Year 5/6 Miss Walker 2020 - 2021
Welcome to Year 5/6
The topic for this term is...
In this half term our topic will be A Brave New World - An Exploration of North America
Our wow starter!
Strictly North American Dancing!
Welcome to Rivacre's Strictly Come Dancing Bonanza (North American Style!)
The children will experience music and dance from across North America and through the decades. They will finally put together their own dance montage.
Planning will be linked to end of year expectations and the National Curriculum.
All lessons will focus on reading (either word reading or comprehension) or writing composition and transcription.
We will continue to emphasise 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.
Handwriting will be taught discretely. Phonics or Spellings will also be taught discretely using RWI and RWI Spellings.
Once upon a time in New York City...
Children will read Anthony Browne’s ‘King Kong’ and will explore the settings and characters in detail, including their feelings and motivations. They will also make predictions and inferences and will begin to justify these using evidence from the text. They will explore the author’s language choices and use these as a model in their own writing. Children will also create non-fiction reports related to the text.
In the second half-term, we will also read ‘Queen of the Falls’ by Chris Van Allsburg and will explore a range of genres linked to the text.
Anthony Browne will be our author of the term and we will explore his works and make comparisons.
Children working with Mrs Morgan will share ‘The Man Who Walked Between the Towers’ by Mordicai Gerstein. They will explore how a real-life story has been portrayed as fiction. They will infer and deduce from pictures and text and justify their answers where possible.
They will consider a diary entry found written by Philippe Petit just before he left to walk between the towers and identify how the author has built up the suspense. After reading up to the point of the act, children will write a recount in the first person as the main character, using figurative language to describe feelings and scenery.
In our reading comprehension lessons, we will read together ‘Holes’ by Louis Sachar. Children will discuss their understanding of the meaning of words in context, finding other words which are similar, ask questions to enhance their understanding, draw inferences and justify these with evidence from the text, make predictions and retrieve information from the text.
i) Explain that unsupported objects fall towards the Earth because of the force of gravity acting between the Earth and the falling object
ii)Identify the effects of air resistance, water resistance and friction, that act between moving surfaces
iii) Recognise that some mechanisms, including levers, pulleys and gears, allow a smaller force to have a greater effect
- 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 and tables
- Reporting and presenting findings from enquiries
- Identifying scientific evidence that has been used to support or refute ideas or arguments
- Associate the brightness of a lamp or the volume of a buzzer with the number and voltage of cells used in the circuit
- Compare and give reasons for variations in how components function, including the brightness of bulbs, the loudness of buzzers and the on/off position of switches
- Use recognised symbols when representing a simple circuit in a diagram
Systematically identifying the effect of changing one component at a time in a circuit; record scientific diagrams; Plan different types of scientific enquiries to answer questions, including recognising and controlling variables where necessary and designing and making a useful circuit.
May the Forces be with you and Bright Sparks
Children will identify and explain different types of forces acting on objects and identify forces as pushes and pulls.
They will explore the effect gravity has on objects and how gravity was discovered- explaining Isaac Newton’s role in developing a theory of gravity as well as accurately measuring the force of gravity pulling on objects.
We will explain how air resistance affects moving objects and the effects of water resistance. We will identify streamlines shapes and we plan and conduct investigations into the effects of air and water resistance.
Children will explain the effects of friction on a moving vehicle created by different materials and will recognise and control variables in an investigation.
They will also recognise that some mechanisms, including levers, pulleys and gears, allow a smaller force to have a greater effect by exploring and designing a simple mechanism.
force. pushes, pulls, gravity, Newton, friction, resistance, water resistance, air resistance, streamlined, surfaces, mechanisms, moving objects, levers, pulleys, gears, springs, opposing
Children will identify scientific evidence that has been used support/ refute ideas in the context of major discoveries made by scientists in the field of electricity.
They will use recognised symbols when drawing circuit diagrams and explain the effect of different volts in a circuit, such as the brightness of a bulb or volume of a buzzer.
They will plan different scientific enquiries to answer questions and explore variations in how components function. The children will then record their data and report their findings and use this information to make predictions to set up further comparative and fair tests.
brightness, bulb, voltage, circuit, cells, lamp, components, buzzers, volume/ loudness, motors, recognised symbols, series, circuits, working safely
WELLBEING/CITIZENSHIP/SEX, RELATIONSHIP AND HEALTH EDUCATION
RSE - Relationships (Families and People who care for me, Caring Friendships and Respectful relationships)
Mental wellbeing - Wellbeing Wednesday!
Our focus for the Autumn Term will be Relationships. Through weekly assemblies and class discussions, children will learn about families and people who care for us, caring friendships and respectful relationships.
Children will also take part in weekly My Happy Mind and wellbeing sessions to encourage positive mental health, resilience and wellbeing.
Citizenship and British Values will be addressed through cross curricular links, assemblies, Rivacre Dinosaurs and stand-alone sessions on topics such as General Elections and topical/historical events.
