SP Curriculum

Y5 Autumn term

Here you will find a summary of what the children in Year 5 will be learning in each of the specialist pathway subjects in the Summer term.

Art

Statement: 

In art during the first half tem we will be completing a textile unit that starts with a study of the textile artist Karen Rose. We will then work to develop our sewing skills as we create a textile collage based on images of space and the universe. Our final unit of the year will be based on the theme Urban Landscapes and will enable children to develop their drawing and painting skills as well as developing their ability to create art using one point perspective and different mark making techniques. They will use the artist Laurence Stephen Lowry as inspiration for their work.  

Knowledge: 

Avant-garde, which means “advance guard” – in other words, the people and ideas were cutting-edge and ahead of their time.

Picasso was born in Spain (1881 - 1973) but for most of his life he lived in France.

Picasso Invented Cubism. Cubism is when the artist paints an object, like a bottle, from lots of different angles all in the same picture so you see the front, the back and the sides of the bottle at the same time.

Key features of cubism: objects overlapping/ drawn from different viewpoints/ positive and negative colours.

Benin (900 to 1300) masks were made by skilled craftsmen and had symbolic meaning. These masks influenced many art forms including cubism

The most commonly used material for masks is wood,  a wide variety of other elements can be used, including light stone such as steatite, metals such as copper or bronze, different types of fabric, pottery.  Some masks are painted (for example using ochre or other natural colorants). A wide array of ornamental items can be applied to the mask surface; examples include animal hair, horns, or teeth, sea shells, seeds, straw, egg shell, and feathers. Animal hair or straw are often used for a mask's hair or beard.

DT

Statement: 

For the first half term our unit is Textiles:Stuffed toys. In this unit the children will be designing a stuffed toy, as well as learning how to do Blanket stitch. They will then create and add chosen decorations to their fabric,then finally they will use the blanket stitch that they have learnt to sew the components and assemble their stuffed toy. In the second half term the unit will be Cooking and Nutrition: What could be healthier?(bolognese sauces). In this unit the children will be understanding where our food comes from as well as knowing what the term ‘healthy’ means. They will then learn how to adapt a traditional recipe and finally complete a food product. 

Knowledge:

Textiles

• I know that blanket stitch is useful to reinforce the edges of a fabric material or join two pieces of fabric 

• I know that it is easier to finish simpler designs to a high standard 

• I know that soft toys are often made by creating appendages separately and then attaching them to the main body 

• I know that small, neat stitches which are pulled taut are important to ensure that the soft toy is strong and holds the stuffing securely

Cooking and nutrition

• I know where meat comes from - learning that beef is from cattle and how beef is reared and processed, including key welfare issues 

• I know that I can adapt a recipe to make it healthier by substituting ingredients 

• I know that I can use a nutritional calculator to see how healthy a food option is 

• I know that ‘cross-contamination’ means that bacteria and germs have been passed onto ready-to-eat foods and it happens when these foods mix with raw meat or unclean objects

Geography

Statement:

In Geography our first topic is 'The World Jigsaw'. We will be looking at naming, locating and describe major cities in our world, identifying the location and function of the Prime Meridian and the time zones, identifying and describing the similarities and differences of human and physical geography across the seven continents and describing the relative location of cities, counties or geographical features in the UK in relation to other places or geographical features.

Knowledge:

Locational Knowledge

• Relative location is where something is found in comparison with other features. 

• Major cities around the world include London in the UK, New York in the USA, Shanghai in China, Istanbul in Turkey, Moscow in Russia, Manila in the Philippines, Lagos in Nigeria, Nairobi in Kenya, Baghdad in Iraq, Damascus in Syria and Mecca in Saudi Arabia. 

•  The Prime (or Greenwich) Meridian is an imaginary line that divides the Earth into eastern and western hemispheres. The time at Greenwich is called Greenwich Mean Time (GMT). Each time zone that is 15 degrees to the west of Greenwich is another hour earlier than GMT. Each time zone 15 degrees to the east is another hour later.

Place knowledge

•  The seven continents (Africa, Antarctica, Asia, Australia, Europe, North America and South America) vary in size, shape, location, population and climate.

