Year Five Curriculum

Year Five Curriculum

9:00 am: 5G Class Assembly

3:45 pm: Parents Evening Reception,2,4,5 and 6

3:45 pm: Parents Evening Nursery, years 1 and 3

9:00 am: Dressing up day

YEAR 5: WHOLE CURRICULUM OVERVIEW

SUBJECT	AUTUMN	SPRING	SUMMER
SPOKEN LANGUAGE	At Park Hill, particularly because many of our pupils begin their school life without the oracy skills appropriate for their age, we recognise the importance of spoken language in the development of reading and writing and, indeed, of the whole individual. The skills of speaking and listening are explicitly taught and children are given a wide range of opportunities to practise these skills and develop confidence and competence. Throughout the School, children talk about their learning, developing ideas and understanding through discussion, asking questions, being able to listen carefully to others’ views and giving them time to respond, sometimes challenging others’ viewpoints, negotiating with others in group work and considering a range of viewpoints. Talk partners are often used as a strategy to encourage discussion in lessons. Relevant vocabulary is explicitly taught in lessons across the curriculum so that our children’s knowledge and understanding of vocabulary increases. Talk for Writing, which is used throughout the school in order to embed key vocabulary in children’s minds, is one such method that is employed on a regular basis. For younger pupils, opportunities to develop their spoken language include role play within the indoor and outdoor learning environments where children can explore language in contexts such as a garage or a hairdresser’s or a café, for example. As the children become older, opportunities are extended with the children preparing to speak to an audience using ICT presentations or posters as prompts. Children in Year 6 learn to use spoken language in a formal debate. Spoken language is also developed through drama activities as children improvise, refine and rehearse scripts and learn to present these to an audience – for example – in their class assemblies. Rehearsing ideas through role play and spoken language enables children to explore different genres, identify with characters and develop vocabulary: teachers often use this approach as preparation to improve the quality of written work. During the year we run poetry performance competitions where children of all ages can showcase their ability to learn off texts by heart and perform poems of their choice with expression and actions. Every week a talk homework topic is sent home for the children to talk about with their families and then come back into school to discuss with their teachers and peers. We promote respect towards all languages and dialects that children may bring into school with them. We value all languages and recognise home languages as a stepping-stone to progress in the use of English
READING	At Park Hill, reading is taught as a separate lesson from writing. However, we very much try to link reading and writing activities so that often the same genre is being taught in both lessons. The children are taught reading skills, which are based around progression statements connected with: decoding and blending (for Year 1) recognition of ‘tricky’ words on sight (for Years 1 and 2) retrieval of information from a text interpretation of information prediction of what might happen next commenting on the writer’s use of language, structure and presentation performance of a text discussing what is read and justifying their views identifying the writer’s purpose and viewpoint (for Years 3 upwards) For years 5 and 6, reading is taught separately from writing, although there is very much an overlap between the two subjects. Instead of being taught using different texts for each group, one text is used for the whole class. Children often begin their reading lessons by answering questions on a short passage (or illustration), which can be taken from their class text or can be around a short video clip. The question types used are those: involving retrieval of information from the text involving interpretation of the information given in the text concerning authorial intent During the main lesson, discussions take place on the text, centring around one or more of the progression statements appropriate to their ability. Written tasks are given as follow-up activities to ensure secure understanding of what has been discussed. A cold comprehension is also undertaken by the children on a weekly basis. We have close links with our local library, Balsall Heath, and are often involved in projects with them. We make regular visits to the library and the librarians frequently come into school to speak not only to the children but also to their parents to help promote a love of reading and make them aware of the library’s facilities.
