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Year Five 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 Mountains Our Local Area Rivers Ancient Egypt The Islamic Faith & Early Islamic

Civilisations R.E. Creation

Bible, Old Testament, creation, creator,

image of God, gifts, talents, stewards of

creation,respect, dignity, the

Fall, Adam, Eve, freedom, original sin

KNOWLEDGE SEQUENCE

God is the creator.God created the

world for us.We have a

responsibility to be stewards of

creation.There is suffering in the world caused by

sin.Certain people

inspire us to live lives caring for

creation.

The Commandments

Exodus, Moses, Ten Commandments, Mount

Sinai, Covenant, Relationship, covet,

Lord’sDay, neighbour,

Incarnation

KNOWLEDGE SEQUENCEGod creates

covenants with his people

People show trust in God.

People live their lives according to God’s

covenants.Prophets foretold the

birth of Jesus The birth of Jesus is God’s New Covenant.

Inspirational People

Inspire, inspirational, qualities, disciple, follower, saint, Fr.

Damien, leper, leprosy,neighbour, missionary

KNOWLEDGE SEQUENCE•That people are inspirational and the virtues making those people inspirational to others.•Being a follower of Jesus is

not always easy.•The beatitudes show us how

to be a disciple.•They can follow the example

of saints in being a true disciple.

Reconciliation

Choices, consequences, sin, parable, forgiveness,

reconciliation, repent, sacrament,

examining, conscience, confession, penance, sorrow, act of sorrow

(contrition), absolution

KNOWLEDGE SEQUENCETheir actions always have consequences.Sin hurts others and our relationship with

GodCatholics seek God’s forgiveness through

the Sacrament of Reconciliation.

Lent is a time for reconciliation.

Life in the Risen Lord

Good Friday, Easter Sunday, Peter, Mary of Magdala, empty tomb,

angels, Baptism,Reconciliation,

Eucharist, Bible, Word of God, Holy Spirit,

prayer, petition, thanksgiving,

praise, meditation, hymn, psalm, Lord’s

Prayer, hallowed, sins, trespasses, temptation,

evil,Rosary, mystery

KNOWLEDGE SEQUENCE

Jesus rose from the dead to save us from

sin.Jesus gives himself to

us in Spirit.The Spirit is always

with us.Jesus is present in

many ways.Prayer is being close to

Missed topic of the Early Christians –

additional pre teaching required around the mission of the first Christians and the

Apostles.

The Work of the Apostles

Disciple, follower, apostle, called,

invitation, imitate, Good News, sacrament,

Baptism,Confirmation, Kingdom of God, justice, repent,

prophet, trust, Resurrection,

Ascension,Pentecost, Holy Spirit,

symbol, fire, wind, peace, transform,

grace, Upper Room, fruits,

opposition, persecution, gentile

KNOWLEDGE

God. SEQUENCEJesus chose ordinary

people to be his disciples

The disciples had particular strengths

and weaknessesJesus’ choice of disciples reveals

Christian beliefs about God and people (God

chooses the weak and makes them strong, importance of grace

[God’s help], called to change, importance of

forgiveness, importance of faith)

Jesus taught the disciples to become the first Christian leadersJesus commissioned the apostles with a

mission to the world (Matthew 28:16-20)

At Pentecost, the apostles were changed

and empowered to carry out their mission

by the Holy SpiritOther Faiths

Islam – Signs and symbols Islam – Places of worship Islam – Festivals

PHSE & RSE

Physical health and wellbeing: In the mediaPupils learn:• that messages given on food adverts can be misleading• about role modelso • about how the

media can manipulate images and that these images may not reflect reality

Keeping safe and managing risk: When things go wrongPupils learn:• about keeping safe online • that violence within relationships is not acceptable

• about problems that can occur when

someone goes missing from home

Identity, society and equality: Stereotypes, discrimination and prejudice (including tackling homophobia)Pupils learn:• about stereotyping, including gender stereotyping• workshop from Diversity Role Models or Equaliteach

• about prejudice and discrimination and how this

can make people feel

Mental health and emotional wellbeing: Dealing with feelingsPupils learn:• about a wide range of emotions and feelings and how these are experienced in the body• about times of change and how this can make people feel• about the feelings

associated with loss, grief and bereavement

Drug, alcohol and tobacco education: Different influencesPupils learn:• about the risks associated with smoking drugs, including cigarettes, e-cigarettes, shisha and cannabis • about different influences on drug use – alcohol, tobacco and nicotine products

