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Year Six 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 Anglo-Saxons & The Vikings Earthquakes Water Our Locality

R.E. The Kingdom of God

Kingdom of God, kingship, rule,

parables, miracles, values, invitation, everyone, forgive,

‘Our Father’, sacrament, Baptism,

commitment, compassion, nature,

disease, death

KNOWLEDGE SEQUENCE

What the Kingdom of God is like (two main beliefs: Jesus came to make the world

morelike heaven [to

establish God’s rule on earth] and K of G

is heaven = Jesus came to get

people into heaven. These two beliefs

seen in the parables and miracles

How to respond to their own invitation.A range of parables

Justice

Justice, injustice, truth, fairness, right, compassion,

reconciliation, refugees, prophet,

CAFOD, Elijah, John the Baptist, Oscar Romero,

Advent, wreath, Christmas

KNOWLEDGE SEQUENCE

Justice starts with each one of us

God called the prophets from the Old Testament and that

they spoke out against injustice.

The different ways in which they responded

and that some prophets were

persecutedbecause they spoke

out.Christians are called to

work for justice.Advent is the time

before Christmas when

Exploring the Mass

Pass over, slaves, plagues, Egypt, lamb, sacrifice, meal, bread, wine, Last Supper, my

body,my blood, lamb of God,

Temple, altar, penitential rite, liturgy of the Word,

liturgy of theEucharist, offertory, consecration, holy

communion, tabernacle, sanctuary lamp

KNOWLEDGE SEQUENCEThe links between the

story of the Passover, the Last Supper and the

Eucharist.What the New Covenant

means to us.The different parts of the Mass and understand the

importance of each aspect.

That Christ is present in the Blessed Sacrament.

What happens to the bread and wine at the

Consecration. The importance of the

Y5 topic missed, Life in the Risen Lord. Pre-

teaching required around the religious

reasoning of why Jesus died and rose again.

Jesus the Messiah

Son of God, nature, healing, miracle,

Messiah, Holy Week, Palm Sunday, Holy

Thursday,Last Supper, trial,

Good Friday, Pilate, Romans, crucifixion,

Sabbath, resurrection

KNOWLEDGE SEQUENCE

The miracles Jesus performed led many

to believe he was God’s Son

The actions and teachings of Jesus led

some people – particularly the

religious authorities -to oppose him

That Jesus is truly God

Called to Serve

Called, serve, Jesus, teaching, example,

follow, love, parable, unique, chosen, mission,

gifts,talents, Holy Spirit,

Confirmation, promises, commitment, vocation.

KNOWLEDGE SEQUENCEThat Through Jesus’

teaching, and the way he lived, Jesus is an

example of service toothers.

That God has given us all gifts and talents and we are to use these in

the service of himand his people.

We receive the gifts of Holy Spirit in a special

way through the Sacrament ofConfirmation.

The decisions people make are informed by

beliefs and virtues.

Y5 topic missed, Work of the Apostles. Examples of early Christianity and their mission required as pre-

teaching.

Faith in Action

God’s Image, Creation, Person, Dignity, Respect, Golden Rule, Stewardship,

Commitment,Church, Body of Christ,

Diversity, Equality, Fairtrade, Solidarity,

Mercy

KNOWLEDGE SEQUENCEGod made each person in his image so every

life is importantWe belong to families,

communities and countries

When we belong, we have rights,

responsibilities and commitments

The Church is a community

One important image of the Church is that it is

and understand their meaning.

A range of miracles and that they

strengthen faith in those who do the

Father’s work.The importance of the continued work of the Kingdom in

today’s world.

we prepare to celebrate the coming

of Jesus asthe fulfilment of our

hope.We cannot fully understand the mystery of the

incarnation but we can believe by faith.

Eucharist to Catholic belief.

and truly humanMessiah is a Jewish

beliefThe Jewish and early

Christian idea of Messiah were differentJesus showed he was

the Messiah in different ways.

