Year 5 Curriculum Summer
Summer Term 1 – Great Greeks
Areas of learning
- As writers, we will produce balanced arguments, persuasive speeches, reports and stories.
- As mathematicians, we will be identifying and drawing angles, recognising 3D shapes, including the reflection and translation of shapes.
- As historians, we will be studying Ancient Greece through artefacts and stories. We will investigate lifestyle, beliefs, achievements and democracy.
- In science, we will learn about growing up and growing old and will learn about changes that occur in us.
- In RE, we will be learning about Buddhism.
We will explore how our feelings and emotions change in response to what is happening to us and around us. We will also consider how we manage anger and things that worry us.
- We will look at Greece and its local environment. We will discuss its climate, terrain and the culture found there.
Spiritual & Moral
We will recognise and discover our worth as an individual by identifying positive things about ourselves, seeing our mistakes, making amends and setting personal goals.
- We will share our learning with our peers, our buddies and our parents.
Summer Term 2 – Healthy Body, Healthy Mind
Areas of learning
- As writers, we are using our imagination through poetry composition, and adapting our style according to the audience.
- As scientists, we are learning about adopting a healthy life style through an understanding of what we eat.
- As geographers, we are learning about North America whilst interpreting maps.
- In computing, we will be exploring the skills required as an architect and using the school site as a specific project.
- As mathematicians, we are exploring algebra and volume as well as developing our investigative and problem-solving skills.
Linked to wellbeing, we will explore the importance of a healthy lifestyle through making informed choices.
- Through our geographical studies, we are enhancing our appreciation of the world’s physical features.
Spiritual & Moral
We are developing further the importance of a having a healthy mental outlook on life.
- We will learn and explain some of the differing ways that believers show their ideas, beliefs and teachings.
Myths & Legends and play scripts
• identifying how language, structure and presentation contribute to meaning.
• 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
• 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
• Words with ‘silent’ letters (i.e. letters whose presence cannot be predicted from the pronunciation of the word)
• punctuating bullet points consistently
• Sentence: Relative clauses beginning with who, which, where, when, whose, that, or an omitted relative pronoun
o Indicating degrees of possibility using adverbs [for example, perhaps, surely] or modal verbs [for example, might, should, will, must]
Speaking and Listening skills:
• listen and respond appropriately to adults and their peers
• ask relevant questions to extend their understanding and knowledge
• use relevant strategies to build their vocabulary
• articulate and justify answers, arguments and opinions
• To place Ancient Greek civilisation on a timeline
• To know that Ancient Greeks had their own alphabet, to recognise similarities and differences between this and our own.
• To understand about the Ancient Greek Gods and Goddesses
• To learn about the contribution made by Greek scholars
• To know what is meant by democracy
• To learn about Ancient Olympic Games
1a. Place events, people and changes into correct periods of time.
1b. Use dates and vocabulary relating to the passing of time.
2a. Characteristic features of the periods and societies studied, including ideas, beliefs, attitudes and experiences of men, women and children.
2b. Social, ethnic, cultural, religious diversity of the societies studied.
3a. Recognise the past is represented and interpreted in different ways, and give reasons for this.
2c. Identify and describe reasons for, and results of events and changes.
2d. Describe and make links between events, and changes across periods.
4a. Use a variety of sources to find out about events, people and changes.
4b. Ask and answer questions. Select and record relevant information.
5a. Recall, select and organise information.
5b. Use dates and historical vocabulary to describe the period.
5c. Communicate their knowledge and understanding in a variety of ways.
• angles at a point and one whole turn (total 360o)
• angles at a point on a straight line and a turn (total 180o)
• other multiples of 90o
• identify 3-D shapes, including cubes and other cuboids from 2-D representations
• measure and calculate the perimeter of composite rectilinear shapes in centimetres and metres
calculate and compare the area of rectangles (including squares), including using standard units, square centimetres (cm²) and square metres (m²), and estimate the area of irregular shapes
• convert between different units of metric measure (for example, kilometre and metre; centimetre and metre; centimetre and millimetre; gram and kilogram; litre and millilitre)
• estimate volume [for example, using 1 cm3 blocks to build cuboids (including cubes)] and capacity [for example, using water]
• solve problems involving converting between units of time use all four operations to solve problems involving measure [for example, length, mass, volume, money] using decimal notation, including scaling.
• solve comparison, sum and difference problems using information presented in a line graph
• complete, read and interpret information in tables, including timetables.
Identify where Greece is. To understand what the terrain, climate and main geographical features are.
3a. Identify and describe what places are like.
3b. The location of places and environments they study and other significant places and environments.
3c. Describe where places are.
3d. Explain why places are like they are.
3e. Identify how and why places change.
3f. Describe and explain how and why places are similar and different from other places in the same country or other places in the world.
We are Advertisers
• To develop critical awareness of the techniques
• used in television adverts
• To construct simple storyboards
• To develop video-shooting techniques
• To experience sourcing and using third party material
• To develop skills in video editing software
• To develop skills in working as part of a multirole team
Art / D&T
1a. Generate ideas after thinking about who will use them and what they will be used for, using information from a number of sources.
1b. Develop and explain ideas clearly with design objectives
1c. Plan, suggesting a sequence of actions or alternatives if needed.
1d. Communicate design ideas in different ways.
2d. Measure, mark out, cut and shape materials accurately.
2e. Use finishing techniques to strengthen and improve the appearance of the product.
3a. Reflect on work in relation to intended use (and users’) and identify improvements needed.
3c. Recognise quality depends on how something is made and if it meets its intended use.
4c. Learn how mechanisms can be used to make things move in different ways, using a range of equipment, including ICT control programs.
Growing up and growing old
• Pupils draw a timeline to indicate stages in the growth and development of humans and learn about the changes experienced in puberty.
• To describe some of the changes that happens as humans develop.
• To compare and analyse the gestation periods of different animals.
• To describe the changes as humans develop to old age.
PE / Games
Athletics & Tennis
1a. Consolidate existing skills and gain new ones.
1b. Perform actions and skills with more consistent control and quality.
2a. Plan, use and adapt strategies, tactics and compositional ideas for individual, pair, small group and small-team activities.
2b. Develop and use knowledge of the principles behind the strategies, tactics and ideas to improve their effectiveness.
2c. Apply rules and conventions for different activities.
4a. How exercise affects the body in the short-term.
4b. To warm up and prepare appropriately for different activities.
4c. Why physical activity is good for health and well-being.
4d. Why wearing appropriate clothing and being hygienic is good for their health and safety.
- Understand short passages of familiar language spoken at a reasonable pace without interference.
- Demonstrate understanding of short written texts in familiar language.