Year 5 Autumn Term 2

 Curriculum - It’s all Greek to me (Music Focus)

We will begin with a WOW day exploring Greek food and all will dress up as Ancient Greeks. Year 5 will be exploring Greece and the geographical features. We will be looking at a timeline of events and what it meant to be an Empire. The children will be learning about myths and creating artwork and music from this. We will be listening to a range of music around an both ancient and current Olympic theme. The children will learn songs about Greeks and add simple percussion.

RE - Hinduism: What can we learn from some aspects of the Hindu religion?

 This unit introduces pupils to some of the key concepts of Hinduism. It looks at the Hindu belief in a Supreme Being (God) and how this belief is conveyed through practices and worship:

  • understand the place of ritual and festival in Hindu life, making links to their own experience of religious or family celebrations.
  • look below the surface of religious story and practice to think about the underlying religious beliefs and ideas.
  • consider Hindu practices and festivals in India and in the UK and how they are similar and different.
  • think about questions to do with identity, diversity, experience and commitments.

English -  Fox written by Margaret Wild and illustrated by Ron Brooks

The book supports the study of character development, encourages the deepening of reader response through the exploration of the issues and dilemmas expressed in the story and provides opportunities for reflection on themes of friendship, loyalty, betrayal, loss and hope.

 Overall learning aims of this teaching sequence:

  • To explore, interpret and respond to a picture book
  • To study the language and writing style of an author in order to broaden knowledge of vocabulary and grammar and inform understanding of how effective application can determine the quality of a text
  • To consider the ways in which illustrations can deepen and enrich the meaning of a text and enhance the reader experience
  • To explore the actions, choices and motivations of characters and draw inferences to aid our understanding of them
  • To explore narrative plots and characters through role-play in order to deepen our understanding of and connection with the characters and themes of the book

Zedd Stache (Music Video)

 Using a music video as the narrative this unit allows pupils to engage in discussions about the text by posing and answer questions and making predictions.  Using observation and inferential skills they will write a diary entry, a chronological report and create a possible story ending.

 Overall learning aims of this teaching sequence:

  • To be able to draw inferences such as characters’ feelings, thoughts and motives from their actions, justifying inferences with evidence.
  • To be able to use fronted adverbials. 
  • To provide reasoned justifications for my views. 
  • To be able to use relative clauses beginning with who, which, where, when, whose, that or with. 
  • To be able to predict what might happen from details states and implied.
  • To use a range of sentence openers.

 Maths

This term will we cover the following area in Maths:

  • read, write and order numbers with up to 6 digits and understand the place value of each digit
  • add and subtract 2- 3- and 4-digit numbers mentally; choose a strategy for solving mental additions or subtractions; solve word problems
  • understand place value in decimal numbers as tenths and hundredths; multiply and divide by 10/100/1000 using a place-value grid;
  • use mental strategies to solve multi-step word problems;
  • revise converting 12-hour clock times to 24-hour clock times; find a time a given number of minutes or hours and minutes later; calculate time intervals using 24-hour clock format; measure lengths in mm and convert to cm; find perimeters in cm and convert cm to m
  • recognise which numbers are divisible by 2, 3, 4, 5, 6, 9 and 25 and identify multiples; find factors;
  • compare and place fractions on a line; find equivalent fractions and reduce them to their simplest form
  • use a protractor to measure and draw angles in degrees; recognise, use terms and classify angles as obtuse, acute and reflex; recognise that angles on a line total 180° and angles round a point total 360
  • place numbers to 100 000 and decimals up to two places on a line,
  • round numbers to the nearest 10, 100 and 1000 and decimals up to two places to the nearest whole number; compare and order numbers with up to two decimal places;

 Science

Materials - In this unit children will compare and group together everyday materials on the basis of their properties, including their hardness, solubility, transparency, response to magnets and electrical and thermal conductivity.

  • give reasons, based on evidence from comparative and fair tests, for the particular use of everyday materials, including metals, wood and plastic.
  • Working scientifically, classify materials in different ways explaining their classification criteria.
  • plan, carry out and interpret an investigation in trying to answer a question about the most suitable material for a given function.

