WHAT IS MY CHILD LEARNING?

CURRICULUM PLAN

Summer Term Curriculum 2023

YEAR FIVE CURRICULUM PLAN

Week beginning:

Monday 17th April – TAD day.

Eco-Campaign Week

Thursday 20^th April – Swan class to Pizza Express

Our first week back will be an Eco-campaign week. We will be learning about the impact of plastic in our oceans, how putting something in the recycling bin doesn’t always mean it will be recycled, and the ever increasing need to use reusable items rather than single use items. In year 5, we will be writing a letter to Pret a Manger explaining the problem with plastic in our oceans and suggesting ways that they could help further reduce the use of coffee cups. The children will also create some collaborative artwork on this theme to be put onto display.

In Maths, we will look at the unit of statistics, focussing on drawing, reading, and interpreting line graphs. In addition, we will be reading and interpreting tables and timetables (e.g., train timetable) and looking at two-way tables, which show more than one piece of information.

Monday 24th April

Bikeability training – all week

In English, we will be writing a mystery detective story. We will use our key text ‘London Eye Mystery’ as inspiration. Children will look at features of a mystery novel and creating a character. Children will develop their character’s appearance, personality and skillset.

In Maths, we will look at the unit of shape. We will cover understanding and using degrees, classifying angles (right, acute, obtuse, reflex), estimating angles based on their knowledge of angles, using a protractor to measure angles up to 180° and draw lines and angles accurately and use what they have learnt about shapes to construct shapes.

In Science, we will be studying forces. We will explore what gravity is and its impact on our lives. We will also compare gravity on the Moon and Earth to highlight this.

In History, we will learn about who the Mayans were and what have we learned from them. We will explore how we know about the Mayan civilisation and their way of life. We will find out about what the Maya believed in, including their religious rites and rituals and use a variety of sources to piece together what life was like for the Maya. Furthermore, we will explore the achievements of the Maya including their number systems and calendar. Finally, we will investigate the reasons behind the decline of the Mayan civilisation.

(Monday 1st May- Bank Holiday)

Tuesday 2nd May

In English, we will be writing a mystery detective story. We will use our key text ‘London Eye Mystery’ as inspiration. Children will begin planning their story. Children will be creating clues, including red herrings to engage the reader. Children will use adverbial phrases, conjunctions, colons and semi colons for extra information.

In Maths, we will continue with our unit of shape. We will explore calculating angles around a point and a straight line, different strategies for calculating missing lengths and angles in shapes and identifying regular and irregular polygons.

In Science, we will be studying forces. We will explore what gravity is and its impact on our lives. We will build an understanding of the terms weight and mess, while using Newton meters in testing.

In History, we will learn about who the Mayans were and what have we learned from them. We will explore how we know about the Mayan civilisation and their way of life. We will find out about what the Maya believed in, including their religious rites and rituals and use a variety of sources to piece together what life was like for the Maya. Furthermore, we will explore the achievements of the Maya including their number systems and calendar. Finally, we will investigate the reasons behind the decline of the Mayan civilisation.

(Monday 8th May- bank holiday)

Tuesday 9th May

Bikeability training – all week

In English, we will be writing a mystery detective story. We will use our key text ‘London Eye Mystery’ as inspiration. We will look to build structure and cohesion across the whole story by planning effectively for a piece of writing. Children will look to use expanded –ing & -ed clauses, think about varying lengths of their sentences for meaning and effect, adverbial phrases and include degrees of possibility using modal verbs.

In Maths, we will conclude our work on shape by recogising 3D shapes and their properties. We will then move to explore position and direction. We will look at reading and plotting co-ordinates, solving word problems involving co-ordinates and translation (movement of shapes up, down, left and right) by direction and co-ordinates.

In Science, we will be studying forces. We will identify and know the effect of friction. Children will identify how the surface material of an object impacts friction and the distance/ speed something travels through a comparative, pattern seeking and fair test.

