Year 5

Religious Education

Autumn	Spring	Summer
Domestic Church OURSELVES Created in the image and likeness of God	Local Church MISSION Continuing Jesus’ mission in diocese (ecumenism)	Pentecost TRANSFORMATION Celebration of the Spirit’s transforming power
Baptism / Confirmation LIFE CHOICES Marriage, commitment and service	Eucharist MEMORIAL SACRIFICE Eucharist as the living memorial of Christ’s sacrifice	Reconciliation/Anointing of the sick FREEDOM AND RESPONSIBILITY Commandments enable Christians to be free & responsible
Judaism Passover		Islam Ramadan and Pilgrimage
Advent / Christmas HOPE Advent: waiting in the joyful hope for Jesus, the promised one	Lent/Easter SACRIFICE Lent: a time of aligning with the sacrifice made by Jesus	Universal Church STEWARDSHIP The Church is called to the stewardship of Creation.

Autumn

Spring

Summer

Domestic Church

OURSELVES
Created in the image and likeness of God

Local Church

MISSION

Continuing Jesus’ mission in diocese (ecumenism)

Pentecost

TRANSFORMATION

Celebration of the Spirit’s transforming power

Baptism / Confirmation

LIFE CHOICES
Marriage, commitment and service

Eucharist

MEMORIAL SACRIFICE

Eucharist as the living memorial of Christ’s sacrifice

Reconciliation/Anointing of the sick

FREEDOM AND RESPONSIBILITY

Commandments enable Christians to be free & responsible

Judaism

Passover

Islam

Ramadan and Pilgrimage

Advent / Christmas

HOPE

Advent: waiting in the joyful hope for Jesus, the promised one

Lent/Easter

SACRIFICE

Lent: a time of aligning with the sacrifice made by Jesus

Universal Church

STEWARDSHIP

The Church is called to the stewardship of Creation.

English

Spoken Language	Text Types
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, initiating and responding to comments using 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 to 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	Myths and legends Traditional stories Modern fiction Fiction from our literary heritage (pre 20th Century) Books from other cultures and traditions Poetry to learn by heart Poems using onomatopoeia, metaphor, personification Non-fiction Biograph

Spoken Language

Text Types

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, initiating and responding to comments using 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 to 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

Myths and legends

Traditional stories

Modern fiction

Fiction from our literary heritage (pre 20th Century)

Books from other cultures and traditions

Poetry to learn by heart

Poems using onomatopoeia, metaphor, personification

Non-fiction

Biograph

Vocabulary, Grammar and Punctuation	Spelling
Convert nouns or adjectives into verbs using suffixes, e.g. –ate; –ise; –ify Understand verb prefixes, e.g. dis–, de–, mis–, over– and re– Use relative clauses beginning with whom, which, where, when, whose, that, or an omitted relative pronoun Indicate degrees of possibility using adverbs, e.g. perhaps, surely, or modal verbs, e.g. might, should, will, must Use devices to build cohesion within a paragraph, e.g. then, after that, this, firstly Link ideas across paragraphs using adverbials of time, e.g. later, place, e.g. nearby, and number, e.g. secondly, or tense choices, e.g. he had seen her before. Use brackets, dashes or commas to indicate parenthesis. Use commas to clarify meaning or avoid ambiguity. Terminology: modal verb, relative pronoun, relative clause, parenthesis, bracket, dash, cohesion, ambiguity	Spell words with the letter string ‘ough’ Spell words ending in ‘-cious -tious Spelling homophones Spell words with ‘silent’ letters Prefixes de, re Suffix ate, ise, ify Use spelling journals for etymology Use a dictionary to support learning word roots, derivations and spelling patterns Use strategies at the point of writing: using etymological/ morphological strategies for spelling See annotated appendix 1 for spelling Handwriting Write legibly, fluently and with increasing speed by choosing which shape of a letter to use when given choices and deciding whether to join specific letters. Choose the writing implement that is best suited for a task.
Convert nouns or adjectives into verbs using suffixes, e.g. –ate; –ise; –ify Understand verb prefixes, e.g. dis–, de–, mis–, over– and re– Use relative clauses beginning with whom, which, where, when, whose, that, or an omitted relative pronoun Indicate degrees of possibility using adverbs, e.g. perhaps, surely, or modal verbs, e.g. might, should, will, must Use devices to build cohesion within a paragraph, e.g. then, after that, this, firstly Link ideas across paragraphs using adverbials of time, e.g. later, place, e.g. nearby, and number, e.g. secondly, or tense choices, e.g. he had seen her before. Use brackets, dashes or commas to indicate parenthesis. Use commas to clarify meaning or avoid ambiguity. Terminology: modal verb, relative pronoun, relative clause, parenthesis, bracket, dash, cohesion, ambiguity	Spell words with the letter string ‘ough’ Spell words ending in ‘-cious -tious Spell homophones Spell words with ‘silent’ letters Prefixes de, re Suffix ate, ise, ify Use spelling journals for etymology Use a dictionary to support learning word roots, derivations and spelling patterns Using strategies at the point of writing: using etymological/ morphological strategies for spelling See annotated appendix 1 for spelling Handwriting Write legibly, fluently and with increasing speed by choosing which shape of a letter to use when given choices and deciding whether to join specific letters. Choose the writing implement that is best suited to a task.

