Year 5 Curriculum Autumn

Autumn Term 1

The London Eye Mystery

Successful Learners

Areas of learning

  • In English, we will read a book based in London and will write a variety of texts based on our learning.
  • In Science, we will be learning about space. starting with the Solar System, then look next at how ideas about space have changed over time, before finally exploring what causes us to experience night and day on Earth.
  • In Geography, we will be exploring rivers and the impact of humans on our local river, The Thames, at Teddington Lock. We will also consider how the river influences industry and human geography.
  • In RE we will consider the Christian belief of Creation and whether or not scientific views are in conflict with it or whether they complement it.

Responsible Citizens

Food and Nutrition

We will learn about the characteristics of a balanced diet and different influences on food and diet. The children will create healthy meals during the carousel lessons.

Environment

As part of the work based on rivers, the children will look at the effects of pollution and how we as good citizens can help protect our rivers and the surrounding locality.

Communities 

The children will consider how the local community uses the river and the riverbank.

Subject Skills

English

The London Eye Mystery

Reading

  • recommending books that they have read to their peers, giving reasons for their choices
  • identifying and discussing themes and conventions in and across a wide range of writing
  • making comparisons within and across books
  • learning a wider range of poetry by heart
  • preparing 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
  • understand what they read by
  • checking that the book makes sense to them, discussing their understanding and exploring the meaning of words in context
  • asking questions to improve their understanding
  • drawing inferences such as inferring characters’ feelings, thoughts and motives from their actions, and justifying inferences with evidence
  • predicting what might happen from details stated and implied
  • summarising the main ideas drawn from more than one paragraph, identifying key details that support the main ideas
  • identifying how language, structure and presentation contribute to meaning
  • discuss and evaluate how authors use language, including figurative language, considering the impact on the reader
  • distinguish between statements of fact and opinion
  • retrieve, record and present information from non-fiction
  • participate in discussions about books that are read to them and those they can read for themselves, building on their own and others’ ideas and challenging views courteously
  • explain and discuss their understanding of what they have read, including through formal presentations and debates, maintaining a focus on the topic and using notes where necessary
  • provide reasoned justifications for their views

Handwriting

  • write legibly, fluently and with increasing speed by:
  • choosing which shape of a letter to use when given choices and deciding whether or not to join specific letters
  • choosing the writing implement that is best suited for a task.

Spelling

Learn spellings from the Y3-4 and Y5-6 spelling lists from POS The children will be taught a range of spelling rules form the National Curriculum, and the planning will reflect the needs of the students and the genres.

  • use further prefixes and suffixes and understand the guidance for adding them
  • spell some words with ‘silent’ letters [for example, knight, psalm, solemn]
  • continue to distinguish between homophones and other words which are often confused
  • use knowledge of morphology and etymology in spelling and understand that the spelling of some words needs to be learnt specifically, as listed in English Appendix 1
  • use dictionaries to check the spelling and meaning of words
  • use the first three or four letters of a word to check spelling, meaning or both of these in a dictionary
  • use a thesaurus.

Writing

Transcription

  • selecting appropriate grammar and vocabulary, understanding how such choices can change and enhance meaning
  • identifying the audience for and purpose of the writing, selecting the appropriate form and using other similar writing as models for their own
  • noting and developing initial ideas, drawing on reading and research where necessary
  • selecting appropriate grammar and vocabulary, understanding how such choices can change and enhance meaning

Composition:

Plan their writing by:

  • identifying the audience for and purpose of the writing, selecting the appropriate form and using other similar writing as models for their own
  • noting and developing initial ideas, drawing on reading and research where necessary
  • in writing narratives, considering how authors have developed characters and settings in what pupils have read, listened to or seen performed

Draft and Write by:

  • selecting appropriate grammar and vocabulary, understanding how such choices can change and enhance meaning
  • in narratives, describing settings, characters and atmosphere and integrating dialogue to convey character and advance the action précising longer passages using a wide range of devices to build cohesion within and across paragraphs
  • using further organisational and presentational devices to structure text and to guide the reader [for example, headings, bullet points, underlining]

Evaluate and Edit by:

  • assessing the effectiveness of their own and others’ writing
  • proposing changes to vocabulary, grammar and punctuation to enhance effects and clarify the meaning
  • ensuring the consistent and correct use of tense throughout a piece of writing
  • ensuring correct subject and verb agreement when using singular and plural, distinguishing between the language of speech and writing and choosing the appropriate register
  • proof-read for spelling and punctuation errors

Vocabulary, Grammar and Punctuation:

  • develop their understanding of the concepts set out in English Appendix 2 by:
  • recognising vocabulary and structures that are appropriate for formal speech and writing
  • using expanded noun phrases to convey complicated information concisely
  • using modal verbs or adverbs to indicate degrees of possibility
  • using relative clauses beginning with who, which, where, when, whose, that or with an implied (i.e. omitted) relative pronoun
  • learning the grammar for years 5 and 6 in English Appendix 2
  • indicate grammatical and other features by:
  • using commas to clarify meaning or avoid ambiguity in writing
  • using brackets, dashes or commas to indicate parenthesis
  • use and understand the grammatical terminology in English Appendix 2 accurately and appropriately in discussing their writing and reading.

Maths

Number – 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.

Number – addition and subtraction:

  • 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 an increasingly large number
  •  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.

Statistics

  • solve comparison, sum and difference problems using the information presented in a line graph
  • Complete, read and interpret information in tables, including timetables.