The significance of the entry into Jerusalem-

Christ as a King.About the events of

Holy WeekAbout the ceremonies in church during Holy

Week. That the

resurrection is the crowning truth of our

faith in Him.

the Body of ChristBody of Christ: one

people united by belief in Christ as saviour

The world is one community with lots of

diversity, like the Church

The world is full of inequality, Christians

are called to help those in need

Solidarity is a virtue that sees all people as brothers and sisters who depend on

eachother for everything

Performing the Works of Mercy is a good way to

practise solidarity

Other Faiths

Hinduism – Signs and symbols Hinduism – Places of worship Hinduism - Festivals

PHSE & RSE

Drug, Alcohol and Tobacco education Identity, Society and Equality Mental Health and Emotional Wellbeing

RSE

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 Y6 to know and understand the following: modal verb, relative pronoun, relative clause, parenthesis, bracket, dash, cohesion, ambiguity, subjunctive form,

By the end of Y6 to know and understand the following: modal verb, relative pronoun, relative clause, parenthesis, bracket, dash, cohesion, ambiguity, subjunctive form, active and passive voice

Spelling & TranscriptionEnsure chd know all of the spelling rules listed in N.C Appendix one (link at bottom) for Y6 rules in A2. Focus on spelling changes linked to


Spelling & TranscriptionEnsure chd know all of the spelling rules listed in N.C Appendix one (link at bottom) for Y6 rules in A2. Focus on spelling changes linked to suffixes, tense changes and letter rules.

Prefixes & Suffixes:


Spelling & TranscriptionEnsure chd know all of the spelling rules listed in N.C Appendix one (link at bottom) for Y6 rules in A2. Focus on spelling


Spelling & TranscriptionEnsure chd know all of the spelling rules listed in N.C Appendix one (link at bottom) for Y6 rules in A2. Focus on spelling



active and passive voice


Prefixes & Suffixes: Prefixes

Use all prefixes including those that use a hyphen

Suffixes -Use all

suffixes and be able to spell words when the suffix changes

Add suffixes beginning with vowel letters to words ending in fer e.g. Refer > refereePrefer > Preference

Morphology word and

sentence play

suffixes, tense changes and letter rules.



Suffixes -Use all suffixes and

be able to spell words when the suffix changes


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

words using prefixes and

suffixes. Understanding of the origin of those

root words. Silent letters : Be

able tp spell words with silent letters

Homophones: Understand the

Prefixes Use all prefixes

including those that use a hyphen

Suffixes -Use all suffixes and be

able to spell words when the suffix changes


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 words using prefixes and suffixes. Understanding of the origin of those root

words. Silent letters : Be able

tp spell words with silent letters


alternate meaning and spellings for

homophones.

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

changes linked to suffixes, tense changes and letter rules.



Suffixes -Use all suffixes

and be able to spell words when the suffix changes





combined. Use of etymology

to create word families from root





Homophones:

changes linked to suffixes, tense changes and letter rules.



Suffixes -Use all suffixes

and be able to spell words when the suffix changes





combined. Use of etymology

to create word families from root




able tp spell words with silent

letters



Suffixes -Use all suffixes and

be able to spell words when the suffix changes



suffixes and prefixes Creation of compound words using two words

combined. Use of etymology to

create word families from root words

using prefixes and suffixes.

Understanding of the origin of those





homophones.

with root words, suffixes and prefixes

Creation of compound

words using two words combined.

Use of etymology to create word families from root words

using prefixes and suffixes.

Understanding of the origin of

those root words.

Silent letters : Be able tp spell words with silent

letters

Homophones: Understand

the alternate meaning and spellings for

homophones.

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 joined

letters in the handwriting

scheme.


homophones.



horizontal strokes to join all joined letters in

the handwriting scheme.

Write quickly and fluently for different purposes including

note taking.

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

phrase Experiment with the

manipulation of vocabulary for

effect Grammar

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


horizontal strokes to join all joined letters in the handwriting scheme.

Write quickly and fluently for different purposes including note taking.

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 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 necessary changes

where needed. 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

Understand the alternate meaning and spellings for

homophones.





