Year 5

English

The Tempest

This abridged version of William Shakespeare’s Tempest allows the children to explore playscripts. During this sequence of learning, children have the chance to explore the themes, ideas and characters in the play, as well as writing opportunities, such as character descriptions and comparisons, scene/ setting descriptions and diary entries. They also explore the conventions of writing playscripts, including (characterisation through) dialogue, stage directions and how to convey action, as well as some Shakespearean conventions, such as the iambic pentameter.

The Man Who Walked Between the Towers

This fictional portrayal of a real-life story will allow the children to explore poetic language and detailed illustrations. The children will begin by consider a diary entry found written by Philippe Petit just before he leaves to walk between the towers and write letters of advice to him, considering the pros and cons. After reading up to the point of the act, children write a recount in the first person as the main character. As witnesses and reporters, they create news updates for The New York Times or write content for an American news programme. They also role play making a speech as Philippe Petit in court, defending himself and his actions. Finally, the children gather everything they have learnt about Philippe Petit and write a biographical account of his life, researching where needed to fill in gaps about childhood and events prior to this.

High Rise Mystery

This mystery book will allow the children to explore a range of genres and styles of writing. In particular, children will learn about the techniques of writing a crime/detective story as they progress. The sequence of learning builds up to children planning and writing their own detective story using the author’s various techniques and structure yet innovating on the setting and the characters.

Curiosity

This picture book explores the themes of exploration and discovery and what it means to be curious. Children will follow the journey of the NASA rover Curiosity as it makes its way to Mars. Children will write labels to explain Curiosity’s features before exploring how to use cohesive devices to expand and explain. They will use the passive voice to log the rover’s landing on Mars and write a short news report to be broadcast to Times Square. Finally, children will draw together their learning to design a new rover and write an expanded explanation to propose it as the future of NASA exploration.

Maths

Calculating with Decimal Fractions

• Explore the effect of multiplying and dividing numbers (including decimal numbers) by 10, 100 and 1000

Factors, Multiples and Primes

• Explain what volume is in a range of contexts and describe the units needed to measure volume
• Explain how to calculate the volume of a cuboid
• Explain what a cube number is
• Identify common factors, prime number and composite numbers

Fractions

• Explain the relationship between repeated addition of proper fractions and multiplication of fractions
• Multiply proper fractions by a whole number
• Multiply improper fractions by a whole number
• Pupils can recall common fractiondecimal equivalents
• Pupils can apply knowledge to simplify calculations

Converting units

• Convert between units of measure (larger to smaller units – whole number conversions)
• Derive common conversions over 1
• Understand and use approximate equivalences between common imperial units such as inches, pounds and pints

Angles

• Compare the size of angles where there is a clear visual difference
• Use the terms acute, obtuse and reflex when describing angles
• Estimate and measure the size of angles

Science

Forces

• investigate how much force is required to pull objects over different surfaces
• investigate how surface area affects air resistance, and how shape affects water resistance

Earth and Space

• Describe the movement of the earth and other planets, relative to the sun and the solar system
• Describe the movement of the moon relative to the earth
• Describe the sun, earth and moon and 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

History

Quest for Knowledge

I know that:

• Homo sapiens first lived in Africa ~200,000 BC and migrated across the world over thousands of years.
• The oral tradition is the sharing of knowledge, beliefs and cultures accumulated over many generations through the spoken word.
• Ancient and early civilisations had many similarities with each other (e.g. irrigation, writing, numbers) and made many developments.
• Civilisations in history often built upon others' ideas.
• The Scientific Revolution prioritised the scientific method in Europe, and organisations like the Royal Society created a new standard of knowledge.
• The heliocentric model, first put forward by Aristarchus of Samos and Aryabhata, was published again by Copernicus in 1543. This replaced the mainstream geocentric model.
• Europeans believed that their knowledge was superior to the traditional knowledge of indigenous people. They imposed western knowledge and exploited traditional knowledge.
• Indigenous peoples fought to resist the Europeans and maintain their traditional knowledge.

Geography

Climate across the world:

I know how to:

• Describe and locate climate zones
  Interpret and construct climate graphs
  Describe biomes
  Explain global warming
  Describe effects of climate change
  Describe the impact of climate change

RE

People of God:

How can following God bring freedom and Justice?

Thematic:

What matters most to humanists and Christians?

Art and DT

Set designs - Art

• Introduce set designs and explore the work of a set designer for a theatre
• To design, research and build a set
• To reflect, share and discuss the set design

Flat Pack – DT

• Introduction to Flat Packs and Slotting
• Using CAD to explore slotting
• Developing and iterating design ideas
• Complete the final prototype

Music

Dancing in the street

• Sing Dancing in the Street
• Play instrumental parts to accompany the song.
• Improvise short melodies, exploring different dynamics.
• Reflect on their performance and identify areas for improvement.

French

Les Jeux Olympiques

• Know some key facts from the history of the Olympic games and the modern Olympic games
• Say the nouns and articles, with correct gender for 10 sports in the current Olympic games
• Know the rules of adjectival agreement and apply them when describing male and female Olympians
• Explore the full present tense conjugation of the irregular verb Faire

Les Vêtements

• Recognise and recall from memory 21 items of clothing. 
• Explore present tense conjugation of the verb PORTER to describe what you and somebody else is wearing. 
• Revisit the use of the possessive adjective ‘my’ in French and describe clothes in terms of colour

PE

Athletics

The unit of work will challenge pupils to consolidate their knowledge, understanding and ability to sprint effectively, individually and within a team. Pupils will be able to develop their technique for throwing a shot putt and explore and develop an understanding of how to hurdle safely.

Rounders

The unit of work will develop pupils’ ability to apply the principles of attack vs defence, with a particular focus on the concept of batting. Pupils will continue to develop and apply a variety of fielding skills such as throwing and stopping the ball to keep the batter’s score low

Swimming

Computing

Vector Drawing

In this unit, learners start to create vector drawings. They learn how to use different drawing tools to help them create images. Learners recognise that images in vector drawings are created using shapes and lines, and each individual element in the drawing is called an object. Learners layer their objects and begin grouping and duplicating them to support the creation of more complex pieces of work.

Programming

Within this unit, learners will develop their understanding of algorithms, and demonstrate this by constructing programs in the Scratch programming environment. They learn how to write programs that ask questions and use selection to control the outcomes based on the answers given. They use this knowledge to design a quiz in response to a given task and implement it as a program.

PSHE

Health and Wellbeing

• Healthy sleep habits; sun safety; medicines, vaccinations, immunisations and allergies
• Personal identity; recognising individuality and different qualities; mental wellbeing
• Keeping safe in different situations, including responding in emergencies and first aid situations