Year 5

This year our Year 5 classes are named after people who champion LGBTQ+ rights.

Miss Bundy teaches Andrew Moffat class and Miss Wingett teaches Elton John class!

Year 5 curriculum
Please click on the below link to view the Integrate Learning Unit (ILU) map for the whole school.

Whole School ILU Curriculum Map

Below you can find the contents of each curriculum area for your child's year group, which is delivered, in most part, through our integrated learning units. Mathematics, PE and music may be taught discreetly due to the nature of the content.

English

Spoken Language

(The objectives for Spoken Language are common across Key Stages 1 and 2 (Years 1-6))

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
give well-structured descriptions, explanations & and narratives for different purposes, including for expressing feelings.
maintain attention and participate actively in collaborative conversations, staying on topic and initiating and responding to comments
use spoken language to develop understanding through speculating, hypothesising, imagining and exploring ideas
speak audibly and fluently with an increasing command of Standard English
participate in discussions, presentations, performances, roleplay/improvisations and debates
gain, maintain and monitor the interest of the listener(s)
consider and evaluate different viewpoints, attending to and building on the contributions of others
select and use appropriate registers for effective communication

Reading

Word Reading

Our children will be taught to:

apply their growing knowledge of root words, prefixes and suffixes (morphology and etymology), as listed in English Appendix 1 , both to read aloud and to understand the meaning of new words that they meet.

Comprehension

Our children will be taught to:

maintain positive attitudes to reading and an understanding of what they read by:
continuing to read and discuss an increasingly wide range of fiction, poetry, plays, nonfiction and reference books or textbooks
reading books that are structured in different ways and reading for a range of purposes
increasing their familiarity with a wide range of books, including myths, legends and traditional stories, modern fiction, fiction from our literary heritage, and books from other cultures and traditions
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 1 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.

Writing

Spelling

Our children will be taught to:

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 3 or 4 letters of a word to check spelling, meaning or both of these in a dictionary
use a thesaurus

Handwriting and Presentation

Our children will be taught to 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

Composition

Our children will be taught to:

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 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
proofread for spelling and punctuation errors
perform their own compositions, using appropriate intonation, volume, and movement so that meaning is clear.

Vocabulary, grammar & punctuation

Our children will be taught to:

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, including subjunctive forms
using passive verbs to affect the presentation of information in a sentence
using the perfect form of verbs to mark relationships of time and cause
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 (ie 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 hyphens to avoid ambiguity
using brackets, dashes or commas to indicate parenthesis
using semicolons, colons or dashes to mark boundaries between independent clauses

using a colon to introduce a list
punctuating bullet points consistently
use and understand the grammatical terminology in English Appendix 2 accurately and appropriately in discussing their writing and reading.

Mathematics

Number & Place Value

Our children will 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 0
round any number up to 1,000,000 to the nearest 10, 100, 1,000, 10,000 and 100,000
solve number problems and practical problems that involve all of the above
read Roman numerals to 1,000 (M) and recognise years written in Roman numerals.

Addition & Subtraction

Our children will 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.

Multiplication & Division

Our children will 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 (non-prime) 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 1,000
recognise and use square numbers and cube numbers, and the notation for squared (²) and cubed (³)
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.

Fractions (including decimals and percentages)

Our children will 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 2 decimal places to the nearest whole number and to 1 decimal place
read, write, order and compare numbers with up to 3 decimal places
solve problems involving number up to 3 decimal places
recognise the per cent symbol (%) and understand that per cent relates to “number of parts per 100”, and write percentages as a fraction with denominator 100, and as a decimal fraction
solve problems which require knowing percentage and decimal equivalents of 1/2, 1/4, 1/5, 2/5, 4/5 and fractions with a denominator of a multiple of 10 or 25.

Measurement

Our children will 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) including using standard units, square centimetres (cm²) and square metres (m²) and estimate the area of irregular shapes
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 using decimal notation including scaling [for example, length, mass, volume, money].

Properties of Shapes

Our children will 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 1 whole turn (total 360°)
angles at a point on a straight line and half a turn (total 180°)
other multiples of 90°
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.

Position & Direction

Our children will 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

Our children will 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

Science

Working Scientifically

During years 5 and 6, pupils should be taught to use the following practical scientific methods, processes and skills through the teaching of the programme of study content:
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
recording data and results of increasing complexity using scientific diagrams and labels, classification keys, tables, and 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 results, in oral and written forms such as displays and other presentationsï‚· identifying scientific evidence that has been used to support or refute ideas or arguments.

Animals including humans
Our children will be taught to:

describe the changes as humans develop to old age.

