P a g e 1

Year 5 Autumn 2: National Curriculum Coverage Topic: Kings and Queens Theme: Power and Government

History Geography Music Art Science RE

Continue to develop

chronologically

secure knowledge

of history

Establish clear

narratives within

and across periods

studied

Identify historically

significant people

and events in

situations

Identify and give

reasons for, results

of, historical

events, situations,

changes

Construct informed

responses by

selecting and

organising relevant

historical

information

Understand how knowledge of the past is constructed

from a range of sources

Regularly address

and sometimes

devise historically

valid questions

Name and

locate

counties

and cities of

the United

Kingdom,

geographica

l regions

and their

identifying

human and

physical

characteristi

cs

Describe

and

understand

key aspects

of the water

cycle

Human

geography,

including

types of

settlement

and land

use and

economic

activity

Appreciate

and

understan

d a wide

range of

high-

quality

live and

recorded

music

drawn

from

different

traditions

and from

great

composers

and

musicians

Develop

an

understan

ding of the

history of

music

Evaluate and analyse creative

works using the language of art,

craft and design

Pupils should be taught about

great artists, architects and

designers in history

They should also know how art

and design both reflect and shape

our history, and contribute to the

culture, creativity and wealth of

our nation.

Pupils should be taught to create

sketch books to record their

observations and use them to

review and revisit ideas

Pupils should be taught 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]

Produce creative work, exploring

their ideas and recording their

experiences

Know about great artists, craft

makers and designers, and

understand the historical and

cultural development of their art

forms

Evaluate and analyse creative

works using the language of art,

craft and design

Become proficient in drawing,

painting, sculpture and other art,

craft and design techniques

Compare and group together

everyday materials on the basis

of their properties, including

their hardness, solubility,

transparency, conductivity

(electrical and thermal), and

response to magnets

Working Scientifically:

Classifying and Grouping

Know that some materials will

dissolve in liquid to form a

solution, and describe how to

recover a substance from a

solution

Use knowledge of solids, liquids

and gases to decide how

mixtures might be separated,

including through filtering,

sieving and evaporating

Planning different types of

scientific enquiries to answer

questions, including recognising

and controlling variables where

necessary

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.

SACRE: What Happens

After We Die?

Ask and suggest varied

answers to questions

about the origins of

human life engaging

with the mysterious

questions for

themselves (SACRE)

Express views about

their own spiritual

ideas and questions

about life as a journey

(SACRE)

Explore some of the

mysteries of life and

death in the contexts

of religious and non-

religious beliefs

(SACRE)

Describe some of the

difficult questions life

presents for everyone,

including questions

about God (SACRE)

Describe the impact of

ceremonies that mark

important stages in

people’s lives, making

links to their own lives

P a g e 2

Overarching Concepts

History Geography Music Art Science RE

Sources of

Evidence

Historically

Significant People

UK

Geography

Settlement

Land Use

Great

Musicians

Interpret

ation &

Analysis

Portraiture

History of Art

Interpretation & Analysis

Reversible

Reactions

Material Properties

Life after Death

Grace

Reincarnation

Art/Architecture Vocabulary Music Vocabulary Prosody

Week 1:

Week 2: Hampton Court Architecture and

Gardens

Week 3: Michelangelo, Sistine Chapel

Ceiling

o NB Discuss the thematic nature of

art in the period (portraits and

religious themes)

Week 4: Bayeux Tapestry

Week 5: Cecil Beaton, Elizabeth II on her

Coronation Day

Week 6: Andy Warhol, Reigning Queens

Week 1-2: Elgar, Pomp and Circumstance

Week 3: Handel, Zadok the Priest

Week 4: Handel, Messiah

Week 5-6: Hubert Parry, Jerusalem

Week 1: Shakespeare, This Sceptered Isle

Week 2-3: Shakespeare, Now is the Winter

of our Discontent

Week 4-5: Shakespeare, Sonnet 18

Week 6: John McCrae, In Flanders Fields

(Remembrance Day)

P a g e 3

Concept(s) Composites Success Criteria Progress

ion

NC Links Overarching

Concepts &

Medway

Concepts

Activities

Week 1 – Setting a Context

His

tory

Understanding

the Role of the

Monarchy

SB

Who is the

current

British

monarch?

Why does

the UK

have a

monarchy?

