Year 5 children will be working to master these curriculum skills during the current academic year.

Learning objectives are categorised by colour and describe the level of knowledge, skill and understanding that each child should acquire during the course of the topic:

Knowledge
Knowledge: facts, information, and skills acquired through experience or education
Skills
The ability to do something
Understanding
Understanding: the combination of knowledge and skills, applied together in order to comprehend a subject

Select a Term with the buttons below.

Autumn
Spring
Summer

Autumn Term: Space and beyond

Earth from space, with the Mir space station in orbit

In this term, the children will explore the Earth’s location in the solar system and how the surrounding planets, stars and moons affect daily life on Earth.

Also, they will learn about the importance of space exploration and the impact of this on day to day living and the future of human kind. Inspired by Apollo 11’s spectacular journey into space, the children will create stop-frame animations, music compositions and Van Gogh style art work.

To conclude the unit, the children will explore, compare and evaluate the physical and human features of NASA, Florida to the UK to suggest a suitable site for a new rocket launch pad.

Knowledge
  • Engage in open ended research and exploration in the process of initiating and developing their own personal ideas
  • Confidently use sketchbooks for a variety of purposes including: recording observations; developing ideas; testing materials; planning and recording information.
  • Confidently investigate and exploit the potential of new and unfamiliar materials (for instance, try out several different ways of using tools and materials that are new to them)
  • Use their acquired technical expertise to make work which effectively reflects their ideas and intentions.
  • Regularly analyse and reflect on their progress taking account of what they hoped to achieve. By the end of Yr. 5 pupils should know:
  • Research and discuss the ideas and approaches of a various artists, craftspeople, designers and architects, taking account of their particular cultural context and intentions.
  • How to describe the processes they are using and how they hope to achieve high quality outcomes
Skills
  • Printing Sarah Angst
  • To create printing blocks by simplifying an initial sketch book idea.
  • To use relief or impressed methods.
  • To create prints with multiple overlays
  • To work into prints with a range of media (pens, colour pens and paints)
  • Sketching Cynthia Gregor
  • To work from a variety of sources including observation, photographs and digital images.
  • To develop close observational skills using a variety of view finders.
  • To use my sketchbook to collect and develop ideas.
  • To identify artists linked to the style in which I am working.
  • To experiment with wet media to make a range of marks, lines, patterns, textures and shapes.
  • ICT – Comic Life
  • To use a graphics package to create and manipulate new images.
  • To import an image.
  • To understand digital media is created by layering.
  • To create layered images from original ideas in my sketchbook.
  • Sculpture Affecter and Euphorius
  • To shape, form, model and construct form observation and imagination.
  • To use recycled, natural and man- made materials to create sculptures.
Understanding
  • Do they successfully use shading to create mood and feeling?
  • Can they organise line, tone, shape and colour to represent figures and forms in movement?
  • Can they show reflections?
  • Can they explain why they have chosen specific materials to draw with?
  • Can they create all the colours they need?
  • Can they create mood in their paintings?
  • Can they express their emotions accurately through their painting and sketches?
  • Can they experiment with different styles which artists have used?
  • Do they learn about the work of others by looking at their work in books, the Internet, visits to galleries and other sources of information?
  • Do they keep notes in their sketch books as to how they might develop their work further?
  • Do they use their sketch books to compare and discuss ideas with others?
Knowledge
  • How to use learning from science to help design and make products that work
  • How to use learning from mathematics to help design and make products that work
  • That materials have both functional properties and aesthetic qualities
  • That materials can be combined and mixed to create more useful characteristics
  • That mechanical and electrical systems have an input, process and output the correct technical vocabulary for the projects they are undertaking
Skills
  • Movement: cam toys
  • Start to generate, develop, model and communicate their ideas through discussion, annotated sketches, cross- sectional and exploded diagrams, prototypes, pattern pieces and CAD.
  • Begin to use research and develop design criteria to inform the design of innovative, functional, appealing products that are fit for purpose.
  • With growing confidence apply a range of finishing techniques, including those from art and design
  • Understand how mechanical systems such as cams or pulleys or gears create movement.
  • Know how more complex electrical circuits and components can be used to create functional products and how to program a computer to monitor changes in the environment and control their products.
  • Understand that mechanical and electrical systems have an input, process and output.
  • Begin to measure and mark out more accurately.
  • Demonstrate how to use skills in using different tools and equipment safely and accurately
  • With growing confidence cut and join with accuracy to ensure a good-quality finish to the product
  • Start to evaluate a product against the original design specification and by carrying out tests.
  • Evaluate their work both during and at the end of the assignment.
Understanding
  • Work confidently within a range of contexts, such as the home, school, leisure, culture, enterprise, industry and the wider environment
  • Describe the purpose of their products indicate the design features of their products that will appeal to intended users
  • Explain how particular parts of their products work
  • Carry out research, using surveys, interviews, questionnaires and web-based resources
  • Identify the needs, wants, preferences and values of particular individuals and groups develop a simple design specification to guide their thinking
  • Share and clarify ideas through discussion
  • How things work ideas model their ideas using prototypes and pattern pieces use annotated sketches, cross-sectional drawings and exploded diagrams to develop and communicate their ideas
  • Use computer-aided design to develop and communicate their ideas generate innovative ideas, drawing on research make design decisions, taking account of constraints such as time, resources and cost
Knowledge
  • To identify and locate the continents and oceans of the world.
  • Identify the position and significance of latitude and longitude.
Skills
  • To label the continents and oceans of the world.
  • To understand what latitude means.
  • To understand what longitude means.
  • To understand the significance of latitude and longitude on the Earth. Why do we have them?
Understanding
  • To confidently name and locate the world’s continents and oceans.
  • To be able to identify countries that lie within these continents.
  • Confidently speak about the position and significance of latitude and longitude.

