Download Long Term Curriculum Map Year 5 2016

Long Term Curriculum Map Year 5 2016-17
Autumn 1
Subject
Specific
RE
Come and See
English
Maths
Science
Autumn 2
Who Would Live In A Place
Like This?
Ourselves
Life Choices
Hope
World religion focus
Instructions
Traditional stories, fables, myths and
legends
Reports
Film Narrative
Number, Place Value & Algebra
Calculation
Measures
Fractions, Decimals & Percentages
Geometry – Properties of Shape
Geometry – Position & Direction
Statistics
Using & Applying
Working Scientifically
1) Can present findings in appropriate
ways including in tables, graphs and
text.
2) Can read findings presented in line
graphs.
3) Can present data using line graphs.
4) Identifies observable differences
and similarities to observe or measure.
Living Things and their Habitats
1)Can describe the life process of
reproduction in some plants and
animals.
2)Can describe the differences in the
life cycles of a mammal, an amphibian,
an insect and a bird.
Spring 1
Spring 2
Out Of This World
Mission
Memorial sacrifice
Sacrifice
World religion focus
Stories from other cultures
Poetic style (word play, rhyme,
metaphor, word choice)
Novels from Significant authors
Older Literature
Number, Place Value & Algebra
Calculation
Measures
Fractions, Decimals & Percentages
Geometry – Properties of Shape
Geometry – Position & Direction
Statistics
Using & Applying
Working Scientifically
1) Can observe changes over time.
2) Can decide on sample size.
3) Can decide how long to make
observations and how often.
Earth and Space
1)Can describe the movement of the
Earth, and other planets, relative to
the Sun in the solar system.
2)Can describe the movement of the
Moon relative to the Earth.
3)Can describe the Sun, earth, and
Moon as approximately spherical
bodies.
4)Uses the idea of the Earth’s
rotation to explain day and night and
the apparent movement of the Sun
across the sky.
Summer 1
Summer 2
SMASH, CRASH and
BOOM!
Transformation
Freedom & Responsibility
Stewardship
World religion focus
Classic Poems
Persuasive Writing
Drama
Choral Performance
Number, Place Value & Algebra
Calculation
Measures
Fractions, Decimals & Percentages
Geometry – Properties of Shape
Geometry – Position & Direction
Statistics
Using & Applying
Properties and Changes of
Materials
1) Can compare and group together
everyday materials on the basis of
their properties, including their
hardness, solubility, transparency,
conductivity (electrical and
thermal), and response to magnets.
2) Knows that some materials will
dissolve in liquid to form a solution,
and describe how to recover
substances from a solution.
3) Uses knowledge of solids, liquids
and gases to decide how mixtures
might be separated, including
through filtering, sieving and
evaporating.
4) Give reasons, based on evidence
from comparative and fair tests,
for the particular uses of everyday
materials, including metals, wood
and plastic.
5) Demonstrates that dissolving,
mixing and changes of state are
reversible changes.
6) Can explain that some changes
result in the formation of new
materials, and that this kind of
change is not usually reversible,
including changes associated with
burning and the action of acid on
bicarbonate of soda.
Forces
1) Can explain that unsupported
objects fall towards the Earth
because of the force of gravity
acting between the Earth and the
falling object.
2) Identifies the effects of air
resistance, water resistance and
friction that act between moving
surfaces.
Art
DT
Computing
History
Thinking Artistically
1)Enjoys experimenting with a wide
range of materials, techniques and
moods.
2)Initiating their own ideas on how to
fulfil a given brief.
3) Can make quick sketches to capture
initial ideas before they are lost.
4) Plans, develops and makes pieces
from their initial sketches.
Skills & Techniques
1) Can use a range of tools within the
same piece, including sizes and grades
of tools to create specific effects
with the finished piece in mind (eg
brush size, grade of pencil).
2) Is beginning to exploit the potential
of materials for given effect.
3) Can add mood using shades of warm
and cool colours.
Appreciation and Evaluation
1)Researches and discusses
approaches of a variety of designers,
architects and artists and how their
culture influenced their work.
Research skills
1) Can research two designs/ products
using several sources including the
internet.
2) Can identify and draw components
of a product.
Designing and making skills (including
technical skills)
1) Can make a prototype design for
their product.
2) Can devise a working step-by-step
plan.
3) Can design and label detailed/
descriptive diagrams.
4) Can construct products that meet
the design criteria.
5) Can produce and improve a finished
product.
Evaluation skills
1) Can improve their product in the
design and making process (ongoing
evaluation of own work and others).
We are game
We are
developers:
cryptographers:
Developing an
Cracking codes
interactive game
Knowledge and understanding of
events, people and changes in the past:
Britain’s settlement by Anglo-Saxons
and Scots
1)Can describe how a significant
individual or movement/group of
people has influenced the UK or wider
world.
2)Can describe the Anglo-Saxon
invasions, settlements and kingdoms:
place names and village life.
3)Can link events from periods studies
Thinking Artistically
1)Can make informed decisions about
colours, shade, tone and texture.
2) Refines decisions about materials,
techniques and tools as they go.
Skills & Techniques
1) Is beginning to add light and shade
to convey depth.
2) Can create images with correct
proportions.
3) Is showing an increased awareness
of perspective to create depth (eg
vanishing points).
Appreciation and Evaluation
1)Can talk about the impact of some
contemporary and traditional artists,
designers and architects key work on
wider culture.
We are artists:
Fusing geometry
and art
We are web
developers:
Creating a web
page about
cyber safety
3) Recognises that some
mechanisms, including levers,
pulleys and gears, allow a smaller
force to have a greater effect.