What is the

importance

of a

monarch in

modern UK

society?

What’s the

difference

between

reigning

and ruling?

To know what

is the

monarchy and

how does it

differs from

the gov’t

To compare

and contrast

the monarchy

today and in

the past

To understand

the changing

role of the

monarchy over

time

Role

Models

and

Inspirati

onal

People

(Y5)

Greeks

and

Vikings

(Y4)

Romans

and

Egyptian

s (Y3)

Victorian

s (Y6)

Continue to

develop

chronologically

secure knowledge

of history

Establish clear

narratives within

and across

periods studied

Identify

historically

significant people

and events in

situations

Monarchy

Social

Hierarchy

Mobility

Equality

1. Establish context:

Recap prior knowledge

and understanding of

key terms relating to a

monarchy, and then

our monarchy using

visual stimuli to

support.

2. Listen to the monarchs

song to briefly see

progression and

change over time

https://vimeo.com/67

553046. (noting pre-

existing knowledge of

other monarchs)

3. Model effective

research.

4. Organise and sort

British monarchs

chronologically in

groups, before

researching key

information about

them using iPads.

P a g e 4

5. Record as a timeline in

books.

6. Plenary: Initial

discussion about ideas

about how the

monarchy has

developed and

changed

Geogra

phy

Locate and

identify

counties, cities

and regions of

the UK

AK

What are

the physical

and human

characterist

ics of an

area?

How do I

locate

cities,

countries

and

continents?

To locate countries

and cities in the

UK

To identify human

and physical

features.

Y5:

using

maps

and

atlases

to

locate/u

se of

map key

Y4: map

symbols

Y3:

Cities of

the UK

Leicester

shire

towns

and

villages

Name and locate

counties and

cities of the

United Kingdom,

geographical

regions and their

identifying human

and physical

characteristics

Countries

and borders

Physical

geography

Geopolitics

1. Locate countries and

cities on a map using

an atlas: review.

2. https://www.ordnance

survey.co.uk/mapzone

/games/puzzle-

adventure Puzzle up

each country in the

UK- with city names.

3. Discuss human and

physical features

4. Using a map, highlight

the physical and

human features found

there.

5. Sort out human and

physical features on a

table. Add their own-

ext. LA: sort pictures

of H and P features.

P a g e 5

Art

Analysing and

Interpreting

Portraits

AK

How can I

evaluate

Art using

the

language of

Art?

Can I

describe art

using

accurate

vocab?

How do I

interpret

the

historical

context of

Art?

To consider the

purpose of the

artist’s choices.

To include new

vocabulary in my

analysis.

Art

Starters:

Describi

ng a

piece of

Art

Y3/4:

evaluativ

e piece

of

artwork

Evaluate and

analyse creative

works using the

language of art,

craft and design

Pupils should be

taught about

great artists,

architects and

designers in

history

They should also

know how art and

design both

reflect and shape

our history, and

contribute to the

culture, creativity

and wealth of our

nation.

Artist’s

intention

ality

Propagan

da

Criticality

1. Context: Learn vocab

to describe art and

discuss initial ideas.

Interpret in historical

context based on

author’s intentions.

2. Look at different

portraits of Richard

III. Discuss: What do

they notice/Which do

they prefer and why?

3. Discuss key vocab:

expression,

background,

foreground, profile,

full length, standing,

seated, colour, light,

culture, period in time

etc.

4. Focus on 1 portrait:

Analyse collaboratively

using above vocab.

Repeat with a portrait

of Queen Elizabeth II

and also one of Prince

Harry and Prince

William, if time.

5. Plenary: What

conclusions can we

make after analysing

these portraits? Is

there anything that

they have in common?

P a g e 6

How have changes

been reflected? RE

Expressing

ideas about

what happens

after death

LW

What is

death?

What do I

believe

about life

after

death?

What views

to others

hold?

How do we

know, and

are there

different

types of

knowledge?

To express

ideas about

what happens

after death.

To understand

why people

believe what

they do about

life after death

To understand

how beliefs

about life after

death affect

believers and

their lives

To understand

the different

ways we know

answers to

spiritual

questions, and

the relative

strengths of

such sources.

Source

Reliabilit

y (Y5)

What do

I

believe?

(Y2)

What do

different

people

think

god is

like?