Historical explorers

Knowledge
  • Continue to develop chronologically secure knowledge of history through eras studied.
  • Understand and begin to establish clear narratives within and across periods studied, applying historical terms from prior learning.
  • Begin to show an understanding of connections, contrasts and trends over time, building on prior chronological knowledge and understanding, through studied era/s.
Skills
  • Continue to understand and use a wider variety of historical terms and phrases.
  • Apply specific historical terms and phrases inked to the historical time period studied.
Understanding
  • Begin to consider how the reliability of these sources affects our understanding.
  • Understand that different versions of the past may exist, giving some reasons for this.
  • Continue to regularly address and sometimes devise historically valid questions.
  • Understand how knowledge of the past is created from a range of sources
  • Construct informed responses by selecting and organising relevant historical information
Knowledge
  • Listen attentively to spoken language and show understanding by joining in and responding.
  • Children can listen and show understanding of similar phrases and sentences from a rehearsed response.
  • Explore the patterns and sounds of language through songs and rhymes and link the spelling, sound and meaning of words.
  • Children can follow the words being read in a short text identify familiar and new vocabulary within a text.
  • Engage in conversations; ask and answer questions; express opinions and respond to those of others; seek clarification and help
  • Ask and answer more complex familiar questions with a scaffold of responses.
  • Ask for clarification and help.
  • Speak in sentences, using familiar vocabulary, phrases and basic language structures.
  • Children are beginning to use a range of connectives and adjectives to say more complex sentences using a language scaffold.
  • Present ideas and information orally to a range of audiences.
  • Use a language scaffold to present information and descriptions in simple sentences using familiar and rehearsed language
  • Develop accurate pronunciation and intonation so that others understand when they are reading aloud or using familiar words and phrases.
  • Children can apply their knowledge of the sounds of key phonemes to verbalise new word within a text.
  • Key phonemes/graphemes: ch, ou, er, et on/ain, oi, silent letters
Skills
  • Read carefully and show understanding of words, phrases and simple writing.
  • Children understand that letters in French have different sounds in English (e.g. ch make a sh sound) and a range of silent letters at the end of words. Children can begin to apply this to familiar words.
  • Children can read and understand a complex sentence using familiar language (E.G. J’adore….mais je prefere….)
  • Broaden their vocabulary and develop their ability to understand new words that are introduced into the familiar written material, including through using a dictionary.
  • Children can use a bi-lingual dictionary to find out the meanings to new words and identify whether it is a noun, adjective etc. Children can also attempt to say the word
Understanding
  • Describe people, places, things and actions orally and in writing.
  • Write phrases from memory, and adapt these to create new sentences, to express ideas clearly
  • Children can write some familiar complex sentences to describe people, places and actions, from memory, using a language scaffold, with understandable accuracy including the use of simple connectives and adjectives.
  • Children are aware that if a noun is masculine, the adjective also needs to be masculine-children can demonstrate this in their writing.
  • Children also show an understanding of the placement of adjectives before or after the noun.
  • Qu’est-ce que c’est? (What is it?)
  • Où est? (Where is?)
  • C’est… (It is…)
  • Ce n’est pas… (It isn’t…)
  • Shop/facilities
Knowledge
  • Theme 3- Living in the Wider World
  • To research, discuss and debate topical issues, problems and events concerning health and wellbeing and offer their recommendations to appropriate people
  • Why and how rules and laws that protect themselves and others are made and enforced, why different rules are needed in different situations and how to take part in making and changing rules
  • to resolve differences by looking at alternatives, seeing and respecting others’ points of view, making decisions and explaining choices
  • what being part of a community means, and about the varied institutions that support communities locally and nationally
  • to recognise the role of voluntary, community and pressure groups, especially in relation to health and wellbeing.
Skills
  • Democracy
  • Teach pupils how they can influence decision making processes.
  • Model how perceived injustice can be peacefully changed.
  • Look at the advantages and disadvantages of democracy and how it works in Britain.
  • Hold ‘mock elections; so pupils learn how to argue and defend points of view.
  • Help pupils to express their views.
Understanding
  • Stewardship/Resilience
Knowledge
  • Pupils know when to engage and apply their core strength to aid their movements.
  • Pupils know that different dance activities make different demands on the body (strength).
  • Can use appropriate language and terminology to describe/interpret/evaluate their own and others work.
  • Watch performances and use specified criteria to suggest improvements.
  • Read a variety of maps and plans accurately, recognizing symbols and features.
  • Explain how a sequence is formed using appropriate terminology to describe the composition and movements in their own and others performances.
  • Explain the importance of preparing the body for gymnastics and parts of the body that work the hardest.
  • Knows the rules of the small sided games and adopts different roles within the game.
Skills
  • To be able to sustain different forms of travelling for longer periods of time.
  • To be able to change direction and speed when appropriate
  • To be able to transfer weight quickly to optimise changes of speed and direction.
  • Can sustain their pace over a longer distance, e.g. sprint for 7 secs, run for 1-2 minutes.
  • Can throw with greater control, accuracy and efficiency.
  • Can perform a range of jumps showing power, control and consistency at both take-off and landing.
  • Shows correct approach footwork for scissors and hang technique. Jumps short distances.
  • Can act as a starter for sprints.
  • Can use a variety of passing and receiving techniques demonstrating control.
  • Can select an appropriate skill to beat an opponent.
  • Can start to prevent an opponent from receiving a ball.
  • Use correct bowling arm action with moderate speed and placement. Sometimes bowls no balls.
  • Usually makes contact with the ball.
  • Shows correct stance.
  • Can catch a direct soft hit. Uses long barrier to stop a slow ground ball.
  • Can help score.
  • Can spot no balls. Knows how to score a rounder and knows a variety of ways to be out.
  • Control movements using their core strengths.
  • Perform single actions and balances with control showing tension and extension and good weight transference.
  • Link actions and balances together showing good timing when working with others.
  • Make up longer sequences and perform them with fluency and clarity of movement.
  • Can vary the direction, level and pathway to improve the sequence.
  • Shows an awareness of the music’s rhythm and phrasing when improvising.
  • Chooses/develops material to create a dance.
  • To be able to communicate appropriately with all team members.
  • Use physical and teamwork skills well in a variety of different challenges.
Understanding
  • Understands the patterns and forms in a specific dance style.
  • Pupils compare and comment on skills and techniques used in their own and others’ work and use this to improve their own performance.
  • Successfully apply skills and understanding new challenges and environments.
  • Recognise similarities between challenges and choose efficient approaches to new challenges.
  • Can watch a partners’ athletic performance and identify the main strengths as well as simple faults in their own.

