Y5 Curriculum Coverage

 

Term Autumn A Autumn B Spring A Spring B Summer A Summer B
Topic Roadtrip USA The Earth and Beyond Crime and Punishment

 

 

If I were Prime Minister

 

Educational Visits and Visitor to School Visit to

 

Centre for Life

 

Planetarium

Visit to Hexham Gaol (TBC)

 

 

Chris Connaughton

 

 

Hook to Topic: Clues to each state, create a large interactive map.   Murder Mystery Role Play Setting (Wayne Manor)
Maths – Cross Curricular Links Science-

 

Geography – statistics, collecting data, creating charts

Science-    
Science

 

 

Properties and changes of materials

Know that some materials will dissolve in liquid to form a solution, and describe how to recover a substance from a solution

Do all solids dissolve?

 

 

Use knowledge of solids, liquids and gases to decide how mixtures might be separated, including through filtering, sieving and evaporating

Reverisible changes: evaporating, filtering, sieving, melting, discolving

Difficult to reverse: burning, rusting, reactions

 

Give reasons, based on evidence from comparative and fair tests, for the particular uses of everyday materials, including metals, wood and plastic

 

 

Demonstrate that dissolving, mixing and changes of state are reversible changes

Link in with DT & Cooking/Changing State

 

 

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

Earth and space

Describe the movement of the Earth, and other planets, relative to the Sun in the solar system

Can we track the sun?

Significant global events e.g. solstice, eclipse

 

Describe the movement of the Moon relative to the Earth

 

 

Describe the Sun, Earth and Moon as approximately spherical bodies

How do we know Earth is round?

Why do planets have craters?

 

 

 

Use the idea of the Earth’s rotation to explain day and night and the apparent movement of the sun across the sky.

 

Planets (pluto) – does it qualify as a planet?

 

 

Chn conduct ‘NASA’ experiment using artificial snow

 

https://spaceplace.nasa.gov/menu/do/

Forces

Explain that unsupported objects fall towards the Earth because of the force of gravity acting between the Earth and the falling object

Egg Experiment – gravity

 

 

Identify the effects of air resistance, water resistance and friction, that act between moving surfaces

Experiment with Mars Rovers made – Friction

 

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

(Link with DT project – Mars Rover)

Which material suitable?

 

Animals, including humans

Describe the changes as humans develop to old age

– Crime scene human skeleton

 

 Forces

Recognise that some mechanisms, including levers, pulleys and gears, allow a smaller force to have a greater effect.

 

 

Living things and their habitats

Describe the differences in the life cycles of a mammal, an amphibian, an insect and a bird

Describe the life process of reproduction in some plants and animals

R.E.

 

 

Christianity

Beliefs and practices

What is the best way for a Christian to show commitment to God?

Christianity

Christmas

Is the Christmas story true?

Christianity

Easter

Is forgiveness always possible?

Sikhism

Belief into action

How far would a Sikh go for his or her religion?

Sikhism

Beliefs and moral values

Are Sikh stories important today?

History

Begin to understand significance.

Understand and use the concept of legacy including Royal families and dynasties.

 

 

Martin Luther King Character Profile:

Rank sources of information in order.

Identify differences between different versions of the past.

Give a balanced view of interpretations of the past using different points of view.

Make conclusions with evidence as to the most likely version of events.

Describe the main changes in a period of history, from several perceptions example political, cultural.

 

Children to research Martin Luther King. Each Fact must be triangulated through multiple sources. Do any differ?

Create own dream catcher “I have a dream..” – Apirations

-portrait graffiti art

 

Adapt their ideas and viewpoints as new information arises.

Native American debate – was it right to take their land for settlement?

Organise a series of relevant historical information and check this for accuracy.

Space Race – compare a timeline of Russia Vs USA

 

Which event is more significant? Russia getting into space Vs USA landing on moon?

 

What’s the current mission in Space? Are any other countries involved (China, Russia, USA)? – UK Tim Peake

 

Greek astronomers / constellations.

 

Greek discovery of a spherical earth. (Eratosthenes)

 

A local history study

A study over time tracing how several aspects of national history are reflected in the locality (this can go beyond 1066

Barons who were sent North ans created own laws and punishments

Suffragettes – North East study

Local Mayors.

 

How industry has changed in the North East

 

Identify changes across a period of time, using chronological links begin to identify casual factors in change.

