Rockland St Mary and Surlingham Primary Schools

Year - ____5_____ / Class - ____________Science Computing History GeographyKey Objectives Key Objectives Key Objectives Key ObjectivesSkills

Different types: planning, carrying out investigations and measuring

Presenting data in graphs Reasoning Labelled diagrams Classification Supporting evidence for science Repeating readings Considering secondary evidence

Knowledge Forces – Earth’s gravity, air and water

resistance, friction, mechanisms Life cycles Evaporation/dissolving,

mixing/separation of materials Earth and space – the planets

NC expectations Living things and their habitats –

Can describe the differences in the life cycles of a mammal, an amphibian, an insect and a bird

Can describe the life process of reproduction in some plants and animals

Animals including humans – Can describe the changes as humans

develop to old age

Earth and space – Can describe the movement of the

Skills identify dangerous spam emails,

create strong passwords for use across multiple platforms, alter a photograph and understand how false photographs can make people feel.

Plan and record appropriate content for a podcast, listen to and improve on own recordings by re-recording, evaluate what features makes good quality audio content

Create a program to control a simple sequence, modify symbols in a flowchart, program inputs and outputs,

Insert and format an image in a webpage, independently create a hyperlink, learn how to share a webpage so it can be viewed by anyone.

Draw and manipulate 3D models, use inference points to draw lines and shapes, use a wide range of SketchUp tools.

Program an algorithm to create a game using a sequence of instructions with actions and consequences

Knowledge Create a podcast. Program an algorithm to using a

Skills Place current study on a timeline in

relation to other studies Know and sequence key events of

time studied Use relevant terms and period

labels Relate current studies to previous

studies Make comparisons between

different times in history Compare accounts of events from

different sources – fact or fiction Offer some reasons for different

versions of events Begin to identify primary and

secondary sources Use evidence to build up a picture

of a past event Select relevant sections of

information Use the library and internet for

research with increasing confidence

Knowledge The Viking and Anglo-Saxon

struggle for the kingdom of England to the time of Edward the Confessor

A study of an aspect or theme in British history that extends pupils’ chronological knowledge beyond 1066

Skills locate an area on a map using

co-ordinates compare maps of the same

location identify physical features on a

map identify the landscapes and

climates of different places

Knowledge Locate major mountains of the

UK and the world. Understand how mountains

have been formed and how they have changed over time.

Understand how to read a map Identify similarities and

differences between a place in another country and where I live.

NC expectations extend their knowledge and

understanding beyond the local area to include the United Kingdom and Europe, North and South America.

identify the location and characteristics of a range of the world’s most significant human and physical features

develop their use of

1

Rockland St Mary and Surlingham Primary Schools

Earth, and other planets, relative to the Sun in the solar system

Can describe the movement of the Moon relative to the Earth

Can describe the Sun, Earth and Moon as approximately spherical bodies

Can use the idea of the apparent movement of the sun across the sky

Properties and changes of materials – Can compare and group together

everyday materials on the basis of the basis of their properties, including their hardness, solubility, transparency, conductivity (electrical and thermal), and response to magnets

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

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

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

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

Can explain that some changes result in the formation of new materials, and that this kind of change is not usually reversible, including changes associated

sequence of instructions with actions and consequences

Draw 3D models. Design a webpage. Create a flowchart. Understand how to be safe online.

NC expectations 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

understand computer networks including the internet; how they can provide multiple services, such as the world wide web; and the opportunities they offer for communication and collaboration

use search technologies effectively, appreciate how results are selected and ranked, and be discerning in evaluating digital content

select, use and combine a variety of software (including internet services) on a range of digital devices to design and create a

NC expectations Continue to develop a chronologically

secure knowledge and understanding of British, local and world history

Establish clear narratives within and across periods studied

Note connections, contrasts and trends over time

Develop the appropriate use of historical terms

Address and sometimes devise historically valid questions about change, cause, similarity and difference and significance

Understand how knowledge of the past is constructed from a range of sources

Construct informed responses by selecting and organising historical information

geographical knowledge, understanding and skills to enhance their locational and place knowledge

2

Rockland St Mary and Surlingham Primary Schools

with burning and the action of acid on bicarbonate of soda

Forces - Can explain that unsupported objects fall

towards the Earth because of the force of gravity acting between the Earth and the falling object

Can identify the effects of air resistance, water resistance and friction, that act between moving surfaces

