Year 5/6 Creative Curriculum – Autumn 1, Cycle 1
Theme: / Ancient GreeksDriver: / History / Focus on Ancient Greek culture and society and the impact on the modern world.
To investigate and interpret the past
Use sources of evidence to deduce informationabout the past.
• Select suitable sources of evidence, giving reasonsfor choices.
• Use sources of information to form testablehypotheses about the past.
• Seek out and analyse a wide range of evidence inorder to justify claims about the past.
• Show an awareness of the concept of propagandaand how historians must understand the socialcontext of evidence studied.
• Understand that no single source of evidencegives the full answer to questions about the past.
• Refine lines of enquiry as appropriate
To build an overview of world history.
• Compare some of the times studied with thoseof the other areas of interest around the world.
• Describe the social, ethnic, cultural or religiousdiversity of past society.
• Describe the characteristic features of the past,including ideas, beliefs, attitudes and experiencesof men, women and children.
To understand chronology
• Understand the concepts of continuity andchange over time, representing them, along withevidence, on a time line.
• Use dates and terms accurately in describingevents.
To communicate historically
• Use appropriate historical vocabulary tocommunicate, including:dates, time period, era, chronology, continuity, change, century, decade, legacy.
• Use literacy, numeracy and computing skills to anexceptional standard in order to communicateinformation about the past.
• Use original ways to present information andideas.
Cross Curricular Opportunities: / Geography / Focus on:fieldwork, human features (architecture) of local area; location of Greece in the world, particularly the physical make up of the country - mainland and islands.
To investigate places:
- Use different types of fieldwork sampling(random and systematic) to observe, measureand record the human and physical features inthe local area. Record the results in a range ofways.
• Name and locate some of the countries andcities of the world and their identifying humanand physical characteristics, including hills,mountains, rivers, key topographical featuresand land-use patterns; and understand howsome of these aspects have changed over time
To investigate patterns :
• Identify and describe the geographicalsignificance of latitude, longitude, Equator,Northern Hemisphere, Southern Hemisphere,the Tropics of Cancer and Capricorn, Arctic andAntarctic Circle, and time zones (including dayand night).
• Understand some of the reasons forgeographical similarities and differences betweencountries.
• Describe how countries and geographical regionsare interconnected and interdependent
To communicate geographically:
•human geography, including: settlements,land use, economic activity including tradelinks, and the distribution of naturalresources including energy, food, minerals,and water supplies.
• Use the eight points of a compass, four-figuregrid references, symbols and a key (that usesstandard Ordnance Survey symbols) tocommunicate knowledge of the United Kingdomand the world.
• Create maps of locations identifying patterns(such as: land use, climate zones, populationdensities, height of land).
Science / Physics: To understand light and seeing
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 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.
Working scientifically (see Milestone 3 objectives on long term plan)
Art/DT / Creating 3D sculptures: create a group temple design and individual character mask for a Greek play.
Developing ideas:
Develop and imaginatively extend ideas fromstarting points throughout the curriculum.
• Collect information, sketches and resourcesand present ideas imaginatively in a sketch
book.
• Use the qualities of materials to enhanceideas.
• Spot the potential in unexpected results aswork progresses.
• Comment on artworks with a fluent grasp ofvisual language.
Collage
• Mix textures (rough and smooth, plain and
patterned).
• Combine visual and tactile qualities.
Sculpture
- Use tools to carve and add shapes, texture
and pattern.
• Combine visual and tactile qualities. - Use frameworks (such as wire or moulds) to
provide stability and form.
Give details (including own sketches) aboutthe style of some notable artists, artisans
and designers
- Show how the work of those studied wasinfluential in both society and to otherartists.
• Create original pieces that show a range ofinfluences and styles.
RE / Discrete Topic: Compare Christian Places of worship ( in Ancient Greece and today including Greek orthodox- covered through History unit)
Key idea: that religious identity, beliefs and values can be expressed in a variety of ways including through places of worship and the symbolism within them( Unit 1)
MFL / Focus: origins of root words from Ancient Greece ( literacy link)
Applied English
Myths and legends-Greeks
Plays and play-scripts-linked to Greek myths
Information texts and reports
Poetry / Applied Maths
Apply measuring skills to an appropriate degree of accuracy, alongside the skills of thinking mathematically to solve problems (Science link with materials).
Apply the skills of collecting, representing and interpreting statistical data (climate graphs/maps).
Compass and coordinates
Angles of reflection- ( link to science) / Computing
1st half term - Unit title: We are photographers – Themed photography
Respect individuals and intellectual property.
Use technology responsibly, safely and securely.
Select, use and combine a variety of software, including the internet, on a range of digital devices to accomplish given goals.
2nd half term - Unit title: We are architects – Creating a virtual space
Select, use and combine a variety of software, including the internet, on a range of digital devices to accomplish given goals.
Discrete subjects
MFL / Mon ecole et moi – unit 7
Ask and tell the time using the analogue and digital clock.
Understand the French for, and speak about some subjects they study at school: state their favourite subject: sing a song or recite a poem from memory.
Write a brief description of what they like at school, listen to a story and select keywords and phrases. Devise and perform a short sketch in groups of 2 or 3, using structures learnt in the unit.
PE
(Year 5) / Dance Skills
•Compose creative and imaginative dancesequences/motifs.
• Perform expressively and hold a precise andstrong body posture.
• Perform and create complex or extended sequences consistently to different audiences.
• Express an idea in original and imaginativeways.
• Plan to perform with high energy, showgrace or other themes and maintain thisthroughout a piece.
• Perform complex moves that combinestrength and stamina gained throughgymnastics activities (such as cartwheelsor handstands).
•Use knowledge of dance to adapt skills to meet the demands of a range of dance styles.
•Show expression in dances and sensitivity to music. / Gymnastics Skills
Create complex and well-executedsequences that include a full range ofmovements including:travelling, balances, swinging, springing, flight, vaults, inversions, rotations, bending, stretching, twisting, gesturesand linking skills.
•Hold shapes that are strong, fluent andexpressive.
• Include in a sequence set pieces, choosingthe most appropriate linking elements.
• Vary speed, direction, level and bodyrotation during floor performances.
• Practise and refine the gymnastictechniques used in performances (listedabove).
• Demonstrate good kinaesthetic awareness(placement and alignment of body parts isusually good in well-rehearsed actions).
PE
(Year 6) / Games Skills-Rugby Focus
•Choose and combine techniques in gamesituations (running, throwing, catching,passing, jumping and kicking, etc.).
• Work alone, or with team mates in orderto gain points or possession.
• Field, defend and attack tactically byanticipating the direction of play.
• Choose the most appropriate tactics fora game.
• Uphold the spirit of fair play and respect inall competitive situations.
• Lead others when called upon and act as agood role model within a team. / Games Skills-Netball Focus
•Choose and combine techniques in gamesituations (running, throwing, catching,passing, jumping and kicking, etc.).
• Work alone, or with team mates in orderto gain points or possession.
• Field, defend and attack tactically byanticipating the direction of play.
• Choose the most appropriate tactics fora game.
• Uphold the spirit of fair play and respect inall competitive situations.
• Lead others when called upon and act as agood role model within a team.
RE / Unit 1 – Places of worship
Describe the interiors and exteriors of Christian religious buildings, identifying key features and explaining how they are used in worship and what they mean in terms of the religious beliefs of worshippers.
Identify similarities and differences between two contrasting Christian denominations, and explain that metaphors, symbols and objects convey religious meaning.
Identify similarities and differences between one of the buildings visited and a place of worship of another faith tradition / Unit 2: Festivals and Celebrations: The Importance of Worship
Describe the key features of worship and link them to appropriate stories and quotes from sacred texts.
Compare worship in one religion with worship in the second religion studied at this key stage.
Use technical vocabulary to describe the parts, function and message of worship.
Form questions and address them to a believer about the importance of worship, and in particular prayer, in their life.
Communicate their own thoughts, needs and worries.
Link certain religious beliefs to community action
Music / Sing or play from memory with confidence.
Sing or play expressively and in tune.
Hold a part within a round.
Perform with controlled breathing (voice) and skillful playing (instrument).
Combine a variety of musical devices, including melody, rhythm and chords.
Convey the relationship between the lyrics and the melody.
Use the standard musical notation of crotchet, minim, and semibreve to indicate how many beats to play.
Read and create notes on the musical stave.
Understand the purpose of the treble and bass clefs and use them in transcribing compositions.
Understand and use the sharp and flat symbols.
Use and understand simple time signatures.
Choose from a wide range of musical vocabulary to accurately describe and appraise music, including: pitch, dynamics, tempo, timbre, texture, lyrics and melody, sense of occasion, expressive, solos, rounds, harmonies, accompaniments, drones, cyclic patterns, combination of musical elements, cultural context.
Describe how lyrics often reflect the cultural context of music and have social meaning.
PSHE/
SMSC / Theme 1 - New Beginnings
Theme 2 – Getting on and falling out
Theme 3 – Say no to bullying (1-2 week unit to coincide with anti-bullying week)
To understand faiths and cultures (link to RE).
To compare and contrast faiths/cultures around the world.
To accept that other people have different faiths or beliefs to oneself and show acceptance and tolerance of this.
Educational Experience: / Visit Newcastle Dean street and identify Greek influences on architecture and buildings.
Visit Greek restaurant, food tasting.
*red font shows where the curriculum specifically seeks to promote fundamental British values, as set out by the DfE.