Mereworth CP School: Medium Term Thematic Curriculum Plan 2015 T1
Teaching Team
M Causer
Theme Title
The Vikings
Wk
No
History
-Research a specific period
in history
-To select and record
information relevant to a
chosen topic
-Present findings in an
appropriate form
-to infer information
from a portrait
-to collect information
from a range of sources
and draw conclusions
Foundation Subjects
Key Questions & Activities
Key Learning
Objectives linked to
NC POS
Key Success criteria
-to give reasons for
peoples’ actions
-to consider what life was
like for children in the past
-compare one civilization
Week 1
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Introduction to the Vikings
Who were the Vikings?
What does the word Viking mean?
Why did the Vikings come to Britain?
Week 2
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The Viking Army
What was the Viking army called?
How were they organised?
What weapons did the Vikings use?
What did they wear in battle?
Week 3
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Viking Stories and Beliefs
Who did the Vikings worship?
What did Vikings believe happened after death?
Viking stories and myths
Week 4
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Vikings at Sea
What did Vikings sail in?
How did they find the way?
Ships in burials
Week 5
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Viking Daily Life
Year Group
5
Weeks in unit
6
Resources
http://www.bbc.co.uk/schools/primaryhistory/vikings/
who_were_the_vikings/
with another
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Week 6
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What was daily life like?
What was life like for a Viking child?
Did the Vikings have slaves?
What pastimes did the Vikings enjoy?
Viking villages and homes
What were Viking homes like?
What did Vikings grow on their farm?
What did the Vikings wear?
Viking topic continues next term.
Eval
CULTURE WEEK – Water
for travel and trade.
Geography
Eval
RE
Judaism
Week 1
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Week 2
(From Kent Syllabus)
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Week 3
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Week 4
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Week 5
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Week 6
What is Judaism?
Main features and items in a Synagogue
Important places and objects in a Synagogue
The role of a Rabbi
The Torah
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Recap Synagogue, Torah and Rabbi, create a ‘Synagogue’ in
the classroom
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Fair Trade Role Play activity
Individual and community rights and responsibilities.
Eval
PSHE
Living in the Wider World
http://www.bbc.co.uk/education/topics/znwhfg8
/videos/2
http://www.primaryresources.co.uk/re/re_Judai
sm.htm
Resources folder on USB – Y5 RE T1
(SEALS / Sex and
Citizenship
Drug Education)
CITIZENSHIP
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Impact of our choices
Water poverty and global supply
Eval
Music
Charanga Unit – Don’t
Stop Beleivin’
Week 1
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Week 2
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Week 3
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Week 4
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Week 5
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Listen and appraise – Don’t Stop Believin’
Find the pulse of the song
Do you like it?
What can you hear?
Begin to learn the song
http://www.kentinteractivemusic.co.uk/c/135921
-scheme/136094-year-5/136095-autumn-1
Listen and appraise – Livin’ On A Prayer
Pulse/Rhythm/Pitch games
Continue learning the song
Listen and appraise – All Right Now
Pulse/Rhythm/Pitch games
Continue learning the song
Listen and appraise – Eye of the Tiger
Pulse/Rhythm/Pitch games
Rehearse the song, with percussion
Listen and appraise – Don’t Stop Believin’ (cover version
from Glee)
Pulse/Rhythm/Pitch games
Rehearse the song, with percussion
Week 6
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Listen and appraise – Don’t Stop Believin’ (cover veriosn by
Petra Haden)
Pulse/Rhythm/Pitch games
Rehearse song – perform?
Eval
Science
(Kent Scheme Unit)
Forces
To be able to explain
that unsupported
objects fall towards the
Week 1
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Introduction - what do you know already?
What do you want to know?
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Stop watches
Paper
Correct and incorrect statements
about why we take repeated
Earth because of the
force of gravity acting
between the Earth and
the falling object.
To be able to identify
the effects of air
resistance, water
resistance and friction
that act between moving
surfaces.
To be able to identify
scientific evidence that
has been used to
support or refute ideas
or arguments.
To be able to take
repeated accurate
measurements using a
stopwatch.
To be able to explain the
degree of trust in
results.
To be able to use test
results to make
predictions to set up
further fair-tests.
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Week 2
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Week 3
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Week 4
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Detective - how can we find things out in Science?
How does the surface area of a piece of paper affect how
quickly it falls?
Why bother repeating?
Air Resistance investigations - How does the surface are of
the blades affect the time it takes the spinner to fall?
Fair test
Air Resistance investigations 2 - What affects how well a
parachute falls?
Fair test
Recording accurately
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measurements
Materials for making parachutes
String
Objects for mass to tie on
parachute (e.g. compare bears)
Variety of trainers
Planks
Protractors
Newton/force meters
Tubs with lids
Variety of elastic bands
Masses
Straws
Empty 2L plastic bottles
Equipment for attaching pump to
bottle
Pump
Where can we find examples of friction?
Using a force meter
Friction investigation - which trainer provides the best
grip?
Week 5
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Week 6
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Friction investigation 2 - what affects how well the tub
travels?
How can we slow it down?
