Class 3
Autumn Term 2014
Science
Biodiversity,
The kingdoms of life and the classification of living things.
The microscopic world: bacteria, protists, fungi and viruses.
The ideas/discoveries of Antoinie Van Leewenhoek, Robert Hooke and Aristotle.
Main groupings and characteristics of invertebrates and vertebrates.
Fossils and the work of Mary Anning and Mary Leakey.
Variation and the work of Alfred Russel Wallace. Ideas on Evolution.
The human body – food digestion and movement.
The circulatory, digestive and respiratory systems.
The work of Claudius Galen and William Harvey.
Comparison of the organs of invertebrates and vertebrates.
Geography
Parts of the globe including latitude, longitude, poles, equator, tropics of Cancer and Capricorn, Greenwich Meridian. Time Zones. Continents and major climate zones. Identifying major seas.
Countries of Europe noting some major rivers, mountain ranges and capital cities.
Use of globes and world maps.
History
Who were the Vikings? Viking values and beliefs. Voyages, raiding and trading. Defeat of the Anglo Saxons. Alfred the Great. The Danes and Danelaw. Viking Jorvik. Athelstan and Constantine. Vikings in the tenth century. Aethelred the Unready. King Canute and Emma.
RE
Beliefs and Questions.
Christianity – Key beliefs about God, Jesus and the Holy Spirit. What is the trinity? Key beliefs about human beings. How Christian beliefs are expressed through prayers, creeds and symbols.
Hinduism – Key beliefs Hindus hold about God and gods. What beliefs do Hindus have about humans and human life?
Art
Drawing – Sketching using a range of media, observational drawing and development, enlarging and identifying tones and shades. Studies of portraiture through the work of a range of artists such as Matisse, Picasso, Mogiglani, Schnabel, Bacon, Rembrandt and Van Gogh. Studies in facial expression through studying the work of established artists.
Print making – Making and using reduction block press prints, stencils and mono-prints, reflecting on the work of printmakers. Developing and reflecting on design.
Computing
Using ICT effectively as a research tool to support all areas of the curriculum. Using logical reasoning to explain how simple algorithms work. How to technology safely, respectfully and responsibly. Design, write and debug simple programs that accomplish goals. Solve problems by decomposing them into smaller parts.
French
Learning parts of the body through songs, games and activities. Describing people and monsters. Numbers to 100 including maths in French. Key irregular verbs (present tense). Unit based on Circus School. Asking questions and giving reasons. Expressing opinions. Acrobatic instructions linked with PE.
French Medium Term Plan Autumn Term 2014 Year 5 & 6
Les Parties du Corps, Les Numbres de 1 a 100 et L’addition , A L’Ecole du Cirque
Learning Objectives:
To be able to speak simple phrases related to the topics being studied with confidence. To recognise differences in word order within sentences. To identify grammatically different parts of a sentence. To be able to use a range of vocabulary related to the topics being studied effectively. To attempt clear and accurate pronounciation. To be able to listen to and understand simple sentences and phrases related to topics being studied. To be able to use a French dictionary effiectively knowing how to place the words correctly in a written or spoken sentence. To feel confident to have a go at speaking and listening to French in role play situations. |
Content / Activities
|
|
Concept, Skills and Understanding:
How to listen to and respond to a foreign language. How to listen carefully in order to discriminate sounds and identify meanings. Correct pronounciation and intonation. How to ask and answer a range of questions. Techniques to memorise words, prases and short extracts. How to use context to get meaning. Use their knowledge of English to help themselves to learn a foreign language. Compare their culture to that of French families. Simple aspects of grammer and how to apply them. How to initiate conversations. How to use dictionaries and reference materials. How to communicate with others in a foreign language. How to use a foreign language for real purposes. How to use their knowledge of French creatively and imaginatively. |
||
Cross Curricular Links: Literacy – sentence structure, grammer, parts of sentences, speaking and listening skills. Maths –counting and numerical operations Geography – Where does the circus travel to? Locating regions and towns. Science – Body parts ICT - use of variety of technology to support learning. PE – circus school, PE lessons and acrobatic skills in french. |
||
Timing: 45 minutes per week. Sometimes spilt into 2 shorter sessions. |
||
Differentiation Input will be similar for all pupils but expectations and follow up activities will take account of the different needs and abilities of the children in the group. Extra reinforcement of previously learned work may be required to a greater degree by some children whilst extension challenges will offered to the more able. |
Vocabulary Language related to units covered in previous years. A range of verbes, adjectives and nouns related to the topics being studied. Language related to questions, body parts, circus activities, numbers, key verbs eg. avoir, faire, etre, aller – regular and irregular verbs. |
|
Resources DVD & Teachers pack Early Start French 3 ‘Ici et là?’ Selection of French dictionaries and picture books Jouons Tous Enemble Developing French p/c resources books 1, 2 & 3 |
Assessment Through ongoing marking of exercises, oral exercises in class and final end of term activity basing jugements on criteria in: AT1 – Listening & Responding, AT 2 Speaking, AT 3 Reading & Responding, AT4 - Writing |
Geography Medium Term Plan Mapping Skills and Terms Autumn Term 2014
Learning Objectives
To understand and to be able to use key geographical terms related to location on a world map or globe. To be able to identify 16 points of the compass and use accurately. To be able to describe key differences between a map/globe, flat/3D representation of the world and the effects of distortion. To be able to identify key climate zones. To be able to locate and name continents and oceans. To be able to locate countries of Europe and know some of the key capital cities. To identify key physical features eg. major rivers and mountain ranges of Europe. To understand the importance and use of time zones. To understand that poitical, social and geographical features can all influence life in different countries.
