Rockland St Mary and Primary Schools

Year 5 Foundation Subjects Progression Map Computing History Geography Key Objectives Key Objectives Key Objectives Skills Skills – historical enquiry Skills and fieldwork (NC) E-Safety and communication Regularly address and sometimes devise historically valid questions about: - Use maps, atlases, globes and digital/computer • Agree upon and follow sensible and age-appropriate e- • Change and continuity mapping to locate countries and describe features safety rules for the classroom • Cause and consequence studied • Recognise the difference between blatant plagiarism • Similarity and difference and presenting information / materials in new way - Use ordnance survey maps incl. four and six figure • Significance • Make safe choices about the use of technology, grid references, to interpret and sequence aerial Construct informed responses by selecting and including how to minimise risk, e.g. responsible photographs of a river from source to mouth participation in / use of online discussions / chat rooms organising historical information - Use the eight points of a compass to identify and not using these when an adult is not present Note connections, contrasts and trends over time photographic points of view & to identify • Use the internet responsibly and competently as a Use evidence and understand how knowledge of the geographical features search tool to aid learning past is constructed from a range of sources – know that - Use fieldwork to observe, measure, record and • Create secure passwords and change them frequently, context affects interpretations present the human and physical features in the so that they remain strong and confidential local area using a range of methods, including Knowledge – NC Expectations sketch maps, plans and graphs, and digital Algorithms and Programming • A non-European society that provides contrasts technologies with British history i.e. Mayan civilization c. AD • Compose and run a string of commands to achieve a 900 Knowledge (enquiries) desired outcome, then modify this to achieve a new • Ancient Greece – a study of Greek life and - How do volcanoes affect the lives of people on outcome (e.g. making a sprite travel from A to B, then achievements and their influence on the Hiemaey? from A to B via a third location) western world • - What is a river? Construct a flowchart that details the problem-solving • The achievements of the earliest civilizations: process for an activity (e.g. a playground game, a move - Why are mountains so important? an overview of where and when the first in a board game, programming a sprite) civilizations appeared and an in-depth study of • Use the ‘if / else’ statement in block coding to introduce Locational Knowledge the Shang Dynasty of Ancient China conditions for certain events to take place (e.g. in J2E, if - Locate all countries, major cities and

a rocket is touching a planet, generate a speech bubble environmental regions studied, on a map. Chronology – NC Continue to develop a chronologically saying ‘landed!’ if not, say ‘still searching…’) secure knowledge and understanding of British, local - During each topic - name and locate counties and and world history, establishing clear narratives within cities of the studied, their and across periods studied e.g. geographical regions and their identifying human 1

Rockland St Mary and Surlingham Primary Schools

Data collection and handling • Can independently create and date own and physical characteristics, key topographical timelines, on which to arrange given dates features (including hills, mountains, coasts and • Construct a spreadsheet to record data (BC/BCE and AD/CE). rivers) and land-use patterns; and understand • Transfer this data into graphical representation such as • Can independently create own timelines on how some of these aspects have changed over a bar chart or pie chart which to sequence key historical events and time • Interpret data accurately, using vocabulary such as periods (no dates given) – intervals should most popular, least popular, difference between these show rough understanding of duration of the Place Knowledge • Suggest next steps for data, e.g. if more people are historical periods as well as their sequence shown to prefer ham over cheese, suggest what can be - Understand the human and physical geographical done to explain this similarities and differences: o between the world’s mountain ranges Multimedia text, images, video and sound incl. those in the UK and North and South America • Record multiple clips, trimming these for length or o between our local area and Hiemaey, content, and combining them together to produce a Iceland finished short film • Use video editing software to add simple title cards and Human and Physical ending credits to a video file - identify different types of settlement • Take photographs of still-life arrangements and - identify the pattern of places, on land and sea, landscapes, considering framing (e.g. the rule of thirds), background, lighting and correct focus where volcanoes and earthquakes occur i.e. Pacific Ring of Fire – and recognize the pattern’s Technology in our lives relationship with the tectonic plate boundaries - understand how a volcano forms, what it does • Use film editing techniques to create a short and the impact it can leave. advertisement - Identify and describe the features of a river from • Compare and evaluate the same information as it is source to mouth incl. water cycle presented from different sources to identify any - Identify some of the ways humans interact with discrepancies rivers i.e. for trade and energy generation • Construct a diagram / model of how the internet works Knowledge - Locate and describe the formation of the world’s E-Safety and communication most significant mountain ranges - Identify the differences between UK mountain ranges and younger fold mountain ranges e.g. Himalayan, Rockies, Andes etc. 2

