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Curriculum Coverage Map Year 5 and 6 Cycle 1

Subjects/Terms Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2Science Cornerstones Topic

Frozen Kingdom / SurvivalY5- To understand the unique characteristics of insects and arachnids living in Britain.Y6- To understand the comparison of insects and arachnids living in contrasting habitats, eg rainforest

Cornerstones TopicA Child’s war and Fallen Fields

Cornerstones TopicStargazers

Cornerstones TopicTime TravellerY5- To take a role in improving their local environment, eg village litter pick. To understand how to camp safely, without damaging the environmentY6- To take a role in making the outside world a better place beyond their local environment

Cornerstones TopicPeasants, Princes and Pestilence

Cornerstones TopicHola Mexico!

National curriculum objectivesEvolution and Inheritance

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

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

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

National curriculum objectivesProperties and Changes of materials

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 recording data and results of increasing complexity using scientific diagrams and labels, classification keys, tables, and bar and line graphs using test results to make predictions to set up further comparative and fair testscompare and group together everyday materials based on evidence from comparative and fair tests, including their hardness, solubility, transparency, conductivity (electrical and thermal), and response to magnets understand 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

National curriculum objectivesEarth 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.

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 recording data and results of increasing complexity using scientific diagrams and labels, classification keys, tables, and bar and line graphsidentifying scientific evidence that has been used to support or refute ideas or arguments.

National curriculum objectives

Forcesexplain 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 understand that force and motion can be transferred through mechanical devices such as gears, pulleys, levers and springs.

planning different types of scientific enquiries to answer questions, including recognising and controlling variables where necessary using test results to make predictions to set up further comparative and fair tests using simple models to describe scientific ideas 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

National curriculum objectivesAnimals (including humans) Living things and their environments. Working scientifically.

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

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

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

planning different types of scientific enquiries to answer questions, including recognising and controlling variables where necessary using test results to make predictions to set up further comparative and fair tests using simple models to describe scientific ideas 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

National curriculum objectivesElectricity

Pupils should be taught to: 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.

planning different types of scientific enquiries to answer questions, including recognising and controlling variables where necessary recording data and results of increasing complexity using scientific diagrams and labels, classification keys, tables, and bar and line graphs using simple models to describe scientific ideas 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 identifying scientific evidence that has been used to support or refute ideas or arguments.


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.

Skill coverage

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

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

Describe the changes to humans as they develop through to old age.

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.

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.

Skill coverage

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

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.

Skill coverage

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.

Skill coverage

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.

Skill coverage

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

Skill coverageuse 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.


RE Cornerstones TopicFrozen Kingdom / Survival

Cornerstones TopicA child’s War / Fallen Fields


Cornerstones TopicTime Travellers

Cornerstones TopicPeasants Princes and Pestilence

Cornerstones TopicHola Mexico

National curriculum objectivesNorthern Saints

National curriculum objectivesAdvent

National curriculum objectivesHow the Bible supports Christians throughout their lives.

National curriculum objectivesWhy the last supper is so important to Christians

National curriculum objectivesThe Muslim Religion

National curriculum objectivesHow do the beliefs of Christians influence their actions?

Skill coverage

between questions, beliefs, values and practices in different belief systems• recognise and explain the impact of beliefs and ultimate questions on individuals and communities• explain how and why differences in belief are expressed.

Skill coverage

• identify the influences on, and distinguish between, different viewpoints within religions and beliefs• interpret religions and beliefs from different perspectives• interpret the significance and impact of different forms of religious and spiritual expression

Skill coverage

explain how selected features of religious life and practice make a difference to the lives of individuals and communities

Skill coverage

• explain connections between questions, beliefs, values and practices in different belief systems• recognise and explain the impact of beliefs and ultimate questions on individuals and communities

Skill coverage

• explain the reasons for, and effects of, diversity within and between religions, beliefs and cultures.• identify the influences on, and distinguish between, different viewpoints within religions and beliefs• interpret religions and beliefs from different perspectives• interpret the significance and impact of different forms of religious and spiritual expression

Skill coverage

• explain connections between questions, beliefs, values and practices in different belief systems• recognise and explain the impact of beliefs and ultimate questions on individuals and communities


History Cornerstones TopicFrozen Kingdom / Survival

Cornerstones TopicA Child’s War / Fallen Fields


Cornerstones TopicTime Traveller




A study of an aspect of history or a site dating from a period beyond 1066 that is significant in the locality.


