Year 5 Curriculum Map – Autumn Term 2016
Subject / CoverageEnglish / Quality text / Roald Dahl ‘The Twits’ and selection of other texts including poetry
Philip Pullman ‘The Fireworks Maker’s Daughter’
Reading Comprehension / Daily sessions and activities aiming at:
Understanding, describing, selecting or retrieving information from a text
Deducing, inferring or interpreting information form a text
Identifying and commenting on the structure and organisation of texts
Explaining and commenting on writer’s use of language
Writing transcription/
(Spelling) / · Suffixes (for example, –ate; –ise; –ify)
· Prefixes (for example, dis–, de–, mis–, over– and re–)
· Homophones
Handwriting / To continue to develop cursive (joined up) script
Writing (Composition) / Planning (i.e. identifying the audience for and purpose of the writing)
Drafting (i.e. using a wide range of devices to build cohesion within and across paragraphs)
Evaluating and editing written pieces (i.e. proposing changes to vocabulary, grammar and punctuation to enhance effects and clarify meaning)
Proof reading for spelling and punctuation errors
Performing own compositions
Vocabulary, grammar and punctuation / Punctuation - Speech Marks; Exclamation marks; Full stops; Capital letters; Question Marks; Commas brackets.
Word Classes – Nouns, verbs, adjectives, adverbs, prepositions.
Devices to build cohesion within a paragraph.
Linking ideas across paragraphs using adverbials of time [for example, later], place [for example, nearby] and number [for example, secondly] or tense choices [for example, he had seen her before].
Mathematics / Number
Place value / · read, write, order and compare numbers to at least 1 000 000 and determine the value of each digit
· count forwards or backwards in steps of powers of 10 for any given number up to 1 000 000
· round any number up to 1 000 000 to the nearest 10, 100, 1000, 10 000 and 100 000
· solve number problems and practical problems that involve all of the above
· Interpret negative numbers in context, count forwards and backwards with positive and negative whole numbers including through zero
· Read and write decimal numbers as fractions [for example, 0.71 = 71∕100]
· Recognise and use thousandths and relate them to tenths, hundredths and decimal equivalents
· Round decimals with two decimal places to the nearest whole number and to one decimal place
· Read, write, order and compare numbers with up to three decimal places
· Read Roman numerals to 1000 and recognise years written in Roman numerals.
Addition
Subtraction / · Add and subtract whole numbers with more than 4 digits, including using formal written methods (columnar addition and subtraction)
· Add and subtract numbers mentally with increasingly large numbers
· Solve addition and subtraction multi-step problems in contexts, deciding which operations and methods to use and why
· Add and subtract numbers mentally with increasingly large numbers
· Solve addition and subtraction multi-step problems in contexts, deciding which operations and methods to use and why
· Identify multiples and factors, including finding all factor pairs of a number, and common factors of two numbers
· Multiply numbers up to 4 digits by a one-digit number using a formal written method
· Multiply and divide numbers mentally drawing upon known facts
· 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
· Solve problems involving multiplication and division including using their knowledge of factors and multiples
· Solve problems involving addition, subtraction, multiplication and division and a combination of these, including understanding the meaning of the equals sign.
· Multiply and divide whole numbers and those involving decimals by 10, 100 and 1000.
· Add and subtract whole numbers with more than 4 digits, including using formal written methods (columnar addition and subtraction)
· Solve problems involving number up to three decimal places.
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)
· Solve problems involving converting between units of time.
· Use all four operations to solve problems involving measure [for example, length, mass, volume, money] using decimal notation including scaling.
Statistics / · Solve comparison, sum and difference problems using information presented in a line graph
· Complete, read and interpret information in tables including timetables.
Geometry: Properties of shape / · Identify 3-D shapes, including cubes and other cuboids, from 2-D representations
· 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°
· Use the properties of rectangles to deduce related facts and find missing lengths and angles
· Distinguish between regular and irregular polygons based on reasoning about equal sides and angles.
Problem Solving / · Use all four operations to solve problems involving measure [for example, length, mass, volume, money] using decimal notation including scaling.
· Use the 8 strategies to solve problems
IPC/ Science/ Computing / Brainwave – Children will learn about some of the recent research into the brain and learning, that they can affect the quality of their own learning, that there are a number of different ways of learning and to be able to apply theories to their own learning and reflect on their importance.
The Great, The Bold and The Brave! – Children will explore classic civilisations: Greece, Rome, and beyond.
In History, we’ll be finding out:
About the Greek city-states of Athens and Sparta; How people voted in Athens and Sparta; How the Persian War brought the Greek city-states together; What the Parthenon can tell us about Athenian life; How to perform our own Greek play; About the life Alexander the Great and what he achieved; Why Rome had a republic and then an emperor; What daily life was like in Ancient Rome; What happened when the Romans invaded another country; Why the Roman Empire declined; What happened when the Anglo-Saxons invaded and settled in Britain; About the Viking invasion of Britain; About the life and legacy of Alfred the Great; How to use archaeological evidence to find out about the past; About the history of Britain, from the Roman occupation to the Norman Conquest.
In Music, we’ll be finding out: How to write and perform our own Greek chorus.
In Art, we’ll be finding out: About Ancient Greek and Roman art; How to create our own piece of art in a Greek or Roman style.
In International, we’ll be finding out: About the effects of invasion on countries around the world.
PSHE / We’re All Stars
· Personal gifts and talents
· Exploring our feelings
· Working cooperatively
· Understanding role models
Be friendly, be wise
· Friendship
· Conflict resolution strategies
· Managing anger
· Preventing bullying
· First aid
· E-safety
PE / Invasion games
· To improve ability to attack in small sided games
· To develop spatial awareness
· To work within a team
· Tag rugby, hockey, basketball/netball, outdoor adventure activities
Music / Charanga Music Programme
Don’t Stop believing and Bells Ring Out
Exploringthe interrelated dimensions of music (pulse, rhythm, pitch etc.), singing and playing instruments.
RE / Believers following leaders-Key leaders and the effect they have had on society.
Life after death- Looking at how different religions view and treat death.
MFL / Spanish
Re-cap of vocabulary: introductions, counting to 30, colours, family, days of the week, and months of the year, weather and shopping.
Applying the vocabulary in speaking and reading.
Christmas and Spanish traditions.
Homework / Homework will be given out on Thursday and returned no later than Tuesday. In addition, children need to complete 1 entry in their Reading Journals and discuss 2 with a parent/carer each week. Journals will be checked on a Thursday. Each child should spend up to 50 minutes weekly to complete the set tasks.
As part of weekly homework children will receive a list of spellings to practice at home. These will be tested every Tuesday.