Year 5 Curriculum Map

 

Autumn Term 1

Term 2

Spring Term 1

Term 2

Summer Term 1

Term 2

RE

PDF Files
RE Planner 2016/17

Care and misuse of God’s creation (R1)

God’s call to people in the Old Testament (R2)

Some ways people enter into communion with the church (CE1)

 

2016/2017 During the Year of Mercy the first half term will be spent on the Acts of Mercy.

Visit the Sick

Respect for the writings and holy people of the Jewish faith and other religions. (L) Out of the box

Ways in which care for others in important for the Jewish faith and other religions (L) Out of the box

Respect for celebrations of the Jewish faith and other religions and appreciation that prayer has a place for their followers. Out of the box

The practice of examination of conscience and its significance for Christian Living

Conscience as a gift to be developed through the practice of examination of conscience  (CE)

The Rite of Reconciliation and its significance (CE)

The Gospel accounts of key events in the Life of Jesus: The Annunciation, the Visitation, The Nativity (R)

The Gospel accounts of key events in Jesus’ life: presentation, baptism, finding in the temple. (R3)

Human gifts and qualities and the physical world as gifts and signs of God’s love; how such gifts may be used, neglected or abused. (L3)

The joy and challenge of and the giving and receiving in relationships. (L2)

Ways of taking part in the life and worship of the domestic and local Church (celebrating Eucharist prayer for others, parish activities). (C1)

To being ‘Church’ in the parish, diocese and universal Church.

The Sacrament of the sick. (CE4)

Gospel accounts of the key events in Jesus’ life: Temptations, passion, death, resurrection. (R3

The motives and emotions which influence choices. (L1)

Their freedom to choose and responsibility to choose the good. (CE2)

The Gospel accounts of the coming of the Holy Spirit and the transformation of the Apostles. (R4)

ENGLISH

PDF filed

See separate document: English Curriculum Map

MATHEMATICS

PDF files

Overview

See separate document: Mathematics Scheme of Learning

SCIENCE

All living things

Animals including humans

 Reversible changes

Space

Magnetism and forces

Working scientifically

TOPIC THEME

Ancient Greece

Earth and Space 

Show It Off!   Changing Materials  Ancient Egypt  Forces 

HISTORY

A study of Ancient Greece

Study of the achievements of the earliest civilizations – an overview of where and when the first civilizations appeared with an in-depth study of Ancient Greece 

Continue to develop chronologically secure knowledge of history 

Establish clear narratives within and across periods studied 

Develop the appropriate use of historical terms

Construct informed responses by selecting and organizing relevant historical information

Identify and give reasons for, results of, historical events and situations

 

   

A study of Ancient Eygpt – a study of Greek life and achievements and their influence on the western world

Continue to develop chronologically secure knowledge of history

Establish clear narratives within and across periods studied 

Develop the appropriate use of historical terms 

Construct informed responses by selecting and organizing relevant historical information 

Identify and give reasons for, results of, historical events and situations

 

GEOGRAPHY

identify the position and significance of latitude, longitude, Equator, Northern Hemisphere, Southern Hemisphere, the Tropics of Cancer and Capricorn, Arctic and Antarctic Circle, the Prime/Greenwich Meridian and time zones (including day and night)       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

 

ART

Sculpture – experimenting, form, materials 

Plan and create a sculpture. Evaluate own and others work using artistic language. 

Artists, architects and designers in history 

Continuously refer back to artists, architects and designers in history for inspiration and comparison.

Greek Architecture

 

Drawing – line, texture, depth 

Experimenting with shading and perspective to create form and texture.  Begin to develop the use of a sketch book to record observations.

Materials – texture, materials experimenting 

Using the work of a designer from history as inspiration children develop their own designs.

Artists, architects and designers in history 

Continuously refer back to artists, architects and designers in history for inspiration and comparison. 

Egyptian Architecture

Painting – colour development 

Work with peers to recreate a well-known piece or an element of the piece of a well-known artist. Using original as success criteria.  Critically evaluate work against knowledge and understanding of ‘harmonious colours’ and ‘contrasting colours’

DT

Understanding contexts, users and purposes 

Confidently work within a range of contexts.