Properties and Changes of Materials
Our children will be taught to:

compare and group together everyday materials on the basis of their properties, including their hardness, solubility, transparency, conductivity (electrical and thermal), and response to magnets
know that some materials will dissolve in liquid to form a solution, and describe how to recover a substance from a solution
use knowledge of solids, liquids and gases to decide how mixtures might be separated, including through filtering, sieving and evaporating
give reasons, based on evidence from comparative and fair tests, for the particular uses of everyday materials, including metals, wood and plastic
demonstrate that dissolving, mixing and changes of state are reversible changes
explain that some changes result in the formation of new materials, and that this kind of change is not usually reversible, including changes associated with burning and the action of acid on bicarbonate of soda.

Earth and Space

Our children will be taught to:

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

Rocks
Our children will be taught to:

compare and group together different kinds of rocks on the basis of their appearance and simple physical properties
describe in simple terms how fossils are formed when things that have lived are trapped within rock
recognise that soils are made from rocks and organic matter.

Forces
Our children will be taught to:

explain that unsupported objects fall towards the Earth because of the force of gravity acting between the Earth and the falling object
identify the effects of air resistance, water resistance and friction, that act between moving surfaces
recognise that some mechanisms including levers, pulleys and gears allow a smaller force to have a greater effect

Art and Design

Our children will be taught to:

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 [for example, pencil, charcoal, paint, clay]
about great artists, architects and designers in history.

Computing

Our children will be taught to:

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
understand computer networks including the internet; how they can provide multiple services, such as the world-wide web; and the opportunities they offer for communication and collaboration
use search technologies effectively, appreciate how results are selected and ranked, and be discerning in evaluating digital content
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, including collecting, analysing, evaluating and presenting data and information.
use logical reasoning to explain how some simple algorithms work and to detect and correct errors in algorithms and programs
use technology safely, respectfully and responsibly; recognise acceptable/unacceptable behaviour; identify a range of ways to report concerns about content and contact

Design and Technology

Our children will be taught to:

use research and develop design criteria to inform the design of innovative, functional, appealing products that are fit for purpose, aimed at particular individuals or groups
generate, develop, model and communicate their ideas through discussion, annotated sketches, cross-sectional and exploded diagrams, prototypes, pattern pieces and computeraided design

Make
Our children will be taught to:

select from and use a wider range of tools and equipment to perform practical tasks accurately
select from and use a wider range of materials and components, including construction materials, textiles and ingredients, according to their functional properties and aesthetic qualities

Evaluate
Our children will be taught to:

investigate and analyse a range of existing products
evaluate their ideas and products against their own design criteria and consider the views of others to improve their work

Technological Knowledge
Our children will be taught to:

apply their understanding of how to strengthen, stiffen and reinforce more complex structures
understand and use mechanical systems [for example, gears, pulleys, cams, levers and linkages] in their products
apply their understanding of computing to programme, monitor and control their products.

Cooking & Nutrition
Our children will be taught to:

understand and apply the principles of a healthy and varied diet
cook a repertoire of predominantly savoury dishes so that they are able to feed themselves and others a healthy and varied diet
become competent in a range of cooking techniques [for example, selecting and preparing ingredients; using utensils and electrical equipment; applying heat in different ways; using awareness of taste, texture and smell to decide how to season dishes and combine ingredients; adapting and using their own recipes]
understand the source, seasonality and characteristics of a broad range of ingredients

Geography

Location Knowledge
Our children will be taught to:

locate the world’s countries, using maps to focus on Europe (including the location of Russia) and North and South America, concentrating on their environmental regions, key physical and human characteristics, countries, and major cities
name and locate counties and cities of the United Kingdom, geographical regions and their identifying human and physical characteristics, key topographical features (including coasts), and land-use patterns; and understand how some of these aspects have changed over time

Place Knowledge
Our children will be taught to:

understand geographical similarities and differences through the study of human and physical geography of a region of the United Kingdom and a region in North America

Human and Physical Geography
Our children will be taught to:

describe and understand key aspects of physical geography, including: climate zones, biomes and vegetation belts
describe and understand key aspects of 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

Geographical Skills and Fieldwork
Our children will be taught to:

use maps, atlases, globes and digital/computer mapping to locate countries and describe features studied
use the 8 points of a compass, 4 and 6-figure grid references, symbols and key (including the use of Ordnance Survey maps) to build their knowledge of the United Kingdom and the wider world
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.

