KS2 Curriculum Year 5

Key Stage 2 Curriculum

Year 5 (English, Maths and Topic)

Our Vision: To be the happiest community empowering every individual to achieve outstanding growth.

Our Values:

Aside from our academic curriculum, we are dedicated to supporting our pupils in becoming globally responsible citizens. Our ‘Dusit Values’ (​Determination​, ​Understanding​, ​Success​, ​Independence​ ​and ​Teamwork​) are central to our commitment to ‘character education’, as these aim to give our pupils an understanding of global issues, whilst encouraging and empowering them to take action and promote positive change.

An English Curriculum in an International Context Our curriculum, (based on the British National Curriculum) encompasses a rich blend of academic skills and rigor, whilst skillfully weaving in exciting opportunities for character and outdoor education. We believe that putting a spotlight on pupil wellbeing, community projects and sustainability, gives our students all the necessary tools to embrace this rapidly changing world. Pupils are encouraged to become ‘21st century learners’, as we put a great deal of emphasis on creativity, collaboration, communication and critical thinking. We ensure that students get the chance to see the impact of their efforts come to life, through meaningful, motivating project-based learning. Our curriculum is carefully designed and regularly audited, to make sure that pupils are active learners, working on solving genuine, real problems and becoming agents of positive change.

KS2 Year 5 Timings In Key Stage 2, pupils study the majority of their lessons with their class teacher. There are also a range of specialist lessons (highlighted below) which are delivered by our specialist teaching team.

There are 30 periods of 50 minutes (or equivalent) a week. Children in Key Stage 2 study the following: English

5 periods a week

Maths

5 periods a week

Guided Reading

20 minutes daily

Project-based learning

4 periods a week

Thai language & Cultural studies

3 periods a week

World Languages (Mandarin/French/German/Extra Thai)

2 periods a week

Science

2 periods a week

PSHE (Personal/Social/Health education)

1 period a week

Computing

1 period a week

Art

1 period a week

Spelling

1 period a week

Library

1 period a week

Music

1 period a week

PE (Physical Education)

1 period a week

Swimming

1 period a week

English In English, we adapt the National Curriculum for England to suit our international context. From Years 1-6, we focus on teaching the four main areas of English: reading, writing, speaking and listening.

At Dusit, we recognise that the skill of reading is required to access all areas of the curriculum, therefore a passion and love for reading is something we strive to instil in all our pupils. We use carefully selected, high-quality texts to plan and deliver our lessons. This helps to expand our children’s vocabulary and deepen their understanding of the mechanics of the English language. Our chosen texts provide an excellent scaffold for all children to access, encouraging them to view themselves as aspiring authors.

English is often also embedded in our project-based learning, as this approach creates many opportunities for our children to write for a purpose, using an engaging and challenging stimulus.

➤ Year 5 English Progression of Skills Writing: ● Select the correct genre for audience and purpose, and use it accurately ● Use a range of narrative techniques with confidence, interweaving elements when appropriate (action, quotation, aside, suspense, formal/informal) ● Use a range of devices to adapt writing to engage/affect the reader in a different way (subheadings, headings, footnotes, bibliography, bullet points, parenthesis, underlining etc) ● Select from a wide range of known imaginative and ambitious vocabulary, e.g. vocabulary and display an understanding of how to use them precisely ● Use paragraphs consistently and appropriately ● Use all simple and most advanced grammar accurately (except when consciously using dialect or colloquialism) ● Use complex sentence structures appropriately ● Vary sentence length and word order confidently to sustain interest ● Use a wider range of punctuation, almost always accurately, to include three or more of the following: comma, apostrophe, bullets, inverted commas, hyphen, brackets, colon or semi-colon ● Use punctuation appropriately to create effect ● Use punctuation to show division between clauses, to vary pace, to create atmosphere or to subdivide ● Use different techniques to open or conclude work appropriately ● Group things appropriately before or after a main verb ● Use literary features to create effect ● Use the passive voice for variety and to shift focus ● Spell accurately most of of the Year 5 High Frequency Words and the Year 5 Words in the National Curriculum Appendix 1 ● Write neatly, legibly and accurately in a flowing, joined style Adapt handwriting for a range of tasks and purposes ● Develop style for speed: joining from t, looping from g,j and y, joining from f, joining from s ● Develop style for speed: writing v,w x and z at speed ● Develop their own personal style of handwriting

Punctuation and Grammar: Sentence: ● Use relative clauses beginning with who, which, that, where, when, whose or an omitted relative pronoun ● Use simple / embellished simple sentences securely ● Use compound sentences securely Develop complex sentences: (subordination) ● Use main and subordinate clauses with full range of conjunctions: Expanded –ed clauses as starters ● Elaborate starters using adverbial phrases ● Drop in –‘ed’ clause ● Use sentence reshaping techniques e.g. lengthening or shortening sentence for meaning and /or effect ● Move sentence chunks (how, when, where) around for different effects ● Use rhetorical questions ● Create stage directions in speech (speech + verb + action) ● Indicate degrees of possibility using modal verbs (e.g. might, should, will, must) or adverbs (perhaps, surely) Word: ● Use metaphors ● Use personification ● Use onomatopoeia ● Use empty words e.g. someone, somewhere was out to get him ● Develop use of technical language ● Convert nouns or adjectives into verbs using suffixes ● Use verb prefixes (e.g. dis–, de–, mis–, over– and re–) Punctuation: ● Use rhetorical questions ● Use dashes ● Use brackets/dashes/commas for parenthesis ● Use colons ● Use commas to clarify meaning or avoid ambiguity