Indicate the design features of their products that will appeal to intended users.

Develop their own success criteria and use these to inform their ideas.

 

Food preparation, cooking and nutrition

Prepare and cook a variety of predominately savoury dishes using and range of cooking techniques.

That recipes can be adapted to change the appearance, taste, texture and aroma.

To use a range of techniques such as peeling, chopping, slicing, grating, mixing, spreading, kneading and baking. 

Generating, developing, modelling and communicating ideas 

Use annotated sketches and exploded diagrams to develop and communicate their ideas.

 

Generating, developing, modelling and communicating ideas

Share and clarify ideas through discussions and presenting ideas.

Model ideas using prototypes and pattern pieces.

Use annotated sketches and exploded diagrams to develop and communicate their ideas.

Make design decisions taking account of constraints such as time, resources and cost. 

Making products work 

Understand and use mechanical systems in their products. For example gears, pulleys, cams, leavers and linkages. 

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

 

Making products work

How to program a computer to monitor changes in the environment and control their product.

Own ideas and products 

Identify the strengths and areas for development in their ideas and products.

Consider the views of others, including intended users, to improve their work.

Evaluate their ideas and products against their original design specification. 

Food preparation, cooking and nutrition

Prepare and cook a variety of predominately savoury dishes using and range of cooking techniques.

That recipes can be adapted to change the appearance, taste, texture and aroma.

To use a range of techniques such as peeling, chopping, slicing, grating, mixing, spreading, kneading and baking. 

Generating, developing, modelling and communicating ideas 

Use annotated sketches and exploded diagrams to develop and communicate their ideas.

 

With greater independence select tools and equipment suitable for the task. 

Select materials and components suitable for the task.

Explain and justify the choice of materials and components according to functional properties and aesthetic quality.

Accurately measure, mark out, cut and shape materials and components.

Generate innovate ideas drawing on research.

Modern Foreign Languages

On the way to school

  • The alphabet
  • Places in the locality
  • Directions
  •  Describing a journey (to school)
  • Simple directions
  • Using repair strategies to keep a conversation going

The planets

  • The planets
  • Giving a description (of a planet)
  • Making statements (about the position of a planet)
  • Classifying nouns, adjectives and verbs

The Four Seasons

  • Responding to a poem
  • Responding to a piece of classical music
  • Making simple statements (about seasons)
  • Describing the weather (with reference to the present and the past)
  • Using adjectives as antonyms 

Responding to a song

  • Responding to a song in the selected language
  • Expressing and qualifying opinions (about musical preferences)
  • Expressing future intentions (about playing a musical instrument)

Enjoy your meal

  • Food and drink
  • Understanding instructions
  • Giving instructions
  • Talking about what has been eaten or drunk
  • Expressing likes, dislikes and preferences (about food and drink)
  • Following and writing instructions (as in a recipe)

Beach Scene

  • Responding to a painting
  • Writing and performing a poem
  • Giving a simple description (of a scene or place)
  • Using adjectives to add interest and detail to a description
  • Writing instructions

PHSE

See Separate document: PHSE Curriculum Map

PE

Swimming

Blackpool Swimming Scheme 

Dance
Plan a dance creatively and collaboratively in groups, selecting and developing appropriate movements to retell a poem.or story.  Can perform skills expressively and sensitively

(Autumn 1 SMCA)

Linked to Harry Potter Theme

Swimming

Blackpool Swimming Scheme 

Netball
Can use different techniques for passing, and shooting the ball in games it: which pass to use when shooting from various distances accurately, close down an opponent effectively, successfully mark player or mark a space, tackle safely and confidently#

Swimming

Blackpool Swimming Scheme 

Gym
Can perform travelling rolling, jumping and balancing actions clearly, consistently and fluently, with good body tension and extension.  Can matched balance and balance giving counter tension balances with control.

Can repeat accurately a sequence with a partner of up to 8 elements to include counter balance and counter tension balance, traveling, jumping and rolling, can adapt a floor sequence to an apparatus layout and change the order of actions.  Can include change of directions, speed and level.

