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Year 5 Curriculum Overview 2026 / 2027

Year 5 Curriculum Overview 2026/2027

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Contents Introduction

Art

Computer Science

Dance

Drama

English

French

FLAM

Geography

Harmony

History

Latin

Mandarin

Maths

Music

PSHE

Science

Sport

41 2

Year 5 Curriculum Overview 2026/2027

Teaching and Curriculum at Hampton Court House Hampton Court House Prep is about providing an educational experience centred around the child with bespoke approaches for every individual. Whether in classroom settings, extra-curricular activities or charity work, we teach the children to be well-rounded and caring and to contribute to all aspects of school life. Our day-to-day curriculum is one of the foundations of this approach. Lessons are designed to be interesting, engaging, supportive and challenging so that all children feel able to do their best. Teachers will always enable children to contribute fully to lessons, learn and demonstrate new knowledge, skills and ideas, and to shape their voice as part of a dynamic, but homely, community. At Hampton Court House, our Years 1 – 6 curriculum is designed with the holistic development of each child in mind. We aim to cultivate a love for learning, curiosity, and confidence in our students. Central to our intent is the bilingual program for Years 1 – 4, where approximately (30%) of the curriculum is delivered in French. This unique approach not only enhances language skills but also broadens cultural understanding and cognitive flexibility. Our goal is to support every child’s intellectual, social, and emotional growth through a rich and balanced curriculum where mistakes are accepted, and questions welcomed. Our curriculum is implemented with a focus on creating an inclusive, engaging, and supportive learning environment with a sense of fun. For Years 1 – 4, the bilingual program integrates French into everyday learning, covering subjects such as history, geography, science, and drama. Each student receives support through a variety of tools, such as visual and auditory aids, including pictures, games, gestures, key sentences, and videos, that create a rich French-speaking environment. Students are encouraged to express themselves in the target language using songs, role-playing, and stories, which help boost their confidence and motivation to communicate in French. This immersive setting enables children to progress naturally and quickly, developing both their comprehension and speaking skills. Lessons are structured to build on previous knowledge, ensuring a smooth progression. Within Years 5 and 6 more specialist teachers are used to deliver the curriculum which allows for the development of skills necessary to start their secondary education in Year 7. We employ a variety of teaching methods, including individual tasks, group work, and hands-on activities, to cater to different learning styles. Continuous assessment practices allow us to monitor each child's progress closely and provide personalised support as needed. The impact of our carefully crafted curriculum is seen in the enthusiasm and active participation of our

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students. They develop strong foundation skills in literacy, numeracy, and science, along with the ability to think critically and solve problems. The bilingual program enhances their language skills and cultural awareness, giving them a broader perspective and improved cognitive abilities. Our students also grow in confidence, independence, and social skills. Regular assessments demonstrate enhanced academic progress and personal development, ensuring that students are well-prepared for the next stage of their education with a lifelong love of learning and a unique bilingual advantage. 3

Year 6 Curriculum Overview 2026 / 2027

Key Contacts Katy Deacon Vice Principal Academic kde@hchnet.co.uk Rob Armiger Assistant Principal | Director of Studies rwa@hchnet.co.uk

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Head of Upper Prep and Lower Senior (Year 5 - 8) Jack Ginger jgi@hchnet.co.uk

Year 5 Curriculum Overview 2026/2027

Art Introduction The aim of the art department is to engage, inspire and challenge pupils, equipping them with the knowledge and skills to experiment, invent and create their own works of art, craft and design. Children have a space to explore their ideas and record their experiences, whilst becoming proficient in drawing, painting and sculpture. Assessment Verbal feedback is a vital source of feedback for our art students. The teacher will offer advice, guidance and suggested adjustments to the work being produced during the lesson. This is formative feedback that we would expect to be actioned within the lesson. The purpose of this feedback is to promote creativity, thoughtfulness and craftsmanship within their art practice. Verbal feedback could refer to idea development, technical ability or refinement of work (amongst other things). The teacher will take note of students’ progress against this feedback and any cause of concern around the response to feedback, which might flag issues around ability to take instruction, to be open to suggestion, or to refine their practice technically or creatively. Peer assessment is another effective way of creating feedback, this should be carefully planned for by preparing the students for the critique and by writing useful, constructive criticism words and phrases on the board for them to draw on in the discussion. These sessions will always be guided by a teacher to ensure there is constructive feedback.

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Year Overview Term

What are we studying?

Autumn 1

Fantastic beasts: Pupils will look at the work of Olivia Lomench Gill and Max Ernst. Learning how to prepare different backgrounds on which to draw and drawing in different mediums, pupils will create a series of fantastic beasts. Students will be experimenting with scale, working on a tiny scale and pushing their boundaries to work on a large scale.

Autumn 2

Pupils will learn techniques in hand building and take inspiration from their studies in the previous half term to create their own creatures out of clay which will be fired in the kiln.

Spring 1

Japan: Pupils will study the traditions and art of Japan, beginning by learning the origins of origami. The tradition of woodblock printing will be studied, looking at the prints of Katsushika Hokusai and the influence he had on Western art. Students will learn how to grid scale a picture and make their own version of ‘The Great Wave off Kanagawa’.

Year 5 Curriculum Overview 2026/2027

Art Year Overview

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Term

What are we studying?

Spring 2

Japan: Continuing with the topic, students will aim to make Koinobori streamers for Children’s Day on 5th May. Pupils will learn about tessellating pattern, specifically fish scale patterns, and practise painting on fabric to create their design before learning to use a sewing machine to create their Koinobori streamer.

Summer 1

Ancient Maya Civilisation: Pupils will learn about Maya whistles which have been discovered by archaeologists. They will consider facts and opinions about why the whistles were made, make drawings of different types of whistles and then design their own. Learning new techniques in the use of clay, pupils will make and decorate their own whistle.

Summer 2

Ancient Maya Civilisation: Chichen Itza, three-point perspective, learning skills in accuracy, students will draw the three-dimensional pyramid structure of Kukulkan. To create a rainforest setting for their drawing, pupils will make studies of jungle plants, considering the use of line, tone and shape.

