Year 5 Spring Term 2019

Spring Term – “Time”

Science

Scientific Enquiry:

  • Can present findings in appropriate ways including in tables, graphs and text
  • Can read findings presented in line graphs
  • Can present data using line graphs
  • Identifies observable differences and similarities to observe or measure
  • Can observe changes over time
  • Can decide on sample size
  • Can decide how long to make observations and how often

Earth and Space:

  • Can describe the movement of the Earth, and other planets, relative to the Sun in the solar system
  • Can describe the movement of the Moon relative to the Earth
  • Can describe the Sun, Earth and Moon as approximately spherical bodies
  • Uses the idea of the Earth’s rotation to explain day and night and the apparent movement of the sun across the sky

Properties and changes of materials:

  • Can compare and group together everyday materials on the basis of their properties, including their hardness, solubility, transparency, conductivity (electrical and thermal), and response to magnets
  • Knows that some materials will dissolve in liquid to form a solution, and describe how to recover Substance from a solution
  • Uses knowledge of solids, liquids and gases to decide how mixtures might be separated, including through filtering, sieving and evaporating
  • Give reasons, based on evidence from comparative and fair tests, for the particular uses of everyday materials, including metals, wood and plastic
  • Demonstrates that dissolving, mixing and changes of state are reversible changes
  • Can explain that some changes result in the formation of new materials, and that this kind of change is not usually reversible, including changes associated with burning and the action of acid on bicarbonate of soda.

History

Knowledge and understanding of events, people and changes in the past

Britain's settlement by Anglo-Saxons and Scots

  • Can describe how a significant individual or movement/group of people has influenced the UK or wider world.
  • Can describe the Anglo-Saxon invasions, settlements and kingdoms: place names and village life.
  • Can link events from periods studied to changes or developments in contemporary society e.g, food or farming.
  • Can explain Anglo-Saxon laws and justice.
  • Can link events from periods studied to changes or developments in contemporary society e.g, food or farming.

The Viking and Anglo-Saxon struggle for the kingdom of England to the time of Edward the Confessor

  • Can explain that an event can have more than one cause.
  • Can describe Viking raids and invasion.
  • Can talk about the resistance by Alfred the Great and Athelstan, first King of England
  • Can explain Anglo-Saxon laws and justice.
  • Can explain who Edward the Confessor was and the events leading to his death in 1066.

Chronological understanding

  • Can place historical events or changes on a timeline independently, remembering key facts from a period of history studied.

Historical Interpretation and Enquiry Skills

  • Can compare and describe how different types of evidence tell us different things about the past

Local and National History

  • Uses a range of local history resources to explore Anglo-Saxon art and culture (ART)

Geography

Locational and Place Knowledge

  • Recognises and describes the human and physical features of places. Begin to give reasons for the importance of wider geographical location when understanding places.

Human and Physical Geography

  • Can describe  how human activity has impacted/changed the physical and human characteristics of a place in the world e.g types of settlements and land use (Anglo-Saxons or Vikings)
  • Can describe how weather and climate affect land use and food production in areas/regions studied.

Art

Thinking artistically

  • Plans, develops and makes pieces from their initial sketches
  • Initiating their own ideas on how to fulfill a given brief

DT

Design

  • generate, develop, model and communicate their ideas through discussion, annotated sketches, cross-sectional and exploded diagrams, prototypes, pattern pieces and computer-aided design
  • select from and use a wider range of tools and equipment to perform practical tasks (for example, cutting, shaping, joining and finishing), accurately