Year 5 - Autumn - Medium Term Planning overview

Transcription

1 dates for diary Weekly overview: Harry Potter Philosophers Stone Week 1-10 Team Names: Grindylow (orange), Hippogriff (turquoise), Niffler (black), Porlock (purple) Week 1: Sizzling Start ENTRY POINT First day of wizard/witch school! Children come to school dressed as Wizards and witches at ceremony for finding out their new teams for the term. Read chapter 7 of Harry potter to whole year group - and conduct the sorting hat ceremony Back to classes in teams in classes - house shields - prepare own BOOK OF MAGICAL STUDIES (scrap books) - maths number games/active maths linked with harry potter theme - Immersion creation broomstick making, wand making collecting pieces from around the environment Making class potions together children choose from range of ingredients label, measure amounts, mix etc to create a potion what is the potion for? Do? How much etc science link ready for the children to use for immersive writing Cold task: To write a page from a spell book in the style of another. (ingredients list and explanation/description of it in the style of most potent potions) success criteria link to core spag skills and sentence structure Week 2: Continue to read Harry Potter immersion: a range of spells/recipes by different authors Science link following recipes and making spells reversible/irreversible changes etc Range of experiments. Magpie different vocab, structures, word structures, patterns, rhyme full immersion in language Watching video clips of spells etc Finding out about purposes of spells etc I can plan my writing by noting down and developing my initial ideas, drawing on reading other writing where necessary. I can plan my writing by identifying the audience for and purpose of the writing, using other similar writing as models for my own work. Week 3: imitation: Shared and modelled writing What potion could we create? What problems are there/positive things we want to make happen e.g. silence spell, hiccups, give luck, improve handwriting etc. choose one as a class and model/shared writing ingredients, making it, pictures, plan as a class and shared write modelling range of content and sentence structures. Music - Begin to listen to and compose music linked to spells and magic. Movement of spells being mixed together, bubbling Science link following recipes and making spells reversible/irreversible changes etc Range of experiments. I can plan my writing by identifying the audience for and purpose of the writing, using other similar writing as models for my own work. I can use devices to build cohesion within a paragraph e.g. then, after that, this, firstly (modelling and using) Week 4: innovation: Children to decide on a problem/improvement they want to make a spell for. Plan it, write it and edit. JED to come to NJA, beginning of week to show a range of experiments. (HB if unavailable) Compose and perform musical piece linked to spells and experiments. Hot task:to write a page from a spell book. (intro, list of ingredients, explanation as content) I can set out my work correctly and use headings, bullet points, or underlining depending on the purpose of my writing e.g. letter, leaflet, information text, instructions spellings / I can use devices to build cohesion within a paragraph e.g. then, after that, this, firstly. (finding examples) I can link ideas across paragraphs using adverbials of time e.g. later, place e.g. nearby, and number e.g. secondly, or tense choices e.g. he had seen her before. I can read work looking for spelling errors and correct them using a dictionary. I can indicate degrees of possibility using adverbs e.g. perhaps, surely, or modal verbs e.g. might, should, will, must. I can use capital letters, full stops, question marks, exclamation marks, commas, apostrophes, brackets and hyphens correctly in my work. I can use capital letters, full stops, question marks, exclamation marks, commas, apostrophes, brackets and hyphens correctly in my work. 2g I can talk about how authors use language, including figurative language, and the impact it has on the reader and find examples in the text. I can change my voice to make reading sound more interesting to listen to and make the meaning clear. 2g I can talk about how authors use language, including figurative language, and the impact it has on the reader and find examples in the text. 2g I can talk about how authors use language, including figurative language, and the impact it has on the reader and find examples in the text. I can perform my own compositions, using appropriate intonation, volume and movement so that the meaning is clear Cold task: Number Place Value Hot task : Number Place Value Cold task: Number Addition and Subtraction Read, write, order and compare numbers to at least and determine the value of each digit. Count forwards or backwards in steps of powers of 10 for any given number up to Interpret negative numbers in context, count forwards and backwards with positive and negative whole numbers including through zero. Round any number up to to the nearest 10, 100, 1000, and Solve number problems and practical problems that involve all of the above. Read Roman numerals to 1000 (M) and recognise years written in Roman numerals. A:\ \Mastery \Math Vocab\Vocab booklet all years and progression.pdf Add and subtract numbers mentally with increasingly large numbers. Add and subtract whole numbers with more than 4 digits, including using formal written methods (columna addition and subtraction)