Can recognise that some mechanisms, including levers, pulleys and gears, allow a smaller force to have a greater effect

range of programs, systems and content that accomplish given goals, including collecting, analysing, evaluating and presenting data and information

use technology safely, respectfully and responsibly; recognise acceptable/unacceptable behaviour; identify a range of ways to report concerns about content and contact

Vocabulary – Pulleys/gears, dissolve, solution/solvent/solute, air/water resistance, buoyancy, classification table, reproduction, life cycles, placental, marsupial, monotreme

Vocabulary – Spam emails, podcast, evaluate, sequence, flowchart, input, output, webpage, algorithm, debugging

Vocabulary – Secondary sources, evaluate, analyse, democracy, commonwealth, capitalism, colonies, government

Vocabulary – North, east, south, west, north-east, north-west, south-east, south-west, co-ordinates, climate, landscape

SMSC ideas – Death, our place in the universe, RSE

SMSC ideas – S: Through providing opportunities forchildren to explore their creativity andimagination when developing digitalproducts.M: Discussing the moralimplications of cyber bullying and theconsequences of different courses ofactions in response to onlinescenarios.S: By discussing the impact of ICT on theways people communicate andhelping pupils express themselvesclearly.C: Through developing an awareness oftheir audience when communicatingin a digital environment.

SMSC ideas – S: Lessons should provide a sense of awe and wonder, and will raise questions about how things could have been different if events and/or individuals had been different

M: Pupils will be asked to consider ‘big questions’ or moral dilemmas highlighting how events and/or beliefs in the past are often at odds with what would be considered acceptable today.

S: Pupils will study social issues by comparing the similarities and differences between past and present societies.

SMSC ideas – S: By finding out about people in otherparts of the world and the way theylive, then finding similarities anddifferences between us.M: By considering how people treat theenvironment; posing questions suchas, ‘How are we changing oursurroundings – are some things for thebetter and others for the worse?’ Whobenefits and who suffers? Whatshould be our personal response tothese? Who should look after ourenvironment? S: By exploring sustainable living,C: Cultural understandingof how people adapt

3

Rockland St Mary and Surlingham Primary Schools

C: Children will learn about people from different cultural backgrounds and their impact on the development of ‘British’ culture. They will develop a better understanding of multiculturalism.

the landscape and howthey use the naturalenvironment.

Enrichment ideas – Operation Ouch

Enquiry types –Pattern seeking, research, observations over time

Enrichment ideas – Presenting work to other pupils/parents

Using computing throughout the curriculum e.g. creating a poster for persuasive writing

Safer Internet Day

Enrichment ideas – School trip e.g. Castle Museum to study VikingsDrama sessions to allow children to develop a sense of the period/eventResidential trip to be linked to topic e.g. Golden Hind,

Enrichment ideas – Immersive trip e.g. local area or going further afield.

4

Rockland St Mary and Surlingham Primary Schools

Year - ______5__________ / Class - __________________Art Design Technology Music MFLKey Objectives Key Objectives Key Objectives Key ObjectivesArtists to be coveredWilliam MorrisMark A GarlickChristy DeckoningAppropriate Architect

Exploring and developing ideas

Record and explore ideas from first-hand observations, experience and imagination, and explore ideas for different purposes

Question and make thoughtful observations about starting points and select ideas and processes to use in their work

Explore the roles and purposes of artists, craftspeople and designers in different times and cultures

Evaluating and developing work

Compare ideas, methods and approaches in their own and others work and say what they say what think and feel about them using language of art, craft and design

Adapt their work according to their views and describe how they might develop it further

Drawing

Use a variety of source material for their work

Design: Developing Planning and communicating ideas

Investigate similar products to the one to be made to produce own design criteria

Sketch and model alternative ideas

Develop one idea in depth

Combine modelling and drawing to refine ideas

Plan the sequence of work using a storyboard

Record ideas using annotated diagrams

Use models, kits and drawings to help formulate design ideas

Make prototypes

Use found information to inform discussions

Use a computer aided design to model ideas

Design innovative, functional, appealing products that are fit for purpose that are aimed at particular individuals or groups

When designing produce cross sectional and exploded diagrams

Skills Use notation playing tuned

instruments, including sharps and flats.

Read musical notation, including sharps and flats.

Sing in two part harmony as a choral group

Perform in a range of contexts with increasing musicality and confidence.

Knowledge

Develop an understanding of choral techniques and composers

Listen attentively and respond accordingly to a range of contrasting choral groups and the effects the voice can make.

