Menu
School Logo
Language
Search

Year 5

YEAR 5 CURRICULUM PLAN FOR RELIGION, SCIENCE AND FOUNDATION SUBJECTS

 

 

 

RE

SCIENCE

ICT

HISTORY

GEOG

DT

ART

PE

MUSIC

PSHE

FR

AUTUMN 1

Ourselves

Judaism

Life Choices

Earth and Space

We are game developers          Unit 5.1

Locational knowledge

Grays and the Lake District

Geographical skills and fieldwork

Design a planet in a shoebox

Artwork based on Peter Thorpe

Swimming

Invasion games (Hockey)

Space

The Planets by Gustav Holst

New beginnings

Getting on and falling out

Unit 1         Salut Gustave

AUTUMN 2

Hope/Advent

Hinduism

Earth and Space

We are cryptographers        Unit 5.2

Normans

 

Design and embroider a family crest/ make a tapestry.

 

Christmas display

Dance

Christmas concert singing

Getting on and falling out

Anti-bullying week

Unit 2          À l’ecole

SPRING 1

Mission

Memorial Sacrifice

Forces

We are artists        Unit 5.3

Queen Victoria

Victorian Empire

 

 

Printing based on William Morris

Gymnastics

Rhythm and pulse

 Victorian music

 

Going for goals

Unit 3         La nourriture

SPRING 2

Sacrifice

Properties

We are web developers         Unit 5.4

Human and physical

Coasts/rivers

Victorian board games

Cards for Easter and Mother’s Day

Invasion games/ team games (Netball)

Good to be me

Citizenship

Unit 4         En ville

SUMMER 1

Transformation

Freedom and Responsibility

 

Animals including humans

Living things and their habitats

Scientist study.

We are bloggers      Unit 5.5

South America – The Mayans

 

Mayan Printing (cross over with art)

 

Artist Study – Lowri and Matisse and Frink.

Athletics

Life cycles and cyclical patterns

 

 

 

 

Making an orchestra- Percussion (charanga)

Growth mindset

Unit 5             En vacances

SUMMER 2

Freedom and Responsibility

Stewardship

We are architects    Unit 5.6

Human and physical – biomes and climates

Comparing UK/ South America              

 

Making Mayan food

Fathers day Cards

Sketching/ using lines

Artist study- Peter Bailey

Athletics

Team games (Cricket)

Unit 6               Chez moi

 

 

 

 

WHAT WE WILL BE DOING AT SCHOOL THIS YEAR

An overview of the work being carried out in Year 5 during the

Autumn Term:

 

In RE the key skills we are developing in Year 5 are:

  • Use of the Bible to locate Scripture.
  • Building deeper understanding of the Scripture pupils are familiar with from previous learning.
  • Linking Scripture to their own experiences and the ability to show evidence of this in written work.

 

We will develop these skills through our topics which are:

 

Ourselves

  • We will explore and develop a deepening awareness of who we are and reveal that we are made in the image and likeness of God.
  • We will learn to appreciate our unique gifts, which were handed to us by God

 

Judaism – World Religion Week

  • We will explore the Jewish festival of Passover and how it is celebrated as Pesach today.

 

Life Choices

  • We will explore showing care and commitment and reveal the call to life and love within the community through marriage.

 

Hope

  • We will explore how Advent is a time when we wait hopefully and reveal that the Church’s season of waiting is a joyful hope for the coming of Jesus at Christmas and the end of time.

 

Hinduism– World Religion Week

  • We will explore the importance of the supreme Hindu God in addition to the importance of pilgrimage

 

In English we will be working on developing skills related to description building on previous knowledge of parts of speech in order to be able to apply a higher level of description to a variety of text types. We are also continuing to foster a love and enjoyment in reading across a variety of genres while further developing their inference, deduction and reasoning skills. We provide this through our work which based on the Power of Reading.

Our text for this term is: Cosmic by Frank Cotrell Boyce.

