Year 5 Curriculum

Welcome to our Year 5 Curriculum Page.

On this page you will find:

  • information about what our children are learning
  • expected standards at the end of the year  in Reading, Writing and Mathematics
  • information about any formal assessments

If you would like to see what is happening in our class, please look at our Blog or follow Twitter .

Our Learning this Term

Please click images to enlarge

Expectations in Maths

Counting & ordering Count forwards & backward with positive & negative numbers through zero.

Count forwards/backwards in steps of powers of 10 for any given number up to 1000000.

Compare & order numbers with 3 decimal places.

Read Roman numerals to 1000.

Tables & multiples Identify all multiples & factors, including finding all factor pairs.

Use known tables to derive other number facts.

Bonds & Facts Recall prime numbers up to 19.
Place value & rounding

 

Recognise Place value of any number up to 1000000.

Round any number up to 1000000 to the nearest 10, 100, 1000, 10000 or 100000.

Round decimals with 2 decimal places to nearest whole number & 1 decimal place

Calculations

+/-

Add & subtract Numbers with more than 4-digits using efficient written method (column) and numbers with up to 2decimal places
Calculations

x/÷

Multiply and divide 4-digits by 1-digit

Multiply & divide whole numbers & decimals by 10, 100 & 1000

Fractions & percentages

 

Count up/down in thousandths.

Recognise mixed numbers & fractions & convert from one to another.

Multiply proper fractions by whole numbers.

Time Solve time problems using timetables and converting between different units of time.

Expectations in Reading

 

Comprehension and Understanding Summarises main points of an argument or discussion within their reading & makes up own mind about issue/s.

Can compare between two texts.

Appreciates that people use bias in persuasive writing.

Appreciates how two people may have a different view on the same event.

Prediction, inference & deduction Draw inferences and justify with evidence from the text.
Intonation and Expression Varies voice for direct or indirect speech.
Grammatical Features Recognise:

– clauses within sentences

Research Uses more than one source when carrying out research.

Creates set of notes to summarise what has been read.

Expectations in Writing

Sentence & text structure

 

Add phrases to make sentences more precise & detailed.

Use range of sentence openers – judging the impact or effect needed.

Begin to adapt sentence structure to text type.

Use pronouns to avoid repetition.

Punctuation

 

Uses brackets, dashes and commas.

Commas to clarify meaning or avoid ambiguity.

Link clauses in sentences using a range of subordinating & coordinating conjunctions.

Use verb phrases to create subtle differences (e.g. she began to run).

Paragraphing

 

Consistently organize into paragraphs.

Link ideas across paragraphs using adverbials of time (e.g. later), place (e.g. nearby) and number (e.g. secondly).

Handwriting Legible and fluent style.

Expectation in Humanities

 

History

To know:

What impact did the Anglo-Saxons have?

Would the Vikings do anything for money?

Why do we remember the Maya?

How did World War Two impact our local area?

Why should we thank the Ancient Greeks?

How has communication changed over time?

Geography To know:

How is our country changing?

Where should we go on holiday?

What is it like in the Amazon?

Where does all of our stuff come from?

Are we damaging our world?

How will our world look in the future?

Expectations in Science

Life Cycles Describe the differences in the life cycles of a mammal, an amphibian, an insect and a bird

Describe the changes as humans develop to old age.

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

Planning different types of scientific enquiries to answer questions, including recognising and controlling variables where necessary

Taking measurements, using a range of scientific equipment, with increasing accuracy and precision, taking repeat readings when appropriate

Using test results to make predictions to set up further comparative and fair tests

Reporting and presenting findings from enquiries, including conclusions, causal relationships and explanations of and degree of trust in results, in oral and written forms such as displays and other presentations

Recording data and results of increasing complexity using scientific diagrams and labels, classification keys, tables, scatter graphs, bar and line graphs

Identifying scientific evidence that has been used to support or refute ideas or arguments.

Earth and Space Describe the Sun, Earth and Moon as approximately spherical bodies

Describe the movement of the Earth, and other planets, relative to the Sun in the solar system

Use the idea of the Earth’s rotation to explain day and night and the apparent movement of the sun across the sky.

Describe the movement of the Moon relative to the Earth

Identifying scientific evidence that has been used to support or refute ideas or arguments.

Planning different types of scientific enquiries to answer questions, including recognising and controlling variables where necessary

Recording data and results of increasing complexity using scientific diagrams and labels, classification keys, tables, scatter graphs, bar and line graphs

Using test results to make predictions to set up further comparative and fair tests

Separating Mixtures Use knowledge of solids, liquids and gases to decide how mixtures might be separated, including through filtering, sieving and evaporating

Know that some materials will dissolve in liquid to form a solution, and describe how to recover a substance from a solution

Planning different types of scientific enquiries to answer questions, including recognising and controlling variables where necessary

Recording data and results of increasing complexity using scientific diagrams and labels, classification keys, tables, scatter graphs, bar and line graphs

Reporting and presenting findings from enquiries, including conclusions, causal relationships and explanations of and degree of trust in results, in oral and written forms such as displays and other presentations

Taking measurements, using a range of scientific equipment, with increasing accuracy and precision, taking repeat readings when appropriate

Using test results to make predictions to set up further comparative and fair tests

Identifying scientific evidence that has been used to support or refute ideas or arguments.

Types of Change 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.

Taking measurements, using a range of scientific equipment, with increasing accuracy and precision, taking repeat readings when appropriate

Recording data and results of increasing complexity using scientific diagrams and labels, classification keys, tables, scatter graphs, bar and line graphs

Reporting and presenting findings from enquiries, including conclusions, causal relationships and explanations of and degree of trust in results, in oral and written forms such as displays and other presentations

Identifying scientific evidence that has been used to support or refute ideas or arguments.

Using test results to make predictions to set up further comparative and fair tests

Planning different types of scientific enquiries to answer questions, including recognising and controlling variables where necessary

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

Give reasons, based on evidence from comparative and fair tests, for the particular uses of everyday materials, including metals, wood and plastic

Recording data and results of increasing complexity using scientific diagrams and labels, classification keys, tables, scatter graphs, bar and line graphs

Reporting and presenting findings from enquiries, including conclusions, causal relationships and explanations of and degree of trust in results, in oral and written forms such as displays and other presentations

Identifying scientific evidence that has been used to support or refute ideas or arguments.

Planning different types of scientific enquiries to answer questions, including recognising and controlling variables where necessary

Taking measurements, using a range of scientific equipment, with increasing accuracy and precision, taking repeat readings when appropriate

Using test results to make predictions to set up further comparative and fair tests

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.

Identifying scientific evidence that has been used to support or refute ideas or arguments.

Taking measurements, using a range of scientific equipment, with increasing accuracy and precision, taking repeat readings when appropriate

Reporting and presenting findings from enquiries, including conclusions, causal relationships and explanations of and degree of trust in results, in oral and written forms such as displays and other presentations

Planning different types of scientific enquiries to answer questions, including recognising and controlling variables where necessary

Using test results to make predictions to set up further comparative and fair tests

Recording data and results of increasing complexity using scientific diagrams and labels, classification keys, tables, scatter graphs, bar and line graphs