Curriculum Mapping Year 5. Spring term 11 weeks. Does change always lead to progress?

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1 Autumn term 15 weeks Spring term 11 weeks Summer term 13 weeks Topic / Theme What is my place in the Universe? Does change always lead to progress? Can we create paradise on earth? Outcome Space Museum/ presentation to parents A book of Anglo-Saxon stories published and a book launch at Firth Park library Presentation of garden designs at Botanical gardens Events, visits and enrichments National Space Centre Jorvik Viking Centre and Dig in York Botanical gardens English links Maths links Science Biography Helen Sharman, Tim Peake Interviews: playscript style and perform/ record Poetry Narrative: Man on the Moon Holiday brochure for Earth: persuasive text Diary writing/ blogging Narrative: The Iron Man, by Ted Hughes (book study) Calendar/time/sundials/time zones around the world Scale and measures distance between planets to scale Data handling: line graphs etc Earth and space describe the movement of the Earth and Letter writing: formal and informal Myths and legends: e.g. Beowulf Instructional writing: how to train your dragon/ own mythical beast Ordering events in time Position and direction co-ordinates and mapping, 8 points of the compass Weight/mass and measures Percentages, fractions of amounts/comparing fractions of amounts, linked to visitor numbers Animals, including humans describe the changes as humans develop Explanation texts Non-chronological reports/ fact files Discussion texts Poetry linked to senses Persuasive writing linked to The Demon Headmaster Book study: The Iron Woman, by Ted Hughes Scheherazade? Area and perimeter Enterprise: working to a budget money and 4 operations Percentages, fractions of amounts/comparing fractions of amounts Geometry and angles Measuring accurately Nets of 3d shapes Negative numbers and scales Data handling and presentation Symmetry/reflection in nature: use of hexagons in nature Living things and their habitats observe and compare the life cycles of

2 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 the Earth s rotation to explain day and night and the apparent movement of the sun across the sky Forces Pupils should be taught to: 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 old age Changes of materials compare and group together everyday materials on the basis of their properties, including their hardness, solubility, transparency, conductivity (electrical and thermal), and response to magnets (moved toy3) know that some materials will dissolve in liquid to form a solution, and describe how to recover a substance from a solution use knowledge of solids, liquids and gases to decide how mixtures might be separated, including through filtering, sieving and evaporating give reasons, based on evidence from comparative and fair tests, for the particular uses of everyday materials, including metals, wood and plastic demonstrate that dissolving, mixing and changes of state are reversible changes explain that some changes result in the formation of 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 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) ask pertinent questions and suggest reasons for similarities and differences. Computing use technology safely, respectfully and responsibly; recognise Giving Instructions Use prior knowledge of the Logo commands to create procedures to draw regular polygons. These procedures are then combined with repeat commands to Programming games - Scratch Design, write and debug programs that accomplish specific goals, including controlling or simulating physical systems; solve problems by decomposing them into Creating Pictures Recreate a still-life image in the style of a famous artist. They use a variety of geometric shapes, lines and colour effects and move, resize and rearrange

3 acceptable/unacceptable behaviour; identify a range of ways to report concerns about content and contact create patterns. Scratch: Questions and Quizzes Write a program which accomplishes a specific goal. Create a program that includes a logical sequence. Debug a program they have written. smaller parts. Use sequence, selection, and repetition in programs; work with variables and various forms of input and output. Using the internet Select, use and combine a variety of software (including internet services) on a range of digital devices to accomplish given goals, including collecting, analysing, evaluating and presenting data and information graphic objects in a drawing Program. Programming - physical systems (Flowol) Design, write and debug programs that accomplish specific goals, including controlling or simulating physical systems; 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. DT Mechanical systems understand and use mechanical systems in their products [for example, gears, pulleys, cams, levers and linkages] Textiles understand and use mechanical systems in their products [for example, gears, pulleys, cams, levers and linkages] Horticulture generate, develop, model and communicate their ideas through discussion, annotated sketches, crosssectional and exploded diagrams, prototypes, pattern pieces and computeraided design. evaluate their ideas and products against their own design criteria and consider the views of others to improve their work understand how key events and individuals in design and technology have helped shape the world History Anglo-Saxons and Vikings Britain s settlement by Anglo-Saxons and Scots The Viking and Anglo-Saxon struggle for the Kingdom of England to the time of Edward the Confessor Early Islamic Civilisation a non-european society that provides contrasts with British history one study chosen from: early Islamic civilization, including a study of Baghdad c. AD 900; Mayan civilization c. AD 900; Benin (West Africa) c. AD