Year 5 Curriculum Overview 2026/2027

Computer Science Introduction This year, Andrew is teaching the Year 5 and Year 6 groups to provide continuity in the subject into the senior school. After an introduction to the school’s IT systems, both year groups will be following curriculum topics within the Jam Coding Key Stage 2 syllabus. These include creating simple arcade games, studying the history of computing, and data analysis. All written work will be done in Class Notebook, a Microsoft learning platform. The topics covered will give students a practical and engaging start to basic Computing topics: algorithms and data. Assessment Each unit has short formative testing elements carried out informally in class time, and a larger termly assessment will examine the understanding of basic Computing principles introduced in each topic.

Year Overview

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Term

What are we studying?

Autumn 1

Introduction to IT systems The requirements for creating an online game

Autumn 2

Creating an online game

Spring 1

History of Computing

Spring 2

History of Computing

Summer 1

Analysing data

Summer 2

Analysing data

Year 5 Curriculum Overview 2026/2027

Dance Introduction Throughout Year 5, pupils will transition from a primarily ballet-focused curriculum to a broader dance curriculum, exploring a variety of dance styles and performance techniques. Pupils will experience ballet, jazz, commercial, contemporary, musical theatre and other dance styles, developing versatility and an understanding of different movement qualities. Lessons will focus on developing technical skills, musicality, memory recall, creativity, artistry and performance, while encouraging pupils to become confident and adaptable dancers. Pupils will have opportunities to perform in the Christmas show and will work collaboratively across Music, Dance and Drama lessons towards a large-scale musical, which will take place during Summer 1. Assessment Assessment will be ongoing through observation and practical work. Pupils will be assessed on their individual progress and development in: Technique across a range of dance styles. Coordination, control and use of space. Musicality and rhythm. Memory recall and ability to learn choreography. Artistry, expression and performance quality. Creativity and ability to respond to choreography. Confidence and stage presence. Teamwork and collaboration. Ability to respond to corrections and feedback.

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Year Overview

Term

What are we studying?

Autumn 1

Introduction to a range of dance styles, developing versatility, musicality, coordination and performance skills. Pupils will begin preparation for the Christmas show, exploring choreography and performance techniques.

Autumn 2

Continued exploration of different dance styles, with a focus on performance, musicality, memory and artistry. Pupils will rehearse and perform in the Christmas show.

Year 5 Curriculum Overview 2026/2027

Dance Year Overview

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Term

What are we studying?

Spring 1

Exploration and development of jazz, commercial, contemporary, musical theatre and other dance styles. Pupils will develop technical versatility, choreography skills and confidence.

Spring 2

Continued development across different dance styles, focusing on performance quality, musicality, expression and choreography. Pupils will begin focused preparation for the large-scale musical in collaboration with Music and Drama.

Summer 1

Focused preparation, rehearsal and performance of the large-scale musical. Pupils will apply their dance skills alongside Music and Drama, developing characterisation, performance quality, teamwork and stage presence.

Summer 2

Following the musical, pupils will explore additional dance styles and techniques to broaden their experience and prepare for the increased demands of Year 6. Pupils will develop versatility, creativity, performance skills and confidence across a range of dance forms.

Year 5 Curriculum Overview 2026/2027

Drama Introduction :Year 5 Drama gives students the opportunity to develop their creativity, confidence and performance skills through a variety of exciting theatrical experiences. Students begin the year exploring the imaginative world of Roald Dahl, bringing his memorable characters and stories to life through drama. They then learn how to prepare for a musical theatre audition, developing singing, acting and presentation skills while building confidence in performance. Later, students work as part of the ensemble and supporting cast of a full-scale musical production, gaining valuable experience in rehearsal, teamwork and performance. To conclude the year, students explore how to create drama from a stimulus, using images, themes and ideas as inspiration to devise original performances and develop their storytelling skills. Throughout the year, students strengthen their creativity, collaboration, communication and stagecraft. Assessment Students are assessed throughout the year through both the rehearsal and performance process. During lessons, teachers assess students’ creativity, contribution to group work and development of drama skills through observation of practical activities and rehearsals. Performance assessments focus on students’ ability to create and sustain a character, apply a range of performance techniques and communicate effectively with an audience. Students are also assessed on their participation in the ensemble and supporting cast of the annual musical production, demonstrating teamwork, commitment and stage presence. Regular verbal feedback is provided in lessons to support progress and development. Year Overview Term

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Autumn 1

Autumn 2

What are we studying? Roald Dahl Vocal skills of tone, pitch, pace and volume to bring characters to life. Creating and sustaining larger than life characters.

Preparing for an Audition Understanding a character’s personality, motivations and relationships. Making a strong first impression. Learning how to respond positively to feedback and cope with nerves and setbacks.

Year 5 Curriculum Overview 2026/2027

Drama Year Overview

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Term

What are we studying?

Spring 1

Musical Production Understanding narrative structure and communicating a story clearly to an audience. Collaborating effectively with others to create scenes and performances. Using voice, movement and staging to build tension, humour, excitement and mystery.

Spring 2

Musical Production Working with a script and director and being able to memories lines.

Summer 1

Performing to a Live Audience Performing in front of others with increasing assurance and stage presence. Understanding how to engage an audience and communicate meaning effectively.

Summer 2

Using a Stimulus Using movement, gestures, facial expressions and body language to convey character and emotion. Exploring characters, situations and alternative storylines through spontaneous performance. Generating original ideas and exploring the imagination.

Year 5 Curriculum Overview 2026/2027

English Introduction Our intent in Year 5 English is to develop confident, enthusiastic readers, writers and communicators who are well prepared for the challenges of upper Key Stage 2 and beyond. Through a rich and engaging curriculum, pupils are exposed to high-quality texts that broaden their vocabulary, deepen their understanding of language and inspire a love of reading. We aim to ensure that all pupils: Read fluently and with increasing confidence, developing strong comprehension skills through discussion, prediction, inference and retrieval. Write for a range of audiences and purposes, selecting appropriate language, structure and grammatical features. Develop stamina and independence as writers by planning, drafting, editing and improving their work. Build an ambitious vocabulary and apply it effectively across the curriculum. Secure their understanding of spelling, punctuation and grammar, enabling them to communicate accurately and effectively. Speak and listen confidently, articulating ideas clearly, responding thoughtfully to others and participating in collaborative discussions. Our English curriculum is carefully sequenced to build on prior learning while providing appropriate challenge. Lessons include explicit teaching of reading and writing skills alongside opportunities for creativity, critical thinking and purposeful application. We encourage pupils to take pride in their work, reflect on feedback and develop resilience as learners. By the end of Year 5, we intend for pupils to be confident, reflective learners who enjoy reading widely, write with increasing sophistication and accuracy, and recognise the power of language to inform, persuade, entertain and inspire. Assessment English is assessed continuously throughout Key Stage 2 through daily teaching, observations, questioning, independent work and ongoing teacher assessment. Reading, writing, speaking and listening are assessed regularly to monitor progress and identify next steps in learning, alongside termly formal assessments. Pupils complete weekly spelling tests to assess their understanding and application of the spelling patterns and rules taught. Assessment information is used to inform planning, provide targeted support and

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challenge, and ensure all pupils make strong progress.