Vocabulary, Grammar and Punctuation

Spelling

Convert nouns or adjectives into verbs using suffixes, e.g. –ate; –ise; –ify
Understand verb prefixes, e.g. dis–, de–, mis–, over– and re–
Use relative clauses beginning with whom, which, where, when, whose, that, or an omitted relative pronoun
Indicate degrees of possibility using adverbs, e.g. perhaps, surely, or modal verbs, e.g. might, should, will, must
Use devices to build cohesion within a paragraph, e.g. then, after that, this, firstly
Link ideas across paragraphs using adverbials of time, e.g. later, place, e.g. nearby, and number, e.g. secondly, or tense choices, e.g. he had seen her before.
Use brackets, dashes or commas to indicate parenthesis.
Use commas to clarify meaning or avoid ambiguity.

Terminology: modal verb, relative pronoun, relative clause, parenthesis, bracket, dash, cohesion, ambiguity

Spell words with the letter string ‘ough’
Spell words ending in ‘-cious -tious
Spelling homophones
Spell words with ‘silent’ letters
Prefixes de, re
Suffix ate, ise, ify
Use spelling journals for etymology
Use a dictionary to support learning word roots, derivations and spelling patterns
Use strategies at the point of writing: using etymological/ morphological strategies for spelling

See annotated appendix 1 for spelling

Handwriting
Write legibly, fluently and with increasing speed by choosing which shape of a letter to use when given choices and deciding whether to join specific letters.
Choose the writing implement that is best suited for a task.

Convert nouns or adjectives into verbs using suffixes, e.g. –ate; –ise; –ify
Understand verb prefixes, e.g. dis–, de–, mis–, over– and re–
Use relative clauses beginning with whom, which, where, when, whose, that, or an omitted relative pronoun
Indicate degrees of possibility using adverbs, e.g. perhaps, surely, or modal verbs, e.g. might, should, will, must
Use devices to build cohesion within a paragraph, e.g. then, after that, this, firstly
Link ideas across paragraphs using adverbials of time, e.g. later, place, e.g. nearby, and number, e.g. secondly, or tense choices, e.g. he had seen her before.
Use brackets, dashes or commas to indicate parenthesis.
Use commas to clarify meaning or avoid ambiguity.

Terminology: modal verb, relative pronoun, relative clause, parenthesis, bracket, dash, cohesion, ambiguity

Spell words with the letter string ‘ough’
Spell words ending in ‘-cious -tious
Spell homophones
Spell words with ‘silent’ letters
Prefixes de, re
Suffix ate, ise, ify
Use spelling journals for etymology
Use a dictionary to support learning word roots, derivations and spelling patterns
Using strategies at the point of writing: using etymological/ morphological strategies for spelling

See annotated appendix 1 for spelling

Handwriting
Write legibly, fluently and with increasing speed by choosing which shape of a letter to use when given choices and deciding whether to join specific letters.
Choose the writing implement that is best suited to a task.

