Oasis Academy Don Valley – Curriculum Map KS2 2020.21 Miss Coleman/Miss Armstrong/Mrs Duncan

Year Group Year 5

Half Term 1

Aut 1

1/09/20 – 23/10/20

Half Term 2

Aut 2

2/11/20 – 18/12/20

Half Term 3

Spr 1

4/1/21 – 12/2/21

Half Term 4

Spr 2

22/2/21 – 1/4/21

Half Term 5

Sum 1

19/04/21 – 28/5/21

Half Term 6

Sum 2

7/6/21- 21/7/21

Whole Academy Theme Being me in my world PSHE/Well-being

Geography/Science

Celebrating Difference RE/History

Time travellers History

The nature of Life Science

The World We Live In Geography

Eat Well, Move More, We’re going to the Olympics

Science

Name of project

Being me in my world Celebrating Difference Crime and Punishment Earth and Space Rivers Forces

‘Hook’ – first-hand experience

What are my interests art project.

Anglo – Saxon day The York Dungeons The National Space Centre – Leicester

Yorkshire water (Ewden reservoir treatment centre)

Alton Towers

Parental engagement event/session/exhibition

Celebration PowerPoint of learning

Stainglass window art Y5 mini museum Performance poetry of the

highwayman

Space art with chalk Outdoor nature painting Fun with forces activities

Curious Questions

Who am I? Who am I becoming?

What do I want to achieve this year/in my life?

How do you know if you are making the right

choices? What do you do if you get

something wrong? How do I belong?

Who were the Anglo-Saxons? What period of history did Anglo-

Saxons live? Can you name an Anglo-Saxon

village? What role did Sheffield play in

Anglo-Saxon times? Who was King Alfred?

Who was Aethelflaed and how important was she?

What impact have Anglo-Saxons left on our lives today?

How has crime and punishment changed over time? How does crime and

punishment link to the law? How is crime and punishment different in other countries?

When might people be punished?

What different punishments were used?

How are punishments decided on?

Why might people be punished?

If people commit the same crime, are they punished in the

same way? What was the first punishment

ever used? Why do punishments change

over the years? What crimes did people

commit? Did the punishers enjoy

punishing others? What different punishments

occur? Has anyone ever escaped

punishment? Are children ever punished for crimes?

How has our technology changed over time?

How has the views of Scientists changed over

time? Why? Who was Aristotle? Why is the solar system important? What planets are there? What do we know about Space? What are Scientists still trying to find out? What has recent advancements in technology allowed us to discover? Why is the sun important to our existence?

How are river patterns formed?

Why are rivers important? What can we find out from

rivers? How are rivers formed?

Why are rivers important in history?

How did rivers help to develop trade?

Can you name any famous rivers?

What is a force? Who is Isaac Newton?

What is gravity? Why do objects fall?

What is air resistance? What are the affects of air

resistance and water resistance?

How do forces affect our lives everyday?

How do we know forces exist?

PSHE – Jigsaw

9 habits Oasis Ethos

Being me in my world

September – Who am I? October – Who am I

becoming?

My hopes for the year ahead

Empathising with those whose lives

are different to my own

Rights and responsibilities as a

British Citizen Making choices (rewards and

consequences) Working well with

others

Celebrating difference

November – Being hopeful December – Being joyful

‘A Passion to include everyone’

Being Welcoming Team Work

Including everyone

Anti-bullying week My culture

Cultural differences causing conflict Racism

Rumours, bullying and managing my feelings

Types of bullying The developing world

Material wealth and the value of happiness

Respecting other people’s culture

Dreams and goals

January – Being patient and

preserving February – Compassionate

‘A desire to treat people

equally respecting differences’ I am unique

Likes and dislikes Respecting differences

When I grow up

Investigate jobs and careers (appreciating

contributions made by people in different jobs) To describe the dreams

and goals of a young person in a culture different from mine

Healthy Me

March – Forgiving April – Considerate

‘A Commitment to healthy

open relationships’ Being Kind

What to do when feeling sad angry of saying sorry

Being Friends

Smoking and tobacco (health risks)

Alcohol (misuse, anti-social behaviour and

the affects on the body)

Resisting peer pressure Body image and the media (respecting

myself) To describe the

different roles food can play in people’s lives and can explain

how people can develop eating

problems (disorders) relating to body image

pressures

Relationships

May – self control

‘A deep sense that things can be changed and be

transformed’ Setting Targets

Aspirations Change

Recognising me (qualities

and characteristics) Building self-esteem

Getting on and falling out Not feeling pressurised

into having a boyfriend/girlfriend

Recognising jealousy, where it comes from and

how to manage it. How to stay safe when

using technology to communicate with my

friends.