 

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

Influence from Greek parliament

 

Geography

-suggest suitable questions for a fieldwork study

-rank information found into order of importance

-come to accurate conclusions using information

-make careful measurements – e.g. rainfall, noise level, distance

-use and understand a simple scale

-describe and begin to explain patterns and physical and human changes

 

Geographical skills and fieldwork 

Use maps, atlases, globes and digital/computer mapping to locate countries and describe features studied

Use of Ipads/Google Earth

 

 

Locational knowledge

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)

 Use of Ipads/Google Earth/globes

The World – link to Science

Features of countries northern/southern hemisphere, weather, lifestyle etc

Work out a journey time using their knowledge of time zones

Plan own roadtrip across USA. Comparing east with west, north vs south.

 

 

begin to use a range of graphs, including pie charts.

collect statistics about people and places

– American statistics collection –project

Yellow Stone national park brochure,

– percentages of animals likely to see (pie Chart, bar chart)

-rainfall across the year?

 

begin to understand geographical patterns – e.g industry by a river.

-come to accurate conclusions using information

-justify own viewpoint or decision and use new information to adapt their own viewpoint.

 

The impact of the Hudson river.

If you were going to settle somewhere where would you choose? Why? Trade between settlements.

 

-describe how change can lead to similarities between different places

Study of Alaskan Inuit Tribes and how the location affects the lack of modernisation.

 

-physcial geography including climate zones, biomes, vegetation belts, rivers, mountains and earthquakes.

San Andreas fault – natural disasters – statistics of death. Plate Tectonics – why and how they work.

 

 

Geographical skills and fieldwork

Use fieldwork to observe, measure, record and present the human and physical features in the local area using a range of methods, including sketch maps, plans and graphs, and digital technologies.p

 

Use of ipads/Google Earth

Local visits

Change in local area from rural to urban

Trace family and their occupations

 

Compare London with New York

Art and Design

 

 

To create sketch books to record their observations and use them to review and revisit ideas

Continue to use sketch books to record observations.  Review and evaluate pieces of work created by the class.

Sketch famous landmarks (Statue of Liberty) – peter max – artist who helped restore the statue of liberty

Sketch and design a totem pole

Martin Luther King portrait graffiti art

 

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]

 

Begin to accurately use a range of materials.

Further develop an understanding of the range of art, craft and design techniques used by artists/designers.

Clay – Totem Pole

Dream Catchers

 

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]

Begin to master a range of art and design techniques using a range of materials.

Fantasy landscapes – chalks/charcoal/watercolour/collage

 

About great artists, architects and designers in history

Begin to adapt the different ideas and techniques used by artists, architects and designers in their own pieces of work.

Kandinsky – Artist

Peter Thorpe – Artist

 

To create sketch books to record their observations and use them to review and revisit ideas

Continue to use sketch books to record observations.  Review and evaluate pieces of work created by the class.

 

 

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]

Begin to master a range of art and design techniques using a range of materials.

 

To create sketch books to record their observations and use them to review and revisit ideas

Continue to use sketch books to record observations.  Review and evaluate pieces of work created by the class.

 

Eyes/nose/mouths within the class – combine

Skin tone art

 

Design Technology

 

Design

Use research and develop design criteria to inform the design of innovative, functional, appealing products that are fit for purpose, aimed at particular individuals or groups 

Generate, develop, model and communicate their ideas through discussion, annotated sketches, cross-sectional and exploded diagrams, prototypes, pattern pieces and computer-aided design

 

Make

Select from and use a wider range of materials and components, including construction materials, textiles and ingredients, according to their functional properties and aesthetic qualities

Evaluate

Evaluate their ideas and products against their own design criteria and consider the views of others to improve their work

 

Architecture – building models of Greek temple/Parthenon/Acropolis

Minotaur Maze – shoebox

 

 

Cooking and nutrition

Understand and apply the principles of a healthy and varied diet

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

Understand seasonality, and know where and how a variety of ingredients are grown, reared, caught and processed

Evaluate food by taste, texture, flavour etc

 

Design

Use research and develop design criteria to inform the design of innovative, functional, appealing products that are fit for purpose, aimed at particular individuals or groups 

Generate, develop, model and communicate their ideas through discussion,

 

Make

Select from and use a wider range of tools and equipment to perform practical tasks [for example, cutting, shaping, joining and finishing], accurately

Select from and use a wider range of materials and components, including construction materials, textiles and ingredients, according to their functional properties and aesthetic qualities

 

Technical knowledge 

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

 

Evaluate

Evaluate their ideas and products against their own design criteria and consider the views of others to improve their work

 

Designing and making – using levers/pulleys/gears

 

Making Mars Rover –

Research:

What does the Rover need to be able to do?