Rockland St Mary and Surlingham Primary Schools

• Discuss how to protect devices from virus / security - Identify ways that mountainous areas impact threats (e.g. downloading firewalls or activating pop-up human economic activity incl. hill farming, blockers) tourism & generation of hydroelectric power • Discuss the positive and negative impact of use of ICT in their own lives and those of peers / family NC Expectations • Recognise the risks (e.g. phishing, scams) of using tools - Develop contextual knowledge of the location of such as email and how to minimise these globally significant places – both terrestrial and • Understand that some websites and/or pop-ups have marine – including their defining physical and commercial interests which may affect the way human characteristics and how these provide a information is presented to you geographical context for understanding the Algorithms and Programming actions of processes - Understand the processes that give rise to key • Know that ‘computational thinking’ is about using a physical and human geographical features of the computer to solve problems world, how these are interdependent and how • Know that ‘decomposition’ is breaking down a problem they bring about spatial variation and change over into smaller steps, e.g. to get a sprite from A to B on time screen, it must first be instructed to move, then move a - Interpret a range of sources of geographical certain distance, then turning or repeating if necessary information, including maps, diagrams, globes, • Explain that a string of commands can be run / aerial photos and geographical Information executed, and that further commands can be added Systems (GIS) into this string to generate additional outcomes - Communicate geographical information in a • Describe how flowcharts can be used to solve more variety of ways, including through maps, complex problems by requiring certain conditions to be met before moving on (e.g. snakes and ladders – throw numerical and quantitative skills and writing at dice à move counter à snake’s head? Move down / length bottom of ladder? Move up à continue) - Collect, analyse and communicate with a range of data gathered through experiences of fieldwork Data collection and handling that deepen their understanding of geographical processes • Know that a spreadsheet (e.g. in Excel) is an example of a database, and that multiple sheets can be created within a single document (e.g. one sheet to show Y5’s pets, and another to show favourite sandwiches)

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Rockland St Mary and Surlingham Primary Schools

• Discuss mistakes in data (e.g. incorrect bars on bar charts) and suggest how these could be checked and corrected • Search an existing and a self-created database to find out the answers to certain questions, e.g. ‘Find out the difference between how many people like ham sandwiches and how many like cheese’

Multimedia text, images, video and sound

• Know that a film is often a series of a shorter ‘clips’ that are combined together • Understand that a film may need titles or captions adding, to help the viewer understand what they are watching • When taking photos, consider things like framing, background, lighting and focus to improve the quality of the finished image

Technology in our lives

• Explain how different online communication tools are used for different purposes – emails, videos, blogging – and understand the benefits and risks associated with these • Describe the different parts of a webpage (address bar, refresh icon, homepage icon, favourites bar) • Know that the ‘internet’ is the term given to the global computer network that provides information and communication services to anyone with a connected device such as a laptop or smartphone, and explain how this works in simple terms

NC expectations

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Rockland St Mary and Surlingham Primary Schools

