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Curriculum yearly overview for Cholmondeley Class Year 5
2017 – 2018 Yearly English Framework
The following is a planned framework yearly overview for teaching English within year 5 and 6. At Castle View Primary School, we are flexible in our approach and may alter the structure of this plan to ensure
that areas of study are implemented at the most appropriate time for best outcomes.
The statutory requirements set out in the 2014 National curriculum are taught throughout the year, embedded within reading, writing and spoken language lessons.
Please see the 2014 Primary National Curriculum in England Key Stages 1 and 2 for more information.
Year 5 Cholmondeley Class
Writing
Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2
Poetry 2 weeks- whole school focus. Handwriting focus- whole school Diary entry 2 weeks Action within narratives 2 weeks. Extended Writing: Setting/ character 6 weeks- from varying perspectives N.B. Opportunities will be made throughout the year to write up scientific working.
Suspense/ character 2 weeks within narratives Discursive writing 2 weeks Instructions 1 week Setting/character within narratives 2 weeks. Extended Writing: Re-count 5 weeks Non-chronological report 2 weeks w/c Nov 13th Handwriting competition
Action suspense including diary entry- 2 weeks News reports 2 weeks Extending narratives 2 weeks Extended Writing: Letters of complaint 2 weeks. 4 weeks narrative- extending stories. w/c Jan 8th Handwriting
focus and competition
22nd Jan Creative Writing
Competition
Narrative- extending stories 4 weeks- drawing on other forms of writing to enhance and from varying perspectives Persuasive writing 2 weeks Extended Writing: Explanation writing- 2 weeks Story bags- developing a story 3 weeks. w/c 21st February- Lyrical
recall POETRY focus
Handwriting focus and competition
Re-counts- drawing on action/suspense 2 weeks Narrative 3 weeks News reports 1 week Extended Writing: Story bags- 4 weeks (drawing on other forms of writing to enhance) Adverts 2 weeks w/c Apr 23rd
HANDWRITING focus and competition
Review- 2 weeks Selecting and combining text types for effective and organised writing- 4 weeks Extended Writing: Explanation writing- 1 week. Alternative fairy tales- creatively altering fairy tale stories-drawing of knowledge of story bags. w/c June 18th Handwriting focus and competition
Skills for writing that will be taught within writing lessons in line with the 2014 National curriculum
• Choosing which shape of a letter to use when given choices and deciding whether or not to join specific letters
• Choosing the writing implement that is best suited for a task
• Identify the audience for and purpose of the writing, selecting the appropriate form and using other similar writing as models for their own
• Noting and developing initial ideas, drawing on reading and research where necessary
• In writing narratives, considering how authors have developed characters and settings in what pupils have read, listened to or seen performed
• Select appropriate grammar and vocabulary, understanding how such choices can change and enhance meaning
• Use dialogue to convey character and advance the action
• Use a wide range of devices to build cohesion within and across paragraphs
• Use further organisational and presentational devices to structure text and to guide the reader
• Assessing the effectiveness of their own and others’ writing
• Proposing changes to vocabulary, grammar and punctuation to enhance effects and clarify meaning
• Ensuring the consistent and correct use of tense throughout a piece of writing
• Ensuring correct subject and verb agreement when using singular and plural, distinguishing between the language of speech and writing and choosing the appropriate register
• Proof-read for spelling and punctuation errors
• Perform their own compositions, using appropriate intonation, volume, and movement so that meaning is clear.
