Year 5 - Curriculum Topic Plan (Walk like an Egyptian) Autumn Term 2018

English (from N.C. Statutory Requirements)

Writing

  • Use a thesaurus
  • Use verb prefixes eg: dis-, de-, mis-, over- and  re-
  • Plan my writing by noting and developing initial ideas, drawing on reading and research where necessary
  • Plan my writing by identifying the audience for and purpose of the writing
  • Select the appropriate form for my writing and use other similar writing as models for my own
  • Evaluate and edit by assessing the effectiveness of my own and others’ writing
  • Draft and write using a wide range of devices to build cohesion within and across paragraphs – adverbials of time, place, number and tense choice
  • Draft and write using further organisational and presentational devices to structure text and guide the reader (eg: headings, bullet points, underlining)
  • Write increasingly legibly, fluently and with increasing speed by improving choice whether or not to join letters
  • Use devices to build cohesion within a paragraph (eg: then, after that, this, firstly

Reading

  • Check that a book makes sense to me, discussing my understanding and exploring the meaning of words in context
  • Maintain positive attitudes to reading
  • Read and discuss an increasingly wide range of fiction, poetry, plays, non-fiction and reference books and text books
  • Distinguish between statements of fact and opinion
  • Recommend books that I have read to my peers, giving reasons for my choices
  • Ask questions to improve my understanding
  • Predict what might happen from details stated and implied in increasingly complex texts

Maths (from N.C. Statutory Requirements)

Numbers and the number system

  • Know and identify multiples of a given number
  • Know the identify factors of a given number
  • Find the  ‘common factor’ of two numbers
  • Know the meaning of ‘prime number’ and recall the prime numbers less than 20
  • Know the prime factors of a given number
  • Know how to test if a number up to 100 is prime
  • Know and identify square numbers
  • Know and identify cube numbers

Counting and comparing

  • Understand place value in numbers with up to seven digits
  • Order numbers up to and including those with seven digits
  • Write and read numbers up to and including those with seven digits
  • Read Roman numerals to 1000 (M)
  • Recognise years written in Roman numerals
  • Count forwards and backwards in whole number steps when negative numbers are included
  • Count forwards and backwards in whole number steps including through zero
  • Understand and use negative numbers in context, including temperatures below 0°C

Calculating – addition and subtraction

  • Add four-digit numbers and ones, tens, hundreds or thousands mentally
  • Subtract four-digit numbers and ones, tens, hundreds or thousands mentally
  • Use columnar addition for numbers with more than four digits with no carrying required
  • Use columnar addition for numbers with more than four digits with carrying required
  • Use columnar subtraction for numbers with more than four digits with no exchanging required
  • Use columnar subtraction for numbers with more than four digits with exchanging required
  • Solve multi-step problems involving addition and/or subtraction

Visualising and constructing

  • Identify 3D shapes from photographs and sketches
  • Identify 3D shapes from nets
  • Identify 3D shapes from diagrams on isometric paper
  • Construct diagrams of 3D shapes on isometric paper

Calculating: multiplication and division

  • Use knowledge of multiplication tables when multiplying and dividing mentally
  • Multiply a whole number or decimal by 10, 100 or 1000
  • Divide a whole number or decimal by 10, 100 or 1000
  • Multiply numbers up to 4-digits by a one-digit number using short multiplication
  • Multiply three-digit numbers by a two-digit number using long multiplication
  • Multiply four-digit numbers by a two-digit number using long multiplication
  • Divide a three-digit number by a one-digit number using short division with no remainder
  • Divide a three-digit number by a one-digit number using short division with a remainder
  • Divide a four-digit number by a one-digit number using short division with no remainder
  • Divide a four-digit number by a one-digit number using short division with a remainder
  • Interpret a remainder appropriately for the context when carrying out division
  • Identify when knowledge of factors (multiples, squares, cubes) can be used to help solve a problem

