Termly Foundation Plan Subject Lesson 1 Lesson 2 Lesson 3 ......techniques by using paints and a range of materials. To be creative

Term: Summer Year Group: Year 5

Life in all its fullness - through learning and love.

Termly Foundation Plan

Subject Lesson 1 Lesson 2 Lesson 3 Lesson 4 Lesson 5 Lesson 6 Lesson 7

Art Topic Focus – Silk screen printing – designing their own T-shirt

NC Objective – Investigate the colour, patterns and material used for T-shirts.

NC Objective – Designing screen print for their own t-shirt design.

NC Objective – Sketching – Exploring shape

NC Objective – Creating stencils to use for their screen printing project.

NC Objective – I can use methods of screen printing to make my own t-shirt design.

NC Objective – I can evaluate my t-shirt design based on my plan and the work of other artists.

NC Objective – Sketching – Lines and patterns.

Activity – Pupils will look at a selection of t-shirts with a number of different designs, colours and materials. Pupils to discuss when they would be worn, what makes

Activity – Pupils to look at some key screen print designs that have been produced by artists to emblazon t-shirts. Pupils to think about why the designs have been so popular.

Activity - Show the children the materials and resources to be used. Talk about their properties (shape/size/texture). Show how to stick them down onto the paper (amount of glue, position on paper with space

Activity – Pupils will be given an opportunity to create a stencil that best matches their design. Pupils will be reminded to keep their designs relatively simple so that it is easy to

Activity – Pupils will use their stencils to print their designs onto a provided white t-shirt. Pupils will work in pairs.

Activity – Pupils will use the Ipads to take pictures of their final designs and evaluate. They will answer questions such as, where you happy with the final result? Anything you

Activity - This activity involves the children beginning with simple lines or marks on a blank sheet of paper and adding other lines that are similar, thinner, thicker, wavy, zig zag, varying in


them stand out. Pupils to record observations.

Pupils to design their own screen printing example

around). Add to the shape using lines/line patterns. Design could be ‘real’ ie. A face, or abstract. Add other lines/patterns as appropriate.

distinguish once it has been printed. Pupils to design and make using cardboard.

would change? direction. Children to work with a partner and each draw ‘half’ a design for the other to complete. Groups to produce pieces by contributing in turn to a single design (lots of scope for discussion – ‘why did you draw that line? Why did you choose to draw it there?)

Key Knowledge - Record and create appropriate observations that can be reviewed and revisited to improve their practise.

Key Knowledge - To learn about artists in this particular field and learn from their work.

Key Knowledge – Investigating and exploring shapes in sketching, by adding altering and combining.

Key Knowledge - To improve their mastery of Art and Design techniques by using paints and a range of materials. To be creative and experimental with different forms of art.

Key Knowledge - To improve their mastery of Art and Design techniques by using paints and a range of materials. To be creative and experimental with different forms of art.

Key Knowledge - To reflect on their work to identify ways to become better artists.

Key Knowledge - Investigating and exploring lines and patterns, by adding, altering and combining.


Topic Vocabulary – screen printing, abstract, experimental, press, face, lines, patterns, properties, textures, position, stencils.

Computing Topic Focus -

NC Objective - Introduce the concept that still images create a moving scene when played rapidly in a sequence.

NC Objective - Film an animated sequence

NC Objective - Export animation into iMovie and add backing music

NC Objective - Make props and a 3D sets. Produce a storyboard and a script for their movie.

NC Objective - Make props and a 3D sets. Produce a storyboard and a script for their movie.

NC Objective - Enhance animation using music and sound effects

NC Objective - Produce created animated sequence for presentation.

Activity – Introduce pupils to the concept of flipbooks and how they are used to make stationary objects seem as though they are moving. Using CLC resource get pupils to create their own flipbook.

Activity – Ask pupils to create their first animated sequence using ‘I can animate’ on the school Ipads. Remind the pupils to take two shots of each image so that they can capture a motion clip later.

Activity - Ask the children to import their animation from the previous session into iMovie - once the animation is saved as a movie file it can be imported into iMovie so the children can insert vocals, music, sound effects and titles

Activity - Explain to the children they will now be making their own movie. They will be tasked with working in groups to create props and their own 3D sets using a variety of resources.

Activity - Explain to the children they will now be making their own movie. They will be tasked with working in groups to create props and their own 3D sets using a variety of resources.

Activity – Using the ‘I can animate’ app pupils will be asked to film their finished sequence. Pupils will then upload their sequence into ‘IMovie’ so that they are able to add music and sound effects to portray a certain mood.

Activity – Children will take part in a whole class film festival. Pupils will be allowed to watch each animation and share their thoughts.

