Year Long Term Curriculum Map Year 5 Autumn 1 Autumn 2

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1 Science Guided Reading Long Term Curriculum Map Year 5 Autumn 1 Autumn 2 The Lost Things Shaun Tan Journey to Jo burg Beverley Naidoo S is for South Africa Beverley Naidoo Non-fiction text linked to science / A Long Walk to Freedom children s version Nelson Mandela Current reports as appropriate. PROPERTIES AND CHANCES OF MATERIALS (Reversible changes) 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 LIVING THINGS AND THEIR HABITATS (Observing life cycles/reproduction in animals and plants) 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 Working scientifically 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, classification keys, 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 a 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 1

2 Art and Design Geography History How did Nelson Mandela help to end discrimination? Revisit and Review Key Knowledge Settlements - What different settlements are there in the UK and how do they compare? I can name the four groups of settlements I can name and locate different settlements across the UK I can identify human and physical features of a hamlet I can identify human and physical features of a village I can identify human and physical features of a town I can identify human and physical features of a city I can compare and contrast different settlements I can explain why Manchester exists and what would have brought people to live here in the first place I can research and explain why people live here today I can research what it is like to live in different settlements I can debate which settlement I would want to live in a why I can explain what it is like to be discriminated against Address and sometimes devise historically valid questions about change, cause, similarity and difference, and significance I can use primary and secondary sources to research the apartheid Address and sometimes devise historically valid questions about change, cause, similarity and difference, and significance I can use primary and secondary sources to research Nelson Mandela and major events in his life Develop a chronologically secure knowledge and understanding of British, local and world history, establishing clear narratives I can name some other famous people who have fought against discrimination Construct informed responses that involve thoughtful selection and organisation of relevant historical information Name and locate counties and cities of the United Kingdom; Use maps, atlases, globes and digital/computer mapping to locate countries and describe features studied Human geography, including: types of settlement and land use 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 Can you use colour to represent where you live? I can explore the different ways colour has been used to represent localities I can compare artists from different periods are time Learn about great artists and architects in history Create sketch books to record their observations and use them to review and revisit ideas Using my research I can use colour to represent where I live 2 Can you create a scene using African art as your influence? I can explore the different examples of African art and identify things they have in common Learn about great artists and architects in history Create sketch books to record their observations and use them to review and revisit ideas Using my research I can create a drawing in an African style

3 Design Technology Improve their mastery of art and design techniques, including drawing, painting and sculpture with a range of materials I can explore using pastels and chalks to show tone of colour Improve their mastery of art and design techniques, including drawing, painting and sculpture with a range of materials I can explain how my drawing makes me feel and why Improve their mastery of art and design techniques, including drawing, painting and sculpture with a range of materials I can explore using pastels and chalks to show tone of colour and texture Improve their mastery of art and design techniques, including drawing, painting and sculpture with a range of materials 3

4 History Science Guided Reading Long Term Curriculum Map Year 5 Spring 1 Spring 2 The Lady of Shallot Alfred Lord Tennyson If Rudyard Kipling / King Arthur stories Non-fiction on Anglo-saxons Beowulf -Michael Morpurgo Kennings Non-fiction on Vikings. 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 ANIMALS INCLUDING HUMANS describe the changes as humans develop to old age Working scientifically 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, classification keys, 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 a 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 Were the Anglo Saxons right to fight? I can use a timeline to show when the Anglo-Saxons were in England Develop a chronologically secure knowledge and understanding of British, local and world history, establishing clear narratives Were the Vikings really vicious? I can explain when and where the Vikings came from and why they raided Britain Develop a chronologically secure knowledge and understanding of British, local and world history, establishing clear narratives 4

5 Geography I can describe why, where and when the Scots and Anglo-Saxons invaded Britain, describe a key historical character from the time and explain what the seven Anglo-Saxon kingdoms were Develop a chronologically secure knowledge and understanding of British, local and world history, establishing clear narratives I know that Anglo-Saxons were farmers Construct informed responses that involve thoughtful selection and organisation of relevant historical information I can understand how the Anglo-Saxons have influenced Britain by explaining some of the place names they established, and their meanings Construct informed responses that involve thoughtful selection and organisation of relevant historical information I can explain the work of some of the people who were influential in converting the Anglo- Saxons to Christianity and I know about some of the important Christian buildings that they founded Regularly address and sometimes devise historically valid questions about change, cause, similarity and difference and significance I can compare the significance of Anglo-Saxon kings and how they fought against the Vikings Address and sometimes devise historically valid questions about change, cause, similarity and difference, and significance I can explain who King Ethelred II was and say when and why Danegeld was introduced Construct informed responses that involve thoughtful selection and organisation of relevant historical information I can identify and explain key aspects of Viking life Construct informed responses that involve thoughtful selection and organisation of relevant historical information I can explain how the last Anglo-Saxon kings shaped Britain Develop a chronologically secure knowledge and understanding of British, local and world history, establishing clear narratives I know that the Kingdom of England was established by the unification of Anglo-Saxon tribes across modern day England (linked to Geography) Regularly address and sometimes devise historically valid questions about change, cause, similarity and difference and significance Why did the Anglo Saxons settle in Britain and how can we tell they were here? Locational knowledge I can name and locate the Kingdoms of Anglo Saxon Britain and make comparisons with the UK today Name and locate counties and cities of the United Kingdom, geographical regions I can name and locate English counties Name and locate counties and cities of the United Kingdom, geographical regions I can explain the difference between the British Isles, Great Britain and the UK Name and locate counties and cities of the United Kingdom, geographical regions How did the Vikings come to Britain and what did they want? Human and physical geography I can identity and describe types of settlements in Viking, Saxon Britain (linked to History) Describe and understand key aspects of human geography, including types of settlement and land use I can compare land use maps of UK from past with the present, focusing on land use (linked to History) Identify land-use patterns and understand how some of these aspects have changed over time 5