(Y1)

Ask and suggest

varied answers to

questions about

the origins of

human life

engaging with the

mysterious

questions for

themselves

(SACRE)

Express views

about their own

spiritual ideas

and questions

about life as a

journey (SACRE)

Nature of

truth

Criticality

1. Watch clip of RIII

funeral in Leicester

Cathedral as stimulus.

2. Discuss why funerals

are so important, and

what pupils think

happens after death.

3. Mind-map sources of

knowledge for what

happens after death,

order their sources

and debate the

relative strengths of

these

4. Discuss why people

might want to believe

in life after death, and

how this might give

meaning to life.

P a g e 7

Week 2 – Sources of Knowledge H

isto

ry

Forming

opinions using

historical

sources

SB

Who was

Richard III?

How does

history

remember

RIII and why?

How has the

memory of

RIII changed

over time?

How can you

recognise bias

in a source?

What sources

can be trusted

to inform us,

particularly on

historical

topics?

To know the

difference

between

biased and

unbiased

sources

To construct

an

argument

using

justification

from

appropriate

sources

To consider

the link with

the modern

debate on

reliable

sources and

fake news,

drawing

personal

conclusions

Source

Reliability

(Y4/Y5)

How do we

know about

the past?

(Y3)

Change over

time (Y3-Y6)

Events

beyond living

memory that

are

significant

nationally or

globally (Y1)

Identify and

give reasons

for, results

of, historical

events,

situations,

changes

Construct

informed

responses by

selecting and

organising

relevant

historical

information

Reliability

Bias

Criticality

1. Read a synopsis of

Shakespeare’s

portrayal of RIII,

pupils discuss what

impression this gives.

2. Class discussion to

ensure all understand

source types,

reliability and bias

using examples.

3. Watch:

https://www.bbc.co.uk

/cbbc/watch/horrible-

histories-richard-iii-

song?collection=horrib

le-histories-songs

4. Review and discuss

the PPT of RIII secrets

5. Pupils collaboratively

prepare to debate

whether RIII was good

or bad and why, using

primary sources as

evidence.

6. Pupils write up their

final opinions, with

justification.

P a g e 8

His

tory

Understanding

how

interpretations

of the past are

constructed by

historians

SB

When a story

has two (or

more) sides,

how do you

decide which

story to

believe?

How do you

examine

evidence in

order to draw

plausible

conclusions?

What previous

details of

RIII’s death

were found to

be factual

following the

discovery of

his grave, and

how do you

think those

historians

obtained their

information?

To say why

I think

something

happened,

using

evidence to

support

To

understand

the methods

of historical

enquiry,

including

how

evidence is

used

rigorously to

make

historical

claims

To critically

evaluate a

source,

deciding

whether I

find it

trustworthy

or not

Source

Reliability

(Y4/Y5)

How do we

know about

the past?

(Y3)

Change over

time (Y3-Y6)

Understand

how

knowledge of

the past is

constructed

from a range

of sources

Reliability

Bias

Criticality

1. Role play a “he said-

she said” style

argument with pre-

selected pupils.

Discussion about who

the onlookers believe

and why.

2. Discuss bias and

reliability based on

author, including how

truth is a scale and

not absolute, before

sharing ideas about

reliability of specific

sources.

3. Using the King Richard

expert packs, Pupils

decide what they think

killed King Richard and

why. They then make

a presentation and

poster to explain their

case and present their

findings to the class.

4. Class to decide which

group’s rationale was

most plausible and

why, feeding back on

their oracy in

particular.

RE

Understanding

what Christians

believe

What do

Christians

believe

To

understand

what

What does it

mean to be

Explore some

of the

mysteries of

Grace

Afterlife

Probity

1. Recap core Christian

beliefs

P a g e 9

happens after

death

LW

happens after

death?

What do

Christians

believe

determines

where you go

after death?

How to

Christian

beliefs

compare and

contrast with

my own?

What sources

inform

Christian

beliefs about

life after

death?

How do

Christians

reconcile

grace with the

Bible’s call to

do good?

Christians

believe

happens

after death

To

understand

why

Christians

believe

what they

do about life

after death

To compare

Christian

beliefs with

those of

other faiths

and

personal

beliefs

To critically

engage with

the tension

between the

doctrine of

grace and

good works

Christian?

(Y3)

Why do

Christians

follow Jesus?

