SP Curriculum

Y5 Summer 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: 

Karen Rose is  a decorative textile artist who lives and works in the West Midlands, UK. Her artworks are visual transcriptions of the beauty she sees in the wonder of the universe. Needless to say her work is greatly inspired by space and the Cosmos.

James Nairne is a British painter and printmaker. His own practice builds from the sketchbooks in which he records his daily life. He is particularly interested in ideas associated with journeys and travel.

DT

Statement: 

In the first part of the term we will be learning all about the Digital world: monitoring devices. In this unit we will be carrying out research to develop a design criteria as well as write a programme to monitor temperature. 

In the second part of the term, the children will be doing Electrical systems: electrical doodlers. In this unit the children will be understanding how motors are used in electrical products as well as put findings from research into practice to develop a unique product.

Knowledge:

Digital world: Monitoring devices

• To carry out research to develop design criteria 

• I can research (books, internet) for a particular animal’s needs 

 • I can develop design criteria based on my research 

• I can describe key developments in thermometer history

• To write a program to monitor the ambient temperature including an alert 

• I can program to monitor the ambient temperature and code an (audible or visual) alert when the temperature rises above or falls below a specified range 

• I can explain key functions in my program (audible alert, visuals) 

• I can explain how my product would be useful for an animal carer 

• To generate creative and unique micro:bit case, stand and/or housing ideas 

• I can explain how plastic is affecting planet Earth and suggest ways to make more sustainable choices 

• I can state an event or fact from the last 100 years of plastic history 

• I can generate multiple housing ideas using building bricks

• To learn about and practise 3D CAD skills 

• I understand what a virtual model is and the pros and cons of traditional and CAD modelling. 

• I can place and manoeuvre 3D objects, using computer-aided design.

• I can change the properties of, or combine one or more 3D objects, using computer-aided design.

Electrical systems: Doodlers

• To understand how motors are used in electrical products.

• I can identify simple circuit components (battery, bulb, motor and switch).

• I can explain what a series circuit is.

• I can give examples of motorised products and explain their primary function.

• To investigate an existing product to determine the factors that affect the product’s form and function.

• I can take apart a product and reassemble it.

• I can determine which parts of the product affect its function.

• I can determine which parts of the product affect its form.

• I can alter the way a product functions by tinkering with its configuration.

• To put findings from research into practice to develop a unique product

• I can develop design criteria based on findings from an investigation.

• I can develop my design based on key points discovered in an investigation.

• I can incorporate an electrical system that uses a motor.

• To develop a DIY kit for another individual to assemble their product.

• I can identify and list the materials, equipment and circuit components required to build my product.

• I can explain the steps required to assemble my product.

• I can explain how to build and integrate an electrical system as part of my product.

Geography

Statement:

For the first half term, the topic for geography is ‘The Americas.’ Over the half term, pupils will be developing their locational knowledge and their knowledge of human and physical geography. At the beginning of the half term, pupils will locate key cities within North America and South America on a map. Towards the end of the half term, pupils will consider how climate can affect land use, before considering the similarities and differences in climate variation around the world. 

Knowledge:

Changes to the weather and climate (temperature, weather patterns and precipitation) can affect land use. Farmers living in different countries adapt their farming practices to suit their local climate and landscape.

Aerial photography is used in cartography, land-use planning and environmental studies. It can be used alongside maps to find out detailed information about a place, or places.The North American continent includes the countries of the USA, Canada and Mexico as well as the Central American countries of Guatemala, Honduras, Nicaragua, Costa Rica and Panama. The South American continent includes the countries of Brazil, Argentina, Chile, Colombia, Peru, Venezuela, Uruguay, Ecuador, Bolivia and Paraguay.

North America is broadly categorised into six major biomes: tundra, coniferous forest, grasslands (prairie), deciduous forest, desert and tropical rainforest. South America has a vast variety of biomes, including desert, alpine, rainforest and grasslands.

Climatic variation describes the changes in weather patterns or the average weather conditions.  Pupils will know the similarities and differences between The Rocky mountains, Canadian Arctic, Baudó Range, Salzburg, Patagonian Desert and Cambridgeshire Fens.

Science

Statement: 

Earth and Space

In this unit children learn about the shapes and relative sizes of the Earth, Sun and Moon. Using models they learn how the three bodies move relative to each other and how these movements relate to night and day.

Work in this unit offers opportunities for children to relate scientific knowledge and understanding to familiar phenomena eg day length, year length and to consider scientific evidence about the Earth, Sun and Moon. 

Forces

This unit will focus on how we measure force in Newtons and that two bodies will produce an attracting force on each other called gravity. The class will be given the opportunity to investigate the effects of air resistance, water resistance and friction, that act between moving surfaces.

We will also start to look at simple machines that work by some mechanisms including levers, pulleys and gears allow a smaller force to have a greater effect.

