Welcome to Year 5!
Spring 2: Arizona
Throughout the half term, the children will be investigating Arizona and making comparisons with the UK, before coming to the conclusion about whether tourists should visit Arizona. This will provide the children with a context to create an informative and persuasive display about Arizona. The children will apply their knowledge of the American state to write their own fact file and persuasive leaflet to contribute to an information board, which will be displayed for staff and parents. Furthermore, this topic will give them an opportunity to use maps and explore the wider world, focusing on the physical geography of Arizona, comparing it to England. Additionally, this topic will inspire geographical enquiry and enable them to not only develop their knowledge of the world and places, but also understand the importance of tourism. There will be many opportunities for the children to be curious by asking questions, hypothesising and discussing ideas about where Arizona is and why people visit. As the children will be exploring Arizona closely, they will have ownership of the outcome and therefore be motivated to make decisions about the key questions they investigate to create their information boards.
Topic overview and home learning will be coming soon!
Spring 1: Rogues
At the end of this project, children understood that the choices people make in life will impact upon other people’s views of them. They explored and asked questions throughout the topic about the perceptions they make and hold of others. English was the lead subject and was driven by narratives and performance poetry, building upon the children’s skills of intonation, tone, volume and increasing fluency, when reading aloud. We explored wax resist in art, using different materials and created a scene from ‘The Highwayman’ as well as making a tie dye backdrop, which was on display during our end of topic performance. RRE was the basis for discussions around different images of people and what these represent. Through narratives, the children looked at the perceptions of the pirates, including extracts from literature and film. This was an opportunity to build upon the narrative writing skills the children began in Autumn 1. To conclude this topic, the children performed a chosen piece of learning to an audience of parents, illustrating the importance of perception.
Spring 1 Home Learning
Autumn 2: Children's rights:
Right or wrong?
The UN Convention on the Rights of the Child sets out the rights that all children should have available to them. In this topic, children were given the opportunity to explore how children’s rights have developed from Victorian Britain to Britain today, exploring the classic and visual texts of Oliver Twist. Children explored how, as the Victorian period developed, the lives of children improved and began to change, paving the way for modern childhood today. Essentially, learners developed their understanding of their rights and responsibilities, while exploring how social changes - through history - led to the development of these rights in our society. Over the term, children collected evidence about the rights that Oliver lost. They used this information to create a presentation to showcase their arguments about the treatment of Oliver.
The Lost Thing
To begin this half term, we have read and explored the themes of Shaun Tan's: The Lost Thing.
Here are some of our Twitter book reviews:
Children explored the attributes and qualities needed to be a superhero. They used their understanding to create their own superhero character. This character featured in a narrative, presented as a comic strip, to entertain the Year Three children. Through the development of their digital learning skills, they combined text and images to entertain a specific audience. After researching Roy Lichtenstein’s art, the children designed and created their own word art using vibrant colours, reflecting the Pop Art style. This art was used as illustrations within their comic strip. This was enriched by a visit from Simon Cushing, who immersed them in his collection of fictional superheroes. Following this, children explored real life superheroes and discussed the question: ‘Does a superhero always wear a mask?’
"Education should prepare children to live responsibly and peacefully in a free society." Article 29, UNCRC