Curriculum Maps

At Oasis Academy Ryelands we believe that learning should be a journey of discovery and excitement at all stages. Therefore we aim to provide challenging and engaging learning experiences both in and out of the classroom. Each child will have their own path to walk, their own journey, and we want to ensure that our curriculum and everyday teaching reflects this, so that everyone can end the year feeling like they are confident in their achievements and progress. 

In order to see the value in what they are learning our pupils' experiences should be firmly rooted in their day-to-day life. We want the lessons our children learn to carry with them outside of our classrooms and build the foundations of a passion for learning. In order to help us do this we want our parents parents to be in the know about what their children are learning each week.

To do this we provide a breakdown of what is taught in class in each topic. These are called our Curriculum Maps - further expanded in our Subject Guides section of the website.  If your child comes home and says they did Art today, you can find out what the focus of Art is that term. If they can't describe what they were learning in Maths, you'll know what the topic is from the Guide. 

Yearly Curriculum Maps

Reception

Autumn 1

Week

Theme All about me

Week 1

Transition Week/ Welcome to School

Week 2 

All about me

Week 3 

We are special

Week 4 

Emotions

Week 5

Friendship

Week 6

Family

Week 7

Our amazing bodies

 

Autumn 2

Week

Theme Celebrations and Festivals around the world.

Week 1 

Senses

Week 2 

Diwali

Week 3 

Friendship week

Week 4 

Thanksgiving

Week 5 

Winter

Week 6 

Hanukkah

Week 7 

Christmas

 

Spring 1

Week

Theme traditional tales

Week 1 

The Three little pigs

Week 2 

Little red riding hood

Week 3 

Jack and the bean stalk

Week 4 

Goldilocks and the three bears

Week 5

The gingerbread man

Week 6

Three billy goats gruff

 

Spring 2

Week

Theme through the window

Week 1

People who help us

Week 2

The seasons

Week 3 

At the farm

Week 4

In the Jungle

Week 5

Dinosaur week

Week 6

Our planet

 

Summer 1

Week

Theme Journeys

Week 1

Transport Land/ Sea/ Sky

Week 2

Creative Arts

Week 3

Dear Zoo

Week 4

Superhero

Week 5

Disney

 

Summer 2

Week

Theme Seaside/ Holiday

Week 1

Sports Week

Week 2

Sports Day Week

Week 3

 At the Beach

Week 4

Around the World hot countries

Week 5

Around the World cold countries

Week 6

Wow work

Week 7

Transition

 

Year 1

 

 

Autumn 1

Autumn 2

Spring 1

Spring 2

Summer1

Summer 2

Topic

Toys

Moon Zoom

Bright lights big city

Enchanted Woodland

Fairy tales

Safari

Power Of Reading

Toys in Space

Man on the moon

The Dark

The naughty bus

Charlie and Lola go to London

Wild

Croc and bird

The Jolly Postman

One Night, Far From Here.

One Day, On Our Blue Planet… In The Savannah

History

Toys then and now

First man on the moon

Changes in London

Native America

Pocahontas

The Monarchy

William Wallace

 

Geography

Our local community

The moon

Our local community

Habitats

The United Kingdom

Exploration of Africa

Art & Design

Printing

Andy Warhol toy prints

Shading

Street Art

Basquiat, Keith Harring and Banksy

stencilling

Landscapes

Monet, Renoir, Van Gogh,

crayon

Portraits

Manet, Picasso

Line drawing, pastels

 

Design and Technology

Design your own toy/ puppet

Cooking/ making healthy food

-p4c

Design and build a bridge

 

 

African masks

Weaving

-cooking

Science

The human body

 

Investigations: can sound travel through string

The best material to create ear defenders.

Materials

 

The best materials to make a rocket

 

Grouping objects by property

Trees/ plants

 

Finding the oldest tree in our local area

Habitats

 

Can you create a welcoming habitat

Plants

 

RE

Christianity:

Lifestyle & Celebrations

Judaism:

Lifestyle & Celebrations

Judaism:

Authority & Worship

Challenge Unit:

Why Are We Thankful? Ourselves

Islam:

Lifestyle

Challenge Unit:

Gratitude

Music

Recognising instruments

Recognising instruments

 

Rainforest sounds

Nutcracker/ no strings

Songs from Africa

PSHE

Elmer

(by David McKee)

Ten Little Pirates

(by Mike Brownlow and Simon Rickerty)

My Grandpa is Amazing

(by Nick Butterworth)

Max the Champion

(by Sean Stockdale, Alexandra Strick and Ros Asquith)

My World, Your World

(by Melanie Walsh)

 

Trips

Toy museum

Space dome

Boat trip

Country Park

Theatre (?)

Battersea Park Zoo

 

Year 2

 

 

Autumn 1

Autumn 2

Spring 1

Spring 2

Summer 1

Summer 2

Topic

Muck, Mess and Mixtures

Land Ahoy!

 

Street Detectives

Towers, Tunnels and Turrets

Wriggle and Crawl

Beachcombers

Big Question

Who made this mess?

(UFO landing, Jackson Pollock painting, marvellous mixtures – jars etc.)

Do you want to go on an adventure?

(treasure maps, telescope, compass, treasure chest etc.)

Dress up – pirate hats and patch on trip to Golden Hinde

Where do we come from?

(Maps, monuments, flags)

What happened in 1666?

(Candles, wood, brick, buckets, fire)

Are you mad about minibeasts?

What can you see at the seaside?

(Stones, shells, bucket, spade etc.)

Dress up – Beach wear (sunglasses, shorts, t-shirt – hawaian theme!)

English

The Power of Reading

Beegu (letter writing, diary entry, instructions)

H/W task: Design an alien mask to wear for dress up day (making alien food)

 

George’s Marvellous Medicine (character description)

Food Poems

 

How to Catch a Star (Reading)

The Way Back Home(Reading)

The Lonely Beast (Story writing, diary entry)

P4C opportunity – questions – loneliness – lego thinking

 

 

 

The Pirate’s Next Door (Reading)

The Troll (Reading)

Claude in the City(story writing)

Cooking opportunity (hot chocolate?)

P4C

 

The Day the Crayons Quit (Letter writing)

 

 

The Dragon Machine

The Great Fire of London – video (Explanation text)

 

 

The Princess and the Pea(Reading)

Hansel and Gretel(Reading)

Caterpillar Shoes - video

 

Jim and the Beanstalk

 

 

James and the Giant Peach (Reading)

The Storm Whale?

The Snail and the Whale?

Seaside Poems?

 

The Day the Crayons Came Home(Reading)

Maths

 

SATs consolidation

TAF coverage

Numbers within 100

Add and subtract 2-digit numbers

Addition and subtraction word problems

Time

Fractions

Addition and subtraction (regrouping)

Measuring length

Graphs

Multiplication and division – 2,5,10

Money

Faces, shapes and patterns

Consolidation/TAF coverage

Consolidation

Numbers within 1000

Measure: capacity and volume

Measure: Mass

Multiplication and division by 3 and 4

Science

Uses of everyday materials: identify and compare the suitability of a variety of everyday materials including wood, plastic, glass, brick, rock, paper and cardboard for particular uses

Hamilton Lessons:

Experiments:

Mopping up

Are bricks absorbent?

Waterproofing materials

Printing

Resist the wax

Melting and moulding

P4C opportunity – would you rather / comparing / odd one out

Animals including humans: Notice that animals including humans have offspring which grow into adults

Animals including humans: Find out about and describe the basic needs of animals including humans for survival – Hamilton Lessons:

 

Babies – experiencing a real life baby (Hayley’s baby!) and asking questions about how to look after it

Stranded – imagining what you would need for survival if on a desert island.

