Related Pages
- Our curriculum and topics
- Year 1 Curriculum
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- Year 5 / 6 curriculum
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Year 5 / 6 curriculum
Class teacher: Mr Renzi
Please check ClassDojo for the knowledge organisers that will be sent home each half term to tell you what your child is learning.
| Autumn 1 | Autumn 2 | Spring 1 | Spring 2 | Summer 1 | Summer 2 | |||||||||||||
|
Science Year 5 |
Mixtures and separation | Properties and changes | Earth and Science | Life cycles and reproduction | Imbalanced forces | Human timeline / Making connections | ||||||||||||
|
Science Year 6 |
Classifying big and small | Light and reflection | Evolution and inheritance | Circuits, batteries and switches | Circulation and health | Making Connections | ||||||||||||
| RE | What will make our community a more respectful place? | How and why do some people inspire others? | What helps Hindu people as they try to be good? | What do Christians believe Jesus did to ‘save’ people? | How do Christians decide how to live? ‘What would Jesus do?’ | Values: what matters most to Humanists and Christians? | ||||||||||||
| History | British history 5: What was like like in Tudor England? | What did the Greeks ever do for us? | British History 4: Were the Vikings raiders, traders or settlers? | |||||||||||||||
| Geography | What is life like in the Alps? | Why do oceans matter? | Would you like to live in the desert? | |||||||||||||||
| Art | Sculpture and 3D: Interactive installation | Drawing: I need space | Painting and mixed media: Portraits | |||||||||||||||
| DT | Electrical systems: Doodlers | Mechanical systems: Making a pop up book | Developing a recipe | |||||||||||||||
| PSHE | What makes up a person's identity? | What decisions can people make with money? | How can we help in an accident or emergency? | How can friends communicate safely? | How can drugs common to every day life affect health? | What jobs would we like? | ||||||||||||
| Music | Unit 2 – Solar system (listening) | Unit 3 – Life cycles (structure) | Unit 5 – At the movies (composition) | |||||||||||||||