 

We will develop these various skills by:

  • Experiencing a wide knowledge of text types to inform our writing.
  • Ensuring that content and style of writing accurately reflects the purpose.
  • Using paragraphs to organise ideas.
  • Building cohesion between paragraphs.
  • Building cohesion within a paragraph.
  • Continuing to increase the speed of handwriting by choosing the shape of the letter to use when given a choice and joining letters accurately in order to increase the volume of writing which can be produced in a single lesson.
  • Using vivid description.
  • Linking openings to closings.
  • Using apostrophes to show possession and omission.
  • Identifying and use relative pronouns.
  • Selecting the parts of my writing that need to be developed in detail.
  • Carefully selecting words to create effect.
  • Using commas to show subordinate clauses.
  • Selecting words to create effect.
  • Using a varied vocabulary to develop ideas.
  • Proof-reading writing for spelling, punctuation and grammar errors.
  • Considering verb forms to aid description.
  • Build an awareness of the reader.
  • Editing and improving written pieces.
  • Writing in Standard English avoiding colloquialisms.
  • Spelling words from the Year 5/6 word list; focusing on spellings words with prefixes and suffixes.
  • Experimenting with clause position in complex sentences.
  • Identifying and using modal verbs to suggest degrees of possibility.
  • Using a range of sentence types; simple, compound and complex.
  • Using high level punctuation accurately.
  • Punctuating speech.

 

In Mathematics we will be working on these key skills:

  • Consolidating methods of calculation and considering the most effective methods.
  • Developing reasoning skills in order to explain mathematical work.
  • Using accurate mathematical vocabulary.

 

We will develop these skills while covering:

  • Reading, writing and ordering numbers up to 1,000,000 and know the value of each digit.
  • Counting forwards and backwards in steps of 100, 1000, 10,000 to 1,000,000 from any number.
  • Being able to count forwards and backwards through zero and use negative numbers in simple calculations.
  • Solving multi-step problems, choosing the correct operations and explain your methods.
  • Solving problems that involve converting between units of time.
  • Understanding the terms: factor, factor pairs, prime and multiple.
  • Using times tables and related division facts.
  • Comparing and ordering fractions where denominators are multiples of the same number.
  • Finding equivalent fractions.
  • Using understanding of place value to multiply and divide whole and decimal numbers by 10, 100 and 1000.
  • Using formal written methods to multiply up to 4 digits by 1 digit numbers.
  • Using short division to divide up to 4-digit by 1-digit numbers, explaining remainders.
  • Drawing and measuring angles in degrees.
  • Estimating and comparing obtuse, acute and reflex angles.
  • Understanding composite shapes.
  • Knowing that 360 is a whole turn.
  • Rounding any number up to 1,000,000 to the nearest 10, 100, 1000, 10,000, 100,000.
  • Rounding including decimals with two decimal places to the nearest whole number and also to one decimal place.
  • Practising to mentally add and subtract large numbers (10,000).
  • Ordering whole numbers up to six digits and decimals with up to three decimal places.

 

In Science we will be introducing the different areas of science including: biology, physics and chemistry. The skills we will be developing in Year 5 are:

  • Planning own investigations while understanding the components (variables, hypothesis, fair test, organising data, conclusions).
  • Using accurate scientific vocabulary.

We will develop these while learning about:

 

Earth and Space

  • Describing the Sun, Earth and Moon as approximately spherical bodies.
  • Describing the movement of the Earth, and other planets, relative to the Sun in the solar system.
  • Describing the movement of the Moon relative to the Earth.
  • Using the idea of the Earth’s rotation to explain day and night and the apparent movement of the sun across the sky.

Force

  • Explaining that unsupported objects fall towards the Earth because of the force of gravity acting between the Earth and the falling object.
  • Identifying the effects of air resistance, water resistance and friction, that act between moving surfaces.
  • Planning different types of scientific enquiries to answer questions, including recognising and controlling variables where necessary.
  • Taking measurements, using a range of scientific equipment, with increasing accuracy and precision, taking repeat readings when appropriate.
  • Recording data and results of increasing complexity using scientific diagrams and labels, classification keys, tables, scatter graphs, bar and line graphs.
  • Using test results to make predictions to set up further comparative and fair tests.
  • Reporting and presenting findings from enquiries, including conclusions, casual relationships and explanations of and degree of trust in results.
  • Identifying scientific evidence that has been used to support or refute ideas or arguments.
  • Recognising some mechanisms, including levers, pulleys and gears.

 

In Computing we are developing our skills in coding to further develop the games we created in Year 4 to include more complex algorithms.

 

 

In Geography we will be building on previous knowledge of the local area to develop our map skills and compare and contrast to local in the UK.

