Year 5 Summer Term 1 Curriculum

Summer 1 – Great Greeks

Successful Learners

Areas of learning

As writers, we will:

  • Produce balanced arguments, persuasive speeches, reports and stories as well as learning the vocabulary related to written work.

As historians, we will:

  • Be studying Ancient Greece through artefacts and stories. We will investigate lifestyle, beliefs, achievements and democracy.

In science, we will:

  • Learn about growing up and growing old and will learn about changes that occur in us through workshops run by Kingston Schools’ nurses.

In RE, we will:

  • Be considering the question, Why do Hindus try to be good?

Confident Individuals Responsible Citizens


  • We will explore how our feelings and emotions change in response to what is happening to us and around us. We will also consider how we manage anger and things that worry us.

Responsible Citizens

Spiritual & Moral

  • We will recognise and discover our worth as an individual by identifying positive things about ourselves, seeing our mistakes, making amends and setting personal goals.

Subject Skils


Myths & Legends and play scripts


  • identifying how language, structure and presentation contribute to meaning.
  • 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


  • 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
  • selecting appropriate grammar and vocabulary, understanding how such choices can change and enhance meaning


  • Words with ‘silent’ letters (i.e. letters whose presence cannot be predicted from the pronunciation of the word).


  • punctuating bullet points consistently


  • Relative clauses beginning with who, which, where, when, whose, that, or an omitted relative pronoun
    o Indicating degrees of possibility using adverbs [for example, perhaps, surely] or modal verbs [for example, might, should, will, must].

speaking and listening skills:

  • 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


Ancient Greece

  • To place Ancient Greek civilisation on a timeline
  • To know that Ancient Greeks had their own alphabet, to recognise similarities and differences between this and our own.
  • To understand about the Ancient Greek Gods and Goddesses
  • To learn about the contribution made by Greek scholars
  • To know what is meant by democracy
  • To learn about the Ancient Olympic Games
  • 1a Place events, people and changes into correct periods of time.
  • 1b Use dates and vocabulary relating to the passing of time.
  • 2a Characteristic features of the periods and societies studied, including ideas, beliefs, attitudes and experiences of men, women and children.
  • 2b Social, ethnic, cultural, religious diversity of the societies studied.
  • 3a Recognise the past is represented and interpreted in different ways, and give reasons for this.
  • 2c Identify and describe reasons for, and results of events and changes.
  • 2d Describe and make links between events, and changes across periods.
  • 4a Use a variety of sources to find out about events, people and changes.
  • 4b Ask and answer questions. Select and record relevant information.
  • 5a Recall, select and organise information.
  • 5b Use dates and historical vocabulary to describe the period.
  • 5c Communicate their knowledge and understanding in a variety of ways.

Numeracy Links


  • 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.

Solving equations:

  • 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


  • convert between different units of metric measure (for example, kilometre and metre; centimetre and metre; centimetre and millimetre; gram and kilogram; litre and millilitre).
  • 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.


  • solve comparison, sum and difference problems using the information presented in a line graph
  • complete, read and interpret information in tables, including timetables.


Identify where Greece is. To understand what the terrain, climate and main geographical features are.

  • 3a Identify and describe what places are like.
  • 3b The location of places and environments they study and other significant places and environments. 3c Describe where places are.
  • 3d Explain why places are like they are.
  • 3e Identify how and why places change.
  • 3f Describe and explain how and why places are similar and different from other places in the same country or other places in the world.


We are Advertisers

  • To develop a critical awareness of the techniques
  • used in television adverts
  • To construct simple storyboards
  • To develop video-shooting techniques
  • To experience sourcing and using third party material
  • To develop skills in video editing software
  • To develop skills in working as part of a multirole team

Art / D & T

  • 1a Generate ideas after thinking about who will use them and what they will be used for, using information from a number of sources.
  • 1b Develop and explain ideas clearly with design objectives
  • 1c Plan, suggesting a sequence of actions or alternatives if needed.
  • 1d Communicate design ideas in different ways.
  • 2d Measure, mark out, cut and shape materials accurately.
  • 2e Use finishing techniques to strengthen and improve the appearance of the product.
  • 3a Reflect on work in relation to the intended use (and users’) and identify improvements needed.
  • 3c Recognise quality depends on how something is made and if it meets its intended use.
  • 4c Learn how mechanisms can be used to make things move in different ways, using a range of equipment, including ICT control programs.


Growing up and growing old

  • Pupils draw a timeline to indicate stages in the growth and development of humans and learn about the changes experienced in puberty.
  • To describe some of the changes that happen as humans develop.
  • To compare and analyse the gestation periods of different animals.
  • To describe the changes as humans develop to old age.

PE / Games

Athletics & Tennis

  • 1a Consolidate existing skills and gain new ones.
  • 1b Perform actions and skills with more consistent control and quality.
  • 2a Plan, use and adapt strategies, tactics and compositional ideas for individual, pair, small group and small-team activities.
  • 2b Develop and use knowledge of the principles behind the strategies, tactics and ideas to improve their effectiveness.
  • 2c Apply rules and conventions for different activities.
  • 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

  • Understand short passages of a familiar language spoken at a reasonable pace without interference.
  • Demonstrate an understanding of short written texts in a familiar language.

Music Links

  • 3a Analyse and compare sounds
  • 3b Explore and explain their own ideas and feelings about music using expressive language and musical vocabulary
  • 4b Learn how combined musical elements can be organised within musical structures and used to communicate different moods and effects.
  • 4d How time and place can influence the way music is created, performed and heard

Spring 1 Overview

Spring 1 POS