Science

Statement:

This term, the children will be learning about the properties and changes of materials. They will begin by sorting and comparing materials according to their state of matter (solid, liquid or gas) and their physical properties, such as hardness, transparency, solubility, magnetism, and thermal or electrical conductivity.

They will then use their knowledge of solids, liquids and gases to explore how different substances can be separated through dissolving, filtering, sieving and evaporating. Later in the term, the children will investigate changes to materials, identifying which changes are reversible (such as melting chocolate or dissolving salt in water) and which are irreversible (such as burning, baking or reacting bicarbonate of soda with acid).

Through comparative and fair tests, the children will also give reasons for the uses of everyday materials and develop their understanding of how the properties of materials make them suitable for different purposes.

Knowledge:

By the end of the unit, children will know how to:

• Compare and group materials based on their properties: Hardness; Solubility; Transparency; Conductivity (electrical and thermal); Response to magnets
  
  

• Explain dissolving:
  
  

  • Some solids (solutes) dissolve in a liquid (solvent) to form a solution (e.g. sugar in water).

  • A solvent can only dissolve a certain amount of solute before becoming saturated.

  • Some materials are insoluble (e.g. sand in water).

  • Substances can be recovered from a solution by evaporating the solvent, often leaving crystals behind.
    
    

• Use separation methods:
  
  

  • Filtering, sieving and evaporating to separate mixtures (e.g. sand, salt and stones).

  • Recover a solute by evaporating the solvent.

• Give reasons for material uses based on evidence from tests (e.g. metal for pans, plastic for bottles, glass for windows).

• Recognise reversible changes (changes that can be undone):

  • Melting chocolate

  • Melting/freezing ice

  • Dissolving salt in water, then recovering the salt by evaporation

• Recognise irreversible changes (changes that form new materials and cannot be undone):
  
  

  • Burning
    
    

  • Boiling an egg

  • Toasting bread

  • Baking a potato

  • The reaction between bicarbonate of soda and acid

PE

Statement: 

This term, our first unit will be netball in which we will be learning and applying the footwork rule, how to pass and receive a ball with accuracy, use the correct technique to shoot a ball into netball post and to get into space. In the second half term, in our gymnastics unit, we will be learning to perform body shapes and balances accurately, identify and practise symmetrical and asymmetrical body shapes, use counterbalances and incorporate them into a sequence of movements and to perform movements in canon and unison.

Knowledge:

Netball

• Sending & receiving: know that not having a defender between myself and a ball carrier enables me to s&r with better control.

• Dribbling: know that dribbling in different directions will help to lose a defender.

• Space: know that moving to space even if not receiving the ball will create space for a teammate.

• Tactics: understand the need for tactics and identify when to use them in different situations.

• Rules: understand and apply rules in a variety of invasion games whilst playing and officiating.

Gymnastics

• Shapes: understand that shapes underpin all other skills.

• Inverted movements: understand that sometimes I need to move slowly to gain control and other times I need to move quickly to build momentum.

• Balances: understand how to use contrasting balances to make my sequences look interesting. 

• Rolls: understand that I need to work within my own capabilities and this may be different to others.

• Jumps: understand that I can use jumps to link actions and changing the shape of these will make my sequence look interesting.

• Strategy: know that if I use different pathways it will help to make my sequence look interesting.

RE

Statement: 

For the first part of the term, children will consider why people have to stand up for what they believe in. They will begin the term by recognising how religious beliefs vary, and recognise the importance of religious freedom. The children will then go on to assess the challenges some religious figures faced in the past. After this, they will analyse the meaning and symbolism of different festivals of light. They will then consider how the meaning of festivals can differ by exploring the origin of Bonfire Night.

. Finally, they will be able to explain how and why people stand up for what they believe in.

For the second part of the term, the children will be learning about how Christianity has developed and changed over time. They will explore how the religion spread, the role of significant leaders, and why there are different Christian denominations. hildren will also look at similarities and differences in how Christians worship, how practices have changed over time, and be encouraged to share their own views on what they have learned.

Knowledge:

• To know the meaning of atheist, agnostic and theist.

• To know that in the UK religious beliefs are a protected characteristic.

• To know that in some times and places, people did not or do not have religious freedom.

• To know that throughout history and modern times, people have had to protest or fight for religious freedom.

