Year 5 - Curriculum Topic Plan (High In The Sky) Spring Term 2019

English (from N.C. Statutory Requirements)

Spelling

  • spell words containing the letter string ough
  • continue to distinguish between homophones and other words which are often confused
  • spell words ending in –ant, -ance, -ancy, -ent, -ence and   -ency
  • spell words ending in ­–ible, -ibly, -able  and –ably
  • spell word endings which sound like shus spelt –cious­ and ­–tious
  • convert nouns or adjectives into verbs using suffixes (eg: -ate, -ise, ily).

Written Composition

  • evaluate and edit by ensuring correct subject and verb agreement when using singular and plural eg: I was, we were
  • understand that writing can be informal (eg: speech) or formal and be able to select which is appropriate
  • perform my own compositions using appropriate volume, intonation and movement so that the meaning is clear
  • evaluate and edit by proof reading for spelling errors linked to Y5 spelling statements
  • evaluate and edit by ensuring the consistent and correct use of tense
  • draft and write narratives, describing settings, characters and atmosphere
  • integrate dialogue in narratives to convey character and advance the action.

Vocabulary, grammar and punctuation

  • indicate degrees of possibility using adverbs (eg: perhaps, surely) or modal verbs (eg: will, might, should) 
  • use relative clauses beginning with who, which, where, when, whose, that or an omitted relative pronoun
  • use commas to clarify meaning or avoid ambiguity.

Reading 

Word Reading

  • words containing the letter string ough (used to spell a number of different sounds
  • suffixes beginning with vowel letters to words ending in ­­–fer
  • words ending in –able, -ably, -ible and –ibly
  • endings which sound like shus  spelt ­–cious­ or –tious
  • words with silent letters whose presence cannot be predicted from the pronunciation of the word.

Reading Comprehension

  • identify and make comparisons within  and across books
  • retrieve, record and present information from non-fiction
  • discuss and evaluate how authors use language, including figurative language, considering the impact on the reader
  • provide reasoned justifications for my views
  • summarise the main ideas drawn from more than one paragraph, identifying key details that support the main ideas
  • read books that are structured in different ways and read for a range of purposes
  • participate in books that books that are read to me and those I can read for myself, building on my own and others ideas and challenging them courteously
  • draw inferences such as inferring characters feelings, thoughts and motives from their actions, and justifying inferences with evidence.

Maths (from N.C. Statutory Requirements)

Fractions (including decimals) and percentages

  • 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 and use thousandths and relate them to tenths, hundredths and decimal equivalents
  • read and write decimal numbers as fractions [for example, 0.71 = 71/100]
  • read, write, order and compare numbers with up to three decimal places
  • recognise the per cent symbol (%) and understand that per cent relates to ‘number of parts per hundred’, and write percentages as a fraction with denominator 100, and as a decimal
  • solve problems involving number up to three decimal places
  • 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
  • solve problems which require knowing percentage and decimal equivalents of 1/2, 1/4, 1/5, 2/5, 4/5 and those fractions with a denominator of a multiple of 10 or 25
  • solve problems involving multiplication and division, including scaling by simple fractions and problems involving simple rates.

Measurement

  • 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
  • use all four operations to solve problems involving measure [for example, length, mass, volume, money] using decimal notation, including scaling
  • measure and calculate the perimeter of composite rectilinear shapes in centimetres and metres
  • calculate and compare the area of rectangles (including squares), and 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].

Geometry

  • 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 one whole turn (total 360°); angles at a point on a straight line and 1/2 a turn (total 180°); other multiples of 90°.

Science (from N.C. Statutory Requirements)

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.

Forces

  • 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

  • to create sketches 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.

Computing (from N.C. Subject Content)

Coding

  • 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
  • use logical reasoning to explain how some simple algorithms work and to detect and correct errors in algorithms and programs.

Design and Technology (from N.C. Subject Content)

  • 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
  • select from and use a wider range of tools and equipment to perform practical tasks [for example, cutting, shaping, joining and finishing], 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
  • apply their understanding of how to strengthen, stiffen and reinforce more complex structures.

Geography

Locational Knowledge

  • 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
  • identify the position and significance of latitude, longitude, Equator, Northern Hemisphere, Southern Hemisphere, the Tropics of Cancer and Capricorn, Arctic and Antarctic Circle, the Prime/Greenwich Meridian and time zones (including day and night).

Religious Education (from N.C. Subject Content)

Christianity and Easter

  • Why do Christians believe that Jesus was the Messiah?
  • Christians and how to live – ‘What would Jesus do?

Languages (from N.C. Subject Content)

French

  • 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.
  • 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
  • write phrases from memory, and adapt these to create new sentences, to express ideas clearly.

Music (from N.C. Subject Content)

  • 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.

Physical Education (from N.C. Subject Content)

Fitness

Gymnastics

  • use running, jumping, throwing and catching in isolation and in combination

  • develop flexibility, strength, technique, control and balance

  • perform dances using a range of movement patterns 

  • compare their performances with previous ones and demonstrate improvement to achieve their personal best.

Swimming

  • 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.