Inspiring a community of

successful learners.

Valuing ourselves; valuing others; valuing the environment

Approaching learning & life with happiness & confidence

Overcoming challenges

Respect

resilience

positivity

The 3 Cs...

Careful Caring

Courteous Illustrations by Lily Winstanley-Fisher, Emily Cackett & Lottie Billett.

The 5 Fabulous Phrases

Thank you Please

I’m sorry You’re

welcome

Excuse me

YEAR FIVE CURRICULUM MAP

SUBJECT AUTUMN SPRING SUMMER

SCIENCE Earth and

space Forces

Properties and changes of materials

Living things in their

Habitats Animals

HISTORY The story of The Trojan Horse:

historical fact, legend or classical myth?

How did a pile of dragon bones help solve an Ancient Chinese

mystery?

What did the Vikings want and how did Alfred help to

stop them getting it?

GEOGRAPHY What is a river? Why are mountains so

important? Why is fair trade fair?

DESIGN & TECHNOLOGY

2 of the following units: How do you take your tea?

How could a carrier make the job easier? How fast should your buggy be?

How will your beast open its mouth?

ART & DESIGN

S: Clay pots A: Greek Temples P: Monet – Water lilies

S: Chinese Dragons P: Japanese Peace Pagodas A: Willow Pattern

P: Salvador Dali A: Renzo Piano – The Shard/Pompidou S: Viking Long Ships

COMPUTING Coding; Online Safety; Spreadsheets; Databases; Modelling; Concept Maps

FOREIGN LANGUAGE

Alphabet

Places in the locality

Journey to school

Directions

Celebrations

Lunchtime

Food

Weather

Seasons

Months

MUSIC Livin’ on a

Prayer Classroom Jazz 1

Make you Feel my Love

Fresh Prince of Belair

Dancing in the Street

Reflect, Rewind and

Replay

PSHE New Beginnings (Core Theme 3)

Getting on/Falling out (Core theme 3)

Bullying (Core theme2) Going for Goals! (Core theme 1)

Good to be me(Core theme1)

Relationships (Core theme2) Changes (Core theme1)

PE Gymnastics Dance Gymnastics Dance Gymnastics Athletics

Games (Invasion) Games (Striking/Fielding)

RE

What is the ‘Golden Rule’ and are they all the same?

Who did Jesus say ‘I am…’? Why is light an important sign at

Christmas?

What do Sikhs value? How did Jesus’ teaching

challenge people? How do Christians know what

happened at Easter?

What does it mean to be a Muslim?

How can a mosque help us to understand the Muslim

faith?

HURST PARK SCHOOL – GUIDELINES FOR PRESENTATION

Use a sharp pencil for drawing and drafting your work.

Use a blue handwriting pen for neat copies or final drafts of writing, with your teacher’s permission (Year 6).

Write the date and title clearly above your work and underline using a ruler (Key Stage 2).

Leave a clear line between paragraphs.

Always number any questions or answers clearly in the margin.

Write labels horizontally and clearly, drawing lines or arrows using a ruler.

Complete any colouring neatly using coloured pencils. Do not use felt tip pens unless instructed.

Mistakes in pencil should be rubbed out using an eraser or should have a single line drawn horizontally through them.

ALWAYS TAKE PRIDE IN YOUR WORK!

Handwriting Style at Hurst Park School

a b c d e f g h i j k l m n o p q r s t u v w x y z

Handwriting Style at Hurst Park School

A B C D E F G H I J K L M N O P Q R S T U V W X Y Z

Year Group

Word Reading Comprehension

Y5 As above and: Use knowledge of root words to understand meanings of words Apply knowledge of prefixes to understand meaning of new words Use suffixes to understand meanings e.g. -ant, -ance, -ancy, -ent, ence, -ency, -ible, -able, -ibly, -ably, Read and understand meaning of words on Y5/6 word list – see bottom Use punctuation to determine intonation and expression when reading

aloud to a range of audiences

As above and: Maintain positive attitudes to reading and understanding what they read by: Listening to and discussing a range of fiction, poetry, plays and non-