Changing me (Science:

Animals, including humans link)

June – Humble/humility

July Honesty

‘A sense of perseverance to keep going for the long haul’

Being Patient Learning from our mistakes

and saying sorry Keep Learning

Self-image and body

image How boys and girls

bodies change during puberty

The reproduction of animals and humans

(Science link – life cycles) How reproduction can be different in some animals

(frogs) Correctly label the

internal and external parts of male and female bodies that are necessary

for making a baby. Looking ahead (growing responsibilities, age of

consent) Looking ahead to Y6.

Safeguarding Having a voice Rights of the Child

UNICEF

Racism

Bullying – types of bullying Rainbow Laces

Rumour spreading

Disabilities - Different types of disabilities

Stereotypes in jobs for men and women

Hygiene – personal hygiene Peer pressure online –

where to get help (prevent)

Forced marriage What is it? Understanding the difference between forced and arranged

marriage. Who can help? Domestic abuse -(staying

safe, feeling safe and understanding healthy relationships – who can

help?) Safe relationships online

and how to use social media safely. -

FGM – Safe operations (link to plastic surgery)

Who to tell – Sexual Abuse (Keeping myself safe - My

body, my rights – Who to tell)

Key Text

There’s a boy in the girls bathroom

Shield Maiden by Stuart Hill The Highwayman Wonder

The fastest boy in the world

English (Reading)

They should be able to prepare readings, with appropriate intonation to show their understanding, and should be able to summarise and present a familiar story in their own words. They should be reading widely and frequently, outside as well as in school, for pleasure and information. They should be able to read silently, with good understanding, inferring the meanings of unfamiliar words, and then discuss what they have read.

Pupils should be able to write down their ideas quickly. Their grammar and punctuation should be broadly accurate. Pupils’ spelling of most words taught so far should be accurate and they should be able to spell words that they have not yet been taught by using what they have learnt about how spelling works in English.

During years 5 and 6, teachers should continue to emphasise pupils’ enjoyment and understanding of language, especially vocabulary, to support their reading and writing. Pupils’ knowledge of language, gained from stories, plays, poetry, non-fiction and textbooks, will support their increasing fluency as readers, their facility as writers, and their comprehension. As in years 3 and 4, pupils should be taught to enhance the effectiveness of their writing as well as their competence.

It is essential that pupils whose decoding skills are poor are taught through a rigorous and systematic phonics programme so that they catch up rapidly with their peers in terms of their decoding and spelling. However, as far as possible, these pupils should follow the upper key stage 2 programme of study in terms of listening to books and other writing that they have not come across before, hearing and learning new vocabulary and grammatical structures, and having a chance to talk about all of these.

English (Writing)

Letter writing

Diary entry

Fact files

Biography

Third person perspective of the battle (narrative)

Performance poetry

Narrative writing (setting description)

A letter

Fact file

Biography

Debate argument

Debate/balanced argument (link to

rivers, environmental problems etc)

Information text on rivers

Non-chronological report on the

Olympics (information text)

First person narrative writing

(building suspense)

Balanced argument

SPaG

First person Adjectives Brackets

How world are related by synonyms and antonyms.

Linking ideas across paragraphs

Prefixes and suffixes

First person Adjectives

Conjunctions Fronted adverbials

Prefixes and suffixes Commas and apostrophes

Informal and formal speech

Fronted adverbials Using a thesaurus

Silent letters Punctuation of statements

Bullet points Layout devices (structure text,

bullet points, paragraphs)

Informal and formal speech (choosing appropriate

vocabulary) Homophones and

distinguishing words

Layout devices (structure text, bullet points, paragraphs)

Layout devices (structure text, bullet points, paragraphs)

Fronted adverbials Conjunctions

Maths

Place value

Addition and subtraction

Statistics

Multiplication and division

Perimeter and area

Multiplication and division

Fractions

Fractions, decimals and percentages.