Reading
Poetry 1 week (Deconstruction of settings/ characters within writing) Picture book focus- 2 weeks Action text focus- extracts 2 week Extracts from class book- narrative 1 week Focus Text: Picture book focus. I was There 1066
Suspense texts 2 weeks Class book focus 2 weeks Information texts- Ape 1 week Discussion/argument texts – deconstructed in writing lessons Interrogating advert texts- 1 week. 30th October Picture Book Focus Week 13th November Picture books focus Focus Text: Ape- Non Fiction The Boy Who Biked Around the World- The Americas
Suspense texts- 2 weeks Letters of complaint-2 weeks- modelled, real examples and within fiction- Letters from the Crayons. Narrative 2 weeks- extracts from stories- may include action/suspense. Focus Text: Treasure Island Shackleton’s Journey
Range of approaches to Shakespeare- Play scripts/Leon Garfield/ information texts/ character studies. Persuasive texts 2 weeks- modelled, real examples and within fiction. Reports – drawing from a range of sources and summarising w/c March 19th Picture book focus for guided reading- whole school
Focus Text: Treasure Island
Narrative- Paul Jennings focus- relating to similar characters. Explanation texts. Focus Text: Narrative stories
The Wind in the Willows by Kenneth Grahame book study Fairy tales/ other narrative. Focus text: Peter Pan
Skills for reading that will be taught within reading lessons in line with the 2014 National curriculum
• Continuing to read and discuss an increasingly wide range of forms
• Reading books that are structured in different ways and reading for a range of purposes
• Increasing their familiarity with a wide range of books
• Recommending books that they have read to their peers, giving reasons for their
• choices
• Identifying and discussing themes and conventions in and across a wide range of writing
• Making comparisons within and across books
• Learning a wider range of poetry by heart
• Preparing poems and plays to read aloud and to perform, showing understanding through intonation, tone and volume so that the meaning is clear
• Checking that the book makes sense to them, discussing their understanding and exploring the meaning of words in context
• Asking questions to improve their understanding
• Drawing inferences such as inferring characters and justifying inferences with evidence
• Predicting what might happen from details stated and implied
• Summarising the main ideas drawn from more than one paragraph
• Identifying how language, structure and presentation contribute to meaning
• Discuss and evaluate how authors use language, including figurative language, considering the impact on the reader
• Distinguish between statements of fact and opinion
• Retrieve, record and present information from non-fiction
• Participate in discussions about books that are read to them and those they can read for themselves, building on their own and others’ ideas and challenging views
• Explain and discuss their understanding of what they have read, including through formal presentations and debates, maintaining a focus on the topic
• Provide reasoned justifications for their views.
•
Speaking and listening
Performing poetry/ reciting. Persuasive argument. w/c Sept 4th and 12th
POETRY SPEAKING AND
LISTENING focus
28th Sept-Becky Play for a
Day Land Girls
Discussion skills developed- whole class debate.
.Jan 16th Becky Play for a day w/c/ 21st Feb- Lyrical recall
POETRY focus- whole school
Spoken news reports-
recoded
Performance through play scripts. RSC exploration of Shakespeare’s characters/ plots through drama.
Play for a day and development to end of year performance. Peter Pan ART/PERFORMANCE drama
Play in a Day etc. during
June/July
Skills for spoken language that will be taught within English lessons in line with the 2014 National curriculum
• Listen and respond appropriately to adults and their peers
• Ask relevant questions to extend their understanding and knowledge
• Use relevant strategies to build their vocabulary
• Articulate and justify answers, arguments and opinions
• Give well-structured descriptions, explanations and narratives for different purposes,
• Including for expressing feelings
• Maintain attention and participate actively in collaborative conversations, staying on
• Topic and initiating and responding to comments
• Use spoken language to develop understanding through speculating, hypothesising,
• Imagining and exploring ideas
• Speak audibly and fluently with an increasing command of Standard English
• Participate in discussions, presentations, performances, role play, improvisations and
• Debates
• Gain, maintain and monitor the interest of the listener(s)
• Consider and evaluate different viewpoints, attending to and building on the
• Contributions of others Select and use appropriate registers for effective communication.
Spellings
Exploring general rules for spelling and addressing personalised misconceptions though out the year. Precision teaching in spelling partners carried out throughout the week.
Skills for spelling that will be taught within spelling lessons in line with the 2014 National curriculum
• Use further prefixes and suffixes
• Spell some words with ‘silent’ letters
• Continue to distinguish between homophones and other words which are often confused
• Use knowledge of morphology and etymology in spelling and understand that the spelling of some words needs to be learnt specifically
• Use dictionaries to check the spelling and meaning of words
• Use the first three or four letters of a word to check spelling
• Use a thesaurus.