- locate the world’s countries, using maps to focus North America, concentrating on their environmental regions, key physical and human characteristics, countries, and major cities
- understand geographical similarities and differences through the study of human and physical geography of a region of the United Kingdom and a region within North America
- use maps, atlases, globes and digital/computer mapping to locate countries and describe features studied
- Collect and analyse statistics and other information in order to draw clear conclusions about locations.
- Identify and describe how the physical features affect the human activity within a location.
- Name and locate some of the countries and cities of the world and their identifying human and physical characteristics.
- Analyse and give views on the effectiveness of different geographical representations of a location (such as aerial images compared with maps).
- Describe and understand key aspects of human and physical geography.
We will locate North and Central America on a world map and identify the countries which make up these regions (focus on Canada, Mexico and The USA). We will focus on New York City, including its population, boroughs and landmarks.
The children will make comparisons about life in Britain and life in North America; including comparisons of food and culture (i.e. UK and US English).
They will explore the landscape of North America, its climate and identify key physical features, such as Niagara Falls, The Grand Canyon and The Rockies.
Children will also examine human geographical features, such as major cities and landmarks, in particular New York and look at how New York has changed over time.
North America, USA, Canada, Mexico, New York City, landmarks, citie. countries, human, physical, compare, maps, atlases, environment change, Niagara Falls
- a study of an aspect or theme in British history that extends pupils’ chronological knowledge beyond 1066 - through a study of life in sixteenth and seventeenth century England and why this led people to emigrate to the ‘New World’ and the impact of the Atlantic Slave Trade
- Use sources of evidence to deduce information about the past.
- Select suitable sources of evidence, giving reasons for choices.
- Seek out and analyse a wide range of evidence in order to justify claims about the past.
- Understand that no single source of evidence gives the full answer to questions about the past.
- Describe the characteristic features of the past, including ideas, beliefs, attitudes and experiences of men, women and children.
- Use appropriate historical vocabulary to communicate e.g. legacy, continuity.
- Use original ways to present information and ideas.
- Gain and deploy a historically grounded understanding of abstract terms such as ‘empire’, ‘civilization’, ‘parliament’ and ‘peasantry’.
Native and not-so-native Americans
We will explore Native American beliefs and their way of life, including their spiritual beliefs and the importance of the buffalo. We will look in detail at famous Native Americans, such as Pocahontas.
We will also discuss why and when North America, in particular The United States, was colonised by European settlers. We will learn how European settlers and hunters impacted upon and changed their way of life. We will examine how Europeans travelled to ‘The New World’ and how this has led to modern day thanksgiving celebrations.
We will learn about how North America, The UK and Africa were involved in the Atlantic Slave Trade with local links to Liverpool. We will then look at the Civil Rights movement in the 1950s and 1960s up to modern day. (Links to RSE)
Native American, tribes, buffalo, culture, totem poles, religion, colonisation, pilgrims, Mayflower, Pocahontas, John Rolfe/ Smith, Thanksgiving, slavery, slave trade, civil rights, Rosa Parks, Martin Luther King Junior
D & T
- generate, develop, model and communicate their ideas through discussion and annotated sketches
- select from and use a wider range of tools and equipment to perform practical tasks [for example, cutting, shaping, joining and finishing], accurately
- evaluate their ideas and products against their own design criteria and consider the views of others to improve their work
- understand how key events and individuals in design and technology have helped shape the world
- understand and use electrical systems in their products [for example, series circuits incorporating switches, bulbs, buzzers and motors]
Cooking and Nutrition
- prepare and cook a variety of predominantly savoury dishes using a range of cooking techniques
- understand seasonality, and know where a variety of ingredients are grown and processed
- Demonstrate a range of baking and cooking techniques.
- Select from and use a wider range of materials and components including constructional materials and ingredients, according to their functional properties
- Develop a range of practical skills to create products.
- Generate, develop, model and communicate their ideas through discussion, annotated sketches cross-sectional and exploded diagrams, prototypes, pattern pieces and computer-aided design.
- Use research and develop design criteria to inform designs for products that are fit for purpose.
- Evaluate their ideas and products against their own design criteria and consider the views of others to improve their work.
- Combine elements of design from a range of inspirational designers throughout history, giving reasons for their choices.
- Investigate and analyse a range of existing products.
Sky-Scrapers and Guacamole!
As part of our Science work on electricity, the children will design and make their own sky scrapers which will incorporate electrical systems, such as switches and bulbs.
We will find out about classic American favourite foods as well as the many, varied cultural influences that make American cuisine special.We will also taste food from North America/ Mexico and evaluate likes and dislikes. We will then follow recipes to create dishes and discuss where the ingredients were grown and seasonality.
