Woodlands Primary School Medium Term Plan 2016 - 2017 Year Group:5
Trip planned?Subject / Week 1
24/3 / Week 2
3 days due to May day and polling day
1/5 / Week 3]
8/5 / Week 4
15/5 / Week 5
22/5
Theme / Tomorrow’s world
Writing
objective / N.C Objective:
Narrative: Thriller
select appropriate grammar and vocabulary, understanding how such choices can change and enhance meaning.
Noting and developing initial ideas, drawing on reading and research where necessary.
Composition - Ensure consistent and correct use of tense throughout writing.
Identifying the audience for and purpose of the writing, selecting the appropriate form and using other similar writing as models for their own.
Precise a longer passaage
ensuring the consistent and correct use of tense throughout a piece of writing;
/ N.C Objective:Narrative: Thriller
Using a wide range of devices to build cohesion within and across paragraphs.
Ensure consistent and correct use of tense throughout writing.
Describe setting, characters and atmosphere. Integrate dialogue to convey character and advance action.
Noting and developing initial ideas, drawing on reading and research where necessary.
in narratives, describing settings, characters and atmosphere, integrating dialogue to convey character and advance the action; / N.C Objective:
Advert
Identify audience and purpose of the writing
Using expanded noun phrases, to convey complicated information concisely.
Travel brochure
using further organisational and presentational devices to structure text and to guide the reader [for example, headings, statements, underlining]. / N.C Objective:
Explanation
using further organisational and presentational devices to structure text and to guide the reader [for example, headings, statements, underlining].
Identify audience and purpose of the writing
Cohesion
Noting and developing initial ideas, drawing on reading and research where necessary. / N.C Objective:
Letter/diaries
Identify audience and purpose of the writing
selecting appropriate grammar and vocabulary, understanding how such choices can change and enhance meaning;
Ensure consistent and correct use of tense throughout writing.
assessing the effectiveness of their own and others’ writing;
proposing changes to Vocabulary, Grammar & Punctuation to enhance effects and clarify meaning;
Learning activities / Time travel, entering new dimension. Videos to hook and inspire. Back to the future etc. Write own thriller. Extended write
Blurb / Intergrate dialogue into short thriller. Different setting. Short, 3 days. / Create an advert for tomorrow’s world. / Gallery walk, write explanation about tomorrow’s world. / Letter of complaint- from pet inside cage.
Given setting- letter home.
Propose changes to own/given
SPaG objectives / Relative clauses beginning with who, which, where, when, whose, that, or an omitted relative pronoun.
Devices to build cohesion within a paragraph (e.g., then, after that, this, firstly).
Use the first three or four letters of a word to check spelling, meaning or both of these in a dictionary. / Linking ideas across paragraphs using adverbials of time (e.g., later), place (e.g., nearby) and number (e.g., secondly).
/ Relative clauses beginning with who, which, where, when, whose, that, or an omitted relative pronoun.
Devices to build cohesion within a paragraph (e.g., then, after that, this, firstly).
Use the first three or four letters of a word to check spelling, meaning or both of these in a dictionary. / Linking ideas across paragraphs using adverbials of time (e.g., later), place (e.g., nearby) and number (e.g., secondly).
Inverted commas / Continue to distinguish between homophones and other words which are often confused.
Spell some words with ‘silent’ letters [for example, knight, psalm, solemn].
Use a thesaurus.
Cohesion
ndicating degrees of possibility using adverbs (e.g., perhaps, surely) or modal verbs (e.g., might, should, will, must). / Continue to distinguish between homophones and other words which are often confused.
Indicating degrees of possibility using adverbs (e.g., perhaps, surely) or modal verbs (e.g., might, should, will, must).
Use of commas to clarify meaning or avoid ambiguity. / Linking ideas across paragraphs using adverbials of time (e.g., later), place (e.g., nearby) and number (e.g., secondly).
Devices to build cohesion within a paragraph (e.g., then, after that, this, firstly).
