Autumn 1 Subject Learning Challenge Question Key Skills Outdoor Learning Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Week 7 Physical Geography BV Tolerance and Racism (12 th Sept) Why should the rainforest be important to us all? Geographical Enquiry Can they collect information about a place and use it in a report? Can they find possible answers to their own geographical questions? Can they make detailed sketches and plans; improving their accuracy later? Can they plan a journey to a place in another part of the world, taking account of distance and time? Physical Geography Can they explain why many cities of the world are situated by rivers? Can they explain how a location fits into its wider geographical location; with reference to physical features? Can they explain why water is such a valuable commodity? Human Geography Can they explain why people are attracted to live by rivers? Can they explain how a location fits into its wider geographical location; with reference to human and economical features? Can they explain what a place might be like in the future, taking account of issues impacting on human features? Geographical Knowledge Can they name and locate many of the world s major rivers on maps? Can they name and locate many of the world s most famous mountain regions on maps? Can they locate and name the main countries in South America on a world map and atlas? LC7: How would you survive in the rainforest? - Den building to create r/f shelter. Human Geography Art RE Why is Brazil in the news again Geographical Enquiry Can they collect information about a place and use it in a report? Can they find possible answers to their own geographical questions? Can they plan a journey to a place in another part of the world, taking account of distance and time? Physical Geography Can they explain why many cities of the world are situated by rivers? Can they explain how a location fits into its wider geographical location; with reference to physical features? Human Geography Can they explain why people are attracted to live by rivers? Can they explain how a location fits into its wider geographical location; with reference to human and economical features? Geographical Knowledge Can they locate and name the main countries in South America on a world map and atlas? Can the chn name the neighbouring countries of Brazil? - Print off large copies of the countries in South America and they have to fit them together to form the continent. What will make our rainforest stand out? Collage Can they use ceramic mosaic to produce a piece of art? Can they combine visual and tactile qualities? Sketch books Do they keep notes in their sketch books as to how they might develop their work further? Do they use their sketch books to compare and discuss ideas with others? Use of IT Can they create a piece of art work which includes the integration of digital images they have taken? Can they combine graphics and text based on their research? Can they scan images and take digital photos, and use software to alter them, adapt them and create work with meaning? Knowledge Can they experiment with different styles which artists have used? Do they learn about the work of others by looking at their work in books, the Internet, visits to galleries and other sources of information? Make outdoor collages using found materials. 5.1: The Bible (Bible Exhibition?) AT1 Talk about the different versions of the Bible and say which they prefer and why? Be able to interpret the deeper meaning of the content of the Bible by looking at the titles given to the Bible; Be able to link Bible passages to Christian behaviour; Know how and why the Bible is read and used by Christians. AT2 Be able to describe what inspires and influences them in relation to this topic; Begin to understand the challenges of being a Christian; Be able to express their opinion on a current or ethical issue.
English Focus ICT Links Music Opening Letters - All about me letter Class Novel Running Wild by Michael Morpurgo, The Kapok Tree by Lynne Cherry Writing to Entertain - Description - Multisensory rainforest setting - Multisensory Rio Carnival Use of internet to research/save images associated with Brazil. - Create a collage of Brazilian symbols Writing to Discuss - Argument - Is it right that we use the rainforest for its resources? ICT: We are game developers. Livin on a Prayer Use of ipad software to manipulate a photograph of the rainforest to improve a picture. Writing to Inform - Newspaper - Running Wild by M. Morpurgo - Newspapers about tsunami/missing boy.