A significant turning point in British history, e.g. the Battle of Britain


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






a non-European society that provides contrasts with British history

Skill coverage

Describe how different types of evidence tell us about different things about the past and understand why contrasting arguments and interpretations occur.

Place historical events or change on a timeline independently, remembering key facts from a period of history studied.

Follow independent lines of enquiry and make informed responses based on this.

Select, organise and record relevant information, from a range of sources, to produce well-structured narratives, descriptions and explanations.

Explain why people acted as they did.

Describe how a significant individual or movement has influenced the UK or wider world.

Skill coverageSay where a period of history fits on a timeline

Place a specific event on a timeline by decade

Place features of historical events and people from past societies and periods in a chronological framework

4.Appreciate that significant events in history have helped shape the country we have today

Skill coverageSay where a period of history fits on a timeline

Place a specific event on a timeline by decade

Place features of historical events and people from past societies and periods in a chronological frameworkDescribe features of historical events and people from past societies and periods they have studied

Recognise and describe differences and similarities/ changes and continuity between different periods of history

Skill coverage

Use dates and historical language in my work

2. Draw a timeline with different time periods outlined which show different information, such as, periods of history, when famous people lived, etc.

Skill coverage

Describe features of historical events and people from past societies and periods they have studied

5.Recognise and describe differences and similarities/ changes and continuity between different periods of history

Skill coverage

.Summarise what Britain may have learnt from other countries and civilizations through time gone by and more recently


Geography Cornerstones TopicFrozen Kingdom / SurvivalY5- Use wider range of atlases e.g. Google Earth to identify countries in the world To understand what a scale means on a mapY6- Understand the principles behind basic contour maps To calculate distances on a map using scale

Cornerstones TopicDarwin’s DelightsY5- To have a good understanding of the behaviours of birds local to the environment, eg bird calls, nesting habits (eg the swallows that nest under the school eaves)Y6- To be able to describe and identify the behaviours of birds in the local environment and beyond to contrast

Cornerstones TopicStargazersY5- Use wider range of atlases e.g. Google Earth to identify countries in the world To understand what a scale means on a mapY6- Understand the principles behind basic contour maps To calculate distances on a map using scale

Cornerstones TopicTime Traveller

Cornerstones TopicPeasants Princes and PestilenceY5- To understand the different roles on a farm, including sheepdogs and different equipment used, eg combine harvester.Y6- To understand which farms are in our local environment, what they farm and how the farms work.

Cornerstones TopicHola MexicoY5- Use wider range of atlases e.g. Google Earth to identify countries in the world To understand what a scale means on a mapY6- Understand the principles behind basic contour maps To calculate distances on a map using scale

National curriculum objectivesLocation knowledgeIdentify the position 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)

Use maps, atlases, globes and digital/computer mapping to locate countries and describe features studied

Human and physicalUnderstand 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

Describe and understand key aspects of 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.


name and locate counties and cities of the United Kingdom, geographical regions and their identifying human and physical 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.

Describe and understand key aspects of; 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


use maps, atlases, globes and digital/computer mapping to locate countries and describe features studied use the eight points of a compass, four and six-figure grid references, symbols and key (including the use of Ordnance Survey maps) to build their knowledge of the United Kingdom and the wider world


name and locate counties and cities of the United Kingdom, geographical regions and their identifying human and physical 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


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

locate countries and describe features studied

name and locate counties and cities of the United Kingdom,

geographical regions and their identifying human and physical

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


locate 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 cities

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

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

Skill coverageUse the eight points of a compass, four and six-figure grid references, symbols and key (including the use of Ordnance Survey maps) to build their knowledge of the United Kingdom and the wider world

Compare land use and geographical features on different types of maps.