(Y6)

What does

light/dark

mean? (Y4)

life and death

in the

contexts of

religious and

non-religious

beliefs

(SACRE)

2. Pupils to read sources

from the bible and

discuss what this

suggests about

Christian beliefs about

life after death

3. Focus on the Christian

doctrine of grace -

analyse a

contemporary song

with a Christian

theme, ‘blinded by

your grace’

4. Discuss and debate

key questions relating

to the doctrine of

grace, incl. Romans

6:1

5. Annotate the song in

books

6. Finally, compare and

contrast Christianity

with other beliefs

RE

Know and

understand

Sikhs beliefs

What do Sikhs

believe

To explain

the concept

of

Who is a

Sikh and

Describe

some of the

difficult

Reincarn

ation

Probity

1. Learn about Sikh

beliefs about life after

death looking at

P a g e 10

about life after

death

LW

happens after

death?

What is

reincarnation?

How does

Karma work?

How does this

compare with

Abrahamic

beliefs?

Can I learn

from Sikh

beliefs about

Chowa?

What sources

of evidence

can we use to

understand

Sikh beliefs?

reincarnatio

n

To define

karma,

mukti,

hukam and

Waheguru

To describe

how Sikhs

believe a

soul may be

set free

from the

cycle of

rebirth

To compare

and contrast

what Sikhs

believe

about life

after death

with other

religions

what do they

believe? (Y1)

questions life

presents for

everyone,

including

questions

about God

(SACRE)

Explore some

of the

mysteries of

life and death

in the

contexts of

religious and

non-religious

beliefs

(SACRE)

Karma primary and secondary

sources

2. Draw comparisons

with other religions.

Discuss the significant

differences with

Abrahamic faiths and

the concept of rebirth

and karma.

3. Write a paragraph

describing Sikh beliefs

in books

4. Plenary: Fill in a grid

to demonstrate

comparisons and

similarities with

Christianity

P a g e 11

Scie

nce

Sorting,

grouping and

classifying

materials

AM

What is a

material?

What are

they key

properties to

describe

materials?

What

vocabulary

can I use

when

describing

materials?

How can I

test a

material’s

properties?

To know

vocabulary to

describe the

properties of

a material

To recognise

that materials

may have

certain

properties to

a greater or

lesser extent

To recognise

similarities

and

differences

between

materials

Compare and

group

together

everyday

materials on

the basis of

their

properties,

including

their

hardness,

solubility,

transparency,

conductivity

(electrical

and thermal),

and response

to magnets

Working

Scientifically:

Classifying

and Grouping

Material

Properties

Sustainabilit

y

1. ‘Feely bags’ to

describe as vocab

stimulus

2. Learn new scientific

vocab to describe

materials.

3. Experiment testing

and classifying

different materials

using scientific

apparatus.

4. Feedback results and

discuss

misconceptions

Week 3 – Experimentation

P a g e 12

Scie

nce

Demonstrating

that some

changes are

reversible

AM

What does

reversible

mean?

What is a

solution?

Which

reactions are

reversible

and

irreversible?

To know that

some

reactions are

reversible

To know the

difference

between a

reversible

and

irreversible

reaction

To know the

processes

that can be

used to

reverse

dissolving in

water

To make

predictions

about the

processes

that might be

used to

separate a

mixture

To make

predictions

about an

experiment

To evaluate

the results of

an

experiment

against

predictions

Know that

some

materials will

dissolve in

liquid to form

a solution,

and describe

how to

recover a

substance

from a

solution

Use

knowledge of

solids, liquids

and gases to

decide how

mixtures

might be

separated,

including

through

filtering,

sieving and

evaporating

Material

Properties

Reversible

Reactions

Sustainabilit

y

Equality

1. Watch a video

stimulus of a sugar

dissolving in a cup of

tea, discussing initial

ideas about what

happened.

2. Teacher input on

melting and

dissolving, soluble and

insoluble.

3. Make predictions

about what might

affect the speed of

dissolving, explain

how these are

variables and model

who to construct an

experiment to test for

them (recap

independent,

dependent and

controlled variables).

4. Pupils to do the

dissolving experiment

collaboratively.

5. Discuss how to

present results,

including the purpose

of this.

6. Present results using

graphs.