Write quickly and fluently for different purposes including

note taking.


to create a finished piece of work. Elements of this can be used individually

or can be combined. Vocabulary



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



homophones.



horizontal strokes to join all joined letters in the handwriting

scheme. Write quickly and

fluently for different purposes including

note taking.


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 phrase

Experiment with the manipulation of vocabulary for





Write quickly and fluently for different

purposes including note taking.

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



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

necessary changes where needed.

Q: ‘Does it make sense?’Use co-ordinating (or, and, but) and subordinating

Write quickly and fluently for different purposes

including note taking.

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 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 necessary changes where

needed. Q: ‘Does it make

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 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 at sentence level.

Use paragraphs to organise ideas in their writing.

Use pronouns to avoid repetition.

Understand and use relative pronouns & clauses.

Use modal verbs to show degree of possibility.

Idenity where the subjunctive form has been used within a text.

Understand how the active and passive voice

sentence types and how to define them: question/ command/ statement/ exclamation.







Understand how the active and passive voice changes the context of a sentence.

Experiment with the manipulation of grammar for formality and tone.

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.

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









Understand how the

effect Grammar

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.








Idenity where the

(because, if) conjunctions to join clauses.











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









changes the context of a sentence.



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

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. Use hyphens for clarity in

writing. Begin to use colons &


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.

Use the correct punctuation within speech for reporting clauses (comma after the



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

Text Type

The Highwayman – poetry The Piano – characterization/role play/how music and pictures work together Diary writingLetter writing – formal and informal

active and passive voice changes the context of a sentence.







and apostrophes to mark possession and contractions.





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



speech for reporting clauses (comma after the



writing.

subjunctive form has been used within a text.








and apostrophes to mark possession and

contractions.Use a colon to introduce

a list.Use bullet points within a list of items in formats



(children, mice) words.Brackets for parenthesis.

Commas to separate a main and subordinate



speech for reporting


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.




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.

Use hyphens for clarity in writing.

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

Text Type

Links to KS3Aspirations and goalsLinks to careers talksPoetry (story) based upon



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 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.

semi-colons to mark the boundary between clauses.

Text Type

Stories where good overcomes evil inspired by Beowulf – Michael Morpurgo versionMini sagas – 50-100 wordsRobinwood leaflets/recountsHaiku poetry


Text Type

Persuasive writing – link to PSHE, refugees, children’s rights, plight of the homelessArgument writing - refugeesThematic poetry – comparing styles within similar content

clauses (comma after the reporting clause).

Use commas for clarity within a sentence.

Use hyphens for clarity in writing.


Text Type

Historical writing – non-fiction link to Victorians – crime and punishment or reformatory school in Leeds – local area using sources.Classic poetry – vocabulary/meaning/layout

our time at St Mary’s.A letter to my buddy.


speech for reporting clauses (comma

after the reporting clause).

Use commas for clarity within a

sentence. Use hyphens for clarity in writing.


Text Type

Thoughts for Year 6Character analysis/descriptionsKennings – Anglo Saxon linksGifts of the Holy Spirit – children explaining how they’d use their gifts today (Confirmation links)Hindu Stories – Rama and Sita stimulus.

Reading 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 become familiar with Y5/Y6 exception words, discussing the usual correspondences between spelling and sound and where these occur in the word.

Comparing, contrasting and commenting:To read for pleasure, discussing, comparing and

Phonics and decoding:To read fluently with full knowledge of all Y5/ Y6 exception words, root words, prefixes, suffixes/word endings.

Comparing, contrasting and commenting:To recognise more complex themes in what they read (such as loss or heroism).To distinguish independently between statements of fact

Phonics and decoding:To decode any unfamiliar words with increasing speed and skill, recognising their meaning through contextual cues.

Comparing, contrasting and commenting:To explain and discuss their understanding and opinion of what they have read, including

Phonics and decoding:To read fluently with full knowledge of all Y5/ Y6 exception words, root words, prefixes, suffixes/word endings.

