Cottesmore St Mary Catholic Primary School Long term curriculum map

Transcription

1 Year 5 Autumn 1 st half term Autumn 2 nd half term Spring 1 st half term Spring 2 nd half term Summer 1 st half term Summer 2 nd half term Whole school spiritual theme Core Values Parables of Jesus Old Testament Psalms Miracles of Jesus Miracles of Jesus Harvest Advent / Christmas Epiphany Lent Easter Pentecost Overall year group Emergent England Mighty Mayans Save our Planet theme RE Ourselves Life choices Hope Mission Memorial Sacrifice Transformation Freedom and Stewardship Sacrifice Responsibility English reading and writing English grammar Poetic Style Features of poems (figurative language etc) Traditional Story Beowulf Writing our own Saxon myth Persuasive Writing Beowulf Writing a letter from King Alfred to prevent invaders settling Dramatic convention Features of play scripts and impact on audience Performance of poetry Whole-school competition Stories from other Cultures Mayan fables Write our own fable Non-Fiction Instruction writing How to build a temple A novel by a significant Author The Princess Blankets by Carol Ann Duffy Write our own modern fairy tale Classic Narrative Poetry The Highway Man Writing an extra verse to continue the narrative Book Study Street Child by Doughtery Writing dialogue, moving action on, creating characterisations and narrative settings Non-fiction Recounts Tuesday by David Weisner Write a recount of the Flying toads phenomena Film narrative The Piano Write a background narrative to support the film Sentence Work -Relative clauses beginning with who, which, where, when, whose, that, or an omitted relative pronoun. -Indicating relative degrees of possibility using adverbs ( for example, perhaps, surely) or modal verbs ( for example, might, should, will, must). Punctuation -Brackets, dashes or commas to indicate parenthesis. -Use of commas to clarify meaning or avoid ambiguity. Handwriting pupils should be taught to; -Use the diagonal and horizontal strokes that are needed to join letters and understand which letters, when adjacent to one another, are best left un-joined. -Increase legibility, consistency and quality of their handwriting, for example by ensuring that the down strokes of letters are parallel and equidistant; that lines of writing are spaced sufficiently so that the ascenders of letters do not touch Spoken Language -Use spoken language to develop understanding through speculating, hypothesising, imagining and exploring ideas.

2 -Speak audibly and fluently with an increasing command of Standard English. -Participate in discussions, presentations, performances, role play, improvisations and debates. -Gain, maintain and monitor the interest of the listener. Spelling Terminology pupils need to know Adverbs, preposition, conjunction, word family, prefix, clause, subordinate clause, direct speech, consonant, consonant letter, vowel, vowel letter, inverted commas ( or speech marks ), noun, noun phrase, statement, question, exclamation, command, compound, adjective, verb, suffix. tense (past and present), apostrophe, comma, determiner, pronoun, possessive pronoun, adverbial, modal verb, relative pronoun, relative clause, parenthesis, bracket, dash, cohesion, ambiguity. Maths (using the White Rose mastery approach to teaching maths) Science Place Value Addition and Subtraction Multiplication and Division Statistics Line graphs Timetables Properties and 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. 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 Fractions Forces 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. Decimals Percentages Earth and Space 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 the Earth s rotation to explain day and night and the apparent Geometry Angles Shape Position and Direction Living things and their habitats 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. Measurement Converting units Prime numbers Measurement Perimeter and Area Volume Animals including Humans Describe the changes as humans develop to old age

3 burning and the action of acid on bicarbonate of soda. movement of the sun across the sky. History The Viking and Anglo-Saxon struggle for the Kingdom of England Can describe the Anglo Saxon invasions, settlements and kingdoms: place names and village life. Can describe Viking raids and invasion. Uses a range of local history resources at Butser Ancient Farm to explore Anglo-Saxon art and culture. Historical Skills Chronological understanding- Can place historical events or changes on a timeline independently, remembering key facts from a period of history studied. Interpretation and enquiry- Uses historical terms appropriately when discussing and understanding concepts. Knowledge and understanding of events, people and changes in the past- Is beginning to develop historical perspective between two periods of history. A non European Society that contrasts with British History Reason and outcome of events and changes in Mayan civilisation Speculate and make deductions from a range of visual clues Pupils learn how to raise valid historical questions and to make inferences beyond the literal. Historical Skills Chronological understanding- Can place historical events or changes on a timeline independently, remembering key facts from a period of history studied. Interpretation and enquiry- Uses historical terms appropriately when discussing and understanding concepts. Knowledge and understanding of events, people and changes in the past- Is beginning to develop historical perspective between two periods of history. Geography Geographical Skills & Fieldwork Can compare land use and geographical features on