Maths year
Year 5 Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1
Summer 2
Week 1 Arithmetic/mental calculation strategies focus week
Mental x and / Multiplication mental and written strategies times tables Focus week
Written method for division
Measures/outdoor learning focus week Weight capacity length Application to problems
Written method for multiplication
Week 2 Arithmetic/mental calculation strategies focus week
Fractions-equivalent and order
Place value and mental methods
Measures (area and volume)
Place value and mental methods
Written method of division
Week 3 Written method for addition
Subtraction written/mental calculations Focus week
Decimals Equivalent fractions focus week
Written method for addition
2D and 3D shape incl. sorting
Week 4 Written method for subtraction
3D shape-properties and nets of
Written method for addition
Geometry perimeter and area of shapes
Written method for subtraction
Time-digital/analogue clocks and timetables
Week 5 2D Shape Time-digital/analogue clocks and timetables
Statistics-bar charts and line graphs
Geometry reflection and translation
Fractions- improper and mixed numbers
Review of all written methods
Week 6 Angles Geometry co-ordinates/ position and direction
Measures-length, mass and capacity
Review Review Review
Week 7 Review Review
Pupils should be taught to: ▪ 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, 1000, 10 000 and 100 000 ▪ solve number problems and practical problems that involve all of the above ▪ read Roman numerals to 1000 (M) and recognise years written in Roman numerals. ▪ add and subtract whole numbers with more than 4 digits, including using formal written methods (columnar addition and subtraction) ▪ add and subtract numbers mentally with increasingly large numbers ▪ 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. ▪ identify multiples and factors, including finding all factor pairs of a number, and common factors of two numbers ▪ 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 ▪ multiply numbers up to 4 digits by a one- or two-digit number using a formal written method, including long multiplication for two-digit numbers ▪ multiply and divide numbers mentally drawing upon known facts ▪ divide numbers up to 4 digits by a one-digit number using the formal written method of short division and interpret remainders appropriately for the context ▪ multiply and divide whole numbers and those involving decimals by 10, 100 and 1000
▪ recognise and use square numbers and cube numbers, and the notation for squared (2) and cubed (
3)
▪ solve problems involving multiplication and division including using their knowledge of factors and multiples, squares and cubes
▪ solve problems involving addition, subtraction, multiplication and division and a combination of these, including understanding the meaning of the equals sign ▪ solve problems involving multiplication and division, including scaling by simple fractions and problems involving simple rates. ▪ compare and order fractions whose denominators are all 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 > 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 ▪ 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 ▪ read, write, order and compare numbers with up to three decimal places ▪ solve problems involving number up to three decimal places ▪ recognise the per cent symbol (%) and understand that per cent relates to ‘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 and those fractions with a denominator of a multiple of 10 or 25. ▪ convert between different units of metric measure ▪ understand and use approximate equivalences between metric units and common imperial units such as inches, pounds and pints ▪ measure and calculate the perimeter of composite rectilinear shapes in centimetres and metres
▪ calculate and compare the area of rectangles (including squares), and including using standard units, square centimetres (cm2) and square metres (m
2) and estimate the
area of irregular shapes
▪ estimate volume [for example, using 1 cm3 blocks to build cuboids (including cubes)] and capacity [for example, using water]
▪ solve problems involving converting between units of time ▪ use all four operations to solve problems involving measure [for example, length, mass, volume, money] using decimal notation, including scaling.
▪ identify 3-D shapes, including cubes and other cuboids, from 2-D representations ▪ know angles are measured in degrees: estimate and compare acute, obtuse and reflex angles ▪ draw given angles, and measure them in degrees (o) ▪ identify: angles at a point and one whole turn (total 360o), angles at a point on a straight line and half a turn ▪ other multiples of 90o ▪ 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. ▪ 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. ▪ solve comparison, sum and difference problems using information presented in a line graph ▪ complete, read and interpret information in tables, including timetables.
