Year 5 Spring Term 2018

Year 5 Spring Term

 At Moorside Community Primary School our approach to our teaching and learning is through a skill based curriculum. Below are the subjects and skills being taught in the Spring term:

 

Science – Earth and space

Essential skills and knowledge

  • To describe the movement of the Earth and other planets relative to the sun in the solar system
  • To describe the movement of the moon relative to the Earth
  • To describe the sun, Earth and moon as approximately spherical bodies
  • To use the idea of the Earth’s rotation to explain day and night and the apparent movement of the sun across the sky

Working together collaborative skills

  • To work with others to research the eight planets of the Solar System
  • To work with others to create a model of the Solar System

 

Science – Materials and their properties

Essential skills and knowledge

  • To compare and group together everyday materials on the basis of their properties, including their hardness and solubility
  • To know that some materials will dissolve in liquid to form a solution, and describe how to recover a substance from a solution
  • To use knowledge of solids, liquids and gases to decide how mixtures might be separated
  • To use the above knowledge to include filtering, sieving and evaporating
  • To give reasons, based on evidence from comparative and fair tests
  • The above can include particular uses of everyday materials, including metals, wood and plastic
  • To demonstrate that dissolving, mixing and changes of state are reversible changes
  • To explain that some changes result in the formation of new materials, and that this kind of change is not usually reversible
  • To include in the above changes associated with burning and the action of acid on bicarbonate of soda

Communication skills

  • To explain that some changes result in the formation of new materials and that this kind of change is not usually reversible
  • To give reasons based on evidence form comparative and fair tests

Problem solving

  • To demonstrate that dissolving, mixing and changes of state are reversible changes

Information Technology

  • To use the internet to find out about how chemists create new materials

 

Computing – Networking and Internet

Network and internet

  • To use a range of technology to present information for an audience
  • To combine media in order to present information effectively
  • To share using a variety of tools both on and offline
  • To evaluate and refine to produce effective presentations
  • To understand how they can provide multiple services, such as the world-wide web
  • To understand the opportunities they offer for communication and collaboration
  • To use search technologies effectively, appreciate how results are selected and ranked and be discerning in evaluating digital content
  • To understand that online content should not be adapted without permission or acknowledgement
  • To understand the importance of evaluating online information
  • To understand how different devices connect to the internet
  • To understand how to share and collaborate online using blogs, wikis, messaging

Keeping safe

  • To make good choices when they present themselves online
  • To know how to protect online identity
  • To choose a secure password
  • To understand how to use social networking sites appropriately

 

Physical Education

Dance – developing skills

  • To choose appropriate material to create new motifs in a dance style
  • To perform specific skills and movement patterns and different dance styles with accuracy
  • To compose, develop and adapt motifs to make dance phrases and use these in longer dances

Dance – physical and mental

  • To warm up and cool down independently
  • To use exercises that stretch and tone my body

Dance – evaluate and improve

  • To use dance terminology to identify different styles of dance
  • To talk about the relationship between the dance and its accompaniment
  • To suggest ways to develop my technique and composition

 

Games – developing skills

  • To know the difference between attacking skills and defending skills
  • To dribble a ball
  • To find ways to get the ball towards the opponents’ goal
  • To select a piece of equipment and hit using a suitable technique
  • To know how to mark and defend the goal
  • To recognise activities that help strengthen, speed and stamina

Games – physical and mental

  • To carry out warm-up activities carefully and thoroughly
  • To give good explanations of how warm-up activities affect the body
  • To know why warming up is important to help me play better
  • To know the types of exercise I should concentrate on, e.g. speed and flexibility
  • To suggest ideas for warming up, explaining my choices

Games – evaluate and improve

  • To know what I am successful at and what I need to practise more
  • To try things out and ask for help to perform better
  • To work well with others, adapting my play to suit my own and others' strengths
  • To look for specific things in a game and explain if they are being done well

 

History – Changing monarchs since 1066

Historical knowledge (constructing the past and sequencing the past)

  • To talk or write about the past and include ideas which show some understanding of what things were like before and after this at local and national level   
  • To sequence a few events, objects or pieces of information on a timeline 
  • To place events, objects, themes and people from my history topic on a timeline
  • To describe the main changes in a period of history, from several perceptions such as political and cultural

History concepts (change and development, cause and effect, significance and interpretations)

  • To point out some similarities and differences between aspects of life at different times in the past
  • To describe changes within and between periods and societies I have learned about
  • To give some reasons for and results of historical events, situations and changes

