Download Year 5 Curriculum Map 2016 / 201

Curriculum Map 2014-2015
Year group: 5
Autumn Term: EUREKA!
Science – Space (link to Greek constellations)
Spring Term: WILD WEST
Science - Materials
* describe the movement of the Earth, and other planets,
relative to the Sun in the solar system
* compare and group together everyday materials based
on
evidence from comparative and fair tests, including their
hardness, solubility, transparency, conductivity (electrical
and thermal), and response to magnets
Earth
cribe the Sun, Earth and Moon as approximately
spherical bodies
night.
Working Scientifically Objectives:
equipment,
with increasing accuracy and precision
including
conclusions, causal relationships and explanations of
results, in oral and written forms such as displays and
other
presentations
tifying scientific evidence that has been used to
support or refute arguments/ideas (e.g. Sun revolving
round the earth)
form
a solution, and describe how to recover a substance from
a
solution
dge of solids, liquids and gases to decide how
mixtures might be separated, including through filtering,
sieving and evaporating
fair
tests, for the particular uses of everyday materials,
including metals, wood and plastic
state are
reversible changes
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
* explain that unsupported objects fall towards the Earth
because of the force of gravity acting between the Earth
and
the falling object
resistance
and
friction, that act between moving surfaces
through
mechanical devices such as gears, pulleys, levers and
springs.
Working Scientifically Objectives:
* planning different types of scientific enquiries to
answer
questions, including recognising and controlling variables
where necessary
equipment,
with increasing accuracy and precision
recording data and results of increasing complexity using
scientific diagrams and labels, classification keys, tables,
and bar and line graphs
comparative and fair tests
findings from enquiries,
including
conclusions, causal relationships and explanations of
results, in oral and written forms such as displays and
other
presentations
tifying scientific evidence that has been used to
support or refute arguments/ideas
Geography – Climate/Topography of Greece
How can tourists to Greece save the turtles?
Geography - Aspects of North American geography and
its impact on human culture./society)
How does California survive an earthquake?
* understand geographical similarities and differences
through the study of human and physical geography of a
region of the United Kingdom, a region in a European
country, and a region within North or South America
Describe and understand key aspects of 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
Use maps, atlases, globes and digital/computer mapping to
locate countries and describe features studied
(Earthquakes)
Describe and understand key aspects of 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
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
Understand geographical similarities and differences
through the study of human and physical geography of a
region of the United Kingdom, a region in a European
country, and a region within North or South America
Identify the position and significance of latitude,
History –Ancient Greece – Greek life and achievements
and their influence on the western world.
To investigate and interpret the past:
• Use sources of evidence to deduce information about
the past.
• Select suitable sources of evidence, giving reasons for
choices.
• Seek out and analyse a wide range of evidence in order
to justify claims about the past.
• Understand that no single source of evidence gives the
full answer to questions about the past.
To build an overview of world history:
• Compare some of the times studied with those of the
other areas of interest around the world.
• Describe the social, ethnic, cultural or
religious diversity of past society.
• Describe the characteristic features of the
past, including ideas, beliefs, attitudes and experiences of
men, women and children.
To understand chronology:
• Describe the main changes in a period of history (using
terms such as: social, religious, political, technological and
cultural).
• Understand the concepts of continuity and change over
time, representing them, along with evidence, on a time
longitude, Equator, Northern Hemisphere, Southern
Hemisphere, the Tropics of Cancer and Capricorn, Arctic
and Antarctic Circle, the Prime/Greenwich Meridian and
time zones (including day and night)
History – European settlement and its impact on Native
Americans
To investigate and interpret the past:
• Use sources of evidence to deduce information about
the past.
• Select suitable sources of evidence, giving reasons for
choices.
• Seek out and analyse a wide range of evidence in order
to justify claims about the past.
• Show an awareness of the concept of propaganda and
how historians must understand the social context of
evidence studied.
To build an overview of world history:
• Compare some of the times studied with those of the
other areas of interest around the world.
• Describe the social, ethnic, cultural or
religious diversity of past society.
• Describe the characteristic features of the
past, including ideas, beliefs, attitudes and experiences of
men, women and children.
To understand chronology:
• Describe the main changes in a period of history (using
terms such as: social, religious, political, technological and
cultural).
• Identify periods of rapid change in history and contrast
line.
• Use dates and terms accurately in describing events.
them with times of relatively little change.
• Use dates and terms accurately in describing events.
To communicate historically:
• Use appropriate historical vocabulary to communicate,
including: dates, time period, era, chronology, continuity,
change, century, decade, legacy.
* Use literacy, numeracy and computing skills to
a exceptional standard in order to
communicate information about the past.
• Use original ways to present information and ideas.
To communicate historically:
• Use appropriate historical vocabulary to communicate,
including: dates, time period, era, chronology, continuity,
change, century, decade, legacy.
* Use literacy, numeracy and computing skills to
a exceptional standard in order to
communicate information about the past.
• Use original ways to present information and ideas.
Music – Learning Young Voices songs.
Science Link: listening to Holst’s planet suite.
Charanga: Bells ring out (a collection of Christmas songs
with a focus on harmony and counterpoint).
PHSCE- New beginnings – Setting new class rules and
forming good learning habits.
Getting on and falling out: Anti-bullying week.
ART- Decorating Greek Masks ; Clay modeling ;
perspective drawing + landscapes ;
DT – Food
* Celebrating culture and seasonality: making food
inspired by our Ancient Greek topic.
RE: Christianity: What can be learned from the lives of
significant people of faith?
* Investigating the lives of significant Christians such as
Music – Charanga Unit: Classroom Jazz. Children to
investigate the role of improvisation in performance.
PHSCE- Relationships + good to be me. Children to work
on self-esteem and examining pressure that make them
make poor choices.
ART- Matisse – painting with scissors – collage /
watercolour techniques – Native American dwellings
DT – Investigating structures linked to our topics (for
example, tipis and igloos) and using them as the basis for
our own designs.
RE: Islam: what can be learned from certain places
important to religious people (e.g. Hajj pilgrimage to
Mecca)
Martin Luther King, Pastor Niemoller and how their faith
influenced their actions.
Computing –Imovie film-making
Use technology safely, respectfully and responsibly;
recognise acceptable/unacceptable behaviour; identify a
range of ways to report concerns about content and
contact.
PE – Invasion Games (for example Bench ball) /
Gymnastics
Global dimension – Modern vs Ancient Greece
We will investigate how different modern Greece is from
Ancient Greece (for example, how Ancient Greek trade
differs from the modern tourist industry).
MFL- School Life: vocabulary about the classroom and
expressing likes and dislikes of subjects.
Visits/Visitors – A visit to the Civic theatre to work with
actors on improving our production of 12th Night (5DH)
Computing – Sketch-up (designing buildings)
Use search technologies effectively, appreciate how
results are selected and ranked, and be discerning in
evaluating digital content.
Select, use and combine a variety of software (including
internet services) on a range of digital devices to design
and create a range of programs, systems and content that
accomplish given goals, including collecting, analysing,
evaluating and presenting data and information.
PE – Multisports (a range of games designed to encourage
team playing, plus a range of activities to improve general
fitness).
Global dimension – Modern America versus Wild West
We will be looking at the culture and society of the
modern United States and how it differs from the culture
and society of the Wild West.
MFL –School Life (continued).
Visits/Visitors – A visit to the Civic to perform 12th Night.
(5DH)
Summer Term : AN INVADED ISLE
Science – All living things/plants
* explain 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
Working Scientifically Objectives:
* planning different types of scientific enquiries to answer
questions, including recognising and controlling variables
where necessary
with increasing accuracy and precision
scientific diagrams and labels, classification keys, tables,
and bar and line graphs
st results to make predictions to set up further
comparative and fair tests
conclusions, causal relationships and explanations of
results, in oral and written forms such as displays and other
presentations
tifying scientific evidence that has been used to support
GeographyWhy did invaders settle where they did?
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
locate the world’s countries, using maps to focus on Europe (including the location of Russia)
understand geographical similarities and differences through the study of human and physical geography of a region of
the United Kingdom, a region in a European country.
History –
Britain’s settlement by Anglo-Saxons and Scots