Living things and their habitats: Explore and compare the differences between things that are living, dead and things that have never been alive – link to hibernation and the time of the year

P4C – odd one out

Investigating different items (dead plant, living plant, plastic plant).

Uses of everyday materials:Find out how the shapes of solid objects made from some materials can be changed by squashing, bending, twisting and stretching

Hamilton Lessons:

Which ball is the bounciest?

Experiments:

Testing rigidity

Tough and flexible

Which is the strongest paper?

Paper bridges

Plants: observe and describe how seeds and bulbs grow into mature plants, find out and describe how plants need water, light and a suitable temperature to grow and stay healthy

Living things and their habitats: Identify that most living things have habitats to which they are suited and describe how different habitats provide for the basic needs of different types of animals and plants and how they depend on each other.

Hamilton lessons:

Experiments:

Hydroponics in the classroom

Growing cress

Eating cress

Cooking opportunity – make a cress sandwich

P4C – environment / litter picking

Living things and their habitats:

-Describe how animals obtain their food from plants and other animals, using the idea of a simple food chain, and identify and name different sources of food. - LINK TO OCEAN HABITAT.

 

During Healthy Living Week:

Animals, including humans:

-Describe the importance for humans of exercise, eating the right amounts of different types of food and hygiene.

Experiment: The effect of exercise on the body and heart rate etc.

RE

Hinduism: Authority and worship (Holi – paint throwing, Diwali)

 

Christianity: Authority and Worship

 

Christianity: Sacred and inspirational writings

Islam: Authority and worship

Hinduism: Authority and worship

What is special?

P4C

Geography

Human and physical geography: Identify seasonal and daily weather patterns in the UK.

Locational knowledge:Name and locate the 7 continents of the world – link to food.

Cooking opportunity

Locational knowledge: Name and locate the world’s 5 oceans

Geographical skills and fieldwork:

-Use world maps, atlases and globes to identify countries, continents and oceans studied at this key stage.

-Use simple compass directions to (North, South, East, West) and locational and directional language to describe the location of features and routes on a map.

-Use aerial photographs and plan perspectives to recognise landmarks and basic human and physical features; devise a simple map; and use and construct basic symbols in a key. CREATE A TREASURE MAP

Locational knowledge: Name, locate and identify the characteristics of the 4 countries and capital cities of the UK and its surrounding seas.

Geographical skills and fieldwork: Use world maps to identify the UK and its countries.

Dress up – national dress

 

Human and physical geography: Identify seasonal and daily weather patterns in the UK and the location of hot and cold areas in the world in relation to the equator and the North and South Poles.

Place knowledge:understand geographical similarities and differences through studying the human and physical geography of a small are of the UK, and of a small area in a contrasting non-European country. Comparing beach destinations.

History

Significant historical events, people and places.

The lives of significant individuals in the past who have contributed to national and international achievements – Florence Nightingale, Mary Seacole

 

Significant historical events, people and places in their own locality – Crystal Palace FC

Events beyond living memory that are significant nationally and globally (Great Fire of London)

Cooking opportunity – bread (pizza making??)

P4C

Dress up day – GFOL workshop - aprons

 

Changes within living memory – seaside holidays past and present

Art

Use drawing and painting to recreate the work of different artists – Jackson Pollock, Piet Mondrian, Picasso

 

Drawing maps – creating precise drawings and thinking about scale.

Observational drawings and pencil shading techniques.

Collage.

GFOL scenes - pastels

Creating a pattern using printing – regular/irregular.

Printing using natural materials to create a scene – link to habitats.

 

Seaside landscapes - watercolour

DT

Food art

Make alien food

 

Pirate ship junk modelling

Pirate flags

Pirate hats

Cooking opportunity

Christmas crafts, printing

 

Create a dragon machine using junk materials

Make bread

 

Make healthy ice lollies

Music

Play tuned and un-tuned instruments musically – exploring instruments and making own instruments using simple materials

Sea shanties – use voices expressively and creatively by singing songs and speaking chants and rhymes

Play tuned and untuned instruments musically (accompany a sea shanty?)

Listen with concentration and understanding to a range of high-quality live and recorded music – local link with Samuel Coleridge-Taylor

Learn GFOL songs – In 1666, London’s burning, singing in a round – use voices expressively and creatively by singing songs and speaking chants and rhymes

Minibeast rhymes/story telling – accompanied with sound (link to Caterpillar shoes video) – experiment with, create, select and combine sounds

Creating the sounds of the sea – creative project making own instruments and experimenting with other instruments to recreate the seaside sounds.

Summer songs

PE

Basketball / Swimming

Tag Rugby / Swimming

Football /

Swimming

Tennis / Swimming

Rounders / Cricket / Swimming

Athletics / Swimming

ICT

3BM –

E-safety

Instructions and Recipes

Finding out about…(Mary Seacole)

3BM

Follow that footprint!

I can debug!

3BM

Do you get to school safely?

Say no to graffiti!

3BM

Musical accompaniment

3BM

Minibeasties

3BM

Finding out about….us

PSHE

Who likes chocolate?

Money Matters

People around us

Say No!

Growing up (SRE)

Transition

SMSC

Learn how rules are made to create a safer environment.

 

Understanding where money comes from and to appreciate non-material things

Understanding that people are different and we must respect and celebrate those differences

Identify who can help you.

Gain an understanding of how plants and animals are important for the environment.

 

Looking after the environment is a collective responsibility.

Healthy Living

Understand where food comes from – Harvest festival, Geography

 

Importance of a balanced diet – link to Pirates’ unhealthy lifestyles (scurvy)

Importance of exercise – football, CPFC

Working safely and hygienically to prepare food – make bread

What plants need to grow and be healthy.

 

Importance of eating fruit and vegetables.

Healthy Living Week – importance of exercise, understanding what is meant by a balanced diet and what the different food groups are.

Cooking opportunity -Making fruit ice lollies

Trip/Experience

Art workshop

 

Golden Hinde visit

Sea shanty workshop

St Luke’s church

CPFC visit? Other local landmarks?

 

Local area talk

 

Croydon Clock Tower

GFOL workshop

Hever Castle Visit?

Visit to a mosque – South Norwood Islamic Community Centre

Minibeast workshop – Dress up as a minibeast day

Celebration SATs tea party

Brighton trip

 

Year 3

 

 

 

Autumn 1

Tribal Tales

Autumn 2

Heroes & Villains

Spring 1

Mighty Metals

Spring 2

Rainforests

Summer 1

Predator

Summer 2

Scrumdiddlyumptious

Entry points:

Show Stoneage flint arrowheads – what are they?  Where did they come from?  What were they used for?  How were they made?

 

Watch video of The Iron Man by Ted Hughes

Transform the classroom into a rainforest.

Create animal masks

Watch Disney’s Jungle Book

Dinosaur bones found – act out an archaeological dig

Food tasting

Taste a range of crisps.  Can they correctly identify the flavour?

Taste different chocolate.  Dose the more expensive or Fair Trade taste better?

Blindfold tasting of fruit – can they describe the texture?

Books

Stone Age adventures Brother Trouble – Vivian French

Ug – Raymond Briggs

Stig of the dump – Clive King

 

The Iron Man – Ted Hughes

The Iron Woman

The Jungle Book – Rudyard Kipling

All about tigers – Phillip Simpson

Andy and the lion – James Daugherty

The Tiger who came to tea – Judith Kerr

Pickles to Pittsburgh – Judi Barrett

Thunder cake – Patricia Polacco

Opening Question

What was it like 5000 years ago?

