year 5 spring - medium term planning overview. theme ... · for learning journal books) learning...

Year 5 – Spring - Medium Term Planning overview. Theme: Backpackers

Key dates for diary 4/1/18 – 2 day week Thursday start Wow entry point

8/1/18 15/1/18 World religion day – Jan 21st

22/1/18

Weekly overview: Week 1: Day 1: Wow opener day - chn dressed in outdoor clothes for wet weather and walking (change of clothes) Backpacking in NQ Low tide 11.20 (7m high tide) Walk through Trenance Gardens, to the Gannel, over to Fistral and through the Trams back to NJA. (approx. 3 hours) Whilst out walking, use our senses, collect a-z or colours of natural objects. Day 2: Record, saw, felt… photos, maps. 99 club and Maths, Handwriting, diary extract, photo in topic book and record feelings… Introduce Journey to the River Sea, look at front cover, make predictions of plot, character, settings…. Read Blurb Literacy, geography, history, science immersion Out of classroom Thursday (if Weather poor, round robin KC/HB South America and MM/GT Newquay)

Week 2: English – Recount - Diary Entry South America, Countries, find out about the location and countries of South America. Start researching South America’s physical features, climate Spanish (speaking and listening) – Start with salutations (hellos and goodbyes and how are you?) Numbers 1 -20 Begin to compile phrase book. Learning journal – front page – pupils images setting off as backpackers

Week 3: English – Character Description link to Adventure Story South America – Climate focus Spanish – (speaking, listening and reading) Start with salutations (hellos and goodbyes and how are you?) Numbers 1-20 Begin to compile phrase book. Learning journal – book front cover, map of Maia’s journey and comments about learning geography and reading skills

Week 4: English –Setting Description link to Adventure Story (based in South America rainforest setting) Spanish (speaking and listening) – Saying name, asking name. Begin to compile phrase book for learning journal in few weeks time. Music – singing half an hour Wednesday 1.45 – 2.15 led by GT (linked to prep for S. America wow end) Geography – physical and human features fact file finding and creating 3d model making - use of salt dough/plastering to create hands on map showing mountains/rivers/rainforests etc… across south America (take pics for learning journal books) Learning Journal – pics from Geog session pupils comment on their learning and skills etc…

Engl

ish

English Recount - diary entry Describe a character Describe a setting

Composition and spoken

English

Literacy SC: I can use devices to build cohesion within a paragraph e.g. then, after

that, this, firstly. I can link ideas across paragraphs using adverbials of time e.g. later, place e.g. nearby, and number e.g. secondly, or tense choices e.g. he had seen her before. I can begin to use brackets and can also use dashes or commas for the same purpose (parenthesis). I can proof-read for punctuation errors, including the use of brackets and other devices, such as commas or hyphens, used for the same purpose. I can convey emotions through a diary entry. (Include SC) I can plan a diary entry using the structure given. I can write a diary entry that conveys emotion. I can proofread and edit for SC of diary entry and response to teacher marking. I can identify key language and structural features of Diary Texts

Literacy SC: I can give feedback on and improve my own writing and my classmates’. I can add information to my sentences using relative clauses starting with: who, which, where, when, whose, that, or by missing out the pronoun. I can talk about the affect I want my writing to have on the audience. I can then make appropriate choices using similes, metaphors, onomatopoeia, and empty words (e.g. someone was out get me). I can write pieces describing characters and atmosphere, And include speech that helps show the character and

their personality or mood. I can begin to use brackets and can also use dashes or commas for the same purpose (parenthesis).

I can proof-read for punctuation errors, including the use of brackets and other devices, such as commas or hyphens, used for the same purpose. I can use devices to build cohesion within a paragraph e.g. then, after that, this, firstly.

I can give feedback on and improve my own writing and my classmates’. I can add information to my sentences using relative clauses starting with:

who, which, where, when, whose, that, or by missing out the pronoun. I can talk about the affect I want my writing to have on the audience. I can

then make appropriate choices using similes, metaphors, onomatopoeia, and empty words (e.g. someone was out get me).