Skills & Techniques
1) Can create a virtual piece of art.
2) Can use a range of materials,
texture or techniques to convey
mood, feelings or movement.
3) Experiments with tessellation,
overlapping, montage and mosaic
for aesthetic effect.
4) Knows that designers and
architects embellish 3d form for
aesthetic effect (eg columns in
architecture).
Appreciation and Evaluation
1)Can justify choices and suggest
possible alternatives for future
pieces using a wider range of
relevant vocabulary.
Research skills
1) Can discuss differences in design
and suitability for market.
Designing and making skills
(including technical skills)
1) Knows, uses and explain methods
of joining materials/ combining
ingredients.
2) Can select and demonstrate a
secure knowledge materials/ tools
chosen taking into account the
design brief.
3)Can use technical vocabulary
securely and confidently from
across the key stage.
4) Can follow safety and/ or
hygiene rules.
5) Can measure accurately using
standard measures.
Evaluation skills
1) Can judge own and other people's
designs.
We are
We are
bloggers:
architects:
Sharing
Creating a
experiences and
virtual space
opinions
Local and National History
1)Uses a range of local history
resources to explore Anglo-Saxon
art and culture.
to changes or developments in
contemporary society, e.g. food or
farming.
4)Can explain Anglo-Saxon laws and
justice.
Knowledge and understanding of
events, people and changes in the past:
The Viking and Anglo-Saxon struggle
for the kingdom of England to the
time of Edward the Confessor
1)Can explain that an event can have
more than one cause.
2)Can describe Viking raids and
invasion.
3)Can talk about the resistance by
Alfred the Great and Athelstan, first
King of England.
4)Can explain who Edward the
Confessor was and the events leading
to his death in 1066.
Geography
Locational and Place Knowledge
1)Can identify the position and explain
the significance of latitude and
longitude and Prime of Greenwich
Meridian.
2)Recognises and describes the human
and physical features of places. Begin
to give reasons for the importance of
wider geographical location when
understanding places.
Human and Physical Geography
1)Can describe how human activity has
impacted / changed the physical and
human characteristics of a place in
the world, e.g. types of settlements
and land use (Anglo-Saxons or
Vikings).
Geographical Skills and Fieldwork
1)Is beginning to produce their own
scaled maps.
2)Suggests where in the world an
aerial photograph or satellite image
shows, explaining reasons for their
suggestions.
Locational and Place Knowledge
1)Can describe and explain
similarities and differences (human
and physical) of a region of a
European country and a region / area
within North or South America.
Human and Physical Geography
1)Understands how human and
physical processes give a continent
studied its unique characteristics.
PE
Circuits and
Fitness
Invasion gamesTag rugby
Dance
Netball
Music
Performance
1) Enjoys experimenting with voice,
sounds, instruments and technology in
a creative way.
2) Sings with confidence.
Gymnastics
Net and Wall
games - tennis
Dance
Striking &
Fielding Cricket/
Rounders
Composition
1) Creates music with a clear
structure.
2) Can improvise rhythmic phrases in
a group performance.
Locational and Place Knowledge
1)Can locate and name the
contrasting counties and cities of
the UK (England, Wales, Scotland,
N. Ireland), identifying and
describing the physical
characteristics.
Human and Physical Geography
1)Can give reasons for the effect
of commercial and industrial
activity on coastal environment
(e.g. Shoreham Harbour or the Port
of London) and suggest ways to
improve it.
2)Can describe how weather and
climate affect land use and food
production in areas / regions
studied.
Geographical Skills and Fieldwork
1)Can compare land use and
geographical features on different
types of maps. Responds to asks
relevant questions about patterns
in the landscape, and make
appropriate observations on the
location of features relative to
others.
2)Uses four and six figure grid
references to locate features on an
Ordnance Survey map or a map of
the UK / World map.
3)Can identify the best method for
recording observations and
measurements including sketch
maps, plans, graphs and digital
technologies.
Swimming
Swimming
Athletics
Athletics
Performance
1) Can play taught notes on an
instrument confidently.
2) Can perform as part of a group,
demonstrating increased musicality
MFL
Spanish
PSHE/SEA
L/ EPR
Enrichment
3) Sing songs with accuracy of melody
including a two-part song.
Composition
1) Can create melodic ostinatos.
2) Can create a drone for
accompaniment.
Transcription
1) Can use graphic notation to record
their work.
2) Have an awareness between the
relationship between pitch and staff
notation.
Transcription
1) Independently recognise rhythmic
notation.
Appreciation
1) Can describe and compare
different kinds of music.
2) Can name some composers and
their works.
3) Use a range of musical vocabulary
to accurately describe and appraise
the structure of music heard;
referring to pitch, dynamics, tempo,
structure (eg solo, round).
Learning about
Spain.
Hobbies & Food
Greetings
Describing myself
New Beginnings
Say No To Bullying
Getting On and Falling Out
Our Lives (SRE – Puberty and
Emotional changes)
Conversations weather
Going For Goals
Relationships
Our Lives (SRE – Drugs Education –
tobacco, alcohol and solvents)
One World Week
Dance at the Dome
Residential visit
with expression and phrasing.
3) Can maintain an independent part
within a group when singing or
playing.
4) Maintains a strong sense of
pulse, knowing when they are going
out of time.
5) Follows basic shapes in music
when performing, including staff
and other notation.
Appreciation
1) Use a range of musical
vocabulary to accurately describe
and appraise music the mood and
timbre of music heard.
Directions –
Describing a
asking for help
holiday
Good To Be Me
Changes
Environment
Our Lives (SRE – Difference &
Diversity)