We will develop this through:

  • Naming and locating countries and cities in the UK.
  • Using a globe, maps & some OS symbols on maps to name and locate counties & cities of the UK.
  • Learning more about the geographical regions of the UK & their identifying physical and human characteristics, including more cities and detail of the key topographical features including naming some UK hills, mountains & rivers or types of coasts.
  • Giving a few reasons for the impact of geographical influences/ effects on people place or themes studied (job opportunities, tourism, housing).
  • Providing greater detail of geographical regions of the UK & their identifying physical and human characteristics.
  • Orienteering

 

In History we will be further developing our skills to use primary and secondary sources and artefacts to determine if sources are reliable or not.

We will be doing this while learning about the Normans.

 We will:

  • Understand the order of things because I know that the past can be divided into different periods of time.
  • Understand important events, people and changes of different periods.
  • Give reasons for the main events and reasons for the changes.
  • Pick out different ways that the past is shown.

 

 

In Art we will develop our skills in borrowing techniques from artists studied as well as further develop autonomy/ownership of their work. We will also be developing evaluation skills.

We will do this through:

  • Observe and use a variety of techniques to show the effect of light on objects.
  • Use sketch books to inform, plan and develop ideas.
  • Use a variety of techniques to interpret the texture of a surface.
  • Work collaboratively on a variety of sizes and different scales.
  • Consider how famous artists use colour: Peter Thorpe.
  • Confidently work from observation or imagination.
  • Take account of the properties of media being used.
  • Select and use a range of materials to achieve a specific outcome.
  • Explore the texture of pastels.
  • Use colour to express moods and feelings.

 

In Design and Technology we will develop the skills necessary to take more autonomy of their designing, making and evaluating process.

We will do this through a diorama based design process linked to our topic on space.

  • Generate ideas through brainstorming and identifying a purpose for a product.
  • Select appropriate materials, tools and techniques.
  • Measure and mark out accurately.
  • Cut and join with accuracy.
  • Use basic skills in using different tools and equipment safely and accurately, with some support.
  • Evaluate work at the end of the assignment.

 

In Music we are developing our observational listening skills as well as our music vocabulary.

We will do this through:

  • Describe music using musical vocabulary, Pitch, Duration, Dynamics, Tempo, Timbre, Texture, and Structure.
  • Perform a part within a simple group performance in simple time, 2,3, 4.
  • Improve work.
  • Perform from memory, confidently either as a soloist, or in a small group.
  • Begin to sing in harmony within a song, with expression, shape and with awareness of others.
  • Evaluate how venue, occasion and purpose affects the way music is created, preformed and heard.

 

PE

In Invasion games we will be building on previous learning to develop greater control and skill in game situations.

We will do this through:

  • Performing skills with accuracy, confidence and control.
  • Know and find ways to get the ball towards the opponent’s goal.
  • Choose positions in teams and know how to help attack.
  • Suggest ideas for warming up, explaining reasons for choice.
  • Recognise activities that help build strength, speed and stamina.

 

In Net and Wall games, we will be learning to:

  • Explain what they are trying to do and why it is a good idea.
  • Carry out warm-up activities carefully and thoroughly.
  • Give explanations about how warm-up affects the body.
  • Know why warming up is important to help improve play.
  • Know the types of exercise they should concentrate on (speed and flexibility)
  • Know the difference between attacking and defending skills.
  • Recognise activities that help strength, speed and stamina.
  • Know what they are successful at and what they need to practise more.
  • Try things out and ask for help to perform better.
  • Know how to mark and defend their goal.
  • Recognise activities that help strength, speed and stamina.
  • Choose positions in their teams and know how to help attack.
  • Use a variety of tactics to keep the ball.
  • Know and find ways to get the ball towards the opponents’ goal.
  • Look for specific skills used in a game and explain if they are being done well.
  • Work well with others, adapting play to suit the strengths of everyone.
  • Spot the spaces in their opponents’ court and try to hit the ball towards them.
  • Position themselves well on court.
  • Play shots on both sides of the body and above the head.
  • Direct the ball reasonably well towards an opponents’ court.
  • Show good backswing, follow through and feet positioning.
  • Spot the spaces in an opponents’ court and try to hit the ball towards them.

 

 

 

In French we will be building the conversational skills as well as beginning to write in French.

We will do this through our unit on school.