In History, we will learn about who the Mayans were and what have we learned from them. We will explore how we know about the Mayan civilisation and their way of life. We will find out about what the Maya believed in, including their religious rites and rituals and use a variety of sources to piece together what life was like for the Maya. Furthermore, we will explore the achievements of the Maya including their number systems and calendar. Finally, we will investigate the reasons behind the decline of the Mayan civilisation.

Monday 15th May

Thursday 18th May – Robin class to Pizza Express

Bikeability training – all week

In English, we will be writing a mystery detective story. We will use our key text ‘London Eye Mystery’ as inspiration. We will conclude our writing. Children will look to use expanded –ing & -ed clauses, think about varying lengths of their sentences for meaning and effect, adverbial phrases and include degrees of possibility using modal verbs. Children will use editing skills to ensure accuracy with punctuation and cohesion within their paragraphs and overall storyline.

In Maths, we will conclude our work on position and direction by looking at lines of symmetry in shapes and reflection in horizontal and vertical lines. We will then move onto a new unit of decimals. In this unit we will add and subtract decimals within 1, add decimals to complement and make 1 and add and subtract decimals across 1.

In Science, we will be studying forces. We will identify and know the effect of friction. Children will identify how the surface material of an object impacts friction and the distance/ speed something travels through a comparative, pattern seeking and fair test.

In Design Technology, we will be learning what we mean by ‘seasonal’ and why it is good to eat ‘seasonal’ produce. Children will prepare, taste, and evaluate a range of seasonal produce. This will lead into children creating their product of a pizza. Children will create a recipe with labelled diagrams, make the product and evaluate the outcome against their design brief.

Monday 22nd May

In English, we will be writing detailed instructions linked to our Pizza making in DT. The instructions will have a clear introduction and conclusion, adverbials, imperative verbs, brackets and hyphens.

In Maths, we will continue with our work on decimals. We will explore adding and subtracting decimals with the same number of decimal places, adding and subtracting decimals with different numbers of decimal places and identifying efficient strategies for adding and subtracting decimals.

In Science, we will be studying forces. We will identify and know the effect of air resistance. Children will carry out a comparative and Fair Test using a ‘helicopter’ paper template.

In Design Technology, we will be learning what we mean by ‘seasonal’ and why it is good to eat ‘seasonal’ produce. Children will prepare, taste, and evaluate a range of seasonal produce. This will lead into children creating their product of a pizza. Children will create a recipe with labelled diagrams, make the product and evaluate the outcome against their design brief.

Wider Curriculum

In Reading (DR), the children will use our core text of ‘London Eye Mystery’ to explore the reading skills of prediction, inference, questioning, clarifying, summarising and evaluating. We will explore non-fiction texts during our science week.

In Music, the children will be learning about jazz. This will include learning strands of listening, composing and performing.

In PE lessons with the class teacher, the children will do orienteering. They will develop map reading skills using all compass points, communicate effectively and plan strategies to complete a task, problem solve within a team, developing skills of trust and valuing each other and developing map building skills. With PE staff, children will be doing tennis. They will focus on shot selection and shot control, serving with increased accuracy, learn the ready position to both serve and receive serve, improve accuracy with both forehand and backhand shots and be able to describe the rules and scoring system of tennis. Swift Class will be swimming.

In Computing, we will be learning about selection in physical computing, exploring conditions and selection using a programmable microcontroller called crumbles.

In PSHE, we will be covering the units: The Digital World, Supporting the community, communicating effectively and Learning part.

In French, we will be learning how to talk about the Romans. We will understand the key facts of the history of Ancient Rome in French, say and spell the days of the week in French and name some of the most famous Roman inventions in French.

Half Term

Monday 5th June

Thursday 8th June – Swift class to Pizza Express

In English, we will be reading a short story about a Summer’s day. Children will write a similar short story about a rainy, snowy or windy day. Children will plan for writing and review and edit.

