Year 5

Curriculum Overview

Autumn Spring Summer

Theme Changes

(Science)

Judaism:

Shabat –

A day of rest

Intimidating

Invaders and

terrifying traders

Judaism:

Hannukah

DT/

Enterprise

Lest we Forget...

(WW1)

Judaism:

Prayer

What a

Performan

ce

Judaism:

Visiting the

Synagogue

Rainforest

South America

Changes

(Science)

Time allocation

2 weeks 1 week 9 weeks 1 week 2 weeks 8 weeks 1 week 2 weeks 2 weeks 9 weeks 2 weeks

Class Visit Yorvik Synagogue visit Zoo Lab

‘Hook / Wow’

Wonder Dome

http://wonderdo

me.co.uk/

Shabat

video

Viking Day - chn come

dressed as vikings place

viking games, facts etc

prepared.

Try selection of

kosha foods

Bird spotting

(Will create

Bird Boxes)

Film clips – WW1 footage 20 questions:

Team challenge

to generate 20

questions based

on photos of

Jewish Life

Drama Games Synagogue visit Zoo Lab Team challenge –

protect an egg

from breaking

when dropped

from a height

End of theme

celebration

Space themed

cakes

sale/bakeoff

Viking museum - Special Assembly/presentation to

parents

Documentary.

School hall set up

as screening

room.

Book Study Cosmic Pig Heart Boy Percy Jackson & The

Lightning Thief

The Boy in the Girls

Bathroom

The Explorer War Horse

Year 5 Autumn - English & Maths

Theme Changes (Science) (2 weeks)

Judaism: Shabbat – A day of rest

(1 week)

Intimidating Invaders and terrifying traders

(9 weeks)

Judaism: Hanukah

(1 week)

DT/ Enterprise

(2 weeks)

English Theme

Information & Explanation texts re: space Space adventures stories Postcards from the moon

Information text about Shabat

2 dairy entries of battle between Anglo-Saxon & Viking from opposing views. Adventure stories Newspaper report re: Viking invasion

Retell the story of ‘Esther saves her people’

Explanation Text How to make…

Speaking & Listening

Engage the listener by varying my expression and vocabulary. Adapt my spoken language depending on the audience, the purpose or the context. Develop my ideas and opinions, providing relevant detail. Express my point of view.

Reading Apply knowledge of root words, prefixes and suffixes to read aloud and to understand the meaning of unfamiliar words. Read further exception words, noting the unusual correspondences between spelling and sound, and where these occur in the word. Attempt pronunciation of unfamiliar words drawing on prior knowledge of similar looking words. Know that there is a range of narrative genres which includes classic and traditional stories, myths and legends, poems and play scripts. Know that these are structured in different ways. Know that non-fiction texts are structured to guide the reader to information. Can explain how the structure guides the reader to find specific information. Find words and language that are used for effect. Can explain how the words and language create a precise effect. Understand that there will be unfamiliar words in the texts I read. Use dictionaries to check or find the meaning of unfamiliar words. Ask questions to improve my understanding. Re-read to check that the text is meaningful. Draw inferences such as inferring characters' feelings, thoughts and motives from their actions at different points in the text. Give a personal point of view about a text. Explain the reasons for my viewpoint, using evidence from the text. Listen to others’ ideas and opinions about a text. Make connections between other similar texts, prior knowledge and experience. Explain why there are connections, using evidence. Compare books with similar themes. Identify key information from my text. Summarise key information in sentences. Find key information from different parts of the text. Understand the difference between fact and opinion. Find examples of fact and opinion in texts and explain why one is fact and the other opinion.

Writing My writing shows that I aim for a range of audiences and the purpose of my writing is to inform, entertain or persuade. Organise writing into paragraphs to show different information or events. (TIP TOP – Time, Place, Topic, Person Speaking) (paragraphs can be extended or developed- main point, topic, event, idea with an explanation or additional detail) Letter Non Chronological Report Diary Poetry Narrative – Historical Theme Diary Persuasive Leaflet

Grammar Use the correct tense throughout a piece of writing. Use modal verbs mostly appropriately to suggest degrees of possibility. (could, would, might) Add precision, detail and qualification using prepositional phrases and adverbs. Effectively draft my work so that I enhance meaning and adapt my grammar choices for effect. Can mostly use commas correctly to mark phrases and clauses- clarity. Follow Active English Programme – Year 5