RE Concept: Stewardship

Link to Whole School Focus: What are we responsible for? How should we act?

RE Focus: Investigation into different religions and what their scriptures tell believers about their responsibility towards the world.

Concept: Resilience

RE Focus: An exploration into the Easter story with a particular focus on Jesus’s relationship with his friends and the importance of resilience.

Knowledge
  • Spring 1: Christian values
  • The main sources of teaching about values, eg: the Ten Commandments, the Two Great Commandments, the Sermon on the Mount.
  • Islam
  • The Qur'an and guidance
  • The Qur'an is the revealed book for Muslims, eg: how the Qur'an was revealed, stories from the life and traditions of the Prophet Muhammad
  • (pbuh*), the final prophet and recipient of the final revelation, stories from the Sunnah and the Hadith, stories of other Prophets associated with written revelation, eg: Ibrahim (Abraham), Musa (Moses), Dawud (David) and Isa (pbuh*), (Jesus).
  • Spring 2 (Easter):
  • Festivals and celebrations Christmas, Holy Week and Easter, eg: the story, celebrations, symbols and meanings associated with Christmas, Holy Week and Easter.
Skills
  • Communicate
  • Reflect on their own experience of, and responses to, the concept.
  • Respond to others’ ideas and situations.
  • Recognise human experience which may be different from their own.
  • .Express how their responses to the concept may be applied in specific situations.
  • Identify the issues raised in applying their responses to specific situations.
  • Recognise some of the difficulties or problems involved in developing a coherent set of beliefs and values.
  • Recognise the complexity of concepts.
  • Frame questions (problematising the concept).
  • Define and analyse concepts by forming criteria.
  • Construct explanations.
  • Give good reasons and distinguish good from bad reasons.
  • Construct inferences (if … then …).
  • Explore the interpretation of concepts. demand further engagement.
  • Recognise that differing religious, social and cultural contexts influence interpretations and raise sometimes controversial issues that demand further engagement.
  • Express and communicate their understanding of why context influences interpretation of a concept.
  • Build capacity to compare different interpretations of concepts by giving examples.
  • Show sensitivity to the interpretations of the concept in the context.
  • Form an evaluative judgement about the significance of the concept within the given context and without.
  • Discern and clarify the reasons behind different judgements, including their own and those of others.
  • Recognise specific characteristics which make a difference in forming a judgement.
  • Express the value the concept has beyond the context.
Understanding
  • Describe and explain concepts that are common to many religions (for example, deity, sacred, myth, symbol, ritual, rites of passage, pilgrimage)
  • Describe and explain how a concept is expressed in different ways in Christianity and one (or more) other religions (for example, how different denominations in Christianity regard pilgrimage and the significance of the Hajj to Muslims)
  • Describe and explain their own opinions about the way religious concepts are expressed (for example, what do pupils think about the value of Christians making a pilgrimage to Lourdes or Muslims making a pilgrimage to Makkah?)
  • Describe and explain their own views about a concept (for example, do pupils value the idea of going on a journey to remember something significant?)
  • Describe and explain when and how a concept has applied to events or experiences in their own or others’ lives (for example, pupils describe where, when and why they have been or would like to go on a journey to remember something significant – such as to the house where dad was born or a revered football ground).

Earth, Space and forces

Knowledge
  • 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
  • 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
Skills
  • Using test results to make predictions to set up further comparative tests
  • Reporting and presenting findings from enquiries, including conclusions, causal relationships and explanations of and a degree of trust in results, in oral and written forms such as displays and other presentations
  • Use evidence from their findings to support or refute ideas or arguments
Understanding
  • Stars, planets and moons have so much mass they attract other things, including each other due to a force called gravity.
  • Stars produce a vast amount of heat. Other objects can be seen because the reflect light.
  • Objects with larger masses exert bigger gravitational pulls.
  • Objects like planets, moons and stars spin.
  • Smaller mass objects orbit large objects.
  • All matter (including gases) has mass.
  • Some objects require large forces to make them move.
  • Light reflects of all objects (unless they are black)
  • Light travels in straight lines.