Year 5 Curriculum Overview 2026/2027

English Year Overview

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Term

What are we studying?

Autumn 1

Fiction – Goth Girl and the Ghost of a Mouse Reports and explanations Performance Poetry and Poetic Language.

Autumn 2

Classic Fiction – Just So Stories Travel Writing Celebration Poetry

Spring 1

Reports and Journalism Poems on a theme-

Spring 2

Spooky Short Stories Argument and Debate

Summer 1

Inspirational Short Stories Protest Speeches and Songs

Summer 2

Kensukes Kingdom – sophisticated fiction Summer Poetry

Year 5 Curriculum Overview 2026/2027

French Introduction In Years 5 and 6, our French curriculum is designed to build on pupils' previous learning while meeting the needs of children with different levels of language experience. Pupils who took part in our French Immersion Programme will follow our Set 1 curriculum, which provides a high-quality, challenging programme of study that extends their fluency and prepares them for further language learning. Pupils joining the school with less experience of French are supported through Set 2, where they develop the knowledge and confidence needed to make strong progress at an appropriate pace. Our French curriculum is created for pupils to develop confidence and competence in listening, speaking, reading and writing. Children will broaden their vocabulary, deepen their understanding of French grammar, and apply their knowledge to communicate for practical purposes. They will learn to express opinions, justify their ideas, ask and answer questions, describe people, places and events, and adapt their language for different audiences and situations. Pupils will also improve their pronunciation and intonation while developing strategies to understand increasingly authentic spoken and written French. As pupils progress, they will become more independent language learners. They will read a wider range of texts, write for different purposes using accurate grammar and varied vocabulary, and gain a deeper understanding of how French works as a language. Alongside developing linguistic skills, pupils will continue to explore aspects of French-speaking cultures, fostering curiosity, intercultural understanding, and an appreciation of the wider world. Assessment Pupils' progress is assessed throughout the year using a combination of ongoing assessments as games, presentation and quizzes. Students will sit a written assessment towards the end of each term based on the four key language skills - listening, speaking, reading and writing. Year Overview

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Term

What are we studying?

Autumn 1

Meet and greet people, introduce yourself (name and surname, age, nationality, country, siblings, town, animals, birthday, hobbies, school name). Being able to fill in a questionnaire. Politeness and instructions, understand and respond with actions to basic words or sentences. Colours (feminine and masculine). Describe yourself and others (physical and personality description).

Autumn 2

Daily routine using simple verbs and asking questions. Introduction of se réveiller, se lever, se coucher, s’habiller, se laver. To conjugate the following verbs in present tense: être, avoir, porter, aimer (je, tu, il, elle, on, nous, vous, ils, elles). Introduction of past tense of être, avoir, aller.

Year 5 Curriculum Overview 2026/2027

French Year Overview

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Term

What are we studying?

Spring 1

To conjugate the following verbs in past tense of être, avoir, aller + learning lire, acheter, faire to talk about past holiday and previous hobbies. Count to 60. Tell the time at any time.

Spring 2

To express one's tastes (sport, music, books, leisure). Introduction of opinions (j’aime, je n’aime pas, je préfère, je déteste, j’adore). To use of the structure “avant / maintenant”.

Summer 1

Count from 0 to 100. Read and say the price of items/food. Order in a restaurant (food/drinks).

Summer 2

Talk about shopping, the kind of clothes they like. Buy simple items in a shop. Talk about their near future “aller + infinitif”.

Year 5 Curriculum Overview 2026/2027

FLAM Introduction At HCH, pupils learn French through one of two programmes: FLE (Français Langue Étrangère) is designed for pupils who are learning French as an additional language. FLAM (Français Langue Maternelle) is designed for pupils who already speak French fluently, have previously been educated in a French or bilingual setting, or have French as one of their native languages. The FLAM programme helps pupils develop and extend their existing language skills while maintaining a strong connection with the French language and culture. FLAM lessons take place at the same time as FLE lessons, but pupils are taught in a dedicated classroom in a small-group setting, allowing for personalised teaching. We follow the CNED (Centre National d'Enseignement à Distance) programme for French, which is aligned with the French National Education curriculum. From time to time, pupils in the FLE programme—particularly those who joined the French Immersion Programme in Prep and continue to demonstrate a high level of proficiency—may be invited by their French teacher to complete a trial assessment. This helps determine whether they are ready to join the FLAM programme, which is designed for fluent French speakers. Our small class sizes provide a supportive learning environment where pupils can build confidence, extend their language skills, and continue to thrive as bilingual learners. Assessment The programme is divided into units. As a general guide, pupils complete two units per term and are assessed at the end of each unit. However, the pace of learning is tailored to each pupil's individual needs and progress, so some pupils may complete more or fewer units during a term. Year Overview

Term

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Autumn 1

What are we studying? Read and understand extracts from novels, comics, and calendars Identify actions in the past, present, and future Recognise different verb groups and sentence structures Use time expressions and sequencing vocabulary accurately Apply alphabetical order to organise and locate vocabulary.

Year 5 Curriculum Overview 2026/2027

FLAM

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Year Overview

Term

What are we studying?

Autumn 2

Distinguish between verbal and nominal sentences, and simple and complex sentences Use correct spelling patterns including the cedilla and common homophones (a/à, ou/où) Write imaginative texts using logical sequencing and paragraph organisation Develop coherence and structure in extended writing Discuss texts and respond to comprehension questions orally and in writing

Spring 1

Read and understand formal and informal letters Recognise and apply grammatical structures accurately in context Consolidate verb grammar and sentence construction skills Format a letter correctly and complete an envelope appropriately Expand vocabulary using generic and specific words.

