Year Group: 5 and 6 Term: Autumn 2015 Topic: Crime and Punishment Theme: Overview The Motivators As historians we will use a timeline to learn aspects of Crime and Punishment from the Anglo- Saxons to modern day. As artists we will study the art of Anglo- Saxons. As geographers we will study the route of the settlers from Anglo-Saxon times. Trip: Galleries of Justice As musicians we will study atmospheric music, create tension, develop listening skills and music appreciation. As designers we will plan and design scenes from the Bayeaux tapestry and use sewing skills to replicate the art work at the time. Art and Design Pupils will be taught to develop their techniques, including their control and their use of materials, with creativity, experimentation and an increasing awareness of different kinds of art, craft and design. Pupils will be taught: To create sketch books to record their observations and use them to review and revisit ideas To improve their mastery of art and design techniques, including drawing, painting and sculpture with a range of materials [for example, English Immersion Photographs Timelines Pictures Non- fiction books Fiction books, crime dramas inc. Sherlock Holmes Music Art Trip to the Galleries of Justice History Pupils will be taught about Crime and Punishment through the ages, using a timeline to follow the areas below: Britain s settlement by Anglo-Saxons and Scots Anglo-Saxon laws and justice Anglo-Saxon art and culture The Viking and Anglo-Saxon struggle for the Kingdom of England to the time of Edward
pencil, charcoal, paint, clay] Learn about great artists, architects and designers in history. Anglo-Saxon art and culture. Music play and perform in solo and ensemble contexts, using their voices and playing musical instruments with increasing accuracy, fluency, control and expression improvise and compose music for a range of purposes using the inter-related dimensions of music listen with attention to detail and recall sounds with increasing aural memory use and understand staff and other musical notations appreciate and understand a wide range of highquality live and recorded music drawn from different traditions and from great composers and musicians develop an understanding of the history of music. D.T. Use research and develop design criteria to inform the design of appealing product that are fit for Historical artifacts Skills Punctuation and Grammar Speaking and Listening/Drama Reading and understanding Dictionary/ thesaurus skills Spelling Planning Reading into Writing Outcomes Planning writing Extended independent writing Editing and improving Peer and self-marking Using evidence to support ideas Reading into Writing Languages should be taught to: listen attentively to spoken language and show understanding by joining in and responding explore the patterns and sounds of language through songs and rhymes and link the spelling, sound and meaning of words engage in conversations; ask and answer questions; express opinions and respond to the Confessor Changes in an aspect of social history, such as crime and punishment from the Anglo- Saxons to the present A study of an aspect or theme in British history that extends pupils chronological knowledge beyond 1066 Crime and Punishment. Geography Pupils will study the invasion of the Anglo- Saxons and Vikings and learn about the location in which early settlers came from and settled. They will: Name and locate counties and cities of the United Kingdom, geographical regions and their identifying human and physical characteristics, key topographical features (including hills, mountains, coasts and rivers), and land-use patterns; and understand how some of these aspects have changed over time. Locate the world s countries, using maps to focus on Europe (including the location of Russia) and North and South America, concentrating on their environmental regions, key physical and human characteristics, countries, and major cities. British Values Rule of Law- rules and laws through historytransition work, school riules and class rules.
purpose, aimed at particular individuals or groups. Select from and use a wider range of tools and equipment to perform practical tasks ( eg cutting, shaping, joining and finishing), accurately. Understand how key events and individuals in DT have helped shaped the world. Science Y5-EARTH AND SPACE describe the movement of the Earth, and other planets, relative to the Sun in the solar system describe the movement of the Moon relative to the Earth describe the Sun, Earth and Moon as approximately spherical bodies use the idea of the Earth s rotation to explain day and night and the apparent movement of the sun across the sky FORCES explain that unsupported objects fall towards the Earth because of the force of gravity acting between the Earth and the falling object identify the effects of air resistance, water resistance and friction, that act between moving surfaces recognise that some mechanisms, including levers, pulleys and gears, allow a smaller force to have a greater effect. those of others; seek clarification and help* speak in sentences, using familiar vocabulary, phrases and basic language structures develop accurate pronunciation and intonation so that others understand when they are reading aloud or using familiar words and phrases* present ideas and information orally to a range of audiences* read carefully and show understanding of words, phrases and simple writing appreciate stories, songs, poems and rhymes in the language broaden their vocabulary and develop their ability to understand new words that are introduced into familiar written material, including through using a dictionary write phrases from memory, and adapt these to create new sentences, to express ideas clearly describe people, places, things and actions orally* and in writing Democracy- carrot rewards, history of democracy. Tolerance of those with other faiths and beliefs- RE Individual Liberty-history of human rights, right to a fair trial. Mutual Respect- group work, opinions, discussion. P.E. Pupils apply and develop a broader range of skills, learning how to use them in different ways and to link them to make actions and sequences of movement. They should enjoy communicating, collaborating and competing with each other. They should develop an understanding of how to improve in different physical activities and sports and learn how to evaluate and recognise their own success. use running, jumping, throwing and catching in isolation and in combination play competitive games, modified where appropriate [for example, badminton, basketball, cricket, football, hockey, netball, rounders and tennis], and apply basic principles suitable for attacking and defending develop flexibility, strength, technique, control and balance [for example, through
Notes Y6-LIVING THINGS AND THEIR HABITATS Describe how living things are classified into broad groups according to common observable characteristics and based on similarities and differences, including micro-organisms, plants and animals give reasons for classifying plants and animals based on specific characteristics. Y6-EVOLUTION AND INHERITENCE recognise that living things have changed over time and that fossils provide information about living things that inhabited the Earth millions of years ago recognise that living things produce offspring of the same kind, but normally offspring vary and are not identical to their parents identify how animals and plants are adapted to suit their environment in different ways and that adaptation may lead to evolution. athletics and gymnastics] perform dances using a range of movement patterns take part in outdoor and adventurous activity challenges both individually and within a team compare their performances with previous ones and demonstrate improvement to achieve their personal best. Computing Pupils will be taught how to work with algorithms and understand the importance of planning and testing, if statements, loops and input. Use a pre-prepared database and complete complex searches, checking data for accuracy, solve complex enquiries and construct graphes. R.E. Discuss a range of key questions in relation to the four religions of Christianity, Islam, Hinduism and Judaism. 1. Why do some people believe God exists? 2. If God is everywhere, why go to a place of worship? Worcestershire s RE curriculum. In e-safety they will understand the importance of
personal safety when using any electronic communications.