English

We will study the story of ‘Journey to the River Sea’, using it to explore different year 5 techniques such as; clauses and different types of punctuation.  We will write a biography about the author and a narrative piece of work based on speech using characters form the book. We will also write an explanation text link to our Geography topics of The Americas.

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Maths

• recognise mixed numbers and improper fractions and convert from one form to the other and write mathematical statements > 1 as a mixed number.

• 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

• read and write decimal numbers as fractions.

• recognise and use thousandths and relate them to tenths, hundredths and decimal equivalents

• round decimals with 2 decimal places to the nearest whole number and to 1 decimal place

• read, write, order, compare numbers with up to 3 decimal places and solve problems

• recognise the per cent symbol (%) and write percentages as a fraction with denominator 100, and as a decimal fraction

• solve problems which require knowing percentage and decimal equivalents of  ,  ,  ,  ,  and those fractions with a denominator of a multiple of 10 or 25

• multiply numbers up to 4 digits by a one- or two-digit number using a formal written method, including long multiplication for two-digit numbers

• 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 and 1,000

• solve problems involving addition, subtraction, multiplication and division and a combination of these, including understanding the meaning of the equals sign

• solve problems involving multiplication and division, including scaling by simple fractions and problems involving simple rates

• measure and calculate the perimeter of composite rectilinear shapes in centimetres and metres

calculate and compare the area of rectangles (including squares), including using standard units, square centimetres (cm²) and square metres (m²), and estimate the area of irregular shapes.

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Science

Electricity

- associate the brightness of a lamp or the volume of a buzzer with the number and voltage of cells used in the circuit

- compare and give reasons for variations in how components function, including the brightness of bulbs, the loudness of buzzers and the on/off position of switches

- use recognised symbols when representing a simple circuit in a diagram.

Light

- recognise that light appears to travel in straight lines

- use the idea that light travels in straight lines to explain that objects are seen because they give out or reflect light into the eye

- explain that we see things because light travels from light sources to our eyes or from light sources to objects and then to our eyes

- use the idea that light travels in straight lines to explain why shadows have the same shape as the objects that cast them.

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Religious Education

This unit introduces pupils to Humanism and explores the Humanist belief that happiness and well-being are the goal of life. Pupils learn that Humanists do not believe in God or an afterlife, but instead focus on living a good life here and now. They explore how Humanists understand happiness as being linked to making the most of life, forming positive relationships, helping others, and taking responsibility for the consequences of their actions. Pupils are encouraged to understand that Humanist values are grounded in reason, shared human experience, and concern for others.

Throughout the unit, pupils develop skills of reflection, enquiry, and comparison. They examine key Humanist ideas such as kindness, fairness, and freedom, and consider how these guide moral decision-making. Pupils also reflect on what happiness means to them and compare Humanist views with religious perspectives they may already know, including Christian beliefs. By the end of the unit, pupils should be able to explain why Humanists see happiness and human flourishing as central to life, while showing respect and understanding for different worldviews.

 

History

The Rise of Hitler - The pupils will learn about the rise of Adolf Hitler, and how the surrender of Germany in 1918 shocked him. Throughout the unit, the pupils will be building on their substantive concept of nationalism. They will learn about the nationalist political party known as the Nazi party, and their racist ideology.  Pupils will learn how the Nazis controlled many aspects of life in Germany during this period, including roles of men and women and education. They will learn about Adolf Hitler and how he blamed Jewish people for things that were wrong and commanded that the German people avoid Jewish businesses, ordered books by Jewish authors to be burned, banned marriages between Jews and Germans and stopped Jewish children attending school.

World War 2 - The children will look in some depth at the Battle of Britain- a battle fought entirely in the skies- and the Blitz- a strategy used by the German air force to try and force Britain to surrender. The role of the empire, and other overseas pilots, can be explored and primary sources should be used and interpreted by the children. The unit focuses on the Battle of Britain and the Blitz from a military context. The social context is explored in more detail at the end of the unit when the children look at life on the Home Front.

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Geography

North America – in this unit we will learn:

• The North American continent spreads from close to the North Pole, south towards the equator.

• Rivers stretch across the continent providing a source of water and also transport links.

• Many of North America’s major rivers have been affected by human actions.

• Many people live in large cities in North America, this presents challenges.

South America – in this unit we will learn:

• To explain human and physical features of South America.

• Identify countries in South America.

• Identify the Andes Mountains

• Explain the significance of Machu Picchu.

• Describe the challenges caused by human interaction with the Amazon Rainforest.

