Year 5/6 Creative Curriculum – Summer 1/2, Cycle 2

Theme: / The Mysterious Mayans
Driver: / History / Focus on the religious, cultural, beliefs and social system of Mayan society
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
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 map work, physical and human geography
To investigate places:
Collect and analyse statistics and otherinformation in order to draw clear conclusionsabout locations. E
Identify and describe how the physical featuresaffect the human activity within a location. F
Use a range of geographical resources to givedetailed descriptions and opinions of thecharacteristic features of a location. G
Analyse and give views on the effectiveness ofdifferent geographical representations of alocation
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. K
Name and locate the countries of North andSouth America and identify their main physicaland human characteristics A
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). C
Understand some of the reasons forgeographical similarities and differences betweencountries. H
Describe how locations around the world arechanging and explain some of the reasons forchange. L
Describe geographical diversity across the world. M
Describe how countries and geographical regionsare interconnected and interdependent N
To communicate geographically:
Describe and understand key aspects of:
physical geography, including: climatezones, biomes and vegetation belts, rivers,mountains, volcanoes and earthquakes andthe water cycle.I
human geography, including: settlements,land use, economic activity including tradelinks, and the distribution of naturalresources including energy, food, minerals,and water supplies. J
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.D
Create maps of locations identifying patterns(such as: land use, climate zones, populationdensities, height of land)B
Science / Focus on volcanoes and cocoa beans
Chemistry: To investigate materials
Understand how some materials will dissolve inliquid to form a solution and describe how torecover a substance from a solution.
Use knowledge of solids, liquids and gases todecide how mixtures might be separated,including through filtering, sieving andevaporating.
Give reasons, based on evidence fromcomparative and fair tests, for the particularuses of everyday materials, including metals,wood and plastic.
Demonstrate that dissolving, mixing andchanges of state are reversible changes.
Explain that some changes result in theformation of new materials, and that this kindof change is not usually reversible, includingchanges associated with burning, oxidisationand the action of acid on bicarbonate of soda.
Revision of habitats (focus on Rainforests)
Explain the classification of living things into broadgroups according to common, observablecharacteristics and based on similarities anddifferences, including plants, animals and micro-organisms.
Give reasons for classifying plants and animals based onspecific characteristics.
Working scientifically (see Milestone 3 objectives on long term plan)
DT / Focus: trading and temple building challenge (1 day)
Cut materials with precision and refine thefinish with appropriate tools (such as sandingwood after cutting or a more precise scissorcut after roughly cutting out a shape).
Show an understanding of the qualities ofmaterials to choose appropriate tools to cutand shape (such as the nature of fabricmay require sharper scissors than would beused to cut paper).
Develop a range of practical skills to createproducts (such as cutting,drilling and screwing, nailing, gluing, fillingand sanding).
Combine elements of design from a range ofinspirational designers throughout history,giving reasons for choices.
Create innovative designs that improve uponexisting products.
Evaluate the design of products so as tosuggest improvements to the userexperience.
Art / Focus: creating a clay figure
Show life-like qualities and real-life proportions or, if more abstract, provoke different interpretations.
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.
Music / Focus: musical appreciation (Hamilton Trust)
Choose from a wide range of musical vocabulary to accurately describe and appraise music.
SMSC / Understand a contrasting faiths and cultures (link to ancient Mayan society).
Compare and contrast faiths/cultures historically with modern day (modern day Mayans).
Accept that other people have different faiths or beliefs to oneself and show acceptance and tolerance of this.
Applied English
Explanation (linked to physical Geography objectives) / 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).
Recognize and use reflection and translation in a variety of diagrams, including continuing to use a 2D grid and coordinates in the first quadrant. / Computing
1st half term - Unit title: We are web developers – Cyber safety research/media.
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.
Be discerning in evaluating digital content.
Respect individuals and intellectual property.
Use technology responsibly, safely and securely.
2nd half term – Unit title: We are publishers – Creating a year book.
Be discerning in evaluating digital content.
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, including collecting, analysing, evaluating and presenting data and information.
Discrete subjects
MFL / Mon anniversaire – unit 5
Understand and use numbers from 42 – 60.
Understand the time on the hour.
Ask someone when their birthday is, and say when their own is.
Listen to a story and select key words and phrases from it.
Sing a song or recite a poem from memory.
Write a birthday greeting.
Devise and perform a short sketch, using structures learnt in the unit.
Le Monde – unit 6
Identify and pronounce accurately the names of some countries and towns, know the points of the compass in French. Sing a song or recite a poem from memory on a related topic.
Copy accurately in writing key words and phrases from the unit.
Listen to a story and select key words and phrases.
Devise and perform a short sketch, in groups of 2 or 3, using structures learnt in the unit.
PE
(Year 5) / 1st half term - Games Skills-Tennis 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.
• Strike a bowled or volleyed ball withaccuracy.
• Use forehand and backhand when playingracket games.
• Field, defend and attack tactically byanticipating the direction of play. / 2nd half term - Athletics Skills
•Combine sprinting with low hurdles over60 metres.
• Choose the best place for running over avariety of distances.
• Throw accurately and refine performance byanalysing technique and body shape.
• Show control in take-off and landings whenjumping.
• Compete with others and keep track ofpersonal best performances, setting targetsfor improvement.
PE
(Year 6) / 1st half term - Games Skills-Striking and Fielding 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.
• Lead others when called upon and act as agood role model within a team. / 2nd half term - Athletics Skills
·  Combine sprinting with low hurdles over60 metres.
• Choose the best place for running over avariety of distances.
• Throw accurately and refine performance byanalysing technique and body shape.
• Show control in take-off and landings whenjumping.
• Compete with others and keep track ofpersonal best performances, setting targetsfor improvement.
RE / Unit: Understanding Values
*Explain why different religious communities or individuals may have a different view of what is right or wrong.
*Show an awareness of morals and right and wrong beyond rules (ie. Wanting to act in a certain way despite rules).
*Express their own values and remain respectful of those with different values.
Bridging Unit: Expressing Faith through the Arts
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 6 – Relationships
Theme 7 - Changes
Educational Experience: / Visit to a Mosque

*red font shows where the curriculum specifically seeks to promote fundamental British values, as set out by the DfE.