Spring Term: Rivers

A river from above, winding through the countryside
Knowledge
  • Engage in open ended research and exploration in the process of initiating and developing their own personal ideas
  • Confidently use sketchbooks for a variety of purposes including: recording observations; developing ideas; testing materials; planning and recording information.
  • Confidently investigate and exploit the potential of new and unfamiliar materials (for instance, try out several different ways of using tools and materials that are new to them)
  • Use their acquired technical expertise to make work which effectively reflects their ideas and intentions.
  • Regularly analyse and reflect on their progress taking account of what they hoped to achieve.
  • By the end of Yr. 5 pupils should know:
  • Research and discuss the ideas and approaches of a various artists, craftspeople, designers and architects, taking account of their particular cultural context and intentions.
  • How to describe the processes they are using and how they hope to achieve high quality outcomes
Skills
  • Sketching: Beth Galton
  • To use dry media to explore marks, lines, patterns and shapes.
  • To apply skills in mark making of lines, patterns and shapes within a drawing.
  • To work in a sustained and independent period of time to create a detailed drawing.
  • Collage Sue Flask
  • To use a range of media to create a collage.
  • To use different techniques, colours and textures when designing and creating a collage.
  • To add collage to a painted, printed or drawn background.
  • To use collage to extend my initial ideas.
  • ICT
  • To record and collect visual information using digital cameras.
  • To present recorded visual imagery using software.
  • To use a graphics package to manipulate images.
Understanding
  • "Do they successfully use shading to create mood and feeling?
  • Can they organise line, tone, shape and colour to represent figures and forms in movement?
  • Can they show reflections?
  • Can they explain why they have chosen specific materials to draw with?
  • Can they create all the colours they need?
  • Can they create mood in their paintings?
  • Can they express their emotions accurately through their painting and sketches?
  • Can they experiment with different styles which artists have used?
  • Do they learn about the work of others by looking at their work in books, the Internet, visits to galleries and other sources of information?
  • Do they keep notes in their sketch books as to how they might develop their work further?
  • Do they use their sketch books to compare and discuss ideas with others?
Knowledge
  • That food is grown (such as tomatoes, wheat and potatoes), reared (such as pigs, chickens and cattle) and caught (such as fish) in the UK, Europe and the wider world
  • That seasons may affect the food available
  • How food is processed into ingredients that can be eaten or used in cooking
  • How to prepare and cook a variety of predominantly savoury dishes safely and hygienically including, where appropriate, the use of a heat source
  • How to use a range of techniques such as peeling, chopping, slicing, grating, mixing, spreading, kneading and baking
  • That recipes can be adapted to change the appearance, taste, texture and aroma
  • That different food and drink contain different substances – nutrients, water and fibre – that are needed for health
Skills
  • Food
  • Understand that food is grown (such as tomatoes, wheat and potatoes), reared (such as pigs, chickens and cattle) and caught (such as fish) in the UK, Europe and the wider world.
  • Begin to understand that seasons may affect the food available.
  • Understand how food is processed into ingredients that can be eaten or used in cooking.
  • Know how to prepare and cook a variety of predominantly savoury dishes safely and hygienically including, where appropriate, the use of a heat source
  • Start to understand how to use a range of techniques such as peeling, chopping, slicing, grating, mixing, spreading, kneading and baking.
  • Begin to understand that different food and drink contain different substances – nutrients, water and fibre – that are needed for health
Understanding
  • Need to make up
  • Understand that food is grown (such as tomatoes, wheat and potatoes), reared (such as pigs, chickens and cattle) and caught (such as fish) in the UK, Europe and the wider world.
  • Begin to understand that seasons may affect the food available.
  • Understand how food is processed into ingredients that can be eaten or used in cooking.
  • Know how to prepare and cook a variety of predominantly savoury dishes safely and hygienically including, where appropriate, the use of a heat source
  • Start to understand how to use a range of techniques such as peeling, chopping, slicing, grating, mixing, spreading, kneading and baking.
  • Begin to understand that different food and drink contain different substances – nutrients, water and fibre – that are needed for health
Knowledge
  • To understand the key physical features of rivers and how they are recognisable on a map.
  • To explain and present the process of rivers.
  • To compare hoe rivers have changed over time and the impact this has on trade.
  • To understand the process of the water cycle.
  • To identify the location of Britain’s landmark rivers.
  • To compare the similarities and differences between Rivers in the UK and the wider world.
  • To complete a study of a local river.
  • To research and discuss how water affects the environment, settlement, environmental and sustainability.
Skills
  • Visit a local river and explain and locate the features.
  • Use fieldwork to observe and take notes about the land features surrounding a river.
  • Take photographs to support your findings and sketch a map of the local river.
  • Measure the rivers width and depth.
  • Recognise the plants and animals that live in environments in and around rivers.
  • Consider how the location of geographical features has shaped life. Refer to UK e.g London and the Thames/Lake District.
  • Present findings from research using ICT, sketches and graphs.
  • Recognise and use the language of rivers e.g erosion, depositation, transportation.
Understanding
  • Confidently explain the process of rivers and the water cycle.
  • To be able to name and locate UK rivers.
  • To compare the similarities and differences between rivers in the UK and one of that in the wider world.
  • Make links between rivers and trading.
  • Make links between rivers and settlements.
  • To present findings of an investigation of a local river including the key physical features.
  • Know and recognise the longest river in the world.

Achievement of early civilisations –In depth study of Ancient Egypt

Knowledge
  • Continue to develop chronologically secure knowledge of history through eras studied.
  • Understand and begin to establish clear narratives within and across periods studied, applying historical terms from prior learning.
  • Begin to show an understanding of connections, contrasts and trends over time, building on prior chronological knowledge and understanding, through studied era/s.
Skills
  • Understand and use a wider variety of historical terms and phrases.
  • Apply specific historical terms and phrases inked to the historical time period studied
Understanding
  • Regularly address and sometimes devise historically valid questions.
  • Understand how knowledge of the past is created from a range of sources.
  • Construct informed responses by selecting and organising relevant historical information.

Months of the year/days of the week, numbers 1-70, date, French Christmas

Knowledge
  • Listen attentively to spoken language and show understanding by joining in and responding.
  • Children can listen and show understanding of similar phrases and sentences from a rehearsed response.
  • Explore the patterns and sounds of language through songs and rhymes and link the spelling, sound and meaning of words.
  • Children can follow the words being read in a short text identify familiar and new vocabulary within a text.
  • Engage in conversations; ask and answer questions; express opinions and respond to those of others; seek clarification and help
  • Ask and answer more complex familiar questions with a scaffold of responses.
  • Ask for clarification and help.
  • Speak in sentences, using familiar vocabulary, phrases and basic language structures.
  • Children are beginning to use a range of connectives and adjectives to say more complex sentences using a language scaffold.
  • Present ideas and information orally to a range of audiences.
  • Use a language scaffold to present information and descriptions in simple sentences using familiar and rehearsed language
  • Develop accurate pronunciation and intonation so that others understand when they are reading aloud or using familiar words and phrases.
  • Children can apply their knowledge of the sounds of key phonemes to verbalise new word within a text.
  • Key phonemes/graphemes: ch, et, on, ain, silent letters
Skills
  • Read carefully and show understanding of words, phrases and simple writing.
  • Children understand that letters in French have different sounds in English (E.G. ch make a sh sound) and a range of silent letters at the end of words. Children can begin to apply this to familiar words.
  • Children can read and understand a complex sentence using familiar language (E.G. J’adore….mais je prefere….)
  • Broaden their vocabulary and develop their ability to understand new words that are introduced into the familiar written material, including through using a dictionary.
  • Children can use a bi-lingual dictionary to find out the meanings to new words and identify whether it is a noun, adjective etc. Children can also attempt to say the word.
Understanding
  • Describe people, places, things and actions orally and in writing.
  • Write phrases from memory, and adapt these to create new sentences, to express ideas clearly
  • Children can write some familiar complex sentences to describe people, places and actions, from memory, using a language scaffold, with understandable accuracy including the use of simple connectives and adjectives.
  • Children also show an understanding of the placement of adjectives before or after the noun.
  • "Je voudrais… (I would like…)
  • J’aime… (I like…)
  • Je n’aime pas… (I don’t like…)
  • Je préfère (I prefer...)

