We have two parts to our Reading Adventures this half term. The first is my favourite: poetry! We will begin this half term by analysing the following poems. When doing this, we will be carefully considering the poet's use of language and imagery alongside investigating the poems literal meaning, the tone of the poem, its structure, the sound and rhythm and the purpose.
Tell Me, Tell Me, Sarah Jane
Six Ways of Looking at The Moon
What Are Heavy?
'The Lost Words' book of poetry
After weeks of intricate analysis, we will then focus on he performance aspect of poetry, focusing particularly on intonation, volume, fluency and learning by heart. This will include covering a wide range of poems below:
The Sound Collector
You Can't Stop Me
This is the Key to the Castle
There Was An Old Lady
Tea with Auntie Mabel
After our poetry unit, which will last for three weeks, we will then begin our next text: 'This Morning I Met A Whale'.
At sunrise, young Michael spots a whale on the shores of the Thames and thinks he must be dreaming. But the creature is real and it has a message for him – one that only an open-minded child can deliver to the rest of the world. The whale warns that the earth’s days are numbered and that humans must put right the damage they are doing, but how can Michael fulfil his promise to tell others when neither his teacher nor his classmates will believe his story? Within hours, the city and the wider world have learned of London’s remarkable visitor, and all eyes are on the whale’s struggle against the receding tide. Michael must now join his new friend in a race against time to reach the ocean, and hold fast to his promise in the race to save the world itself.
Just like in our Reading Adventures, our writing, too, will also be split into two parts, beginning with creating our own poems inspired by the ones that we are analysing in our Reading Adventures.
We will then finish the term with villainous biographies as we dive deeper into what makes a good villain and what their stories are...
This will be linked to our DT too - so watch our for our cross-curricular creations!
Spelling, punctuation and Grammar:
In spelling we will be investigating homophones and words containing silent letters and devising ways in which we can commit them to long-term memory. After our successful comma unit, we will now be looking into using commas to clarify meaning which we are about to learn - saves lives! We will then finish the term by revising word classes and key terminology and rehearsing using expanded noun phrases.
During this half term, the children will be learning more about statistics within Maths. This will involve reading, interpreting and drawing line graphs and using line graphs to solve problems. They will also have the opportunity to read and interpret various types of tables. There will be a roarsome theme to this unit...
Afterwards, the class will be revising multiplication and division and learning all about multiples and factors and prime, square and cube numbers. We will also explore multiplying and dividing by 10, 100 and 1000.
To finish the Autumn term, we will be looking closely at perimeter and area, learning how to calculate the area for rectangle, compound shapes and even irregular shapes.
This half term we are exploring the question: Was Jesus the Messiah?
This unit will give the children the opportunity to explain the place of Incarnation and Messiah within the ‘big story’ of the bible whilst identifying Gospel and prophecy texts, using technical terms. They will explain connections between biblical texts, Incarnation and Messiah, using theological terms and show how Christians put their beliefs about Jesus’ incarnation into practice in different ways in celebrating Christmas. As a class we will comment on how the idea that Jesus is the Messiah makes sense in the wider story of the bible and weigh up how far the idea that Jesus is the Messiah—a Saviour from God—is important in the world today and, if it is true, what difference that might make in people’s lives. During this unit, the children should make clear connections between the text and what Christians believe about Jesus as a Messiah; for example, how they celebrate Palm Sunday and show how Christians express their beliefs about Jesus as Prince of Peace and as one who transforms lives, through bringing peace and transformation in the world. We will end the unit by weighing up how far the world needs a Messiah, expressing our own insights thoughtfully.
In this unit, the class will find out that vector images are made up of shapes. They will learn how to use the different drawing tools and how images are created in layers. They will explore the ways in which images can be grouped and duplicated to support them in creating more complex pieces of work. This unit is planned using the Google Drawings app.
"I just want to push the barriers and see what I can do and how far I can go. I am just determined and driven." Usain Bolt
This half term our outdoor focus is Cricket and our indoor focus is Dance.
-Strike a ball from a friendly feed to a position of choice
-Combine hitting and immediately running
-Accelerate and decelerate quickly while running
-Throw a ball accurately at a target
-Strike a ball from a competitive feed to a position of choice
-Catch and immediately throw a ball accurately at a target/stump posts
-Use a long barrier when fielding
-Run into the correct position to field a ball and catch it effectively from a variety of different levels and different amounts of force
-Make decisions on the best place to stand to cover the space before the batter strikes the ball.
