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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)