Explain how things change by referring to the

Skill coverage

Describe and understand key aspects of human geography including: economic activity and settlements linked to the distribution of fossil fuels (natural resources – energy).

Skill coverageUse the eight points of a compass to describe locations and routes: on maps of the United Kingdom and the wider world; and, in fieldwork.

Use six figure grid references and symbols to describe locations and routes on an Ordnance Survey map. Apply

Skill coverageUnderstand geographical similarities and differences through the study of human and physical geography of a region of the United Kingdom and a region within North America.

Name and locate countries within North and South America (Canada, USA, Mexico, Brazil

Skill coverageUse the eight points of a compass to describe locations and routes: on maps of the United Kingdom and the wider world; and, in fieldwork.

Use six figure grid references and symbols to describe locations and routes on an Ordnance Survey map. Apply

Skill coverageUnderstand geographical similarities and differences through the study of human and physical geography of a region of the United Kingdom and a region within South America.

Describe and understand key aspects of physical geography including: mountains, rivers and


physical and human features of the landscape.

Recognise and describe the physical and human features of places and appreciate the importance of wider geographical location in understanding places.

during fieldwork.

Explain the relative degrees of accuracy of four/ six figure grid referencing.

Read a range of aerial photographs and maps (e.g. Google Maps, Mapstart, Ordnance Survey, Google Earth) using a range of symbols/ keys (e.g. general features, tourist and leisure, different types of footpaths, roads and boundaries).

To use map scales to convert units of measurement on the map into units of measurement in real life.

Record discrete and continuous data from observations and measurements of the human and physical features of the local area. Present this data in bar/ line charts.

Use basic tools and layers on Google Earth to describe features studied.

and Argentina) and their capital cities.Describe the environmental regions, key physical and human characteristics and major cities of Brazil, Canada and USA.

Identify the position and significance of tropics of Cancer and Capricorn.

Name and locate counties (Gwynedd, Merseyside and Greater Manchester) and cities (Liverpool, Manchester, Bangor) ) of the UK and relate to the geographical regions (North West, Wales)

during fieldwork.

Explain the relative degrees of accuracy of four/ six figure grid referencing.

Read a range of aerial photographs and maps (e.g. Google Maps, Mapstart, Ordnance Survey, Google Earth) using a range of symbols/ keys (e.g. general features, tourist and leisure, different types of footpaths, roads and boundaries).

To use map scales to convert units of measurement on the map into units of measurement in real life.

Record discrete and continuous data from observations and measurements of the human and physical features of the local area. Present this data in bar/ line charts.

Use basic tools and layers on Google Earth to describe features studied.

the water cycle.


Computing Cornerstones TopicFrozen Kingdom / Survival

Cornerstones TopicFrozen Kingdom / Survival

Cornerstones TopicStargazer




National curriculum objectivesSelect, use and combine a variety of software (including internet services) on a range of digital devices to accomplish given goals, including collecting, analysing, evaluating and presenting data and information.


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

Select use and combine a variety of software 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.

National curriculum objectivesUse sequence, selection, and repetition in programs; work with variables and various forms of input and output use search technologies effectively, appreciate how results are selected and ranked, and be discerning in evaluating digital content select, use and combine a variety of software (including internet services) on a range of digital devices to accomplish given goals, including collecting, analysing, evaluating and presenting data and information.

National curriculum objectivesUse search technologies effectively, appreciate how results are selected and ranked, and be discerning in evaluating digital contentSelect, use and combine a variety of software (including internet services) on a range of digital devices to accomplish given goals, including collecting, analysing, evaluating and presenting data and information.

National curriculum objectives use search technologies effectively, appreciate how results are selected and ranked, and be discerning in evaluating digital content select, use and combine a variety of software (including internet services) on a range of digital devices to accomplish given goals, including collecting, analysing, evaluating and presenting data and information.

National curriculum objectives use search technologies effectively, appreciate how results are selected and ranked, and be discerning in evaluating digital content select, use and combine a variety of software (including internet services) on a range of digital devices to accomplish given goals, including collecting, analysing, evaluating and presenting data and information.

