wilsden primary school

Year group:

Term:

Challenge

questions:

Artist Focus Scientist Focus

Wilsden Primary School

Year 5

Spring 1 SPACE JUNK

What is space junk and what can we do to put it right?

Why is Pluto no longer a planet?

Could we ever live on the Mars?

Is there life in outer space?

Paul Calle Claudius Ptolemy


Vocabulary

History Geography Art DT Computing Science PSHE RE PE French Music

Knowledge


Chronology:

Historical

timeline leading

up to the first

moon landing.

Lunar,

launched,

crewed,

mission, ascent,

descent,

astronaut

Human and

physical:

Describe and

understand the

key aspects of

climate zones,

biomes.

Biome

Climate

Landscape

Mountain

Crater

Eco-system

Temperate

Bio-diversity

Study of great

artists:

Research the

work of an artist

and use their

work to

replicate a

style.

Using

sketchbooks:

Know how to

use images

created,

scanned and

found; altering

them where

necessary to

create art.

Colour,

fantasy,

sketch,

shading,

mark making

Databases:

How to search

for information

in a database.

To contribute to

a class

database.

To create a

database

around a

chosen topic.

Avatar

Binary tree

Charts

Collaborative

Database

Data

Find

Record

Sort, group,

arrange

Statistics, reports

table

Physics:

Earth and

Space:

Know about the

movement of

the Earth and

the planets;

Understand the

movement of

the Moon;

Understand

night and day.

Earth, Sun, Moon, Mercury, Jupiter, Saturn, Venus, Mars, Uranus, Neptune

Spherical, Solar system, rotates, star, orbits, planets, axis

Keeping

myself safe:

Aspirations

Drugs

Healthy

Lifestyles

Safeguarding

Smoking

Positive

relationships

Resilience

Risk-taking

Life JourneysUnderstand the significance of key writings and teachings.Reflect on links and comparisons between their own and others’ identity and experience.Formulate questions of meaning and purpose.

HinduismEasterBeliefIdentitysacred

Dance

Compose own

dances in a

creative way;

Perform dance

to an

accompanime

nt;

Dance shows

clarity, fluency,

accuracy and

consistency.

Choreography

Dance phrase

Unison

Characters

Canon

evaluation

Speaking,

reading, writing:

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.

Broaden their

vocabulary and

develop their

ability to

understand

new words that

are introduced

into familiar

written material,

including

through using a

dictionary.

To know five

songs from

memory, who

sang or wrote

them, when

they were

written and, if

possible, why?

To know the

style of the five

songs and to

name other

songs from the

Units in those

styles. To

choose two or

three other

songs and be

able to talk

about: ○ Some

of the style

indicators of the

songs.

Pulse Rhythm Pitch Tempo Dynamics Timbre Texture ,Structure Notation


Skills


Understand BC and AD.Identify modern and ancient history.Explain the race for the first Moon landing.Explain why landing on the Moon was so important.

Yr 5 Begin to suggest questions for investigatingUse evidence to build up a picture of a past eventSelect relevant sections of informationConsider ways of checking the accuracy of interpretations –fact or fiction and opinion

Explain what a

biome is and

describe the

features?

Compare the

similarities and

differences

between Earth

and Mars?

Experiment by using marks and lines to produce texture;Experiment with shading to create mood and feeling;Experiment with media to create emotion in art;Know how to use images created, scanned and found; altering them where necessary to create art;I can replicate the work of an artist;Research the work of Paul Calleand Don Dixonand make comparisons.

Be able to

open, close and

share a fiile;

Design a new

database;

Add a record to

a database;

Find

information;

Sort, group and

arrange

information;

Compile

statistics and

reports;

Represent

information as a

chart.

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.

Explain what a habit is;Recognisepositive and negative risks;Demonstrate strategies to deal with bullying;Define what is meant by a dare;Recognise which situations are risky;Reflect on what information they share offline and online;Understand some of the complexities of categorisingdrugs;Understand the actual norms around smoking;Identify risk factors in a given

situation.

Explain why certain people, places and times are sacred?

Explain why Jesus

travelled to

Jerusalem?