Spelling Form verbs with prefixes, for example, dis, de, mis, over and re. Use the first three or four letters of a word to check spelling, meaning or both in a dictionary. Begin to proof read my work for spelling and punctuation errors. Spelling Shed Lists – 1 - 15

Handwriting (From ‘Teach Handwriting’ Repet Year 4 Route A) Week 1 - Wholes words, mixed letter families & bottom exit joins Week 2 - Whole words, mixed letter families and top exit joins Week 3 - Whole words, mixed letter families and joins Week 4 - Capital straight lines and family & mixed lower case letters and joins Week 5 - Capital straight & silent lines family & mixed lower case letters and joins Week 6 Capital straight & curly lines family & mixed lower case letters and joins Week 7 & 8 – Recap and consolidate

Week 1 - Capital curly lines family & mixed lower case letters and joins Week 2 - Mixed capital letters & Mixed lower case letters and joins Week 3 - Numbers & Symbols (0 to 9 ? ! @ £ $) Week 4 - Wholes words, mixed letter families & focus on bottom exit letter joins Week 5 - Whole words, mixed letter families & focus on bottom exit letters to the letter ‘e’ Week 6 - Mixed Letter families & focus on top letters to the letter ‘e’ Week 7 – Recap and consolidate

Maths Place value Read, write, order and compare numbers to at least 1,000,000 and determine the value of each digit. Count forwards or backwards in steps of powers of 10 for any given number up to 1,000,000 Interpret negative numbers in context, count forwards and backwards with positive and negative whole numbers including through zero Round any number up to 1,000,000 to the nearest 10, 100, 1,000l, 10,000and 100,000. Solve number problems and practical problems that involve all of the above Read Roman numerals up to 1,000 (M) and recognise years written in Roman numerals Addition and Subtraction Add and subtract numbers mentally and increasingly large numbers Add and subtract whole numbers with more than 4 digits, including using formal written methods (columnar addition and subtraction). Use rounding to check answers to calculations and determine, in the context of a problem, levels of accuracy Solve addition and subtraction multi-step problems in contexts, deciding which operations and methods to use and why Statistics Solve comparison, sum and difference problems using information presented in a line graph Complete, read and interpret information in tables including timetables Multiplication and Division Multiply and divide numbers mentally drawing upon known facts Multiply and divide whole numbers by 10, 100 and 1000 Identify multiples and factors, including finding all factor pairs of a number, and common factors of two numbers Recognise and use square numbers and cube numbers and the notation for squared and cubed Solve problems involving multiplication and division including using knowledge of factors and multiples, squares and cubes Know and use the vocabulary of prime numbers, prime factors and composite (non-prime) numbers Establish whether a number up to 100 is prime and recall prime numbers up to 19 Identify multiples and factors including all factor pairs of a number, and common factors of two numbers Area and perimeter Measure and calculate the perimeter of composite rectilinear shapes in cm and m Calculate and compare the area of rectangles (including squares) and including using standard units, cm2 m2 and estimate the area of irregular shapes

Maths Themes Data handling – distances of planets form the sun and other facts Time Money and measures – bake off. Data handling and word problems related to Vikings/Anglo Saxons Train timetables/journey times to York (trip)

Year 5 Autumn – Foundation Subjects

Theme Changes (Science) (2 weeks)

Judaism: Shabbat – A day of rest

(Unit 1) (1 week)

Intimidating Invaders and terrifying traders

(9 weeks)

Judaism: Hanukah

(1 week)

DT/ Enterprise

(2 weeks)

Science Concluding: Pupils should be taught to:

identify scientific evidence that has been used to support or refute ideas or arguments

describe the movement of the Earth and other planets relative to the sun in the solar system

describe the movement of the moon relative to the Earth

describe the sun, Earth and moon as approximately spherical bodies

Use the idea of the Earth’s rotation to explain day and night and the apparent movement of the sun across the sky

Computing UNIT 6.5 Information Technology

Find out what a text adventure is and plan one

Make a story-based adventure

Code a map-based text adventure

UNIT 5.1 Computer Science

Design and write a program that simulates a physical system

Explore number and text variables

Create a playable, competitive game

Combine the use of variables, if/else statements and repeats to achieve a desired effect.

