6 Solving Problems Involving Angles pg. 103 3 Finding the Area of Triangles pg. 84 Solving Problems Involving Angles pg. 110 4 Finding the Area of Triangles pg. 87 Investigating Regular Polygons pg. 114 5 Finding the Area of Triangles pg. 90 10 Position and Movement Name and Plotting Points pg. 122 6 Finding the Area of Parallelograms pg. 94 Describing Translations pg. 127 11 Volume Finding the Volume of Cubes and Cuboids pg. 102 Spring Half Term 1 Describing Movements pg. 133 Finding the Volume of and Cuboids pg. 105
Measuring the Area pg. 212 7 Describing Movements pg. 187 5 Measuring the Area pg. 216 8 Describing Movements pg. 194 Measuring the Area pg. 220 9 Using Algebra to Describe Position pg. 200 the Area pg. 223 Using Algebra to Describe Movements pg. 206 the Area pg. 226 14 Graphs and Averages 1 Understanding Averages pg. 214 the Area pg. 230 2 Calculating the Mean pg. 219 6 13 Volume Understanding the Volume of Solids pg. 236 Calculating the Mean pg. 223
Finding the Volume of Solids pg. 239 4 Solving Problems Involving the Mean pg. 226 Finding the Volume of Solids pg. 243 5 Showing Information on Graphs pg. 228 Finding the Capacity of Rectangular pg. 246 6 Reading Pie Charts pg. 233 Finding the Capacity of Rectangular Boxes pg. 249 7 Reading Pie Charts pg. 236 Afternoon Sessions 1 Converting Units of Volume pg. 252 8 Reading Pie Charts pg. 242 Converting Units of Volume pg 255 9 Reading Line Graphs pg. 246
Places, Situations and Responsibility Activity 1 pg. 232 Activity 2 pg. 234 Activity 3 pg. 235 SENSE CD-ROM Enjoyment and Achievement – Friendships 2 1a, 2b, 2d, 3a, 3e, 3f, 4a, 5a, 5b, 5g, 1a, 1c, 3a, 3e, 3f, 4d, 1a, 3a, 3f, 4g, 5b What a Good Friend? Activity 1 pg. 270 Activity 2 pg.271 Activity 3 pg.273 Activity 4 pg.274 Activity 5 pg.276 SENSE CD-ROM Enjoyment and Achievement - Friendships and Hobbies 1a, 1b, 2d, 2e, 3f, 4a, 4c, 4e, 4g, 1a, 1b, 1c, 2c, 2f, 3f, 4a, 4c, 4e, 5g, 1a, 1e, 2b, 2d, 2g, 4a, 4e, 5g, 1a, 1e, 2b, 2d, 2g, 4a, 4c 1a, 1c, 1d, 2a, 2c, 3f, 4c, 4d, 5b, 5g, SEAL Changes Motivation Social Skills Managing Feelings Good to be ME Self awareness Social Skills Managing Feelings
Y5/6 Geography: Spring Term Knowledge, Skills and Understanding breakdown for Geography Year 5 Geographical Enquiry Physical Geography Geography Geographical Knowledge Can they collect information about a place and use it in a report? Can they map land use? Can they find possible answers to own geographical questions? Can they make detailed sketches and plans; improving their accuracy later? Can they plan a journey to a place in another part of the world, taking account of distance and time? Can they explain why many cities of the world are situated by rivers? Can they explain how a location fits into its geographical location; with reference to physical features? Can they explain how the water cycle works? Can they explain why water is such a valuable commodity? Can they explain why people are attracted to live by rivers? Can they explain how a location fits into its geographical location; with reference to human and economical features? Can they explain what a might be like in the future, taking account of issues impacting on human features? Can they name and locate many of the world’s major rivers on maps? Can they name and locate many of the most famous mountain regions on maps? Can they locate the USA and Canada on a world map and atlas? Can they locate and name the main countries in America on a world map and atlas?
