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Learning in Year 5

Click below to find out what Year 5 are learning about.

 English

We are currently reading My Arch Enemy is a Brain in a Jar by David Solomons.

 Maths

This half term we will be continuing to learn about:

Place value

Decimal numbers and their equivalence to fractions and percentages

Properties of shapes

Continuing regular arithmetic practise

Developing our learning through reasoning and problem solving activities 

 

 Science

Autumn 1 - Out of this world

Year 5 learn to explain what the Solar System is and name the eight planets in the Solar System in order of their distance away from the Sun.

Focus area - Earth and space


Autumn 2 - Materials world

Year 5 learn to compare the properties of a range of materials, explore reversible and irreversible changes, draw on the results of their tests to explain why some materials are used and identify some factors that affect dissolving.

Focus area - Properties and changes of materials


Spring 1 - Let's get moving

Year 5 learn to explain what makes objects fall to the Earth, plan a fair test to find out how well different objects fall, decide on new question to test as a result of their observations, plan a fair test to investigate different types of friction and water resistance and make some detailed observations and present them clearly.

Focus area - Forces


Spring 2 -  Circle of life

Year 5 learn to explain how plants reproduce, explain how new plants can be grown from cuttings and bulbs, describe the differences in the life cycles of different animals, describe the process of reproduction in some animals and report and present their findings from enquiries.

Focus area - Living things and their habitats


Summer 1 - Growing up and growing old

Year 5 learn to describe some of the changes that happen as children grow up into adults, give an explanation of what happens during pregnancy, describe how various mammals have different gestation periods and describe some of the changes that happen during puberty.

Focus area - Animals, including humans


Summer 2 - Super scientists

Year 5 learn to describe five ways in which scientists work, name five famous scientists and say what they are famous for, name five different forensic tests, explain how forensic tests help provide evidence to solve a crime and seek out and write a high quality news story.

Focus area - Working scientifically

 Computing

Computer Science

  • design, write and debug programs that accomplish specific goals, including controlling or simulating physical systems; solve problems by decomposing them into smaller parts
  • use sequence, selection, and repetition in programs; work with variables and various forms of input and output
  • use logical reasoning to explain how some simple algorithms work and to detect and correct errors in algorithms and programs
  • understand computer networks including the internet; how they can provide multiple services, such as the World Wide Web
  • appreciate how [search] results are selected and ranked.

Information Technology

  • use search technologies effectively
  • select, use and combine a variety of software (including internet services) on a range of digital devices to design and create a range of programs, systems and content that accomplish given goals, including collecting, analysing, evaluating and presenting data and information.

Digital Literacy

  • understand the opportunities [network] offer for communication and collaboration
  • be discerning in evaluating digital content
  • use technology safely, respectfully and responsibly; recognise acceptable/unacceptable behaviour; identify a range of ways to report concerns about content and contact.

History

Our history curriculum in year 5 aims to develop the children’s chronological understanding of the history of the British Isles but also develop their understanding of other cultures around the world.


Autumn

In the spring term, the children develop their enquiry skills as they explore similarities and differences between the UK, parts of Europe and South America. The children will also explore significant individuals and their artistic contribution to our society.


Spring

In the spring term, the children extend their knowledge of the historical civilisations of the world as they explore the lives of the Ancient Greeks and their impact on the western world. The children begin by looking at the location of modern Greece and the land occupied by the Ancient Greeks. They learn about the the birth of democracy and consider the lasting impact on our own way of life. Children examine a range of historical sources about the time and consider the reliability of sources linked with figures such as Alexandra the Great. They learn about the origins of the Olympics and the differences between the games we have now and then. The children develop their understanding of myths and legends and consider the purpose of these as they create their own.


Summer

In the summer term, year 5 learn about the Victorian era and the expansion of the British Empire and the development of the Common Wealth that we have today. This links to important developments in our local area, such as, the Great Exhibition and the Crystal Palace that was moved from Hyde Park. They look at the innovation of the time, consider the difference in the school system and learn about how food was sourced and made. 