Explore the launch command

Create a program to inform others

Digital Literacy

Know how to maintain secure passwords

Review sources of support when using technology

History Chronology: Describe the main changes in a period in history in greater depth. Historical terms: Record knowledge and understanding in a variety of ways, using dates and key terms appropriately Historical Enquiry: Choose reliable sources of evidence to answer questions, realising that there is often not a single answer to historical questions. Was Alfred ‘great’?

Interpreting History: Give reasons why there may be different accounts of history. Alfred the Great Continuity & Change: Describe and begin to make links between main events, situations and changes within and across different periods and societies -Anglo Saxons & Vikings Similarities & Differences: Show understanding of some of the similarities and differences between different periods, belief - Anglo Saxons & Vikings Significance: Give reasons why some events, people or developments are seen as more significant than others - St Bede

Geography Map Skills: Using maps Compare maps with aerial photographs Select a map for a specific purpose

Begin to use atlases to find out other information (e.g. temperature)

Find and recognise places on maps of different scales

Use 8 figure compasses, begin to use 6 figure grid references.

Map knowledge Identify the position and significance of lines of longitude & latitude

Making maps Draw a variety of thematic maps based on their own data

Draw a sketch map using symbols and a key

Use and recognise OS map symbols regularly

PSHE We are Stars Devise a class charter L2 Identify personal gifts and talents H5 Explore feelings when starting something new H6 Develop ideas cooperatively R11 Be able to use a range of communication skills Understand what a role model is

Be friendly, Be Wise Understand there are different types of friendship (online & offline *) R4 Develop conflict resolution strategies (online & offline *) R12 Manage my anger successfully (online & offline *) H6 Develop strategies to prevent bullying (online & offline *) R18 Understand the principles of First Aid H15 Understand about E safety H22

RE Beliefs and Practices: Know why Shabbat is important to Jews

Know why Jews attend the Synagogue Meaning and Purpose: Know the similarities and differences of how the communities celebrate the Shabbat and the Sabbath Reflect and Respond: Understand how similarities between religions can help people to respect each other – similarities between how Shabbat and the Sabbath are celebrated.

Beliefs and Practices: Know how Hanukkah helps to teach young Jews about their past

Understand the symbols of Hanukkah Meaning and Purpose: Understand and explain the significance of Hanukkah to Jews Reflect and Respond: Understand that Hanukkah celebrates key events form the past and compare to other festivals in which religious communities celebrate key events from their past -Lent

Music Practise do pentatonic Prepare low la ~Present/practise quaver- 2 semiquavers Prepare 2 semiquavers-quaver

Create & play ostinatos, read patterns from the stave Practise do pentatonic Prepare/present low la Practise 2 semiquavers-quave Prepare/present 2 semiquavers-quaver

CHRISTMAS PERFORMANCE

Art/DT ART-PAINTING

ANDY WARHOL-PORTRAIT PAINTING

Skills: Analysing work of Andy Warhol, sketching & measuring faces and features. Blending and creating highlights with oil pastels, drawing 3D shapes (still life) involving lettering and shading

Artist: Andy Warhol

Movement: Pop Art

PE (Real PE’ Scheme)

Coordination

Ball Skills

Agility

Reaction/Response

Static Balance

Seated

Static Balance

Floor work

PE (Specialist teacher)

Gymnastics: NC: Develop flexibility, strength, technique, control and balance. NC: compare their performances with previous ones and demonstrate improvement to achieve their personal best. Week 1: Travelling Week 2: rolling, Week 3: balance Week 4: flight Week 5: sequences Week 6: apparatus

Netball: NC: play competitive games, modified where appropriate and apply basic principle suitable for attacking and defending. NC: Use running, jumping, throwing and catching in isolation and in combination. NC: compare their performances with previous ones and demonstrate improvement to achieve their personal best. Week 1: passing Week 2: passing and footwork Week 3: interception and dodging Week 4: attacking and defending Week 5: Shooting Week 6: Mini tournament

Basketball NC: play competitive games, modified where appropriate and apply basic principle suitable for attacking and defending. NC: Use running, jumping, throwing and catching in isolation and in combination. NC: compare their performances with previous ones and demonstrate improvement to achieve their personal best. Week 1: Ready position, movements Week 2: passing games (bounce, chest, overhead pass) throwing target games Week 3: shooting games Week 4: attacking and defending Week 5: small sided games Week 6: mini tournament

Year 5 Spring - English & Maths

Theme Lest we Forget WW1

(8 weeks)

Judaism: Prayer

(1 week)

What a Performance

(2 weeks)

English Theme

WWI Diary Entry Newspaper reports re: historical events Explanation texts re: science

Retell the story of Moses and the Exodus from Egypt A play script Persuasive invitations and posters

Speaking & Listening

Show that I understand the main points, including implied meanings in a discussion. Listen carefully in discussions. I make contributions and ask questions that are responsive to others’ ideas and views. Use Standard English in formal situations. Am beginning to use hypothetical language to consider more than one possible outcome or solution.

