Download Spring 2 - St William Of York RC Primary School

St William of York RC Primary School – Medium Term Planning: 2014-2015
Year Group
Year: 5
Subject &
Hours
coverage
requiremen
ts in week
Term
Spring 1
National
Curriculum
Objectives.
Units of work
Topic/Theme if applicable
Key Skills
Activities
RE 2.5hrs KS2.
2.0Hrs KS1.
Prayer/worship is
additional
5.4:
Reconciliation
Know that sin is a failure of love
Know that when we sin we hurt ourselves and others and damage our relationship with God
Understand that God loves and forgives us if we are truly sorry
Know that God heals our friendship with him and others through the Sacrement of
Reconciliation
Know how we can prepare ourselves to receive his Sacrament
Know what happens during the Sacrament of Reconciliation
Know that this sacrament enables us to change our behaviour
Reflect on what strengths our friendship with God and with others and what damages it
Reflect on times we have shown or been shown love and forgiveness
Go to confession
Make the stations of the cross
Discussions about
wrong choices and
consequences. Read
stories about wrong
decisions and provide
alternate endings.
Invite in parish
priest to ole play and
about reconciliation.
English. 1hr
specific sentence
structure,
punctuation,
spelling. 4hrs
RWI. Additional
spelling time. 1hr
segregated
handwriting
sessions. 1hr
extended writing
Extended write:
Letters
Playscripts
Instructions
Recount
Extended write:
Present information correctly
VCOP throughout
Up level vocabulary
Up level punctuation
Grammar:
Homophones
Alphabetical
Countries, nationalities,
languages
Grammar:
To understand there are different pronouns, first singular, second, third, first plural, second, third.
Who, which, that, and whose.
Understand what a conjunction is, how it joins words, phrases, clauses and sentences.
Understand articles and possessives, who, close to far away and general or specific pronouns.
Extended write:
Write persuasive
letters (formal and
informal)
Playscripts using all key
features
opportunity,
reading, guided
reading.
Your body
RWI: 4 hours, Monday to
Thursday (1 hour per
day)
Penpals: handwriting
scheme.
Reading/guided reading.
Understand that prepositions show the connection between nouns in sentences.
Understand homographs are words that have more than one meaning.
RWI:
Differentiated phonics and comprehension across school
Penpals: Units 10-25
Reading/guided reading:
Read books that are structured in different ways.
Recommend books that I have read.
Read with accuracy and fluency both one to one and in a group.
Learn poetry off by heart.
Differentiated books for ability.
Reading
Daily Reading
Weekly Guided
Reading
Daily Phonics
RWI









Writing
Spelling







apply their growing knowledge of root words, prefixes and suffixes (morphology and etymology), as listed in Appendix 1, both to read aloud and to
understand the meaning of new words that they meet.
recommending books that they have read to their peers, giving reasons for their choices
identifying and discussing themes and conventions in and across a wide range of writing
making comparisons within and across books
drawing inferences and justifying these with evidence from the text
predicting what might happen from details stated and implied
summarising the main ideas drawn from more than one paragraph, identifying key details that support the main ideas
participate in discussions about books that are read to them and those they can read for themselves, building on their own and others’ ideas and
challenging views courteously
explain and discuss their understanding of what they have read, including through formal presentations and debates, maintaining a focus on the topic and
using notes where necessary
use further prefixes and suffixes and understand the guidelines for adding them
spell some words with ‘silent’ letters, e.g. knight, psalm, solemn
continue to distinguish between homophones and other words which are often confused
use knowledge of morphology and etymology in spelling and understand that the spelling of some words needs to be learnt specifically, as listed in
Appendix 1
use dictionaries to check the spelling and meaning of words
use the first three or four letters of a word to check spelling, meaning or both of these in a dictionary
use a thesaurus
Handwriting and
presentation

