P a g e 13

To compare

and group

together

everyday

materials on

the basis of

their

solubility

P a g e 14

Art

Developing

sketching

technique

AK

Can I

describe Art

using the

correct

vocab?

How do I

plan a royal

portrait with

purpose?

Can I

improve my

sketching

techniques?

Considering

facial proportions

To use guidelines

to help me to

accurately

position facial

features.

To sketch

all/some features

of an accurate

proportion.

Y3: use a

range of

media

Y4: using

a

sketchboo

k

Pupils should

be taught to

create sketch

books to

record their

observations

and use them

to review and

revisit ideas

Pupils should

be taught 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]

Artist’s

intentionalit

y

Propaganda

Mobility

Criticality

1. Context: Planning a

royal portrait for the

purpose of conveying

wealth and power,

looking at sketching

techniques and

proportions.

2. Discuss the meaning

of sketching and the

purpose of sketching.

Children to have a go

at completing a self-

portrait and a portrait

of their partner so that

they’re getting lots of

practise in at

sketching proportions

and facial features. All

children to complete a

seated portrait

(roughly shoulders

upwards). Go through

sketching ppoint for

each step.

3. Mini-plenary: How

might we convey

wealth and power?

(discuss prior learning

of symbolism, e.g.

crowns, maces,

posture etc.)

4. Plenary: What did you

find easiest to sketch?

What did you find

more difficult? Self-

reflection and teacher

P a g e 15

assessment to be

followed up with

additional sketching

support in next lesson

if needed.

P a g e 16

Scie

nce

Using scientific

knowledge to

separate

mixtures

AM

What is a

mixture?

How can

solutions be

separated?

What effect

do I predict

that filtering,

sieving and

evaporation

might have?

Why might it

be important

to be able to

separate

mixtures and

sol,

particularly

water?

What is

evaporation?

How are

reversible

reactions

important to

the water

cycle?

To recognise

that mixtures

can be

separated

To know the

processes

that can be

used to

reverse

dissolving in

water

To make

predictions

about the

processes

that might be

used to

separate a

mixture.

To identify

scientific

apparatus

To identify

methods for

separating

mixtures

To apply

scientific

knowledge to

separate a

mixture

Planning

different

types of

scientific

enquiries to

answer

questions,

including

recognising

and

controlling

variables

where

necessary

Use

knowledge of

solids, liquids

and gases to

decide how

mixtures

might be

separated,

including

through

filtering,

sieving and

evaporating

Material

Properties

Reversible

Reactions

Sustainabilit

y

Criticality

Context: Disaster at

Buckingham Palace!

The Royal cooking staff

have received the

ingredients for the Royal

Banquet celebrating

Queen Elizabeth’s

Platinum Jubilee.

However, the ingredients

have got all mixed up in

the back of the delivery

truck!

1. Recap suspensions

and solutions using a

sorting activity.

2. Pupils need to

separate ingredients in

the royal kitchen,

discuss and share

ideas for how to do

this.

3. Teacher explanation

of:

a. Evaporation.

b. Magnetic

attraction

c. Sieving

d. Filtration

4. Pupils to carousel

round to read and

understand processes

in groups, recording

on a chart what would

P a g e 17

be useful to separate

each thing.

5. Feedback, share and

discuss results.

6. Assessment task: How

is separating sand and

salt done differently,

discuss and share.

P a g e 18

Week 4 – Experimentation 2 Art

Evaluating and

experimenting

with different

media

AK

What

mediums

can I use to

produce

artwork?

Why are

they

effective?

To experiment and

decide upon the

colours (shades)

that I’m going to

use.

To experiment and

decide upon how

I’m going to

reflect light and

dark in my

portrait.

Y3/4:

evaluating

artwork

Y3: use a

range of

media: wax

crayons

Y4: Use

visual and

tactile

elements

Y5: Art

vocab

starters

Produce

creative

work,

exploring

their ideas

and recording

their

experiences

Know about

great artists,

craft makers

and

designers,

and

understand

the historical

and cultural

development

of their art

forms

Artist’s

intention

ality

Criticality

1. Context: To look at

different mediums and

develop an

understanding of

which is appropriate

for the purpose of

painting a royal

portrait.

2. Children to return

back to the many

different portraits of

Richard III. Discuss

and focus specifically

on the ranges of

colours used. A brief

discussion and link

back to the first lesson

about why this might

be.