 

You are an engineer and a scientist.  How can you become a maker of men?

In the depths of the rainforest something stirs…  What is it?

Take a walk on the wild side… will you become the predator or the prey? – p4C possibly?

How do we keep ourselves healthy?

English

Narrative – myths and legends – link to Aztec gods (3wks)

Narrative – dialogue and plays (3wks)

 

Non- fiction – Reports (4wks)

Non- fiction – Instructions (2wks)

Narrative – adventure and mystery; authors (4wks)

Narrative – letters (2wks)

Poems to perform (1wk)

Narrative: myths and legends (2wks)

Narrative: Dialogue and plays (2wks)

Calligrams (1wk)

Letters (1wk)

Narrative – 1st person recount (2wks)

Narrative - stories with familiar settings; authors (3wks)

Language play

Maths Mastery

 

 

 

 

 

 

Science

Rocks and Soils

- compare and group together different kinds of rocks on the basis of their appearance and simple physical properties.

 

Experiment

Classifying rocks using scratch, soluble ect.

- describe in simple terms how fossils are formed when things that have lived are trapped within rock.

-recognise that soils are made from rocks and organic matter

Experiment

Classifying soil based on its properties

Rocks and fossil workshop

Plants

Habitat – visit Country Park. – Outside learning.

Forces and magnets

- compare how things move on different surfaces.

- notice that some forces need contact between 2 objects, but magnetic forces can act at a distance.

- observe how magnets attract or repel each other and attract some materials and not others.

Experiment

Attract or repel?

- compare and group together a variety of everyday materials on the basis of whether they are attracted to a magnet, and identify some magnetic materials.

Experiment

Are all metals magnetic?

- describe magnets as having 2 poles.

- predict whether two magnets will attract or repel each other, depending on which poles are facing.

Plants

- identify and describe the functions of different parts of flowering plants: roots, stem/trunk, leaves, and flowers.

- explore the requirements of plants for life and growth

- investigate the way in which water is transported within plants.

Experiment

Celery and food colouring

- explore the part that flowers play in the life cycle of flowering plants, including pollination, seed formation and seed dispersal.

Experiment

What does a plant need to grow?

 

Plant a seed outside in the KS1 playground.

Light and shadows

- recognise that they need light in order to see things and that dark is the absence of light

- notice that light is reflected from surfaces

- recognise that light from the sun can be dangerous and that there are ways to protect their eyes

- recognise that shadows are formed when the light from a light source is blocked by an opaque object

Experiment

Do all materials let light through?

 

- find patterns in the way that the size of shadows change

Experiment

Measure shadows at different points of the day to investigate how it grows – outdoor learning.

Nutrition

- identify that animals, including humans, need the right types and amount of nutrition.

Experiment

How much sugar is in the food you enjoy?

-identify that humans and some other animals have skeletons and muscles for support, protection and movement.

Experiment

Test the effect of exercise on your heart rate.

Task: Children to do a mind map in books of what they can associate with each sense. Draw diagrams and label. Discuss and share ideas – outdoor learning.

Class discussion – which liquids are healthy/unhealthy?  - p4c

ICT

E-Safety

Research of prehistoric Britain

 

- Use search technologies effectively, appreciate how results are selected and ranked, and be discerning in evaluating digital content.

E-Safety

Turtle logo – algorithms and floor turtles

 

- use logical reasoning to explain how some simple algorithms work and detect and correct errors in algorithms and programs

E-Safety

Turtle logo – algorithms and floor turtles

 

- use logical reasoning to explain how some simple algorithms work and detect and correct errors in algorithms and programs

E-Safety

Research of rainforests

 

- Use search technologies effectively, appreciate how results are selected and ranked, and be discerning in evaluating digital content.

E-Safety

Research predators

 

- Use search technologies effectively, appreciate how results are selected and ranked, and be discerning in evaluating digital content.

E- Safety

 

- use technology safely, respectfully and responsibly; recognise acceptable/unacceptable behaviour; identify a range of ways to report concerns about content and contact.

RE

Judaism

- What is the Tenakh and what is the Torah?

- What is the importance of the Ten Commandments given

to Moses?

- Why is the festival of Rosh Hashanah important for Jewish

people?

- Why is Yom Kippur important for Jewish people and what

happens during this time?

Christianity

- What do the different descriptions of God tell us about

the Christian belief in God?

- How is Jesus important to Christians?

- Who is in authority in Christian communities?

What are their roles and responsibilities?

- What is the Holy book of the Christian people?

How is it used by them?

- How are the stories/parables that Jesus told to his

followers relevant to us today?

Christianity – lifestyle and celebrations.

- How do Christians use their homes to show they are

living the faith?

What is the significance for many Christians of the Ten

Commandments?

- In what ways is prayer important to Christians?

- What are some of the distinctive features and their functions within a local church?

- What is meant by the Church as a community of believers?

Sikhism – what do Sikhs believe, the life of Guru Nanak, inspirational writing.

 

- What do Sikhs believe about God?

- What are the significant times in the life of Guru

Nanak?

How did Guru Nanak spread his teachings?

- Where do Sikhs go to worship?

How do the practices in the Gurdwara symbolise equality?

Sikhism

- What is the inspirational writing that Sikhs follow?

What are the special ways the Sikh writings are treated?

- What is it that tells people what Sikhs believe?

- What are some of the practices used with the Guru Granth

Sahib?

- Why is Guru Gobind Singh important?

What does it mean to belong to the Khalsa?

- What happens at the festival of Vaisakhi/Baisakhi, how is it

celebrated?

What is the symbolism of the 5Ks which are worn by some

Sikhs?

What is the the significance of the turban which is worn by

some Sikhs?

- What is the importance of Bandi Chor (Prisoners Release

day) and Amritsar to the Sikh Community?

Judaism

- What do Jewish people believe about God?

- Why is Moses an important figure for Jews?

- Why is prayer and worship important to many Jews?

- What is the importance of the Tallit (prayer shawl) and

Capel (head covering)?

Croydon Synagogue

History

Prehistoric Britain

- changes in Britain from Stone Age to the Iron Age – possible P4C. (Would you rather)

Country Park Stone Age experience. Outdoor learning.

History

Significant Individuals

Dress up day – significant individual.

To debate the issue is Robin Hood a hero or a villain? P4C – Lego blocks.

 

 

How things evolve, dinosaurs, fossils

 

Geography

Comparing local and prehistoric Britain

- human geography, including: types of settlement and land use, economic activity including trade links,

 

 

Where in the world metals are found.  How are they made fit to use.

- Human geography, including: land use, economic activity including trade links, and the distribution of natural resources including energy, food, minerals and water.

 

- human geography, including: types of settlement and land use, economic activity including trade links, and the distribution of natural resources including energy, food, minerals and water.

Task: Learn about the destruction of the rainforest – P4C – debating.

Habitats

- understand geographical similarities and differences through the study of human and physical geography.

Food miles and fair trade

- use maps, atlases, globes and digital/computer mapping to locate countries and describe features.

Art

Iron Age jewellery

- to improve their mastery of art and design techniques, including drawing, painting and sculpture with a range of materials

No Key artist – use real images of cave paintings

 

Using metallic tones to create patterns, create embossed foil designs

- to improve their mastery of art and design techniques, including drawing, painting and sculpture with a range of materials

Key artist – Alan Williams

 

- to improve their mastery of art and design techniques, including drawing, painting and sculpture with a range of materials

Key Artist – Oenone Hammersley, Lisa Miller

3D scale models

- to improve their mastery of art and design techniques, including drawing, painting and sculpture with a range of materials

Key Artist – Guy Coheleach,

Sculpture

- to improve their mastery of art and design techniques, including drawing, painting and sculpture with a range of materials

Key Artists – Jason Mecier, Carl Warner

DT

Building structures

- use research and develop design criteria to inform the design of innovative, functional, appealing products.