Reading Discuss and explain how and why different books have different structures. Can explain why I enjoyed a book or poem and who might also enjoy it. Evaluate the usefulness of a non-fiction book to research questions raised. Understand that a writer moves events forward through a balance of dialogue, action and description. Record effective words and language from reading to use in my own writing. Use meaning-seeking strategies to explore the meaning of words in context. Understand that inferences can be drawn from different parts of the text. Justify inferences with evidence from the text. Make predictions from evidence found and implied. Summarise the main ideas drawn from a text. Build on others’ ideas and opinions about a text in discussion. Question others’ ideas about a text. Compare different versions of texts. Explain the similarities and differences between different versions of texts. Explain how books written in different contexts can have similar themes. Use skimming and scanning to find the information I need. Make notes on the information I need. Organise my notes and present information. Summarise key information from different parts of the text. Present an oral overview or summary of a text. Understand that a narrative can be told from different points of view – narrator, character. Identify the point of view in a narrative. Understand that the writer may have a viewpoint.

Writing Use paragraphs correctly so that each one has a clear topic, and has a signal of change in time, place or event. (TIP TOP) Adapt the grammar and vocabulary used in my writing to suit the audience and purpose. (choose the appropriate form and register/ structure/ layout) Create atmosphere and describe settings- I use antonyms and synonyms to enhance the description. Describe and integrate dialogue to convey character and advance the action. (use of inverted commas, mostly correct) Add detail to my writing by using expanded noun phrases to add precision, detail and qualification. Newspaper Report Persuasive Information text Narrative Myth/legend Argument/Discussion Persuasive Letter Play Script

Grammar Use a range of cohesive devices*, including adverbials, within and across sentences and paragraphs. (Pronouns/ adverbials, conjunctions, similes, -ing, -ed, adverb openers/ repetition of key words for effect/ prepositional phrases/ tenses are secure/ellipses in narratives) Ensure correct subject verb agreement in singular and plural. e.g. was – I (one person) were – we (more than one- the children were) Use a wide range of clause structures, sometimes varying their position within the sentence. (Relative clauses/ embedded clauses/subordinate and coordinating clauses/ adverbials/ prepositional clauses). Use structures typical of very formal speech. (Subjunctive forms- If I were/ Were they to come, or questions tags- he is your friend, isn’t he?) Make some correct use of a further range of punctuation across a range of writing. (Colons to start lists; semi colons to separate items in lists and hyphens to emphasis ideas/ use of semi colon/ colon to mark clauses- It’s raining; I’m fed up) Can use punctuation for parenthesis, mostly correctly. (brackets/commas/hyphens) Follow Active English Programme – Year 5

Spelling Spell some words with ‘silent’ letter. (e.g. knight, psalm, solemn) Convert nouns and adjectives into verbs by adding a suffix, for example, ate, ise, ify. Distinguish between homophones and other words which are often confused. (guessed/guest; serial/cereal; bridal/bridle; altar/alter; desert/dessert; draft/draught; stationary/staitionery; principal/principle) Spelling Shed Lists – 16 - 26

Handwriting (From ‘Teach Handwriting’) Week 1 – Whole words, mixed letter families & top exit letters joining Group T1 letters Week 2 – Whole words, mixed letter families & top exit letters joining group T2 letters Week 3 – Whole words, mixed letter families & joins Week 4 – Whole words, capital letters & mixed letter families & bottom exit letter joins Week 5 – Whole words, capital letters & mixed letter families & top exit letter joins Week 6 – Whole words, capital letters & mixed letter families & joins