3. Refer back to the

vocabulary introduced

in the first lesson

(expression,

background,

foreground, colour,

light). How are they

going to make the

colours required for

their self-portrait?

Where is the light

going to be shining on

them from? How can

they use shade and

light to make their

P a g e 19

portrait look realistic?

If they want to paint

delicate areas e.g.

eyes, lips, jewellery

etc. how’re they going

to do this? How is the

foreground going to

stand out from the

background? Children

to be given time to

experiment with the

media

(paint/watercolours)

on plain pieces of

paper, making and

mixing colours,

different amounts of

water and different

brushes.

4. Make notes for

themselves as a

reminder about the

colours, techniques,

brushes etc. that

they’re intending to

use for their portrait in

busy books.

Scie

nce

Demonstrating

that some

changes are

irreversible

AM

How do

bicarbonate

of soda and

an acid

(vinegar)

react?

To recognise

that

bicarbonate of

soda reacts

with acid

To understand

that this

reaction is

irreversible

Plastics (Y5,

Environment

)

Explain that

some

changes

result in the

formation of

new

materials,

and that this

kind of

change is not

1. Context: Cooking in

the Royal Kitchen –

watch a video

stimulus.

2. PPT: Irreversible

reactions: Chemical

changes involve

reactants and

products.

P a g e 20

How do

Milk and

vinegar

react?

Can this

reaction be

reversed?

Why can’t

this

reaction be

reversed?

What other

reactions

are

irreversible

?

To draw

comparisons

with other

irreversible

reactions

To understand

why the

reaction is

irreversible

usually

reversible,

including

changes

associated

with burning

and the

action of acid

on

bicarbonate

of soda.

3. Sort pictures into

reversible and

irreversible to assess

understanding.

4. Pupils to complete two

experiments for

reversible and

irreversible reactions,

recording results.

a. Bicarbonate of

Soda

experiment

with Balloon.

b. Milk and

Vinegar

experiment.

5. Use what you have

learnt to decide

whether these

statements are true or

false.

Art

Sketching and

painting a self-

portrait, in the

style of a royal

artist

AK

How do I

analyse my

self-

portrait and

make it

purposeful?

To apply the

techniques that

I’ve learnt

(proportions, use

of media, idea of

portrait).

To consider how to

show wealth and

power in my

portrait.

Y4: to

improve

their

mastery of

art and

design

techniques,

including

drawing,

painting:

creating

images with

paintings

Become

proficient in

drawing,

painting,

sculpture and

other art,

craft and

design

techniques

Self-

expressio

n

Criticality

1. Context: Pupils to

apply their skills to

paint a self-portrait in

the style of a royal

portrait, before

showing an awareness

of the strengths and

weaknesses of their

work for its desired

purpose.

2. Children to draw their

self-portrait (this

might need to be re-

modelled briefly as a

reminder). Then to

P a g e 21

Latin 1. Minimus Chapter

Y3: paintings

of houses

paint, in the style of a

royal artist and

applying the

techniques and

knowledge from their

experimentation last

week.

3. Pupils to

collaboratively reflect

on the intentionality

and symbolism of their

painting.

Week 5 – Evaluation and Significance

Music

/His

tory

Recognise the

historic and

symbolic

importance of

Handel’s music

LW

How do I

describe

music?

What

meaning

can music

contain?

How was

music used

throughout

history?

How can

music

To know

terminology to

describe music

To interpret

the meaning of

lyrics

To understand

the historical

importance of

music in

ceremonies

To interpret

the meaning of

a melody

To compare

the role of

Medieval

banquet

music (Y1)

Music and

Nationalism

(Y6)

Appreciate

and

understand a

wide range of

high-quality

live and

recorded

music drawn

from different

traditions and

from great

composers

and

musicians

(Music)

Power and

Governme

nt

Artistic

intentionali

ty

Great

figures

(history)

1. Remind pupils of key

musical vocabulary

then listen to the

Coronation Music

used today (Handel)

and discuss initial

thoughts

2. Read a Handel expert

pack to understand

the context behind

the music

3. Each group to

analyse a different

part of the melody

(e.g. the lyrics, the

P a g e 22

continue to

impact and

inspire

today?

music in the

past to today

Develop an

understandin

g of the

history of

music (Music)

Establish

clear

narratives

within and

across

periods

studied (Hist)

use of strings, the

changes in pitch) and

discuss what they

think they mean

before sharing with

the class

4. Answer questions in

books

5. Plenary: This music

is still used in

coronations today

(and in the

Champions league) –

does it still have the

same meaning in a

modern context?

