1 / Science / Topic / Biography – Charles Darwin
2 / History / BIG WRITING / Narrative description
3 / Geography / Topic / Report on map-reading
4 / Geography / BIG WRITING / Narrative with dialogue
5 / DT / Topic / Instructions
6 / DT / BIG WRITING / Narrative story – final draft
7 / RE / Topic / Letter to those left behind when leaving home as a result of persecution
8 / Christmas Performances / Christmas performances
Phase:
Upper Key Stage 2
(Year 5/6) / Term:
Autumn 2 / Topic Name:
Murder Down the Mine
Entry Point:
Beamish Museum – Murder Down the Mine visit. Pupil workshop and visit to museum.
/ Resources:Cogs, pulleys, gears, rope
Exit Point:
Parent Murder Mystery Event – children to act in their own Screen Play and parents work out who committed the crime. / SMSC/PSE
Using Money Wisely – Prioritising spending on a budget (RRSA Article 27).
Planning a Christmas lunch for a miner. How much a miner earned facts displayed in classroom. Link to current day – discussion of priorities for spending.
Foundation Subjects
Content
Evolution and inheritance / Content
*select, use and combine a variety of software
(including internet services) on a range of
digital devices to design and create a range of
programs, systems and content that accomplish given goals, including collecting, analysing, evaluating and presenting data and information
*use technology safely, respectfully and
responsibly; recognise acceptable /
unacceptable behaviour; identify a range of
ways to report concerns about content and
contact. / Content
*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.
*generate, develop, model and communicate their ideas through discussion, annotated sketches, cross-sectional and exploded diagrams, prototypes, pattern pieces and computer-aided design.
*select from and use a wider range of tools and equipment to perform practical tasks, such as cutting, shaping, joining and finishing, accurately.
*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.
understand how key events and individuals in *design and technology have helped shape the world.
*understand and use mechanical systems in their products, such as gears, pulleys, cams, levers and linkages. / Content
*develop flexibility, strength, technique, control and balance [for example, through athletics and gymnastics] *compare their performances with previous ones and demonstrate improvement to achieve their personal best.
Working Scientifically
*use appropriate techniques, apparatus, and materials during fieldwork and laboratory work.
*record data and results of increasing complexity using scientific diagrams and labels, classification keys, tables, bar and line graphs, and models.
*report findings from enquiries, including oral and written explanations of results, explanations involving causal relationships, and conclusions.
*present findings in written form, displays and other presentations.
*use simple models to describe scientific ideas, identifying scientific evidence that has been used to support or refute ideas or arguments.
Skills/ Success Criteria
*relate knowledge of plants to studies of evolution and inheritance.
*relate knowledge of plants to studies of all living things.
*recognise that living things have changed over time and that fossils provide information about living things that inhabited the Earth millions of years ago.
*recognise that living things produce offspring of the same kind, but normally offspring vary and are not identical to their parents.
*identify how animals and plants are adapted to suit their environment in different ways and that adaptation may lead to evolution. / Skills/ Success Criteria
*change the position of objects between screen layers (send to back, bring to front).
*upload sounds from a file and edit them.
*add effects such as fade in and out and control their implementation. / Skills/ Success Criteria
*use scientific knowledge of the transference of forces to choose appropriate mechanisms for a product (such as levers, winding mechanisms, pulleys and gears).
*combine elements of design from a range of inspirational designers throughout history, giving reasons for choices.
*make products through stages of prototypes, making continual refinements.
*ensure products have a high quality finish, using art skills where appropriate.
*develop a range of practical skills to create products (such as cutting, drilling and screwing, nailing, gluing, filling and sanding). / Skills/ Success Criteria
*create complex and well-executedsequences that include a full range ofmovements including:
• travelling
• balances
• swinging
• springing
• flight
• vaults
• inversions
• rotations
• bending, stretching and twisting
• gestures
• linking skills.
*hold shapes that are strong, fluent andexpressive.
*include in a sequence set pieces, choosingthe most appropriate linking elements.
*vary speed, direction, level and bodyrotation during floor performances.
*practise and refine the gymnastictechniques used in performances (listedabove).