• design, write and debug programs that accomplish specific goals, including controlling or simulating physical systems; solve problems by decomposing them into smaller parts • use sequence, selection, and repetition in programs; work with variables and various forms of input and output • use logical reasoning to explain how some simple algorithms work and to detect and correct errors in algorithms and programs • understand computer networks including the internet; how they can provide multiple services, such as the world wide web; and the opportunities they offer for communication and collaboration • use search technologies effectively, appreciate how results are selected and ranked, and be discerning in evaluating digital content • select, use and combine a variety of software (including internet services) on a range of digital devices to design and create a range of programs, systems and content that accomplish given goals, including collecting, analysing, evaluating and presenting data and information • use technology safely, respectfully and responsibly; recognise acceptable/unacceptable behaviour; identify a range of ways to report concerns about content and contact

Vocabulary – Vocabulary (NC – develop the appropriate use of Vocabulary – Spam emails, blog, evaluate, sequence, flowchart, input, historical terms) Volcano, landscape, eruption, fjord, evacuation, Gulf output, webpage, algorithm, debugging ceremonial, ceremonious, civilization, rituals, stream, glacier, mountain, archipelago, geyser, hieroglyphs, hieroglyphics, constellations, synthesis, geothermal, refugees, tectonic plates, igneous, equatorial, tropical, climate, discover, rediscover, sedimentary, metamorphic, colony, river, source,

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Rockland St Mary and Surlingham Primary Schools

codices, codex, prehistory, history, Sparta, Aegean, mouth, course, channel, meander, stream, bank, authentic, authenticity, authenticate, government, undercutting, tidal, marina, spit, estuary, ox-bow lake, siege, fact, legend, myth, archaeologist, excavate, hamlet, agriculture, brackish, ecosystem, hydrological Poseidon, mutiny, democracy, Dynasty, myths, legend, (water) cycle, precipitation, evaporation, marsh, fable, hieroglyph, illiterate, status, ancestor creek, port, dock, empire, monsoon, contaminated, famine, summit, solar system, planet, universe, fold mountains, ridge, geology, geologist, metamorphic, sediment, peak, pasture, diversify, co-ordinates, ordnance survey, epidemic, slum, reservoir, elevation, hydroelectric, government SMSC ideas – SMSC ideas – S: Lessons should provide a sense of awe SMSC ideas – S: Through providing opportunities for children to explore and wonder, and will raise questions about how things S: Pupils should: reflect on their own values and their creativity and imagination when developing digital could have been different if events and/or individuals beliefs, and those of others; explore their own products. had been different feelings about the people, places and environments M: Discussing the moral implications of cyber bullying they are learning about; and appreciate the awe and and the consequences of different courses of actions in M: Pupils will be asked to consider ‘big questions’ or wonder of the natural and manmade environments response to online scenarios. moral dilemmas highlighting how events and/or beliefs M. Pupils should consider the moral dimensions of

S: By discussing the impact of ICT on the ways people in the past are often at odds with what would be geographical issues being studied e.g. issues of an communicate and helping pupils express themselves considered acceptable today. increasing population on natural resources, clearly. urbanisation putting pressure on wildlife, the C: Through developing an awareness of their audience S: Pupils will study social issues by comparing the economic and environmental impact of global trade when communicating in a digital environment. similarities and differences between past and present and commerce societies. S. Pupils should acquire an understanding of the rights and responsibilities of being members of a family, a C: Children will learn about people from different class and the wider community (local, national and cultural backgrounds and their impact on the global). They should develop an ability to relate to development of ‘British’ culture. They will develop a others and work together for the common good. better understanding of multiculturalism. C. Children should acquire an understanding of cultural traditions and heritage. They should acquire a respect for their own culture and that of others

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Rockland St Mary and Surlingham Primary Schools

