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Essendon C of E (VC) Primary School

Let us consider how to stir up one another to love and good works

Year 5

Curriculum Overview (B): Year 5



 

Subject

Americas: Native Americans, Civil War & beyond

Science

Working Scientifically

  • Can plan different types of scientific enquiries to answer questions, including recognising and controlling variables where necessary.
  • Can take measurements, using a range of scientific equipment, with increasing accuracy and precision, taking repeat readings when appropriate.
  • Can record data and results of increasing complexity, using scientific diagrams and labels, classification keys, tables, scatter graphs, bar and line graphs.
  • Can use test results to make predictions to set up further comparative and fair tests.
  • Can talk about and present findings from enquiries, including conclusions, causal relationships and explanations of how reliable the information is.
  • Can identify scientific evidence that has been used to support or refute ideas or arguments.

Evolution and inheritance

Band 6

  • Can explain that the kinds of living things that live on the earth now are different from those that inhabited the Earth millions of years ago and that fossils provide this information.
  • Can explain that living things produce offspring of the same kind, but normally offspring vary and are not identical to their parents.
  • Can give examples of how animals and plants are adapted to suit their environment in different ways and can explain that adaptation may lead to evolution.

RE

Human responsibility and values

  • Explain how diverse communities can live together identifying common values, justice, respect and shared human responsibility.
  • Use personal and critical responses to challenge how individual and collective responsibility is shaped by belief and faith.

Sources of wisdom: Gospel

  • Show awareness, respond to and interpret a range of stories, sacred writings and sources of wisdom, recognising and understanding the impact within different communities and on individual believers.

Computing

Spreadsheets and presenting information

  • Understand that the spreadsheet structure enables us locate and change specific cells or ranges. 
  • Understand that spreadsheets have a range of editing tools to support appearance and clarity. 
  • Understand that spreadsheet calculation tools allow numbers and cell references to be used within formulae.
  • Understand that spreadsheet functions enable calculations to be carried out on ranges of numbers.
  • Understand spreadsheet functions help us analyse large data sets. 
  • Understand that the cells in a spreadsheet can be set up to change depending on the value being input. 
  • Understand that tools can be designed using spreadsheet software to support different users’ needs. 
  • Understand that spreadsheet models allow us to explore different situations in the wider world. 
  • Understand that using graphs within spreadsheets can support prediction and ‘what if ‘questions.  .
  • Understand the need for accuracy and efficiency in spreadsheet work. Save drafts. Use to improve their work.
  • Organise their work confidently in agreed locations, using appropriate file-naming conventions and folder structures. 
  • Understand some of the ways they can use to report concerns about content and contact. 

Manipulating images

  • Understand 3D graphical modelling enables us to explore objects which may not exist, or could be difficult to observe in other ways. 
  • Understand that digital graphical tools can support the creation of models, enabling them to be explored and developed in 3D. 
  • Understand that every computer needs an operating system to manage a wide range of processes.
  • Analyse/evaluate digital films and animations, considering how they are used to inform, persuade and entertain audiences.
  • Understand film/animation can be stored, shared and published locally and online, but that this sharing may not be appropriate.
  • Understand the stages in producing a live film. In groups.  
  • Understand the need to test and review their work with an audience.
  • Develop ways to use animation to meet specific audience needs. 
  • Organise their work confidently in agreed locations, using appropriate file-naming conventions and folder structures. 
  • Save drafts of their work and use these to support critical review in which they evaluate and improve their work. 
  • Demonstrate understanding of the rules around copyright, ownership and plagiarism and to apply these across their computing work.  
  • Understand some of the ways they can use to report concerns about content and contact. 

History

History of important Americans e.g. Martin Luther King

 

  • Use dates to order and place events on a timeline
  • Compare sources of information available to the study of different times in the past
  • Make comparisons between aspects of periods of history and the present day
  • Understand that the type of information available depends on the period of time studied
  • Evaluate the usefulness of a variety of sources
  • Present findings and communicate knowledge and understanding in different ways
  • Provide an account of a historical event based on more than one source
  • Give some reasons for some important historical events

Geography

Comparing UK with the Americas including Forests

  • Understand and use a widening range of geographical terms eg specific topic vocabulary – climate zones, biomes and vegetation belts, rivers, mountains, volcanoes and earthquakes and the water cycle
  • Recognise the different shapes of countries
  • Identify the physical characteristics and key topographical features of the countries within North America
  • Know the wider context of places eg county, region and country
  • Know and describe where a variety of places are in relation to physical and human features
  • Understand about world weather patterns around the world and relate these climate zones
  • Understand why people seek to manage and sustain their environment
  • Compare the physical and human features of a region of the UK and a region of North America, identifying similarities and differences.