fiction which they might not choose to read themselves Regularly listening to whole novels read aloud by the teacher from an

increasing range of authors Exploring themes within and across texts e.g. loss, heroism, friendship Making comparisons within a text e.g. characters’ viewpoints of same

events Analysing the conventions of different types of writing e.g. use of first

person in autobiographies and diaries Recommending books to their peers with reasons for choices Reading books and texts that are structured in different ways for a range

of purposes Expressing preferences about a wider range of books including modern

fiction, traditional stories and myths and legends Learning a wider range of poems by heart Preparing poems and playscripts to read aloud and perform, showing

understanding through intonation, tone, volume and action so the meaning is clear to an audience

Understand what they read by: Checking that the book makes sense to them and demonstrating

understanding e.g. through discussion, use of reading journals Exploring meaning of words in context Demonstrating active reading strategies e.g. generating questions to

refine thinking, noting thoughts in a reading journal Inferring characters feelings, thoughts and motives from their actions

and justifying inferences with evidence Predicting what might happen from information stated and implied Re-read and reads ahead to locate clues to support understanding Scanning for key words and text marking to locate key information Summarising main ideas drawn from more than one paragraph and

identifying key details which support this

Key Learning in Reading © Lancashire County Council (Spring 2014)

Identifying how language, structure and presentation contribute to meaning e.g. formal letter, informal diary, persuasive speech

Discuss and evaluate how authors use language including figurative language, considering the impact on the reader Exploring, recognising and using the terms metaphor, simile, imagery Explaining the effect on the reader of the authors’ choice of language Distinguish between statements of fact or opinion within a text 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 courteously Explain and discuss their understanding of what they have read, including through formal presentations and debates, maintaining a focus on the topic and using notes where necessary Preparing formal presentations individually or in groups Using notes to support presentation of information Responding to questions generated by a presentation Participating in debates on an issue related to reading (fiction or non-

fiction) Provide reasoned justifications for their views Justifying opinions and elaborating by referring to the text. (Point +

Evidence + Explanation)

Key Learning in Reading © Lancashire County Council (Spring 2014)

Use these notes to help you to know what to look for and to help you record the reading session:

• Find a quiet corner • Talk to the child about the book e.g. look at the

title, author, illustrator • Encourage him/her to tell the story through the

pictures before attempting to read the book • Ask the child to:

talk about the plot/story - look at the setting of the book - think about the characters - discuss the relevance of the pictures - discuss any hidden meanings

• Encourage child to 'have a go', before offering help.

• Allow the child time to . . use his/her skills in order to work out unknown words, before offering help.

• Encourage the child to use the storyline to help them read unfamiliar words.

• Taking turns to read can sometimes help. • Be a positive role model. • Praise! Praise! Praise! Nothing works better!

QUESTIONS! QUESTIONS! QUESTIONS!

Questions that could be useful - but not all at one session! It's vital to ask questions to help children's understanding, but too many questions may spoil the pleasure of reading!

• What do you think this book will be about? Why? • Have you read any other books, stories, poems like this

one? • Could this story have really happened? If not, why not? • Have you read any books by the same author? • How did the story begin? What happened next? • Did you guess what was going to happen in the end? If

not, what did you think was going to happen? • Could you continue the story? What would happen next?

• Which character did you like best/least? • Do you know any people like the characters in the book? • Which character would you like to meet most/least?

Choose a good time to ask your questions.

...

.Enjoy reading with your child!

Year Group

Composition Transcription

Vocabulary, grammar and punctuation

Composition Spelling (see also the Lancashire Supporting Spelling

document for further detail and advice)

Handwriting

Y5 As above and: Create complex sentences by

using relative clauses with pronouns who, which, where, whose, when, that e.g. Sam, who had remembered his wellies, was first to jump in the river. The robberies, which had taken place over the past month, remained unsolved.