Mental maths in year 5:
1. Number bonds and compliments to 100/1000
2. Number bonds and compliments of decimals to one whole and compliments to 100 to two decimal places
3. Rapid recall/review of times tables up to 12 x 12 and related division facts
4. Adding TH,Htu + tu using mental methods
5. Counting in halves, thirds, quarters, fifths, tenths
6. Counting in decimals-tenths and hundredths from number given
7. Counting backwards through zero in to negative numbers
8. Recall factors and common multiples of numbers given
9. Recall of prime numbers up to 19, be able to find prime numbers to 100
10. Knowledge of related number facts to support addition and subtraction
11. Use of inverse to solve problems
12. Rounding numbers up to 1 000 000 to the nearest 10, 100, 1000, 10 000, 100 000
13. Rounding decimals to two decimal places to the nearest tenth and whole numbers
14. Rounding and adjusting to add and subtract eg 3,456 + 29
15. Estimating to add and subtract
16. Counting on – whole numbers (up to 1 000 000), tenths and hundredths,
17. Counting on to find the difference, for example 12,462- 12,300 = 162
18. Partitioning 6 digit numbers, knowing the value of each digit
19. Order, read and write in numerals and words numbers to 10,000,000
20. To recognise and use square and cube numbers
21. Rapid recall of doubles/halves to 20
22. Doubling numbers to 1000
23. Multiplying and dividing by 10, 100 and 1000 including decimals and tenths
24. Add and subtract numbers mentally with increasingly large numbers 12 462 – 2 300
25. Recall fraction, percentage and decimal equivalents
26. Choose suitable method for mental calculations for addition and subtraction and explain reason (RAPACODANUMBO)
Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1/Summer 2
Living things and their habitats
To describe how living things are
classified into broad groups
according to common observable
characteristics and based on
similarities and differences,
including micro-organisms, plants
and animals.
To give reasons for classifying
plants and animals based on
specific characteristics.
Through direct observations where possible, they should classify animals into commonly found invertebrates (such as insects, spiders, snails, worms) and vertebrates (fish, amphibians, reptiles, birds and mammals). Using classification systems and keys to identify some animals and plants in the immediate environment. To research unfamiliar animals and plants from a broad range of other habitats and decide where they belong in the classification system.
Evolution and inheritance. To recognise that living things have changed over time and that fossils provide information about living things that inhabited the
Light
To recognise that light
appears to travel in straight lines.
To use the idea that light travels in straight lines to explain that objects are seen because they give out or reflect light into the eye.
To explain that we see things because light travels from light sources to our eyes or from light sources to objects and then to our eyes.
To use the idea that light travels in straight lines to explain why. To shadows have the same shape as the objects that cast them. To investigate the relationship between light sources, objects and shadows by using shadow puppets.
Earth and Space week
To describe the movement of the Earth and other
Changes of State. To 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 To know that some materials will dissolve in liquid to form a solution, and describe how to recover a substance from a solution To use knowledge of solids, liquids and gases to decide how mixtures might be separated, including through filtering, sieving and evaporating To give reasons, based on evidence from comparative and fair tests, for the particular uses of everyday materials, including metals, wood and plastic To demonstrate that dissolving, mixing and changes of state are reversible changes To 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.
Science week: 15.01.18
Electricity To associate the brightness of a lamp or the volume of a buzzer with the number and voltage of cells used in the circuit
To compare and give reasons for variations in how components function, including the brightness of bulbs, the loudness of buzzers and the on/off position of switches
To use recognised symbols when representing a simple circuit in a diagram.
To construct simple series circuits, to help them to answer questions about what happens when they try different components, for example, switches, bulbs, buzzers and motors.
To systematically identifying the effect of changing one component at a time in a circuit; designing and making a set of traffic lights.
Animals including humans.
To identify and name the main parts of the human
circulatory system, and describe the functions of
the heart, blood vessels and blood
To recognise the impact of diet, exercise, drugs
and lifestyle on the way their bodies function
To describe the ways in which nutrients and water
are transported within animals, including humans.
To learn how to keep their bodies healthy and how their bodies might be damaged – including how some drugs and other substances can be harmful to the human body. To explore the work of scientists and scientific research about the relationship between diet, exercise, drugs, lifestyle and health.
Science week: 02.07.18
Curriculum Overview for Science- Year 5/6 Cholmondeley
Earth millions of years ago.
To recognise that living things produce offspring of the same kind, but normally offspring vary and are not identical to their parents.
To identify how animals and plants are adapted to suit their environment in different ways and that adaptation may lead to evolution.
They should be introduced to the
idea that characteristics are passed
from parents to their offspring, for
instance by considering different
breeds of dogs, and what happens.
To observe and raise questions
about local animals and how they
are adapted to their environment;
comparing how some living things
are adapted to survive in extreme
conditions, for example, cactuses,
penguins and camels.
planets relative to the sun in the solar system
To describe the movement of the moon relative to the Earth.