- select from and use a wider range of materials and components, including construction materials.

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

To design own hunting tool for the Stone Age and explain why.

To make a sock puppet

Teacher to ask children how they think they we could start making a sock puppet. T to demonstrate/ model how to start.  Explaining how to use a needle – tie a knot etc.

Task: Children to begin to sew their sock puppet.

Sculpture

- select from and use a wider range of materials and components, including textiles, according to their aesthetic qualities

- create a model of a statue out of tin foil.

Task: Create a tribal mask linking to animals in the rainforest.

Selecting and using materials

·         Selecting materials to build a predator eg. The wing on a bird of prey using art straws and tissue paper.

Task: In pairs pupils to design how to make a 3D model of a bird of prey. Identify materials and method

Cooking and nutrition

- understand and apply the principles of a healthy and varied diet.

- prepare and cook a variety of predominantly savoury dishes using a range of cooking techniques

- understand seasonality, and know where and how a variety of ingredients are grown, reared, caught and processed.

Make a Healthy Smoothie – DT & Food.

PSHE

Thinking about the lives of others

That their actions affect themselves and others, to care about other people's feelings and to try to see things from their points of view

To think about the lives of people living in other places and times, and people with different values and customs

To be aware of different types of relationship, including marriage and those between friends and families, and to develop the skills to be effective in relationships

To realise the nature and consequences of racism, teasing, bullying and aggressive behaviours, and how to respond to them and ask for help

To recognise and challenge stereotypes

That differences and similarities between people arise from a number of factors, including cultural, ethnic, racial and religious diversity, gender and disability

Where individuals, families and groups can get help and support.

 

Daring To Be Different

1. Similarities and differences

2. Feeling good about yourself

3. Surprises

4. Hopeful and disappointed

5. Hiding or showing feelings

6. Standing up for myself

Dear Diary

FPA: Keeping Safe

1. Knowing where to go for help

2. Taking responsibility

3. Making wise choices

4. Managing uncomfortable

    feelings - loss

5. Dealing with worries

6. Supporting each other

Joining up and joining in

1. Jobs at home and in school

2. Representation– local council

3. Voting and debating

4. Having a say in the school

    community

5. Voluntary, community and  

    pressure groups

6. Fund-raising

Working together

1. RSE: differences:

    male and female

2. RSE: personal space

3. RSE: family differences

4. Feeling happy

5. Staying healthy

6. Overcoming barriers

    to reaching goals

Healthy choices

What makes a healthy lifestyle, including the benefits of exercise and healthy eating, what affects mental health, and how to make informed choices

That bacteria and viruses can affect health and that following simple, safe routines can reduce their spread

Which commonly available substances and drugs are legal and illegal, their effects and risks

To recognise the different risks in different situations and then decide how to behave responsibly, including sensible road use, and judging what kind of physical contact is acceptable or unacceptable

That pressure to behave in an unacceptable or risky way can come from a variety of sources, including people they know, and how to ask for help and use basic techniques for resisting pressure to do wrong

School rules about health and safety, basic emergency aid procedures and where to get help.

Music

Exploring and Responding

Linked to tribal music

- tempo (fast/slow) - duration (long/short/silence) - symbols and graphics - movement - play in simple parts - recognise and control pitch

Christmas songs

- play and perform in solo and ensemble contexts, using their voices and playing musical instruments

Sing and Feel the Beat

- passing songs - patterns in 4's - graphics accompanying with the beat and rhythmic patterns

- improvise and compose music for a range of purposes using the inter-related dimensions of music

Sounds Effective

- Listening and responding using simple musical vocabulary contrasting music - controlling untuned and tuned sounds - rounds

Percussion instruments and analysing rhythms

- play and perform in solo and ensemble contexts, using their voices and playing musical instruments

Musical Patterns

recognising rhythm patterns - listening skills - creating rhythmic patterns - repeating patterns by ear and from symbols - using ICT

Beat and rhythms

- play and perform in solo and ensemble contexts, using their voices and playing musical instruments

 

 

Question and Answer/Call and Response

- vocal and rhythmic - tuned instruments - compose ideas - overlapping sounds - echo effects

Movements and sounds

- listen with attention to detail and recall sounds with increasing aural memory

Exploring and Responding

Vegetable orchestra

- play and perform in solo and ensemble contexts, using their voices and playing musical instruments

PE

Swimming

Gymnastics

- develop flexibility, strength, technique, control and balance

Swimming

Dance

Swimming

Gymnastics

- develop flexibility, strength, technique, control and balance

Swimming

Dance

- Play competitive games, modified where appropriate (basketball)

Swimming

Athletics

- Play competitive games, modified where appropriate (hockey)

Swimming

Dance

 - perform dances using a range of movement patterns

Mandarin

- listen attentively to spoken language and show an understanding by joining in and responding

- explore patterns of sounds of language through songs and rhymes and link the spelling, sound and meaning of words.

- listen attentively to spoken language and show an understanding by joining in and responding

- explore patterns of sounds of language through songs and rhymes and link the spelling, sound and meaning of words.

- listen attentively to spoken language and show an understanding by joining in and responding

- explore patterns of sounds of language through songs and rhymes and link the spelling, sound and meaning of words.

- listen attentively to spoken language and show an understanding by joining in and responding

- explore patterns of sounds of language through songs and rhymes and link the spelling, sound and meaning of words.

- listen attentively to spoken language and show an understanding by joining in and responding

- explore patterns of sounds of language through songs and rhymes and link the spelling, sound and meaning of words.

 

- listen attentively to spoken language and show an understanding by joining in and responding

- explore patterns of sounds of language through songs and rhymes and link the spelling, sound and meaning of words.

Additional information

Iron Age dress up day.

Ground flour from grain – food cooking.

Make a meal for your significant individual.

Dress up as a robot.

French food – cooking.

Dress up as a rainforest animal.

Tropical fruit salad.

Fish cakes.

Predator fancy dress.

Sport clothes – linked in with Healthy Living Week.

Possible trips/visitors

 

Shrek’s adventure

Tower Bridge outdoor learning.

 

 

 

 

Year 4

 

 

Autumn

Spring

Summer

 

Autumn 1

I Am Warrior

Autumn 2

Potions

Spring 1

Playlist

Spring 2

1066

Summer 1

Blue Abyss

Summer 2

Burps, Bottoms and Bile

English

Key Texts:

 Escape from Pompeii

 Romulus and Remus

Key Texts: The Ice Palace (4 weeks)

Alice in Wonderland

The Enchanted Horse (2 weeks)

Key Texts:

The Sun is Laughing (3 weeks)

The Monkey Symphony- Visual text (The literacy shed)

Key Texts:

Beowulf

Varjak Paw (4 weeks)

Key Texts:

Oliver and the Sea Wigs (5 weeks)

Key Texts:

Wolves (2 weeks)

Gorilla (2weeks)

Maths

Place Value

Number: Addition and Subtraction

Number: Multiplication

Measurement: Area

Number: Multiplication and division

Number: Decimals

Measurement: Money

Number: Fractions

Measurement: Time

Geometry: Position and Direction

Statistics

Measurement: Area and Perimeter

Science

Living things and their Habitats- Name that thing!

States of Matter

Sound- Listen up!

Electricity – It’s Electric

Living things and their Habitats- Help our habitats!

Animals including Humans

ICT

E-Safety

What’s a spreadsheet?