Key Knowledge - Key Knowledge - Key Knowledge - Key Knowledge - Key Knowledge - Key Knowledge - Key Knowledge -


Children are able to create a flipbook using a template.

Children are able to film using a flipcam. Children are able to create their own images to use as part of their flipbook.

Children are able to produce their own short animation. Children understand how the animation is created and how stop frame animation works.

Children can add music and sound effects to compliment their movies. Children are able to make appropriate choices for the editing of music based on the content of their clip.

Children are able to design and build their own props and set and have a good knowledge of their importance. Children think about aspects that may affect their animation, such as narration, proportion of props and set and addition of any dialogue.

Children are able to design and build their own props and set and have a good knowledge of their importance. Children think about aspects that may affect their animation, such as narration, proportion of props and set and addition of any dialogue.

Children are challenged to answer questions and explain their choices. Children can talk accurately about the music chosen, what they have learnt throughout the unit and anything they would do differently.

Children are challenged to answer questions and explain their choices. Children can talk accurately about the music chosen, what they have learnt throughout the unit and anything they would do differently.

Topic Vocabulary – Green screen: (in film and video) a subject is filmed in front of a green background which allows a separately filmed background/image to be added to the final video in the editing phase. Sequencing: A set of actions or events that must be carried out in the same order every time. Storyboard: a sequence of drawings, representing the shots planned for a film.

Design Technology Topic Focus -

NC Objective – Investigating – Exploring moving toys to investigate how

NC Objective – Looking and understanding how the cam mechanism

NC Objective - Exploring the different movements made by different shaped

NC Objective - Design – Developing ideas and creating a finished design

NC Objective - Make – Planning their flowchart and making their moving toys in

NC Objective - Planning their flowchart and making their moving toys in

NC Objective - Evaluate – Self and peer evaluations to reflect on


they operate.

works, looking at all of the different components.

cams.

for their own moving toy.

pairs.

pairs.

practice.

Activity – Pupils will be given a selection of moving toys and will be asked some key questions about them to improve their understanding of how these toys work and move. Pupils to record findings in booklet.

Activity – Pupils will work together to create a very simple cam mechanism. Pupils will then explore the parts of the mechanism and try to describe how it all works.

Activity – Pupils will be introduced to different cams, they will study the design and function of the cam and try to decide when they could be used. This will hopefully inform their own moving toy.

Activity – Pupils will decide what their moving toy will look like and also what type of cams they will be using. Pupils will be given a chance to come up with a theme.

Activity – Pupils will begin the make phase, working in partners for support. Pupils will be given access to hacksaws, sand paper, glue guns etc, to make sure their toy matches their design. To be lead by teacher and TA.

Activity - Pupils will begin the make phase, working in partners for support. Pupils will be given access to hacksaws, sand paper, glue guns etc, to make sure their toy matches their design. To be lead by teacher and TA.

Activity – Pupils will present their moving toys to the class and discuss their ideas and how everything now works. Pupils will also be encouraged to discuss what they like most about their project and what they may look to improve in the future.

Key Knowledge - Generate, develop, model and communicate their ideas through discussion.


Key Knowledge - Perform a range of practical tasks accurately using appropriate equipment. Develop prototypes that could be used in


Key Knowledge - Select from and use a wide range of materials and components according to their functional properties and their aesthetic

Key Knowledge - Select from and use a wide range of materials and components according to their functional properties and their aesthetic

Key Knowledge - Investigate and analyse a wide selection of existing products for comparison purposes. Evaluate their


Work practically to create viable designs and workable solutions to problems they may face.

their own design.

qualities. Apply their understanding of cams and of how toys move.

qualities. Apply their understanding of cams and of how toys move.

ideas and consider the views of other to improve their work.

Topic Vocabulary – ANNOTATED, AXIS, BENCH BLOCK, CAM, DECORATION, DESIGN, DIAGRAM, DOWEL, ECCENTRIC, EVALUATION, FLYING PIG, FOLLOWER, FRAMEWORK, G CLAMP, GUIDE, HACKSAW, HAND DRILL, HANDLE, LINEAR, MECHANISM, MOTION, MOVEMENT, MOVING TOY, ROTARY, SPECIFICATION, TECHNOLOGY, TEMPLATE.

Geography Topic Focus -

NC Objective – To understand the water cycle and how rivers fit into the system.

NC Objective - To identify the key features of a river.

NC Objective - To understand how a meander turns into an Oxbow lake and where it deposits and erodes.

NC Objective - Define key terms associated with rivers.

NC Objective - To look specifically at the features of certain rivers and compare them.