Can they make careful measurements and use the data? Can they use OS maps to answer questions? Can they use maps, aerial photos, plans and web resources to describe what a locality might be like? Can they accurately use a 4 figure grid reference? Can they create sketch maps when carrying out a study? in relation to their physical features? Can they explain how the time zones work? Year 6 (Challenging) Can they define geographical questions to guide their research? Can they use a of self selected resources to answer questions? Can they plan a journey to another part of the world which takes account of time zones? Do they understand the term sustainable development? Can they use it in different contexts? Can they explain how human activity has caused an environment to change? Can they analyse population data on two settlements and report on findings and questions raised? Can they name and locate the main canals that link different continents? Can they name the main lines of latitude and meridian of longitude? Y5/6 Computing: Spring Term
Drawing Painting Printing Sketch Can they identify and draw simple objects, and use marks and lines to produce texture? Do they successfully use shading to create mood and feeling? Can they organise line, tone, shape and colour to represent figures and forms in movement? Can they show reflections? Can they explain why they have chosen specific materials to draw with? Can they create a range of moods in their paintings? Can they express their emotions accurately through their painting and sketches? Can they print using a number of colours? Can they create an accurate print design that meets a given criteria? Can they print onto different materials? Do they keep notes in their sketch books as to how they might develop their work further? Do they use their sketch books to compare and discuss ideas with others? 3D/ Textiles Collage Use of IT Knowledge Do they experiment with and combine materials and processes to design and make 3D form? Can they sculpt clay and other mouldable materials? Can they use ceramic mosaic to produce a piece of art? Can they combine visual and tactile qualities to express mood and emotion? Can they create a piece of art work which includes the integration of digital images they have taken? Can they combine graphics and text based on their research? Can they experiment with different styles which artists have used? Do they learn about the work of others by looking at their work in books, the Internet, visits to
Can they use textile and sewing skills as part of a project, e.g. hanging, textile book, etc.? This could include running stitch, cross stitch, backstitch, appliqué and/or embroidery. Can they scan images and take digital photos, and use software to alter them, adapt them and create work with meaning? Can they create digital images with animation, video and sound to communicate their ideas? galleries and other sources of information? Knowledge, Skills and Understanding breakdown for Art Year 6 Drawing Painting Printing Sketch books Do their sketches communicate emotions and a sense of self with accuracy and imagination? Can they explain why they have combined different tools to create their drawings? Can they explain what their own style is? Can they use a wide range of techniques in their work? Can they explain why they have chosen specific painting techniques? Can they overprint using different colours? Do they look very carefully at the methods they use and make decisions the effectiveness of their printing methods? Do their sketch books contain detailed notes, and quotes explaining about items? Do they compare their methods to those of others and keep notes in their sketch books?
Knowledge, Skills and Understanding breakdown for Design and Technology Year 5 Developing, planning and communicating ideas Working with tools, equipment, materials and components to make quality products Evaluating processes and products Can they come up with a range of ideas after they have collected information? Do they take a user’s view into account when designing? Can they produce a detailed plan? Can they suggest some alternative plans and say what the good points and drawbacks are about each? Can they explain why their finished product is going to be of good quality? Can they explain how their product will appeal to the audience? Can they use a range of tools and equipment expertly? Do they persevere through different stages of the making process? Do they keep checking that design is the best it can be? Do they whether anything could be improved? Can they evaluate appearance and function against the original criteria? Breadth of study Cooking and nutrition Can they describe what they do to be both hygienic and safe? How have they presented their product well? Textiles Do they think what the user would want when choosing textiles? How have they made their product attractive and strong? Electrical and mechanical components Can they incorporate a switch into their product? Can they refine their product after testing it? and flexible sheet materials Are their measurements accurate enough to ensure that everything is precise? How have they ensured that their Mouldable materials Are they motivated enough to refine and further improve their product using mouldable materials?
Can they make up a prototype first? Can they use a range of joining techniques? Can they incorporate hydraulics and pneumatics? product is strong and fit for purpose? Knowledge, Skills and Understanding breakdown for Design and Technology Year 6 Developing, planning and communicating ideas Working with tools, equipment, materials and components to make quality products Evaluating processes and products Can they use a range of information to inform their design? Can they use market research to inform plans? Can they work within constraints? Can they follow and refine their plan if necessary? Can they justify their plan to someone else? Can they use tools and materials precisely? Do they change the way they are working if needed? How well do they test and evaluate their final product? Is it fit for purpose? What would improve it? Would different resources have improved their product? Would they need more or different information to make it even better?
Do they consider culture and society in designs? Does product meet all design criteria? Did they consider the use of the product when selecting materials? Breadth of Cooking and nutrition Can they explain how product should be stored with reasons? Can they set out to grow their own products with a view to making a salad, taking account of time required to grow different foods? Textiles Have they thought about how their product could be sold? Have they given considered thought about what would improve their product even more? Electrical and mechanical components Can they use different kinds of circuit in their product? Can they think of ways in which adding a circuit would improve their product? Stiff and flexible sheet materials Can they justify why they selected specific materials? How have they ensured that their work is precise and accurate? Can they hide joints so as to improve the look of their product? Mouldable materials Can they justify why the chosen material was the best for the task? Can they justify design in relation to the audience?