Year 5 Autumn 1 Term Curriculum
Superheroes and Super Space
Areas of learning
- In science, we will be: Learning about space and the Solar System. Through the lenses of literacy and science, we will be looking at the different planets as well as scientists through the ages.
- In geography, we will: Be exploring rivers and the impact of humans on our local river, The Thames at Teddington Lock.
- In RE we will look at rules and guidelines.
- In PE we will be improving our existing key techniques in football and gymnastics.
MINDSETS PART 1 – UNDERSTANDING ME
- Children will explore the meanings of fixed and growth mindsets and how we can change our mindset.
- Children look at the environmental factors on the way we commute to school and how we can improve our healthy lifestyle so that it has a positive impact on the environment.
Spiritual & Moral
- As pupils, we will recognise new beginnings that happen in our lifetimes. We will recognise the cycle of life, at what age we would expect these new beginnings to happen.
- Children will look at the rules and guidelines of various faiths and populations and how these beliefs influence society.
Year 5 Subject Skills
The London Eye mystery
- Continuing to read and discuss an increasingly wide range of fiction, poetry, plays, non-fiction 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 modern fiction.
- 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
Geography focus this half term
Number – number and place value
- 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.
- solve comparison, sum and difference problems using the information presented in a line graph
- complete, read and interpret information in tables, including timetables.
Human and physical geography:
Describe and understand the key aspects of:
- Rivers – Revise the water cycle, the features of a river, understand the variety of uses rivers hold, UK rivers around the world rivers.
- 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.
- E.g. Look at the Thames – docklands
Geographical skills and fieldwork:
- Use maps, atlases, globes and digital/computer mapping to locate Countries that contain previously looked at rivers and describe features studied.
Year 5 will visit Tedding Lock – here they will learn sustainability, recycling and how the Lock works:
- 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
Cross-curricular links to Science:
- Design, write and debug programs that accomplish specific goals, including controlling or simulating physical systems; solve problems by decomposing them into smaller parts
Using ‘Scratch’ to create a programme that allows you to show how the Earth rotates the Sun and the Moon rotates the Earth – at the same time.
Earth and Space
• 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
Notes and guidance (non-statutory)
Pupils will learn that the sun is a star at the centre of our solar system and that it has 8 planets: Mercury, Venus, Earth, Mars, Jupiter, Saturn, Uranus and Neptune (Pluto was reclassified as a ‘dwarf planet’ in 2006).
They will understand that a moon is a celestial body that orbits a planet (Earth has 1 moon; Jupiter has 4 large moons and numerous smaller ones).
Pupils will learn to be warned that it is not safe to look directly at the sun, even when wearing dark glasses.
Pupils will find out about the way that ideas about the solar system have developed, understanding how the geocentric model of the solar system gave way to the heliocentric model by considering the work of scientists such as Ptolemy, Alhazen and Copernicus.
Pupils might work scientifically by: comparing the time of day at different places on the Earth through internet links and direct communication; creating simple models of the solar system; constructing simple shadow clocks and sundials, calibrated to show midday and the start and end of the school day; finding out why some people think that structures such as Stonehenge might have been used as astronomical clocks
Gym, Football and Swimming
Pupils will continue to apply and develop a broader range of skills, learn how to use them in different ways and to link them to make actions and sequences of movement. They will enjoy communicating, collaborating and competing with each other. They will develop an understanding of how to improve in different physical activities and sports and learn how to evaluate and recognise their own success.
play competitive games, modified where appropriate [for example, football], 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 (Gymnastics)
- 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. (Gymnastics).
Swimming and water safety:
- swim competently, confidently and proficiently over a distance of at least 25 metres
- use a range of strokes effectively [for example, front crawl, backstroke and breaststroke]
- perform safe self-rescue in different water-based situations
Correctly copy familiar short phrases
- Explore, choose, combine and organise musical ideas within musical structures, and sing songs linked to the class themes
- Rehearse and perform a song for the Harvest Assembly
- Explore percussion instruments and learn how to play them correctly