Year 5 Curriculum Outline Summer 2020
Year 5 Curriculum Outline Summer 2020
Ocean Adventure ~ Technology - Friend or Foe
Humanities - Social Understanding Year 5 pupils will be taken on an Ocean Adventure during the first half term, where they will learn to recognise the differences in marine environments and to identify a range of geographical features in oceans. Their journey will take them to the unexplored depths of the oceans to discover the weird and wonderful creatures that inhabit this unique environment and to understand why it is so difficult to explore these areas. In addition to learning about what lies beneath the sea, the pupils will also gain an understanding of climate zones and currents and the relationship that humans have with the sea. During the second half term the pupils will look at how technology has changed over time and the impact on society. In RS pupils will to learn about the world’s major faiths, we will study the history and key beliefs of Islam. We will discover where and when Islam originated, look at where Muslims worship and learn how their beliefs affect their daily lives. We will look at important Muslim festivals including the Hajj pilgrimage, Ramadan and Eid.
Language and Communication In English, during the first half term pupils will read persuasive brochures and promotional material. They will consider techniques for encouraging readers and consider their target audience when advertising. Pupils will also study stories with flashbacks and flashforward. After half term, pupils will read extracts from science fiction texts and write their own science fiction extracts using the key features of this genre. They will then consider the power of imagery in poetry - identifying and using metaphor, simile and personification. In Modern Languages developing good oral communicative skills remains core to our lessons, with use of written cues to help with pronunciation, comprehension and vocabulary consolidation. Linking to the thematic learning topics, pupils will explore the language; discovering patterns in words and structures, noticing where adjectives go in a sentence, or what sounds letter combinations make and then spotting the sound in new words, noticing pronouns and basic verbs in reading and written passages. In Spanish, they will talk about what they like and will explore the verb ‘gustar’, using a fun song to help them remember. In French, they will extend their knowledge of basic sports and hobbies, giving opinions. On a cultural level, they will find out about Le Tour de France and one particular painting by Monet, linking in with the sea and coastal theme. Pupils will draw their ideas together towards the end of term in a short presentation about what they like to do in the holidays. Mathematical Understanding Year 5 will start the term by focusing on number, specifically solving problems involving numbers up to three decimal places. They will also multiply and divide whole numbers and those involving decimals by 10, 100 and 1000, use all four operations to solve problems involving measure, including scaling. The next topic is geometry when pupils will learn how to identify 3D shapes, including cubes and other cuboids, from 2D representations and use the properties of rectangles to deduce related facts and find missing lengths and angles. Next they will be asked to distinguish between regular and irregular polygons based on reasoning about equal sides and angles, and take a deeper look at the rules of angles including estimating and comparing acute, obtuse and reflex angles, drawing given angles, and measuring them in degrees. Before moving onto the final topic of the term, measurement, Year 5 will study position and direction whilst identifying, describing and representing the position of a shape following a reflection or translation. Measurement will involve converting units, understanding and using approximate equivalences between metric units and common imperial and solve problems involving converting between units of time. Finally the focus will be on volume and using all four operations to solve problems involving measure. Physical Education and Well-being
In PSHEE pupils will cover two topics this term. In our Healthy and Safe Lifestyles unit the pupils will describe some positive and negative aspects of risk taking and the consequences of taking physical, social and emotional risks. They will practise a range of strategies to reduce risk, learn about some of the main causes of accidents for children and understand ways of reducing or preventing accidents. They will learn where individuals, families and groups can find help and understand how to be supportive to others who need help in a risky situation. Pupils will consider friendships - new and old - and recognise how differences can be a positive aspect of friendships. They will identify some of the influences and pressures involved in group relationships, and develop strategies to manage these. In the second half term pupils will have their sex and relationships unit where they will learn about the male and female sexual parts and the appropriate terminology for use in different situations. They will learn about the physical changes that take place at puberty, why they happen and how to manage them and that physical change happens at different rates for different people. They will consider how the media, families and friends can influence attitudes to their bodies and will also learn about personal hygiene. Creative and a Performing Arts Each week in M usic the pupils will practise their own instruments/use the keyboard on Garageband to develop their instrumental technique and expand their repertoire. With this regular practice (which should support the students’ instrumental tuition), they will build their confidence and fluency with reading staff notation alongside l earning how to convey expression and more detailed musical markings. As part of this process, students will be encouraged to add their own creative ideas and interpretations into their performances, and we will explore the various stylish options that are available. Students will regularly submit finished performances for feedback, evaluate and reflect upon their own work, and will potentially have the opportunity to provide feedback for one another. This process of identifying aspects of their performance which could be improved/refined and then honing in to work on these aspects encourages active listening and increasingly mature musical awareness. During the summer term, the students will be taken on a whistle stop tour of some of the most famous works in the Classical music canon by engaging with the ‘BBC 10 Pieces Trailblazers’ repertoire. This is a fantastic project designed by the BBC which “challenges students to rethink orchestral music through considering ten trailblazing composers and their compositions. This set of pieces showcases works that have helped expand our musical horizons, pieces that have introduced new cultures and sound worlds into the orchestra, and composers whose lives and works have made them pioneers.” This topic really captures the fact that “Orchestral music is a living, evolving art form, and these pieces help to tell that ever-changing story.”’ In ‘ The Sea Creature/Treasure Island,’ students will explore the underwater theme through Drama by using movement, physical theatre, set design and body language. We will look at the news reporting genre, with students devising their own questions and creating a speech based on environmental issues. Students will reflect upon their work by evaluating their
