Year 5/6 Miss Causer 2020 - 2021
Welcome to Year 5/6
Our school day starts at 8:30am and finishes at 3:30pm.
We will be starting this year with a focus on feelings and emotions. We will discuss what different emotions look like when we demonstrate them as well as imaginative work on what these feelings/ emotions would look like linked to Disney's inside out. We will also have a focus on hygiene.
The topic for this term is...
In the first half term our topic will be Inside Out with a focus on wellbeing and resilience.
In the second half term our topic will be Mystery and Magic.
Our wow starter!
The children will explore music and moods through famous songs in children's films:
All lessons will focus on reading (either word reading or comprehension) or writing composition and transcription.
We will continue to emphasise the children's enjoyment and understanding of language to support their reading and writing as well as opportunities to develop their wider skills in spoken language.
Through composition, we will look at structure and purpose as well as teaching of vocabulary, punctuation and grammar skills.
Handrwriting and spellings will be taught as part of the English lessons appropriate to the children's next steps.
The Selfish Giant
The giant was selfish. He didn't want the children to play in his garden. Winter came and never left. Will spring ever come back?
By responding to the text the children will:
- Create word banks using synonyms and antonyms
- Write setting and character descriptions
- Infer characters' feelings
- Write letters and diaries
- Revise word classes
- Understand and use similes, metaphors and personification
- Compare versions of the text
- Create alternative versions of the story
The Lost Happy Endings
If it were not for Jub, there would be no happy endings, none at all.
We will also read The Lost Happy Endings by Carol Ann Duffy.
Whilst reading this book, the children will:
- Discuss and evaluate how authors use language, including figurative language, considering the impact on the reader
- Draw inferences such as inferring characters' feelings, thoughts and motives from their actions , and justifying inferences with evidence
- Distinguish between statements of fact and opinion
- Participate in discussions, building on their owen and others' ideas and challenging views courteously
D & T
- 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 and prototypes
- 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 according to their functional properties and aesthetic qualities .
- 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
Games of Life
We will discuss board games we know and those we enjoy. We will then complete ‘market research’ about different board games and analyse what we like and dislike about them. This will then be used to inform children’s own game designs taking into account that different people enjoy different things!
Children will design and make their own board games linked to moods, emotions and actions. They will consider the audience for their game and think about what steps will be needed in order to make their finished game.
The children will make prototypes for their game and adjust the finished product as needed, selecting a range of tools, equipment and materials.
The children will finally play their new games and evaluate their finished product against their own design criteria considering the views of their friends to improve their work.
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
The children will look at scientific evidence used to support or refute ideas in the context of how ideas changed from a flat earth view.
Third Rock From the Sun
We will understand that Earth is spherical and discuss how beliefs have changed over time from a flat earth theory. We will look at scientific evidence that has been used to support or refute ideas about the flat Earth theory.
We will also describe the movement of the Earth, and other planets, relative to the Sun in the solar system by learning the order of the plants and how they move. The children will create their own mnemonics to remember the order of the planets and they will understand that the sun is a star at the centre of our solar system and that it has 8 planets with Pluto as a dwarf planet. They will complete non-chronological reports about our solar system.
In order to understand how Earth and other planets move relative to the sun, we will discuss historical geocentric and modern heliocentric beliefs and scientists who favoured each model.
We will explore the earth’s rotation and its apparent movement across the sky. Children will explain how its rotation causes day and night and day and night occurs at different times around the world depending on whether they are facing the Sun.
We will also look at how the moon moves relative to the Earth and look at phases of the moon visible from Earth.
Earth, space, solar system, planet, Mercury, Venus, Mars, Jupiter, Saturn, Uranus, Neptune, Pluto, dwarf planet, spherical, geocentric, heliocentric, rotate, moon phases, movement, day, night
- Describe religions and world views, connecting my ideas and prior learning
- Explore belief in action and make connections with my own life and communities
- Give thoughtful responses using different forms of expression
- Explain how history and culture can influence an individual and how some question these influences
- Understand the challenges of commitment to a community suggesting why belonging to a community may be valuable both in the diverse communities being studied and in my own life
Who am I and Where do I Belong?
