Year 5

Robin, Swan and Swift

Value of the Month


​This value links exceptionally well to our ‘Golden Thread’ that intends to empower our children to be upstanders and activists.



Autumn Term Curriculum 2022



TERM: Autumn


We will be writing across a range of fiction and non-fiction genres including writing poetry, narrative, recounts, explanation, persuasive and information texts. We will use ‘Viking Boy’ as a stimulus for our writing in the first half of the autumn term, as this links to our history focus on the Anglo-Saxons and Vikings. In the second half term, the children will learn how to build suspense in their writing. We will use ‘Toro Toro’ by Michael Morpurgo. Other texts that we will use as stimulus for writing are: ‘The Boy, the Fox, the Mole and the Horse’ by Charlie Mackesy and ‘Cloudbusting’ by Malorie Blackman.

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.  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.


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.

Number: The children will be working with numbers up to one million – counting; reading and writing; comparing; ordering and rounding. They will also learn how to read and write Roman numerals to 1000. The children will learn about factors, multiples, square numbers and prime numbers. The children will recap how to use the column method for addition and subtraction and then apply these skills to solving worded problems. The children will recap how to multiply and divide numbers by 10, 100 and 1000.

Statistics: The children will learn how to read and interpret charts, line graphs, tables, two-way tables and timetables.

Measurement: The children will recap how to find the perimeter of rectangles and will go on to measure the perimeter of more complex shapes. The children will learn how to find the area of rectangles, compound shapes and irregular shapes.

Wider Curriculum


In the Autumn term, the children will be investigating properties and changes in materials and animals including humans. The following objectives will form the basis of the lessons:

Properties of materials

To be able to compare and group together everyday materials based on evidence from comparative and fair tests, including their conductivity of heat; to be able to understand that some materials will dissolve in liquid to from a solution; to be able to use knowledge of solids, liquids and gases to decide how mixtures might be separated, including through filtering, sieving and evaporating; to be able to give reasons, based on evidence from comparative and fair tests, for the particular uses of everyday materials; to be able to demonstrate that dissolving, mixing and changes of state are reversible changes; to be able to explain that some changes result in the formation of new materials.

Animals including humans

To be able to explain the differences in the life cycles of a mammal, an amphibian, an insect and a bird; know the life cycle of different living things e.g., mammal, amphibian, insect and bird; know the differences between different life cycles; know the process of reproduction in plants; know the process of reproduction in animals.


The children will be exploring the question ‘How did Britain change between the end of the Roman occupation and 1066?’ through a combination of disciplinary and substantive knowledge focussed on the Anglo-Saxons and Vikings.


The children will be exploring the main features of North America – including physical and human features.  They will be using geographical skills, location and place knowledge.


We will be using the DFE funded Teach Computing, which has been customised for schools to include relevant digital and learning resources to build upon the three core aspects of Computing: Digital Literacy, Computer Science, and Information Technology.  Our focus this term is on sharing information and video editing.


Using Language Angels, the children will be covering two intermediate French language units: ‘Do you have a pet?’ and ‘What is the date?’.


The children will learn about the work of Sokari Douglas Camp – a British-Nigerian artist whose sculptures address the legacies of slavery, issues of power and gender, and the climate crisis – and use her as an inspiration for their own creations.


In our ‘Structures’ unit, the children will design and create a wooden picture frame.


In the first half of the term, with Miss Vetch pupils will study West African Drumming. Their learning will focus on instrumental technique, playing and improvising polyrhythms, playing as an ensemble and the social context of West African Drumming. In the second of the half the term we will learn for songs for our Christmas Concert. 


In Autumn 1, there will be a focus on team games – tag rugby/football (CT) and basketball/netball (Mr B).  In all lessons, there will be a focus on the following skills:  Using a variation of skills and techniques to achieve aims of the team; play in competitive games applying knowledge of rules and officiating; identifying tactics to help become more successful both as an individual and as a team.

In Autumn 2, there will be a focus on dodgeball/bench ball (CT) and indoor athletics (Mr B).  The following skills will be covered:  Improve consistency when throwing and catching with control at different heights and pace with accuracy; play in competitive games, working together as a team and playing fairly; continued development and refinement of technique for the following:

Standing Long Jump, Triple Jump, Vertical jump, Speed bounce, Chest push throw, Javelin and Relay sprint races.


Using the Lifewise scheme of work, the children will learn about the importance of resilience and teamwork and understand British Values through Laws and Parliament in Autumn 1.  This will be continued in Autumn 2, with a focus on adversity, responsibility and inspiration, followed by a study of body language and communication skills.


In RE lessons, we will discuss the question of ‘How do people express their beliefs, identity and experience?’

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 arithmetic, so these need to be practised regularly. Homework will be set on google classroom each Friday. Work should be submitted by the following Wednesday.

Special Events

Anglo-Saxon/Viking Drama Workshop (TBC)

Art gallery visit (TBC)

Christmas concerts

Geography themed board game competition – come and beat the children playing their European Landmarks Board Games!


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.
Letter-Join home access (Writing)

Permission to walk home

Miss Callaghan

Year Team Leader

Mr Mason

Class Teacher

Miss Kadir

Class Teacher

Ms Hamis

Trainee Teacher

Mrs Barac

Teaching Assistant

Mr Carayol

Teaching Assistant

Ms Verpiot

Teaching Assistant