Curriculum Map Lions 2020-2021

Curriculum Map Annual Overview Class: Lions Subject

2020-21

Autumn 1

Autumn 2

Spring 1

Spring 2

Summer 1

Summer 2

(7 weeks, 2 days)

(8 weeks)

(5 weeks, 4 days)

(5 weeks)

(7 weeks)

(6 weeks)

Global Trade, Global Citizens

Home wasn’t built in a day!

(Geography & DT)

(Geography & Art)

From North to…

Equality’s Call

South America

(History)

Theme

(Geography, History & Spanish)

Literacy Links

The Chocolate Tree (Linda Lowery)

Wow Event Mini Themes

The Hero Twins (Dan Jolley)

Emmeline Pankhurst - Little People, Big Dreams (Lisbeth Kaiser)

Mayan Masks

Public Speaking

Values Week

Fairtrade Food Market Science Week

Easter Reflections

Outdoor Learning/Olympics

Residential Trip Easter RE Day – Judaism World Book Day TTRS Day

SATs Week Public Speaking RE Day - Eid

Leavers Performance (Music) Bulgarian Language Day

Harvest

Key Dates

Big Draw

Polish Celebration Day Anti-Bullying Week Poetry Celebration Bonfire Night Remembrance Sunday Team Day Christmas

Sign to Sing Public Speaking Latvian Language Day Safer Internet Day

Booster - Kensuke’s Kingdom

Booster - Kensuke’s Kingdom

Booster

Booster

Whole Class

Whole Class

Novel as a Theme Balanced Arguments

Novel as a Theme Narrative

Narrative – Detective/Crime

Non- Chronological Report

Science Fiction

Free Verse Poetry (Theme Link)

Alma

Miptour

Science Fiction Narrative

Changes in Britain

Should Michael and his family set sail around the world?

An adventure story based on Kensuke’s Kingdom

Discussion (Theme Link)

Discussion (Science Link)

English (Target Tracker)

Diary Entry Ships Log whilst visiting different countries.

Michael falling overboard.

Newspaper Report Michael is Missing!

Whole Class Persuasion

Whole Class – The Highway Man

Whole Class – Emmeline

Why you should buy Fair Trade.

Evolution Debate

Formal Letter (Theme Link)

Travel Guide (Theme Link) Advertise a town in the UK.

Recipe (Theme Link)

Flashbacks/Time Shift (Theme Link)

Why do rainforest matter?

What is a Highway Man?

Pankhurt Novel as a Theme Biography

To a local supermarket to ask the start selling Fair Trade.

Explanation Text (Theme Link)

Classic Narrative Poetry Information Text

A Fairtrade recipe

Flashback to time periods in the UK

Whole Class Setting Description (Theme Link)

Interactive Comic

A descriptive journey through the forest to find a Maya Temple.

Retell the poem as a comic strip.

Free Verse Poetry (Theme Link)

Reporting a key event

Rainforest Poetry

Team Captain Speeches Job Applications

Non- Chronological Report (Theme Link)

Balanced Arguments (Theme Link)

Mayan Myths (Theme Link)

Deforestation in the Amazon Rainforest.

Diary Entry (Theme Link)

Newspaper Report Character Interviews Interviewing Bess after the events.

Mayans

The Life of Emmeline Pankhurst

Newspaper Report (Theme Link)

Autobiography (Theme Link) The founder of Fair Trade – Paul Rice

Women’s protest

Information Leaflet (Theme Link) The Suffragette Movement

Recount (Theme Link) Retelling an event – finally winning the vote.

Persuasion (Theme Link)

Retelling Myths

Motivational Speech

An entry from the view point as a tribe child in the Amazon.

Information Text (Theme Link) All about the Amazon Rainforest.