I can begin to use brackets and can also use dashes or commas for the same purpose (parenthesis).

I can proof-read for punctuation errors, including the use of brackets and other devices, such as commas or hyphens, used for the same purpose. I can use devices to build cohesion within a paragraph e.g. then, after

that, this, firstly. I can plan my writing of narratives by considering how authors have

developed settings in what the class have read, heard and seen in other stories, plays or films.

I can write pieces describing settings, and atmosphere

Key spellings / vocabulary

Y3/4: apostrophe for possession personal spelling lists Rare GPCs (bruise, guarantee, immediately, vehicle, yacht)

Etymology + ‘-ably’ and ‘- ibly’

Punctuation and Grammar

Dashes/brackets Fronted adverbials

Commas in a list Progressive verbs forms

Commas to clarify/ Punctuation marks Word classes

Handwriting Rehearsal of joins linked to spellings (see handwriting structure sheet)

Class Reader Journey to the River Sea

DERICS Reading

Dairies DERIC

Character Descriptions DERIC

Setting Descriptions DERIC

Mat

hs

Maths Main

objectives

multiply and divide numbers mentally drawing upon known facts

multiply numbers up to 4 digits by a one- or two-digit number using a formal written method, including long multiplication for two-digit numbers

divide numbers up to 4 digits by a one-digit number using the formal written method of short division and interpret remainders appropriately for the context

solve problems involving addition, subtraction, multiplication and division and a combination of these, including understanding the meaning of the equals sign

Number/Fractions (6 week block)

Key mathematical

vocabulary

A:\2017 - 2018\Mastery Maths 2017-2018\Math Vocab\MathsVocab booklet all years and progression.pdf

Cross curricular

Maths

Atlas coordinates (reading)

Science

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South America

Geography

I can use different types of fieldwork sampling (random and systematic) to observe, measure and record the human and physical features in the local area. Then record the results in a range of ways.

Link to temperature analysis in Eden biomes Return from walk/ maps out:

I can use eight points of the compass compass – simple bearings

I can use 4 figure – to 6 figure grid references

I can measure simple straight line distances on a map – using scale bar

I can identify and describe the geographical significance of latitude, longitude, Equator, Northern Hemisphere, Southern Hemisphere, the Tropics of Cancer and Capricorn, Arctic and Antarctic Circle, I can use thematic maps (1:25,000 to 1:50 000), atlases, globes and digital/computer mapping to locate countries and describe features.

I use my knowledge and understanding to suggest relevant geographical questions.

I can name and locate the countries of South America and identify their main physical and human characteristics.

I can explain some of the reasons for geographical similarities and differences between countries. Activity: mini comparisons for 4 more weeks Library to research features

I can describe and understand key aspects of: o • physical geography, including: climate zones, biomes and vegetation belts, o • human geography, including: economic activity including trade links, and the distribution of natural resources including energy, food, minerals, and water supplies.

Homework: Plans and sketch maps- symbols – appropriate style

History

Art

DT

Music Attainment Target 1: Play and perform in solo and ensemble contexts, using their voices and playing musical instruments with increasing accuracy, fluency, control and expression (see skills sheet detail) 4 songs, different genres, sing as year group. Green Anaconda Sway Cuckoo Rio Wednesdays in hall before assembly

PSHE Friendship

Friendship Skills I know how to: look and sound friendly; be a good listener (taking turns); give and receive compliments; see things from someone else’s point of view. I can tell you ways to appear friendly to other people.

Cooperation skills

· I can take on a role in a group and contribute to the overall outcome.

· I can discuss in a group how well we are working together.

Seeing things from other points of view

· I know how to see things from someone else’s point of view.

Seeing things from other points of view I know how to see things from someone else’s point of view.

Managing feelings of anger I know: what my triggers for anger are; how our bodies change when we start to get angry; some ways to calm down when I start feeling angry. I understand why it is important to calm down before I am overwhelmed by feelings of anger. I can tell you some of the ways I can stop myself being overwhelmed by feelings of anger. I know how it feels to be overwhelmed by feelings of anger

RE

Round robin day for World Religion Day – Friday 19th.