WRITING	In writing, we base our learning around the Writing Cycle which takes the following format: Immersion in a genre incorporating: Talk for Writing, role play, book talk, class discussion, paired discussion, sentence construction, punctuation and grammar work related to the end piece of writing to be written, modelling of the writing by the teacher, text marking of modelled texts in the same genre as the one to be written and short pieces of writing. Planning for ‘The Big Write’ – this is very much a supported activity involving writing frames and differentiated success criteria. Writing the ‘Big Write’ with the aid of success criteria provided by the teacher. Again, this is a supported activity. Proof reading and evaluating own work. Sometimes, the children proof read together with a partner and evaluate it together. ‘Close the Gap’ lesson – general learning point which the teacher has picked up from marking the books will be taught to the whole class. This is followed by the children working on their own ‘close the gap’ comments which have been highlighted by the teacher in their books. ‘Cold Write’ – the children plan and write an unseen piece in the same genre. Children also write their own success criteria. Again the children spend some time proof reading their own work and then evaluating it. Peer marking – this piece is marked by another child against the success criteria. The marker should state what they have particularly liked about the piece of writing and what they feel could be developed further. Both comments must relate to the success criteria. Sometimes, the children work in pairs whereby they look with a partner at their own piece of writing and then at their partner’s. Performance of their writing might take place at any of these stages listed above. We try hard to make sure there is a real purpose and audience for the children’s writing.
	Year 5 – Year Group Author – Louis Sachar
	Autumn Term	Spring Term	Summer Term
	Letters connected with class novel, ‘Charlie and the Chocolate Factory’	Posters connected to robotics topic	Narrative connected to robotics topic
	Leaflets connected with visit to Cadbury World	Narrative writing connected with World War II	Report connected with Robotics topic
	Poetry based around World War II	Letters based around ‘The Boy in the Girls’ Bathroom’ by Louis Sacher	Diary linked to Ancient Greeks
	Biographies connected with Black History Week	Own choice of genre linked to ‘The Boy in the Girls’ Bathroom’ b Louis Sacher	Narrative writing linked to Ancient Greeks
	Reports connected with World War II	Narrative writing connected with World War II
		Posters connected with e-safety
Grammar and Punctuation	Grammar and punctuation points are taught at the beginning of English lessons, where they are relevant to the genre being worked on. There are also discrete lessons in grammar and punctuation from Year 2 upwards.
SPELLING	Spelling, appropriate to ability and age expectation, is taught for short periods of time on a daily basis in Key Stage 2 in line with statutory guidance. The children are then encouraged to apply the rules they have learned to their independent writing.
HANDWRITING AND PRESENATION	At Park Hill we aim to equip children with the skills to write in a handwriting style that is fluent, joined and legible. Children throughout the school use a cursive script where all letters start with a lead-in from the line and have a tiny hook on the end of them, which makes it easier to join them. Lower case g, y and j are not joined and neither are capital letters. Some children begin to join their letters in Year 2 but it is expected that all children will be joining their letters by Year 4 when every child is must use a pen for all their writing.
WRITING Year group author: Louis Sachar	Letters connected with class novel, ‘Charlie and the Chocolate Factory’ Leaflets connected with visit to Cadbury World Biographies connected with Black History Week + presentation Diaries Narratives Reports Poetry (All connected with WW2 and novel: Adolphus Tips)	Reports connected with attendance Play Scripts and Letters connected with class novel: ‘Boy in Girls’ Bathroom’ Persuasive Letter connected with Inspire Narratives Newspaper Reports linked with RE unit	Adverts Narratives Diaries connected with visual literacy unit, ‘El Caminante’ Diaries Play scripts Reports Poetry
MATHS	Place value Decimals, addition & money Subtraction Properties of shapes Multiplication, division & fractions Place value & multiplication Multiplication & division Multiplication & division Place value, decimals & subtraction Measures Fractions Addition, subtraction & multiplication	Place value Addition & subtraction Place value & addition Co-ordinates & line graphs Multiplication & division Fractions & decimals Multiplication & division Number & place value Perimeter, area & volume Number & place value Addition & subtraction	Number & place value Place value & decimals Multiplication, division & percentages Angles & polygons Fractions & subtraction Multiplication & division Multiplication Time & data Place value & subtraction Multiplication & fractions Calculation
