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Long Term Planning

Upper Key Stage 2 Year 5 2019-2020

TERM Autumn Spring Summer

Engl

ish

Fiction: Classic fiction Poetry:

Observational Poems

Non-Fiction: Recounts

Fiction: Biographies & Autobiographies

Poetry: Performance/Slam Poetry Non-fiction:

Instructions& Explanations

Fiction: Short Stories

Poetry: Classic Narrative Poetry

Non-fiction: Argument &

Debate

Fiction: Drama (Shakespeare)

Poetry: Poetic Style (Michael Rosen)

Non-fiction: Reports &

Journalistic Writin

Fiction: classic Novels Poetry: Debate Poetry

Non-fiction: Persuasion (Advertisements)

Fiction: Science Fiction

Poetry: Powere of Imagery

Non-fiction: Non-Chronological

Reports Plan 1: Classic fiction

Required texts: The Jungle Book by Rudyard Kipling Just So stories by Rudyard Kipling Description: Chn explore the charm and challenge of classic fiction. Chn write a modern-day Jungle Book story, Just So Stories diary entries, and tell outrageous lies, courtesy of conjunctions. The unit ends with chn performing their own Just So Story in Kipling's style. Grammar focus: 1. Learn the grammar in App.2 specifically using a range of conjunctions to create compound and complex sentences. 2. Use relative clauses. 3. Use commas correctly, including to clarify meaning, avoid ambiguity and to indicate parenthesis.

Plan 1: Short Stories - Spooky Stories Required texts: Short! by K Crossley-Holland Description: Look at the genre of short stories using Short! by Kevin Crossley-Holland. Children investigate the use of adverbials to link sentences or paragraphs together. Children plan and write short mystery stories elaborating by use of descriptive words and further details. Grammar focus: 1. Learn the grammar in Appendix 2. 2. Use relative clauses beginning with who, which, where, when, whose, that or with an implied relative pronoun. 3. Use semi-colons to mark boundaries between main clauses.

Plan 1: Classic fiction Required texts: The Hobbit by J.R.R. Tolkein (original) The Hobbit: Graphic novel illustrated by David Wenzel Description: Through The Hobbit by J.R.R. Tolkien, investigate settings, character development, dialogue and narrative style. Writing includes: dramatisation, playing with point-of-view and writing a 'Lost Tale'. Grammar focus: 1. Review clauses and multi clause sentences. 2. Elaborate descriptions using noun phrases, relative clauses and conjunctions. 3. Use expanded noun phrases and relative clauses to write descriptively.


4. Use correct punctuation to indicate speech.

Plan 2: Biographies and autobiographies Required texts: Boy and Going Solo by Roald Dahl Singing for Mrs Pettigrew/Homecoming by Michael Morpurgo Various biographies of two authors. Description: Use biographies of Roald Dahl & Michael Morpurgo (both books & online) & their autobiographical writing to identify features of biographies & autobiographies. Use the texts to study dialogue, noun phrases & complex sentences. Write autobiographies online. Grammar focus: 1. Learn the grammar in App.2 specifically using a range of conjunctions to create compound and complex sentences. 2. Use expanded noun phrases to convey complicated information concisely.

Plan 2: Drama Required texts: Mr William Shakespeare’s Plays by M Williams Description: Introduce children to Shakespeare using Marcia Williams' Mr William Shakespeare's Plays, Romeo and Juliet, and Macbeth. Investigate different ways of writing dialogue including playscript layout and the use of informal language. Children write a 60 second version of part of Macbeth. Grammar focus: 1. Recognise vocabulary and structures that are appropriate. 2. Use commas to clarify meaning. 3. Learn the grammar in Appendix 2.

Plan 2: Short stories - Fantasy Required texts: Tales from Outer Suburbia by Shaun Tan Description: Read and analyse a selection of short stories from Tales of Outer Suburbia by Shaun Tan. Explore the structure of short stories and the use of modal verbs and dialogue. Children write a drama based on one they have heard and then a new story in the Shaun Tan-style. Grammar focus: 1. Use dialogue, recognise differences between spoken and written speech. 2. Use speech punctuation to indicate direct speech. 2. Understand and use modal verbs.

Plan 3: Classic Fiction – Goth Girl Required texts: Goth Girl and the Ghost of a Mouse (Hardcover) by Chris Riddell Description: Through Chris Riddell’s Goth Girl & the Ghost of a Mouse, children explore how atmosphere, settings & characters are created. They produce maps, give a guided tour of Ghastly-Gorm and explore character through illustration and drama.

