Year 5 Curriculum Map

	Autumn Term 1	Term 2	Spring Term 1	Term 2	Summer Term 1	Term 2
RE PDF Files Progress in RE (PDF)	The joy and challenge of, and the giving and receiving, in relationships Human gifts and qualities and the physical world as a gift and sign of God’s love; how such gifts may be used, neglected or abused.	Gospel accounts of key events in the life of Jesus: God’s call to individuals and their different responses	Reconciliation (The practice of examination of conscience and its significance for Christian living), Conscience as gift to be developed through the practice of examination of conscience.) Sacrament of the sick	The Resurrection (Easter Sunday) as a sign of love, sacrifice and the source of new life The story of the Holy Spirit at Pentecost Gospel accounts of the coming of the Holy Spirit and the transformation of the Apostles	Variety of prayers and prayer forms, formal and informal, used for personal and community prayer. i.e. different ways of praying Million children praying the Rosary, Stations of the Cross	Ways of taking part in the life and worship of the domestic and local Church Being ‘Church’ in the parish, diocese and universal Church
ENGLISH	See separate document: English Curriculum Map Reading Scheme of Learning PDF Writing Scheme of Learning PDF
MATHEMATICS PDF files Overview	See separate document: Mathematics Scheme of Learning
SCIENCE	All living things	Animals including humans	Reversible changes	Space	Magnetism and forces	Working scientifically
TOPIC THEME	Ancient Greece	Earth and Space	Show It Off!	Changing Materials	Ancient Egypt	Forces
HISTORY	A study of Ancient Greece Study of the achievements of the earliest civilizations – an overview of where and when the first civilizations appeared with an in-depth study of Ancient Greece Continue to develop chronologically secure knowledge of history Establish clear narratives within and across periods studied Develop the appropriate use of historical terms Construct informed responses by selecting and organizing relevant historical information Identify and give reasons for, results of, historical events and situations				A study of Ancient Eygpt – a study of Greek life and achievements and their influence on the western world Continue to develop chronologically secure knowledge of history Establish clear narratives within and across periods studied Develop the appropriate use of historical terms Construct informed responses by selecting and organizing relevant historical information Identify and give reasons for, results of, historical events and situations
GEOGRAPHY	identify the position and significance of latitude, longitude, Equator, Northern Hemisphere, Southern Hemisphere, the Tropics of Cancer and Capricorn, Arctic and Antarctic Circle, the Prime/Greenwich Meridian and time zones (including day and night)				describe and understand key aspects of human geography, including: types of settlement and land use, economic activity including trade links, and the distribution of natural resources including energy, food, minerals and water
ART	Sculpture – experimenting, form, materials Plan and create a sculpture. Evaluate own and others work using artistic language. Artists, architects and designers in history Continuously refer back to artists, architects and designers in history for inspiration and comparison. Greek Architecture		Drawing – line, texture, depth Experimenting with shading and perspective to create form and texture. Begin to develop the use of a sketch book to record observations.	Materials – texture, materials experimenting Using the work of a designer from history as inspiration children develop their own designs.	Artists, architects and designers in history Continuously refer back to artists, architects and designers in history for inspiration and comparison. Egyptian Architecture	Painting – colour development Work with peers to recreate a well-known piece or an element of the piece of a well-known artist. Using original as success criteria. Critically evaluate work against knowledge and understanding of ‘harmonious colours’ and ‘contrasting colours’
DT	Understanding contexts, users and purposes Confidently work within a range of contexts. Indicate the design features of their products that will appeal to intended users. Develop their own success criteria and use these to inform their ideas.	Food preparation, cooking and nutrition Prepare and cook a variety of predominately savoury dishes using and range of cooking techniques. That recipes can be adapted to change the appearance, taste, texture and aroma. To use a range of techniques such as peeling, chopping, slicing, grating, mixing, spreading, kneading and baking. Generating, developing, modelling and communicating ideas Use annotated sketches and exploded diagrams to develop and communicate their ideas.	Generating, developing, modelling and communicating ideas Share and clarify ideas through discussions and presenting ideas. Model ideas using prototypes and pattern pieces. Use annotated sketches and exploded diagrams to develop and communicate their ideas. Make design decisions taking account of constraints such as time, resources and cost. Making products work Understand and use mechanical systems in their products. For example gears, pulleys, cams, leavers and linkages. Apply understanding of how to strengthen, stiffen and reinforce more complex structures.		Making products work How to program a computer to monitor changes in the environment and control their product. Own ideas and products Identify the strengths and areas for development in their ideas and products. Consider the views of others, including intended users, to improve their work. Evaluate their ideas and products against their original design specification. Food preparation, cooking and nutrition Prepare and cook a variety of predominately savoury dishes using and range of cooking techniques. That recipes can be adapted to change the appearance, taste, texture and aroma. To use a range of techniques such as peeling, chopping, slicing, grating, mixing, spreading, kneading and baking. Generating, developing, modelling and communicating ideas Use annotated sketches and exploded diagrams to develop and communicate their ideas.	With greater independence select tools and equipment suitable for the task. Select materials and components suitable for the task. Explain and justify the choice of materials and components according to functional properties and aesthetic quality. Accurately measure, mark out, cut and shape materials and components. Generate innovate ideas drawing on research.
