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Year 5

Year 5

 

Due to the mixed-age classes we have at Fairhaven, learning is organised and taught on a two year rolling programme.

 

Below is a working version of our curriculum.  Our curriculum is constantly reviewed and updated.  This page will be added to each half-term.

Cycle: 2 – 2018/19            Term: Autumn (1)

Topic:

Star Gazers.

History

  • Study an aspect or theme in British history that extends pupils’ chronological knowledge beyond 1066.

Geography

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

Art

  • Improve their mastery of art and design techniques, including drawing, painting and sculpture with a range of materials (e.g. pencil, charcoal, paint, clay).

Design Technology

  • 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;
  • 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;
  • Investigate and analyse a range of existing products;
  • Apply their understanding of how to strengthen, stiffen and reinforce more complex structures;
  • Evaluate their ideas and products against their own design criteria and consider the views of others to improve their work.

 

Science

  • 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.

 

Computing

  • design, write and debug programs that accomplish specific goals, including controlling or simulating physical systems; solve problems by decomposing them into smaller parts
  • use sequence, selection, and repetition in programs; 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.

 

 

R.E.

  • are beginning to produce organised descriptions of religious beliefs, teaching and practises
  • demonstrate a simple understanding of religious faith
  • make use of simple specialist vocabulary
  • are able to express a personal view making use of reasons (usually based on social consequences)
  • are beginning to use evidence to support their ideas.

 

P.S.H.E.

  • school rules about health and safety, basic emergency aid procedures, where and how to get help
  • which, why and how, commonly available substances and drugs (including alcohol, tobacco and ‘energy drinks’) can damage their immediate and future health and safety; that some are restricted and some are illegal to own, use and give to others.
  • how to make informed choices (including recognising that choices can have positive, neutral and negative consequences) and to begin to understand the concept of a ‘balanced lifestyle’

 

P.E.

  • develop flexibility, strength, technique, control and balance
  • compare their performances with previous ones and demonstrate improvement to achieve their personal best.

 

Music

 

 

Curriculum Newsletters for each class are available on the class web pages.

 

Cycle: 2 – 2018/19            Term: Autumn (2)

Topic:

Off with Her Head!

History

  • Study an aspect or theme in British history that extends pupils’ chronologicalknowledge beyond 1066.

Geography

  • Describe and understand key aspects of 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’
  • Name and locate countries and cities of the UK, 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.

Art

  • Find out about great artists, architects and designers in history;
  • 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 (e.g. Pencil, charcoal, paint and clay).

Design Technology

  •  

 

Science

  • describe the changes as humans develop to old age.

 

Computing

  • select, use and combine a variety of software (including internet services) on a range of digital devices to design and create a range of programs, systems and content that accomplish given goals, including collecting, analysing, evaluating and presenting data and information

 

R.E.

  • have a reasonably secure knowledge and understanding of Christianity and Islam
  • are acquainted with at least 2 other religions (Judaism & Hinduism)
  • are able to produce organised descriptions of religious life
  • show a knowledge of beliefs/teachings which are specific to particular religions
  • demonstrate a simple understanding of a religious faith
  • Make use of specialist religious vocabulary

 

P.S.H.E.

  • to recognise how images in the media (and online) do not always reflect reality and can affect how people feel about themselves

 

 

P.E.

  • perform dances using a range of movement patterns

 

 

Music

  • develop an understanding of the history of music.

 

Curriculum Newsletters for each class are available on the class web pages.

 

Cycle: 2 – 2018/19            Term: Spring (1)

Topic:

Frozen Kingdom.

History

  • Study an aspect or theme in British history that extends pupils’ chronologicalknowledge beyond 1066.

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);
  • Understand geographical similarities and differences through the study of human and physical geography if a region of the UK, a region in a European country, and a region within North or South America;
  • Describe and understand 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;
  • 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 UK and the wider world.