Poetry with Imagery (Theme Link)

Maths (Target Tracker)

Inspired by ‘City Jungle’ Pie Corbett

Booster

Booster

Booster

Booster

Booster

Whole Class

Numbers to 10, 000, 000 Reading and Writing Numbers Comparing Numbers Rounding Numbers

Four Operations Common Factors Prime Numbers

Decimals Multiplying Decimals Dividing Decimals

Ratio Comparing Quantities Comparing Numbers Word Problems

Revision

Transition – Bridging the Gap

Whole Class

Theme Park Project Reading and Writing Numbers Comparing Numbers Calculating the Mean Line Graphs Finding Percentages of a Quantity Using Percentages to Compare

Four Operations Mixed Operations (BIDMAS) Multiplication Division Word Problems Common Multiples

Whole Class Geometry Angles Parts of a Circle Drawing Nets Drawing Triangles and Quadrilaterals

Fractions Simplifying Fractions Ordering and Comparing Adding and Subtracting Multiplying and Dividing

Percentages Finding Percentages of a Number Finding Percentages of a Quantity Finding Percentages of Change Using Percentages to Compare

Decimals Writing and Reading Dividing by whole numbers Fractions as Decimals

Fractions, Decimals and Percentages

Whole Class Position and Movement Showing Negative Numbers Describing Position Drawing Polygons Describing Translations, Reflections and Movements Using Algebra Graphs and Averages Calculating the Mean Pie Charts

Whole Class Graphs and Averages Line Graphs Miles to Kilometres Negative Numbers Adding and Subtracting Using Negative Numbers

Algebra Describing a Pattern Algebraic Expressions Formulae Solving Equations Measurements Converting Units of Length Converting Units of Mass Converting Units of Volume Converting Units of Time

Whole Class Area and Perimeter Area and Perimeter of Rectangles Area of Parallelograms Area of Triangles Volume Volume of Cubes and Cuboids

Revision Transition – Bridging the Gap

Science (Target Tracker) Computing (Target Tracker)

Living things and their habitats

Animals including humans

Describe how living things are classified into broad groups according to common observable characteristics and based on similarities and differences, including micro-organisms, plants and animals.

Give reasons for classifying plants and animals based on specific characteristics.

Identifying and name the main parts of the human circulatory system, and describe the functions of the heart, blood vessels and blood.

Recognise the impact of diet, exercise, drugs and lifestyle on the way their bodies functions.

Describe the ways in which nutrients and water are transported within animals, including humans.

Describe the changes as humans develop to old age (Y5)

Science Experiments Creating outdoor keys.

Invertebrate research Mouldy bread experiment

Science Experiments Heart Rate Investigation.

Working Scientifically Report and

Electricity

Light

Associate the brightness of a lamp or the volume of a buzzer with the number and voltage of cells used in the circuit.

Compare and give reasons for variations in now components function, including the brightness of bulbs, the loudness of buzzers and the on/off position of switches.

Use recognised symbols when representing a simple circuit in a diagram.

Testing the bulb brightness.

Recognise that light appears to travel in straight lines.

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.

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.

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

Working Scientifically Plan different

Science Experiments

types of scientific enquiry to answer their own questions, including recognising and controlling variables where necessary.

Use appropriate scientific language and ideas from the national curriculum to explain, evaluate and communicate his/her methods and findings.

Use test results to make predictions to set up further comparative and fair tests.

Investigating shadows

Science Experiments

Evolution and Inheritance 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 environments in different ways and that adaptation may lead to evolution.

Science Experiments Fossil habitats.

Egg Strength

present findings from enquires, including conclusions and causal relationships, in oral and written forms such as displays and other presentations, using appropriate scientific language.

Find things out using a wide range of secondary sources of information.

Group and classify things and recognise patterns.

Working Scientifically Use test

My Online Life

Crossy World

VR Worlds

Online Safety Dilemmas

Maths Solve IT Club

Coding Playgrounds

Networks

Coding

Net Searching

E-Safety

Using Computer

Coding

Understanding how computing networks enable computers to communicate and collaborate.

Begin to use internet services within his/her own creations to share and transfer date to a third party.

Include use of sequences, selection and repetition with the hardware used to explore real world systems.

Solve problems by decomposing them into smaller parts.

Create programmes which use variables.

Use variables, sequence, selection, and repetition in programmes.

Use logical reasoning to explain how increasingly complex algorithms work and detect and correct errors in algorithms and programs efficiently.

Be discerning when evaluating digital content.

Use filters in search technologies effectively and is discerning when evaluating digital content.

Use technology respectfully and responsibly.

Identify a range of ways to report concerns about content and contact in and out of school.

Independently select, use and combine a variety of software to design and create content for a given audience, including collecting, analysing, evaluating and presenting data and information.