In Maths, we will conclude our unit of decimals by recognising sequences involving decimals, multiplying and dividing by 10, 100 and 1,000 and finding missing values in multiplication and division decimal calculations.

In Science, we will be studying forces. Children will continue with identifying and understanding the effect of air resistance. Children will carry out an investigative fair-test– What affects how well a parachute falls?

In Geography, we will learn about what Fairtrade is and why should it matter to all of us. Children will know how different countries trade with each other and why Brexit is important to all of us.

Monday 12th June

14th June – The Hobbit show in school.

In English, we will use our core text of ‘The Boy at the Back of the Class’ to write a recount of Ahmet’s first day at school. We will write from the lead characters’ point of view and explore the emotions of the character, his backstory and his reactions to his new community.

In Maths, we will start our unit on negative numbers. This will include understanding what a negative number is, counting through zero in 1’s and in multiplies, comparing and ordering negative numbers and finally, finding the difference between negative numbers.

In Science, we will be studying forces. Children will continue with identifying and understanding the effect of air resistance. Children will use their knowledge of air resistance and parachutes to design and carry out a test to safely drop and egg from a height.

In Geography, we will learn about what Fairtrade is and why should it matter to all of us. Children will understand what people mean by Fairtrade and which countries suffer if there is not a culture of Fairtrade. Children will carry out fieldwork in the local area, finding out how much Fairtrade produce is available in the local area and a questionnaire with local residents.

Monday 19th June

In English, we will use our core text of ‘The Boy at the Back of the Class’ to write a recount of Ahmet’s first day at school. We will write from the lead characters’ point of view and explore the emotions of the character, his backstory and his reactions to his new community.

In Maths, we will work on measurement by converting between different units of measurement. This will include converting kilograms, kilometres, millimetres and metres.

In Science, we will be studying forces. Children will build on their knowledge of friction with identifying and understanding the effect of water resistance. Children will be testing how changing the shape of an item can affect water resistance.

In Geography, we will learn about what Fairtrade is and why should it matter to all of us. Children will explore what is meant by sustainability, global citizenship and ethical codes

Monday 26th June

Friday 30th June- TAD day

In English, we will use our core text of The Boy at the Back of the Class’ to show through a range of writing and understanding of how persuasive writing can be adapted for different audiences and purposes. The children will write a speech and a letter. Children will explore persuasive features, rhetorical questions, modal verbs, casual conjunctions and emotive adjectives.

In Maths, we will conclude our unit on measurement by converting between metric and imperial units, converting units of time and calculating timetables from real life context (TV guides, train timetables).

In Science, we will be studying forces. Children will build on their knowledge of friction with identifying and understanding the effect of water resistance. Children will be testing how the mass of a boat can affect the depth it travels below the water surface.

In Art, we will be learning about surrealism, exploring Leonora Carrington as our artist of inspiration. Children will use watercolour paint to create pieces of art of surreal animals and landscapes. Children will explore using appropriate brush strokes, demonstrate a secure knowledge of primary, secondary, warm, cold, complimentary and contrasting colours and experimenting with tone and tints to enhance the mood of the piece.

Monday 3rd July

In English, we will use our core text of The Boy at the Back of the Class’ to show through a range of writing and understanding of how persuasive writing can be adapted for different audiences and purposes. The children will write a speech and a letter. Children will explore persuasive features, rhetorical questions, modal verbs, casual conjunctions and emotive adjectives.

In Maths, we will explore volume. This will include understanding what cubic centimetres are, comparing volumes of shapes as well as using our estimation skills to estimate accurately volume and capacity.

In Science, we will be studying forces. Children will explore and explain how levers, pulleys and gears allow a smaller force to have a greater effect.

In Art, we will be learning about surrealism, exploring Leonora Carrington as our artist of inspiration. Children will use watercolour paint to create pieces of art of surreal animals and landscapes. Children will explore using appropriate brush strokes, demonstrate a secure knowledge of primary, secondary, warm, cold, complimentary and contrasting colours and experimenting with tone and tints to enhance the mood of the piece.

