Curriculum Overview – Year 5/6 - Cycle 1
Autumn
Room 13/ Gothic
Horror
Literacy/ Art
Autumn 2
Ice Worlds
(An Antarctic Adventure)
Geography
Spring 1
Spring 2
Summer
Arabian Nights
Space…the Final
Frontier
Bombs, Blitzes and
Blackouts
Early Islamic Civilisation study
of Bagdad
History/RE
Science
WW2
History
The Final
Countdown!
Science
Light
To recognise that light
appears to travel in straight
lines
To 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.
To 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.
To use the idea that light
travels in straight lines to
explain why shadows have the
same shape as the objects
that cast them.
Electricity
To associate the brightness
of a lamp or the volume of a
buzzer with the number and
voltage of cells used in the
circuit.
To 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.
To use recognised symbols
when representing a simple
circuit in a diagram.
Earth and Space
To describe the movement
of the Earth, and other
planets, relative to the Sun
in the solar system
To describe the movement
of the Moon relative to
the Earth
To describe the Sun, Earth
and Moon as
approximately spherical
bodies
To use the idea of the
Earth’s rotation to explain
day and night and the
apparent movement of
the sun across the sky
Music/Dance Festival
Enterprise
Materials
To 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
To give reasons, based on
evidence from comparative
and fair tests, for the
particular uses of everyday
materials, including metals,
wood and plastic
Animals & Humans
To recognise the impact of
diet, exercise, drugs and
lifestyle on the way their
bodies function
Describe the ways in which
nutrients and water are
Curriculum Overview – Year 5/6 - Cycle 1
transported within animals
including humans.
Art
To improve their mastery of
techniques, such as drawing,
painting and sculpture with
materials (e.g. pencil,
charcoal, paint, clay)
To create sketch books to
record their observations and
use them to review and revisit
ideas, and collect visual
material to help them to
develop their ideas
Experiment with an
increasing awareness of
different kinds of art, craft
and design.
To improve their mastery of
techniques, such as
drawing, painting and
sculpture with materials
(e.g. pencil, charcoal, paint,
clay)
To create sketch books to
record their observations
and use them to review and
revisit ideas, and collect
visual material to help them
to develop their ideas
A study of a non-European
society that provides
contrasts with British
history -a study chosen
from: early Islamic
civilization, including a study
of Baghdad c. AD 900;
History
Geography
To identify the position and
significance of latitude,
longitude, Equator, Northern
Hemisphere, Southern
A study of an aspect or theme
in British history that extends
pupils’ chronological
knowledge beyond 1066.
(WW2)
To study a significant turning
point in British history, for
example, the Battle of Britain
To locate the world’s
countries, using maps to focus
on Europe (including the
location of Russia) and North
Curriculum Overview – Year 5/6 - Cycle 1
Hemisphere, the Tropics of
Cancer and Capricorn, Arctic
and Antarctic Circle, the
Prime/Greenwich Meridian
and time zones (including day
and night)
To use maps, atlases, globes
and digital/computer
mapping to locate countries
and describe features studied.
Design &
Technology
and South America,
concentrating on their
environmental regions, key
physical and human
characteristics, countries, and
major cities.
To use research and
develop design criteria to
inform the design of
innovative, functional,
appealing products that
are fit for purpose, aimed
at particular
individuals or groups
To generate, develop,
model and communicate
their ideas
To select from and use a
wider range of tools and
equipment to perform
practical tasks [for
example, cutting, shaping,
joining and finishing],
accurately
To select from and use a
wider range of materials
and components
To investigate and analyse
a range of existing
products
To understand and apply the
principles of a heathy and
varied diet
Prepare and cook a variety of
predominantly savoury dishes
using a range of cooking
techniques
Understand seasonality, and
know where and how a variety
of ingredients are grown,
reared, caught and processed.
Curriculum Overview – Year 5/6 - Cycle 1
To evaluate their ideas
and products against their
own design criteria and
consider the views of
others to improve their
work
To understand how key
events and individuals in
design and technology
have helped shape the
world
To understand and use
mechanical systems in
their products [for
example, gears, pulleys,
cams, levers and linkages]
To understand and use
electrical systems in their
products [for example,
series circuits
incorporating switches,
bulbs, buzzers and
motors]
Computing
Year 5
Can they use ICT to record
sounds and capture both still and
video images?
Can they capture sounds, images
and video?
Can they use a search engine
using keyword searches?