Maths

Maths
Number: Number & Place Value	Read, write, order and compare numbers to at least 1 000 000 and determine the value of each digit. Count forwards or backwards in steps of powers of 10 for any given number up to 1 000 000 Interpret negative numbers in context, count forwards and backwards with positive and negative whole numbers, including through zero. Round any number up to 1 000 000 to the nearest 10, 100, 1000, 10 000 and 100 000 Solve a number of problems and practical problems that involve all of the above Read Roman numerals to 1000 (M) and recognise years written in Roman numerals.
Number: Addition & 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 multistep problems in contexts, deciding which operations and methods to use and why.
Number: Multiplication & 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 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.
Number: Fractions	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 [for example, 2/5 + 4/5 = 6/5 = 1 1/5] 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 [for example, 0.71 = 71/100] 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 numbers 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 1/2, 1/4, 1/5, 2/5, 4/5, and those fractions with a denominator of a multiple of 10 or 25.
Measurement	Convert between different units of metric measure (for example, kilometre and metre; centimetre and metre; centimetre and millimetre; gram and kilogram; litre and millilitre) 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 (m2) 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.
Geometry: Properties of Shapes	Identify 3-D shapes, including cubes and other cuboids, from 2-D representations. Use the properties of rectangles to deduce related facts and find missing lengths and angles. Distinguish between regular and irregular polygons based on reasoning about equal sides and angles. Know angles are measured in degrees: estimate and compare acute, obtuse and reflex angles. Draw given angles, and measure them in degrees (o) Identify angles at a point and one whole turn (total 360o) Identify angles at a point on a straight line and half a turn (total 180o) Identify other multiples of 90o.
Geometry: Position of 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	Solve comparison, sum and difference problems using information presented in a line graph Complete, read and interpret information in tables, including timetables.

Science

Autumn	Spring	Summer
*May the force be with you!* To explain that unsupported objects fall towards the Earth because of the force of gravity acting between the Earth and the falling object by identifying forces acting on objects. To identify the effects of air resistance, water resistance and friction by identifying forces acting on objects. To explain that unsupported objects fall towards the Earth because of the force of gravity acting between the Earth and the falling object by measuring the force of gravity pulling on objects. To identify the effects of air resistance by investigating the best parachute to slow a person down. To identify the effects of water resistance by creating and racing streamlined boats. To identify the effects of friction by investigating brakes. To recognise that some mechanisms, including levers, pulleys and gears, allow a smaller force to have a greater effect by exploring and designing a simple mechanism.	*What is stuff?* To compare and group together everyday materials on the basis of their properties, including their hardness, transparency and response to magnets by sorting and classifying materials according to their properties To give reasons, based on evidence from comparative and fair tests, for the particular uses of everyday materials, including metals, wood and plastic by investigating thermal conductors and insulators. To compare and group together everyday materials on the basis of their thermal conductivity by investigating thermal conductors and insulators. To compare and group together everyday materials on the basis of their electrical conductivity by investigating the best electrical conductors. To know that some materials will dissolve in liquid to form a solution by investigating dissolving. To compare and group together everyday materials on the basis of their solubility by investigating dissolving. To use knowledge of solids, liquids and gases to decide how mixtures might be separated, including through filtering, sieving and evaporating by separating different mixtures. To demonstrate that dissolving, mixing and changes of state are reversible changes by separating different mixtures. To describe how to recover a substance from a solution by separating different mixtures. 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, by identifying and observing irreversible chemical changes.	*Growing up* Describe the changes as humans develop to old age by drawing a timeline to indicate stages in the growth and development of humans. Describe the changes as humans develop to old age in the context of the development of babies in their first year. Record data and results of increasing complexity using bar and line graphs in the context of the growth of babies in height and/or weight during their first year after birth. Describe the changes as humans develop to old age by comparing the changes that take place to boys and girls during puberty. Describe the changes as humans develop to old age by understanding the changes that take place in old age. Report findings from enquiries, including oral and written explanations of results in the context of the gestation period for animals. Record data and results of increasing complexity using bar and line graphs, and models in the context of comparing gestation periods and life expectancies of animals. Reporting and presenting findings from enquiries, including causal relationships by analysing data on gestation periods and life expectancies of animals.
*Circle of life* To describe the life process of reproduction in some plants and animals by exploring sexual reproduction in plants. To describe the life cycle of a mammal by exploring the life cycles of mammals in different habitats. To describe the life process of reproduction in some plants and animals by describing sexual reproduction in mammals. To describe the life process of reproduction in some plants and animals by exploring Jane Goodall’s work with chimpanzees. To describe the differences in the life cycles of an amphibian and an insect by exploring complete and incomplete metamorphosis. To describe the differences in the life cycles of a mammal, an amphibian, an insect and a bird by describing and comparing different life cycles, including birds.	*To infinity and beyond!* Describing the Sun, Earth and Moon as approximately spherical bodies by understanding how this knowledge has been attained. Identifying scientific evidence that has been used to support or refute ideas or arguments in the context of how ideas changed from a flat earth view. Describing the movement of the Earth, and other planets, relative to the Sun in the solar system by learning the order of the plants and how they move in the solar system. Describing the movement of the Earth, and other planets, relative to the Sun in the solar system by examining the geocentric and heliocentric theories. Identifying scientific evidence that has been used to support or refute ideas or arguments in the context of the shift from heliocentric models of the solar system to geocentric models. Using the idea of the Earth’s rotation to explain day and night and the apparent movement of the Sun across the sky by examining why the sun appears to move and the arguments for the Earth’s rotation. Identifying scientific evidence that has been used to support or refute ideas or arguments in the context of the evidence for the Earth’s rotation. Using the idea of the Earth’s rotation to explain day and night and the apparent movement of the Sun across the sky by predicting night and day in different places on Earth. Reporting and presenting findings from enquiries, including conclusions, in oral and written forms such as displays and other presentations in the context of investigating night and day. Describing the movement of the Moon relative to the Earth by explaining how the Moon orbits the Earth.	*Intriguing inventors* To identify scientific evidence that has been used to support or refute ideas or arguments in the context of how CSI technicians use evidence to solve crimes. To use knowledge of solids, liquids and gases to decide how mixtures might be separated in the context of using chromatography to solve a ‘crime’. To describe how scientific ideas have changed over time in the context of Margaret Hamilton’s development of the software for the Apollo Moon missions. To describe the movement of the Earth, and other planets, relative to the Sun in the solar system in the context of classifying and ordering planets based on their sizes, surface and orbits. To describe the life process of reproduction in some plants and animals in the context of Eva Crane’s research into the life cycle of bees. 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 in the context of finding materials appropriate for a particular use To plan different types of scientific enquiries to answer questions in the context of checking the accuracy of the proportions described in da Vinci’s Vitruvian Man. To use test results to make predictions in the context of making predictions about height and length based on their results about the proportions of the human body. To identify scientific evidence that has been used to support or refute ideas in the context of the theories surrounding the alignment of the stones at Stonehenge.