NC Objective - To look at what rivers are used for today and throughout history.

NC Objective - To build a model river to show the effects of erosion.

Activity – Introduce the water cycle and watch clips of how the process works. Pupils will label diagrams and write a brief summary explaining what

Activity – Discuss different parts of a river (upper, middle, lower). Pupils will think about the journey of the water from source to the mouth and will

Activity - Watch a video on meanders and ox bow lakes. Ask the children what might happen to a meander. The river is lazy and wants to take the shortest course.

Activity – Look at a local river (Mersey) and try to find different aspects of physical and human geography associated with it. Pupils to

Activity – The children will investigate the River Nile and the River Thames. Pupils will discuss things such as how long it is, which countries

Activity – Research activity looking at the uses for rivers in our country. Pupils to be given time to research using Ipads. Pupils will then research

Activity – Practical activity, pupils will work as a whole class to create a replica river to show the effects of erosion.


it would be like for a raindrop travelling through the cycle.

label the different parts of the river.

Order pictures and write sentences to explain what is happening. Label the erosion and deposition.

create a fact file and will be encouraged to use all the key terms we have spoken about.

does it flow through? Etc. Pupils will compare and look for differences and similarities.

how rivers were used in Egyptian and Roman times, how have these uses changed?

Key Knowledge - Use of key definitions to show their understanding of the water cycle and its various processes and stages.

Key Knowledge - Identify and investigate aspects of human geography that can be associated with rivers.

Key Knowledge - Continue to develop a key understanding of the key terms and identify how these processes take place and what the effects are.

Key Knowledge - Understand geographical similarities and differences through the study of human and physical geography of a particular source (Rivers)



Key Knowledge - Continue to develop a key understanding of the key terms and identify how these processes take place and what the effects are.

Topic Vocabulary – Erosion, deposition, water cycle, precipitation, evaporation, meanders, banks, channel, current, estuary, floodplain, mouth, reservoir, river bed, sediment, source, transportation, waterfall.

History Topic Focus – A local history study (Liverpool)

NC Objective - I can show what I already know about our city.

NC Objective - To create a detailed timeline of Liverpool history (1207-1899)

NC Objective - To locate key changes on map and identify landmarks.

NC Objective - To understand the major influences on Liverpool’s docks and how they have changed.

NC Objective - Field research – visit the Liverpool dock area and surrounding museums.

NC Objective - To look at the transatlantic slave trade and what impact the city of Liverpool had.

NC Objective - I can create a multi-media presentation all about the history of Liverpool.


Activity – Pupils will discuss the city of Liverpool and what they already know about the city. Pupils will discuss in groups and will

Activity – Pupils to go through PowerPoint with teacher looking at some of the key events. Pupils to work in groups to map out events that shaped Liverpool in chronological order.

Activity – Using atlases and Google Earth, pupils will look to mark key areas and landmarks on a map, looking for any changes when compared to modern day Liverpool

Activity – Using atlases and Google Earth, pupils will look to mark key areas and landmarks for the Liverpool dock area looking for any changes when compared to modern day Liverpool

Activity – Pupils to be given booklets to fill in to discuss and record ways in which the dock area has changed. Also, recording of any new key information that they may not have researched.

Activity – Pupils will be tasked with creating an information leaflet, solely about the part that Liverpool played in the transatlantic slave trade. Pupils will be asked to use all key vocabulary.

Activity – Pupils will work in partners and using the ‘Book maker’ app, they will be tasked with creating a presentation detailing all of their findings from across the unit.

Key Knowledge - Demonstrating prior knowledge and engaging in detailed discussion with peers to establish points of research and investigation.

Key Knowledge - Understand how things have changed over time and make modern day comparisons. Demonstrate a chronologically secured knowledge of history, establishing clear links across different time periods.

Key Knowledge - Gain a deep understanding of the ways in which Liverpool has changed from 2017-1899 and the differences to the modern day city.

Key Knowledge - Demonstrating prior knowledge and engaging in detailed discussion with peers to establish points of research and investigation. Understand how things have changed over time and make modern day comparisons.

Key Knowledge - Can explore trends, connections and contrasts over time using a practical approach. Demonstrating an ability to pick up on features of human and physical geography.

Key Knowledge - Use and knowledge of key vocabulary from throughout the unit.

Key Knowledge - Understand how things have changed over time and make modern day comparisons. Demonstrate a chronologically secured knowledge of history, establishing clear links across different time periods.


Topic Vocabulary – significance, chronology, change and continuity, cause and consequence, empathy, inference, provenance, purpose, tone, define, explain, debate, compare, analyse, evaluate.

