year 5/6 breadth map cycle a see mtp for skills

Year 5/6 Breadth Map Cycle A See MTP for skills progression and Learning Concepts

Learning Opportunity 1 Learning Opportunity 2 Learning Opportunity 3 Learning Opportunity 4 Learning Opportunity 5 Learning Opportunity 6

Blood Heart Autumn 1/2

Revolution Autumn 1/2

Stargazers Spring 1

Off With Her Head Spring 2

Allotment Summer 1

Darwin’s Delights Summer 2

Year 5/6

Opportunities CPR / First Aid Training Milton Keynes Museum - Theme day Victorian drills (throwing, catching,

jumping) End of an era exhibition

Planetarium Discovery Center - Tudor Experience

Visit Dobbies / Planting experience / Visit to Tesco

National History Museum - Evolution workshop (Year 6) Mary Anning (Year 5)

MK Museum - stuffed animals

Computing E-Safety Computational thinking Algorithms E-Safety Digital literacy Technology

Science (Snap Science)

Body Pump (Y6) Light Up Your World (Y6) The Earth and Beyond (Y5) All Change! (Y5) Reproduction in Plants and Animals (Y5)

Circle of Life (Y5)

Geography Skills: Direction/Positioning Knowledge: Identify locations on a map linked to industry (physical features) Transportation Links in the UK The Great Exhibition 1851

Skills: Map Skills / Research / Perspectives Knowledge: Use aerial photography of the Earth to identify features

Skills: Mapping, Using Maps Knowledge: Locate the Tower of London and London landmarks

Skills: Research/Data/Patterns Knowledge: Where does food come from? Why? (understanding human/physical features and learning about climate zones, biomes and vegetation belts etc)

Skills: Direction/Positioning Knowledge: Locating and exploring the Galapagos Islands Skills: Using data sources / Perspectives Knowledge: Researching animals / plants at risk of extinction.

History Skills: Continuity and Change / Causes and Consequence / Similarities and Differences Knowledge: Who are the Victorians?

Skills: Chronology / Significant Individuals / Continuity and Change Knowledge: Famous scientists Space Race

Skills: Chronology / Significant Individuals / Causes and Consequence Knowledge: Tudors - Henry VIII

Skills: Significant Individuals / Continuity and Change Knowledge: Evolution Who is Charles Darwin? Who is Mary Anning?

Art Skills: Techniques (Sculpture) Knowledge: Use clay to make a model of a heart

Skills: History of Art & Drawing Techniques Knowledge: Use ‘The First Council of Queen Victoria,’ by Sir David Wilkie Victorian - Silhouettes Skills: Printing Techniques Knowledge: Use printing to create patterns inspired by William Morris

Skills: Techniques (texture, sculpture) Knowledge: Space Art / Moon surface (texture)

Skills: History of Art & Drawing Techniques Knowledge: Drawing portraits of Tudors Observational studies of jewellery

Skills: Drawing Techniques Knowledge: Observational Drawings Fruit & Veg

Skills: Painting Techniques Knowledge: Drawing animals Intended Outcome: Create a painting inspired by Steven Brown Skills: Sketching & Printing Techniques Knowledge: Fossils / Shells

Design Technology

Skills: Cooking & Nutrition Knowledge: Design and make a healthy savory meal.

Skills: Select and use appropriate tools and materials Knowledge: Cooking, sewing and woodwork activities Victorian children would do at school

Skills: Design, Make, Evaluate and Technical Knowledge Knowledge: Design and make a rocket

Skills: Cooking & Nutrition Knowledge: Learn about Tudor cuisine (making bread)

Skills: Cooking & Nutrition Knowledge: Design and make a healthy savory meal using local/seasonal ingredients

Skills: Design, Make, Evaluate and Technical Knowledge Knowledge: Frame structures

Music Skills: Compose and perform songs Knowledge: Rhythm and pulse (circulatory system)

Skills: Describing Music Knowledge: Victorian Parlour Evening

Skills: Composing / Performing pieces / Transcription Knowledge: Tudor music

Skills: Compose and perform pieces Knowledge: Soundscapes

Languages Knowledge: Moi (All about me) Knowledge: Jeux et chansons (Games and songs)

Knowledge: On fait la fête (Celebrations) Knowledge: Portraits (Portraits) Knowledge: Les quatre amis (The four friends)

Knowledge: Ça pousse! (Growing things)





Stargazers Spring 1


Allotment Summer 1


PE Swimming Gymnastics Invasion Games Dance Striking & Fielding Athletics

RE Religion: Christianity Key Questions: How significant is it for Christians to believe God intended Jesus to die?

Religion: Sikhism Key Questions: Are Sikh stories important today?

Religion: Christianity Key Questions: Is the Christmas story true?

Religion: Hinduism Key Questions: What is the best way for a Hindu to show commitment to God?

Religion: Sikhism Key Questions: What is the best way for a Sikh to show commitment to God?

