Subject | Term 1 | Term 2 | Term 3 | Term 4 | Term 5 | Term 6 |
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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
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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
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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
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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 |
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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 |
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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
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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 |
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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
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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) |
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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
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Alphabet
Bear Hunt story |
Classroom instructions
Alphabet 81 – 100 numbers as money topic
To tie in with economic wellbeing |
Food
Café Opinions Healthy eating |
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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 |