Skill coverageUnderstand computer networks including the internet; how they can provide multiple services, such as the world-wide web; and the opportunities they offer for communication and collaboration

effectively, appreciate how results are selected and ranked, and be discerning in evaluating digital content

Presentation and recording of findings from research. Creation of display and factsheets.

Skill coverage

Understands the terms upload and download and how that applies to the internet.Can include various media in a presentation.Sort a given set of files by name, by date, by type or by sizeDelete one file.Find a lost file on a given set of criteria using one method.

Skill coverage

Identify the 2 key design principles of a spreadsheet (no values in a formula, blank line before a total).

Use tools in Word to create own PDF document.Delete one file.Insert a film to an on-screen presentation.Re-name, move, delete and copy at least one sheet (Pages at bottom).



Presentation and recording of findings from research. Creation of display and factsheets.Free rotate a shape.Re-name, move, delete and copy at least one sheet (Pages at bottom).



Presentation and recording of findings from research. Creation of display and factsheets.Use tools in Word to create own PDF document.Email pdf document.Sort a given set of files by name, by date, by type or by sizeDelete one file.Find a lost file on a given set of criteria using one method.



Presentation and recording of findings from research. Creation of display and factsheets.


PE Cornerstones TopicAnimal Kingdom / Survival

Cornerstones TopicFrozen Kingdom / SurvivalY5- Plan and organise a simple orienteering trail usIng a variety of map reading and compass skillsY6- Plan and navigate a variety of orienteering challenges using map reading and compass skills in unfamiliar settings

Cornerstones Topic Cornerstones Topic Cornerstones Topic Cornerstones Topic

National curriculum objectivesPupils should continue to implement and develop a broader range of skills, learning how to use them in different ways and to link them to make actions and sequences of movement.They should enjoy communicating, collaborating and competing with each other.They should develop an understanding of how to succeed in different activities and sports and learn how to evaluate and recognise their own success.


Dance

Pupils should continue to implement and develop a broader range of skills, learning how to use them in different ways and to link them to make actions and sequences of movement.They should enjoy communicating, collaborating and competing with each other.They should develop an understanding of how to succeed in different activities and sports and learn how to evaluate and recognise their own success.


Gymnastics



Team Games



Target games



Athletics


Skill coverage

• Link skills together appropriately in PE activities• Link actions and ideas together and use them accurately andappropriately in PE activitiesPerform PE skills precisely, showing control and fluencyShow an understanding of compositional elements and the use of speed, level and direction in creative PE activities by starting to vary how you respondShow an understanding of tactics in team games by varying how you respond• Select and apply skills, techniques and ideas accurately and appropriately in all

Skill coverage• Link skills together appropriately in PE activities• Link actions and ideas together and use them accurately andappropriately in PE activities• Perform PE skills precisely, showing control and fluency• Combine skills, techniques and ideas consistently showing

precision, control and fluency

Skill coverage• Link skills together appropriately in PE activities• Link actions and ideas together and use them accurately andappropriately in PE activities• Perform PE skills precisely, showing control and fluency• Combine skills, techniques and ideas consistently showing

precision, control and fluency

Skill coverageShow an understanding of compositional elements and the useof speed, level and direction in creative PE activities by startingto vary how you respond• Show an understanding of tactics in team games by varying howyou respond• Select and apply skills, techniques and ideas accurately andappropriately in all areas of PE• Perform in all areas of PE, drawing on knowledge of

Skill coverageShow an understanding of compositional elements and the useof speed, level and direction in creative PE activities by startingto vary how you respond• Show an understanding of tactics in team games by varying howyou respond• Select and apply skills, techniques and ideas accurately andappropriately in all areas of PE• Perform in all areas of PE, drawing on knowledge of

Skill coverageAs last term AND

• Explain and use basic safety rules in preparing for PE activities• Describe what effect PE activities have on your body• Know and describe how PE activities are valuable to yourfitness and health• Warm up and cool down in ways that suit the activity and

explain how the body reacts during different types of exercise.