 Geography

Autumn

In the autumn term, the children examine maps as they learn about the Viking invasions of England. They explore physical features of the Viking's homeland and compare it to that of England. They then go on to think about the Norman Conquest and where the Normans came from.


Spring

In the spring term, the children learn about the Ancient Greece. They expand their knowledge of the countries of the world as they examine modern Greece and compare it to the area of modern Greece that was occupied by the Athenians and the Spartans.


Summer

In the summer term, the children learn about the Victorian era and expand their understanding of our local area as they link the Victorians to Crystal Palace. They 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 etc. and they learn how to use the eight points of a compass, four and six-figure grid references, symbols and key to build their knowledge of the local area, UK and wider world.

 Art

Autumn - Famous Artist Georgia O'Keeffe

This term our children will explore the work of Georgia O'Keeffee

  • Create designs (in sketch books).
  • Sketching skills
  • Line, tone, shading
  • Colour mixing

Spring - Greek Art

This term our children will examine examples of Ancient Greek pottery and statues

  • Children make sketches (in sketch books) of different aspects of Greek life
  • Children create own paintings/sketches inspired by Ancient Greece

Summer - Famous Architect Sir Joseph Paxton

This term our children will explore the architure of Crystal Palace.

 DT

Autumn

In the autumn term, the children make a replica of a castle with a working drawbridge linked to their learning about the Norman Conquest. They create a design criteria based on their knowledge of castles of the time. They then use a wide range of tools and equipment to construct their castle accurately and then use their knowledge of mechanical systems to make a the working drawbridge. The final stage of their project is to evaluate their castle against their own design criteria and consider the views of others to improve their work.


Spring

In the spring term, the children use their knowledge of sculpture and design to evaluate pots and decorative items from Ancient Greece and use a range of resources to create models is the same style.


Summer

In the summer term, the children learn about the Victorian era. They think about how key events and individuals in design and technology have helped shape the world today. They then apply the principles of a healthy and varied diet as they make their own Victorian stew. The children consider seasonality and how ingredients are grown, reared, caught and processed as they use a range of cooking techniques to make their dish.

 Music

Year 5 have music lessons in Autumn 1, Spring 1 and Summer 1 with a specialist music teacher.

Singing

Sing simple 2 part songs with confidence. Perform with attention to phrasing, dynamics and pitch

  • Sing confidently in a variety of styles, with expression
  • Communicate the meaning and mood of a song effectively
  • Sing a simple 2 part (homophonic) song with confidence
  • Maintain own part in a round (in 3 or 4 parts)

 

  • Listen with concentration to longer pieces/extracts of music
  • Compose short phrases of music
  • Describe music using appropriate musical language
  • Know what makes a good performance

Instruments

Read simple rhythms and notes with confidence and play at least 5 notes in a variety of songs.

 

(Glockenspiels etc.)

  • Keep a steady beat on an instrument in a group or individually
  • Read an increasing variety of rhythms using simple notations
  • Read and play a selection of notes with confidence from conventional notation
  • Copy longer melodic phrases by ear
  • Perform as an individual (in class)
  • Perform as a group to an audience with increasing confidence
  • Play music in different metres
  • Play music in 2 parts, maintaining own part
  • Recognise longer-shorter/faster-slower/higher-lower sounds
  • Identify repetition in music, both by ear and by notation
  • Compose short phrases of music
  • Describe music using appropriate musical language

 Terminology to be covered

Pitch, tempo, melody, harmony, dynamics, rests, ostinato, beat/pulse, rhythm

 PE

Autumn 1 - Invasion and target games (netball) / Cross country / Dance / Football / Tag Rugby

  • Play competitive games modified where appropriate.
  • Apply basic principles suitable for attacking and defending.
  • Perform dances using simple movement patterns.

Autumn 2 -  Invasion and target games (hockey) / Cross country / Dance / Football / Tag Rugby

  • Play competitive games modified where appropriate.
  • Apply basic principles suitable for attacking and defending.
  • Perform dances using simple movement patterns.

Spring 1 - Invasion and target games (football) / Cross country / Dance / Football / Tag Rugby

  • Play competitive games modified where appropriate.
  • Apply basic principles suitable for attacking and defending.
  • Perform dances using simple movement patterns.

