Year 5 Autumn Term Planning

Rose Wood Academy: Enquiry Driven Learning Overview Vertical Concepts (History)

Horizontal and Diagonal Concepts

Ancient Greeks - Change - Cause and effect - Significance - Constructing the past - Sequencing the past

Location knowledge: Locate European countries on a map Place knowledge: Similarities and differences of human and physical geography of a region of a European country

Through science, we will study Animals including Humans.

As artists, we will work collaboratively to make a collage of a trireme.

In ICT, we will design and write programs that accomplish a specific goal. We will simulate a physical system and introduce variables and loops in coding.

Enquiry Outcomes

Enquiry Question Content on Direct Pathway

Odysseus: Hero or Fool?

Our project this term is Odysseus: Hero or Fool? The project is based on the book ‘The Adventures of Odysseus’ by Hugh Lupton and Daniel Morden. We will be looking at the adventures of Odysseus and whether his actions were heroic or foolish. As part of the project we will work as historians to discover characteristic features of Ancient Greece, including ideas, beliefs, attitudes and experiences of men, women and children. We will be looking at the geography of the area and how the landscape affected the way of life. We will be plotting key areas from the story on a map.

Through ‘Power of Reading’ we will use The Adventures of Odysseus to write letters in role of a character.

We will then write a narrative.

We will hold an Exhibition of Beautiful Work.

Children will learn songs linked to the topic and perform these at the Exhibition.

Rose Wood Academy: Enquiry Driven Learning Overview Year Group: Year 5

Term: Autumn 1 Key Focus : History

Project Enhancements:

Exhibition of Beautiful work Year group mini Olympics How can you help?

At home, please could you:  continue to listen to your child read a minimum of three times a week,  help your child to learn to spell the Year 5 and 6 word list,  help your child to learn all their times tables If you wish to do additonal homework with your child, you could:     

Write letters from Oysseus to friends and family from his travels.

Visit a local museum to find out more about the Ancient Greeks (e.g The Great North Museum, Newcastle) Design a monster that Odysseus might meet in a new story.

Read Greek myths and re-tell them to another family member/ceate your own in-house theatre show.

Research about Triremes and make a model of a Greek Ship.

Rose Wood Academy: Enquiry Driven Learning Overview Subject Specific Vocabulary Key Knowledge Word civilisation society Athenians Spartans democracy mythology architecture archaeologist empire polis polytheists Olympics Odysseus

deities

Definition A human society with its own social organisation and culture.

People in general, thought of as a large organized group.

The citizens of Athens which was the birthplace of democracy and the heart of the Ancient Greek civilisation.

Spartans believed that strict discipline and a tough upbringing was the secret to making the best soldiers.

A fair political system where all adults vote for an elected government. This government then make decisions on how to run the country.

A group of myths, especially all the myths from a particular country, religion, or culture.

The art of planning, designing and constructing buildings.

Someone who studies the past by exploring old remains.

A number of individual nations that are all controlled by the government or ruler of one particular country.

An ancient Greek city-state.

The worship of or belief in more than one god.

The ancient Olympic games were originally a festival or celebration of and for Zeus.

A legendary hero in Greek mythology who was King of the island Ithaca. He fought in the Trojan war and invented the Trojan horse. After the war, his journey home took ten years with many challenges along the way. gods or goddesses

Key knowledge that you want the children to know by the end of the topic (linked to the national curriculum:

o Greece was divided into city states (polis) that each had their own laws and way of life, but that all spoke the same language. Two of the most well-known city states are Athens and Sparta. o A polis consisted of an urban centre, often fortified and with a sacred centre built on a natural acropolis (citadel) or harbour o In Athens, Greek styles of art, architecture, philosophy and theatre were developed - these helped shaped our modern society along with science, language and maths. o Athens had a democratic government – this means that the people who lived there made decisions by voting, like we do in Britain. o In Sparta, life was very different; all that was important was being able to defend Sparta in battle o The first Olympic games were held in 776 in the city-state Olympia. o Religion was very important in Ancient Greece. They were polytheists - they believed in different gods and goddesses that were in charge of different parts of their lives, such as a god of the sea and a goddess of wisdom. Temples were built in their honour and they featured heavily in the stories of Greek mythology.

Often, festivals were held in honour of their gods. o

The Ancient Greeks invented the theatre because they loved watching plays, and most cities had a theatre.

