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"h " H"h*" xc#h%# C%h% xC&h& |&h*& cP'h-' x`)h*)w)h*) *h*C*h z+h,+ c,h4, xxV0h30 `0h30w0h30  1h31  1h 1  1h*1 C"2h2 xl2h2 p3h*3 3h 3 cr4hB4 xc6h'6 xF9h39 ~9h,9  9h,9 `9h,9w9h,9 :h3: 8;h3; xr;h3; ;h3; xxxx;h>; `<h><w<h>< >=h>= c>hX> CONTENTSCompObj ^SummaryInformation( "DocumentSummaryInformation8      !#$%&'()*+,-./0123456789:;<=>?@ABCDEFGHIJKLMNOPQRSTUVWXYZ[\]^_`abcdefghijklmnopqrstuvwxyzCHNKINK (TEXTTEXTMSTSHSTSHO|STSHSTSH2Q:@STSHSTSHlFDPPFDPPFDPPFDPPFDPPFDPPFDPCFDPCFDPCFDPCFDPCFDPCFDPCFDPCFDPCFDPCFDPCFDPCFDPCFDPCFDPCFDPCFDPCFDPCFDPC FDPCFDPC FDPCFDPC FDPC History Context As historians children study the Mayan civilisation. They learn about how the Mayan civilisation developed over time by exploring a range of artefacts. Children explore how Mayan society was organised by learning about different groups of Mayan people from kings and nobles to slaves and farmers as well as how Mayans lived in various independent city states. Children also investigate Mayan religion and beliefs and find out what everyday life was like for Mayan people. At the end of the unit children learn about the decline of the Mayan civilisation. National Curriculum A non-European society that provides contrasts with British history  Mayan civilization c. AD 900 Key Drivers Responsible, respectful and healthy citizens - children reflect on the concept of hierarchy. They compare the democratic nature of the UK with the way kings were chosen in Mayan civilisations. Community Involvement - The museum showcase event at the end of the term is open to parents, carers and families of the pupils. Links This unit continues to develop children s understanding of chronology in history. They study another civilisation from beyond Britain in order to develop their understanding of history around the world. Their understanding of British history is developed throughout the year 6 as they study the Victorian Era and World War 2. Art Context As artists, children analyse the images of the Bonampak murals. They look at the way the murals were fresco paintings and think about the different images and events the murals are depicting. The children use viewfinders to recreate parts of the murals using pastels or paint. National Curriculum to create sketch books to record their observations and use them to review and revisit ideas to improve their mastery of art and design techniques, including drawing, painting and sculpture with a range of materials [for example, pencil, charcoal, paint, clay] Link This unit allows children to further develop their painting skills building on the painting they have done throughout lower key stage 2. They build on their painting skills further in year 6 by applying those skills to screen prints. Key drivers Presentation skills - Children present their art work at the end of the unit in a museum style showcase. The children play the role of tour guides and talk about what they have learned throughout the unit. Geography Context As geographers children carry out an in depth study in of the continent North America. Children locate the countries, cities, mountain, rivers and topographical features in North America. They learn how it is organised into areas such as the Caribbean and Central America. Children explore the different climate zones in North America and compare the climate to different locations around the continent. They learn about why different parts of the world have different time zones and explore the various time zones in North America. Children study some of the famous geographical features of the continent such as the Grand Canyon and Niagara Falls finding out how they were formed. They also study some of the human features and landmarks such as the Panama Canal and the Hoover Dam. National Curriculum Location Knowledge 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 identify the position and significance of latitude, longitude, Equator, Northern Hemisphere, Southern Hemisphere, the Tropics of Cancer and Capricorn, Arctic and Antarctic Circle, the Prime/Greenwich Meridian and time zones (including day and night) Physical and human geography describe and understand key aspects of physical geography, including: climate zones, biomes and vegetation belts, rivers, mountains, volcanoes and earthquakes, and the water cycle Geographical skills and fieldwork use maps, atlases, globes and digital/computer mapping to locate countries and describe features studied 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 Key Drivers Presentation skills - Children present their learning at the end of the unit in a museum style showcase. The children play the role of tour guides and talk about what they have learned throughout the unit. Links This unit builds upon children s locational knowledge extending children s geographical knowledge beyond Europe. This unit is followed by an in depth study of Southern America, where children can use their knowledge of North America from this unit