Decimals

Properties of shape

Position and direction

Converting units

Volume

Science

Science Properties and Changes of Materials

I can compare

and group materials based on their properties (e.g. hardness, solubility, transparency, conductivity, [electrical &

Science Properties and Changes of Materials continued.

I know and can demonstrate that some changes are reversible and some are not.

I can explain how some changes result in the formation of a new material and that this is usually irreversible.

Science Living Things and their Habitats

I can describe the life cycle of different living things, e.g. mammal, amphibian, insect bird.

I can describe the differences between different life cycles.

I can describe the process of

Science Earth and Space

I can describe and explain the movement of the Earth and other planets relative to the sun.

I can describe and explain the movement of the Moon relative to the Earth.

Science Animals including Humans

Describe the changes as humans develop to old age.

The process of reproduction in animals (humans) linked to Jigsaw.

Working Scientifically Planning different types of scientific enquires to answer questions, including

Science Forces

I can explain what gravity is and its impact on our lives.

I can identify and explain the effect of air resistance.

I can identify and explain the effect of water resistance.

I can identify and explain the effect of friction.

thermal], and response to magnets).

I can describe how a material dissolves to form a solution; explaining the process of dissolving.

I can describe and show how to recover a substance from a solution.

I can describe how some materials can be separated.

I can demonstrate how materials can be separated (e.g. through filtering, sieving and evaporating).

Working Scientifically Taking measurements, using a range of scientific equipment with increasing accuracy and precision. Recording data and results of increasing complexity using scientific diagrams and labels, classification keys, tables and bar and line graphs.

I can discuss reversible and irreversible changes.

I can give evidenced

reasons why materials

should be used for

specific purposes.

Working Scientifically Using test results to make predictions to set up further comparative and fair tests. Reporting and presenting findings from enquiries, including conclusions, causal relationships and explanations of results in oral and written forms such as displays and other presentations. Identifying scientific evidence that has been used to support or refute ideas or arguments.

reproduction in plants.

I can describe the process of reproduction in animals.

I can explain and demonstrate how night and day are created.

I can describe the Sun, Earth and Moon (using the term spherical).

recognising and controlling variables when necessary.

I can explain how levers, pulleys and gears allow a smaller force to have a greater effect.

Foundation subjects

Computing

Geography (Mountains)

History – Anglo-Saxons

I know where the Anglo-Saxons came from.

History – Crime and Punishment.

Design Technology (Earth and Space Models)

Geography (Rivers topic) Art and Design Technology

Art Design and technology

History Geography

Music PE RE

I know, name and locate the capital cities of neighbouring European countries

I know, name and locate many of the world’s most famous mountainous regions in an atlas.

Art and Design

I can identify and draw objects and use marks and lines to produce texture.

I can research the work of an artist and use their work to replicate a style (Pablo Picasso linked to our Spain topic)

I can organise line, tone, shape and colour to represent figures and forms in movement. (Cubism)

I can express emotion in my art.

RE Religion and the individual: What is expected of a person

I know at least two famous Anglo-Saxons.

I use a timeline to show when the Anglo-Saxons were in England.

I know the link between Anglo-Saxons and Christianity.

I know that many Anglo-Saxons were farmers.

I know that the Anglo-Saxons gave us many of the words that we use today.

Music

I can breathe in the correct place when singing.

I can maintain my part whilst others are preforming their part.

Design Technology

I show that I can be both hygienic and safe in the kitchen. (link to science)

Design Technology (Design and make an anglo saxon ship)

I can come up with a range of ideas after collecting information from different sources.

I can produce a detailed, step-by-step plan.

I can suggest alternative plans; outlining the positive features and draw backs.

RE Religion and the individual: What is expected of a person following a religion or belief? (Christianity)

Pupils will learn about devotion and commitment in Christianity. They consider why Christians

I describe events from the past using dates when things happened.

I know how an event or events from the past has shaped our life today.

