Frizinghall Primary School

Frizinghall Primary School

Year 5 Long Term Plan

 

 

 

Anglo Saxon and Viking Invasion

 

Could you be a Crime Scene Investigator?

Blast Off

 

The Wonders of Ancient Egypt

 

If you go down to the woods today…

Science

 

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 burning and the action of acid on bicarbonate of soda.

Scientific Skills

Planning different types of scientific enquiries to answer questions, including recognising and controlling variables where necessary.

Taking measurements, using a range of scientific equipment, with increasing accuracy and precision, taking repeat readings when appropriate.

Using test results to make predictions to set up further comparative and fair tests.

Reporting and presenting findings from enquiries, including conclusions, causal relationships and explanations of and degree of trust in results, in oral and written forms such as displays and other presentations.

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

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 movement of the sun across the sky.

Scientific Skills

Planning different types of scientific enquiries to answer questions, including recognising and controlling variables where necessary.

Taking measurements, using a range of scientific equipment, with increasing accuracy and precision, taking repeat readings when appropriate.

Recording data and results of increasing complexity using scientific diagrams and labels, tables, scatter graphs, bar and line graphs.

Using test results to make predictions to set up further comparative and fair tests.

Reporting and presenting findings from enquiries, including conclusions, causal relationships and explanations of and degree of trust in results, in oral and written forms such as displays and other presentations.

Identifying scientific evidence that has been used to support or refute ideas or arguments.

 

 

Forces

Recognise that some mechanisms including levers, pulleys and gears allow a smaller force to have a greater effect.

Scientific Skills

Reporting and presenting findings from enquiries, including conclusions, causal relationships and explanations of and degree of trust in results, in oral and written forms such as displays and other presentations.

 

 

 

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

Animals, including humans

·         Describe the changes as humans develop to old age.

Scientific Skills

Recording data and results of increasing complexity using scientific diagrams and labels, classification keys and tables.

Reporting and presenting findings from enquiries, including conclusions, causal relationships and explanations of and degree of trust in results, in oral and written forms such as displays and other presentations.

 

 

Geography

Locational knowledge

Locate the world’s countries, using maps to focus on Europe (including the location of Russia) concentrating on countries, and major cities.

Geographical skills and fieldwork

Use maps, atlases, globes and digital/computer mapping to locate countries and describe features studied.

 

 

 

Locational knowledge

Locate the world’s countries (relevant to Ancient Civilisations focusing on Egypt)

Geographical skills and fieldwork

Use maps, atlases, globes and digital/computer mapping to locate countries and describe features studied.

 

 

Locational knowledge

Locate the world’s countries, using maps to focus on South America, concentrating on their environmental regions, key physical and human characteristics, countries, and major cities.

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)

Place knowledge

Understand geographical similarities and differences through the study of human and physical geography of a region of the United Kingdom, and a region in South America.

Human and physical geography

Describe and understand key aspects of:

Physical geography, including: climate zones, biomes and vegetation belts, rivers and mountains.

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.

Geographical skills and fieldwork

Use maps, atlases, globes and digital/computer mapping to locate countries and describe features studied.

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.

Use fieldwork to observe, measure record and present the human and physical features in the local area using a range of methods, including sketch maps, plans and graphs, and digital technologies.

History

Anglo-Saxon invasions, settlements and kingdoms: place names and village life. (link to the Roman withdrawal Y4)

Viking raids and invasion.

Develop a chronologically secure knowledge and understanding of British and world history, establishing clear narratives within and across the period.

Note connections, contrasts and trends over time and develop the appropriate use of historical terms. Address historically valid questions about change, cause, similarity and difference, and significance.

Construct informed responses that involve thoughtful selection and organisation of relevant historical information. Understand how our knowledge of the past is constructed from a range of sources.

 

 

The achievements of the earliest civilizations – an overview of where and when the first civilizations appeared and an in-depth study of Ancient Egypt.

Develop a chronologically secure knowledge and understanding of world history, establishing clear narratives within and across the periods.