Knowledge:

Earth and Space

Sc5/4.1a describe the movement of the planets relative to the Sun in the solar system

A planet (e.g Earth) is a spherical celestial body that orbits a star

Eight major planets in our solar system: Mercury, Venus, Earth, Mars, Jupiter, Saturn, Uranus, Neptune

Sc5/4.1b describe the movement of the Moon relative to the Earth

The Moon is the Earth’s satellite

The Moon orbits the Earth roughly every 28 days (27.3 days)

Eight phases of the moon

The Moon orbits the Earth in an oval-shaped path called an ellipse. Because of this shape, the Moon is sometimes nearer and sometimes further away from Earth. 

Sc5/4.1c describe the Sun, Earth and Moon as approximately spherical bodies

A star is an exceptionally hot ball of gas, originally made from hydrogen and helium

The sun is a star 

A satellite orbits a planet and that moons are natural satellites

Sc5/4.1d use the idea of the Earth’s rotation to explain day and night, and the apparent movement of the Sun across the sky.

Earlier belief that everything orbited the Earth

Copernicus and Galileo used telescopes and measurement to show that the Earth orbited the Sun 

The Earth spins around an imaginary line through its centre called an axis and that this axis is tilted relative to the Earth’s orbit

Night and day are the result of the Earth rotating on its axis

The tilt of the Earth towards and away from the Sun’s light as the Earth orbits the Sun leads to the seasons 

Forces

Sc5/4.2a explain that unsupported objects fall towards the Earth because of the force of gravity acting between the Earth and the falling object

Force is measured in Newtons (after Sir Isaac Newton)

Pull forces can be measured using a device called a force metre 

The amount of matter (stuff) in an object is its mass 

Gravity is a force that acts between all objects in the universe 

Gravity acts more strongly between objects that have more mass and that are close together 

Unsupported objects are pulled towards Earth by gravity 

Sc5/4.2b identify the effects of air resistance, water resistance and friction, that act between moving surfaces

Acceleration is a change in speed and that unbalanced forces acting on an object cause it to accelerate

Air resistance is a force felt by an object as it moves through the air, caused by the object bumping into gas particles

The quicker an object moves, the more gas particles it bumps into and the more air resistance it experiences

A falling object will accelerate until its air resistance matches the gravitational force pulling it down

When air resistance and gravitational force are match the speed is consistent: terminal velocity 

Water resistance is a force felt by an object as it moves through water, caused by the object bumping into the water particles

Shapes that experience little air or water resistance are described as streamlined

Sc5/4.2c recognise that some mechanisms including levers, pulleys and gears allow a smaller force to have a greater effect

A lever is a rigid length pivoting around a fulcrum 

A pulley is a wheel with a fulcrum that supports a moving cable or belt 

A gear is a rotating wheel with cut teeth that mesh with the teeth of another gear 

Turning one gear turns an adjacent gear in the opposite direction

PE

Statement: 

In the striking and fielding unit, pupils will develop the quality and consistency of their fielding skills and understanding of when to use them such as throwing underarm and overarm, catching and retrieving a ball. They will learn how to play the different roles of bowler, backstop, fielder and batter and to apply tactics in these positions. In all games activities, pupils will have to think about how they use skills, strategies and tactics to outwit the opposition.

In the athletics unit, pupils will learn the following athletic activities: running over longer distances, sprinting, relay, triple jump, shot put and javelin. They will be set challenges for distance and time that involve using different styles and combinations of running, jumping and throwing. As in all athletic activities, pupils will think about how to achieve their greatest possible speed, height, distance or accuracy and learn how to persevere to achieve their personal best. They will learn how to improve by identifying areas of strength as well as areas to develop. 

Knowledge:

Striking and fielding

Striking: understand that stance is important to allow me to be balanced as I hit.

Fielding: know that backing up a fielder as a ball is being thrown will help to increase the chances of fielding successfully.

Throwing: understand where to throw the ball in relation to where a batter is.

Catching: understand when to use a close catch technique or deep catch technique.

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

Rules: understand and apply rules in a variety of striking and fielding games whilst playing and officiating.

Athletics

Running: understand that taking big consistent strides will help to create a rhythm that allows me to run faster. Understand that keeping a steady breath will help me when running longer distances.

Jumping: know that if I drive my knees high and fast I can build power and therefore distance in my jumps.

Throwing: know how to transfer my weight in different throws to increase the distance.

Rules: understand and apply rules in a variety of events using official equipment.

RE

Statement: 

In the first part of the term, pupils will explore the enquiry question, ‘Who should get to be in charge?’ The children will begin the unit by exploring the creation of laws and teachings within communities, and recognise different ways leaders might be selected. The children will then explore where some religious laws might come from, and  understand how Sikh Gurus were selected and the qualities valued in Sikh teachings. After this, the children will move onto exploring leadership qualities through the examples of historical and religious leaders, and they will learn about Guru Gobind Singh’s leadership and the Guru Granth Sahib’s role in Sikhism. In the second part of the term, the children will be thinking about the question, ‘Why are some places in the world significant to believers?’ 

