Year 05 Curriculum
Explore What We Learn:
Click to Expand our Year 5 English Curriculum:
Autumn Term
Spring Term
Summer Term
- Poetry Focus
- ‘The Magic Box’ by Kit Wright
- Descriptive poetry using a range figurative language such as similes, metaphors and personification
- Text Focus
- ‘Varjak Paw’ by SF Said
- Fiction focus: Zelda Claw
- Focus on adventure stories
- Using adverbials to enhance descriptions
- Suspense narrative
- Use of dialogue
- Fronted adverbials
- Non-Fiction Focus: Persuasive Text
- ‘Flotsam’ by David Wiesner
- Recounts
- First and third tenses
- Poetry Focus
- ‘The Highwayman’ by Alfred Noyes
- Narrative poetry
- Focus on use of description: use of colour to link events and create predictions
- Use of semi-colons
- Use of formal and informal language to portray a character’s accent and dialect
- Fiction focus: Why the Robin has a red chest
- Focus on myth stories
- Use of characterisation: use of direct and indirect speech and descriptions of characters
- Fantasy writing: giving explanation and meaning to how things came to be or why things are the way they are
- Non-fiction focus: Keep the horse
- Persuasive arguments
- Structuring a balanced argument
- Fronted adverbials, for example: in addition to, in my opinion, or on the other hand
- Poetry Focus
- ‘The Forsaken Merman’ by Matthew Arnold
- Classic melancholy poetry focusing on the use of descriptive language
- Powerful adjectives, similes, metaphors, and first-person recount
- Fiction focus: Kissing the Railings
- Focus on stories with a character flaw
- Descriptive language
- Use of dialogue
- Adverbial phrases
- Non-fiction focus: How to find a Pirates Treasure
- Focus on explanation texts
- Use of questions to set up the need for ‘explanation’
- Simple explanations to show cause and effect
- Use of summary points
Click to Expand our Year 5 Maths Curriculum:
Autumn Term
Spring Term
Summer Term
- Place Value
- Roman numerals to 1,000
- Read and write numbers to 1,000,000 in words and numerals
- Powers of 10
- Partitioning numbers to 1,000,000
- Rounding to the nearest 10, 100, or 1,000
- Addition and Subtraction
- Adding whole numbers with more than 4 digits
- Subtracting whole numbers with more than 4 digits
- Rounding and estimating
- Using inverse operations
- Solving multi-step problems with both operations
- Multiplication and Division
- Multiples and common multiples
- Factors and common factors
- Prime, square, and cube numbers
- Multiplying and dividing by 10, 100, and 1,000
- Fractions
- Add and subtract numbers with the same denominator
- Add fractions within 1, add fractions with a total greater than 1
- Add and subtract mixed fractions including breaking the whole
- Multiplication and Division
- Multiply 2, 3, and 4-digit numbers by a 2-digit number
- Short division and division with remainders
- Finding efficient ways to divide 4-digit numbers by a 1-digit number
- Solving multiplication and division problems
- Fractions
- Multiplying unit, non-unit, and mixed number fractions by an integer
- Calculating fractions of a quantity and fraction of an amount
- Use fractions as operators
- Decimals and Percentages
- Comparing and ordering decimals up to 3 decimal places
- Equivalent fractions and decimals (tenths, thousandths)
- Looking at thousandths as fractions and decimals
- Rounding to the nearest whole number and to 1 decimal place
- Equivalent fractions, decimals, and percentages
- Perimeter and Area
- Perimeter of rectangles, rectilinear shapes, and polygons
- Area of rectangles and compound shapes
- Estimating area
- Statistics
- Drawing, reading, and interpreting line graphs
- Drawing, reading, and interpreting tables – focus on two-way tables
- Reading and interpreting timetables
- Shape
- Understand and use degrees
- Classify, estimate, and measure angles
- Regular and irregular polygons
- 3-D shapes
- Position and direction
- Read and plot coordinates
- Problem solving with coordinates
- Translation with coordinates
- Reflection in horizontal and vertical lines
- Decimals
- Use known facts to add and subtract decimals
- Multiply and divide by 10, 100, and 1,000
- Multiply and divide decimals – missing values
- Negative numbers
- Understand negative numbers
- Compare and order negative numbers
- Find the difference
- Converting units
- Convert units of length, mass, and capacity
- Convert between metric and imperial units
- Convert units of time
- Calculate with timetables
- Volume
- Compare and estimate volume and capacity
Click to Expand our Year 5 Science Curriculum:
Autumn Term
Spring Term
Summer Term
- Living things and their habitats: Plants
- I can compare the life cycles of plants in my local environment to different habitats around the world (such as in the rainforest or in the Arctic)
