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Year 5

Autumn 1 Scorched! This topic allows the children to develop their knowledge and understanding of periods of history by learning about the Vikings. The text by Cressida Cowell’s, How To Train Your Dragon, is studied during this term to give children an insight to how the Vikings were portrayed and behaved but in a humorous manner. This text is used to engage reading and encourage creative writing. The children will have the opportunity to write in a number of different genres, for example, a narrative, a recount, writing instructions, character and setting descriptions enabling children to use visual literacy as well as the text. Children will be able to make comparisons and discuss preferences of the film and book justifying their reasons. This text allows children to develop their writing skills and become more creative with their ideas. Using their knowledge of what they have learned about the Vikings to create characters and describe settings in preparation for writing their own narrative. The children are encouraged to incorporate the Alan Peat writing codes into their writing, building on the use throughout the different year groups. Through topic, the learning is enhanced by identifying the cold countries the Vikings originated from and why they settled in parts of Great Britain thus developing their mapping skills. Creating timelines allows children to understand the key historical events during the Viking era. Enrichment activities include a trip to Tatton Park, where children have the opportunity to have hands on experience of how the Vikings lived. A Viking warrior taught the children how to stay alive during battle; the skills that were needed to survive and the respect that was demanded by the Vikings. During this trip, the children gained significant knowledge and understanding from the actors who taught through role play; engaging and encouraging children to participate in activities such as cooking, hunting and weaving.

English: The children will study the text How to Train your Dragon, using a class set of texts and film clips to compare and contrast the stories. Children will use SPaG sessions to build on learning from Year 4 and develop their skills to use modal verbs when making predictions. They will also explore how the language of instructions differs from that of predicting. Relative clauses are revised, enabling children to include additional information and to know the difference from parenthesis. Children will progress from using fronted adverbials to understanding that they are subordinate clauses within the sentences.

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SPaG: - Recap punctuation from previous years - Standard English for formal speech (spoken) - Standard English for formal speech (written) - Passive verbs for the presentation of information in a sentence - Perfect form of verbs to mark relationships of time - Perfect form of verbs to mark relationships of cause

Topic: Building on learning from Year 4, children will further develop their knowledge and understanding of invaders and settlers. The children will generate enquiry questions by following clues that lead to a dragon egg, which link to the text How to Train Your Dragon. Through discussion, the children will understand key vocabulary, such as chronological, time, era, change, century etc. Children will further develop their mapping skills in order to identify countries the Vikings originated from and the reasons why they came here. Building on their investigative skills, the children will learn about the significance of raids and invasions through role-play and drama. Developing learning from Year 4, where the children study the Romans and Anglo-Saxons, the children in Year 5 will explore why the Vikings settled in Great Britain and explore the hypothesis that this was linked to climate. Linking to the text How to Train Your Dragon, the children will create timelines identifying key historical events in history during the Viking era. NC Links: I can plan a journey to a place in another part of the world, taking account of distance and time. I can explain why many cities are situated on or close to rivers. I can explain why people are attracted to live by rivers. I can draw a timeline with different historical periods showing key historical events or lives of significant people. I can test a hypothesis in order to answer questions. Science: Am I still growing? During this Animals Including Humans topic, the children create timelines examining the ages and stages of development. They will explore where Hiccup is in his development and the implications of how he may develop in the future. He is seen as a useless excuse for a Viking of a smallish experience; could he be growing into the vicious Viking warrior he so dreams to become? NC Links: I can create a timeline to indicate stages of growth in humans.