  • Prepare and practise a simple conversation, reusing familiar vocabulary and structures in new contexts.
  • Re-read frequently a variety of short texts.
  • Write words, phrases and short sentences, using a reference.
  • Recognise patterns in simple sentences.
  • Apply knowledge of rules when building sentences.
  • Apply grammatical knowledge to build sentences.
  • Use actions and rhymes to aid memorisation.
  • Ask for repetition and clarification.
  • Appreciate that different languages use different writing conventions.
  • Listen attentively and understand more complex sentences.
  • Practise new language with a friend and outside the classroom.
  • Look and listen for visual and aural clues.
  • Make simple sentences.
  • Look and listen for visual and aural clues.

 

 

Spring Term

 

In RE the key skills we are developing in Year 5 are:

  • Use of the Bible to locate Scripture.
  • Building deeper understanding of the Scripture pupils are familiar with from previous learning.
  • Linking Scripture to their own experiences and the ability to show evidence of this in written work.

 

We will develop these skills through our topics which are:

 

Mission

  • Looking at our diocese and how inspirational leaders live their missions.
  • Learning about the role of the Bishop.
  • Thinking about the mission of our diocese.

 

Memorial Sacrifice

  • Exploring how memories are kept alive.
  • Linking the Passover to the Eucharist.
  • Understanding that the Eucharist is a memorial and a sacrifice.

 

Giving: Sacrifice

  • Understand the cost and reward of giving to others.
  • Looking at how we can grow spiritually during Lent.
  • Exploring the betrayal of Jesus as well as his death as a sacrifice for us.

 

In English we will be working on developing skills related to description building on previous knowledge of parts of speech in order to be able to apply a higher level of description to a variety of text types. We are also continuing to foster a love and enjoyment in reading across a variety of genres while further developing their inference, deduction and reasoning skills. We provide this through our work which based on the Power of Reading.

Our texts for this term is: Street Child by Berlie Doherty, The Just So Stories by Rudyard Kipling and Varmints by Helen Ward.

 

We will develop these various skills by:

  • Read age appropriate books aloud with intonation, confidence and fluency.
  • Give/explain the meaning of new words.
  • Increase their familiarity with fiction genres including books form other cultures.
  • Know a range of children’s authors and poets.
  • Summarise using an appropriate amount of detail as evidence.
  • Explain some choices an author has made in structuring and organising their text.
  • Predict what may happen using stated and implied details and a wider personal understanding of the World.
  • Answer questions about the words and phrases used in a text.
  • Identify, describe and compare writers’ themes across a range of texts.
  • Write for a range of purposes and audiences, confidently selecting structure and organisation.
  • Describe settings, characters and atmosphere to consciously engage the reader.
  • Use dialogue to convey a character and advance the action with increasing confidence.
  • Create paragraphs that are usually suitably linked.
  • Proofread work, assess the effectiveness of writing and make corrections and improvements.
  • To use the following punctuation correctly: commas to clarify meaning and avoid ambiguity, commas for parenthesis, brackets for parenthesis, dashes for parenthesis, correct speech punctuation.
  • Use a wider range of linking words/phrases between sentences and paragraphs to build cohesion including time and place adverbials.
  • Use relative clauses beginning with a relative pronoun (who, which, where, when, whose, that), e.g. Professor Scriffle, who was a famous inventor, had made a new discovery.

 

In Mathematics we will be working on these key skills:

  • Consolidating methods of calculation and considering the most effective methods.
  • Developing reasoning skills in order to explain mathematical work.
  • Using accurate mathematical vocabulary.

 

We will develop these skills while covering:

  • Using formal written methods, multiply up to 4 digits by both one and two digit numbers.
  • Solve problems involving multiplication and division, including scaling by simple fractions and problems involving simple rates.
  • Using times tables and related division facts.
  • Comparing and ordering fractions where denominators are multiples of the same number.
  • Finding equivalent fractions.
  • Using understanding of place value to multiply and divide whole and decimal numbers by 10, 100 and 1000.
  • Using short division, divide up to four digits by one digit and be able to explain any remainders.
  • Compare/order fractions where denominators are multiples of the same number. 
  • Find equivalent fractions.
  • Recognise mixed numbers and improper fractions and be able to convert from one to the other. 
  • Be able to add/subtract fractions with a common denominator. Use this knowledge in problem solving.
  • Multiply proper fractions and mixed numbers by a whole number.
  • Say, read and write decimal numbers, fractions and percentages. Use the relationship to solve problems.
  • Say, read and write decimal fractions and related tenths, hundredths and thousandths accurately. 