4 Geography Global geography Identify the position and significance of latitude, 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) Geographical skills and fieldwork use of the 8 points of the compass, 4 and 6 figure grid references, symbols and key (including use of Ordnance survey maps) to build 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 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 Trade and interdependence economic activity including trade links, and the natural resources including energy, food, minerals and water describe how a range of physical and human processes change the environment offer explanations for the ways in which human activities affect the environment and recognise that people attempt to manage/ improve environments human geography, including: economic activity including trade links, and the distribution of natural resources including energy, food, minerals and water locate the world s countries, using maps to focus on Europe (including the location of Russia) and North and South America, concentrating on their environmental regions, key physical and human characteristics, countries, and major cities use maps, atlases, globes and digital/computer mapping to locate countries and describe features studied. Art and Design to create sketch books to record their observations and use them to review and revisit ideas Sculpture - Clay Explore the roles and purposes of artists, crafts people and designers working in different times and cultures Develop skills in using clay including slabs, coils, slips etc Islamic Pattern and Mosaic Work from a variety of sources including observation, photographs and digital images Repeated geometric pattern, Tiles and mosaic Produce intricate patterns and textures in a malleable media

5 Music Ukulele 2 Learn 4 chords Ensemble playing accompany 12 bar Blues Christmas Carol Service to Parents including ukuleles, singing and handbells Djembe! Drumming circle call and response African songs Polyrhythms and break call Performance to school Samba 2 Syncopated samba rhythms Own compositions Playing outside when possible Transition Garageband PE Invasion Games Basketball play competitive games, modified where appropriate [for example, badminton, basketball, cricket, football, hockey, netball, rounders and tennis], and apply basic principles suitable for attacking and defending Swimming swim competently, confidently and proficiently over a distance of at least 25 metres use a range of strokes effectively [for example, front crawl, backstroke and breaststroke] perform safe self-rescue in different water-based situations Gymnastics Floor and Apparatus develop flexibility, strength, technique, control and balance [for example, through athletics and gymnastics] Swimming swim competently, confidently and proficiently over a distance of at least 25 metres use a range of strokes effectively [for example, front crawl, backstroke and breaststroke] perform safe self-rescue in different waterbased situations Net + Wall Red Court Tennis play competitive games, modified where appropriate [for example, badminton, basketball, cricket, football, hockey, netball, rounders and tennis], and apply basic principles suitable for attacking and defending RE Beliefs and questions- SACRE Unit How do people s beliefs about God, the world and others have impact on their lives? (Two from Islam, Hinduism, Buddhism) Religion and the individual - SACRE Unit What is expected of a person following a religion or belief? Christianity and Islam Worship and sacred places-sacre Unit Where, how and why do people worship? Investigating places of worship in Sheffield and Yorkshire. MFL Around the Town Weather Giving and receiving directions Build sentences with noun/verb agreement Sports and Hobbies Food Expressing likes and dislikes Negatives for verbs Seasons Times of the day Create a weather report

6 PSHE coverage Explore patterns and sounds of language through songs and rhymes and link the spelling, sound and meaning of words. Appreciate stories, songs, poems and rhymes in the language. Engage in conversations: ask and answer questions; express opinions and respond to those of others. Develop accurate pronunciation and intonation so that others understand when they are reading aloud or using familiar words and phrases. Describe people, places, things and actions orally, and in writing. Broaden their vocabulary and develop their ability to understand new words that are introduced into familiar written material, including through using a dictionary. Describe people, places, thing and actions orally, and in writing. Read carefully and show understanding of words, phrases and simple writing. Write phrases from memory. Understand basic grammar appropriate to the language being studied, including feminine, masculine and neuter forms: key features and patterns of language and how to apply these to build a sentence and how these differ from, or are similar to English.