Comparing the different rovers and different outcomes.

Name and label the parts of the Rover (body/propulsion/back up energy supply)

Size/to scale/measurement sketch of rover

Evaluate size (do we need a large one for the yard?)

How will it move? Research movement techiques (do you always need wheels?)

 

annotated sketches, cross-sectional and exploded diagrams, prototypes, pattern pieces and computer-aided design

 

Lego Mindstorm- Design and Build a robot

Design

Use research and develop design criteria to inform the design of innovative, functional, appealing products that are fit for purpose, aimed at particular individuals or groups 

Generate, develop, model and communicate their ideas through discussion, annotated sketches, cross-sectional and exploded diagrams, prototypes, pattern pieces and computer-aided design

Collect and use information to generate ideas

Consider the way the product will be used

Understand designs must meet a range of criteria and constraints

Take user’s views into account

Understand how some properties can be used e.g. waterproof

Think ahead about the order of their work

Produce step by step plans

Make ongoing sketches and annotations

Increasingly model their ideas before making

 

Make

Select from and use a wider range of tools and equipment to perform practical tasks [for example, cutting, shaping, joining and finishing], accurately

Select from and use a wider range of materials and components, including construction materials, textiles and ingredients, according to their functional properties and aesthetic qualities

Measure accurately to centimetres and grams

Combine materials for strength and to improve how the product looks

Use permanent and temporary fastenings to join

Join with a greater range of techniques e.g. staples

Strengthen joins and corners in a variety of ways

Understand how wheels, axels, turning mechanisms, hinges and levers all work together

Technical knowledge 

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

Add electricity to create motion or make light

Combine materials for strength and to improve how the product looks

Strengthen joins and corners in a variety of ways

Understand how wheels, axels, turning mechanisms, hinges and levers all work together

 

Evaluate

Evaluate their ideas and products against their own design criteria and consider the views of others to improve their work

Talk about what they like and dislike, giving reasons

Develop their designs through their own reflection and the evaluation of others

Carry out tests before making improvements

 

Music

 

 

Play and perform in solo and ensemble contexts, using their voices and play musical instruments with increasing accuracy, fluency, control and expression

-Show confidence when leading a group.

-Lead, take a solo or accompany.

-Follow written instructions, including notation when singing or playing.

-Play more complex instrumental parts using tuned instruments with confidence.

-Refine their own work and evaluate the work of others.

-Suggest improvements to others work.

Recorder playing

Chime bars

Greek & Christmas song/music

Improvise and compose music for a range of purposes using the interrelated dimensions of music

-Use imagination and confidence when composing.

-Combine several layers of sound with awareness of combined effect.

-Use changes in timbre, pitch and dynamic.

-Understand the use of silence in composition.

-Use chords to compose.

-Improvise melodic and rhythmic phrases as part of a group performance.

Composing using Garage band on Ipads

Support from Music Express resources

 

Listen with attention to detail and recall sounds with increasing aural memory

-Have an awareness of how different parts fit together for effect.

-Describe, compare and evaluate different kinds of music using an appropriate and broad musical vocabulary.

-Discern and distinguish layers of sound and understand their combined effect.

-Identify cyclic patterns-verse and chorus, coda.

-Recognize how different musical elements are combined expressively in many different types of music.

Sing in rounds/parts

‘Out of the Ark’ Easter songs e.g. Hosannah, Springtime

 

Use and understand staff and other musical notations.

-Understand how many beats in a minim, etc and recognize their symbols.

-Know and use notation of pitch and beat.

Recorders/instruments

Compose space music

Appreciate and understand a wide range of high quality live and recorded music, drawn from different traditions and great composers and musicians

Analyse and compare features from a wide range of music.

 

 

Music Festivals – live music & recorder – compare & contrast, similarities, differences, evaluate which is best, performance

Develop an understanding of the history of music

-Begin to identify the work of a small number of named composers.