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Art/ DT: This term, the children will make links to diet and nutrition, also linking this learning to healthy minds and our wellbeing week in school. Developing their creative skills from Year 4, the children will create sketches using researched images. They will design, create and evaluate longboats and helmets using the knowledge and understanding from their topic work. With the English text in mind, the children will explore the differences between types of dragons and create top trumps cards to illustrate them. NC Links: I can use images which I have created, scanned and found; altering them where necessary to create art. I can come up with a range of ideas after collecting information from different sources. I can produce a detailed step by step plan. I can suggest alternative plans; outlining the positive features and draw backs. I can explain how a product will appeal to a specific audience. I can evaluate function and appearance against original criteria. I can use a range of tools and equipment competently. I can make a prototype before making a final version. I show that I can be both hygienic and safe in the kitchen. Carry out some food prep/ cooking linked to healthy growth and nutrition. RE: The children will begin by further developing their understanding from the topic of Anglo Saxons (taught in Year 4) to make links to different Gods through Viking Pagan beliefs. They will study different gods, for example, Thor, Odin, Loki and research their significance during the Viking era. Links can then be made to gods who are celebrated and followed now, and how cultural influences have changed. In discrete RE work, the children will explore the work of Christian Aid and Islamic Relief, investigating the question, Can they change the world? The children will be encouraged to reflect upon the difficulty in committing your life to a faith and putting others first. SACRE Links: A2. Describe and understand links between stories and other aspects of the communities they are investigating, responding thoughtfully to a range of sources of wisdom and to beliefs and teachings that arise from them in different communities; B2. Understand the challenges of commitment to a community of faith or belief, suggesting why belonging to a community may be valuable, both in the diverse communities being studied and in their own lives; C2. Consider and apply ideas about ways in which diverse communities can live together for the well-being of all, responding thoughtfully to ideas about community, values and respect. Outdoor Links: Children will build on their understanding of battle formations learnt during their Roman topic in Year 4 to develop a further understanding of battle formations and knowing that skill and teamwork are essential in order to survive.

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Maths Links: Pupils will look at dates and timelines during this topic. They will also measure temperature and use graphs and charts. RSE: What makes a healthy relationship? What is meant by someone boundaries? Why is it important to maintain boundaries with others? What impact does a relationship have on our mental health? Can a positive relationship positively impact on our mental health? Will a negative relationship impact negatively on mental health? How do we maintain safe relationships online? What is meant by good teamwork?

Autumn 2 Blue Planet This topic allows the children to develop their ‘understanding of the natural world and what’s in it [which] is a source of not only a great curiosity but great fulfilment.’ This is a statement made by David Attenborough, a source of inspiration for work around the beauty of nature and discovery. This unit of work is a Read, Write, Perform unit of work which is based around our, Planet Earth. The aim is to write and produce a nature documentary sharing facts and information about an animal in the wild. It encourages children to apply what they have learnt in a meaningful and purposeful way in order to embed their learning and skills. This unit encourages empathy with characters and authors, enabling children to personalise their learning. It is a journey that will allow children to become capable and confident writers and performers. The theme allows children to build on their language and vocabulary skills as well as learning technical vocabulary and including it in their own writing. Once the children have written their documentaries through benchmark, shared, guided and independent writing, they will perform their documentary using voice control, intonation and expression. Through topic, children will learn about the importance of rivers and their uses. They can link this back to their topic of the Vikings where the children learned about the reasons why Vikings settled near rivers and lakes. This topic allows children to use more of their geography skills whereby they study the course of a river and the features. They can then transform their learning into a narrative telling the story of the river. It also gives children the opportunity to create a river using a range of materials, tools and techniques. The children will also reflect on Remembrance during this term, empathising with soldiers and their experiences. A local World War 2 veteran who is nearing 100 years old shares his knowledge and experience of the war. Children have the opportunity to study artefacts, ask enquiring questions and build on their knowledge and understanding using primary

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sources. This is enables children to explore the differences between primary and secondary sources. Using their artistic skills, children will mix textures, for example, rough, smooth, plain or patterned to create a soldier using poppies. Remembrance work to coincide with November 11th

English: Use will be made of Enid Blyton’s The Famous 5 in Guided Reading sessions for children to experience an older author, and one with cultural capital. As part of our annual work on Remembrance, the children will explore the idea of evacuation and having to leave behind everything important to you. The Read, write, perform unit called Planet Earth will allow the children to develop their speaking and listening skills, focussing on intonation and expression (building from Year 4 where children performed their battle cry). The children will further develop their researching skills to source information about different animals by skimming and scanning texts. Children will explore and use a range of technical vocabulary to create documentaries and will use voice control, intonation and expression, building on learning in Autumn 1. The children will evaluate and edit their performances for effectiveness. SPaG:

- Expanded noun phrases for conveying complicated information concisely - Adverbs for degrees of possibility - Modal verbs for degrees of possibility - Relative clauses beginning with who, which, where, when, whose, that - Relative clauses with an implied (omitted) pronoun

Topic: Remembrance Topic: In this annual progression in our teaching of the cultural importance of remembrance, the children will further develop their understanding of soldiers and their experiences on the war. Once the children have learnt about the meaning behind the poppy from Year 4, they will be able to empathise with soldiers and their experiences from the past. Our local community member Les, a war veteran, will visit to share his first hand experiences of world war 2.

