Heron Class [Year 4 / Year 5 / Year 6]

 

Year A Asia The Living Tree Vikings
Text The Firework-Maker’s Daughter

Phillip Pullman

The Body – Ultimate Guide – Dr Kristina Routh

Tree of Life: The Incredible Biodiversity of Life on Earth – Margot Thompson

How to Train Your Dragon – Cressida Cowell

The Dragon’s Eye – Dugald A Steer

Science Animals, Including Humans [Year 4/5/6]

 

·        Describe the simple functions of the basic parts of the digestive system in humans [Yr4]

·        Identify the different types of teeth in humans and their simple functions [Yr4]

·        Construct and interpret a variety of food chains, identifying producers, predators and prey [Yr4]

·        Describe the changes as humans develop to old age [Yr5]

·        Identify and name the main parts of the human circulatory system, and describe the functions of the heart, blood vessels and blood [Yr6]

·        Recognise the impact of diet, exercise, drugs and lifestyle on the way their bodies function [Yr6]

·        Describe the ways in which nutrients and water are transported within animals, including humans [Yr6]

 

Living Things and their Habitats [Year 4/5/6]

Animals, Including Humans [Year 4/5/6]

RSE

 

·        Recognise that living things can be grouped in a variety of ways [Yr4]

·        Explore and use classification keys to help group, identify and name a variety of living things in their local environment [Yr4]

·        Recognise that environments can change and that this can sometimes pose dangers to living things [Yr4]

·        Describe the differences in the life cycles of a mammal, an amphibian, an insect and a bird [Yr5]

·        Describe the life process of reproduction in some plants and animals [Yr5]

·        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 [Yr6]

·        Give reasons for classifying plants and animals based on specific characteristics [Yr6]

·        Research the significance of the work of Carl Linnaeus [Yr6]

 

·        Describe the simple functions of the basic parts of the digestive system in humans [Yr4]

·        Identify the different types of teeth in humans and their simple functions [Yr4]

·        Construct and interpret a variety of food chains, identifying producers, predators and prey [Yr4]

·        Describe the changes as humans develop to old age [Yr5]

·        Identify and name the main parts of the human circulatory system, and describe the functions of the heart, blood vessels and blood [Yr6]

·        Recognise the impact of diet, exercise, drugs and lifestyle on the way their bodies function [Yr6]

·        Describe the ways in which nutrients and water are transported within animals, including humans [Yr6]

 

States of Matter [Year 4]

Properties and Changes of Materials [Year 5]

 

·        Compare and group materials together, according to whether they are solids, liquids or gases [Yr4]

·        Observe that some materials change state when they are heated or cooled, and measure to research the temperature at which this happens in degrees Celsius [Yr4]

·        Identify the part played by evaporation and condensation in the water cycle and associate the rate of evaporation with temperature [Yr4]

 

·        Compare and group together every day on the basis of their properties, including their hardness, solubility, transparency, conductivity [electrical and thermal] and response to magnets [Yr5]

·        Know that some materials will dissolve in liquid to form a solution, and describe how to recover a substance from a solution [Yr5]

·        To use knowledge of solids, liquids and gasses to decide how mixtures might be separated, including filtering, sieving and evaporating [Yr5]

·        Give reasons, based on evidence from comparative and fair tests, for the particular of everyday materials including metals, wood and plastic [Yr5]

·        Demonstrate that dissolving, mixing and changes of state are reversible changes [Yr5]

·        Explain that some changes result in the formation of new materials and that this kind of change is not usually reversible, including changes associated with burning and the action of acid on bicarbonate of soda [Yr5]

History Shang Dynasty

Great Wall of China

 

·        To understand the achievements of the earliest civilisations [KS2]

[3] Britain’s Settlement by Anglo-Saxons and Scots

 

·        To study the Roman withdrawal from Britain in AD410 and the fall of the western Roman Empire [KS2]

·        To study the Scots invasion from Ireland to north Britain [now Scotland] [KS2]

·        Anglo-Saxon invasions, settlements and kingdoms; place names and village life [KS2]

·        Anglo Saxon art and culture [KS2]

·        Christian conversion – Canterbury, Iona and Lindisfarne [KS2]

 [4] Vikings and Anglo-Saxons

 

·        To study Viking raids and invasions [KS2]

·        To study the resistance by Alfred the Great and Athelstan, the first king of England [KS2]

·        To study further Viking invasions and Danegeld [KS2]

·        To study Anglo Saxon laws and justice [KS2]

·        To study Edward the Confessor and his death in 1066 [KS2]

Geography Locational Knowledge

[Countries in Asia]

 