Monday 10th July

Thursday 13th July- Exhibition Evening

Thursday 13th July – Y3&5 Sports Day

In English, we will be studying personification poems. Children will explore the poems: Winter – Olivia Kooker, Snow and Snow – Ted Hughes, It’s Spring – John Foster and Jack Frost – C.E Pike. Children will aim to write their own personification around the theme of Summer.

In Maths, we will revisit our work on multiplication and division focussing on factors, multiplies, the written methods of multiplying by 1 and 2 digit numbers and using short division to divide a 4-digit number by a 1-digit number. We will also revise our work on fractions; finding equivalent, converting between a mixed and improper fraction and adding and subtracting fractions.

In Science, we will be studying forces. Children will explore and explain how levers, pulleys and gears allow a smaller force to have a greater effect.

In RE, we will be looking at the question of how should we live and who can inspire us? Our learning will This unit explores how people’s values and commitments might be demonstrated in the lives of [religious] leaders and believers.

Monday 17th July

Friday 21st July- End of school year – collection at 1.30p.m.

In English, we will be studying personification poems. Children will explore the poems: Winter – Olivia Kooker, Snow and Snow – Ted Hughes, It’s Spring – John Foster and Jack Frost – C.E Pike. Children will aim to write their own personification around the theme of Summer.

In Maths, we will revisit our work on multiplication and division focussing on factors, multiplies, the written methods of multiplying by 1- and 2-digit numbers and using short division to divide a 4-digit number by a 1-digit number. We will also revise our work on fractions; finding equivalent, converting between a mixed and improper fraction, and adding and subtracting fractions.

In Science, we will be studying forces. We will be doing an open investigation using all our knowledge gained from this term in science and conduct our own, child led, scientific enquiry.

In RE, we will be looking at the question of how should we live and who can inspire us? Our learning will This unit explores how people’s values and commitments might be demonstrated in the lives of [religious] leaders and believers.

Wider Curriculum

In Reading (DR), the children will use our core text of The Boy at the Back of the Class’ to explore the reading skills of prediction, inference, questioning, clarifying, summarising and evaluating. We will explore non-fiction texts during our science week.

In Music, the children will be learning about the musical style of Rock & Roll.

In PE lessons with the class teacher, the children will do hockey. The children will focus on demonstrating in using the equipment safely, use different passes, to be able to shoot with control and accuracy, dribble with control while also changing direction, be able to choose appropriate tactics for both attacking and defending and show an understanding of different positions and the rules of hockey. We will also use time nearer the end of the term to focus on sports day preparation. With PE staff, children will be doing a combination of cricket and rounders. Children will learn to throw and bowl in different ways, play shots that allow the ball to be hit in different areas of the field, enhance their fielding by catching, retrieving, and intercepting the ball as well as tactics when both batting and bowling. Furthermore, the children will engage in competitive full games of rounders. Swift Class will be swimming.

In Computing, we will develop our knowledge of how ‘selection’ and ‘conditions’ can be used in programming. Children will use Scratch to design a quiz.

In PSHE, we will be covering the units: Learning part, Borrowing Money, Dealing with Adversity and The NHS.

In French, we will be learning how to talk about the Olympics. The children will listen to longer passages in French and aim to decode parts to learn facts about the Olympics.

Supporting Learning at Home

Please make sure that you spend time reading with your child at home. As well as listening to your child read, we recommend reading aloud to your child as a regular story time session. Please help your child practise their weekly spellings and help them practise their number bonds and/or times tables. Homework is set on Fridays and is due on Wednesdays. You may wish to use this overview to see what your child is learning each week so that you can discuss this learning with your child at home.

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.

Reading

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.

Writing

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.

Handwriting

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.

Terminology

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

Measurement

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.

Statistics

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.