Autumn 2 Week 1 Week 2 Week 3 Subject Art Art Learning Challenge Question Key Skills What will make our rainforest stand out? Continued from Autumn 1 What will our wall hanging celebrate? Andy Goldsworthy. 3D Do they experiment with and combine materials and processes to design and make 3D form? Can they sculpt clay and other mouldable materials? Textiles Can they use textile and sewing skills as part of a project? This could include running stitch, cross stitch, backstitch, appliqué and/or embroidery. Sketch books Do they keep notes in their sketch books as to how they might develop their work further? Do they use their sketch books to compare and discuss ideas with others? Knowledge Can they experiment with different styles which artists have used? Do they learn about the work of others by looking at their work? Week 4 Assessment Week History BV Rule of Law/Democracy Why should Henry VIII be remembered? Aspect in British history beyond 1066 Tudors Chronological understanding Can they use dates and historical language in their work? Can they draw a timeline with different time periods outlined which show different information, such as, periods of history, when famous people lived, etc.? Can they use their mathematical skills to work exact time scales and differences as need be? Knowledge and interpretation Can they describe historical events from the different period/s they are studying/have studied? Can they make comparisons between historical periods; explaining things that have changed and things which have stayed the same? Can they begin to appreciate that how we make decisions has been through a Parliament for some time? Do they appreciate that significant events in history have helped shape the country we have today? Do they have a good understanding as to how crime and punishment has changed over the years? Historical Enquiry Can they test out a hypothesis in order to answer a question? Do they appreciate how historical artefacts have helped us understand more about British lives in the present and past? Week 5 Week 6 Week 7 Plus 3 days Science RE STEM/DT Could you be the next CSI investigator? Materials Can they explore different ways to test an idea and choose the best way, and give reasons? Can they vary one factor whilst keeping the others the same in an experiment? Can they explain why they do this? Can they plan and carry out an investigation by controlling variables fairly and accurately? Can they make a prediction with reasons? Can they use information to help make a prediction? Can they use test results to make further predictions and set up further comparative tests? Can they explain (in simple terms) a scientific idea and what evidence supports it? Can they present a report of their findings through writing, display and presentation? 5.2: Christmas AT1 Know that the nativity story is recorded in the Gospels of Matthew and Luke and be able to retell the stories; Be able to talk about the purpose of the two gospel writers; Identify the connection between beliefs and stories; Highlight similarities and differences between different Christian denominations; Describe the impact the two stories have on the way in which Christians celebrate Christmas; Describe the Christian beliefs revealed in the nativity story. AT2 Ask important questions about religions and beliefs; Identify their own values in the light of their responses to Herod s actions. Why would birds hatch their eggs here? Developing, planning & communicating ideas Can they come up with a range of ideas after they have collected information? Do they take a user s view into account when designing? Can they produce a detailed step-by-step plan? Can they suggest some alternative plans and say what the good points and drawbacks are about each? Working with tools, equipment, materials and components to make quality products Can they explain why their finished product is going to be of good quality? Can they explain how their product will appeal to the audience? Can they use a range of tools and equipment expertly? Evaluating processes and products Do they keep checking that their design is the best it can
Outdoor Learning English Focus Collecting Autumnal items (leaves, twigs, seeds etc). - Construct wall hanging outside to hang in school gardens (use of stitching, modelling 3D forms). Writing to Inform Instructions Stretch Mrs Twit (1wk) Magic Milk (1wk) changes can result in the formation of new materials? Can they explain what an irreversible change is and give examples? Can they explore the work of famous chemists? Can they distinguish metals from other solid materials by describing metallic properties? Can they explain why some metals rust? Can they explain what happens when vinegar or bicarbonate of soda is added to materials? Crime scene on school grounds? Writing to Inform Biography Tudor biography of two significant figures (3wk) Act out scenes from Christmas story - Story walk be? Do they check whether anything could be improved? Can they evaluate appearance and function against the original criteria? Research local habitat - Identify which birds most likely to be found in school grounds. - Walk in school grounds to identify suitable nest box site. Writing to Discuss Review Film Geri s Game (1wk) Film - Re-tooning Nativity (1wk) ICT Links ICT: We are cryptographers. Music Classroom Jazz 1