·        Locate the world’s countries, using maps to focus on Europe, Asia, North / South America, concentrating on their environmental regions, key physical and human characteristics, countries and major cities [KS2]

·        Identify the position and significance of latitude, longitude, Equator, Northern Hemisphere, Southern Hemisphere, the tropics of Cancer and Capricorn, Arctic and Antarctic circle. [KS2]

Place Knowledge

 

·        To understand geographical similarities and differences through the study of human and physical geography of a region of the UK, a region in a European country and a region within North / South America [KS2]

 

Locational Knowledge

[Europe and Scandinavia]

 

·        Locate the world’s countries, using maps to focus on Europe, Asia, North / South America, concentrating on their environmental regions, key physical and human characteristics, countries and major cities [KS2]

·        Identify the position and significance of latitude, longitude, Equator, Northern Hemisphere, Southern Hemisphere, the tropics of Cancer and Capricorn, Arctic and Antarctic circle. [KS2]

Music Music and Traditions

 

·        To appreciate and understand a wide range of high-quality live and recorded music drawn from different traditions and from great composers and musicians [KS2]

 

Natural Percussion

 

·        Play and perform in solo and ensemble contexts, using voices and playing musical instruments with increasing accuracy, fluency, control and expression [KS2]

·        To improvise and compose music for a range of purposes using inter-related dimensions of music [KS2]

Summer Production

 

·        Perform and evaluate music [KS1 / KS]

·        Learn to sing and use voices looking at pitch, duration, dynamics, tempo, timbre, texture, structure and appropriate musical notations [KS1 / KS2]

Art and DT Constructing Walls

 

·        Use research and develop design criteria to inform the design of innovation aimed at particular individual or groups [KS2]

·        Select from and use a wider range of tools and equipment to perform practical tasks [for example cutting, shaping, joining and finishing] accurately [KS2]

·        Understand how key events and individuals in design and technology have helped shaped the world [KS2]

Body Model Making

 

·        Generate, develop, model and communicate their ideas through discussion, annotate sketches, cross sectional and exploded diagrams, prototypes, pattern pieces and computer aided designs [KS2]

·        Select from and use a wider range of materials and components, including construction materials, textiles and ingredients, according to their functional properties and aesthetic qualities [KS2]

·        Understand and use mechanical system in their products [for example, gears, pulleys, cams, levers and linkages [KS2]

 

Viking Culture

 

·        To learn about great artists, architects and designers in history [KS2]

 

MFL French

 

·        Listen attentively to spoken language and show understanding by joining in and responding [KS2]

·        Explore the patterns in sounds of languages through songs and rhymes and link the spelling, sound and meaning of words [KS2]

·        Engage in conversations; ask and answer questions; express opinions and respond to those of others [KS2]

 

French

 

·        Speak in sentences, using familiar vocabulary, phrases and basic language structures [KS2]

·        Develop accurate pronunciation and intonation so that others understand when they are reading aloud or using familiar words and phrases [KS2]

·        Read carefully and show understanding of words, phrases and simple writing [KS2]

 

French

 

·        Appreciate songs, stories, poems and rhymes in the language [KS2]

·        Broaden their vocabulary and develop their ability to understand new words that are introduced into familiar written material, including through a dictionary [KS2]

·        Write phrases from memory, and adapt these to create new sentences, to express ideas clearly [KS2]

·        To describe people, places, things and actions orally and in writing [KS2]

Computing      
PE Team Games

 

·        Play competitive games [badminton, basketball, cricket, football, hockey, netball, rounders and tennis] [KS2]

·        Take part in outdoor and adventurous activity challenges both individually and within a team [KS2]

·        Compare performances with previous ones and demonstrate improvement to achieve their personal best [KS2]

Dance

 

·        Develop flexibility, strength, technique, control and balance [KS2]

·        Perform dances using a range of movement patterns [KS2]

 

Athletics

 

·        To be active for sustained periods of time [KS1 / KS2]

·        To engage in competitive sports and activities [KS1 / KS2]

·        Make improvements to achieve a personal best [KS2]

·        To use running, jumping, throwing and catching in isolation and in combination [KS2]

·        Develop flexibility, strength, technique, control and balance [for example, through athletics and gym] [KS2]

Year B Inventions America Fantastical Worlds
Text The Invention of Hugo Cabret – Brian Selznick Holes – Louis Sachar Harry Potter – JKRowling
Science Forces [Year 5]

 

·        Explain that unsupported objects fall towards the Earth because of the force of gravity acting between the Earth and the falling object [Yr5]

·        Identify the effects of air resistance, water resistance and friction, that act between moving surfaces [Yr5]