• strategies to resist pressure from

others about whether

RSE

to use drugs – smoking drugs and alcohol

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 Y5 to know and understand the following: modal verb, relative pronoun, relative clause, parenthesis, bracket, dash, cohesion, ambiguity, subjunctive form, active and passive voice (beginning)

Spelling & TranscriptionEnsure chd know all of the spelling rules listed

in N.C Appendix one (link at bottom) for Y4 before moving onto Y5

rules in A2. .

Prefixes & Suffixes: Prefixes

in im il ir sub inter super auto anti

Suffixes -ation -ous



in N.C Appendix one (link at bottom) for Y5

rules in A2. .


Dis De Mis Over Re

Suffixes -ate -ise -ify

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


Spelling & TranscriptionEnsure chd know all of the spelling rules listed in N.C

Appendix one (link at bottom) for Y5 rules in A2. .


Dis De Mis Over Re


Morphology word and sentence play with root

words, suffixes and prefixes


combined. Use of etymology to

create word families from root words using prefixes and suffixes.

Silent letters : Use word play to identify & spell

words with silent letters such as g, k, t, b


Spelling & Transcription

Ensure chd know all of the spelling rules listed in N.C Appendix one (link at

bottom) for Y5 rules in A2. .


Dis De Mis Over Re


Morphology word and sentence play with root words,

suffixes and prefixes


combined. Use of etymology to

create word




rules in A2. .


Dis De Mis Over Re


Morphology word and sentence play with root words, suffixes and prefixes






rules in A2. .


Dis De Mis Over Re





-tion -sion -ssion -cian





words using prefixes and

suffixes. Silent letters :

Use word play to identify & spell

words with silent letters such as g,

k, t, b Homophones:

Understand the alternate

meaning and spellings for

homophone pairs and trios. Use

them correctly in writing,

particularly common ones

like there/their, we’re/wear/were/

where. Dictionary skills

Use the first three letters of a word to find its meaning in a dictionary.

Handwriting Use diagonal and


suffixes. Silent letters : Use

word play to identify & spell


k, t, b Homophones:

Understand the alternate meaning and spellings for homophone pairs

and trios. Use them correctly in

writing, particularly

common ones like there/their,

we’re/wear/were/ where.

Dictionary skills Use the first three and four letters of a word to find its meaning in a dictionary.


horizontal strokes to join all letters in the handwriting scheme.

Know which letters are break letters

within the scheme and do not need to

be joined. Use the correct

spacing between letters and words

CompositionTo use the plan> draft> edit & evaluate> proof read> neat write model

to create a finished piece of work. Elements

Homophones: Understand the alternate

meaning and spellings for homophone pairs and trios. Use them correctly

in writing, particularly common ones like

there/their, we’re/wear/were/ where.

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 letters in the handwriting scheme.

Know which letters are break letters within the

scheme and do not need to be joined.

Use the correct spacing between letters and words

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 phraseGrammar

Re-read their own work and be able to identify if it isn’t

grammatically accurate and make the necessary changes

families from root words using prefixes and

suffixes. Silent letters : Use

word play to identify & spell

words with silent letters such as g, k,

t, b Homophones:

Understand the alternate meaning and spellings for homophone pairs

and trios. Use them correctly in writing,

particularly common ones like

there/their, we’re/wear/were/

where. Dictionary skills Use the first three and four letters of a word to find its meaning in a dictionary.



Know which letters are break letters within

the scheme and do not need to be joined.

Use the correct spacing between letters and words

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






k, t, b Homophones:








Use the first three and four letters of a word to find its meaning in a dictionary.







CompositionTo use the plan>

draft> edit &






k, t, b Homophones:








Use the first three and four letters of a word to find its meaning in a dictionary.








horizontal strokes to join all letters in the

handwriting scheme.