Develop the appropriate use of historical terms.

Address and devise historically valid questions about change, cause, similarity and difference, and significance.

Construct informed responses that involve thoughtful selection and organisation of relevant historical information. Understand how our knowledge of the past is constructed from a range of sources.

 

 

Design Technology

 

 

Design

Generate, develop, model and communicate their ideas through discussion, annotated sketches, cross-sectional and exploded diagrams, prototypes, pattern pieces and computer-aided design

Make

Select from and use a wider range of tools and equipment to perform practical tasks [for example, cutting, shaping, joining and finishing], accurately

Select from and use a wider range of materials and components, including construction materials, textiles and ingredients, according to their functional properties and aesthetic qualities.

Evaluate

Investigate and analyse a range of existing products

Evaluate their ideas and products against their own design criteria and consider the views of others to improve their work

Technical knowledge

Apply their understanding of computing to program, monitor and control their products.

Design

Use research and develop design criteria to inform the design of innovative, functional, appealing products that are fit for purpose, aimed at particular individuals or groups

Make

Select from and use a wider range of tools and equipment to perform practical tasks [for example, cutting, shaping, joining and finishing], accurately

Evaluate

Understand how key events and individuals in design and technology have helped shape the world

Technical Knowledge

Use mechanical systems in their products levers and pulleys

Cooking and Nutrition

Understand and apply the principles of a healthy and varied diet.

Prepare and cook a variety of predominantly savoury dishes using a range of cooking techniques.

Understand seasonality, and know where and how a variety of ingredients are grown, reared, caught and processed.

 

Art

 

 

Create sketch books to record their observations and use them to review and revisit ideas

Improve their mastery of art and design techniques, including drawing, painting and sculpture with a range of materials - pencil, charcoal and paint.

Learn about great artists, architects and designers in history.

Improve their mastery of art and design techniques, including drawing, painting and sculpture with a range of materials clay.

 

 

 

Music

Develop an understanding of the history of music.

 

 

Listen with attention to detail and recall sounds with increasing aural memory.

 

 

Play and perform in solo and ensemble contexts, using their voices and playing musical instruments with increasing accuracy, fluency, control and expression Use and understand staff and other musical notations.

PE

Over the course of the year children will take part in:

Team Games

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.

Compare their performances with previous ones and demonstrate improvement to achieve their personal best.

Dance: Walk like an Egyptian

Perform dances using a range of movement patterns

Develop flexibility, strength, technique, control and balance through gymnastics and athletics

Take part in outdoor and adventurous activity challenges both individually and within a team

Swimming and water safety

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.

RE

Why are there different beliefs about God?

Religions: Islam Christianity Buddhism - Focus

Understand the significance of key writings and teachings.

Reflect on links and comparisons between their own and others’ identity and experience.

Formulate questions of meaning and purpose.

 

 

Why are certain people, places and times sacred?

Religions: Islam Christianity Buddhism - Focus

Understand some of the ways in which believers interpret story and symbolism and use language and ritual to convey meaning.

Reflect on links and comparisons between their own and others’ identity and experience.

Formulate questions of meaning and purpose.

Reflect on moral issues in their own lives, in relation to their understanding of religious and non-religious worldviews

 

 

Why do people need to express their beliefs?

Religions: Christianity Islam Buddhism Sikhism Hinduism Judaism

Understand and make connections between key teachings in religious and non-religious worldviews.

Understand some of the ways in which believers interpret story and symbolism and use language and ritual to convey meaning.

Reflect on links and comparisons between their own and others’ identity and experience.

Formulate questions of meaning and purpose.

Reflect on moral issues in their own lives, in relation to their understanding of religious and non-religious worldviews

Computing

E-safeguarding – throughout the year

Understand the terms plagiarism and copyright and be aware of the implications of copying and sharing content without permission.

Use blocking / unsubscribing / reporting mechanisms appropriately.

Control who they interact with online and the information they share.