·        Recognise that some mechanisms, including levers, pulleys and gears, allow a smaller force to have a greater effect [Yr5]

 

Light [Year 6]

 

·        To recognise that light appears to travel in straight lines [Yr6]

·        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 [Yr6]

·        Explain that we see things because light travels from light sources to our eyes or from light sources to objects and then our eyes [Yr6]

·        Use the idea that light travels in straight lines to explain why shadows have the same shape as the objects that cast them [Yr6]

Earth and Space [Year 5]

RSE

 

·        Describe the movement of the Earth, and other planets, relative to the Sun in the solar system [Yr5]

·        Describe the movement of the Moon relative to the Earth [Yr5]

·        Describe the Sun, Earth and Moon as approximately spherical bodies [Yr5]

·        Use the idea of the Earth’s rotation to explain day and night and the apparent movement of the sun across the sky [Yr5]

History A Study of an Aspect or theme in history

Famous Inventors

 

·        To study a significant turning point in history, for example, the inventions of Leonardo Da Vinci, The Wright Brothers, Tim Berners-Lee and Thomas Edison [KS1 / KS2]

American History and its Independence

 

·        To develop a chronology with secure knowledge and understanding of world history, establishing clear narratives within and across the period of study [KS2]

·        To note connections, contrasts and trends over time [KS2]

 

[2] Roman Empire and its Impact on Britain

 

·        To study Julius Caesar’s attempted invasion in 55-54 BC[KS2]

·        To study the Roman Empire by AD 42 and the power of its army [KS2]

·        To study the successful invasion by Claudius and conquest, including Hadrian’s Wall [KS2]

·        To study the British resistance, for example Boudicca [KS2]

·        To study ‘Romanisation’ of Britain; sites such as Caerwent and the impact of technology, culture and beliefs, including early Christianity [KS2]

Geography Locational Knowledge

7 Continents

5 Oceans

UK / Great Britain / British Isles

 

·        Name and locate countries and cities of the UK, geographical regions and their identifying human and physical characteristics, key topographical features [including hills, mountains, coasts and rivers] and land-use patterns; and understand how some of these aspects have changed over time [KS2]

·        Describe and understand key aspects of human geography, including types of settlements and land use, economic activity including trade links, and the distribution of natural resources including energy, food, minerals and water [KS2]

·        Identify seasonal and daily weather patterns in the UK and the location of hot and cold areas in the world in relation to the Equator and the North and South Poles [KS2]

Locational Knowledge

North America / South America

 

·        Locate the world’s countries, using maps to focus on Europe, Asia, North / South America, concentrating on their environmental regions, key physical and human characteristics, countries and major cities [KS2]

·        Identify the position and significance of latitude, longitude, Equator, Northern Hemisphere, Southern Hemisphere, the tropics of Cancer and Capricorn, Arctic and Antarctic circle. [KS2]

Geographical Skills and Fieldwork

 

·        Use world maps, atlases and globes to identify the UK and its countries as well as the countries, continents and oceans studied at this key stage [KS1]

·        Use simple compass directions [NSEW] and locational and directional language [for example, near and far, left and right] to describe the locations of features and routes on a map [KS1]

·        Use maps, atlases, globes and digital/computer mapping to locate countries and describe features studied [KS2]

·        Use the eight points of a compass, four and six figure grid references, symbols and key [OSM] to build their knowledge of the United Kingdom and the wider world [KS2]

Music Great Composers and Musicians

 

·        Listen and review music across a range of historical periods, genres, styles and traditions, including the works of the great composers and musicians [KS1 / KS2]

The 8 Bar Blues

 

·        To listen with attention to detail and recall sounds with increasing aural memory [KS2]

·        Use and understand staff and other musical notations [KS2]

Summer Production

 

·        Perform and evaluate music [KS1 / KS]

·        Learn to sing and use voices looking at pitch, duration, dynamics, tempo, timbre, texture, structure and appropriate musical notations [KS1 / KS2]

Art and DT Self Portraits and Leonardo da Vinci

 

·        To create sketch books to record their observations and use them to review and revisit ideas [KS2]

·        To improve their mastery of art and design techniques, including drawing, painting and sculpture with a range of materials [for example pencil, charcoal, paint, clay]

Graffiti and Tagging

 

·        To explore creativity and experimentation [KS1 / KS2]

Owls, Cats and Rats

 

·        To improve their mastery of art and design techniques, including drawing, painting and sculpture with a range of materials [for example pencil, charcoal, paint , and clay]

MFL French

 

·        Listen attentively to spoken language and show understanding by joining in and responding [KS2]