Autumn

Spring

Summer

May the force be with you!

To explain that unsupported objects fall towards the Earth because of the force of gravity acting between the Earth and the falling object by identifying forces acting on objects.
To identify the effects of air resistance, water resistance and friction by identifying forces acting on objects.
To explain that unsupported objects fall towards the Earth because of the force of gravity acting between the Earth and the falling object by measuring the force of gravity pulling on objects.
To identify the effects of air resistance by investigating the best parachute to slow a person down.
To identify the effects of water resistance by creating and racing streamlined boats.
To identify the effects of friction by investigating brakes.
To recognise that some mechanisms, including levers, pulleys and gears, allow a smaller force to have a greater effect by exploring and designing a simple mechanism.

What is stuff?

To compare and group together everyday materials on the basis of their properties, including their hardness, transparency and response to magnets by sorting and classifying materials according to their properties
To give reasons, based on evidence from comparative and fair tests, for the particular uses of everyday materials, including metals, wood and plastic by investigating thermal conductors and insulators.
To compare and group together everyday materials on the basis of their thermal conductivity by investigating thermal conductors and insulators.
To compare and group together everyday materials on the basis of their electrical conductivity by investigating the best electrical conductors.
To know that some materials will dissolve in liquid to form a solution by investigating dissolving.
To compare and group together everyday materials on the basis of their solubility by investigating dissolving.
To use knowledge of solids, liquids and gases to decide how mixtures might be separated, including through filtering, sieving and evaporating by separating different mixtures.
To demonstrate that dissolving, mixing and changes of state are reversible changes by separating different mixtures.
To describe how to recover a substance from a solution by separating different mixtures.
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, by identifying and observing irreversible chemical changes.

