Year Group Curriculum Half Termly Overviews

Year 5 – Summer 1 Topic Title: Progress

The Hook On the orders of Mrs Pedder, recreate Camp Green Lake in the school grounds – get children to perform pointless tasks such as digging

holes, moving rocks etc. Discuss the unfairness of it – write letters to Mrs Pedder expressing outrage etc.

National Curriculum

Learning Objective

Key Knowledge Key Skills Taught

Vocabulary

Outdoor

learning

opportunities

(experience

beyond the

classroom)

Visit or

visitor

Key text

Literacy Reading Increase familiarity with a range of books; Identify themes and conventions and compare these across books they have read; Show understanding through intonation, tone, volume and action; Discuss words and phrases that capture readers’ interest and imagination; Draw inferences about characters’ feelings, thoughts, emotions and actions. Apply their growing knowledge of root words, prefixes and suffixes, both to read aloud and to understand the meaning of new words that they meet.

Ask questions to improve their understanding identifying how language, structure and presentation contribute to meaning Predict what might happen from details stated and implied.

To reflect on how working in role helps to explore complex issues To make notes and use evidence from across a text to explain events and ideas To explore how writers use language for dramatic effect To experiment with different narrative forms and styles to write their own stories To write a setting description To write a non-chronological report, using appropriate grammatical features and levels of formality To write in role as different characters, using evidence from the text To write a biography, building upon the form from Term 1 to discuss writing similar to that which they are planning to write in order to understand and learn from its structure, vocabulary and grammar to progressively build a varied and rich vocabulary and increasing range

Retrieval & identifying key details in text Summarising ideas Making and justifying inferences Making predictions Explaining how narrative content is related Making comparisons within a text Explaining how meaning is enhanced by choice of words and phrases Text marking and annotation Response to illustration Drama and re-enactment Group discussion Visualisation and art Story mapping Debate and argument

Grammar terminology: modal verb, relative pronoun, relative clause, parenthesis, bracket, dash

Digging holes in the school grounds – Camp Green Lake role play (Holes) Hiding using Ghillie suits (Unspoken)

Holes – Louis Sachar (character description/setting description) Unspoken –

Henry Cole (biography,

recount, letters of advice)

Writing Plan writing by identifying the audience for and purpose of the writing, selecting the appropriate form Note and develop initial ideas, drawing on reading Draft and write by selecting appropriate grammar and vocabulary

In narratives, describe settings,

characters and atmosphere, integrate dialogue to convey character and advance action Use a range of devices to build cohesion within and across paragraphs Evaluate and edit by proposing changes to vocabulary, grammar and punctuation Proof-read for spelling and punctuation errors Select appropriate grammar and vocabulary, and understand how such choices can change and enhance meaning

of sentence structure

Comparative analysis Writing in role Planning and drafting writing

History A study of an aspect or theme in British history that extends pupil’s chronological knowledge beyond 1066.

AMERICAN REVOLUTION: Connect the American Revolution to the ideas of ‘liberty’ and royal power that students looked at when studying Britain during the 17th Century, as well as the political thought from the Enlightenment in the previous section. The American Revolution can be used to discuss ideas such as representation and democracy. Explain the wider impact of the Revolution in Britain and across Europe, particularly in France. Also raise and discuss issues about the nature and formation of national identity. PROVOCATIONS: British taxes, ‘No

Establish clear narratives within and across the periods they study. Note connections, contrasts and trends over time. Combine overview and depth studies to help pupils understand both the long arc of development and the complexity of specific aspects of the content Construct informed responses that involve thoughtful selection and organisation. Develop

Native American colonist taxation representation debt Boston Tea Party Massacre liberty independence declaration War of Independence George Washington Revere’s ride

Laura Facey

-Artist

linked to

slavery

Core Knowledge texts on American Revolution Revolution, Industry & Empire – Aaron Wilkes The Georgians

taxation without representation’. Boston Massacre. Boston Tea Party THE DECLARATION OF INDEPENDENCE: Declaration of Independence; adopted July 4, 1776 o The proposition that ‘All men are created equal’. The responsibility of government to protect the ‘unalienable rights’ of the people. Natural rights: ‘Life, liberty, and the pursuit of happiness’. The ‘right of the people... to institute new government’ THE REVOLUTION: Paul Revere’s ride: George Washington chosen as commander of the rebel army. The French enter the war in support of the Americans. British surrender at York Town. Creation of the USA with George Washington as President ABOLITION OF THE SLAVE TRADE: Explain the efforts to stop slavery in the context of its huge and extensive operation across the world, particularly in the Americas. Encourage students to think about the personal and psychologically damaging effects of slavery, as well

