Year 5 Spring 1 Term Curriculum

Sherlock Holmes

Successful Learners

Areas of learning

In Science:

  • We will work scientifically on a variety of quick challenges and longer tasks to learn about the different ways in which scientists work in the real world.
  • This topic looks at the discoveries of famous scientists, the methods forensic scientists use and the various ways scientists tell others about new discoveries.

As Historians:

  • We will, look at problems that were prevalent in the Victorian era; looking at lifestyle, children, work and laws.

In computing:

  • We will: be exploring statistics which we’ll link with Maths. We will collect data from the Victorian era and compare it with current data of today.

In R.E:

  • We will look at Judaism and customs associated with this faith

Confident Individuals


  • This half term, we will be focussing on the theme of reciprocity and how this can be beneficial within the school and at home.

Responsible Citizens

Spiritual & Moral

As pupils, we will recognise our worth as individuals by identifying positive things about ourselves and our achievements, seeing our mistakes, making amends and setting personal goals. We will talk and write about our opinions, and explain our views, on issues that affect society and ourselves. We will face new challenges positively by collecting information, looking for help, making responsible choices, and taking action


We will explain the practices and lifestyles involved in belonging to the Jewish faith community.  We will look at stories from the Old Testament involving a struggle.

Year 5 Subject Skills

Literacy Links

Street Child and Oliver Twist


  • 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
  • discuss and evaluate how authors use language, including figurative language, considering the impact on the reader
  • 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
  • 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
  • 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 traditional stories and fiction from our literary heritage
  • Recommending books that they have read to their peers, giving reasons for their choices
  • 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 the details stated and implied.
  • Summarising the main ideas drawn from more than one paragraph, identifying key details that support the main ideas.


  • in writing narratives, considering how authors have developed characters and settings in what pupils have read, listened to or seen p identifying the audience for and purpose of the writing, selecting the appropriate form and using other similar writing as models for their own
  • précising longer passages
  • using a wide range of devices to build cohesion within and across paragraphs
  • creating own detective novel with the inclusion of a red herring.

Spelling: using Y5/6 spelling list – from the recommended list – POS

Grammar: Terminology for pupils: parenthesis, bracket, dash using brackets, dashes or commas to indicate parenthesis


Studying the Victorian era- Victorian workshop in school, comparing life in the Victorian era with life today. Victorian inventions

  •  Place events, people and changes into correct periods of time.
  • Use dates and vocabulary relating to the passing of time.
  • Characteristic features of the periods and societies studied, including ideas, beliefs, attitudes and experiences of men, women and children
  • The social, ethnic, cultural, religious diversity of the societies studied.
  • Recognise the past is represented and interpreted in different ways, and give reasons for this.
  • Inventions during this era
  • Know and understand how Britain has influenced and been influenced by the wider world.

Numeracy Links


  • 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.

Solving equations:

  • 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, 1000
  • Recognise and use square numbers and cube numbers, and the notation for squared (2) and cubed (3)
  • Read and write decimal numbers as fractions [for example, 0.71 = ]
  • 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


  • 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 [for example, length, mass, volume, money] using decimal notation, including scaling.


We are Statisticians

To increase understanding of the stages of a statistical investigation

  • To form plausible statistical hypotheses that are

capable of investigation

  • To collect meaningful data, or have an

understanding of how it would be collected

  • To use software to explore data visually
  • To use software to create charts that address the

hypotheses in question

  • To document their findings accurately and fairly

Art / D & T

  • To study various artists – and recreate similar work in the style of….
  • To design and make a modern-day invention for the exhibition
  • To create a technological invention


Super Scientists

  • Using S.T.E.M. subjects to inform ideas
  • To describe what a scientist is and the different ways in which they work.
  • To describe the discoveries of some famous scientists.
  • To understand how crimes are solved using forensic science- link with detective novel and SH.
  • To be able to use forensic techniques.

PE / Games


  • 1a Consolidate existing skills and gain new ones.
  • 1b Perform actions and skills with more consistent control and quality.
  • 3a Identify what makes a performance effective.
  • 3b Suggest improvements based on information.
  • 4a How exercise affects the body in the short-term.
  • 4b To warm-up and prepare appropriately for different activities.
  • 4c Why physical activity is good for health and well-being.
  • 4d Why wearing appropriate clothing and being hygienic is good for their health and safety.

MFL Links

  • Start to use knowledge of grammar to modify and substitute individual words/ phrases

Music Links

  • 1a sing songs in unison and 2 parts
  • 1c Practise, rehearse and present performances with an awareness of the audience.
  • 4d Learn how time and place can influence the way music is created, performed and heard


Year 5 Summer 2 POS 2019-20

Year 5 Summer 1 POS 2019-20

Year 5 Spring 2 POS 2019-20

Year 5 Spring 1 POS 2019-20

Year 5 Autumn 2 POS 2019-20

Year 5 Autumn 1 POS 2019-20