Art

Evaluating

artwork

AK

In what

ways can I

analyse Art

work?

How do I

improve my

artwork?

To say what I like

about my work.

To make

suggestions about

how I can improve

my work next

time.

To evaluate my

art-work with

reference to

specific vocabulary

and techniques.

Y3/4:

describing

artwork

Y3: to

improve their

mastery of art

and design

techniques

Evaluate and

analyse

creative

works using

the language

of art, craft

and design

Subjectivit

y

Artist’s

intentionali

ty

Criticality

1. To consider how to

evaluate art,

including the

subjectivity of this.

Evaluate the

effectiveness of their

own artwork and

areas to improve.

2. Give them

information on how

to evaluate- sort out

in groups what they

think is effective

evaluation and why.

3. Evaluate each other’s

artwork.

4. Children to stick a

photograph of their

P a g e 23

portrait into their

book. Then write

their evaluation of

their artwork

underneath.

RE

Recognising

the significance

of a Christian

funeral

What is a

funeral?

What

happens at

a Christian

funeral?

What is the

symbolism

behind

component

of a

Christian

funeral?

How do

Christian

beliefs help

believers to

cope with

loss?

To describe

some key

components of

a Christian

funeral

To link the

features of a

Christian

funeral with

Christian

beliefs about

life after death

To describe

how their

beliefs help

Christians cope

with loss

To explain how

Christian

beliefs give

meaning to

both life and

death

People’s

History (Y5,

China)

Deeper

meanings of

celebrations

(Y3)

The meaning

of symbols

(Y1)

Places of

Worship (Y2)

Describe the

impact of

ceremonies

that mark

important

stages in

people’s

lives, making

links to their

own lives

Grace

Afterlife

Inclusion

1. Watch part the RIII

funeral, discuss if

ordinary people’s

funerals would look

like that and, if not,

why not?

2. Each group to look at

a different source

(an order of service,

bible verse, CofE

prayers) for a

Christian funeral and

analyse what they

mean before sharing

3. Describe two images

of the funeral in

books, annotating

key features

4. Plenary - debate if a

funeral is a happy or

a sad occasion for

Christians, and

why/why not

Week 6 – Historical Skills

P a g e 24

His

tory

Thinking

critically to

draw

conclusions

SB

Can you

justify an

opinion

with

evidence?

What does

it mean to

consider

both sides

of an issue?

How do you

draw a

conclusion

on

reliability

and bias in

a source?

What

vocabulary

is

appropriate

to use

when

commentin

g on the

monarchy?

To consider

both sides of

an argument

when putting

forward my

case

To use

information

from more

than one

example as

evidence

To consider

the providence

and

provenance of

my source in

drawing my

opinion

To justify my

opinion in

writing using

evidence to

support my

point(s)

Source

Reliability

(Y4/Y5)

Gender

Equality (Y4-

Y6)

Victorians

(Y6)

Regularly

address and

sometimes

devise

historically

valid

questions

Construct

informed

responses by

selecting

and

organising

relevant

historical

information

Reliability

Bias

Criticality

1. Discussion on Kings

v Queens using

playing card example

on PPT

2. Watch

https://binged.it/2RP

D5GV (on 0.75

speed!) that is

embedded in the PPT

3. Share out the expert

pack to pairs/3’s to

read and discuss,

preparing a

statement according

to number 4 (15

mins to read and

prepare).

4. Pupils to present an

argument as a group

based off their pack

to answer the

question: what was

this monarch’s place

in history and why?

(They need to use

the vocabulary on

the final slide and

comment on their

ideas about reliability

and bias in the pack

info. 2 mins max per

presentation!)

5. Pupils write a PEE

paragraph justifying

their argument.

P a g e 25

His

tory

Comparing

historical

trends between

the past and

present

SB

What are

some of the

jobs the

Queen does

today?

What are

some

differences

between

monarchy

in the past

and in the

present?

How the

role of the

monarchy

today is

different

from that

throughout

early

history?

