Mereworth CP School: Medium Term Thematic Curriculum Plan2015 T1

Teaching Team M Causer / Year Group
5
Theme Title / The Vikings / Weeks in unit
6
Wk
No / Key Learning Objectives linked to NC POS
Key Success criteria / Key Questions & Activities / Resources
Foundation Subjects / History / -Research a specific period in history
-To select and record information relevant to a chosen topic
-Present findings in an appropriate form
-to infer information from a portrait
-to collect information from a range of sources and draw conclusions
-to give reasons for peoples’ actions
-to consider what life was like for children in the past
-compare one civilization with another / Week 1
  • Introduction to the Vikings
  • Who were the Vikings?
  • What does the word Viking mean?
  • Why did the Vikings come to Britain?
Week 2
  • The Viking Army
  • What was the Viking army called?
  • How were they organised?
  • What weapons did the Vikings use?
  • What did they wear in battle?
Week 3
  • Viking Stories and Beliefs
  • Who did the Vikings worship?
  • What did Vikings believe happened after death?
  • Viking stories and myths
Week 4
  • Vikings at Sea
  • What did Vikings sail in?
  • How did they find the way?
  • Ships in burials
Week 5
  • Viking Daily Life
  • What was daily life like?
  • What was life like for a Viking child?
  • Did the Vikings have slaves?
  • What pastimes did the Vikings enjoy?
Week 6
  • Viking villages and homes
  • What were Viking homes like?
  • What did Vikings grow on their farm?
  • What did the Vikings wear?
Viking topic continues next term. /
Eval
Geography / CULTURE WEEK –Water for travel and trade.
Eval
RE
(From Kent Syllabus) / Judaism / Week 1
  • What is Judaism?
Week 2
  • Main features and items in a Synagogue
Week 3
  • Important places and objects in a Synagogue
Week 4
  • The role of a Rabbi
Week 5
  • The Torah
Week 6
  • Recap Synagogue, Torah and Rabbi, create a ‘Synagogue’ in the classroom
/

Resources folder on USB – Y5 RE T1
Eval
PSHE
(SEALS / Sex and Drug Education)
CITIZENSHIP / Living in the Wider World
Citizenship /
  • Fair Trade Role Play activity
  • Individual and community rights and responsibilities.
  • Impact of our choices
  • Water poverty and global supply

