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Shirley Avenue

Gomersal

Cleckheaton

Bradford

BD19 4NA

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Year 5: Summer 1 Curriculum


1920-Year-5-Mission-Statement

Summer 1: Mayans Children learn about Mesoamerica, the land of the ancient Maya and learn about the civilisation. They will find out where the Maya lived, what their lives were like, how their society was organised as well as investigating some of the evidence left behind and uncovering some Mayan mysteries.

Create A Spark

Each unit of work will begin with a stimulating activity to inspire curiosity and launch the unit.

Steps To Success

  • Respect: Learn about the Mayans in order to develop a respect for their beliefs and customs
  • Friendship: Discover how Mayan society was structured and how each person had a role to play

Mathematics

We follow the White Rose Maths Hub scheme of work.

National Curriculum Objectives covered throughout the first half of the Summer term:

To follow

RE & SMSC

Key Biblical Teaching: Structure of the Bible – who wrote it? Why and when was it written? How come we have it? Why are there different versions?

Spiritual: What do I believe about life and creation? What might have happened to the Mayans? Why did the Mayans believe in human and sacrifice? Is sacrifice part other religions that I know? Why?

Moral: What laws did the Mayans have? Are they different or similar to today? Was Mayan society fair? Is life today fairer? What lessons can we learn from the Mayans?

Social: What made Mayan society so successful? What do you think might account for their disappearance? What was family life like? How was it similar to/ different from my family life?

Cultural: What did the Mayans believe? What customs did they have? What beliefs are important in our culture? What customs do we have that are different from/ similar to the Mayans?

What do Christians believe about the old and new covenants?

  • Reflect on how Christianity is one of the Abrahamic faiths along with Judaism and Islam, considering some similarities and differences between these world faiths.
  • Explore the narratives about Moses, the Ten Commandments, the Kingdom, including David, and Jesus making connections between stories and the idea of a covenant between God and the people.
  • Reflect on and find meanings in different titles used by and of Jesus, such as Son of Man, incarnate, Servant, Rabbi, Messiah, Christ, ‘I am’ statements.

Science

Changes & Puberty

Working scientifically:

  • Taking measurements, using a range of scientific equipment, with increasing accuracy and precision, taking repeat readings when appropriate
  • Recording data and results of increasing complexity using scientific diagrams and labels, classification keys, tables, scatter graphs, bar and line graphs

National Curriculum Objectives:

  • Describe the changes as humans develop to old age.

Art

Artist Study: Frida Kahlo

National Curriculum Objectives:

  • Learn about great artists, architects and designers in history.

Essential skills:

  • I can identify and draw objects and use marks and lines to produce texture.
  • I can successfully use shading to create mood and feeling.
  • I can organise line, tone, shape and colour to represent figures and forms in movement.
  • I can use shading to create mood and feeling.
  • I can research the work of an artist and use their work to replicate a style.

Computing

To follow.

WE Schools

WE CARE – No particular focus this half term.

English

Texts used in Year 5:

  • The Maya Project by David Wisniewski, Jon Richards (instructions, poster, missing scene, diary, newspaper, debate, analytical essay)
  • Gulliver’s Travels by Martin Jenkins (Adventure stories based on explorations of new lands, persuasive passages)

History

Mayans

National Curriculum Objectives:

  • a non-European society that provides contrasts with British history –one study chosen from: early Islamic civilization, including a study of Baghdad c. AD 900; Mayan civilization c. AD 900; Benin (West Africa) c. AD 900-1300.

Essential skills:

  • I can place features of historical events and people from the past societies and periods in a chronological framework.
  • I can summarise the main events from a period of history, explaining the order of events and what happened.
  • I can summarise how Britain may have learnt from other countries and civilizations (historically and more recently).
  • I can identify and explain differences, similarities and changes between different periods of history.
  • I can describe the features of historical events and way of life from periods I have studied; presenting to an audience.

French

Family & Friends

National Curriculum objectives:

  • To follow.

Music

Charanga: The Fresh Prince Of Bel Air

National Curriculum objectives:

  • Appreciate and understand a wide range of high-quality live and recorded music drawn from different traditions and from great composers and musicians
  • Develop an understanding of the history of music.

Essential Skills:

  • I can breathe in the correct place when singing.
  • I can maintain my part whilst others are preforming their part.
  • I can improvise within a group using melodic and rhythmic phrases.
  • I can explain why I think music is successful or unsuccessful.
  • I can suggest improvement to my own work and that of others.

PE

To follow

Enrich Drivers

  • Experiences: The story of chocolate- York
  • Preparedness for modern life & independence: Different families
  • Wellbeing: Emotional literacy- respecting others and their beliefs
    Mindfulness and spirituality
  • Aspiration & Curiosity: Learning about the achievements of early civilisations

Let Your Light Shine

The unit will culminate with a piece of work designed to celebrate the pupils’ learning.

End Of Year Expectations