Roman withdrawal from Britain in c. AD 410 and the fall of the western Roman Empire

Scots invasions from Ireland to north Britain (now Scotland)

Anglo-Saxon invasions, settlements and kingdoms: place names and village life

Anglo-Saxon art and culture

Christian conversion – Canterbury, Iona and Lindisfarne

Anglo Saxon, Viking and Norman invasions and their impact on British Isles.
The Viking and Anglo-Saxon struggle for the Kingdom of England to the time of Edward the Confessor
Examples (non-statutory)

Viking raids and invasion

resistance by Alfred the Great and Athelstan, first king of England

further Viking invasions and Danegeld

Anglo-Saxon laws and justice

Edward the Confessor and his death in 1066
To investigate and interpret the past:
• Use sources of evidence to deduce information about the past.
• Select suitable sources of evidence, giving reasons for choices.
To build an overview of world history:
• Compare some of the times studied with those of the other areas of interest around the world.
• Describe the social, ethnic, cultural or religious diversity of past society.
• Describe the characteristic features of the past, including ideas, beliefs, attitudes and experiences of men, women
and children.
To understand chronology:
• Describe the main changes in a period of history (using terms such as: social, religious, political, technological and
cultural).
• Identify periods of rapid change in history and contrast them with times of relatively little change.
• Understand the concepts of continuity and change over time, representing them, along with evidence, on a time line.
• Use dates and terms accurately in describing events.
To communicate historically:
• Use appropriate historical vocabulary to communicate, including: dates, time period, era, chronology, continuity,
change, century, decade, legacy.
 Use literacy, numeracy and computing skills to an exceptional standard in order to communicate information
about the past.
• Use original ways to present information and ideas.
Music – Charanga Unit: Benjamin Brittan – A tragic story’. To investigate the music of Benjamin Brittan.
PHSCE – Going for Goals and Changes. Children looking at moving on into the new school year and discussing human
rights/British values.
ART- Anglo-Saxon patterns ; digital art
DT – Electrical Systems - More complex switches and circuits (including programming, monitoring and control) –
Fairground rides (Ferris wheel with Viking theme)
RE – Islam
What can be learned from the lives of significant people of faith?
How do I and others feel about life and the universe around us?
Computing – Programming
Design, write and debug programs that accomplish specific goals, including controlling or simulating physical systems;
solve problems by decomposing them into smaller parts
Use sequence, selection, and repetition in programs; work with variables and various forms of input and output
Use logical reasoning to explain how some simple algorithms work and to detect and correct errors in algorithms and
programs
PE – Rounders / Cricket
Global dimension – Compare modern Britain with Anglo-Saxon Britain. How has the modern United Kingdom developed
from Anglo-Saxon times (and looking at how Anglo-Saxon laws have influenced modern legal systems around the world).
MFL – Hobbies.
Visits/Visitors – To visit Jorvik Viking Museum.