Composition


Grammar and
Punctuation
Writing
Spelling
Mathematics.
5hrs & additional
mental/times
tables work





write legibly, fluently, with increasing speed and personal style by:
Choosing which shape of a letter to use when given choices and deciding, as part of their personal style, whether or not to join specific letters
Choosing the writing implement that is best suited for a task (e.g. quick notes, letters).
identifying the audience for and purpose of the writing, selecting the appropriate form and using other similar writing as models for their own
noting and developing initial ideas, drawing on reading and research where necessary
in writing narratives, considering how authors have developed characters and settings in what they have read, listened to or seen performed
draft and write by:
selecting appropriate grammar and vocabulary, understanding how such choices can change and enhance meaning
in narratives, describing settings, characters and atmosphere and integrating dialogue to convey character and advance the action
précising longer passages
using a wide range of devices to build cohesion within and across paragraphs
using further organisational and presentational devices to structure text and to guide the reader (e.g. headings, bullet points, underlining)
evaluate and edit by:
assessing the effectiveness of their own and others’ writing
proposing changes to grammar, vocabulary and punctuation to enhance effects and clarify meaning
ensuring the consistent and correct use of tense throughout a piece of writing
ensuring correct subject and verb agreement when using singular and plural, distinguishing between the language of speech and writing and choosing the
appropriate register
proof-read for spelling and punctuation errors
perform their own compositions, using appropriate intonation, volume, and movement so that meaning is clear
recognising vocabulary and structures that are appropriate for formal speech and writing, including the subjunctive
using the passive voice to affect the presentation of information in a sentence
using expanded noun phrases to convey complicated information concisely
using modal verbs or adverbs to indicate degrees of possibility
using relative clauses beginning with who, which, where, why, whose, that or with an implied (i.e. omitted) relative pronoun
use further prefixes and suffixes and understand the guidelines for adding them
spell some words with ‘silent’ letters, e.g. knight, psalm, solemn
continue to distinguish between homophones and other words which are often confused
use knowledge of morphology and etymology in spelling and understand that the spelling of some words needs to be learnt specifically, as listed in
Appendix 1

use dictionaries to check the spelling and meaning of words

use the first three or four letters of a word to check spelling, meaning or both of these in a dictionary

use a thesaurus
Abacus
Use a written method (grid) to multiply pairs of 2-digit numbers; use short division to divide 3-digit
Mental multiplication and numbers by 1-digit numbers, including those which leave a remainder
division
Find unit fractions and non-unit fractions of 3-digit numbers; use short multiplication to multiply 3-digit
Written multiplication
numbers by 1-digit numbers; begin to use short multiplication to multiply 4-digit numbers by 1-digit
and division
numbers
Fractions, ratio and
Understand what a polygon is; draw polygons using dotted square and isometric paper; revise terms obtuse,