6 Design Technology Art and Design Could you be an Anglo Saxon jeweller? I can explore common patterns and symbols used in Anglo-Saxon Jewellery and recreate these in my sketch book Learn about great artists, architects and designers in history. Create sketch books to record their observations and use them to review and revisit ideas How did the Vikings construct the long ships? Evaluate I can investigate the design and build of the Viking long ship Investigate and analyse a range of existing products I can analyse the building techniques used by the Vikings. Understand that this method still has an impact in ship building today Understand how key events and individuals in design and technology have helped shape the world Make I can select appropriate tools and equipment to make a model long ship Select from and use a wider range of tools and equipment to perform practical tasks Technical knowledge I can apply my understanding of how to strengthen, stiffen and reinforce structures 6

7 Science Guided Reading Long Term Curriculum Map Year 5 Summer 1 Summer 2 The Nowhere Emporium Ross Mackenzie Poet study Brian Patten Non-fiction on Materials. This is the Place Tony Walsh The Man who Walked Between the Towers Mordecai Gerstein Newspaper reports, interviews of Phillipe Petit. Non-fiction travel guides: Paris, New York, Manchester PROPERTIES AND CHANCES OF MATERIALS (Irreversible changes) (6 sessions) 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 FORCES (Friction and air resistance and mechanisms) 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 Working Scientifically 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, classification keys, 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 a 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 7

8 Art and Design Geography History Why is Manchester the power of the North? Research Manchester, references to its industrial past, people and innovations I understand how Manchester has been key in shaping industry and culture Construct informed responses that involve thoughtful selection and organisation of relevant historical information I can describe how, at least two, famous Mancunians influenced Britain Address and sometimes devise historically valid questions about change, cause, similarity and difference, and significance I can select sources independently and give reasons for choices Understand how our knowledge of the past is constructed from a range of sources I can analyse a range of source material to promote evidence about the past Understand how our knowledge of the past is constructed from a range of sources Can you navigate your way around Manchester city centre? Geographical skills and fieldwork I can align a map with a route. Use the 8 points of a compass, 4- and 6-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 I can draw field sketches that show an understanding of pattern/movement/change 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 How would Hundertwasser represent Manchester? I can explore the work of Hundertwasser and his representation of buildings Learn about great artists and architects in history Create sketch books to record their observations and use them to review and revisit ideas I can collate and edit digital images of buildings in Manchester to build up a landscape of the city Why is New York called, The Big Apple? I can use and compare maps from the past Construct informed responses that involve thoughtful selection and organisation of relevant historical information I can order significant events, movements and dates on a timeline Develop a chronologically secure knowledge and understanding of British, local and world history, establishing clear narratives I can explain some of the ways New York, as a settlement, has changed over time Regularly address and sometimes devise historically valid questions about change, cause, similarity and difference and significance I can explain the significance of Ellis Island Regularly address and sometimes devise historically valid questions about change, cause, similarity and difference and significance Where would you prefer to live New York or Manchester? Place knowledge I can compare the physical geography of New York with that of Manchester I can compare the human geography of New York with that of Manchester Understand geographical similarities and differences through the study of human and physical geography of a region of the United Kingdom, a region in a European country, and a region in North or South America Human and Physical Geography I can explain the importance of immigration on the development of New York I understand why New York is so linguistically diverse. I can research the linguistic diversity of our school 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 I can use historical maps to research urban change Use maps, atlases, globes and digital/computer mapping to locate countries and describe features studied 8

9 Design Technology Produce creative work, exploring their ideas and recording their experiences I use my images to create a landscape piece in the style of Hundertwasser Improve their mastery of art and design techniques, including drawing, painting and sculpture with a range of materials What if Petit fell? Can you design a contraption to keep him safe from harm? Design I can design a contraption that would protect Petit if he fell using a design criteria Design purposeful, functional, appealing products for themselves and other users based on design criteria I can communicate and model my ideas through drawings and models Generate, develop, model and communicate their ideas through talking, drawing, templates, mock-ups and, where appropriate, information and communication technology Make I can make a prototype of my contraption Select from and use a wider range of tools and equipment to perform practical tasks Evaluate I can evaluate my contraption and give constructive feedback to others Evaluate their ideas and products against their own design criteria and consider the views of others to improve their work 9