areas of PE• Perform in all areas of PE, drawing on knowledge of strategy, tactics and composition• Compare and comment on skills, techniques and ideas used in their own and others’ work• Use this understanding to improve their own performance• Analyse and comment on skills and techniques and how these are applied in their own and others’ work• Modify and refine skills and techniques to improve their performance

strategy,tactics and composition• Compare and comment on skills, techniques and ideas used intheir own and others’ work• Use this understanding to improve their own performance• Analyse and comment on skills and techniques and how theseare applied in their own and others’ work• Modify and refine skills and techniques to improve their

Performance.

strategy,tactics and composition• Compare and comment on skills, techniques and ideas used intheir own and others’ work• Use this understanding to improve their own performance• Analyse and comment on skills and techniques and how theseare applied in their own and others’ work• Modify and refine skills and techniques to improve their

Performance.

Music Cornerstones TopicAnimal Kingdom / Survival

Cornerstones Topic Cornerstones Topic Cornerstones Topic Cornerstones Topic Cornerstones Topic

National curriculum objectivesRecorders

play tuned and untuned instruments musically

listen with concentration and understanding to a range of high-quality live and recorded music

National curriculum objectivesRecorders

play tuned and untuned instruments musically


National curriculum objectivesUkuleleClassical music appreciationplay tuned and untuned instruments musically


National curriculum objectivesUkuleleClassical Music Appreciationplay tuned and untuned instruments musically






Skill coverageHand-eye coordinationNote makingBreathing techniqueReading simple notation




Skill coverageHand-eye coordinationNote makingBreathing techniqueReading simple notationRythym, beat,timing,

Skill coverageHand-eye coordinationNote makingBreathing techniqueReading simple notationce


Art Cornerstones TopicAnimal Kingdom / Survival

Cornerstones TopicA Child’s War / Fallen Fields



Cornerstones TopicPaupers, Princes and Pestilence



DT focus


produce creative work, exploring their ideas and recording their experiences become proficient in drawing, painting, sculpture and other art, craft and design techniques evaluate and analyse creative works using the language of art, craft and design

Artist-Focus- painting


DT focus


produce creative work, exploring their ideas and recording their experiences about great artists, architects and designers in history

Artist- Salvador DahliFocus- drawing


DT focus

Engage- sculpture?

National curriculum objectivesproduce creative work, exploring their ideas and recording their experiencesbecome proficient in drawing, painting, sculpture and other art, craft and design techniquesevaluate and analyse creative works using the language of art, craft and designTo know about great artists, architects and designers in history

Artist- stimulus- Aztec materials and design / suns.Focus- textiles- sewing/weaving

Skill coverage Skill coverage

Paint to show some techniques:e.g. colour wash,different brush strokes, different texturescolour mixing – tint, tone, shade.Use sketchbooks to collect and record visual information from different sources as well as planning, trying out ideas, plan colours and collect source material for future works. Annotate.Recognise the art of key artists and begin to place them in key movements or historical events.Discuss and review own and others work, expressing thoughts and feelings, and identify modifications/ changes and see how they can be developed further.Identify artists who have worked in a similar way to their own work.

Skill coverage Skill coverage

Work in a sustained and independent way to create detailed drawings.Develop a key element of their work: line, tone, pattern, texture.Begin to use different techniques for different purposes e.g. shading, shadows, hatching within their own work.Use sketchbooks to collect and record visual information from different sources as well as planning and colleting source material for future works.Annotate sketches to explain ideas.Begin to use tonal contrast, e... how light and dark things look.

Skill coverage Skill coverageCreate a simple design and create with batik.

Apply decoration using needle and thread: buttons, sequins.

Become confident in applying colour with printing, tie dye or batik.

Use sketchbooks to collect and record visual information from different sources as well as planning and colleting source material.

Adapt their work according to their views and describe how they might develop iit further.

Be able to Identify and talk about printmakers in history.