Week 1 – Whole words focusing on bottom exit letter joins. Speed & fluency skills. Dictation set 7 Week 2 – Whole words focus on bottom exit letters to the letter ‘e’. Speed & fluidity skills. Dictation set 8 Week 3 – Whole words focus on top letter exit letters to the letter ‘e’. Speed & fluency skills. Dictation set 9 Week 4 – Whole words focus on tope exit letters joining group T1. Speed & fluency skills. Dictation set 10 Week 5 – Whole words focus on top exit letters joining group T2. Speed & fluency skills. Dilatation set 11

Maths Multiplication and Division Multiply and divide numbers mentally drawing upon known facts Multiply numbers up to 4 digits by a one or two digit number using a formal written method, including long multiplication for 2 digit numbers Divide number up to 4 digits by a 1-digit number using the formal written method of short division and interpret remainders appropriately for the context Solve problems involving addition and subtraction, multiplication and division and a combination of these, including understanding the use of the equals sign Fractions Compare and order fractions whose denominators are multiples of the same number Identify, name and write equivalent fractions of a given fraction, represented visually including tenths and hundredths Recognise mixed numbers and improper fractions and convert from one form to the other and write mathematical statements more than 1 as a mixed number Add and subtract fractions with the same denominator and denominators that are multiples of the same number Multiply proper fractions and mixed numbers by whole numbers, supported by materials and diagrams Read and write decimal numbers as fractions Solve problems involving multiplication and division, including scaling by simple fractions and problems and problems involving simple rates Decimals and Percentages Read, write order and compare numbers with up to three decimal places Recognise and use thousandths and relate them to tenths, hundredths and decimal equivalents Round decimals with two decimal places to the nearest whole number and to one decimal place Solve problems involving numbers up to 3 decimal places Recognise the percent symbol %and understand that per cent relates to ‘the number of parts per hundred’ and write percentages as a fraction with denominator 100, and as a decimal Solve problems which require knowing percentage and decimal equivalents of a half, quarter, fifth, two fifths and four fifths and those fractions with a denominator of a multiple of 10 and 25

Maths Themes Data handling re: facts and figures of features from each country eg. Height of mountains, population size Graphing in Science – time graphs. Line graphs. Children to choose the most appropriate way to present data themselves. Grid references and coordinates. Word problems Weighing (Jewish recipes)

Year 5 Spring – Foundation Subjects

Theme Lest We Forget WW1

(8 weeks)

Judaism: Prayer

(1 week)

What a Performance

(2 weeks)

Science Concluding: Pupils should be taught to:

report and present findings from enquiries, including conclusions, causal relationships and explanations of and degree of trust in results, in oral and written forms such as displays and other presentations

Measuring & Recording: Pupils should be taught to: record data and results of increasing complexity using scientific diagrams and labels, classification keys, tables, scatter graphs, bar and line graphs.

Investigation: e.g which material is best to make a bicycle brake pad from? Can I make the most effective parachute? How can we move quicker in water? Solving ‘world problems’ with pulley, gear and levers. Asking questions: Pupils should be taught to:

plan different types of scientific enquiries to answer questions, including recognising and controlling variables where necessary.

Evaluating: Pupils should be taught to: use test results to make predictions to set up further comparative and fair tests

explain that unsupported objects fall towards the Earth because of the force of gravity acting between the Earth and the falling object

identify the effects of air resistance, water resistance and friction, that act between moving surfaces

recognise that some mechanisms including levers, pulleys and gears allow a smaller force to have a greater effect

Computing UNIT 5.7 Information technology

Understand the need for visual representation when generating complex ideas

Use the correct vocabulary when creating a concept map

Understand how a concept map can be used to retell stories and information

Create a collaborative concept map and present this to an audience

Digital Literacy

Gain a greater understanding of the impact that sharing digital content can have.

UNIT 5.5 Computer Science

Review and analyse computer games and know what makes a successful game

Create a game environment and quest.

Share and evaluate games created

Digital Literacy

Be aware of appropriate and inappropriate text, photographs and videos and the impact of sharing these online

Review children’s responsibilities to one another in their online behaviour

History Chronology: Order significant events, movements and dates on a timeline. Historical terms: Record knowledge and understanding in a variety of ways, using dates and key terms appropriately

Historical Enquiry: Choose reliable sources of evidence to answer questions, realising that there is often not a single answer to historical questions. Was WW1 a just cause?

