Year 5

Robin, Swan and Swift

Value of the Month


Are you a radiator or a drain? Do you give off energy,  positivity and warmth or do you (excuse me for being blunt) suck the energy from others? Whatever the task, no matter how big or small, it will always turn out better if you put your whole heart into it!



Summer Term Curriculum 2022


TERM: Summer

In Y5 this term our units of learning focus on Early Islam and Baghdad and on how we should live and who can inspire us.


We will be writing across a range of fiction and non-fiction genres including writing: in the style of an author, a modern story focussing on the central themes of The Wolves of Willoughby Chase, biographies, dystopian fiction, diary writing and book reviews.


Children will be working towards writing at least one and a half pages of writing and using complex sentence structures with a range of conjunctions. We will introduce the use of relative clauses.  They will be using a range of punctuation focusing on commas, exclamation marks and question marks. The children will also be focusing on using a wide range of openers and adverbial phrases.  We aim to further the children’s ability to plan effectively for a piece of writing as well as helping them develop their editing skills.


The children will be reading a wide range of fiction, poetry, plays, non-fiction and reference books during our destination reader lessons. Through focused activities, the children will develop their comprehension, inference, prediction, summarising and evaluation skills. Our core texts are Skellig by David Almond, Floodland by Marcus Sedgwick and The Wolves of Willoughby Chase by Joan Aiken.


In Maths, we are continuing to use resources from White Rose Maths. These resources are influenced, inspired and informed by the work of leading maths researchers and practitioners across the world. We use a mixture of concrete, pictorial and abstract representations of the subject matter taught to develop mastery of the objectives. Problem solving is built into every lesson. We regularly revisit past objectives in our ‘Maths Meetings’ and also have regular opportunities for children to practise their times tables and other number facts.

 Decimals: The children will learn how to add and subtract decimal numbers with different numbers of decimal places, they will learn how to round decimal numbers and learn how to multiply and divide decimal numbers by multiples of ten.

Shape: The children will learn how to correctly identify, draw and measure angles. They will also learn about the properties of quadrilaterals and irregular polygons. They will learn about the properties of 3D shapes.

Position and direction: The children will learn how to position and translate shapes on a grid, working in all four quadrants. They will learn about symmetry and reflection.

Converting units: The children will learn how to convert between smaller and larger metric units. They will learn how to convert between metric and imperial units. The children will learn to convert between different units of time. They will do more work on reading timetables.

Volume: The children will learn how to measure and estimate volume and the capacity of objects.


In our Forces work, the children will learn about the effects of gravity, air resistance, water resistance and friction. They will learn about how gears and pulleys work to increase a force.


The children will learn about early Islam. They will learn how the Islamic Empire quickly grew and why it was successful. The children will learn about what life was like at the time, making comparisons to life in Britain, and about how early Islamic civilization has influenced our lives over time.


The children will learn about fairtrade and why it is important to growers and consumers.


In our weekly French lessons, we will be learning vocabulary needed to order items in a café. We will also be learning how to say the days of the week and the months of the year.


We will learn about how people of different faiths believe that they should live their lives and also think deeply about who we should choose as our role models.


In our art work, we will be looking at art produced by Leonora Carrington. The children will use a sketchbook to collect ideas and will develop their painting skills. The children will produce an extra piece of art for exhibition evening.


The children will design and make a pair of slippers. The children will evaluate existing products and learn how to combine a selection of fabric shapes to make a finished product.


This term the children will be learning gospel songs in preparation for a concert. The children will be singing in harmony, developing further awareness of good vocal technique and performance skills, as well as developing understanding of the social and historical context of gospel music.


The children will learn how to read a map and complete a variety of orienteering tasks. The children will develop their skills in team games (football, netball and basketball.) The children will develop their athletic skills in a variety of throwing, jumping and running events. The children will also learn the rules and develop their skills in rounders and cricket.


In the first half term, the children will learn how they can support and help out in their community, about the importance of free speech and about saving and borrowing money. The second half term focusses on how to keep the body healthy, focusing on junk food, nutritional values and exercise.