Spring 1 Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Subject Science Science RE Enrichment Week Learning Challenge Question Key Skills Outdoor Learning Do all animals and plants start life as an egg? Living Things and their habitats Can they describe and compare the life cycles of a range of animals, including humans, amphibians, insects and birds? Can they describe the life cycles of common plants? Can they talk with knowledge about birth, reproduction and death of familiar animals or plants? Can they explore the work of well know naturalists? (David Attenborough and Jane Goodall) Can they report findings from investigations through written explanations and conclusions? Can they use a graph to answer scientific questions? Observe and compare the life cycles of plants and animals in their local environment How different will you be when you are as old as your grandparents? Animals (including Humans) Can they create a timeline to indicate stages of growth in humans? Do they appreciate that all animals will eventually die? Can they explain why different animals have a different life expectancy? Can they make a prediction with reasons? Can they use test results to make further predictions and set up further comparative tests? Can they present a report of their findings through writing, display and presentation? Can they take measurements using a range of scientific equipment with increasing accuracy and precision? Can they record more complex data and results using scientific diagrams, classification keys, tables, bar charts, line graphs and models? Measure heights of different aged children Compare height differences compared to age. 5.3: Jesus the Teacher AT1 Be able to retell in detail some of the Bible stories covered in this unit; Know that these stories teach about Christian belief and be able to identify those beliefs; Be able to show understanding of the Christian beliefs revealed through these stories. AT2 Be able to make links between values and behaviour; Be able to ask important questions about religious belief; Be able to explain how the parables in this unit answer questions about values and commitments; Be able to identify and explain why they think one of Jesus parables has a particularly strong message for the world today..
English Focus ICT Links - Compare with other plants and animals around the world (in the rainforest, in the oceans, in desert areas and in prehistoric times), ask pertinent questions and suggest reasons for similarities and differences Letter Thank you letters based upon Christmas Writing to Inform - Recount Shoe Writing Clock Tower (Literacy Shed Video) Don t Go (Literacy Shed Video) Writing to Persuade Speech Should schools open on a Saturday? Writing based on Enrichment Week ICT: We are artists. Music Make You Feel My Love
Week 1 Week 2 Week 3 Spring 2 Week 4 Assessment Week Week 5 Monday (pm) Miss Hillidge-GHS Subject History RE Science Learning Challenge Question Key Skills How can we re-discover the wonders of Ancient Egypt? Chronological understanding Can they use dates and historical language in their work? Can they draw a timeline with different time periods outlined which show a range of information, such as, periods of history? Can they use their mathematical skills to work exact time scales and differences as need be? Knowledge and interpretation Can they describe historical events from the different period/s they are studying/have studied? Can they make comparisons between historical periods; explaining things that have changed and things which have stayed the same? Do they appreciate that significant events in history have helped shape the country we have today? Historical enquiry Can they test out a hypothesis in order to answer a question? Do they appreciate how historical artefacts have helped us understand more about British lives in the present and past? Visit to Liverpool Museum 30 th April Self-led walk around Egyptian floor. 5.4: Easter Victory AT1 Be able to retell the Easter story in detail from Maundy Thursday through to the resurrection appearances; Know and be able to explain why we (Christians) believe that Jesus was victorious over death and rose again to life on Easter Sunday; Know describe and show understanding that we (Christians) believe Jesus restored the relationship between God and humankind; Know and be able to describe in what way the Easter Story is at the very heart of Christian belief and therefore impacts on the daily life of a believer. AT2 Explore the feelings of victory and be able to relate them to their own experiences; Be able to make links between values and commitments and their own attitudes and behaviour in situations Can you feel the force? Forces Can they explore different ways to test an idea, choose the best way, and give reasons? Can they vary one factor whilst keeping the others the same in an experiment? Can they explain why they do this? Can they plan and carry out an investigation by controlling variables fairly and accurately? Can they make a prediction with reasons? Can they use information to help make a prediction? Can they use test results to make further predictions and set up further comparative tests? Can they explain (in simple terms) a scientific idea and what evidence supports it? Can they present a report of their findings through writing, display and presentation? Can they explain what gravity is and its impact on our lives?