Design and create a range of programs, systems and content for a given audience.

Independently, select, use and combine a variety of software to collect, analyse, evaluate and present data and information.

Include use of sequences, selection and repetition with the hardware used to explore real world systems.

Solve problems by decomposing them into smaller parts.

Create programmes which use variables.

Use variables, sequence, selection, and repetition in programmes.

Use logical reasoning to explain how increasingly complex algorithms work and detect and correct errors in algorithms and programs efficiently.

results to make predictions to set up further comparative and fair tests.

Record and present findings from enquires, including conclusions, casual relationships and explanations of and degree of trust in results, oral and written forms such as displays and other presentations.

Identify scientific evidence that has been used to support or refute ideas or arguments.

Take measurements, using a range of scientific equipment, with increasing accuracy and precision, taking repeat readings where appropriate.

Working Scientifically Take measures, using a range of scientific equipment, with increasing accuracy and precision, taking repeat readings when appropriate.

Working Scientifically Explain degree of trust in results.

Identify and evaluate scientific evidence (their own and others) that has been used to support or refute ideas of arguments.

Describe and evaluate their own and other people’s scientific ideas related to topics in the National Curriculum (including ideas that have changed over time), using evidence from a range of sources.

RE (Blackburn Diocese Syllabus)

PHSE (Target Tracker)

6:1 Life as a journey (other faiths link)

Being me in My World

6:2 How do Christians prepare for Christmas?

6:3 Why do Christians celebrate the Eucharist?

6:4 Who was Jesus?

Who is Jesus?

6:6 Ideas about God (Other faiths link)

6:7 People of faith. How does having faith affect a believer’s lifestyle?

(Other faiths link

6:3A Why is the Exodus such as significant event in Jewish and Christian history?

6:5 Ascension and Pentecost – In what ways do these events and beliefs make Christianity distinctive?

Celebrating Difference

Dreams and Goals

I can tell you some ways that difference can be a source of conflict in people’s lives.

I can express how I feel about ways that difference can be a source of conflict in people’s lives.

I can explain ways in which difference is a source of conflict or a cause for celebration.

I can explain ways in which different cultures, beliefs or lifestyles can be a cause of conflict or celebration and express how I feel about this.

I can tell you about something I can do, working with other people, to help make the world a better place.

I can tell you how I feel about people in the world who face hardship in their lives.

I can describe some ways in which I can work with other people to make the world a better place, and identify why I am motivated to do this.

I can describe a range of ways in which I can work with other people to make the world a better place, and explain and justify my group’s chosen course of action.

I can show how our choice is based on an awareness of the experience and the needs of the people affected.

Healthy Me

Relationships

Changing Me

I can give example of safe and unsafe ways in which people can use alcohol.

I can tell you how I feel about using alcohol when I am older.

I can evaluate when alcohol is being used responsibly, anti – socially or being misused.

I can tell you how I feel about using alcohol when I am older and give my reasons for this.

I can give an account of the different ways in which people in our society use alcohol as part of their lifestyle and distinguish between responsible use, anti-social use and misuse.

I can reflect my own feelings about alcohol use and consider what my attitude may be when I am older.

I can give examples of a situation where someone tries to ‘boss’ or control other people.

I can suggest a good way of standing up to someone who behaves that way.

I can recognise when people are trying to gain power or control.

I can demonstrate ways I could stand up for myself and my friends in situations where others are trying to gain power and control.

I can identify the main stages by which a baby develops through contraception, pregnancy and birth.

I can tell you some words that describe my feelings about how a baby develops through conception, pregnancy and birth.

I can describe how a baby develops from conception, through nine months of pregnancy and how it is born.

I recognise how I feel when I reflect on the development and birth of a baby.

I can explain the process by which a baby is conceived, how it develops through the nine months of pregnancy, and the stages of birth and labour.

I can reflect on how this experience might feel from the point of view of a parent, and express my own thoughts and feelings about it.

Spanish (Target Tracker)

Describe flags and countries Describe the weather Listening Understand longer and more challenging texts on a range of topic areas, recognising some details and opinions heard.

Apply knowledge of phonemes and spelling to attempt the reading of unfamiliar words.

