Year 5/6 Miss Gidlow 2020 - 2021
Welcome to Year 5/6
Our school day starts at 8:30am and finishes at 3:30pm.
The topic for this term is...
In this half term our topic will be Who Put the Great in Britain?
Our wow starter!
The children will start our new topic by sorting facts about the periods we will study into those they think are true and false. As we work through the topic, children will learn whether or not they were correct in their guesses.
We will also watch The Flintstones and spot the historical inaccuracies!
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 more that you read, the more things you will know. The more that you learn, the more places you'll go.
We will continue to work through the Fresh Start modules in our groups to develop our skills in reading and spelling. We will have four 1-hour sessions each week.
From the Stone Age to 1066
This term, our English lessons will be closely linked to our topic lessons. We will read a range of fiction and non-fiction genres to study different time periods from the Stone Age to the Battle of Hastings in 1066.
We will focus on two key texts: the classic story of ‘Beowulf’, and the infamous myth of the Warrior Queen ‘Boudicca’. We will answer questions about each text and write character and setting descriptions.
Using drama and role play, we will imagine what life was like during the different time periods. We will hold debates to develop our listening, speaking and reasoning skills, and explore using dialogue to improve our writing. Throughout the term, we will write for different genres including writing persuasive letters and non-chronological reports.
Evolution and Inheritance:
- recognise that living things have changed over time and that fossils provide information about living things that inhabited the Earth millions of years ago
- recognise that living things produce offspring of the same kind, but normally offspring vary and are not identical to their parents
- identify how animals and plants are adapted to suit their environment in different ways and that adaptation may lead to evolution
Observing and raising questions about local animals and how they are adapted to their environment; comparing how some living things are adapted to survive in extreme conditions, for example, cactuses, penguins and camels. They might analyse the advantages and disadvantages of specific adaptations, such as being on 2 feet rather than 4, having a long or a short beak etc. They will also look at the work of scientists/ palaeontologists Mary Anning and Charles Darwin.
Evolution and Inheritance
This term, we will learn about evolution and inheritance. Children will recognise that living things have changed over time and that fossils provide information about living things that inhabited the Earth millions of years ago. They will recognise that living things produce offspring of the same kind, but normally vary and are not identical to their parents. They will also identify how animals and plants are suited to their environment in different ways and that adaptation may lead to evolution. They will look in detail at the work of scientists such as Mary Anning or Charles Darwin.
Throughout their Science work, children will report and present their findings in oral and written forms. They will also identify scientific evidence that has been used to support or refute ideas or arguments.
offspring, inherit, variation, characteristics, adapt, adaptations, habitat, environment, evolution, evolve, natural selection, fossil, traits, Mary Anning, Charles Darwin
- To 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
Human and physical geography
- to 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
Geographical skills and fieldwork
- use maps, atlases, globes and digital/computer mapping to locate countries and describe features studied
Somewhere to Settle
Children will head back in time to find out how the towns and cities of the UK first developed. We will learn about the needs and requirements early settlers had when choosing a place to build a home. We will also look at place names around the UK to see how the Anglo-Saxons, Romans and Vikings all left their mark for example places ending ‘-cester’ were originally inhabited by Romans.
Through use of digital and paper maps, children will investigate land use in different sized settlements and the ways in which settlements are linked together.
map, town, city, United Kingdom, develop, need, requirement, settler, origins, inhabited, settlement
A chronological study of British history from Stone Age up to the Norman invasion of 1066, looking at similarities and differences, analysing historical sources and using historically accurate terms.
Children will look at:
- changes in Britain from the Stone Age to the Iron Age
- the Roman Empire and its impact on Britain
- Britain’s settlement by Anglo-Saxons and Scots
- the Viking and Anglo-Saxon struggle for the Kingdom of England to the time of Edward the Confessor
Who Put the Great in Britain?
This term, we will conduct a study of invaders and settlers in Britain up to 1066 in order to answer the question: ‘Who put the Great in Britain?’
Throughout the topic children will learn about the changes which took place in Britain from the Stone Age to 1066 and try to explain these. They will plot these different historical periods on a timeline alongside other important events in British history.
Throughout the topic children will learn about why the changes took place and compare the similarities and differences between the different periods. Children will learn about: changes from the Stone Age to Iron Age, The Roman Empire and its impact on Britain, the Anglo-Saxon and Viking struggle for power and finally the Norman invasion in 1066.
Stone Age, Bronze Age, Iron Age, Celt, Roman, Viking, Anglo-Saxon, Norman, Britain, prehistoric, invade, settle, invasion, changes, similarities, differences, chronological, empire, soldier, Boudicca
Using the Cheshire Agreed Syllabus, children will follow the ‘Encounter and Response’ model. This gives them opportunities to engage and enquire, express and evaluate.
Children will be able to describe the main beliefs of Humanism, say what Humanists think about God and explain how Humanists believe they can be happy. We will explore the ‘Happy Human’ symbol and Humanist celebrations. We will find out about how their lifestyle plays a role in modern society.
Humanism, Humanist, humanity, atheism, agnostic, science, evidence, evolution, golden rule, Happy Human, celebrant
- 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
- 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
- use technology safely, respectfully and responsibly; recognise acceptable/unacceptable behaviour; identify a range of ways to report concerns about content and contact
Robots: The Future
Whilst in our topic, we are learning about the past and how it shaped our present, in our computing work- we will be thinking about the future and robots! The children will use algorithms and write programs to get robots to perform different actions. They will use the app A.L.E.X to debug errors to improve their algorithms.
Throughout this topic, children will build on their persistence and resilience skills as well as their problem solving and logical thinking.
Technology, advance, computers, robots, future, algorithm, debug, program, precise, correct
Art and Design
Children will be taught:
- 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].
Art Through Time
We will look at art and design across different time periods and how these were used as a form of communication.
We will look at examples of cave paintings and use a range of media to recreate our own cave drawings.
design, communicate, media, charcoal, natural resources, pattern, intricate, colour, tiles, repeating pattern, materials
Monday - Games
Tuesday - Gymnastics
Tuesday - Gymnastics
Thursday - Games
Wednesday - Games
Thursday - Dance
- 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
Music to our ears
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.
Multiplication, Division, Fractions, Decimals and Percentages
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.
- listen attentively to spoken language and show understanding by joining in and responding
- develop accurate pronunciation and intonation so that others understand when they are reading aloud or using familiar words and phrases
- read carefully and show understanding of words, phrases and simple writing
- appreciate stories, songs, poems 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
- understand basic grammar of feminine and masculine forms
My Body: mi cuerpo
We will understand and follow instructions, name parts of the body, identify colours and say what people are wearing.
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