Can they decide which sections
are appropriate to copy and
Year 5
Can they use a search engine
using keyword searches?
Can they compare the results
of different searches?
Can they decide which sections
are appropriate to copy and
paste from at least two web
pages?
Algorithms and Programs
Can they use repeat
instructions to draw regular
shapes on screen, using
commands?
Can they experiment with
variables to control models?
Can they make turns
specifying the degrees?
Can they use instant messaging to
communicate with class
members?
Can they conduct a video chat
with someone elsewhere in the
school or in another school?
Can they use a search engine
using keyword searches?
Can they compare the results of
different searches?
Curriculum Overview – Year 5/6 - Cycle 1
paste from at least two web
pages?
Year 6
Can they use a search engine
using keyword searches?
Can they use complex searches
using such as ‘+’ ‘OR’ ”Find the
phrase in inverted commas”?
Can they create a sophisticated
multimedia presentation?
Music
•
•
•
•
•
•
Can they save stored
information following simple
lines of enquiry?
Can they download a document
and save it to the computer?
Can they use a range of
presentation applications?
Can they give an on-screen
robot specific directional
instructions that takes them
from x to y?
Can they make accurate
predictions about the
outcome of a program they
have written?
Can they decide which sections
are appropriate to copy and paste
from at least two web pages?
Can they save stored information
following simple lines of enquiry?
Can they download a document
and save it to the computer?
Year 6
Can they create a sophisticated
multimedia presentation?
Can they use a search engine
using keyword searches?
play and perform in solo and ensemble contexts, using their voices and playing musical instruments with increasing accuracy, fluency, control and expression
improvise and compose music using the inter-related dimensions of music
listen with attention to detail and recall sounds with increasing aural memory
use and understand staff and other musical notations
appreciate and understand a wide range of high-quality live and recorded music from different traditions and from great composers and musicians
Develop an understanding of the history of music.
Nb. Year group appropriate skills to be taught through music scheme of work.
Languages
In Languages (Spanish) we will:
•broaden their vocabulary and develop their ability to understand new words that are introduced into familiar written material, including through using a dictionary
•write phrases from memory, and adapt these to create new sentences, to express ideas clearly
•describe people, places, things and actions orally* and in writing
•understand basic grammar appropriate to the language being studied, such as (where relevant): feminine, masculine and neuter forms and the conjugation of high-frequency verbs; key features and
patterns of the language; how to apply these, for instance, to build sentences; and how these differ from or are similar to English.
RE &
Citizenship
Religion and the individual
What is expected of a person following a
religion or a belief (Christians)
Beliefs and Questions
How do people’s beliefs about God, the world
and others have impact on their lives?
Muslims and Hindus or Buddhists
Teachings, wisdom and
authority:
What do sacred texts and
other sources say about God,
the world and human life?
What can we learn by
reflecting on words of wisdom
from religions and world views
Curriculum Overview – Year 5/6 - Cycle 1
Jewish
Worship and sacred places:
Where, how and why do
people worship?
Investigating places of worship
in Sheffield and Yorkshire.
PSHE &
SEAL
We’re all stars
1.
2.
3.
4.
5.
6.
Devising a class charter.
Gifts and talents
Exploring feelings
Working cooperatively
Communication skills
Role models
Living Long and Strong
1.
2.
3.
4.
Talking about puberty
Male and female changes
Puberty and hygiene
The concept of well being
2.
3.
4.
5.
PE
Different types of
friends
Conflict resolution
Managing anger
Anti-bullying
First aid
Health
Related
Fitness
Invasion
Games
(Hockey)
1.
2.
3.
1.
2.
3.
4.
5.
6.
4.
Knowing where to go for help
Managing uncomfortable feelings
Put downs and boosts up
Breaking friends
1.
2.
3.
4.
5.
Anti-social behaviourand crime
Rules and laws
The local courts
Voting and debating
Having a say in the school community
Joining in and joining up
Daring to be different
Be Friendly, Be wise!
1.
Dear Diary
Differences of opinions
Agreeing and disagreeing
Risky choices
Standing out from the crowd
Being assertive
Anti-bullying
Sportshall
Athletics
Dance
Gymnastics
Athletics
Athletics
Invasion
Games
(Netball)
Invasion Games
(Tag Rugby)
OAA/ Cross
Country
Striking and Fielding
(Cricket)
Striking and Fielding
(Rounders)