Y5/6 Dinosaurs and Beyond

Science

We are learning about evolution and in particular:

  • • To recognise that living things have changed over time and that fossils provide information about living things that inhabited the Earth millions of years ago;
  • To recognise that living things produce offspring of the same kind, but normally offspring vary and are not identical to their parents ;
  • To identify how animals and plants are adapted to suit their environment in different ways and that adaptation may lead to evolution;
  • To find out about the work of palaeontologists such as Mary Anning and about how Alfred Wallace and Charles Darwin developed their ideas on evolution.

History

We are learning about the History of Life Science:

  • The lives of significant people in the past that have contribute to the science of life (for example Charles Darwin, Alfred Wallace and Mary Anning);
  • To investigate the historical period they lived in and the implications their ideas had.

Geography

We are learning about locating and describing places and in particular:

  • To use maps, atlases, globes and digital/computer mapping to locate countries and describe features studied in relevant locations for the study of evolving life.

Art

We are learning about dinosaurs in art and in particular:

  • To produce creative work, exploring their ideas and recording their experiences of fossils;
  • To become proficient in drawing dinosaurs and other techniques for example: painting, sculpture and other art, craft and design techniques about the study of dinosaurs and fossils.

Design Technology

We are learning about cam toys and in particular:

  • To 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;
  • To select from and use a wider range of tools and equipment to perform practical tasks [for example, cutting, shaping, joining and finishing], accurately;
  • To apply their understanding of how to strengthen, stiffen and reinforce more complex structures;
  • To investigate and analyse a range of existing products;
  • To understand and use mechanical systems in their products [for example, gears, pulleys, cams, levers and linkages];
  • To select from and use a wider range of materials and components, including construction materials, according to their functional properties and aesthetic qualities;
  • To evaluate their ideas and products against their own design criteria and consider the views of others to improve their work;
  • To understand how key events and individuals in design and technology have helped shape the world.

Cooking

We are learning food and how it has changed over time and in particular:

  • To know about how diet has changed;
  • To understand about the development of processed food and the health benefits of avoiding too much and choosing fresh food instead;
  • To cook a simple dish using fresh ingredients and compare it to a processed dish.

Religious Education

We are learning about the main beliefs and history of Sikhism and about Jesus as a leader and in particular:

  • To research into the main beliefs and history of Sikhism;
  • To look at how Jesus is a special leader for Christians;
  • To understand Christians believe Jesus to be divine and that he was incarnated (i.e. born as a human being) on earth about 2000 years ago;
  • To understand the fact that Christians believe Jesus taught about God’s kingdom;
  • To research about his crucifixion as a means of ensuring forgiveness for humankind and that he was subsequently resurrected.

Year 5 Computing

We are learning about programming and computational thinking and in particular:

5.1 We are game developers – developing an interactive game by learning:

  • To create original artwork and sound for a game;
  • To design and create a computer program for a computer game, which uses sequence, selection, repetition and variables;
  • To detect and correct errors in their computer game;
  • To use iterative development techniques (making and testing a series of small changes) to improve their game.

5.2 We are cryptographers – cracking codes

  • To be familiar with semaphore and Morse code;
  • To understand the need for private information to be encrypted;
  • To encrypt and decrypt messages in simple ciphers;
  • To appreciate the need to use complex passwords and to keep them secure;
  • To have some understanding of how encryption works on the web.

Year 6 Computing

We are learning about computer networks and computational thinking and in particular:

6.1 We are app planners – planning the creation of a mobile app by learning:

  • To develop an awareness of the capabilities of smartphones and tablets;
  • To understand geolocation, including GPS;
  • To identify interesting, solvable problems;
  • To evaluate competing products;
  • To pitch a proposal for a smartphone or tablet app.

6.2 We are project managers – developing project manager skills by learning:

  • To scope a project to identify different components that must be successfully combined;
  • To identify their existing talents and plan how they can develop further knowledge and skills;
  • To identify the component tasks of a project and develop a timeline to track progress;
  • To identify the resources they’ll need to accomplish a project;
  • To use web-based research skills to source tools, content and other resources;
  • To consider strategies to ensure the quality of a collaborative project.

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