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Blue Planet Through discussion, the children will learn key vocabulary, for example, course, meander, channel, valley, flow, etc., to describe the journey of a river. They will use mapping skills and atlases to locate famous rivers from around the world. NC Links: I can explain the course of a river; I can name and locate many of the world’s most famous rivers in an atlas; I can name and locate many of the world’s most famous mountainous regions in an atlas. (Complete a river study) Links well to STEM learning about Oceans. Science: How does it all come around again? The children will recap and build on their prior knowledge and understanding from Year 3 and 4 where they developed their understanding of the parts of a plant and the studying of food chains, using keys and classification. Furthermore, the children will develop their understanding of key vocabulary, for example, fertilisation, mammal, amphibian, insect, plant, fusion, pollination, asexual, sexual, metamorphosis, larvae, pupa, nymph, egg, etc. Building on their prior knowledge the children will identify and classify animals according to their characteristics and sort them into different groups. Links can be made here to the river creatures that can be found as part of their topic work. The children will describe the differences in the life cycles of a mammal, amphibian, insect and a bird using research materials and online sources. Using their knowledge of computing skills, the children will create a PowerPoint presentation to describe the differences in the life cycles of different creatures. NC Links: I can describe the life cycle of different things, e.g. mammal, amphibian, insect, bird. I can describe the differences between different life cycles. I can describe the process of reproduction in plants. I can describe the process of reproduction in animals. Art/ DT: Building on their understanding the meaning of a poppy from Year 4, the children will use a range of textures to create poppies to create a soldier. The children will express a range of emotion when creating a piece of art and, building on their prior knowledge, the children will create a river using a range of materials, tools and techniques. NC Links: I can come up with a range of ideas after collecting information from different sources. I can identify and draw objects and use marks and lines to produce texture.

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I can use shading to create mood and feeling. I can express emotion in my art. RE: As part of the Remembrance topic, the children will remember, reflect and empathise with soldiers from the first world war. A visit from a member of the local community will bring this learning alive. The children will further develop their understanding of soldiers sacrificing themselves for the sake of others, by exploring the story of Dr Noel who worked as a doctor on the front line. They will investigate connections with Dr Noel’s faith as a Christian and his actions as a soldier-doctor. The children will also learn about a Sikh soldier in the British army during the Great War and consider how people from different religions use their scriptures as a moral compass. In discrete RE work, the children will continue to explore the work of Christian Aid and Islamic Relief, considering their part in wars and whether world-wide views can be changed to prevent future wars and suffering. Outdoor Links: Children will create poppies with natural art on the playground. Maths Links: Pupils will use grid references, coordinates, statistics and measurements during this topic. RSE: What do we mean by health and wellbeing? How can we maintain good mental health? What is like in different communities? What is the impact of a negative environment?

Spring Send‘em Down! Crime and Punishment is a topic that is thoroughly enjoyed by the children. They study the text, Stormbreaker, by Antony Horowitz, making links with the spy novel and crime. A ‘wow’ factor of a crime scene is set up in the classroom where the children investigate a murder (of the character, Ian Rider). Engagement is captured and the children’s investigative skills are utilised. Boys, in particular, enjoy this text as it involves gadgets, car chases and a young man, Alex Rider, who is determined to find out who killed his uncle, Ian Rider. Children build on a range of language, vocabulary and progression of SPaG skills. Different genres of writing are produced during this half term, including persuasive writing, character and setting descriptions, building into a spy narrative. Comparisons are made of the text and the film and justifications are made. Empathy with a character is discussed throughout this text as Alex Rider does not have any family members that he can relate to, and when he is sent on a mission his colleagues are not so welcoming.