History

Knowledge & Understanding
Our children will be taught:

to develop a chronologically secure knowledge and understanding of British and world history
how people's lives have shaped this nation and how Britain has influenced and been influenced by the wider world
gain and deploy a historically grounded understanding of abstract terms such as ‘empire’, 'peasantry' and ‘civilisation’
a local history study
about Britain’s settlement by Anglo-Saxons and Scots
about the Viking and Anglo-Saxon struggle for the Kingdom of England to the time of Edward the Confessor

Historical Skills
Our children will be taught to:

Make connections, contrasts and trends over time
Develop the appropriate use of historical terms
Devise historically valid questions about change, cause, similarity, difference and significance
Construct informed responses, selecting and organising relevant historical information
Understand how our knowledge of the past is constructed from a range of sources, discerning how and why contrasting arguments and interpretations of the past have been constructed

Foreign Languages

Listening & Comprehension

Our children will be taught to:

listen attentively to spoken language and show understanding by joining in and responding
explore the patterns and sounds of language through songs and rhymes and link the spelling, sound and meaning of words

Speaking

Our children will be taught to:

engage in conversations; ask and answer questions; express opinions and respond to those of others; seek clarification and help*
speak in sentences, using familiar vocabulary, phrases and basic language structures
develop accurate pronunciation and intonation so that others understand when they are reading aloud or using familiar words and phrases*
present ideas and information orally to a range of audiences*

Reading & Comprehension

Our children will be taught to:

read carefully and show understanding of words, phrases and simple writing
appreciate stories, songs, poems and rhymes in the language
broaden their vocabulary and develop their ability to understand new words that are introduced into familiar written material, including through using a dictionary

Writing

Our children will be taught to:

write phrases from memory, and adapt these to create new sentences, to express ideas clearly
describe people, places, things and actions orally* and in writing
understand basic grammar appropriate to the language being studied, including (where relevant): feminine, masculine and neuter forms and the conjugation of high-frequency verbs; key features and patterns of the language; how to apply these, for instance, to build sentences; and how these differ from or are similar to English.

Music

Our children will be taught to:

play and perform in solo and ensemble contexts, using their voices and playing musical instruments with increasing accuracy, fluency, control and expression
improvise and compose music for a range of purposes using the interrelated dimensions of music
listen with attention to detail and recall sounds with increasing aural memory
use and understand staff and other musical notations
appreciate and understand a wide range of high-quality live and recorded music drawn from different traditions and from great composers and musicians
develop an understanding of the history of music.

Physical Education

Our children will be taught to:

use running, jumping, throwing and catching in isolation and in combination
play competitive games [for example, badminton, basketball, cricket, football, hockey, netball, rounders and tennis], modified where appropriate, and apply basic principles suitable for attacking and defending
develop flexibility, strength, technique, control and balance [for example through athletics and gymnastics]
perform dances using a range of movement patterns
take part in outdoor and adventurous activity challenges both individually and within a team
compare their performances with previous ones and demonstrate improvement to achieve their personal best.

Swimming and water safety

Our children will be taught to:

All schools must provide swimming instruction either in key stage 1 or key stage 2. In particular, pupils should be taught to:
swim competently, confidently and proficiently over a distance of at least 25 metres; use a range of strokes [for example, front crawl, backstroke and breaststroke] effectively
perform safe self-rescue in different water-based situations.

Religious Education

Why is RE important?

RE is an important part of a child’s education because it allows them to develop their beliefs and values. The teaching of RE is also important because it contributes educationally to the spiritual, moral, social and cultural development of all pupils, whether or not they are from a religious tradition.

Which world religions do we study?

Our children are taught a variety of the major world religions. These may include Buddhism, Christianity, Islam, Hinduism, Judaism and Sikhism, as well as considering the beliefs of those that are not religious

How do we make cross-curricular links?

When planning lessons, teachers at Blackfield Primary consider other subjects and endeavour to make cross-curricular links. For example, high-quality fictional texts may be incorporated into lessons so that children have an opportunity to learn about religion in context and from here, use it as a vehicle for children to write down their ideas, opinion and views. Teachers also encourage drama work to reinforce teaching points and to allow children to express themselves about a particular topic.

What is special about RE at Blackfield Primary School?

We aim for our RE curriculum to provide children with challenging questions about the meaning of life, including global issues. We do this by promoting civilised debate and in-depth discussions.

Teachers have access to a range of religious artefacts to support their lessons for each religion. Where possible trips to different places of worship within our local community are encouraged. These opportunities are examples of how we provide our children with hands-on authentic experiences of the diversity of religion and how we value experiential learning and aim to enrich RE.

At Blackfield Primary teachers offer opportunities for pupils to encounter an authentic voice of faith and belief. This means that we encourage dialogue between pupils and praise those who want to share their own unique and personal religious experiences. This is particularly beneficial when pupils teach their classmates about particular religious traditions or festivals. Here, our pupils become the “experts” and we believe that this can not only raise self-esteem but also give a positive image of each faith and enhance the quality of learning in RE. We can also welcome members of our school community, including parents and relatives, to come and speak to our classes about a particular RE topic.