Corridor displays: there are two for the Autumn term; one to explore new beginnings and the other focused around part of the Christmas narrative, and are based on the work of Jan Richardson. The display should be a mix of a whole class piece of art work and written reflections/ thoughts:

https://janrichardsonimages.com/gallery.php?gid=62

Classroom displays:

Behaviour class rules: use one of the parables as a discussion point from which you build and agree your class rules.

Bloom’s Taxonomy display: this should be clearly be displayed and referred to throughout the year helping pupils to identify the different ways in which they can use what they have learnt in order to progress in their learning.

Religious Education:

Creation: This concept explores the understanding that the universe and human life can be viewed as God’s good creation. Humans are made in the image of God. Humans have a tendency to go their own way rather than keep their place in relation to their Creation. This attitude is called sin, and Genesis 3 gives an account of this rebellion, popularly known as ‘the Fall’. This describes a catastrophic separation between God and humans, between humans and each other and the environment; setting out the root cause for many of humanity’s problems. The programme also allows for an understanding based purely on a scientific and humanist worldview – recognising that creation can be seen solely as a scientific phenomenon and that human beings have it within their capacity to successfully look after the planet and themselves.

In Y5 pupils also explore different world views, including that of Humanism, and perspectives on the Subject of Creation. They will have an opportunity to interpret and compare text from different world religions as well as scientific sources.

Remembering and Understanding: The learner will know that there is much debate and some controversy around the relationship between the accounts of creation in Genesis and contemporary scientific accounts.

Applying: The learner will know that such debates and controversies relate to the purpose and interpretation of the texts, comparing text from different world religions as well as Christianity. For example, does reading Genesis as a poetic account conflict with scientific accounts?

Analysing, Creating & Evaluating: The learner will know that there are many scientists throughout history who are Christians and that scientific discoveries can make Christians wonder even more about the power and majesty of the Creator. They can compare stories of creation from other world religions noting similarities and differences.

English:

Assessments:

English Assessments:

§  STAR reading test – on Accelerated Reader x3.

Sept/ End of each half term. SL to organise dates and inform staff at the beginning of the year.

§  NFER Single word spelling test x 2.

Sept and end of autumn term. Please send updated results to SL.

§  Rising stars – Grammar, Punctuation And Spelling tests x 2.

End of each half term. Please check the content of each test at the beginning of term to ensure the content is taught. Results recorded on Excel sheet and sent to SL.

N.B: Speaking and Listening opportunities via World Poetry Day

Other procedures:

§  Daily spelling practise –Early Morning Work and weekly spelling test. (Should include spelling patterns identified from SWST and spellings from the NC programmes of study for the relevant year group.)

§  Regular use of Accelerated Reader. Pupils taught to choose their book from their z.p.d. and complete a quiz when finished; use their reading record to write the book/ when they read/score of quiz.

§  Guided reading – Cracking comprehension used to teach pupils vocabulary and specific reading skills with follow up tasks x 4-5 sessions a week.

§  Read and response lesson x 1 a week plus homework. Teachers guide pupils through whole book – vocabulary development; themes; reading beyond the literal etc.

§  Handwriting- 1 EMW a week to teach letter formation; 2 x other in week to practise handwriting at the start of an English lesson. (Link to spelling – with use of Charles Cripps handwriting scheme.)

§  Priority reading list – identifying those pupils needing adult intervention more often.

§  Weekly idiom.

§  CGP Grammar, punctuation and spelling homework book.

§  Priority reading list – identifying those pupils needing adult intervention more often.  EFSM pupils heard every day.

§  Independent reading- pupils taught to sustain a period of reading up to 30 mins.

Reading:

Read and Respond text: Varjak Paw

Guided Reading: Cracking Comprehension

4 sessions a week. 25 - 30 mins.

Writing Genres for assessment supported by grammar focus:

Traditional tales – legends

Grammar focus to improve writing:

T1, T2, T3, T4, T5, P2, P3,

S2, S3.

Explanation- link to STEM week.

Grammar focus to improve writing:

W1, W2, S1, S2, T1, P1, P2, P3,

Recount

Grammar focus to improve writing:

W1, W2, S1, S2, T1, P1, P2, P3. 

Slam poetry – vocabulary building. 1 week.

Year 5 Grammar and Spellings - see detailed English medium term plan Year 5

Maths:

Week 1 – 3: Number and place value: Numbers up to 1,000,000

Week 4 – 5: Calculations: Addition and Subtraction

Week 6 – 9: Calculations: Multiplication and division

Week 10: Calculations: Word Problems

Week 11-12: Statistics: graphs

Science:

Throughout the year, the Scientific Enquiry focus will be:

•                     Take precise measurements at intervals.

•                     Use test results to set up further comparative and fair tests.

•                     Can record more complex data using appropriate representation.