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 To use word banks modelled by their teachers

Competently use a thesaurus to choose a word that suits the context and

enhances the phrase

GrammarRe-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,

of this can be used individually or can be


relevant curricular linked vocabulary

to their topic areas

To use word banks modelled by their

teachers Competently use a

thesaurus to choose a word that suits the context and

enhances the phrase

GrammarRe-read their own work and be able to identify if

it isn’t grammatically accurate and make the


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

where needed. Q: ‘Does it make sense?’

Use co-ordinating (or, and, but) and subordinating (because, if) conjunctions to join clauses.



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.

Modal verbs to show degree of possibility.

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

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

phraseGrammar

Re-read their own work and be able to identify if

it isn’t grammatically accurate and make the


Q: ‘Does it make sense?’Use co-ordinating (or, and, but) and subordinating (because, if) conjunctions to join clauses.





Use pronouns to avoid

evaluate> proof read> neat write model to

create a finished piece of work. Elements of




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





Understand different sentence types and how to define them: question/ command/

draft> edit & evaluate> proof read>

neat write model to create a finished piece of work. Elements of




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





Understand different sentence types and how to define them:

and, but) and subordinating (because, if) conjunctions to join clauses.






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

at sentence level.








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.

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.

Text Type

Narrative – Mystery stories (creating suspense) Talk4writing ‘The manor house’/’The Old Mill’Letter writing –Formal letters of complaint – persuasive writingInformation texts/Non-chronological reports - Rivers

repetition.



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


(children, mice) words.Brackets for parenthesis. Commas to separate a main and subordinate


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.

statement/ exclamation.






Be able to identify where the subjunctive form has been used within a text.

Begin to understand how the active and passive voice changes the context of a sentence.

Experiment with the manipulation of grammar for formality and tone.




question/ command/ statement/ exclamation.






Be able to identify where the subjunctive form has been used within a text.

Begin to understand how the active and passive voice changes the context of a sentence.

Experiment with the manipulation of grammar for formality and tone.



punctuation marks in a

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




clause. Use commas after fronted adverbials. Begin to use the

correct punctuation within speech for reporting clauses (comma after the reporting clause).

Recount/1st person – Summer writing. Poetry – Linked with War Horse (GR focus)Creative writing – video stimulus (Non-verbal stimulus – Beyond the Lines)

Text Type

Diary entry – chn to write as a WW1 soldier on the front line.Non-chronological reports – linked to mountains (Geography)


speech for reporting clauses (comma after the reporting clause).

Use commas for clarity within a sentence.

Text Type

Writing persuasively - Use of propaganda posters to inspire writing persuasivelyInstructions –Writing instructions for making pizzas (linked to DT)Creative Writing - Writing– taken from Literacy Shed - video stimulus – christmas (Coming Home – Michael Morpurgo video)Christmas poetry, including-“The Night Before Christmas”

Begin to use colons & semi-colons to mark the

boundary between clauses.

Text Type

Descriptive writing - Tadeo Jones (literacy shed) – setting the sceneAdventure stories ‘The Egyptian Secret’Newspaper reports – (Egyptian topic)

formats: full stop, capital letters to start a sentence &




contractions.Use a colon to










Use hyphens for clarity in writing.

Begin to use colons & semi-colons to mark the boundary between clauses.

Text Type

Discussion/Persuasion - writing linked with Morris Gleitzman – Boy Overboard (GR)Creative Writing – 1st

variety of written formats:

full stop, capital letters to start a sentence &




contractions.Use a colon to










Use hyphens for clarity in writing.

Begin to use colons & semi-colons to mark the boundary between clauses.

Text Type

Persuasive writing – Persuading people to live in Rothwell.Myths and legends – Pandora’s boxPoetry – Links with the 2020 Olympics

Person narrative – adapting to new culturesPoetry (linked to other cultures) – Linked to Early Islamic civilization topic

Recount (of our trip to Filey)

Reading Phonics and decoding:To read all Y3/Y4 words discussing the unusual correspondence between spelling and sounds. 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 consolidate the recognition and reading of Y3/Y4 common exceptions.

Comparing, contrasting and commenting:To participate in discussions about books that are read to them and those they can read for themselves, building on their own and others’ ideas and challenging views courteously.Take part in discussion and debate around texts around their views as a reader using the text to support their argument.

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. Poetry and performance:To continually show an awareness of audience when reading out loud using intonation, tone, volume and action.