Enrichment ideas – Enrichment ideas Enrichment ideas – Presenting work to other pupils/parents Outdoor learning – Engraving ‘dragon bones’ (Shang) Outdoor learning, OAA Using computing throughout the curriculum e.g. creating a Local visits, History Workshop in school e.g. ‘Ancient poster for persuasive writing Greeks’ or ‘Mayans’; visit to Castle Museum when Local visits, local River and stream fieldwork Safer Internet Day relevant event is running Cross Curricular Connections: Cross curricular, ‘Volcanoes’ links: history – Vikings; Geography Locating places (atlas), terraced farming Science – plants and rocks; ‘Rivers’ links: Art/music – (Mayans) Romantics; Science – Living things & habitats and the Drama sessions to create a sense of the period/events being studied water cycle ‘Mountains’ links: earthquakes Y3, Science – evolution,

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Rockland St Mary and Surlingham Primary Schools

Year - ______5______/ Class - ______Art Design Technology Music MFL Key Objectives Key Objectives Key Objectives Key Objectives Artists to be covered Design: Developing Planning and Skills Skills William Morris communicating ideas • Use notation playing tuned Skills from Rigolo 2 – units 1 – 6: Mark A Garlick (Space link) instruments, including sharps and (New topics for year 5, non-highlighted = Antoni Gaudi (Architect) Investigate similar products to the one to be flats. revision from previous years) made to produce own design criteria • Read musical notation, including Exploring and developing ideas sharps and flats. • Greetings revision and giving personal Sketch and model alternative ideas • Sing in two part harmony as a information Record and explore ideas from first-hand choral group • Ask/Talk about siblings observations, experience and imagination, and Develop one idea in depth • Perform in a range of contexts with • Saying what people explore ideas for different purposes increasing musicality and have/have not using avoir Combine modelling and drawing to refine confidence. • Describing people using 3rd Question and make thoughtful observations ideas • person etre including about starting points and select ideas and Knowledge processes to use in their work Plan the sequence of work using a negatives • Develop an understanding of choral • storyboard School subjects techniques and composers • Likes/dislikes at school Explore the roles and purposes of artists, • Listen attentively and respond craftspeople and designers in different times and Record ideas using annotated diagrams • Timings of school day accordingly to a range of • Ask and say the time cultures contrasting choral groups and the Use models, kits and drawings to help • Asking politely for food effects the voice can make. • Giving opinions on food Evaluating and developing work formulate design ideas • Perform as soloists and ensembles items • Talking about Compare ideas, methods and approaches in their Make prototypes NC expectations own and others work and say what they say what healthy/unhealthy food – • play and perform in solo and PSHCE/DT LINKS think and feel about them using language of art, Use found information to inform discussions ensemble contexts, using their • craft and design Name places in town voices and playing musical • Use a computer aided design to model ideas Ask the way and give instruments with increasing directions Adapt their work according to their views and accuracy, fluency, control and • describe how they might develop it further Design innovative, functional, appealing Say where and when you expression are going products that are fit for purpose that are • develop an understanding of the • Discuss holidays Drawing aimed at particular individuals or groups history of music • Name and describe rooms

in the house Use a variety of source material for their work 8

Rockland St Mary and Surlingham Primary Schools

When designing produce cross sectional and • listen with attention to detail and • Say what people do in the Work in sustained and independent way from exploded diagrams recall sounds with increasing aural house observation, experience and imagination memory • Count from 31-60 Working with tools, equipment, materials Use sketches to develop ideas and components to make quality products FOOD Knowledge Explore the potential properties of the visual • Recall learning from previous topics elements, line, tone, pattern, texture and shape Select and prepare foods for a particular • To discuss the school day purpose • Be able to ask for food items Painting • To be able to ask/give opinions and Taste a range of ingredients, food items to directions Demonstrate a secure knowledge about primary develop a sensory food vocabulary for use and secondary, warm and cold, complimentary when designing NC expectations and contrasting colours Weigh and measure using scales • read carefully and show Work on preliminary studies to test media and understanding of words, phrases materials Cut and shape ingredients using appropriate and simple writing tools and equipment e.g. grating • engage in conversations; ask Create imaginative work from a variety of sources and answer questions; express Join and combine ingredients appropriately opinions and respond to those Printing e.g. beating, rubbing in. of others; seek clarification and help* Print using a variety of materials objects and Work safely and hygienically Explain a few techniques, inc’ the use of poly blocks, relief, mono and resist printing Show awareness of a healthy diet from an understanding of a balanced diet Choose the printing method appropriate to task Understand how to feed themselves and Build up layers and colours textures other affordably now and in the future Working with tools, equipment, materials Organise their work in the terms of pattern, and components to make quality products repetition, symmetry or random printing styles CONSTRUCTION