Perform as soloists and ensembles

NC expectations play and perform in solo and

ensemble contexts, using their voices and playing musical instruments with increasing accuracy, fluency, control and expression

develop an understanding of the history of music

listen with attention to detail and recall sounds with increasing aural memory

Skills I can use ‘je serai’ to refer to my

future. I can show how French future

tense is different to English. I can use the speaker’s body

language to help me understand what they are saying.

I can listen and respond appropriately to what is said.

Knowledge Recall learning from previous

topics Talk about When I grow up Be able to ask to spell words To be able to ask how someone

is feeling

NC expectations

read carefully and show understanding of words, phrases and simple writing

engage in conversations; ask and answer questions; express opinions and respond to those of others; seek clarification and help*

5

Rockland St Mary and Surlingham Primary Schools

Work in sustained and independent way from observation, experience and imagination

Use sketches to develop ideas

Explore the potential properties of the visual elements, line, tone, pattern, texture and shape

Painting

Demonstrate a secure knowledge about primary and secondary, warm and cold, complimentary and contrasting colours

Work on preliminary studies to test media and materials

Create imaginative work from a variety of sources

Printing

Print using a variety of materials objects and Explain a few techniques, inc’ the use of poly blocks, relief, mono and resist printing

Choose the printing method appropriate to task

Build up layers and colours textures

Organise their work in the terms of pattern, repetition, symmetry or random printing styles

Choose links and overlay colours

Textiles/Collage

Working with tools, equipment, materials and components to make quality products FOOD

Select and prepare foods for a particular purpose

Taste a range of ingredients, food items to develop a sensory food vocabulary for use when designing

Weigh and measure using scales

Cut and shape ingredients using appropriate tools and equipment e.g. grating

Join and combine ingredients appropriately e.g. beating, rubbing in.

Work safely and hygienically

Show awareness of a healthy diet from an understanding of a balanced diet

Understand how to feed themselves and other affordably now and in the futureWorking with tools, equipment, materials and components to make quality products CONSTRUCTION

Use hand drill to drill tight and loose fit holes

Cut strip wood, dowel, square section wood accurately to 1mm

6

Rockland St Mary and Surlingham Primary Schools

Join fabrics in different ways, including stitching

Use different grades and uses of threads and needles

Join materials using appropriate methods

Incorporate motor and a switch into a model

Control a model using an ICT control programme

Use a cam to make an up and down mechanism

Use Glue gun with close supervision

Choose materials based on their functional properties and aesthetic qualitiesWorking with tools, equipment, materials and components to make quality productsTEXTILES

Understand pattern layout

Decorate textiles appropriately often before joining components

Combine fabrics to create more useful properties Working with tools, equipment, materials and components to make quality productsSHEET MATERIALS

Cut slots

Cut accurately and safely to a marked line

Join and combining materials with

7

Rockland St Mary and Surlingham Primary Schools

temporary, fixed or moving joinings

Choose an appropriate sheet material for the purpose Evaluating processes and products

Use the design criteria to inform their decisions about ways to proceed

Vocabulary –

Alternative, Formulate, Prototypes, Computer aided, Innovative, Functional, Appealing, Cross sectional, Exploded diagrams, Hygienically, Affordably, Drill tight, Loose fit, Section wood, Incorporate, ICT control program, Cam, Mechanism, Functional, Aesthetic, Joining components, Marked line, Temporary joining’s, Fixed joining’s, Moving joining’s, Source material, Sustained, Potential properties, Visual elements, Complimentary, Contrasting, Preliminary, Poly blocks, Relief mono, Resist printing, Symmetry, Grades

Vocabulary – Acapella, soloist, ensemble, choir, choral group, unison, harmonics, chords, harmony, melody,

Vocabulary – Accent (m) [Accent], Aigu ´ [Acute], Grave ` [Grave], Circonflexe ^ [Circumflex], Tréma ¨ [Dieresis or umlaut], Cédille¸ [Cedilla], Lettre (f) [Letter], Prénom (m) [First name], Écrit [Written], Épeler [To spell], Majuscule [Capital], Minuscule [Lower case].