Historical enquiry (planning and carrying out historical enquiry/using sources of evidence)

  • To  use information from more than one source in my answers    
  • To give reasons for my ideas, in my written work, using some dates and historical terms
  • To rank sources of information

 

Geography – UK geography (hills and mountains)

Location and place knowledge

  • To 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
  • To understand how some of these aspects have changed over time
  • To demonstrate an understanding of geographical similarities and differences through study of human and physical geography of a region of the United Kingdom

Physical and human geography

  • To explain how the water cycle works    
  • To explain why water is such a valuable commodity       
  • To explain why people are attracted to live by rivers
  • To discuss and report on human geography including trade between UK and Europe and RoW

Geographical skills and fieldwork

  • To map land use
  • To make detailed sketches and plans
  • To use fieldwork to observe, measure and record the human and physical features in the local area using a range of methods
  • I can use methods including sketch maps, plans and graphs and digital technologies to observe, measure and record the human and physical features in the local area

 

Art and design – Famous sculptor (Rodin)

Developing, planning and communicating ideas

  • To use marks to produce texture

Working with tools, equipment, materials and components to make quality products

  • To work with clay and other mouldable materials

Evaluating processes and products

  • To  work collaboratively
  • To select materials and tools and give reasons for my decisions
  • To evaluate and analyse creative works using the language of art, craft and design

Drawing and painting

  • To use marks and lines to produce texture
  • To organise line, tone, shape and colour to represent figures

Printing and sketching

  • To experiment with combinations of materials and techniques

3D/Collage and textiles

  • To sculpt clay and other mouldable materials
  • To use inspiration from other cultures

Knowledge

  • To demonstrate an understanding of the historical and cultural development of art forms

 

Design and Technology – Food (British and South American food comparison)

Developing, planning and communicating ideas

  • To plan the order of work thinking ahead

Cooking and nutrition

  • To describe how to be hygienic and safe including getting their food preparation area ready, and clearing up afterwards
  • To present my product really well
  • To understand and apply the principles of a healthy and varied diet
  • To understand seasonality and know where and how a variety of ingredients are grown, reared and caught
  • To use a variety of cooking equipment: scales, knives, utensils, etc
  • To read and understand food labels
  • To understand about nutritional principles such as a balanced diet, five-a-day and eating processed foods
  • To work in a safe and hygienic way
  • To use proportions when cooking, by doubling and halving recipes

 

Music – Tempo

Elements of music (listening and understanding)

  • Tempo: understand and identify how the full range of tempi can be manipulated for expressive effect

Applying and understanding

  • To identify how elements and resources have combined to communicate moods, changes of mood and ideas, and a variety of musical styles

Creating

To improvise melodic and rhythmic phrases as part of a group performance

  • To use specific patterns of pitch and rhythm to give pieces shape and coherence

Responding and reviewing elements of music

  • To recognize differences between music of different cultures

 

Spring 1 RE – 5 pillars of Islam

 

Spring 2 RE - Origins of the Bible

 

 Modern Foreign Languages – French

Oracy

  • To prepare and practice a simple script
  • To understand and can express simple opinions
  • To listen attentively and understand more instructions and classroom phrases

Literacy

  • To make simple sentences

Intercultural understanding

  • To look at further aspects of their everyday lives from the perspective of someone from another country

Real life contexts

  • To have had the opportunity to practice conversational skills in role play
  • To have developed the conversational skills needed for shopping

 

PHSE – Relationships

  • To recognize what constitutes a positive, healthy relationship and develop the skills to form and maintain positive and healthy relationships
  • To recognize that their actions affect themselves and other
  • To judge what kind of physical contact is acceptable or unacceptable and how to respond
  • To listen and respond respectfully to a wide range of people, to feel confident to raise their own concerns, to recognise and care about other people’s feelings and to try to see, respect and if necessary constructively challenge others’ points of view
  • To work collaboratively towards shared goals
  • To develop strategies to resolve disputes and conflict through negotiation and appropriate compromise and to give rich and constructive feedback and support to benefit others as well as themselves
  • To recognise that differences and similarities between people arise from a number of factors, including family, cultural, ethic, racial and religious diversity, age, sex, gender identity, sexual orientation and disability
  • To realize the nature and consequences of discrimination, teasing, bullying and aggressive behaviours (including cyber bullying, use of prejudice-based language, ‘trolling’, how to respond and ask for help)
  • To recognise and manage dares
  • To recognise bullying and abuse in all its forms (including prejudice-based bullying both in person, online and through social media)