To describe the sun, Earth and moon as approximately spherical bodies.
To use the idea of the Earth’s rotation to explain day and night and the apparent movement of the sun across the sky.
To learn that the sun is a star at the centre of our solar system and that it has 8 planets: Mercury, Venus, Earth, Mars, Jupiter, Saturn, Uranus and Neptune (Pluto was reclassified as a ‘dwarf planet’ in 2006).
To compare the time of day at different places on the Earth through internet links and direct communication. Science Space week 6.11.17
Computing year 5
Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2
Y5/6 Multimedia: Unit 1:
Green
Screen/iMovie
To use green screen
to present
information
To use iMovie to
manipulate
recordings and
transfer green
screen
Focus week 2/10/17
Online: Unit 1:
Blogging
Navigate to the blog
once it is created.
Programming:
Kodu
Design a two player combat game within a 3D world with suitable camera angles for dual play. Use a keyboard to control the sprites’ behaviours. Use the ‘page of code’ function in Kodu to change sprite behaviour depending on score/condition within the game. Their game finishes if the player wins or loses and the player knows if they have won or lost Evaluate the
effectiveness of
their game and
debug if required.
Programming:
Algorithms
To write algorithms
and debug
algorithms
To understand how
computers use
algorithms
Understand that
changing the
numerical data
effects a calculation.
Programming:
Scratch
Design their own game including sprites, backgrounds, scoring and/or timers. Their game uses conditional statements, loops, variables and broadcast messages. Their game finishes if the player wins or loses Evaluate the effectiveness of their game and debug if required. Focus week
26/2/18-
programming
Graphics Unit 1: eBooks
Create a new ebook with a front cover and add/remove pages/sub pages. Produce a multimedia ebook combining video, pictures, text and audio Attach author data for publishing and publish book. Date TBC-digital literacy
I movie-to link with
end of year play
Storyboard and capture videos for a purpose. Plan for the use of special effects/transitions to enhance their video. Transfer footage to iMacs for more advanced editing. Trim, arrange and edit audio levels of video to improve the quality of their outcome. Add titles, credits, transitions, special effects. Export their video in different formats for different purposes
Create a new post,
save it as a draft and
publish it.
Embed photos,
hyperlinks and videos
into posts.
Build up their blog
content over the
year.
Ongoing throughout year:
E-Safety (inc. E-Safety Week) E-safety day 6th February 2018
use technology safely, respectfully and responsibly; recognise acceptable/unacceptable behaviour; identify a range of ways to
report concerns about content and contact
Discuss scenarios involving online risk.
State the source of information found on the internet.
Discuss the validity of websites used and ways to ensure sites are reliable
Tell an adult if anything worries them online.
Identify dangers when presented with scenarios, social networking profiles, etc.
Articulate examples of ʻgoodʼ and ʻbadʼ behaviour online.
Act as a role model for younger pupils, including promoting Sidʼs Top Tips.
Internet research: Use of websites designed or children to locate information iPad
work linking to research theme including use of pic collage, tag cloud, I movie and additional programs when decided.
Blogging: Pupils to blog their work over the year including typed written work, videos created
• Pupils should be taught to:
• design, write and debug programs that accomplish specific goals, including controlling or simulating physical systems; solve problems by decomposing them into smaller parts
• use sequence, selection, and repetition in programs; work with variables and various forms of input and output
• use logical reasoning to explain how some simple algorithms work and to detect and correct errors in algorithms and programs
• understand computer networks including the internet; how they can provide multiple services, such as the world wide web; and the opportunities they offer for communication and collaboration
• use search technologies effectively, appreciate how results are selected and ranked, and be discerning in evaluating digital content
• select, use and combine a variety of software (including internet services) on a range of digital devices to design and create a range of programs, systems and content that accomplish given goals, including collecting, analysing, evaluating and presenting data and information
• use technology safely, respectfully and responsibly; recognise acceptable/unacceptable behaviour; identify a range of ways to report concerns about content and contact
MFL
Year 5
• Listen & engage
• Engage in conversations, expressing opinions
• Speak in simple language & be understood
• Develop appropriate pronunciation
• Present ideas & information orally
• Show understanding in simple reading
• Adapt known language to create new ideas
• Describe People, place and things
• Understand basic grammar, e.g. gender
These are just ideas of how you can get the children to practise a range of skills throughout the year, applied to your current themes. Pupil voice should still be used to
ascertain what the children would like to do.
Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2
Links to history after 1066 Mechanisms To use research and criteria to develop products which are fit for purpose. To use annotated sketches and prototypes to explain ideas. To evaluate existing products and improve own work. To accurately measure, mark out, cut and shape materials and components. To accurately assemble, join and combine materials and components To explain their choice of materials and components according to functional properties and aesthetic qualities. To use mechanical and electrical systems in own products, including programming.
Robin Hood To create and refine recipes, including ingredients, methods, cooking times and temperatures. To demonstrate a range of baking and cooking techniques. To measure accurately and calculate ratios of ingredients to scale up or down from a recipe. To cook savoury dishes for a healthy & varied diet. To learn that different food and drink contain different substances – nutrients, water and fibre – that are needed for health. 22.01.18 D&T Focus week.
Local History Materials To show an understanding of the qualities of materials to choose appropriate tools to cut and shape (such as the nature of fabric may require sharper scissors than would be used to cut paper). To cut materials with precision and refine the finish with appropriate tools (such as sanding wood after cutting or a more precise scissor cut after roughly cutting out a shape).
Local Geography. Materials/Circuits. To create circuits using electronics kits that employ a number of components (such as LEDs, resistors, transistors and chips) To analyse how sustainable the materials in products are. To use mechanical and electrical systems in own products, including programming. To learn how to reinforce and strengthen a 3D framework.
Ancient Greece Mechanisims. To accurately assemble, join and combine materials and components. To accurately apply a range of finishing techniques, including those from art and design. To demonstrate resourcefulness when tackling practical problems. To analyse and evaluate existing products and improve own work. To use mechanical and electrical systems in own products, including programming.
The Wind in the Willows
To select the most appropriate techniques to decorate textiles. To join textiles with a combination of stitching techniques (such as back stitch for seams and running stitch to attach decoration). To create objects (such as a cushion) that employ a seam allowance.
D&T Focus Week18.06.2018
Design and Technology Curriculum Overview- Year 6.
Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2
SEALS- Theme 1: New Beginnings
To recognise their worth as individuals, by identifying positive things about themselves and their achievements, seeing their mistakes, making amends and setting personal goals;
To agree and follow rules for their group and classroom, and to understand how rules help them; To face new challenges positively by collecting information, looking for help, making responsible choices and taking action. To know why and how rules and laws are made and enforced, why different rules are needed in different situations and how to take part in making and changing rules;
To learn that there are different kinds of
responsibilities, rights and duties at home, at
school and in the community, and that these
can sometimes conflict with each other.
To reflect on spiritual, moral, social and cultural issues, using imagination to understand other people’s experiences;
SEALS- Theme 2: Getting on and Falling Out. Anti-Bullying Week. Remembrance day. To recognise prejudicial behaviour. To know who to tell if they think they have witnessed bullying. To realise the nature and consequences of racism, teasing, bullying and aggressive behaviours, and how to respond to them and ask for help.
To resolve differences by
looking at alternatives,
making decisions and
explaining choices.
To research, discuss and debate topical issues, problems and events; To recognise and challenge stereotypes;
SEALS: Theme 3: Going
for Goals. Safety
awareness. Financial
capabilities: Keeping safe
week
Aspirations week. To recognise the different risks in different situations and then decide how to behave responsibly
To learn about the
different types
occupations.
To learn about the
qualifications needed to
be able to get a certain
jobs. To see their mistakes, making amends and setting personal goals. To resolve differences by looking at alternatives, making decisions and explaining choices.
SEALS- Theme 4: Good to be Me.
Drug and Alcohol/ Medicines.
To be able to follow safety
precautions with regard to
personal safety.
To reflect on spiritual, moral, social and cultural issues, using imagination to understand other people’s experiences. To talk and write about their opinions, and explain their views, on issues that affect themselves and society.
To make real choices and decisions
about issues affecting their health
and well-being such as drugs.