Speaking Create his/her own sentences using knowledge of basic sentence structure.

Writing Write a range of phrases and sentences from memory and adapt them to write his/her own sentences on a similar topic.

Select appropriate adjectives to describe a range of things, people and places and appropriate verbs to describe actions.

Grammar Have an awareness of similarities and differences in grammar between different languages.

PE (PE Passport)

TBC

Christmas in Spain

Holidays and Festivals

Speaking Use pronunciation and intonation effectively to accurately express meaning and engage an audience.

Reading Read aloud and understand, a short text containing unfamiliar words, using accurate pronunciation.

Use vocabulary learnt from reading in different contexts and use dictionaries to find a wide range of words.

Writing Begin to use some adverbs.

Grammar Understand how you use some adverbs in sentences.

Reading Attempt to read a range of texts independently, using different strategies to make meaning.

Use vocabulary learnt from reading in different contexts and use dictionaries to find a wide range of words.

Writing Select appropriate adjectives to describe a range of things, people and places and appropriate verbs to describe actions.

Grammar Know how to conjugate a range of high frequency verbs.

TBC

TBC

Focus on Spanish towns Classroom Instructions

Transition

Speaking Engage in longer conversations, asking for clarification when necessary.

Writing Select appropriate adjectives to describe a range of things, people and places and appropriate verbs to describe actions.

TBC

TBC

TBC

History (Target Tracker)

Subject Content

Subject Content

Subject Content

A non – European society that provides contrast with British History - Mayan civilization.

A study of an aspect or theme in British history that extends pupils’ chronology knowledge beyond 1066: (From: Democracy and the Suffragette Movement)

A local history study.

Historical Enquiry Understand how our knowledge of the past is constructed from a range of sources.

Construct informed responses that involve thoughtful selection and organisation of relevant historical information.

Understanding or events, people and changes Describe a chronologically secure knowledge and understanding of British, local and world history, establishing clear narratives within and across the periods he/she studies.

Describe a non – European society that provides contrasts with British history Mayan civilization c.AD 900.

Use evidence to support arguments.

Geography (Target Tracker)

Location Knowledge Locate the world’s countries using maps to focus on Europe (inc the location of Russia), North and South America, concentrating on their environmental regions, key physical and human characteristics, countries and major cities.

Place Knowledge Understanding 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 or South America.

Human & Physical Geography Describe and understanding key aspects of physical geography, including: climate zones, biomes and vegetation belts, rivers, mountains, volcanoes and earthquakes and the water cycle.

Geographical Skills and Fieldwork Use maps, atlases, globes and digital/computer mapping to locate countries and describe features studied.

Use maps, atlases, globes and digital/computer mapping to locate countries and describe features studied.

Extend map skills to include non – UK countries.

Historical Enquiry Understand how our knowledge of the past is constructed from a range of sources.

Make confident use of a variety of sources for independent research.

Historical Enquiry Address and sometimes devise historically valid questions about change, cause, similarity and difference and significance.

Understand how our knowledge of the past is constructed from a range of sources.

Understanding or events, people and changes Describe a chronologically secure knowledge and understanding of British, local and world history, establishing clear narratives within and across the periods he/she studies.

Describe a local history study.

Use evidence to support arguments.

Understanding or events, people and changes Describe a chronologically secure knowledge and understanding of British, local and world history, establishing clear narratives within and across the periods he/she studies.

Note connections, contrast and trends over time and show developing appropriate use of historical terms.

Describe a study of an aspect or theme in British history that extends his/her chronological knowledge beyond 1066.

Use evidence to support arguments.

Human and Physical Geography

Location Knowledge

Describe and understand key aspects of human 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.

Name and locate the countries and cities of the United Kingdom, geographical regions and their identifying human and physical characteristics, key topographical features ( hill, mountains, coasts and rivers) and land – use patterns and understand how some of these aspects have changed over time.

Geographic Skills and Fieldwork

Geographic Skills and Fieldwork

Understand a widening range of geographical terms e.g. specific topic vocabulary – urban, rural, land use, sustainability, tributary, trade links etc.

Use the eight points of a compass, four and six –figure grid references, symbols and key (including the use of Ordnance Survey maps) to build his/her knowledge of the United Kingdom and the wider world.