Art

  • Improve their mastery of art and design techniques, including drawing, painting and sculpture with a range of materials (e.g. Pencil, charcoal, paint and clay);
  • Create sketch books to record their observations and use them to review and revisit ideas.

Design Technology

  • Select from and use a wider range of tools and equipment to perform practical tasks (e.g. cutting, shaping, joining and finishing) accurately.

 

Science

  • 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.

 

Computing

  • understand computer networks including the internet; how they can provide multiple services, such as the world wide web; and the opportunities they offer for communication and collaboration

 

R.E.

  • are beginning to produce organised descriptions of religious beliefs, teaching and practises
  • demonstrate a simple understanding of religious faith
  • make use of simple specialist vocabulary
  • are able to express a personal view making use of reasons (usually based on social consequences)
  • are beginning to use evidence to support their ideas.

 

P.S.H.E.

  • how to make informed choices (including recognising that choices can have positive, neutral and negative consequences) and to begin to understand the concept of a ‘balanced lifestyle’

 

P.E.

  • use running, jumping, throwing and catching in isolation and in combination
  • play competitive games, modified where appropriate, and apply basic principles suitable for attacking and defending
  • develop flexibility, strength, technique, control and balance
  • take part in outdoor and adventurous activity challenges both individually and within a team

 

 

Music

  • play and perform in solo and ensemble contexts, using their voices and playing musical instruments with increasing accuracy, fluency, control and expression

 

 

Curriculum Newsletters for each class are available on the class web pages.

 

Cycle: 2 – 2018/19            Term: Spring (2)

Topic:

Revolution

History

  • Study an aspect or theme in British history that extends pupils’ chronological knowledge beyond 1066.

Geography

  • Name and locate counties and cities of the UK, 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;
  • Use maps, atlases, globes and digital/computer mapping to locate countries and describe features studied.

Art

  • 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 (e.g. pencil, charcoal, paint, clay).

Design Technology

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

 

Science

  • 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.

 

Computing

  • understand computer networks including the internet; how they can provide multiple services, such as the world wide web; and the opportunities they offer for communication and collaboration.

 

 

R.E.

  • are beginning to produce organised descriptions of religious beliefs, teaching and practises
  • demonstrate a deeper understanding of religious faith in the context of Islam.
  • make use of simple specialist vocabulary
  • are able to express a personal view making use of reasons (usually based on social consequences)
  • are beginning to use evidence to support their ideas.

 

P.S.H.E.

  • strategies for keeping physically and emotionally safe including road safety (including cycle safety- the Bikeability programme), and safety in the environment (including rail, water and fire safety)

 

P.E.

  • use running, jumping, throwing and catching in isolation and in combination
  • play competitive games, modified where appropriate, and apply basic principles suitable for attacking and defending
  • develop flexibility, strength, technique, control and balance

 

Music

  • develop an understanding of the history of music.

 

MFL

  • understand basic grammar appropriate to the language being studied, including (where relevant): feminine, masculine and neuter forms and the conjugation of high-frequency verbs; key features and patterns of the language; how to apply these, for instance, to build sentences; and how these differ from or are similar to English
  • broaden their vocabulary and develop their ability to understand new words that are introduced into familiar written material, including through using a dictionary
  • read carefully and show understanding of words, phrases and simple writing
  • develop accurate pronunciation and intonation so that others understand when they are reading aloud or using familiar words and phrases
  • speak in sentences, using familiar vocabulary, phrases and basic language structures.

 

Curriculum Newsletters for each class are available on the class web pages.

 

 

Cycle: 2 – 2018/19            Term: Summer (1)

Topic:

Allotment

History

History will not be covered in this topic.

Geography

  • 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.
  • 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
  • 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 human geography, including: types of settlement and land use
  • 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.
  • Use maps, atlases, globes and digital/computer mapping to locate countries and describe features studied.

