Music
Year 5 Curriculum Handbook
Autumn Term 2016
every child counts
Contact Details
Important Telephone Numbers
Main School
Waiting House
School Shop
01342 712311
07714 255324
01342 713020
Important Email Addresses
Mr C Jones
[email protected]
Mr H Serjeant [email protected]
Mrs C Lee
[email protected]
[email protected]
[email protected]
Prep School Office
[email protected]
[email protected]
After School Activities
[email protected]
Hi5 Holiday Club
[email protected]
School Shop
Contact Details
Tutors
Mr M Ansboro Mrs S Litchfield
Miss H Prinsloo
[email protected]
[email protected]
[email protected]
Teachers
Miss A Adams
Mrs M Lockie
Mrs S Litchfield
Mr M Bone
Mrs S Litchfield
Mrs C Lee
Mrs L Coppin
Mrs S Litchfield
Mr D Jenkins
Mr J Coulson
Mrs L Dodson
Mrs M Lockie
Mr I Pinnock
Mr I Pinnock
Mrs L Joad
Mr M Bone
Mrs L Johnson
Mrs S Janman Mrs L Johnson
Mrs C Truesdale Miss H Prinsloo
Miss H Prinsloo
Mr J Coulson
English
[email protected]
English
[email protected]
English
[email protected]
Maths
[email protected]
Maths
[email protected]
Maths
[email protected]
Science
[email protected]
Science
[email protected]
History
[email protected]
Geography
[email protected]
Spanish
[email protected]
French
[email protected]
Religious Studies
[email protected]
PSHE
[email protected]
Learning Support
[email protected]
Information [email protected]
Art
[email protected]
Music
[email protected]
Design Technology
[email protected]
Home Economics
[email protected]
Physical Education
[email protected]
Swimming
[email protected]
Head of Games
[email protected]
English
‘The Devil and his Boy’ – Anthony Horowitz
This exciting novel set in Elizabethan England is a perfect start to the year and will engage
children in reading due to its exciting pace, interesting characters and sense of adventure.
Alongside our reading of the set text, students will also be participating in a new spelling
scheme that is to be used throughout the school. “Read Write Inc.” differentiates spelling tasks
according to your child’s ability in an interactive and purposeful manner.
This term we will learn
•
The historical and cultural context of the novel, looking closely at life in
Elizabethan England
•
How the writer presents various characters from the text focusing on descriptive
language as well as verbs
•
How the writer creates atmosphere and engages the reader
•
Other examples of literature including the poem ‘The Highwayman’
•
How drama can be used to explore a text and demonstrate understanding
This term we will learn
•
To work in groups and pairs to discuss personal ideas surrounding the text
•
To select important quotations that support our ideas
•
To structure a detailed response to the text by honing skills in “Point Evidence
Explain” (PEE)
•
To create an effective description of a character, in keeping with the genre and the
historical references of the novel
•
To structure a newspaper article focusing on persuasive language and paragraphing as
well as sentence control and accuracy
•
To use voice and gesture in a performance to convey character
This term we will learn
•
Detailed character profiles of key characters
•
An essay-style response exploring one of these characters in greater depth showcasing
use of the PEE structure
•
A poem about a highwayman
•
A newspaper report
•
v A group performance of ‘The Highwayman’
Drama
Music
Overview
Year 5 Drama is all about building confidence and allowing one’s imagination to influence and
affect performance. Every single pupil will have the opportunity to perform to the rest of the
school during the summer term. Over the last three years Year 5 have performed scenes from a
myriad of books and plays including Macbeth, The Twits and Treasure Island to name but a few.
Last year we focused on fairy tales and pupils performed short versions of The Enormous Turnip,
Little Red Riding Hood and Cinderfella (an all boys piece).
In all theses performances there are no main parts per se and pupils have equal opportunities
to perform. If pupils have difficulty in learning and retaining lines I will adapt the script
wherever possible.
As the Year 5 performance is entirely unique to each year group I like to get to know their
abilities and strengths before deciding on specific plays. It will only be by the end of the autumn
term that we will explore and discuss as a group possible plays or themes. Imagination and
enthusiasm are key to Drama and by the end of the year each pupil will feel more confident
about performing on stage.