as the reasons why people opposed abolitionism. ABOLITION OF SLAVERY IN THE BRITISH EMPIRE: Slaves transported from Africa to plantations in the Americas. Conditions on slave ships. Ill treatment of slaves on plantations. Beginning of movement for the abolition of slavery. Thomas Clarkson. William Wilberforce. Olandah Equiano. 1807 Bill for the Abolition of the Slave Trade. 1833 Slavery abolished throughout the British Empire

appropriate use of historical terms. Develop chronologically secure knowledge and understanding of British, local and world history. Understand how our knowledge of the past is constructed from a range of sources.

slavery plantation barracoon Atlantic passage trade Atlantic passage slave ship West Africa America auction branding plantation resistance boycott petition Abolitionists British Empire

Geography To name and locate counties and cities of the United Kingdom, geographical regions and their identifying human and physical characteristics, key topographical features (including hills, mountains, coasts and rivers), and land-use patterns; and understand how some of these aspects have changed over time describe and understand key aspects of: physical geography, including: climate zones, biomes and vegetation belts, rivers, mountains, volcanoes and earthquakes, and the water cycle 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

UK GEOGRAPHY EAST ENGLAND HERTFORDSHIRE, BEDFORDSHIRE, CAMBRIDGESHIRE, NORFOLK, SUFFOLK, ESSEX Flat or rolling land, climate, vegetable farming, Norfolk Broads, Cambridge, port of Felixstowe, Sutton Hoo THE MIDLANDS EAST MIDLANDS: NOTTINGHAMSHIRE, DERBYSHIRE, LEICESTERSHIRE, RUTLAND, NORTHAMPTONSHIRE AND MOST OF LINCOLNSHIRE WEST MIDLANDS: STAFFORDSHIRE, GLOUCESTERSHIRE, WORCESTERSHIRE, WEST MIDLANDS, WARWICKSHIRE, HEREFORDSHIRE Birmingham, Spaghetti Junction, Grand Union Canal, mining industry (much declined), Peak District, Sherwood Forest, The Trent, Rolls-Royce (engines), car plants, food processing, Leicester, Nottingham, Derby, Bourneville; home of Cadbury’s chocolate, Malvern Hills, farming

YORKSHIRE AND HUMBERSIDE YORKSHIRE, HUMBERSIDE, PART OF LINCOLNSHIRE: Peak District, N Yorkshire Moors, Yorkshire Dales, River Humber, port of Hull, coal, iron and steel works, City of York

use maps, atlases, globes and digital/computer mapping to locate countries and describe features studied 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

Terrain

Undulating/roll

ing

Flat

Arable

Reclaimed

Industrial

Port

What Your Year 5 Child Needs to Know page 84-94 British Geography Various children’s atlases and maps

Science Associate the brightness of a lamp or the volume of a buzzer with the number and the voltage of cells used in the circuit. Compare and give reasons for variations in how components function, including the brightness of bulbs, the loudness of

ELECTRICITY: Through reading and observation, and experiment, examine the following: Electricity as the charge of electron Static electricity. Electric current. Electric circuits, and experiments with simple circuits (battery, wire, light bulb, filament, switch, fuse). Closed circuit, open circuit, short circuit. Conductors and insulators. Electromagnets: how they work and

How could you make the bulb brighter? How can you make the buzzer louder? Fair testing/pattern seeking How can you demonstrate how electricity works?

Circuit, complete circuit, circuit diagram, circuit symbol, cell, battery, bulb, buzzer, motor, switch, voltage

buzzers and the on/off position of switches. Use recognised symbols when representing a simple circuit in a diagram. Recognise that living things have changed over time and that fossils provide information about living things that inhabited the Earth millions of years ago. Recognise that living things produce offspring of the same kind, but normally offspring vary and are not identical to their parents. Identify how animals and plants are adapted to suit their environment in different ways and that adaptation may lead to evolution.

common uses. Using electricity safely. EVOLUTION: Animals have offspring that are of the same kind but often offspring have different appearances. Animals and plants have adapted to suit the environment within which they live. Adaptation may lead to evolution: Darwin’s finches SCIENCE BIOGRAPHIES: Michael Faraday (chemist and physicist, developed the electric motor and electric generator) Charles Darwin (English naturalist known for his theory of evolution called Natural Selection)

How are fossils formed? Research Can you match the children with their parents? Research How are these animals adapted to their environment? Research

‘Darwin’s Origin of Species’ – Sabina Radeva ‘Moth’ – Isabel Thomas ‘Darwin’s Rival’ -Christiane Dorian

PSHE PSHE is not a subject that features in the new National Curriculum of 2014.