2 Curriculum skills Links/Notes SC: Plan I can make detailed observations to inform my own hypothesis to make predictions and create an investigation explore my theory. ICT: accelerated reader Potion ideas: Red Bull and milk Soluble lollies experiment Slime Fizzy lemons Chemistry To investigate materials: I understand how some materials will dissolve in liquid to form a solution and describe how to recover a substance from a solution. I can compare and group together everyday materials based on evidence from comparative and fair tests, including their hardness, solubility, conductivity (electrical and thermal), and response to magnets. I can give reasons, based on evidence from comparative and fair tests, for the particular uses of everyday materials, including metals, wood and plastic. I recognise some common conductors and insulators and associate metals with being good conductors.(linking to materials) Spoons and cooking. Review I use simple models to describe scientific ideas, identifying scientific evidence that has been used to support or refute ideas or arguments I report findings from enquiries, including oral and written explanations of results, explanations involving causal relationships, and conclusions. I present findings in written form, displays and other presentations. (Stand alone) I recognise hazard symbols and make, and act on, simple suggestions to control risks to themselves and others. MU: Attainment Target 3: Listen with attention to detail and recall sounds with increasing aural memory. Understand the context of a piece or a song. Evaluate how venue, occasion and purpose affect the way music is created and heard. Listen to pieces which use ternary form (ABA) ICT: Discuss online safety, Keep myself safe online, report unsuitable content and cyberbullying, abide by policies Hamilton Science links: Changing Materials session 1 investigating solubility SC: I can use knowledge of solids, liquids and gases to decide how mixtures might be separated, including through filtering, sieving and evaporating. I can use evidence to explain that in some cases the new materials made are gases I understand that irreversible changes often make new and useful materials I use test results to make predictions to set up further comparative and fair tests. MU: Attainment Target 2: Improvise and compose music for a range of purposes using the inter-related dimensions of music. Create pieces of music for a number of instruments, tuned and untuned using musical structures. Create own simple songs. Explore different scales major. Pentatonic, blues, rag, modes. Find out about the difference between major and minor. Use ICT to sequence, change, compose, record, share and improve compositions. Use more complex textures and a greater range of dynamics in compositions. Create pieces in ternary form. ICT: Create and use passwords, abide by policies, Hamilton Science links: Changing Materials session 2 separation circus MU: Attainment Target 2: Improvise and compose music for a range of purposes using the inter-related dimensions of music. Create pieces of music for a number of instruments, tuned and untuned using musical structures. Create own simple songs. Use ICT to sequence, change, compose, record, share and improve compositions. Use more complex textures and a greater range of dynamics in compositions. Create pieces in ternary form. ICT: Produce formal and informal messages Wands: Glue gun onto chop sticks and cover with paint mixed with PVA

