [Cross-curricular connection with Year 6 British History]Food Glorious Food


GreensleevesLean On MeThe Mountains of MourneSumer is Icumen InSwing Low

Widdecombe FairScience EVOLUTION

Animals have offspring that are of the same kind but often offspring have different appearancesAnimals and plants have adapted to suit the environment within which they liveAdaptation may lead to evolution: Darwin’s finches

Science BiographyCharles Darwin (English naturalist known for his theory of evolution

CHEMISTRY: BASIC TERMS AND CONCEPTSATOMSAll matter is made up of particles too small for the eye to see, called atoms. Scientists have developed models of atoms; while these models have changed over time as scientists make new discoveries; the models help us imagine what we cannot see.

Atoms are made up of even tinier particles: protons, neutrons, electrons.

The concept of electrical charge

Positive charge (+): protonNegative charge (-): electronNeutral (neither positive or negative): neutron’‘Unlike charges attract, like charges repel’ (relate to magnetic attraction and repulsion)

PROPERTIES OF MATTERMass: the amount of matter in an object, similar to weightVolume: the amount of space a thing fillsDensity: how much matter is packed into the

ELECTRICITYTeachers: Through reading and observation, and experiment, examine the following:

Electricity as the charge of electronsStatic electricityElectric currentElectric circuits, and experiments with simple circuits (battery, wire, light bulb, filament, switch, fuse)Closed circuit, open circuit, short circuitConductors and insulatorsElectromagnets: how they work and common uses

Using electricity safely

MINI-TOPIC (end of year project)THE HUMAN BODY: CIRCULATORY AND RESPIRATORY SYSTEMSTHE CIRCULATORY SYSTEM

Pioneering work of William HarveyHeart: four chambers (atrium/atria or atriums [plural] and ventricle/ventricles), aortaBloodRed blood cells, white blood cells, platelets, haemoglobin, plasma, antibodiesBlood vessels: arteries, veins, capillariesBlood pressure, pulseFiltering function of liver and spleenFatty deposits can clog blood vessels and cause a heart attack.Blood types (four basic types: A, B, AB, O) and transfusions

THE RESPIRATORY SYSTEMProcess of taking in oxygen and getting rid of carbon dioxideNose, throat, voice box, trachea (windpipe)Lungs, bronchi, bronchial tubes,


space an object fillsVacuum: the absence of matter

ELEMENTSElements are the basic kinds of matter, of which there are a little more than one hundred.There are many different kinds of atoms, but an element has only one kind of atom.Familiar elements, such as gold, copper, aluminium, oxygen, ironMost things are made up of a combination of elements.

SOLUTIONSA solution is formed when a substance (the solute) is dissolved in another substance (the solvent), such as when sugar or salt is dissolved in water; the dissolved substance is present in the solution even though you cannot see it. Concentration and saturation (as demonstrated through simple experiments with crystallisation)

CHEMISTRY: MATTER AND CHANGEATOMS, MOLECULES, AND COMPOUNDS

Basics of atomic structure: nucleus, protons (positive charge), neutrons (neutral), electrons (negative

diaphragm, ribs, alveoli (air sacs)

Smoking: damage to lung tissue, lung cancer

LIFE CYCLES AND REPRODUCTIONTHE LIFE CYCLE AND REPRODUCTION

Life cycle: development of an organism from birth to growth, reproduction, death

Example: Growth stages of a human: embryo, foetus, newborn, infancy, childhood, adolescence, adulthood, old age

All living things reproduce themselves. Reproduction may be asexual or sexual.

Examples of asexual reproduction: fission (splitting) of bacteria, spores from mildews, moulds, and mushrooms, budding of yeast cells, regeneration and cloning

Sexual reproduction requires the joining of special male and female cells

Vegetative reproduction: runners (for example: strawberries) and bulbs (for example: onions), growing plants from eyes, buds, leaves, roots,


charge)Atoms are constantly in motion, electrons move around the nucleus in paths called shells (or energy

levels)Atoms may join together to form molecules or compounds.

Common compounds and their formulas:

Water H2O Salt NaCl Carbon Dioxide CO2

ELEMENTSElements have atoms of only one kind, having the same number of protons. There are a little more than 100 different elements.The periodic table: organises elements with common properties

Atomic symbol and atomic number

Some well-known elements and their symbols

Hydrogen H Helium He Carbon C Nitrogen N Oxygen O Sodium Na Aluminium Al Silicon Si Chlorine Cl Iron Fe Copper Cu Silver Ag Gold Au

and stemsSexual reproduction by spore bearing plants (for example: mosses and ferns)Sexual reproduction of non-flowering seed plants: conifers (for example: pines), male and female cones, wind pollinationSexual reproduction of flowering plants (for example: peas)

Functions of sepals and petals, stamen (male), anther, pistil (female), ovary (or ovule)

