| Term | Autumn A | Autumn B | Spring A | Spring B | Summer A | Summer B |
| Topic | Roadtrip USA | The Earth and Beyond | Crime and Punishment
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If I were Prime Minister
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| Educational Visits and Visitor to School | Visit to
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Centre for Life
Planetarium |
Visit to Hexham Gaol (TBC)
Chris Connaughton
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| Hook to Topic: | Clues to each state, create a large interactive map. | Murder Mystery Role Play Setting (Wayne Manor) | ||||
| Maths – Cross Curricular Links | Science-
Geography – statistics, collecting data, creating charts |
Science- | ||||
| Science
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Properties and changes of materials
Know that some materials will dissolve in liquid to form a solution, and describe how to recover a substance from a solution Do all solids dissolve?
Use knowledge of solids, liquids and gases to decide how mixtures might be separated, including through filtering, sieving and evaporating Reverisible changes: evaporating, filtering, sieving, melting, discolving Difficult to reverse: burning, rusting, reactions
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 Link in with DT & Cooking/Changing State
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 |
Earth and space
Describe the movement of the Earth, and other planets, relative to the Sun in the solar system Can we track the sun? Significant global events e.g. solstice, eclipse
Describe the movement of the Moon relative to the Earth
Describe the Sun, Earth and Moon as approximately spherical bodies How do we know Earth is round? Why do planets have craters?
Use the idea of the Earth’s rotation to explain day and night and the apparent movement of the sun across the sky.
Planets (pluto) – does it qualify as a planet?
Chn conduct ‘NASA’ experiment using artificial snow
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Forces
Explain that unsupported objects fall towards the Earth because of the force of gravity acting between the Earth and the falling object Egg Experiment – gravity
Identify the effects of air resistance, water resistance and friction, that act between moving surfaces Experiment with Mars Rovers made – Friction
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 (Link with DT project – Mars Rover) Which material suitable?
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Animals, including humans
Describe the changes as humans develop to old age – Crime scene human skeleton
Forces Recognise that some mechanisms, including levers, pulleys and gears, allow a smaller force to have a greater effect.
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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 |
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| R.E.
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Christianity
Beliefs and practices What is the best way for a Christian to show commitment to God? |
Christianity
Christmas Is the Christmas story true? |
Christianity
Easter Is forgiveness always possible? |
Sikhism
Belief into action How far would a Sikh go for his or her religion? |
Sikhism
Beliefs and moral values Are Sikh stories important today? |
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| History
Begin to understand significance. Understand and use the concept of legacy including Royal families and dynasties.
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Martin Luther King Character Profile:
Rank sources of information in order. Identify differences between different versions of the past. Give a balanced view of interpretations of the past using different points of view. Make conclusions with evidence as to the most likely version of events. Describe the main changes in a period of history, from several perceptions example political, cultural.
Children to research Martin Luther King. Each Fact must be triangulated through multiple sources. Do any differ? Create own dream catcher “I have a dream..” – Apirations -portrait graffiti art
Adapt their ideas and viewpoints as new information arises. Native American debate – was it right to take their land for settlement? |
Organise a series of relevant historical information and check this for accuracy.
Space Race – compare a timeline of Russia Vs USA
Which event is more significant? Russia getting into space Vs USA landing on moon?
What’s the current mission in Space? Are any other countries involved (China, Russia, USA)? – UK Tim Peake
Greek astronomers / constellations.
Greek discovery of a spherical earth. (Eratosthenes)
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A local history study
A study over time tracing how several aspects of national history are reflected in the locality (this can go beyond 1066 Barons who were sent North ans created own laws and punishments Suffragettes – North East study Local Mayors.
How industry has changed in the North East
Identify changes across a period of time, using chronological links begin to identify casual factors in change.
Ancient Greece – a study of Greek life and achievements and their influence on the western world Influence from Greek parliament
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| Geography
-suggest suitable questions for a fieldwork study -rank information found into order of importance -come to accurate conclusions using information -make careful measurements – e.g. rainfall, noise level, distance -use and understand a simple scale -describe and begin to explain patterns and physical and human changes
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Geographical skills and fieldwork
Use maps, atlases, globes and digital/computer mapping to locate countries and describe features studied Use of Ipads/Google Earth
Locational knowledge Identify 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 of Ipads/Google Earth/globes The World – link to Science Features of countries northern/southern hemisphere, weather, lifestyle etc Work out a journey time using their knowledge of time zones Plan own roadtrip across USA. Comparing east with west, north vs south.
begin to use a range of graphs, including pie charts. collect statistics about people and places – American statistics collection –project Yellow Stone national park brochure, – percentages of animals likely to see (pie Chart, bar chart) -rainfall across the year?
begin to understand geographical patterns – e.g industry by a river. -come to accurate conclusions using information -justify own viewpoint or decision and use new information to adapt their own viewpoint.