• To articulate the importance of Guru Hargobind’s inclusivity of others.

• To know that some festivals commemorate times when religious freedom has been fought for (e.g. Bonfire night).

• To know that within and between religious and non-religious groups people may disagree about challenging issues.

• To know that people are inspired and led by others from within and outside their community.

• To know that communities sometimes fight or protest for the rights of themselves or others.

• To know how Christianity spread as a religion.

• To know why there are different Christian denominations and what it means.

• To know that not all Christians interpret passages about the Holy Spirit in the same way.

Computing

Statement: 

For the first part of the term the children will be taught to spot the early signs of manipulative, pressurising and threatening behaviour by people they might meet online, and develop their confidence to respond safely and get help. We are also going to be learning to collaborate with AI - using problem solving & digital literacy skills.

In the second half of the term the children will develop their understanding of computer systems and how information is transferred between systems and devices. They will explain the input, output, and process aspects of a variety of different real-world systems.

Knowledge:

• What steps to take before sending a message online (using the THINK mnemonic).

• Some of the possible risks online.

• Pupils should know about different types of bullying (including cyberbullying), the impact of bullying, responsibilities of bystanders (primarily reporting bullying to an adult) and how to get help

• When we share something online we can choose who to share it with. 

• It’s only safe to share things such as photos, videos and personal information with friends you know in real life.

• They should never share a photo or video of someone else without their permission.

• Some tactics such as flattery and too good to be true offers are difficult to spot as they involve people being nice to them

• A system is a set of interconnected parts which work together

• Computers can be connected together to form IT systems

• Data can be transferred between IT systems 

• Know the role of a particular IT system in their lives 

• Search engines are examples of large IT systems

• Search engines create indices, and they are different for each search engine

• Know the role of web crawlers in creating an index

• Know how ranking is determined by rules, and that different search engines use different rules 

• The order of results is important and to different people

• Search engines make money by selling targeted advertising space

History

Statement: 

In History, our first topic will be 'Benin - A Lost Kingdom'. We will be learning about the similarities between Benin and British society in the 17th century and the impact of Britain on Benin. We will examine a variety of sources to ask and answer questions and to consider different accounts of history. 

In every unit of history children will be learning and utilising skills in: historical enquiry; historical interpretation; chronological understanding; knowledge and understanding of past events, people and changes in the past; and presenting, organising and communicating knowledge.

Knowledge:

Benin (West Africa)  AD 900-1300. 

• Civilization of cities and towns, powerful kings and a large empire which traded over long distances

• Craftsmen were skillful in bronze and ivory

• Religious belief systems including animism (the belief that objects, places, and creatures all possess a distinct spiritual essence)

• West Africa invented the smelting (a process of applying heat to an ore, to extract a base metal) of copper and zinc ores as early as 10th century

• Benin still exists as a civilization with its Oba, palaces, court, artists etc

Timeline

AD 900 The kingdom begins to develop and boundaries are established around the region called Igodomigodo in what is now Nigeria. 

AD 1180 Eweka became the new ruler and changed the name Igodomigodo to Edo. He calls himself the Oba. 

AD 1300- 1700 The ‘golden age’ of Edo. 

AD 1489 The Edo people began trading with the Portuguese, who called the place ‘Benin’. B

AD 1553 The first British ships arrive in Benin. 

AD 1897 The British entered Benin City without permission. Fighting breaks out (the ‘Benin Massacre’) and only two British officers survive. As punishment, the British launched the ‘Benin Punitive Expedition’ and destroyed Benin City, stealing many treasures which are sent all around the world. The Oba is exiled and the British colonised Benin.

Music

Statement: 

In this unit we will be developing an understanding of the origins and forms of music first heard in the 1960's.  We will be singing, playing and developing our musical literacy and ensemble skills in the performance of five ‘Sixties' classics.

Knowledge:

• The 1960’s was an important period in modern history because of the changes that occurred in society as well as in the arts. 

• The changes that occurred in the arts reflected the changed that occurred in society. The production and sound of Popular Music in the 1960’s developed as a result of advances in recording technology.

• The popularity of Popular music in the 1960’s increased as a result of advances in television, radio and cinema.

Year 5 Spellings