Year 5 Curriculum Outline - Autumn 2019

Year 5 Curriculum Outline Autumn 2019

Year 5 Curriculum Outline Autumn 2019 On the Move ~ Crime and Punishment Humanities - Social Understanding Considering the meaning of the term ‘migration’ will be a focus in ​Humanities​, pupils will be thinking about people they may know who have migrated and the many reasons for this. The pupils will identify push and pull factors of migration and compare densely populated areas with sparsely populated places, identifying the pros and cons of both. Atlases and online maps will be used to identify lines of latitude and longitude, the equator, the Northern and Southern Hemispheres, the tropics of Cancer and Capricorn, and the Arctic and Antarctic.

Pupils will use a range of historical sources such as photographs, newspaper adverts and audio transcripts to consider how groups of people were treated during Windrush, comparing migration in the past to modern day migration, creating links to their work in English.

After half term, the focus will be on crime and punishment through the ages. The pupils will research different time periods, comparing and contrasting law and order. They will create their own ‘Horrible History’ style sketches and consolidate their chronological understanding.

In ​RS​, we will learn about the Old Testament and consider its importance to Christians. The stories of Abraham and David will be reviewed, and we shall be discussing how the writings of David influenced the Christian world. We will understand how Christians believed that God revealed himself through prophets, and consider the relevance of the Ten Commandments today.

Trips/Curricular​ ​Enrichment Monday 7th October: Collaboration Day - We will ‘migrate’ to the Senior school to join our Year 5 peers across both sites to collaborate and consolidate our learning about migration.

Language and Communication (English and ML) In ​English ​Year 5 will participate in a range of activities which will help them to develop their English skills. Weekly spellings and spelling patterns will be given out and tested the following week. Grammar and punctuation skills will generally be taught in context as part of our lessons, although certain topics may be taught discretely as necessary.

An exciting variety of text types will be covered this term: Contemporary Fiction (‘The Boy at the Back of the Class’ and ‘The Journey’), formal and informal letters (linked to our learning about the refugee crisis), dialogue and script writing, and discussion texts (linked to crime and punishment).

How to help at home: ● Encourage your child to read and share their reading with them when you can. Foster a love of reading. ● Encourage your children to write in their own words and proofread their work.

Modern Languages In ​Modern Languages​, the focus continues to be on communication whilst learning more about how language works. Lessons in Spanish will begin by looking at larger numbers as well as communicating preferences for food. This will give pupils the opportunity to consider the gender of nouns, linking adjectives accordingly. In French, they will focus on the skills and transactional language required for shopping in France, as well as how to travel around the town. In the second half of the term, they will learn a Christmas song. They will take time to continue learning about Spanish and French culture and, in particular, how Christmas is celebrated in Spanish and French speaking countries. ​Pupils can consolidate their learning at home by using the Linguascope or Grow Story Grow websites or by using one of the free websites which have been used in class.

Mathematical Understanding The first topic this term is place value, specifically reading, writing, ordering, comparing and rounding numbers to one million. Also, interpreting negative numbers in context and looking at Roman numerals. The next topic is addition and subtraction which involve mental maths, formal written methods, using rounding to check answers to calculations and solve addition and subtraction multi-step problems in context.

The next topic is the statistics of line graphs and tables including timetables. Pupils will then move on to multiplication and division where they will work with multiples and factors, Prime numbers, square numbers, and cube numbers, as well as multiplying and dividing numbers by 10, 100 and 1000.

Our final topic is perimeter and area whereby the pupils will measure and calculate perimeters and calculate the areas of rectangles, compound and irregular shapes.

Physical Education and Well-being In ​PE ​this term the pupils will be taking part in dance and touch rugby For their games session the girls will be doing hockey in preparation for Autumn fixtures.

Please ensure that all girls have mouthguards, shin pads and long socks. The boys will have football and some touch rugby also in preparation for local fixtures. More information about fixtures can be found at ​www.stephenpersesport.com​ or ​www.damebradburyssport.com For ​PSHEE ​this term the pupils will complete a unit about ‘beginning and belonging’. They will take part in activities to build positive relationships in the class and to develop their skills of cooperation. They will explore the range of new situations they or others may find themselves in, and the emotions they or others may experience. They will develop strategies for coping when they are a new person in a situation, or may feel like they are not fully involved. They will also revisit and develop their own ‘Networks of Support’, and consider how they can provide help and support others.

When studying ‘Safety Contexts’, the children will consider the new skills they will need to learn to keep themselves safe whilst cycling on the roads. They will review and build on the knowledge they have about road safety as a pedestrian. They will develop an understanding of how they can take more responsibility for keeping themselves safe in the sun. They will consider the dangers of electricity in the home and of railways and learn basic techniques for keeping safe. They will then reflect on how safety is maintained in the school environment and how they can take more responsibility, at home and at school, to reduce the risk or accidents.

Creative and Performing Arts In ​Drama ​pupils will begin to incorporate tableaux into devised pieces for a specific purpose, especially denoting changes of scene. The pupils will take a different perspective by exploring a theatre experience from an audience’s perspective. They will evaluate how body language is used by other groups. In the second half of the term, rehearsals begin for the Year 5 production. In this, pupils continue to develop roles within an ensemble and to perform with confidence in front of a large audience. We will also focus on maintaining character throughout a performance.

In ​Create Design Engineering ​pupils will be reflecting on the issues of refugees and migration, they will consider how it might feel to find yourself in a country where you don’t speak or understand the language, where you are not familiar with the food available and have nowhere to live and no family around you. Once pupils have identified what would make them feel more welcome in those circumstances, they will embark on a project to create a collaborative piece that could end up as a comforting piece of artwork where refugees are settling. This project will include working with new graphics and drawing apps, as well as setting up designs to be machined using a vinyl cutter.

For ​Music ​this term pupils will be travelling back in time and expressing their music through wonderfully uplifting spirituals. Rehearsing and performing these various intriguing songs, and discovering the hidden messages within the lyrics, is a wonderful way to engage with this genre of music. Pupils will continue to develop more robust vocal technique, and explore the history of these spirituals through compositional projects, improvisation and ensemble performances. Pupils will have the opportunity to appraise existing spirituals in increasing detail, and will develop an increasingly broad and mature bank of music terminology whilst listening to existing works in the musical canon.

Each week the students will develop their instrumental technique and ensemble performance skills. These sessions provide the pupils with a holistic ensemble experience, challenge, and opportunity to explore a variety of instruments and musical genres. As a member of each ensemble, the pupils will build their confidence and fluency with reading staff notation, and learn how to convey expression and more detailed musical markings.

Towards the end of the term, pupils will develop their vocal performance skills in rehearsals for a formal Carol Concert.

Scientific Understanding This term’s ​Science ​has a very biological focus. Pupils will start by learning about the life cycles of plants and animals, including the various stages and how they fit together during the course of an organism's life.

They will then move on to studying the kinds of adaptations living organisms have evolved in order to survive in their habitats.

Finally, pupils will be looking at the factors involved in keeping healthy, including learning about the anatomical structure of the digestive and circulatory systems, and investigating balanced diets and exercise and the benefits they bring.

How you can help: Visit local museums, such as the Cambridge University Zoology Museum, Saffron Walden Museum and Cambridge Science Centre Visit online resources like 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.