The impact of the Hudson river. If you were going to settle somewhere where would you choose? Why? Trade between settlements.
-describe how change can lead to similarities between different places Study of Alaskan Inuit Tribes and how the location affects the lack of modernisation.
-physcial geography including climate zones, biomes, vegetation belts, rivers, mountains and earthquakes. San Andreas fault – natural disasters – statistics of death. Plate Tectonics – why and how they work.
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Geographical skills and fieldwork
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.p
Use of ipads/Google Earth Local visits Change in local area from rural to urban Trace family and their occupations
Compare London with New York |
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| Art and Design
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To create sketch books to record their observations and use them to review and revisit ideas
Continue to use sketch books to record observations. Review and evaluate pieces of work created by the class. Sketch famous landmarks (Statue of Liberty) – peter max – artist who helped restore the statue of liberty Sketch and design a totem pole Martin Luther King portrait graffiti art
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]
Begin to accurately use a range of materials. Further develop an understanding of the range of art, craft and design techniques used by artists/designers. Clay – Totem Pole Dream Catchers
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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]
Begin to master a range of art and design techniques using a range of materials. Fantasy landscapes – chalks/charcoal/watercolour/collage
About great artists, architects and designers in history Begin to adapt the different ideas and techniques used by artists, architects and designers in their own pieces of work. Kandinsky – Artist Peter Thorpe – Artist
To create sketch books to record their observations and use them to review and revisit ideas Continue to use sketch books to record observations. Review and evaluate pieces of work created by the class.
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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]
Begin to master a range of art and design techniques using a range of materials.
To create sketch books to record their observations and use them to review and revisit ideas Continue to use sketch books to record observations. Review and evaluate pieces of work created by the class.
Eyes/nose/mouths within the class – combine Skin tone art
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| Design Technology
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Design
Use research and develop design criteria to inform the design of innovative, functional, appealing products that are fit for purpose, aimed at particular individuals or groups Generate, develop, model and communicate their ideas through discussion, annotated sketches, cross-sectional and exploded diagrams, prototypes, pattern pieces and computer-aided design
Make 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 Evaluate Evaluate their ideas and products against their own design criteria and consider the views of others to improve their work
Architecture – building models of Greek temple/Parthenon/Acropolis Minotaur Maze – shoebox
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 Evaluate food by taste, texture, flavour etc
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Design
Use research and develop design criteria to inform the design of innovative, functional, appealing products that are fit for purpose, aimed at particular individuals or groups Generate, develop, model and communicate their ideas through discussion,
Make Select from and use a wider range of tools and equipment to perform practical tasks [for example, cutting, shaping, joining and finishing], accurately 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
Technical knowledge Apply their understanding of how to strengthen, stiffen and reinforce more complex structures
Evaluate Evaluate their ideas and products against their own design criteria and consider the views of others to improve their work
Designing and making – using levers/pulleys/gears
Making Mars Rover – Research: What does the Rover need to be able to do? Comparing the different rovers and different outcomes. Name and label the parts of the Rover (body/propulsion/back up energy supply) Size/to scale/measurement sketch of rover Evaluate size (do we need a large one for the yard?) How will it move? Research movement techiques (do you always need wheels?)
annotated sketches, cross-sectional and exploded diagrams, prototypes, pattern pieces and computer-aided design
Lego Mindstorm- Design and Build a robot |
Design
Use research and develop design criteria to inform the design of innovative, functional, appealing products that are fit for purpose, aimed at particular individuals or groups Generate, develop, model and communicate their ideas through discussion, annotated sketches, cross-sectional and exploded diagrams, prototypes, pattern pieces and computer-aided design Collect and use information to generate ideas Consider the way the product will be used Understand designs must meet a range of criteria and constraints Take user’s views into account Understand how some properties can be used e.g. waterproof Think ahead about the order of their work Produce step by step plans Make ongoing sketches and annotations Increasingly model their ideas before making
Make Select from and use a wider range of tools and equipment to perform practical tasks [for example, cutting, shaping, joining and finishing], accurately 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 Measure accurately to centimetres and grams Combine materials for strength and to improve how the product looks Use permanent and temporary fastenings to join Join with a greater range of techniques e.g. staples Strengthen joins and corners in a variety of ways Understand how wheels, axels, turning mechanisms, hinges and levers all work together Technical knowledge Apply their understanding of how to strengthen, stiffen and reinforce more complex structures Add electricity to create motion or make light Combine materials for strength and to improve how the product looks Strengthen joins and corners in a variety of ways Understand how wheels, axels, turning mechanisms, hinges and levers all work together