Plan 3: Faraway Fiction Required texts: Cloud Tea Monkeys by M Peet and E Graham Mysterious Traveller by M Peet and E Graham Description: Read about faraway places and exciting adventures in Cloud Tea Monkeys and Mysterious Traveller. Explore the

Plan 1: Letters and correspondence Required texts: Letters of Note: Correspondence Deserving of a Wider Audience – Compiled by Shaun Usher Description: Read a selection of fascinating letters, both formal and informal, from different periods of history. They will focus on resumes in particular, and use the examples from the


They then write an extra chapter, applying what they have learnt. Grammar focus: 1. Use relative clauses beginning with ‘who’, ‘which’, ‘where’, ‘why’ or ‘whose’. 2. Use adverbs to indicate degrees of possibility. 3. Use dialogue punctuation accurately.

language that helps makes a story vivid and exciting. Choose an atmospheric setting and write your own faraway story building on the stories read. Grammar focus: 1. Use noun phrases, expanded by the addition of modifying adjectives and preposition phrases. 2. Use clauses to add information about time, place and cause. 3. Link ideas across paragraphs using adverbials of time. 4. Use relative clauses beginning with who, which, where, when, whose, that or with an implied relative pronoun.

book to create a CV and covering letter for an ideal or imaginary future job. Grammar focus: 1. Recognise and use modal verbs. 2. Use colons, semi colons and dashes correctly.

Plan 1: Recounts Required texts: UFOs and Aliens: Investigating Extraterrestrial Visitors – Extreme! by Paul Mason UFO Diary by Satoshi Kitamura Description: Using the context of UFOs, chn explore recounts: investigating genuine documents; discussing famous sightings & researching notorious hoaxes. Chn write a diary entry and create their own hoax UFO photo and report. A presentation to parents completes the unit. Grammar focus: 1. Learn the grammar in App.2 specifically using adverbials of time, space and number 2. Use commas correctly, including to

Plan 1: Argument and Debate Required texts: Provided with plan Description: Identify features of argument texts and discuss differences between facts and opinions. Find out how to present opinions as if they were facts. Study formal and informal speech. Research for and hold a class debate. Children then write and edit their own argument text. Grammar focus: 1. Indicate grammatical features by using semi-colons or colons, using a colon to introduce a list, punctuate bullet points. 2. Learn the grammar in Appendix 2.

Plan 2: Persuasive writing Required texts: A range of texts, all included in the resources. Description: Times are a changin' as children explore how to win hearts and minds. Children analyse adverts and political speeches, adapt protest songs and manipulate with modal verbs. Children write persuasively and the unit ends in a political rally. Who will win: parents or children? Grammar focus: 1. Use modal verbs to indicate degrees of possibility. 2. Use apostrophes correctly. 3. Use conjunctions and adverbs to create cohesion.


clarify meaning, avoid ambiguity and to indicate parenthesis. 3. Use expanded noun phrases to convey complicated information concisely.

Plan 2: Instructions and explanations Required texts: A range of texts, all included in the resources. Description: Hover boards and Doggie Umbrellas meet new-fangled escalators and dial telephones in a unit, which explores instructions and explanations in the context of changing technology. Chn try pitching in the Dragon's Den and create guides for futuristic travel. Grammar focus: 1. Use brackets, dashes and commas to indicate parenthesis. 2. Use semi-colons, colons or dashes to mark boundaries between main causes. 3. Use colons to introduce lists. 4. Punctuate bullet points consistently.

Plan 2: Reports and Journalistic Writing Required texts: Tuesday by D Wiesner Description: Use Tuesday by David Wiesner to study report writing. Look at different ways of writing speech, playscripts, speech bubbles, direct and reported speech. Compare formal and informal writing including use of passive voice. Children write newspaper reports. Grammar focus: 1. Use modal verbs to indicate degrees of possibility. 2. Indicate grammatical features by using semi-colons and dashes to mark boundaries between independent clauses. 3. Use and punctuate direct speech.

Plan 1: Poems on a theme Required texts: All the poems and other texts needed to teach this unit are included in the Plan Resources folder. Description: Children watch What Do You Want To Be? and then plan, write and perform their own poem about hopes for future careers. They incorporate metaphors and other imagery from poems they have read, including from verse by Langston Hughes and Maya Angelou. Grammar focus: 1. Identify, define and use metaphors. 2. Revision of adverbs of possibility. 3. Use brackets for parenthesis.

Plan 3: Travel writing Required texts: Lonely Planet - Not For Parents: The Real Wonders of the World Description: Explore exciting destinations through a range of travel writing. Read recounts of places and events in Not for Parents - The Real Wonders of the World. Learn about embedded clauses and the use of commas. Write a travel recount of a real or imaginary place. Grammar focus:

Plan 3: Reference Texts: Believe it or Not! Required texts: True or False? published by DK Children Description: Through looking at remarkable facts and commonly held beliefs, children explore reference texts and learn how to explore and verify facts. Learn whether you should believe – or not! Grammar focus: 1. Use modal verbs or adverbs to indicate degrees of possibility.