Eval
Music / Charanga Unit – Don’t Stop Beleivin’ / Week 1
  • Listen and appraise – Don’t Stop Believin’
Find the pulse of the song
Do you like it?
What can you hear?
  • Begin to learn the song
Week 2
  • Listen and appraise – Livin’ On A Prayer
  • Pulse/Rhythm/Pitch games
  • Continue learning the song
Week 3
  • Listen and appraise – All Right Now
  • Pulse/Rhythm/Pitch games
  • Continue learning the song
Week 4
  • Listen and appraise – Eye of the Tiger
  • Pulse/Rhythm/Pitch games
  • Rehearse the song, with percussion
Week 5
  • Listen and appraise – Don’t Stop Believin’ (cover version from Glee)
  • Pulse/Rhythm/Pitch games
  • Rehearse the song, with percussion
Week 6
  • Listen and appraise – Don’t Stop Believin’ (cover veriosn by Petra Haden)
  • Pulse/Rhythm/Pitch games
  • Rehearse song – perform?
/
Eval
Science
(Kent Scheme Unit) / Forces
To be able to explain that unsupported objects fall towards the Earth because of the force of gravity acting between the Earth and the falling object.
To be able to identify the effects of air resistance, water resistance and friction that act between moving surfaces.
To be able to identify scientific evidence that has been used to support or refute ideas or arguments.
To be able to take repeated accurate measurements using a stopwatch.
To be able to explain the degree of trust in results.
To be able to use test results to make predictions to set up further fair-tests.
To be able to plan a fair-test; identifying the control variables. / Week 1
  • Introduction - what do you know already?
  • What do you want to know?
  • Detective - how can we find things out in Science?
  • How does the surface area of a piece of paper affect how quickly it falls?
Week 2
  • Why bother repeating?
  • Air Resistance investigations -How does the surface are of the blades affect the time it takes the spinner to fall?
  • Fair test
Week 3
  • Air Resistance investigations 2 - What affects how well a parachute falls?
  • Fair test
  • Recording accurately
Week 4
  • Where can we find examples of friction?
  • Using a force meter
  • Friction investigation - which trainer provides the best grip?
Week 5
  • Friction investigation 2 - what affects how well the tub travels?
  • How can we slow it down?
Week 6
  • Mixed forces investigation - what affects how far the rocket will fly when blown away from the straw?
/ •Stop watches
•Paper
•Correct and incorrect statements about why we take repeated measurements
•Materials for making parachutes
•String
•Objects for mass to tie on parachute (e.g. compare bears)
•Variety of trainers
•Planks
•Protractors
•Newton/force meters
•Tubs with lids
•Variety of elastic bands
•Masses
•Straws
•Empty 2L plastic bottles
•Equipment for attaching pump to bottle
•Pump
Eval
Art /DT / Controlling and experimenting particular qualities of tone, shades, hue and mood.
Explore the texture in colour (link to texture unit) with sawdust, glue, shavings and on different surfaces.
Considering colour for purposes.
Use colour to express moods and feeling.
Explore the texture of paint – very wet and thin or thick and heavy- add P.V.A to the paint.
Encourage individual identification of suitable equipment for a particular purpose e.g. size of paintbrush or paper needed.
Consider artists’ use of colour and application of it (Pollock, Monet, Chagall) / Colour
Colour wheel, colour value, complementary colours – explore van Gogh’s use of complementary colours.
Create colour wheels, create patterns matching complementary colours.
Colour mixing, tints and shades. Look at works of Paul Klee, and create own piece inspired by his ‘Two Tents’ work
Chuck Close inspired works using colour – keep it simple! / Colour Mixing van Gogh PowerPoint
Colour Mixing Paul Klee PowerPoint
Colour wheel templates
Paper
Paints – primary colours (red, yellow, green)
Brushes
Example works of Chuck Close
Eval
PE / Sport (inc Dance) / Real PE / Unit 1 – Cognitive Skills
FUNS Stations 9 Coordination: Ball Skills
FUNS Station 12 Agility: Reaction/Response
Throw Tennis
Benchball
Eval
French
(Tout le Monde unit) / Greetings
Me and my Family / French vocab. booklets each
Conversations
Introducing selves – name, age, birthday
Asking others questions about themselves
Discussing members of the family
Eval
IT
Rising Stars Focus; yr 3-6 / Rising Stars Unit 5.1: We are Game Developers (NF)
Eval
Literacy :
Writing-
  • Key objectives and skills to be covered
  • Genres covered
/ Week 1
Identify features of a non-chronological report
Re-structure poorly written report
Week 2
Revision of punctuation, paragraphs and sections to aid text
Explore ways to plan a non-chronological report – partner work – talk for writing
Week 3
Connectives
Note-taking
Expanding notes into a range of sentences
Explore simple sentences, compound sentences and complex sentences
Week 4
Sentence starters – A CARP PIE
Explore a range of sentence starters in non-chronological report writing
Week 5
Verbs and Adverbs
Vocabulary – upgrading, specific selection, technical vocab. related to the topic
Week 6
Spelling – tricky homophones
Write report, including all features – title, heading, sub-headings, past / present tense throughout, impersonal style, intro paragraph, paragraphs containing related info, labelled diagrams, key technical vocabulary, use of factual adjectives, range of sentence structures, concluding paragraph.
Reading-
  • Comprehension skills
  • Class texts
  • Group Reading Texts
/ Letts comprehension (Yrs 4 & 5)
Class text – ‘Feasting the Wolf’, Susan Price
Viking myths and legends
Older literature, exploring older vocabulary and changing meanings
Speaking and Listening
  • Key Skills to be covered
  • S&L Opportunities
  • Drama
  • Story telling opportunities
/ Presenting holiday home learning to the class
Class reader
Spelling
•Key Skills to be covered / No Nonsense Spelling
Week 1
  • Strategies at the point of writing
  • Words with the letter string ‘ough’
Week 2
  • Word with the letter string ‘ough’
  • Words with ‘silent’ letters
Week 3
  • Strategies for learning words: words with ‘silent’ letters from statutory and personal spelling lists
  • Words with ‘silent’ letters: dictation
  • Use of spelling journals
Week 4
  • Words ending in ‘able’ and ‘ible’
Week 5
  • Words ending in ‘able’ and ‘ible’
  • Homophones (isle/aisle, aloud/allowed, affect/effect, herd/heard, past/passed)
Week 6
  • Strategies for learning words: homophones (isle/aisle, aloud/allowed, affect/effect, herd/heard, past/passed)
  • Strategies for learning words: words from statutory and personal spelling lists

Maths
  • Key Objectives to be covered
/ Weekly ongoing
Times tables and division facts,. Homework written/ My maths alternate weeks. Weekly updated working wall with vocabulary. Mental Maths challenges
Week 1
Number and Place Value.
Numbers to two decimal places; compare, order and partition; rounding to whole numbers and one decimal place.
Week 2
Addition and Subtraction.
Estimate; consider appropriate methods to solve calculations; multistep problems
Week 3
Measures – Money
Estimate; add and subtract using compact written method; calculate change; solve multistep problems
Week 4
Multiplication and Division – Factors and Primes.
Factors using arrays; common factors; prime numbers up to 100.
Week 5
Fractions.
Decimal to fraction conversions and vice versa; compare and order fractions.
Week 6
Multiplication and Division.
Estimate; multiply numbers up to 4 digits by 1- or 2-digit numbers using a written method; interpret remainders.
Learning Experiences;
  • To launch
  • To Celebrate at end
  • Visits
  • Outdoor Learning
  • Visitors in to school
/ Celebrate, discuss and display summer projects pupils did in the holiday, on the Viking theme
Viking dress-up day?
S.Mortimer – ‘Viking Man’?
Approximate £ cost to families