Swimming

Blackpool Swimming Scheme 

Athletics
To develop running, jumping and throwing skills in an athletic type activity.  To compare their performance against previous performances

Swimming

Blackpool Swimming Scheme 

Outdoor and Adventurous
Perform skills in familiar environment with help guidance 

Work co-operatively with help

Follow instructions when preparing for challenges 

Swimming

Blackpool Swimming Scheme 

Rounders
Can strike a bowled ball or can drop feed it 

Can bowl underarm accurately

Can throw overarm with increasing accuracy

Can use a range of fielding skills, e.g. catching, throwing, bowling, intercepting, with growing control and consistency;

MUSIC
Weekly clarinet/flute lesson

To use and understand stave and other musical notations

Experiment with, create select and combine sounds using the inter-related dimensions of music

Outcome: to recognise and use standard notation to record simple compositions on a blank stave.

Explore rhythm through written crotchet and quaver notes.

To play and perform in solo and ensemble contexts with increasing accuracy, fluency, control and expression

Outcome: to  Perform in solo/ ensemble contexts using a variety of techniques, confidently, expressively and in tune. (tempo/ duration/ texture).

To use and understand staff and other musical notations

Improvise and compose music for a range of purposes using the inter-related dimensions of music 

Outcome: to explore the use of musical symbols to show dynamics. (p,f,pp,ff, crescendo, diminuendo, staccato)

To record given notes on a blank stave.  (treble cleff- middle C- top C)

 

To play and perform in solo and ensemble contexts with increasing accuracy, fluency, control and expression 

Outcome: to  sing in tune with correct phrasing  and dynamics in order to sing in time with others. (unison, rounds and 2 part harmony)

To appreciate and understand a wide range of high-quality live and recorded music drawn from different traditions and from great composers and musicians

To develop an understanding of the history of music. 

Classical –Bach

Rock– Rolling Stones

Pop – The Beetles 

Outcome: use a range of words to describe music (eg. duration, timbre, pitch, dynamics, tempo, texture, structure, beat, rhythm, metre, silence, riff, ostinato, melody, harmony, chord,  staccato, legato, crescendo, diminuendo).

To use and understand stave and other musical notations.

To play and perform in solo and ensemble contexts combining the use of their voices with playing musical instruments with increasing accuracy, fluency, control and expression. 

Outcome: to read/ interpret dynamics and play 4 bar melodies with confidence.

Computing

See separate document for scheme of learning

EDUCATIONAL VISITS AND SHOWCASE

Discovery Channel Presentations: Ancient Greece

Interview with Tim Peake

Visit local art gallery and/or exhibitions 

Science Expo: Materials Experiments

Pop Up Ancient Egypt Showcase supported by Lancashire Museum Service

Beach Day – as inspiration for MFL learning

ONGOING THEMES

Music

To develop and understanding of dynamics and begin to use terminology to describe a range of music styles.

To perform with confidence

Use musical vocabulary to identify strengths and weaknesses is own and other work.

Science

During Years 5 and 6, pupils should be taught to use the following practical scientific methods, processes and skills through the teaching of the programme of study content:

  • planning enquiries, including recognising and controlling variables where necessary
  • taking measurements, using a range of scientific equipment, with increasing accuracy and precision
  • recording data and results of increasing complexity using scientific diagrams and labels, classification keys, tables, bar and line graphs, and models
  • reporting findings from enquiries, including oral and written explanations of results, explanations involving causal relationships, and conclusions
  • presenting findings in written form, displays and other presentations
  • using test results to make predictions to set up further comparative and fair tests
  • using simple models to describe scientific ideas

Design Technology

Existing products

Across ks2 pupils should investigate and analyse:

  • How well products have been designed and made
  • Why materials have been chosen
  • What methods of construction have been used
  • How well product works
  • How well product achieve their purpose
  • How well product meets user needs and wants

Upper KS2 should also investigate and analyse:

  • How much products cost to make
  • How innovative products are
  • How sustainable the materials in products are
  • What impact products have beyond their intended purpose.

RE

Learn about the value of sharing, showing respect and care for others. A variety of prayer and prayer forms, formal and informal used for personal and community prayer.