Curriculum Coverage Map Year 5 and 6
Curriculum Coverage Map Year 5 and 6
Subjects/Terms / Autumn 1 / Autumn 2 / Spring 1 / Spring 2 / Summer 1 / Summer 2Science / Cornerstones Topic
Pharaohs
Y5- To be able to recognise and identify trees, flowers and plants in the local environment from identifying features such as leaf shape or seed (eg acorn)
Y6- To understand the reasons why these species live in the local environment and the growing conditions needed. To understand the environmental importance of these biological features. / Cornerstones Topic
Darwin’s Delights
Y5- To understand the life cycle and functions of the animals local to the environment and in the UK.
Y6- To understand the life cycle and adaptations of animals local to the environment, UK and further afield for comparison.
Y5- 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 Topic
Revolution / Cornerstones Topic
Tomorrow’s World
Y5- To take a lead role in planning out the planting, caring for and harvesting the fruit and vegetables grown in the plots and liaising with the school kitchen- continue for the next 2 half terms.
Y6- To teach younger pupils how to take care of the vegetables and plants in the garden plots, leading the plans devised by Y5 pupils. / Cornerstones Topic
Alchemy Island / Cornerstones Topic
ID
National curriculum objectives
All living things/ Animals including humans
Y6 focus
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.
Report and present 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. / National curriculum objectives
Evolution and inheritance
Year 6 focus
Give reasons for classifying plants and animals based on specific characteristics.
Use test results to make predictions to set up further comparative and fair tests
Identify how animals and plants are adapted to suit their environment in different ways and that adaptation may lead to evolution
Record data and results of increasing complexity using scientific diagrams and labels, classification keys, tables, scatter graphs, bar and line graphs.
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.
Plan different types of scientific enquiries to answer questions, including recognising and controlling variables where necessary.
Report and present 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.
Identify scientific evidence that has been used to support or refute ideas or arguments. / National curriculum objectives
Properties and changes of materials.
Y5 focus
Compare 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
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. / National curriculum objectives
Light and electricity
Understand 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, and to predict the size of shadows when the position of the light source changes.
Use recognised symbols when representing a simple circuit in a diagram.
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.
/ National curriculum objectives
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
Understand that force and motion can be transferred through mechanical devices such as gears, pulleys, levers and springs.
Record data and results of increasing complexity using scientific diagrams and labels, classification keys, tables, scatter graphs, bar and line graphs.
Plan different types of scientific enquiries to answer questions, including recognising and controlling variables where necessary.
Report and present 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. / National curriculum objectives
Earth and Space (some already covered)
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.
Report and present 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.
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
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
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
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.
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 coverage
No skills on skills map? / 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.
RE / Hart
Why do people have ceremonies and use ritual in their lives?
Elwick
Jesus as a teacher / Hart – What do the gospels tell us about the birth of Jesus?
Elwick
Christmas around the world / Hart – Why should people with a religious faith care about the environment?
Elwick
Easter- a victory / Hart – Why are Good Friday and Easter day the most important days for Christians?
Elwick
Exploring significant women in the old testament. / Hart – So What do we know now about Christianity?
Elwick
Exploring loss, death and Christian hope. / Hart -
Elwick
Pentecost- what happened next?
National curriculum objectives / National curriculum objectives / National curriculum objectives / National curriculum objectives / National curriculum objectives / National curriculum objectives
Skill coverage
Hart
AF1 - • 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
• explain how and why differences in belief are expressed.
• use religious and philosophical terminology and concepts to explain religions, beliefs and value systems
• explain some of the challenges offered by the variety of religions and beliefs in the contemporary world
• explain the reasons for, and effects of, diversity within and between religions, beliefs and cultures.
Elwick
AT1
To be able to retell in detail some of the Bible stories covered in this unit;
To know that these stories teach about Christian belief and be able to identify those beliefs.
To be able to show understanding of the Christian beliefs revealed through these stories;
AT2
To be able to make links between values and behaviour;
To be able to ask important questions about religious belief
To be able to explain how the parables in this unit answer questions about values and commitments.
To be able to identify and explain why they think one of Jesus parables has a particularly strong message for the world today / Skill coverage
Hart
• suggest lines of enquiry to address questions raised by the study of religions and beliefs
• suggest answers to questions raised by the study of religions and beliefs, using relevant sources and evidence
• recognise and explain diversity within religious expression, using appropriate concepts.
• 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
AF3
explain how some beliefs and teachings are shared by different religions and how they make a difference to the lives of individuals and communities
make comparisons between the key beliefs, teachings and practices of the Christian faith and other faiths studied, using a wide range of appropriate language and vocabulary.
Elwick
AT1
To be able to describe the similarities and differences between Christmas celebrations around the world;
To make the links between the story, belief and action;
To be able to describe and show understanding of why Christmas is such an important time for Christians;
To be able to give reasons for the similarities and differences between Christmas celebrations around the world;
AT2
To ask important questions about religions and beliefs;
To be challenged to highlight the answers to questions about identity, belonging and purpose revealed in the Christmas celebrations. / Skill coverage
Hart
explain how selected features of religious life and practice make a difference to the lives of individuals and communities explain in detail the significance of Christian practices, and those of other faiths studied, to the lives of individuals and communities.
Elwick
AT1
To be able to retell the Easter story in detail from Maundy Thursday through to the resurrection appearances;
To know and be able explain why we (Christians) believe that Jesus was victorious over death and rose again to life on Easter Sunday;
To know describe and show understanding that we (Christians) believe Jesus restored the relationship between God and humankind;
To know and be able to describe in what way the Easter Story is at the very heart of Christian belief and therefore impacts on the daily life of a believer.
AT2
To explore the feelings of victory and be able to relate them to their own experiences;
To be able to make links between values and commitments and their own attitudes and behaviour in situations of triumph and victory;
To be asking questions about religion and beliefs;
To thoughtfully reflect on the answers to those questions . / Skill coverage
Hart
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
• explain how and why differences in belief are expressed.
• use religious and philosophical terminology and concepts to explain religions, beliefs and value systems
• explain some of the challenges offered by the variety of religions and beliefs in the contemporary world
• explain the reasons for, and effects of, diversity within and between religions, beliefs and cultures.
Elwick
AT1
To be able to retell the stories of at least 3 women in the Old testament;
To be able to describe some forms of religious expression;
To be able to make links between beliefs and sources.
AT2
To be able to ask and suggest answers to questions of identity, meaning, purpose, truth, values and commitments;
To be able to make links between their own values and the values if others (i.e. the women in the Bible). / Skill coverage
Hart
explain how some forms of religious expression are used differently by individuals and communities
compare the different ways in which people of faith communities express their faith.
make informed responses to questions of identity and experience in the light of their learningdiscuss and express their views on some fundamental questions of identity, meaning, purpose and morality related to Christianity and other faiths.
make informed responses to questions of meaning and purpose in the light of their learning express their views on some fundamental questions of identity, meaning, purpose and morality related to Christianity and other faiths.