Y5/6 Water

Science

We are learning about forces and in particular:

  • To identify the effects of air resistance, water resistance and friction, that act between moving surfaces.

We are learning about materials and in particular:

  • To understand that some materials will dissolve in liquid to form a solution, and describe how to recover a substance from a solution;
  • To use knowledge of solids, liquids and gases to decide how mixtures might be separated, including through filtering, sieving and evaporating;
  • To give reasons, based on evidence from comparative and fair tests, for the particular uses of everyday materials, including metals, plastics and wood.

We are learning about electricity and in particular:

  • To associate the brightness of a lamp or the volume of a buzzer with the number and voltage of cells used in the circuit;
  • To compare and give reasons for variations in how components function, including the brightness of bulbs, the loudness of buzzers and the on/off position of switches;
  • To use recognised symbols when representing a simple circuit in a diagram.

History

We are learning about the history of canal building and in particular:

  • To undertake a brief study of canal building and how it was a significant turning point for Britain.

Geography

We are learning about water in the World and in particular:

  • To 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;
  • To describe and understand key aspects of physical geography, including: climate zones, biomes and vegetation belts, rivers, mountains, volcanoes and earthquakes, and the water cycle;
  • To use the eight points of a compass, four and six-figure grid references, symbols and key (including the use of Ordnance Survey maps) to build their knowledge of the United Kingdom and the wider world.

Art

We are learning about water in art and in particular:

  • To develop techniques, including control and use of materials, with creativity, experimentation and an increasing awareness of different kinds of art, craft and design.

Design Technology

We are learning about soup and in particular:

  • To investigate and analyse a range of existing products;
  • To select from and use a wider range of tools and equipment to perform practical tasks accurately eg cutting, chopping, peeling;
  • To evaluate their ideas and products against their own design criteria and consider the views of others to improve their work.

Cooking

We are learning about soup and in particular:

  • To understand and apply the principles of a healthy and varied diet;
  • To understand seasonality, and know where and how a variety of ingredients are grown, reared, caught and processed.

Religious Education

We are learning about rules and meditation and prayer and in particular:

  • To develop an understanding of the need for, and value of, rules;
  • To understand that different faiths have different rules at the same time as sharing some rules;
  • To discuss several rules and name the faith tradition of which they are a part;
  • To talk about a personal rule and say why they believe this is important;
  • To understand that people use meditation and prayer to find peace and communicate with God;
  • To find examples of how actions can be worship;
  • To research into specific rituals and relate them to beliefs of the religion concerned.

Year 5 Computing

We are learning about creativity and computer networks and in particular:

5.3 We are artists – fusing geometry and art by learning:

  • To develop an appreciation of the links between geometry and art;
  • To become familiar with the tools and techniques of a vector graphics package;
  • To develop an understanding of turtle graphics;
  • To experiment with the tools available, refining and developing their work as they apply their own;
  • To use criteria to evaluate it and receive feedback from their peers;
  • To develop some awareness of computer-generated art, in particular fractal-based landscapes.;

5.4 We are web developers – creating a web page about cyber safety by learning:

  • To develop their research skills to decide what information is appropriate;
  • To understand some elements of how search engines select and rank results;
  • To question the plausibility and quality of information;
  • To develop and refine their ideas and text collaboratively;
  • To develop understanding of e-safety and responsible use of technology.

Year 6 Computing

We are learning about productivity and communication with collaboration and in particular:

6.3 We are market researchers – researching the app market by learning:

  • To create a set of good survey questions;
  • To analyse the data obtained from a survey;
  • To work collaboratively to plan questions;
  • To conduct an interview or focus group;
  • To analyse and interpret the information obtained from interviews or a focus group present their research findings.

6.4 We are interface designers – designing an interface for an app by learning:

  • To work collaboratively to design the app’s interface;
  • To use wire framing tools to create a design prototype of their app;
  • To develop or source the individual interface components (media assets) they will use;
  • To address accessibility and inclusion issues
  • To document their design decisions and the process they’ve followed.

Back to Creative Curriculum Topics

Back to TOP