Create and punctuate complex sentences using ed openers

Create and punctuate complex sentences using ing openers

Create and punctuate complex sentences using simile starters

Demarcate complex sentences using commas and explore ambiguity of meaning

Explore, collect and use modal verbs to indicate degrees of possibility e.g. might, could, shall, will, must

Use devices to build cohesion within a paragraph e.g. firstly, then, presently, subsequently

Link ideas across paragraphs using adverbials for time, place and numbers e.g. later, nearby, secondly

Identify and use brackets and dashes

As above and: Plan their writing by: Identifying the audience and

purpose Selecting the appropriate

language and structures Using similar writing models Noting and developing ideas Drawing on reading and research Thinking how authors develop

characters and settings (in books, films and performances)

Draft and write by: Selecting appropriate grammar

and vocabulary Blending action, dialogue and

description within and across paragraphs

Using devices to build cohesion (see VGP column)

Using organisation and presentational devices e.g. headings, sub headings, bullet points, diagrams, text boxes

Evaluate and edit by: Assessing the effectiveness of

own and others’ writing in relation to audience and purpose

Suggesting changes to grammar, vocabulary and punctuation to enhance effects and clarify meaning

As above and: Spell words that they have not yet

been taught by using what they have learnt about how spelling works in English.

Use further prefixes and suffixes and understand the guidelines for adding them

Spell some words with ‘silent’ letters, e.g. knight, psalm, solemn

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, meaning or both of these in a dictionary

Use a thesaurus Use suffixes –ate, -ise, -ify to

convert nouns and adjectives into verbs

Investigate verb prefixes e.g. dis-, re-, pre-, mis-, over-

As above and: Write fluently Choose when it is appropriate to

print or join writing e.g. printing for labelling a scientific diagram

Key Learning in Writing © Lancashire County Council (Spring 2014)

Use suffixes –ate, -ise, -ify to convert nouns and adjectives into verbs

Investigate verb prefixes e.g. dis-, re-, pre-, mis-, over-

Ensuring consistent and correct use of tense throughout a piece of writing

Ensuring consistent subject and verb agreement

Proofreading for spelling and punctuation errors

Perform own compositions for different audiences:

Using appropriate intonation and volume

Adding movement Ensuring meaning is clear

Key Learning in Writing © Lancashire County Council (Spring 2014)

Word lists

Y5/6

accommodate communicate environment individual prejudice stomach

accompany community equip(ped) interfere privilege sufficient

according competition equip(ment) interrupt profession suggest

achieve conscience* especially language programme symbol

aggressive conscious* exaggerate leisure pronunciation system

amateur controversy excellent lightning queue temperature

ancient convenience existence marvellous recognise thorough

apparent correspond explanation mischievous recommend twelfth

appreciate criticise familiar muscle relevant variety

attached (critic+ise) foreign necessary restaurant vegetable

available curiosity forty neighbour rhyme vehicle

average definite frequently nuisance rhythm yacht

awkward desperate government occupy sacrifice

bargain determined guarantee occur secretary

bruise develop harass opportunity shoulder

category dictionary hindrance parliament signature

cemetery disastrous identify persuade sincere(ly)

committee embarrass immediate(ly) physical soldier

Key Learning in Reading © Lancashire County Council (Spring 2014)

Key Learning in Mathematics – Year 5 Number – number and place value Number – addition and subtraction Number – multiplication and division • Count forwards or backwards in steps of powers of 10 for any given

number up to 1 000 000 • Count forwards and backwards in decimal steps • Read, write, order and compare numbers to at least 1 000 000 and

determine the value of each digit • Read, write, order and compare numbers with up to 3 decimal

places • Identify the value of each digit to three decimal places • Identify represent and estimate numbers using the number line • Find 0.01, 0.1, 1, 10, 100, 100 and other powers of 10 more or less

than a given number • Round any number up to 1 000 000 to the nearest 10, 100, 1000,

10 000 and 100 000 • Round decimals with two decimal places to the nearest whole

number and to one decimal place • Multiply/divide whole numbers and decimals by 10, 100 and 1000 • Interpret negative numbers in context, count on and back with

positive and negative whole numbers, including through zero • Describe and extend number sequences including those with

multiplication/division steps and where the step size is a decimal • Read Roman numerals to 1000 (M); recognise years written as such • Solve number and practical problems that involve all of the above