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Through topic, children have the fantastic opportunity of visiting the National Justice Museum in Nottingham where they learn about the different crimes and punishments through a ‘hands on’ experience. Knowledge and understanding is gained and enhanced through role play and drama. Children learn about real life criminals and take part in a real courtroom scenario where they rehearse a playscript and then perform it. A police inspector visitor is also invited into school to discuss how crime and punishment is dealt with in today’s society. In school, children study the changes in crime and punishment from the Anglo-Saxons to the present day. They are intrigued by the gory punishments and are keen to learn more about the types of punishments that are given, particularly to children of a similar age to them. The children make comparisons of the Anglo-Saxon legal system and that of the British legal system today. The children really enjoy learning about the famous highwayman ‘Dick Turpin,’ and they particularly enjoy the song that tells his life story and how he was captured. Empathising with Victorian prisoners and writing a letter to Queen Victoria, begging her to abolish hanging, is also a lesson that children really enjoy as they learn about the terrible punishments the Victorian prisoners endured during their time in prison.

English: Anthony Horrowitz’s text about Alex Rider, Stormbreaker, is used as both a text and in video clip form to enhance the learning opportunities this term. Children will study a spy novel and identify key vocabulary linked to crime and punishment. The children will continue to learn to structure paragraphs effectively, and to build cohesion within and across paragraphs. Building on prior knowledge, the children will use a range of genres to enable them to be creative with their writing skills and to be able to edit and evaluate for effectiveness. Clips from The Goonies will be used to provide another point of view on being a spy and investigating a problem. Using the knowledge and understanding gained during the trip to the National Justice Museum, the children will also be able to write a recount. SPaG:

- Converting nouns or adjectives into verbs using suffixes - Verb prefixes e.g. dis-, de-, mis-, over-, etc - Devises to build cohesion within a paragraph e.g. then, after that, this, firstly. - Using adverbials of time to link ideas across paragraphs - Using adverbials of place to link ideas across paragraphs

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Topic: Building on their knowledge of making comparisons from Year 4, the children will compare the British legal system to that of the Anglo-Saxons. They will explore what is different? Would we be able to give out punishments similar to the Anglo-Saxons? Children will further develop their understanding of the Anglo-Saxons by investigating the changes in crime and punishment from the Anglo-Saxon to the present day using a range of sources. Children will explore the life of infamous criminals using historical sources of information. Children will reflect and write a recount of the trip to the National Justice Museum. NC Links: I can compare two or more historical periods; explaining things which have changed and things which stayed the same. I can explain how parliament affects decision making in England. I can explain how our locality has changed over time. I can describe how crime and punishment has changed over a period of time. Science: How do we measure the impact? After learning about air resistance in Year 4, children can build on this knowledge by discussing new vocabulary and use this within scientific investigations, for example, force, push, pull, balanced, unbalanced, opposing, gravity, air resistance, water resistance, friction, buoyancy. The children will explain how forces affect the movement of an object and discuss the different types of force. Further developing their knowledge and understanding from Year 4, the children will investigate the effects of air resistance through a practical investigation using kites. The children will consider variables during this investigation and will explore the effects of water resistance using investigative skills. NC Links: I can explain what gravity is and its impact on our lives. I can identify and explain the effect of air resistance. I can identify and explain the effect of water resistance. I can identify and explain the effect of friction. I can explain how levers, pulleys and gears allow a smaller force to have a greater effect. Art/ DT: Building on prior knowledge of planning, creating and evaluating from Year 4, the children will design, create and evaluate a gadget similar to that of Alex Rider.

