1. Curriculum Overview Year 5 – Spring Term. Mathematics Art & Design To create sketch books to record their observations and use them to review and revisit Ideas. To improve their mastery of art and design techniques, including drawing and painting 3D objects and buildings. To learn about great artists, architects and designers in history. Investigate the work of the artist L.S.Lowry. Design & Technology To understand and apply the principles of a healthy and varied diet. To design, prepare and cook a pizza using healthy ingredients. To use a range of kitchen tools confidently and safely. To evaluate work and suggest changes for future projects. To speak with increasing confidence, fluency and spontaneity. To explore the patterns and sounds of language through songs and rhymes and link the spelling, sound and meaning of words. To speak in sentences, using familiar vocabulary, phrases and basic language structures. To describe people, places, things and actions orally and in writing. To complete the Protective Behaviours programme. Modern Languages PSHE Geography To develop geographical knowledge, understanding and skills to enhance locational and place knowledge. To understand geographical similarities and differences through the study of a region of the United Kingdom. To describe and understand key aspects of: physical geography, including rivers and mountains. History British History To investigate how people lived in different periods of British History. To understand how buildings and transport have changed over time. To explore developments in technology in Britain through the ages. To investigate changes in entertainment and children’s toys through different periods of British History. To sing and play musically with increasing confidence and control. To develop an understanding of musical composition, organisation and ideas within musical structures. To play and perform in solo and ensemble contexts, using their voices and playing musical instruments with increasing accuracy, fluency, control and expression. Music Physical Education To use running, jumping, throwing and catching in isolation and in combination. To use techniques to perform cheerleading routines using a range of movement patterns. To play competitive games, modified where appropriate [for example, football, rugby and netball], and apply basic the principles suitable for attacking and defending. To swim competently, confidently and proficiently over a distance of at least 25 metres. To use a range of strokes effectively [for example, front crawl, backstroke and breaststroke]. To use Scratch to program interactive stories, games, and animations — and share creations with others in the online community. To use sequence, selection, and repetition in programs at Gaydon. To work with variables and various forms of input and output. To use technology safely, respectfully and responsibly; recognise acceptable/unacceptable behaviour; identify a range of ways to report concerns about content and contact. To understand the story of the Good Samaritan and apply moral to current day life. To investigate the work of Dr Barnardo and the how the charity still operates today. Computing Religious Education Science English To increase familiarity with a wide range of books including myths, legends and books from other cultures and traditions. To investigate narratives, describing settings, characters and atmosphere. To write own versions of myths and fables. To make comparisons within and across books and film. To use persuasive techniques in a range of written work. To note and develop initial ideas, drawing on reading and research where necessary. To retrieve, record and present information from non-fiction texts. To identify the features of recounted texts such as sports reports, diaries and police reports. To prepare poems and plays to read aloud and to perform, showing understanding through intonation, tone and volume so that the meaning is clear to an audience. To investigate a range of spelling patterns. To interpret negative numbers in context, count forwards and backwards with positive and negative whole numbers, including through zero. To round any number up to 1 000 000 to the nearest 10, 100, 1000, 10 000 and 100 000. To multiply and divide whole numbers and those involving decimals by 10, 100 and 1000. To recognise and use square numbers and cube numbers, and the notation for squared (2) and cubed (3). To multiply numbers up to 4 digits by a one- or two-digit number using a formal written method, including long multiplication for two-digit numbers. To know angles are measured in degrees: estimate and compare acute, obtuse and reflex angles and draw given angles, and measure them in degrees. To add and subtract fractions with the same denominator and denominators that are multiples of the same number. To round decimals with two decimal places to the nearest whole number and to one decimal place To understand and use approximate equivalences between metric units and common imperial units such as inches, pounds and pints. To understand and use approximate equivalences between metric units and common imperial units such as inches, pounds and pints. To solve comparison, sum and difference problems using information presented in a line graph. To complete, read and interpret information in timetables To solve problems involving converting between units of time. To use rounding to check answers to calculations and determine, in the context of a problem, levels of accuracy To describe the movement of the Earth, and other planets, relative to the Sun in the solar system. To describe the movement of the Moon relative to the Earth. To describe the Sun, Earth and Moon as approximately spherical bodies. To use the idea of the Earth’s rotation to explain day and night and the apparent movement of the sun across the sky. To explain that unsupported objects fall towards the Earth because of the force of gravity acting between the Earth and the falling object. To identify the effects of air resistance, water resistance and friction, that act between moving surfaces. To recognise that some mechanisms, including levers, pulleys and gears, allow a smaller force to have a greater effect.