Spoken word opportunities / Read work aloud to partner and compliment, develop and discuss ideas for thrillers. / Freeze frames and dialogue to prompt speech in writing. / Read adverts out- discuss effect. / Recall facts. / Read letters to partner. Try and sway the teacher with your view about the pet.
Reading / RF7 relate texts to their social, cultural and historical contexts and literary traditions. / RF6 identify and comment on writers purposes and viewpoints and the overall effect to the reader. / RF5 explain and comment on the writers uses of language including grammatical and literary features at word and sentence level / RF4 identify and comment on the structure and organisation of texts. / .RF3 deduce, infer or interpret information, events or ideas from texts.
Maths
Science
Objective
Earth and space / Describe the movement of the Earth and other planets in the solar system relative to the Sun / N.C Objective:
Describe the movement of the Earth and other planets in the solar system relative to the Sun / N.C Objective:
Use the Earth’s rotation to explain day and night and the apparent movement of the Sun across the sky / N.C Objective:
Use the idea of the Earth’s rotation to explain day and night and the apparent movement of the Sun across the sky / N.C Objective:
Use the idea of the Earth’s rotation to explain day and night and the apparent movement of the Sun across the sky
Learning activity / children make observations of the night sky. Using secondary sources of information they consider explanations for, and raise questions about, their observations. They find answers to some of their questions through a ‘journey into space’, during which they explore diagrams and photographs of the solar system and beyond. / children draw a large ‘plan’ of the solar system and an annotated scientific diagram of the Earth’s orbit which they use to explain the year, number of days in a year, leap years and how astronomers in the past used the stars as markers for the start and finish of an orbit. / children investigate how the Earth’s rotation causes the apparent movement of the Sun across the sky. They know from previous lessons in this module that the Earth’s orbit determines the length of a year and why we have leap years. By the end of this lesson they understand that the Earth’s rotation causes night and day / children build on their learning about how the Earth’s rotation makes the Sun appear to move across the sky. They test different types of shadow clock. Children record the position and length of a shadow and by the end of this lesson have evaluated the accuracy and potential uses of their clocks / To use a model to explain why sunrise and sunset occur at different moments in time in different parts of the world
Computing
Scratch
Controlling external components / 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 / N.C Objective:
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 / N.C Objective:
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 / N.C Objective:
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 / N.C Objective:
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
Learning activity / Become familiar with raspberry pi- new piece of technology. / Get the sprite to move on scratch using Raspberry Pi. Programme the movements of a sprite. / Make your sprite move up down left and right when the green light is on,
so that the script is running. / Program a sprite to walk. / Program a sprite to jump.
Topic
objectives / Select, organise and summarise and present relevant information from a wide range of sources in the most effective way for a given purpose. / No session (3 day week) / DT instead / Art instead / N.C Objective:
Describe and understand key aspects of physical and human geography.
Learning activity / Research history of computing. / Design own map for tomorrow’s world.
Art
Objectives / Topic instead / DT instead / N.C Objective:
Combine images using digital technology, colour size and rotation
. / Topic instead
Learning activity / study logos used by search engines, create a logo.
DT / Topic instead / Develop detailed criteria for designs for product aimed at particular individuals or groups.