 

Computing

 

 

Use technology safely, respectfully and responsibly; recognise acceptable/unacceptable behaviour; identify a range of ways to report concerns about content and contact

Digital Literacy – Understand the importance of checking reliability of search information

Understand what SPAM is

Know how to protect computers against viruses

Explore cyberbullying

 

Use search technologies effectively, appreciate how results are selected and ranked, and be discerning in evaluating digital content

Use search engines for topic research

Select, use and combine a variety of software (including internet services) on a range of digital devices to design and create a range of programs, systems and content that accomplish given goals, including collecting, analysing, evaluating and presenting data and information

Information Technology – format text towards a specific purpose

Use word counts, bullets, numbering and text alignment

Prepare presentation on topic based on set criteria

 

Understand computer networks including the internet; how they can provide multiple services, such as the world wide web; and the opportunities they offer for communication and collaboration

Computer Science Theory – Understand how the internet works including data packets, IP address, switch, router, DNS Cookies

Understand how an intranet works

 

 

Use search technologies effectively, appreciate how results are selected and ranked, and be discerning in evaluating digital content

 

Select, use and combine a variety of software (including internet services) on a range of digital devices to design and create a range of programs, systems and content that accomplish given goals, including collecting, analysing, evaluating and presenting data and information

Information Technology – create a spread sheet and recognise terms cell, row, column, =sum()

Link with Maths & data

 

Design, write and debug programs that accomplish specific goals, including controlling or simulating physical systems; solve problems by decomposing them into smaller parts

Use sequence, selection, and repetition in programs; work with variables and various forms of input and output

Computer Science Programming – design a computer game including scoring and/or timers using scratch and code

Use conditional statements, variables and broadcast messages

Create a game where sprites interact

Evaluate the effectiveness of games

 

Select, use and combine a variety of software (including internet services) on a range of digital devices to design and create a range of programs, systems and content that accomplish given goals, including collecting, analysing, evaluating and presenting data and information

Information Technology – create a multi media eBook

P.E.

 

Ongoing

Modify and refine skills and techniques to improve any performance.

-Show a willingness to practice to develop and improve.

-Conserve energy over longer distances.

-Independently prepare for exercise and use cooling down techniques.

Perform dances using a range of movement patterns

-Show control, coordination in travel and balance.

-Perform a range of jumps showing control.

-Show increasing clarity and fluency in movement.

-Make good use of creativity and imagination when creating sequences in dance or gymnastics.

-Use movement expressively to convey an idea, mood or feeling.

-Combine changes of shape, speed and level in sequence.

– Apply skills actions and ideas with increasing coordination and control.

Develop flexibility, strength, technique, control and balance – Gymnastics

-Show control, coordination in travel and balance.

-Perform a range of jumps showing control.

-Show increasing clarity and fluency in movement.

-Make good use of creativity and imagination when creating sequences in dance or gymnastics.

-Use movement expressively to convey an idea, mood or feeling.

-Combine changes of shape, speed and level in sequence.

– Apply skills actions and ideas with increasing coordination and control.

 

Develop flexibility, strength, technique, control and balance – Gymnastics

-Show control, coordination in travel and balance.

-Perform a range of jumps showing control.

-Show increasing clarity and fluency in movement.

-Make good use of creativity and imagination when creating sequences in dance or gymnastics.

-Use movement expressively to convey an idea, mood or feeling.

-Combine changes of shape, speed and level in sequence.

– Apply skills actions and ideas with increasing coordination and control.

Develop flexibility, strength, technique, control and balance – Indoor Athletics

Use running, jumping, throwing and catching in isolation

Compare their performances with previous ones and demonstrate improvement to achieve their personal best.

Use a range of throwing techniques with increasing power and accuracy.

-Performa a range of jumps showing control

 

Develop flexibility, strength, technique, control and balance – Indoor Athletics

Use running, jumping, throwing and catching in isolation

Compare their performances with previous ones and demonstrate improvement to achieve their personal best.

Use a range of throwing techniques with increasing power and accuracy.

-Perform a range of jumps showing control

 

Swimming and water safety (x11 sessions)

Control, their breathing and are comfortable on the surface and under water swimming fluently and with control when using back crawl, front crawl and breast stroke.

-To swim at least 25m

Swim on their front and back using arm and leg actions with smooth coordination.

-Control, their breathing and are comfortable on the surface and under water swimming fluently and with control when using back crawl, front crawl and breast stroke.