Comparing, contrasting and commenting:To read for pleasure, discussing, comparing and evaluating in depth across a wide range of genres, including myths, legends, traditional stories, modern fiction, fiction from our literary heritage and books from other cultures and traditions.To compare characters, settings and themes within a text and across more than one text.

evaluating in depth across a wide range of genres, including myths, legends, traditional stories, modern fiction, fiction from our literary heritage and books from other cultures and traditions.To compare characters, settings and themes within a text and across more than one text.

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 consider different accounts of the same event and to discuss viewpoints (both of authors and of fictional characters).

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

Non-fiction:To retrieve, record and present information from non-fiction texts.To use non-fiction materials for purposeful information retrieval (e.g. in reading history, geography and science textbooks) and in contexts where pupil motivated to find out information (e.g. reading information leaflets before a gallery or museum visit or reading a theatre programme or review).

and opinion, providing reasoned justifications for their views.

Words in context and authorial choices:To analyse and evaluate the use of language, including figurative language and how it is used for effect, using technical terminology such as metaphor, simile, analogy, imagery, style and effect.

Inference and prediction:To discuss how characters change and develop through texts by drawing inferences based on indirect clues

Poetry and performance:To being to confidently perform texts (including poems learnt by heart) using a wide range of devices to engage the audience and for effect e.g. voice.


through formal presentations and debates, maintaining a focus on the topic and using notes where necessary.

To listen to guidance and feedback on the quality of their explanations and contributions to discussions and tomake improvements when participating in discussions.

Words in context and authorial choices:To develop analysis and evaluation of the use of language, including figurative language and how it is used for effect, using technical terminology such as metaphor, simile, analogy, imagery, style and effect.

Inference and prediction:To discuss how characters change and develop through texts by drawing inferences based on indirect clues and their own life circumstances and experiences.

Non-fiction:To retrieve, record and present information from non-fiction texts.To use non-fiction materials for purposeful information retrieval (e.g. in reading history,

Words in context and authorial choices:To analyse and evaluate the use of language, including figurative language and how it is used for effect, using technical terminology such as metaphor, simile, analogy, imagery, style and effect.

Inference and prediction:To consider different accounts of the same event and to discuss viewpoints (both of authors and of fictional characters).

Poetry and performance:To develop confidence in performing texts (including poems learnt by heart) using a wide range of devices to engage the audience and for effect e.g. voice, musicality and setting.

To being to confidently perform texts (including poems learnt by heart) using a wide range of devices to engage the audience and for effect e.g. voice.


geography and science textbooks) and in contexts where pupil motivated to find out information (e.g. reading information leaflets before a gallery or museum visit or reading a theatre programme or review).

Fictional Texts

(non-fiction chosen from

school library and

library service)

Alternative text if required:Once

The Highwayman Beowulf

Private PeacefulIn Flanders Fields – PoemDaffodils – Poem

Pax

Around the world in 80 daysThe Wanderer

Maths Number – Place ValueNumbers to ten millionCompare and order any numbersRound any numberNegative numbers

Four OperationsAdd and subtract integersMultiply up to a 4-digit number by 2-digit numberShort divisionDivision using factorsLong divisionCommon factorsCommon multiplesPrimes to 100Squares and cubesOrder of operationsMental calculations and estimation

Reason for known parts

FractionsSimplify fractionsFractions on a number lineCompare and order denominators and numeratorsAdd and subtract fractionsMixed addition and subtractionMultiply fractions by integersMultiply fractions by fractions Divide fractions by integersFour rules of fractions Fraction of an amount

Geometry: Position and DirectionThe first quadrantFour quadrantsTranslation

Reflections

Taught through home learning, additional pre-teaching of Y5 unit required.DecimalsThree decimal placesMultiply by 10, 100 and 1000Divide by 10, 100 and 1000Multiply decimals by integersDivide decimals by integersDivision to solve problemsDecimals as fractionsFractions to decimals

Taught through home learning, additional pre-teaching of Y5 unit required.PercentagesFractions to percentagesEquivalent fraction, decimal and percentagesOrder fraction, decimals and percentages Percentage of an amountPercentages, missing values Algebra Find a rule (one and two step)Forming expressions