Evaluate Evaluate their ideas and products against their own design criteria and consider the views of others to improve their work Talk about what they like and dislike, giving reasons Develop their designs through their own reflection and the evaluation of others Carry out tests before making improvements
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| Music
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Play and perform in solo and ensemble contexts, using their voices and play musical instruments with increasing accuracy, fluency, control and expression
-Show confidence when leading a group. -Lead, take a solo or accompany. -Follow written instructions, including notation when singing or playing. -Play more complex instrumental parts using tuned instruments with confidence. -Refine their own work and evaluate the work of others. -Suggest improvements to others work. Recorder playing Chime bars Greek & Christmas song/music |
Improvise and compose music for a range of purposes using the interrelated dimensions of music
-Use imagination and confidence when composing. -Combine several layers of sound with awareness of combined effect. -Use changes in timbre, pitch and dynamic. -Understand the use of silence in composition. -Use chords to compose. -Improvise melodic and rhythmic phrases as part of a group performance. Composing using Garage band on Ipads Support from Music Express resources
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Listen with attention to detail and recall sounds with increasing aural memory
-Have an awareness of how different parts fit together for effect. -Describe, compare and evaluate different kinds of music using an appropriate and broad musical vocabulary. -Discern and distinguish layers of sound and understand their combined effect. -Identify cyclic patterns-verse and chorus, coda. -Recognize how different musical elements are combined expressively in many different types of music. Sing in rounds/parts ‘Out of the Ark’ Easter songs e.g. Hosannah, Springtime
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Use and understand staff and other musical notations.
-Understand how many beats in a minim, etc and recognize their symbols. -Know and use notation of pitch and beat. Recorders/instruments Compose space music |
Appreciate and understand a wide range of high quality live and recorded music, drawn from different traditions and great composers and musicians
Analyse and compare features from a wide range of music.
Music Festivals – live music & recorder – compare & contrast, similarities, differences, evaluate which is best, performance |
Develop an understanding of the history of music
-Begin to identify the work of a small number of named composers.
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| Computing
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Use technology safely, respectfully and responsibly; recognise acceptable/unacceptable behaviour; identify a range of ways to report concerns about content and contact
Digital Literacy – Understand the importance of checking reliability of search information Understand what SPAM is Know how to protect computers against viruses Explore cyberbullying
Use search technologies effectively, appreciate how results are selected and ranked, and be discerning in evaluating digital content Use search engines for topic research 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 Information Technology – format text towards a specific purpose Use word counts, bullets, numbering and text alignment Prepare presentation on topic based on set criteria
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Understand 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
Computer Science Theory – Understand how the internet works including data packets, IP address, switch, router, DNS Cookies Understand how an intranet works
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 design and create a range of programs, systems and content that accomplish given goals, including collecting, analysing, evaluating and presenting data and information Information Technology – create a spread sheet and recognise terms cell, row, column, =sum() Link with Maths & data
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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 Computer Science Programming – design a computer game including scoring and/or timers using scratch and code Use conditional statements, variables and broadcast messages Create a game where sprites interact Evaluate the effectiveness of games
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 Information Technology – create a multi media eBook |
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| P.E.
Ongoing Modify and refine skills and techniques to improve any performance. -Show a willingness to practice to develop and improve. -Conserve energy over longer distances. -Independently prepare for exercise and use cooling down techniques. |
Perform dances using a range of movement patterns
-Show control, coordination in travel and balance. -Perform a range of jumps showing control. -Show increasing clarity and fluency in movement. -Make good use of creativity and imagination when creating sequences in dance or gymnastics. -Use movement expressively to convey an idea, mood or feeling. -Combine changes of shape, speed and level in sequence. – Apply skills actions and ideas with increasing coordination and control. |
Develop flexibility, strength, technique, control and balance – Gymnastics
-Show control, coordination in travel and balance. -Perform a range of jumps showing control. -Show increasing clarity and fluency in movement. -Make good use of creativity and imagination when creating sequences in dance or gymnastics. -Use movement expressively to convey an idea, mood or feeling. -Combine changes of shape, speed and level in sequence. – Apply skills actions and ideas with increasing coordination and control.