Plan 2: Debate poem Required texts: Alternative Anthem: Selected Poems by John Agard. Includes the poem Alternative Anthem Sensational! poems inspired by the five senses chosen by Roger McGough. Includes Greedyguts The Dispute of Tea and Coffee Hamilton Group Reader Description: Read The Debate of Tea and Coffee, a Gulf 'debate' poem about a fierce dispute


1. Use embedded relative clauses. 2. Use commas to clarify meaning or avoid ambiguity.

2. Learn the grammar from Appendix 2. between coffee and tea. Identify features of poems that tell a story. Children read and compare other poems about drinks. They create and perform a playscript for the dispute and then write a poem about a drink. Grammar focus: 1. Use elaborated descriptive language. 2. Use expanded noun phrases. 3. Use and understand grammatical terminology.

Plan 1: Observational poetry Required texts: A selection (included in resources) Description: This unit encourages children to think about how poetry can make the ordinary extraordinary. They enjoy a selection of modern and classic poems, exploring apt word choices and imagery (simile, metaphor & personification). Children make careful observations, imagine winter as a person, examine observational art and produce paintings to inspire them to write their own poetry. Grammar includes expanded noun phrases and relative clauses. Grammar focus: 1. Use expanded noun phrases to convey complicated information concisely. 2. Use relative clauses.

Plan 1: Poetic Style Required texts: You Wait Till I’m Older Than You by M Rosen Collected Poems by R McGough Description: Children hear and respond to a range of poems from two well-known poets. Explore the use of language and how the writers imply deeper meanings and research the poets on the internet. Finally children write their own free-verse poems inspired by those they have read. The plan uses You Wait Till I'm Older Than You by Michael Rosen and Collected Poems by Roger McGough. Grammar focus: 1. Use and understand the grammatical terminology in English Appendix 2. 2. Use relative clauses. 3. Use commas to clarify meaning.

Plan 2: Classic poems Required texts: The Walrus and the Carpenter by Lewis Carroll

Plan 2: Poems on a theme Required texts: Old Possum’s Book of Practical Cats by TS Eliot and illustrated by A Scheffler


Cautionary Tales by Hilaire Belloc Description: Carroll’s Walrus and the Carpenter stimulate performance, discussion and persuasive writing, in this poetry unit. Belloc's Cautionary Tales provide cause for debate and the chn end the unit writing their own modern day cautionary poems. Grammar focus: 1. Learn the grammar in App.2 specifically using and choosing descriptive language; adjectives, adverbs and powerful nouns and verbs. 2. Use expanded noun phrases to convey complicated information concisely. 3. Use hyphens to avoid ambiguity.

Description: Children look at poems on a theme, using the classic Old Possum’s Book of Practical Cats. They develop their mastery of descriptive language and write and edit their own poems. Grammar focus: 1. Use commas to clarify meaning and avoid ambiguity. 2. Use colons, semi-colons and dashes to indicate parenthesis. 3. Understand and use relative clauses beginning who, that, which, where, when…or an omitted relative pronoun.

Plan 3: Reading and learning poems Required texts: I Like This Poem edited by Kaye Webb Description: Read and memorise poems from I Like that Poem, chosen by children and edited by Kaye Webb. Children gather together poems they like into an anthology and write two of their own. Grammar focus: 1. Use modal verbs or adverbs to indicate degrees of possibility. 2. Use brackets, dashes or commas to indicate parenthesis.


Narrative Writing

Setting Descriptions Sci-fi story openings

Story openings Alternative story endings

Short Story Rewriting story scenes from a different perspective

Non-Narrative Writing

Persuasive Travel Brochures Recount Letters

Recount – Letter Recount - Newspaper Reports Recount – Diary Entry

biographies Explanation/Instructions – how to catch an alien Non Chronological Reports

Persuasive Letter Balanced Reports

Reading

Focus on reading- A range of reading skills to be explored. A particular focus on literal retrieval and inference and deduction skills linked to class texts.

Focus on reading- A range of reading skills to be explored. To draw inferences of characters feelings and thoughts.

Focus on reading – Reading visual literacy stimuli. A range of reading skills to be explored through comprehension work. Particular focus on author’s use of language.

Focus on reading – Reading visual literacy stimuli. A range of reading skills to be explored through comprehension work. . Particular focus on author’s use of language.

Focus on reading A range of reading skills to be explored through comprehension work.

Focus on reading A range of reading skills to be explored through comprehension work.