Mixed forces investigation - what affects how far the
rocket will fly when blown away from the straw?
To be able to plan a fairtest; identifying the
control variables.
Eval
Art /DT
Controlling and
Colour
experimenting particular
qualities of tone, shades,
Colour wheel, colour value, complementary colours – explore van
Gogh’s use of complementary colours.
Colour Mixing van Gogh PowerPoint
Colour Mixing Paul Klee PowerPoint
hue and mood.
Explore the texture in
colour (link to texture unit)
with sawdust, glue, shavings
and on different surfaces.
Considering colour for
Create colour wheels, create patterns matching complementary
colours.
Colour mixing, tints and shades. Look at works of Paul Klee, and
create own piece inspired by his ‘Two Tents’ work
Chuck Close inspired works using colour – keep it simple!
Use colour to express
moods and feeling.
Explore the texture of
paint – very wet and thin or
thick and heavy- add P.V.A
to the paint.
Encourage individual
identification of suitable
equipment for a particular
purpose e.g. size of
paintbrush or paper needed.
Consider artists’ use of
colour and application of it
(Pollock, Monet, Chagall)
Eval
Real PE
Unit 1 – Cognitive Skills
FUNS Stations 9 Coordination: Ball Skills
FUNS Station 12 Agility: Reaction/Response
Throw Tennis
Benchball
Greetings
Me and my Family
French vocab. booklets each
Conversations
Introducing selves – name, age, birthday
Asking others questions about themselves
Discussing members of the family
Dance)
Eval
French
(Tout le Monde unit)
Paper
Paints – primary colours (red, yellow, green)
Brushes
Example works of Chuck Close
purposes.
PE / Sport (inc
Colour wheel templates
Eval
Rising Stars Unit 5.1: We are Game Developers (NF)
IT
Rising Stars Focus;
yr 3-6
Eval
Literacy :
Writing
Key objectives and skills to
be covered
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Genres covered
Week 1
Identify features of a non-chronological report
Re-structure poorly written report
Week 2
Revision of punctuation, paragraphs and sections to aid text
Explore ways to plan a non-chronological report – partner work – talk for writing
Week 3
Connectives
Note-taking
Expanding notes into a range of sentences
Explore simple sentences, compound sentences and complex sentences
Week 4
Sentence starters – A CARP PIE
Explore a range of sentence starters in non-chronological report writing
Week 5
Verbs and Adverbs
Vocabulary – upgrading, specific selection, technical vocab. related to the topic
Week 6
Spelling – tricky homophones
Write report, including all features – title, heading, sub-headings, past / present tense throughout, impersonal style, intro paragraph,
paragraphs containing related info, labelled diagrams, key technical vocabulary, use of factual adjectives, range of sentence structures,
concluding paragraph.
Reading
Comprehension skills
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Class texts
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Group Reading Texts
Letts comprehension (Yrs 4 & 5)
Class text – ‘Feasting the Wolf’, Susan Price
Viking myths and legends
Older literature, exploring older vocabulary and changing meanings
Speaking and Listening
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Key Skills to be covered
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S&L Opportunities
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Drama
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Story telling opportunities
Presenting holiday home learning to the class
Class reader
Spelling
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Key Skills to be covered
No Nonsense Spelling
Week 1
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Strategies at the point of writing
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Words with the letter string ‘ough’
Week 2
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Word with the letter string ‘ough’
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Words with ‘silent’ letters
Week 3
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Strategies for learning words: words with ‘silent’ letters from statutory and personal spelling lists
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Words with ‘silent’ letters: dictation
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Use of spelling journals
Week 4
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Words ending in ‘able’ and ‘ible’
Week 5
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Words ending in ‘able’ and ‘ible’
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Homophones (isle/aisle, aloud/allowed, affect/effect, herd/heard, past/passed)
Week 6
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Strategies for learning words: homophones (isle/aisle, aloud/allowed, affect/effect, herd/heard, past/passed)
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Strategies for learning words: words from statutory and personal spelling lists
Maths
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Weekly ongoing
Times tables and division facts,. Homework written/ My maths alternate weeks. Weekly updated working wall with vocabulary. Mental Maths challenges
Key Objectives to be
covered
Week 1
Number and Place Value.
Numbers to two decimal places; compare, order and partition; rounding to whole numbers and one decimal place.
Week 2
Addition and Subtraction.
Estimate; consider appropriate methods to solve calculations; multistep problems
Week 3
Measures – Money
Estimate; add and subtract using compact written method; calculate change; solve multistep problems
Week 4
Multiplication and Division – Factors and Primes.
Factors using arrays; common factors; prime numbers up to 100.
Week 5
Fractions.
Decimal to fraction conversions and vice versa; compare and order fractions.
Week 6
Multiplication and Division.
Estimate; multiply numbers up to 4 digits by 1- or 2-digit numbers using a written method; interpret remainders.
Learning
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Experiences;
To launch
To Celebrate at end
Visits
Outdoor Learning
Visitors in to school
Approximate £ cost to
families
Celebrate, discuss and display summer projects pupils did in the holiday, on the Viking theme
Viking dress-up day?
S.Mortimer – ‘Viking Man’?