|
Content / Activities
|
Knowledge, Skills and Understanding
Identifying points of a compass. Be able to give directions by using points of the compass. To be able to read world and regional maps noting key features. Understand some of the key features that affect life in countries round the world. To be able to annotate maps. Understand the impact of political decisions relating to timezones on people in different countries such as China, India and Australia. Be able to use knowledge of time zones in practical ways eg. when is the best time to skype aunty in Los Angeles?
|
Cross Curricular Links
Literacy – writing travel accounts, journals, diaries, extending vocabulary, descritive and imaginative writing. Maths – meauring distances, time zones, angles of a circle, 3D shape – spheres, dates ICT – research tools Art – models, paintings ideas from around the world History –Changing ideas on the movement of the world and our place in it. Historical figures and decisions that have lead to our present use of time zones and understanding of longitude and latitude. PE – Drama and voyages |
Differentiation By outcome, different groupings, varied expectations, various levels of support and extension activities as appropriate.
|
Vocabulary Latitude, longitude, equator, Greewich Meridian, degrees, Tropic of Cancer, Tropic of Capricorn, Antartic and Artic circles, Time zones, the 16 points of the compass eg. North, North North East, North East, East North East. |
Resources Library and internet resources, artifacts Maps and globes Oxford Junior Atlas Skills Book |
Assessment On going through discussion and observation noting comments and contributions from the children,
|
History Medium Term Plan The Vikings Autumn Term 2014 Year 5 & 6
Learning Objectives
To understand the meaning of ‘Viking’ and where they came from. To learn about Viking values and Norse beliefs. To be able to identify reasons for Vikings choosing to invade and stay in Britain. To know how Britain has been influenced by the wider world. To understand that historical accounts are biased and influenced by the source. To understand that social and political history are influenced by each other and closely linked. To know key facts about the lives of prominent people of the Viking era. To be able to imagine a life very different to our own. To understand the consept of cause and consequence.
|
Content / Activities
|
Knowledge, Skills and Understanding Place events, people and changes into correct periods of time. Use dates and vocabulary related to the passing of time. Know about history in the wider world. To describe & make links between different & similar aspects of Viking life and our own. Know that the past can be represented and interpreted differently by different people and suggest reasons for this. To be able to find out about events, people and changes studied from a range of different sources. Ask and answer questions and to select relevant information. To be able to create structured accounts. Organise historical information and communicate this in a variety of ways. To understand how evidence is used to make historical claims. To understand connections between social and political history. |
Cross Curricular Links Literacy – writing accounts, journals, diaries, letters, note taking, viking poetry, extending vocabulary, descritive and imaginative writing. Maths – meauring distances, time lines, dates, sequencing. ICT – research tools Art – models, paintings, design of shields Geography – Comparing a map of British counties during the time of the viking invasions. Charting voyages of vikings and spread of ideas, language and culture. PE – Drama and raids |
Differentiation By outcome, different groupings, varied expectations, various levels of support and extension activities as appropriate.
|
Vocabulary Viking, Dane, Danelaw, Jorvik, Asgard, Valhalla, archeologist, longship, saga, fyrd, Anglo-Saxon, pagan, conquer |
Resources Discover and Learn Vikings Teachers and Pupils resources – study and workbooks library and internet resources, artifacts History Interactive DVD
|
Assessment On going through discussion and observation noting comments and contributions from the children, research project, response to set tasks. |
Religious Education Medium Term Plan Autumn Term 2014 Year 5 & 6
Beliefs and Questions - Christianity & Hinduism
Learning Objectives
To know what key beliefs Christians hold about God and what He is like. To know what key beliefs Christians hold about Jesus. To know what key beliefs Christians hold about Holy Spirit. To know what key beliefs Christians hold about human beings. To know that Christians believe in the Holy Trinity and what this means. To know how some of the ways in which Chrisitians express their beliefs eg. through short statements, prayers, symbls and creed. To know some of the key beliefs Hindus hold about God and about gods. To know what Hindus believe about humans and human life. |
Content / Activities
|
Concept, Skills and Understanding
Listening to and appreciating other peoples points’ of view. Showing respect to those who share different beliefs as well as those who are important to you. Understanding key beliefs of Christians about the nature of God, Jesus & the Holy Spirit. Understanding Hindus beliefs about their gods and humans and human life. Forming an argument to defend a point of view. Appreciation of those things that inspire us. Finding ways to focus on what is good or inspiring to us.