 

Physical Education

Dance – children will learn to incorporate different aspects of a football match into a dance routine. They will think about using different levels, symmetry and balance to perform a dance sequence in groups to music. Then they will be able to evaluate their own and peers routines.

Football – in this unit children will learn and refine different techniques of football. This will include passing with different parts of their feet and both feet. They will also learn how to control and defend the ball whilst dribbling. They will also learn about tackling and shooting before playing small-sided games.

Health and Fitness – in this unit children will perform a variety of different exercises and examine the effects of these on their body. The main focus will be on their pulse rate and they will incorporate maths and science into this.

 

Art

Victorian Art and Architecture - They start by looking at the architecture of the Houses of Parliament and how this important building was influenced by both gothic and classical style. This necessitates a review of classical architecture, first studied in year 3 in the unit on Architecture through looking at the Parthenon and learning about the features of gothic architecture. The children then study examples of Victorian architecture which they see in their local environment, identifying where it has either classical or gothic influences. Over the course of three lessons they do detailed drawings of famous London buildings (the Houses of Parliament, St Paul’s Cathedral and West-minster Abbey) which show gothic or classical influence. The children then study the work of the Victorian pre-Raphaelite artists. This necessitates reference to rejection the idealized forms of Raphael which they will be familiar with from the unit at the beginning of year 6 on the renaissance. They look in detail at Ophelia by Millais and The Annunciation by Rossetti and consider how these artists wanted to reflect reality in their paintings by engaging in careful observation.

William Morris - This unit is a continuation of the previous unit, looking in detail at the work of the Victorian designer William Morris. The children start by looking at Morris’ wallpaper designs, learning that these were stylized forms based on nature, bearing the influence of Islamic design. They learn how the wallpaper was produced by block printing and create their own Morris inspired designs printed using the reduction method (essentially the opposite of block printing) on polystyrene tiles.

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Design and Technology

Cooking Mezze – As part of their work with food, pupils should be taught how to cook and apply the principles of nutrition and healthy eating. Instilling a love of cooking in pupils will also open a door to one of the great expressions of human creativity. Learning how to cook is a crucial life skill that enables pupils to feed themselves and others affordably and well, now and in later life.

In Key Stage 2 pupils should be taught to:

• understand and apply the principles of a healthy and varied diet

• prepare and cook a variety of dishes using a range of cooking techniques

• know where and how a variety of ingredients are grown, reared, caught and processed

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Computing

Programming – This unit will use physical computing to explore the concept of selection in programming through the use of the Crumble programming environment. Learners will be introduced to a microcontroller (Crumble controller) and learn how to connect and program components (including output devices- LEDs and motors) through the application of their existing programming knowledge. Learners are introduced to conditions as a means of controlling the flow of actions and make use of their knowledge of repetition and conditions when introduced to the concept of selection.

Data and Information- This unit looks at how a flat-file database can be used to organise data in records. Pupils use tools within a database to order and answer questions about data. They create graphs and charts from their data to help solve problems. They use a real-life database to answer a question, and present their work to others.

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Languages

Spanish – meet and greet - will teach the class about the basics of the Spanish language. The children will learn to greet each other, exchange names, ask how someone is, count to ten and say how old they are.

Spanish – my body – will teach the class to understand and follow instructions, name parts of the body, identify colours and say what they are wearing.

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​Music

Blues and the Groove - this unit introduces children to Blues music and famous artists of that genre. The children will play and perform a 12 bar blues using a walking bass, made up blues lyrics and an improvised solo using a minor pentatonic scale.

Minimalism and Soundscapes – Children will compose and perform minimalist piece of repeated rhythms and motifs using clapping, voice, untuned percussion and other instruments over recorded sounds. Employ variation in tempo and dynamics to create different sections in the piece.

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PSHE

Diversity and Communities

• How do other people’s perceptions, views and stereotypes influence

my sense of identity?

• How do views of gender affect my identity, friendships, behaviour & choices?

• What are people’s different identities, locally and in the UK?

• How can I show respect to those with different lifestyles, beliefs & traditions?

• What are the negative effects of stereotyping?

• Which wider communities & groups am I part of & how does this benefit me?

• What are voluntary organisations and how do they make a difference?

• What is the role of the media and how does it influence me and my community?

• Who cares for the wider environment and what is my contribution

 

Drug Education

• What do I know about medicines, alcohol, smoking, solvents and illegal

drugs and why people use them?

• How does drug use affect the way a body or brain works?

• How do medicines help people with different illnesses?

• What immunisations have I had or may I have in future and how do they

keep me healthy?

• What is drug misuse?

• What are some of the laws about drugs?

• How can I assess risk, recognise peer influence & respond assertively?

• When and how should I check information about drugs?