• Choose an appropriate strategy to solve a calculation based upon the numbers involved (recall a known fact, calculate mentally, use a jotting, written method)

• Select a mental strategy appropriate for the numbers involved in the calculation

• Recall and use addition and subtraction facts for 1 and 10 (with decimal numbers to one decimal place)

• Derive and use addition and subtraction facts for 1 (with decimal numbers to two decimal places)

• Add and subtract numbers mentally with increasingly large numbers and decimals to two decimal places

• Add and subtract whole numbers with more than 4 digits and decimals with two decimal places, 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

• Solve addition and subtraction problems involving missing numbers

• Choose an appropriate strategy to solve a calculation based upon the numbers involved (recall a known fact, calculate mentally, use a jotting, written method)

• 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

• Recognise and use square (2) and cube (3) numbers, and notation • Use partitioning to double or halve any number, including decimals

to two decimal places • Multiply and divide numbers mentally drawing upon known facts • Solve problems involving multiplication and division including using

their knowledge of factors and multiples, squares and cubes • 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

• 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

• Use estimation/inverse to check answers to calculations; determine, in the context of a problem, an appropriate degree of accuracy

• 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

Geometry – properties of shapes • Distinguish between regular and irregular polygons based on

reasoning about equal sides and angles • Use the properties of rectangles to deduce related facts and find

missing lengths and angles • Identify 3-D shapes 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 (°) • Identify:

- angles at a point and one whole turn (total 360°) - angles at a point on a straight line and half a turn (total 180°) - other multiples of 90°

Number – fractions, decimals and percentages • Recognise mixed numbers and improper fractions and convert from

one form to the other • Read and write decimal numbers as fractions (e.g. 0.71 = 71

100)

• Count on and back in mixed number steps such as 112

• Compare and order fractions whose denominators are all multiples of the same number (including on a number line)

• Identify, name and write equivalent fractions of a given fraction, represented visually, including tenths and hundredths

• Recognise and use thousandths and relate them to tenths, hundredths and decimal equivalents

• Add and subtract fractions with denominators that are the same and that are multiples of the same number (using diagrams)

• Write statements > 1 as a mixed number (e.g. 25 + 4

5 = 6

5 =1 1

5)

• Multiply proper fractions and mixed numbers by whole numbers, supported by materials and diagrams

• 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 involving fractions and decimals to three places • Solve problems which require knowing percentage and decimal

equivalents of 12, 14, 15, 25, 45 and fractions with a denominator of a

multiple of 10 or 25

Measurement • Use, read and write standard units of length and mass • Estimate (and calculate) volume ((e.g., using 1 cm3 blocks to build

cuboids (including cubes)) and capacity (e.g. using water) • Understand the difference between liquid volume and solid volume • Continue to order temperatures including those below 0°C • 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/calculate the perimeter of composite rectilinear shapes • Calculate and compare the area of rectangle, use standard units

square centimetres (cm2) and square metres (m2) and estimate the area of irregular shapes

• Continue to read, write and convert time between analogue and digital 12 and 24-hour clocks

• Solve problems involving converting between units of time • Use all four operations to solve problems involving measure using

decimal notation, including scaling

Geometry – position and direction • Describe positions on the first quadrant of a coordinate grid • Plot specified points and complete shapes • 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

Statistics • Complete and interpret information in a variety of sorting diagrams

(including those used to sort properties of numbers and shapes) • Complete, read and interpret information in tables and timetables • Solve comparison, sum and difference problems using information

presented in all types of graph including a line graph • Calculate and interpret the mode, median and range