Theme 1- Health and Wellbeing + Drug Education

Knowledge
  • What positively and negatively affects their physical, mental and emotional health (including the media)
  • How to make informed choices (including recognising that choices can have positive, neutral and negative consequences) and to begin to understand the concept of a ‘balanced lifestyle’
  • To recognise opportunities to make their own choices about food, what might influence their choices and the benefits of eating a balanced diet
  • That bacteria and viruses can affect health and that following simple routines can reduce their spread
  • That pressure to behave in an unacceptable, unhealthy or risky way can come from a variety of sources, including people they know and the media
  • Recognise when and how to ask for help and use basic techniques for Drug Education
  • Resisting pressure to do something dangerous, unhealthy, that makes them uncomfortable, anxious or that they believe to be wrong.
  • What is meant by the term ‘habit’ and why habits can be hard to change
  • Which, why and how, commonly available substances and drugs (including alcohol and tobacco) could damage their immediate and future health and safety, that some are legal, some are restricted and some are illegal to own, use and supply to others
Skills
  • Individual Liberty
  • Support pupils to develop their self-knowledge, self-esteem and self confidence
  • Encourage pupils to take responsibility for their behaviour, as well as knowing their rights.
Understanding
  • Faith/Prophecy
Knowledge
  • Pupils know when to engage and apply their core strength to aid their movements.
  • Pupils know that different dance activities make different demands on the body (strength).
  • Can use appropriate language and terminology to describe/interpret/evaluate their own and others work.
  • Watch performances and use specified criteria to suggest improvements.
  • Read a variety of maps and plans accurately, recognizing symbols and features.
  • Explain how a sequence is formed using appropriate terminology to describe the composition and movements in their own and others performances.
  • Explain the importance of preparing the body for gymnastics and parts of the body that work the hardest.
  • Knows the rules of the small sided games and adopts different roles within the game.
Skills
  • To be able to sustain different forms of travelling for longer periods of time.
  • To be able to change direction and speed when appropriate
  • To be able to transfer weight quickly to optimise changes of speed and direction.
  • Can sustain their pace over a longer distance, e.g. sprint for 7 secs, run for 1-2 minutes.
  • Can throw with greater control, accuracy and efficiency.
  • Can perform a range of jumps showing power, control and consistency at both take-off and landing.
  • Shows correct approach footwork for scissors and hang technique. Jumps short distances.
  • Can act as a starter for sprints.
  • Can use a variety of passing and receiving techniques demonstrating control.
  • Can select an appropriate skill to beat an opponent.
  • Can start to prevent an opponent from receiving a ball.
  • Use correct bowling arm action with moderate speed and placement. Sometimes bowls no balls.
  • Usually makes contact with the ball.
  • Shows correct stance.
  • Can catch a direct soft hit. Uses long barrier to stop a slow ground ball.
  • Can help score.
  • Can spot no balls. Knows how to score a rounder and knows a variety of ways to be out.
  • Control movements using their core strengths.
  • Perform single actions and balances with control showing tension and extension and good weight transference.
  • Link actions and balances together showing good timing when working with others.
  • Make up longer sequences and perform them with fluency and clarity of movement.
  • Can vary the direction, level and pathway to improve the sequence.
  • Shows an awareness of the music’s rhythm and phrasing when improvising.
  • Chooses/develops material to create a dance.
  • To be able to communicate appropriately with all team members.
  • Use physical and teamwork skills well in a variety of different challenges.
Understanding
  • Understands the patterns and forms in a specific dance style.
  • Pupils compare and comment on skills and techniques used in their own and others’ work and use this to improve their own performance.
  • Successfully apply skills and understanding new challenges and environments.
  • Recognise similarities between challenges and choose efficient approaches to new challenges.
  • Can watch a partners’ athletic performance and identify the main strengths as well as simple faults in their own.

RE Concept: Faith

Link to Whole School Focus: Belief in ourselves in learners and what we can achieve.

RE Focus: What do Muslims believe? (particular focus on Allah, Muhammad and 5 pillars) What do Christians believe? (particular focus on God and Jesus)

RE Concept: Prophecy (Aut 2) Christmas

RE Focus: Prophecy within the Nativity Story with particular reference to the Magi.