Growing up

Describe the changes as humans develop to old age by drawing a timeline to indicate stages in the growth and development of humans.
Describe the changes as humans develop to old age in the context of the development of babies in their first year.
Record data and results of increasing complexity using bar and line graphs in the context of the growth of babies in height and/or weight during their first year after birth.
Describe the changes as humans develop to old age by comparing the changes that take place to boys and girls during puberty.
Describe the changes as humans develop to old age by understanding the changes that take place in old age.
Report findings from enquiries, including oral and written explanations of results in the context of the gestation period for animals.
Record data and results of increasing complexity using bar and line graphs, and models in the context of comparing gestation periods and life expectancies of animals.
Reporting and presenting findings from enquiries, including causal relationships by analysing data on gestation periods and life expectancies of animals.

Circle of life

To describe the life process of reproduction in some plants and animals by exploring sexual reproduction in plants.
To describe the life cycle of a mammal by exploring the life cycles of mammals in different habitats.
To describe the life process of reproduction in some plants and animals by describing sexual reproduction in mammals.
To describe the life process of reproduction in some plants and animals by exploring Jane Goodall’s work with chimpanzees.
To describe the differences in the life cycles of an amphibian and an insect by exploring complete and incomplete metamorphosis.
To describe the differences in the life cycles of a mammal, an amphibian, an insect and a bird by describing and comparing different life cycles, including birds.

To infinity and beyond!

Describing the Sun, Earth and Moon as approximately spherical bodies by understanding how this knowledge has been attained.
Identifying scientific evidence that has been used to support or refute ideas or arguments in the context of how ideas changed from a flat earth view.
Describing the movement of the Earth, and other planets, relative to the Sun in the solar system by learning the order of the plants and how they move in the solar system.
Describing the movement of the Earth, and other planets, relative to the Sun in the solar system by examining the geocentric and heliocentric theories.
Identifying scientific evidence that has been used to support or refute ideas or arguments in the context of the shift from heliocentric models of the solar system to geocentric models.
Using the idea of the Earth’s rotation to explain day and night and the apparent movement of the Sun across the sky by examining why the sun appears to move and the arguments for the Earth’s rotation.
Identifying scientific evidence that has been used to support or refute ideas or arguments in the context of the evidence for the Earth’s rotation.
Using the idea of the Earth’s rotation to explain day and night and the apparent movement of the Sun across the sky by predicting night and day in different places on Earth.
Reporting and presenting findings from enquiries, including conclusions, in oral and written forms such as displays and other presentations in the context of investigating night and day.
Describing the movement of the Moon relative to the Earth by explaining how the Moon orbits the Earth.

Intriguing inventors

To identify scientific evidence that has been used to support or refute ideas or arguments in the context of how CSI technicians use evidence to solve crimes.
To use knowledge of solids, liquids and gases to decide how mixtures might be separated in the context of using chromatography to solve a ‘crime’.
To describe how scientific ideas have changed over time in the context of Margaret Hamilton’s development of the software for the Apollo Moon missions.
To describe the movement of the Earth, and other planets, relative to the Sun in the solar system in the context of classifying and ordering planets based on their sizes, surface and orbits.
To describe the life process of reproduction in some plants and animals in the context of Eva Crane’s research into the life cycle of bees.
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 in the context of finding materials appropriate for a particular use
To plan different types of scientific enquiries to answer questions in the context of checking the accuracy of the proportions described in da Vinci’s Vitruvian Man.
To use test results to make predictions in the context of making predictions about height and length based on their results about the proportions of the human body.
To identify scientific evidence that has been used to support or refute ideas in the context of the theories surrounding the alignment of the stones at Stonehenge.

Computing

We use the Teach Computing scheme of work to deliver the computing curriculum to ensure full coverage and progression in this specialised area. The children are also given opportunities to use their computing skills in other areas of the curriculum using desktop computers, laptops, chromebooks and tablets.

To find out more about the Teach Computing curriculum, visit www.teachcomputing.org

Computing systems and networks	Creating media	Programming A	Data and Information	Creating media	Programming B
Systems and searching Recognising IT systems around us and how they allow us to search the internet.	Video production Planning, capturing, and editing video to produce a short film.	Selection in physical computing Exploring conditions and selection using a programmable microcontroller.	Flat-file databases Using a database to order data and create charts to answer questions.	Vector drawing Creating images in a drawing program by using layers and groups of objects.	Selection in quizzes Exploring selection in programming to design and code an interactive quiz.

