How Wood Long & Medium Term Planning Year 5 Summer Term

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1 Key: D Democracy RL Rule of Law MR Mutual Respect T Tolerance of those of different Faiths and Beliefs Subject Unit Title POS Covered Objectives (6 weeks) Science MR respecting other people s ideas and opinions in group work. Taking turns and ensuring that everyone has the chance to participate. RL following rules with respect to safety and care of equipment. Physics Describe the movement of the Earth, and other planets, relative to the Sun in the solar system. Describe the movement of the moon relative to the Earth. Describe the Sun, Earth and Moon as approximately spherical bodies. Use the idea of Earth s rotation to explain day and night and the apparent movement of the sun across the sky. Explain that unsupported objects fall towards the Earth because of the force of gravity acting between the Earth and the falling object. Identify the effects of air resistance, water resistance and friction that act between moving surfaces. Recognise that some mechanisms, including levers, pulleys and gears, allow a smaller force to have a greater effect. To understand that the Earth, Moon and Sun are spherical. To understand that the planets orbit the sun and to be able to name them and discuss some of their features. To understand that the Earth spins on its axis once in every 24 hours (RL MR). To understand that the tilt of the Earth on its axis defines the seasons (RL MR). To understand the phases of the moon. To recognise that the Sun is a star and to identify, name and draw some constellations (RL MR). To recognise magnetic force. To understand gravity. To understand up thrust and air resistance. To understand friction. To recognise forces in the world around us and to identify how an understanding of forces helps in the design of sports equipment. To understand that levers, pulleys and gears allow a smaller force to have a greater effect. Computing Information To explore Excel and report back on use of cells (RL).

2 MR/RL-Respecting the rules and use of the computer suite. MR being sensitive to other s opinion when collecting data. Models use spreadsheet software to structure numeric information, making calculations using formulae and functions. import data collected using dataloggers and analyse it using functions within the software. carry out what-if modelling, using this for prediction and present results using graphs.. To collect data from the class so that results can be presented in a graph (MR). To enter data into cells, select a range of data and present as a graph (RL). To understand which graphs are useful and to know which graph to choose to accurately reflect the data (RL). To devise a budget and a shopping list (RL). To enter data into Excel and to using formulae and functions to calculate addition and subtraction sums (RL). Art MR-Class to share resources. Analyse feelings of different people reflected in the artwork. Evaluate other s work sensitively. RL-Class to respect rules re safety with equipment. T- Tolerance of those with different faiths and beliefs. What a performance Pupils should be taught: about the roles and purposes of artists, craftspeople and designers working in different times and cultures. about visual and tactile elements and how these elements can be combined and organised for different purposes. to question and make thoughtful observations about starting points and select ideas to use in their work and to explore ideas for designs for headwear. to apply their experience of materials and processes, developing their control of tools and techniques; to investigate and combine visual and tactile qualities of materials and processes and to match these qualities to the purpose of the work; to adapt their work To explore designs of masks through the ages by carrying out independent research (MR). To design a mask based on secondary historical evidence and Viking stories. To explore, using paper and other materials how to create a 3D creative mask (RL). To suggest ways of decorating the mask. To use previous ideas to create a tactile mask. To evaluate their own work and others. To suggest improvements to design, method and materials (RL MR).

3 according to their views. to evaluate their own and others work. Design & Technology MR-Class to work together in teams and to share equipment. RL- Class to respect rules re safety with equipment. Elizabethan Shoes based on Shakespear es stories about the roles and purposes of artists, craftspeople and designers working in different times and cultures. about visual and tactile elements and how these elements can be combined and organised for different purposes. to question and make thoughtful observations about starting points and select ideas to use in their work and to explore ideas for designs for shoes. to think about materials and processes, to develop control of tools and techniques; to adapt their work according to their views. To evaluate their own and others work. To understand what Elizabethan footwear was like (MR T). To analyse how a modern shoe is constructed. To know what a prototype is and why I need to make one. To use ideas from Shakespearean stories to create a shoes design that reflects a character. To evaluate the design process and my finished shoe.

4 Geography MR-Respecting the different types of people who come from different countries RL-respect for the environment and global issues Iceland Understand geographical similarities and differences through the study of human and physical geography of a region in a European country. Look at biomes, vegetation belts, land use, economic activity and distribution of resources To locate Iceland on a map of Europe and identify its geographical characterisics (e.g. geothermal activity geysers, springs and sea temperature, glaciers, and snowfields, volcanc activity, coast line). (RL) To understand the biomes in Iceland ( tundra, boreal forest and taiga) and compare them to the UK. (RL) To identify the Vegetation belts in Iceland and give reasons for the differences ( geothermal vegetation, wetlands, grasslands, coastal vegetation,woodlands, moss and snowbed vegetation.) (RL) To identify the main industries in Iceland and give reasons for their success (fish processing, aluminum smelting, ferrosilicon production, geothermal power and hydropower, tourism and service sector jobs. To understand how land is used in Iceland and how thi s relates to its climate and location. ( Iceland has a relatively mild climate due to the Gulf Stream so agriculture in the fertile coastal regions e.g. potatoes and green vegetables. Mutton, chicken, pork, beef, dairy farming) (MR) To understand how the people of Iceland are provided for and to compare this to the UK (no unemployment, very little poverty, health care, education, housing) (MR) History MR-Working in groups to organise use of resources, e.g. books, computers, ipads. T-Respecting a different society RL-Understanding that Vikings Understand the The Viking and Anglo Saxon struggle for the Kingdom of England to the time of Edward the Confessor. To understand that the Vikings invaded Britain, where they came from and where they settled. To identify the techniques Vikings used in raids. (MR) To understand Viking beliefs in battle and their weaponry. (RL T) To understand how Vikings travelled. To identify similarities and differences in Anglo Saxon and Viking daily life. (RL T) To discuss how the Anglo Saxons and Vikings