Spanish Spanish speaking and listening Start with salutations (hellos and goodbyes and how are you?) Numbers 1 -20 Begin to compile phrase book.

Spanish – (speaking, listening and reading) Start with salutations (hellos and goodbyes and how are you?) Numbers 1-20 Begin to compile phrase book.

Spanish (speaking and listening) – Saying name, asking name. Begin to compile phrase book.

MFL

Across the term: To speak confidently: •I can understand the main points from spoken passages. • I can ask others to repeat words or phrases if necessary. • I can ask and answer simple questions and talk about interests. • I can take part in simple discussions and tasks. • I can demonstrate a growing vocabulary. •I can explore the patterns and sounds of language through traditional songs/ stories/poems and rhymes in MFL To read fluently • I can read and understand the main points in short written texts.

• I can use a translation dictionary or glossary to look up new words To write imaginatively •I can write a few short sentences using familiar expressions. •I can express personal experiences and responses. I can write short phrases from memory with spelling that is readily understandable. To understand the language and culture f the countries of the world •I can show awareness of the social conventions when speaking to someone. •I can identify the cultural similarities and difference in the countries we are learning about. •I can identify languages spoken in the countries we are learning about. I can explain how and why some languages are related / have similarities / differences.

ICT

Enter data into a spreadsheet, use ict to create charts and tables. Enter formulae into a spreadsheet Make predictions and check results. Use SUM to calculate a total

PE South American Dance South American Dance South American Dance South American Dance

Home Learning

Year 5 - Spring - Medium Term Planning overview. Theme:

Key dates for diary 29/1/18

5/2/18 Last week before half term

20/2/18 Inset day 1 then 4 day week

26/2/18 World book day Thursday 1st March

Weekly overview: Week 5: Lit – adventure story ‘- assessed piece’ Pupils building up to write an adventure story based in the amazon rainforest Thursday write will be an assessed piece of writing (no marking from teacher) Spanish (speaking and listening) – Weather – introducing terms for raining, it’s cold/hot etc (put actions to everything). Begin to compile phrase book. Geography – classes immerse in their physical feature project for their class – prepare for comparison to NQY local area by studying S.America feature this week Learning Journal – 3d models geography pics

Week 6: (4 days) Lit – non-chronological reports – a report about a physical feature of South America (class appropriate) – Amazon River, Andes, Rainforest link to animals and plants in and near those physical features studied Spanish (speaking, listening and reading) – Weather – introducing terms for raining, it’s cold/hot etc (put actions to everything) match pictures to words/phrases. Begin to compile phrase book. Geography – classes complete their physical feature project for their class comparing size to get perspective e.g. width of Amazon – measure out width of playground and multiply to try and visualise it further areas – height of classroom vs andes etc… Learning journal – Dance photographs and comments/sequencing

Week 7: History focus Lit – non-chronological reports – all about the Incas

(inc.art)

ART week: WOW IN pupils are immersed in Incan art – they investigate what clues artwork gives about the past, people, lives etc…make notes/collect evidence etc… (history skills through art) Where this event sits chronologically in our history PPT to introduce Incas Art (Textiles, ceramics and metal work) Incas Symbols, creating our own symbols. Make Ceramic Coil Pots

Print Incas Symbol T-shirts

Spanish (speaking and listening) –market place (fruit and veg etc) Photos of fruit and veg. match pic to spoken name e.g. apple to photo of apple. Begin to compile phrase book. Learning Journal – pshe myself as a learner see pshe skills

Week 8 - Monday 26th Feb – fancy dress by all pupils and staff favourite character from a book. World book day Thursday 1st – whole school activities/events across the week year group determined – participating in BIG BOOK OFF opportunities – teachers to choose 4 activities/opportunities from the big book off list for pupils to do each day – encourage pupils to try and complete as many as possible at home as well. (link to homework week before) Friday: sharing via linking with another class across the school

Lit – non-chronological reports – newspaper report, linked to pictures (car stuck in sand on local beach)

Continue with Incas Art: Incas Symbols, creating our own symbols. Make Ceramic Coil Pots


No Spanish this week – world book day/week dedicated time for small tasks (BIG BOOK OFF) Learning Journal – world book day reflection and pics

Lit

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English Adventure story linked to S. America A report about a physical feature of South America A report about the Incas period of history (inca.art) A newspaper report – linked to local news


English

I can give feedback on and improve my own writing and my

classmates’. I can add information to my sentences using relative clauses starting

with: who, which, where, when, whose, that, or by missing out the pronoun.

