Summer Term – “Growth”
This term, lessons will be grouped in to five main two-week blocks:
- The Growth of a Wild Landscape
- The Growth of a Species
- The Growth of an Urban Landscape
- The Growth of an Infrastructure
- The Growth of a Culture
- Can construct and record results in a table
- Can identify the variable to keep the same (control)
- Can identify which variable cannot be controlled
- Can answer questions of findings presented in graph form
States of Measure – Water cycle/Salt Plains in Bolivia
- Observes that some materials change state when they are heated or cooled, and measure or research the temperature at which this happens in degrees Celsius (°C)
- Can identify the part played by evaporation and condensation in the water cycle and associate the rate of evaporation with temperature.
Sound – Music
- Can identify how sounds are made, associating them with something vibrating.
- Recognises that vibrations from sounds travel through a medium to the ear.
- Can find patterns between the pitch of a sound and the object that produced it.
- Can find patterns between the volume of a sound and the strength of the vibrations that produced it.
Living things and their Habitats – Classification of species in school
- Recognises that living things can be grouped in a variety of ways
- Can explore and use classification keys to help group, identify and name a variety of living things in their local and wider environment
- Recognises that environments can change and that this can sometimes pose dangers to living things.
Human and Physical Geography - The Growth of Wild/Urban Landscapes
- Can describe how physical activity such as volcanoes and earthquakes have affected and or changed physical and human characteristics of a place in the world.
- Can describe and explain how physical processes have changed the characteristics of the landscape of a country including mountains (e.g Italy) or continent (Tectonic activity)
- Can explain how people try to sustain the environment
Geographical Skills and Fieldwork – Ascot Infrastructure Case Study
- Proposes geographical questions that could explain physical and human features within a specific area being studied, collects, and records evidence to answer them.
- Collects and analyses data from first and second hand sources to identify and analyse patterns. Compare and contrast countries and geographical features studied.
Art & D+T
Skills and techniques – Sketches during Ascot Case study – City model
- Can experiment by making shades of the same colour by adding black or white
- Understands that 3D representations are not always to scale
- Is beginning to draw different things from different viewpoints.
Appreciation and Evaluation – Urban Landscapes
- Can talk about artists, architects and key works
- Can identify similarities and differences within pieces presented to them
Technical Knowledge – City Model
- Understands and use electrical systems in their products (for example series circuits)
- Apply their understanding of how to strengthen and reinforce structures that are more complex.
Cooking and Nutrition – Growth of a Species
- Understand and apply the principles of a healthy and varied diet
- Prepare and cook a variety of predominantly savoury dishes
- Understand seasonality, and know where and how a variety of ingredients are grow
Knowledge and Understanding of Events, People and Changes in the past – Growth of an Urban Landscape
- Can describe and compare changes in social history, such as crime and punishment or leisure and entertainment in three periods of history
- Can explain how significant historical people contributed to national and international achievements in a variety of eras
Historical Interpretation and Enquiry Skills – Ascot Case Study
- Is beginning to ask their own questions relating to history.
- Can suggest resources to support a line of enquiry
Digital Literacy – Growth of an Urban Landscape
- Understands that there are different types of network
- Can design a simple database to collect and manipulate different types of data
Programming – Growth of an Urban Landscape
- Can create algorithms using sequence and loops
- Knows the instructions within an algorithm have to be correctly sequenced to achieve specific outcomes
Performance – Ongoing plan to put a musical piece together by layering different patterns
- Can maintain a simple part within a group
- Understands how parts within a group piece fit together
- Uses sounds to create abstract effects
- Uses musical terms related duration (beat/rhythm), pitch, texture, structure, dynamics and tempo to describe and evaluate music
- Can run at a speed appropriate to the distance being run (i.e. showing ability to pace themselves)
- Demonstrates a range of throwing actions using a variety of objects
- Can perform a two feet jump with a run-up, aiming for distance
- Can swim for at least 10m on front and back
- Enters the water safely using a straddle entry (deeper water)