Autumn

Properties and changes in materials:

•        Compare and group together everyday materials on the basis of their properties, including their hardness, solubility, transparency, conductivity (electrical and thermal), and response to magnets. Can give reasons for the suitability of a material for a particular job based on its properties

•        Know that some materials will dissolve in liquid to form a solution, and describe how to recover a substance from a solution.

•        Use knowledge of solids, liquids and gases to decide how mixtures might be separated, including through filtering, sieving and evaporating.

Autumn STEM week

•        Give reasons, based on evidence from comparative and fair tests, for the particular uses of everyday materials, including metals, wood and plastic.

•        Demonstrate that dissolving, mixing and changes of state are reversible changes.

•        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.

Vocabulary

Design and Technology:

Design: the generation and communication of a proposed solution to a need or problem.

Autumn – baking cookies / packaging design

•         Understand how key events and individuals in design and technology have helped shape the world.

•         Use a range of sources for generating ideas. (Design)

•         Clarify these ideas through discussion, drawing and modelling, showing understanding of aesthetic and economic dimensions. (Design)

•         Adapt work as it develops and modify their approach in the light of progress. (Evaluation)

Remembering and Understanding:  The learner uses various sources of information when generating ideas.

Applying:  The learner can clarify these ideas through discussion, drawing and modelling, showing understanding of aesthetic and economic dimensions.

Analysing, Creating & Evaluating:  The learner can produce plans that outline alternative methods of progressing and develop detailed criteria for their products.

Computing:

Technology and the environment - the responsible use of automation within society.

Remembering and Understanding:  A learner can recognise the increased efficiencies created by the automation of a process.

Applying:  A learner can suggest how the idea of automation can be applied to an everyday scenario.

Analysing, Creating & Evaluating:   A learner can analyse a picture of a robotic world and comment upon the positives and negatives of the ‘world’.

Physical Education:

Aut. 1 Cycling and Fencing Aut. 2: Tag Rugby and Football  

Movement – the control of a person’s travel and specific gestures in response to changing and challenging scenarios when trying to achieve a specific goal or target.

Sequence - the fitting together of a series of increasingly complex movements and patterns

Agility – the ability to use a range of skills

Art – 2^nd half-term:

Line: A mark on a surface.

Focus artist:   Bridget Riley

Remembering and Understanding: A learner can demonstrate an understanding of the previously learnt concepts as well as showing an understanding of contour (lines that suggests the silhouette, the shape and interior detail) and characteristics of line (width, length, direction, focus, feeling).

Applying: A learner can apply the concept of contour lines to suggest the silhouette, the shape and interior detail to make work which effectively reflects their ideas and intentions.

Analysing, Creating & Evaluating:   A learner can research and discuss the ideas and approaches of various artists, taking into account their particular cultural context and intentions in regards to the concepts of line. A learner can describe the processes that they are using and how they hope to achieve higher quality outcomes using the characteristics of line and independently applying this to a piece of art.

Music:

Pitch - the melodic aspect of sound; higher or lower.

Remembering and Understanding: A learner is beginning to remember and understand the sol-fa singing names. They are developing their knowledge of a tone-set. They can match their pitch accurately when singing in unison age appropriate songs.

Applying: A learner can read and perform sol-fa singing names and understand what a tone-set is. They are developing greater accuracy when singing as part of a group in a two-part piece.

Analysing, Creating & Evaluating:   A learner can improvise a melody using the sol-fa singing names. They can sing in tune as part of a group in a two-part piece.

Time and Place – 1st half-term:

Topic: Hatfield through the years

History:

Chronology - the arrangement of events according to dates of occurrence.

Remembering and Understanding: A learner understands some features associated with

themes, societies, people and events from local, national and global history, sequence events within a time period noting similarities and differences and giving reasons for these.

Applying: A learner understands and comments on significant features of different themes, individuals, societies and events from local, national and global history, sequencing events noting similarities and differences and understand what makes the feature significant.

Analysing, Creating & Evaluating: A learner confidently describes characteristics, analyses past and present societies and periods, makes comparisons and evaluates the outcome of the event and analyse alternate outcomes if an event in history had changed e.g. if the Mosquito planes hadn’t been made in Hatfield, how this may have impacted the outcome of the war.

Geography:

Place – the features that give a region its identity.

Remembering and Understanding: The learner can identify the different geographical features of regions within a country.

Applying: The learner can explain why the different regions hold different levels of importance within a country due to their geographical features.

Analysing, Creating & Evaluating:   The learner can produce persuasive arguments, using geographical features as to why one region is better than another.

Modern Foreign Language:

Resource: Riggolo

Remembering and Understanding: The learner can understand familiar phrases and answer, with single words or short phrases, questions about themselves.

Applying: The learner can understand familiar written phrases and answer, in brief, questions about themselves.

Analysing, Creating & Evaluating:  The learner can understand written phrases and answers questions about themselves, creating their own questions in return.