Class Reader – Autumn 1 – To be set by CT in consultation with Enco Autumn 2 – To be set by CT in consultation with Enco

Class Reader – To be set by CT in consultation with Enco

Class Reader - To be set by CT in consultation with Enco

Assessment Pupil Pen portraits and SWRT Y5-6 Spelling Tests Writing assessment (ongoing in

Writing assessment ongoing through Topic/Science. Reading assessments through ongoing

Reading Comprehensions. On-going writing assessment. Spelling, punctuation and

Reading Comprehensions. On-going writing assessment. Spelling, punctuation and

Reading tests. On-going writing assessment. Spelling, punctuation and grammar assessments.

Reading responses assessed. On-going writing assessment. SWRT and Y5-6 Spelling tests.


Science and Topic) Cold and hot tasks. Spelling Punctuation and grammar assessment.

teacher assessment and through responses to cross curricular reading exercises.

grammar assessment.

grammar assessments.

Cross-Curricular

Science – Drama role play on diversity. Non-chronological writing linked to the different species. Explanatory writing linked to reproduction of different animals. History- Recounts/non-chronological reports/ diary entries and letters

Science- Diary or CV or interview with an astronaut. History- Biographical writing and recounts in the form of letters.

Topic- explanatory writing linked to American study. Science- Poem writing on 3 states of matter.

Science- Superheroes and their forces comic strip . Topic- Instructional writing and balanced reports.

Topic- explanatory writing linked to coasts. Letters of complaint (persuasion) Balanced reports Newspapers. Science- Narrative on plants.

To continue topic writing – see Summer 1. Science – Debate – persuasive writing

Grammar & Punctuation

Specific teaching objectives C2014 Converting nouns and adjectives into verbs using suffixes and prefixes Understand how to build cohesion within a

Specific teaching objectives C2014 Converting nouns and adjectives into verbs using suffixes and prefixes Understand how to build cohesion within a paragraph

Specific teaching objectives C2014 Indicating degrees of possibility using adverbs and modal verbs Indicating parenthesis using brackets, dashes or

Specific teaching objectives C2014 Indicating degrees of possibility using adverbs and modal verbs Indicating parenthesis using brackets, dashes or

Specific teaching objectives C2014 Relative clauses beginning with who, which, where or omitted relative pronouns Indicating parenthesis using brackets, dashes

Specific teaching objectives C2014 Relative clauses beginning with who, which, where or omitted relative pronouns Indicating parenthesis using


paragraph using words such as then, after that, this, firstly. Linking ideas across paragraphs using adverbials of time, place and number or tense choices. Ongoing Word classes Embedding clauses in complex sentences using commas including the embedding of subordinate clause as parenthesis. The grammatical difference between plural and possessive – apostrophes to mark plural possession. Use of commas for fronted adverbials Noun phrases expanded by the addition of modifying adjectives, nouns

using words such as then, after that, this, firstly. Linking ideas across paragraphs using adverbials of time, place and number or tense choices. Ongoing Word classes Embedding clauses in complex sentences using commas including the embedding of subordinate clause as parenthesis. The grammatical difference between plural and possessive – apostrophes to mark plural possession. Use of commas for fronted adverbials Inverted commas to punctuate direct speech Heading and subheadings to aid presentation

commas. To use commas to avoid ambiguity and clarify meaning Ongoing Word classes – converting nouns and adjectives into verbs using suffixes and prefixes Embedding clauses in complex sentences using commas including the embedding of subordinate clauses as parenthesis. The grammatical difference between plural and possessive – apostrophes to mark plural possession. Use of commas for fronted adverbials Noun phrases expanded by the addition of modifying adjectives, nouns and phrases.

commas. To use commas to avoid ambiguity and clarify meaning Ongoing Word classes – converting nouns and adjectives into verbs using suffixes and prefixes Embedding clauses in complex sentences using commas including the embedding of subordinate clauses as parenthesis. The grammatical difference between plural and possessive – apostrophes to mark plural possession. Use of commas for fronted adverbials Noun phrases expanded by the addition of modifying adjectives, nouns and phrases.

or commas. To use commas to avoid ambiguity and clarify meaning Y6 – Use of the semi-colon, colon and dash to mark the boundary between independent clauses. Ongoing Word classes – converting nouns and adjectives into verbs using suffixes and prefixes Embedding clauses in complex sentences using commas including the embedding of subordinate clauses as parenthesis. The grammatical difference between plural and possessive – apostrophes to mark plural possession. Use of commas for fronted adverbials Noun phrases expanded by the addition of modifying adjectives, nouns and phrases

brackets, dashes or commas. To use commas to avoid ambiguity and clarify meaning Y6 – Use of the passive voice to affect the presentation of information in a sentence Ongoing Word classes Embedding clauses in complex sentences using commas including the embedding of subordinate clause as parenthesis. The grammatical difference between plural and possessive – apostrophes to mark plural possession. Use of commas for fronted adverbials Inverted commas to punctuate direct speech Heading and


and phrases. subheadings to aid presentation

SPAG Assessment

Aged Standardised NFER autumn 2 papers in SPAG to be used as an assessment tool.