*demonstrate good kinesthetic awareness(placement and alignment of body parts isusually good in well-rehearsed actions).
*use equipment to vault and to swing(remaining upright).
E-Safety Learning Outcomes
*to know that digital images might have been altered
*to know the dangers of sharing images electronically
Investigative questions
How can I find out about living things in the past?
How have living things changed over time?
Why do living things produce offspring that are not identical to themselves? / Outcomes
Create a green screen video ‘Murder down the Mine’. / Outcomes
Create a colliery excavator mining wheel using gears and pulleys. / Outcomes
Gymnastic performance in class groups.
History / Religious Education / Music / Modern Foreign Languages
Content
*a local history study / Content
*to identify some of the customs and practices related to celebrating Divali
*to understand that Divali is the start of the new year for Hindus
*retell the key events of the story of Rama and Sita
*to consider the feelings and motivation of the characters in the story
*to identify some practices associated with Divali
*explain the symbolic significance of a Diva and how it relates to the Divali story
*that the story of the birth of Jesus is of central importance in Christianity and why
*the significance to Christians of key features of the nativity story
*about ways in which beliefs and religious ideas can be expressed through words and music, art and literature
*reflect on the meanings of the story of Rama and Sita
*emphasise with the feelings and responses of characters in the nativity story
*discuss how the music makes them feel. / Content
*play and perform in solo and ensemble contexts, using their voices with increasing accuracy, fluency, control and expression
*improvise and compose music for a range of purposes 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 recorded music drawn from different traditions and from great composers and musicians
*develop an understanding of the history of music. / Content
Mon anniversaire
*listen attentively to spoken language and show understanding by joining in and responding
*explore the patterns and sounds of language through songs and rhymes and link the spelling, sound and meaning of words
*engage in conversations; ask and answer questions; express opinions and respond to those of others; seek clarification and help
* speak in sentences, using familiar vocabulary, phrases and basic language structures
*develop accurate pronunciation and intonation so that others understand when they are reading aloud or using familiar words and phrases
Skills/ Success Criteria
*use sources of evidence to deduce informationabout the past.
*select suitable sources of evidence, giving reasonsfor choices.
*use sources of information to form testablehypotheses about the past.
*seek out and analyse a wide range of evidence inorder to justify claims about the past.
*show an awareness of the concept of propagandaand how historians must understand the socialcontext of evidence studied.
*understand that no single source of evidencegives the full answer to questions about the past.
*refine lines of enquiry as appropriate.
identify continuity and change in the history of the locality of the school.
*describe the social, ethnic, cultural or religious diversity of past society.
*describe the main changes in a period of history (using terms such as: social, religious, political, technological and cultural).
*identify periods of rapid change in history and contrast them with times of relatively little change.
*understand the concepts of continuity and change over time, representing them, along with evidence, on a time line.
*use dates and terms accurately in describing events. / Skills/ Success criteria
*retell the story using a book, video or slides.
*discuss children's experience of stories of good conquering evil.
write about characters they like/dislike and why.
*explain how the diva originated from the story, and why it is lit to celebrate Divali.
*discuss what captions, illustrations and messages are appropriate for new year and Divali cards.
*tell story of journey of Mary and Joseph to Bethlehem
*tell the story of the shepherds.
*explore the idea of angels as messengers from God.
*explore the children’s ideas about what message God might want to send to the world today and why. / Skills/ Success Criteria
*perform with controlled breathing (voice)
*sing or play from memory with confidence.
*perform solos or as part of an ensemble.
*sing or play expressively and in tune.
*create songs with verses and a chorus.
*create rhythmic patterns with an awareness oftimbre and duration.
*convey the relationship between the lyrics andthe melody. / Skills/ Success Criteria
*understand and use numbers from 42 – 60
*understand the time on the hour; ask someone when their birthday is, and say when their own is
*listen to a story and select key words and phrases from it
*sing a song or recite a poem from memory
*write a birthday greeting
*devise and perform a short sketch, using structures learnt in the unit
Outcomes
To write a playscript for murder mystery production. / Outcomes
Christmas performance. / Outcomes
Christmas performance. / Outcomes
Have a conversation in French.