3 dates for diary 4 day teaching week inset day friday Second half of term Weekly overview: Week 5: Immersion literacy: reading focus reading between the line inference skills etc How does the author tell us? Word choices, summarising from across a range of paragraphs/texts film clips/texts/drawing/drama actions/hot seating/ acting out scenes and understanding characters traits. Magpie language and structures wanted for next few weeks. Link character work to dance, mimicking personality through movement, merging from one character to another. Week 6: Imitation: shared and modelled writing the use of words/choices and effect of words/upleveling/shades of meaning. Sentence structure modelling and its impact. Developing the personality of the character/characters together as a class e.g. Snape Investigate Reversible/irreversible changes a range of Science experiments. Dance develop composition further. Week 7: Innovation: children plan a character description of character of their choice research fine tune, build word banks etc and write their description for the chocolate cards. Science/DT designing and creating own chocolate bars and wrappers paper folding for the frog cards Dance performing and suggesting ways to improve. Cold task: To write a detailed description of a character from Harry Potter I can plan my writing (exploring and magpie) of narratives by considering how authors have developed characters and settings in what the class have read, heard and seen in other stories, plays or films. I can plan my writing of narratives by considering how authors have developed characters and settings in what the class have read, heard and seen in other stories, plays or films. I can write pieces describing settings, characters and atmosphere, and include speech that helps show the character and their personality or mood. Hot task: To write a detailed character description of a wizard (clues/description of personality, mood etc) I can write pieces describing settings, characters and atmosphere, and include speech that helps show the character and their personality or mood. - I can write pieces describing settings, characters and atmosphere, and include speech that helps show the character and their personality or mood. Week 8: Immersion and hook day 1: something has been in the classroom and left parts/trails etc.. e.g. bolts, screws, scissors, coils, bones, skin etc. children to follow the trail to the suitcase which has other items in What could the beast be? Where could it come from? What could it do? Look like etc as verbal prompts to children. cold task. Immersion: exploring a range of mythical beasts using the texts: the land of never believe and flanimals, building up to art work linked to these including junk model, detailed drawings, creativity etc word collection, magpie sentence structures, sub heading use/elements of information and great examples of text Science link - life cycles Magical beasts Victor Nunes real life objects into art Cold task: To write an information text about a mythical beast that could live in the suitcase. - I can write pieces describing settings, characters and atmosphere, and include speech that helps show the character and their personality or mood. - I can proof read and edit for spelling errors and correct them using a dictionary or word mat. spellings / Words ending in able and ible Y5/6 key words which may help: Awkward, bruise, determined, desperate, disastrous, aggressive, ancient, familiar, foreign, muscle, mischievous, nuisance, recognise, stomach, physical Words ending in able and ible Homophones who, which, where, when, whose, that, Y5/6 key words which may help: Awkward, bruise, determined, desperate, disastrous, aggressive, ancient, familiar, foreign, muscle, mischievous, nuisance, recognise, stomach, physical Homophones vocab list Y5/6 Y5/6 key words which may help: Awkward, bruise, determined, desperate, disastrous, aggressive, ancient, familiar, foreign, muscle, mischievous, nuisance, recognise, stomach, physical - I can begin to use brackets and can also use dashes or commas for the same purpose (parenthesis). I can plan my writing (exploring and magpie) of narratives by considering how authors have developed characters and settings in what the class have read, heard and seen in other stories, plays or films. - I can add information to my sentences using relative clauses starting with: who, which, where, when, whose, that, or by missing out the pronoun. - I can add information to my sentences using relative clauses starting with: who, which, where, when, whose, that, or by missing out the pronoun. I can talk about how authors use language, including figurative language, and the impact it has on the reader and find examples in the text. Inference: I can explain characters feelings, thoughts or reasons for their actions. Inference: I can explain characters feelings, thoughts or reasons for their actions. I can talk about how authors use language, including figurative language, and the impact it has on the reader and find examples in the text. Hot task: Number Addition and Subtraction Cold task: Statistics Hot task: Statistics Cold task: Number Multiplication and division Use rounding to check answers to calculations and determine, in the context of a problem, levels of accuracy. Solve addition and subtraction multi-step problems in contexts deciding which operations and methods to use and why. Solve comparison, sum and difference problems using information presented in a line graph. Complete, read and interpret information in tables including timetables. Multiply and divide numbers mentally drawing upon known facts. Multiply and divide whole numbers by 10, 100 and Identify multiples and factors, including finding all factor pairs of a number, and common factors of two numbers.

4 Recognise and use square numbers and cube numbers and the notation for squared (2) and cubed (3) Curriculum skills Links/Notes Dance (Wk 5-7) Characters, movement, clues to personality/ description Create and perform dances using a range of movement patterns, including those from different times, places and cultures. Respond to a range of stimuli and accompaniment. I can perform & create motifs in a variety of dance styles with accuracy & consistency I can select & use a wide range of compositional skills to demonstrate ideas I can lead my own warm up & demonstrates all round safe practice MU: Attainment Target 2: Improvise and compose music for a range of purposes using the inter-related dimensions of music. Create pieces of music for a number of instruments, tuned and untuned using musical structures. Create own simple songs. Use ICT to sequence, change, compose, record, share and improve compositions. Use more complex textures and a greater range of dynamics in compositions. Create pieces in ternary form. ICT: Compare different forms of communication SC: I can demonstrate that dissolving, mixing and changes of state are reversible changes. I 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 with burning and the action of acid on bicarbonate of soda Dance: I can perform & create motifs in a variety of dance styles with accuracy & consistency I can select & use a wide range of compositional skills to demonstrate ideas ICT: Group and ungroup, attach a piece of work to an , edit and format, cut and paste, Hamilton links: Changing Materials- session 3- irreversible changes (will need prepping as cooking involved) Dance : I can suggest ways to improve quality of performance showing sound knowledge & understanding D+T: Cookies and Chocolate bars and wrappers for characters or spells Cooking and nutrition I can assemble or cook ingredients, controlling the temperature of the oven or hob if cooking. I can measure accurately using different equipment. I can create recipes, including ingredients, methods, cooking times and temperatures. I understand the importance of correct storage and handling of ingredients. ICT: Capture, retrieve and edit digital images, Hamilton links: Changing materials session 5- creating a product (we re doing our own version of this with the chocolate frogs) Art: Develop ideas: Victor Nunes I adapt and refine ideas as they progress. I collect information, sketches and resources from a wider range of sources and present ideas imaginatively in a sketch book Drawing: I use hatching and cross hatching to show tone and texture. I use a variety of techniques to add interesting effects (e.g. reflections, shadows, direction of sunlight). I combine different pressures and shading techniques. Evaluate and take inspiration: I think about artwork by relating it to the contexts in which the work was made. I discuss my own work and that of others. I give details (including own sketches) about the style of some notable artists, artisans and designers..biology: Living Things: I can describe the life process of reproduction in some plants and animals. I can describe the changes as humans develop from birth to old age. I can describe the life cycles common to a variety of animals, including humans (birth, growth, development, reproduction, death), and to a variety of plants (growth, reproduction and death). I can identify how plants and animals, including humans, resemble their parents in many features. ICT: Manipulate images Hamilton Links: Living Things and their Habitats- session 3 (all about insect and amphibian reproduction) Make links to our fantastic beasts Session 4 oxidation (more of a stand-alone session)

