St Charles R.C. School Long-Term Plan (Expanded)

St Charles R.C. School – Long-term plan (Expanded)

Cycle 2 - Years 5 & 6:

Cycle One - Term: / Focus area: / Key Enquiry Question: / National Curriculum Objectives:
Autumn 1 / Tell the World – City of Culture 2017
History, D & T/Art Focus / Taller, longer, stronger, faster?
(Focus on structures that aim to be the tallest, the longest, the strongest or the fastest, i.e. roller coasters. Design a new theme park based on Hull Fair ideas, maintaining a focus on designing for a specific purpose) / ·  Working in a range of relevant contexts, e.g. the home, school, leisure, culture, enterprise, industry and the wider environment, engage in an iterative process of designing and making (process - design, make, evaluate and use technical knowledge)
·  Properties and changes of materials (Science)
·  Develop a chronologically secure knowledge and understanding of British, world and local history, establishing clear narratives within and across the periods they study. Note connections, contrasts and trends over time and develop appropriate use of historical terms. Ask historical questions. Understand how our knowledge of the past is constructed from a range of sources.
·  Local area study.
Autumn 2 / Tell the World – City of Culture 2017 / Whole school focus – How can we let the rest of the country/world know about how great Hull is?
(Focus on creative response: e.g. poetry, art work, persuasive writing, magazine, etc.) / ·  Taught to develop their techniques, including their control and use of materials, with creativity, experimentation and an increasing awareness of different kinds of art, craft and design
·  Create sketchbooks to record their observations and use them to review and revisit ideas
·  Improve their mastery of art and design techniques, including drawing, painting and sculpture with a range of materials
·  Learn about great artists, architects and designers in history.
Spring 1 / History Focus / Does tomb raiding reveal the secrets of the Ancient Egyptian civilisation?
(The achievements of the earliest civilisations – Ancient Egypt) / ·  Develop a chronologically secure knowledge and understanding of British, world and local history, establishing clear narratives within and across the periods they study. Note connections, contrasts and trends over time and develop appropriate use of historical terms. Ask historical questions. Understand how our knowledge of the past is constructed from a range of sources.
·  The achievements of the earliest civilizations – an overview of where and when the civilizations appeared and a depth study of one of the following: Ancient Sumer, the Indus Valley, Ancient Egypt, the Shang Dynasty of Ancient China
· 
Spring 2 / History Focus / Can we really learn about the Mayan civilisation when it happened so long ago and so far away?
(Non-European society that provides contrast with Britain) / ·  Develop a chronologically secure knowledge and understanding of British, world and local history, establishing clear narratives within and across the periods they study. Note connections, contrasts and trends over time and develop appropriate use of historical terms. Ask historical questions. Understand how our knowledge of the past is constructed from a range of sources.
·  A non-European society that provides contrasts with British history – one study chosen form: early Islamic civilization, including a study of Baghdad C ad900, Mayan civilization C ad900, Benin (West Africa) C ad900-1300.
Summer 1 / Geography Focus / Rainforests, so what?
(Human and physical geography of Central and South America, deforestation) / ·  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
·  Identify the position and significance of latitude, longitude, Equator, Northern Hemisphere, Southern Hemisphere, the Tropics of Cancer and Capricorn, Artic and Antarctic circle, the Prime/Greenwich Meridian and day zones (including day and night)
·  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
·  Describe and understand key aspects of:
·  Physical geography, including climate zones, biomes and vegetation belts, rivers, mountains, volcanoes and earthquakes and the water cycles
·  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
Summer 2 / Significant children’s author focus -
JRR Tolkien or similar classic author / What is courage? / ·  To create atmosphere
·  To integrate dialogue to convey character and advance the action
·  Use a range of cohesive devices
·  To use passive and modal verbs
·  Use a wide range of clauses
·  To use adverbs
·  To use prepositional phrases
·  To use expanded noun phrases
·  Use a range of punctuation including: inverted commas, commas, parenthesis, semi-colons, colons, dashes, hyphens.