Year 5 Yearly Overview

Maths Drama

Trips Real Life Maths

Shakespeare Creative Writing English

Geography

History Science Art & DT PSHE

Spanish

RE

PE Music

Year 5 Southfield Curriculum Journey Planner

Why The Whales Came Tom’s Midnight Garden Rooftoppers Bi-Weekly Creative Writing Half termly non-fiction writing (foundation topics) Comprehension 4 weekly sessions 1:1 weekly reading sessions Daily read aloud sessions Library visit weekly Reading partners weekly

Arithmetic 4 weekly sessions Bi-weekly Real Life Maths sessions Booster 2 weekly sessions

Apply knowledge of morphology and etymology when reading new words Read and discuss a broad range of genres and texts Identifying and discussing themes Make recommendations to others Learn poetry by heart Draw inference and make prediction Discuss authors’ use of language Retrieve and present information from non-fiction texts Formal presentation and debates

Secure spelling, including homophones, prefixes, silent letters, etc.

Use a thesaurus Legible, fluent handwriting Plan writing to suit audience and purpose Develop character, setting and atmosphere in narrative Use organisational and presentational features Use consistent appropriate tense Proof-reading Perform own compositions

Use expanded noun phrases Use modal and passive verbs Use relative clauses Use brackets, dashes and commas for parenthesis

Give well-structured explanations Command of standard English Consider and evaluate different viewpoints Use appropriate register.

Read, write, order and compare numbers to at least 1,000,000. Count forwards or backwards in steps of powers of 10.

Interpret negative numbers and count forwards and backwards with positive and negative whole numbers, including through 0 Round any number to the nearest 10, 100, 1,000, 10,000 and 100,000.

Solve number problems about number and place value.

Read roman numerals to 1,000 (m).

Write roman numerals to 1,000 (m).

Recognise years written in roman numerals.

Establish whether a number up to 100 is prime and recall prime numbers up to 19

I can identify multiples and factors.

I can multiply numbers up to 4 digits by a one- or twodigit number using a formal written method.

I can multiply and divide numbers mentally.

I can multiply and divide whole numbers and those involving decimals by 10, 100 and 1,000.

I can divide numbers up to 4 digits by a one digit number using the formal written method of short division.

I can add and subtract whole numbers with more than 4 digits, using a formal written method.

I can add and subtract numbers mentally with increasingly large numbers.

I can use rounding to estimate and check.

I can solve multi-step problems and decide on which operations and methods to use and why.

Compare and order fractions whose denominators are all multiples of the same number.

Identify, name and write equivalent fractions.

Recognise mixed numbers and improper fractions and convert.

Add and subtract fractions with the same denominator, and multiples of the same denominator.

Multiply proper fractions and mixed numbers by whole numbers.

Read, write, order and compare numbers with up to 3 decimal places.

Recognise the % symbol and understand that per cent means ‘number of parts per 100’.

Solve problems which require knowing percentage and decimal equivalents.

Convert between different units of metric measure. [cm and m; am and mm; g and kg; l and ml] Use equivalences between metric units and common imperial units [inches, pounds and pints].

Measure and calculate the perimeter of composite rectilinear shapes Calculate and compare the area of rectangles Estimate volume and capacity Read and write the time of analogue and digital clocks.

Solve problems involving converting between units of time.

Identify, describe and represent the position of a shape on a graph.

Identify 3-D shapes, including cubes and other cuboids, from 2-D representations. Estimate and compare acute, obtuse and reflex angles.

Draw given angles, and measure them in degrees (°).

Explain the angle around one whole turn is 360° Explain the angles at a point on a straight line and half a turn (total 180°).

Use the properties of rectangles to find missing lengths and angles. Understand the properties of regular and irregular polygons.

Solve comparison, sum and difference problems using information presented in a line graph.

Complete, read and interpret information in tables, including timetables.

     

Baghdad 900 CE The Early British Empire The French Revolution The Transatlantic Slave Trade The Industrial Revolution The Victorian Age

     

Spatial Sense Mountains UK Geography: East Anglia, The Midlands, Yorkshire Australia New Zealand and South Pacific Local Study

     

The Human Body – growth Materials Living Things Forces Astronomy Meteorology

The Golden Age of Baghdad Stowaway!