Interpreting History: Give reasons why there may be different accounts of history. WW1 propaganda

Causes & Consequences: Begin to offer explanations about why people in the past acted as they did World War 1

Geography

PSHE Living Long, Living Strong Explore the emotional and physical changes occurring in puberty h18 Understand male and female puberty changes in more detail H18 Explore the impact of puberty on the body and the importance of physical hygiene To explore

Daring to be Different Understand and respect others’ opinions (online & offline*) R10 Know how to agree or disagree with reasoning (online & offline*) R12 Recognise and appreciate risky choices and dares (online & offline*) R15 H10

ways to get support during puberty H23 Understand the concept of well –being H1 Know how to be an effective learner Understand what makes people positive role models

Be able to stand up for oneself and not always follow the crowd (online & offline*) H13 H14 Understand how to be assertive in the right way (online & offline*) H11 Be able to use a range of strategies to prevent bullying (online & offline*) R18 R14

RE Beliefs and Practices: Know what the Shema is Know the symbols, words and actions used when praying Meaning and Purpose: Understand and compare the meaning of prayer in the Jewish and Muslim communities Reflect and Respond: Know why people pray and consider the values expressed in prayers for themselves connecting ideas from different religions

Music Partner songs, ostinatos and canon Singing in parts Practise low l Prepare/present low s Prepare/present syncope Prepare 3-beat metre

SPRING PERFORMANCE

Art/DT ART- SCULPTURE

Paper Collage-Landscape

Skills: Analysing work of Kurt Jackson, sketching landscapes involving vanishing points, horizon line, proportion, blending/tonal shading/highlights/mark making/texture using variety of pencil grades, ripping , folding ,rolling ,twisting, cutting paper to form a relief landscape collage.

PE (Real PE)

Dynamic Balance On a Line Counter Balance With a Partner

Dynamic Balance to Agility Jumping/landing Static Balance One leg

PE (taught by specialst)

Hockey: NC: play competitive games, modified where appropriate and apply basic principle suitable for attacking and defending. NC: compare their performances with previous ones and demonstrate improvement to achieve their personal best. Week 1: ball and stick familiarisation, hand positions for stick Week 2: passing, and receiving the ball Week 3: passing on the move Week 4: possession and outwitting an opponent Week 5: Shooting and accuracy Week 6: Game development, tactical awareness.

Badminton: NC: play competitive games, modified where appropriate and apply basic principle suitable for attacking and defending. NC: compare their performances with previous ones and demonstrate improvement to achieve their personal best. Week 1: familiarisation racquet, shuttlecock, and court Week 2: Serving Week 3: Overhead clear Week 4: forehand/backhand shots Week 5: underarm lob Week 6: tournament

Year 5 Summer - English & Maths

Theme Judaism: Visiting the Synagogue

(2 weeks)

Rainforest South America

( 9 weeks)

Changes (Science) (2 weeks)

English Theme

Recount of synagogue visit Diary Writing and Adventure story based on ‘It’s a Miracle’(True story film of girl surviving in rainforest)

Explanation text of change in state

Speaking & Listening

Perform my own compositions, using appropriate intonation and volume so that meaning is clear. Perform poems and plays from memory, making careful choices about how I convey ideas. I adapt my expression and tone. Begin to select the appropriate register according to the context.

Reading Explore how dialogue is used to develop character. Explore how actions are added to dialogue to move events forward. Understand that writers use language for precise effect. Understand that this may include precise nouns, precisely chosen adjectives, well developed noun phrases, similes, metaphors, personification etc. Understand that a writer uses different sentence structures and techniques to create effects. Explore the structures and techniques used. For example, short sentences, rhetorical questions, ellipsis, flashbacks. Record examples of effective techniques and structures from reading to use in my writing. Use meaning – seeking strategies to explore the meaning of idiomatic and figurative language. Understand that inferences can be made by reading between and beyond the lines. Know that the context in which it was written can affect a text. For example, a classic text reflects how an audience of that time will react. Explain how the context of a text reflects the reaction of the audience it was written for. Evaluate the effectiveness of different versions of texts. Explore how events are viewed from another perspective. Explain the writer’s viewpoint with evidence from the text. Identify the writer’s viewpoint, for example, how different characters are presented.