Investigating properties of shape

  • Use the properties of rectangles to find missing lengths and angles
  • Use the properties of rectangles to find points on a coordinate grid
  • Know the difference between a regular and an irregular polygon
  • Use the properties of regular polygons to find points on a coordinate grid

Pattern sniffing

  • Count forwards in tens and hundreds from any positive number up to 1 000 000
  • Count forwards in thousands from any positive number up to 1 000 000
  • Count backwards in tens and hundreds from any positive number up to 1 000 000
  • Count backwards in thousands from any positive number up to 1 000 000

Exploring time

  • Solve a problem involving converting between different units of time
  • Read and interpret information given in a table
  • Read and interpret information given in a timetable
  • Solve problems that involve interpreting timetables

Science (from N.C. Statutory Requirements)

Plant life cycles

  • Describe the life process of reproduction in some plants and animals

Materials

  • Compare and group together everyday materials on the basis of their properties, including their hardness, solubility, transparency, conductivity (electrical and thermal), and response to magnets
  • Know that some materials will dissolve in liquid to form a solution, and describe how to recover a substance from a solution
  • Use knowledge of solids, liquids and gases to decide how mixtures might be separated, including through filtering, sieving and evaporating
  • Give reasons, based on evidence from comparative and fair tests, for the particular uses of everyday materials, including metals, wood and plastic
  • Demonstrate that dissolving, mixing and changes of state are reversible changes
  • Explain that some changes result in the formation of new materials, and that this kind of change is not usually reversible, including changes associated with burning and the action of acid on bicarbonate of soda

Computing (from N.C. Subject Content)

E safety
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
  • Use technology safely, respectfully and responsibly; recognise acceptable/unacceptable behaviour; identify a range of ways to report concerns about content and contact.

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

Bread making

  • Prepare and cook bread
  • Generate, develop, model and communicate their ideas for flavours through discussion
  • Evaluate their ideas for flavourings against their own design criteria and consider the views of others to improve their bread flavours.

Art (from NC content)

  • To improve their mastery of art and design techniques, including drawing, painting and sculpture with a range of materials (including sculpting from clay).

History (from N.C. Subject Content)

Ancient Civilizations

Pupils should be taught about the achievements of the earliest civilizations – an overview of where and when the first civilizations appeared and a depth study of one of the following:

  • Develop a chronologically secure knowledge and understanding of British, local and world history
  • Establishing clear narratives within and across the periods they study
  • To note connections, contrasts and trends over time and develop the appropriate use of historical terms
  • To address and sometimes devise historically valid questions about change, cause, similarity and difference, and significance
  • They should construct informed responses that involve thoughtful selection and organisation of relevant historical information
  • They should understand how our knowledge of the past is constructed from a range of sources.

Languages (from N.C. Subject Content)

French
Listening & Comprehension

  • 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
  • Speaking
  • 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
  • Present ideas and information orally to a range of audiences

Reading & Comprehension

  • Read carefully and show understanding of words, phrases and simple writing
  • Appreciate stories, songs, poems and rhymes in the language
  • Broaden their vocabulary and develop their ability to understand new words that are introduced into familiar written material, including through using a dictionary

Writing

  • Write phrases from memory, and adapt these to create new sentences, to express ideas clearly
  • Describe people, places, things and actions orally and in writing
  • Understand basic grammar appropriate to the language being studied, including (where relevant): feminine, masculine and neuter forms and the conjugation of high-frequency verbs; key features and patterns of the language; how to apply these, for instance, to build sentences; and how these differ from or are similar to English.

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
  • Develop an understanding of the history of music.

Physical Education (from N.C. Subject Content)

  • Use running, jumping, throwing and catching in isolation and in combination
  • Play competitive games, modified where appropriate, and apply basic principles suitable for attacking and defending
  • Develop flexibility, strength, technique, control and balance
  • Perform dances using a range of movement patterns
  • 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.

Religious Education (from N.C. Subject Content)

  • Islam
  • Homelessness