Spring 2 - Invasion and target games (cricket) / Cross country / Gymnastics / Football / Tag Rugby

  • Play competitive games modified where appropriate.
  • Apply basic principles suitable for striking and fielding.
  • Perform simple gymnastics sequences.

Summer 1 - Striking and fielding (cricket and rounders) / Gymnastics  / Athletics

  • Play competitive games modified where appropriate.
  • Apply basic principles suitable for attacking and defending.
  • Perform simple gymnastics sequences.

Summer 2 - Striking and fielding (cricket and rounders) / Gymnastics  / Athletics

  • Play competitive games modified where appropriate.
  • Apply basic principles suitable for attacking and defending.
  • Perform simple gymnastics sequences.

 MFL

Year 5 have French lessons in Autumn 2, Spring 2 and Summer 2 with a specialist language teacher.

 RE

Autumn 1 - Sikhism

How far would a Sikh go for his/her religion?

Year 5 learn to compare the different ways Sikhs put their religion into practice.


Autumn 2 - Christianity

Is the Christmas story true?

Year 5 learn to evaluate different accounts of the Christmas story and understand that stories can be true in differnet ways.


Spring 1 - Sikhism

Are Sikh stories important today?

Year 5 learn to understand the relevance of Sikh stories today.


Spring 2 - Christianity

Did God intend Jesus to be crucified?

Year 5 learn to question whether God intended Jesus to be crucified or whether Jesus' crucifixion was the consequence of events during Holy Week.


Summer 1 - Sikhism

What is the best way for a Sikh to show commitment to God?

Year 5 learn t understand how Sikhs show their commitment to God and to evaluate if there is a best way.


Summer 2 - Christianity

What is the best way for a Christian to show commitment to God?

Year 5 learn to understand how Christians show their commitment to God and to evaluate if there is a best way.

 PSHE

Autumn 1 - Relationships

  • I am aware of different types of relationship, including those between acquaintances, friends, relatives and families.
  • I know that differences and similarities between people arise from a number of factors, including family, cultural, ethnic, racial and religious diversity, age, sex, gender identity, sexual orientation, and disability (see ‘protected characteristics’ in the Equality Act 2010).
  • I can explore different stereotypes that exist within our society and the prejudice associated with them.

Autumn 2 - Health and Wellbeing

  • I can reflect on and celebrate my achievements, identify my strengths and areas of improvement, and set high aspirations and goals.
  • I recognise that my increasing independence brings increased responsibility to keep myself and others safe.
  • I can explain what positively and negatively affects my mental health?

Spring 1  - Living in the Wider World

  • I can recognise the role of voluntary, community and pressure groups, especially in relation to health and wellbeing.
  • I understand the role money plays in my own and others’ lives.
  • I know the difference be between a rule and the law and why these are both important.

Spring 2 - Relationships

  • I understand the about the difference between sex and gender identity.
  • I understand that marriage is a commitment freely entered into by both people and that no one should enter into a marriage if they don’t absolutely want to do so. (general marriage- no need for detail on same sex marriage). I also understand that forcing someone to marry is a crime and there is support available for people affected by this.
  • I can judge what kind of physical contact is acceptable or unacceptable and know how to respond – NSPCC PANTS.

Summer 1 - Health and Wellbeing

  • I understand how to use mobile phones safely, including keeping the phone safe (looking after it) and safe user habits (time limits, passcodes, turning it off at night etc.).
  • I understand which, why and how, commonly available substances and drugs (including alcohol, tobacco and energy drinks) can damage their immediate and future health and safety.
  • I understand how my emotions my change as I approach puberty.

Summer 2  - Living in the Wider World

  • I understand that there are some cultural practices which are against British law and universal human rights, such as FGM.
  • I can critically examine what is presented to me on social media and understand why it is important to do so.
  • To understand that everyone has human rights, all peoples and all societies and that children have their own special rights set out in the United Nations Declaration of the Rights of the Child. (Rights Respecting). (Transition Yr 6)