We will start by looking at ourselves as individuals and talk about what we feel has shaped us, including family, school, activity groups and in some cases religion and belief.
We will consider the groups we belong to and how they enrich our lives.
We will discover how religion enriches the lives of many.
Through playing class games, developing awareness posters and research we will look at the responsibilities we have in our own communities and the wider World community.
Ourselves, religion, belief, groups, community, enrich, responsibility, awareness, valuable, diverse, history, culture, individual, influence
Art and Design
Children will be taught:
- To create sketch books to record their observations and use them to review and revisit ideas
- About great artists, architects and designers in history
What do our Emotions Look Like?
Building on our work on Inside Out, moods and emotions we will think about what emotions and feelings look like when demonstrated in people and then think about how we picture these emotions.
After listening to music linked to emotions, we will discuss colours linked to each emotion - what does yellow symbolise? Anger? Fear? Joy? Sadness? Children will be encouraged to justify their answers.
We will also look at synonyms for colours.
Children will look at the work of Mark Rothco and how he used light and colour to express emotions.
- Use running, jumping, throwing and catching in isolation and in combination
- 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
- Develop flexibility, strength, technique, control and balance [for example, through athletics and gymnastics]
- Perform dances using a range of movement patterns
- Compare their performances with previous ones and demonstrate improvement to achieve their personal best
Healthy Body, Healthy Mind
Gymnastics: Children will use imaginative ways to travel and develop their flexibility, strength and balance using a range of equipment.
Dance: Children will respond to stimuli and adapt and change their movements according to the music. They will combine and link a small number of movement phrases and patterns and perform these with confidence.
Games: Children will develop their skills and then apply these to competitive games, including basic principles for attacking and defending.
Children will be taught to:
- Play and perform in solo and ensemble contexts, using their voices and playing musical instruments with increasing accuracy, fluency, control and expression
- Improvise and compose music for a range of purposes using the interrelated dimensions of music
- Listen with attention to detail and recall sounds with increasing aural memory
- Use and understand staff and other musical notations
If You're Happy and you Know it, Clap Your Hands
Classical music and emotions; How do you feel? What makes you feel?
The Arrival of the Queen of Sheba – Handel [Joy/happiness]
Marriage of Figaro Overture – Mozart [being positive]
Orpheus in The Underworld – Offenbach [excitement]
Ride of the Valkyries – Wagner [drama]
Dance of The Knights – Prokofiev [confidence/strength]
The Trisch-Tratsch Polka – Johann Strauss [fun]
Agnus Dei – Barber [sadness]
The Entertainer – Scott Joplin [fun]
The Flower Duet from Lakme – Leo Delibes [warmth]
William Tell Overture – Rossini [excitement]
Adagio in G minor – Albinoni [sadness]
Clair de Lune – Debussy [peace]
Canon in D – Pachabel [calm]
The children in Years 5 and 6 will have the opportunity to choose and learn to play an instrument from a choice of trumpet, trombone, euphonium, flute, clarinet, saxophone or glockenspiel.
The principal focus of mathematics teaching in upper key stage 2 is to ensure that pupils extend their understanding of the number system and place value to include larger integers. This should develop the connections that pupils make between multiplication and division with fractions, decimals, percentages and ratio.
At this stage, pupils should develop their ability to solve a wider range of problems, including increasingly complex properties of numbers and arithmetic, and problems demanding efficient written and mental methods of calculation. With this foundation in arithmetic, pupils are introduced to the language of algebra as a means for solving a variety of problems.
It is important that any type of calculation is given a real life context or problem solving approach to help build children’s understanding of the purpose of calculation and to help them recognise when to use certain operations and methods when faced with problems.
To support children’s understanding we follow a CPA (Concrete, Pictorial, Abstract) approach as detailed in our calculation policy.
Place Value and Four Operations
Teaching in geometry and measures should consolidate and extend knowledge developed in number. Teaching should also ensure that pupils classify shapes with increasingly complex geometric properties and that they learn the vocabulary they need to describe them.
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