Writing Second drafts show evaluative and reflective thinking which is evidenced by thoughtful and effective changes made to create effects and to impact on the reader. Writing is evaluated as a matter of course and proof reading ensures a high level of accuracy. Recount Biography Diary Narrative – Adventure Story Argument/Discussion Poetry Explanation Text

Grammar Use the perfect form of verbs to mark relationships of time and cause. (e.g. She has gone on holiday, and is not back yet. The coach has left without you, because you have just arrived late.) Choose words for deliberate effect and I use them thoughtfully and with precision Use brackets, dashes or commas to indicate parenthesis. Outside I was smiling (Inside I was angrier than a bull about the charge). Follow Active English Programme – Year 5

Spelling Spell identified commonly misspelt words from Year 5 and 6-word list. (Draw on knowledge of root words e.g.: ordinary to spell extra ordinary/ordinarily) Spelling Shed Lists – 27 - 36

Handwriting (From teach Handwriting) Week 1 – (actually week 6 SPR2 in scheme) Whole words, capital letters & bottom exit letter joins. Speed & fluency skills. Dictation set 12. Week – 2 (actually week 1 SUM1 in scheme) Whole words, capital letters & bottom exit joins. Speed & fluency. Dication set 13 Week 3 – Whole words, capital letters & too exit joins. Speed & fluency. Dication set 14 Week 4 – Whole word & joins. Speed & fluency. Dictation set 15 Week 5 – Whole words & joins. Speed & fluency. Dictation set 16 Week 6 – Whole words, capital letters & joins. Speed & fluency. Dictation set 17.

Week 1 – (Actually week 6 – SPR2 in scheme) Whole words, capital letters & joins. Speed & fluency. Dictation set 18. Week 2 – Whole words, capital letters & bottom exit joins. Speed & fluency. Dictation set 19. Week 3 – Whole words, capital letters & top exit joins. Speed & fluency. Dictation set 20. Week 4 – Whole words & joins Speed & fluency skills. Dictation set 21. Week 5 – Whole words & joins. Speed & fluency. Dictation set 22. Week 6 – Whole words, capital letters & joins. Speed & fluency skills. Dictation set 23. Week 7 – Whole words, capital letters & joins. Speed & fluency skills. Dictation set 24.

Maths Numbers: Decimals Recognise and write decimal equivalents of any number of tenths or hundredths Find the effect of dividing a one or two digit number by 10 or 100, identifying the value of the digits in the answers as ones, tenths and hundredths Solve simple measure and money problems involving fractions and decimals to two decimal places Geometry: Properties of Shape Identify 3-D shapes, including cubes and other cuboids, from 2-D representations Use the properties of rectangles to deduce related facts and find missing lengths and angles Distinguish between regular and irregular polygons based on reasoning about equal sides and angles Know angles are measured in degrees: estimate and compare acute, obtuse and reflex angles Draw given angles and measure them in degrees Identify: angles at a point and one whole turn (total 360 degrees), angles at a point on a straight line and half a turn (total 180 degrees) and other multiples of 90 degrees Geometry: Position & Direction Identify, describe and represent the position of a shape following a reflection or translation, using the appropriate language, and know that the shape has not changed Measurement: Converting Units Convert between different units of metric measure (for example, km and m, cm and m, cm and mm, g and kg, l and ml) Understand and use approximate equivalence between metric units and common imperial units such as inches, pounds and pints Solve problems involving converting nits of time Estimate volume (for example using 1cm3 blocks to build cuboids (including cubes) and capacity (for example, using water) Use all four operations to solve problems involving measure

Maths Themes Animal statistics – data handling Rainfall graphs % - re: deforestation Population facts Distances kms v miles

Year 5 Summer– Foundation Subjects

Theme Judaism: Visiting the Synagogue

(2 weeks)

Rainforest South America

( 9 weeks)

Changes (Science) (2 weeks)

Science Concluding: Pupils should be taught to: dentify scientific evidence that has been used to support or refute ideas or arguments report and present findings from enquiries, including conclusions in oral and written forms such as displays and other presentations Measuring & Recording: Pupils should be taught to: take measurements, using a range of scientific equipment, with increasing accuracy and precision, taking repeat readings when appropriate record data and results of increasing complexity using scientific diagrams and labels, classification keys, tables, scatter graphs, bar and line graphs Investigation: comparing a range of everyday objects response to solubility, hardness, transparency and conductivity tests. Investigation: which changes are reversible? Asking questions: Pupils should be taught to: plan different types of scientific enquiries to answer questions, including recognising and controlling variables where necessary. Chemistry: 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 Concluding: Pupils should be taught to: identify scientific evidence that has been used to support or refute ideas or arguments.