Design and Technology

Cornerstones TopicFrozen Kingdom / SurvivalWEST VIEW- y5To know how to cook 2 courses outdoors on a stoveWEST VIEW- y6To know how to survive overnight outdoorsY5- Be responsible for own safety and remind others of safety in more challenging environmentsY6- Work with others to risk assess and identify potential hazards in school outdoor areas and on visits to other outdoor areas

Cornerstones TopicA Child’s War / Fallen fields






select from and use a wider range of materials and components, including construction materials, textiles and ingredients, according to their functional properties and aesthetic qualitiesinvestigate and analyse a range of existing products evaluate their ideas and products against their own design criteria and consider the views of others to improve their workapply their understanding of how to strengthen, stiffen and reinforce more complex structures

National curriculum objectives National curriculum objectives

select from and use a wider range of materials and components, including construction materials, textiles and ingredients, according to their functional properties and aesthetic qualitiesinvestigate and analyse a range of existing products evaluate their ideas and products against their own design criteria and consider the views of others to improve their workapply their understanding of how to strengthen, stiffen and reinforce more complex structures

National curriculum objectives National curriculum objectives

select from and use a wider range of materials and components, including construction materials, textiles and ingredients, according to their functional properties and aesthetic qualitiesprepare and cook a variety of predominantly savoury dishes using a range of cooking techniques


Skill coverage

Describe in detail, the purpose of their products.Begin to consider the influence of a range of lifestyle factors and consumer choices when designing products.Indicate design features of their products that will appeal to intended users.Gather information about the needs and wants of particular individuals and groups.Develop their own design criteria and use this to inform their ideas.

Skill coverageBegin to consider the influenceof a range of lifestyle factors and consumer choices when designingproducts.Gather information about theneeds and wants of particular individuals and groups.Share and clarify ideasconfidently, throughdiscussion.Produce appropriate lists of tools,equipment and materials that they will need

Skill coverage-Use an extensive range ofmaterials and components e.g. textiles, mechanical, constructionkits, electrical and food ingredients.

-Measures,marks out, cuts and shapes materials andcomponents with accuracy.

-Accurately assembles, joins andcombines most materials.

Skill coverageMeasures, marks out, cuts andshapes materials and components with accuracy.

-Accurately assembles, joins andcombines most materials.

Accurately apply a range of finishing techniques, includingthose from art and design.

-Use techniques that involve a number of steps.

-Use resourcefulness andresilience when tacklingpractical problems.

Skill coverageKnow how to prepare

and cook a variety ofsavoury and somesweet dishes safely and hygienically, includingthe use of a heat source.

Know how to use a widerange of techniques suchas peeling, chopping,slicing, grating, mixing,spreading, kneading andbaking.

Know that ahealthy diet is made upof a variety and balanceof different foods anddrinks, as depicted on‘The Eatwell Plate.’

Skill coverageKnow how to prepareand cook a variety ofsavoury and some

sweet dishes safely and hygienically, including

the use of a heat source.

Know how to use a widerange of techniques such

as peeling, chopping,slicing, grating, mixing,

spreading, kneading andbaking.

Know that ahealthy diet is made upof a variety and balance

of different foods anddrinks, as depicted on

‘The Eatwell Plate.’


Know that to be active and healthy, food is needed to provide energy for the body.

Know that to be active and healthy, food is needed to provide

energy for the body.


MFL Cornerstones TopicFrozen Kingdom / Survival

Cornerstones TopicA Child’s War Fallen Fields




Cornerstones TopicHola Mexico!

National curriculum objectivesNaming animals

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

National curriculum objectivesFrench colours


National curriculum objectivesNumbers and letters


National curriculum objectivesIntroduction to Italian


National curriculum objectivesIntroduction to Spanishlisten 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 languagebroaden 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

National curriculum objectiveslisten 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 languagebroaden 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

Skill coverageUnderstands the main point(s) from a short written text – e.g. simple messages on a postcard/in an email

Skill coverageUnderstand the main points from a spoken passage made up of familiar language – e.g.• short rhyme or song• basic telephone message• weather forecastAsk and answer simple questions–

Skill coverageUnderstand the main points from a spoken passage made up of familiar language – e.g.• short rhyme or song• basic telephone message• weather forecastAsk and answer simple questions–Know how to pronounce some letter strings.

Skill coverageUnderstand the main points from a spoken passage made up of familiar language – e.g.• short rhyme or song• basic telephone message• weather forecastAsk and answer simple questions– Know how to pronounce some letter strings.