Spring 2

Distinguish between grammatical homophones (son/sont, et/est/es) Apply spelling rules linked to the letter “g” and common invariable words Communicate ideas clearly in written correspondence Recite poetry with fluency, expression, and confidence Participate in discussions about texts and language choices.

Summer 1

Interpret texts using explicit and implicit clues Read and analyse factual texts such as news reports and faits divers Invent and write an original news report with clear structure Use synonyms and multiple meanings of words to enrich language Consolidate grammatical analysis skills in reading and writing.

Summer 2

Revise present tense forms and irregular verbs accurately Recognise spelling patterns in irregular words and word families Express opinions and interpretations during reading discussions Develop confidence in independent writing and editing Memorise and perform poetry with expression and personal interpretation

Year 5 Curriculum Overview 2026/2027

Geography Introduction In Year 5 Geography, children will build their knowledge of the world's physical and human features through the study of diverse places, environments and global issues. They will use maps, atlases, digital mapping tools and data in other forms. Pupils will learn to use appropriate geographical vocabulary and evidence to describe and explain geographical features, patterns and processes. Children will investigate how physical and human geography are connected, exploring topics such as river geomorphology, natural resources, trade and global connections. They will use information from maps, images and numerical data answer questions and draw simple conclusions from their investigations. Pupils will develop the skills needed to think critically about the world around them and communicate their geographical understanding with increasing confidence and accuracy. Assessment Students' knowledge and understanding is tested throughout the term through informal oral assessments, location tests and large, termly assessments.

Year Overview

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Term

What are we studying?

Autumn 1

Rivers Introduction to physical geography River characteristics from source to mouth River features, processes and landforms in the upper course.

Autumn 2

Rivers River features, processes and landforms in the middle and lower courses Summarising river change from source to mouth International rivers (mapping).

Spring 1

“Mine & Craft” Introduction to human geography Natural resources: potatoes and their associated geographies Natural resources: iron ore and its associated geographies.

Year 5 Curriculum Overview 2026/2027

Geography Year Overview

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Term

What are we studying?

Spring 2

“Mine & Craft” Natural resources: sand and its associated geographies A place which used to have factories: Detroit (exploring geographical reasons for it) A place which has factories today: Shenzhen (some social impacts).

Summer 1

“What is a Country?” The features of a “country”; the UK. A selection of places which are not “countries”: Tibet, Kurdistan, Taiwan.

Summer 2

“Mapping the Globe” Key features of the globe Lines of latitude Lines of longitude Co-ordinates.

Year 5 Curriculum Overview 2026/2027

Harmony Introduction These lessons introduce children to the Principles of Harmony in Nature and highlight the importance of maintaining balance within natural systems. The key principles explored include Interdependence, Natural Cycles, Diversity, Adaptation, Health, Geometry, and Oneness. Students explore these ideas through inquiry-based learning. They read and discuss stories, take part in exploratory walks in nature, and complete creative activities that support a deeper understanding of harmony in the natural world. Each half term, these enquiries are carefully linked to the wider curriculum, drawing on knowledge from Art, Maths, English, and Science. This approach helps students recognise the connections between different subjects while developing a stronger appreciation of balance and patterns in nature. Assessment Formative assessment through questioning and creative work. Year Overview Term

What are we studying? Adaptation Inquiry Question: How does nature find creative ways to adapt?

Autumn 1

Students will learn that protecting local habitats is crucial for maintaining biodiversity and ensuring the health of ecosystems. By understanding the adaptive strategies of nature and actively participating in local conservation efforts, students will gain a deep appreciation for the resilience of life and the importance of protecting our natural world. Health How do our eating choices affect our environment?

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Autumn 2

Students will learn that by making mindful eating choices, reducing food waste through creative habits and inventions, and understanding the life cycle of food and embodied energy that goes into its production, packaging and transportation, we can significantly reduce our environmental impact and contribute to a more sustainable future.

Year 5 Curriculum Overview 2026/2027

Harmony Year Overview Term

What are we studying? Cycles Inquiry Question: How do living things change as they grow?

Spring 1

Pupils will learn about life cycles and develop knowledge about the changes living things (animals including humans and plants) go through as they develop with age. They will learn about how living things evolved and identify changes in matter and materials. Learning about life cycles, the processes of growth and development, and the principles of evolution, students will gain a comprehensive understanding of how living things change over time. These lessons will help them appreciate the complexity and diversity of life on Earth. Interdependence Inquiry Question: What makes ‘me’ become ‘we’?

Spring 2

Pupils will learn about the importance of mental well-being and how humans are naturally social creatures. They will learn about the importance of communities and that these are not exclusive to humans. Communities are a population of species that interact with each other, and they are natural, biologically diverse ecosystems. Keeping these healthy and in balance are important factors to our mental well-being. Oneness Inquiry Question: Why is biodiversity important in the environment?

Summer 1

Students will explore and develop an understanding of how biodiversity is important in the environment because it contributes to ecosystem stability and resilience, provides essential ecosystem services, offers genetic resources for innovation and adaptation, has cultural and recreational value, supports economic activities, and enhances resilience to climate change. Protecting and conserving biodiversity is essential for maintaining healthy ecosystems and ensuring the well-being of present and future generations of all living things.

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Diversity Inquiry Question: How do we live different lives on a common ground?

Summer 2

Students will study the diverse ways in which living things coexist and interact within shared environments on the Planet and explore ways in which we can navigate living different lives on common ground. They will learn about how soil serves as a vital carbon storehouse, playing a crucial role in carbon sequestration, soil health, biodiversity, and ecosystem function. Protecting soil is essential for mitigating climate change, promoting food security, and preserving natural ecosystems. 22

Year 5 Curriculum Overview 2026/2027

History Introduction In Year 5 History, children will deepen their understanding of Britain's past and the wider world through the study of significant periods, civilisations and historical themes, in line with the National Curriculum. They will develop a secure chronological understanding by placing the periods they study within a broader historical framework and making connections across different eras. Pupils will use a range of historical sources and evidence to investigate questions about the past, compare different societies and civilisations, and identify similarities and differences in how people lived. As their historical thinking develops, children will begin to explain concepts such as cause, consequence, change and significance, using evidence to support their ideas and historical explanations. They will explore why events happened, how societies changed over time, and the impact that individuals and events have had on the world. Throughout the year, pupils will be encouraged to communicate their understanding clearly through discussion and writing, using accurate historical vocabulary and evidence to justify their conclusions.

Assessment Students' knowledge and understanding is tested throughout the term through informal oral assessments as well as quizzes. They will also sit a written assessment towards the end of each term that will give them an opportunity to apply the key historical skills that they will develop throughout the year.

Year Overview

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Term

What are we studying?

Autumn 1

Why did the Romans invade Britain? Why was the Roman Army so successful?

Autumn 2

Why is Boudicca remembered? What was life like in Roman Britain? Assessment and Historical Enquiry.

Spring 1

What did the Romans leave behind? How did Roman beliefs influence Britain?

Spring 2

How did Roman towns shape Britain today? How do historians know about Roman Britain? Assessment : How significant were the Romans?

Summer 1

Who were the Maya? What was Maya society like? What did the Maya believe?

Summer 2

Why were the Maya advanced? Why did the Maya civilisation decline? Assessment : Romans vs Maya

Year 5 Curriculum Overview 2026/2027

Latin Introduction Year 5 will begin an introduction to Latin with Minimus Book 1. The autumn term will be looking to familiarise them with the links between Latin and English grammar and vocabulary by exploring life with the family of Vindolanda; General Flavius and his family through the eyes of their ever-present household guest and resident mouse, Minimus. Assessment Pupils will be assessed throughout the year through regular vocabulary tests, cultural quizzes that assess their understanding of Roman myths, key historical events, and Roman culture (including the Romans in Britain), as well as through their participation in class, translation exercises, and written work. Year Overview

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Term

What are we studying?

Autumn 1

Life in Vindolanda Minimus Chapter 1: Meet the family Members of the family and pets Write your family profile in Latin Minimus Chapeter 2: Roman Houses and using adjectives Roman food and dining: create a Roman menu.

Autumn 2

Work, work, work: chapter 3 Jobs and roles in society in Roman times Introduction to present tense verbs Myth of Pandora The best days of your life Chapter 4 Roman childhood and schooling How is it similar and different Roman writing activity Saturnalia cards.

Spring 1

Romans and Britons: Chapter 5 What was the life like before Roman rule? Meet the Romans: creative writing activity Adverbs Roman report – what Romans thought of Britons.

Year 5 Curriculum Overview 2026/2027

Latin Year Overview

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Term

What are we studying?

Spring 2

Off to town: Roman trade and commerce Life in Eboracum – the forum and trade roots Septimius Severus in York Candidus goes to Verulamium – life for merchants in Britannia Crafting Flavious Office.

Summer 1

Roman and Greek theatre -Making theatrical masks -perform a scene in translation from Plautus’ The Ghost wearing Roman tragic and comic masks Watching Asterix and Obelix during the Francophonie week.

Summer 2

Myths and monster’s posters: Create your own myth, hero, monster and quest The Military machine: Chapter 7 Imperative verbs forms Magistra dixit game with imperatives Craftin Lepidina’s garden.

Year 5 Curriculum Overview 2026/2027

Mandarin Introduction In Year 5, pupils begin their exciting journey into learning Mandarin Chinese, developing the confidence to communicate in simple everyday situations while gaining an appreciation of Chinese language and culture. Throughout the year, pupils are introduced to the foundations of Mandarin, including Pinyin, tones and the basic strokes used to write Chinese characters. They build essential vocabulary and sentence patterns through speaking, listening, reading and writing activities, enabling them to introduce themselves, talk about personal information, describe their families and discuss familiar topics. Alongside language learning, pupils explore important aspects of Chinese culture through celebrations such as the Mid-Autumn Festival and Chinese New Year, as well as learning about Chinese names, the zodiac and traditional customs. Lessons are interactive and engaging, encouraging pupils to develop accurate pronunciation, confidence in conversation and curiosity about another language and culture. By the end of Year 5, pupils will be able to understand and respond to simple spoken and written Mandarin, use familiar vocabulary in short conversations, recognise and write a selection of Chinese characters, and demonstrate an awareness of key cultural traditions. Assessment Assessment will be ongoing through teacher observation, questioning, speaking and role-play activities, listening and reading tasks, simple writing exercises using Pinyin and Chinese characters, and end-of-unit review activities. Pupils' progress in listening, speaking, reading and writing will be monitored throughout the year, with an end-of-year assessment to evaluate their communication skills and understanding of key language and cultural concepts. Year Overview

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Term

What are we studying?

Autumn 1

Unit 1: Greetings & Numbers Learning Pinyin and tones Exploring basic strokes of Chinese characters Greeting people and introducing yourself Counting from 1 to 99.

Autumn 2

Continuing Unit 1 Practising simple dialogues using greetings Understanding Chinese names and culture Introducing the Mid-Autumn Festival with creative activities

Year 5 Curriculum Overview 2026/2027

Mandarin Year Overview

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Term

What are we studying?

Spring 1

Unit 2: Dates & Contact Info Learning days of the week and months Talking about birthdays and age Asking and answering telephone numbers.

Spring 2

Continuing Unit 2 Learning cultural elements: Chinese zodiac and lucky numbers Practising full sentences about personal information Chinese New Year activities and traditions.

Summer 1

Unit 3: Family & Occupation Talking about family members Describing family structure Introducing yourself and your family.

Summer 2

Continuing Unit 3 Talking about occupations and where people work Learning basic sentence structure and word order End-of-year revision and speaking practice.

Year 5 Curriculum Overview 2026/2027

Maths Introduction As our children enter the upper stages of Key Stage 2, the mathematics curriculum becomes more advanced, bridging the gap between foundational calculation and more complex, abstract mathematical thinking. This year includes working with larger numbers up to one million, advanced fraction and decimal work, and a deeper exploration of geometry and statistics. To help you understand what your child will be learning and how you can support them at home, this overview breaks down the curriculum term by term based on our assessments. The topics are divided into Arithmetic (focusing on calculation fluency and mental maths) and Mathematical Reasoning (applying these skills to real-world problems, measurements, geometry, and data interpretation). Assessment Termly online assessments are completed by the pupils to demonstrate their depth of understanding of the mathematical topics that they have been studying. In addition, informal oral assessment takes place in lessons throughout the term to consolidate and assess depth of understanding. Year Overview Term

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Autumn

What are we studying?

Arithmetic During the Autumn term, our arithmetic focus ensures that Year 4 fundamentals are completely secure while introducing more complex operations and fraction work. Your child will learn to: Recall multiplication and division facts for multiplication tables up to 12 x 12. Add and subtract fractions with the same denominator. Find 1,000 more or less than a given number. Recognise and use factor pairs and commutativity in mental calculations. Recognise and write decimal equivalents of any number of tenths or hundredths. Multiply two-digit and three-digit numbers by a one-digit number. Find the effect of dividing a one- or two-digit number by 10 and 100. Add and subtract numbers with up to 4 digits. Recognise and write decimal equivalents to 1/4, 1/2, and 3/4. Solve problems involving multiplying and adding. Solve problems involving increasingly hard fractions to calculate quantities. Mathematical Reasoning In mathematical reasoning, students apply their calculation skills to practical contexts like advanced measurements, shapes, and complex problem-solving. Your child will learn to: Add and subtract fractions with the same denominator. Identify acute and obtuse angles and compare and order angles by size. Identify lines of symmetry in 2-D shapes presented in different orientations. Find 1,000 more or less than a given number. Round any number to the nearest 10, 100 or 1,000. Order and compare numbers beyond 1,000. Recall multiplication and division facts for multiplication tables up to 12 x 12. Round decimals with one decimal place to the nearest whole number. Use place value, known and derived facts to multiply and divide mentally.

Year 5 Curriculum Overview 2026/2027

Maths Year Overview Term

Autumn

Achievement with heart.

Spring

What are we studying?

Convert between different units of measurement. Recognise and write decimal equivalents to 1/4, 1/2, and 3/4. Recognise and write decimal equivalents of any number of tenths or hundredths. Compare and classify geometric shapes based on their properties and sizes. Read, write and convert time between analogue and digital 12-hour clocks. Read, write and convert time between analogue and digital 24-hour clocks. Plot specified points and draw sides to complete a given polygon. Solve problems involving multiplying and adding. Complete a simple symmetric figure with respect to a specific line of symmetry. Compare numbers with the same number of decimal places. Solve measure and money problems involving fractions and decimals. Solve problems involving increasingly hard fractions to calculate quantities. Solve problems involving converting between units of time. Describe movements between positions as translations of a given unit. Arithmetic In the Spring term, arithmetic pushes towards formal multiplication of larger numbers, understanding decimal places, and working with negative numbers. Your child will learn to: Add and subtract whole numbers with more than 4 digits. Recall multiplication and division facts for multiplication tables up to 12 x 12. Determine the value of each digit in numbers up to 1,000,000. Solve problems involving numbers up to three decimal places. Multiply numbers up to 4 digits by a one- or two-digit number. Recognise and use square numbers and cube numbers. Count forwards and backwards with positive and negative whole numbers. Multiply and divide numbers mentally upon known facts. Solve problems involving percentage and decimal equivalents of fractions. Add and subtract fractions with denominators that are multiples. Divide numbers up to 4 digits by a one-digit number. Multiply proper fractions and mixed numbers by whole numbers. Write percentages as a fraction with denominator hundred, and as a decimal. Solve problems using their knowledge of factors and multiples, squares and cubes. Mathematical Reasoning Spring reasoning heavily emphasizes large number place value, perimeter and area, scaling, and reading complex data tables. Your child will learn to: Read, write, order and compare numbers to at least 1,000,000. Determine the value of each digit in numbers up to 1,000,000. Count forwards or backwards in steps of powers of 10 for any given number. Round decimals with two decimal places to the nearest whole number. Solve problems involving scaling by simple fractions. Measure and calculate the perimeter of composite rectilinear shapes. Add and subtract fractions with the same denominator. Complete, read and interpret information in tables, including timetables. Round any number to the nearest 10, 100, 1,000, 10,000 and 100,000. Solve problems involving numbers up to three decimal places. Round decimals with two decimal places to one decimal place. Write percentages as a fraction with denominator hundred, and as a decimal. Read and write decimal numbers as fractions.

Year 5 Curriculum Overview 2026/2027

Maths Year Overview Term

Spring

What are we studying? Calculate and compare the area of rectangles. Multiply numbers up to 4 digits by a one- or two-digit number. Solve problems involving addition, subtraction, multiplication and division. Read, write, order and compare numbers with up to three decimal places. Solve problems using information presented in a line graph. Divide numbers up to 4 digits by a one-digit number. Multiply proper fractions and mixed numbers by whole numbers. Solve problems involving percentage and decimal equivalents of fractions. Arithmetic By the final term, our arithmetic focus is on mastering operations with decimals and powers of 10, multi-step problem solving, and complex fraction multiplication. Your child will learn to: Add and subtract fractions with the same denominator. Determine the value of each digit in numbers up to 1,000,000. Multiply proper fractions and mixed numbers by whole numbers. Add and subtract whole numbers with more than 4 digits. Multiply and divide whole numbers and those involving decimals by powers of 10. Multiply numbers up to 4 digits by a one- or two-digit number. Solve problems involving numbers up to three decimal places. Identify, name and write equivalent fractions of a given fraction. Count forwards and backwards with positive and negative whole numbers. Solve addition and subtraction multi-step problems. Recognise and use square numbers and cube numbers. Divide numbers up to 4 digits by a one-digit number. Add and subtract fractions with denominators that are multiples. Solve problems involving percentage and decimal equivalents of fractions.