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The children will research a range of sources to collect ideas and thoughts about a gadget that they can then use in their own spy novel. They will explain and describe how the gadget works and its usefulness, as well as utilising exploding diagrams to explain how each of the functions works. Children will create a prototype using a range of materials, tools and techniques and then evaluate its effectiveness. They will then identify what is required to improve the gadget and what changes would be considered for next time. NC Links: I can come up with a range of ideas after collecting information from different sources. I can produce a detailed step by step plan. I can suggest alternative plans; outlining the positive features and draw backs. I can explain how a product will appeal to a specific audience. I can evaluate function and appearance against original criteria. I can use a range of tools and equipment competently. I can make a prototype before making a final version. RE: Further developing their understanding of having roles and responsibilities, the children will demonstrate their understanding of commitment by following rules and demonstrating commitment by being responsible. The children will investigate and discuss how Alex Rider was committed to finding out who killed his uncle. In discrete RE lessons, the children will explore commitments and meanings for Hindu, Muslim and Christian believers. SACRE Links: A2. Describe and understand links between stories and other aspects of the communities they are investigating, responding thoughtfully to a range of sources of wisdom and to beliefs and teachings that arise from them in different communities; B2. Understand the challenges of commitment to a community of faith or belief, suggesting why belonging to a community may be valuable, both in the diverse communities being studied and in their own lives; C2. Consider and apply ideas about ways in which diverse communities can live together for the well being of all, responding thoughtfully to ideas about community, values and respect. Outdoor Links: Linking to Alex Rider, a room will be created for children, so that they can follow clues to release a TA on the playground. Maths Links: Pupils will explore temperature, negative numbers, measurements, number lines and timelines during this topic.

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RSE: How can we change mind-sets? How can we encourage people to do good? What are the negative impacts of a negative mind-set? What mind-sets would a prisoner have? Would a spy need a particular type of mind-set?

Summer 1 Red is the Colour Our topic ‘Red is the Colour’ is opened with a ‘Wow’ factor! Children come into school wearing red on the first day of the topic and red balloons are placed all around the school, which not only engage Year 5 children with their enquiry questions, but it fascinates children from other year groups too! ‘Why are there red balloons all around the school?’ What could this possibly mean? Questions are placed near the balloons to probe the children’s imaginations. The classroom display depicts the famous Banksy picture of the girl with the red balloon thus making links with the film where there is a boy with a red balloon. This short visual literacy unit is set in France in the 1950s. The film is black and white and the only colour in the film is the red balloon. Why is that? As there is no dialogue throughout the film, it allows children to interpret the film as they see it. The young boy befriends the balloon after he sees it tied to a lamppost! They become friends, playing and chasing each other on the streets of Paris. That is until… a gang of boys try to destroy the balloon. This film engages the children from the offset. The children write predictions using modal verbs, character and setting descriptions and powerful language gathered. Eventually, the children will write their own adventure story including the language features discussed and learned during this half term. It allows children to empathise with the character and discuss feelings and emotions throughout the film. Through topic, children learn about the wider geographical features of France using their mapping skills. They also discuss and write about the similarities and differences of between France, Britain and Alaska. Before the children write about their findings, they will use their knowledge of atlases and researching skills to gather relevant and sufficient information. Once they have researched enough information, children will use their writing skills to write a non-chronological report. Cross-curricular links are made where possible and this topic allows that thread to weave throughout the half term. Children have the opportunity to study the anonymous street artist ‘Banksy’ and his famous painting of the girl with the red balloon. The children study the propaganda messages within the Banksy paintings and then create a painting of their own portraying a message that is meaningful to them. The children also write a message to a loved one and attach it to a padlock, which is tied to a makeshift bridge similar to the Pont des Arts (pedestrian) bridge that crosses the River Seine.

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Analyse and unpick the short clip, Le Ballon Rouge (The Red Balloon)- 1956 film, Into Films Spotlight on Music resource. Research non-fiction texts to find out relevant information about France, Britain and Alaska.

English: To launch the new topic, teachers will create a red theme within classroom by placing red balloons in the classrooms and around as well as in the playground to promote the children’s inquisitive nature. The 1956 film Le Ballon Rouge (The Red Balloon) will be used to engage the children. They will be able to explore character’s feelings and emotions throughout this unit, making connections with our own feelings and thoughts. To prompt writing, the children will create an opportunity for the balloon to venture to other parts of the world by releasing a red balloon! The children will then write a narrative similar to that of the boy with the red balloon. Non-fiction texts will be used to gather information to write a non-chronological report about other parts of the world. SPaG:

- Using adverbials of number to link ideas across paragraphs - Using adverbials of tense choice to link ideas across paragraphs - Brackets, dashes and commas to indicate parenthesis.