Key knowledge that the children should know by the end of the topic (beyond the national curriculum)

History Skills: (Alternatively these could be skills in geography or science)  Use sources of evidence to deduce information, construct and sequence the past

Rose Wood Academy: Enquiry Driven Learning Overview   

Understand change in and between periods Understand how our knowledge of the past is constructed from a range of sources Be able to address and devise historically valid questions about significance

Rose Wood Academy: Enquiry Driven Learning Overview Subject Specific Vocabulary Key Knowledge Word atlas city climate coastal compass points continent country county harbour human features landmark landscape map migration physical features population port river

Definition A book of maps

Key knowledge that you want the children to know by the end of the topic (linked to the national curriculum:

A large town The general weather conditions that are typical An area of land close to the sea Any of the main points of a compass: north, south, east, west, north-east etc A very large area of land that consists of many countries such as Europe An area of land that is controlled by its own government A region of Britain or Ireland which has its own local government A sheltered port where boats can be left safely Features of land that have been impacted by human activity A building or feature which is easily recognised Everything you can see when you look across an area of land including hills, trees, buildings, rivers and plants A drawing of a particular area such as a city, country or continent Movement from one place to another in order to settle there Natural features of land

Key knowledge that the children should know by the end of the topic (beyond the national curriculum)

All the people who live in a country or area A harbour area where ships load and unload goods or passengers A large, natural stream of fresh water that flows into the sea or a lake

Geography Skills: Children will get the chance to apply the following skills through the year:  Use maps, atlases, globes and digital/computer mapping to locate countries and describe features studied

Rose Wood Academy: Enquiry Driven Learning Overview  

Use the eight points of a compass, four and six-figure grid references, symbols and key (including the use of Ordnance Survey maps) to build their knowledge of the United Kingdom and the wider world 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.

Rose Wood Academy: Enquiry Driven Learning Overview Music We will learn a variety of songs from a variety of genres including pop, rap and the blues. We will compose, rehearse and perform our own music, imagining what Odysseus would have heard as he passed the sirens on his voyage. To achieve this, we will: Sing or play from memory with confidence, perform solos or as part of an ensemble, sing or play expressively and in tune, hold a part within a round, sing a harmony part confidently and accurately, perform with controlled breathing (voice) and skilful playing (instrument), create rhythmic patterns with an awareness of timbre and duration, combine a variety of musical devices, including melody, rhythm and chords, thoughtfully select elements for a piece in order to gain a defined effect, choose from a wide range of musical vocabulary to accurately describe and appraise music.

Art We will use a variety of media (oil pastels, paint, collage) to create a stormy sea image, taking inspiration from other artists including Hokusai. We will work collaboratively to make a collage of a trireme. To achieve this, we will: Develop and imaginatively extend ideas from starting points throughout the curriculum. Use the qualities of materials to enhance ideas. Spot the potential in unexpected results as work progresses. Comment on artworks with a fluent grasp of visual language. Sketch (lightly) before painting to combine line and colour. Create a colour palette based upon colours observed in the natural or built world. Combine colours, tones and tints to enhance the mood of a piece Use brush techniques and the qualities of paint to create texture. Develop a personal style of painting, drawing upon ideas from other artists. Mix textures (rough and smooth, plain and patterned). Combine visual and tactile qualities.

Use a variety of techniques to add interesting effects (e.g. reflections, shadows, direction of sunlight). Use a choice of techniques to depict movement, perspective, shadows and reflection. Choose a style of drawing suitable for the work (e.g. realistic or impressionistic). Use lines to represent movement. Give details (including own sketches) about the style of some notable artists, artisans and designers. Create original pieces that show a range of influences and styles.

Computing We will design and write programs that accomplish a specific goal. We will simulate a physical system and introduce variables and loops in coding. We will learn about internet safety. To achieve this, we will: Use online programmes with advanced features. We will explain which commands we need to use in a programme and what they achieve. We will understand issues surrounding use of the internet.

Science We will describe the differences in the life cycles of a mammal, an amphibian, an insect and a bird. We will describe the life process of reproduction in some plants and animals.

We will describe the changes as humans develop to old age.

Present findings in written form, displays and other presentations. Report findings from enquiries, including oral and written explanations of results, explanations involving causal relationships, and conclusions. Use appropriate techniques, apparatus, and materials during fieldwork and laboratory work.

Rose Wood Academy: Enquiry Driven Learning Overview SMSC • • • -

Sense of enjoyment and fascination in learning about themselves, others and the world around them.

Use of imagination and creativity in their learning.

Willingness to reflect on their experiences.

Through our science unit, children will learn about the life cycle and appreciate their bodies and lives

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Ability to recognise the difference between right and wrong and to readily apply this.

Understanding in their own lives, recognise legal boundaries and, in so doing, respect the civil and criminal law of England.

Understanding of the consequences of their behaviour and actions.

Interest in investigating and offering reasoned views about moral and ethical issues and ability to understand and appreciate the viewpoints of others on these issues.

Through our science unit, children will consider the importance of respecting nature and the habitats of animals. They will discuss and offer their views on the issues surrounding disturbing animals in their habitats.

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Use of a range of social skills in different contexts, for example working and socialising with other pupils Children will happily participate in work and use their range of social skills when working with other children and adults.

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Willingness to participate in and respond positively to artistic, sporting and cultural opportunities Children will learn about different cultures as part of the build up to Christmas and how other cultures celebrate this festival.

RE Judaism - What is the best way for a Jew to show commitment to God?