PE

Year 5 PE Objectives
Communication	Communicate, collaborate and compete with each other in order to inspire self and others to exceed and excel Evaluate and recognise own and others’ success and identify strategies for improvement
Competence	Use a broad range of skills in isolation and in combination to become physically confident Develop mastery of flexibility, strength, technique, control and balance
Participate	Play competitive games showing good communication and collaboration to demonstrate their sense of sportsmanship Apply principles suitable for attacking and defending Participate in outdoor and adventurous activities
Performance	Perform dances and gymnastics routines on own and with others using a range of movement patterns Evaluate and compare performances with previous ones Begin to demonstrate improvement to achieve personal best

	TERM 1	TERM 2	TERM 3
First half-term	Outdoor Adventurous Activities	Swimming	Athletics
Second half-term	Gymnastics	Swimming	Tennis

Music

Year 5 Music Objectives
Composition	Improvise and compose music for a range of purposes using the linked dimensions of music, e.g. duration, timbre, texture, structure, tempo, musical notations
Listen to	Listen with attention to detail and comment on inter-related dimensions of music
Play and performance	Play and perform in solo and ensemble contexts for a range of audience Use voices and musical instruments with increasing accuracy, fluency and expression
Review and evaluate	Make connections across music from different areas, cultures, traditions and genres Develop a secure understanding of the history of music

Art

Autumn Term

Topic (Taken from Long Term Plan).	Media and Materials	Skills	Vocabulary	Significant Artists
Anthony Gormley David Hockney	In sculpture, combine visual and tactile qualities	Improve mastery of art / design techniques with a wide range of materials.	Use a range of artistic vocabulary to communicate ideas, discuss and evaluate work/ other artworks e.g. tactile, influence, captivate, emulate.	Understand how great artists, architects and designers contribute to the culture, creativity and wealth of our nation.

Spring Term

Topic (Taken from Long Term Plan)	Media and Materials	Skills	Vocabulary	Significant Artists
William Morris Charles Rennie Mackintosh	In drawing, use a range of pencils to begin to develop personal style, drawing on work of other artists for inspiration. Capture artistic process in sketch book. In painting, use watercolours to suggest mood. In print, make printing blocks eg from coiled string on card to create repeating pattern.		Use a range of artistic vocabulary to communicate ideas, discuss and evaluate work/ other artworks e.g. tactile, influence, captivate, emulate.

Topic (Taken from Long Term Plan)

Media and Materials

Skills

Vocabulary

Significant Artists

William Morris

Charles Rennie Mackintosh

In drawing, use a range of pencils to begin to develop personal style, drawing on work of other artists for inspiration.

Capture artistic process in sketch book. In painting, use watercolours to suggest mood.

In print, make printing blocks eg from coiled string on card to create repeating

pattern.

Use a range of artistic vocabulary to communicate ideas, discuss and evaluate work/ other artworks e.g. tactile, influence, captivate, emulate.

Summer Term

Topic (Taken from Long Term Plan)	Media and Materials	Skills	Vocabulary	Significant Artists
Parthenon art	In collage, with increasing confidence, combine visual and tactile qualities. Enhance digital media by editing including sound, video, animation, still images and installations.	Improve mastery of art / design techniques with a wide range of materials.		Communicate ideas and comment on artworks using artistic language.

Design Technology

Autumn Term

Topic (Taken from Long Term Plan)	Designing Objective	Making Objective	Evaluating Objective	Cooking and Nutrition Objective
Christmas card			Generate own design criteria and evaluate ideas and products against these
Mask making	Communicate, generate, develop and model ideas using a range of strategies, e.g. computer-aided design, cross-sectional and exploded diagrams.	According to their functional properties and aesthetic qualities, select from and use a wide range of tools, equipment, materials and components accurately to make high quality prototypes.	Generate own design criteria and evaluate ideas and products against these
Food				Prepare and cook predominantly savoury dishes using a range of cooking techniques.

Spring Term

Topic (Taken from Long Term Plan)

Designing Objective

Making Objective

Evaluating Objective

Technical Knowledge Objective

Cooking and Nutrition Objective

Toys (Victorians)

Investigate and analyse a range of existing products that address real /relevant problems, in a range of relevant contexts.