Vocabulary checklists 33

NuMBERNumber and place value

Numbernumbernumeralzeroone, two, three … twentyteens numbers, eleven, twelve … twentytwenty-one, twenty-two … one hundred, two hundred … one thousand … ten thousand, hundred thousand, millionnonehow many …?count, count (up) to, count on (from, to), count back (from, to)forwardsbackwardscount in ones, twos, fives, tens, threes, fours, eights, fifties, sixes, sevens, nines, twenty-fives and so on to hundreds, thousands equal toequivalent tois the same asmore, lessmost, leasttallymanyodd, evenmultiple of, factor offactor pairsequencecontinuepredictfewpatternpair, rule relationship

next, consecutive> greater than < less than ≥ greater than or equal to≤ less than or equal toRoman numeralsinteger, positive, negativeabove/below zero, minusnegative numbersformuladivisibilitysquare numberprime numberascending/descending order

Place value onestens, hundredsdigitone-, two- or three-digit numberplace, place valuestands for, representsexchangethe same number as, as many asmore, larger, bigger, greaterfewer, smaller, less fewest, smallest, leastmost, biggest, largest, greatestone more, ten more, one hundred more, one thousand moreone less, ten less, one hundred less, one thousand lessequal tocompareordersizefirst, second, third … twentiethtwenty-first, twenty-second …last, last but one

YEaR 5

YEaR5

before, afternextbetweenhalfway betweenabove, below

Estimating guesshow many ...?estimatenearlyroughlyclose toapproximate, approximatelyabout the same asjust over, just underexact, exactlytoo many, too fewenough, not enoughround, nearest, round to the nearest ten, hundred, thousand, ten thousandround up, round down

addition and subtractionadditionadd, more, andmake, sum, totalaltogetherdoublenear doublehalf, halveone more, two more … ten more … one hundred morehow many more to make …?how many more is … than …?how much more is …? subtracttake awayhow many are left/left over?

how many have gone? one less, two less, ten less … one hundred lesshow many fewer is … than …? how much less is …? difference betweenequalsis the same asnumber bonds/pairs/factsmissing numbertens boundary, hundreds boundary, ones boundary, tenths boundaryinverse

Multiplication and divisionmultiplicationmultiplymultiplied bymultiple, factorgroups oftimesproductonce, twice, three times … ten timesrepeated additiondivisiondividing, divide, divided by, divided intoleft, left over, remaindergroupingsharing, share, share equallyone each, two each, three each … ten eachgroup in pairs, threes … tensequal groups ofdoublinghalvingarrayrow, columnnumber patternsmultiplication tablemultiplication fact, division fact

34 Mathematical Vocabulary

YEaR5

Vocabulary checklists 35

inversesquare, squaredcube, cubed

Fractions (including decimals and percentages)fraction, proper/improper fractionequivalent fractionmixed numbernumerator, denominatorequivalent, reduced to, cancelequal partequal groupingequal sharingparts of a wholehalf, two halvesone of two equal partsquarter, two quarters, three quartersone of four equal partsone third, two thirdsone of three equal partssixths, sevenths, eighths, tenths …hundredths, thousandthsdecimal, decimal fraction, decimal point, decimal place, decimal equivalent proportion, in every, for everypercentage, per cent, %

MEaSuREMENTmeasuremeasurementsizecompareunit, standard unitmetric unit, imperial unit measuring scale, divisionguess, estimateenough, not enoughtoo much, too little

too many, too fewnearly, close to, about the same as, approximatelyroughlyjust over, just under

Length millimetre, centimetre, metre, kilometre, milelength, height, width, depth, breadthlong, short, tallhigh, lowwide, narrowthick, thin longer, shorter, taller, higher … and so onlongest, shortest, tallest, highest … and so onfar, further, furthest, near, closedistance apart … between … to … fromedge, perimeterarea, coverssquare centimetre (cm2), square metre (m2), square millimetre (mm2)rulermetre stick, tape measure

Weight mass: big, bigger, small, smallerweight: heavy/light, heavier/lighter, heaviest/lightestkilogram, half kilogram, gramweigh, weighs, balancesheavy, lightheavier than, lighter thanheaviest, lightestscales

Capacity and volume litre, half litre, millilitrecapacity

YEaR5

volumefullemptymore thanless thanhalf fullquarter fullholds, containscontainer, measuring cylinderpint, gallon

