Constantine’s Creative Curriculum

Year 5 – Summer Term
Making Waves!
Special event:Surf lessons, visits from pro- surfers and Surfers Against Sewage representatives, visits to surf board / wet suit manufacturers and board shapers, visits to Bedruthan Steps to see coastal erosion, Isles of Scilly camp.

Cornwall is synonymous with surfing and this topic will explore all aspects of that industry. The children will also look at the effects of waves on our coastline and have a big geography focus on coast formation and factors that promote great wave formation. The children will explore other types of waves too – sound waves and brain waves! Hopefully they’ll be having brain waves of their own as they link their learning across this exciting topic.

Enjoy and achieve –This topic brings so many opportunities for the children to get out and about experiencing the coastline and learning new skills from professionals who will inspire and encourage.

Making a positive contribution – The children will hear from Surfers Against Sewage and realise how they can make a positive contribution to d safeguard our beaches. They will participate in a beach clean to reinforce this message.

Economic well-being –Visist to surfboard and wetsuit manufacturers will give the children an idea of the economics of this industry and the costs involved in manufacturing which dictate the cost of products.

Be Healthy: The children will be encouraged to think about how physical an activity surfing is and how this can be a fun part of a fitness regime. They will also look at brains and begin to understand how a brain works and how they can help keep their brain active and healthy.

Stay Safe:Beach safety, sea safety and sun safety are all key aspects of the learning in this topic.

  • Assistance with trips
  • Intervention groups


Science
Waves form the basis of the science for this topic. Firstly being in the waves and the science of floating and sinking and how ripples are produced. Their learning from Surfers Against Sewage will allow a study of pollution and how this is a threat to wildlife and the implications for pollution on food chains and webs. They will then look at different types of waves – sound waves and how we hear and brain waves – a study of the human brain and how it works. They will look at brain gym and how this can help our brains to activate.
Programme of Study
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 and written forms such as displays and other presentations
  • identifying scientific evidence that has been used to support or refute ideas or arguments.
(Pupils in years 5 and 6 should use their science experiences to: explore ideas and raise different kinds of questions; select and plan the most appropriate type of scientific enquiry to use to answer scientific questions; recognise when and how to set up comparative and fair tests and explain which variables need to be controlled and why. They should use and develop keys and other information records to identify, classify and describe living things and materials, and identify patterns that might be found in the natural environment. They should make their own decisions about what observations to make, what measurements to use and how long to make them for, and whether to repeat them; choose the most appropriate equipment to make measurements and explain how to use it accurately. They should decide how to record data from a choice of familiar approaches; look for different causal relationships in their data and identify evidence that refutes or supports their ideas. They should use their results to identify when further tests and observations might be needed; recognise which secondary sources will be most useful to research their ideas and begin to separate opinion from fact. They should use relevant scientific language and illustrations to discuss, communicate and justify their scientific ideas and should talk about how scientific ideas have developed over time.)
Forces
Pupils should be taught to:
  • 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.
Sound (Y4)
Pupils should be taught to:
identify how sounds are made, associating some of them with something vibrating
recognise that vibrations from sounds travel through a medium to the ear
  • find patterns between the pitch of a sound and features of the object that produced it
  • find patterns between the volume of a sound and the strength of the vibrations that produced it recognise that sounds get fainter as the distance from the sound source increases.
In addition children will look at the effects of pollution on food chains and webs.
They will do some investigation into brains and how they work.
What could this look like?
  • Water trough experiments
  • Predicting floating and sinking
  • Floating and sinking fruit experiments
  • Water tank ripple experiments (get Penryn College involved)
  • Dissecting a brain
  • Brain gym
  • Sound experiments
  • String telephones
  • Sound proofing experiments
  • Food chain / pollution dilution experiments
(-Pupils should explore falling objects and raise questions about the effects of air resistance. They should explore the effects of air resistance by observing how different objects such as parachutes and sycamore seeds fall. They should experience forces that make things begin to move, get faster or slow down. Pupils should explore the effects of friction on movement and find out how it slows or stops moving objects, for example, by observing the effects of a brake on a bicycle wheel. Pupils should explore the effects of levers, pulleys and simple machines on movement. Pupils might find out how scientists, for example, Galileo Galilei and Isaac Newton helped to develop the theory of gravitation.
Pupils might work scientifically by: exploring falling paper cones or cup-cake cases, and designing and making a variety of parachutes and carrying out fair tests to determine which designs are the most effective. They might explore resistance in water by making and testing boats of different shapes. They might design and make products that use levers, pulleys, gears and/or springs and explore their effects.
Pupils should explore and identify the way sound is made through vibration in a range of different musical instruments from around the world; and find out how the pitch and volume of sounds can be changed in a variety of ways.
Pupils might work scientifically by: finding patterns in the sounds that are made by different objects such as saucepan lids of different sizes or elastic bands of different thicknesses. They might make earmuffs from a variety of different materials to investigate which provides the best insulation against sound. They could make and play their own instruments by using what they have found out about pitch and volume.)
Progression in skills:
  • Group working unsupported. Scaffold beginning to be withdrawn.
  • Opportunities given for own questions to be followed as a result of initial investigation.
  • Predictions draw on past experience. Simple knowledge and understanding used.
  • Scaffold / support used to brainstorm variables. Many discussed but children choose.
  • Range varies according to investigation but range is sophisticated ie 5/6 types Interval more specific ie increasing temp in 10 degrees C
  • Tables are sophisticated. Averages used. Unusual results are discussed. Line graphs are drawn with whole number scales.
  • Decision about line/bar/scatter graph made in consultation with teacher.
  • Simple generalisations explained using correct vocabulary. Vocabulary use extensive. Definitions given by children e.g. gravity. Concept maps still starting points.
  • Begin to assess hazards and risks in their own work without prompting. Beginning to take action to control risks to themselves and others.
  • Children know what equipment to use and select it themselves. Use equipment carefully and correctly. Can measure less than 1N, 1gm, 1mm, 1cm
  • Three measurements taken routinely. Standard units used more carefully. Adults introduce scanning results for unusual readings.
  • Teacher’s role is to prompt when descriptions, not explanations are given. Teachers ask questions where appropriate to develop knowledge ad understanding.
  • Systematic concise style encouraged. Explanations are given, patterns and trends are discussed. Generalisations are included. Scaffold is reduced.
Key vocabulary:air resistance, water resistance, reversible, irreversible, forces, friction, upthrust, sound, vibrations, food chain, food web, brain section vocbulary
Attainment targets: By the end of each key stage, pupils are expected to know, apply and understand the matters, skills and processes specified in the relevant programme of study.
  • I can explain the forces involved in floating and sinking
  • I can explain how ripples form
  • I can explain how I hear and how sound waves travel
  • I can explain how pollutants are spread and concentrated up a food chain
  • I can discuss how my brain works