Making connections to real and relevant problems, apply understanding of electrical systems (series circuits, switches, bulbs, and motors).

Drawing on disciplines and making connections to wider subject areas, apply understanding of computing to program, monitor and control products.

Making connections to real and relevant problems, apply understanding of wider range of mechanical systems (gears, pulleys, cams, levers, linkages).

Bunting (Victorians)

Confidently take calculated risks to become innovative, resourceful and enterprising.

Summer Term

Topic (Taken from Long Term Plan)	Designing Objective	Making Objective	Evaluating Objective	Technical Knowledge Objective	Cooking and Nutrition Objective
Father’s Day Cards	Communicate, generate and develop ideas, drawing on their disciplines, e.g. science, maths , computing.		Generate own design criteria and evaluate ideas and products against these
Vases	Use research to inform design and generate and generate own design criteria.	According to their functional properties and aesthetic qualities, select from and use a wide range of tools, equipment, materials and components accurately to make high-quality prototypes.	Understand how key events and individuals in D&T helped to shape the world.	Construct more complex structures by applying a range of strategies in order to solve real/ relevant problems.

History

Year 5 History
Spring	Victorians	A study of an aspect or theme in British history that extends pupils’ chronological knowledge beyond 1066
Summer	Ancient Greeks	A study of Greek life and achievements and their influence on the western world

Geography

Geographical skills and fieldwork to be completed throughout KS2

use maps, atlases, globes and digital/computer mapping to locate countries and describe features studied
use the eight points of a compass, four and six-figure grid references, symbols and key (including the use of Ordnance Survey maps) to build their knowledge of the United Kingdom and the wider world
use fieldwork to observe, measure, record and present the human and physical features in the local area using a range of methods, including sketch maps, plan sand graphs, and digital technologies

Autumn	Locational Knowledge	Identify the position and significance of latitude, longitude, Equator, Northern Hemisphere, Southern Hemisphere, the Tropics of Cancer and Capricorn, Arctic and Antarctic Circle, the Prime/Greenwich Meridian and time zones (including day and night) Locate the world’s countries, using maps to focus on Europe (including the location of Russia) and North and South America, concentrating on their environmental regions, key physical and human characteristics, countries, and major cities - Brazil

Autumn

Locational Knowledge

Identify the position and significance of latitude, longitude, Equator, Northern Hemisphere, Southern Hemisphere, the Tropics of Cancer and Capricorn, Arctic and Antarctic Circle, the Prime/Greenwich Meridian and time zones (including day and night)

Locate the world’s countries, using maps to focus on Europe (including the location of Russia) and North and South America, concentrating on their environmental regions, key physical and human characteristics, countries, and major cities - Brazil

RSHE

Year 5 Relationships and Health Education

You can access the parent portal for further information on each session by clicking on the title of the session.

Username: st-geroge-ss3

Password: red-3

Is God calling you? The children will know that God calls us to love other and know ways in which we can participate in God’s call to us.	Under Pressure The children will learn that pressure comes in different forms, and what those different forms are They will also learn that there are strategies that they can adapt to resist pressure.	Sharing isn’t always caring The children will learn about making safe and sensible decisions about what content to share or not share, including photos, passwords and other personal information.	Types of abuse The children will be introduced to the term ‘abuse’ and discuss the different kinds of abuse, including sexual. They will be asked to think of trusted adults that they can talk to about any issues they may face.	Making good choices The children will consider scenarios where people feel pressured to use substances such as drugs, alcohol and tobacco. They will also be encouraged to use their scientific knowledge and religious understanding to cope with pressured situations and make good choices.	The Trinity The children learn and know that God the Father, God the Son and God the Holy Spirit make up the three persons of the Trinity They will also know that the Holy Spirit works through us to bring God’s love and goodness to others
	Do you want a piece of cake? The children will learn what consent and bodily autonomy means. They will also explore different scenarios in which it is right to say ‘no’.	Cyberbullying The children will explore how to chat safely online and discuss the impact cyberbullying can have, and what behaviour is acceptable and unacceptable online. They will also learn how they can report and get help if they encounter inappropriate messages or material.	Impacted lifestyles The children will learn how substances such as drugs, alcohol and tobacco can mpact on people’s lifestyles and inhibit the body’s natural functioning.		Catholic Social Teaching Children will learn the principles of Catholic Social Teaching and that God formed them out of love, to know and share His love with others
	Self-talk The children will learn about self-talk’ and to consider how our thoughts and feelings not only impact on our well-being but also our friendships and relationships with others.