Perspectives on History: Marie Antoinette Olaudah Equiano: From Slavery to Freedom Oliver Twist Dr Jekyl and Mr Hyde

Christopher Columbus Everest Wuthering Heights Expedition Diaries: Australian Outback Globetrotters: New Zealand Map My Area: Mapping My World

How Your Body Works The Element in the Room The Big Picture: Living Habitats Curiosity: The Story of a Mars Rover Looking Up: An Illustrated Guide to Telescopes Blow, Wind, Blow!

Trips – Victorian Museum Gunnersbury History Day – The Early British Empire The French Revolution History Exhibition

Geography Week Orienteering Forest School Wildlife Area JASS Award

Trips – Royal Observatory Greenwich, Kew Gardens Science Week Forest School Wildlife Area JASS Award

     

   

 

Style in Art Islamic Art and Architecture Art from Western Africa Chinese Painting and Ceramics Print Making History of Photography

What does Buddhism teach us about human experience?

What is significant to Christians about Jesus’ life and teaching?

In what ways can the art and design express different beliefs?

What place do festivals, worship and celebrations have within Hinduism?  How is human identity and belonging shaped by faith and belief?  What does it mean to be a Muslim?

All the above cover the aims set out in the Key Stage 2 Art curriculum.

These three dimensions of religion – believing, behaving and belonging Abstract art of the 20th Century Islamic Art and Architecture Art of Western Africa Chinese Painting and Ceramics – Ming Dynasty William Hogarth Victorian Portraits – camera obscura

Trip – National Gallery/Portrait Gallery Take One Picture Art Exhibition

What is Buddhism?

Stories of Jesus What does it mean to be Hindu?

Trip – local religious place of worship (Islam, Buddhist, Hindu)

   

Being in my world – who I am and how do I fit in?

Celebrating differences – respect for similarity or difference. Antibullying and being unique Dreams and goals – aspirations and how to achieve goal and understanding the emotions that go with this Healthy me – being and keeping safe and healthy Relationships – building positive, healthy relationships Changing me – coping positively with change

These areas encompass our Southfield TRUE values and British Values of democracy, rule of law, individual liberty, mutual respect and tolerance of those of different faiths and beliefs

     

Dance Gymnastics Invasion games Athletics Striking and Fielding games Net/wall games

Children in Key Stage 2 will also complete their swimming requirement to swim 25 metres before they leave Year 6.

     

Glockenspiel Percussion and Rhythm Exploring Classical Music Exploring Musical Notation Exploring Pop Music Music Around the World

Children will be: Tonic drone in a minor song Playing a piece with many ensemble parts including a bass line, simple chords and percussion Learning about multiple pop instruments Understanding of the form of a classical piece Developing language to describe structure Recognising the difference between compound and simple time

Online Safety: We are Year 5 rule writers We are responsible for our online actions We are content evaluators We are protecting our online reputation We are respectful of copyright We are game changers Switched On We are game developers We are cryptographers

We are architects We are web developers We are adventure gamers We are VR designers

 How Macbeth is plotted and structured as a story  How to devise sequences in imaginative and contemporary ways to communicate the nature and meaning of an episode  How to use a variety of drama techniques such as narrated freeze frames, choric recitation, role play, monologues and running commentary as ways of telling a story and tracing the trajectory of characters’ attitudes and feelings  How to develop versatile and flexible approaches to a story through individual, small group or whole group pieces

 They can speak with confidence in a range of contexts  They can listen, understand and respond appropriately to each other in group and whole class discussions  They can ask relevant questions to clarify, extend and follow up ideas from their research They can talk effectively as a member of a group, qualifying and justifying their opinion or idea  They can create, adapt and sustain telling a story supported by simple props  They can use dramatic techniques to explore characters  They can evaluate how they and others have contributed to creating a story inspired by history  They can imagine and explore feelings and ideas, focusing on creative uses of language

     

Meet and Greet My Body Time to Eat The People Around Me All About School Tell Me When

Lessons will build on the same topics covered in previous year groups but in more depth and with more challenge Story and song will be incorporated into lessons where appropriate

    

Food - Celebrating culture and seasonality Textiles - Combining different fabric shapes Structures - Frame structures Electrical Systems - More complex switches and circuits Mechanical Systems - Pulleys or gears

These projects are taught in a two year cycle with Year 6 and based on the six essentials of good practice in D&T: 1.

2.

3.

4.

5.

6.

User Purpose Functionality Design decisions Innovation Authenticity

Links will be made to other topics studied in our curriculum where applicable