Internet search and presentation

E-Safety

Words, Words, Words

I can create a game using J2code

E-Safety

I can rap (podcasting)

E-Safety

My exciting world landmarks

E-Safety

I can make an animation

Weather Data

E-Safety

Internet Scenario Cards

Let’s email

RE

Islam - Authority and Worship

Islam - Sacred and Inspirational Writings

Christianity – Lifestyle and Celebrations

Christianity – Sacred and Inspirational Writings

Hinduism - Authority and Worship

Sacred and Inspirational Writings

Challenge Unit: ‘Why do you judge me?’

History

The Roman Empire

Potions and medicine through time

 

The Anglo-Saxons and the Vikings

 

 

Geography

Countries and Cities of the UK and Europe

The Water Cycle

Locating Countries

Types of settlement and land use

Rivers

 

Art

 

Key Artists: Sir John Tenniel

 

Key Artists: Andy Warhol, Roy Lichtenstein

Key Artists: Alfred Wallace, Hokusai

 

DT

Design and create a Roman mosaic

 

Design and create a musical instrument

 Design and create a piece of armour

 

 

PSHE

It’s Our World

Say No!

Who Likes Chocolate?

People Around Us

Growing Up

Money Matters

Music

Controlling Sounds

Pentatonic Music

Recorders

Rhythm Patterns

Musical Signals and Patterns

 

PE

Football

Running, jumping, throwing and catching

Tennis

Athletics

Cricket

Dance

Mandarin

Listen attentively to spoken language and show an understanding by joining in and responding

Explore patterns of sounds of language through songs and rhymes and link the spelling, sound and meaning of words

Topic weeks

Harvest Festival

Multicultural Week

Christmas

Science Week

Shakespeare Maths

Easter

Art Week

Healthy Living

Possible trips / visitors

Roman Visitor

Chelsea Physic Garden

 Music Workshop

Tower of London

Sea Life Centre

Science Museum

Year 5

 

Autumn

Spring

Summer

 

Autumn 1 – Geography – Deadly Beasts

Autumn 2 – History – Riotous Royals

Spring 1 – History –Egyptians

Spring 2 – Geography – Time Traveller

Summer 1 – Science – Alchemy Island

Summer 2 – Science – Scream Machine

P4C:

Key principles of P4C will be taught throughout the year. Use of Stimulus, Private reflections, sharing and question creation, airing questions, voting for an enquiry question. Enquiry, reflection on process and last words.

  • Where are the most mini beasts found and why?
  • Why did their rule end?
  • When did we stop mummifying people?
  • What is time travel?
  • How is that possible?
  • Who invented …?

Entry Points:

Trip: Horniman Museum

Watch: It’s a Bugs Life

Activity: Royal Banquet

Trip: British Museum

Activity: Create a Time Box to bury

Trip: Ripley’s Believe it or not

Trip: Crazy Golf

English

A boy and a bear in a boat.

Recount

Explanatory

Newspaper Report

Cosmic

Non-Chronological report

Narrative

Poetry

The Viewer

S&L Debate

Balanced Argument, Discursive Text

Book Review,

Film Review

Storm Breaker

Film Narrative

Poetry

Choral and Performance Poetry

Harry Potter and the Philosopher’s Stone

Traditional stories, fables, myths, legends - Narrative

Play Scripts / Dramatic Conventions

Mystery Narrative

The London Eye Mystery

Instructions

Letter

Advertising

Maths

Number – Place Value (3 weeks)

Number – Addition and Subtraction (3 weeks)

Number – Multiplication and Division (4 weeks)

Statistics ( 2 weeks)

Number – Fractions (5 weeks)

Number – Decimals (1 week)

Number – Decimals (2 weeks)

Number – Percentages (3 weeks)

Geometry – Angles (2 weeks)

Geometry – Shapes (2 weeks)

Measurement – Converting Units (2 weeks)

Number – prime numbers (1 week)

Perimeter and Area (1 week)

Measure volume (1 week)

Topic

Beast Creator

Riotous Royals

Egyptians

Time Traveller

Alchemy Island

Scream Machine

Science

Living things and their habitats

describe the differences in the life cycles of a mammal, an amphibian, an insect and a bird

describe the life process of reproduction in some plants and animals.

Experiments and Investigations:

- Butterfly lifecycles

- Bug hunt

- What affects the growth of seeds?

Earth and Space

describe the movement of the Earth, and other planets, relative to the Sun in the solar system

describe the movement of the Moon relative to the Earth

describe the Sun, Earth and Moon as approximately spherical bodies

use the idea of the Earth’s rotation to explain day and night and the apparent movement of the sun across the sky.

 

Experiments and Investigations:

- Is gravity affected by velocity or weight parameters?

Scientists and Inventors

Experiments and Investigations:

- Recreate the experiments of ground breaking scientists.

- Marie Curie

- Sir Isaac Newton

Animals, including humans

describe the changes as humans develop to old age.

 

Experiments and Investigations:

 

- Investigating the changes within themselves as they enter puberty

Properties and Changes of materials

compare and group together everyday materials on the basis of their properties, including their hardness, solubility, transparency, conductivity (electrical and thermal), and response to magnets

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

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

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

demonstrate that dissolving, mixing and changes of state are reversible changes

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.

Experiments and Investigations:

- Does the type of chocolate affect the melting time?

- Therefore, does milk have an impact on the melting time of each product?

Forces

explain that unsupported objects fall towards the Earth because of the force of gravity acting between the Earth and the falling object

identify the effects of air resistance, water resistance and friction, that act between moving surfaces

recognise that some mechanisms, including levers, pulleys and gears, allow a smaller force to have a greater effect.

Experiments and Investigations:

- What affects the speed of a vehicle travelling at speed?

 

History

 

Royals

a study of an aspect or theme in British history that extends pupils’ chronological knowledge beyond 1066

Ancient Egypt

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

 

 

 

 

Geography

Local fieldwork, contrasting locations

Understand 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

 

Historic maps, To name counties and cities in the UK

Human and physical features of Egypt, the river Nile, Tourism

human geography, including: types of settlement and land use, economic activity including trade links, and the distribution of natural resources including energy, food, minerals and water

Changes in the local community, Physical features

use fieldwork 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.

 

Map reading, using co-ordinates, human and physical features, Maps

Theme parks in UK and overseas, Comparisons between local areas

PE

Ball Skills – Basketball / Netball

play competitive games, modified where appropriate [for example, badminton, basketball, cricket, football, hockey, netball, rounders and tennis], and apply basic principles suitable for attacking and defending

use running, jumping, throwing and catching in isolation and in combination

 

Dance

perform dances using a range of movement patterns

compare their performances with previous ones and demonstrate improvement to achieve their personal best.

Timing Physical Activity / Orienteering

take part in outdoor and adventurous activity challenges both individually and within a team

Gymnastics

develop flexibility, strength, technique, control and balance [for example, through athletics and gymnastics]

compare their performances with previous ones and demonstrate improvement to achieve their personal best.

