Years 5&6 Curriculum 2018-2019

Subject	Term 1	Term 2	Term 3	Term 4	Term 5	Term 6
Topic	Ancient Greece		Around the world		Food, glorious food!
	Greek day – school day		Trip under canvas with canoes		Whole school day
Musician	–		Influences from around the world		Oliver Musical
Artist	–		Banksy		Andy Warhol
Literacy Start year with poetry learnt	Greek myths (focus on myths from traditional stories which also include legends and fables) Travel brochures – persuasive texts; TV adverts Plays NCR – mythical beasts or hero (see guided reading books – light touch) Instructions to make clay pot/best hero/worst monster Job adverts to be best hero Greek myths *NB WWI week – The Piano – narrative, diaries, letter writing, poetry* Greek Myths – Marcia Williams (6) and (5) Narrative Myths – retell story Persuasive letters		Newspaper – reporting on an extreme event – be explorers or expedition Diary (see Antarctic – SATs reading paper) Poetry to describe – learn by heart Spellbinder – model for newspaper Narrative – adventure stories (Swallows and Amazons) Balanced argument – should we claim Everest or not? (Simon K to talk) and/or persuasive John Foster poet The Viewer – Shaun Tan Year 6 Holes (stories which raise issues) – flashback, setting, diary writing, characterisation Ernest Shackleton book and film First person recount Persuasion – should tourists visit Antarctica? Year 5 Narrative – Rainbow Bear – Michael Morpurgo Ernest Shackleton book and film First person recount Persuasion – should tourists visit Antarctica?		Balanced argument – debate on fairtrade Viewpoint letter writing to tie in with view on debate Narrative – other cultures Explanation Weslandia Jack and the Baked Beanstalk
History To investigate and interpret past To build an overview of world history To understand chronology To communicate historically	Ancient Greece Greek day – comparing life for a child then and now; evidence in stories – key stage history Using primary and secondary sources; comparing Athenians and Spartans and how information is interpreted		Shackleton as an example of British history beyong 1066		Local history Victorian times – history of Swindon and railway works (Hammerman and GRAP) Links with Victorian times and how farming has changed over the years – how village has changed in terms of food production Links with railways in Swindon and affect on food production in Victorian times
Geography To investigate places To investigate patterns To communicate geographically	Locate European countries Ancient map and modern “map” Changes over time Investigated Europe and where Greece is We investigated landscape of Greece – to link in to history How landscape and countries have changed and developed		Extreme environment Water cycle Climate zones Volcanoes and earthquakes – make a volcano Collecting data Distribution of natural resources What is an extreme environment Climates and physical features of place Tourism on Antarctica Scale drawing		Where does our food come from? Country location Trade links Distribution of natural resources Time zones Land usage Use of progression in mapping was VERY useful – must NOT be lost Mapping skills – Countries around the world Scale maps Geographical language Fairtrade
Science	Properties and materials		Animals including humans		Classification and life cycles

RE	Symbols and religious , expression: How do art, architecture, poetry express religious beliefs and ideas	Blocked Christmas – Discovery: Is the Christmas story true?	Beliefs in action in the world – justice and poverty: can religions help to build a fair world?	Blocked – Easter – Discovery: Did God intend Jesus to be crucified and, if so, was Jesus aware of this?	Journey of life and death – why do some people believe in life after death and what difference does it make?	Worship, pilgrimage and special place – why is pilgrimage important to some religious believers
PE		House comps
Year 5	Hockey/gym	High 5s/dance	Tag rugby/gym	Orienteering/dance	Cricket/athletics	Volleyball/athletics
Year 6	High 5s/gym	Hockey/dance	Tag rugby/gym	OAA/dance	Cricket/athletics	Volleyball/athletics
Music	Charanga Music
ICT Use Switched On Units to tie in with topic	See scheme Scratch – coding Blogging to tie in with residential: We are Bloggers	Architecture – We are Architects – simple Greek house (shorter)	Architecture Coding – Scratch – We are game developers (game set in an extreme envioronment)	Continue	Blogging E-safety Tie in We are Artists to Andy Warhol below	We are Web Developers – tie in with blogging e.g. embed blogging page into webpage
DT To take inspiration from design throughout history To master skills To design, make evaluate and improve	Mechanism CAMs toy Materials Construction Mechanics		Textiles Slippers Materials & textiles		Food Scones Food – tea party for the community (summer theme with music concert)

Art · Take inspiration from greats · Develop ideas · Master techniques		Clay/3D Sculpture Barbara Hepworth Clay monster		(Digital media/painting)	Printing/collage Andy Warhol Collage – crisp packets Printing Digital media (see also We are Artists in ICT)
French	Classroom instructions Revision of names Greetings Feelings Ages Where live Numbers 1 – 31 Months Revise days of weeks Number 32 – 60	Zoo animals Adjectives Christmas Dear Zoo	Numbers 62 – 80 Classroom instructions Where they live – town and country Places in a town Directions	Alphabet Bear Hunt story	Classroom instructions Alphabet 81 – 100 numbers as money topic To tie in with economic wellbeing	Food Café Opinions Healthy eating
PSHE
Year 5	Citizenship – me and my community	Safety	Resilience – preparing for change	Sex and relationships	Economic wellbeing	Healthy lifestyles
Year 6	Citizenship – me and my community	Safety	Resilience – preparing for change	Sex and relationships	Economic wellbeing	Healthy lifestyles