Measuring volume unit required from Y5 (suggested time 3 hours) Measurement: Converting unitsMetric measuresConvert metric measuresCalculate with metric measures Miles and kilometres Imperial measures

Measurement: Perimeter, Area & VolumeShapes – same areaArea and perimeterArea of a triangleArea of a parallelogramVolumeVolume of a cuboid

Number: RatioUsing ratio languageRatio and fractionsIntroducing the ratio symbolCalculation ratio

Taught through home learning, additional pre-teaching of Y5 unit required.Geometry: Properties of shapesMeasure with a protractorIntroduce anglesCalculate anglesVertically opposite anglesAngles in a triangle (special cases and missing angles)Angles in a special quadrilateralsAngles in a regular polygonsDraw shapes accuratelyDraw nets of 3-D shapes

Whole year consolidation – problem solving

StatisticsRead and interpret line graphsDraw line graphsUse line graphs to solve problemsCirclesRead and interpret pie chartsPie charts with percentagesDraw pie chartsThe mean

Reflection of children’s evaluations during SATS

- Areas to develop further

KS3 preparation for transition

SubstitutionFormulaeForming equationsSolve simple one-step and then two-stop equationsFind pairs of values

Enumerate possibilities

Using scale factors Calculating scale factors

Ratio and proportion problems

Science Light Skills Sc6/1.1 planning different types of scientific enquiries to answer questions, including recognising and controlling variables where necessary

Sc6/1.2 taking measurements, using a range of scientific equipment, with increasing accuracy and precision

Sc6/1.3 recording data and results of increasing complexity using scientific diagrams and labels, classification keys, tables, and bar and line graphs

Sc6/1.4 using test results to make predictions to set up further comparative and fair tests

Sc6/1.5 using simple models to describe scientific ideas

Sc6/1.6 reporting and presenting

ElectricitySkillsSc6/1.1 planning different types of scientific enquiries to answer questions, including recognising and controlling variables where necessary

Sc6/1.2 taking measurements, using a range of scientific equipment, with increasing accuracy and precision

Sc6/1.3 recording data and results of increasing complexity using scientific diagrams and labels, classification keys, tables, and bar and line graphs

Sc6/1.4 using test results to make predictions to set up further comparative and fair tests


Sc6/1.6 reporting and presenting findings from enquiries, including conclusions, causal relationships and explanations of results, in oral and written forms

Living Things and their HabitatsSkillsSc6/2.1a describe how living things are classified into broad groups according to common observable characteristics and based on similarities and differences, including micro-organisms, plants and animals

Sc6/2.1b give reasons for classifying plants and animals based on specific characteristics.

KnowledgeSc6/2.1a describe how living things are classified into broad groups according to common observable characteristics and based on similarities and differences, including micro-organisms, plants and animals

Sc6/2.1b give reasons for classifying plants and animals based on specific characteristics

VocabularyLinnaeus Classification Observable characteristics Habitat

EvolutionSkillsSc6/1.3 recording data and results of increasing complexity using scientific diagrams and labels, classification keys, tables, and bar and line graphs

Sc6/1.6 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

Sc6/1.7 identifying scientific evidence that has been used to support or refute ideas or arguments.

KnowledgeSc6/2.3a recognise that living things have changed over time and that fossils provide information about living things that inhabited the Earth millions of years agoSc6/3.2b recognise that

This topic was missed during school closure in Y5 however coverage can be taught within this topic due to the length of time given to it. Animals Including HumansSkillsSc6/1.3 recording data and results of increasing complexity using scientific diagrams and labels, classification keys, tables, and bar and line graphs


Sc6/1.6 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

Sc6/1.7 identifying scientific evidence that has been used to support or refute ideas or arguments

KnowledgeSc6/2.2a identify and name the main parts of the human circulatory system, and describe the functions of the heart, blood vessels and blood

Sc6/2.2b recognise the impact of diet, exercise, drugs and lifestyle on the way their bodies function

Sc6/2.2c describe the ways in which nutrients and water are transported within animals, including humans.