Aged Standardised NFER spring 2 papers in SPAG to be used as an assessment tool.

Aged Standardised NFER summer 2 papers in SPAG to be used as an assessment tool.

Spelling Spelling uses further prefixes and suffixes and understands the guidelines for adding them (e.g. Converting nouns or adjectives into verbs using suffixes (e.g. –ate; –ise; –ify) and Verb prefixes (e.g. dis–, de–, mis–, over– and re–)* uses the first three or four letters of a word to check spelling, meaning or both of these in a dictionary* Spells correctly at least half the words in the Y5/6

Spelling Words containing the letter-string ough ought, rough, cough, dough, through, thorough, plough Words with ‘silent’ letters (i.e. letters whose presence cannot be predicted from the pronunciation of the word) e.g. doubt, island, lamb, solemn, thistle, knight Spells correctly at least half the words in the Y5/6 spelling list Columns 3 and 4 of Y5/6 Spelling List

Spelling Use homophones and other words that are often confused Spells correctly at least half the words in the Y5/6 spelling list Columns 1 and 2 of Y5/6 Spelling List.

Spelling Words ending in –able and –ible Spells correctly at least half the words in the Y5/6 spelling list Columns 3 and 4 of Y5/6 Spelling List

Spelling words with suffixes beginning with vowel letters to words ending in –fer referring, referred, referral, preferring, preferred, transferring, transferred Spells correctly at least half the words in the Y5/6 spelling list Columns 1 and 2 of Y5/6 Spelling List.

Spelling Spells correctly at least half the words in the Y5/6 spelling list Columns 3 and 4 of Y5/6 Spelling List


spelling list Columns 1 and 2 of Y5/6 Spelling List.

Poetry and Plays

Poetry and Plays

Poetry and Plays

Poetry and Plays

Reading Assessment

Aged Standardised NFER autumn 2 papers in Reading to be used as an assessment tool.

Aged Standardised NFER spring 2 papers in Reading to be used as an assessment tool.

Aged Standardised NFER summer 2 papers in Reading to be used as an assessment tool.

Maths

Number – Number and place value • read, write, order and compare numbers to at least 1 000000 and determine the value of each digit • count forwards or backwards in steps of powers of 10 for any given number up to 1000000 • round any number up to 1000000 to the nearest 10, 100 and 1000 Number – Addition and subtraction

Number – Addition and subtraction • add whole numbers with more than 4 digits, including using formal written methods (columnar addition) • add numbers mentally with increasingly large numbers • use rounding to check answers to calculations and determine, in the context of a problem, levels of accuracy Number – Multiplication and division • identify multiples

Number – Number and place value • read, write, order and compare numbers to at least 1000000 and determine the value of each digit • count forwards or backwards in steps of powers of 10 for any given number up to 1000000 • interpret negative numbers in context, count forwards and backwards with positive and negative whole numbers, including through zero • round any number up to 1000000 to the nearest 10, 100,

Number – Percentages, decimals and fractions • 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

Number – Number and place value • read, write, order and compare numbers to at least 1 000000 and determine the value of each digit • count forwards or backwards in steps of powers of 10 for any given number up to 1000000 • round any number up to 1000000 to the nearest 10, 100, 1000, 10000 and 100000 • solve number problems and practical problems that involve all of the above • read Roman numerals to 1000 (M) and recognise years written

Number – Addition and subtraction • 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


• add and subtract numbers mentally with increasingly large numbers • solve addition and subtraction multi-step problems in contexts, deciding which operations and methods to use and why Number – Multiplication and division • multiply and divide numbers mentally drawing upon known facts • multiply and divide whole numbers by 10, 100 and 1000 Number – Fractions • compare and order fractions whose denominators are all multiples of the same number • identify, name and write

and factors, including finding all factor pairs of a number, and common factors of two numbers • multiply numbers up to 4 digits by a one-digit number using a formal written method • multiply and divide numbers mentally drawing upon known facts • multiply whole numbers 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 squares and cubes • solve problems involving addition, subtraction, multiplication and