Non-fiction:To use all organisational devices available within a non-fiction text to retrieve, record and discuss information giving an opinion on their findings. To confidently use dictionaries and thesaurus to check the meaning of words that they have read.To use knowledge of texts and organisation devices to retrieve, record and discuss information from fiction and non-fiction texts.

Phonics and decoding:To apply their growing knowledge of root words, prefixes and suffixes/ word endings, including-sion, -tion, -cial, -tial,-ant/-ance/-ancy, -ent/- ence/-ency, -able/-ably and -ible/ibly, to read aloud fluently.

Common exception words:To become familiar with Y5/ Y6 exception words, discussing the unusual correspondences between spelling and sound and where these occur in the word.

Comparing, contrasting and commenting:To read a wide range of genres, identifying the characteristics of text types (such as the use of the first person in writing diaries and autobiographies) and differences between text types.Discuss why an author may have chosen to write in a certain way for the reader.

Inference and prediction:To draw inferences from characters’ feelings, thoughts and motives linking back to text with evidence or similar texts and authors.

Poetry and performance:

Common exception words:To recognise Y5/ Y6 exception words, discussing the unusual correspondences between spelling and sound and where these occur in the word.

Comparing, contrasting and commenting:To recommend texts to peers based on personal choice giving reasons and linking contexts or authors. Compare authorial styles and structures and why these may have been prefer or utilised by the author.To identify main ideas drawn from more than one paragraph and to summarise these developing their complexity and topic base.

Words in context and authorial choices:To evaluate the use of authors’ language over a text or range of texts and explain how it has created an impact on the reader explaining how and why.

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 read most Y5/ Y6 exception words,discussing the unusual correspondences between spelling and sound and where these occur in the word.

Comparing, contrasting and commenting:To participate in discussions about books that are read to them and those they can read for themselves, building on their own and others’ ideas and challenging views courteously.Take part in discussion and debate around texts around their views as a reader using the text to support their argument.

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 make predictions based on details stated and implied, justifying them in detail with evidence from the text or knowledge of the author.

Poetry and performance:To continually show an awareness of audience when reading out loud using intonation, tone, volume and action.

Non-fiction:To use knowledge of texts and organisation devices to retrieve, record and discuss information from fiction and non-fiction texts.

To continually show an awareness of audience when reading out loud using intonation, tone, volume and action developing confidence and own reading tone.

Non-fiction:To use knowledge of texts and organisation devices to retrieve, record and discuss information from fiction and non-fiction texts compare these different types of texts, their purpose and where to find them.

Poetry and performance:To continually show an awareness of audience when reading out loud using intonation, tone, volume and action developing confidence and own reading tone.

Non-fiction:To use knowledge of texts and organisation devices to retrieve, record and discuss information from fiction and non-fiction texts compare these different types of texts, their purpose and where to find them. Use non-fiction as an aid in the development of fictional writing.

Fictional Texts

(non-fiction chosen from

school library and

library service)

Alternative suggested text:Cloud Busting

War HorseComing Home (Michael Morpurgo)A Christmas Carol

A Ballad of London – PoemIf – PoemThe Eagle – PoemJabberwocky – PoemSky in the Pie – Poem

Suggest class text – How to fly with broken wings

Once Boy Overboard

Maths Number: Place ValueNumbers to 10,000Roman numerals to 1000Round the nearest 100,000, 10,000 and 1,000Numbers to 100,000Compare and order numbers to 100,000Numbers to a millionCounting to 10s, 100s, 1000s and 100,000Compare and order numbers to 1 millionRound numbers to 1

TTRock Stars sound check before beginning topic as pre topic assessment of fluency.

Number: Multiplication and DivisionMultiplesFactorsCommon factorsPrime numbersSquare numbersCube numbersMultiply and divide by 10, 100 and 1,000

Multiplication and DivisionMultiply 4 digits by 1 digitMultiply 2 digits (area model)Multiply 2 digits by 2 digitsMultiply 3 digits by 2 digits Divide 4 digits by 1 digitDivide with remainders

FractionsEquivalent fractionsImproper fractions to mixed numbersMixed numbers to improper fractionsNumber sequencesCompare and order fractions

FractionsFractions within 1Add 3 or more fractionsAdd mixed numbersSubtract fractionsSubtract mixed numbersSubtract – breaking the whole