Reading: ● Apply their growing knowledge of root words, prefixes and suffixes (morphology and etymology), both to read aloud and to understand the meaning of new words that they meet ● Make comparisons within and across books ● Prepare 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 ● Check that the book makes sense to them, discussing their understanding and exploring the meaning of words in context ● Ask questions to improve their understanding ● Draw inferences such as inferring characters’ feelings, thoughts and motives from their actions Justify inferences with evidence ● Predict what might happen from details stated and implied ● Discuss and evaluate how authors use language, including figurative language, considering the impact on the reader

Speaking and Listening: (These statements apply to all years. The content should be taught at a level appropriate to the age of the children. Children should build on the oral language skills that have been taught in preceding years).

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Listen and respond appropriately to adults and their peers Ask relevant questions to extend their understanding and knowledge Ask relevant strategies to build their vocabulary Articulate and justify answers, arguments and opinions Give well-structured descriptions, explanations and narratives for different purposes, including for expressing feelings Maintain attention and participate actively in collaborative conversations, staying on topic and initiating and responding to comments 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) Consider and evaluate different viewpoints, attending to and building on the contributions of others Select and use appropriate registers for effective communication

Maths At Dusit, we aim to provide a depth of learning that enables all children to develop a full conceptual understanding of Maths, rather than to merely memorise abstract solutions.

We follow the English National Curriculum, but have adapted it to the needs of our children, providing greater opportunities for mastery. We understand that children have different abilities, but instead of driving the more able forward, with a fleeting abstract knowledge, we encourage them to look deeper. We provide a variety of challenges labelled as ‘​tricky, trickier and trickiest​’, in order to make sure that each child is working at an appropriate level of challenge. Our teachers strive to create investigators, always seeking to extend their understanding.

We want our pupils to enjoy the experience of acquiring new number concepts, and realise that It is not about how quickly they get there, but the depth of understanding they experience along the way.

➤ Year 5 Maths Progression of Skills Number and place value: ● Read, write, order and compare numbers to at least 1 000 000 and determine the value of each digit ● Count forwards or backwards in steps of powers of 10 for any given number up to 1,000,000 ● Interpret negative numbers in context, count forwards and backwards with positive and negative whole numbers, including through zero. ● Round any number up to 1,000,000 to the nearest 10, 100, 1000, 10,000 and 100,000 ● Solve number problems and practical problems that involve all of the above ● Read Roman numerals to 1000 (M) and recognise years written in Roman numerals

Addition, Subtraction, Multiplication and Division: ● Add and subtract whole numbers with more than 4 digits, including using formal written methods (columnar addition and subtraction) ● Add and subtract numbers mentally with increasingly large numbers ● Use rounding to check answers to calculations and determine, in the context of a problem, levels of accuracy ● Solve addition and subtraction multi-step problems in contexts, deciding which operations and methods to use and why

Multiplication and Division: ● Identify multiples and factors, including finding all factor pairs of a number, and Common factors of two numbers ● Know and use the vocabulary of prime numbers, prime factors and composite (non-prime factors) ● Establish whether a number up to 100 is prime and recall prime numbers up to 19 ● Multiply numbers up to 4 digits by a one- or two-digit number using a formal written method, including long multiplication for two-digit numbers ● Multiply and divide numbers mentally drawing upon known facts ● Divide numbers up to 4 digits by a one-digit number using the formal written method of short division and interpret remainders appropriately

● Multiply and divide whole numbers and those involving decimals by 10, 100 and 1000 ● Recognise and use square numbers and cube numbers, and the notation for squared (​2​) and cubed (​3​) ● Solve problems involving multiplication and division including using their knowledge of factors and multiples, squares and cubes ● Solve problems involving addition, subtraction, multiplication and division and a combination of these, including understanding the meaning of the equals sign ● Solve problems involving multiplication and division, including scaling by simple fractions and problems involving simple rates

Fractions: ● Compare and order fractions whose denominators are all multiples of the same number ● Identify, name and write equivalent fractions of a given fraction, represented visually, including tenths and hundredths ● Recognise mixed numbers and improper fractions and convert from one form to the other and write mathematical statements > 1 as a mixed number [for example, 2/5 + 4/5= 6/5 = 1 and 1/5 ] ● Add and subtract fractions with the same denominator and denominators that are multiples of the same number ● Multiply proper fractions and mixed numbers by whole numbers, supported by materials and diagrams ● Read and write decimal numbers as fractions (for example, 0.71 = 71/100) ● Recognise and use thousandths and relate them to tenths, hundredths and decimal equivalents ● Round decimals with two decimal places to the nearest whole number and to one decimal place ● Read, write, order and compare numbers with up to three decimal places Solve problems involving number up to three decimal places ● Recognise the percent symbol (%) and understand that per cent relates to ‘number of parts per hundred’, and write percentages as a fraction with denominator 100, and as a decimal ● Solve problems which require knowing percentage and decimal equivalents of 1/2, 1/4, 1/5, 2/5, 4/5 and those fractions with a denominator of a multiple of 10 or 25