This is due to be reviewed and is expected to be made a compulsory part of the national curriculum by 2020

RELATIONSHIPS

to recognize and respond appropriately to a wider range of feelings in others (R1)

to be aware of different types of relationship, including those between friends and families, civil partnerships and marriage (R4)

to develop strategies to resolve disputes and conflict through negotiation and appropriate compromise and to give rich and constructive feedback and support to benefit others as well as themselves (R12)

to recognise and manage ‘dares’ (R15)

the concept of ‘keeping something confidential or secret’, when we should or should not agree to this and when it is right to ‘break a confidence’ or ‘share a secret’ (R9)

R1 – Empathy and

compassion (including

impact on decision-making and behaviour)

Self-regulation (including promotion of a positive, growth mindset and managing strong emotions and impulses)

R4 – Resilience Recognising and

managing peer influence and the need for peer approval, including evaluating perceived social norms

Strategies for identifying and accessing appropriate help and support

Developing and maintaining a healthy self-concept

Empathy and compassion (including

R1 – Feelings, empathy,

recognising others feelings. R4 – Friendships, families, couples, positive relationships R12 – Disputes, conflict, feedback, support, negotiation, compromise. R15 – Dares, challenges R9 – Confidentiality

Hey, Little Ant by Phillip and Hannah Hoose. Who’s in my Family? By Robie Harris The Recess Queen by Alexis O’Neill The Berenstein Bears and the Double Dare by Stan Berenstein The Trouble with Secrets by Karen Johnsen

impact on decision-making and behaviour)

Self-regulation (including promotion of a positive, growth mindset and managing strong emotions and impulses)

Empathy and compassion (including impact on decision-making and behaviour)

Respect for others’ right to their own beliefs, values and opinions

Strategies for identifying and accessing appropriate help and support

Discernment in evaluating the arguments and opinions of others (including challenging ‘group think’)

Recognising, evaluating and utilising strategies for managing influence

Identification, assessment (including prediction) and management of

positive and negative risk to self and others

, secrets, surprises, personal safety

RE How did Jesus’ teaching challenge people? (5-6hrs) It is the intention of this unit to investigate some of Jesus’ teachings from major texts such as the Sermon on the Mount/Plain and Jesus’ ‘new commandment’ in John 13:34 and what impact these had at the time, and have on the lives of Christians now

Pupils should learn: that Jesus sometimes used parables to teach people deep truths about God and his kingdom what Jesus taught about money, happiness and how to live that Jesus’ teaching challenged the people he met, and is still challenging people today that Jesus’ teaching has an impact on the lives of Christians today

Describe meanings for a range of Jesus’ parables and teachings and describe the impact of them on how Christians live Apply ideas and reflections about Jesus’ teaching to their own or others’ lives e.g. which of Jesus’ teachings might be the most important

Art & DT To learn about great artists, architects and designers in history.

to improve their mastery of art and design techniques, including drawing, painting and sculpture with a range of materials

THE ART OF AFRICA: Note the spiritual purposes and significance of many African works of art, such as masks used in ceremonies. In addition, recognise cultural changes that are reflected in artwork. For instance, in parts of West Africa where Portuguese traders arrived in the 16th century, many works of art display Portuguese influence in the materials and techniques used, as well as in what was depicted in the art. Become familiar with examples of art from specific regions and peoples in Africa. The following suggestions can be found in the British Museum in London: Antelope headdresses of Mali. Ivory carvings from Ife and Benin. Bronze sculptures and panels from Benin

Create African masks using paper and paste lamination Plan and develop ideas. Explore shape, forms, modelling and joining. Creating forms from observation or imagination. Properties of media. Discuss and evaluate own work and that of other sculptors.

African Art

workshop

The end product How will the topic be drawn to a conclusion? (e.g. art gallery, performance, parental engagement)

End Product – African Art workshop

Year Group Curriculum Half Termly Overviews

Year 5 – Summer 2 Topic Title: Geology Rocks!

The Hook How is the topic going to be launched? Setting the scene – Mantle of the Expert context as mountain rescue team.

