Curriculum Map and key skills Term 3 Year Group 5
Subject:
PSCHEE/VALUES/:
British values:
Democracy, rule of
law, respect and
tolerance, liberty
School values (Peace
and Self belief)
Being a good global
citizen
SCIENCE:
Fair testing
Theme: Global Citizenship
Key skills to be taught :
 I can talk and write about my opinions, explain my views on issues that affect society and myself
 I can research, discuss and debate global /ethical/environmental topical issues, problems and events
 I can understand, discuss and demonstrate the values of peace and self belief by understanding that my
actions affect myself and others’
 I can care about other peoples’ feelings and try to see things from their point of view
 I can discuss why Global citizenship is important and recognise my role as a good citizen
 I can recognise and challenge stereotypes
 I know that differences and similarities between people arise from a number of factors including cultural,
ethnic, racial and religious diversity, gender and disability
 I can understand the importance of democracy, what it is and about the basic institutions that support it
nationally and locally
 I can understand the importance of liberty
 I can understand the rule of law by understanding how rules and laws are made and enforced
 I know and follow school rules about health and safety, basic emergency aid procedures and where to get
help
 I understand what makes a healthy lifestyle, including the benefits of exercise and healthy eating, what
affects mental health and how to make informed choices.
 I can reflect on spiritual, social, moral and cultural issues, using my imagination to understand other people’s
experiences
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I can plan different types of scientific enquiries to answer questions, including recognising and controlling
variables where necessary
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Chemistry: Properties
and changes of
materials
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GEOGRAPHY: Local
area field work
(Human and physical
features)
Global citizenship
I can take measurements, using a range of scientific equipment, with increasing accuracy and precision,
taking repeat readings when appropriate
I can record data and results of increasing complexity using scientific diagrams and labels, classification
keys, tables, scatter graphs, bar and line graphs
I can use test results to make predictions to set up further comparative and fair tests
I can report and present 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
I can identify scientific evidence that has been used to support or refute ideas or arguments.
I can compare and group together everyday materials on the basis of their properties, including their
hardness, solubility, transparency, conductivity and response to magnets
I know that some materials will dissolve in liquid to form a solution, and describe how to recover a
substance from a solution
I can use knowledge of solids, liquids and gases to decide how mixtures might be separated, including
filtering, sieving and evaporating
I can give reasons, based on evidence from comparative and fair tests, for the particular uses of everyday
materials, including metals, wood and plastic
I can demonstrate that dissolving, mixing and changes of state are reversible changes
I can explain that some changes result in the formation of new materials, and that this kind of change is not
usually reversible, including changes associated with burning and the action of acid on bicarbonate of soda.
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I can 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.
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I can use a scale, a key, a compass and grid references
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I can compare my locality to other places
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I can suggest more than one solution as to how my locality can be improved
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I know how I can contribute to a reduction in climate change
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I can summarise ways that people are trying to manage an environment
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I can summarise an environmental issue in the local area (eg pollution) its possible causes and solutions
(See also PSCHEE)
HISTORY: Ancient
Greece
 A study of Greek
life and
achievements and
their influence on
the western
world
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ART/DT:
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MUSIC:
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I can understand that the past is constructed from a range of sources
I can demonstrate a chronological secure knowledge and understanding of life and achievements of Ancient
Greece and its influence on the western world and place events on a timeline
I can describe how some things I have studied from the past affect life today
I can give clear reasons why there may be different accounts of history
I can present my findings about the past using speaking, writing, ICT, drama and drawing skills
I can use the key vocabulary of the time to convey my understanding of the past
I can use evidence to describe the clothes, way of life and actions of the people of the past
I can research, plan and create a piece of environmental art in the style of Andy Goldsworthy
I can plan, compose, take and display photographs showing different environments and environmental
issues
I can research, plan, design and construct a Greek temple
I can research, plan, design and create a Greek vase (themed on the Olympics)
I can understand and appreciate the influence that Ancient Greece has had on the wider world
I can play a classical musical instrument with increasing accuracy, fluency, control and expression (solo and
ensemble)
ICT:
Vector graphics
PE:
MFL: Spanish
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I can use and understand musical notation including minim, crochet and semibreve
I can improvise and compose music for a range of purposes
I can read the musical stave and can work out the notes, EGBDF and FACE
I can understand different music genres and develop an understanding of music.
Understand how ICT can be used to develop images.
I can draw a line; add points, edit them and close the path to make a shape.
I can edit the structure of a shape to make a vector graphic.
I can rotate and group copies of my vector graphic to create a repeated pattern.
I can format my vector graphic to make it realistic.
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I can take part in a variety of competitive games.
I can run, throw and jump.
I can listen attentively to spoken Spanish and show understanding by joining in and responding
I can explore the patterns and sounds of language through songs and rhymes and link the spelling,
sound and meaning of words
I can engage in conversations, ask and answer questions: express opinions and respond to those of others
I can speak in sentences, using familiar vocabulary, phrases and basic language structures
I can develop accurate pronunciation and intonation so that others understand when they are reading aloud
or using familiar words and phrases
I can read carefully and show understanding of words, phrases and simple writing
I can appreciate stories, songs, poems and rhymes in Spanish
I can broaden my vocabulary and develop my ability to understand new words that are introduced into
familiar written material, including through using a dictionary
I can write phrases from memory and adapt these to create new sentences to express ideas clearly
I can describe people, places, things and actions orally and in writing
I can understand basic grammar appropriate to Spanish and how to apply these to build sentences ;I can
understand how these differ from or are similar to English
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