Modern Foreign Language - Spanish Topic Focus – Weather and rhyming activities

NC Objective - recognise and say what the weather is like in a particular season (PoS 5, 7 and 12)

write simple sentences (PoS 10)

can pronounce ‘ñ’ correctly (PoS 6)

NC Objective - can say the season their birthday month is in (PoS 5 and 7)

can pronounce ‘ó’ correctly (PoS 6)

NC Objective - can use a bi-lingual dictionary (PoS 9)

can understand and join in with the singing of a song (PoS 1)

can pronounce ‘í’ correctly (PoS 6)

NC Objective - can guess the meaning of unknown words with the support of pictures, actions and context (PoS 8)

can follow and join in with the reading of lines of a poem (PoS 1)

can pronounce ‘cer’ correctly (PoS 6)

NC Objective - can match up nouns that rhyme (PoS 1)

can recognise when a noun is preceded by el or la (PoS 12)

can pronounce ‘z’ correctly (PoS 6)

NC Objective - can recognise new nouns, adjectives and phrases (PoS 1 and 8)

can read aloud phrases in a poem (PoS 1)


NC Objective - can read lines of a known poem (PoS 6)

can write a short description about a season based on a model (PoS 11)


Activity – Revise weather Practice seasons.

Activity – Revise weather, months and seasons. Say dates.

Activity – Learn song about spring.

Activity – Read poem about autumn.

Activity – Rhyming activity.

Activity – Read poem about the seasons.

Activity – Identify rhyming words in poem from last week.

Key Knowledge -

Key Knowledge -

Key Knowledge -

Key Knowledge -

Key Knowledge -

Key Knowledge -

Key Knowledge -


Names of weather and seasons.

Seasons, months. How to say their birthday.

Use a English to Spanish dictionary.

Be able to use actions and pictures to understand new vocab.

The Spanish alphabet in order to rhyme.

Pronunciation of words and alphabet.

Know how to write a sentence about the seasons.

Topic Vocabulary – las estaciones the seasons La estación the season Qué estación es? What season is it? La primavera Spring El otoño Autumn El invierno Winter El verano Summer En primavera in Spring En otoño in Autumn En invierno in Winter En verano in Summer ¿Qué tiempo hace? What is the weather like? Hace sol it’s sunny Está lloviendo it’s raining (Llueve = it rains) Está nevando it’s snowing (Nieva = it snows) Hay niebla it’s foggy Hace viento it’s windy Está nublado it’s cloudy Hace frío it’s cold Hace calor it’s hot Está tormentoso it’s stormy

Music Topic Focus –

NC Objective – Listen and appraise – Dancing in the

NC Objective - Listen and appraise - Dancing in the

NC Objective - Listen with attention to detail and recall sounds with

NC Objective - Listen with attention to detail and recall

NC Objective - Listen with attention to detail and recall

NC Objective - Improvise and compose your own music.

NC Objective - Improvise and compose your own music.


Dancing in the street

street by Martha and the vandellas.

street by Martha and the vandellas.

increasing aural memory.

sounds with increasing aural memory.

sounds with increasing aural memory. Improvise and compose own music – based on class track.

Activity – Pupils will listen to the song and share thoughts and feelings. Pupils will be encouraged to listen for specific instruments and use correct vocabulary.

Activity – Pupils will look at how the song has been structured, including the introduction, verses, choruses and bridges. Pupils to play some musical games using their bodies to try and play some of the simple sheet music.

Activity – Pupils will go over the sheet music for the song again and will look to start off the lesson using their vocals to match pitch and tempo. Pupils will then be given recorders and using the online charanga music, they will try to play along, simple versions at first.

Activity - Pupils will go over the sheet music for the song again and will look to start off the lesson using their vocals to match pitch and tempo. Pupils will then be given recorders and using the online charanga music, they will try to play along, simple versions at first.

Activity – Pupils will use ‘Dancing in the street’ to begin to improvise using the recorders. Pupils will be challenged to recreate the song with different notes and different volumes and tempos.

Activity – Pupils will be challenged to create their own ‘Dancing in the street’ version using our Charanga challenges. Pupils will be asked to create their own sequence using a select number of notes.

Activity - Pupils will be challenged to create their own ‘Dancing in the street’ version using our Charanga challenges. Pupils will be asked to create their own sequence using a select number of notes. Pupils will be given a chance to play to the class.