Sketch design using labels and captions, write a sales pitch to match. / Art instead / Topic instead
RE
Objectives
Use new planning / Explore the origins of sacred writings and consider their importance for believers today
2.1a
Wise words / R.E Syllabus:
Explore the origins of sacred writings and consider their importance for believers today
2.1a
Wise words / R.E Syllabus:
Explore the origins of sacred writings and consider their importance for believers today
2.1a
Wise words / R.E Syllabus:
Explore the origins of sacred writings and consider their importance for believers today
2.1a
Wise words / R.E Syllabus:
Explore the origins of sacred writings and consider their importance for believers today
2.1a
Wise words
Learning activity / Start with pupils making a collection of wise words and sayings from home and life about living e.g. ‘love, laugh, live’, ‘think before you speak’. Pupils could survey school staff for their contributions too. Have three areas of the classroom (agree, disagree, unsure) and as you read out the wise words and sayings pupils decide what they think about it and stand in the area reflecting their view point. The class could vote on their favourite saying. Make link to Bible and Qur’an
Words of wisdom and guidance / ‘Words can guide us’ using a simple blindfold game ask children in pairs to direct each other around the classroom. After taking turns to be the guide and be guided ask pupils to complete the following sentences: If you can’t see, then it’s good to trust… If someone else trusts you to guide them, you should… We all need to be guided in life, for example…
Make link to holy texts / Explore a story from or about each book which gives some wise words/advice for a believer e.g. Christianity - The lost sheep (Luke 15: 3-7 and Matthew 18: 12-14 a story about Gods love and concern for all and about being lost and found.) Islam – The story of the night of power (when he received the Qur’an). Stories could be explored via reading, video or drama.
For each story consider what would matter most the believer, how it might affect the behaviour of a believer – e.g. my favourite part of the story was…I think this would make a believer think deeply about…Because of this story a believer might… / Explore a story from or about each book which gives some wise words/advice for a believer e.g. Christianity - The lost sheep (Luke 15: 3-7 and Matthew 18: 12-14 a story about Gods love and concern for all and about being lost and found.) Islam – The story of the night of power (when he received the Qur’an). Stories could be explored via reading, video or drama.
For each story consider what would matter most the believer, how it might affect the behaviour of a believer – e.g. my favourite part of the story was…I think this would make a believer think deeply about…Because of this story a believer might…
Alternative story / If pupils had to design a front cover for the Bible what would they draw and why? How would it reflect what the Bible means for believers and what it has to teach?
Create
PSHE
Relationships / A friend is someone who knows you and loves you just the same.
SEALS relationships green set resources pg8
Play I don’t get it and rounds / You get the best out of others when you give the best of yourself.
SEALS relationships green set resources pg8/9
Explore scenario cards / Every individual has a place to fil in the world.
SEALS relationships green set resources pg12
Explore and discuss pick me up, don’t put me down story. / Mates should respect you for being you.
SEALS relationships green set resources pg13
Stereotypes / . The more I like me, the less I want to be other people.
SEALS relationships green set resources pg13
Reflect and review
PE
Objectives
Gym balance / develop flexibility, strength, technique, control and balance [for example, through athletics and gymnastics] / No session
develop flexibility, strength, technique, control and balance [for example, through athletics and gymnastics] / N.C Objective:
develop flexibility, strength, technique, control and balance [for example, through athletics and gymnastics] / N.C Objective:
develop flexibility, strength, technique, control and balance [for example, through athletics and gymnastics] / N.C Objective:
develop flexibility, strength, technique, control and balance [for example, through athletics and gymnastics]
Learning activity / Delivered by outer agency, see aspire teacher. / Delivered by outer agency, see aspire teacher. / Delivered by outer agency, see aspire teacher. / Delivered by outer agency, see aspire teacher. / Delivered by outer agency, see aspire teacher.
Music / listen with attention to detail and recall sounds with increasing aural memory
play and perform in solo and ensemble contexts, using their voices and playing musical instruments with increasing accuracy, fluency, control and expression
traditional songs / N.C Objective:
improvise and compose music for a range of purposes using the inter-related dimensions of music
listen with attention to detail and recall sounds with increasing aural memory
use and understand staff and other musical notations
develop an understanding of the history of music. / N.C Objective:
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 inter-related dimensions of music
listen with attention to detail and recall sounds with increasing aural memory
use and understand staff and other musical notations
develop an understanding of the history of music. / N.C Objective:
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 inter-related dimensions of music
listen with attention to detail and recall sounds with increasing aural memory
use and understand staff and other musical notations
appreciate and understand a wide range of high-quality live and recorded music drawn from different traditions and from great composers and musicians
develop an understanding of the history of music. / N.C Objective:
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 inter-related dimensions of music