Decimals and percentagesDecimals up to decimal placesDecimals as fractionsUnderstand thousandths Thousandths as decimals

DecimalsAdding and subtracting decimals within 1Subtracting decimals within 1Complements to 1Adding decimals crossing the whole Adding and subtracting decimals with the same / different number of decimal placesAdding and subtracting wholes and decimalsDecimal sequencesMultiplying and dividing

Not covered in Y4 due to lock down. Additional pre-teaching required.Geometry: Properties of shapesMeasuring angles in degrees with a protractorDrawing lines and angles accurately Calculating angles on a straight lineCalculating angles around a pointRegular and irregular polygons

millionNegative numbers

Fluency phase check before beginning next topic.

Addition and SubtractionAdd whole numbers with more than 4 digitsSubtract whole numbers with more than 4 digitsRound to estimate and approximateInverse operationsMulti step addition and subtraction problems

Statistics Y3/Y4 objectives covered during home learning – additional consolidation required. Suggested time 2 weeks) Read and interpret line graphsDraw line graphUse line graphs to solve problemsRead and interpret tablesTwo-way tablesTimetables

Measurement: perimeters and areaCondense time down to allow for additional time on statistics. Measure perimeterCalculate perimeterArea of rectanglesArea of compound shapesArea of irregular shapes

less than 1Add and subtract fractions

Rounding decimalsOrder and compare decimalsUnderstand percentagesPercentages as fractions and decimals

Equivalent fraction – decimals – percentages

decimals by 10, 100 and 1000

Not covered in Y4 due to lock down. Additional pre-teaching required.

Geometry : Properties of shapes

Reasoning about 3D shapes

Geometry: Position & directionsPosition in the first quadrantReflectionReflection with coordinatesTranslationTranslation with coordinates

Measurement: converting unitsKilograms and kilometresMilligrams and mailgrams Metric unitsImperial unitsConverting units of timeTimetables

Measurement: VolumeWhat is volume?Compare volumeEstimate volume

Estimate capacity

Science Living things and their habitats Sc5/2.1SkillsSc5/1.5 reporting and presenting findings from enquiries, including conclusions, causal relationships and explanations of results, in oral and

Electricity not covered in Y4 in school due to school closure. To be covered during this half term.

Forces Sc5/4.2SkillsSc5/1.1 planning different types of scientific enquiries to answer questions, including recognising and controlling variables where necessary

Sc5/1.2 taking measurements, using a range of scientific equipment, with

Earth and Space Sc5/4.1SkillsSc5/1.3 recording data and results of increasing complexity using scientific diagrams and labels, classification keys, tables, and bar and line graphsSc5/1.6 identifying

Properties and Changes of Materials Sc5/3.1SkillsSc5/1.1 planning different types of scientific enquiries to answer questions, including recognising and controlling variables where

Animals Including Humans Sc5/2.2SkillsSc5/1.3 recording data and results of increasing complexity using scientific diagrams and labels, classification keys, tables, and bar and line graphs

written forms such as displays and other presentationsSc5/1.6 identifying scientific evidence that has been used to support or refute ideas or arguments

KnowledgeSc5/2.1a describe the differences in the life cycles of a mammal, an amphibian, an insect and a birdSc5/2.1b describe the life process of reproduction in some plants and animals.

VocabularyLife- cyclesMammalAmphibianInsectBirdLife processReproductionSepalStamenPetalOvuleStigmaRootStemMetamorphosis

increasing accuracy and precision

Sc5/1.3 recording data and results of increasing complexity using scientific diagrams and labels, classification keys, tables, and bar and line graphs Sc5/1.4 using test results to make predictions to set up further comparative and fair tests

Sc5/1.5 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

Sc5/1.6 identifying scientific evidence that has been used to support or refute ideas or arguments.

KnowledgeSc5/4.2a explain that unsupported objects fall towards the Earth because of the force of gravity acting between the Earth and the falling object Sc5/4.2b identify the effects of air resistance, water resistance and friction, that act between moving surfaces

Sc5/4.2c recognise that some mechanisms including levers, pulleys and gears allow a smaller force to have a greater effect

VocabularyPushPullStretch

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

KnowledgeSc5/4.1a describe the movement of the Earth, and other planets, relative to the Sun in the solar system

Sc5/4.1b describe the movement of the Moon relative to the Earth

Sc5/4.1c describe the Sun, Earth and Moon as approximately spherical bodies

Sc5/4.1d use the idea of the Earth’s rotation to explain day and night, and the apparent movement of the sun across the sky.