VocabularyHuman circulatory system Functions of heartBlood vessels Human body organs Impact of diet

findings from enquiries, including conclusions, causal relationships and explanations of results, in oral and written forms such as displays and other presentations


Knowledge Sc6/4.1a recognise that light appears to travel in straight lines

Sc6/4.1b use the idea that light travels in straight lines to explain that objects are seen because they give out or reflect light into the eye

Sc6/4.1c explain that we see things because light travels from light sources to our eyes or from light sources to objects and then to our eyes

Sc6/4.1d use the idea that light travels in straight lines to explain why shadows have the same shape as the objects that cast them

such as displays and other presentations


KnowledgeSc6/4.2a associate the brightness of a lamp or the volume of a buzzer with the number and voltage of cells used in the circuit

Sc6/4.2b compare and give reasons for variations in how components function, including the brightness of bulbs, the loudness of buzzers and the on/off position of switches

Sc6/4.2c use recognised symbols when representing a simple circuit in a diagram

VocabularyElectricityVoltageCellsCircuit BrightnessVolumeBuzzerComponents Switches SymbolsDiagramsWiresMotors ConductorInsulator Series circuit

Similarities Differences Micro organisms Common features The Five Kingdoms MoneraProtist FungiPlantsAnimals

living things produce offspring of the same kind, but normally offspring vary and are not identical to their parentsSc6/2.3c identify how animals and plants are adapted to suit their environment in different ways and that adaptation may lead to evolution.

VocabularyEvolutionChange over timeFossilsEvidence InhabitedOff springVariationAdapted

Parents

ExerciseDrugsLifestyle Bodily functionsNutrientsWaterTransportation around the body

VocabularyLightStraight linesReflectPeriscopeLight sourceObjectShadowBlocksTransparent OpaqueTranslucent Prism refraction

Parallel circuit

History Anglo-Saxons & Scots(overview study)NC Objective: Britain’s settlement by Anglo-Saxons and Scots-Anglo-Saxon art and culture

Chronology- place in history Focus on Arts and Culture Significance – Why I am studying this?

Why is it significant?

Describe Britain's settlement by Anglo-Saxons and Scots (Understanding Events, People and Changes)

Vikings(overview study) NC Objective: The Viking and Anglo-Saxon struggle for the Kingdom of England to the time of Edward the Confessor

- 790 -1066

Chronology- place in history Focus on Arts and Culture Significance – Why I am studying this? Why is it

significant?

Describe the Viking and Anglo-Saxon struggle for the Kingdom of England to the time of Edward the Confessor (Understanding Events, People and Changes)

Resources: Vikings in Leeds https://www.yorkshire.com/inspiration/heritage/yorkshire-battlefields/vikings

Local HistoryAnglo Saxon in the Locality NC Objective: Britain’s settlement by Anglo-Saxons and Scots-Anglo-Saxon art and cultureA local history study -a depth study linked to one of the British areas of study -a study of an aspect of history or a site dating from a period beyond 1066 that is significant in the locality

Describe a local history study(Understanding Events, People and Changes)

Trips: https://museumsandgalleries.leeds.gov.uk/tag/anglo-saxons-in-yorkshire/

Resources: Anglo Saxons in Leedshttps://www.citymetric.com/politics/elmet-leeds-city-region-anglo-saxon-origins-englands-north-south-divide-1871Miners

Miners on a timeline What were working conditions like? Political tensions in UK at the time – impact on

lives of the closure Why was the mining community so important in

Rothwell Interview with family member?

https://www.citymetric.com/politics/elmet-leeds-city-region-anglo-saxon-origins-englands-north-south-divide-1871



https://museumsandgalleries.leeds.gov.uk/tag/anglo-saxons-in-yorkshire/

https://museumsandgalleries.leeds.gov.uk/tag/anglo-saxons-in-yorkshire/

https://www.yorkshire.com/inspiration/heritage/yorkshire-battlefields/vikings

https://www.yorkshire.com/inspiration/heritage/yorkshire-battlefields/vikings

Geography

Locational KnowledgeName and locate counties and cities of the United Kingdom, geographical regions and their identifying human and physical and human characteristics, key topographical features(including hills, mountains, coasts and rivers), and land use patterns; and understand how some of these aspects have changed over time. Look at how the geography of Warwick (linked to residential in November) has changed over time (old maps on digimaps).