 

In Science we will be introducing the different areas of science including: biology, physics and chemistry. The skills we will be developing in Year 5 are:

  • Planning own investigations while understanding the components (variables, hypothesis, fair test, organising data, conclusions).
  • Using accurate scientific vocabulary.

We will develop these while learning about:

 

Force

  • Explaining that unsupported objects fall towards the Earth because of the force of gravity acting between the Earth and the falling object.
  • Identifying the effects of air resistance, water resistance and friction, that act between moving surfaces.
  • Planning different types of scientific enquiries to answer questions, including recognising and controlling variables where necessary.
  • Taking measurements, using a range of scientific equipment, with increasing accuracy and precision, taking repeat readings when appropriate.
  • Recording data and results of increasing complexity using scientific diagrams and labels, classification keys, tables, scatter graphs, bar and line graphs.
  • Using test results to make predictions to set up further comparative and fair tests.
  • Reporting and presenting findings from enquiries, including conclusions, casual relationships and explanations of and degree of trust in results.
  • Identifying scientific evidence that has been used to support or refute ideas or arguments.
  • Recognising some mechanisms, including levers, pulleys and gears.

 

Properties and changes of materials

  • Compare and group together everyday materials on the basis of their properties, including their hardness, solubility, transparency, conductivity (electrical and thermal), and response to magnets.
  • Know that some materials will dissolve in liquid to form a solution, and describe how to recover a substance from a solution.      
  • Use knowledge of solids, liquids and gases to decide how mixtures might be separated, including through filtering, sieving and evaporating.
  • Give reasons, based on evidence from comparative and fair tests, for the particular uses of everyday materials, including metals, wood and plastic.         
  • Demonstrate that dissolving, mixing and changes of state are reversible changes.          
  • Explain that some changes result in the formation of new materials, and that this kind of change is not usually reversible, including changes associated with burning and the action of acid on bicarbonate of soda.

 

In Computing we are developing our skills in coding to further develop:

  • Write a program to create a simple shape and design and create programs to use repetition in a program to draw a more complex figure; use sequence and repetition in programs.
  • Understand some elements of how search engines select and rank results.
  • Format work correctly using appropriate font sizes.
  • Use Word for a variety of purposes, e.g. write up a history report a science experiment.
  • Understand how the internet can provide the worldwide web.

 

 

In Geography we will be studying physical geography focusing on coasts and rivers.

We will develop this through:

  • Understand more about the geographical regions of the UK and their identifying physical and human characteristics, including more cities and detail of the key topographical features, including naming some UK hills, mountains and rivers or types of coast.
  • Provide greater detail of geographical regions of the UK and their identifying physical and human characteristics.
  • Demonstrate understanding of key aspects of physical geography, e.g. climate zones, biomes and vegetation belts.
  • Explain the water cycle using a diagram.
  • Use precise geographical words when describing geographical places, features and processes, such as erosion, deposition, mouth, source, tributary, cliff, bay, headland, relief, resort, port, derelict, latitude, longitude, distribution, industry, network, region, raw material, energy, fuel, power, natural resource, labour.

 

In History we will be further developing our skills to use primary and secondary sources and artefacts to determine if sources are reliable or not.

We will be doing this while learning about the Victorians.

 We will:

  • Understand the order of things because I know that the past can be divided into different periods of time.
  • Understand important events, people and changes of different periods.
  • Give reasons for the main events and reasons for the changes.
  • Pick out different ways that the past is shown.
  • Draw a timeline showing different time periods and different information i.e. when famous people lived.
  • Understand that crime and punishment have changed over the years.

 

 

In Art we will develop our skills in borrowing techniques from artists studied as well as further develop autonomy/ownership of their work. We will also be developing evaluation skills.

We will do this through:

  • Observe and use a variety of techniques to show the effect of light on objects.
  • Use sketch books to inform, plan and develop ideas.
  • Use a variety of techniques to interpret the texture of a surface.
  • Work collaboratively on a variety of sizes and different scales.
  • Organise line, tone, shape and colour to represent figures and forms in movement.
  • Confidently work from observation or imagination.

 

In Design and Technology we will develop the skills necessary to take more autonomy of their designing, making and evaluating process.

We will do this through a diorama based design process linked to our topic on space.

  • Generate ideas through brainstorming and identifying a purpose for a product.
  • Select appropriate materials, tools and techniques.
  • Produce a detailed step-by-step plan.
  • Check to see whether anything can be improved.
  • Evaluate appearance and function against the original criteria

 

In Music we are developing our observational listening skills as well as our music vocabulary.