Vocabulary

MercuryVenusEarth MarsJupiterSaturnUranusNeptunePlutoMovement compared toGravityRotationAxisSeasonsSolar systemPhases of the moonOrbitingSpinsYear

necessary

Sc5/1.2 taking measurements, using a range of scientific equipment, with increasing accuracy and precision

Sc5/1.3 recording data and results of increasing complexity using scientific diagrams and labels, classification keys, tables, and bar and line graphs

Sc5/1.4 using test results to make predictions to set up further comparative and fair tests

Sc5/1.5 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

Sc5/1.6 identifying scientific evidence that has been used to support or refute ideas or arguments.

KnowledgeSc5/3.1a compare and group together everyday materials on the basis of their properties, including their hardness, solubility, transparency, conductivity (electrical

Sc5/1.5 reporting and presenting findings from enquiries, including conclusions, causal relationships and explanations of results, in oral and written forms such as displays and other presentationsSc5/1.6 identifying scientific evidence that has been used to support or refute ideas or arguments.

KnowledgeSc5/2.2a describe the changes as humans develop to old age.VocabularyLife stagesAdultTeenagerOld ageInfantBabyAdolescent

SquashGravityAir resistanceWater resistanceFrictionLeversPulleysGearsForce

Day NightSpherical bodies

and thermal), and response to magnets

Sc5/3.1b know that some materials will dissolve in liquid to form a solution, and describe how to recover a substance from a solution

Sc5/3.1c use knowledge of solids, liquids and gases to decide how mixtures might be separated, including through filtering, sieving and evaporating

Sc5/3.1d give reasons, based on evidence from comparative and fair tests, for the particular uses of everyday materials, including metals, wood and plastic

Sc5/3.1e demonstrate that dissolving, mixing and changes of state are reversible changes

Sc5/3.1f 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 of acid on bicarbonate of soda.

VocabularyMaterials

PropertiesSolubleTransparentTranslucentOpaqueConductivityMagnetSolution substance

History Local HistoryRothwell Castle and Castles in Yorkshire NC objective A local history study - a study of an aspect of history or a site dating from a period beyond 1066 that is significant in the locality.

Visit the site Archaeological dig – local things discovered

in Leeds Historical research – source based, testing

reliability of sources Why are ruins important today?

Appropriate use of historical terms.

Possible trip to Leeds Armouries https://royalarmouries.org/venue/royal-armouries-museum/

Ancient Civilizations : Ancient Egypt(overview study)NC Objective: The achievements of the earliest civilizations

an overview of where and when the first civilizations appeared and a depth study of Ancient Egypt

the River Nile impact on culture today


Describe the achievements of the earliest civilizations - an overview of where and when the first civilizations appeared and a depth study of one of the following: Ancient Sumer; The Indus Valley; Ancient Egypt; The Shang Dynasty of Ancient China (Understanding Events, People and Changes) YEAR 6

Non-European Study: Early Islamic civilization NC Objective: A non-European society that provides contrasts with British history

Early Islamic civilization Impact on culture today


Describe 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 (Understanding Events, People and

Changes) YEAR 6

Geography

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

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 cities.Identify 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)

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,

Trip to Filey linked to physical characteristics of the coast.North America – Canada linked to physical characteristics in comparison to Filey.

Identify the physical characteristics and key topographical features of the countries within North America

Know about the wider context of places e.g. county, region and country

Know and describe where a variety of places are in relation to physical and human features

Know about changes to world environments over timeUnderstand why people seek to manage and

https://royalarmouries.org/venue/royal-armouries-museum/

https://royalarmouries.org/venue/royal-armouries-museum/

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.

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.

Using maps and atlasesLook at River Nile in more detail Ancient and modern

sustain their environment

Compare the physical and human features of a region of the UK and a region in North America, identifying similarities and differences.

Computing

Year 1 Year 2iJam (level 3)

iHip-HopThroughout iHip-Hop children will become more independent programming ‘GarageBand’ but also begin to incorporate other apps to add sound sampling, loops and drum rhythms.