Art & Design

Traditional American art

 

  • Develop different ideas which can be used and explain his/her choices for the materials and techniques used
  • Confidently and systematically investigate the potential or new and unfamiliar materials and use these learnt techniques within his/her work
  • Evaluate his/her work against their intended outcome
  • Experiment with using layers and overlays to create new colours/textures
  • Return to work over longer periods of time and use a wider range of materials

Design & Technology

 

 

Music

Music assemblies, class singing

  • Understand how pulse, rhythm and pitch work together
  • Improvise with increasing confidence using own voice, rhythms and varied pitch
  • Sing as part of an ensemble with increasing confidence and precision
  • Play and perform in solo or ensemble contexts with some accuracy, control, fluency and expression
  • Use and develop an understanding of formal, written notation with includes staff, semibreves and dotted crotchets
  • Develop an increasing understanding of the history and context of music
  • Listen with attention to detail and recall sounds with increasing aural memory

Foregin Languages

Les Sports et les Activities

(Sports and Hobbies)

 

 

Listening

  • Gain and overall understanding of an extended spoken text which includes some familiar language, for example summarising in English the key points on what he/she has heard in the target language
  • Identify different ways to spell key sounds and select the correct spelling of a familiar word

Speaking

  • Take part in conversations and express simple opinions giving reasons   
  • Adapt known complex sentences to reflect a variation in meaning
  • Being to use intonation to differentiate between sentence types
  • Create a short piece for presentation to an audience

Reading

  • Read aloud and understand a short text containing mostly familiar language using fairly accurate pronunciation
  • Learn a song or poem using the written text for support
  • Use dictionaries to extend vocabulary on a given topic and develop his/her ability to use different strategies to work out the meaning of unfamiliar words

Writing

  • Write phrases and some simple sentences from memory and write a short text such as an email, with support from a word/phrase bank
  • Use a wider range of adjectives to describe people and things and use different verbs to describe actions

Grammar

  • Know how to conjugate some high frequency verbs
  • Understand how to make changes to an adjective in order for it to ‘agree’ with the relevant noun
  • Adapt sentences to form negative sentences and begin to form questions

PSHE and Citizenship

Relationships

  • Understanding my uncomfortable feelings – proud, jealous, loved, cared for, fair and unfair, loneliness, guilt, embarrassment
  • People who are important to us
  • Dealing with our hurt feelings without hurting others
  • Loss and bereavement
  • Leaving home
  • Dealing with feelings of guilt
  • Making amends
  • Sticks and stones
  • Breaking friendships
  • Forgiveness

Year 5 Themes

1. Knowing where to go for help

2. Managing uncomfortable feelings - embarrassment

3. Put-downs and boost ups

4. Breaking friends

5. Forgiveness

6. Supporting each other.

Changes

  • Transition and change over time
  • Welcome and unwelcome changes
  • Making a plan to bring about change
  • Understanding individual differences in our responses to change
  • Saying goodbye and moving on

Year 5 Themes

1. Anti-social behaviour and the consequences of crime

2. Rules and laws

3. The local courts

4. Voting and debating

5. Having a say in the school community

6. Fund-raising

PE

Healthy Mind

 

  • Identify the value of sleep for our health and explain the possible effects of lack of sleep
  • Identify situations where people may need support with their mental health
  • Recommend suitable lifestyles for different age ranges

Personal and social

  • Begin to reflect on mistakes and see them as an opportunity to learn from
  • Identify something he/she is confident in
  • Make links between a balanced lifestyle and being happy
  • Explain how confidence can affect performance

Acquiring and developing skills

 

  • Perform a sequence of one footed leaps
  • Gallop with a fluid motion
  • Dribble a football between cones

Applying skills and using tactics

  • Participate in recognised activities and games with skill and precision showing creativity with tactics and strategy
  • When performing in an activity, draw upon previous knowledge and experiences of tactics, strategies and composition
  • Develop interest in participating in sports activities and events at a competitive level

Evaluating and improving performance

  • Identify different levels of performance and use subject specific vocabulary

 

 

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