How parents can be involved in home learning

We appreciate parental support with general reading, spelling and homework.  We want to ensure that all children are proficient in their times tables and basic maths facts, so these need to be practised regularly. Homework will be set on google classroom each Friday. Work should be submitted by the following Wednesday.


English Key Skills
Speaking and Listening

I can read aloud confidently and with expression.

I can listen carefully during discussions, making appropriate contributions.

I can speak clearly with an increasing command of Standard English.

I can ask relevant questions to extend my understanding.

I can use relevant strategies to build on my vocabulary.

I can qualify and justify my own thoughts and opinions.

I can defend a point of view and respect others’ views.

I can disagree politely and respectfully in discussion.

I can give well structures descriptions, explanations and narratives for different purposes.

I can participate in discussions, presentations, performances, role play, improvisation and debates.

I can work in a group to plan a task and feed back to a bigger group.


I can use knowledge of spelling patterns to read unknown words.

I can read a range of fiction, non-fiction, poetry, plays, reference books and textbooks, giving a preference.

I know the structures and grammatical features of a range of non-fiction text types e.g. explanations, recounts, persuasion.

I can explore themes within and across text e.g. loss, heroism…

I can make comparisons within a text.

I can identify how language, structure and presentation contribute to meaning.

I can learn a wide range of poetry by heart.

I can prepare poems and playscripts to perform aloud.

I can check that a book makes sense to me by discussing and explaining the meaning of words in context.

I can use skimming and scanning techniques to locate specific information.

I can ask questions to improve my understanding.

I can draw inferences about characters’ feelings, thoughts, motives and justify inferences with evidence.

I can make predictions about what might happen from details stated and implied.

I can summarise the main ideas drawn from more than one paragraph, identifying key details that support the main ideas.


I can write at least 2 and a half pages of A4.

I can use complex sentence structures with a full range of conjunctions.

I can use a range of punctuation including commas, apostrophes, speech marks, inverted commas, ellipsis, brackets and hyphens accurately.

I can use relative clauses beginning with who, which, that, where, when, whose.

I can use, expanded –ing clause and expanded –ed clauses as starters (e.g. Encouraged by the bright weather, Jane set out for a long walk)

I can use a range of connectives, openers and adverbial phrases to develop cohesion.

I can vary the length of my sentences for meaning and effect.

I can build cohesion within a paragraph (e.g. firstly, then, subsequently…)

I can move chunks (how, when, where) around for different effects. (The siren echoed loudly…through the lonely streets…at midnight).

I can use rhetorical questions.

I can include degrees of possibility using modal verbs.

I can use stage directions in speech (e.g. “Stop!” he shouted, picking up the stick and running after…)

I can produce writing for a range of purposes e.g. storywriting, playscripts, recounts, persuasive, explanations) and use appropriate grammatical features.

I can plan effectively for a piece of writing.

I can edit a piece of work accurately to match the needs of an identified reader.

Spelling (See Appendix 1)

I can spell all the high frequency words for Y5.

I can spell unfamiliar polysyllabic words using spelling analogy and phonics.

I can spell words ending in –ant, -ance, -ancy, -ent, -ence, -ency

I can spell words containing suffixes –able and –ible can spell words with the letter string ‘ough’.


I can spell homophones and other words that are often confused (e.g. advice/advise, affect/effect…)

I can spell some words with ‘silent’ letters, e.g. knight, psalm, solemn.

I can use a thesaurus.


I can write in a clear, neat and legible cursive style at all times.

I can use a handwriting pen.

I can use triple guidelines effectively.

I can present work to a high standard.


Consolidate – punctuation, letter/word, sentence, statement, question, exclamation, command, full stop, capitals, question mark, exclamation mark, speech marks, direct speech, inverted commas, bullet points, apostrophe (contractions/possession), commas, singular, plural, suffix, prefix, word family, consonant, vowel, adjective, noun, noun phrase, verb adverb, imperative verb, tense, conjunctions, connective, preposition, determiner, generalise, pronoun, subordinate/relative clause, adverbial, fronted adverbial, alliteration, simile, synonym.

Introduce – modal verb, parenthesis, bracket – dash, cohesion, ambiguity, metaphor, personification, onomatopoeia, rhetorical question.

