Year 5/6 Creative Curriculum – Summer2, Cycle 1

Theme: / Summer of Sport
Driver: / Science / Biology: To understand animals and humans
Identify and name the main parts of the human circulatory system, and explain the functions of the heart, blood vessels and blood (including the pulse and clotting).
Biology: To investigate living things
Recognise the impact of diet, exercise, drugs and lifestyle on the way human bodies function.
Working scientifically (see Milestone 3 objectives on long term plan)
Cross Curricular Opportunities: / Geography / Focus: the Olympic hot country and countries competing in Rio 2016
To investigate places
Collect and analyse statistics and other information in order to draw clear conclusions about locations.
Use a range of geographical resources to give detailed descriptions and opinions of the characteristic features of a location.
Name and locate some of the countries and cities of the world and their identifying human and physical characteristics, including hills, mountains, rivers, key topographical features and land-use patterns: and understand how some of these aspects have changed over time.
Name and locate the countries of North and South America and identify their main physical and human characteristics.
To investigate patterns
Identify and describe the geographical significance of latitude, longitude, Equator, Northern Hemisphere, Southern Hemisphere, the Tropics of Cancer and Capricorn, Arctic and Antarctic Circle, and time zones (including day and night).
Understand some of the reasons for geographical similarities and differences between countries.
Describe geographical diversity across the world.
Describe how countries and geographical regions are interconnected and interdependent.
To communicate geographically
Describe and understand key aspects of physical geography, including: climate zones, biomes and vegetation belts, rivers and mountains.
Cross Curricular Opportunities: / History / Focus: the origins of the Olympic Games/Ancient Greece (build on Ancient Greeks topic)
To investigate and interpret the past
Use sources of evidence to deduce information about the past.
Select suitable sources of evidence, giving reasons for choices.
Seek out and analyse a wide range of evidence in order to justify claims about the past.
To build an overview of world history
Describe the characteristics features of the past, including ideas, beliefs, attitudes and experiences of men, women and children.
To understand chronology
Use dates and terms accurately in describing events.
DT / Focus: Mastering practical skills through food preparation/healthy eating
Measure accurately and calculate rations of ingredients to scale up or down from a recipe.
Demonstrate a range of baking and cooking techniques.
Create and refine recipes, including ingredients, methods, cooking times and temperatures.
Art / Focus: slow motion movements within a variety of sports/track body movements and capture sequences
Print
Build up layers of colours.
Create accurate patterns, showing fine detail.
Use a range of visual elements to reflect the purpose of the work.
Digital media
Enhance digital media by editing (including sound, video, animation, still images and installations).
Applied English
Reflect on the main character from a story from our Literary heritage, re-telling the story from different perspectives, e.g. letters, diary entries, newspaper articles, biographies etc.
Show an understanding of how persuasive writing can be adapted for different audiences and purposes (child labour/the right of a child to an education; debate/drama activities). / Applied Maths
Convert between different units of metric measure using knowledge of place value and multiplication / division.
Understand and use approximate equivalences between metric units and common imperial units such as inches, pounds and pints.
Use all four operations to solve problems involving measure using decimal notation including scaling.
Complete, read and interpret information in (a wide range of charts and tables. / Computing
Unit title: We are traders – Summer fete games.
Design and write 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.
Detect and correct errors in algorithms and programs.
Discrete subjects
MFL / Les sports – unit 9
Say what activities they like/ dislike.
Recognise and respond to instructions including parts of the body.
Record simple daily activities in French and understand related written information.
PE
(Year 5) / 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) / 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 6: Talking about God: God as Spirit
Know that Christians think of God as ‘spirit’ who reveals his/herself in the world.
Understand that believers respond to the spirit of God in the way they live their lives.
Know that Muslims have ’99 Beautiful Names for God’ which describe God’s qualities.
Reflect on the nature and expressions of faith.
Reflect upon their own beliefs, motivations and understanding of God.
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 7 - Changes
Educational Experience:

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