Choose links and overlay colours Use hand drill to drill tight and loose fit holes 9

Rockland St Mary and Surlingham Primary Schools

Textiles/Collage Cut strip wood, dowel, square section wood Join fabrics in different ways, including stitching accurately to 1mm

Use different grades and uses of threads and Join materials using appropriate methods needles Incorporate motor and a switch into a model Projects on a page: Electrical systems – More complex switches and circuits OR Monitoring and Control

Control a model using an ICT control programme

Use a cam to make an up and down mechanism Projects on a page: Mechanical systems – Cams OR Pulleys and gears

Use Glue gun with close supervision

Choose materials based on their functional properties and aesthetic qualities Working with tools, equipment, materials and components to make quality products TEXTILES Projects on a page: Textiles – Using CAD Understand pattern layout

Decorate textiles appropriately often before joining components

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Rockland St Mary and Surlingham Primary Schools

Combine fabrics to create more useful properties Working with tools, equipment, materials and components to make quality products SHEET MATERIALS

Cut slots

Cut accurately and safely to a marked line

Join and combining materials with temporary, fixed or moving joinings

Choose an appropriate sheet material for the purpose Evaluating processes and products

Use the design criteria to inform their decisions about ways to proceed

Vocabulary – Vocabulary – Vocabulary – Acapella, soloist, ensemble, choir, choral Accent (m) [Accent], Aigu ´ [Acute], Grave Alternative, Formulate, Prototypes, Computer aided, Innovative, Functional, Appealing, Cross group, unison, harmonics, chords, harmony, ` [Grave], Circonflexe ^ [Circumflex], sectional, Exploded diagrams, Hygienically, Affordably, Drill tight, Loose fit, Section wood, melody, Tréma ¨ [Dieresis or umlaut], Cédille¸ Incorporate, ICT control program, Cam, Mechanism, Functional, Aesthetic, Joining components, [Cedilla], Lettre (f) [Letter], Prénom (m) Marked line, Temporary joining’s, Fixed joining’s, Moving joining’s, Source material, Sustained, [First name], Écrit [Written], Épeler [To Potential properties, Visual elements, Complimentary, Contrasting, Preliminary, Poly blocks, spell], Majuscule [Capital], Minuscule Relief mono, Resist printing, Symmetry, Grades [Lower case].

SMSC / Enrichment ideas - SMSC ideas – SMSC ideas – GoGo Hare campaign (Dinosaurs (2019-2021)) Music from different cultures Bastille Day Sainsbury’s art Centre Community choir integration? High School Students Religious art work trips (church, Buddhist retreat) Musical Evening Performance French Parent Volunteer Artist visits KS2 Play Performance Big Sing/ St Andrews Hall Performance 11

Rockland St Mary and Surlingham Primary Schools

Engineering club (Hosted on school site) Composer Study (Choral group) Art club (Hosted on school site) Scratch club (Hosted on school site) Enrichment ideas – Enrichment ideas – City college Art galleries Big Sing Bastille Day Contacts with College D&T lead to host lessons Musical Evening French Volunteers Arts Festival (Wymondham college) Music Maestroes French Visitors Art projects linked to festivals/calendar dates Music in class

RE Key Objectives Skills * Self-awareness * Respect for all * Open mindedness * Appreciation and wonder * To ask questions about life. * To express your own views about religious beliefs, stories and practices. * To consider right, wrong, and moral values. * To understand others have different world views, shaped by religious beliefs, and listen to them. * To understand and respect the different opinions of others. * To talk about spiritual beliefs and God with respect.