proportion
Geometry: properties of
shapes
Measurement
Written addition and
subtraction
Science. KS2
2hrs. KS1 1.5hrs
Living things and their
habitats
Identify parts of a
flowering plant.
Flowering plants
reproduce.
That seeds can be
dispersed in a variety of
ways.
To make careful
observations of fruits
and seeds, to compare
them and use results to
draw conclusions.
That many fruits and
seeds provide food for
animals including humans.
To make careful
observations and
comparisons and use
these to draw
conclusions.
Investigate the
different life cycles in
plants, mammals,
amphibians, insects and
birds.
Challenge question: Do all
animals start life as an
egg?
acute and reflex angles, perpendicular and parallel sides; recognise quadrilaterals as polygons and identify
their properties; classify quadrilaterals; draw regular polygons and explore their properties; revise metric
units of weight, capacity and length; understand that we can measure in imperial units and relate these to
their instances in daily life.
Place mixed numbers on lines; count up in fractions using equivalence; convert improper fractions to mixed
numbers and vice versa; write improper fractions as mixed numbers and vice versa; multiply proper
fractions by whole numbers.
Solve subtraction of 4-digit numbers using written column subtraction (decomposition); add several
numbers using written column addition; use column to solve problems.
Describe the differences in the life cycles of a mammal, an amphibian, an insect and a bird
Describe the life process of reproduction in some plants and animals.
Children should observe life-cycle changes in a variety of living things, for example, plants in the vegetable
garden or flower border, and animals in the local environment. They should find out about the work of
naturalists and animal behaviourists, for example, David Attenborough and Jane Goodall.
Pupils should find out about different types of reproduction, including sexual and asexual reproduction in
plants, and sexual reproduction in animals.
Pupils might work scientifically by: observing and comparing the life cycles of plants and animals in their
local environment with other plants and animals around the world (in the rainforest, in the oceans, in
desert areas and in prehistoric times), asking pertinent questions and suggesting reasons for similarities
and differences. They might try to grow new plants from different parts of the parent plant, for example,
seeds, stem and root cuttings, tubers, bulbs. They might observe changes in an animal over a period of
time (for example, by hatching and rearing chicks), comparing how different animals reproduce and grow.
Can they describe and compare the life cycles of a range of animals including amphibians, humans, insects
and birds?
Can they describe the life cycle of common plants?
Can they talk about birth, reproduction and death of familiar animals?
Draw own and identify
different parts of a
flower, draw own
flowers.
Dissect and use
microscopes to look at
flowers and identify key
parts.
Life cycles of plants,
mammals, amphibians
and insects.
Chicks in school (living
things online. In depth
research into the life of
a chick inside an egg.
Computing.
We are Advertisers
History. 1hr
Early Islamic
Civilization
Challenge question:
How do the teachings
of Islam differ from
Catholic beliefs?
n/a
Denis Landis
Pointillism.
Geography. 1hr
Art. 1hr
DT
Music & additional
provision.
PE 1.25 hr
Work from a variety of sources including observation, photographs and digital images.
Work in a sustained and independent way to create a detailed drawing.
Develop close observation skills using a variety of view finders.
Use a sketchbook to collect and develop ideas.
Identify artists who have worked in a similar way to their own work.
Use dry media to make different marks, lines, patterns and shapes within a drawing.
Experiment with wet media to make different marks, lines, patterns, textures and shapes.
Explore colour mixing and blending techniques with coloured pencils.
Use different techniques for different purposes i.e. shading, hatching within their own work.
Start to develop their own style using tonal contrast and mixed media.
Begin to use simple perspective in their work using a single focal point and horizon.
Begin to develop an awareness of composition, scale and proportion in their paintings e.g. foreground, middl
e ground and background.
Show an awareness of how paintings are created e.g. Composition.
Research and
experiment with
different media,
materials and
instruments to create
their own pointillism
impressions.
Using Denis’ work, take
photos of each other
and create own
portraits. Portrait on to
different media.
Bolton music service:
African drumming.
Play and perform in solo and ensemble contexts, using their voices and playing instruments with increasing
accuracy, fluency, control and expression.
Improvise and compose music for a range of purposes using inter-related dimensions of music.
Listen with attention to detail and recall sounds with increasing aural memory.
Use and understand a wide range of high-quality live and recorded music drawn from different traditions
and from great composers and musicians.
Develop an understanding of the history of music.
Bolton Music Service
Lee Thomas Coaching
Understand the basic principles of warming up
Understand why exercise is good for fitness, health and wellbeing
Evaluate their own and others work and suggest ways to improve it
Choose appropriate techniques for specific events
Develop the consistency of their actions in a number of events
Volleyball
Football
Boxing
Rugby
Athletics
n/a
Increase the number of techniques they use
Develop and refine orienteering and problem-solving skills when working in groups and on their own
Decide what approach to use to meet the challenge set
Adapt their skills and understanding as they move from familiar to unfamiliar environments
MFL 30mins
Reading.
Designated class
novel
Spanish
Tom Gates
P4C
Expressing surprise, asking what something is, describing things or people, issuing commands to somebody,
asking someone if they like a particular thing, useful expressions, saying what your favourite colour is.
recognise and be able to say several animal types
be able to describe animals as big or small
recognise expressions for hungry and thirsty
recognise how to express like
recognise how to ask what something is
be able to count things
Reading further exception words, noting the usual correspondences between spelling and sound, and where
these occur in the word.
Check understanding and explore meaning of words in a context.
Draw inferences such as inferring characters’ feelings, thoughts and motives from their actions, ad
justifying inferences with evidence.
Provide reasons justifications for views.
Drawing inferences such as inferring characters’ feelings, thoughts and motives from their actions and
justifying inferences with evidence.
Games
Discussions
Quizzes
Vocabulary tests
Big questions.
Discussions and
activities surrounding
question; if you had
your own band like Tom,
what would it be called
and why?
How was life different?
How did we get here?
Acknowledging advances in technology and appreciation for human achievement.
Golden time
Art
Film Club
Computing
Theme week
Enterprise
Team building
Behaviour recognition
Learning about
different artists.
Developing skills across
all areas of the art
curriculum.
Developing ICT skills by
allowing children to
experiment with ICT
programmes freely.