Work as part of a team;Explore and practice movement ideas;Create dance motifs to express ideas;Create phrases and sections;Create movements with a sense of rhythm and fluecy;Explain how the body reacts and feels after exercise;Use basic compositional principles;Provide constructive feedback;Recognise areas for improvements;Perform the dance.

Hold simple

conversations

with 4

exchanges.

Use grammar

correctly.

Understand a

short story

noting the main

points. Use

context to work

out unfamiliar

words.

Write a

paragraph.

To identify and

move to the

pulse with ease.

To think about

the message of

songs.

To compare

two songs in the

same style,

talking about

what stands out

musically in

each of them,

their similarities

and

differences.

Listen carefully

and respectfully

to other

people’s

thoughts about

the music.

Additional

Outdoor learning Metacognition Cultural Capital Links to community / British Values Start small, dream and achieve big

Science Gravity.

Great Egg Drop:-

Design a safe craft for your un-boiled

egg to travel to earth.

How can I improve my work next time?

What skills do you already have?

What are your strengths and areas for

development?

What questions might you ask the

scientist, musician, mathematician?

Investigating gravity at home with

parents.

Make a museum of facts – our own

Wonderdome.

Celebration – Shrove Tuesday

Dare - believe in yourself and your peers,

have faith in your skills.

Share – collaboration in order to

reach your goals.

Care – respect the environments that

we live in.


Geography:

• In Year 1 you learnt about the hottest and coldest seasons; in Year 3you learnt about the northern and southern hemispheres and in Year 4 you learnt about the equator, Tropic of Cancer, Tropic of Capricorn and Greenwich Meridian and where to find them on a world map.

Science:

• In Year 1 you learnt about the seasons and how they all have different types of weather; in Year 3 you learnt about how to compare different types of rocks and in Year 3 learnt about different forces such as magnetism and how objects move on different surfaces.

Explanation


‘The Explorer’/ Year 5 / Spring 1

Reflection, vibrated, whined, slumped, deserted, clustered, throttle, lashing, quench, vicious, entwined, immense, singed, accustomed, luminous, tendrils, reassuring, marinate, charred, crouched.

Wilsden Times has asked you to write a newspaper article about the aeroplane crash and how the four children survived in the Amazon rainforest alone before being rescued.

In year 4 you learned how to…▪ Build cohesion within paragraphs through

controlled use of tenses; subordinating and co-ordinating conjunctions.

▪ Make improvements to writing by proposing changes to grammar and vocabulary to improve consistency.

▪ Use fronted adverbials of place, time and manner, including the use of a comma.

Know that choice of tense in the topic sentence can also help to link ideas –past Develop appropriate topic sentence for each paragraph when writing, using adverbials and/or tense choice to signal change in time, place, event or information.Check that paragraphs link to each other.Recognise that using commas in different places changes the meaning of the sentence.Correct sentences in which the meaning is not clear by putting in or moving commas.Use commas correctly in own writing.Use relative clauses in narrative and non-narrative writing appropriately to add information.Use modality purposefully in writing.

Use prior knowledge and knowledge from reading of word choices, language features and sentence structures to build success criteria or tool kit for writing.Use a balance of dialogue, action and description to move events forward.Evaluate paragraphing:- Clear topic sentences which signal changes in time, place or event.- Topic sentence provides a link to the previous paragraph.Select the appropriate language for the purpose and audience. For example, topic specific language, causal language, comparative language.Select language with the appropriate level of formality for the audience and purpose.Check that the chosen level of formality is sustained through the text.

Explore show and not

tell techniques.

Understand that writers

use language for

precise effect.

Draw inferences and

justify with evidence

from text.

Make predictions from

evidence found and

implied information.

Use skimming and

scanning to find

information.

What if… you came to school after the school holiday to find something strange on the school field surrounded by ribbon. The piece of metal machinery has appeared from nowhere and has the stamp NASA on it. What is this? When did it appear? Where is it? Why has it been left here? Who is involved? Where has it come from? Could someone need your help? Do you need to report this to the authorities?