Biology: 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 describe the changes as humans develop to old age

Computing UNIT 5.4 Information technology

Know how to search for information on a database

Contribute to then create a database around a chosen topic

Digital Literacy

Learn about how to reference sources in their work

Search the internet with consideration for the reliability and understand the impact of incorrect information

UNIT 5.3 Information Technology

Create a formula in a spreadsheet to convert m to cm and other conversions

Use the ‘how many’ tool

Use formulae to work out the perimeter and area

Use text variables to perform calculations

Plan an event using a spreadsheet

History

Geography Place Knowledge: understand geographical similarities and differences through the study of human and physical geography of a region within South America – Rain forestsLocation Knowledge: identify the

position and significance of latitude, longitude, Equator, Northern Hemisphere, Southern Hemisphere,

Map skills: Locate the world’s countries, focus on South America

Fieldwork: River Study

Gather information

Use graphs to display data collected

Use a database to interrogate/amend information collected

Sketching

Annotate sketches to describe and explain geographical processes and patterns

Audio/Visual

Make a judgement about the best angle or viewpoint when taking an image or completing a sketch

Human Geography: describe and understand key aspects of human geography: the distribution of natural resources: Water & energy,

Physical Geography: describe and understand key aspects of physical geography:

Rivers; Water cycle

PSHE Dear Diary Know where to go for help (online & offline *) H23 Know some ways of managing uncomfortable feelings (online & offline *) H7 Understand the impact of a boost-up or put-down (online & offline *) R1 Understand that sometimes friendships end (online & offline *) Recognise the relevance of forgiveness (online & offline *) R12 Recognise ways of supporting each other (online & offline *) R11

Joining in and joining up Be aware of anti-social behaviour and the consequences of crime L6 Know why we need rules and laws L2 Be aware of the legal system and local courts, universal human rights and rights of the child. L3 Understand the process of voting and debating have a say in the school community To be able to work as a group to set goals and work on a project to raise money L16

RE Beliefs and Practices: Know what happens in the Synagogue Know why the Torah is important to Jewish People Meaning and Purpose: Understand how the Synagogue is used by Jews and compare to how Muslims use the Mosque. Reflect and Respond: Understand how diverse communities can live together in Sheffield.

Music Prepare/present la pentatonic (natural minor) Practise synocpa Prepare tim-ka dotted quaver-semiquaver Prepare/present 3-beat metre

Don’t Stop Believin’ (Genre Study Characteristics of 80’s Roc Perform ‘Don’t Stop Believin’ by Journey Improvise an accompaniment Sing in parts

Art/DT DT: Mobile Phone Case Skills: Evaluating existing and finished products, writing success criteria, cutting, template making, back/chain/French knot stitch, pinning, applique, sewing on beads/buttons/sequins, fabric painting and designing. Safe cutting and sewing Artist: Kurt Jackson Movement: Modern

ART-PRINTING

STYROFOAM PRINT

Skills: Analysing work of Bridget Riley, sketching to music, drawing lines, patterns, shape,

experimenting with colour using a variety of mediums. Illusion drawing/patterns. Styrofoam

print.Artist: Bridget Riley

Movement: OP ART

PE (‘Real PE’ Scheme)

Static Balance Stance Coordination Footwork

Coordination

Sending/receiving

Agility

Ball chasing

PE (Specialist Teacher)

Rounders/Cricket NC: play competitive games, modified where appropriate and apply basic principle suitable for attacking and defending. NC: Use running, jumping, throwing and catching in isolation and in combination. NC: compare their performances with previous ones and demonstrate improvement to achieve their personal best. NC: Use running, jumping, throwing and catching in isolation and in combination. Week 1: Ball familiarisation Week 2: Throwing and catching Week 3: Batting Week 4: fielding Week 5: Bowling Week 6: Mini tournament

Athletics NC: play competitive games, modified where appropriate and apply basic principle suitable for attacking and defending. NC: Use running, jumping, throwing and catching in isolation and in combination. NC: Develop flexibility, strength, technique, control and balance. NC: compare their performances with previous ones and demonstrate improvement to achieve their personal best. Week 1: Throwing Week 2: Running Week 3: Jumping Week 4: Running and jumping Week 5: carousel Week 6: mini athletics