S3-eu-west-1.amazonaws.com



SCIENCECircle of lifePupils should be taught to:-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.-Describe the changes as humans develop to old age.*Nurture caterpillars into butterflies.SMSC*Consider the fact of life, growth, decay and death and how different organisms are dependent on each other.*Appreciate the beauty of the natural world.*Consider how to treat living things and environment with care and sensitivity.P.E Striking/Fielding Games: CricketThrowing overarm for distance; Fielding – retrieving and throwing to keeper.Revise high catching and catching a ball over your shoulder; Revise bowling – basic action.Batting – teach forward defence; Bowling – spin (off spin).Batting –teach cut shot; Bowling – leg spin; Game – pairs cricket.Pairs cricket games - emphasis on evaluating teams performance in all departments (fielding) (bowling) (batting).Pairs cricket games - emphasis on evaluating teams performance in all departments (fielding) (bowling) (batting).Rising Stars Champions: Dynamic dance Unit 2 (Bollywood)- To identify and practise the patterns and actions of the Bollywood dance style. - To demonstrate an awareness of the music’s rhythm and phrasing when improvising.- To create and perform an individual dance that reflects the Bollywood dance style.- To create partnered dances that reflect the Bollywood dancing style and apply the key components of dance.- To create group dances that reflect the Bollywood dance style- To perform a Bollywood dance using a range of movement patterns. - To perform and evaluate own and others’ work.Swimming – All summer term (1 group)SMSC*Develop social skills of cooperation, responsibility, communication, personal commitment, loyalty and team work.*Learn to know and challenge their own physical limits, feeling proud of their personal achievements.MUSICLife cycles – structure (6 lessons)To sing in two and three parts.To read a melody in staff notation. To accompany a song with tuned and untuned instruments.To compose and perform together.To combine vocal sounds in performance.To create a performance using voices and instruments in four parts.To explore extended vocal techniques.To develop a structure to combine sounds.To create musical effects using contrasting pitch.To learn about the music of an early opera.To create descriptive music.To develop a performance with awareness of audience.SMSC*Learn to compose and perform together sensitively evaluating each other’s performances. ART AND DESIGN:Every Picture Tells a Story (Kapow)Analysing famous artists’ worksCreating art with messages using cultural art formsMaking SkillsImproving their control of 2D and 3D materials to suit a purposeFormal ElementsDeveloping understanding of colour, line and formGenerating IdeasUsing thoughts and feelings to review ideas about their cultureKnowledge of ArtistsLearning how artists make political statements through their art, e.g. Banksy EvaluatingForming opinions about great artworks and key political events through debate and discussionCross-curricular ArtMayan GodsSoap CarvingAccess ArtCommunal Picnic DrawingSMSC*Learn about art from a variety of cultural contexts and the role it plays.HISTORYWHY SHOULD WE REMEMBER THE MAYA?NC – Place Knowledge – understand geographical similarities and differences through the study of human and physical geography of a region in South America.The understand that the climate of South America is different to that of the UKTo understand human and physical geographical features of a region in South AmericaSMSC*Exploring the cultural values that underpinned past societies.*Learning about social issues in past societies e.g. slaveryENGLISH:Non-Fiction Text: Shackleton’s Journey by William GrillWriting outcomes: advert, diary entry in different roles, descriptions of settings, letter of application/home, poem, non-chronological report on Antarctic animal and an adventure story.A story from another culture.Key Fiction text: ‘Dragon Slayer’ by Gill HowellWriting outcome: To write a new adventure for Mai-Ling, using ideas from Dragon Slayer.Non-chronological reportsKey Non-fiction text: ‘The Kraken’, ‘A Dragon Spotter’s Guide to the Chinese Lung Dragon’Writing outcome: To write a clearly-structured non-chronological report about a species of dragon.Grammar focus: Converting nouns or adjectives into verbs using suffixes.Spelling focus: Get Spelling Y5 unit 9 (ant, ance, ancy) and Unit 10 shus (cious) Special focus words: convenience, muscle, disastrous, neighbour, interfere, average, desperate, temperature, vegetable, frequently, equipment as well as Y5/6 words selected as ‘orange words’ for the class. Cross Curricular Work: conquistador diary entry (KSUW), biography on a naturalist e.g. Jane Goodall (Science), non-chronological report on a Northern Saint.Class book: LR – Beware Killer Tomatoes – Jeremy Strong; BA – Beware Killer Tomatoes – Jeremy Strong ; KJ – Beware Killer Tomatoes – Jeremy StrongSMSC*Look at stories which tell of achievement against the odds which have the capacity to inspire.