History
Brainwaves – an open ended historical investigation - the children will use building learning power strategies to investigate peoples brainwaves from the past and say how they have impacted on life today. They will study the individual and learn about their life and times. The children will also be looking into the history of surfing and how the sport developed as technology advanced.
Programme of Study
During their historical studies:
  • Pupils should continue to develop a chronologically secure knowledge and understanding of British, local and world history, establishing clear narratives within and across the periods they study.
  • They should note connections, contrasts and trends over time and develop the appropriate use of historical terms.
  • They should regularly address and sometimes devise historically valid questions about change, cause, similarity and difference, and significance.
  • They should construct informed responses that involve thoughtful selection and organisation of relevant historical information.
  • They should understand how our knowledge of the past is constructed from a range of sources.
  • a study of an aspect or theme in British history that extends pupils’ chronological knowledge beyond 1066 -a significant turning point in British history, for example, the first railways or the Battle of Britain
In planning to ensure the progression described above through teaching the British, local and world history outlined below, teachers should combine overview and depth studies to help pupils understand both the long arc of development and the complexity of specific aspects of the content.
What could this look like?
  • Research into an individual or invention that has made a big impact
  • Short study of the life and times of the inventor
  • Research and presentations into the history of surfing
  • Compare and contrast surfing in the past with surfing today
Progression in skills:
  • Children know and sequence key events of time studied
  • They use relevant terms and period labels
  • They make comparisons between many different times in history
  • They study different aspects of life of different people – differences between men and women
  • They compare accounts of events from different sources; fact or fiction
  • They offer reasons for different versions of events
  • They begin to identify primary and secondary sources
  • They use evidence to build up a picture of life in the time studied
  • They select relevant sections of information and they use the library and e-learning confidently
  • They use appropriate terms, matching dates to people and events.
  • They record and communicate knowledge in different forms, working independently and in groups, showing initiative.
  • The examine causes and results of events and the impact on people.
  • Produce chronologically structured work.
Key vocabulary:chronology, technological advances
Attainment targets: By the end of each key stage, pupils are expected to know, apply and understand the matters, skills and processes specified in the relevant programme of study.
  • I can discuss an invention that had a big impact on society
  • I can describe the times that he invention was made
  • I can talk about how surfing developed with technological advances

Geography
The IOS camp will give the children a great opportunity to study island life. They will compare these isles with those of Hawaii and the Galapagos looking at key geographical features (physical and human) demography, climate and culture. They will look at island formation and vulnerability do some research into major destructive forces like tsunamis and tectonic shifts. They will also look at coastal erosion and the processes involved. Finally they will discover the key surfing spots around Cornwall; map them and see if they can discover why these places generate the best waves.
Programme of Study
Pupils should extend their knowledge and understanding beyond the local area to include the United Kingdom and Europe, North and South America. This will include the location and characteristics of a range of the world’s most significant human and physical features. They should develop their use of geographical knowledge, understanding and skills to enhance their locational and place knowledge.
Pupils should be taught to:
Locational knowledge
  • 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
  • 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
  • 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)
Place knowledge
  • understand geographical similarities and differences through the study of human and physical geography of a region of the United Kingdom, a region in a European country, and a region within North or South America
Human and physical geography
describe and understand key aspects of:
  • physical geography, including: climate zones, biomes and vegetation belts, rivers, mountains, volcanoes and earthquakes, and the water cycle
  • 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
Geographical skills and fieldwork
  • use maps, atlases, globes and digital/computer mapping to locate countries and describe features studied
  • use the eight points of a compass, four and six-figure grid references, symbols and key (including the use of Ordnance Survey maps) to build their knowledge of the United Kingdom and the wider world
  • use fieldwork to observe, measure, record and present the human and physical features in the local area using a range of methods, including sketch maps, plans and graphs, and digital technologies.
What could this look like?
  • Compare and contrast 3 different island groups
  • Study into how waves are formed
  • Mapping of Cornwall
  • Visits to Bedruthan steps and seeing erosion in action
  • Experiments to simulate erosion
Progression in skills:
  • Ask questions about the geographical features of the past and the future.
  • They can describe physical and human features of a wider range of places.
  • They make comparisons between individual features of different places.
  • Describe the character of an environment in different parts of the world.
Key Vocabulary: country, region, island, archipelago, climate, physical processes, human processes, coast, erosion, tsunami, plate tectonics.
Attainment Targets:
By the end of each key stage, pupils are expected to know, apply and understand the matters, skills and processes specified in the relevant programme of study.
  • I can compare and contrast three different island regions
  • I can explain the process and effects of erosion
  • I can explain how waves form
  • I can draw and label a map showing key surf spots in Cornwall.