Year 5

Main Theme: Life in WWII

End project: Designing and creating Anderson shelters

Intent: What wider skills do we want the children to have developed by the end of this theme, supporting future learning and life skills?

  • Problem solving
  • Working as part of a team
  • Reasoning
  • Ability to show leadership
  • Information gathering
  • Making links
  • Confidence

Intent: Outline the factual/topical areas that will be covered, enhancing the development of knowledge and cultural capital?

  • How and why WWII started (link to WWI)
  • Who they key countries were that were involved
  • The rise of Hitler and the key Nazi figures
  • The effects of WWII – specifically evacuation
  • The Blitz – what was it and what happened
  • How we defended ourselves during The Blitz
  • Town vs country comparison (short burst writing)
  • Making Anderson shelters.

Intent: What opportunities will there be to develop Literacy and Numeracy skills?

  • Children will design and make an Anderson shelter deciding on and justifying the materials they are going to use.
  • They will be learning about time in terms of when WWII happened and how long it lasted.
  • Coordinates and grid references when locating countries.
  • Explaining how and why WWII started.
  • Descriptive paragraph.
  • Letter home as an evacuee.
  • Town vs country comparison.

Impact: What opportunities will be provided to assess the development of knowledge and skills?

  • The effects of WWII
  • The Blitz
  • Town and country comparison

Impact: What specific areas of knowledge/skills will be developed during this theme, which will be assessed at different times by the teacher and by the pupil?

Subject Knowledge/Skill Curriculum Areas Covered
I can a range of questions about the past and realises that there may not always be one answer to a question. History
I can use a timeline to place national and international events, along with historical periods. History
I can use dates and terms accurately. History
I can identify changes and links within and across historical periods. History
I can use a variety of sources to collect information about the past. History
I can give some causes and consequences of the main events, situations and changes of WWII. History
I can give reasons, based on evidence from comparative and fair tests, for the particular uses of everyday materials. Science
I can practise using maps, atlases, globes and digital/computer mapping to locate countries and describe features studied, using at two confidently. Geography
I have improved my mastery of art and design techniques, including drawing, painting and sculpture with a range of materials. Art
I can use research and criteria to develop a product which is fit for purpose. Design Technology
I can analyse and evaluate my work and its effectiveness. Design Technology

Impact: What specific wider skills will be developed during this theme, which will be assessed at different times by the teacher and by the pupil?

Learning Skills Statements

Resilience

  • I can work to my own targets
  • I can learn from a mistake and use it to help me move forward.

Resourcefulness

  • I can organise myself and resources when working independently or in a group.
  • I can debate issues until a sensible compromise is reached.

Reflectiveness

  • I can take into account other people's point of view.
  • I can recognise how my attitude and behaviour impact my learning.

Reciprocity

  • I can take on a range of roles within a group
  • I can motivate people to contribute more effectively.

Confidence

  • I accept the fact that I can try and fail
  • I can share my ideas and thoughts with the whole class

Thinking Of Becoming A Teacher?

Apply Today

Reynolds Academy Principal

Rebecca Scott

Tollbar MAT Chief Executive

David J Hampson
OBE, BSc, BA.
Top