Knowledge
  • Autumn 1: Ideas of God
  • The Christian idea of God as Father, Son and Holy Spirit and as Creator, Saviour, Comforter, Almighty, eg:– in stories, songs, pictures, prayers, creeds.
  • Christian beliefs about Jesus, eg: – that he is God made man, that he is Son of God, Saviour, Messiah, Christ, that he is still present.
  • Islam
  • The Five Pillars of Islam
  • The pattern, meaning and symbolism associated with the Five
  • Pillars of Faith, ie: shahadah (the declaration of faith), salat (prayer), sawm (fasting) and Id-ul-Fitr, zakah (purification of wealth by obligatory contributions), Hajj (pilgrimage) to Makkah and Id-ul-Adha.
  • Autumn 2: Christmas
  • Festivals and celebrations Christmas, Holy Week and Easter, eg: the story, celebrations, symbols and meanings associated with Christmas, Holy Week and Easter.
Skills
  • Communicate
  • Reflect on their own experience of, and responses to, the concept.
  • Respond to others’ ideas and situations.
  • Recognise human experience which may be different from their own.
  • Express how their responses to the concept may be applied in specific situations.
  • Identify the issues raised in applying their responses to specific situations.
  • Recognise some of the difficulties or problems involved in developing a coherent set of beliefs and values.
  • Recognise the complexity of concepts.
  • Frame questions (problematising the concept).
  • Define and analyse concepts by forming criteria.
  • Construct explanations.
  • Give good reasons and distinguish good from bad reasons.
  • Construct inferences (if … then …).
  • Explore the interpretation of concepts. demand further engagement.
  • Recognise that differing religious, social and cultural contexts influence interpretations and raise sometimes controversial issues that demand further engagement.
  • Express and communicate their understanding of why context influences interpretation of a concept.
  • Build capacity to compare different interpretations of concepts by giving examples.
  • Show sensitivity to the interpretations of the concept in the context.
  • Form an evaluative judgement about the significance of the concept within the given context and without.
  • Discern and clarify the reasons behind different judgements, including their own and those of others.
  • Recognise specific characteristics which make a difference in forming a judgement.
  • Express the value the concept has beyond the context.
Understanding
  • Describe and explain concepts that are common to many religions (for example, deity, sacred, myth, symbol, ritual, rites of passage, pilgrimage)
  • Describe and explain how a concept is expressed in different ways in Christianity and one (or more) other religions (for example, how different denominations in Christianity regard pilgrimage and the significance of the Hajj to Muslims)
  • Describe and explain their own opinions about the way religious concepts are expressed (for example, what do pupils think about the value of Christians making a pilgrimage to Lourdes or Muslims making a pilgrimage to Makkah?)
  • Describe and explain their own views about a concept (for example, do pupils value the idea of going on a journey to remember something significant?)
  • Describe and explain when and how a concept has applied to events or experiences in their own or others’ lives (for example, pupils describe where, when and why they have been or would like to go on a journey to remember something significant – such as to the house where dad was born or a revered football ground).

Animals and living things

Knowledge
  • Describe the changes as humans develop to old age
  • Describe the differences in the life cycles of a mammal, an amphibian, an insect and a bird
  • Describe the life process of reproduction in some plants and animals
Skills
  • Planning different types of scientific enquiries to answer questions around the key ideas.
  • 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
Understanding
  • Food is broken down by the teeth and further in the stomach and intestines where nutrients go into the blood. The blood takes nutrients around the body.
  • The heart pumps blood around the body
  • Oxygen is breathed into the lungs where it is absorbed by the blood.
  • Different animals mature at different rates and live at different ages.
  • Muscles need Oxygen to release energy from food to do work.
  • Muscles are connected to bones and move them when they contract

Summer Term: The Ancient Greeks

Ancient Greek ruins
Knowledge
  • Engage in open ended research and exploration in the process of initiating and developing their own personal ideas
  • Confidently use sketchbooks for a variety of purposes including: recording observations; developing ideas; testing materials; planning and recording information.
  • Confidently investigate and exploit the potential of new and unfamiliar materials (for instance, try out several different ways of using tools and materials that are new to them)
  • Use their acquired technical expertise to make work which effectively reflects their ideas and intentions.
  • Regularly analyse and reflect on their progress taking account of what they hoped to achieve.
  • By the end of Yr. 5 pupils should know:
  • Research and discuss the ideas and approaches of a various artists, craftspeople, designers and architects, taking account of their particular cultural context and intentions.
  • How to describe the processes they are using and how they hope to achieve high quality outcomes
Skills
  • Sketching
  • To explore colour mixing and blending and techniques with coloured pencils.
  • To use different techniques for different purposes (shading and hatching)
  • To develop my own style using tonal contrast and mixed media.
  • To use perspective within my work using a focal point and horizon.
  • To develop an awareness of composition, scale and proportion in my work (foreground, middle ground and background)
  • To show an awareness of how drawings are created.
  • Painting
  • To develop a painting from a drawing.
  • To carry out preliminary studies, experimenting with different media and materials.
  • To create imaginative work from a variety of sources.
  • To mix and match colours to create atmosphere and light effects.
  • To identify primary secondary, complimentary and contrasting colours.
  • Sculpture
  • To plan a sculpture through drawing and other preparatory work.
  • To develop skills in using clay (Inc. slabs, coils and slips)
  • To produce intricate patterns and textures in a malleable media.
Understanding
  • Do they successfully use shading to create mood and feeling?
  • Can they organise line, tone, shape and colour to represent figures and forms in movement?
  • Can they show reflections?
  • Can they explain why they have chosen specific materials to draw with?
  • Can they create all the colours they need?
  • Can they create mood in their paintings?
  • Can they express their emotions accurately through their painting and sketches?
  • Can they experiment with different styles which artists have used?
  • Do they learn about the work of others by looking at their work in books, the Internet, visits to galleries and other sources of information?
  • Do they keep notes in their sketch books as to how they might develop their work further?
  • Do they use their sketch books to compare and discuss ideas with others?
Knowledge
  • How to reinforce and strengthen a 3D framework that a 3D textiles product can be made from a combination of fabric shapes
  • That a recipe can be adapted by adding or substituting one or more ingredients
  • Where food comes from Food preparation, cooking and nutrition that food is grown (such as)
  • How mechanical systems such as cams or pulleys or gears create movement
  • How more complex electrical circuits and components can be used to create functional products
  • How to program a computer to monitor changes in the environment and control their products
Skills
  • Enterprise
  • Draw up a specification for their design- link with Mathematics and Science.
  • Use results of investigations, information sources, including ICT when developing design ideas.
  • With growing confidence select appropriate materials, tools and techniques.
  • Start to understand how much products cost to make, how sustainable and innovative they are and the impact products have beyond their intended purpose.
  • Select appropriate materials, tools and techniques e.g. 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.
  • Use finishing techniques to strengthen and improve the appearance of their product using a range of equipment including ICT.
  • Begin to evaluate it personally and seek evaluation from others.
  • Evaluate the key designs of individuals in design and technology and how it has helped shape the world.
Understanding
  • Work confidently within a range of contexts, such as the home, school, leisure, culture, enterprise, industry and the wider environment
  • Describe the purpose of their products indicate the design features of their products that will appeal to intended users
  • Explain how particular parts of their products work
  • Carry out research, using surveys, interviews, questionnaires and web-based resources
  • Identify the needs, wants, preferences and values of particular individuals and groups develop a simple design specification to guide their thinking
  • Share and clarify ideas through discussion
  • How things work ideas model their ideas using prototypes and pattern pieces use annotated sketches, cross-sectional drawings and exploded diagrams to develop and communicate their ideas
  • Use computer-aided design to develop and communicate their ideas generate innovative ideas, drawing on research make design decisions, taking account of constraints such as time, resources and cost
Knowledge
  • To name and locate countries within Europe.
  • To describe their position within Europe using the 8 compass points.
  • To understand the similarities and differences through the study of human and physical geography within a region of Europe.
Skills
  • Use maps, globes, atlases and digital mapping to name and locate countries within Europe.
  • To confidently highlight and recognise the key human and physical features of a region.
Understanding
  • To confidently name and locate countries in Europe and explain their position using the 8 compass grids.
  • To understand keys and symbols on a map and what each one of them stands for.