Use maps, charts etc. to support decision making about the location of places e.g. new bypass.

Use fieldwork to observe, measure, record and present the human and physical features in the local area using a range of methods, including sketch maps, plans and graphs and digital technologies.

Art & Design (Target Tracker)

Learning

Techniques

Learning

Select ideas based on first hand observations, experience or imagination and develop these through open ended research.

Refine his/her use of learnt techniques.

Use techniques, colours, tones and affects in an appropriate way to represent things seen – brushstrokes following the direction of the grass, stippling to paint sand, watercolour, bleeds to show clouds.

Use different techniques, colours and textures when designing and making pieces of work and explain his/her choices.

Be able to identify primary and secondary, complementing and contrasting colours wok with complementary colours.

Explore colour making and blending techniques using coloured pencils.

Carry out preliminary studies, trying out different media and materials and mixing appropriate colours.

Use dry media to make different shapes.

Experiment with wet media to make different shapes.

Follow a design brief to achieve an effect for a particular function.

Describe the work and ideas of various artists, architects and designers, using appropriate vocabulary and referring to historical and cultural contexts.

Adapt his/her own final work following feedback or discussion based on their preparatory ideas.

Explain and justify preference towards different styles and artists.

Refine his/her work against their intended outcome.

Techniques Create intricate printing patterns by simplifying and modifying sketchbook designs.

Use relief or impressed method.

Create prints with three overlays.

Work into prints with a range of media e.g. pens, colours, paints.

Produce intricate patterns and textures in a malleable media.

Plan, design and make models from observation or imagination.

Join clay adequately and contract a simple base for extending and modelling other shapes.

Create surface patterns and textures in a malleable material.

Shape, form, model and construct from observation or imagination.

Techniques Begin to develop an awareness of composition, scale and proportion in their work.

Begin to use simple perspective in their work and how an awareness of how paintings are created.

Show an awareness of how paintings are created.

Use simple perspective in their work using a single focal point and horizon.

Use techniques, colours, tones and effects in an appropriate way to represent things seen – brushstrokes, following the direction of the grass, stippling to paint sand, watercolour bleeds to show clouds.

Work from a variety of sources including observation, photographs and digital images.

Work in a sustained and independent way to create a detailed design.

Develop close observation skills using a variety of view finders.

Use a sketchbook to collect and develop ideas.

Focus Strands

Focus Strands

Drawing Painting

3D Printing

Focus Strands Drawing Painting

DT (Kapow)

Structures: Playgrounds

Textiles: Waistcoats

Design

Design

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.

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.

Make

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

Select from and use a wider range of tools and equipment to perform practical tasks [for example, cutting,

Make

Electrical Systems: Steady Hand Games

Food: Come Dine with Me

Mechanical Systems: Automata Toys

Design

Design

Design

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.

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.

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.

Make Select from and use a wider range of tools and equipment to perform practical tasks [for example, cutting,

Make 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.

Evaluate Understand how key events and

Make Select from and use a wider range of tools and equipment to perform practical tasks [for example, 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.

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.

Evaluate

Investigate and analyse a range of existing products.

Evaluate their ideas and products against their own design criteria and consider the views of others to improve their work.

Investigate and analyse a range of existing products.

Evaluate their ideas and products against their own design criteria and consider the views of others to improve their work.

Music (Target Tracker)

Evaluate

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.

Evaluate Investigate and analyse a range of existing products.

Evaluate their ideas and products against their own design criteria and consider the views of others to improve their work.

Technical Knowledge

Technical Knowledge

Apply their understanding of how to strengthen, stiffen and reinforce more complex structures.

Understand and use electrical systems in their products [for example, series circuits incorporating switches, bulbs, buzzers and motors]

Living on a prayer

Christmas Performance

Classroom Jazz

Fresh Prince of Bel Air

individuals in design technology have helped shape the world.

shaping, joining and finishing], accurately.

Food and Nutrition

Evaluate

Understand and apply the principles of a healthy 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.

Investigate and analyse a range of existing products.

Evaluate their ideas and products against their own design criteria and consider the views of others to improve their work.

Make you feel my love

Performance Songs

Technical Knowledge Understand and use mechanical systems in their products [for example, gears, pulleys, cams, levers and linkages]