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 Autumn term.

Art

Statement

In the first half term children will develop their drawing skills, in particular their use of value and line. They will study cubism and the work of Pablo Picasso. In the second half term, the art work is linked to the children’s history unit: Benin - A Lost Kingdom. The children will study masks made by Benin craft workers and then design and create their own masks. 

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

Knowledge: 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

The children will be studying properties of materials. They will sort materials by their state of matter (solid, liquid or gas) as well as by their physical properties, such as their hardness, transparency, and thermal or electric conductivity. They will use their knowledge of states of matter to investigate dissolving, filtering and evaporating to separate substances. In the second half-term, we will go on to study changes to materials, including reversible and irreversible changes.

Knowledge

Properties and changes of materials

compare and group together everyday materials on the basis of their properties, including…

Hardness

Solubility

Transparency

Conductivity (electrical and thermal)

Response to magnets 

know that some materials will dissolve in liquid to form a solution, and describe how to recover a substance from a solution 

In some solid materials the bonds between particles break when surrounded by a liquid

This allows the liquid to absorb the solid

When this happens, the solid is called a solute, the liquid is called a solvent and the result is a solution

When a solid dissolves in a liquid it is ‘soluble’ in that solvent (e.g. sugar in water); when it cannot it is insoluble (e.g. sand in water)

A given amount of solvent can only absorb a certain amount of solid before no more will dissolve

When this happens the liquid is said to be saturated

use knowledge of solids, liquids and gases to decide how mixtures might be separated, including through filtering, sieving and evaporating 

Dissolve a solute in a solvent and evaporate the solvent to recover the solute

Separate a mixture of sand, salt and small stones by sieving, filtering and evaporating

When a solvent is evaporated from a solution, the original solute is left behind

The remaining solid will often form crystals – the slower the solvent evaporates, the larger the crystals that will be formed

give reasons, based on evidence from comparative and fair tests, for the particular uses of everyday materials, including metals, wood and plastic

Clothing: plastic

Cooking: metal (pan), wood (wooden spoon)

Eating: metal cutlery

Glass: windows/drinking glasses

Why plastic water/wood bottles instead or metal/wood water bottles?

demonstrate that dissolving, mixing and changes of state are reversible changes

Reversible Changes – This is when materials can be changed back to how they were before the reaction took place.

Examples: melting chocolate, dissolving salt in water and then boiling the water, melting ice.

Explain that some changes result in the formation of new materials, and that this kind of change is not usually reversible, including changes associated with burning and the action of acid on bicarbonate of soda.

In an irreversible change, new materials are always formed and they can’t go back to their original form. Sometimes these new materials are useful to us.

Examples: burning, boiling an egg, the reaction of bicarbonate of soda and acid, toasting bread, baking a potato

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 think about why Christianity doesn’t always look the same. They will begin the unit by assessing the significance of Jesus to some of his followers, before recognising factors that influenced the spread of Christianity. Following this, the children will identify some of the features of a Catholic church. They will then recognise why Christianity changed over time, and consider the impact of Christian practices. Finally, they will learn to appreciate that culture and tradition can influence the way Jesus and Christianity are portrayed around the world.

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 explain why some people believe Jesus was the Messiah. 

To give examples of how Christianity spread as a religion. 

To identify different features of a Catholic church. 

To explain the uses of different features of a Catholic church. 

To identify some reasons why people began practising in different ways.

To organise different Christian practices according to their impacts on believers. 

To identify how different people represent Jesus depending on personal and cultural influences.

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.

 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