|
Cross Curricular Links
Literacy – speaking and listening skills, presenting ideas, debate, writing in a variety of styles, reading and researching ideas. Using non-fiction texts. Maths – points of the compass related to church construction. ICT – research tools, presentation of ideas. Geography – Areas of the world where Christians and Buddhists live in peace or are persecuted. Locating key locations important to Christians and Buddhists. History – Spread of Christianity and Buddhism. Art – studying and replicating forms of art that are important to the Buddhist and Christian faiths. |
Differentiation This can take many forms although much of the imput will be suitable for all. Children will work in pairs and small groups for some tasks, which can be differentiated to support of challenge children as required. Some paired work will allow more able children to support others or allow pairs of children of similar ability to work together as appropriate to the task and the children concerned. |
Vocabulary Trinity, Holy Spirit, Jesus, creator, creed, apostle, sin, redemption, incarnate, ichthus, Brahman, Upanishads, Svetaketu, Vishna, Rama, Krishna, Shiva, Lakshmi, Ganesha, atman, karma, samsara, moksha, dhama, reincarnation, liberation, immortal |
Resources Variety of Christian order of service books. Bibles, hymn books and prayer books, Book of Common Prayer. Craft materials – straws, paint, rope, wool, modelling clay etc Books and and stories realted to Hindu gods. Use of internet research tools. |
Assessment
Through discussion, observation, recorded work and listening to the children as they participate in lessons. |
Science Medium Term Plan Living Things, Evolution and Inheritance Autumn Term First Half 2014 Year 5 & 6
Learning Objectives
To describe how living things are classified into broadgroups according to common observable characteristics and based on similarities and differences. To give reasons for classifying plants and animals based on specific characteristics. To recognise that living things have changed over time and that fossils provide informaton about living things that inhabited the earth millions of years ago. To recognise that living things produce offspring of the same kind but that offspring are not usually identical to their parents. To identify how animals and plants are adapted to suit their environment in different ways and that adaptation may lead to evolution.
|
Content / Activities – all taken from Scholastic Science Lessons (Y6)
|
Concept, Skills and Understanding
Living beings are hugely varied and complex. Our understanding of animals and plants is constantly growing. People through the centuaries have added to the body of scientific knowledge. Developments in technology eg. microscopes help to further scientific knowledge. That detailed observations and questioning are key to scientific progress. Observational skills can be improved with practice – opportunities to observe and record a variety of data. Opportunities to display and interpret data in different ways and to make predictions. Reaseach skills using a range of resources. |
Cross Curricular Links
Literacy – Information texts, biographies, researching texts, punctuation, sentence structure persuasive writing and debate, a wide range of new topic specific vocabulary, annotation, labelling, speaking and listening. Maths – analysing data. Geography – habitats, mapping, Wallace line, geographical boundries. Art – detailed observational drawing, multimedia interpretations ICT – use of computers, videos, DVD’s etc to enhance knowledge. History – Lives and discoveries of key people involved in scientic development. |
Differentiation
Focus table for those needing particular support. Individual support as required. Differentiated through expectations where necessary. Extension questions, investigations and challenges for the more able.
|
Vocabulary biodiversity, survey, observe, ecology, ecologist, classify, habitat, quadrat, pitfall trap, line transect, species, kingdoms, domains, organisms, taxonomy, characteristics, bacteria/bacterium, protists, fungi, specialised, microbe, magnification, biodegradeable, biotechnology, fermentation, hyphae, respiration, budding, substrate, carbon dioxide, fair test, variables, molluscs, cnidaria, arthropods, echinoderms, fossil, sedimentary, hypothesis, plankton, algae, producers, sedimentary rock, parsites, symbiosis, virus, nanometre, electron microscope, respiration, reproduction, sensitivity, nutrition, infectious, vaccine, vccination, mammal, reptile, bird, fish, amphibian, spine, vertebrate, endotherm, ectotherm, placental, marsupial, variation, palaeontologist, ammonite, cast, extinct, imprint, trilobite, research, dinosaur, preistoric, evidence, water vapour, ornithologist, natural selection.
|
Resources
Wide variety of resources. These are listed in each weeks lesson plan in the Scholastic 100 Science Lessons for Year 6.
|
Assessment
Ongoing through observation and discussion of individual children. Through marking children’s own recording, observations and conclusions. End of unit assessment activities. |