Skill coverageUnderstand the main points from a spoken passage made up of familiar language – e.g.• short rhyme or song• basic telephone message• weather forecastAsk and answer simple questions–Know how to pronounce some letter strings.

Skill coverageUnderstand the main points from a spoken passage made up of familiar language – e.g.• short rhyme or song• basic telephone message• weather forecastAsk and answer simple questions– Know how to pronounce some letter strings.


PHSE Cornerstones TopicFrozen Kingdom / SurvivalCRUCIAL CREW Y5- Be responsible for own safety and remind others of safety in more challenging environments.CRUCIAL CREW Y6- Work with others to risk assess and identify potential hazards in school outdoor areas and on visits to other outdoor areas.

Cornerstones TopicFallen Fields / A Child’s War




Cornerstones TopicHola MexicoY5- To take a role in improving their local environment, eg village litter pick. To understand how to camp safely, without damaging the environmentY6- To take a role in making the outside world a better place beyond their local environment

National curriculum objectivesNew Beginnings-SEAL1a) to recognise their worth as individuals, by identifying positive things about themselves and their achievements, seeing their mistakes, making amends and setting personal goals;1b) to face new challenges positively by collecting information, looking for help, making responsible choices and taking action;2a) why and how rules and laws are made and enforced, why different rules are needed in different situations and how to take part in making and changing rules;2b) that there are different kinds of responsibilities, rights and duties at home, at school and in the community, and that these can sometimes conflict with each other;2c) to reflect on spiritual, moral, social and cultural issues, using imagination to understand other people’s experiences;3a) 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;3b) to be aware of different types of relationships, including marriage and those between friends and families, and to develop the skills to be effective in relationships;4a) to realise the nature and consequences of racism, teasing, bullying and aggressive behaviours, and how to respond to them and ask for help.

Speaking and Listening- T1 60- To understand and use a variety f ways to criticise constructively and respond to

criticism.

National curriculum objectivesGetting on and falling out- SEAL2a) to research, discuss and debate topical issues, problems and events;2c) to realise the consequences of antisocial and aggressive behaviours, such as bullying and racism, on individuals and communities;2e) to reflect on spiritual, moral social and cultural issues, using imagination to understand other people’s experiences;2f) to resolve differences by looking at alternatives, making decisions and explaining choices;4a) 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;4c) 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.4d) to realise the nature and consequences of racism, teasing, bullying and aggressive behaviours and how to respond to them and ask for help;4e) to recognise and challenge stereotypes;4f) that differences and similarities between people arise from a number of factors, including cultural, ethnic, racial and religious diversity, gender and disability.Speaking and Listening- T1 60. To understand and use a variety of ways to criticise constructively and respond to criticism.ANTI-BULLYING WEEK:Say No to Bullying- SEAL1b) to recognise their worth as

National curriculum objectivesGoing for Goals-SEAL1b) to recognise their worth as individuals, by identifying positive things about themselves and their achievements, seeing their mistakes, making amends and setting personal goals;1c) to face new challenges positively by collecting information, looking for help, making responsible choices and taking action;4a) 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.Speaking and Listening- T2 63. To consider examples of conflict and resolution, exploring the language used.

National curriculum objectives Good To Be Me- SEAL1b) to recognise their worth as individuals, by identifying positive things about themselves and their achievements, seeing their mistakes, making amends and setting personal goals;2e) to reflect on spiritual, moral, social and cultural issues, using imagination to understand other people’s experiences;3f) 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;4a) that their actions affect themselves and others, to care about other people’s feelings and to try to see things from their point of view.4c) to be aware of different types of relationships, including marriage, and those between friends and families, and to develop the skills to be effective in relationships.Speaking and Listening-T2 63. To consider examples of conflict and resolution, exploring the language used.