Art

  • About great artists, architects and designers in history
  • To create sketch books to record their observations and use them to review and revisit ideas
  • To improve their mastery of art and design techniques, including drawing, painting and sculpture with a range of materials [for example, pencil, charcoal, paint, clay]

Design Technology

This will be covered as part of a Science project.

  • 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.

 

Science

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.

 

Computing

  • 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.
  • Select, use and combine a variety of software (including internet services) on a range of digital devices to design and create a range of programs, systems and content that accomplish given goals, including collecting, analysing, evaluating and presenting data and information.

 

R.E.

Have a reasonably secure knowledge and understanding of Sikhism.

  • Produce organised descriptions of religious life
  • Show a knowledge of beliefs/teachings which are specific to particular religions
  • Demonstrate a simple understanding of a religious faith
  • Make use of specialist religious vocabulary

 

P.S.H.E.

British Values – Mutual Respect and Tolerance.

Including:

  • British identity
  • Cultural Diversity
  • Respect
  • Discrimination
  • Racism
  • Bullying
  • Terrorism
  • Relationships

 

P.E.

  • Develop flexibility, strength, technique, control and balance [for example, through athletics and gymnastics]
  • Compare their performances with previous ones and demonstrate improvement to achieve their personal best.

 

Music

  • Improvise and compose music for a range of purposes using the inter-related dimensions of music.

 

MFL

  • Broaden their vocabulary and develop their ability to understand new words that are introduced into familiar written material, including through using a dictionary.
  • Read carefully and show understanding of words, phrases and simple writing.

 

Curriculum Newsletters for each class are available on the class web pages.

 

 

Cycle: 2 – 2018/19            Term: Summer (2)

Topic:

Scream Machine

History

History will not be covered in this topic.

Geography

  • name and locate counties and cities of the United Kingdom
  • describe and understand key aspects of human and physical geography, including economic activity
  • understand geographical similarities and differences through the study of human and physical geography of a region of the United Kingdom
  • 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.

Art

  • to improve their mastery of art and design techniques, including drawing, painting and sculpture with a range of materials [for example, pencil, charcoal, paint, clay]
  • to create sketch books to record their observations and use them to review and revisit ideas

Design Technology

  • 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
  • generate, develop, model and communicate their ideas through discussion, annotated sketches, cross-sectional and exploded diagrams, prototypes, pattern pieces and computer-aided design
  • investigate and analyse a range of existing products
  •  understand and use electrical systems in their products [for example, series circuits incorporating switches, bulbs, buzzers and motors]

 

Science

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..

 

Computing

  • use search technologies effectively, appreciate how results are selected and ranked, and be discerning in evaluating digital content
  • use technology safely, respectfully and responsibly; recognise acceptable/unacceptable behaviour; identify a range of ways to report concerns about content and contact.

 

R.E.

Have a reasonably secure knowledge and understanding of Sikhism.

  • Produce organised descriptions of religious life
  • Show a knowledge of beliefs/teachings which are specific to particular religions
  • Demonstrate a simple understanding of a religious faith
  • Make use of specialist religious vocabulary

 

P.S.H.E.

British Values – Mutual Respect and Tolerance.

Including:

  • British identity
  • Cultural Diversity
  • Respect
  • Discrimination
  • Racism
  • Bullying
  • Terrorism
  • Relationships

 

P.E.

  • Develop flexibility, strength, technique, control and balance [for example, through athletics and gymnastics]
  • 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

 

Music

  • appreciate and understand a wide range of high-quality live and recorded music drawn from different traditions and from great composers and musicians
  • develop an understanding of the history of music.
  • Composition of our own songs and learning the skills of song writing

 

MFL

  • engage in conversations; ask and answer questions; express opinions and respond to those of others; seek clarification and help
  • write phrases from memory, and adapt these to create new sentences, to express ideas clearly
  • describe people, places, things and actions orally* and in writing

 

Curriculum Newsletters for each class are available on the class web pages.

 

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