performance and being a critical friend for their peers. We will also encounter pirate characters, working on the skills of voice, facial expression, sound effects, storytelling and points of tension. Students will then go on to the theme of ‘Technology, Friend or Foe.’ Students will explore the world of the internet by bringing it to life. We will investigate how changing technology has impacted upon theatre and also discuss anti-bullying in relation to the internet. With a focus on marine life, CD&E sessions will spend time immersed in exploring texture, colour and tone. Materials from home will be gathered for experiments and live sessions dedicated to directing these endeavours. We are hoping kitchen cupboard ingredients will inspire a few colour tests and lead students to an independent outcome. Scientific Understanding This term’s Science has a focus on Physics, with two topics dedicated to Forces in Action. In the first of these, we will be getting to grips with the core concepts about forces: what they are, how we measure them and their effects upon us and the objects around us on Earth and in the wider Universe. We will look at gravity, including the role of Cambridge’s very own Sir Isaac Newton in its discovery and the relationship between mass and weight (and why we really shouldn’t get them mixed up!). We will then investigate the variety of different kinds of friction, which slow moving things down: friction between solid surfaces, air resistance and water resistance. In the second Forces in Action topic, we will be exploring how the understanding of forces we built up in the first topic can be applied in engineering and everyday life to create force multipliers, which make it easier to move objects. We will learn about simple machines, starting with the lever: how it can use rotational force to lift or open things and the effect of pushing at various distances from the pivot. We then examine how pulleys allow you to lift heavy objects with much less pulling force than you’d normally need and, finally, gears, including their uses in bicycles to make cycling uphill easier and gear ratios: what they mean and their effects. We will also cover the biological aspects of human reproduction, in a lesson which will complement what the children will be learning in PSHEE. How you can help: We would normally recommend visiting local museums, such as the Cambridge Science Centre, Saffron Walden Museum and Woolsthorpe Manor, the home of Isaac Newton, to help enrich your child’s Science learning. During the current lock-down, these institutions are still providing learning opportunities via their websites, with two notable examples being: Cambridge Science Centre ‘Cosmos’ - free online activities http://www.cambridgesciencecentre.org/cosmosonline/
Woolsthorpe Manor - where, appropriately, Newton developed many of his key theories, including his laws of motion and gravity, while under lockdown due to the plague https://www.nationaltrust.org.uk/woolsthorpe-manor Looking further afield, NASA have set up virtual tour of their Langley Research Center, which allows you to explore some of the amazing machines they use to solve science and engineering problems in aerospace and space exploration https://oh.larc.nasa.gov/oh/ Other helpful online resources include BBC Bitesize Science and look out for science programmes on TV.
Digital
The Inner Wheel With the Google apps at the heart of digital curation our pupils use Google Classroom to complete work digitally and hand in work that is produced in a variety of ways. We have identified 7 main apps, our EverGreen apps, that help to showcase our pupils’ learning. An animation, movie or annotated piece of work provides richer feedback for the teacher and ultimately helps to make greater progress. Explain Everything www.explaineverything.com Green Screen www.doink.com Stop Motion www.cateater.com Strip Design www.vividapps.com/Strip_Designer/ Notability www.gingerlabs.com Book Creator www.bookcreator.com Puppet Pals www.polishedplay.com
The Outer Wheel We have a number of apps that we use consistently throughout our curriculum that lend themselves to our creative approach. We avoid apps that are specific to a particular outcome, preferring content free apps that can help to enhance our pupils work and understanding. Some examples are: Minecraft, iMovie, KeyNote, Pages and Padlet.
Coding Another aspect of our digital curriculum is the coding/programming skills that are embedded in all subjects or taught discretely in Years 5 and 6. We have identified a progression of apps that help to develop our pupils ability to code. The apps provide variety and challenge and help to develop the computation skills that are crucial learning in our digital work. We combine the coding experiences with physical output. Using Spheros, BBC Micro:Bits and Ozobots provides visual outcomes that bring our code to life. As our pupils develop further they transition on to written code.
Thinking Toolkit Alongside and underpinning our curriculum we ensure that our pupils are developing as active learners and active thinkers. Throughout each subject area pupils are encouraged to use their range of thinking tools and reflect on when and how they are using them. Pupils are encouraged to reflect on how their thinking tools underpin all aspects of their learning and not just in the more obvious ways. How are they creative in maths? How do they enquire in English? How are they critical in Music? How do they think computationally in PE?
Inclusion This curriculum map outlines the core curriculum for each year group each term but at the heart of our wheel is the individual learner. Each subject area has a progression of skills which enables staff to stretch or support individuals as and when they need a little help, a bit of a push or a just a different way in. Within our classrooms through planning, teacher knowledge and interactions work is differentiated to suit the needs of each individual.