- I can describe asexual reproduction in plants
- I can identify the processes of sexual reproduction in plants
- I can describe the similarities and differences between the life cycles of different plants
- Earth and space
- I can explain day and night, using the Earth's rotation and the movement of the Sun across the sky
- I can identify and describe that a moon orbits a planet
- I can describe the movement of the Moon relative to the Earth
- I can describe the movement of the Earth, and other planets, relative to the Sun in the solar system
- I can describe the Sun, Earth, and Moon as approximately spherical bodies
- I can name all of the planets
- Forces
- I can explain that unsupported objects fall towards the Earth because of the force of gravity acting between the Earth and the falling object
- I can identify the effects of air resistance, water resistance, and friction that act between moving surfaces
- I can recognise that some mechanisms, including levers, pulleys, and gears, allow a smaller force to have a greater effect
- I can raise questions about the effects of air resistance
- I can explore the effects of air resistance by observing how different objects such as parachutes and sycamore seeds fall
- I can explore forces that make things begin to move, get faster, or slow down
- I can explain the effects of friction on movement and find out how it slows or stops moving objects, for example, by observing the effects of a brake on a bicycle wheel
- I can explore the effects of levers, pulleys, and simple machines on movement
- I know about how scientists, for example, Galileo Galilei and Isaac Newton, helped to develop the theory of gravitation
- Properties and changes of materials
- To explain that certain changes are irreversible and new materials can be formed e.g. burning
- To demonstrate that dissolving, mixing, and changing are reversible processes
- To use evidence from tests to decide how to use everyday materials effectively
- To use knowledge of solids, liquids, and gases to decide how mixtures might be separated
- To describe how to recover a substance from a solution
- To recognise that some materials will dissolve in liquid to form a solution
- To recognise that some materials will not dissolve in liquid to form a solution
Click to Expand our Year 5 Art and DT Curriculum:
Autumn Term
Spring Term
Summer Term
- Children will link Design Technology to their History topic about the changes from the Stone Age to the Iron Age – what would Neolithic people have done if something was broken or of no use anymore?
- Students will gather, design, and make new items out of old, ripped, or discarded clothing.
- Students will explore the effect of light on objects and people from different directions and experiment with ways to show this.
- Linking to Greek myths, students will brainstorm ideas based on reading; stories, poetry, or prose and create mythological recreations of known stories.
- Children will explore some of the different art styles and genres from the 20th and 21st Century and produce their own artwork in the style of famous artists like Andy Warhol, Keith Haring, and Yayoi Kusama.
- Through their topic work, students will look at the changes in leisure and entertainment in the 20th Century and will produce their final preferred artwork pieces on old CDs and DVDs.
Click to Expand our Year 5 Humanities Curriculum:
Autumn Term
Spring Term
Summer Term
- History
- Changes in Britain from the Stone Age to the Iron Age
- Geography
- Locational Knowledge
- Focus on North America - environmental regions, key physical and human characteristics, countries, and major cities
- Understand the climate zones and the terms: latitude and longitude
- Place Knowledge
- Compare human and physical geography of a region of the United Kingdom and a region within North America
- History
- Ancient Greece – a study of Greek life and achievements and their influence on the western world
- Geography
- Locational knowledge
- Can identify Prime/Greenwich Meridian and time zones (including day and night)
- Understand the terms: latitude and longitude
- Place knowledge
- Understand more about the links between different places and that some places depend on each other
- History
- A study of an aspect or theme in British history that extends pupils’ chronological knowledge beyond 1066 (Leisure and entertainment in the 20th Century and the invention of the internet)
- Geography
- Geographical skills and Fieldwork
- Can suggest, plan, and carry out fieldwork in an urban area and/or rural area using appropriate techniques e.g. interviews, surveys, questionnaires, etc.