Skills:-Collect audio from a variety of resources including ownrecordings and internet clips.-Create a multi-track recording using effects.

NC objectives:1) Use technology safely, respectfully and

iJam (level 4)

iRemix Throughout iRemix pupils will learn about remixing and sampling using different techniques and software.

Skills-Collect audio from a variety of resources including ownrecordings and internet clips.-Create a multi-track recording using effects.-Edit and refine their work to improve outcomes.

NC Objectives:1)Use technology safely, respectfully and

E-Safety – PSHE:Keeping safe and managing risk: When things go wrong

iProgram (level 3)

iDebug:Children will search through a broken programme and repair mistakes to make the programme function correctly. They will then progress to create programs of their own design.

Skills:-Write simple functions-Find errors in programming-Develop own programming-Run, test, evaluate, resolve

NC Objectives:1)Design, write and debug programmes that accomplish

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

iAnimate (level 3)

Advanced i2D:Students will learn about vector animation and need to think about creating an animation that not only looks at the design and story but how characters move and interact.

Skills:-Use vector animation and design for 2D animation-Assign motion paths and layering vectors.

NC Objectives:1)Select, use and combine a variety of software (including internet services) on a

E-Safety:D:Side

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

responsibly; know a range of ways to report concerns and inappropriate behaviour.

2)Select, use and combine a variety of software (including

internet services) on a range of digital devices

to accomplish given goals, including

collecting, analysing, evaluating and

presenting data and information.

responsibly; know a range of ways to report concerns and inappropriate behaviour.

2)Recognise common uses of information technology beyond

school.

specific goals, including controlling or simulating physical systems; solve problems by decomposing them into smaller parts.2)Use sequence, selection and repetition in programmes; work with variables and various forms of input and output.

3)Use logical reasoning to explain how some algorithms

work and to detect and correct errors in algorithms and

programs.

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.

range of digital devices to accomplish given goals, including collecting, analysing, evaluating and presenting data and information.2) Use search technologies effectively, appreciate how results are selected and ranked, and be discerning in evaluating digital content.

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 data and

informationArt Artist focus: Range of artists including George

Matthews Harding, Alfred Bastien, Harvey Dunn

Skill: Drawing

Artist focus: Sir Christopher Wren, Antonio Gaudi, Zaha Hadid, Frank Gehry

Skill: Printing and 3D work

Artist focus: Paul Digby

Skill: Drawing

Drawing Drawing the effect of light and experimentation of scale and proportion. (pencil, charcoal, inks, chalk, pastels, ICT software)- charcoal artworkIdentify and draw the effect of light

Understand and demonstrate scale and proportion

Printing (found materials, fruit/veg, wood blocks, press print, lino, string) Use sketchbook for recording textures/patternsInterpret environmental and manmade patternsModify and adapt print

Drawing (pencil, charcoal, inks, chalk, pastels, ICT software)- charcoal artworkSketching, planning and designingIdentify and draw the effect of light

Understand and demonstrate scale and proportion

Create accurate drawings of whole people

Create accurate drawings of whole people including proportion and placement

Work on a variety of scales

Colour(painting, ink, dye, textiles, pencils, crayon, pastels) Colour mixing and matching; tint, tone, shade

Observe colours

Select suitable equipment for the task

Use colour to reflect mood

including proportion and placement

Understand and demonstrate scale and proportion – Sketches of Rothwell

Create accurate drawings of whole people including proportion and placement – use of Paul Digby’s potraits of emotions. http://portraitsofemotions.uk/portraits.html

Work on a variety of scales

Pattern (paint, pencil, textiles, clay, printing)Explore environmental and manmade patternsTessellation

TextilesUse 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

DT Cooking & Nutrition

This term, children will look at understanding how different foods have been caught, reared, grown or produced. From this, children will explore how these foods fit into a balanced diet, exploring the main food groups and the nutrients that we get from each of them.

The focus from this term will be on understanding the nutrients of foods and how they are processed to make them safe/tasty to eat.

Potential topic: Pizza Making – in groups to design and make a pizza for a chosen group.

Processes

During this term, children will be working on developing their understanding of structures and strengthening techniques, looking at existing structures to understand what makes them strong or stable.