5 different societies have different rules. PE MR-Respecting each other s abilities. Working in a team. RL-Learning rules of games and sportsmanship. Tennis Athletics Pupils should be taught: Athletics: Develop flexibility, strength, technique, control and balance. Net/Wall games: Play competitive games Outdoor & Adventurous: Take part in outdoor and adventurous activity challenges both individually and within a team struggled for power. (RL) To assess our fitness levels. To run with speed and agility (MR). To improve our running techniques. To demonstrate quick reactions and rapid acceleration. To sustain jogging and sprinting for a few minutes. To run with speed and agility. To control the racket. To make contact with the ball in a controlled way. To react to the ball. To show consistent stance, contact and action. To control our hitting action over different distances (MR RL). To understand the rules of fair play and sportsmanship (MR RL). To attend PGL and carry out activities with my class (MR T RL). PSHE MR-Respecting turn taking in conversations and other s opinions. RL-Rules of the class and school. T- Accepting different opinions and faiths. Living Long, Living Strong (Good to be me) PSHE is now taught through assemblies with the whole school and a specific focus for each Key Stage every week. The theme is set each term and all classes participate in circle time every half term. To recognise that there are differences and similarities between people for many different reasons (T) To know how to find support when in danger or need help Consider the agencies that provide help to children To know what is meant by the tern habit and why habits can be hard to change (MR) To know which, why and how, commonly available substances and drugs(including alcohol, tobacco and energy drinks) can damage immediate and future health and safety; that some are restricted and some illegal to won, use and give to others

6 R.E MR-Respecting Christianity and Judaism. Listening to opinions of others. T-Tolerance of people of different faiths and beliefs. RL- Moses and his Commandments Religious Leaders Ultimate Questions Pupils should be taught: about the roles and responsibilities of authority figures within their own lives and of religious leaders in different faith communities; to identify and begin to describe the similarities and differences within and between religions; about places of religious importance; to investigate the significance of (RL) To know which, why and how, commonly available substances and drugs(including alcohol, tobacco and energy drinks) can damage immediate and future health and safety; that some are restricted and some illegal to won, use and give to others continued (RL) To recognise what constitutes a positive, healthy relationship and develop the skills to form and maintain positive and healthy relationships (T MR) To recognise ways in which a relationship can be unhealthy and who to talk to if they need support (T MR) Know about the role money plays in their own and others lives, including how to manage their money and about being a critical consumer (RL) To develop an initial understanding of the concepts of interest, loan, debt, and tax (e.g. their contribution to society though the payment of VAT) What is meant by enterprise and recognise the skills required to be enterprising. To understand the role of religious authority figures To understand the roles and responsibilities of a religious leader Judaism (MR T). To understand the roles and responsibilities of a religious leader Christian (MR T). To be aware of the Christian and Jewish groups in our area (MR T). To compare how different religions believe the world was created (MR T). To learn how Jewish and Christian people celebrate creation (MR T). To express our own belief on how the world was

7 Music MR-Respecting styles of music from different genres and cultures. RL-Look after the instruments and handle with care. Song Writer Composition. religion in the local, national and global communities; to develop their sense of curiosity about life, death, relationships and the natural world and express personal opinions; the difference between ultimate and non-ultimate questions including raising questions, suggesting answers and understanding that religions may give followers the answers to some of the mysteries of life; to describe the key aspects of religions and traditions that influence the beliefs and values of others; about individual beliefs and consider the ways in which members of faith communities describe their understanding of God/gods; about religious festivals which share common themes, but which have meaning unique to each faith play and perform in solo and ensemble contexts, using their voices and playing musical instruments with increasing accuracy, fluency, control and expression. improvise and compose music for a range of purposes using the created (MR T). To the Sabbath and how it is celebrated by Christians and Jewish people (MR T). To discuss ultimate and non-ultimate questions (MR T). To discuss our own religious ideas and listen to others beliefs (MR T). To investigate lyrics and how they can reflect the time and place in which they were written (MR). To understand how musical structures are used in songs. To understand how melody reflects the lyrics To write songs. To evaluate and improve our work and others work (MR T).

8 inter-related dimensions of music. listen with attention to detail and recall sounds with increasing aural memory. use and understand staff and other musical notations. appreciate and understand a wide range of high-quality live and recorded music drawn from different traditions and from great composers and musicians.