Knowledge:

Leadership and authority can impact people’s worldviews.

 Worldviews impact the process of choosing leadership and authority.

 There are different ways to decide who becomes a leader or authority (democracy, bloodline) and these are not always agreed upon.

 Some people believe leaders are anointed (chosen by God).

 People from the same organised worldview often hold the same key beliefs but these may interpret and express them differently.

 Wisdom can mean thinking sensibly and taking into account knowledge and experience.

 Guidance means advice, information or rules given by someone in authority.

 Some believers may read stories from the past about how people became close to God, which may help guide them in becoming closer to God.

 Cultural, historical and geographical context can affect how scripture is interpreted.

 Religious communities usually have a leader who carries out certain duties with or on behalf of the community.

 Some people who follow the Muslim worldview may not agree on who should have succeeded Muhammad in the past.

 Some people who follow the Muslim worldview may interpret the Hadith and Sunna (sayings and accounts relating to Muhammad) to guide them in living a life submitting to God.

 Some people who follow the Sikh worldview may believe that the succession of Gurus enabled the message of Guru Nanak to be continued.

 Some people who follow the Sikh worldview may believe that these Gurus were spiritually liberated from birth.

Computing

Statement: 

In the first half of the term, the children will look at how a flat-file database can be used to organise data in records. Pupils use tools within a database to order and answer questions about data. They create graphs and charts from their data to help solve problems. They use a real-life database to answer a question, and present their work to others

In the second half of the term, pupils develop their knowledge of ‘selection’ by revisiting how ‘conditions’ can be used in programming, and then learning how the ‘if… then… else...’ structure can be used to select different outcomes depending on whether a condition is ‘true’ or ‘false’. They represent this understanding in algorithms, and then by constructing programs in the Scratch programming environment. They learn how to write programs that ask questions and use selection to control the outcomes based on the answers given. They use this knowledge to design a quiz in response to a given task and implement it as a program. To conclude the unit, learners evaluate their program by identifying how it meets the requirements of the task, the ways they have improved it, and further ways it could be improved.

Knowledge:

Data and Information - Flat-file Databases

To choose different ways to view data

To choose which attribute and value to search by to answer a given question (operands)

To ask questions that need more than one attribute to answer

To choose which attribute to sort data by to answer a given question

To choose multiple criteria to search data to answer a given question (AND and OR) 

To select an appropriate graph to visually compare data

To choose suitable ways to present information to other people

Programming B – Selection in quizzes

To explain how selection is used in computer programs

To relate that a conditional statement connects a condition to an outcome

To explain how selection directs the flow of a program

To design a program which uses selection

To create a program which uses selection

To evaluate my program

History

Statement: 

The topic for history is ‘Victorian Childhood.’ Throughout the half term, pupils will develop and refine their historical skills. They will examine a variety of sources to ask and answer questions and to consider different accounts of history. They will develop their understanding of chronology in their developing perspective of history as a chronological narrative of events. By the end of this unit, children will know and understand the industrial revolution and examine how life has changed for children over time. 

Knowledge:

The Industrial Revolution began in Britain around 1760, but really took off around the 1840s.

‘Industrial Revolution’ describes the transition from a society based on hand manufacturing and human or animal power, to a society based on machinery.

It was characterised by the use of steam powered engines, the spread of factories and machines, mass produced goods and mechanised transport.

Lord Shaftesbury born on 28th April, 1801. 

He was a politician who attempted to improve children's lives during the Victorian times. 

At the age of 25, he became a member of Parliament. He began to take an interest in the plight of poor children after reading newspaper reports about labour in industry.

1833 He proposed that children should work for a maximum of 10 hours a day

1834 the Factory Act was made law. It was now illegal for children under 9 to be employed in textile factories

1842 Coal Mines Act

No child or woman should work underground

He was also interested in education for working children. He was chairman of the Ragged Schools Union - an organisation that set up over a hundred schools for poor children

Ragged Schools - school for poor children

Bewick Bridge founded first school in Cherry Hinton

Music

Statement: 

In this unit we will composing music in three sections: Country, City & Sea. We will be looking at works by famous composers that suggest these contexts then exploring textures, improvising patterns, and working together to create music that fits its brief. 

In the second half of term we will be assembling a classroom orchestra. We will apply our understanding of staff notation to read, learn and practice one of three different musical parts to two popular songs. We will develop our ensemble skills and explore ways of presenting a performance with style and confidence.

Knowledge:

To know that Ralph Vaughan Williams, Steve Reich and Michael Nyman composed English Pastoral, American Minimalist, and Post-Modern Film Music;

To know that pastoral, urban and marine textures can be conveyed in music.

To know how to follow a musical score;

To know how to play each instrument featured on a musical score;

To know how to play within a group.

Year 5 Spellings