I can talk about the affect I want my writing to have on the audience. I can then make appropriate choices using similes, metaphors, onomatopoeia, and empty words (e.g. someone was out get me).

I can begin to use brackets and can also use dashes or commas for the same purpose (parenthesis).

I can proof-read for punctuation errors, including the use of brackets and other devices, such as commas or hyphens, used for the same purpose.

I can use devices to build cohesion within a paragraph e.g. then, after that, this, firstly.

I can plan my writing of narratives by considering how authors have developed settings in what the class have read, heard and seen in other stories, plays or films.

I can write pieces describing settings, and atmosphere.

I can give feedback on and improve my own writing and my classmates’. I can add information to my sentences using relative clauses starting with: who,

which, where, when, whose, that, or by missing out the pronoun.

I can set out my work correctly and use headings, bullet points, or underlining on the purpose of my writing e.g Information text. I can begin to use brackets and can also use dashes or commas for the same purpose (parenthesis). I can proof-read for punctuation errors, including the use of brackets and other devices, such as commas or hyphens, used for the same purpose.


I can plan writing by noting down and developing initial ideas.

I can give feedback on and improve my own writing and my

classmates’. I can add information to my sentences using relative clauses starting

with: who, which, where, when, whose, that, or by missing out the pronoun.

I can set out my work correctly and use headings, bullet points, or underlining on the purpose of my writing e.g Information text.

I can begin to use brackets and can also use dashes or commas for the same purpose (parenthesis). I can proof-read for punctuation errors, including the use of brackets and other devices, such as commas or hyphens, used for the same purpose.


I can plan writing by noting down and developing initial ideas.

I can find and write down facts and information from non-fiction texts.

I can indicate degrees of possibility using adverbs e.g. perhaps, surely, or modal verbs e.g. might, should, will, must. - I can write using accurate subject-verb agreement when using singular or plural

(the boy was/the boys were). I can draft and write by summarising longer passages.

- I can use devices to build cohesion within a paragraph e.g. then, after that, this, firstly etc… including fronted adverbial use

I can link ideas across paragraphs using adverbials of time e.g. later, place e.g. nearby, and number e.g. secondly, or tense choices e.g. he had seen her before.

I can set out my work in the style of a newspaper report

- I can mark and edit work to have the correct tense throughout. - I can use capital letters, full stops, question marks, exclamation marks,

commas, apostrophes, brackets and hyphens correctly in my work.

I can find and write down facts and information from non-fiction

texts.


Homophones (led/lead, steel/steal, alter/altar)

Ibly/ably

Homophones review + personal spelling lists Revise last half term patterns and learning + year 5/6 key word list

(subject specific words)

Revise last half term patterns and learning + year 5/6 key word list


Relative clauses Inverted commas

Present perfect verbs Determiners

Word families + root words Standard English verb inflections

Apostrophes Fronted adverbials


Class Reader Journey to the Riversea Incredible Incas – class text reader/literacy support and DERICS use reading alongside Journey to River Sea

DERICS Reading

Formal reading comprehension skills DERICS

Formal reading comprehension skills DERICS

Inca research link DERICS

Inca research link to history texts DERICS

Ma

ths

Maths Number – fractions Number – fractions Number – fractions Number - fractions

Main objectives

compare and order fractions whose denominators are all multiples of the same number

identify, name and write equivalent fractions of a given fraction, represented visually, including tenths and hundredths

recognise mixed numbers and improper fractions and convert from one form to the other and write mathematical statements > 1 as a mixed number [for example, 2/5 + 4/5 = 6/5 = 1 1/5]

add and subtract fractions with the same denominator and denominators that are multiples of the same number

multiply proper fractions and mixed numbers by whole numbers, supported by materials and diagrams

read and write decimal numbers as fractions [for example, 0.71 = 71/100] solve problems involving multiplication and division, including scaling by simple fractions and problems involving simple rates.