Religion: Hinduism Key Questions: Do beliefs in Karma, Samsara and Moksha help Hindus?

PHSE Relationships Bullies, bullying, pressures and risks Keeping myself safe Lifestyles and cultures Substance use and misuse Growing up, relationships and puberty (Sex ed sessions)

Personal Development Connect: Be Active: Take Notice: Keep Learning: Give:

Connect: Develop and strengthen relationships with different people, making relationships with new people in our class Be Active: Enrichment choices Take Notice: Remembrance day Keep Learning: Significant historic events Give: Poppy Appeal

Connect: Visit a local care home (giving cards) Be Active: Enrichment choices Take Notice: Learn about Elderly and loneliness - how can we help them? Keep Learning: How can we take care of others? Give: Charity event - Christmas Carols for local care home.

Connect: Sharing assemblies Be Active: Enrichment choices Take Notice: Learning about people/charities that help homeless Keep Learning: Learning about people/charities that help homeless Give: Homeless boxes

Connect: Learning about local sites connected to Tudor history Be Active: Enrichment choices Take Notice: Buckingham local history Keep Learning: Learn about the Armada portrait at Woburn Abbey - identify key messages? Give: Reading to younger children in school

Connect: Visit a local business (Dobbies) Be Active: Enrichment choices Take Notice: How is our environment changing? Seasonal changes? Keep Learning: Learn about local initiatives Give: Litter picking/planting experience

Connect: Make posters to encourage change linked to our learning Be Active: Enrichment choices Take Notice: Celebrate the achievements of individuals including ourselves. Keep Learning: Environmental concerns- pollution Give: Help support the running of sports day

SMSC Social: Moral: Spiritual: Cultural:

Social: Pupils will work together to show they can listen to others opinions and negotiate to create a joint end result Moral: Children will be taught to think of others, listen well to others’ points of view and try to imagine others’ points of view, especially those who live in difficult circumstances. Spiritual: Children will be introduced to the idea that different societies have different beliefs and that these can be affected by the environments they live in. Cultural: Pupils will consider how communities adapt to hot or cold environments.

Social: Children will communicate and negotiate with others through their collaborative learning in pairs and small groups. Moral: Children will show an interest in investigating, and offering reasoned views about, moral and ethical issues concerning the Industrial Revolution. Spiritual: Children will have a sense of enjoyment and fascination in learning about themselves and others. Cultural: Children will be willing to participate in, and respond to, for example, artistic, musical, sporting, mathematical, technological, scientific and cultural learning about the Victorians.

Social: Children work collaboratively in groups to research life on the international space station and conditions on different planets. Moral: Children to debate whether we should spend so much money exploring our universe rather than improving living standards? Spiritual: Is scientific advancement at odds with the teachings of the bible? Cultural: Children to research and discuss the meaning of the word alien in modern society and how it is used to signify a clash of cultures.

Social: Children will consider how to work well together in groups. They will debate and discuss the past showing consideration for others opinions. Moral: Children will consider whether decisions made in the past can be judged as ‘good’ or ‘bad’. Spiritual: Children will consider whether choices made in the past influences us in the present day. They will consider how the power of the ‘church’ had a major effect on people’s lives. Cultural: Children will discuss how life has changed and what the culture was like in different times.

Social: Pupils will work together to build raised beds showing they can listen to others opinions and negotiate to create a joint end result Moral: Reflect upon their own views regarding Fair Trade and its impact of others. Recognise the impact of the inequality of food distribution on others. Spiritual: Recognise their own creativity when experimenting with a range of ingredients and planning their insulator. Explain some of the religious practices of individuals. Cultural: Recognise similarities and differences between and within food cultures of other countries over time.

Social: Pupils will find and share stories in the news about people or animals who have survived in extreme circumstances. Moral: Children will show an interest in investigating, and offering reasoned views about, moral and ethical issues concerning …. Spiritual: What role does religion play in the political tensions within and around Europe? Cultural: Research the different European languages and cultures represented by the staff and children in your school.

Explicit Writing Links / Opportunities:

Non-chronological reports - dissection Description - journey of blood Poetry - Broken Heart

Biography - Significant historical figure Charles Dickens - A Christmas Carol

Newspaper report - Lunar Landing Discursive - Should you send animals to space? Descriptions - Alien description Poem - Space

Riddles - to entertain Henry VIII Newspaper - Anne’s execution Persuasive Letter - Last minute plea to Henry VIII

Instructions - growing/planting Radio broadcast - linked to an experience Narrative - secret garden

Journal - studies of creatures Diary entry- exploring the Galapagos islands Letters- Darwin’s letter





Stargazers Spring 1


Allotment Summer 1


Explicit Maths links / opportunities:

Make to-scale models of our solar system. Calculate distance to several planets and work out the amount of fuel required.

Food miles

year 5/6 breadth map cycle a see mtp for skills

Documents