Mime and it Origins
This term we will learn
•
An awareness of self and of others
•
Physical control, simplicity of thought and movement and more importantly it stimulates
the imagination
•
About some of the best mime artists
•
To create and act out our own stories through mime
•
How a story can be told through mime and without props
•
Assimilate the importance of characterization through expression and body language
•
To work in pairs and small groups
Science
Science is taught in the two laboratories by Mrs Coppin and Mrs Toovey. The beginning of the
year is a two week familiarisation of the laboratories including how to behave in a safe manner
and use the equipment. Then the curriculum is taught broadly following the National Curriculum
guidelines, but enhanced with the relevant ISEB (Independent Schools Examinations Board)
guidelines for study.
Science Skills
This term we will learn
•
To understand the rules of behaviour in a laboratory
•
Laboratory orientation
•
To draw scientific diagrams
•
An understanding of specific ways to draw diagrams of practical equipment
•
About the parts of the Bunsen burner and what they do
•
The measurement of length, temperature, weight and time
•
How to construct tables and bar graphs
Life Cycles
This term we will learn
•
The parts and structure of the flowering plant
•
Pollination is the transfer of pollen from an anther to a stigma
•
Fertilisation is the fusing together of the male and female sex cells in an ovule
•
Fruits are formed and that the seeds need to be dispersed
•
Germination of seeds happens after dispersal and does not need light
•
These steps come together to create the plant life cycle
•
To compare the plant life cycle to that of the frog, chicken and butterfly
Enquiry skills focus
•
Investigating methods of pollination and dispersal
•
Deciding on why different lifecycles have developed as they have
•
Using knowledge gained to generate ideas around the interconnection of plants
and animals
The Earth and Beyond
This term we will learn
•
About the most important bodies in the solar system
•
That the Sun, Earth and Moon are approximately spherical
•
Our knowledge is based on the work of scientists
•
The difference between geocentric and heliocentric models
•
The relative positions of the earth, sun and planets in the solar system
•
Day and night are related to the spin of the Earth on its own axis
•
The position of the Sun appears to change during the day, and how shadows
•
change as this happens
•
Practical consequences of the apparent movement of the Sun such as how sundials work
Science
•
The Earth orbits the Sun once each year and this causes seasons
•
The moon takes 28 days to orbit the earth
Enquiry skills focus
•
Understanding how the work of scientists informs the present day
•
Investigating the construction of our solar system
•
Using knowledge to construct graphs and predict the length of the day using the
24 hour clock
Key Words - Skills booklet
boiling tube test-tube
tripod
gauze
tong
test-tube holder clamp stand
beaker
conical flask
boss
thermometer measuring heat mat
cylinder
bunsen burner
spatula
clamp
microscope slide
Key Words - Lifecycles
leaf
stem
root
flower
carpel
stamen
ovum
style
stigma
anther
filament
ovary
ovule
dispersal
pollinationpollen
gamete
minerals
lifecycle animals species germinate
germinationprocess
Key Words - The Earth and Beyond
kilometresmoon
orbit
satellite
shadow
solsticesun
sunset sunrise
waning
waxing
centric
timeline
heliocentric
star
solar system
time zone
phase
geocentric
Maths
Addition and Subtraction
•
Add and subtract whole numbers with more than 4 digits including using
formal methods
•
Add and subtract mentally with increasingly large numbers
•
Use rounding to check answers to calculations and determine, in the context of a
problem, levels of accuracy
•
Solve addition and subtraction multi-step problems in contexts, deciding which
operation to use and why
Place Value and Special Numbers
•
Identify multiples and factors
•
Know and use the vocabulary for prime numbers - recall them up to 19
•
