Year 5 – Summer Term
Olympics and Ancient Greece – stages – sporting and theatrical!
Special event: Possible visits to Minack theatre. Backstage tour at Princess Pavilion looking at stage, lighting, pulleys
Olympic Year and Tamar Class will be looking at the Games from many different aspects but central to the theme is a stage. They will look at the sporting stage, the theatrical stage and the world as a stage or platform for sharing environmental messages that affect South America. Drama will play a big part with the children getting the opportunity to perform plays and role play from various environmental standpoints and commentate on sporting events.
Enjoy and achieve – Real life experiences will be at the heart of promoting achievement in this topic. The children will be encouraged to be real life critics; they will perform for themselves, participate in fun role play and watch various performances.
Making a positive contribution – By becoming critics of a professional performance and of each other’s performances the children will practise the key skills of constructive criticism. Perfecting this will enable to make positive contributions in many different life contexts. The children will relate the issues that arise from the rainforest studies to their own lives – in particular looking at the importance of recycling and issues surrounding destruction of an environment for the people directly related, and the planet as a whole.
Economic well-being – the children will use spreadsheets to work out costings for a theatre production. They will need to calculate outgoings and look at required profit margins – all key skills for achieving their own economic well-being in life.
Be Healthy: The rainforest debate will touch on many issues that affect the health and wellbeing of various parties involved giving the children a greater depth of understanding about the complexities of the issue.
· Assistance with trips
· Pupil progress groups
Sporting forces will define this topic. The children will study a variety of Olympic events and for each look at the forces involved. This will extend to clothing and equipment design in order to study properties of air resistance, water resistance, friction and the uses of levers, pulley and gears
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.
What could this look like?
· Experimenting with bicycle mechanisms
· Fair tests on streamlining – helmets, clothing, swimwear
· Fair tests involving friction
(- 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.)
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, gravity, life cycle, lever, pulley
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 levers and pulleys
· I can explain choices involving equipment and clothing in terms of forces and friction
History
The children delve into historical research of the Mayan civilisation. They will also look at Ancient Greek life and see the influences that are still evidenced today.
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 non-European society that provides contrasts with British history –Mayan civilization c. AD 900
· Ancient Greece – a study of Greek life and achievements and their influence on the western world
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?
· Comparisons of Ancient Greek life and life today.
· Comparision with Ancient and Modern Olympics and how societies have changed
· Direct comparisons between Mayan history and British history
· Representing Mayan culture through art
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: ancient, culture, artefacts, civilization, community, tribe
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 describe key features of Mayan society
· I can compare and contrast Ancient Greece with life today
Geography
The children will be looking at the countries and geographical features of South America and in particular study the environmental issues of logging and deforestation affecting Brazil. They will compare and contrast a region of South America – The Galapagos Islands, with a region of Europe – The Greek Island and a local region of the UK – The Scilly Islands
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?
· Research into South America
· Factfiles created of Island regions of Galapagos, Greece and Scillies
· Map studies to identify S American countries and research key demographics
· Comparing and contrasting climate and physical and human features
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.