National Curriculum

Learning Objective

Key Knowledge Key Skills Taught

Vocabulary

Outdoor

learning

opportunities (experience beyond the classroom)

Visit or

visitor

Key text

Literacy Reading Increase familiarity with a range of books; Identify themes and conventions and compare these across books they have read; Show understanding through intonation, tone, volume and action; Discuss words and phrases that capture readers’ interest and imagination; Draw inferences about characters’ feelings, thoughts, emotions and actions. Apply their growing knowledge of root words, prefixes and suffixes, both to read aloud and to understand the meaning of new words that they meet.

Ask questions to improve their understanding identifying how language, structure and presentation contribute to meaning Predict what might happen from details stated and implied.

Writing

To reflect on how working in role helps to explore complex issues To make notes and use evidence from across a text to explain events and ideas To explore how writers use language for dramatic effect To experiment with different narrative forms and styles to write their own stories To write an explanation text To retell and reimagine a quest story To write a balanced argument to discuss writing similar to that which they are planning to write in order to understand and learn from its structure, vocabulary and grammar to progressively build a varied and rich vocabulary and increasing range of sentence structure

Retrieval & identifying key details in text Summarising ideas Making and justifying inferences Making predictions Explaining how narrative content is related Making comparisons within a text Explaining how meaning is enhanced by choice of words and phrases Text marking and annotation Response to illustration Drama and re-enactment Group discussion Visualisation and art Story mapping

Debate and argument

Grammar terminology: modal verb, relative pronoun, relative clause, parenthesis, bracket, dash

Jemmy Button – Valerio Vidali (extending knowledge on Darwin & evolution) A Pebble in my Pocket – Meredith Hooper East o’the Sun & West o’the Moon – PJ Lynch

Plan writing by identifying the audience for and purpose of the writing, selecting the appropriate form Note and develop initial ideas, drawing on reading Draft and write by selecting appropriate grammar and vocabulary

In narratives, describe settings,

characters and atmosphere, integrate dialogue to convey character and advance action Use a range of devices to build cohesion within and across paragraphs Evaluate and edit by proposing changes to vocabulary, grammar and punctuation Proof-read for spelling and punctuation errors Select appropriate grammar and vocabulary, and understand how such choices can change and enhance meaning

Comparative analysis Writing in role Planning and drafting

writing

History

Geography describe and understand key

aspects of: physical geography, including: climate zones, biomes and vegetation belts, rivers, mountains, volcanoes and earthquakes, and the water cycle

MOUNTAINS OF THE WORLD:

Children should learn the names of some of the world’s mountain ranges. They should also become familiar with the terms peak meaning the highest point of a mountain and range meaning a connected group of mountains. The Alps. The Himalayas. The Andes and The Appalachian Mountains. The Atlas Mountains.

use maps, atlases,

globes and digital/computer mapping to locate countries and describe features studied 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

Peak

Range

Altitude

Glaciation

Ice cap

Tree line

Moraine

Ravine

crevasse

Skype with

a mountain

climber

Everest –

Alexandra

Stewart, Joe

Todd-Stanton

Science 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.

GEOLOGY THE EARTH’S LAYERS: Crust, mantle, core (outer core and inner core). Movement of tectonic plates. Earthquakes, Faults, San Andreas fault. Measuring intensity: seismograph and Richter scale. Tsunamis. Volcanoes. Magma. Lava and lava flow. Active, dormant and extinct. Famous volcanoes: Vesuvius, Krakatoa, Mount St. Helens. Hot springs and geysers: Old Faithful (in Yellowstone National Park, US). Theories of how the continents and oceans were formed: Pangaea and continental drift HOW MOUNTAINS ARE FORMED: Folded mountains, fault-block mountains, dome-shaped mountains ROCKS: Formation and characteristics of metamorphic, igneous, and sedimentary rock WEATHERING AND EROSION: Physical and chemical weathering. Weathering and erosion by water, wind and glaciers. The formation of soil: topsoil, subsoil, bedrock METEOROLOGY: The water cycle (review from Year 3): evaporation, condensation, precipitation Clouds:

cirrus, stratus, cumulus (review from Year 3) The atmosphere. Troposphere, stratosphere, mesosphere, thermosphere, exosphere. How the Sun and the Earth heat the atmosphere. Air movement: wind direction and speed, prevailing winds, air pressure, low and high pressure, air masses. Cold and warm fronts: thunderheads, lightning and electric charge, thunder, tornadoes, hurricanes. Forecasting the weather: barometers (relation between changes in atmospheric pressure and weather), weather maps, weather satellites. Weather and climate: ‘weather’ refers to daily changes in