1000, 10000 and 100000 • solve number problems and practical problems that involve all of the above Number – Addition and subtraction • subtract whole numbers with more than 4 digits, including using formal written methods (columnar subtraction) • 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 • practise adding and subtracting decimals, including a mix of whole numbers and decimals * [Domain:

involving number up to three decimal places Number – Multiplication and division • 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 • solve problems involving addition, subtraction, multiplication and division and a combination of these, including understanding the meaning of the equals sign Number – Addition and subtraction • mentally add and subtract tenths, and one-digit whole numbers and tenths * • practise adding

in Roman numerals Number – Addition and subtraction • add and subtract whole numbers with more than 4 digits, including using formal written methods (columnar addition and subtraction) • solve addition and subtraction multi-step problems in contexts, deciding which operations and methods to use and why Number – Multiplication and division • multiply and divide numbers mentally drawing upon known facts • multiply and divide whole numbers and those involving decimals by 10, 100 and 1000 • solve problems involving multiplication and division, including scaling by simple fractions and problems involving simple rates

problems in contexts, deciding which operations and methods to use and why Number – Multiplication and division • multiply numbers up to 4 digits by a 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 • solve problems involving addition, subtraction, multiplication and division and a combination of these, including


equivalent fractions of a given fraction, represented visually, including tenths and hundredths • develop their understanding of fractions as numbers, measures and operators by finding fractions of numbers and quantities * • practise counting forwards and backwards in simple fractions * • recognise and describe linear number sequences, including those involving fractions and find the term-to- term rule * [Domain: Number – Number and place value] Geometry – Properties of shapes

division and a combination of these, including understanding the meaning of the equals sign Number – Decimals • read and write decimal numbers as fractions [for example, 0·71 = 71/100 ] • round decimals with two decimal places to the nearest whole number and to one decimal place • practise adding decimals, including complements of 1 (for example, 0·83 + 0·17 = 1) * •recognise and describe linear number sequences involving decimals, and find the term-to-term rule* [Domain: Number – Number and place value] Number –

Number – Fractions (including decimals and percentages)] Number – Multiplication and division • 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 • solve problems involving addition, subtraction, multiplication and division and a combination of these, including understanding the meaning of the equals sign Number – Fractions • compare and order fractions whose denominators are all multiples of the same number

and subtracting decimals, including a mix of whole numbers and decimals, decimals with different numbers of decimal places, and complements of 1 [for example, 0·83 + 0·17 = 1]* * [Domain: Number – Fractions (including decimals and percentages)] Number – Percentages (including fractions and decimals) • 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

Number – Fractions • recognise mixed numbers and improper fractions and convert from one form to the other and write mathematical statements > 1 as a mixed number [for example, 2/5+4/5=6/5 = 1 1/5 • multiply proper fractions and mixed numbers by whole numbers, supported by materials and diagrams • connect equivalent fractions > 1 that simplify to integers with division and other fractions > 1 to division with remainders, using the number line and other models, and hence move from these to improper and mixed fractions Geometry – Properties of shapes • use the properties of rectangles to deduce related facts and find missing lengths and

understanding the meaning of the equals sign • solve problems involving multiplication and division, including scaling by simple fractions and problems involving simple rates Number – Percentages (including fractions and decimals) • 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 ½, ¼, 1/5, 2/5, 4/5 and those fractions


• identify 3-D shapes, including cubes and other cuboids, from 2-D representations Geometry – Position and direction • identify, describe and represent the position of a shape following a translation, using the appropriate language, and know that the shape has not changed

Multiplication and division • 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 • divide numbers mentally drawing upon known facts • divide whole numbers by 10, 100 and 1000 • solve problems involving multiplication and division including using their knowledge of factors and multiples Measurement

• add and subtract fractions with the same denominator and denominators that are multiples of the same number • recognise and use thousandths and relate them to tenths and hundredths Geometry – Properties of shapes • 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 1/2 a turn (total 180°)

decimal equivalents of 1/2, ¼, 1/5, 2/5, 4/5 and those fractions with a denominator of a multiple of 10 and 25 • make connections between percentages, fractions and decimals * Statistics • solve comparison, sum and difference problems using information presented in a line graph • complete, read and interpret information in tables, including timetables Measurement (perimeter and area) • measure and calculate the perimeter of composite rectilinear shapes in centimetres and

angles • distinguish between regular and irregular polygons based on reasoning about equal sides and angles • use angle sum facts and other properties to make deductions about missing angles and relate these to missing number problems • use the term diagonal and make conjectures about the angles formed between sides, and between diagonals and parallel sides, and other properties of quadrilaterals* • use conventional markings for parallel lines and right angles * Measurement (volume and capacity) • convert between different units of metric measure (for example litre and millilitre) • understand and use approximate equivalences between metric units and common imperial units

with a denominator of a multiple of 10 or 25 • make connections between percentages, fractions and decimals * Geometry – Position and direction • identify, describe and represent the position of a shape following a reflection, using the appropriate language, and know that the shape has not changed Measurement (money) • use all four operations to solve problems involving measure [for example, money] using decimal notation, including scaling


(mass) • convert between different units of metric measure (for example, gram and kilogram) • understand and use approximate equivalences between metric units and common imperial units such as pounds • use all four operations to solve problems involving measure [for example, mass] using decimal notation, including scaling Measurement (time) • solve problems involving converting between units of time • use all four operations to solve problems involving measure, including scaling