Newspaper reportSetting descriptionDiaryLetter


History

Knowledge Vocabulary Skill

(Beyond 1066)

Chronology:

Historical timeline leading up to the first moon landing.

Lunar, launched, crewed, mission, ascent, descent, astronaut

- Understand BC and AD.

- Identify modern and ancient history.

- Explain the race for the first Moon landing.

- Explain why landing on the Moon was so important.- Yr 5 - • Begin to suggest questions for investigating- • Use evidence to build up a picture of a past event

- • Select relevant sections of information- • Consider ways of checking the accuracy of interpretations –fact

or fiction and opinion

Week 1 Week 2 Week 3 Week 4 Week 5 Week 6

Historical timeline leading up

to the first moon landing.

Where does the moon

landing fit into our timeline

compared to the Anglo

Saxons.

(Beyond 1066)

Man landing on the

Moon.

Chn are to read the text.

What are the tricky words

– definitions.

Chn are to answer the

information retrieval and

inference questions about

the Moon landing.


Geography


Human and physical:

Describe and understand the key aspects of climate zones, biomes.

BiomeClimateLandscapeMountainCraterEco-systemTemperateBio-diversity

- Know what is meant by biomes and what are the features of a specific biome.

- Understand what a space biome is e.g. the landscape of a planet such as mountains, craters and climate.

- What are the similarities and differences between Earth and Mars?


Pre-learning task – what is a

biome?

On Earth, each biome is known for certain kinds of plants and animals. But what’s really at the heart of a biome is its climate.In space, it is climate, landscape, mountains and craters.

Could we ever live on the Mars?Is there life in outer space?Climate is important because it determines the types of plants and animals—the ecosystem—that can survive in a biome. Chn to discover what the climate is like on Mars, what the weather is like and is this conducive to living things?Mars in a Minute: How Did Mars Get Such Enormous Mountains? -Bing video

What is the relationship

between mountains on Earth

and Mars? How did they get

there? How did climate

change contribute to this?

Ice Age on Mars, did this

contribute?

Ecosystems need water to

survive.

Does Mars have the water

we need to be able to

survive?

Ecosystems need water to

survive.

Does Mars have the water

we need to be able to

survive?

https://www.bing.com/videos/search?q=how+did+the+mountains+get+on+mars&docid=608023178947461590&mid=2C91F0AC95BBF15AC5322C91F0AC95BBF15AC532&view=detail&FORM=VIRE

Wilsden Primary SchoolGeography Unit: Year 5:

What I already know

▪ This unit starts by finding out what the children already know

about biomes and what they would be in space.

▪ What do they know about climate in space and what learning

links there are? They should know about weather from year 1.

▪ What do they know about mountains/volcanoes? They should

know about volcanoes from year 3.

What is most important

▪ As the unit develops children should be asked regularly and

frequently about which learning is important. That is, what is

important for them to remember.

▪ Children need to remember what a biome is and how it is

different on Mars.

▪ Children need to be able to explain why the physical

geographical features of Mars are different to Earth.

What sensory connection can I make

• What does looking at the surface of the planets remind them of?

• Think about when you look up at the Moon or see images on TV.

What smells would they smell if they were on another planet?

How would another planet’s landscape look different to ours?

What inference can I make

• All planets have the same climate; do they? Why?

• Children should see that there are some biome connections with

Earth, why we cannot exist on Mars.

.How can I synthesise this

• On an on-going basis children should be encouraged to add to

their questions grid and find the answers to these questions as a

group using the learning in lessons as well as the information on

their sticky knowledge mat.

▪ We will complete tasks such as sorting activities and debates in

order to share their knowledge and learn through doing.

How can I fix things I don’t understand

• Children will need lots of picture stimulus, photos and clips from

space to understand the different vocabulary and varying

environments.

• They will need as many practical experiences as possible

in order retain vocabulary.


Art


Study of great artists:

Research the work of an artist

and use their work to replicate

a style.

Using sketchbooks:

Know how to use images

created, scanned and found;

altering them where necessary

to create art.