French

Our French lesson address many skills: speaking, listening, responding, singing and performing.  We will learn several songs and rhymes and work to add actions or dances to them. 

PSHE – Celebrating Difference

  • understand that cultural differences sometimes cause conflict
  • awareness of my own culture
  • understand what racism is
  • awareness of my attitude towards people from different races
  • understand how rumour-spreading and name-calling can be bullying behaviours
  • explain the difference between direct and indirect types of bullying
  • know some ways to encourage children who use bullying behaviours to make other choices and know how to support children who are being bullied
  • compare my life with people in the developing world
  • appreciate the value of happiness regardless of material wealth
  • enjoy the experience of a culture other than my own
  • respect my own and other people’s cultures 

Year 5 - Autumn Term 1 2017

 Curriculum - Scream Machine (Design Technology Focus)

 Hold on tight and get ready to roll! We will be visiting Wicksteed Park to learn about the history of fairgrounds and the mechanisms and forces at play on different rides.

 Back in school we will:

  •  investigate roller coaster carriage designs
  • think about the structures and materials used in construction

  • sketch ideas for our own carriage design using cross-sectional and exploded diagrams to show details and safety features

  • draw a final design before adding colour and decoration to make it look authentic.

Alchemy Island (Music Focus)

 We will welcome the Chief Alchemist’s apprentice into our classroom. Using the objects he carries in a golden box for a magical place called Alchemy Island we will solve riddles and complete tasks to journey around the island. The activities in this project form a cohesive narrative that combines music, fantasy and science.

 The music will focus on:

  •  songs that have a definite narrative.
  • meaning of the songs

  • transforming simple sentences into beautiful lyrics using strong visual imagery, metaphors, similes and other poetic techniques.

  • compose a simple tune that fits with the lyrics

  • melody and lyrics and rehearse ready to perform to an audience.

RE - Hinduism: What can we learn from some aspects of the Hindu religion?

 This unit introduces pupils to some of the key concepts of Hinduism. It looks at the Hindu belief in a Supreme Being (God) and how this belief is conveyed through practices and worship:

  •  understand the place of ritual and festival in Hindu life, making links to their own experience of religious or family celebrations.
  • look below the surface of religious story and practice to think about the underlying religious beliefs and ideas.

  • consider Hindu practices and festivals in India and in the UK and how they are similar and different.

  • think about questions to do with identity, diversity, experience and commitments.

English - Cosmic by Frank Cottrell Boyce

This humorous adventure is seen through the eyes of twelve year old Liam Digby a ‘gifted and talented’ child whose physical appearance ages him beyond his years. We will follow Liam and his friend, Florida Kirby on this humorous, action packed adventure exploring the ups and downs of being a parent and the consequences of a ‘little white lie’.

By the end of the unit pupils will have experienced a narrative structure that is carefully crafted to be thought-provoking; well-drawn character descriptions and settings, which will enable them to write their own persuasive writing, debate and to structure written arguments.

 Overall learning aims of this teaching sequence:

  • To enjoy exciting stories with memorable characters

  • To consider how particular situations make individuals behave as they do

  • To explore dilemmas, empathising with characters

  • To build an imaginative picture of a fantasy world, based on real life experiences.

 Fox written by Margaret Wild and illustrated by Ron Brooks

The book supports the study of character development, encourages the deepening of reader response through the exploration of the issues and dilemmas expressed in the story and provides opportunities for reflection on themes of friendship, loyalty, betrayal, loss and hope.

 Overall learning aims of this teaching sequence:

  •  To explore, interpret and respond to a picture book
  • To study the language and writing style of an author in order to broaden knowledge of vocabulary and grammar and inform understanding of how effective application can determine the quality of a text

  • To consider the ways in which illustrations can deepen and enrich the meaning of a text and enhance the reader experience

  • To explore the actions, choices and motivations of characters and draw inferences to aid our understanding of them

  • To explore narrative plots and characters through role-play in order to deepen our understanding of and connection with the characters and themes of the book

Zedd Stache (Music Video)

 Using a music video as the narrative this unit allows pupils to engage in discussions about the text by posing and answer questions and making predictions.  Using observation and inferential skills they will write a diary entry, a chronological report and create a possible story ending.

