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 Autumn Topic Medium Term Plan
Would You Live in the Land Down Under?
History
Would you live in a land of convicts?
Geography
Where in the world is Oz?
D.T
What’s in your Anzac?
Art
Can you put your finger on pointillism?
Music
Do you give a didgeridoo?
Week
Subject and Key Skill Objectives
Outcome
1/2
Science: Living Things & Their Habitats – Biodiversity at Rendell
(Can they give reasons for classifying plants and animals based on specific
characteristics?)
Field studies exploring biodiversity
Topic: History – Child convicts and the First Fleet
(Can they summarise how Britain has had a major influence on world history. Can they describe a key event from Britain’s past using a range of evidence from different sources? Can they say where a period of history fits on
a timeline?)
3
Science: Living Things & Their Habitats - To group living things into the five
known kingdoms.
Children to research and create comparative diagram
ready. Create a factfile based on the differences between 21st and 18th century life
Grid to research child convicts
Children record a table of species classified into the
five kingdoms
(Can they describe how living things are classified into broad groups according to common observable characteristics and based on similarities
and differences including microorganisms, plants and animals?)
Topic: Geography – Comparing human and physical features across Australia. Understanding time zones.
(Can they describe how some places are similar and others are different in
relation to their human features? Can they give extended descriptions of
the physical features of different places around the world? Can they use
maps, aerial photos, plans and web resources to describe what a locality
might be like?)
4
Science: Living Things & Their Habitats - To learn about the development
of microscopes and the study of cells.
CHALLENGE: Can they plan a journey to another part
of the world which takes account of time zones?
(Maths)
Children to create a radio/poster advert/news article
for the newly invented microscope
(Can they describe how living things are classified into broad groups according to common observable characteristics and based on similarities
and differences including microorganisms, plants and animals?)
Travel guide for visitors to Australia (incorporating 3
different areas).
Topic: Geography – Comparing human and physical features across Australia. Understanding time zones.
(Can they describe how some places are similar and others are different in
relation to their human features? Can they give extended descriptions of
the physical features of different places around the world? Can they use
maps, aerial photos, plans and web resources to describe what a locality
might be like?)
5
Science: Living Things & Their Habitats - To understand the role of bacteria
and viruses. Is a virus alive?
Ask the children to make a timeline of the key events
and scientists who helped develop our understanding
of disease.
(Can they identify scientific evidence that has been used to support to
refute ideas or arguments?)
Topic: History - Study the everyday lives of convicts in Australia in 1788 and Write
a personal letter based on historical information.
Write a letter as a convict describing journey to Australia on the first fleet.
(Can they place features of historical events and people from past societies
and periods in a chronological framework?)
6
Science: Living Things & Their Habitats - To understand how microorgan- To plan and carry out a fair investigation for which
isms can be beneficial to humans.
substance makes the best substrate for the yeast to
understand the process of fungi.
(Can they identify scientific evidence that has been used to support to
refute ideas or arguments?)
Advertise the biscuit using persuasive writing.
Topic: D&T – Plan and make a healthy biscuit for the first fleet.
(Can they explain how their product should be stored with reasons?)
Topic: Art - Identify and interpret common symbols found in Aboriginal art- Learn the pattern of pointillism, experiment with
different designs and techniques.
work.
(Can they use a wide range of techniques in their work? Can they explain
what their own style is? Can they use a wide range of techniques in their
work?
7
Science: Living Things & Their Habitats - To be able to classify vertebrates
and invertebrates
(Can they describe how living things are classified into broad groups according to common observable characteristics and based on similarities
and differences including microorganisms, plants and animals? Can they
give reasons for classifying plants and animals based on specific characteristics?)
Topic: DT - To safely plan and make a wooden boomerang
Give each group the task of preparing an enclosure
for a new zoo, each housing one type of invertebrate
or vertebrate. They should plan the design of the enclosure to meet the needs of the animal. They will
need to create ‘How to look after this (in)vertebrate’
instructions for the zookeepers and an information
point for visitors.
Design own boomerang using a repeated pattern
which tells a story about them.
(Can they justify why the chosen material was the best for the task? Can
they justify design in relation to the audience?)
8
Science: Evolution and Inheritance - To review ideas about fossil formation and adaptation to habitats.
To explore understanding of how animals are
adapted to the habitats in which they live expressing
ideas in written form.
(Can they recognise that living things have changed over time and that
fossils provide information about living things that inhabited the earth
millions of years ago? Can they identify how animals adapt to suit their
environment?)
Topic: DT - To safely plan and make a wooden boomerang
(Can they justify why the chosen material was the best for the task? Can
they justify design in relation to the audience?)
9
Design own boomerang using a repeated pattern
which tells a story about them.
Science: Evolution and Inheritance - To recognise that characteristics are Venn diagrams distinguishing genes and environmenpassed from parents to offspring.
tal adaptation.
(Can they give reasons why offspring are not identical to each other or to
their parents? Can they explain the process of evolution and describe the
evidence for this?)
Topic: Music / ICT - Listen to pieces of aboriginal music – understand pitch, Create Soundtrack for stop-motion film.
repeated rhythm, creating mood.
(Can they use a variety of different musical devices in their composition? Do
they recognise that different forms of notation serve different purposes?
Can they use different forms of notation? Can they combine groups of
beats?)
10
Science: Evolution and Inheritance - To understand adaptations which
help an animal to survive in its habitat.
Children complete a ‘feature creature’ profile of how
the animal is adapted to its environment using books
or websites to locate relevant information.
(Can they identify how animals and plants are adapted to suit their environment in different ways and that adaptation may lead to evolution?)
Topic: Music / ICT - Listen to pieces of aboriginal music – understand pitch, Create Soundtrack for stop-motion film.
repeated rhythm, creating mood.
(Can they present a film for a specific audience and then adapt same film
for a different audience? Can they create a sophisticated multimedia
presentation?)
11
Science: Evolution and Inheritance – To be able to give examples of the evi- Explain how evolution happens using a sequence of
dence Darwin used to support his theory of evolution.
labelled drawings.
(Can they identify how animals and plants are adapted to suit their environment in different ways and that adaptation may lead to evolution?)
Science: Evolution and Inheritance - To be able to describe examples of
natural selection in action.
(Can they explore different ways to test an idea, choose the best way,
and give reasons? Can they explain, in simple terms, a scientific idea and
what evidence supports it?)
12
Investigation to recognise the behaviour of how organisms can improve their chances of survival.
Science: Evolution and Inheritance - To be able to describe differences be- Creating diagrams to understand how humans and
tween modern humans and other primates.
primates have common ancestors and the evolutionary differences between humans and primates.
(Can they identify how animals and plants are adapted to suit their environment in different ways and that adaptation may lead to evolution?)
Science: Evolution and Inheritance - To appreciate that modern humans To research and present their findings in a way they
have a number of hominid ancestors.
chose to show ‘The evolution of modern humans’.
(Can they identify how animals and plants are adapted to suit their environment in different ways and that adaptation may lead to evolution?)
13
Whole School Topic Week
Science: Review and Assess
Christmas week
Testing.