Process of seed and fruit production: pollen, wind, insect and bird pollination, fertilisation, growth of ovary, mature fruit

Seed germination and plant growth: seed coat, embryo and endosperm, germination (sprouting of new plant), monocots (for example: corn) and dicots (for example: beans)

SEXUAL REPRODUCTION IN ANIMALS

Reproductive organs: testes (sperm) and ovaries (eggs)External fertilisation: spawningInternal fertilisation: birds, mammals


Two important categories of elements: metals and non-metals Metals comprise

about 2/3 of the known elements

Properties of metals: most are shiny, ductile, malleable, conductive

CHEMICAL AND PHYSICAL CHANGE

Chemical change changes what a molecule is made up of and results in a new substance with a new molecular structure. Examples of chemical change: rusting of iron, burning of wood, milk turning sourPhysical change changes only the properties or appearance of the substance, but does not change what the substance is made up of. Examples of physical change: cutting wood or paper, breaking glass, freezing water

Development of the embryo: egg, zygote, embryo, growth in uterus, foetus, newborn

REPRODUCTION IN PLANTSAsexual reproduction

Example of algae

THE HUMAN BODY: HORMONES AND REPRODUCTIONHUMAN GROWTH STAGES

PubertyGlands and hormones (see below, Endocrine System), growth spurt, hair growth, breasts, voice change

THE REPRODUCTIVE SYSTEMFemales: ovaries, fallopian tubes, uterus, vagina, menstruationMales: testes, scrotum, penis, urethra, semenSexual reproduction: intercourse, fertilisation, zygote, implantation of zygote in the uterus, pregnancy, embryo, foetus, newborn

THE ENDOCRINE SYSTEMThe human body has two types of glands: duct glands (such as the salivary glands), and ductless glands, also known as the endocrine glands.

Endocrine glands secrete (give off) chemicals called hormones. Different hormones


control different body processes.Pituitary gland: located at the bottom of the brain; secretes hormones that control other glands, and hormones that regulate growthThyroid gland: located below the voice box; secretes a hormone that controls the rate at which the body burns and uses foodPancreas: both a duct and a ductless gland; secretes a hormone called insulin that regulates how the body uses and stores sugar; when the pancreas does not produce enough insulin, a person has a sickness called diabetes (which can be controlled).

Adrenal glands: secrete a hormone called adrenaline, especially when a person is frightened or angry, causing rapid heartbeat and breathing.

French Year 5 unit 5 – School lifeFL2/1.1a FL2/1.1b FL2/1.2a FL2/1.2b FL2/1.2c FL2/1.2d FL2/1.3a FL2/1.3b FL2/1.3c FL2/1.4a FL2/1.4b FL2/1.4c

Year 6 unit 1 – Let’s visit a French townFL2/1.1a FL2/1.1b FL2/1.2a FL2/1.2b FL2/1.2c FL2/1.2d FL2/1.3a FL2/1.3b FL2/1.3c FL2/1.4a FL2/1.4b FL2/1.4c

N/A Year 6 unit 2 – Let’s go shoppingYear 6 unit 3 – All in a dayFL2/1.1a FL2/1.1b FL2/1.2a FL2/1.2b FL2/1.2c FL2/1.2d FL2/1.3a FL2/1.3b FL2/1.3c FL2/1.4a FL2/1.4b FL2/1.4c

RE How does Gandhi inspire Hindus? Ahimsa (non-violence)Satyagraha (non-retaliative) How are Hindus influenced by the concept of ahimsa?

Do all religions believe in the same God?

Topic investigated through art. Christian – Trinity


Vegetarianism Sacred cowNon-violenceRE5.1f RE6.1a RE6.1 RE6.1c

Islam – Tauhid/One GodHinduism – Trimurti

RE5.1i RE6.1f RE6.1g RE5.1f

Does religion bring peace or conflict? Forgiveness Charities War/Peace Diversity Peace, bringing people together.RE5.1i RE6.1f RE5.1a RE5.1b RE5.1c RE5.1f

PSHE Growth Mindset Relationships Mind to be Kind Mind to be Kind Living in the Wider world

Health and Well-being – sex ed on two year

cycle.Transition

PEICT E- safety unit

Co2/1.7Advert filming based on Horrible Histories styleCo2/1.5 Co2/1.6

Word processing linking to English. To include making and organising files and folders on the server.Co2/1.6

Continuous provision The World Wide WebCo2/1.4 Co2/1.5 Co2/1.6 Co2/1.7

Coding - Hour of code activitiesCo2/1.1 Co2/1.2 Co2/1.3

Explorer David Livingstone Christopher ColumbusCultural Capital

Documents

southeryacademy.co.uk€¦ · Web view(chemist and physicist, developed the electric motor and electric generator) Elizabeth Garrett Anderson (English physician and feminist, first