Athletics

develop flexibility, strength, technique, control and balance [for example, through athletics and gymnastics]

 

 

Bowling striking and fielding

play competitive games, modified where appropriate [for example, badminton, basketball, cricket, football, hockey, netball, rounders and tennis], and apply basic principles suitable for attacking and defending

use running, jumping, throwing and catching in isolation and in combination

 

Art

 

(Will decide whether Art or D&T will be the focus for the half term before each topic begins – not everything here will be covered, will annotate)

Detailed drawings of mini beasts using Charles Darwin’s sketches. Use Da Vinci to model. Focus on perspectives and using pencil to create different tone, texture and layers. Teach children to evaluate their work using the models shown at the beginning.

to create sketch books to record their observations and use them to review and revisit ideas

to improve their mastery of art and design techniques, including drawing, painting and sculpture with a range of materials [for example, pencil, charcoal, paint, clay]

 

 

Portraits, Sketching, Famous artists and designers, Use William Morris and Hans Holbein as models. Focus on building on pencil skills from previous half term. Fashion throughout the ages - Andy Warhol, designer posters. Evaluate progress using pencil to create tone etc.

to create sketch books to record their observations and use them to review and revisit ideas

to improve their mastery of art and design techniques, including drawing, painting and sculpture with a range of materials [for example, pencil, charcoal, paint, clay]

 

Egyptian theme - Drawing artefacts, headwear, hieroglyphics. Using pencil skills learnt in previous half terms and applying to new mediums – oil pastel, chalk etc. Evaluation in groups – how have these skills been applied to new mediums?

to improve their mastery of art and design techniques, including drawing, painting and sculpture with a range of materials [for example, pencil, charcoal, paint, clay]

 

Time Travel theme – Photography through time, Great Artists, Andy Warhol, Salvador Dali, David Hockney Photography Collage. Using a David Hockney image as a model, evaluate own work.

to improve their mastery of art and design techniques, including drawing, painting and sculpture with a range of materials [for example, pencil, charcoal, paint, clay]

about great artists, architects and designers in history.

Using existing board games as examples, build on what they have done and create a new board game – using a variety of materials. Focus on evaluating what each group has done and how they have used the materials to impact the outcome of their game.

to improve their mastery of art and design techniques, including drawing, painting and sculpture with a range of materials [for example, pencil, charcoal, paint, clay]

 

Focus on designing a ride at a theme park. Photography added to continue skills from an earlier half term - Taking photos from different angles to ensure designs are well thought about. Evaluate own theme park designs against Chessington floorplan.

to create sketch books to record their observations and use them to review and revisit ideas

to improve their mastery of art and design techniques, including drawing, painting and sculpture with a range of materials [for example, pencil, charcoal, paint, clay]

D&T

 

 

(Will decide whether Art or D&T will be the focus for the half term before each topic begins – not everything here will be covered, will annotate)

Model making, using tools with precision. Thinking about how one tool can have many uses and create different textures and layers. Evaluate own work, which tools could you use instead? Why?

generate develop, model and communicate their ideas through discussion, annotated sketches, cross-sectional and exploded diagrams, prototypes, pattern pieces and computer-aided design

 

 

Sculpting - Clay water carriers, Egyptian food, Model tombs and pyramids – Build on skills used in earlier half term – Using more than one tool to create texture, layers and shape. Which tool will you use for each part? Why? Evaluate with partner, what worked well? What would you change?

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

Food Tech – looking at food through time. Children to think about what they could create and why?

understand and apply the principles of a healthy and varied diet

 

 

Electrical circuits, designing a board game – Evaluate why their circuits worked / didn’t work? What would they do differently next time?

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

 

Ride design – choose one design from theme park design and think about which materials would be needed to create it. Evaluate – why did you use those materials? Did they work well? What would work better?

apply their understanding of how to strengthen, stiffen and reinforce more complex structures

Music

To improvise and compose music for a range of purposes using the inter-related dimensions of music

 

To appreciate and understand a wide range of high-quality live and recorded music drawn from different traditions and from great composers and musicians

To develop an understanding of the history of music.

 

To use and understand staff and other musical notations

 

To listen with attention to detail and recall sounds with increasing aural memory

 

To play and perform in solo and ensemble contexts, using their voices and playing musical instruments with increasing accuracy, fluency, control and expression

RE

Buddhism:

Authority & Worship

What does the word Buddha mean?

Why is the Buddha is special to Buddhists?

Who was Siddhartha Gautama ? What caused him to seek enlightenment?

How did the Buddha became enlightened?

What are the features of a Buddhist shrine?

 

Buddhism:

Sacred & Inspirational Writing

What are the stories that Buddhists find inspiration from? How do they help to explain the Buddha’s teachings?

What are the ways that Buddhists use their sacred writings?

Buddhism:

Lifestyle & Celebrations

What is the Dharma? What are the Four Noble Truths? What is the  Eightfold Noble Path, why is it important to  Buddhists?

What are the 5 precepts and how are they important for a Buddhist lifestyle? What is Karma?

Why is Wesak (Vesak)  the most important Buddhist Festival?

Challenge Unit:

Pilgrimage

What is the significance of going on a pilgrimage for believers?

What happens when people go on a pilgrimage?

What is the importance of the Hajj for Muslims throughout the world?

What is the main place of pilgrimage for the Hindu community?

What is the most important part of a pilgrimage for a faithful person?

Christianity:

Sacred & Inspirational Writing

What is the Holy book of the Christian people? How is it used by them?

How are the stories/parables that Jesus told to his followers relevant to us today?

Judaism:

Sacred & Inspirational Writing

What is the Tenakh and what is the Torah?

What is the importance of the Ten Commandments given to Moses?

 

PSHE

We’re all stars

Debating Ethical Issues, Developing confidence and responsibility.

Be friendly, be wise

Rules and Consequence, To recognise their worth as individuals

Daring to be different

Moral issues, Customs and beliefs, Role playing Egyptian Citizens, Daring to be Different

Dear Diary

Body changes approaching puberty, meeting and talking with people, reflecting on spiritual, moral, social and cultural issues, setting personal targets, feeling positive

Joining in and joining up

Emotional and physical changes

Living long and living strong

Discussion and debate, Emotional and physical changes

Mandarin

Mandarin

listen attentively to spoken language and show understanding by joining in and responding

explore the patterns and sounds of language through songs and rhymes and link the spelling, sound and meaning of words

engage in conversations; ask and answer questions; express opinions and respond to those of others; seek clarification and help*

speak in sentences, using familiar vocabulary, phrases and basic language structures

develop accurate pronunciation and intonation so that others understand when they are reading aloud or using familiar words and phrases*

present ideas and information orally to a range of audiences*

read carefully and show understanding of words, phrases and simple writing

appreciate stories, songs, poems and rhymes in the language

broaden their vocabulary and develop their ability to understand new words that are introduced into familiar written material, including through using a dictionary

write phrases from memory, and adapt these to create new sentences, to express ideas clearly

describe people, places, things and actions orally* and in writing

understand basic grammar appropriate to the language being studied, including (where relevant): feminine, masculine and neuter forms and the conjugation of high-frequency verbs; key features and patterns of the language; how to apply these, for instance, to build sentences; and how these differ from or are similar to English.

ICT

E-Safety

use technology safely, respectfully and responsibly; recognise acceptable/unacceptable behaviour; identify a range of ways to report concerns about content and contact.

Internet Research and Webpage Design

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

Internet Research and Webpage Design

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

 

 

 

E-Safety

use technology safely, respectfully and responsibly; recognise acceptable/unacceptable behaviour; identify a range of ways to report concerns about content and contact.

3D Modelling: Sketch up

design, write and debug programs that accomplish specific goals, including controlling or simulating physical systems; solve problems by decomposing them into smaller parts

 

 

Flowol

use sequence, selection, and repetition in programs; work with variables and various forms of input and output

E-Safety

use technology safely, respectfully and responsibly; recognise acceptable/unacceptable behaviour; identify a range of ways to report concerns about content and contact.

Radio Station

use sequence, selection, and repetition in programs; work with variables and various forms of input and output

Scratch: developing Games

use logical reasoning to explain how some simple algorithms work and to detect and correct errors in algorithms and programs

design, write and debug programs that accomplish specific goals, including controlling or simulating physical systems; solve problems by decomposing them into smaller parts

Trips

Horniman Museum

 

Kidzania, Hampton Court Palace (2nd to last week of half term)

Library, British Museum

Pudding lane – Monument – Walking tour

Library,

Visitor?

