Year 5 Spring Term 1

Curriculum – Pharaohs – History Focus

We’ll be travelling back 5000 years to the dusty realms of Ancient Egypt. Cruising along the Nile to enter a world of mysteries and curses, mummies and kings.

we will learn how to:

Unravel the secrets of the ancient tombs, using historical sources and artefacts. Research to find out about powerful pharaohs and gods.

Learn about the how to prepare the body of a Pharaoh ready for its journey to the afterlife.

RE - Whose World Is It?

We will be exploring the question about how the world was created and issues around the relationship between humans and the environment.

Over the term we will consider the teachings of a number of religions as well as our own beliefs. We will be learning about the beliefs of Christians, Jews, Muslims and Hindus as well as exploring scientific views about how the world began.


To link with our work on Pharaohs, our first unit of work will use the text ‘The Egyptian Echo’ (non-fiction). Throughout the unit we will explore poetic structures and then perform the compositions considering the use of intonation, tone, volume and actions.

Using drama and role play we will develop and sustain different roles to inform and enhance our writing including: a persuasive leaflet; an agony Aunt letter; a balanced argument; newspaper report and an advert.

Our second unit only takes us back to the Victorian era when we take a closer look at some of the amusing and entertaining Rudyard Kipling ‘Just So’ stories. By listening to these stories read aloud we will explore the way he played with language to create a sense of fun.  The writing outcome for this unit of work is composing our own ‘Just So’ stories and then sharing them with others.


This term will we cover the following area in Maths:

  • Read, write and order numbers with up to 6 digits and understand the place value of each digit
  • understand place value in decimal numbers as tenths and hundredths; multiply and divide by 10/100/1000 using a place-value grid;
  • rehearse mental addition strategies for decimals and whole numbers;
  • solve missing number sentences;
  • use mental strategies to solve multi-step word problems;
  • use rules of
  • identity prime numbers; revise finding factors of numbers; find squares and square roots of square numbers;
  • use mental multiplication and division strategies; relate mental division strategies to multiples of ten of the divisor
  • know properties of equilateral, isosceles, scalene and right-angled triangles;
  • convert from grams to kilograms and vice versa, from millilitres to litres and vice versa, and from metres to kilometres and vice versa;
  • use a written column method to add amounts of money in pounds and pence; add 2-place decimals using written column addition;
  • subtract decimal numbers

Science – Separating Mixtures

Separating mixtures gives us the opportunity to learn about the separation techniques of filtering, sieving and evaporation.  There will be investigations to discover which substances dissolve in water and which do not.

Using evaporation we will learn how to separate a dissolved solid from a solution.

Working scientifically, we will formulate our own question about dissolving before planning how they will answer it, predicting possible outcomes and carrying out a fair test. Results will be recorded in tables and graphs, and the results interpreted, using evidence to support or refute predictions.


Our French lessons address many skills: speaking, listening, responding, singing and performing.

We will learn several songs and rhymes and work to add actions or dances to them. 

When speaking will be practise sentence building and begin to add 2 or more adjectives correctly.  We will be learning to recognise and say the months of year.

PSHE – Dreams and Goals

The six areas we will explore during our Jigsaw sessions are:

  • When I grow up – understanding the need of money to achieve some dreams.
  • Investigating jobs and careers – know about a range of jobs and appreciate the contribution made people in different jobs.
  • My dream job (and the steps to get there) – identify a possible job, understand what motivates us and what we need to achieve our goal.
  • Dreams and goals of young people from other cultures - describe dreams and goals of young people in a different culture and reflect how this may relate to my own.
  • How we can support each other – understand ways of supporting each other and appreciating the similarities and differences we have in our aspirations.
  • Rallying support - discover how to make a positive contribution to supporting others. 

Year 5 Autumn Term 2

 Curriculum - It’s all Greek to me (Music Focus)

We will begin with a WOW day exploring Greek food and all will dress up as Ancient Greeks. Year 5 will be exploring Greece and the geographical features. We will be looking at a timeline of events and what it meant to be an Empire. The children will be learning about myths and creating artwork and music from this. We will be listening to a range of music around an both ancient and current Olympic theme. The children will learn songs about Greeks and add simple percussion.

RE - Hinduism: What can we learn from some aspects of the Hindu religion?