The focus for this term, children will be focusing on applying their understanding of how to strengthen, stiffen and reinforce more complex structures.

Potential topic: Egyptian 3d pyramid - Architects and designers in history.

Design Research and discuss various artists, designers and

Processes

This term, children will be working on and developing their understanding of both familiar and unfamiliar materials with a specific design purpose and audience in mind.

The focus for this term will be on investigating the potential of materials and whether they are functional for a specific design.

Potential topic: Year 5 residential – This Green moon: Shelter building

Design Develop different ideas which can be used

Design 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

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

Evaluate Evaluate their ideas and products against

their own design criteria and consider the views of others to improve their work

Evaluate his/her against their intended outcomes.

Technical Knowledge 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.

Vocabulary DietNutritionBalanceRearedCaughtGrownProcessed

discuss their processes and explain how these were used in the finished product.

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

Select appropriate materials and use a wide range of techniques to combine them.

Make Build more complex structures and apply his/her

knowledge of strengthening techniques to make them stronger or more stable.

Return to work over longer periods of time and use a wider range of resources.

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

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

Evaluate investigate and analyse a range of existing products evaluate their ideas and products against their own

design criteria and consider the views of others to improve their work

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

Technical Knowledge 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 Design Reinforce Strengthen Stiffen Stable

and explain his/her choices of materials and techniques used.

Confidently and systematically investigate the potential of new and unfamiliar materials and use these learned techniques within his/her work.

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

Select appropriate materials and use a wide range of techniques to combine them.

Make Build more complex structures and apply

his/her knowledge of strengthening techniques to make them stronger or more stable.

Return to work over longer periods of time and use a wider range of resources.

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

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

Evaluate Evaluate his/her work against their

intended outcome. Understand how key events and individuals

in design and technology have helped shape the world – specifically looking at how a certain product has evolved over the years due to advances in technology.

Technical Knowledge 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]

Vocabulary

EdibleCarbohydratesProteinFats

StructureMechanical systemsAppealingFunctional Practical Market research Innovation

LeverMechanismAesthetic Function PurposePractical Potential AppropriateAudienceInnovation

Music Year One Year TwoSinging

Skills:To understand a number of words related to singing such as pitch, dictation, tempo, posture, texture and to be able to physical demonstration or example.Knowledge:-Play and perform solo and ensemble contexts, using their voices, instruments with increasining accuracy, fluency, control and expression. -Improvise and compose music for a range of purposes using the 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. -Appreciate and understand a wide range of high-quality live and recorded music drawn from different traditions and from great composers

Music Theory

Skills:To understand a number of words related to singing such as pitch, dictation, tempo, posture, texture and to be able to physical demonstration or example.

Knowledge: -Learn how to read music in treble clef, understand what chords are and the difference between major and minor, recognise notes on the keyboard.

African Drumming

Skills:To understand a number of words related to singing such as pitch, dictation, tempo, posture, texture and to be able to physical demonstration or example.Knowledge: -Students are taught the basic individual strokes used when playing the djembe and they are encouraged to put these together to play rhythms of varying complexity. This si achieved by playing ‘call & response’ rhythms with the workshop leader increasing the drum pattern difficulty. Individual students will be encouraged to assume the role of the drum leader and invent their own rhythms that the class will them imitate.

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

Improvising & Composing Improvise and compose music for a range of purposes using the interrelated dimensions of music Compose complex rhythms from an increasing aural memoryImprovise with increasing confidence using own voice, rhythms and varied pitch

and musicians. -Develop an understanding of the history of music.

French Revising Numbers & Telling the Time Level 2 Unit 1 Initially there will be a revision of the numbers before the children start to learn how to tell the time in the language. Pupils will learn to say the time on the hour and minutes past the hour, whilst linking their previous learning of the days of the week through role plays and games.

Parts of the Body & Feelings Unwell Level 2 Unit 2 Learners will be able to recognise and say parts of the body. Pupils will also learn to read the written word for each body part through flashcards and songs. Pupils will also be able to say what is wrong with them if they are feeling unwell.

Clothing & Shops Level 2 Unit 6 Pupils will gain an understanding of how to name different items of clothing, and how to describe those using colours. The learners will be able to say the clothes that they wear on different occasions and give their 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

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