Key Knowledge - Pupils to analyse a piece of music from a certain genre to help build their

Key Knowledge - Children to find the pulse, rhythm of the tune, answer questions about

Key Knowledge - Children to find the pulse, rhythm of the tune, answer questions about the piece and can be

Key Knowledge - Knowledge of the structure of songs from the motown era, so that they can

Key Knowledge - Knowledge of the structure of songs from the motown era, so that they can

Key Knowledge - To be able to play, perform and share their piece and reflect upon their

Key Knowledge - To be able to play, perform and share their piece and reflect upon their


musical vocabulary and evaluating skills.

the piece and can be confident using vocals before attempting to play the piece.

confident using vocals before attempting to play the piece.

eventually compose their own example.

eventually compose their own example.

performance. To value the opinion and input of others.

performance. To value the opinion and input of others.

Topic Vocabulary – accent – where the music is emphasised bar – a regular section on a staff, separated by vertical lines. Contains the beats beat- unit of rhythm canon – tune that is repeated at regular intervals by different performers, but with different starting times chant – singing in unison, with a similar rhythm to speech choir – group of singers chord – 2 or more notes (usually 3) played simultaneously in harmony chord progression – string of chords played in succession, usually a pattern clef – a symbol on written music, defining what pitch to play the note crescendo – getting louder decrescendo – getting quieter dissonance – harsh sounds, chords not in harmony downbeat – first beat in a bar drone – monotonous tone duet – two vocalists or instruments dynamics – how loud or quiet a piece of music is ensemble – all instruments in an orchestra or all voices in a choir, playing at once. flat – playing a note a semitone lower than the written one forte – loud harmony – pleasing combination of two or more notes, played in background behind melody key – system of notes based on a key note key signature – the flats and sharps at the beginning of each line, to be played throughout the piece major – a happy sounding piece of measure – a bar in a piece of music


minor – a sad sounding piece of music notation – a method of writing music octave – 8 full tones above the key note. Start and end of a scale off beat – the unaccented beat orchestra – a large group of instruments, usually classical pulse – the constant beat in a piece of music rest – moment when a note is not played for a defined length of time rhythm – structured groups of accented and unaccented beats scale – successive notes of a key, ascending or descending sharp – note to be raised by a semitone slur – a curve over notes, suggesting that it is slurred together staccato – short, sharp notes staff – five horizontal lines on which notes are written tempo – speed of a piece time signature – how many beats to a bar unison – playing or singing the same notes simultaneously vibrato – quickly alternating between two notes – a wobbly sound

PSHE Topic Focus – Mental health and wellbeing

NC Objective - I can identify feelings in a range of situations and say whether they are positive or negative.

NC Objective - I can explain how what we read, write and see online can affect our negative health.

NC Objective - I know, who to speak to and questions to ask when I am having negative feelings.

NC Objective - I can recognise body responses and how I may physically feel in certain situations.

NC Objective - I can recognise body responses and how I may physically feel in certain situations.

NC Objective - I can use and apply strategies to help me effectively manage my feelings.

NC Objective - I can use and apply strategies to help me effectively manage my feelings.

Activity – Pupils to be given a selection of scenarios that

Activity – Pupils to think about how they may have acted

Activity – Circle time – pupils will be given opportunities in groups to discuss

Activity – Research – pupils will be given a learnpad

Activity – Pupils to use what they found out about in the last

Activity – Pupils to work in groups to complete some

Activity – Pupils to create an information leaflet including


they will attempt to act out in groups. Pupils to discuss their feelings and what would be the best course of action.

online before, was it correct? Pupils to write themselves a letter that they will be sending back through time. What advice would they give to themselves about how to act online.

things that have happened to them that have impacted on them mentally. Confident pupils will be given an opportunity to share with the whole class during circle time.

in pairs. Pupils will be asked to research the effects that poor mental health has on our bodies.

session to create posters to go up around school. These posters should be focused on the negative effects of poor mental health to try and promote the importance of looking after yourself.

useful mindfulness activities. Pupils to work through some GoNoodle sessions together, physical activity amongst others.

everything they have learnt about strategies to control emotions and feelings that may be considered negative.

Key Knowledge - To recognise how to support themselves and others in difficult situations. To recognise and challenge stereotypes.

Key Knowledge - To recognise and challenge stereotypes.

Key Knowledge - To recognise and challenge stereotypes. Learn to give rich and constructive feedback which is aimed at benefitting everyone.

Key Knowledge - To recognise and challenge stereotypes. Show an understanding of physical triggers of poor mental health.

Key Knowledge - To recognise and challenge stereotypes. Developing strategies to combat negative feelings.



Topic Vocabulary – stress, anxiety, panic attack, anxiety attack, abuse, safety, physical, mental, endorphins.

Documents

Termly Foundation Plan Subject Lesson 1 Lesson 2 Lesson 3 ......techniques by using paints and a range of materials. To be creative