Welcome to Year 5!
The world is changing in so many ways that it is crucial children take some ownership of their role in sustaining our planet. The children will become curious about the impact they can have on our planet in the future. During the topic, we will become familiar with different species of animals that are endangered, learn about the impact humans are having on the Earth and build an awareness of the small changes we can make that can help save our planet. Starting our topic with a trip to, we will develop pupils’ understanding of the concept of conservation and we will celebrate the fantastic animals we will see through our art. We will look at different animal and plant life cycles and the importance of these in the future sustainability of the species. Through the use of the book ‘The Tower to the Sun’, the children will look at the impact of not respecting our planet and what could happen if mankind continues to abuse the resources we have. To conclude our topic, we will create a petition and organise a peaceful protest.
Summer 1: Vikings
Throughout the half term, the children investigated the period of history when the Vikings raided and then invaded the British Isles (CE 793 – 1066). This built upon their previous learning in Y3 and Y4 where they studied the Prehistoric and Roman periods. They considered why the Vikings, like the Romans, thought it was necessary to come to England and why, despite being defeated on numerous occasions, they continued to invade various parts of the British Isles before conquering it in 1066. They also considered what life would have been like for those people already living in the British Isles, what they did to defend themselves and finally what happened to allow these two communities of people to live in peace. Through Thrive, they explored how we can feel OK about being different, allowing the children to develop as confident individuals. We considered how throughout history, people who were different to others often created great change in the world and, without them, the modern world would not exist as we know it today. As historians, the children used a range of resources to learn about the Viking period, which enabled them to write their own Viking narratives. They also created Norse artwork and Viking longboats which, at the end of the project, they displayed in their Viking museum experience for others to view.
Spring 2: Arizona
Throughout the half term, the children investigated Arizona and made comparisons with the UK, before coming to the conclusion about whether tourists should visit Arizona. This provided the children with a context to create an informative and persuasive display about Arizona. The children applied their knowledge of the American state to write their own fact file and persuasive leaflet to contribute to an information board. Furthermore, this topic gave them an opportunity to use maps and explore the wider world, focusing on the physical geography of Arizona, comparing it to England. Additionally, this topic inspired geographical enquiry and enabled them to not only develop their knowledge of the world and places, but also understand the importance of tourism. There were many opportunities for the children to be curious by asking questions, hypothesising and discussing ideas about where Arizona is and why people visit. As the children explored Arizona closely, they had ownership of the outcome and therefore were motivated to make decisions about the key questions they investigated to create their information boards.
Spring 1: Rogues
At the end of this project, children understood that the choices people make in life will impact upon other people’s views of them. They explored and asked questions throughout the topic about the perceptions they make and hold of others. English was the lead subject and was driven by narratives and performance poetry, building upon the children’s skills of intonation, tone, volume and increasing fluency, when reading aloud. We explored wax resist in art, using different materials and created a scene from ‘The Highwayman’ as well as making a tie dye backdrop, which was on display during our end of topic performance. RRE was the basis for discussions around different images of people and what these represent. Through narratives, the children looked at the perceptions of the pirates, including extracts from literature and film. This was an opportunity to build upon the narrative writing skills the children began in Autumn 1. To conclude this topic, the children performed a chosen piece of learning to an audience of parents, illustrating the importance of perception.
Autumn 2: Children's rights:
Right or wrong?
The UN Convention on the Rights of the Child sets out the rights that all children should have available to them. In this topic, children were given the opportunity to explore how children’s rights have developed from Victorian Britain to Britain today, exploring the classic and visual texts of Oliver Twist. Children explored how, as the Victorian period developed, the lives of children improved and began to change, paving the way for modern childhood today. Essentially, learners developed their understanding of their rights and responsibilities, while exploring how social changes - through history - led to the development of these rights in our society. Over the term, children collected evidence about the rights that Oliver lost. They used this information to create a presentation to showcase their arguments about the treatment of Oliver.
The Lost Thing
To begin this half term, we have read and explored the themes of Shaun Tan's: The Lost Thing.
Here are some of our Twitter book reviews:
Children explored the attributes and qualities needed to be a superhero. They used their understanding to create their own superhero character. This character featured in a narrative, presented as a comic strip, to entertain the Year Three children. Through the development of their digital learning skills, they combined text and images to entertain a specific audience. After researching Roy Lichtenstein’s art, the children designed and created their own word art using vibrant colours, reflecting the Pop Art style. This art was used as illustrations within their comic strip. This was enriched by a visit from Simon Cushing, who immersed them in his collection of fictional superheroes. Following this, children explored real life superheroes and discussed the question: ‘Does a superhero always wear a mask?’
"Education should prepare children to live responsibly and peacefully in a free society." Article 29, UNCRC