 This unit introduces pupils to some of the key concepts of Hinduism. It looks at the Hindu belief in a Supreme Being (God) and how this belief is conveyed through practices and worship:

  • understand the place of ritual and festival in Hindu life, making links to their own experience of religious or family celebrations.
  • look below the surface of religious story and practice to think about the underlying religious beliefs and ideas.
  • consider Hindu practices and festivals in India and in the UK and how they are similar and different.
  • think about questions to do with identity, diversity, experience and commitments.

English -  Fox written by Margaret Wild and illustrated by Ron Brooks

The book supports the study of character development, encourages the deepening of reader response through the exploration of the issues and dilemmas expressed in the story and provides opportunities for reflection on themes of friendship, loyalty, betrayal, loss and hope.

 Overall learning aims of this teaching sequence:

  • To explore, interpret and respond to a picture book
  • To study the language and writing style of an author in order to broaden knowledge of vocabulary and grammar and inform understanding of how effective application can determine the quality of a text
  • To consider the ways in which illustrations can deepen and enrich the meaning of a text and enhance the reader experience
  • To explore the actions, choices and motivations of characters and draw inferences to aid our understanding of them
  • To explore narrative plots and characters through role-play in order to deepen our understanding of and connection with the characters and themes of the book

Zedd Stache (Music Video)

 Using a music video as the narrative this unit allows pupils to engage in discussions about the text by posing and answer questions and making predictions.  Using observation and inferential skills they will write a diary entry, a chronological report and create a possible story ending.

 Overall learning aims of this teaching sequence:

  • To be able to draw inferences such as characters’ feelings, thoughts and motives from their actions, justifying inferences with evidence.
  • To be able to use fronted adverbials. 
  • To provide reasoned justifications for my views. 
  • To be able to use relative clauses beginning with who, which, where, when, whose, that or with. 
  • To be able to predict what might happen from details states and implied.
  • To use a range of sentence openers.


This term will we cover the following area in Maths:

  • read, write and order numbers with up to 6 digits and understand the place value of each digit
  • add and subtract 2- 3- and 4-digit numbers mentally; choose a strategy for solving mental additions or subtractions; solve word problems
  • understand place value in decimal numbers as tenths and hundredths; multiply and divide by 10/100/1000 using a place-value grid;
  • use mental strategies to solve multi-step word problems;
  • revise converting 12-hour clock times to 24-hour clock times; find a time a given number of minutes or hours and minutes later; calculate time intervals using 24-hour clock format; measure lengths in mm and convert to cm; find perimeters in cm and convert cm to m
  • recognise which numbers are divisible by 2, 3, 4, 5, 6, 9 and 25 and identify multiples; find factors;
  • compare and place fractions on a line; find equivalent fractions and reduce them to their simplest form
  • use a protractor to measure and draw angles in degrees; recognise, use terms and classify angles as obtuse, acute and reflex; recognise that angles on a line total 180° and angles round a point total 360
  • place numbers to 100 000 and decimals up to two places on a line,
  • round numbers to the nearest 10, 100 and 1000 and decimals up to two places to the nearest whole number; compare and order numbers with up to two decimal places;


Materials - In this unit children will compare and group together everyday materials on the basis of their properties, including their hardness, solubility, transparency, response to magnets and electrical and thermal conductivity.

  • give reasons, based on evidence from comparative and fair tests, for the particular use of everyday materials, including metals, wood and plastic.
  • Working scientifically, classify materials in different ways explaining their classification criteria.
  • plan, carry out and interpret an investigation in trying to answer a question about the most suitable material for a given function.


Our French lesson address many skills: speaking, listening, responding, singing and performing.  We will learn several songs and rhymes and work to add actions or dances to them. 

PSHE – Celebrating Difference

  • understand that cultural differences sometimes cause conflict
  • awareness of my own culture
  • understand what racism is
  • awareness of my attitude towards people from different races
  • understand how rumour-spreading and name-calling can be bullying behaviours
  • explain the difference between direct and indirect types of bullying
  • know some ways to encourage children who use bullying behaviours to make other choices and know how to support children who are being bullied
  • compare my life with people in the developing world
  • appreciate the value of happiness regardless of material wealth
  • enjoy the experience of a culture other than my own
  • respect my own and other people’s cultures 

Year 5 Information