-Explain a strategy to outwit opponents
-Strike a ball from a competitive feed
-Bowl a ball using the correct technique
-Perform with a degree of automaticity the movement skills required in this game, leading to a greater ability to focus on tactics
-Perform a traditional dance from another culture with accurate replication of key features
-Watch a video of a dance—describe the costumes and lighting and discuss how the dance makes you feel
-With a partner, create a short dance to include canon, unison and gesture. Practise to ensure the different devices are clear to an audience
-Choose two contrasting dance types from around the world and link them into a dance performed by a small group
-Watch a video of a dance—explain what you think the choreographer was trying to achieve. With a partner, or small group, discuss how the dance made you feel. Explain the techniques you think the choreographer used to achieve this.
-Compose and perform a short dance around a theme of your choice. Explain and cite evidence for your choice of actions and movement adaptations.
-Modify actions using spatial aspects
-Work with a partner to modify actions using relationship aspects
-In a small group, create a dance. As a group, suggest an area of the dance which could be enhanced and refine it
-Perform a basic cha cha step
-Perform a basic salsa step
-Perform a basic hand jive.
-In a small group, perform a short dance to showcase three contrasting dances from across the eras.
May the force be with you for this unit, Year Five! this half term we will be tackling the following objectives within our Forces unit:
-Label the north and south poles of magnets
-Explain why magnets have poles
-Observe and describe the effect of placing like and different poles of a magnet next to each other
-Investigate the Aurora Borealis and explain how this is linked to magnetism
-Observe and describe the effect of the force of gravity
-Interpret data about the rate that different materials fall towards Earth
-Observe and describe the effect of air resistance
-Observe and describe the effect of water resistance
-Observe and describe the effect of friction
Get those singing voices ready as we head into our 'What a Performance!' unit. This term we will be learning two very special Christmas songs for our Christmas performance. Through these songs we will be learning how to:
-Demonstrate awareness of the need for good posture, breathing and diction whilst singing in order to maintain a pleasing sound
-Sing and play with an understanding of how the interrelated dimensions of music affect the performance and its impact on the audience
-Understand and respond to visual cues for starting and stopping and/or fading away, tempi, dynamics and articulation
-Direct others to start and stop using gestures or counting in, setting tempi and dynamics
-Maintain a third part in a vocal or instrumental piece
-Work independently within a group composition showing thought in selection of instruments and playing techniques
-Begin to compose using conventional notation for rhythms and/or pitch
-Recognise and identify instrumental families aurally
-Continue to develop an awareness of the inter-related dimensions of music, pulse and articulations
-Recognise simple structures in the music that is being performed or listened to
-Make constructive comments on own and others’ music to develop compositions and performances using the full range of inter-related dimensions of music.
-Make simple connections and comparisons with music being listened to and own compositions and performances
-Discuss music in subjective and objective terms using musical vocabulary
-Recognise how music reflects its purpose, place and time including other cultures and traditions.
Our Art unit this half term is all about Cultural Traditions. We will be exploring many question such as: Why have many cultures used art to tell stories? How did some cultures create feelings of pride and strength in their art? How did the Ancient Mayans express emotions through their art? We will be finding out more about other cultures to discover how emotion is created through the art. Through this unit we will also discover what folk art is, what may inspire a folk artist to produce their artwork and how folk artists develop their artistic talent. Children will have the opportunity to summarise the reasons why folk artists are inspired to create their art and use their findings to explain what is meant by ‘self-expression’. The class will also be describing the features of Indian folk art, how an older piece of Indian folk art was typically produced and experimenting with the materials used by Ancient Indian folk artists to create their own piece of art in the style of Madhubani art. The children will also have the opportunity to produce their own coloured repeating pattern in a piece of art and copy the style of a Madiba shirt to sketch their own coloured batik clothing design. We will finihs the unit by developing our own batik design in the style of Kimbo to create a dramatic scene from a bustling African location.
This half term, we are practising our map skills and learning about different biomes. We will be looking at various features of different types of maps, have a go at reading and interpreting maps and even draw our own maps. We will look at four and six-figure grid references and apply our knowledge of these to locate local places. We will also be investigating ocean currents, gyres and the northern and southern hemispheres. The children will also be describing the 'Great Pacific Garbage Patch' and exploring plastic pollution.