Crazy Golf – Dragon Quest

London Eye

 

Three library visits to encourage children to use the facilities at the library.

Visit one – get library cards and take out library books, introduction to services etc.

Visit two – more children to take out cards, opportunity to look at non-fiction adults section for topics too

Visit three – more children to take out cards, children to use internet service at library and find out about extra activities available over the summer

Additional learning opportunities

 

- DT focus

- Dress up

- Cooking

- Place of worship visit

Dress up as a bug

Make cookies in the shape of bugs

Bug hunt

Design and make a super bug

 

 

Dress up as a royal

Make a cheese tart/spiced pears

Observe tutor building in South Croydon

Design and make a spiced orange

Visit a church

Dress as an Egyptian

Visit Buddhist Temple

Make Egyptian bread with hummus

Create a human pyramid  

Design and make a pyramid

 

 

Dress from a different moment in time

Visit a Hindu/Muslim temple

Create a healthy meal which could be eaten in the future

Look at old pictures of South Norwood and see how much it has changed.

Design and make a time machine/head gear

Dress up as a character from Harry Potter

Create a magical drink (use dry ice to create a smoky effect)

Have a Quidditch match

Design and make a magical item

Dress as a building constructor

Visit a Synagogue

Cook and have a tea party.

London Eye – observe construction

Design and make a rollercoaster using sculpting wire.

 

 

Year 6

 

Autumn

 

Summer

 

Autumn 1

Victorians

Autumn 2

Blood Heart

 

Spring 1

Ancient Greece

 

Spring 2

Extreme Earth

Summer 1

ID (ICT/Science)

Summer 2

Gallery Rebels

Entry points:

Ragged Museum Trip

Dissect a real heart

(lamb?)

Discuss dighlights from the Summer Olympic Games 2016.

Hold our own mini- Olypics.

Making volcanoes

 Video clip  of a natural disaster

My family tree

Graffitti images

 

 

 

Key Questions

What was life like for A Victorian Child?

What makes something alive?

Where, why and how did the first Olympic games begin?

What is inside the earth?

Who am I?

How is Graffitti different from other art forms?

English

Street Child (Berlie Docherty

Newspaper report

Formal /informal shifts in the form of letters

1st and 3rd person recount

Historical narrative

Skellig (David Almond)

Descriptive writing

Myths and Legends (Various)

Floodland (Marcus Sedgwick)

 

Wonder (RJ Palacio)

The Film Trailer Shed

Maths

Number- Place Value 

(2 weeks)

Number- Addition, Subtraction, Multiplication and Division (4 weeks)

 

 

Fractions

(4 weeks)

Geometry – Position and Direction (1 week)

Consolidation (1 week)

Number- Decimals

(2 weeks)

 Number – Percentages (2 weeks)

Algebra  (2 weeks)

Measurement – Converting Units (1 week)

Measurement – Perimeter, Area and Volume (2 weeks)

Number – Ratio (2 weeks)

Consolidation (1 week)

Geometry- Properties of Shapes (2 weeks)

 Problem solving (3 weeks)

Statistics (2 weeks)

Investigations (4 weeks)

Consolidation (1 week)

Post SATs Project Work (6 weeks)

Science

Enquiry running throughout

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

taking measurements, using a range of scientific equipment, with increasing accuracy and precision, taking repeat readings when appropriate

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

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

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

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

Living Things and their habitats

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

give reasons for classifying plants and animals based on specific characteristics.

To find out about the significance of the work of scientists such as Carl Linnaeus.

Classify trees in the local environment using a key.

Identify anthropods and collect data.

Animals Including Humans

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

recognise the impact of diet, exercise, drugs and lifestyle on the way their bodies function

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

To  work scientifically by: exploring the work of scientists and scientific research

about the relationship between diet, exercise, drugs, lifestyle and health.

Dissect a heart.

Investigate heart rate.

Light

recognise that light appears to travel in straight lines

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

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

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

Make a periscope.

Investigating shadows

Reflection and refraction investigation.

Investigate the colour spectrum.

Electricity

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

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

use recognised symbols when representing a simple circuit in a diagram.

Comparing and changing circuits with different variables.

Make a burglar alarm/traffic light.

Evolution and Inheritance

recognise that living things have changed over time and that fossils provide information about living things that inhabited the Earth millions of years ago

recognise that living things produce offspring of the same kind, but normally offspring vary and are not identical to their parents

identify how animals and plants are adapted to suit their environment in different ways and that adaptation may lead to evolution.

Investigating heredity through eye colour.

Observe and handle fossils.

 

Revision

 

ICT

E-Safety

Scratch: Animated Stories

use technology safely, respectfully and responsibly; recognise acceptable/unacceptable behaviour; identify a range of ways to report concerns about content and contact.

use sequence, selection, and repetition in programs; work with variables and various forms of input and output

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

 

 

Spreadsheets

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

 

E-Safety – using search engines safely and efficiently

Hour of Code

use technology safely, respectfully and responsibly; recognise acceptable/unacceptable behaviour; identify a range of ways to report concerns about content and contact.

design, write and debug programs that accomplish specific

goals, including controlling or simulating physical systems;

solve problems by decomposing them into smaller parts.

 

 

 

E Safety

use technology safely, respectfully and responsibly; recognise acceptable/unacceptable behaviour; identify a range of ways to report concerns about content and contact.

design, write and debug programs that accomplish specific

goals, including controlling or simulating physical systems;

solve problems by decomposing them into smaller parts.

 

 

E-Safety

Using and applying Skills

use technology safely, respectfully and responsibly; recognise acceptable/unacceptable behaviour; identify a range of ways to report concerns about content and contact.

Revision of all objectives

Film-Making

Design, write and debug programs that accomplish specific goals, including controlling or simulating physical systems;

solve problems by decomposing them into smaller parts.

use sequence, selection, and repetition in programs; work with variables and various forms of input and output.

use logical reasoning to explain how some simple

algorithms work and to detect and correct errors in algorithms and programs.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.

RE

 

Croydon Agreed Syllabus

Judaism: Authority and Worship

What do Jewish people believe about God?

Why is Moses an important figure for Jews?

(The Exodus) (The early life of Moses is in KS1)

 

Judaism: Authority and Worship

Why is prayer and worship important to many Jews?

What is the importance of the Tallit (prayer shawl) and

Capel (head covering)?

Hinduism: Lifestyle & Celebration

 

What are some of the ways Hindus celebrate at Diwali?

What is the significance of the festivals of Diwali or

Navarati to many Hindus?

Hinduism: Sacred & Inspirational Writing

What are the books and special inspirational stories that

Hindus follow?

What are the main features of the Diwali story?

What are the examples of good behaviour that can help us today?

Christianity:  Authority & Worship

What do the different descriptions of God tell us about

the Christian belief in God?

How is Jesus important to Christians?

Who is in authority in Christian communities?

What are their roles and responsibilities?

Challenge Unit: Journey of life - Exploring change

  • What are the
  • circumstances that
  • change things in
  • people’s lives?
  • Why are some people
  • admired because of
  • their qualities? Why are special
  • moments in some
  • people’s lives
  • marked by religious
  • ceremonies?
  • How do non-religious
  • people mark special
  • times?
  • What ceremonies
  • do we have at the
  • beginning of our life?
  • Why is marking
  • a change from
  • childhood to
  • adulthood still
  • important for many
  • people?
  • What promises do
  • people make at their
  • weddings?
  • What are the
  • emotions connected
  • with loss and
  • leaving?