Place KnowledgeUnderstand geographical features through the study of human and physical geography of a region of the United Kingdom (Haworth).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, 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. Use field work to observe,

measure, record and present the human and physical features in the local area using a range of methods, including sketch maps, plans and

graphs and digital technologies.

As part of this unit pupils will look at world maps to identify the main tectonic plates. They will then use different sources to research how and whereearthquakes occur before investigating why most earthquakes occur in California and Alaska? Children will also do a study of San Francisco.

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 and a region within North or South America (California and Alaska).

Human and physical geographyDescribe and understand the key aspects of: physical geography, including earthquakeshuman geography, including types of settlement and land use, and the distribution of natural resources including energy.

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 and six figure grid references, symbols and keys (including the use of OS maps) to build their knowledge of the United Kingdom and the wider world.

After finding out about how mountains are formed in Year 5, children will investigate , through research , other places in the UK, Europe and the wider world that have similar physical environments i.e. mountains. Using different sources the children will then focus on the Alp mountain range and consider what the advantages and disadvantages of living on a mountain might be.

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 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.

Computing

Year 1 Year 2iJam (level 4)

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

Skills:-Create and edit variables.-Design their own song including loops, backgrounds, scoringand/or timers.Use conditional statements, loops, variables and broadcastmessages in the remix.

NC Objectives:1)Use technology safely, respectfully and responsibly; know a range of ways to report concerns and inappropriate behaviour.

2)Recognise common uses of

information technology beyond

school.

iJam skill rehearsal

iRemix:Children to develop all their learning throughout 4 levels of iJam to put this together into something independent using software, devices, skills and techniques used.

Skills:-Create and edit variables.-Design their own song including loops, backgrounds, scoringand/or timers.Use conditional statements, loops, variables and broadcastmessages in the remix.

NC Objectives:1)Use technology safely, respectfully and responsibly; know a range of ways to report concerns and inappropriate behaviour.

2)Recognise common uses of information technology beyond

school.

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 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.

iProgram skill rehearsal

iDevelop:Students have 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 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.

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 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,

E-Safety:D:Side

iAnimate skill rehearsal

iFinance Students have the opportunity to create a final project and demonstrate their abilities.

Skills:-Use advanced functions within Excel.

NC Objectives:1)Design, write and debug programmes 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

systems and content that accomplish given

goals, including collecting, analysing,

evaluating and presenting data and

information

data and information

Art Artist focus:Cath Riley and Georgia O’Keefe (Comparison of Styles)

Skill: Drawing3D work (History link)

Artist focus: William Morris

Skills: Textiles (History link- Bayeux Tapestry 1066)

Artist focus: David Hockney and L. S. Lowry (Comparison of Styles)

Skills: Painting (RE and Humanities links)

Drawing: Experimentation of variety and scale.Create tone with a range of pencils and Create texture using mark makingDevelop shading techniques Draw figures using basic shapesDraw perspective Create an original art piece applying a range of drawing techniques Give reasoned evaluation of own work and that of artistsUse technical vocabulary

3D work (History link): Apply techniques to mould clay Use tools to create pattern and detailConsider cultural context and intentions Know that there are a range of sketching pencils and their purpose Know that we use a sketch book to plan Know cultural links to a given art piece

Textiles (History link- Bayeux Tapestry 1066) : Using a range of sewing skills. Research and discuss the ideas of artists

Consider cultural context and intentions

Use 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

Use technical vocabulary Know the historical importance of certain artworks Know how art can be used as a history source

Painting (RE and Humanities links) : Use sketch book to record, test and design ideas

Consider cultural context and intentions

Show awareness of composition, scale and technique

Research and discuss the ideas of artists Create texture with acrylic paint

Use and blend watercolours

ColourKnow different paint types Know how to colour mix

Know that there are different brush types and their uses

DT Cooking & Nutrition

Children will be researching, preparing and cooking a variety of dishes, confidently planning healthy meals based on the principles of a healthy and varied diet. Children will be taught to read and understand food labels to gain the necessary information to assess how healthy the food is for them. Using this knowledge, children will then create a savoury dish, exploring a wide range of skills.