SMSC / Enrichment ideas - GoGo Hare campaign (Dinosaurs (2019-2021))Sainsbury’s art CentreReligious art work trips (church, Buddhist retreat)Artist visitsEngineering club (Hosted on school site)Art club (Hosted on school site)Scratch club (Hosted on school site)City college Art galleriesContacts with Wymondham College D&T lead to host lessonsArts Festival (Wymondham college)Art projects linked to festivals/calendar dates

SMSC ideas – Music from different culturesCommunity choir integration?Musical Evening PerformanceKS2 Play Performance Big Sing/ St Andrews Hall PerformanceComposer Study (Choral group)

SMSC ideas – Bastille DayHigh School StudentsFrench Parent Volunteer

Enrichment ideas – Big SingMusical EveningMusic MaestroesMusic in class

Enrichment ideas – Bastille DayFrench VolunteersFrench Visitors

REKey Objectives

8

Rockland St Mary and Surlingham Primary Schools

Skills * Self-awareness * Respect for all * Open mindedness * Appreciation and wonder* To ask questions about life.* To express your own views about religious beliefs, stories and practices.* To consider right, wrong, and moral values.* To understand others have different world views, shaped by religious beliefs, and listen to them.* To understand and respect the different opinions of others. * To talk about spiritual beliefs and God with respect.

Knowledge

Christianity * Are the teachings of Jesus still relevant today?* Beliefs and Practices: What is the best way for a Christian to show commitment to God? Sikhism* Beliefs and moral values: Are Sikh stories important today? * Prayer and Worship: What is the best way for a Sikh to show commitment to God? NC expectations‘All state schools are also required to make provision for a daily act of collective worship and must teach religious education to pupils at every key stage and sex and relationship education to pupils in secondary education.’

Norfolk Agreed SyllabusAim 1: The curriculum should enable all children and young people to become successful learners who enjoy learning, make progress and achieve well.Aim 2: The curriculum should enable all children and young people to become confident individuals who are able to live safe, healthy and fulfilling lives.Aim 3: The curriculum should enable all children and young people to become responsible citizens who make a positive contribution to society. ‘Religious Education has a significant role in the promotion of spiritual, moral, social and cultural development. It provokes challenging questions about the meaning and purpose of life, beliefs about God, the nature of reality, ethical issues and what it means to be human. Religious Education seeks to enable children and young people to appreciate their own and others’ beliefs and cultures, and how these impact on individuals.’

Vocabulary – Action, belief, belonging, Brahman, Christian, Christianity, Christmas, commitment, community, Gurdwara, Guru, Guru Granth Sahib/Adi Granth, important, Karma, Moksha, moral values, omnipresent, pilgrimage, practice, pray/prayer,relevant, religion, Samsara, scripture, share, shrine, Sikh, Sikhism, true, Vedas, worship.

9

Rockland St Mary and Surlingham Primary Schools

SMSC ideas – Modelled and open discussion of key questions of meaning and purpose such as the origins of the universe, life after death, good and evil, the being of God and values such as justice, honesty and truth.Exploring literature, the creative and expressive arts, sciences and resources from and influenced by differing cultures (Darwin, mandalas, geometric designs, choral and gospel music…). Taking time to value and care for human beings, the natural world and, for some, God (including actively caring for the environment and supporting a wide range of charities).Taking opportunities to develop a sense of belonging and community through shared experiences (visits locally, links with the Trust and village, celebrating achievements of individuals and groups in school).Engaging in issues of truth and justice through votes, rule setting, councils, debates and experiences.Learning about and experiencing religious, non-religious and philosophical traditions, customs and practices (Harvest festival, Christingle, yoga, visits to and by religious leaders…)Sharing stories, songs and assemblies which reflect diverse religious teachings, sacred texts and guidance. Discussing the shared vision, values and ethos of the school and how we put this into practice.Following and discussing news stories, current issues and social and moral questions, using appropriate sources (Primary News, CBBC Newsround). Promoting personal and collective integrity and respect through shared values, rules and reparative discussions.Considering the importance of rights and responsibilities and the development of a sense of conscience.Encouraging debate and discussion through circle times, lessons, discussion and councils, recognising diverse and shared perspectives (Jigsaw Charter).Learning about historic and modern individuals with a sense of social responsibility that have worked for social change (Martin Luther King, William Wilberforce, Rosa Parks, Dr Ambedkar, Malala Yousafzai, Emily Pankhurst, Helen Keller, Desmond Tutu…).Participating in wider community events, which promote interaction, and respect, particularly if these reflects religious or cultural and diversity and cohesion.Enrichment ideas – Harvest festival, Nativity, Christingle, church and temple visits, trying food from different celebrations and cultures, natural objects and art exploration, festival songs and hymns.

PSHE

Being me in my world

Celebrating difference

Dreams and goals Healthy me Relationships Changing me

Year 5 rights and responsibilities as a British citizen

The difference between direct and indirect bullying

Dreams and goals of children from different cultures

The role of food in people’s lives. Eating disorders and body image

Using technology safely when communicating with friends

How girls and boys bodies’ change during puberty

10