Key mathematical

vocabulary


Cross curricular

Maths

Comparison – scaling (linked to geography physical features)

Science C

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skills

Geography I can describe how countries and geographical regions are interconnected and interdependent. - Amazon Rainforest - Amazon River - Atacama Desert - Iguazu Waterfall - Salt Flats - Andes Mountains

Introduce physical geography (immerse them in it) but cover in details week 10-12 for poetry. Comparison work. 1 class to a location:.

I can describe and understand key aspects of: (linked directly to English non-chron report) o • physical geography, including: climate zones, biomes and vegetation belts, o • human geography, including: economic activity including trade links, and the distribution of natural resources including energy, food,

minerals, and water supplies.

3 weeks – up to half term

Everyday lives of the people living in time period How this link with the past affects how we live today - • human geography link

Everyday lives of the people living in time period How this link with the past affects how we live today • human geography link

History

Historical enquiry (via literacy, reading, art sessions)

. I can identify primary and secondary sources

Communication and organisation

Use appropriate historical vocabulary to communicate, including: dates, time period, era, change, chronology, century, decade , legacy. Chronology

. I can place events, artefacts and historical figures on a time line using dates.

I can describe the main changes in a period of history (using terms such as: social, religious, political, technological and cultural).

I use dates and terms accurately in describing events. Communication and organisation

I can describe different accounts of a historical event, explaining some of the reasons why the accounts may differ.

Range and depth of historical knowledge

I can describe the characteristic features of the past, including ideas, beliefs, attitudes and experiences of men, women and children.

I can describe the social, ethnic, cultural or religious diversity of past society.

Historical enquiry

. I can identify primary and secondary sources

I can use evidence to build a picture of life in the time studied

Communication and organisation

Use appropriate historical vocabulary to communicate, including: dates, time period, era, change, chronology, century, decade , legacy.

Art Develop ideas * I adapt and refine ideas as they progress. I collect information, sketches and resources from a wider range of sources and present ideas imaginatively in a sketch book. Print (T-shirt printing Inca symbols) * I approach work in stages to use simple processes to make more complex designs. * I make precise repeating patterns. * I combining printing techniques within one piece of work to create impact and effect. Evaluate and take inspiration * I think about artwork by relating it to the contexts in which the work was made. * I discuss my own work and that of others. * I give details (including own sketches) about the style of some notable artists, artisans and designers. Pottery: (coil pots) Sculpture

* I use materials with an increased sensitivity and control. * I include texture that conveys feelings, expression or movement. *

I add materials to provide interesting detail.

* I use tools to carve and add shapes, texture and pattern

Evaluate and take inspiration * I think about artwork by relating it to the contexts in which the work was made. * I discuss my own work and that of others. * I give details (including own sketches) about the style of some notable artists, artisans and designers. **some completion of work/refining may be needed from previous week**

DT

Music Attainment Target 1: Play and perform in solo and ensemble contexts, using their voices and playing musical instruments with increasing accuracy, fluency, control and expression (see skills sheet detail) 4 songs, different genres, sing as year group. Green Anaconda Sway Cuckoo Rio Wednesdays in hall before assembly

Attainment Target 1: Play and perform in solo and ensemble contexts, using their voices and playing musical instruments with increasing accuracy, fluency, control and expression (see skills sheet detail) 4 songs, different genres, sing as year group. Green Anaconda Sway Cuckoo Rio Wednesdays in hall before assembly



PSHE Conflict and resolutions: I can use peaceful problem solving to sort out difficulties.

Bullying

I know what it means to be a witness to bullying. Personal Identity Knowing Myself

I know about myself and how I learn.

Understanding My Feelings I can tell you what feeling surprised is like. I can tell you whether I like surprises or I like things to stay the same.

I can tell you what a ‘win-win’ solution is and always try to find one in a conflict situation. I can say things and do things that are likely to make a difficult situation better.