SCIENCE	Solids, liquids & gases, reversible & irreversible changes Properties of materials: insulators & conductors	Life cycles: plants & humans Earth & Space	Gravity, air resistance & friction Pulleys, gears & levers
HISTORY	Historical links to topic Identifying time/chronology of the rise of the Cadbury business in Bournville, Birmingham The impact of The Second World War on British & Local Life A study of a significant turning point in British history, beyond 1066, including a local study		Ancient Greece A study of Greek life, achievements and their influence on the Western World
GEOGRAPHY	The Chocolate Factory—A Study of Cadbury’s at Bournville Human geography study, including: types of settlement and land use, economic activity including trade links Geographical links to topic Identifying parts of Europe, Britain & Moseley	The Environment, Energy Use and Conservation A study of human geography, including: land use, economic activity, the distribution of natural resources including: energy, food, minerals and water	Geographical links to topic Identifying Greece, Greek cities, surrounding waters & bordering countries on a map of Europe
COMPUTING (Rising Stars: ‘Switched On’ scheme)	We are artists Fusing geometry and art to create a design Creativity We are Cryptographers Cracking codes – Computational thinking	We are bloggers Sharing experiences & opinions Communication/collaboration We are architects Creating a virtual space Productivity	We are game developers Developing an interactive game Programming We are web developers Creating a web page about cyber safety Computer Networks
MUSIC (Music Express Scheme)	Cyclic patterns Exploring rhythm & pulse Roundabout Exploring rounds	Songwriter Exploring protest songs Journey to space Exploring sound sources	Stars, hide your fires Performing together Who Knows? Exploring music processes
P.E.	Gym Invasion Games Basketball Gym Invasion Games Rugby	Dance Invasion Games Netball Dance Net Games Volleyball	Athletics Striking & fielding Games Cricket Athletics Striking & fielding Games Rounders
PATHS	Getting Started & Introduction Problem Solving	Goals & Identity Making & Keeping friends	Making & Keeping friends / Being Responsible & Caring for Others Being Responsible & Caring for Others
F.L: SPANISH (First year of implementation)	All about me & establishing phrases & vocabulary for classroom routines &objects Understand and say numbers 0-10. Meet and establish common letter strings. Participate in a short exchange greeting someone- asking and saying how you are. Identify rhyming words in a poem. Follow simple classroom instructions. Explore auditory differences between un/una. Ask for and give name. Recognise a question form. Christmas lesson- Nativity play/Letter to the three Kings.	Revision of numbers. Ask for and state age. Recognise how accents alter pronunciation. Colours. Perform actions to Spanish Song. Experiment with writing by producing short sentences using verb, adjective and connective. Names of fruit. Recognise singular and plural items and how they affect the verb. Reflect on healthy eating habits.	Easter lesson- Spring time/Weather conditions. Understand Spanish traditions and customs across the various regions of Spain. Days of the week. Join in reading a story. Match sounds to the written word. Re-arrange familiar sentences into the correct word order. Months of the year. Focus on specific key sounds and letter strings. Identify social conventions at home and in other cultures.
ART & DESIGN	Packaging design Using given criteria to design product packaging for chocolate bars Building model Anderson shelters Model-making: Exploring sculpture techniques with a range of materials.		Clay Exploring sculpture techniques, form of pot structure & design; coil pots & handles – links to Ancient Greeks
DESIGN & TECHNOLOGY		Food technology & the Environment Understanding seasonality, and know where and how a variety of ingredients are grown, reared, caught and processed	Programming & building robots Linked with computing & science
R.E. (Following Birmingham Agreed Syllabus)	Compassion/choice: Caring for Others, Animals and the Environment / Being Accountable and Living with Integrity Compassion: Sharing and Being Generous Commitment: Being Loyal & Steadfast Commitment: Being Hopeful & Visionary	Contemplation: Being Open, Honest & Truthful Contemplation: Being Silent & Attentive, Cultivating a Sense for the Sacred & Transcendence Community: Participation & Willing to Lead Community: Being modest & Listening to Others	Choice: Being Temperate, Exercising Self-Discipline & Cultivating Serene Contentment Choice: Being accountable & Living with Integrity Creativity: Being Thankful Creativity: Being Imaginative & Explorative

10 9:00 am: 5G Class Assembly 10th October 2017 9:00 am – 10:00 am More

17 3:45 pm: Parents Evening Reception,2,4,5 and 6 17th October 2017 3:45 pm – 6:00 pm More

18 3:45 pm: Parents Evening Nursery, years 1 and 3 18th October 2017 3:45 pm – 6:00 pm More

20 9:00 am: Dressing up day 20th October 2017 9:00 am – 3:15 pm More