Years 5 and 6 Cycle A Vikings Classes: Falcon, Flamingo & Owl

Years 5 and 6 Cycle A
Classes: Falcon, Flamingo & Owl
Start Date: November 2014
Attainment Targets
End Date: End Term 2 – Dec .2014
Teaching and Learning Focus
I know how to report unacceptable uses of
I can spot acceptable and unacceptable behaviour
when using technology.
I know who to tell if I find something that
upsetting on the internet.
I know what the internet is.
I know what searching the internet means.
I can search for information on the internet.
I can work out which search is the most relevant.
I know what a network is.
I can explain what a network is
I can evaluate how safe, responsible and
respectful someone’s behaviour is when using
I can make a simulation of a physical system.
Theme: Networker
Cyber Bullying
Children will be taught through the idea that they have been headhunted to
become the ‘networker’ for a small start-up company and it is their job to set
up the network and make sure everyone is able to use it properly etc.
Attainment Targets
use research and develop design criteria to
inform the design of innovative, functional,
appealing products that are fit for purpose,
aimed at particular individuals or groups
generate, develop, model and communicate
their ideas through discussion, annotated
sketches, cross-sectional and exploded
diagrams, prototypes, pattern pieces and
computer-aided design
Teaching and Learning Focus
Children will design a Viking Long Boat, learning about:
 the use of long boats
 the shallow hull of the boats and the reason why
 burials at sea
Children will then make a Viking Long Boat.
Attainment Targets
locate the world’s countries, using maps to
focus on Europe (including the location of
Russia) and North and South America,
concentrating on their environmental
regions, key physical and human
characteristics, countries, and major cities
name and locate counties and cities of the
United Kingdom, geographical regions and
their identifying human and physical
characteristics, key topographical features
(including hills, mountains, coasts and
rivers), and land-use patterns; and
understand how some of these aspects have
changed over time.
human geography, including: types of
settlement and land use, economic activity
including trade links, and the distribution of
natural resources including energy, food,
minerals and water
use maps, atlases, globes and
digital/computer mapping to locate countries
and describe features studied
Teaching and Learning Focus
Children will learn about:
 Where the Viking came from
 Where in the UK they invaded and settled
 Which monasteries were invaded and where they were/are located
 The battle against Alfred the Great.
Attainment Targets
Britain’s settlement by the Vikings.
Teaching and Learning Focus
Identify origins of the Vikings in Europe:
 Link to Anglo Saxon occupation of Britain;
 Learn about how and where the Vikings came from;
 Why did they invade our islands and settle here? (Compare to
modern day immigration and the Anglo-Saxon’s and reasons why
other nationalities want to live here.)
 Focus on evidence of settlements through place names we use today
and their meanings.
 What other evidence do we have?
Consider historical evidence:
 Place names
 Anglo-Saxon Chronicle
 Burials, especially Sutton Hoo.
Attainment Targets
listen attentively to spoken language and
show understanding by joining in and
explore the patterns and sounds of language
through songs and rhymes and link the
spelling, sound and meaning of words
engage in conversations; ask and answer
questions; express opinions and respond to
those of others; seek clarification and help*
speak in sentences, using familiar
vocabulary, phrases and basic language
develop accurate pronunciation and
intonation so that others understand when
they are reading aloud or using familiar
words and phrases*
Teaching and Learning Focus
Recap on vocabulary and phrases already learnt to establish starting
Ensure secure knowledge and understanding of basics, such as
greetings, numbers, colours.
Reinforce correct pronunciation.
Introduce a few key classroom instructions and responses.
Sing songs related to subjects studied.
Tout le Monde L2, Modules 3, 4 and 5 ( covering vocabulary for the
family, pastimes, countries and transport, houses – rooms, furniture.)
Attainment Targets
listen with attention to detail and recall
sounds with increasing aural memory
appreciate and understand a wide range of
high-quality live and recorded music drawn
from different traditions and from great
composers and musicians
I can perform the skills of hockey with accuracy,
confidence and control, focusing on dribbling
I am beginning to understand the role of defenders and
attackers in hockey.
I can perform the skills of hockey with accuracy,
confidence and control, focusing on dribbling
I can find and use space in a hockey game to help their
I can look for specific things in a game of hockey and
explain how well they are being done
I know and understand the basic principles of warming
up, and understand why it is important for a goodquality performance
I can practice the different techniques for passing a ball.
I can pass a ball while running.
I can receive a ball correctly and safely.
I can begin to pass and receive a ball during a game
between attacking skills and defending skills in hockey
I can respond consistently in the games I play, choosing
and using skills which meet the needs of the situation
I recognise parts of a performance that could be
improved, and identify practices that will help
I can suggest ideas for warming up, explaining their
Teaching and Learning Focus
Learn French songs by listening and repetition.
BBC Viking sagas
Scandinavian composers
All learning intentions will be taught through team games, activities and drills
that will focus on teaching skills that the children will be able to apply to a
game of hockey.
Attainment Targets
Compare how things move on different
Explain that unsupported objects fall
towards the Earth because of the force of
gravity acting between the Earth and the
falling object
Identify the effects of air resistance, water
resistance and friction, that act between
moving surfaces
Recognise that some mechanisms,
including levers, pulleys and gears, allow a
smaller force to have a greater effect.
Consider the reasons for learning and the
conditions that promote or inhibit learning and
Teaching and Learning Focus
Pupils might work scientifically by: exploring falling paper cones or cup-cake cases,
and designing and making a variety of parachutes and carrying out fair tests to
determine which designs are the most effective. They might explore resistance in
water by making and testing boats of different shapes. They might design and make
products that use levers, pulleys, gears and/or springs and explore their effects.
Ensure that you have collected lots of ‘junk’ resources. Objects like 2L plastic bottles,
scrap paper and card, plastic tubing, etc are extremely useful for many different
Find a safe area where parachutes can be dropped. No-one is allowed to stand on
tables or chairs, although PE benches in the hall are fine as they have been tested for
this purpose.
Getting on and falling out – SEAL Theme 2.
Children will learn about relationships in different contexts: friendship; groups;
leadership. They will also explore feelings (such as anger) and how to
manage them.
Anti-bullying (17th-24th Nov)
Explore feelings for starting something new.