I know that witnesses can make the situation better or worse by what they do. I know how it might feel to be a witness to and a target of bullying. I can tell you why witnesses sometimes join in with bullying or don’t tell. I can tell you some ways of helping to make someone who is being bullied feel better. I know that sometimes bullying is hard to spot, and I know what to do if I think it is going on but I am not sure. I can problem solve a bullying situation with others.

I can extend my learning. I can tell you the things I am good at. I can recognise when I find something difficult and do something about it or cope with how that makes me feel.

I can explain what hopeful and disappointed mean. I can stop and think before I act. I understand why we sometimes fight or run away when we feel threatened. I understand that sometimes the feeling part of my brain takes over and I might make mistakes.

RE

MFL Spanish (speaking and listening) – Weather – introducing terms for raining, it’s cold/hot etc (put actions to everything). Begin to compile phrase book.

Spanish (speaking, listening and reading) – Weather – introducing terms for raining, it’s cold/hot etc (put actions to everything) match pictures to words/phrases. Begin to compile phrase book.

Spanish (speaking and listening) –market place (fruit and veg etc) Photos of fruit and veg. match pic to spoken name e.g. apple to photo of apple. Begin to compile phrase book.

ICT Create and use a spreadsheet to create costings for a budget, use graphs to provide supporting evidence.

Discuss online safety Control an onscreen mimic with inputs and outputs Draw simple flow diagrams

PE South American Dance South American Dance Hockey – invasion games Hockey – invasion games

Home Learning

World book week – opportunities for completing the big book off – send home list

Year 5 - Spring - Medium Term Planning overview. Theme:Backpackers

Key dates for diary 5/3/18 MOCK SATS Y 6

St Pirans day World maths day 1st Wednesday in March

12/3/18 British Science week VIAM choir London

Assessment Week M - W

19/3/18 Red nose day sat 24th – celebrate Friday in school

Y6 parents eve M&W

26/3/18 – 4 day week Year 3,4,5 parents eve M + W

Purposeful exit point on Thursday 29th March

Weekly overview: Week 9: Lit – non-chronological reports ‘hot task’ – newspaper reports Beast From The East focus on local news (become newspaper reporters at end of week using their written report to guide) Guest Speaker - Mrs Burt Talk to and share travel experiences with the pupils about Machu Picchu.

Continue with Incas Art: Incas Symbols, creating our own symbols. Make Ceramic Coil Pots


Spanish (speaking, listening, reading and role play) –market place (fruit and veg etc) Photos of fruit and veg. match pic to written name e.g. apple to photo of apple. Introduce the phrases, ‘I would like..’Begin to compile phrase book.

Role play, buying fruit and veg. Introduce money etc.

Learning Journal – artwork pics and evaluations

Week 10: Lit – Poetry linked to assessment of chn writing. What are the holes? e.g. fig language etc Saving Kimmeridge Bay - Imagery Poetry Poetry range could include (free verse, narrative, tanka, cinquain, haiku, acrostic, blank verse, calligram, clerihew, shape poems, elegy, limerick).linked to the study of how Incas impact the lives of people today. Spanish (speaking, listening, reading and role play) –market place (fruit and veg etc) Role play, buying fruit and veg. Introduce money etc. Begin to compile phrase book. Science week – NT Science Workshop Learning Journal – History page – Incas – what I loved learning…

Week 11 Lit – Poetry linked to assessment of chn writing. What are the holes? e.g. fig language etc subject link of geography S.America – Physical Features Based on a model poem – The Sea (Imagery Poetry) Spanish (speaking, listening, reading and role play) –market place (fruit and veg etc) Role play, buying fruit and veg. Introduce money etc. Complete phrase book. Rehearsal of Dances and Songs as Year group Mile a day – Sport Relief Learning Journal – Spanish phrase book complete and added PE dance pics completed and added