·        Explore the patterns in sounds of languages through songs and rhymes and link the spelling, sound and meaning of words [KS2]

·        Engage in conversations; ask and answer questions; express opinions and respond to those of others [KS2]

 

French

 

·        Speak in sentences, using familiar vocabulary, phrases and basic language structures [KS2]

·        Develop accurate pronunciation and intonation so that others understand when they are reading aloud or using familiar words and phrases [KS2]

·        Read carefully and show understanding of words, phrases and simple writing [KS2]

 

French

 

·        Appreciate songs, stories, poems and rhymes in the language [KS2]

·        Broaden their vocabulary and develop their ability to understand new words that are introduced into familiar written material, including through a dictionary [KS2]

·        Write phrases from memory, and adapt these to create new sentences, to express ideas clearly [KS2]

·        To describe people, places, things and actions orally and in writing [KS2]

Computing      
PE Team Games

 

·        Play competitive games [badminton, basketball, cricket, football, hockey, netball, rounders and tennis] [KS2]

·        Take part in outdoor and adventurous activity challenges both individually and within a team [KS2]

·        Compare performances with previous ones and demonstrate improvement to achieve their personal best [KS2]

Dance

 

·        Develop flexibility, strength, technique, control and balance [KS2]

·        Perform dances using a range of movement patterns [KS2]

 

Athletics

 

·        To be active for sustained periods of time [KS1 / KS2]

·        To engage in competitive sports and activities [KS1 / KS2]

·        Make improvements to achieve a personal best [KS2]

·        To use running, jumping, throwing and catching in isolation and in combination [KS2]

·        Develop flexibility, strength, technique, control and balance [for example, through athletics and gym] [KS2]

Year C Ancient Greeks Awesome Earth Tudors
Text Greek Myths – Usbourne

The Girl of Ink of Stars

Journey to the River Sea –

Escape from Pompeii

Much Ado About Nothing – Shakespeare

 

Science Sound [Year 4]

 

·        Identify how sounds are made, associating some of them with something vibrating [Yr4]

·        Recognise that vibrations from sounds travel through a medium to the ear [Yr4]

·        Find patterns between the pitch of a sound and features of the object that produced it [Yr4]

·        Find patterns between the volume of a sound and the strength of the vibrations that produced it [Yr4]

·        Recognise that sounds get fainter as the distance from the sound source increases [Yr4]

Living Things and their Habitats [Year 4/5/6]

Evolution and Inheritance [Year 6]

RSE

 

·        Recognise that living things can be grouped in a variety of ways [Yr4]

·        Explore and use classification keys to help group, identify and name a variety of living things in their local environment [Yr4]

·        Recognise that environments can change and that this can sometimes pose dangers to living things [Yr4]

·        Describe the differences in the life cycles of a mammal, an amphibian, an insect and a bird [Yr5]

·        Describe the life process of reproduction in some plants and animals [Yr5]

·        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 [Yr6]

·        Give reasons for classifying plants and animals based on specific characteristics [Yr6]

·        Research the significance of the work of Carl Linnaeus [Yr6]

 

·        Recognise that living things have changed over time and that fossils provide information about living things that inhabited the Earth millions of years ago [Yr6]

·        Recognise that living things produce offspring of the same kind, but normally offspring vary and are not identical to their parents [Yr6]

·        Identify how animals and plants are adapted to suit their environment in different ways and that adaptation may lead to evolution [Yr6]

 

·

 

Electricity [Year 4/6]

 

·        To identify common appliances that run on electricity [Yr4]

·        To construct a simple series electrical circuit, identifying and naming basic parts, including cells, wires, bulbs, switches and buzzers [Yr4]

·        Identify whether or not a lamp will light in a simple series circuit, based on whether or not the lamp is part of a complete loop with a battery [Yr4]

·        Recognise that a switch opens and closes a circuit and associate this with whether or not a lamp lights in a simple series circuit [Yr4]

·        Recognise some common conductors and insulators, and associate metals with being good conductors [Yr4]

 

·        Associate the brightness of a lamp or the volume of a buzzer with the number and voltage of cells used in the circuit [Yr6]

·        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 [Yr6]

·        Use recognised symbols when representing a simple circuit in a diagram [Yr6]

History Ancient Greece

 

·        To study Greek life in ancient times and its achievements and influences on the western world [KS2]

·        To address valid questions about change, cause, similarity and difference and significance [KS2]

 

Prehistoric Man

[1] Changes in Britain from the Stone Age to the Iron Age

 

·        To study late Neolithic hunter-gathers and early farmers, for example, Skara Brae [KS2]