Modern Foreign Languages	On the way to school The alphabet Places in the locality Directions Describing a journey (to school) Simple directions Using repair strategies to keep a conversation going	The planets The planets Giving a description (of a planet) Making statements (about the position of a planet) Classifying nouns, adjectives and verbs	The Four Seasons Responding to a poem Responding to a piece of classical music Making simple statements (about seasons) Describing the weather (with reference to the present and the past) Using adjectives as antonyms	Responding to a song Responding to a song in the selected language Expressing and qualifying opinions (about musical preferences) Expressing future intentions (about playing a musical instrument)	Enjoy your meal Food and drink Understanding instructions Giving instructions Talking about what has been eaten or drunk Expressing likes, dislikes and preferences (about food and drink) Following and writing instructions (as in a recipe)	Beach Scene Responding to a painting Writing and performing a poem Giving a simple description (of a scene or place) Using adjectives to add interest and detail to a description Writing instructions
PHSE	See Separate document: PHSE Curriculum Map
PE	Swimming Blackpool Swimming Scheme Dance Plan a dance creatively and collaboratively in groups, selecting and developing appropriate movements to retell a poem.or story. Can perform skills expressively and sensitively (Autumn 1 SMCA) Linked to Harry Potter Theme	Swimming Blackpool Swimming Scheme Netball Can use different techniques for passing, and shooting the ball in games it: which pass to use when shooting from various distances accurately, close down an opponent effectively, successfully mark player or mark a space, tackle safely and confidently#	Swimming Blackpool Swimming Scheme Gym Can perform travelling rolling, jumping and balancing actions clearly, consistently and fluently, with good body tension and extension. Can matched balance and balance giving counter tension balances with control. Can repeat accurately a sequence with a partner of up to 8 elements to include counter balance and counter tension balance, traveling, jumping and rolling, can adapt a floor sequence to an apparatus layout and change the order of actions. Can include change of directions, speed and level.	Swimming Blackpool Swimming Scheme Athletics To develop running, jumping and throwing skills in an athletic type activity. To compare their performance against previous performances	Swimming Blackpool Swimming Scheme Outdoor and Adventurous Perform skills in familiar environment with help guidance Work co-operatively with help Follow instructions when preparing for challenges	Swimming Blackpool Swimming Scheme Rounders Can strike a bowled ball or can drop feed it Can bowl underarm accurately Can throw overarm with increasing accuracy Can use a range of fielding skills, e.g. catching, throwing, bowling, intercepting, with growing control and consistency;
MUSIC Weekly clarinet/flute lesson	To use and understand stave and other musical notations Experiment with, create select and combine sounds using the inter-related dimensions of music Outcome: to recognise and use standard notation to record simple compositions on a blank stave. Explore rhythm through written crotchet and quaver notes.	To play and perform in solo and ensemble contexts with increasing accuracy, fluency, control and expression Outcome: to Perform in solo/ ensemble contexts using a variety of techniques, confidently, expressively and in tune. (tempo/ duration/ texture).	To use and understand staff and other musical notations Improvise and compose music for a range of purposes using the inter-related dimensions of music Outcome: to explore the use of musical symbols to show dynamics. (p,f,pp,ff, crescendo, diminuendo, staccato) To record given notes on a blank stave. (treble cleff- middle C- top C)	To play and perform in solo and ensemble contexts with increasing accuracy, fluency, control and expression Outcome: to sing in tune with correct phrasing and dynamics in order to sing in time with others. (unison, rounds and 2 part harmony)	To appreciate and understand a wide range of high-quality live and recorded music drawn from different traditions and from great composers and musicians To develop an understanding of the history of music. Classical –Bach Rock– Rolling Stones Pop – The Beetles Outcome: use a range of words to describe music (eg. duration, timbre, pitch, dynamics, tempo, texture, structure, beat, rhythm, metre, silence, riff, ostinato, melody, harmony, chord, staccato, legato, crescendo, diminuendo).	To use and understand stave and other musical notations. To play and perform in solo and ensemble contexts combining the use of their voices with playing musical instruments with increasing accuracy, fluency, control and expression. Outcome: to read/ interpret dynamics and play 4 bar melodies with confidence.
Computing	See separate document for scheme of learning
EDUCATIONAL VISITS AND SHOWCASE	Discovery Channel Presentations: Ancient Greece	Interview with Tim Peake	Visit local art gallery and/or exhibitions	Science Expo: Materials Experiments	Pop Up Ancient Egypt Showcase supported by Lancashire Museum Service	Beach Day – as inspiration for MFL learning
ONGOING THEMES	Music To develop and understanding of dynamics and begin to use terminology to describe a range of music styles. To perform with confidence Use musical vocabulary to identify strengths and weaknesses is own and other work. Science During Years 5 and 6, pupils should be taught to use the following practical scientific methods, processes and skills through the teaching of the programme of study content: planning enquiries, including recognising and controlling variables where necessary taking measurements, using a range of scientific equipment, with increasing accuracy and precision recording data and results of increasing complexity using scientific diagrams and labels, classification keys, tables, bar and line graphs, and models reporting findings from enquiries, including oral and written explanations of results, explanations involving causal relationships, and conclusions presenting findings in written form, displays and other presentations using test results to make predictions to set up further comparative and fair tests using simple models to describe scientific ideas Design Technology Existing products Across ks2 pupils should investigate and analyse: How well products have been designed and made Why materials have been chosen What methods of construction have been used How well product works How well product achieve their purpose How well product meets user needs and wants Upper KS2 should also investigate and analyse: How much products cost to make How innovative products are How sustainable the materials in products are What impact products have beyond their intended purpose. RE Learn about the value of sharing, showing respect and care for others. A variety of prayer and prayer forms, formal and informal used for personal and community prayer.