Week 12: Lit – Poetry linked to assessment of chn writing. What are the holes? e.g. fig language etc Complete Imagery Poetry and move onto Haiku. RE – Easter celebrations comparison between Christianity beliefs and teachings of resurrection and the teaching of Islam (Muslim religion) – 1 day or 2 afternoons Rehearsal of Dances and Songs as Year group EXIT POINT SHOW THURSAY 29TH (LAST DAY OF TERM): show to parents South America performance 10.45 in The Edge. To include: Dance from PE for each class Singing year group Showcasing learning through the term using photos Learning journal - showcase images added and final notes/reflections of pupils (to be completed on the Thursday as not in Friday)

Lit

era

cy

English Assessed piece – newspaper report – Beast From The East Poetry Figurative Language - Saving Kimmeridge Bay Poetry The Sea – Figurative Language Haiku Poem – linked to South America


English

I can indicate degrees of possibility using adverbs e.g. perhaps, surely, or modal verbs e.g. might, should, will, must. - I can write using accurate subject-verb agreement when using

singular or plural (the boy was/the boys were). I can draft and write by summarising longer passages.

- I can use devices to build cohesion within a paragraph e.g. then, after that, this, firstly etc… including fronted adverbial use

I can link ideas across paragraphs using adverbials of time e.g. later, place e.g. nearby, and number e.g. secondly, or tense choices e.g. he had seen her before.

I can set out my work in the style of a newspaper report

- I can mark and edit work to have the correct tense throughout.

- I can use capital letters, full stops, question marks, exclamation marks, commas, apostrophes, brackets and hyphens correctly in my work.

I can find and write down facts and information from non-fiction

texts.

I can indicate degrees of possibility using adverbs e.g. perhaps, surely, or modal verbs e.g. might, should, will, must. - I can plan my writing by identifying the audience for and purpose of the

writing, using other similar writing as models for my own work. I can draft and write by selecting the correct grammar in my writing.

I can talk about the affect I want my writing to have on the audience.

I can then make appropriate choices using similes, metaphors, onomatopoeia, personification and empty words (e.g. someone was out get me). I can perform my own work to a group with some confidence, changing the tone and volume of my voice to make the meaning clear. I can proof-read for punctuation errors, including the use of brackets and other devices, such as commas or hyphens, used for the same purpose. (dependent upon needs of pupils in class after assessment review of writing)

I can indicate degrees of possibility using adverbs e.g. perhaps, surely, or modal verbs e.g. might, should, will, must. - I can plan my writing by identifying the audience for and purpose of

the writing, using other similar writing as models for my own work.

I can draft and write by selecting the correct grammar in my writing.

I can talk about the affect I want my writing to have on the audience.

I can then make appropriate choices using similes, metaphors, onomatopoeia, personification and empty words (e.g. someone was out get me). I can perform my own work to a group with some confidence, changing the tone and volume of my voice to make the meaning clear. I can proof-read for punctuation errors, including the use of brackets and other devices, such as commas or hyphens, used for the same purpose. I can use commas to make my writing clear to the reader and to avoid ambiguity (Let’s eat Grandma/Let’s eat, Grandma) – link to subordinate clauses (dependent upon needs of pupils in class after assessment review of writing)


Proofreading (also link to proof reading for spellings in Fridays editing session)

Building from root words Assessment Week – spelling test

Personal spelling lists ‘ei’ and ‘ie’ words


Cohesion using pronouns Pronouns

Tenses – consistent past and present Modal verbs

Subordinate clauses Conjunctions

Word families + root words


Class Reader Incredible Incas and journey to the river sea journey to the river sea range of poetry

journey to the river sea range of poetry daily

journey to the river sea range of poetry daily

DERICS Reading

Reading comprehension skills revision – 1 genre a day DERICS

Assessment week – reading tests NFER – application of skills learnt Poetry texts range

Reading Comprehension – review of NFER paper from last week.

Poetry Links

Ma

ths

Maths Number – fractions World maths day Wednesday – plan in session inca maths and their impact

Number – decimals and percentages Number – decimals and percentages Week 12

Main objectives

Cont… read, write, order and compare numbers with up to three decimal places

recognise and use thousandths and relate them to tenths, hundredths and decimal equivalents

round decimals with two decimal places to the nearest whole number and to one decimal place

solve problems involving number up to three decimal places

recognise the per cent symbol (%) and understand that per cent relates to ‘number of parts per hundred’, and write percentages as a fraction with denominator 100, and as a decimal

solve problems which require knowing percentage and decimal equivalents of ½, ¼ , 1/5 , 2/5 , 4/5 and those fractions with a denominator of a multiple of 10 or 25.