·        To study the Bronze Age religion, technology and travel, for example, Stonehenge [KS2]

·        To study Iron Age hill forts: tribal kingdoms, farming, art and culture [KS2]

A History Study – Tudors / Shakespeare

 

·        To study an aspect or theme in British history past 1066 [KS2]

·        To study the changing power of monarchs [KS2]

·        To study changes in aspects of social history [reformation / crime and punishment] [KS2]

·        The legacy of Tudor art, architecture and literature] [KS2]

 

Geography Locational Knowledge

[Europe]

 

·        Locate the world’s countries, using maps to focus on Europe, Asia, North / South America, concentrating on their environmental regions, key physical and human characteristics, countries and major cities [KS2]

·        Identify the position and significance of latitude, longitude, Equator, Northern Hemisphere, Southern Hemisphere, the tropics of Cancer and Capricorn, Arctic and Antarctic circle. [KS2]

Human and Physical Geography

 

·        To understand the physical geography, including: climate zones, biomes and vegetation belts, rivers, mountains, volcanoes and earthquakes, and the water cycle [KS2]

·        To understand geography, including: types of settlement and land use, economic activity including trade links, and the distribution of natural resources including energy, food, minerals and water [KS2]

Geographical skills and fieldwork

 

·        Use world maps, atlases and globes to identify the UK and its countries as well as the countries, continents and oceans studied at this key stage [KS1]

·        Use simple compass directions [NSEW] and locational and directional language [for example, near and far, left and right] to describe the locations of features and routes on a map [KS1]

·        Use maps, atlases, globes and digital/computer mapping to locate countries and describe features studied [KS2]

·        Use the eight points of a compass, four and six figure grid references, symbols and key [OSM] to build their knowledge of the United Kingdom and the wider world [KS2]

Music Composition and Notation

 

·        Use and understand staff and other musical notations [KS2]

 

 

Composition and Rhythm

 

·        Use and understand staff and other musical notations [KS2]

·        Play and perform in solo and ensemble contexts [KS2]

 

Summer Production

 

·        Perform and evaluate music [KS1 / KS]

·        Learn to sing and use voices looking at pitch, duration, dynamics, tempo, timbre, texture, structure and appropriate musical notations [KS1 / KS2]

Art and DT Medusa and her Friends

 

·        To create sketch books to record their observations and use them to review and revisit ideas [KS2]

·        To improve their mastery of art and design techniques, including drawing, painting and sculpture with a range of materials [for example pencil, charcoal, paint, clay]

Art in Nature

 

·        To create sketch books to record their observations and use them to review and revisit ideas [KS2]

·        To improve their mastery of art and design techniques, including drawing, painting and sculpture with a range of materials [for example pencil, charcoal, paint, clay]

Tudor Designs

 

·        Investigate and analyse a range of existing products [KS2]

·        Understand how key events and individuals in design have helped shape the world [KS2]

MFL French

 

·        Listen attentively to spoken language and show understanding by joining in and responding [KS2]

·        Explore the patterns in sounds of languages through songs and rhymes and link the spelling, sound and meaning of words [KS2]

·        Engage in conversations; ask and answer questions; express opinions and respond to those of others [KS2]

 

French

 

·        Speak in sentences, using familiar vocabulary, phrases and basic language structures [KS2]

·        Develop accurate pronunciation and intonation so that others understand when they are reading aloud or using familiar words and phrases [KS2]

·        Read carefully and show understanding of words, phrases and simple writing [KS2]

 

French

 

·        Appreciate songs, stories, poems and rhymes in the language [KS2]

·        Broaden their vocabulary and develop their ability to understand new words that are introduced into familiar written material, including through a dictionary [KS2]

·        Write phrases from memory, and adapt these to create new sentences, to express ideas clearly [KS2]

·        To describe people, places, things and actions orally and in writing [KS2]

Computing      
PE Team Games

 

·        Play competitive games [badminton, basketball, cricket, football, hockey, netball, rounders and tennis] [KS2]

·        Take part in outdoor and adventurous activity challenges both individually and within a team [KS2]

·        Compare performances with previous ones and demonstrate improvement to achieve their personal best [KS2]

Dance

 

·        Develop flexibility, strength, technique, control and balance [KS2]

·        Perform dances using a range of movement patterns [KS2]

 

Athletics

 

·        To be active for sustained periods of time [KS1 / KS2]

·        To engage in competitive sports and activities [KS1 / KS2]

·        Make improvements to achieve a personal best [KS2]

·        To use running, jumping, throwing and catching in isolation and in combination [KS2]

·        Develop flexibility, strength, technique, control and balance [for example, through athletics and gym] [KS2]