Outdoor Learning English Focus Blackout Poetry Whole-School Focus on When I Grow Up book. LC5: What have we learnt from the Ancient Egyptians writing Create time capsule to go in school grounds School of Military (Wednesday 1pm-3pm) Writing to Entertain - Narrative Tadeo Jones (3wk) Story Opening (in media res) Story Chapter of triumph and victory; Be asking questions about religion and beliefs; Thoughtfully reflect on the answers to those questions. Rhema Theatre Day Visit Writing based on RE Unit Can they explain why a wheeled object that is initially pushed will slow down and stop? Can they explain the impact of friction on a moving object? Can they explain the effect of drag force on moving objects? force and motion can be transferred through gears, pulleys, levers and springs? Design/make variety of parachutes, carrying out fair tests to determine which designs are the most effective. -Explore water resistance - Make/test boats of different shapes. ICT Links Use of internet to research/save Egyptian images. ICT: We are web developers. Music Fresh Prince of Bel Air
Summer 1 Weeks 1-6 Monday (pm) Miss Hillidge-GHS Subject Art Science Learning Challenge Question Key Skills How did the great artists see themselves? Andy Warhol self-portraits. Drawing Can they create all the colours they need? Can they create mood in their paintings? Can they express their emotions accurately through their painting and sketches? Sketch books Do they keep notes in their sketch books as to how they might develop their work further? Do they use their sketch books to compare and discuss ideas with others? Knowledge Can they experiment with different styles which artists have used? Do they learn about the work of others by looking at their work? Visit to Walker Art Gallery 30 th April Learning outcomes Knowledge and understanding know about portraits painted by different artists learn about great artists and understand the historical and cultural developments of their art form (portraiture) understand the difference between a portrait and a selfportrait. gain knowledge and understanding of the roles of artists and their working practices gain knowledge and understanding of characteristic features of periods and societies of the past. Understand how artists use visual symbols to communicate information Skills Develop observation skills by learning how to look for clues in portraits and decipherer what these clues may mean Learn to look for and describe differences and similarities in works of art Improve their speaking and listening skills in a group discussion context Learn to give reasoned answers backed up by evidence Use and develop drawing skills to make a portrait Concepts The role of an artist The role of a national gallery like the Walker Art Gallery That paintings are produced by an artists by hand Know that artists reflect our history Why people commission portraits and how they can be used to communicate power, wealth and status Attitudes enjoy an engaging visit to the gallery be inspired to create portraits and self portraits back at class/ Will we ever send another human to the moon? Earth and Space Can they identify and explain the movement of the Earth relative to the Sun? seasons and the associated weather are created? Can they identify and explain the movement of the Moon relative to the Earth? Can they explain the size, shape and position of the Earth, Sun and Moon? night and day are created and use diagrams to show this? planets are linked to stars? Thursday (pm) Mr Heyes-WTTB RE BV - Mutual Respect 5.5: Women in the Old Testament AT1 Be able to retell the stories of at least 3 women in the Old testament; Be able to describe some forms of religious expression; Be able to make links between beliefs and sources AT2 Be able to ask and suggest answers to questions of identity, meaning, purpose, truth, values and commitments; Be able to make links between their own values and the values if others (i.e. the women in the Bible). Friday (pm) Mrs Nylan DT Who will win the Great Year 5 Bread Bake-Off? Developing, planning and communicating ideas Can they come up with a range of ideas after they have collected information? Do they take a user s view into account when designing? Can they suggest some alternative plans and say what the good points and drawbacks are about each? Working with tools, equipment, materials and components to make quality products Can they explain why their finished product is going to be of good quality? their product will appeal to the audience? Can they use a range of tools and equipment expertly? Evaluating processes and products Do they keep checking that their design is the best it can be? Do they check whether anything could be improved? Can they evaluate appearance and