Colour, fantasy, sketch, shading,mark making

• experiment by using marks and lines to produce texture• experiment with shading to create mood and feeling• experiment with media to create emotion in art• know how to use images created, scanned and found; altering them where

necessary to create art• I can replicate the work of an artist.• Research the work of Paul Calle and Don Dixon and make comparisons.


Chn are to draw the

machine part and then

predict what the machine

might have looked like that

the part came from.

Chn to be shown the images

of Paul Calle (space men).

They are to use their drawing

and shading skills to copy

the image in the same style.

They are then to consider

the ‘Aquilla’ space vehicle.

Draw how they think it looks,

the control panel, etc.

Chn are to observe the

image by Don Dixon.

Mindmap – what can we say

about this artist that is

different to Paul Calle? E.g.

colourful, fantasy…

Chn to recreate as

accurately as possible. They

need to sketch lightly and

when adding colour they

need to use shading

techniques that they have

practiced this year.

Chn are to research both

artists lives and then look at

both artists’ work. They

should write a comparison

between the two in terms of

colour, subject, technique,

etc.

Chn will then use the

comparison to explain which

one they like the most and

justify why.

They can then take one of

the pictures and in pairs

replicate it.

Give chn 1980s space art

images and they are to

draw them on a 2x2 grid.

On is done in pen without

removing, in block black

and white, representational

in colour, and then in

opposite colours.


Computing


Databases:How to search for information in a database. To contribute to a class database.To create a database around a chosen topic.

AvatarBinary treeCharts CollaborativeDatabaseDataFindRecordSort, group, arrangeStatistics, reportstable

- Be able to open, close and share a file;- Design a new database;- Add a record to a database;- Find information;- Sort, group and arrange information;- Compile statistics and reports;- Represent information as a chart.


Children understand the different ways to search a database. Children can search a database in order to answer questions correctly.

Children will design an avatar for a class database. Children will successfully enter information into a class database.

Children can create their own database on a chosen topic. Children can add records to their database. Children know what a database field is and can correctly add field information.

Children understand how to word questions so that they can be effectively answered using a search of their database.


Science


Physics:

Earth and Space:

Know about the movement of the

Earth and the planets;

Understand the movement of the

Moon;

Understand night and day.

Earth, Sun, Moon, Mercury, Jupiter, Saturn, Venus, Mars, Uranus, Neptune

Spherical, Solar system, rotates, star, orbits, planets, axis

Working Scientifically:

Research; Pattern Seeking; Fair Test

• 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.


Pre-learning task –chn given the key vocabulary for the topic and asked to use this to prompt them to recall what they already know about Earth and space. Dictionaries then used to find definitions.Show chn videos that demonstrate the movement of the Earth and the moon and then give them the concept cartoon to discuss.

Chn use a clear diagram andparagraphs to explain.

Show the class a video that shows how the spinning of the Earth causes night and day. Give chn torches and balls, to represent the sun and Earth, and asked to create a model to explain how day and night is formed. Chn produce a diagram and clear explanation.

(Weather permitting) Chn to gather evidence to explore how shadows change during the day.

Chn are shown three images of the Earth, Sun and Moon and asked to think about how they are all the same and how they are different.Chn then generate questions to help them research further facts about stars using more than one source.

How does the planets distance from the sun affect its temperature?Chn look at data of planet temperatures and sort into an orbit grid – discuss and identify any patterns found.

How does the mass of an object affect the size of the crater formed on impact?Children drop a range of spherical objects of different masses from the same height into flour or sand and measure the size of the crater formed using a ruler or the ‘Egg Drop’.

Science Unit: Year 5:

What I already know

▪ This unit starts by finding out what the children already know about

space, with reference to Earth, the Moon, the Sun, day and night. The

children should be able to make a link with gravity as they have

already studied air resistance and discussed gravity in year 5.

What is most important

▪ As the unit develops children should be asked regularly and

frequently about which learning is important. That is, what is important

for them to remember.

• Children need to know about space, with reference to Earth, the

Moon, the Sun, day and night.

What sensory connection can I make

• Children will be able to identify the forces present with air resistance

and be able to identify that all things fall to Earth.

• They should try to think about how planets rotate. When have they

been in a situation when they have felt that they Earth is spinning?

• When have you felt weightless?