to make comparisons. Design and Technology Context As technologists children investigate the structure of a Mayan temple. They explore different ways to get the general shape of the temple but think about how to strengthen it. Children explore the staircase to the top and consider how they could modernise this in their model using mechanical systems in their products, such as gears, pulleys, cams, levers and linkages. Children design and create their own modern temple and evaluate it. National Curriculum Design generate, develop, model and communicate their ideas through talking, drawing, templates, mock-ups and, where appropriate, information and communication technology Make select from and use a range of tools and equipment to perform practical tasks [for example, cutting, shaping, joining and finishing] Technical knowledge evaluate their ideas and products against design criteria Evaluate explore and use mechanisms [for example, levers, sliders, wheels and axles], in their products. Link In this unit children further develop their construction skills from lower key stage 2. They apply their understanding from year 4 of how to strengthen, stiffen and reinforce more complex structures. Their construction skills are developed by introducing the use of mechanics. This will continue to develop in year 6, when children use electrics in their models. Key Drivers Key Drivers R Responsible, respectful and healthy citizens - children reflect on the concept of hierarchy. They compare the democratic nature of the UK with the way kings were chosen in Mayan civilisations. E S Sustainability - Children reflect on the healthy lifestyles of the Mayan people and how this compares to their own lifestyle. In particular they think about how the foods the Maya ate were fresh and unprocessed. They think about how this compares to today and consider which is the most sustainable. P Presentation skills - Children present their learning at the end of the unit in a museum style showcase. The children play the role of tour guides and talk about what they have learned throughout the unit. Their art work is also displayed at this event. E C Community Involvement - The museum showcase event at the end of the term is open to parents, carers and families of the pupils. T The Basic Skills Reading skills are applied throughout the unit, through a range of historical sources. Writing skills are developed by children producing a non-chronological report about Mayan civilisations using the knowledge they have acquired throughout the term. Maths skills are developed through the interleaving of content taught three weeks earlier using the war as a context. Audience and Exhibition Museum showcase Trips/Experiences Mayan workshop Key Questions What was the Mayan civilisation? What was daily life like in Mayan society? How was Mayan civilisation organised? What countries make up North America? What is it like in North America? Year 5 Spring Term Purpose This unit builds upon children s locational knowledge extending children s geographical knowledge beyond Europe. This unit is followed by an in depth study of Southern America, where children can use their knowledge of North America from this unit to make comparisons. This unit continues to develop children s understanding of chronology in history. They study another civilisation from beyond Britain in order to develop their understanding of history around the world. Their understanding of British history is developed throughout the year 6 as they study the Victorian Era and World War 2. ICT Computing Context Within the first half term, year 5 will extend their coding knowledge even further. They will extend this by creating a piece of software that interacts with external controlled (e.g. keyboard or mouse) and they will be able to test and evaluate their software with a target audience. For the second, they will look at Digital Media and be introduced to film-making. Links to The Maya will be made where possible. National Curriculum Coding To design, write and debug programs that accomplish specific goals, including controlling or simulating physical systems; solve problems by decomposing them into smaller parts To use sequence, selection, and repetition in programs; work with variables and various forms of input and output To use logical reasoning to explain how some simple algorithms work and to detect and correct errors in algorithms and programs Digital Media To select, use and combine a variety of software (including internet services) on a range of digital devices to design and create a range of programs, systems and content that accomplish given goals, including collecting, analysing, evaluating and presenting data and information Links For the first half term, they will build on year 4 coding and extend their learning even further with Bolean operators. Next year, they will take this to the next level by writing out coding using technical language. 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