We will do this through:

  • Describe music using musical vocabulary, Pitch, Duration, Dynamics, Tempo, Timbre, Texture, and Structure.
  • Perform a part within a simple group performance in simple time, 2,3, 4.
  • Improve work.
  • Perform from memory, confidently either as a soloist, or in a small group.
  • Begin to sing in harmony within a song, with expression, shape and with awareness of others.
  • Evaluate how venue, occasion and purpose affects the way music is created, preformed and heard.
  • Identify the difference between pulse and syncopation and begin to use in a composition.
  • Use a variety of notation to compose music for different occasions using a given criteria.
  • Analyse and compare musical features of a piece within a timeframe.

 

PE

In gymnastics we will be building on previous learning to develop greater control and skill in game situations.

We will do this through:

  • Perform combinations of actions that show clear levels, speeds and directions.
  • Perform actions, shapes and balances clearly, consistently and fluently.
  • Repeat a longer sequence with extension, clear body shape and changes in direction.
  • Adapt sequences to include a partner or small group.
  • Take more responsibility for their own warm up.
  • Understand how muscles work, how to stretch and how to do strengthening exercises.
  • Watch and comment on the quality of movements, shapes and balances.
  • Identify which aspects were performed accurately, fluently and clearly.
  • Suggest improvements to speed, direction and level in composition.
  • Show clear levels, speeds and directions and perform actions consistently.
  • Show extension, clear body shape and changes in direction in phrases with a partner or small group (6/8 actions).

 

In Net and Wall games, we will be learning to:

  • Explain what they are trying to do and why it is a good idea.
  • Carry out warm-up activities carefully and thoroughly.
  • Give explanations about how warm-up affects the body.
  • Know why warming up is important to help improve play.
  • Know the types of exercise they should concentrate on (speed and flexibility)
  • Know the difference between attacking and defending skills.
  • Recognise activities that help strength, speed and stamina.
  • Know what they are successful at and what they need to practise more.
  • Try things out and ask for help to perform better.
  • Know how to mark and defend their goal.
  • Recognise activities that help strength, speed and stamina.
  • Choose positions in their teams and know how to help attack.
  • Use a variety of tactics to keep the ball.
  • Know and find ways to get the ball towards the opponents’ goal.
  • Look for specific skills used in a game and explain if they are being done well.
  • Work well with others, adapting play to suit the strengths of everyone.
  • Spot the spaces in their opponents’ court and try to hit the ball towards them.
  • Position themselves well on court.
  • Play shots on both sides of the body and above the head.
  • Direct the ball reasonably well towards an opponents’ court.
  • Show good backswing, follow through and feet positioning.
  • Spot the spaces in an opponents’ court and try to hit the ball towards them.

 

In French we will be building the conversational skills as well as beginning to write in French.

We will do this through our unit on school.

  • Prepare and practise a simple conversation, reusing familiar vocabulary and structures in new contexts.
  • Re-read frequently a variety of short texts.
  • Write words, phrases and short sentences, using a reference.
  • Recognise patterns in simple sentences.
  • Apply knowledge of rules when building sentences.
  • Apply grammatical knowledge to build sentences.
  • Use actions and rhymes to aid memorisation.
  • Ask for repetition and clarification.
  • Appreciate that different languages use different writing conventions.
  • Listen attentively and understand more complex sentences.
  • Practise new language with a friend and outside the classroom.
  • Look and listen for visual and aural clues.
  • Make simple sentences.
  • Look and listen for visual and aural clues.

 

 

Summer Term

 

In RE the key skills we are developing in Year 5 are:

  • Use of the Bible to locate Scripture.
  • Building deeper understanding of the Scripture pupils are familiar with from previous learning.
  • Linking Scripture to their own experiences and the ability to show evidence of this in written work.

 

We will develop these skills through our topics which are:

Transformation

  • Know and understand: Transforming energy, Pentecost and the celebration of the Spirit’s transforming power
  • Acquire the skills of assimilation, celebration and application of the above.

 

Freedom and Responsibility

  • Know and understand: Freedom involves responsibility, God’s rules for living freely and responsibly and the Commandments.
  • Acquire the skills of assimilation, celebration and application of the above.

Stewardship

  • Know and understand: God’s creation of the world and our responsibility to look after it.