Topic: On entering the school gates, the children are to find red balloons tied to the railings and then as they go into school, they will see red balloons everywhere. This sets the ‘Wow’ factor for the start of the topic. Building on the knowledge of geographical features from Year 4, children will use their knowledge research the geographical features of France, where Le Ballon Rouge is set. The children will compare the similarities and differences between France, Britain and Alaska by researching and gathering information regarding the human and geographical features. They will then create a non-chronological report on their findings about the three countries. NC Link: I can explain how a location fits into its wider geographical location with reference to human and economical features. Science: How is it different? Children will further develop their understanding of the process of evaporation, boiling and condensation as they move to Year 5. With this prior learning, the children will discuss key vocabulary, for example, material, property, magnetic, hard, transparent, flexible, permeable,

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solubility, flexibility, etc. The children will describe materials and discuss the differences between natural and synthetic. Opportunities will be provided for children to use their sense of touch to explore the different materials using feeling bags. Children will investigate thermal conductors and insulators and opportunities will be created for children to design a lunchbox based on the investigative question: which material would make the best thermal insulator for a new lunchbox. Building on prior knowledge, the children will use different processes to separate mixtures of materials and will aim to develop a scientific voice during explanations of investigations, considering independent, dependent and controlled variables. Through this, the children will be able 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. NC Links: I can compare and group materials based on their properties. I can describe how a material dissolves to form a solution. I can describe and show how to recover a substance from a solution. I can describe how some materials can be separated. I can demonstrate how materials can be separated. I know and can demonstrate that some changes are reversible and some are not. I can explain how some changes result in the formation of a new material and that this is usually irreversible. I can discuss reversible and irreversible changes. I can give evidenced reasons why materials should be used for specific purposes. Art/DT: Building on their knowledge of studying artists, children will study the street artist, Banksy- linked to The Girl with the Red balloon. Children will consider the similarities and differences to the film, Le Ballon Rouge. Children will research the work of Banksy and create an art piece in that of a similar style. Children will use shape and colour to create images of meaningful messages personalised by the children. What message would they like to send to the world? Expressing emotion through art, the children will create a padlock with a message for a loved one- understanding the meaning behind the message. NC Links: I can identify and draw objects and use marks and lines to produce texture. I can use shading to create mood and feeling. I can express emotion in my art. I can organise line, tone, shape and colour to represent figures and forms in movement. I can create an accurate print design following criteria. I can research the work of an artist and use their work to replicate a style.

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RE: Respect for all is the main theme in the RE work this term, where children will be expected to consider what will make Walsall a more respectful place. Respectfulness is a thread that is interwoven in all areas of the creative curriculum. SACRE Links: A2. Describe and understand links between stories and other aspects of the communities they are investigating, responding thoughtfully to a range of sources of wisdom and to beliefs and teachings that arise from them in different communities B2. Understand the challenges of commitment to a community of faith or belief, suggesting why belonging to a community may be valuable, both in the diverse communities being studied and in their own lives C2. Consider and apply ideas about ways in which diverse communities can live together for the well-being of all, responding thoughtfully to ideas about community, values and respect. Outdoor Links: Children will release balloons to ignite their imagination to write a new adventure story. Children will study the local area – discussing similarities to the streets of Paris building links to their knowledge from Year 3 where they study the topic, Willenhall to Venice – making links their local environment. Respect our local environment- graffiti – is that being respectful or is it seen as an art? Children to use blackboards outside classrooms to create a graffiti style scene similar to that of Banksy. Maths Links: Pupils will explore timelines, temperature, negative numbers and data in relation to geographical and human population. RSE: How do you feel? How would you feel if you had a new friend? How do you feel when you lose something special? Would you like to travel? How would you feel in a new place? How can we help people to manage their feelings in new places and situations?

Summer 2 Space is Impossible! Space is a topic that engages all children and is introduced with a wow factor of a trip to Liverpool Space Museum. Children take a tour around the museum exploring The Solar System, Milky Way, Space Dome and The Observatory. Along the way, children will interact with the various hands on exhibits; they will also enjoy a space ride and take part in a Rocket launch using compressed air.