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Develop flexibility, strength, technique, control and balance – Gymnastics
-Show control, coordination in travel and balance. -Perform a range of jumps showing control. -Show increasing clarity and fluency in movement. -Make good use of creativity and imagination when creating sequences in dance or gymnastics. -Use movement expressively to convey an idea, mood or feeling. -Combine changes of shape, speed and level in sequence. – Apply skills actions and ideas with increasing coordination and control. |
Develop flexibility, strength, technique, control and balance – Indoor Athletics
Use running, jumping, throwing and catching in isolation Compare their performances with previous ones and demonstrate improvement to achieve their personal best. Use a range of throwing techniques with increasing power and accuracy. -Performa a range of jumps showing control
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Develop flexibility, strength, technique, control and balance – Indoor Athletics
Use running, jumping, throwing and catching in isolation Compare their performances with previous ones and demonstrate improvement to achieve their personal best. Use a range of throwing techniques with increasing power and accuracy. -Perform a range of jumps showing control
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Swimming and water safety (x11 sessions)
Control, their breathing and are comfortable on the surface and under water swimming fluently and with control when using back crawl, front crawl and breast stroke. -To swim at least 25m Swim on their front and back using arm and leg actions with smooth coordination. -Control, their breathing and are comfortable on the surface and under water swimming fluently and with control when using back crawl, front crawl and breast stroke. Use personal surviving techniques including floating, sculling and surface diving.
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| Play competitive games, modified where appropriate – Tennis
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Play competitive games, modified where appropriate – Hockey
and apply basic principles suitable for attacking and defending -Use a range of throwing techniques with increasing power and accuracy. -Apply a broad range of skills to different situations -Use a range of fielding skills and throw with accuracy to hit a target. -Plan different approaches to attacking and defending -Choose the best pace to use in athletics or games. -Show growing awareness of space in team games. -Work to keep or gain possession.
Take part in outdoor and adventurous activity challenges both individually and within a team -Read a variety of maps and plans accurately, recognising symbols and features -Use physical and teamwork skills well in a variety of different challenges -Successfully apply their skills and understanding to new challenges and environments.
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Play competitive games, modified where appropriate – Tri Golf
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Play competitive games, modified where appropriate – Netball
and apply basic principles suitable for attacking and defending Use running, jumping, throwing and catching in isolation and in combination -Use a range of throwing techniques with increasing power and accuracy. -Apply a broad range of skills to different situations -Use a range of fielding skills and throw with accuracy to hit a target. -Plan different approaches to attacking and defending -Choose the best pace to use in athletics or games. -Show growing awareness of space in team games. -Work to keep or gain possession. |
Swimming and water safety (x11 sessions)
-Control, their breathing and are comfortable on the surface and under water swimming fluently and with control when using back crawl, front crawl and breast stroke. -To swim at least 25m Swim on their front and back using arm and leg actions with smooth coordination. -Control, their breathing and are comfortable on the surface and under water swimming fluently and with control when using back crawl, front crawl and breast stroke. Use personal surviving techniques including floating, sculling and surface diving.
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Play competitive games, modified where appropriate – Rounders
and apply basic principles suitable for attacking and defending Use running, jumping, throwing and catching in isolation and in combination -Use a range of throwing techniques with increasing power and accuracy. -Apply a broad range of skills to different situations -Use a range of fielding skills and throw with accuracy to hit a target. -Plan different approaches to attacking and defending -Choose the best pace to use in athletics or games. -Show growing awareness of space in team games. -Work to keep or gain possession. |
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| Project Afternoon | Autumn 1
History Research an influential American and create a character profile. How did they have an impact? What did they change?
Art and Design Freedom is represented through the American Flag, the Statue of Liberty’s flame and the Eagle. How would you represent freedom in a piece of art?
Art and Design Choose an American State and represent it using a shoe box.
History The American Dream What does it mean? What would your dream be?
Geography Collect statistics about favourite American items/food/places.sports/music and present it using a bar/pie chart.
Geography Compare old state Vs modern state. What changes are there?
Geography Identify human and physical features of New York State/Travel Diary throughout New York. Pictures/ selfies/ green screen/ map/ drawings
Science Using your knowledge of materials and their properties, investigate the different practical uses of these materials around school. Choose 5 and explain why they are used for a particular product. If you were to design a school for the future, what materials would you use and why?
DT Golden Gate Bridge – what makes bridges strong? Compare 3 methods used and test.
Art Different perspectives of the statue of liberty.
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Spring 1
History/ICT Research famous people who have contributed to space history. Present using a form of multimedia presentation
Music Create a piece of music reflecting the mood and atmosphere of a planet.
PE Create a short dance sequence to accompany your piece of music. How will you plan, record and deliver your sequence?
Art Research some examples of artists/artwork influence by space. Use these examples and different techniques to create your own piece of art inspired by space.
Spring 2
Science Plan and execute their own gravity and resistance experiment testing the speed at which certain objects fall?
DT Research spacesuits that astronauts use for their missions. Think about what materials you might need to create your own spacesuit for a small action figure.
Geography Use search tools to help you to create a map of the planets and mark on information such as distance from Earth and time it would take to travel to each planet.
ICT Research how computing technology is used to monitor activity in space. Record your findings in an engaging and interesting way. How could you use the technology to improve the global environment?
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Project:
Cluedo board Guillotine Crime through the ages
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