As part of our work on Mexico, children will also design and make their own pinatas!
design, make, research, develop, evaluate, criteria, functional, product, fit for purpose, communicate, discuss, measure, accurate, materials. construction, aesthetic qualities, tools, joining, shaping, finishing, seasonality, healthy, diet, prepare, cook, recipe, hygiene
From the Cheshire West and Chester Locally Agreed Syllabus
Essential content for Islam in Upper KS2
- Identify, describe and explain key Muslim beliefs related to Allah (God).
- Understand Muslims believe that to have ‘inner peace with God’ humans must follow and submit to Allah’s guidance and will.
- Name the Five Pillars and explain why they are important to Muslims.
- Explain and assess how all Muslims are part of the ‘Ummah’ by showing how the Five Pillars enable Muslims to have peace with God.
- Explain how Muslims’ organisations help people in need.
Children will revise their previous work on Islam and the importance of the Mosque and the Quran. They will then learn about Muslim beliefs related to Allah and understand that to have ‘inner peace with God’, Muslims believe that humans must follow and submit to Allah’s guidance and will.
They will learn about the Five Pillars of Islam, name these pillars and explain why these are important to Muslims. We will discuss how all Muslims are part of ‘Ummah’ (community) and the link to the Five Pillars which enable Muslims to have peace with God.
We will learn about how Muslims communities and organisations work together to help people in need.
Islam, Muslim, Mosque, Quran, respect, ummah, Achlaq, Shahada, Sawm, Salah, Zakah, Hajj, Kabbah, Pilgrimage, Mumin, Five Pillars
- 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
- 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
- use search technologies effectively, appreciate how results are selected and ranked, and be discerning in evaluating digital content
- 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
Who Wants to Play?
We will look at how computers have impacted on our lives in recent years and the future of this technology.
Children will be designing their own multiple level storytelling game for other pupils around the world to play. Across the project, the children will be planning, designing and creating a prototype game. They will also be testing, collecting feedback, creating a guide for their game, designing and producing posters, making videos and advertising their game.
We will also use E-AWARE to look at online safety.
technology, game, computers, impact, future, plan, design, create, prototype, test, online safety
Art and Design
Children will learn:
- 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]
- about great artists
- Develop and imaginatively extend ideas from starting points throughout the curriculum.
- Collect information, sketches and resources and present ideas imaginatively in a sketch book.
- Use the qualities of materials to enhance ideas.
- Combine colours, tones and tints to enhance the mood of a piece.
- Use brush techniques and the qualities of paint to create texture.
- Develop a personal style of painting, drawing upon ideas from other artists.
- Give details about the style of some notable artists and designers.
- Create original pieces that show a range of influences and styles.
North American Art
We will look at the themes involved when constructing Native American Totem Poles and what the elements symbolise. Children will design and create their own totem poles.
Children will look in detail at some of Frida Kahlo's most famous artworks, exploring the thought-provoking images to inspire their own self-portraits and artwork.
We will expose your children to cities around the world and how their skylines are re-created using art with this fantastic 'Cityscapes' scheme of work for Year 5/6! Your class will learn new art techniques and will discover ways to combine these techniques to create their own original pieces of art work.
theme, symbolism, design, create, colour, observe, review, revisit, Frida Kahlo, portrait, self-portrait, inspire, cityscapes, techniques
Gymnastics - Autumn 1, Dance - Autumn 2, Games- All term
- 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
Miss Walker - Autumn 1, Miss Jones - Autumn 2
- Swim competently, confidently and proficiently over a distance of at least 25 metres
- Use a range of strokes effectively [for example, front crawl, backstroke and breaststroke]
- Perform safe self-rescue in different water-based situations
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.
Swimming: Year 6 children in both classes will be able to swim confidently and safely over a distance of at least 25 metres using a range of strokes effectively. Y5 children in both classes will also practise these skills.
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. They will be taught by Music specialists.
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.
Following Primary Languages Network based on children’s ability on entry using Click2 Teach option. Along with language skills, the children will learn about Spanish culture, festivals, food and traditions.
- Understand a range of spoken phrases.
- Demonstrate a growing vocabulary.
- Listen attentively to spoken language and show understanding by joining in and responding.
- Demonstrate some knowledge and understanding of the customs and features of the countries where the language is spoken.
- Identify countries and communities where the language is spoken and make comparisons between life in countries where the language is spoken and in this country.
- Explore the patterns and sounds of language through songs and rhymes.
- Speak in sentences, using familiar vocabulary, phrases and basic language structures.
- Develop accurate pronunciation and intonation so that others understand when they are reading aloud or using familiar words and phrases.
Children will locate Spain and revise Spanish greetings. They will ask and answer questions about feelings and be able to introduce themselves. They will then revise speaking and recalling numbers between 1 and 10 . They will also recognise and pronounce different colours in Spanish and say colours linked to Autumn and fireworks. Children will also learn to understand and say days of the week and months of the year.
Throughout their Spanish work, the children will understand a range of spoken phrases using a growing vocabulary while listening attentively, joining in and responding with developing pronunciation. They will participate in songs, rhymes and games.
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