I draw a timeline with different historical periods showing key historical events or lives of significant people

I know how crime and punishment has changed over a period of time.

I know how Britain has had a major influence on the world.

I know how the lives

of wealthy people

were different from

the lives of poorer

people.

Design Technology (Build your own punishment device – history)

I can come up with a range of ideas after collecting information from different sources.

I can produce a detailed, step-by-step plan.

I can suggest alternative plans; outlining the positive features and draw backs.

RE

I can explain how a product will appeal to a specific audience.

I can evaluate appearance and function against original criteria.

I can use a range of tools and equipment competently.

Art and Design

I can use images which I have created, scanned and found; altering them where necessary to create art (link to history)

Music

I can improvise within a group using melodic and rhythmic phrases.

I can change sounds or organise them differently to change the effect.

RE Beliefs and Questions: How do people’s beliefs about God, the world and others have impact on their lives? (Muslims and Hindus)

Pupils explore and respond thoughtfully to the spiritual paths of Muslims and Hindus using a range of sources of wisdom.

I know why most cities as situated by rivers.

I know about the course of a river.

I name and locate many of the world’s most famous rivers.

I know why ports are important and the role they play in distributing goods around the world.

Music

I can compose music which meets specific criteria.

I can use notation to record groups of pitches (chords).

I can use my music diary to record aspects of the composition process.

I can choose the most appropriate tempo for a piece of music.

RE Worship and sacred places: Where, how and why do people worship? Investigating places of worship in Sheffield and Yorkshire.

Pursue an enquiry into local places of worship and beliefs about worship. The methods of philosophy for children can be used effectively here.

The pupils relate the meanings of symbols and actions used in worship to events and teachings from the religions they study/

I can create an accurate print design following criteria.

Create a model of a mountain/mountain range.

I can make a prototype before making a final version.

Music

I can describe, compare and evaluate music using musical vocabulary.

I can explain why I think music is successful or unsuccessful.

I can suggest improvement to my own work and that of others.

I can contrast the work of a famous composer and explain my preferences

RE Worship and sacred places: Where, how and why do people worship? Investigating places of worship in Sheffield and Yorkshire.

Pursue an enquiry into local places of worship and beliefs about worship. The methods of philosophy for children can be used effectively here.

The pupils relate the meanings of symbols and actions used in worship to events and

following a religion or belief? (Christianity)

Describe the significance of being part of Christianity based on their knowledge of religious beliefs and practices.

Discuss and apply ethical questions about human rights issues (What is fair and unfair? How can people be more generous? Why do people fight and cause pain?) Children will link this to examples of Christian practice and consider the challenges of trying to live a good life.

Computing

I can competently use the internet as a search tool.

I can reference information sources.

I can use appropriate strategies for finding, critically evaluating, validating and verifying information.

celebrate Jesus’ birth: what is the meaning of Christmas? They compare the texts in the Christian gospels that tell the stories of shepherds and wise men at Jesus’ birth, exploring how they are remembered and celebrated in a range of Christmas festivities.

Computing

I understand that you have to make choices when using technology and that not everything is true and/or safe.

PE (Dance)

I can compose my own dances in a creative way.

I can perform to an accompaniment.

My dance shows clarity, fluency, accuracy and consistency.

Beliefs and Questions: How do people’s beliefs about God, the world and others have impact on their lives? (Muslims and Hindus)

Pupils explore and respond thoughtfully to the spiritual paths of Muslims and Hindus using a range of sources of wisdom.

Describe the impact of examples of religious teaching. A Hindu example might be the impact of Hindu teaching about harmlessness (ahimsa) on questions about what we eat and how we treat animals. A Muslim example might be the impact of daily prayer and Zakat (alms giving) on how Muslim individuals and communities.

Children will express their own ideas about religious issues and questions, giving reasons for their thoughts.

Discuss and debate reasons why different people have different ideas about whether God is real and what God is like, recognising the right to freedom of religion and belief for all people.

Computing

I can analyse information.

I can evaluate information.

Describe the impact of examples of religious teaching. A Hindu example might be the impact of Hindu teaching about harmlessness (ahimsa) on questions about what we eat and how we treat animals. A Muslim example might be the impact of daily prayer and Zakat (alms giving) on how Muslim individuals and communities.