Geography

Human and the Physical Geography

  • Describe and understand the key aspects of rivers:
  • Revise the water cycle, the features of a river, understand the variety of uses rivers hold, UK rivers around the world rivers
  • human geography, including types of settlement and land use, economic activity including trade links, and the distribution of natural resources including energy, food, minerals and water. E.g. Look at the Thames – docklands.

Geographical skills and fieldwork:

  • Use maps, atlases, globes and digital/computer mapping to locate countries that contain previously looked at rivers and describe features studied.
  • Year 5 will visit Teddington Lock and Go aboard the Thames River Project boat where they will learn about sustainability, recycling and how the Lock works:
  • use fieldwork to observe, measure record and present the human and physical features in the local area using a range of methods, including sketch maps, plans and graphs, and digital technologies

Computing

We are Designers – Design Moving Fish for a Virtual Fish Tank

  • Design, write and debug programs that accomplish specific goals, including controlling or simulating physical systems; solve problems by decomposing them into smaller parts.
  • Use sequence, selection, and repetition in programs; work with variables and various forms of input and output.
  • Use logical reasoning to explain how some simple algorithms work and to detect and correct errors in algorithms and programs.
  • Select, use and combine a variety of software (including internet services) on a range of digital devices to design and create a range of programs, systems and content that accomplish given goals

Pupils will learn:

  • To create original artwork and sound for a fish
  • design and create a computer program moving fish which uses sequence, selection, repetition and variables
  • detect and correct errors in their computer game
  • use iterative development techniques (making and testing a series of small changes) to improve their fish.

Art and Design

Pupils will learn:

  • to create sketch books to record their observations and use them to review and revisit ideas
  • to improve their mastery of art and design techniques, including drawing, painting and sculpture with a range of materials
  • about great artists
  • to discuss Impressionist artists; to study the paintings of Claude Monet and Edouard Manet and to respond to their work (visually) in their sketchbooks
  • use felt and other fabrics to sew a ‘riverscape’

Science

Scientific Enquiry Skills:

  • Observation over time
  • Pattern seeking
  • Identifying, classifying and grouping
  • Comparative and fair testing
  • Research using secondary sources
  • planning different types of scientific enquiries to answer questions, including recognising and controlling variables where necessary
  • taking measurements, using a range of scientific equipment, with increasing accuracy and precision, taking repeat readings when appropriate
  • recording data and results of increasing complexity using scientific diagrams and labels, classification keys, tables, scatter graphs, bar and line graphs
  • using test results to make predictions to set up further comparative and fair tests
  • Reporting and presenting findings from enquiries, including conclusions, causal relationships and explanations of and a degree of trust in results, in oral and written forms such as displays and other presentations.

Pupils will learn:

  • to describe the movement of the Earth and other planets relative to the sun in the solar system
  • to describe the movement of the moon relative to the Earth
  • to describe the sun, Earth and moon as approximately spherical bodies
  • to use the idea of the Earth’s rotation to explain day and night and the apparent movement of the sun across the sky

Design Technology

  • Sewing skills will be practised as the pupil’s design and make a ‘riverscape’ in Art

PE

Pupils will continue to apply and develop a broader range of skills, learning how to use them in different ways and to link them to make actions and sequences of movement. They will learn to communicate, collaborate and compete with each other.

  • They will develop an understanding of how to improve in different physical activities and sports and learn how to evaluate and recognise their own success.  Pupils will be taught the following through gymnastics and football
  • play competitive games, modified where appropriate, and apply basic principles suitable for attacking and defending
  • develop flexibility, strength, technique, control and balance. Compare their performances with previous ones and demonstrate improvement to achieve their personal best.

In swimming, pupils will be taught to swim competently, confidently and proficiently over a distance of at least 25 metres while using a range of strokes effectively [for example, front crawl, backstroke and breaststroke]. Children will also perform safe self-rescue in different water-based situations.

PHSE

Health and Wellbeing

Pupils will consider positive and negative effects on health and about wellbeing and will think about how they can make informed choices that contribute to a ‘balanced lifestyle’.

  • learn about the benefits of a balanced diet
  • learn about different ways of achieving and celebrating personal goals
  •  learn how to further describe the range and intensity of their feelings to others and how to manage complex or conflicting emotions
  • learn about independence, increased responsibility and keeping safe and about strategies for managing risk
  • learn how the spread of infection can be prevented
  • about the skills needed in an emergency: what to do in an emerge

Religious Education

Creation and Science: conflicting or complementary?

  • Identify what type of text some Christians say Genesis 1 is, and its purpose
  • Talking into account the context, suggest what Genesis 1 might mean, and compare their ideas to ways in which Christians might interpret it
  • Make clear connections between Genesis 1 and Christian belief about God as Creator
  • Show understanding of why many Christians find science and faith go together
  • Weigh up how far the Genesis 1 creation narrative is in conflict or is complementary, with a scientific account, giving good reasons for their views

Languages

  • Pupils will broaden their vocabulary and develop the ability to understand new words introduced in familiar spoken language and written materials and start to use a bilingual dictionary.

Music

Pupils will learn:

  • to sing with increased confidence and control by learning a song for the harvest
  • to explore, choose and combine and organise musical ideas within musical structures by composing a piece of music about Space

Year 5 Autumn 1 Overview 2019-20 (1)

Year 5 Autumn 1 POS 2019-20