Year 5

Term 1

Text:
Tom’s Midnight Garden/Street Child

Unit of learning:
Victorian Child

Engage/Hook:
Victorian research project

Additional Experiences:
Victorian day (term 1a) Victorian workhouse trip to Southwell (term 1b)

Outcomes (including published work):
Artwork – Children in a garden (painting different moods)
Children to prepare and organise an art café for parents.
Performance in assembly in front of school children, staff and parents.

Term 2

Text:
Hatchet and Floodland

Unit of learning:
Survival

Engage/Hook:
Escape room

Additional Experiences:
Trip to Blyth activity centre.

Outcomes (including published work):
Artwork/computing – Digital art work about survival.
Parental survival challenge.
PE – Children to complete survival obstacle course.

Term 3

Text:
Room 13

Unit of learning:
What’s behind the door?

Engage/Hook:
Treasure hunt for Room 13 in school

Additional Experiences:
Escape room

Outcomes (including published work):
Artwork – Textiles (Door flap to a new worlds).


Term 1

Spoken Language:

Drama:

Reading:
Retrieval
Inference
Vocabulary

Writing:
Finding story
Persuasive letter
Diary Entry

Mathematics:
Reasoning with large numbers to 1,000,000
Integers addition and subtraction
Multiplication and Division
Fractions and decimals
Fractions and percentages
Calculating with whole numbers and decimals

Science:
Animals including humans:
Diseases
Germs
Living things and their habitats
Plants

Art and Design:
Drawing
Reflections – Draw characters from Tom’s midnight garden with different emotions.
Painting
Moods and emotions – Paint a garden to create a certain mood.

Computing:
Algorithms and programming
Algorithm of a plant.
Data retrieving and organising
Recording the most common type of plant on a graph.

DT:
Textiles
Make a prototype of a grandfather clock
Cooking and nutrition
Plan, prepare and cook Victorian food.

Geography:
Plan a journey
Field work.

History:
Use Victorians to compare historical periods
Plagues (Science link)

Foreign Language:
Greetings
Food
Directions and places in a city
Daily routines and times

Music:
Traditional folk song (1850’s) Gilbert and Sullivan
Piano Study – Reading notes and notes on keyboard.  Stephen Foster – American Parlour music
Last night of the proms
Playing/Reading: Learning to play keyboard.
Composition: Song Writing – traditional Victorian period.
Term 1b – Performance showcase to families.

Physical Education:
Swimming
Basketball
Dodgeball

Dance:
Victorian style dancing.

PSHE:
Being Me in My World
Celebrating difference

Religious Education:
Believing – What would Jesus do?
Believing – Why do some people think God exists?Expressing/Celebrations – Diwali, Christingle, The Christmas Journey.

Global Citizenship:
Donate money from café to diseases charity.

Term 2

Spoken Language:

Drama:

Reading:
Summarising
Author’s
Inference
Prediction

Writing:
Survival story
Instructions on how to survive on a desert island

Mathematics:
Measure:
Angles
Converting units of measure
Geometry, position and direction:
2D and 3D shapes
Volume

Science:
Forces:
Let’s get moving.
Properties and changing materials:
Looking at materials for a coat to survive a climate.

Art and Design:
Digital art
Designing a survival video.
Textiles
Printing on different materials
Design a survival outfit.
Sew a section of the outfit.

Computing:
Spreadsheets
Spreadsheet of items needed for a camping trip.
E-Safety
Concept map:
Concept map about how they will create a survival outfit.

DT:
Textiles
Designing and sewing a coat for survival (Art link).
Mouldable Materials
Make a use for recycled materials

Geography:
Water cycle
Stranded on an island, how would you get water?
Rivers
How animals survive near rivers? Why are they important?

History:
Traders and raiders – Anglo-Saxons and Vikings
How did people survive?

Foreign Language:
Body parts
Who am I?
Where am I?
Clothes

Music:
Rewrite lyrics for I’m a survivor- to consider being stuck on an island. We are stuck on an island. What is life like without music? We have no technology, how are we going to create music, what materials could we use? Create and make musical instruments. Different groups of children on different islands, how does this vary in what can be created? 
Playing – Musical instruments made from ‘junk’
Composition: Making own music to listen to island – different styles and genres considered.

Physical Education:
Indoor Athletics
Orienteering
Hockey

Dance:

PSHE:
Dreams and goals
Healthy Me

Religious Education:
Britain and the spread of Christian Values (History link)
Expressing – If God is everywhere, why go to a place of worship?

Global Citizenship:
Explore recycling and make a how to save the planet presentation.

Term 3

Spoken Language:

Drama:

Reading:
Revision of domains that the children are not secure with?

Writing:
Mystery story
Non-Chronological Report

Mathematics:
Perimeter and area
Transformation
Statistics:
Line graphs and timetables

Science:
Space:
Out of this world.

Art and Design:
3D
Collage
Door to a new world.  

Computing:
Communicating:
Using the internet:
How to research the spelling of a word.
Finding accurate information online.
3D modelling:

DT:
Electrical and mechanical components:

Geography:
Name and locate the world’s major rivers, mountains and countries in South American and locate the USA and Canada.

History:
Early civilization –
Ancient Egyptians
Draw Timelines –
Medicine, weaponry, transport

Foreign Language:
Family members
Parts of the house
Likes and dislikes
Countries
Describing myself

Music:
Lion, witch and wardrobe, room 13 Dracula, Tocatto and fugue in D minor. Explore fantasy music. Look at different musical themes when something is about to be revealed. Create different themes for different scenarios, when something is about to be revealed from behind the door. Can we tell from the themes whether it is something good or scary etc about to be revealed?Production: Wizard of O or Lion, witch and wardrobe.

Physical Education:
Rounders
Cricket
Athletics

Dance:

PSHE:
Relationships
Changing Me

Religious Education:
Living – What does it mean to be a Muslim in today’s Britain?

Global Citizenship: