Art and Design Targets A Year 5 Artist

Art and Design Targets A Year 5 Artist Pupils Name: TARGETS for Year 5 SEEN SECURE Learning I can develop different ideas which can be used and explain my choices for the materials and techniques used I can confidently and systematically investigate the potential of new and unfamiliar materials and use these learnt techniques within my work I can evaluate my work against my intended outcome I can research and discuss various artists, architects and designers and discuss their process and explain how these were using in the finished product Techniques I can use line, tone and shading to represent things seen, remembered or imagined in three dimensions I can mix colours to express mood, divide foreground from background or demonstrate tones I can develop skills in using clay including slabs, coils and slips I can add collage to a painted, drawn or printed background using a range of media, different techniques, colours and textures I can experiment with using layers and overlays to create new colours/textures I can return to work over longer periods of time and use a wider range of materials

Design and Technology Targets A Year 5 Designer Pupils Name: TARGETS for Year 5 SEEN SECURE I understand how key events and individuals in design and technology have helped shaped the world I can come up with a range of ideas after collecting information from different sources I can produce a detailed, step-by-step plan with annotated sketches and cross sectional and exploded diagrams I can suggest alternative plans; outlining the positive features and draw backs I can explain how a product will appeal to a specific audience I can select from a range of materials and components, including construction materials, textiles and ingredients according to their aesthetic qualities and functional properties I can use a range of tools and equipment competently I can make a prototype before make a final version I can use my understanding of computing to program, monitor and control products I understand and use electrical systems in my products e.g. series circuits, switches, motors, buzzers I can evaluate appearance and function against original criteria I show that I can be both hygienic and safe in the kitchen

Foreign Language Targets A Year 5 International Speaker Pupils Name: TARGETS for Year 5 SEEN SECURE Listening I can understand the main points from a spoken passage I can match the spoken version of words I know to the correct spelling Speaking I can talk about likes and dislikes giving reasons I can make changes to a complex sentence I have heard to create a new sentence with a different meaning I can change my voice to show whether I am asking a question or making a statement I can prepare a short speech to say in from of an audience Reading I can understand the main points from a short written text I can learn a song or poem using the written words to help me I can use a dictionary to find new words linked to a topic Writing I can write phrases and some simple sentences from memory I can describe people and things using different adjectives and can use some verbs to say what different people are doing Grammar I know the different forms of some common verbs and when to use each form I know how to change an adjective to the correct form if necessary, according to the noun it is linked to (e.g. Ie fromage ronde-masculine/ la table ronde-femine I can change a sentence into a question or a negative sentence

Year 5 Geography Locate the main countries in Europe and North or South America. Locate and name principal cities. Compare 2 different regions in UK (rural/urban). Locate and name the main counties and cities in England. Identify the position and significance of latitude/longitude and the Greenwich Meridian. Linking with science, time zones, night and day. Compare a region in UK with a region in N. or S. America with significant differences and similarities. Describe and understand key aspects of : - Physical geography including coasts, rivers and the water cycle including transpiration; climate zones, biomes and vegetation belts. - Human geography including trade between UK and Europe and ROW Fair/unfair distribution of resources (Fairtrade). Use maps, atlases, globes and digital/computer mapping Google Earth) to locate countries and describe features studied Use the eight points of a compass, four-figure grid references, symbols and key (including the use of Ordnance Survey maps) to build their knowledge of the United Kingdom in the past and present. Use fieldwork to observe, measure and record the human and physical features in the local area using a range of methods, including sketch maps, plans and graphs, and digital technologies.

History Targets A Year 5 Historian Pupils Name TARGETS for Year 5 SEEN SECURE Use dates to order and place events on a timeline (chronological understanding) Give som reasons for some important historical events (understanding of events, people and changes) Make comparisons between aspects of periods of history and the present day (historical interpretations) Understand that the type of information available depends of the period studied Evaluate the usefulness of a variety of sources (historical interpretations) Compare sources of information available for the study of different times in the past (historical enquiry) Present findings and communicate knowledge and understanding in different ways (organisation and communication) Provide an account of a historical event based on more than one source (organisation and communication)

Year 5 Music Targets SEEN SECURE I can sing a solo with accuracy, fluency and expression. I can sing in a group with accuracy, fluency and expression. I can breathe in the correct place when singing. I can play an instrument in a group context with fluency and accuracy. I can play an instrument in a solo context with fluency and accuracy. I can maintain my part whilst others are performing their part. (Structure) I can compose music for a range of purposes using inter-related dimensions of music. I can change sounds or organise them differently to change the effect. (Structure, Texture) I can improvise a piece of music for a range of purposes using inter-related dimensions of music. I can improvise within a group using melodic and rhythmic phrases. I can listen with attention to detail and be able to recall sounds. I can use and understand staff (stave) and other musical notations. I can appreciate and understand a wide range of high-quality live and recorded music from different traditions and from great composers and musicians. I can describe, compare and evaluate music using musical vocabulary. (Pitch, Pulse, Rhythm, Dynamics, Tempo, Timbre, Structure, Texture) I can suggest improvement to my own work and that of others. I can show a developing understanding of the history of music. I can contrast the work of a famous composer and explain my preferences. I can begin to identify the style of work of Mozart. Bold targets are from target tracker. Key words Dynamics How loud or quiet the music is. Melody Another name for a tune. Pitch The range of high and low sounds. Pulse/beat The heartbeat or steady beat of a song/piece of music. Rhythm

The combination of long and short sounds to make patterns. Structure/form/shape How the sections (verses and choruses etc) of a song are ordered to make the whole piece. Tempo An Italian word used to describe how fast/slow the music goes. Texture Layers of sound in music. Timbre The quality and character of the sounds.

Targets in Physical Education Physical Education Targets - A Year 5 Sports Person Pupil s Name: General TARGETS SEEN SECURE I can talk about the physiological changes that take place when we exercise. I can talk about how exercise benefits us in the long term. Games I can dribble effectively around obstacles. I can show precision and accuracy when sending. I can show precision and accuracy when receiving. I can make things difficult for an opponent by directing the ball at different heights and speeds. I can judge how far I can run to score points (e.g rounders, cricket) I can follow game rules. Dance I can use different compositional ideas to create dance phrases incorporating; unison canon action reaction I can remember, practice and combine longer and more complex dance phrases. Gymnastics I can perform a competent shoulder roll. I can perform a competent forwards roll. I can perform a competent backwards roll. I can use developing; flexibility control Balance Strength

Athletics I can participate in a range of hurdles events. I can throw a discus using the correct technique I can refine the technique used for a triple jump. Swimming I can swim 25 metres using the front crawl swimming stroke. I can swim 25 metres using the back stoke swimming stroke. Outdoor Adventurous Activities I can follow simple routes and trails orientating myself successfully. The targets in bold link to target tracker.