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When the enquiry question “Are we in Space?” is posed, the children rarely believe that they are actually in space among the rest of the planets in the solar system. This really engages the children and their inquisitive nature is ignited. Fantastic opportunities for discussion are aroused! Children find it difficult to comprehend that we are actually in space. They watch clips from Apollo 13 to find out why this spaceship was so famous. Famous astronauts, such as Neil Armstrong are researched and a biography is written about one of them. Children enjoy researching interesting facts about the planets, particularly Planet Earth. This will then enable them to create a solar system during art and DT. During October’s World Science Week, the children get a taster of the topic Space. This really hooks the children and they look forward to the summer term and British Science Week, when they can start learning about it in more detail and depth, exploring life in space. During English, children study the Pie Corbett text Alien Invasion, which enables them to write creatively, engaging the reader using the Pie Corbett writing features. In Summer term, children start to rehearse their summer performance for parents with the focus being Neil Armstrong – the first man to step on the moon. The children learn interesting facts and information as they rehearse and perform their play.

English: Building on their prior knowledge of making a prediction using modal verbs, the children will make a prediction of what might happen next in particular scenes from the film Apollo 13. The children will further develop their creative skills to unpick the Pie Corbett Alien text and retell using their own ideas. The children will research non-fiction texts for information about the different planets so that they can create DT versions of the planets according to their properties. Building on prior knowledge, the children will research facts and information and share their new knowledge with parents during an end of year performance. SPaG:

- Use of commas to clarify meaning or avoid ambiguity - Use of hyphens to avoid ambiguity - Use semi colons, colons or dashes to mark boundaries between independent clauses - Using a colon to introduce a list - Punctuate bullet points consistently

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Science: Are we really spinning? Building on their knowledge of light in terms of lengthening of shadows, behaviour of shadows and the position of the sun in the sky, the children will discuss and explain the movement of the earth in relation to the Sun and other planets using key scientific vocabulary. The children will discuss key vocabulary, for example, Earth, Sun, Moon, Sphere, circle, evidence, flat, round, spherical, curvature, and will use their investigative skills to explore the questions: Is the Earth spherical or flat? How do you know? What evidence is there to prove your theory? Children will create fact files about each planet using learning from their topic and their English lesson research. Building on their prior knowledge of light from Year 4, the children will investigate how night and day occur, and the impact it has on the world. To conclude the topic, the children create the solar system using information gathered. They will be using a range of media in further developing their skills from the previous year. Children will also discuss the hypothesis that Rocket science is easy. NC Links: I can describe and explain the movement of the Earth and other planets relative to the Sun. I can describe and explain the movement of the Moon relative to the Earth. I can explain and demonstrate how night and day are created. I can describe the Sun, Earth and Moon (using the term spherical). Art/ DT: Building on their prior knowledge of the earth, the children will use a range of equipment to create the different planets. Embed the DT skills listed in Y5 above. RE: The children will investigate who is inspiring for Muslims and Christians. They will discuss why different people would have a different response. They will also explore what the response of a non-Christian and non-Muslim would be. The children will develop their understanding of the 5 pillars of Islam through exploring how this impacts on the daily life of a Sikh. They also develop their understanding of Christian principles through Bible stories, discussion and reflection, and through links and stories about different religions. SACRE Links: A2. Describe and understand links between stories and other aspects of the communities they are investigating, responding thoughtfully to a range of sources of wisdom and to beliefs and teachings that arise from them in different communities. B2. Understand the challenges of commitment to a community of faith or belief, suggesting why belonging to a community may be valuable, both in the diverse communities being studied and in their own lives.

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C2. Consider and apply ideas about ways in which diverse communities can live together for the well-being of all, responding thoughtfully to ideas about community, values and respect. Outdoor Links: Children to investigate the question: Is the Earth spherical or flat? Children will go outside on the playground to look as far as they can into the horizon and then make their prediction on whether they think the earth is spherical or flat. Children will discuss this question further by justifying their responses. What evidence do they have? Children will discuss the importance of maths particularly in the successful landing of a spaceship. Maths Links: Pupils will explore and make comparisons about distance, measure, size, time and shape. RSE: What is good physical health? Why is this important for an astronaut? What could a space community be like? Think into the future- what could future space hobbies look like?