Temperaturetemperaturedegreecentigrade

Time timedays of the week, Monday, Tuesday …months of the year (January, February ...)seasons: spring, summer, autumn, winterday, week, weekend, fortnight, month, year, leap year, century, millenniumbirthday, holidaymorning, afternoon, evening, nightbedtime, dinner time, playtimetoday, yesterday, tomorrowbefore, afterearlier, laternext, first, lastnoon, midnightcalendar, date, date of birthnow, soon, early, late, earliest, latestquick, quicker, quickest, quicklyslow, slower, slowest, slowlyold, older, oldestnew, newer, newesttakes longer, takes less timehow long ago?

how long will it be to …? how long will it take to …? how often? always, never, often, sometimesusuallyonce, twicehour, o’clock, half past, quarter past, quarter to5, 10, 15 … minutes pasta.m., p.m.clock, clock face, watch, handsdigital/analogue clock/watch, timerhour hand, minute handhours, minutes, secondstimetable, arrive, departRoman numerals12-hour clock time, 24-hour clock time

Money moneycoinpenny, pence, poundprice, costbuy, bought, sell, soldspend, spentpaychangedear, costs morecheap, costs less, cheapercosts the same ashow much …?how many …?totaldiscountcurrency

gEoMETRYproperties of shapeshape, pattern

36 Mathematical Vocabulary

YEaR5

higher, lowerforwards, backwards, sidewaysacrossnext to, close, near, faralongthroughto, from, towards, away fromclockwise, anticlockwisecompass pointnorth, south, east, west, N, S, E, Wnorth-east, north-west, south-east, south-west, NE, NW, SE, SWhorizontal, vertical, diagonaltranslate, translationcoordinatemovementsliderollturnstretch, bendwhole turn, half turn, quarter turn, three-quarter turnrotate, rotationangle, is a greater/smaller angle thandegreeright angleacute angleobtuse anglereflectionstraight lineruler, set squareangle measurer, compass, protractor

STaTISTICScount, tally, sort, votesurvey, questionnaire, data, databasegraph, block graph, pictogramrepresentgroup, set

list, table, chart, bar chart, frequency table, bar line chartCarroll diagram, Venn diagramline graphlabel, title, axis, axesdiagrammost popular, most commonleast popular, least commonmaximum/minimum valueoutcome

gENERaLpatternpuzzleproblem, problem solvingmental, mentallywhat could we try next? how did you work it out? show how you …explain your thinkingexplain your methoddescribe the patterndescribe the ruleinvestigaterecognisedescribedrawcomparesortgreatest value, least valuemental calculationwritten calculationstatementjustifymake a statementexplain your reasoning

38 Mathematical Vocabulary

YEaR5

Vocabulary checklists 37

flat, linecurved, straightroundhollow, solidsortmake, build, construct, draw, sketchperimetercentre, radius, diametersurfaceangle, right-angledcongruentbase, square-basedsizebigger, larger, smallersymmetry, symmetrical, symmetrical patternline symmetryreflect, reflectionaxis of symmetry, reflective symmetrypattern, repeating patternmatchregular, irregular

2-D shape2-D, two-dimensionalcorner, sidepoint, pointedrectangle (including square), rectangular, oblongrectilinearcircle, circulartriangle, triangularequilateral triangle, isosceles triangle, scalene trianglepentagon, pentagonalhexagon, hexagonalheptagonoctagon, octagonalquadrilateralparallelogram, rhombus, trapezium

polygonright -angledparallel, perpendicularx-axis, y-axis, quadrant

3-D shape3-D, three-dimensionalface, edge, vertex, verticescube, cuboid pyramidsphere, hemisphere, sphericalconecylinder, cylindricalprism, triangular prismtetrahedron, polyhedronoctahedron

position and directionpositionover, under, underneathabove, belowtop, bottom, sideon, inoutside, insidearoundin front, behindfront, backbeside, next tooppositeapartbetweenmiddle, edgecentrecornerdirectionjourney, routeleft, rightup, down

YEaR5