Recognise square and cube numbers and use them in sums
•
Understand and use place value
•
Interpret negative numbers in context
•
Write and read large numbers
Multiplication and Division
•
Round any number to the nearest 10, 100, 1000
•
Multiply numbers up to 4 digits by a one or two digit number using a formal
written method
•
Multiply and divide mentally
•
Use inverse operations to check answers
•
Divide numbers by one digit using formal method of bus shelter
•
Multiply and divide decimals and whole numbers by 10,100,1000
3D/2D Shapes
•
Name and draw 3D/2D shapes – draw nets of cubes and cuboids
•
Be able to recall their properties
•
Understand the meaning of similar and congruent
Decimals and Fractions
•
Identify, name and write equivalent fractions
•
Simplify a fraction
•
Recognise improper and proper fractions and convert between them
•
Order fractions with common denominators
•
Add and subtract fractions with the same denominator and denominators which are
multiples of the same number
•
Recognise and use thousandths and relate them to tenths, hundredths and
decimal places
•
Round decimals with 2 decimal places to the nearest whole number and to
1 decimal place
•
Read, write and order numbers with up to 3 decimal places
Maths
Graphs
•
Solve comparison, sum and difference problems using information presented in a
line graph
•
Represent information collected in a bar chart, pictogram, tables and line graphs
Reflection and Symmetry
•
Be able to draw on lines of symmetry and recognise rotational symmetry
•
Reflect shapes on a coordinate grid and state the coordinates before and after reflection
Key Words
addition
subtractionestimationrounding
order
negative
multiples
factors
primes
cubes
square
figures
square root
place value
sum
product
multiply
divide
vertices
sides
edges
perpendicularparallel
same
scalene
equilateral kite
rhombus
heptagon
quadrilateralIsosceles
rectangle
parallelogramtrapezium
pentagon
hexagon
octagon
nonagon
decagon
numerator
denominatorfraction
proper
mixed number improper
decimals
tenths
hundredths
thousandths
decimal places rounding
discrete
continuous
pictogram
data bar chart
line graph
tally
symmetry
rotational
reflection
coordinates
decimals
History
The Tudors
This term we will learn
•
The basic facts of the Wars of the Roses
•
How the Tudors seized power through Henry VII
•
Why Henry VII was a successful king
•
About Henry VIII’s character
•
About the Reformation and the differences between Protestants and Catholics
•
Why Henry VIII divorced Catherine of Aragon
•
About Henry VIII’s next two wives Anne Boleyn and Jane Seymour
Key Skills focus
•
Investigate different sources to find out about the Tudor period
•
Learn to take a few key facts from each lesson
•
Test your recall and revision with regular spot tests and an end of term test
•
Use the internet and books to increase your understanding of the topics covered
•
Work with classmates to discuss and debate cause and consequence in the
period examined
•
Learn to sequence and order events chronologically
Key Words
alliance
baron
coronation
Duke or Earl dynasty
protestant
rebellion
excommunication
bishop
catholic
Chancellor
civil war
heir
Monarch
Pope
treason
treaty
reformationreign
Geography
Global Location
Global Location: starting with the world’s continents and Oceans and the location of the UK on
the global scale. A whistle stop tour around the global continents, learning the major physical
and political features of each. An individual research project to produce a fact file on a country of
their choice from each continent. North and South America will be combined
Water Processes: Study the processes of erosion, transport and deposition and to learn the
names of some of the features produced. Looking at the River Danube and River Tyne with
associated land use and recreational activities. Special study of Kielder Water.
The work will involve primarily open ended questions to help develop the pupils independent
learning, using the question “What do YOU think” approach rather than where will I find the
answer.