 Overall learning aims of this teaching sequence:

  •  To be able to draw inferences such as characters’ feelings, thoughts and motives from their actions, justifying inferences with evidence.
  • To be able to use fronted adverbials. 

  • To provide reasoned justifications for my views. 

  • To be able to use relative clauses beginning with who, which, where, when, whose, that or with. 

  • To be able to predict what might happen from details states and implied.

  • To use a range of sentence openers.

Maths

This term will we cover the following area in Maths:

  • read, write and order numbers with up to 6 digits and understand the place value of each digit

  • add and subtract 2- 3- and 4-digit numbers mentally; choose a strategy for solving mental additions or subtractions; solve word problems

  • understand place value in decimal numbers as tenths and hundredths; multiply and divide by 10/100/1000 using a place-value grid;

  • use mental strategies to solve multi-step word problems;

  • revise converting 12-hour clock times to 24-hour clock times; find a time a given number of minutes or hours and minutes later; calculate time intervals using 24-hour clock format; measure lengths in mm and convert to cm; find perimeters in cm and convert cm to m

  • recognise which numbers are divisible by 2, 3, 4, 5, 6, 9 and 25 and identify multiples; find factors;

  • compare and place fractions on a line; find equivalent fractions and reduce them to their simplest form

  • use a protractor to measure and draw angles in degrees; recognise, use terms and classify angles as obtuse, acute and reflex; recognise that angles on a line total 180° and angles round a point total 360

  • place numbers to 100 000 and decimals up to two places on a line,

  • round numbers to the nearest 10, 100 and 1000 and decimals up to two places to the nearest whole number; compare and order numbers with up to two decimal places;

Science

Forces - In this unit children will learn about a variety of forces including gravity, air resistance, water resistance and friction.

  •  explore how simple mechanisms can be used to make work easier;
  • observe and explain how gravity causes an unsupported object to fall towards the Earth.

  • research the relative effects of the gravitational pull on other planets.

  • carry out a range of activities to identify the effects of friction, air resistance, and water resistance

  • consider ways of reducing water resistance through streamlining.

  • work scientifically to measure force using force meters

  • use results to form conclusions

  • plan how to carry out a fair test

Materials - In this unit children will compare and group together everyday materials on the basis of their properties, including their hardness, solubility, transparency, response to magnets and electrical and thermal conductivity.

  • give reasons, based on evidence from comparative and fair tests, for the particular use of everyday materials, including metals, wood and plastic.

  • Working scientifically, classify materials in different ways explaining their classification criteria.

  • plan, carry out and interpret an investigation in trying to answer a question about the most suitable material for a given function.

French

Our French lesson address many skills: speaking, listening, responding, singing and performing.  We will learn several songs and rhymes and work to add actions or dances to them. 

PSHCE – Being me in my world

  • face new challenges positively and know how to set personal goal

  • understand my rights and responsibilities as a British citizen and a member of my school

  • empathise with people in this country whose lives are different to my own

  • make choices about my own behaviour because I understand how rewards and consequences feel

  • understand how an individual’s behaviour can impact on a group

  • can contribute to the group and understand how we can function best as a whole

  • understand how democracy and having a voice benefits the school community and know how to participate in this

  • understand why our school community benefits from a Learning Charter and can help others to follow it

Celebrating Difference

  •  understand that cultural differences sometimes cause conflict
  • awareness of my own culture

  • understand what racism is

  • awareness of my attitude towards people from different races

  • understand how rumour-spreading and name-calling can be bullying behaviours

  • explain the difference between direct and indirect types of bullying

  • know some ways to encourage children who use bullying behaviours to make other choices and know how to support children who are being bullied

  • compare my life with people in the developing world

  • appreciate the value of happiness regardless of material wealth

  • enjoy the experience of a culture other than my own

  • respect my own and other people’s cultures

PE – Games – Rounders

  • To throw and catch a ball accurately.

  • To develop the consistency of throwing skills.

  • To develop batting skills in rounders.

  • To develop the throwing technique.

  • To develop range of fielding techniques.

  • To develop the understanding of the rules of rounders.

 

Year 5 Information