Use personal surviving techniques including floating, sculling and surface diving.

 

Play competitive games, modified where appropriate – Tennis

 

Play competitive games, modified where appropriate – Hockey

and apply basic principles suitable for attacking and defending

-Use a range of throwing techniques with increasing power and accuracy.

-Apply a broad range of skills to different situations

-Use a range of fielding skills and throw with accuracy to hit a target.

-Plan different approaches to attacking and defending

-Choose the best pace to use in athletics or games.

-Show growing awareness of space in team games.

-Work to keep or gain possession.

 

Take part in outdoor and adventurous activity challenges both individually and within a team

-Read a variety of maps and plans accurately, recognising symbols and features

-Use physical and teamwork skills well in a variety of different challenges

-Successfully apply their skills and understanding to new challenges and environments.

 

 

 

 

Play competitive games, modified where appropriate – Tri Golf

 

Play competitive games, modified where appropriate – Netball

and apply basic principles suitable for attacking and defending

Use running, jumping, throwing and catching in isolation and in combination

-Use a range of throwing techniques with increasing power and accuracy.

-Apply a broad range of skills to different situations

-Use a range of fielding skills and throw with accuracy to hit a target.

-Plan different approaches to attacking and defending

-Choose the best pace to use in athletics or games.

-Show growing awareness of space in team games.

-Work to keep or gain possession.

Swimming and water safety (x11 sessions)

-Control, their breathing and are comfortable on the surface and under water swimming fluently and with control when using back crawl, front crawl and breast stroke.

-To swim at least 25m

Swim on their front and back using arm and leg actions with smooth coordination.

-Control, their breathing and are comfortable on the surface and under water swimming fluently and with control when using back crawl, front crawl and breast stroke.

Use personal surviving techniques including floating, sculling and surface diving.

 

 

 

 

 

Play competitive games, modified where appropriate – Rounders

and apply basic principles suitable for attacking and defending

Use running, jumping, throwing and catching in isolation and in combination

-Use a range of throwing techniques with increasing power and accuracy.

-Apply a broad range of skills to different situations

-Use a range of fielding skills and throw with accuracy to hit a target.

-Plan different approaches to attacking and defending

-Choose the best pace to use in athletics or games.

-Show growing awareness of space in team games.

-Work to keep or gain possession.

Project Afternoon Autumn 1

History

Research an influential American and create a character profile. How did they have an impact? What did they change?

 

Art and Design

Freedom is represented through the American Flag, the Statue of Liberty’s flame and the Eagle. How would you represent freedom in a piece of art?

 

Art and Design

Choose an American State and represent it using a shoe box.

 

History

The American Dream

What does it mean? What would your dream be?

 

Geography

Collect statistics about favourite American items/food/places.sports/music and present it using a bar/pie chart.

 

Geography

Compare old state Vs modern state. What changes are there?

 

Geography

Identify human and physical features of New York State/Travel Diary throughout New York. Pictures/ selfies/ green screen/ map/ drawings

 

 

Science

Using your knowledge of materials and their properties, investigate the different practical uses of these materials around school. Choose 5 and explain why they are used for a particular product. If you were to design a school for the future, what materials would you use and why?

 

DT

Golden Gate Bridge – what makes bridges strong? Compare 3 methods used and test.

 

 

Art

Different perspectives of the statue of liberty.

 

Spring 1

 

History/ICT

Research famous people who have contributed to space history. Present using a form of multimedia presentation

 

Music

Create a piece of music reflecting the mood and atmosphere of a planet.

 

PE

Create a short dance sequence to accompany your piece of music. How will you plan, record and deliver your sequence?

 

Art

Research some examples of artists/artwork influence by space. Use these examples and different techniques to create your own piece of art inspired by space.

 

 

 

Spring 2

 

Science

Plan and execute their own gravity and resistance experiment testing the speed at which certain objects fall?

 

DT

Research spacesuits that astronauts use for their missions. Think about what materials you might need to create your own spacesuit for a small action figure.

 

 

Geography

Use search tools to help you to create a map of the planets and mark on information such as distance from Earth and time it would take to travel to each planet.

 

ICT

Research how computing technology is used to monitor activity in space. Record your findings in an engaging and interesting way. How could you use the technology to improve the global environment?

 

Project:

 Cluedo board

Guillotine

Crime through the ages