Children will express their own ideas about religious issues and questions, giving reasons for their thoughts.

Discuss and debate reasons why different people have different ideas about whether God is real and what God is like, recognising the right to freedom of religion and belief for all people.

Computing

I understand how search results are selected and ranked.

PE (Tennis)

consider: what happens in holy buildings? Linking to History and design technology pupils consider how the architecture, furniture and use of churches, mosques, synagogues, mandirs, viharas / Buddhist centres or gurdwaras expresses the community’s way of life, values and beliefs.

Discuss and present thoughtfully their own and others’ views on challenging questions about different kinds of religious belonging in Sheffield and Yorkshire today, presenting what they have found out about worship clearly and thoughtfully in a variety of ways including for example design and modelling, photo album descriptions and recounts, Q&A, poetry or art.

Computing

I follow the school’s safer internet rules.

I can make safe choices about the use of technology.

I can use technology in ways which minimises risk. e.g. responsible use of online discussions, etc.

teachings from the religions they study/ consider: what happens in holy buildings? Linking to History and design technology pupils consider how the architecture, furniture and use of churches, mosques, synagogues, mandirs, viharas / Buddhist centres or gurdwaras expresses the community’s way of life, values and beliefs.

Discuss and present thoughtfully their own and others’ views on challenging questions about different kinds of religious belonging in Sheffield and Yorkshire today, presenting what they have found out about worship clearly and thoughtfully in a variety of ways including for example design and modelling, photo album descriptions and recounts, Q&A, poetry or art.

Computing

I can combine sequences of instructions and procedures to turn devices on and off.

I can use technology to control an external device.

e.g. using different keywords, skim reading to check relevance of information, cross checking with different websites or other non ICT resources.

PE (Basketball)

I can gain possession by working a team.

I can pass in different ways.

I can use forehand and backhand with a racket.

I can field.

I can choose a tactic for defending and attacking.

I can use a number of techniques to pass, dribble and shoot.

PE (Gymnastics)

I can make complex extended sequences.

I can combine action, balance and shape.

I can perform consistently to different audiences.

I can gain possession by working a team.

I can pass in different ways.

I can use forehand and backhand with a racket.

I can field.

I can choose a tactic for defending and attacking.

I can create strong passwords and manage them so that they remain strong.

I can independently, and with regard for e-safety, select and use appropriate communication tools to solve problems by collaborating and communicating with others within and beyond school.

Computing

I can combine sequences of instructions and procedures to turn devices on and off.

I can use technology to control an external device.

I can design algorithms that use repetition & 2-way selection.

PE (Outdoor and adventure)

I can follow a map in an unknown location.

I can use clues and a compass to navigate a route.

I can change my route to overcome a problem.

I can use new information to change my route

I can design algorithms that use repetition & 2-way selection.

PE (Athletics)

I can control when taking off and landing.

I can throw with accuracy.

I can combine running and jumping.

Festivals and celebrations International day of peace

International Literacy Day (8th September)

Black History Month (1st October)

Hallowe’en (31 October)

World Science Day (10 November)

Armistice/Remembrance Day (11 November)

Anti-bullying week (16th November)

Burns night (25th January)

Holocaust Memorial Day (27 January)

Chinese New Year (12th February)

Safer internet day (9th February)

Easter (4th April)

International Woman’s day (8th March)

World poetry day

(21st March)

Ramadan (begins 12th April)

Earth Day (22nd April)

Bike to school day (5th May)

Florence Nightingale’s birthday (12th May)

Eid (begins 19th July)

World Ocean Day (8th June)

Refugee Day (20th June)

Road Safety Week (16th November)

Human Rights Day (10 December

Bonfire Night (5th November)

LGBT History Month (starts 1 February)

Shrove Tuesday (16th February)

Whole Academy events Parent talks

Parents evening

Christmas Production Theatre visit

Christmas Dinner

Chinese new year

Parents evening

Mother’s day dinner World Book day

Sports relief

St Georges day Sheffield Book awards

Sheffield Book awards continued

Father’s day dinner Summer celebration -TBC

Sports day