Observing over time –

effects of erosion and

weathering

Identifying and

classifying rocks,

mountains and volcanos

Research using

secondary sources

Crust

Mantle

Core

Tectonic

plates

Volcano

Magma

Lava

Fold

Fault-block

Dome

Metamorphic

Igneous

Sedimentary

Erosion

Weathering

Evaporation

Condensation

Precipitation

Troposphere

Stratosphere

Mesosphere

Thermosphere

exosphere

Weather

monitoring

Identifying rocks

and erosion

Science

fair –

Parents in

at end of

unit

Green

screen –

Weather

forecasts

The Street

Beneath My

Feet – Yuval

Zommer

temperature, rainfall, sunshine, etc., while ‘climate’ refers to weather trends that are longer than the cycle of the seasons

PSHE PSHE is not a subject that features in the new National Curriculum of 2014. This is due to be reviewed and is expected to be made a compulsory part of the

national curriculum by 2020.

RELATIONSHIPS

that their actions affect themselves and others (R7)

to realise the nature and consequences of discrimination, teasing, bullying and aggressive behaviours (including cyber bullying, use of prejudice-based language, how to respond and ask for help) (R14)

to recognise what constitutes a positive, healthy relationship and develop the skills to form and maintain positive and healthy relationships (R2)

to recognise ways in which a relationship can be unhealthy and who to talk to if they need support (R3)

reproduction, conception and pregnancy. (H19)

R7 – Resilience (including self-motivation, perseverance and adaptability) Self-regulation (including promotion of a positive, growth mindset and managing strong emotions and impulses) Recognising and managing peer influence and the need for peer approval, including evaluating perceived social norms Recalling and applying knowledge creatively and in new situations Identification, assessment (including prediction) and management of positive and negative risk to self

and others R14 – Identifying unhelpful ‘thinking traps’ (e.g. generalisation and stereotyping) Empathy and compassion (including impact on decision-making and behaviour) Respect for others’ right to their own beliefs, values and opinions Discernment in evaluating the arguments and opinions of others (including challenging ‘group think’) Valuing and respecting diversity Identification, assessment (including prediction) and management of positive

R7 – Actions, behaviour, consequences R14 – Bullying, discrimination, aggressive behaviour R2 – Friendships, families, couples, positive relationships R3 – Relationships, unhealthy, pressure

R19 – Committed loving relationships, civil partnerships, marriage

and negative risk to self and others R2 – Resilience (including self-motivation, perseverance and adaptability) Recognising and managing peer influence and the need for peer approval, including evaluating perceived social norms Strategies for identifying and accessing appropriate help and support Developing and maintaining a healthy self-concept (including self-confidence, realistic self-image, self-worth, assertiveness, self-advocacy and self-respect) Empathy and compassion (including impact on decision-making and behaviour) R3 – Resilience (including self-motivation, perseverance and adaptability)

Recognising and managing peer influence and the need for peer approval, including evaluating perceived social norms Strategies for identifying and accessing appropriate help and support Developing and maintaining a healthy self-concept (including self-confidence, realistic self-image, self-worth, assertiveness, self-advocacy and self-respect)

Empathy and compassion (including impact on decision-making and behaviour) R19 – Identify links between values and beliefs, decisions and actions

RE What helps Hindus to worship? (6-8hrs) It is the intention of this unit to provide a broad understanding of how Hindus worship the supreme divine reality (Brahman) who is represented in different forms, and what helps them to do this. Pupils will use images and stories to draw meaning to support this understanding.

Pupils should learn: Hinduism (Sanatan dharma) is a

religious tradition that has many cultural expressions and is a way of life

that Hindus believe in a supreme reality (Brahman) who is present in all things and represented in many forms

the names / roles of some of the key deities and avatars of Hinduism and their place in Hindu worship

to draw meaning from Hindu images to develop understanding of the Hindu concept of the supreme reality

the key rituals of Hindu worship in the home and at the mandir

that Hindus have their own sacred

writings which are made up of stories with morals and meanings

make links between objects, symbols and practices in Hindu worship and the beliefs that underlie them

draw meanings about good and evil from a Hindu story

make comparisons between their own experiences of places of worship with the Hindu mandir

reflect on good and evil as illustrated in Hindu stories and make links with stories they know

Art & DT

The end product How will the topic be drawn to a conclusion? (e.g. art gallery, performance, parental engagement)

End Product – Science Fair