The focus for the class will be using their existing knowledge of healthy food to plan for and create a well-balanced meal.

Design

Processes

In this time, children will focus on the design process to fit a brief, looking at the intended purpose and the target audience. Children will use relevant research into technological breakthroughs and inventions in order to guide their own design choices.

The focus for the class will be using research of famous innovations to guide their own understanding of how products can be improved.

Potential topic focus : Formula One project

Design

Children to understand seasonality and how this affects the environment/benefit of the product in question.

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

Use food labels to guide choices

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

Prepare simple dishes hygienically and safely, where needed with a heat source

Use cooking techniques such as: chopping, peeling, grating slicing, mixing, spreading, kneading and baking

Evaluate Evaluate the nutritional value of the meal created, assessing whether this

is something that could be eaten regularly. Evaluate whether they could improve the nutritional value of the dish

without compromising the taste of the final product. Evaluate their ideas and products against their own design criteria and

consider the views of others to improve their work

Technical knowledge Identify that food and drink provide certain nutritional and health benefits

which support a healthy lifestyle Identify that people should eat at least 5 portions of fruit and vegetables

a day 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.

VocabularyBalanced dietNutritional valueNutritional benefitsHealthy lifestyle

Generate, develop and model ideas from relevant research Use research he/she has done in the famous designers and inventors to

inform the design of his/her own innovative products Generate, develop, model and communicate his/her ideas through

discussion, annotated sketches, cross-sectional and exploded diagrams, precise, passing pieces and computer aided design

Apply his/her knowledge of materials and techniques to refine and rework his/her product to improve its functional properties and aesthetic qualities

Make Create a prototype Use a wide range of methods to strengthen, different and reinforce

complex structures and can use them accurately and appropriately Use technical knowledge accurate skill to problem solve during the making

process Apply scientific knowledge (Forces)

Evaluate Test and analyse product Make improvements to product as a result of testing process Use his/her knowledge of famous designers to further explain the

effectiveness of existing products and products he/she has made

Technical Knowledge Have awareness of the design cycle 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 Relevant ResearchInnovation ImprovedGenerateModifyEffectivenessPrototype

Criteria

Music Year One Year TwoAfrican Drumming

Chd to use their voices expressively and creatively by singing songs and speaking chants and rhymes -play tuned and untuned instruments musically- Listen with concentration and understanding to a range of high quality live and recorded music-Experiment with, create and combine sounds using inter-related dimensions of music

Music Theory – Singing

-Play and perform in solo ensemble contexts using voice and playing musical instruments with increasing accuracy, fluency, control and expression. -Improvise and compose music for a range of purposes using their 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.-Develop an understanding of the history of music.

Music Theory – Singing

-Play and perform in solo ensemble contexts using voice and playing musical instruments with increasing accuracy, fluency, control and expression. -Improvise and compose music for a range of purposes using their 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.-Develop an understanding of the history of music.

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 and accuracy

Improvising & Composing Create a simple composition and record using formal notationImprovise and compose music for a range of purposes using the inter-related dimensions of music

French Likes & Dislikes Level 2 Unit 4 Learners will be able to elaborate further on the things they like and dislike by matching phrases and creating short statements. Students will be encouraged to give their opinions in the language and build on their proficiency of holding a conversation.

Weather & Transport Level 2 Unit 5 Learners will be able to talk about the weather and read and understand different weather phrases. Pupils will learn how to follow and give simple directions and be able to read and understand a short description of a journey. There will be some revisions of the different modes of transport from previous learning.

Clothing & Shops (revisit and revise) Level 2 Unit 6 Pupils will gain a deeper understanding of how to name different items of varying clothing, and how to describe those using more complex colours. The learners will be able to say the clothes that they wear on different occasions and give their growing, detailed 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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