Year 5 History and Geography

Year 5: Our Island Story The Age of Revolution and Empire Industrial Revolution The study of an aspect or theme in British history that extends pupils’ chronology beyond 1066  This unit looks at the time of Britain’s industrial and geographical dominance in the world. It considers how new inventions and technological advancement made Britain the ‘Workshop of the World’, but also considers the negative implications of this ‘progress’. It looks both at the national and the local history of this period, and helps the children to link the story of Egerton and Bolton with the development of Britain in the wider world.

Opening Visit to MOSI, Styal Mill or Hall I’th Wood Investigations 1. Who were the Georgians Victorians and when did they live?

2. What was the Industrial Revolution, and did it really change Britain that much?

3. How did the landscape of Bolton / Egerton change during the years 1800-1900?

English LC4  provides further research opportunities when they focus on one or more famous persons from Victorian times.

Geography LC5  Map reading, using atlases, understanding the links between different countries LC3 & LC7  Changes to the local landscape over time, changes in land use,

Digital Literacy 4. Who was Samuel Crompton and how did his invention add to the revolution of this time?

LC3 or LC4  Photograph aspects of the mill / Hall during trip, designing and making apps during the reflection task

5. What was the British Empire, and how did it help Britain to become ‘The Workshop of the World’?

(the goal is to produce an app about both the local and national developments during the Industrial Revolution) Reflection task  Children to create an App about the Industrial Revolution.

6. What does ‘The Great Exhibition’ say about Britain’s Industrial dominance and the extent of her Empire in Victorian times?

7. What evidence of the Industrial past is left in present day Egerton / Bolton / Manchester?

Reflection Create an App about The Industrial Revolution.

Outdoor Opportunities Opening task  A trip to MOSI, Styal Mill or Hall I’Th’ Wood

Year 5: Our Island Story The Age of Revolution and Empire Gunpowder •

A study of an aspect or theme in British history that extends pupils’ chronology beyond 1066: The beheading of Charles 1; Civil War; Great Fire of London

Opening Investigate using clues given whether the Gunpowder Plot was real or was it faked?

Investigations Who were the Roundheads and the Cavaliers?

English Great opportunities here for children to experience different writing genres.

LC1 - Information finding; LC2 - Persuasive LC3 - Research and Explanation LC4 – Enquiry

What happened to Bolton during the Civil War?

Why was the execution of Charles 1 a major event in British history?

Why do you think the monarchy was restored after a short while?

Why do some people think that the Great Fire was one of the best things that happened to London?

Can you work with clay tiles to recreate the Great Fire of London?

Who was Samuel Pepys and would he have been a modern day blogger?

Reflection Film a news programme with a range of articles from their investigations. Publish it on the website.

Digital Literacy Great opportunity for children to write their own blogs after considering Pepys’ diary.

Art, Craft and Design Children use charcoal to produce a range of sketches: portraits, buildings etc.

Year 5: How do we know?

The Stone Age to the Iron Age An in depth study of life in early Britain  This investigation reinforces and extends children's understanding of primary evidence and the way we can learn about the distant past. It focuses tightly on asking ‘how’ we know what we do about life from the Stone Age to the Iron Age, and encourages children to consider a range of primary sources. It also further develops children’s chronological understanding as the children place this in depth study within their broader understanding of the history of Britain.

Opening Teacher prep a simulated archaeological dig. Children ‘find’ objects: discuss and understand the nature of evidence from this time and the work of the archaeologist.

Investigations

English LC1  comprehension of the information from the Skara Brae website. Looking up subject specific vocabulary.

LC7  Communication: did the early Britons write?

Mathematics

1. Take a tour of Skara Brae and identify features that you might find in your own homes today.

LC5  The unit requires a comprehensive understanding of the concept of negative numbers.

2. What do we know about Skara Brae and how reliable is the evidence from it?

Art, Craft and Design

3. How did groups of people defend themselves in the Iron Age? 4. What do we know about the life styles of the early Britons through the art / craft they produced?

5. What do we know about the way early Britons moved heavy items around?

6. Why did our Stone Age ancestors build stone circles?

What do they tell us about the commonly held beliefs?

7. How do you think the early Britons would have communicated?

Reflection Working in groups , children to write, film and edit a simple instructional film about the building of a stone circle.

LC1 and LC4  Pre historic wall art.

LC4  Make some Neolithic craft and jewellry

Digital Literacy Opening task  Children are using a website to take a ‘trip’ round Skara Brae. Comprehension of the settlement they look round, and what the remains tell us about life.

Reflection task  the goal is to produce and edit a film presentation about building stone circles.

Year 5: Our World Why is the rainforest be important to us all? •

locate the world’s countries, using maps to focus on South America and concentrating on their environmental regions, key physical and human characteristics.

Opening Show some film clips of the rainforests Investigations How can you create your own class rainforest?

Where are rainforests located and what are their main features?

Why are rainforests often in the news and what can we do to help?

What can you find out about an endangered animal that lives in the rainforest?

How important is the Amazon to the South American rainforests?

Can you create a print using the large leaves of rainforest plants as your inspiration?

How would you survive in the rainforest?

Reflection Present a documentary on a day in the rainforest

English Children to carry our their own research and to present their findings in a range of interesting ways which may involve ICT. Children to use their persuasion skills when making cases for saving the rainforests.

Mathematics Children to use their measurement skills.

Art, Craft and Design Children working together to design and create their own rainforests. This will involve dividing tasks up between them and making decisions about what they will have within the rainforest.

Children using large leaves to create their own design and prints.

Design and build shelters

Year 5: Peoples of the World How do people live in deserts?

• A non European society that provides contrast with British history • Early Islamic Civilization, including a study of Baghdad in AD 900 Opening Using Google Earth explore the world’s deserts?

Investigations What is a desert?

What are the world’s major deserts and what are they called?

How do people manage to live in deserts?

What did this ‘Golden Age’ give the world?

What can you find out about the ‘House of Wisdom’?

What part did the ‘Golden Age’ have in improving health care?

What can you discover about the art and culture of the ‘Golden Age’?

Reflection Create a television documentary to explain to everyone about life in Baghdad in 900AD

Mathematics Children to work out dates and period of time. In addition, the research work should lead to the need to use tables and charts.

Digital Literacy Children to carry out their own research.

Year 5: International Learning Why is Brazil in the news again?

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locate the world’s countries, using maps to focus on South America and concentrating on their environmental regions, key physical and human characteristics.

Opening Using Ipads, look at Brazil. Let children explore physical features: River Amazon, Rainforest , beaches etc. Also explore major cities and landmarks.

Investigations What do you already know about Brazil?

What fruits and other natural resources is Brazil famous for?

Which famous cities in Brazil attract tourists and why?

What can you find out about one of Brazil’s neighbouring countries?

Can you design and create a collage of Brazilian symbols?

Why is Brazil famous for its dancing?

What can you find out about the street children of Brazil?

What can you find out about a famous Brazilian?

Reflection Children to create own Brazil App

English There are many opportunities for children to carry out research.

Children will choose different Brazilian theme and do a presentation to the others in their class.

Running Wild: Michael Morpurgo Digital Literacy Children to carry out their own research.

Children to create own Brazil App Art, Craft and Design Children will research the many symbols associated with Brazil and use the symbols to create a montage of Brazil.

Dance Children will find out about samba dancing and then perform some Brazilian style dancing.