- other multiples of 90° Measurement (length) • convert between different units of metric measure (for example, kilometre and metre; centimetre and metre; centimetre and millimetre) • understand and use approximate equivalences between metric units and common imperial units such as inches • use all four operations to solve problems involving measure [for example, length] using decimal notation, including scaling

metres • calculate and compare the area of rectangles (including squares), and including using standard units, square centimetres (cm2) and square metres (m2) and estimate the area of irregular shapes

such as pints • estimate volume [for example, using 1 cm3 blocks to build cuboids (including cubes)] and capacity [for example, using water] • use all four operations to solve problems involving measure [for example volume] using decimal notation, including scaling Measurement (money) • use all four operations to solve problems involving measure [for example, money] using decimal notation, including scaling

Measurement (money) • use all four operations to solve problems involving measure [for example money] using decimal notation, including scaling Statistics • solve comparison, sum and difference problems using information presented in a line graph • complete, read and interpret information in tables

Maths Assessment Aged Standardised NFER autumn 2

Maths Assessment Aged Standardised NFER spring 2 papers

Maths Assessment Aged Standardised NFER summer 2 papers in


papers in arithmetic and reasoning to be used as an assessment tool.

in arithmetic and reasoning to be used as an assessment tool.

arithmetic and reasoning to be used as an assessment tool.

Science: Curriculum

Living things and their habitats

To describe the life process of

reproduction in some plants and

animals by exploring sexual reproduction in

plants and mammals.

To describe the

life cycle of a mammal by

exploring the life cycles of

mammals in different habitats.

To describe the

differences in the life cycles of an

amphibians, insects and birds.

Earth and Space

To describe the Sun, Earth and Moon as

approximately spherical bodies.

To describe the

movement of the Earth, and other

planets, relative to the Sun in the solar

system.

Using the idea of the Earth’s rotation to explain day and

night and the apparent

movement of the Sun across the sky.

To describe the

movement of the Moon relative to the EarthAnimals Including Humans

To describe the

changes as humans develop from a baby to old age.

Properties and Changes of Materials

To compare and group together

everyday materials on the basis of their

properties, including their

hardness, transparency and

response to magnets.

To give reasons,

based on evidence from comparative and fair tests, for

the particular uses of everyday

materials, including metals, wood and

plastic.



electrical conductivity.

To know that some

materials will

Forces

To explain that unsupported

objects fall towards the Earth because

of the force of gravity acting

between the Earth and the falling

object.

To identify the effects of air resistance.

To identify the

effects of water resistance.

To identify the

effects of friction.

To recognise that some mechanisms,

including levers, pulleys and gears,

allow a smaller force to have a greater effect.

Living Things and Their Habitats (Plant Life

Cycles) To explore and use

classification keys to help group, identify and name a variety of living things in their local and

wider environment.

To recognise that environments can

change and this can sometimes pose

dangers to living things.

To recognise that living things can be grouped

in a variety of ways.

Properties and Changes of Materials


everyday materials on the basis of

their properties, including their

hardness, transparency and

response to magnets.

To give reasons,

based on evidence from comparative and fair tests, for

the particular uses of everyday materials,

including metals, wood and plastic.


everyday materials on the basis of their electrical conductivity.

To know that some

materials will


To report findings from enquiries,

including oral and written

explanations of results in the context of the

gestation period for animals.

dissolve in liquid to form a solution by

investigating dissolving.



solubility.

To use knowledge of solids, liquids

and gases to decide how mixtures might

be separated, including through

filtering, sieving and evaporating.

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.

dissolve in liquid to form a solution by

investigating dissolving.


everyday materials on the basis of their solubility.

To use knowledge of solids, liquids

and gases to decide how

mixtures might be separated,

including through filtering, sieving and evaporating.

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.


Computing DL E Safety and IT DL - Design a poster CS - How a search engine ‘works’ DL E-Safety Stop! Check Site Validation DL Online media How fake is that? Body image

CS Programming Starting with Scratch CS terminology Words, words, words IT spreadsheets Simply Delicious (linked to French menu) DL Gaming Internet Scenario card activity

DL Blogging Can you Finish My Story? (linked with Ancient Greek Myths) IT Designing in 3D CS Logo/Algorithms Logo block of flats CS Strategy Simulation/Spreadsheets Building a sustainable house

History Local History Study

To develop a chronological secure knowledge and understanding of British, local and world history, establishing clear narratives within and across the periods they study. To understand how our knowledge of the past is constructed from a range of sources.

Anglo Saxons To develop a chronologically secure knowledge and understanding of British, local and world history, establishing clear narratives within and across the periods they study. To note connections, contrasts and trends over time.