Key mathematical

vocabulary


Cross curricular

Maths

World maths day Wednesday – Active maths Lesson

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Science Cross curricular – science week.

Geography Physical features of South America Showcase of South America 4 songs, class dance, photos of work this

term to share with parents.

History Everyday lives of the people living in time period How this link with the past affects how we live today

Range and depth of historical knowledge

I can describe the characteristic features of the past, including ideas, beliefs, attitudes and experiences of men, women and children.


I can compare some of the times studied with those of the other areas of interest around the world.

Communication and organisation Use appropriate historical vocabulary to communicate, including: dates, time period, era, change, chronology, century, decade , legacy.

How this link with the past affects how we live today

Range and depth of historical knowledge.


I can compare some of the times studied with those of the other areas of interest around the world.

Communication and organisation Use appropriate historical vocabulary to communicate, including: dates, time period, era, change, chronology, century, decade , legacy.

Art In showcase

DT

Music 4 songs, different genres, sing as year group. Green Anaconda Sway Cuckoo Rio Wednesdays in hall before assembly

4 songs, different genres, sing as year group. Green Anaconda Sway Cuckoo Rio Wednesdays in hall before assembly

4 songs, different genres, sing as year group. Green Anaconda Sway Cuckoo Rio Wednesdays in hall before assembly

Showcase: 4 songs, different genres, sing as year group. Green Anaconda Sway Cuckoo Rio Wednesdays in hall before assembly

Music Attainment Target 1: Play and perform in solo and ensemble contexts, using their voices and playing musical instruments with increasing accuracy, fluency, control and expression.

Sing songs in a variety of styles showing accuracy and expression.

Sing part of 2 and 3 part rounds with confidence and pitch accuracy.

Sing songs linked to an era of history or linked to an event, understanding its history and purpose.

Sing songs from memory.

Sing independently with increasing confidence and accuracy (solos).

Understand and use rhythmic and melodic ostinato patterns to accompany songs or pieces of music.

Perform a song with awareness of lyrics and melody.

Setting words to melody. (Spanish action songs)

Perform songs in a way that reflects their meaning.

Perform with a sense of occasion

PSHE Managing My Feelings I can think about my worries and decide what I might do about them. I can tell when I should share a worry. I know that most people have worries. I can stop and think before I act. I can use strategies to help me cope with feelings of disappointment and feelings of hopelessness. I can choose when to show my feelings and when to hide them. I can tell if I have hidden my feelings. I can tell when it is good to relax. I can relax when I want to.

Standing up for myself I know how to be assertive. I can express myself assertively in a variety of ways. I can disagree with someone without falling out. I can cope when someone disagrees with me.

Self Awareness

I feel good about my strengths.

Culmination of all areas taught – confidence and public

speaking/performing in showcase

RE AF1 - beliefs and teachings – islam (Muslim)

explain how some beliefs and teachings are shared by different religions and how they make a difference to the lives of individuals and communities

• Explain how some teachings and beliefs are shared between religions. • Explain how religious beliefs shape the lives of individuals and communities. Compare to Easter and the beliefs/teachings/ celebrations

Spanish Market place (fruit and veg etc) Role play, buying fruit and veg. Introduce money etc. Begin to compile phrase book.

Market place (fruit and veg etc) Role play, buying fruit and veg. Introduce money etc. Begin to compile phrase book.

Teach parents at the showcase using Spanish phrase book compiled by

pupils

ICT Refine procedures to improve desired outcome Combine procedures to solve more complex problems. Understand sequencing commands Improve and refine procedures

PE Hockey – invasion games Hockey – invasion games Hockey – invasion games Hockey – invasion games

Home Learning

year 5 spring - medium term planning overview. theme ... · for learning journal books) learning...

Documents