 

In English we will be working on developing skills related to description building on previous knowledge of parts of speech in order to be able to apply a higher level of description to a variety of text types. We are also continuing to foster a love and enjoyment in reading across a variety of genres while further developing their inference, deduction and reasoning skills. We provide this through our work which based on the Power of Reading.

Our texts for this term are: Wolf Brother by Michelle Paver and Clockwork by Philip Pullman

 

We will develop these various skills by:

  • Read age appropriate books aloud with intonation, confidence and fluency.
  • Give/explain the meaning of new words.
  • Increase their familiarity with fiction genres including books form other cultures.
  • Know a range of children’s authors and poets.
  • Summarise using an appropriate amount of detail as evidence.
  • Explain some choices an author has made in structuring and organising their text.
  • Predict what may happen using stated and implied details and a wider personal understanding of the World.
  • Answer questions about the words and phrases used in a text.
  • Identify, describe and compare writers’ themes across a range of texts.
  • Write for a range of purposes and audiences, confidently selecting structure and organisation.
  • Describe settings, characters and atmosphere to consciously engage the reader.
  • Use dialogue to convey a character and advance the action with increasing confidence.
  • Create paragraphs that are usually suitably linked.
  • Proofread work, assess the effectiveness of writing and make corrections and improvements.
  • To use the following punctuation correctly: commas to clarify meaning and avoid ambiguity, commas for parenthesis, brackets for parenthesis, dashes for parenthesis, correct speech punctuation.
  • Use a wider range of linking words/phrases between sentences and paragraphs to build cohesion including time and place adverbials.
  • Use relative clauses beginning with a relative pronoun (who, which, where, when, whose, that), e.g. Professor Scriffle, who was a famous inventor, had made a new discovery.

 

In Mathematics we will be working on these key skills:

  • Consolidating methods of calculation and considering the most effective methods.
  • Developing reasoning skills in order to explain mathematical work.
  • Using accurate mathematical vocabulary.

 

We will develop these skills while covering: The four operations, Problem solving and word problems involving the four operations and geometry.

  • When solving multi-step problems, choose the correct operations and explain methods.
  • Round answers appropriately.
  • Using formal written methods, multiply up to 4 digits by both one and two digit numbers.

 

  • Solve problems involving multiplication and division, including scaling by simple fractions and problems involving simple rates.
  • Solve problems that involve converting between units of time, including time lapse.
  • Draw and measure angles in degrees.
  • Estimate and compare acute, obtuse and reflex angles.
  • Know that 360˚ is a whole turn.
  • Distinguish between regular and irregular polygons based on reasoning about equal sides and angles. 
  • Match a net to its 3D shape.
  • Describe the position of a shape following a reflection or translation. 

 

In Science we will be introducing the different areas of science including: biology, physics and chemistry. The skills we will be developing in Year 5 are:

  • Planning own investigations while understanding the components (variables, hypothesis, fair test, organising data, conclusions).
  • Using accurate scientific vocabulary.

 

We will develop these while learning about:

Animals including humans

  • Describe the changes as humans develop to old age.

Living things and their habitats

  • Describe the differences in the life cycles of a mammal, an amphibian, an insect and a bird.   
  • Describe the life process of reproduction in some plants and animals.

 

In Computing we are developing our skills in blogging and using CAD style design programmes.

 

We will:

  • Create a blog profile and create blog posts on a particular theme; to comment on a blog post.
  • In Word, to use bold, italics, the underline button and keyboard shortcuts.
  • Format work correctly using appropriate font sizes.
  • Develop an understanding of turtle graphics; to select, use and combine a variety of software to design and create a range of programs.
  • Create simple objects using SketchUp; design and create content; add furniture to ‘My Gallery’ in SketchUp; use search technologies effectively.

 

In Geography we will be studying physical geography focusing on South America.

 

We will:

  • Identify some of the world’s countries, focusing on South America; concentrating on environmental regions, key physical and human characteristics, countries and major cities.
  • Demonstrate understanding of geographical similarities and differences through the study of human and physical geography of a region of the UK and a region within South America.
  • Justify and give some reasons for geographical similarities and differences between UK, European and North/South American regions.
  • Demonstrate understanding of key aspects of physical geography, e.g. climate zones, biomes and vegetation belts.
  • Use precise geographical words when describing geographical places, features and processes, such as erosion, deposition, mouth, source, tributary, cliff, bay, headland, relief, resort, port, derelict, latitude, longitude, distribution, industry, network, region, raw material, energy, fuel, power, natural resource, labour.

