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Upper KS2 Summer – Year A
Year 5: Do all animals and plants start life as an egg? Year 5: Science, Art, Music and Dance Knowledge, Skills and Understanding Year 5 Science: Living Things and their habitatsArt & Design Can they describe and compare the life cycles of a range of animals, including humans, amphibians, insects and birds? Can they describe the life cycles of common plants? Can they talk with knowledge about birth, reproduction and death of familiar animals or plants? Can they explore the work of well know naturalists? (David Attenborough and Jane Goodall) Can they report findings from investigations through written explanations and conclusions? Can they use a graph to answer scientific questions? Do they experiment with and combine materials and processes to design and make 3D form? Do they learn about the work of others by looking at their work in books, the Internet, visits to galleries and other sources of information? Do they keep notes in their sketch books as to how they might develop their work further? Do they use their sketch books to compare and discuss ideas with others? Can they combine visual and tactile qualities? Year 5 ChallengingMusic and Dance Can they observe their local environment and draw conclusions about life-cycles? (for example, the vegetable garden or flower border) Can they compare the life cycles of plants and animals in their local environment with the life cycles of those around the world, eg rainforests? Can they explain (in simple terms) a scientific idea and what evidence supports it? Can they change sounds or organise them differently to change the effect? Can they compose music which meets specific criteria? Can they choose the most appropriate tempo for a piece of music? Do they plan and perform dances confidently? Can they compose motifs and plan dances creatively and collaboratively in groups? Can they adapt and refine the way they use weight, space and rhythm in their dances to express themselves in the style of dance they use? Can they perform different styles of dance clearly and fluently? Do they organise their own warm-up and cool-down exercises? © Focus Education
Year 5: Do all animals and plants start life as an egg? Science Y5: Living Things and their Habitats describe the differences in the life cycles of a mammal, an amphibian, an insect and a bird describe the life process of reproduction in some plants and animals. WOW : Show clips of film of animals hunting each other and talk about life cycles. LC1 Can you work out which animals depend on each other for survival? LC2What would you ask David Attenborough or Jane Goodall if you met them? LC3How can you create a presentation to show the life cycle of a butterfly or a frog? LC4Do all animals start life as an egg? LC5How do humans change as they grow? LC6Can you recreate the life cycle of a butterfly in using music and dance? LC7How can you create art from the environment? LC8Reflection: Children to create a poster of a chosen animal or plant showing its life cycle. Literacy Link : There are many opportunities to link Literacy within this LC. In LC1 explanation texts (use the Spider and the Fly book); LC2 devising questions, etc. Creative Art Link: Children will look at the work of Andy Goldsworthy or Simon Watts and use items they find in the environment to create a 3D piece of art. © Focus Education The Spider Tony and the Diterlizzi Fly Working Scientifically: observe and compare the life cycles of plants and animals in their local environment with other plants and animals around the world (in the rainforest, in the oceans, in desert areas and in prehistoric times), ask pertinent questions and suggest reasons for similarities and differences. Expressive Arts Link: In LC6 children will be provided with opportunities to write their own music and create their own dance taking the life cycle of a butterfly as their stimuli.
Year 5: How different will you be when you are as old as your grandparents? Year 5: Science and Art Knowledge, Skills and Understanding Year 5 Science: Animals (including Humans)Art & Design Can they create a timeline to indicate stages of growth in humans? Can they explain what puberty is? (non statutory) Do they appreciate that all animals will eventually die? Can they explain why different animals have a different life expectancy? Can they make a prediction with reasons? Can they use test results to make further predictions and set up further comparative tests? Can they present a report of their findings through writing, display and presentation? Can they take measurements using a range of scientific equipment with increasing accuracy and precision? Can they record more complex data and results using scientific diagrams, classification keys, tables, bar charts, line graphs and models? Do they successfully use shading to create mood and feeling? Can they organise line, tone, shape and colour to represent figures and forms in movement? Can they explain why they have chosen specific materials to draw with? Can they create all the colours they need? Can they create mood in their paintings? Can they express their emotions accurately through their painting and sketches? Do they keep notes in their sketch books as to how they might develop their work further? Do they use their sketch books to compare and discuss ideas with others? Do they learn about the work of others by looking at their work in books, the Internet, visits to galleries and other sources of information? Year 5 Challenging Can they create a timeline to indicate stages of growth in certain animals, such as frogs and butterflies? Can they explain (in simple terms) a scientific idea and what evidence supports it? Can they decide which units of measurement they need to use? Can they explain why a measurement needs to be repeated? Can they find a pattern from their data and explain what it shows? Can they link what they have found out to other science? Can they suggest how to improve their work and say why they think this? © Focus Education 20145
Year 5: How different will you be when you are as old as your grandparents? Science Y5: Animals (including Humans) describe the changes as humans develop to old age. WOW : Use the photographic app that shows what they will look like in 20 years time and talk about what their feelings are, etc. LC1 Choose a baby, themselves, a teenager, a young adult, their parents and their grandparents and create a chart to find out about what they can and cannot do? LC2What can you now do that you couldn’t do when you were a baby? LC3Do we all have the same X Factor? LC4What are the important things we should do to keep fit and healthy? LC5What do we understand by the term ‘puberty’? (non statutory) LC6Through drawing and painting, can you accurately sketch yourself and your grandparent? LC7What is the life expectancy of different animals? LC8Reflection: How would you wish to be remembered as you make your journey through life? Literacy Link : Many opportunities here for reflective writing (LC2); explanation texts (LC4) and (LC5). Creative Art Link: Opportunities in LC6 for children to create a self-portrait having looked at a range of artists’ work. They will then create another drawing or painting of an older person’s face and try to capture the differences. © Focus Education Working Scientifically : compare data about the gestation periods of humans and other animals or find out and record the length and mass of a baby as it grows. The Little Vic Book of Parker Growing Up Numeracy Links: Many opportunities in this LC for children to carry out measurements and create graphs and charts. LC7 This LC provides opportunities for you to deal with the issues associated with death in as much depth as you would wish to. What Caroline Does Jay & Dead Jenni Mean Thomas
Year 5: What were the historical implications of Henry VIII’s break from the Catholic Church? KS2 History: A study of an aspect or theme in British history that extends pupils’ chronological knowledge beyond 1066, e.g. a significant turning point in British history. WOW : Watch TV extracts from ‘The Terrible Tudors’ from the Horrible Histories and receive a visit from Henry VIII. LC1What would you ask Henry VIII if you met him today? LC2How did Henry VIII’s decision to break away from the Catholic Church impact on Tudor life and our life today? LC3How did the Tudors entertain themselves? LC4Which notable events took place during the reign of Elizabeth I? LC5Why was the Tudor period often known as the age of ‘The Discoveries’? LC6Why was Spain our main enemy during the Tudor period? LC7If you were quite wealthy, what would your house look like? LC8What would an ‘everyday’ Tudor meal have looked like? LC9Reflection: Children to consider what life would have been like as a poor or a wealthy child? Literacy Link: LC1 - Children to think of the questions they would wish to ask Henry VIII if they met him. LC2 – Opportunities for research about the formation of the Church of England and its impact on Catholic life in England. LC4 – Opportunities for distinctive research on the life of Elizabeth I and the notable events that took place during her reign. Creative Art Link: During LC7, children will design and make their own Tudor house. During LC8 children will try to make some Tudor recipes. Expressive Art Link: During LC3 children have to find out about Tudor dances and then perform them as a group. The Prince & Mark The Twain Pauper The time -travellers Natasha guide to Narayan Tudor London © Focus Education 20148
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