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Summer

Mathematical Reasoning The year culminates with calculating angles, identifying prime numbers, and solving multi-step geometric and fraction-based problems. Your child will learn to: Determine the value of each digit in numbers up to 1,000,000. Calculate and compare the area of rectangles. Identify multiples and factors, including finding all factor pairs of a number. Solve problems involving converting between units of time. Solve addition and subtraction multi-step problems in contexts. Measure and calculate the perimeter of composite rectilinear shapes. Count forwards and backwards with positive and negative whole numbers. Convert between different units of metric measure. Multiply numbers up to 4 digits by a one- or two-digit number. Solve problems using knowledge of factors and multiples, squares and cubes. Identify angles at a point and one whole turn (total 360°). Order fractions whose denominators are all multiples of the same number. Solve problems involving addition, subtraction, multiplication and division. Solve problems involving numbers up to three decimal places. Round any number to the nearest 10, 100, 1,000, 10,000 and 100,000. Round decimals with two decimal places to the nearest whole number. Establish whether a number up to 100 is prime and recall prime numbers up to 19. Draw given angles and measure them in degrees (°). Solve problems involving percentage and decimal equivalents of fractions. Compare fractions whose denominators are all multiples of the same number. Round decimals with two decimal places to one decimal place.

Year 5 Curriculum Overview 2026/2027

Music Introduction Year 5 Music encourages pupils to become increasingly independent and creative musicians through a rich and practical curriculum centred on the principles of Dalcroze Eurhythmics. Pupils develop their musicianship through singing, keyboard playing, movement and ensemble music-making, while deepening their understanding of rhythm, metre, harmony, composition and music theory. Alongside exploring music from a range of genres, cultures and historical periods, including the LSO Discovery Concert at the Barbican, pupils apply their musical skills through collaborative performance as part of the ensemble and supporting cast in the Year 5–6 musical production, developing confidence in learning songs by heart, stagecraft and ensemble performance. Throughout the year, pupils enjoy a wide range of performance opportunities, including the Impromptu Concert, Christmas Showcase, Friday Coffee Morning performances (as they become ready), Winter Recitals, the French Immersion show, Ensemble Concerts and Summer Recitals, developing confidence, collaboration and stage presence. Assessment Pupils are assessed throughout the year through practical music-making, singing, movement and keyboard playing. Assessment focuses on the development of rhythmic coordination, vocal confidence, instrumental skills and participation in class performances and ensemble activities. As pupils become ready, they are encouraged to perform in Friday Coffee Morning performances and recitals. Regular verbal feedback is provided throughout lessons to celebrate progress and support continued musical development. Year Overview Term

What are we studying?

Autumn 1

Eurhythmics & Musicianship: Advanced Rhythm and Pulse Developing pulse, rhythmic accuracy and expressive movement through changing tempo and nuance, while demonstrating the pulse twice and four times as fast and slow. Reading, writing and dictating known rhythms using conventional notation, including triplets, dotted quaver–semiquaver patterns and syncopated rhythms, while extending balance and movement vocabulary.

Achievement with heart.

Keyboard skills Theory & Aural Listening & Appreciation: Vaughan Williams, Coleridge-Taylor, B. Britten, Nigerian Drumming, South African Choral

Autumn 2

Eurhythmics & Musicianship: Metre and Conducting Identifying, conducting and changing confidently between 2/4, 3/4, 4/4, 5/4 and 6/8, while introducing unequal metres (5/8, 7/8 and 8/8). Exploring anacrusis, crusis and metacrusis, complementary rhythms and polyrhythms through movement, developing flow, sustain, suspension, release, and upper- and lower-body dissociation. Keyboard skills - Progress check Performing: Christmas Show Prep Impromptu Concert (Optional) Theory & Aural.

Year 5 Curriculum Overview 2026/2027

Music Year Overview Term

What are we studying?

Spring 1

Eurhythmics & Musicianship: Phrasing and Musical Form Developing irregular phrasing, combining 2-bar and 4-bar phrases, and exploring AB, ABA and Rondo form through movement and musical activities. Distinguishing between major, minor, Dorian mode and atonal tonalities while manipulating scarves, balls, claves and other objects with increasing control and musical expression. Performing: Year 5–6 Musical Production Theory & Aural Winter Recitals (Optional) Listening & Appreciation: 80s Synth/Pop, 90s.

Spring 2

Performing: Year 5–6 Musical Production Learning songs by heart while developing vocal confidence, ensemble awareness and collaborative rehearsal skills Applying stagecraft, musical communication and performance skills through rehearsals Theory & Aural.

Summer 1

Performing: Year 5–6 Musical Production Applying rehearsal techniques, stage etiquette and performance conventions through the Year 5–6 Musical Production. Demonstrating commitment, confidence, professionalism and collaborative musicianship in live performance. May Day Festival: Singing & Events Performance Preparation/Etiquette. Eurhythmics & Musicianship: Consolidation and Creative Application Consolidating pulse, rhythm, metre, phrasing, canon, form and tonality through practical music-making, movementand performance.

Achievement with heart.

Summer 2

Instrument: Keyboard Improvisation & Songwriting Summer Recitals (Optional) Listening & Appreciation (London Symphony Orchestra trip - Barbican) Theory & Aural (Assessment).

Year 5 Curriculum Overview 2026/2027

PSHE (Personal, Social, Health and Economic Education) Introduction Personal, Social, Health and Economic Education (PSHE) provides pupils with a broad and balanced programme that nurtures their personal development, emotional wellbeing and understanding of the world around them. It includes the statutory elements of Relationships and Sex Education (RSE) and Health Education and supports pupils in developing the knowledge, confidence and practical skills needed to make informed, responsible and healthy choices. The Year 5 programme is organised around six key learning themes: Being Me in My World, Celebrating Difference, Relationships, Changing Me, Healthy Me and Dreams and Goals. These themes are revisited as pupils progress through the school, allowing them to deepen and extend their understanding with increasing maturity and relevance. This spiral approach supports the development of confidence, empathy, resilience and independence. Across the year, pupils explore citizenship and responsibility, cultural difference and inclusion, relationships and online safety, the changes associated with growing up, healthy choices, and future aspirations. Lessons are delivered in an age-appropriate and mindful way, with time for thinking, discussion and reflection. The programme may be adjusted where appropriate, and parents may request lesson resources if they would like to understand how a particular topic is taught. Relationships Education forms a statutory part of the primary curriculum. Pupils also learn about physical health, mental wellbeing and age-appropriate aspects of growing and changing. Parents do not have the right to withdraw their child from Relationships Education, Health Education or content taught as part of the science curriculum. Where we plan to deliver any additional sex education that goes beyond these statutory areas, we will contact parents in advance. We will explain the content of the relevant lessons, share information about the resources being used and make it clear that parents have the right to withdraw their child from those specific lessons. Parents are also welcome to contact the school at any time to discuss the curriculum or request further information. Assessment

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PSHE lessons are predominantly discussion-based, with written tasks used where these support deeper comprehension and application. At the end of lessons, pupils complete self-reflection activities so that teachers can monitor understanding and adapt future teaching. Teachers also track pupils' levels of understanding across the different elements of PSHE throughout the year.