 

 

 

In History we will be further developing our skills to use primary and secondary sources and artefacts to determine if sources are reliable or not.

We will be doing this while learning about the Mayans.

 

We will:

  • Make comparisons between historical periods, explaining what has changed and what has remained the same.
  • Draw a timeline showing different time periods and different information i.e. when famous people lived.
  • Use mathematical skills to work out exact timescales.
  • Test out a hypothesis in order to answer questions.

 

In Art we will develop our skills in borrowing techniques from artists studied as well as further develop autonomy/ownership of their work. We will also be developing evaluation skills.

Artist Study – Lowri and Matisse and Frink.

Mayan Printing

 

We will:

  • Create an accurate print design that meets a given criteria.
  • Print using a number of colours.
  • Print onto different materials.
  • Create a print based on the work of a famous designer (e.g. Escher, etc.).
  • Sculpt clay and other mouldable materials.
  • Experiment with/combine materials and processes to design and make a 3D form.
  • Recognise sculptural forms in the environment (e.g. furniture, buildings).
  • Discuss own work and work of other sculptors (e.g. Frink, etc.).

 

In Design and Technology we will develop the skills necessary to take more autonomy of their designing, making and evaluating process.

Mayan Printing (cross over with art)

Making Mayan food)

 

We will:

  • Produce a detailed step-by-step plan.
  • Suggest some good alternative plans and discuss the positives and negatives about each.
  • Keep checking that design is the best that it can be.
  • Check to see whether anything can be improved.
  • Evaluate appearance and function against the original criteria.
  • Describe how to be both hygienic and safe.
  • Present a product well.

 

In Music we are developing our observational listening skills as well as our music vocabulary.

Life cycles and cyclical patterns

Making an orchestra- Percussion

 

 

 

We will:

  • Sing and include movement to convey the meaning of a song.
  • Recognise and use basic structured forms when playing, e.g. rounds, variations and rondo.
  • Identify the difference between pulse and syncopation and begin to use in a composition.
  • Use a variety of notation to compose music for different occasions using a given criteria.
  • Evaluate how venue, occasion and purpose affects the way music is created, performed and heard.
  • Analyse and compare musical features of a piece within a timeframe.

 

PE

Athletics

 

We Will:

  • Perform a range of jumps showing power, control and consistency at both take-off and landing.
  • Qrganise themselves in small groups safely, take turns and play different roles.
  • Know and understand the basic principles of relay take-overs.
  • Take part well in a relay event.
  • Perform a range of warm up activities.
  • Say why some athletic activities can improve strength, power or stamina, and explain how these can help performance in other types of activity.
  • Watch a partner/s athletic programme and identify and main strengths.
  • Identify parts of the performance that need to be practised and refined and suggest improvements.

Team games (Cricket)

  • Hit a ball with purpose, varying the speed, height and direction.
  • Explain what they are trying to achieve and why it is a good idea.
  • Spot the spaces in an opponent’s court and to try and hit the ball towards them.
  • Position themselves well on court.
  • Play shots on both sides of the body.
  • Direct the ball reasonably well.
  • Carry out warm up activities carefully and thoroughly.
  • Give good explanations of how warm up activities affect the body.
  • Know why warming up is important to help them play better.
  • Know the types of exercise they should concentrate on, e.g. speed and flexibility.
  • Know what they are successful at and what they need to practise more.
  • Try things out and ask for help to perform better.
  • Work well with others, adapting their play to suit their own and others’ strengths.

 

In French we will be building the conversational skills as well as beginning to write in French.

We will do this through our units on holidays and home.

 

We will:

  • Prepare and practise a simple conversation, reusing familiar vocabulary and structures in new contexts.
  • Re-read frequently a variety of short texts.
  • Write words, phrases and short sentences, using a reference.
  • Recognise patterns in simple sentences.
  • Apply knowledge of rules when building sentences.
  • Apply grammatical knowledge to build sentences.
  • Use actions and rhymes to aid memorisation.
  • Ask for repetition and clarification.
  • Appreciate that different languages use different writing conventions.
  • Listen attentively and understand more complex sentences.
  • Practise new language with a friend and outside the classroom.
  • Look and listen for visual and aural clues.
  • Make simple sentences.
  • Look and listen for visual and aural clues.

 

 

Top