What inference can I make

• Using their knowledge of Earth and the Moon, make inferences about

day and night.

• Infer which type of shape will make the strongest vessel for a

spaceman to travel in. (Egg Drop).

.How can I synthesise this

• On an on-going basis children should be encouraged to add to their

questions grid and find the answers to these questions as a group

using the learning in lessons as well as the information on their sticky

knowledge mat.

▪ We will create together a sticky knowledge working wall with

examples of work, music, video clips and photos that can be used

throughout the year to aid children’s long term memory

of the unit.

How can I fix things I don’t understand

• Children will need lots of picture stimulus, photos and video clips to

support their understanding of space. They will need as many

practical experiences as possible in order to understand the way the

planets and moons orbit around the Sun.

• Children need to be working scientifically throughout the unit to

enable them to generate the answers to their own

questions as well as understanding key knowledge.

• Study of Ptolemy needs to be related closely to

their learning throughout the unit.


PSHCE


Keeping myself safe: AspirationsDrugsHealthy LifestylesSafeguardingSmokingPositive relationshipsResilienceRisk-taking

- Explain what a habit is;- Recognise positive and negative risks;- Demonstrate strategies to deal with bullying;- Define what is meant by a dare;- Recognise which situations are risky;- Reflect on what information they share offline and online;- Understand some of the complexities of categorising drugs;- Understand the actual norms around smoking;- Identify risk factors in a given situation.


Explain what a habit is;Describe why and how a habit can be hard to change.Understand the actual norms around smoking and the reasons for common misperceptions of these.

Recognise that there are

positive and negative

risks; explain how to

weigh up risk factors

when making a decision;

describe some of the

possible outcomes of

taking a risk.

Define what is meant by

a dare; Explain why

someone might give a

dare; suggest ways of

standing up to someone

who gives a dare.

Demonstrate strategies to deal with bullying; Demonstrate strategies and skills for supporting others who are bullied; recognize and describe the difference between online and face to face bullying.

Define what is meant by dare; explain why someone might give a dare; suggest ways of standing up to someone who gives a dare.

Reflect o what information

they share offline and online;

recognize that people aren’t

always who they say they

are online; know how to

protect personal information

online.

Understand some of the

complexities of categorising

drugs; know that all

medicines are drugs but not

all drugs are medicines;

understand ways in which

medicines can be helpful or

harmful and used safely or

unsafely.

Identify risk factors in a given situation (smoking) and consider outcomes of risk taking in this situation , including emotional risks; understand the actual norms around smoking and alcohol and the reasons for common misperceptions of these.


RE


Life Journeys- Understand the

significance of key writings and teachings.

- Reflect on links and comparisons between their own and others’ identity and experience.

- Formulate questions of meaning and purpose.

RELIGIONSHinduismEasterBeliefIdentitysacred

Why are certain people, places and times sacred?

Easter – Why did Jesus journey to Jerusalem?

Story - Easter story


Why are certain people,places and times sacred?

Make comparisons between their own and others’ experiences.

Create questions toclarify.

Easter story. Study the celebration of Easter. Why is it so important to Christians?


PE


DanceCompose own dances in a creative way;Perform dance to an accompaniment;Dance shows clarity, fluency, accuracy and consistency.

ChoreographyDance phraseUnison CharactersCanonevaluation

- Work as part of a team;- Explore and practice movement ideas;- Create dance motifs to express ideas;- Create phrases and sections;- Create movements with a sense of rhythm;- Combine movement fluently;- Explain how the body reacts and feels after exercise;- Use basic compositional principles;- Provide constructive feedback;- Recognise areas for improvements;- Perform the dance.


Moving to the beat; countdown;

Copy cats; take off; travel and speed.

Planets and moons. Shooting stars and black holes.Movements in time;

fluent; in character.

Let the chn boogy. Working as a team in unison to perform in time.


French


Speaking, reading, writing:

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.

Broaden their vocabulary and

develop their ability to

understand new words that are

introduced into familiar written

material, including through using

a dictionary.

la têteles épaulesle brasla jambevingt-et-unvingt-deuxune robe un pantalonjanvierFévrierun cadeauun crocodile

- Sing and do the actions to a French song with little help.

