Year 5

 

For more up to the minute information:  

2017-2018

 

Autumn 1

Autumn 2

RE

 

Creation

The Commandments

English

Writing

The Adventures of Odysseus

Character descriptions, Poetry, Newspaper reports, Retelling the story, letters.

Editing for cohesion, predicting and drawing inferences, exploring the plot.

GPS

Grammar: Adverbs, modal verbs, Relative clauses

Punctuation: Inverted commas for direct speech, commas to clarify meaning, use of commas after fronted adverbials,

Spellings: -cious, -tious, short and long vowel ‘i’ spelt with ‘y’, homophones and near homophones.

Reading

- Themes and conventions

- Making inferences

- Comprehension

- Language for effect

Writing

Macbeth

Play scripts, character study, extended writing.

Editing for cohesion, predicting and drawing inferences, exploring the plot.

 

GPS

Grammar: Converting nouns and adjectives into verbs using suffixes. Verb prefixes.

Punctuation: Indicate parenthesis by brackets, dashes or commas. Use of apostrophes to mark singular and plural possession.

Spellings: words with prefixes or suffixes

Reading

- Themes and conventions

- Making inferences

- Comprehension

- Language for effect

Maths

Place Value

Comparing and estimating

Rounding

Multiplying and Dividing

Using a calculator

Problem solving

 

Place Value

Like and unlike fractions

Adding and subtracting fractions

Multiplying and dividing fractions

Word Problems

Science

Properties and Changes of Materials

Properties and Changes of Materials

History / Geography

History

Ancient Greece

Geography

From River to Raindrop

PE

Outdoor Skills: Mr McGrath

Bench ball , basketball,

Indoor Skills: Mr McGrath

Team games

Art / DT

Art

Collage

DT

Water art

Music

Unit: Don’t Stop Believin’

 

Style: Rock

 

Unit: Bells Ring Out

 

Style: Christmas

MFL: French

Bonjour - Hello

Salut Gustave

A l'ecole

Computing

 

Technology in our Lives

Multimedia

School Visits

 

Pantomime

 

 

Spring 1

Spring 2

RE

 

Inspirational People

Reconciliation

English

King Kong

Spoken language

- Give well-structured descriptions, explanations and narratives for different purposes, including for expressing feelings

- Participate in discussions, presentations, performances, role play, improvisations and debates

- Select and use appropriate registers for effective communication

Writing (composition)

- Identifying the audience for and purpose of the writing, selecting the appropriate form and using other similar writing as

models for their own

- Noting and developing initial ideas, drawing on reading and research where necessary

- Précising longer passages

- Assessing the effectiveness of their own and others’ writing

- Proof-read for spelling and punctuation errors

GPS

- Use further prefixes and suffixes and understand the guidance for adding them

- Spell some words with ‘silent’ letters [for example, knight, psalm, solemn]

- Continue to distinguish between homophones and other words which are often confused

- Use dictionaries to check the spelling and meaning of words

- Use a thesaurus

- Converting nouns or adjectives into verbs using suffixes [for example, –ate; –ise; –ify]

- How words are related by meaning as synonyms and antonyms [for example, big, large, little].

- Linking ideas across paragraphs using a wider range of cohesive devices: repetition of a word or phrase, grammatical

connections [for example, the use of adverbials such as on the other hand, in contrast, or as a consequence], and ellipsis

- Layout devices [for example, headings, sub-headings, columns, bullets, or tables, to structure text]

- Punctuation of bullet points to list information

 

 

Reading Comprehension

- Increasing their familiarity with a wide range of books, including myths, legends and traditional stories, modern fiction,

fiction from our literary heritage, and books from other cultures and traditions

- Asking questions to improve their understanding

- Drawing inferences such as inferring characters’ feelings, thoughts and motives from their actions, and justifying

inferences with evidence

- Summarising the main ideas drawn from more than one paragraph, identifying key details that support the main ideas

 

 

The Three Little Pigs

(The Guardian Newspaper

Whole Advert version)

 

Spoken language

- Ask relevant questions to extend their understanding and knowledge

- Articulate and justify answers, arguments and opinions

- Participate in discussions, presentations, performances, role play, improvisations and debates

Writing (composition)