Year 5 Curriculum Overview 2026/2027

PSHE (Personal, Social, Health and Economic Education) Year Overview

Achievement with heart.

Term

What are we studying?

Autumn 1

Being Me in My World Planning the year ahead Being a citizen Rights and responsibilities How behaviour affects groups Democracy, having a voice and participating.

Spring 1

Relationships Self-recognition and selfworth Building self-esteem Safer online communities Rights and responsibilities online Online gaming and reducing screen time Dangers of online grooming SMARRT internet safety rules.

Summer 1

Healthy Me Smoking and vaping Alcohol and antisocial behaviour Emergency aid Body image Relationships with food Healthy choices Motivation and behaviour.

Term

What are we studying?

Autumn 2

Celebrating Difference Cultural differences Racism Rumours and name calling Types of bullying Material wealth and happiness Enjoying and respecting other cultures.

Spring 2

Changing Me Self-image and body image Influence of online and media content on body image Puberty for girls and boys Conception Coping with change Preparing for transition.

Summer 2

Dreams and Goals Future dreams and lifestyles The importance of money Jobs and careers Dream jobs Goals in different cultures Supporting others Motivation.

Year 5 Curriculum Overview 2026/2027

Science Introduction In Science, during Years 5 and 6, pupils will be taught to use the following practical scientific methods, processes and skills through the teaching of the programme of study content: planning different types of scientific enquiries to answer questions, including recognising and controlling variables where necessary taking measurements, using a range of scientific equipment, with increasing accuracy and precision, taking repeat readings when appropriate recording data and results of increasing complexity using scientific diagrams and labels, classification keys, tables, scatter graphs, bar and line graphs using test results to make predictions to set up further comparative and fair tests reporting and presenting findings from enquiries, including conclusions, causal relationships and explanations of and degree of trust in results, in oral and written forms such as displays and other presentations identifying scientific evidence that has been used to support or refute ideas or arguments. Assessment The children will be assessed through end of unit quizzes. At the end of the summer term, the pupils will be assessed online via the Quest testing platform.

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Year Overview

Term

What are we studying?

Autumn 1

Laboratory Safety / Properties of Materials Know the equipment used in a science laboratory Understand hazards and rules in a lab 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 know that some materials will dissolve in liquid to form a solution, and describe how to recover a substance from a solution use knowledge of solids, liquids and gases to decide how mixtures might be separated, including through filtering, sieving and evaporating.

Year 5 Curriculum Overview 2026/2027

Science

Achievement with heart.

Year Overview

Term

What are we studying?

Autumn 2

Changes of Materials give reasons, based on evidence from comparative and fair tests, for the particular uses of everyday materials, including metals, wood and plastic demonstrate that dissolving, mixing and changes of state are reversible changes 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.

Spring 1

Earth and Space describe the movement of the Earth, and other planets, relative to the Sun in the solar system describe the movement of the Moon relative to the Earth describe the Sun, Earth and Moon as approximately spherical bodies use the idea of the Earth’s rotation to explain day and night and the apparent movement of the sun across the sky.

Spring 2

Forces explain that unsupported objects fall towards the Earth because of the force of gravity acting between the Earth and the falling object identify the effects of air resistance, water resistance and friction, that act between moving surfaces recognise that some mechanisms, including levers, pulleys and gears, allow a smaller force to have a greater effect.

Summer 1

Living Things and Their Habitats Describe and label the male and female reproductive parts of a flower Record a diary of a bean describe the differences in the life cycles of a mammal, an amphibian, an insect and a bird describe the life process of reproduction in some plants and animals.

Summer 2

Animals including Humans describe the changes as humans develop to old age. Learn about gestation periods of a variety of animals, including humans Describe the key stages and processes of human foetal development.

Year 5 Curriculum Overview 2026/2027

Sport Introduction Organised physical activity is an important part of children's physical, cognitive, social and emotional development. In Year 5, pupils will develop and refine their skills in two invasion games: football and netball. In football, the children will build on their understanding of key techniques, including passing, shooting, dribbling and agility. They will develop greater accuracy, control and confidence through individual practice, partner work and team activities. Each child will also apply their skills in small-sided conditioned games, developing their tactical awareness, decision-making and understanding of game play. In netball, the children will further develop their catching, throwing and movement skills while gaining a deeper understanding of court positions and game strategies. They will practise shooting and a range of passing techniques, applying these skills effectively in competitive game situations. Throughout both units, children will focus on teamwork, communication and sportsmanship, helping them become more confident and effective players. Assessment Assessment will be ongoing throughout the term and will be based on teacher observation during individual, paired and team-based activities. Each child will be assessed on their ability to demonstrate and apply advanced football skills, including a range of passing techniques, shooting, dribbling, ball control and agility, within both practice drills and competitive game situations. In netball, assessment will focus on catching, throwing, movement, shooting and the effective use of a variety of passes, as well as positional awareness and game play. Teachers will also assess the children’s tactical understanding, decision-making, leadership, communication, teamwork and sportsmanship, with a focus on applying skills effectively in increasingly challenging and competitive situations. Year Overview

Achievement with heart.

Term

What are we studying?

Autumn

Football: passing, shooting, dribbling, conditioned games. Netball: passing, shooting, attack vs defence, positions and conditioned games Games: balance, coordination, agility, stuck in the mud, octopus tag, capture the flag.

Spring 1

Gymnastics: balances, body shapes, travel, jumps and rolls. Table Tennis: serving, rallying, shot selection and rules. Benchball: throwing, catching, positions and attack vs defence.

Spring 2

Gymnastics: balances, body shapes, travel, jumps and rolls. Table Tennis: serving, rallying, shot selection and rules. Dodgeball: passing, dodging, tactics and attack vs defence.

Summer

Cricket: throwing, catching, batting, bowling and fielding Athletics: shuttle relay, 60m sprint, 200m sprint, hurdles, long jump, javelin throw and shot-put throw.