Is God calling you?

The children will know that God calls us to love other and know ways in which we can participate in God’s call to us.

Under Pressure

The children will learn that pressure comes in different forms, and what those different forms are They will also learn that there are strategies that they can adapt to resist pressure.

Sharing isn’t always caring

The children will learn about making safe and sensible decisions about what content to share or not share, including photos, passwords and other personal information.

Types of abuse

The children will be introduced to the term ‘abuse’ and discuss the different kinds of abuse, including sexual. They will be asked to think of trusted adults that they can talk to about any issues they may face.

Making good choices The children will consider scenarios where people feel pressured to use substances such as drugs, alcohol and tobacco. They will also be encouraged to use their scientific knowledge and religious understanding to cope with pressured situations and make good choices.

The Trinity

The children learn and know that God the Father, God the Son and God the Holy Spirit make up the three persons of the Trinity

They will also know that the Holy Spirit works through us to bring God’s love and goodness to others

Do you want a piece of cake?

The children will learn what consent and bodily autonomy means. They will also explore different scenarios in which it is right to say ‘no’.

Cyberbullying

The children will explore how to chat safely online and discuss the impact cyberbullying can have, and what behaviour is acceptable and unacceptable online. They will also learn how they can report and get help if they encounter inappropriate messages or material.

Impacted lifestyles

The children will learn how substances such as drugs, alcohol and tobacco can mpact on people’s lifestyles and inhibit the body’s natural functioning.

Catholic Social Teaching

Children will learn the principles of Catholic Social Teaching and that God formed them out of love, to know and share His love with others

Self-talk

The children will learn about self-talk’ and to consider how our thoughts and feelings not only impact on our well-being but also our friendships and relationships with others.

Cultural Capital

Cultural capital is the essential knowledge, skills and behaviours that children need to prepare them for their future success. It is about giving children the best possible start to their early education with a wide range of enriching experiences. These experiences reflect the child’s environment and develop their many skills such as resilience and confidence, as well as promoting their social interactions, their relationships and culture.

Examples of some of the experiences are:

Learn and recite a poem from a different culture to an audience
Visit London
Star gaze
Make a large scale model
Learn how to thread a needle and sew a button on
Keep a diary for a week
Learn and reserch key figures from history during Black History Month
Sing live as part of Young Voices with thousands of other school children.
Take part in a moral/social debate
Take part in a Victorian theme day
Make a mask from a different culture
Visit an Eco-centre
Take part in a park clean up
Plan a tour of your local area
Learn to play the Ukulele
Learn Sign language
Plan a weekend trip to any other European capital costs included and make an pamphlet
Watch a live musical performance locally
Find a scientific world record to share with your class
Practise riding a bike and learn about bike maintenance

MFL

French is taught in key stage 2. The skills listed below are taught across the year groups and regularly revisited.

French
Listening & Comprehension	Listen attentively to spoken language and show understanding by joining in and responding. Explore the patterns and sounds of language through songs and rhymes and link the spelling, sound and meaning of words.
Speaking	Engage in conversations; ask and answer questions; express opinions and respond to those of others; seek clarification and help* Speak in sentences, using familiar vocabulary, phrases and basic language structures. Develop accurate pronunciation and intonation so that others understand when they are reading aloud or using familiar words and phrases* Present ideas and information orally to a range of audiences*
Reading & Comprehension	Read carefully and show understanding of words, phrases and simple writing Appreciate stories, songs, poems and rhymes in the language Broaden their vocabulary and develop their ability to understand new words that are introduced into familiar written material, including through using a dictionary
Writing	Write phrases from memory, and adapt these to create new sentences, to express ideas clearly Describe people, places, things and actions orally* and in writing Understand basic grammar appropriate to the language being studied, including (where relevant): feminine, masculine and neuter forms and the conjugation of high-frequency verbs; key features and patterns of the language; how to apply these, for instance, to build sentences; and how these differ from or are similar to English.