- Selecting appropriate grammar and vocabulary, understanding how such choices can change and

enhance meaning

- Using a wide range of devices to build cohesion within and across paragraphs

- Proposing changes to vocabulary, grammar and punctuation to enhance effects and clarify meaning

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

 

GPS

- Devices to build cohesion within a paragraph [for example, then, after that, this, firstly]

- Brackets, dashes or commas to indicate parenthesis

- Use of the passive to affect the presentation of information in a sentence [for example, I broke the

window in the greenhouse versus The window in the greenhouse was broken (by me)]

- Layout devices [for example, headings, sub-headings, columns, bullets, or tables, to structure text]

- How hyphens can be used to avoid ambiguity [for example, man eating shark versus man-eating shark,

or recover versus re-cover]

- Use the first three or four letters of a word to check spelling, meaning or both of these in a dictionary

Reading Comprehension

- Asking questions to improve their understanding

- Drawing inferences such as inferring characters’ feelings, thoughts and motives from their actions, and

justifying inferences with evidence

- Distinguish between statements of fact and opinion

- Provide reasoned justifications for their views

 

Maths

Place Value and Written addition

Decimals and Written Addition

Subtraction

Shape and Angles

Multiplication and Division

Fractions

Number and written multiplication

Fractions and Division

Place Value

Decimals and Subtraction

Measures and Time

3D Shape and Fractions

Written and mixed calculations

Word Problems

Science

Earth and Space

Forces

History / Geography

Geography

Where on Earth? Our world from the International Space Station.

History

The Creation of Great Britain

PE

Athletics: Mr McGrath

Swimming

 

Games: Mr McGrath

Swimming

Art / DT

DT

Making an Orrery

Art

Drawing in 3D

 

Music

Classroom Jazz 1

Benjamin Britten – A Tragic Story

MFL: French

En classe

Mon corps

Computing

 

Radio Station

Radio Station

School Visits

Wrotham

 

 

 

 

Summer 1

Summer 2

RE

 

Life in the Risen Lord

People of other Faiths

English

Grimm Tales

Spoken language

- Speak audibly and fluently with an increasing command of Standard English

- Select and use appropriate registers for effective communication

Reading Comprehension

- Increasing their familiarity with a wide range of books, including myths, legends and traditional

stories, modern fiction, fiction from our literary heritage, and books from other cultures and

traditions

- Identifying and discussing themes and conventions in and across a wide range of writing

- Drawing inferences such as inferring characters’ feelings, thoughts and motives from their actions,

and justifying inferences with evidence

- Participate in discussions about books that are read to them and those they can read for

themselves, building on their own and others’ ideas and challenging views courteously

GPS

- Indicating degrees of possibility using adverbs [for example, perhaps, surely] or modal verbs [for

example, might, should, will, must]

- The difference between structures typical of informal speech and structures appropriate for formal

speech and writing [for example, the use of question tags: He’s your friend, isn’t he?, or the use of

subjunctive forms such as If I were or Were they to come in some very formal writing and speech]

- Linking ideas across paragraphs using a wider range of cohesive devices: repetition of a word or

phrase, grammatical connections [for example, the use of adverbials such as on the other hand, in

contrast, or as a consequence], and ellipsis

- Use further prefixes and suffixes and understand the guidance for adding them

- Use knowledge of morphology and etymology in spelling and understand that the spelling of some

words needs to be learnt specifically, as listed in English Appendix 1

Writing (composition)

- Identifying the audience for and purpose of the writing, selecting the appropriate form and using

other similar writing as models for their own

- Noting and developing initial ideas, drawing on reading and research where necessary

- Assessing the effectiveness of their own and others’ writing

- Perform their own compositions, using appropriate intonation, volume, and movement so that

meaning is clear.

Can we Save the Tiger?