Maths Key Skills

Number – number and place value

Pupils should be taught to:

  • 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

Pupils should be taught to:

  • 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 increasingly large numbers
  • 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.

Number – multiplication and division

Pupils should be taught to:

  • identify multiples and factors, including finding all factor pairs of a number, and common factors of two numbers
  • know and use the vocabulary of prime numbers, prime factors and composite (nonprime) numbers
  • establish whether a number up to 100 is prime and recall prime numbers up to 19
  • multiply numbers up to 4 digits by a one- or two-digit number using a formal written method, including long multiplication for two-digit numbers
  • multiply and divide numbers mentally drawing upon known facts
  • divide numbers up to 4 digits by a one-digit number using the formal written method of short division and interpret remainders appropriately for the context
  • multiply and divide whole numbers and those involving decimals by 10, 100 and 1000
  • recognise and use square numbers and cube numbers, and the notation for squared ( ) and cubed ( )
  • solve problems involving multiplication and division including using their knowledge of factors and multiples, squares and cubes
  • solve problems involving addition, subtraction, multiplication and division and a combination of these, including understanding the meaning of the equals sign
  • solve problems involving multiplication and division, including scaling by simple fractions and problems involving simple rates.

Number – fractions (including decimals and percentages)

Pupils should be taught to:

  • compare and order fractions whose denominators are all multiples of the same number
  • identify, name and write equivalent fractions of a given fraction, represented visually, including tenths and hundredths
  • recognise mixed numbers and improper fractions and convert from one form to the other and write mathematical statements > 1 as a mixed number, for example 2/5 + 4/5 = 6/5 = 1 1/5
  • add and subtract fractions with the same denominator and denominators that are multiples of the same number
  • multiply proper fractions and mixed numbers by whole numbers, supported by materials and diagrams
  • read and write decimal numbers as fractions [for example, 0.71 = 71/100
  • recognise and use thousandths and relate them to tenths, hundredths and decimal equivalents
  • round decimals with two decimal places to the nearest whole number and to one decimal place
  • read, write, order and compare numbers with up to three decimal places
  • solve problems involving number up to three decimal places recognise the per cent symbol (%) and understand that per cent relates to ‘number of parts per hundred’, and write percentages as a fraction with denominator 100, and as a decimal
  • solve problems which require knowing percentage and decimal equivalents of ½ , 1/4 1/5 2/5 4/5 and those fractions with a denominator of a multiple of 10 or 25


Pupils should be taught to:

  • convert between different units of metric measure (for example, kilometre and metre;
  • centimetre and metre; centimetre and millimetre; gram and kilogram; litre and millilitre)
  • understand and use approximate equivalences between metric units and common
  • imperial units such as inches, pounds and pints
  • measure and calculate the perimeter of composite rectilinear shapes in centimetres and metres
  • calculate and compare the area of rectangles (including squares), and including using standard units, square centimetres (cm) and square metres (m) and estimate the area of irregular shapes
  • estimate volume [for example, using 1 cm 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.

Geometry – properties of shapes

Pupils should be taught to:

  • identify 3-D shapes, including cubes and other cuboids, from 2-D representations
  • know angles are measured in degrees: estimate and compare acute, obtuse and reflex angles draw given angles, and measure them in degrees
  • identify:

angles at a point and one whole turn (total 360o)

angles at a point on a straight line and 1/2 a turn (total 180 degrees)

other multiples of 90 degrees

  • use the properties of rectangles to deduce related facts and find missing lengths and angles;
  • distinguish between regular and irregular polygons based on reasoning about equal sides and angles.

Geometry – position and direction

Pupils should be taught to:

  • identify, describe and represent the position of a shape following a reflection or translation, using the appropriate language, and know that the shape has not changed.


Pupils should be taught to:

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

Wonderful different characters that came to class!! 

Children at Coldfall joined in with ‘Odd Sock Day’ on Friday 19th of November to help recognise that each one of us is different as part of anti-bullying week. Bullying often targets difference but wearing odd socks helps us to recognise and celebrate our diversity as a positive thing.

Mr Descrettes

Year Team Leader

Ms Johns

Class Teacher

Miss Sinclair

Class Teacher

Ms Yarnell

Teaching Assistant