National curriculum objectivesSRE –1a) to recognise their worth as individuals, by identifying positive things about themselves and their achievements, seeing their mistakes, making amends and setting personal goals;1c) to face new challenges positively by collecting information, looking for help, making responsible choices and taking action;3b) to be aware of different types of relationships, including marriage and those between friends and families, and to develop the skills to be effective in relationships;3c) about how the body changes as they approach puberty

National curriculum objectivesSeal Health

2a) to research, discuss and debate topical issues, problems

and events.2b)why and how rules and laws

are made and enforced, why different rules are needed in

different situations and how to take part in making and changing

rules.2e) to reflect on spiritual, moral, social and cultural issues, using imagination to understand other

people’s experiences;2f) to resolve differences by

looking at alternatives, making decisions and explaining choices;

3a) 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;3d)which commonly available

substances and drugs are legal and illegal and what the effects

and risks are.3e) to recognise the different risks

in different situations and then decide how to behave

responsibly;3f) 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;3g) school rules about health and

safety, basic emergency aid procedures and where to get help;

4g) where individuals, families and groups can get help and

support


individuals, by identifying positive things about themselves and their achievements, seeing their mistakes, making amends and setting personal goals;1c) to face new challenges positively by collecting information, looking for help, making responsible choices and taking action;2c) to realise the consequences of anti-social and aggressive behaviours, such as bullying and racism, on individuals and communities;2e) to reflect on spiritual, moral, social and cultural issues, using imagination to understand other people’s experiences;2f) to resolve differences by looking at alternatives, making decisions and explaining choices;3e) to recognise the different risks in different situations and then decide how to behave responsibly;3f) 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;3g) school rules about health and safety, basic emergency aid procedures and where to get help;4a) 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;4d) to realise the nature and consequences of racism, teasing, bullying, and aggressive behaviours and how to respond to them and ask for help;4e) to recognise and challenge stereotypes;4f) that differences and similarities between people arise from a number of factors, including cultural, ethnic, racial and religious diversity, gender and disability;4g) where individuals, families and groups can get help and support.

Skill coverage Skill coverage Skill coverage Skill coverage Skill coverage Skill coverage


Demonstrate that they recognise their own worth and that of othersIdentify positive ways to face new challengesExpress their views confidentlyListen to and show respect for the views of othersShow how their views can develop in the light of listening to othersExplain their interests and how they will develop skills to work in the futureDemonstrate some ways of dealing with these in a positive way

.Demonstrate that they recognise their own worth and that of others

2. Identify positive ways to face new challenges

3. Express their views confidently

4. Listen to and show respect for the views of others

16. Identify different types of relationships

17. Show ways of maintaining good relationships18. Describe the nature and consequences of bullying

19. Express ways of responding to it

20. Respond to, or challenge negative behaviours such as stereotyping and aggression

23. Understand why and how rules are made and enforced24. Understand why different rules are needed in different situations

25. Take part in making and changing rules

26. Demonstrate respect and tolerance towards others

27. Resolve differences by looking at alternatives, making decisions and explaining choices





10. Make choices about how to develop a healthy lifestyle

11. Identify some factors that affect emotional health and wellbeing

25. Take part in making and changing rules







12. Make judgements and decisions and list some ways of resisting negative peer pressure around issues affecting their health and wellbeing


17. Show ways of maintaining good relationships18. Describe the nature and consequences of bullying

19. Express ways of responding to it


21. Realise the consequences of anti-social behaviours such as bullying and racism on individuals and communities

22. Research, discuss and debate topical issues, problems and events


27. Resolve differences by looking at alternatives, making decisions and explaining choices

30. Appreciate the range of national, regional, religious and ethnic identities in the UK

31. Describe some of the different beliefs and values in society



5. Discuss some bodily and emotional changes at puberty

6. Demonstrate dealing with these changes in a positive way

10. Make choices about how to develop a healthy lifestyle



13. List the commonly available substances and drugs that are legal and illegal

14. Describe some of the effects and risks

15. Explain how to manage the risks in different familiar situations


17. Show ways of maintaining good relationships

Express their views confidently



13. List the commonly available substances and drugs that are legal and illegal

14. Describe some of the effects and risks

15. Explain how to manage the risks in different familiar situations


21. Realise the consequences of anti-social behaviours such as bullying and racism on individuals and communities

33. Explore how the media present information

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