- Understand several parts of the body when they’re spoken.- Read the numbers 11-20 aloud and say some of them from memory, pronouncing them accurately.

- Respond to a simple question by saying what month their birthday is in.

- Recognise plural nouns when listening to or reading vocabulary.

- Identifying body parts

- Counting up to 31 - Identifying items of clothing - Naming the months of the year- Talking about birthdays

(Song – ‘Head, Shoulders, Knees and Toes)

Assessment of speaking. Showing off their French skills to other pupils and class teachers.


Lesson 1: Head, shoulders, knees and feetLeçon 1: Tête, épaules, genoux et pieds

Lesson 2: Parts of the bodyLeçon 2: Les parties du corps

Lesson 3: Let's count up to 31Leçon 3: Comptons jusqu'à 31

Lesson 4: ClothesLeçon 4: Les vêtements

Lesson 5: MonthsLeçon 5: Les mois

Lesson 6: Geneviève’sbirthdayLeçon 6: L'anniversaire de Geneviève


Music


To know five songs from memory, who sang or

wrote them, when they were written and, if

possible, why? ● To know the style of the five

songs and to name other songs from the Units in

those styles. ● To choose two or three other songs

and be able to talk about: ○ Some of the style

indicators of the songs (musical characteristics that

give the songs their style) ○ The lyrics: what the

songs are about ○ Any musical dimensions

featured in the songs and where they are used

(texture, dynamics, tempo, rhythm and pitch) ○

Identify the main sections of the songs (intro,

verse, chorus etc.) ○ Name some of the

instruments they heard in the songs ○ The

historical context of the songs. What else was

going on at this time?

Pulse , Rhythm ,Pitch ,Tempo , Dynamics ,Timbre ,Texture , Structure ,Notation

- To identify and move to the pulse with ease.

- To think about the message of songs.

- To compare two songs in the same style, talking about what stands

out musically in each of them, their similarities and differences.

- Listen carefully and respectfully to other people’s thoughts about the

music.

- When you talk try to use musical words.

- To talk about the musical dimensions working together in the Unit

songs.

- Talk about the music and how it makes you feel.


Listen and Appraise - Make You Feel My Love by Bob Dylan, sung by Adele: Play the song. Use your body to find the pulse whilst scrolling through/using the on-screen questions as a focus. The coloured timeline denotes the song sections. After listening, talk about the song and answer the questions together using correct musical language.

Listen and Appraise - Make You Feel My Love - Bob Dylan version: Play the song. Use your body to find the pulse whilst scrolling through/using the on-screen questions as a focus. After listening, talk about the song and answer the questions together using correct musical language. Listen and Appraise - Make You Feel My Love sung by Adele (if you want to): How are the songs different, how are they similar?

Listen and Appraise - So Amazing by Luther Vandross: Play the song. Use your body to find the pulse whilst scrolling through/using the on-screen questions as a focus. After listening, talk about the song and answer the questions together using correct musical language. Listen and Appraise -Make You Feel My Love (if you want to): How are the songs different, how are they similar?

Listen and Appraise - Hello by Lionel Richie: Play the song. Use your body to find the pulse whilst scrolling through/using the on-screen questions as a focus. After listening, talk about the song and answer the questions together using correct musical language. Listen and Appraise - Make You Feel My Love (if you want to): How are the songs different, how are they similar?

Listen and Appraise - The Way You Look Tonight by Jerome Kern: Play the song. Use your body to find the pulse whilst scrolling through/using the on-screen questions as a focus. After listening, talk about the song and answer the questions together using correct musical language. Listen and Appraise - Make You Feel My Love (if you want to): How are the songs different, how are they similar?

Listen and Appraise - Love Me Tender by Elvis Presley: Play the song. Use your body to find the pulse whilst scrolling through/using the on-screen questions as a focus. After listening, talk about the song and answer the questions together using correct musical language. Listen and Appraise - Make You Feel My Love (if you want to): How are the songs different, how are they similar? Perform and share what has taken place in today’s lesson. Choose what you perform today.

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