To learn that pressure to behave in
an unacceptable or risky way can
come from a variety of sources,
and how to and use basic
techniques for resisting pressure to
do wrong.
SEALS- Theme 5: Relationships.
Different families.
To recognise, as they grow older, how
people’s emotions change at that time
and how to deal with their feelings
towards themselves, their family and
others in a positive way (in the area of
embarrassment’)
To be aware of different types of
relationship, including marriage and
those between friends and families.
To develop the skills to be effective in
relationships.
To share their opinions on things that
matter to them and explain their
views.
To recognise and challenge
stereotypes.
SEALS- Theme 6: Changes.
Physical and emotional
Health.
Transition to new classes.
To recognise how we feel
when things are going to
change.
To be aware of how to keep
ourselves healthy through
exercise and good diet.
To discuss the people who
can help us.
To think about the lives of
people living in other places
and times, and people with
different values and customs.
Curriculum Overview for PSHE: Year 5.
Year 5 History
• To show increasing depth of factual knowledge and understanding of aspects of the history of Britain and the wider world.
• To use this to describe features of past societies and periods and to begin to make links between them. They describe events, people and changes.
• To describe and make links between events and changes and give reasons for, and results of, these events and changes.
• To know that some events, people and changes have been interpreted in different ways and suggest possible reasons for this.
• Using their knowledge and understanding, they are beginning to evaluate sources of information and identify those that are useful for particular tasks.
• To select and organise information to produce structured work, making appropriate use of dates and terms. They use a wide range of media and sources to relay their findings in a range of presentation skills.
Taught chronologically
History after 1066, Anglo Saxons, Non-European-Mayan civilization
Edward the Confessor and his death in 1066
Anglo Saxon laws and justice
An extended period study, e.g.
The changing power of monarchs
Significant turning points in British history
Crime & punishment
The legacy of Greek or Roman culture (Art, architecture, or literature)
Explore the Mayan civilization through its impact on the western world, worship, religion and beliefs.
Local History Study
A significant turning point in History, for example the first railways or the battle of Britain.
A study of an aspect or theme in British history that extends pupils’ chronological knowledge beyond 1066
World War One
Year 5 Geography
Locational knowledge:
To locate countries and cities in the UK, North and South America using globes and maps of different scales. To show their understanding of places, by identifying and
describing the human and physical characteristics, including cities, major rivers, physical regions/biomes (rainforest, deserts) with an understanding of how they have
changed over time. To use appropriate geographical vocabulary to describe the location of places in relation to the equator, both southern and northern hemisphere and the
tropics of Cancer and Capricorn.
Human and Physical features
To use Geographical vocabulary to describe and explain patterns, and physical and human processes in different parts of the world. To describe how the processes affect
the lives of the people who live there and how they change the features of these places. To recognise how these processes lead to similarities and differences in the
environments of different places, and suggest explanations in which human activities cause change to the environment.
Field work
To use maps, atlases, globes and digital/computer mapping to locate countries and describe features studied using the 8 points of a compass and 6 figure grid references,
symbols and keys (including the use of ordnance survey maps) to build their knowledge of the United Kingdom and the wider world. To use fieldwork to observe, measure,
record and present the human and physical features in the local area, such as land use and traffic surveys, using a range of methods, including sketch maps, plans and
graphs, and digital technologies
Year 5
Music Perform with control and expression solo and in ensembles
Improvise and compose using dimensions of music
Listen to detail and recall aurally
Use and understand basics of staff notation
Develop an understanding of the history of music, including great musicians and composers PE Play competitive games, modified as appropriate.
Use catching, running, throwing, jumping, etc in isolation and combination.
Develop flexibility & control in gym, dance & athletics. Begin to evaluate, collaborate and compare own and other’s performances and previous bests.
To begin to take part in O&AA activities individually and in teams.
Swimming proficiency at 25m. (KS2) RE Cholomondely (HM)
Christianity: What is worship? How do Christians worship? Are Christian values important? Compare with another religion.
Judaism: Why is Moses an important figure to Jews? How is he remembered?
Different religions: Religious artefacts What are they? How are they used? Is it an important part of life?
Christianity: Why is Easter important to Christians? What do you believe in?
Study another religion Islam day-5 pillars
Values and commitments Islamic family life How does what you believe affect your family life? Ramadan