Year 5 Curriculum Map

Click her to view the Year 5 Timetable for 2016-17

 

Autumn 1

 Autumn 2

Spring 1

 Spring 2

Summer 1

 Summer 2

 

RE

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)

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)

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

 

English

PDF Files

See separate document: English Scheme of Learning

 

Mathematics

PDF files

Overview

Click to read separate document: Mathematics Scheme of Learning

 

Science

 

Properties of everyday materials and reversible change

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 

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

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
  • 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

All living things

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.

Magnetism & Forces

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

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

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

Earth and Space

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

describe the movement of the Moon relative to the Earth 

describe the Sun, Earth and Moon as approximately spherical bodies 

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

This is the only time in the science curriculum that Earth and Space is studied

Animals including humans

describe the changes as humans develop to old age

Working Scientifically

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
  • identifying scientific evidence that has been used to support or refute ideas or arguments.             
 

TOPIC Theme

Harry Potter Africa Ancient Egypt Space

Our World

Ancient Greece

 

History

   

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

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 Greece – 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)

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

   

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)

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

 

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. 

Generating, developing, modelling and communicating ideas 

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

Materials – texture, materials experimenting

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

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. 

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.

 

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 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

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

The planets

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

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)

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

See separate document: PHSE Curriculum Map

See separate document: PHSE Curriculum Map

See separate document: PHSE Curriculum Map

See separate document: PHSE Curriculum Map

See separate document: PHSE Curriculum Map

 

PE

O & A

Reteach time

Enrichment
Creative Games

Games
Hockey

Reteach time

 

Games
Cricket

 

Music

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.

 

Educational Visits and Showcase

 

Trip to Harry Potter World LONDON

Showcase dance music and writing

Trip to Liverpool International Slavery Museum 

Visiting Speaker with origins and or family links to Africa

Trip to Manchester Museum

Pop Up Ancient Egypt Showcase supported by Lancashire Museum Service

Tip to Space Centre 

Space Dome Hire Planetarium within school grounds for a day with Year 5 pupils giving tours

Trip to local Farm

Greek Visitor to learn Greek history and dance

Showcase dance music and writing

 

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.

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.

ICT

See separate document for scheme of learning