Outdoor Learning at home be inspired to look at paintings and visit galleries be confident at interpreting paintings for themselves see the Walker Art Gallery as an enjoyable and creative place to visit Explore relative sizes/distances between Earth, Sun and Moon. function against the original criteria? English Focus Writing to Persuade - Wigan and Leigh Hospice Campaign (3wk) - Speech - Descriptive Poetry - Child-led writing genre (narrative) Writing to entertain - Day Crayons Quit Letter(1wk) - Alchemist s Letter (1wk) ICT Links Music Writing to Discuss - Newspaper report (1wk) Use of ipad software to take images showing different emotions PhotoGrid - basis for self-portraits. ICT: We are bloggers (Thursday 2pm-3pm) Dancing in the Street! (Monday 1pm-1.40pm)
Week 1&2 Week 3&4 Assessment Week Summer 2 Week 5 & 6 Week 7 3 days Wednesday (pm) Miss Hillidge Friday (pm) Mrs Nylan Subject Art Art RE STEM STEM/Science STEM/DT Learning Challenge Question Key Skills LOGOS Art Project with Golborne High School Sketch books Do they keep notes in their sketch books as to how they might develop their work further? Do they use their sketch books to compare and discuss ideas with others? 3D Do they experiment with and combine materials and processes to design and make 3D form? Can they sculpt clay and other mouldable materials? LOGOS Theme: Reflections Each child is to create a tile which they feel reflects an element of their life at Golborne St Thomas CE J&I School. Tiles will be put together to create a tiled area in our school grounds. Where s the detail in that picture? Drawing Can they identify and draw simple objects, and use marks and lines to produce texture? Do they successfully use shading to create mood and feeling? Can they organise line, tone, shape and colour to represent figures and forms? Can they show reflections? Can they explain why they have chosen specific materials to draw with? Sketch books Do they keep notes in their sketch books as to how they might develop their work further? Do they use their sketch books to compare and discuss ideas with others? Knowledge Can they experiment with different styles which artists have used? Do they learn about the work of others? 5.6: Loss, Death and Christian Hope AT1 Be able to make links between the Bible and Christian beliefs Use developing religious vocabulary to show understanding of Christian beliefs about death and heaven. Show understanding of the differences between religions on the subject of death and heaven AT2 Be asking and responding to questions sensitively Be asking important questions about religion and belief In discussion be applying their own ideas to this subject Be asking and suggesting answers to ultimate questions about life and death Be given opportunity to express their own and others views on this subject. Investigation Skills Focus (varied themes) Working Scientifically planning different types of scientific enquiries to answer questions, including recognising and controlling variables where necessary taking measurements, using a range of scientific equipment, with increasing accuracy and precision, taking repeat readings when appropriate recording data and results of increasing complexity using scientific diagrams and labels, classification keys, tables, scatter graphs, bar and line graphs using test results to make predictions to set up further comparative and fair tests reporting and presenting findings from enquiries, including conclusions, causal relationships and explanations of and degree of trust in results, in oral/written forms such as displays identifying scientific evidence that has been used to support How far will our model plane fly? Developing, planning & communicating ideas Can they come up with a range of ideas after they have collected information? Do they take a user s view into account when designing? Can they produce a detailed step-by-step plan? Can they suggest some alternative plans and say what the good points and drawbacks are about each? Working with tools, equipment, materials and components to make quality products Can they explain why their product is going to be of good quality? their product will appeal to the audience? Can they use tools and equipment expertly? Evaluating processes and products Do they keep checking that their design is the best it can be? Do they check whether anything could be improved? Can they evaluate appearance/function
Outdoor Learning English Focus ICT Links Writing to Inform/Discuss (2wk) - Nonchronological Report (x 2) Week 4 Y5&Y6 visit to Scotsmans Flash Writing to Entertain (1wk) - Smartie Description Writing RE-linked writing. Use of outdoor space for STEM activities. Writing to Entertain - Poetry (1wk) - Performance Poetry Use of outdoor space for STEM activities. Testing model planes outside - Evaluate effectiveness of design and materials used ICT: We are architects (Thursday 2pm-3pm) Music Reflect, Rewind and Replay/Fresh Prince of Bel Air