4 different types of maps. Respond to and ask relevant questions about the patterns in the landscape, and make appropriate observations on the location of features relative to others. Is beginning to produce own scaled maps Can identify the best method for recording observations and measurements including sketch maps, plans etc. Human and Physical Geography Can describe how human activity has impacted/changed the physical and human characteristics of the Central American rainforest. Can describe how weather and climate affect land use and food production in regions studied. Understand biomes and vegetation belts of the parts of the world I have studied. Understand climate zones in the parts of the world I have studied. Understand how human and physical processes give continent studied its unique characteristics. Location Knowledge Begin to give reasons for the importance of wider geographical location when understanding places. Recognises and describes the human and physical features of the Central American rainforest. Understand and recognise the position of latitude (incl. named lines) and longitude and hemisphere. Place Knowledge Can describe and explain similarities and differences (physical & human) between a region of Central America and a region of a European country.

5 Art and Design DT PE Drawing: make observational drawings, using a range of different surfaces to draw on. Printmaking: develop drawings into a relief-printing block. Make a series of prints considering repeat and rotation.. Mechanisms: investigate mechanisms and different types of movements, including levers and sliders Design own moving mechanism, selecting appropriate materials. Evaluate work in light of original design and any modifications. Swimming competently, confidently and proficiently over a distance of at least 25 metres using a range of strokes Competitive Attacking and Defending Team Games (football) Knowledge & understanding: Anglos Saxon art and craft, illuminated manuscripts Throwing and Catching Games (rugby) throwing and catching in isolation and competitively, taking part in outdoor activities as part of a team Dance (Viking style) perform dance using a 3D clay- roll a slab of clay to make a tile. Use a range of different clays to inlay pattern.and textures. Enterprise project- Chocolate: evaluate a range of existing products in terms of fair trade, price, appearance and market. Design, in groups, a product that can be sold. Design publicity aimed at a specific audience Competitive Attacking and Defending Team Games (hockey) attacking and defending within modified competitive games Swimming competently, confidently and Knowledge & Understanding: Ancient Mayan glyphs and contemporary ceramicists work Evalute their work and that of their peers, taking into account intention Throwing and Catching Games (basketball) - throwing and catching in isolation and competitively, taking part in outdoor activities as part of a team Gymnastics Painting: Apply knowledge of colour theory to communicate feelings and mood. Knowledge & Understanding: Rousseau s Tiger in a Tropical Storm. Contemporary photographers of tropical forests. Athletics use running, jumping, throwing and catching to enhance outdoor performance to achieve personal best Circuits compare their performances with previous ones and demonstrate Working with food: Test a range of breads from different cultures and occasions. Design own bread with specific audience in mind. Work hygienically and rub in fat and knead dough. Evaluate their work against original design Striking and fielding (rounders) use throwing and catching in a competitive manner

6 Music Computing We are bloggers communication/collaboration sharing experiences and opinion EPR (Education and Personal Relationships) New beginnings Global education racism range of movements. We are game developers programmers, developing an interactive game Getting on and falling out Say no to Bullying proficiently over a distance of at least 25 metres using a range of strokes We are architects productivity creating a virtual space Going for goals Keeping safe alcohol and drugs education developing flexibility, strength, technique, control and balance We are cryptographers computational thinking cracking codes Good to be me (Mental Health and wellbeing lessons) Difference and diversity - community, identity and belonging improvement We are web developers computer networks creating a web page about cyber safety Feeling good, feeling safe(1) Feeling good, feeling safe(2) We are artists creativity fusing geometry and art RSE - Puberty Changes Primary Languages (French) Classroom instructions Sports Avoir (to have) Emperor s New Clothes (TFW) Weather Hobbies Pets Fox and Crow Story (TFW) Poems Christmas Snowman Baby Elephant (TFW) Etre (to be) s, months and dates School subjects Enrichment Butser Farm trip Mayan Mayhem workshop Tortoise s Birthday Story (TFW) Aller (to go) Transport Classroom items Easter Mardi Gras Possessive Adjectives Prepositions Pronunciations Revise Aller Wisely Gardens Revision Assessment West Africa Project

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