Properties of materials
Unit 2: Material world
Pupils should be taught to:
compare and group together everyday materials on the basis of their properties, including their hardness, solubility, transparency, conductivity (electrical and thermal), and response to magnets
give reasons, based on evidence from comparative and fair tests, for the particular uses of everyday materials, including metals, wood and plastic.
Cross Curricular – Deciding on materials for DT project (making Viking Boat)
Science as a co-operative activity requiring communication and interaction.
Using senses to become aware of the world around them. / P.E
Grassroots coach - Basketball
Gaining a sense of achievement.
Developing a sense of fair play and positive sporting behaviour. / R.E
How do Sikhs worship?
This unit introduces children to the Sikh religion. It will explore Sikh beliefs and practices, and how Sikhs worship in the Gurdwara.
To encourage an understanding and respect for those who hold views different from their own.
Knowing and understanding the importance of family and traditions within religious faiths. / ART AND DESIGN:
Making different lines in pencil, looking how lines create effects.
Recreating artistic effects using single and cross hatching and refining pen skills
Investigating colour and tone for powder paint
Create atmosphere with colour
Cross Curricular
Illuminated letters water colours
Viking invasion scene
Exercising the imagination.
Using the environment as a source of inspiration. / KNOWLEDGE, SKILLS AND UNDERSTANDING OF THE WORLD - HISTORY
The Viking and Anglo-Saxon struggle for the kingdom of England to the time of Edward the Confessor, beginning at the first Viking invasion
Who were the Anglo Saxons and Vikings?
Why did the Vikings raid and invade?
How did the Anglo Saxons resist further Viking invasions Danegeld tax
Why was King Alfred great?
Who was Edward the Confessor?
Why was his death significant?
Developing empathy through learning to see things from other people’s perspective.
Stories of leaders and their influences on cultures.
A myth
Key Fiction text: Prometheus and Pandora by Janey Pursglove
Writing outcome: To write a new ending for Prometheus and Pandora’s point of view, using ideas from the story and other traditional stories.
Key Non-fiction text: ‘How to Write Instructions, ‘How to Write a Greek Myth’, ‘Have a go at ... Chocolate Chip Ice Cream’
Writing outcome: To write a clear set of instructions explaining how to make a lemon sherbet.
UNIT 4:Recounts
Key Non-fiction text: ‘Bravery Award for Fire Hero Boy’
Writing outcome: To write a newspaper recount that is suitable for a younger reader.
Grammar focus:
Devices to build cohesion within a paragraph.Linking ideas across paragraphs.
Spelling focus: Yera5/6 words Units 1-3 in ‘Read Write Inc Spelling’
Silent letter ‘b’, letter string ‘ough’, ‘ible’ and homophones
Using ‘PENPALS’ pupils will be taught to:
  • write legibly, fluently and with increasing speed by:
  • choosing which shape of a letter to use when given choices and deciding whether or not to join specific letters
  • choosing the writing implement that is best suited for a task.
Cross Curricular Work
KSUW – Norse myths and Legends ; DT – instructions on how to make a Viking boat
Class books: ‘Baby Aliens Get My Teacher!’ Pamela Butchart (LR)‘The Witches’ Roald Dahl (AE) ‘Wolf Brother’ Michelle Paver.
Express their personal thoughts, views, beliefs, opinions and feelings. Hearing/ reading stories with moral themes.Explore a range of creation stories. / YEAR 5
Autumn 1st Half
Success@artithmetic units focusing on mastering: addition, subtraction, multiplication and division.
* read, write, order and compare numbers to at least 1000000 and determine the value of each digit
* count forwards or backwards in steps of powers of 10 for any given number up to 1000000
* round any number up to 1000000 to the nearest 10, 100, 1000, 10000 and 100000
* add and subtract numbers mentally with increasingly large numbers
* solve addition and subtraction multi-step problems in contexts, deciding which operations and methods to use and why.
* add subtract, multiply and divide numbers using the formal written methods.
* multiply and divide numbers mentally drawing upon known facts
* multiply and divide whole numbers and those involving decimals by 10, 100 and 1000
* compare and order fractions whose denominators are all multiples of the same number
* identify, name and write equivalent fractions of a given fraction, represented visually, including tenths and hundredths
* develop their understanding of fractions as numbers, measures and operators by finding fractions of number and quantities.
* practise counting forwards and backwards in simple fractions
* recognise and describe linear number sequences, including those involving fractions and find the term-to-term rule.
* factors, multiples and primes.
Encouraging a sense of personal responsibility for their own learning in class.
Maths games for social interaction, taking terns and sharing.
I can face new challenges positively and know how to set personal goals.
I understand my rights and responsibilities as a British citizen and as a member ofmy school.
I can make choices about my own behaviour because I understand how rewards and consequences feel.
I understand how democracy and having a voice benefits the school community and know how to participate in this.
We are game developers – developing an interactive game
* 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 programmes, systems and content that accomplishes given goals.
Wondering at the speed and complexity of developments in computing.Exercising creativity in programing a computer game.
Considering the consequences of misuse. / DESIGN AND TECHNOLOGY:
Use research and develop design criteria to inform the design of innovate, functional, appealing products that are fit for purpose, aimed at particular individuals or groups.Generate, develop, model and communicate ideas through discussion, annotated sketches, cross-sectional diagram, exploded diagram, prototypes, pattern pieces, and computer-aided design.
Select from and use a wider range of tools and equipment to perform practical tasks accurately.
Select from and use a wider range of materials and components, including construction materials, textiles and ingredients, according to their functional properties and aesthetic qualities.
  1. Viking boat, including sail (cross section and pattern pieces).
Technical Skills:
  1. Understanding how to strengthen, stiffen and reinforce complex structures. Using textiles, stiches, seam allowance.
Evaluate: Investigate and evaluate 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. Understand how key events and individuals in Design Technology have helped to shape the world.
Persevering and taking care to produce something unique, a sense of achievement and worth. / FRENCH:
Where exactly do I live?
All about Paris
Children will think about countries surrounding France and the location of French towns confidently. They will learn to say where they live and in which country it is. They will begin to develop skills and understanding of questions words and question forms, then using the present tense of the verb to go – aller in singular forms. Children will learn more about Paris, points of the compass, describing one’s home town and send a postcard from a holiday destination.
Appreciating another language and its use in the global society. / MUSIC
Our community – exploring performance
(Samba drumming lessons during this term also)
  • To learn and perform rhythms using samba drums.
  • To learn to sing a song including a song from England's musical heritage.
  • To understand metre through singing and playing instruments.
  • To conduct metres of two, three and four.
  • To write lyrics.
  • To extend arrangements of a song.
  • To develop accompaniments using ostinato and invented or improvised rhythms.
  • To rehearse for a performance.
  • To develop a performance by adding other media.
To perform with awareness of audience.
Listen to music from a wide range of cultures.
Appreciating the use of sound and silence.
FOCUS WEEKS: Multicultural Week 16-20th October