Measurement: ● Convert between different units of metric measure (for example, kilometre and metre; centimetre and metre; centimetre and millimetre; gram and kilogram; litre and millilitre) ● Understand and use approximate equivalences between metric units and common imperial units such as inches, pounds and pints ● Measure and calculate the perimeter of composite rectilinear shapes in centimetres and metres ● Calculate and compare the area of rectangles (including squares), and including using standard units, square centimetres (cm​2​ ) and square metres (cm​2​ ) and estimate the area of irregular shapes ● Estimate volume [for example, using 1 cm​3​ blocks to build cuboids (including cubes)] and capacity [for example, using water] ● Solve problems involving converting between units of time ● Use all four operations to solve problems involving measure [for example, length, mass, volume, money] using decimal notation, including scaling

Geometry: ● Identify 3-D shapes, including cubes and other cuboids, from 2-D representations ● Know angles are measured in degrees: estimate and compare acute, obtuse and reflex angles ● Draw given angles, and measure them in degrees (°) ● Identify angles at a point and one whole turn (total 360°) ● Identify angles at a point on a straight line (total 180°) ● Identify other multiples of 90° ● Use the properties of rectangles to deduce related facts and find missing lengths and angles ● Distinguish between regular and irregular polygons based on reasoning about equal sides and angles

Position and Direction: ● Identify, describe and represent the position of a shape following a reflection or translation, using the appropriate language, and know that the shape has not changed

Statistics: ● Solve comparison, sum and difference problems using information presented in a line graph ● Complete, read and interpret information in tables, including timetables

T​ opic At Dusit, we believe in a creative curriculum where the skills below are interwoven between subjects. Each term children's learning will be framed by a theme or topic and they will then get to apply the skills below through cross curricular activities where the child is at the centre of their own learning journey.

➤ Year 5 Topic - Progression of Skills Skills Coverage - History

Skills Coverage – Geography

Have a chronological Create questions for investigation awareness of dates throughout and suggest how they could history. complete an investigation.

Make comparisons about different times in the past.

Describe characteristic features of past societies and periods.

(Study different aspects of different people - eg the differences between men and women.)

Remember significant people from a range of backgrounds from throughout history.

Examine causes and effects of great events and the immediate impact they have on people.

Collect and record evidence unaided.

Analyse a variety of evidence and draw conclusions and explain how this could affect people. (eg. temperature/climate has an effect on everyday life).

Begin to use fieldwork to observe, measure and record human and physical features in the local area.

Environmental Education Coverage Understand how identified change can both improve and damage the environment and how changes in the past impact on our daily lives and choices made today will affect the future.

Analyse how culture, religion and belief affect the lives of people and influence social decisions and development.

Show awareness of inequality and difference throughout history and the world.

Independently plan for Identify geographical similarities exploration of​ local areas and and differences through the study natural places​ followed by reflection and observations. of human and physical geography.

Describe the type of settlement in an area and start to think about the land use.

Identify and understand how eco-wellbeing forsters human well-being.

Understand that aspects of the past have been represented and interpreted in different ways.

Locate countries, capital cities, and human and physical landmarks using globes, atlases and other media.

Offer reasons for different interpretations of events.

Begin to draw a variety of thematic maps to scale using my own data.

Make effective use of a range of sources during research.

Begin to identify primary and secondary sources.

Compare differing historical civilizations and identify differences and similarities.

Communicate knowledge and understanding through; discussion, ICT, drama, pictures, models and writing.

Take on leadership roles during an outdoor experience and accept that the decision of a group may not be the same as their own.

Plan for and participate in long term clean-up and conservation activities and begin to monitor the impact they have.

Use 8-point compass directions when discussing directions from A Show respect for flora and fauna by caring for or cultivating a to B. living thing themselves.

Begin to use 4 figure coordinates to locate or position features on a Use scientific vocabulary when discussing the natural world and map. be able to do this with confidence and understanding.

Begin to use an atlas to find out other information (the wettest/hottest part of the world).

Use a variety of information to respond to geographical questions and explain how they came to that conclusion (point, evidence, explanation)

Develop an understanding of responsibility for their world and start to think of ways to make things better on a personal and global scale e.g. personal food packaging choices vs campaigning to global industry.

Plan for and deliver presentations to peers, parents and the wider community to pass on their knowledge.

Parent Involvement In addition to the exciting events that take place throughout the year to enrich our curriculum such as International Week, Book Week, Science Week and many more, parents will also be invited into school regularly to see what the children have been learning, to hear presentations and celebrate their child’s work.

We will also be holding half-termly ​#keepingupwiththekids ​workshops for parents so that they can be kept up to speed on how they can best support their child’s learning journey. Parents are also encouraged to volunteer and read with students in the library during the week.