Describe the causes and consequences of online bullying and discuss behaviours and strategies to prevent and stop online bullying.

Information Literacy

Interpret and validate information from a range of online sources.

Recognise that the Internet may contain material that is irrelevant, bias, implausible and inappropriate.

Search for and save differing types of media using search engine functions.

Use more advanced features of search engines.

 

 

Computer Science Programming

Solve problems by decomposing them into smaller parts.

Convert lines of code into everyday language (pseudocode) and vice versa.

Understand and use variables.

Use selection in programming to create a game aimed at an audience.

To become familiar with inputs and outputs and create algorithms using them to control or simulate physical systems.

Understand what networks (including the internet) are and how they are used to transfer information.

Digital Media

Create and amend a range of 2D graphic representations using appropriate applications. Create simple 3D graphics using a CAD application.

Plan, create and edit an animation, film, slideshow or presentation, then reflect on its efficacy.

Source, edit and refine music and sound for a given audience or project.

Develop criteria for evaluating theirs and others work.

 

 

Data Handling

Create charts using appropriate data to interpret and answer a specific question.

Create a database to store and search relevant information.

Interrogate a database using suitable questions.

Use technology to search and sift through large amounts of different types of information.

Use a range of calculations and functions in a spreadsheet.

Use a spreadsheet to model given problems

 

PSHE

LWW: Rights: caring for the Environment

Relationships- Feelings and emotions

Health and well-being- keeping safe

Relationship- healthy relationships

Health and well-being

Heathy Lifestyles

Living in the wider world- Money Caring for the environment

Relationships- Growing and changing relationships- Valuing differences

Language

C’est Moi!

Listen attentively to spoken language and show understanding by responding

Explore the patterns and sounds of language through songs and rhymes and link the spelling, sound and meaning of words

Engage in conversations; ask and answer questions; express opinions

Speak in sentences, using familiar vocabulary, phrases and basic language structures

Develop accurate pronunciation and intonation so that others understand when they are reading aloud or using familiar words and phrases

Present ideas and information orally to a range of audiences

Read carefully and show understanding of words, phrases and simple writing

Appreciate stories, songs and rhymes in the language

Broaden their vocabulary and develop their ability to understand new words that are introduced into familiar written material

Write phrases from memory

Describe people, places, things and actions orally and in writing

Understand basic grammar appropriate to the language being studied, including (where relevant): feminine, masculine and neuter forms

Dans l’école

Listen attentively to spoken language and show understanding by and responding

Explore the patterns and sounds of language through songs and rhymes and link the spelling, sound and meaning of words

Engage in conversations; ask and answer questions; express opinions

Speak in sentences, using familiar vocabulary, phrases and basic language structures

Develop accurate pronunciation and intonation so that others understand when they are reading aloud or using familiar words and phrases

Present ideas and information orally to a range of audiences

Read carefully and show understanding of words, phrases and simple writing

Appreciate stories, songs and rhymes in the language

Broaden their vocabulary and develop their ability to understand new words that are introduced into familiar written material

Write phrases from memory

Describe people, places, things and actions orally and in writing

Understand basic grammar appropriate to the language being studied, including (where relevant): feminine, masculine and neuter forms

Mon Monde

Listen attentively to spoken language and show understanding by and responding

Explore the patterns and sounds of language through songs and rhymes and link the spelling, sound and meaning of words

Engage in conversations; ask and answer questions; express opinions

Speak in sentences, using familiar vocabulary, phrases and basic language structures

Develop accurate pronunciation and intonation so that others understand when they are reading aloud or using familiar words and phrases

Present ideas and information orally to a range of audiences

Read carefully and show understanding of words, phrases and simple writing

Appreciate stories, songs  and rhymes in the language

Broaden their vocabulary and develop their ability to understand new words that are introduced into familiar written material, including through using a dictionary

Write phrases from memory

Describe people, places, things and actions orally and in writing

Understand basic grammar appropriate to the language being studied, including (where relevant): feminine, masculine and neuter forms