Upper key stage two

Staff in upper key stage two

Assistant Principal for the phase Mr Marlow (Vice Principal)
Teachers Class 11 Mrs Thorne
Class 12 Miss Potter
Class 13 Mr Ellaway
Class 14 Miss Robinson
Miss Cooke
Senior Teaching Assistants Mrs Rowland
Miss Boulton
Teaching Assistants Miss Dewar
Mr Corner

Age-related expectations

Click  here to read a summary of age-related expectations by the end of year five.

Click  here to read a summary of age-related expectations by the end of year six.

The curriculum in upper key stage two

The curriculum is split into three termly, whole-school topics. Every year group has their own key learning outcomes for each topic.

Autumn term – Who I Am and How I Learn

  Year 5 Year 6
History (including British Values) I can explain how Parliament affects decision making in England

I can explain how our locality has changed over time

I can summarise how Britain may have learnt from other countries and civilisations (historically and more recently)

I can summarise how Britain has had a major influence on the world

I can describe a key event from Britain’s past using a range of evidence from different sources

Science I can create a timeline to indicate stages of growth in humans I can discuss the impact of diet, exercise, drugs and lifestyle on health

I can record data and results using scientific diagrams and labels, classification keys, tables, scatter graphs, bar and line graphs

I can explain causal relationships in an enquiry

I can identify and name the main parts of the human circulatory system

I can describe the function of the heart, blood vessels and blood

Geography   I can explain how time zones work and calculate time differences around the world

I can use maps, aerial photographs, plans and e-resources to describe what a locality might be like

I can answer questions by using a map

Art I can use shading to create mood and feeling

I can express emotion in my art

I can use a range of resources to create art
Design technology I can come up with a range of ideas after collecting information from different sources

I can produce a detailed step-by-step plan

I show that I can be both hygienic and safe in the kitchen

I can use market research to inform my plans and ideas

I can justify my plans in a convincing way

I can evaluate my product against clear criteria

I can work within a budget

Computing Digital literacy – I understand that you have to make choices when using technology and that not everything is true or safe  
Music I can compose music that meets specific criteria

I can use notation to record groups of pitches (chords)

I can use my music diary to record aspects of the composition process

I can choose the most appropriate tempo for a piece of music

I can describe, compare and evaluate music, using musical vocabulary

I can explain why I think music is successful or unsuccessful

I can suggest improvement to my own work and that of others

I can contrast the work of a famous composer and explain my preferences

I can perform parts from memory

I can sing in harmony confidently and accurately

I can use a variety of different musical devices in my composition (including melody, rhythms and chords)

I can evaluate how the venue, occasion and purpose affects the way a piece of music is created (national anthem in sports)

French I can hold a simple conversation with at least 4 exchanges

I can use my knowledge of grammar to speak correctly

Spring term – Heroes and Villains

  Year 5 Year 6
Science I can compare and group materials based on their properties, e.g. hardness, solubility, transparency, conductivity (electricity and thermal), and response to magnets I can describe how the earth and living things have changed over time
History I can describe how crime and punishment has changed over time I can place features of historical events and people from past societies and periods in a chronological framework

I can summarise the main events from a period of history, explaining the order of events and what happens

I can identify and explain differences, similarities and changes between different periods of time

I can identify and explain propaganda

Art I can research the work of an artist and use their work to replicate a style

I can identify and draw objects and use marks and lines to produce texture

I can organise line, tone, shape and colour to represent figures and forms in movement

I can explain why I have used different tools to create art

I can explain why I have chosen specific techniques to create my art

I can explain the style of my work and how it has been influenced by a famous artist

Design technology I can explain how a product will appeal to a specific audience I can show that I consider culture and society in my plans and designs

I show that I can test and evaluate my products

I can explain how products should be stored and give reasons

Computing I can combine sequences of instructions and procedures to turn devices on and off

I can use technology to control an external device

I can design algorithms that use repetition and 2-way selection

I can design a solution by breaking a problem up

I recognise that different solutions can exist for the same problem

I can use logical reasoning to detect errors in algorithms

I can use selection in programs

I can work with variables

I can explain how an algorithm works

I can explore “what if” questions by planning different scenarios for controlled devices

Geography I can plan a journey to a place in another part of the world, taking account of distance and time

I can name and locate many of the world’s most famous mountainous regions in an atlas

I can explain how a location fits into its wider geographical location with reference to human and economic features

I can name the largest desert in the world and locate desert regions in an atlas

I can identify and name the Tropics of Cancer and Capricorn, as well as the Arctic and Antarctic Circles

Summer term – Time Travellers

  Year 5 Year 6
Science I can describe and explain the movement of the Earth and other planets relative to the Sun

I can describe and explain the movement of the Moon relative to the Earth

I can explain and demonstrate how night and day are created

I can describe the Sun, Earth and Moon (using the term spherical)

I can explain what gravity is, and its impact on our lives

I can identify and explain the effect of air resistance

I can identify and explain the effect of water resistance

I can identify and explain the effect of friction

I can explain how levers, pulleys and gears allow a smaller force to have a greater effect

I can explain how light travels

I can explain and demonstrate how we see objects

I can explain why shadows have the same shape as the object that casts them

I can explain how simple optical instruments work e.g. periscope, telescope, binoculars, mirror, magnifying glass

I can explain how the number and voltage of cells in a circuit links to the brightness of a lamp or the volume of a buzzer

I can compare and give reasons why components work and do not work in a circuit

I can draw circuit diagrams using correct symbols

History I can draw a time line with different historical periods, showing key historical events or lives of significant people

I can compare two or more historical periods, explaining things which changed and things which stayed the same

I can test out a hypothesis in order to answer questions

I can describe the features of historical events and ways of life from periods I have studied, presenting this to an audience
Art I can create an accurate print design following criteria

I can use images which I have created, scanned found, altering them where necessary to create art

I can over-print to create different patterns

I can use feedback to make amendments and improvements to my art

Design technology I can suggest alternative plans, outlining the positive features and drawbacks

I can evaluate appearance and function against original criteria

I can use a range of tools and equipment competently

I can make a prototype before making a final version

Computing I can analyse information

I can evaluate information

I understand how search results are selected and ranked

I can edit a film

I can discuss the risks of online use of technology

I can identify how to minimise risks

Music I can breathe in the correct place when singing

I can maintain my part whilst others are performing their part

I can improvise within a group using melodic and rhythmic phrases

I can change sounds or organise them differently to change the effect

I can take the lead in a performance

I can compare and contrast the impact that different composers from different times have had on people of that time

Geography I can explain why many cities are situated on or close to rivers

I can explain why people are attracted to live by rivers

I can explain the course of a river

I can name and locate many of the world’s most famous rivers in an atlas

I can use Ordinance Survey symbols and 6 figure grid references

I can describe how some places are similar and dissimilar in relation to their human and physical features