"Ancient Greece-life, achievements, influence

Knowledge
  • Continue to develop chronologically secure knowledge of history through eras studied.
  • Understand and begin to establish clear narratives within and across periods studied, applying historical terms from prior learning.
  • Begin to show an understanding of connections, contrasts and trends over time, building on prior chronological knowledge and understanding, through studied era/s.
Skills
  • Continue to understand and use a wider variety of historical terms and phrases.
  • Apply specific historical terms and phrases inked to the historical time period studied
Understanding
  • Continue to regularly address and sometimes devise historically valid questions.
  • Understand how knowledge of the past is created from a range of sources
  • Begin to consider how the reliability of these sources affects our understanding.
  • Construct informed responses by selecting and organising relevant historical information
  • Understand that different versions of the past may exist, giving some reasons for this.

Animals

Knowledge
  • Listen attentively to spoken language and show understanding by joining in and responding.
  • Children can listen and show understanding of similar phrases and sentences from a rehearsed response.
  • xplore the patterns and sounds of language through songs and rhymes and link the spelling, sound and meaning of words.
  • Children can follow the words being read in a short text identify familiar and new vocabulary within a text.
  • Engage in conversations; ask and answer questions; express opinions and respond to those of others; seek clarification and help
  • Ask and answer more complex familiar questions with a scaffold of responses.
  • Ask for clarification and help.
  • Speak in sentences, using familiar vocabulary, phrases and basic language structures.
  • Children are beginning to use a range of connectives and adjectives to say more complex sentences using a language scaffold.
  • Present ideas and information orally to a range of audiences.
  • Use a language scaffold to present information and descriptions in simple sentences using familiar and rehearsed language
  • Develop accurate pronunciation and intonation so that others understand when they are reading aloud or using familiar words and phrases.
  • Children can apply their knowledge of the sounds of key phonemes to verbalise new word within a text.
  • Key phonemes/graphemes: ch, ou, er, et on/ain, oi, silent letters
Skills
  • Read carefully and show understanding of words, phrases and simple writing.
  • Children understand that letters in French have different sounds in English (E.G. ch make a sh sound) and a range of silent letters at the end of words. Children can begin to apply this to familiar words.
  • Children can read and understand a complex sentence using familiar language (E.G. J’adore….mais je prefere….)
  • Broaden their vocabulary and develop their ability to understand new words that are introduced into the familiar written material, including through using a dictionary.
  • Children can use a bi-lingual dictionary to find out the meanings to new words and identify whether it is a noun, adjective etc. Children can also attempt to say the word
Understanding
  • Describe people, places, things and actions orally and in writing.
  • Write phrases from memory, and adapt these to create new sentences, to express ideas clearly
  • Children can write some familiar complex sentences to describe people, places and actions, from memory, using a language scaffold, with understandable accuracy including the use of simple connectives and adjectives.
  • Children are aware that if a noun is masculine, the adjective also needs to be masculine-children can demonstrate this in their writing.
  • Children show an awareness to the definite articles (le, la, les etc) what they mean and when you use them in relation the gender of a word. Children also show an understanding of the placement of adjectives before or after the noun.
  • As-tu? (Do you have)
  • Je n’ai pas de… (I haven’t got/don’t have…)
  • J’ai… (I have…)
  • Il/elle a… (He/she has…)
Knowledge
  • Theme 2- Relationships
  • Theme 3- Living in the Wider World"
  • "Summer 1st half: to be aware of different types of relationship, including those between friends and families, civil partnerships and marriage
  • that their actions affect themselves and others
  • to judge what kind of physical contact is acceptable or unacceptable and how to respond
  • to listen and respond respectfully to a wide range of people, to feel confident to raise their own concerns, to recognise and care about other people's feelings and to try to see, respect and if necessary constructively challenge their points of view
  • Summer 2nd half:
  • about the role money plays in their own and others’ lives, including how to manage their money and about being a critical consumer
  • to develop an initial understanding of the concepts of ‘interest’, ‘loan’, ‘debt’, and ‘tax’ (e.g. their contribution to society through the payment of VAT)
  • that resources can be allocated in different ways and that these economic choices affect individuals, communities and the sustainability of the environment
  • about enterprise and the skills that make someone ‘enterprising’
  • to explore and critique how the media present information
Skills
  • Individual Liberty
  • Support pupils to develop their self-knowledge, self-esteem and self-confidence.
  • Encourage pupils to take responsibility for their behaviour, as well as knowing their rights.
  • Challenge stereotypes
Understanding
  • Discipleship/Sacrifice
Knowledge
  • Pupils know when to engage and apply their core strength to aid their movements.
  • Pupils know that different dance activities make different demands on the body (strength).
  • Can use appropriate language and terminology to describe/interpret/evaluate their own and others work.
  • Watch performances and use specified criteria to suggest improvements.
  • Read a variety of maps and plans accurately, recognizing symbols and features.
  • Explain how a sequence is formed using appropriate terminology to describe the composition and movements in their own and others performances.
  • Explain the importance of preparing the body for gymnastics and parts of the body that work the hardest.
  • Knows the rules of the small sided games and adopts different roles within the game.
Skills
  • To be able to sustain different forms of travelling for longer periods of time.
  • To be able to change direction and speed when appropriate
  • To be able to transfer weight quickly to optimise changes of speed and direction.
  • Can sustain their pace over a longer distance, e.g. sprint for 7 secs, run for 1-2 minutes.
  • Can throw with greater control, accuracy and efficiency.
  • Can perform a range of jumps showing power, control and consistency at both take-off and landing.
  • Shows correct approach footwork for scissors and hang technique. Jumps short distances.
  • Can act as a starter for sprints.
  • Can use a variety of passing and receiving techniques demonstrating control.
  • Can select an appropriate skill to beat an opponent.
  • Can start to prevent an opponent from receiving a ball.
  • Use correct bowling arm action with moderate speed and placement. Sometimes bowls no balls.
  • Usually makes contact with the ball.
  • Shows correct stance.
  • Can catch a direct soft hit. Uses long barrier to stop a slow ground ball.
  • Can help score.
  • Can spot no balls. Knows how to score a rounder and knows a variety of ways to be out.
  • Control movements using their core strengths.
  • Perform single actions and balances with control showing tension and extension and good weight transference.
  • Link actions and balances together showing good timing when working with others.
  • Make up longer sequences and perform them with fluency and clarity of movement.
  • Can vary the direction, level and pathway to improve the sequence.
  • Shows an awareness of the music’s rhythm and phrasing when improvising.
  • Chooses/develops material to create a dance.
  • To be able to communicate appropriately with all team members.
  • Use physical and teamwork skills well in a variety of different challenges.
Understanding
  • Understands the patterns and forms in a specific dance style.
  • Pupils compare and comment on skills and techniques used in their own and others’ work and use this to improve their own performance.
  • Successfully apply skills and understanding new challenges and environments.
  • Recognise similarities between challenges and choose efficient approaches to new challenges.
  • Can watch a partners’ athletic performance and identify the main strengths as well as simple faults in their own.