What

comparison

s can you

draw

between

monarchs

and

democratic

To articulate

similarities and

differences

between

historical

figures over

time

To consolidate

my learning of

this topic to

form a justified

and evidence-

based

conclusion

To compare

and contrast

the monarchy

today and in

the past

Source

Reliability

(Y4/Y5)

How do we

know about

the past?

(Y3)

Change over

time (Y3-Y6)

Events

beyond living

memory that

are

significant

nationally or

globally (Y1)

Changes

within living

memory (Y1)

Victorians

(Y6)

Describe /

make links

between

main events,

situations

and changes

within and

across

different

periods/socie

ties

Note

connections,

contrasts and

trends over

time

Continuity

and

Change

Monarchy

Nobility

Criticality

Equality

Mobility

1. Review the PPT

2. Pupils review the fact

files on QEI and

QEII, completing the

comparison sheet in

their pairs/3’s

3. Class discussion

comparing and

contrasting the two

monarchs

4. Students then to

write as per the PPT

task, be sure to note

the success criteria

P a g e 26

ally elected

leaders? H

isto

ry

Understanding

how democracy

developed in

the UK

SB

How has

British

democracy

evolved?

What was

the role of

Suffragette

s and

Suffragists?

How will

you

construct

arguments

in favour of

votes for

women/all?

To link my

learning with

earlier

examples of

non-violent

protest

To evaluate

my own

actions and

inactions on

issues of

gender

equality and

express those

in writing

To explain the

current role of

British Values,

particularly

democracy, in

my everyday

life

Source

Reliability

(Y4/Y5)

How do we

know about

the past?

(Y3)

Change over

time (Y3-Y6)

Events

beyond living

memory that

are

significant

nationally or

globally (Y1)

Changes

within living

memory (Y1)

Victorians

(Y6)

The lives of

significant

Establish

clear

narratives

within and

across

periods

studied

Describe /

make links

between

main events,

situations

and changes

within and

across

different

periods/socie

ties

Democracy

Suffrage

Continuity

and

Change

Equality

Inclusivity

1. Context: Discussion

of how Britain

became a democracy

(The reform acts of

1832, 1918, 1928 in

particular), including

attitudes to women-

use the info sheet to

support the

discussion

2. Discuss how the

suffragettes broke off

from the suffragists

to form a more

‘extreme’ group and

then watch the HH

suffragette song,

https://www.bbc.co.

uk/cbbc/watch/horrib

le-histories-

suffragettes?collectio

n=horrible-histories-

songs. TTYP about

what you’ve gleaned

3. Read through the

expert pack with

your partner- class

discussion to

P a g e 27

individuals in

the past who

have

contributed

to national

and

international

achievement

(Y1)

ascertain and clarify

new information

4. Pupils to use their

learning to date

about Democracy,

suffrage, and

equality to write a

justified opinion

piece

Week 7 – Links to Future Topics

Geogra

phy/

His

tory

Understand the

impact of

physical

geography on

human life

LW

What is

physical

geography?

How does

geography

affect land-

usage?

How does

the water

cycle work?

What was

life like for

ordinary

people

during

RIII’s

reign?

To recognise

that most

people were

agricultural

labourers

To know that

weather

affects crops

more so than

today

To understand

how the water-

cycle works

Floods

(Dystopia,

Y5)

Harvest

Festival (Y3)

Water Cycle

(Y4, Y5)

The Nile (Y3,

Egyptians)

Weather (Y1

& Y2)

Describe and

understand

key aspects

of the water

cycle (Geo)

Human

geography,

including

types of

settlement

and land use

and economic

activity (Geo)

Establish

clear

narratives

within and

across

periods

studied (Hist)

Equality

Rivers

Water

Cycle

Land-use

Hierarchies

1. Look at the lives of

ordinary people

(People’s history

link) and how most

were farmers.

2. Discuss how reliant

farmers were on the

rain, link to harvest

festival (Y3).

3. Note that we’re not

quite so dependent

on the weather today

due to artificial

irrigation, but it can

still cause issues

(e.g. Lettuce

shortage)

4. Look at the scientific

process behind the

water cycle

5. Plenary: When there

is too little water

P a g e 28

How was

the impact

of weather

more

significant

in the past?

crops fail, what

happens when

there’s too much?

(Floodlands link)

Next Topic: Floodlands