5 dates for diary Weekly overview: Week 9: Imitation: Other new items in the suitcase what could this creature be? Model to the children creativity and draw in the style of the artist what it might be. Range of ideas as a class. Model the planning process for non chron reports/content/word choice/structures/hooks etc as a class and write as a class a non chron report Science Lifecycles. Frog tadpole, caterpillar butterfly. Seed- Flower. Mimic scientific to mythical/fictional. Art sketching and painting (could include watercolours) A3 design sheet, for own Mythical Beast. Week 10: Innovation: Children to create their own mythical beast - plan and write to end of the week. Living Things Art explore texture, video clips (behind the scenes) sculpture (newspaper, tissue paper, Modroc, bubble wrap, junk modelling, PVA, paint, fabrics, metallic paint, acrylic paint) Then decide on materials for mythical beast. Complete penultimate chapter of HP, ready for next week. Hot task: To create a non-chronological report about a magical beast Week 11: Purposeful Outcome EXIT POINT Make graduation hats. Pupils create a speech one from each team to speak. Graduation from magic school: (day/half day in hall for this) Read final chapter of Harry Potter in hall as whole yr grp. Personal Scrolls for achievements throughout the 10 weeks. Artist, Dancer, Scientist, humorous spell, most disastrous spell Book of Magical Studies, Spell demonstration, perform dance, dress up for the graduation learn one song to sing. Watch the film, compare to book. Week 12: sizzling start entry point RE stand alone. spellings / Hot task: Number Multiplication and division Cold task: Measurement Perimeter & Area Hot task: Measurement Perimeter & Area Solve problems involving multiplication and division including using their knowledge of factors and multiples, squares and cubes Know & use of prime numbers, prime factors and composite (non-prime) numbers. Establish whether a number up to 100 is a prime and recall numbers up to 19. Measure and calculate the perimeter of composite rectilinear shapes in cm and m. Calculate and compare the area of rectangles (including squares), and including using standard units, cm2, m2 estimate the area of irregular shapes. Curriculum skills Living Things: I can describe the life process of reproduction in some plants and animals. I can describe the changes as humans develop from birth to old age. I can describe the life cycles common to a variety of animals, including humans (birth, growth, development, reproduction, death), and to a variety of plants (growth, reproduction and death). I can identify how plants and animals, including humans, resemble their parents in many features. Use Land of Never Believe and Flanimals Art: Develop ideas: I adapt and refine ideas as they progress. I collect information, sketches and resources from a wider range of sources and present ideas imaginatively in a sketch book. Painting: I control brushes and materials with confidence. Living Things: I can describe the life process of reproduction in some plants and animals. I can describe the changes as humans develop from birth to old age. I can describe the life cycles common to a variety of animals, including humans (birth, growth, development, reproduction, death), and to a variety of plants (growth, reproduction and death). I can identify how plants and animals, including humans, resemble their parents in many features. Art: Sculpture: I use materials with an increased sensitivity and control. I include texture that conveys feelings, expression or movement. I add materials to provide interesting detail. I use tools to carve and add shapes, texture and pattern ICT: Understand how pages are linked together, combine stills, video and sound,record and copy sound files, animate an object ICT: Layer sound,add voice, music and sound effects.

6 I adopt a systematic approach when mixing and applying colour. I experiment with creating mood with colour. ICT: Import my own sprite, format and edit my work, use multimedia authoring programme, Links/Notes: Go into grounds and collect colours in nature and animals. I sketch (lightly) before painting to combine line and colour. I create a colour palette based upon colours observed in the natural or built world. ICT: Keep to copyright rules, Hamilton Links: Living Things and their Habitats- session 4 (all about mammal and bird lifecycles) Make links to our fantastic beasts Hamilton Links: Living Things and their Habitats- session 5 (Lifecycles Around the World) Rest of unit to be completed in the Spring term when studying South America (plants and look again at some creatures)

7 dates for diary Weekly overview: Week 13: Week 14: Week 15: spellings / Curriculum skills