Knowledge

Christianity * Are the teachings of Jesus still relevant today? * Beliefs and Practices: What is the best way for a Christian to show commitment to God? Sikhism * Beliefs and moral values: Are Sikh stories important today? * Prayer and Worship: What is the best way for a Sikh to show commitment to God? NC expectations

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Rockland St Mary and Surlingham Primary Schools

‘All state schools are also required to make provision for a daily act of collective worship and must teach religious education to pupils at every key stage and sex and relationship education to pupils in secondary education.’

Norfolk Agreed Syllabus Aim 1: The curriculum should enable all children and young people to become successful learners who enjoy learning, make progress and achieve well. Aim 2: The curriculum should enable all children and young people to become confident individuals who are able to live safe, healthy and fulfilling lives. Aim 3: The curriculum should enable all children and young people to become responsible citizens who make a positive contribution to society. ‘Religious Education has a significant role in the promotion of spiritual, moral, social and cultural development. It provokes challenging questions about the meaning and purpose of life, beliefs about God, the nature of reality, ethical issues and what it means to be human. Religious Education seeks to enable children and young people to appreciate their own and others’ beliefs and cultures, and how these impact on individuals.’

Vocabulary – Action, belief, belonging, Brahman, Christian, Christianity, Christmas, commitment, community, Gurdwara, Guru, Guru Granth Sahib/Adi Granth, important, Karma, Moksha, moral values, omnipresent, pilgrimage, practice, pray/prayer, relevant, religion, Samsara, scripture, share, shrine, Sikh, Sikhism, true, Vedas, worship. SMSC ideas – Modelled and open discussion of key questions of meaning and purpose such as the origins of the universe, life after death, good and evil, the being of God and values such as justice, honesty and truth. Exploring literature, the creative and expressive arts, sciences and resources from and influenced by differing cultures (Darwin, mandalas, geometric designs, choral and gospel music…). Taking time to value and care for human beings, the natural world and, for some, God (including actively caring for the environment and supporting a wide range of charities). Taking opportunities to develop a sense of belonging and community through shared experiences (visits locally, links with the Trust and village, celebrating achievements of individuals and groups in school). Engaging in issues of truth and justice through votes, rule setting, councils, debates and experiences. Learning about and experiencing religious, non-religious and philosophical traditions, customs and practices (Harvest festival, Christingle, yoga, visits to and by religious leaders…) Sharing stories, songs and assemblies which reflect diverse religious teachings, sacred texts and guidance. Discussing the shared vision, values and ethos of the school and how we put this into practice. Following and discussing news stories, current issues and social and moral questions, using appropriate sources (Primary News, CBBC Newsround). Promoting personal and collective integrity and respect through shared values, rules and reparative discussions. Considering the importance of rights and responsibilities and the development of a sense of conscience.

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Rockland St Mary and Surlingham Primary Schools

Encouraging debate and discussion through circle times, lessons, discussion and councils, recognising diverse and shared perspectives (Jigsaw Charter). Learning about historic and modern individuals with a sense of social responsibility that have worked for social change (Martin Luther King, William Wilberforce, Rosa Parks, Dr Ambedkar, Malala Yousafzai, Emily Pankhurst, Helen Keller, Desmond Tutu…). Participating in wider community events, which promote interaction, and respect, particularly if these reflects religious or cultural and diversity and cohesion. Enrichment ideas – Harvest festival, Nativity, Christingle, church and temple visits, trying food from different celebrations and cultures, natural objects and art exploration, festival songs and hymns.

PSHE

Being me in my Celebrating Dreams and goals Healthy me Relationships Changing me world difference Year 5 rights and The difference Dreams and goals The role of food in Using technology How girls and boys responsibilities as a between direct and of children from people’s lives. safely when bodies’ change British citizen indirect bullying different cultures Eating disorders communicating during puberty and body image with friends

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