*Take personal responsibility for their own learning and presentation.*Talk and write about other cultures and how they compare to our own.YEAR 5Summer 1st HalfThe Mayan CivilisationAD900MATHEMATICS:UNIT 7*add and subtract decimals and whole numbers*use information presented in a line graph to solve problems*complete, read and interpret data in tables and timetables*long multiplication, including solving problems*recognise the % symbol and understand that per cent relate to ‘number of parts per one hundred’*write % as fractions and decimalsUNIT 8*measure and calculate the perimeter of composite rectilinear shapes in centimetres and metres*calculate and compare the area of rectangles (including squares), and including using standard units, square centimetres (cm2) and square metres (m2), and estimate the area of irregular shapesUNIT 9*read, write, order and compare numbers to at least 1000000 and determine the value of each digit*count forwards or backwards in steps of powers of 10 for any given number up to 1 000 000*round any number up to 1 000 000 to the nearest 10, 100,1000, 10 000 and 100 000*solve number problems and practical problems that involve all of the above*add and subtract whole numbers with more than four digits, including using formal written methods (columnar addition and subtraction)*add and subtract numbers mentally with increasingly large numbers*use rounding to check answers to calculations and determine, in the context of a problem, levels of accuracy*solve addition and subtraction multi-step problems in contexts, deciding which operations and methods to use and why *use the properties of rectangles to deduce related facts and find missing lengths and angles*distinguish between regular and irregular polygons based on reasoning about equal sides and anglesSMSC*Recognise maths skills and their importance on daily life and understanding the practical applications of these skills.PSHCE/British Values- Assembly Themes- Being an active member of the community and trying to make positive changes- Christian Holy book and its importance-Team work and sportsmanship-Work Ethic linked to career choices.-Entrepreneurial skill development and application COMPUTINGSearch Engines Independently finding accurate and trustworthy informationUse search technologies effectively, appreciate how results are selected and ranked, and be discerning in evaluating digital contentSelect, use and combine a variety of software (including internet services) to create content that accomplishes given goals, including collecting data and informationUse technology safely, respectfully and responsibly; recognise acceptable/unacceptable behaviour; identify a range of ways to report concerns about content and contactSMSC*Consider what is an appropriate on-line comment and the consequences of an inappropriate one.*Understand how to stay safe and have awareness of dangers on-line.DESIGN AND TECHNOLOGY:Food: What Could Be Healthier?(KAPOW – science)Pupils adapt a bolognese recipe by adding or altering ingredients and learn about the ethical and hygienic issues of foodDesignAdapting a recipeMakeCutting and preparing vegetables hygienically Cooking meat safelyEvaluateTasting and adapting the dish during cooking processTechnical KnowledgeKnow where meat comes from and understand ethical issues around beefKnow nutritional values of packaged foodSMSC*Know how food can be classed as part of someone’s culture and as a way to bring people together. FRENCH:Unit 9 – Les sportsChildren will develop skills and understanding linked to the body and the names of body parts. They will further develop recognition of the verb avoir (to have) and experience work linked to developing a monster and describing it in detail using their knowledge of vocabulary linked to body parts.SMSC*Appreciate another culture and the importance of learning another language.R.EUNIT QUESTION What can we learn about the Christian faith through studying the lives of the northern saints?In this unit pupils will demonstrate an understanding of the significance of the northern saints through stories and visits. They will explore their importance then and how their lives impact on the beliefs of Christians today.**Trip to Durham Cathedral – workshop on Northern Saints.SMSC*Looking at examples set by characters in religious stories.*To reflect on the impact religious figures from the past cm have on the lives and beliefs of Christians today.FOCUS WEEKS: Enterprise and Careers Week ................
................

In order to avoid copyright disputes, this page is only a partial summary.

Google Online Preview   Download