 

Spoken language

- Ask relevant questions to extend their understanding and knowledge

- Use relevant strategies to build their vocabulary

- Use spoken language to develop understanding through speculating, hypothesising, imagining and exploring ideas

- Speak audibly and fluently with an increasing command of Standard English

- Participate in discussions, presentations, performances, role play, improvisations and debates

- Gain, maintain and monitor the interest of the listener(s)

Reading Comprehension

Maintain positive attitudes to reading and understanding of what they read by:

- Continuing to read and discuss an increasingly wide range of fiction, poetry, plays, non-fiction and reference books or textbooks

- Reading books that are structured in different ways and reading for a range of purposes

- Learning a wider range of poetry by ear

- Preparing poems and plays to read aloud and to perform, showing understanding through intonation, tone and volume so that the meaning is clear to an

audience

Understand what they read by:

- Asking questions to improve their understanding

- Summarising the main ideas drawn from more than one paragraph, identifying key details that support the main ideas

- Retrieve, record and present information from non-fiction

- Participate in discussions about books that are read to them and those they can read for themselves, building on their own and others’ ideas and challenging

views courteously

- Explain and discuss their understanding of what they have read, including through formal presentations and debates, maintaining a focus on the topic and

using notes where necessary

- Provide reasoned justifications for their views

GPS

- Verb prefixes [for example, dis–, de–, mis–, over– and re–]

- Relative clauses beginning with who, which, where, when, whose, that, or an omitted relative pronoun

- Indicating degrees of possibility using adverbs [for example, perhaps, surely] or modal verbs [for example, might, should, will, must]

- Devices to build cohesion within a paragraph [for example, then, after that, this, firstly]

- Linking ideas across paragraphs using adverbials of time [for example, later], place [for example, nearby] and number [for example, secondly] or tense

choices [for example, he had seen her before]

- Brackets, dashes or commas to indicate parenthesis

- Use of commas to clarify meaning or avoid ambiguity

- The difference between vocabulary typical of informal speech and vocabulary appropriate for formal speech and writing [for example, find out – discover; ask

for – request; go in – enter]

- How words are related by meaning as synonyms

- The difference between structures typical of informal speech and structures appropriate for formal speech and writing [for example, the use of question tags:

He’s your friend, isn’t he?]

- Linking ideas across paragraphs using a wider range of cohesive devices: repetition of a word or phrase, grammatical connections [for example, the use of

adverbials such as on the other hand, in contrast, or as a consequence], and ellipsis

- Layout devices [for example, headings, sub-headings, columns, bullets, or tables, to structure text]

- How hyphens can be used to avoid ambiguity [for example, man eating shark versus man-eating s - Use further prefixes and suffixes and understand the guidance for adding them

- Use knowledge of morphology and etymology in spelling and understand that the spelling of some words needs to be learnt specifically, as listed in English

Appendix 1

- Use a thesaurushark, or recover versus re-cover]

Writing (composition)

Plan their writing by:

- Identifying the audience for and purpose of the writing, selecting the appropriate form and using other similar writing as models for their own

- Noting and developing initial ideas, drawing on reading and research where necessary

Draft and write by:

- Selecting appropriate grammar and vocabulary, understanding how such choices can change and enhance meaning

- Précising longer passages

- Using a wide range of devices to build cohesion within and across paragraphs

- Using further organisational and presentational devices to structure text and to guide the reader [for example, headings, bullet points, underlining]

Evaluate and edit by:

- Assessing the effectiveness of their own and others’ writing

- Proposing changes to vocabulary, grammar and punctuation to enhance effects and clarify meaning

- Proof-read for spelling and punctuation errors

- Perform their own compositions, using appropriate intonation, volume, and movement so that meaning is clear.

Maths

Place Value and Written addition

Decimals and Written Addition

Subtraction

Shape and Angles

Multiplication and Division

Fractions

Number and written multiplication

Fractions and Division

Place Value

Decimals and Subtraction

Measures and Time

3D Shape and Fractions

Written and mixed calculations

Word Problems

Science

Animals, including humans

Living things and their habitats

History / Geography

History

Anglo Saxons

Geography

Earthquakes

PE

Athletics: Mr McGrath

 

Games: Mr McGrath

 

Art / DT

Art

Sewing

DT

Food from around the world

Music

Stop!

Reflect, Rewind, Replay

MFL: French

 

 

Computing

 

Word processing and touch typing.

Photostory 3

School Visits

 

 

 

 

Dear parents/carers,

As part of our Community Cohesion programme we are providing parents/carers with curriculum overviews so you have an understanding of what your child is learning in school. This is the planned curriculum overview for Spring Term. This is subject to change depending on other school events such as class masses, class trips, class assemblies, school productions, multi-cultural week, sports events and other whole school events.  If you have any questions please do not hesitate to make an appointment to come and see me.

Yours sincerely,                                

Mrs Frankis and Miss Northover