Rendell Primary School Curriculum
At Rendell Primary School we follow The National Curriculum programmes of study for key stage 1 and key stage 2.
READING AND PHONICS—Children are taught using Read, Write Inc. phonics programme. We use a coloured banding system for reading books which
incorporates a wide range of reading schemes, e.g. Oxford Reading Tree.
Abacus and MATHS MAKES SENSE—This is a consistent, whole school approach to teaching maths that is matched to the National Curriculum 2014.
Through the use of concrete objects, actions and vocabulary it enables children to develop a deep conceptual understanding of mathematical processes.
RE – Although RE does not form part of the National Curriculum it remains statutory, and is an important part of our inclusive community. Teachers in all
year groups use LCP resource files which are based on the non-statutory framework and provide continuity and progression.
PSHE – Although not statutory we shall continue to include Personal, Social and Health Education in the curriculum as this forms an important part of life
at Rendell. Jigsaw is delivered from Foundation through to Year 6 and is a comprehensive programme that contributes significantly to all strands of the
British Values agenda.
MFL—French is taught from Year 3 through to Year 6. At Rendell we follow a scheme of work, ‘La Jolie Ronde’, which has been written in accordance to
the key stage 2 framework.
More information on subject coverage is included in the topic maps for each year group—these can be found in the ‘Our classes’ section of the website.
Year 6 Summer Topic Medium Term Plan
How do I manage change?
Week
1
Geography
Can I find my way?
D.T
Is that my character?
Art
Do I see myself clearly?
Music
Is the music in me?
Drama
To be or not to be?
Subject and Key Skill Objectives
Science: Human Body - Identify and name the main parts of the human circulatory system, and
describe the functions of the heart, blood vessels and blood.
Outcome
Investigating the heart rate, identifying the role and
functions of the heart and body parts around it.
(Can they identify and name the main parts of the human circulatory system,
and describe the functions of the heart, blood vessels and blood?)
2
Science: Human Body – Identify and name the main parts of the human circulatory system.
Investigation – to create a working lunch to understand
the functions of the lungs.
(Can they identify and name the main parts of the human circulatory system,
and describe the functions of the heart, blood vessels and blood?)
Topic: Art – Self Portraits
3
(Can they use pencil to create shading? Can they use proportions to generate
life-like features?_
Science: Human Body – To understand developments in themselves as they
grow up.
Children to learn the techniques of drawing themselves
in self-portraits.
Science / PSHE – Changing Me
(Can they understand how their bodies are going to change)
Topic- Geography – Orienteering
(Can they make careful measurements and use the data? Can they use OS
maps to answer questions? Can they create sketch maps when carrying out a
field study? Can they recognise key symbols used on ordnance survey maps?)
4
Science: Human Body – To understand healthy lifestyle
Children to use maps to plan a route around the Outwoods. Children to practise orienteering skills.
Investigate healthy lifestyles – plan and make healthy
snacks to sell at break time.
(Can they understand that the food they eat impacts on their body physically
and mentally? Can they plan a healthy diet?)
Topic: Geography – Orienteering
(Can they make careful measurements and use the data? Can they use OS
maps to answer questions? Can they create sketch maps when carrying out a
field study? Can they recognise key symbols used on ordnance survey maps?)
5
Science: Human Body – To understand healthy lifestyle
Orienteering around the Outwoods.
Investigate healthy lifestyles – plan and make healthy
snacks to sell at break time.
(Can they understand that the food they eat impacts on their body physically
and mentally? Can they plan a healthy diet?)
Topic: Music – To learn the songs to TBC
6
(Can they sing a harmony part confidently and accurately? Can they perform
parts from memory? Can they perform using notations? Can they take the lead
in a performance? Can they take on a solo part? Can they provide rhythmic
support?)
Science: Human Body – To know and understand the functions of bones and
muscles in the body.
Learning the lyrics to TBC
Plan a warm-up routine suitable for KS1 and KS2 children focusing on different muscles within the body.
(Can they label the main bones and muscles of the body and identify the function for each of these?)
To build production props and set for the play TBC
Topic: DT – To create and build props and scenery for production.
(Have they thought about how their product could be sold? Have they given
considered thought about what would improve their product even more?)
7
Topic: DT – To plan and create costumes for the play
To design and make costumes for the play TBC
(Have they thought about how their product could be sold? Have they given
considered thought about what would improve their product even more?)
8
9
Topic: Art – To make and complete the production set.
(Can they overprint using different colours? Do they look very carefully at the
methods they use and make decisions about the effectiveness of their printing
methods? Do they use software packages to create pieces of digital art to design? Can they create a piece of art which can be used as part of a wider
presentation?)
Topic: Drama – To perform the Year Group Play
Whole School Topic One Week
To build production props and set for the play TBC
To perform TBC