The Maya To regularly address and sometimes devise historically valid questions about change, cause, similarity and difference, and significance. To develop the appropriate use of historical terms.

Geography

Investigating our local area Rivers .

Sustainable tourism around the world A study of coastlines- Human and physical geography + Geographical skills (mapping including Ordnance Survey) and field work. .


Physical Education

Tag Rugby Develop skills in tag rugby and play competitive games. Dance supported by an external dance teacher Dance topic related to Ancient Greece. Basketball Develop skills in basketball and play competitive games. Gymnastics Develop floor work skills and ability to use apparatus.

Football Develop skills in football and play small competitive games. Gymnastics supported by an external coach Develop floor work skills and ability to use apparatus. Tennis Develop skills in tennis and play small competitive games. Dance Develop skills in dance.

Cricket with coach support Develop skills in cricket and play small competitive games. Athletics Develop skills in athletics. Dance supported by an external dance teacher Develop skills in dance

French Instructions Greetings (ca va parce que) Intercultural understanding (Morocco) Vacances Brothers and sisters

Pets Christmas Recap & revision

Planets 2 frogs story Body parts Easter Recap & revision

Ourselves Hungry caterpillar Opinions and siblings Months and festivals Recap & revision


Music String (Cello and Violin) Musical Elements: Skills explored; How to hold and position the instruments Learning 4 open string notes Following simple rhythms by notation Play and perform in solo and ensemble contexts, using their voices and playing musical instruments with increasing accuracy, fluency, control and expression.

String (Cello and Violin) Musical Elements: Skills explored;

Appreciate and understand a wide range of high-quality live and recorded music drawn from different traditions and from great composers and musicians

Listen with attention to detail and recall sounds with increasing aural memory

Use and understand staff and other musical notations

Improvise and compose music for a range of purposes using the inter-related dimensions of music

String (Cello and Violin) Musical Elements: Skills explored; Musician and Composer Study Appreciate and understand a wide range of high quality live and recorded music drawn from different traditions and from great composers and musicians

Develop an understanding of the history of music.

Art Objects and Meanings

To collect a variety of visually interesting objects

To discuss and list the qualities of the objects selected

To arrange the objects into a composition for a still life

To use a viewfinder to select part of the arrangement

To use a variety of media to create large, flat areas of colour.

To develop their work.

To decide the effect of light and shade, the texture of objects.

To choose an idea to develop into a larger


picture

To apply paint, charcoal, chalk to represent tonal contrasts the arrangement of shapes, the colour families, the idea of contrast

To decide whether their paintings communicate the ideas that the children intended.

DT .Talking Textiles QCA 5c To discuss how stories have been

represented in textiles – Bayeaux Tapestry, Egyptian tomb paintings, Greek vases.

To use story to inspire the textile work. To produce images showing parts of the

story. To design and make a piece of work

using a range of techniques, colouring fabric, layering fabric, applying other materials.

Discuss how they use colour, texture, pattern and the sound materials make to communicate the ideas in the story.

To Design and make a soft sculpture The Art of Hospitality

RE Liturgy Wisdom Jesus and the gift of peace. Is peace the most important message of Christmas?

What are the 5 pillars of Islam and why are they important to Muslims? What do the monastic traditions within Christianity show us about living in community? What happens in churches as Easter?

What does it mean to be a Sikh? Understanding faith in…


PSHCE Health and Wellbeing • what positively and negatively

affects their physical, mental and emotional health (including the media)

• how to make informed choices (including recognising that choices can have positive, neutral and negative consequences) and to begin to understand the concept of a ‘balanced lifestyle’

• to differentiate between the terms, ‘risk’, ‘danger’ and ‘hazard’

• that bacteria and viruses can affect health and that following simple routines can reduce their spread

• about human reproduction strategies for keeping physically and emotionally safe including road safety, safety in the environment and safety online (including social media, the responsible use of ICT and mobile phones)

• the importance of protecting personal information, including passwords, addresses and images

Relationships • to recognise and manage ‘dares’ • to recognise and challenge

stereotypes • to recognise ways in which a

relationship can be unhealthy and who to talk to if they need support.

• to listen and respond respectfully to a wide range of people, to feel confident to raise their own concerns, to recognise and care about other people's feelings and to try to see, respect and if necessary constructively challenge their points of view.

Living in the Wider World • to appreciate the range of national,

regional, religious and ethnic identities in the United Kingdom

• to think about the lives of people living in other places, and people with different values and customs

• about the role money plays in their own and others’ lives, including how to manage their money and about being a critical consumer

• to develop an initial understanding of the concepts of ‘interest’, ‘loan’, ‘debt’, and ‘tax’ (e.g. their contribution to society through the payment of VAT).

long term plan year 5...

Documents