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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.