Religious Studies
Old Testament Characters and Sikhism
This term we will learn
The Call of Samuel
•
•
•
The key events that took place in the story of the call of Samuel
That Samuel means ‘asked of God’ and he was promised to God by his mother Hannah
That God spoke to Samuel when he was at Shiloh with Eli
Anointing of Saul
•
•
•
That Samuel was the last of the judges and that the Israelites wanted a king
That the Israelites imagined a soldier leader
How Saul came to be anointed by Samuel
Anointing of David
•
•
•
How Saul began disobeying God’s instructions
The events that led to David being anointed
That following his anointing God was with David
David and Goliath
•
•
•
•
•
The story of David and Goliath
That the story shows us that David although an unlikely hero was chosen by God
That David took on the challenge for God’s sake
That we often make the mistake of judging people by their appearance
That David had the courage to stand up for what he believed in
David and Jonathan
•
Why Saul was jealous of David
•
How Jonathan showed his friendship to David
•
To consider what makes a good friend
•
To consider what pacts add to a friendship
•
What characteristics of friendship are shown by David and Jonathan
David
•
•
•
Why David became an enemy of King Saul
Why David and Abishai took the water jug and spear
What we learn about David’s character
Introduction to Sikhism
•
•
•
That Guru Nanak was the founder
That the Khanda is the symbol of Sikhism
That Guru Nanak’s teaching is contained in the Guru Granth Sahib
The Five K’s
•
•
•
That Sikhism is a very visual religion
Sikhism uses symbols to communicate its beliefs
What the five k’s are and what they symbolise
The Gurdwara
•
•
•
That worship in Sikhism is very personal
The practices and beliefs of Sikhs
Sikhs share a communal meal in the Langar
Music
African Drumming
This term we will learn
•
How to play basic drum techniques on a djembe (bass, slap and tone)
•
About different African instruments
•
How to perform key African music concepts (e.g. polyrhythm, call and response,
ostinato, etc)
•
About the role of the Master Drummer
•
How to structure an African drum piece
•
How to improvise rhythmic patterns on a djembe
•
To sing a selection of African songs in unison and harmony
•
About African drum performance through small group and whole class tasks
Ongoing skills
•
Develop groupwork skills (planning, discussing, rehearsing, etc)
•
Develop key ensemble skills (listening and responding, adapting, keeping time with
others, etc) through a range of performing and composing tasks
•
Develop aural skills through a range of listening tasks
•
Improve composing and performing skills
Key Words
call and respnse
metre
ensemble
djembedonno
rhythm
technique
master
dun-dun cues
drummer
gestures
polyrhythm break ostinatostructure solo
mbira
kora
tone
cross-rhythm
balafon
improvise arrangementbass
Modern Foreign Languages (MFL)
Overview
We will begin to focus on all four skills in both French and Spanish; speaking, listening, reading
and writing. The children will begin to look at vocabulary learning strategies and fundamental
grammatical structures. Pupils will also be looking at topics that they have already studied in Year
3 and 4, but in a greater depth.
French
This term we will learn
•
French pronunciation, the alphabet and accents
•
Numbers 1-20
•
Dates
•
Pets
•
Hobbies
•
Expressing opinions
•
Er regular verbs
Spanish
This term we will learn
•
Introducing oneself
•
The Spanish alphabet
•
Numbers 1-30
•
Classroom items
•
Family
•
The weather
Learning two languages can be challenging and it is quite natural that pupils will confuse some
of the vocabulary. However, in our lessons pupils will continue to learn how to compartmentalise
both French and Spanish as this will be an important skill going forward.
As confidence is key to language learning, each pupil will be encouraged to work at the level
they feel most confident with and work will be tailored to their ability wherever possible.
Pupils can work independently from home using Linguascope which can be accessed through
the MFL school web page on the links section.
At the end of each month, when appropriate, a couple of pupils from each year group may be
awarded a MFL student of the month certificate. This may not be based solely on ability but
enthusiasm, effort and class contribution.
Art
Music
Rembrandt, Faces and Heroes
This term we will learn
•
About the work of Rembrandt
•
How to draw a face in proportion paying close attention to detail in charcoal
•
To create a tonal portrait in charcoal of a ‘hero’ of choice
Key Skills
•
Develop observational drawing skills
•
Pay closer attention to detail and tone
•
The use of charcoal
•
Create a more proportionally accurate drawing
•
Discover the life and work of Rembrandt
•
Focus on creative presentations in sketchbooks
Key Words
portrait
compositiondetail
Rembradt hero
drawing
tone
shade
landscape sketchbookcharcoal
rubber
highlight
willow charcoal putty compressed charcoal
range
medium tone monocromatic
Information Technology
Excel Basics
This term we will learn
•
To enter numbers and text into a spreadsheet
•
To format numbers, text and cells
•
To use the fill handle to complete sequences
•
To perform calculations using simple formulae
•
To use functions such as SUM
•
To explore the use of conditional formatting
Introduction to Scratch Programming
This term we will learn
•
To use basic Scratch commands
•
To change sprite costumes to improve animations
•
To use loops and If… Then… statements
•
To animate multiple sprites
•
To create movement either randomly or in a prescribed pattern
•
To create a way of keeping score in a game
•
To develop the use of repeating patterns of commands
•
To adapt existing programming to produce new games
Key Words
spreadsheet calculationsvariable
cells
rows
credti
programmingcolumns
format
balance
loops
budget
formulae
animations
debit
statements
sequencescurrency
references
PSHE
Health and Wellbeing - All about Me
Children can develop a stronger sense of their own identity and place in the world if they have
the self confidence and self-esteem to help them investigate both their individuality and their
place within a social setting. The aim of this unit is to develop self-esteem in order to equip the
children with the confidence to handle external pressures.
