Year 5 - Autumn Term 1 2017

 Curriculum - Scream Machine (Design Technology Focus)

 Hold on tight and get ready to roll! We will be visiting Wicksteed Park to learn about the history of fairgrounds and the mechanisms and forces at play on different rides.

 Back in school we will:

  •  investigate roller coaster carriage designs
  • think about the structures and materials used in construction

  • sketch ideas for our own carriage design using cross-sectional and exploded diagrams to show details and safety features

  • draw a final design before adding colour and decoration to make it look authentic.

Alchemy Island (Music Focus)

 We will welcome the Chief Alchemist’s apprentice into our classroom. Using the objects he carries in a golden box for a magical place called Alchemy Island we will solve riddles and complete tasks to journey around the island. The activities in this project form a cohesive narrative that combines music, fantasy and science.

 The music will focus on:

  •  songs that have a definite narrative.
  • meaning of the songs

  • transforming simple sentences into beautiful lyrics using strong visual imagery, metaphors, similes and other poetic techniques.

  • compose a simple tune that fits with the lyrics

  • melody and lyrics and rehearse ready to perform to an audience.

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 - Cosmic by Frank Cottrell Boyce

This humorous adventure is seen through the eyes of twelve year old Liam Digby a ‘gifted and talented’ child whose physical appearance ages him beyond his years. We will follow Liam and his friend, Florida Kirby on this humorous, action packed adventure exploring the ups and downs of being a parent and the consequences of a ‘little white lie’.

By the end of the unit pupils will have experienced a narrative structure that is carefully crafted to be thought-provoking; well-drawn character descriptions and settings, which will enable them to write their own persuasive writing, debate and to structure written arguments.

 Overall learning aims of this teaching sequence:

  • To enjoy exciting stories with memorable characters

  • To consider how particular situations make individuals behave as they do

  • To explore dilemmas, empathising with characters

  • To build an imaginative picture of a fantasy world, based on real life experiences.

 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;


Forces - In this unit children will learn about a variety of forces including gravity, air resistance, water resistance and friction.

  •  explore how simple mechanisms can be used to make work easier;
  • observe and explain how gravity causes an unsupported object to fall towards the Earth.

  • research the relative effects of the gravitational pull on other planets.

  • carry out a range of activities to identify the effects of friction, air resistance, and water resistance

  • consider ways of reducing water resistance through streamlining.

  • work scientifically to measure force using force meters

  • use results to form conclusions

  • plan how to carry out a fair test

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. 

PSHCE – Being me in my world

  • face new challenges positively and know how to set personal goal

  • understand my rights and responsibilities as a British citizen and a member of my school

  • empathise with people in this country whose lives are different to my own

  • make choices about my own behaviour because I understand how rewards and consequences feel

  • understand how an individual’s behaviour can impact on a group

  • can contribute to the group and understand how we can function best as a whole

  • understand how democracy and having a voice benefits the school community and know how to participate in this

  • understand why our school community benefits from a Learning Charter and can help others to follow it

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

PE – Games – Rounders

  • To throw and catch a ball accurately.

  • To develop the consistency of throwing skills.

  • To develop batting skills in rounders.

  • To develop the throwing technique.

  • To develop range of fielding techniques.

  • To develop the understanding of the rules of rounders.


Year 5 - Summer Term 2

In English the children will be reading Wolf Brother.  It is an exciting adventure set 6,000 years ago during the time of the hunter gatherers. There are strong themes in this story, including bravery, loyalty and a deep respect for the forest and its inhabitants. Exploring these themes we will create an imaginative picture of a different world and the dilemmas of characters. Finishing with a debate and the writing of a decree.

We will also be looking at Cosmic Disco Poems.  This wonderful collection explores a range of themes vividly and beautifully expressed to create images and stir emotions that stay with the reader long after the book has been put down. We will use art as a stimulus for writing and poetry as a stimulus for art. Through drama and talk we will discover how the language and structural devices used in poetry can create powerful responses.

Our focus for our Curriculum unit is Time Travellers.  By exploring the work of different artists and how they represent portraits and times we will develop our own artistic timeline. A virtual time travel machine will allow us to travel to different points in our own personal timeline where we will research features of the time and then draw images of what we did or might look like in that period of time. They will then be creating their own personal timeline, and exploring a period of time (both past and future).

In RE we will focus on the work of two charities to explore how beliefs and their impact on followers of that religion. After making comparisons to identify the similarities and difference of a religion in action, pupils will reflect on their own beliefs, developing their understanding of community and to relate what they learn to their own questions of value and commitment.

This term, in Maths, we will be learning to:

  • read, write and order numbers with up to 7 digits and understand the place value of each digit
  • understand place value in decimal numbers as tenths and hundredths; multiply and divide by 10/100/1000/10 000 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

In Science we will be learning how to describe the movement of Earth, and other planets, relative to the Sun in our Solar System. We will be looking at the movement of the Moon relative to Earth and describe the Sun, Earth and the Moon as approximately spherical bodies. We will use the idea of Earth’s rotation to explain day and night and the apparent movement of the Sun across the sky and will also have the opportunity to find out about how ideas about the solar system have developed and changed over time.

Working scientifically, we will have the opportunity to plan an enquiry using a shadow stick and look at changes over time. We will take accurate measurements of the shadows formed, decide how to record them and present their findings. We will also identify scientific evidence that has been used to support or refute changing ideas about the Solar System.

Year 5 Information