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Year 5

Year 5 Curriculum Enhancement 2018-19

 

AUTUMN 2018

 

  • Using an aging app on iPad- will you look like more like Mum or Dad when you are older?

  • Trip to Science & Industry museum looking at forces

  • Designed, created and tested parachutes

  • Created, rehearsed and performed ‘Harvest Assembly’ in front of school and parents

  • Carried out own research on one of the American states and created a piece of written and creative work on the topic

  • Used the internet and holiday broachers to plan a journey to a place in another part of the world, taking account of distance, cost and time.

  • Devised at created a competition involving physical abilities, observing and recording results

  • Harvest food collection

  • Investigation into friction (involving various materials)

  • Design and created Christmas tree decorations using salt dough

  • Design and created Christmas cards

  • Wrote non-chronological report on mythical creatures and created our own book for adventures

  • Created Lego models and then used coding skills to make them move

  • Class debate – For or Against an adventure

  • Photo editing using various apps and programs

  • Research religious art and designed our own spiritual designs

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SPRING 2019

 

  • Book Reviews from class reading books

  • Safer Internet Day

  • World Book Day 

  • Red Nose Day 

  • Snow Day

  • Used microscopes to see the cells of plants

  • Mothers’ Day Cards

  • Trip to Pennington Flash- Looking at plants and their lifecycles

  • Potted our own trees

  • Designed and created salt dough jewellery based on Anglo-Saxon designs

  • Looked at Anglo-Saxon vs modern life including maps of the local area

  • Gathered natural resources to create art from nature

  • Drew and painted flowering and non-flowering plants

  • Created papier mache vases and painted them with images of the siege of Baghdad from ‘The golden age of Islam’

  • Investigated soluble and non-soluble materials

  • Experimented with solids, liquids and gases

  • Took part in 'Mad Science' workshops

  • Wrote in rough and then word processed non-chronological  reports for wall display

  • Created ‘A day in the life of an Amazonian villager' recounts and parrots in art 

  • Discussed, designed, drew and coloured Islamic art

  • Discussed, investigated and created non-newtonian materials

  • Wrote reports and then used ‘green screen’ technology to create a news report

  • Used a variety of objects to investigate forces (parachutes, javlins, tug-o-war ropes)

  • Used LEGO resources to create and code models

  • Used French –English dictionaries to research our own French writing

  • Created Power point presentations for ‘The importance of Rain forests’

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Impact of the curriculum:

 

Learning

*For the majority of pupils, all of the topics which are covered in Year 5, are really enjoyed and become thought provoking (due to the use of the ‘Learning Challenges’ and ‘Key questions’). It is clear to see that learning is at the forefront of the children’s day and they often don’t want to finish a topic as there is always something else for them to learn on the subject. We can see that extensive learning is taking place as tests or ‘What do I know?’ sections at the start of a topic are usually sparse with little prior knowledge. However, by the end of a topic, these ‘end of topic’ tests or discussions are packed full of factually correct, useful information, which the children have not only learnt, but have further researched.

 

Engagement

*Children use knowledge of a topic to continue learning at home (eg. USA topic – Children created power point presentations, word processing and scrap books to share additional learning with peers.

*One child mentioned, “I didn’t know anything about rainforest. I didn’t even know that people lived there. I have found out so much and I want to go to a rainforest on holiday when I am older.”

 

British values

*Within ‘British Values’ we have seen a change in the classroom environment. The children are able to use their knowledge of British values to create a democratic environment- The children not only enjoy, but often request speeches and voting when important decisions are made or when jobs are available. This has created an atmosphere of fairness and respect for winners and the jobs that they do.

*Cross curricular work has also helped the children to understand and respect other beliefs and cultures as well as laws around the world. The pupils used this knowledge to create their own class rules and playground rules which all the children follow.

 

SMSC

*Due to the work that has been done within RE, PHSCE, British values and the curriculum as a whole, the class have a good understanding of individuality, respect and tolerance. Because of this, there have been almost no issues with friendships, falling out, children being left alone etc. This is a stark contrast from the previous year where many group sessions had to take place involving friendships. One child mentioned, “I love it at school now. Everyone has friends and no one falls out because we all know what to do if something happens.”

 

Diversity

*As we live in a diverse, multicultural society, it is important to think about other cultures and religions. Within all subjects, children are able to use their knowledge of other cultures to enhance their work. From being able to create varied characters in stories and written work to thinking about what people do and do not eat and why. One child said, “I love putting different characters from different countries in my writing. You can think about what they know compared to other characters and they can learn from each other.

 

Opportunities to increase vocabulary – class discussions, opportunities for reading around a topic, etc.

*Whenever we read, we discuss interesting words. These words are then added to our vocabulary list and the children are encouraged to use them in their writing and discussion work. Because of this, written work and vocabulary used in discussions has increased. It has also lead to children finding synonyms of these words so that they are not over-used.

 

Transferable learning e.g. Romans – law, citizenship, empire, slavery, worship, geography

*Pupils could transfer their knowledge of British laws when working on ‘The golden age of Islam’ and the ‘Anglo-Saxons’ and could discuss similarities and differences as well as their opinions.

*We have also looked at maps of Britain during Anglo-Saxon times and the children have been able to compare these to modern Britain and discuss the names of counties and their significance. This skill will again be built upon during out Summer topic work on ‘Local history’.

 

Are teachers and children making links?

*Children have been able to link various areas of learning to prior knowledge (eg. Children were able recall, link and discuss facts previously learned in our ‘What will I look like when I am older?’ science topic to ‘Do all animals start life as an egg?’ and then when discussing humans, plants and wildlife in our ‘Rainforests topic.)

 

How do we ensure learning is ‘durable’ (it lasts) and is ‘flexible’ (applicable in different contexts)?

*During the year, cross-curricular links are often made- as well as links to British values and SMSC. These are evident in yearly planning where we cover rainforest animals and plants in Science, plants and animals in our local area in Art and DT, Rainforest of the world in Geography and adventure stories set in tropical regions (Kensuke’s Kingdom) in English. Because of this flexible learning, pupils are more able to relate to the context of a theme and spend an adequate amount of time on the subject, creating durable and transferable learning.

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