This term we will discuss
•
What makes me, me
•
What I like and don’t like about me
•
Me at school
•
Me outside school
•
What makes me the same as you
•
What makes me different from you
•
People who are different
•
Sign language
•
What do others think of me
•
Who might like to change me
•
What choices should I make
Key Words
identity culture
ethnicity
discrimationdisability pressure
accessibilitycustoms
ambitions
consequences rely
achievements
Design Technology
Textiles
This term we will learn
•
To sew by hand on a variety of materials with a variety of threads
•
To make a simple bookmark using wool on binca
•
To design and make an appliqued undersea collage
Key Skills
•
How to thread a needle
•
How to tie a knot
•
Running stitch
•
Back stitch
•
Cross stitch
•
How to sew on a button
•
How to work from a design
•
How to follow instructions
•
How to resolve problems with thread and needles
•
How to pin and tack
Key Words
thread
needle
stitch
knot
eye
pin
button
binca
felt
materialtexture
secure
tack
fasten
embellish
cast off
fray
embroidery
salvage
Physical Education
Overview
During the autumn term, the children will continue developing motor and gymnastic skills from
previous years but with particular focus on the importance of making and applying decisions
in games.
Motor and Gymnastic Skills
This term we will learn
•
The mechanics of body movements
•
Balancing
•
Jumping
•
Forward Rolls
•
Handstands
•
Cartwheels
•
Beam and Spring board work
Hand-Eye Co-Ordination and Spatial Awareness
This term we will learn
•
Mechanics and importance of teamwork, reactions and movement
•
The ability to adapt skills to various activities and games
Fitness Circuits
This term we will learn
•
To develop strength and stamina through the use of
Push ups
Sit ups
Plank work
Tricep dips
Shuttle Runs
Skipping
Burpees
Squats
Floor sprints
Mountain climbers
Swimming
This term we will learn
•
How to perform an effective front crawl, back crawl, breast stroke and butterfly
•
How to perform a streamlined dive entry or equivalent including the transition phase into
a stroke
•
How to perform the correct turn
•
How to breathe efficiently and develop breathing patterns
Assessment
•
Peer and self-assessment
•
Use of level descriptors
•
Practical performance; visual and against the clock
•
Knowledge and understanding through verbal communication
Key Words
pull
kick
glide
streamlined
power
high elbow
Drama
Music
Overview
Year 5 Drama is all about building confidence and allowing one’s imagination to influence and
affect performance. Every single pupil will have the opportunity to perform to the rest of the
school during the summer term. Over the last three years Year 5 have performed scenes from a
myriad of books and plays including Macbeth, The Twits and Treasure Island to name but a few.
Last year we focused on fairy tales and pupils performed short versions of The Enormous Turnip,
Little Red Riding Hood and Cinderfella (an all boys piece).
In all theses performances there are no main parts per se and pupils have equal opportunities
to perform. If pupils have difficulty in learning and retaining lines I will adapt the script
wherever possible.
As the Year 5 performance is entirely unique to each year group I like to get to know their
abilities and strengths before deciding on specific plays. It will only be by the end of the autumn
term that we will explore and discuss as a group possible plays or themes. Imagination and
enthusiasm are key to Drama and by the end of the year each pupil will feel more confident
about performing on stage.
Mime and it Origins
This term we will learn
•
An awareness of self and of others
•
Physical control, simplicity of thought and movement and more importantly it stimulates
the imagination
•
About some of the best mime artists
•
To create and act out our own stories through mime
•
How a story can be told through mime and without props
•
Assimilate the importance of characterization through expression and body language
•
To work in pairs and small groups
Copthorne Preparatory School
Effingham Lane, Copthorne, West Sussex RH10 3HR
01342 712311 | [email protected]
www.copthorneprep.co.uk