- Human and Physical Geography
- Can describe and understand key aspects of human geography, including: types of settlements and economic activity including trade links, and the distribution of natural resources including energy, food, minerals, and water e.g. sharing of knowledge in the Bronze Age and changes throughout the 20th and 21st Century (formation of European Union and UNICEF)
Click to Expand our Year 5 ICT Curriculum:
Autumn Term
Spring Term
Summer Term
- Computing systems and networks
- To explain that computers can be connected together to form systems
- To recognise the role of computer systems in our lives
- To identify how to use a search engine and select results
- To recognise why the order of results is important, and to whom
- Video production
- To explain what makes a video effective
- To capture video using a range of techniques
- To create a storyboard and identify that video can be improved through reshooting and editing
- Programming
- To control a simple circuit connected to a computer
- To understand and use count-controlled loops and conditional loops
- To explain my algorithm and what its function is
- Data and information
- To use a form to record information
- To compare paper and computer-based databases
- To group and sort data
- To explain that tools can be used to select specific data
- Creating Media – Introductions to vector graphics
- Evaluate how successful they were in meeting the task requirements
- Manipulate an object’s size, colour, and proportion to represent a chosen artefact
- Purposefully position and rotate objects
- Move objects to different layers to create a specific aspect of a drawing
- Programming – Selection in quizzes
- To explain how selection is used in computer programs
- To relate that a conditional statement connects a condition to an outcome
- To explain how selection directs the flow of a program
- To design a program that uses selection
- To create a program that uses selection
- To evaluate my program
Click to Expand our Year 5 PSHEE Curriculum:
Autumn Term
Spring Term
Summer Term
- Being Me in My World
- Know what I value most about my school and can identify my hopes for this school year
- Empathise with people in this country whose lives are different from my own
- Understand some of my rights and responsibilities as a British citizen and a member of my school
- Understand that my actions affect me and others
- Understand how an individual’s behaviour can impact a group
- Understand how democracy and having a voice benefits the school community and know how to participate in this
- Dreams and Goals
- Identify what I would like my life to be like when I’m grown up
- Appreciate the contributions made by people in different jobs
- Appreciate the opportunities that learning and education are giving me
- Appreciate the similarities and differences in aspirations between myself and young people in different cultures
- Healthy Me
- Know the health risks of smoking and how tobacco affects the lungs, liver, and heart
- Know some of the risks with misusing alcohol, including anti-social behaviour and its effects on organs
- Know and put into practice basic emergency first aid procedures (including the recovery position) and how to get help in emergency situations
- Understand how the media and celebrity culture promotes certain body types
- Describe the different roles food can play in lives and how people can develop eating disorders
- Relationships
- To understand how the media and celebrity culture promotes certain body types
- To have an accurate picture of who I am as a person in terms of my characteristics and personal qualities
- To recognise how friendships change, know how to make new friends, and how to manage when I fall out with my friends
- Changing Me
- To be aware of my own self-image and how my body image fits into that
- To understand the importance of looking after yourself physically and emotionally
- To identify what I am looking forward to when I am in Year 6
Click to Expand our Year 5 RE Curriculum:
Autumn Term
Spring Term
Summer Term
- Caring for Others, Animals and the Environment
- Explore how marriage creates an environment for caring
- Explore Islamic and Christian marriage processes
- Sharing and being Generous
- Explore different types of giving and how the value of presents is not always weighed by how expensive it is
- Discuss the story of Mary and Martha from Christianity
- Explore the Sikh concept of Langar
- Being Loyal and Steadfast
- Explore the boundaries of friendship using the story of the Good Samaritan
- Become aware of the strong commitment Sikhs have to serving God
- Explore the link between belief and behaviour
- Being Hopeful and Visionary
- Explain different types of hopes for different contexts
- Explore the Christian future hope of heaven and its relationship to the season of Advent
- Being open, honest and truthful
- Understand that a speaker has some responsibility for the reactions of listeners, especially if the speaker is telling lies
- Begin to understand that the Bible is both from God and written by people
- Explore hypocrisy and how Jesus encourages his followers to ensure their own lives are open, honest, and truthful
- Being silent and attentive to cultivating a sense for the sacred and transcendent
- Explore the ability to listen in a discerning way
- Consider the value of reflection and meditation
- Participating and willing to lead
- Become more aware of the need for social interaction and social responsibility
- Learn how individuals influence the nature of society
- Being modest and listening to others
- Explore the events at the last supper and their importance to Christians
- Reflect on being humble and not proud; thinking about Jesus’ example and what humility might look like for us
- To consider the Easter story from an Islamic perspective
- Being Temperate, Exercising Self Discipline and Serene Contentment
- Raise awareness of our ‘natural tendency’ to protect/defend ourselves, save ourselves, justify ourselves, and be seen to belong to our peer group
- Raise awareness of the life of Jesus as a behavioural model for the life of Christians
- Story - Jesus before Pilate
- Raise awareness of the Buddhist practice of meditation as a means to serene contentment
- Includes recap of the 4 Noble Truths. Film - Buddhist worship
- Being Accountable and Living with Integrity
- Raise awareness that for some, morality is an absolute, but for others, it is only a social constraint (Luke 7: 36-49)
- Introduce the idea that the Christian life is not one of slavish obedience but of a loving desire to please God by living His way
- To understand why Hindus believe cows to be special and how this affects their lives
- Being Thankful
- Explore the difference between spontaneous appreciation of others and a trained dutiful response
- Explore four different ways that Christians give thanks to God (by action, through words, in worship, and by giving)
- Explore four ways that Muslims are thankful to Allah (God) (by action, through words, in worship, and by giving)
- Being Imaginative and Explorative
- Begin to appreciate the uniqueness and complexity of imagination
- Become aware of different religious traditions’ attitudes toward human creativity
- Consider what Jesus would have looked like
Curriculum Overview:
Students are ... insert text here.
Students have two PE lessons each week. On days that students have PE they should arrive at school in their school uniform with their PE kits in a bag, that they can change in too.
Students also have one Music and one French lesson each week.
Homework:
Homework this year will be a half termly project for children to complete based around our topic. This will give children the chance to enrich their understanding of the current topic and use creativity to present their findings.
In addition to the project work, students will also be given weekly spellings to learn, a maths activity and are expected to read at least five times a week.
Spellings are set every Friday.
Reading books are changed on Fridays.