History

 

 

To understand historical concepts such as continuity and change

 

To understand the methods of historical enquiry

 

To undertake a study of an aspect or theme in British history that extends pupils’ chronological knowledge beyond 1066

the legacy of Greek culture (art, architecture or literature) on later periods in British history, including the present day.

 

 

 

understand that  different versions of past

events may exist, giving some reasons for this

 

Regularly address and sometimes devise historically valid

questions about change, cause, similarity and difference,

and significance

 

Ancient Greece – a study of Greek life and achievements and their influence on the western world.

To undertake a study of an aspect or theme in British history that extends pupils’ chronological knowledge beyond 1066

the legacy of Greek culture (art, architecture or literature) on later periods in British history, including the present day.

 

Understand how our knowledge of the past is constructed

from a range of sources

 

 

 

 

 Study an aspect /theme of British history and comparision with a non western culture.

 

 

Identity – where do I fit? Locally and wider world.

 

My heritage

 

 

Geography

 

Geographical skills and fieldwork

 

Locational knowledge

 

Place knowledge

 

Human and physical geography

 

 

use maps, atlases, globes and digital/computer mapping to locate countries and

describe features studied

 

locate the world’s countries, using maps to focus on Europe

 

 

 

Describe and understand human geography, including: types of settlement and land use, economic activity including trade links, and the distribution of natural resources including energy, food, minerals and water

 

Describe and understand key aspects of: 1.physical geography, including: 2.climate zones, biomes and vegetation belts, rivers, mountains, volcanoes and earthquakes, and the water cycle.

 (including the use of Ordnance Survey maps) to build their knowledge of the United Kingdom and the wider world.

Drought – distribution of water across the world

To use the eight points of a compass, four and six-figure grid references, symbols and key

Use maps, globes and digital mapping to locate countries

 

Describe features studied

 

Use field work to observe measure and record human and physical features in the local area

 

 

 

 

To understand geographical similarities and differences through the study of human and physical geography of a region of the United Kingdom – Loch Lomond Scotland

Art

 

Become proficient in drawing, painting, sculpture and other art, craft and design techniques.

 

 

Know about: about great artists, architects and designers in history.

 

 

To: know about great artists, craft makers and designers, and understand the historical and

cultural development of their art forms.

 

 

To create sketch books to record their observations and use them to review and revisit ideas.

Paint scenes from Greek Mythology e.g. Icarus

 

To: know about great artists, craft makers and designers, and understand the historical and

cultural development of their art forms.

 

Greek vases

 

 

Portraiture in different forms

Art based topic covering all objectives and revise techniques

DT

 

Design

 

Make

 

Evaluate

 

TechnicalKnowledge

 

 

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

 

To apply their understanding of how to strengthen, stiffen and reinforce more complex structures –

 

 

 

Greek architecture

 

Greek building designs- Columns

Design

To generate, develop, model and communicate their ideas through discussion, annotated sketches and prototypes.

Make

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

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

Evaluate

To investigate and analyse a range of existing products.

To evaluate their ideas and products against their own design criteria and consider the views of others to improve their work.

Technical knowledge

To apply their understanding of how to strengthen, stiffen and reinforce their product.

 

 

 

 

Design

To generate, develop, model and communicate their ideas through discussion, annotated sketches and prototypes.

Make

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

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

Evaluate

To investigate and analyse a range of existing products.

To evaluate their ideas and products against their own design criteria and consider the views of others to improve their work.

Technical knowledge

To apply their understanding of how to strengthen, stiffen and reinforce their product.

 

PSHE

To devise a

class charter

To understand

how

democracy

works

To develop

environmental

awareness

and

responsibility

To develop

awareness of

climate

change

To develop an

understanding

of

sustainability

issues

To appreciate

a range of

risks and how

to deal with

pressure

To know the

difference

between legal

and illegal

drugs

To know why

smoking is bad

for your health

To explore

different

attitudes to

alcohol

To know how

to keep safe in

my local area

(knives)

 

 

 

1. Earning money

2. Value for money

3. Lending and borrowing

    money

4. Achieving goals

5. Deductions and expenses

6. Poverty

FPA – Feelings:

How easy is it to talk about

Talking to people about how we feel

FPA- Online Technology Safety

Social networking & sending pictures

Cyberbullying

 

 

1. Rich and poor nations

2. Trade across the world

3. Global footprints

4. Food shortages and hunger

5. Fairness and responsibility

6. Reporting the news

 

FPA – Gender Stereotypes:

Discrimination and equal opportunities

1. National, religious and ethnic

     Identities in the UK

2. Different types of

    relationships

3. Stereotyping and judgement

4. Put-downs and conflict

5. Ending friendships

6. Forgiveness

 

FPA – Keeping Safe:

Assertiveness, saying no

Good and bad touch

People who can help me

FPA - Relationships:

Trust

Peer pressure

 

Transition

Moving On

Coping with Change

Preparing for Transition

Meeting new teachers

1. RSE: puberty and    reproduction

2. RSE: relationships and    reproduction

3. RSE: conception and   pregnancy

4. RSE: being a parent

5. Common responses to change

6. Transition and moving on

 

FPA – My Body:

Puberty

Periods

Wet dreams

 

FPA - Life Cycles:

How babies are made – sexual intercourse

How babies are born

 

Music

Pitch, Mood and Atmosphere

rhythms - chants - accompaniments - symbols - descriptive music

 

 

Vocal Style and Effects

- partner songs - songs and accompaniments - performance skills - pitch, phrasing, and instrument control - fanfare

Musical Patterns

- music grouped in 7‘s - identifying patterns - applying ideas to own work - rhythmic and melodic ostinato

Feel that beat and rhythm

- rhythmic chants and raps - instrumental rhythms - grids - graphics - traditional notation

Year 6 Production (after SATS)

 

- music score - composing theme and variations - graphic symbols - instrumental and vocal skills

Year 6 Production

 

- tuned accompaniment - songs - chords - notation - music scores

PE

Ball Skills – Basketball / Netball

 

play competitive games, modified where appropriate [for example, badminton, basketball, cricket, football, hockey, netball, rounders and tennis], and apply basic principles suitable for attacking and defending

use running, jumping, throwing and catching in isolation and in combination

 

Dance

 

perform dances using a range of movement patterns

compare their performances with previous ones and demonstrate improvement to achieve their personal best.

Timing Physical Activity / Orienteering

 

take part in outdoor and adventurous activity challenges both individually and within a team

Gymnastics

 

develop flexibility, strength, technique, control and balance [for example, through athletics and gymnastics]

 

compare their performances with previous ones and demonstrate improvement to achieve their personal best.

Athletics

 

develop flexibility, strength, technique, control and balance [for example, through athletics and gymnastics]

 

 

Bowling striking and fielding

play competitive games, modified where appropriate [for example, badminton, basketball, cricket, football, hockey, netball, rounders and tennis], and apply basic principles suitable for attacking and defending

use running, jumping, throwing and catching in isolation and in combination

 

Mandarin

TBC – Spanish in the interim

Our school

Our world

Then and now

A visit to a cafe

Theme Park

What’s in the news?

Topic weeks

Dates TBC

STEM

Creative Arts

Healthy Schools

Multicultural Week

 

 

Possible trips/visitors

Victorian Day

Theatre trip

Heart dissection (visiting scientist)

British Museum

A Trip to the coast

Chessington and other post SATs trips

Residential trip to Kingswood

Special Events

Harvest Festival

 

Multicultural week

Science Week

World Book Day

Creative arts week

Ryelands’ got Talent

Sports day