RE Concept: Discipleship

Link to Whole School Focus: How do our relationships work within inclusion?

RE Focus: Investigation into the relationship between Jesus and his disciples and Muhammad and his followers.

RE Concept: Sacrifice (Summer 2)

Link to Whole School Focus: What is sacrifice? What sacrifices do we make?

RE Focus: Look at sacrifice made in Islam e.g., Ramadan and Eid Ul Futr and Christianity e.g., martyrdom.

Knowledge
  • Summer 1: Jesus
  • Aspects of Jesus’ life as told in the Gospel stories, eg: his friends, disciples and enemies
  • Islam
  • Ideas of God
  • Muslims believe that Allah is the One True God, eg: has no partners, provides all things, gives guidance through messengers and books, cannot be compared to anything else, has 99 names.
  • Allah as the creator
  • Muslims believe that, eg: human beings are the best of His creation, angels are created by Allah, it is forbidden to regard anything as being equal to, or a partner to,
  • Allah (shirk).
  • Summer 2:
  • Christian teaching about the importance of specific values, eg: self-sacrifice
  • Islam: The Five Pillars of Islam
  • The pattern, meaning and symbolism associated with the Five Pillars of Faith, ie:-sawm (fasting) and Id-ul-Fitr
Skills
  • Communicate
  • Reflect on their own experience of, and responses to, the concept.
  • Respond to others’ ideas and situations.
  • Recognise human experience which may be different from their own. 
  • Express how their responses to the concept may be applied in specific situations.
  • Identify the issues raised in applying their responses to specific situations.
  • Recognise some of the difficulties or problems involved in developing a coherent set of beliefs and values.
  • Recognise the complexity of concepts.
  • Frame questions (problematising the concept).
  • Define and analyse concepts by forming criteria.
  • Construct explanations.
  • Give good reasons and distinguish good from bad reasons.
  • Construct inferences (if … then …).
  • Explore the interpretation of concepts. demand further engagement.
  • Recognise that differing religious, social and cultural contexts influence interpretations and raise sometimes controversial issues that demand further engagement.
  • Express and communicate their understanding of why context influences interpretation of a concept.
  • Build capacity to compare different interpretations of concepts by giving examples.
  • Show sensitivity to the interpretations of the concept in the context.
  • Form an evaluative judgement about the significance of the concept within the given context and without.
  • Discern and clarify the reasons behind different judgements, including their own and those of others.
  • Recognise specific characteristics which make a difference in forming a judgement.
  • Express the value the concept has beyond the context.
Understanding
  • Describe and explain concepts that are common to many religions (for example, deity, sacred, myth, symbol, ritual, rites of passage, pilgrimage)
  • Describe and explain how a concept is expressed in different ways in Christianity and one (or more) other religions (for example, how different denominations in Christianity regard pilgrimage and the significance of the Hajj to Muslims)
  • Describe and explain their own opinions about the way religious concepts are expressed (for example, what do pupils think about the value of Christians making a pilgrimage to Lourdes or Muslims making a pilgrimage to Makkah?)
  • Describe and explain their own views about a concept (for example, do pupils value the idea of going on a journey to remember something significant?)
  • Describe and explain when and how a concept has applied to events or experiences in their own or others’ lives (for example, pupils describe where, when and why they have been or would like to go on a journey to remember something significant – such as to the house where dad was born or a revered football ground).

Properties and changes of materials

Knowledge
  • 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"
Skills
  • Apply the skills from Autumn and Spring term with a focus on:
    • using explanations to support ideas and enquiries.
    • making predictions using current knowledge, skills and understanding.
Understanding
  • Sometimes mixed substances react to make a new substance.
  • Heating can sometimes cause materials to change permanently. When this happens, a new substance is made. These changes are not reversible.
  • When two or more substances are made. These substances are not reversible.