St Augustines

Year 5 curriculum outline

Communication Language and Literacy
Genres to be covered in depth
Narrative Novels and stories by significant childrens authors; traditional stories, fables, myths, legends; stories from other cultures; older literature; film narrative
Non-fiction instructions; recounts; persuasive writing
Poetry poetic style (word play, rhyme, metaphor, word choice); classic/narrative poems; choral and performance

READING
Word reading
Pupils should be taught to:
apply their growing knowledge of root words, prefixes and suffixes
(morphology and etymology), as listed in Appendix 1, both to read aloud
and to understand the meaning of new words that they meet.


READING
Comprehension
Pupils should be taught to:
maintain positive attitudes to reading and understanding of what they read by:
continuing to read and discuss an increasingly wide range of fiction, poetry, plays, non-fiction and reference books or textbooks
reading books that are structured in different ways and reading for a range of purposes
increasing their familiarity with a wide range of books, including myths, legends and traditional stories, modern fiction, fiction from our literary heritage,
and books from other cultures and traditions
recommending books that they have read to their peers, giving reasons for their choices
identifying and discussing themes and conventions in and across a wide range of writing
making comparisons within and across books
learning a wider range of poetry by heart
preparing poems and plays to read aloud and to perform, showing understanding through intonation, tone and volume so that the meaning is clear to
an audience
understand what they read by:
checking that the book makes sense to them, discussing their understanding and exploring the meaning of words in context
asking questions to improve their understanding
drawing inferences such as inferring characters' feelings, thoughts and motives from their actions, and justifying inferences with evidence
predicting what might happen from details stated and implied
summarising the main ideas drawn from more than one paragraph, identifying key details that support the main ideas
identifying how language, structure and presentation contribute to meaning
discuss and evaluate how authors use language, including figurative language, considering the impact on the reader
distinguish between statements of fact and opinion
retrieve, record and present information from non-fiction
participate in discussions about books that are read to them and those they can read for themselves, building on their own and others ideas and
challenging views courteously
explain and discuss their understanding of what they have read, including through formal presentations and debates, maintaining a focus on the topic
and using notes where necessary
provide reasoned justifications for their views.

WRITING
Transcription
Spelling (see Appendix 1)
Pupils should be taught to:
use further prefixes and suffixes and understand the guidelines for
adding them
spell some words with silent letters, e.g. knight, psalm, solemn
continue to distinguish between homophones and other words which
are often confused
use knowledge of morphology and etymology in spelling and
understand that the spelling of some words needs to be learnt
specifically, as listed in Appendix 1
use dictionaries to check the spelling and meaning of words
use the first three or four letters of a word to check spelling, meaning
or both of these in a dictionary
use a thesaurus.


Composition
Pupils should be taught to:
plan their writing by:
identifying the audience for and purpose of the writing, selecting the appropriate form and using other similar writing as models for their own
noting and developing initial ideas, drawing on reading and research where necessary
in writing narratives, considering how authors have developed characters and settings in what they have read, listened to or seen performed
draft and write by:
selecting appropriate grammar and vocabulary, understanding how such choices can change and enhance meaning
in narratives, describing settings, characters and atmosphere and integrating dialogue to convey character and advance the action
prcising longer passages
using a wide range of devices to build cohesion within and across paragraphs
St Augustines
Year 5 curriculum outline
Handwriting and presentation
Pupils should be taught to:
write legibly, fluently and with increasing speed by:
choosing which shape of a letter to use when given choices and
deciding, as part of their personal style, whether or not to join specific
letters


using further organisational and presentational devices to structure text and to guide the reader (e.g. headings, bullet points, underlining)
evaluate and edit by:
assessing the effectiveness of their own and others writing
proposing changes to vocabulary, grammar and punctuation to enhance effects and clarify meaning
ensuring the consistent and correct use of tense throughout a piece of writing
ensuring correct subject and verb agreement when using singular and plural, distinguishing between the language of speech and writing and choosing
the appropriate register
proof-read for spelling and punctuation errors
perform their own compositions, using appropriate intonation, volume, and movement so that meaning is clear.




Vocabulary, grammar and punctuation
Pupils should be taught to:
develop their understanding of the concepts set out in Appendix 2 by:
recognising vocabulary and structures that are appropriate for formal speech and writing, including subjunctive forms
using passive verbs to affect the presentation of information in a sentence
using expanded noun phrases to convey complicated information concisely
using modal verbs or adverbs to indicate degrees of possibility
using relative clauses beginning with who, which, where, when, whose, that or with an implied (i.e. omitted) relative pronoun
learning the grammar in column 1 of year 1 in Appendix 2
indicate grammatical and other features by:
using commas to clarify meaning or avoid ambiguity in writing
using hyphens to avoid ambiguity
using brackets, dashes or commas to indicate parenthesis
using semi-colons, colons or dashes to mark boundaries between main clauses
using a colon to introduce a list
punctuating bullet points consistently
use and understand the grammatical terminology in Appendix 2 accurately and appropriately in discussing their writing and
reading.

Word Sentence Text


Punctuation Terminology for pupils
Converting nouns or adjectives into
verbs using suffixes (e.g. ate; ise;
ify)

Verb prefixes (e.g. dis, de, mis,
over and re)
Relative clauses beginning with who, which,
where, when, whose, that, or an omitted relative
pronoun

Indicating degrees of possibility using adverbs
(e.g. perhaps, surely) or modal verbs (e.g.
might, should, will, must)
Devices to build cohesion within a paragraph
(e.g. then, after that, this, firstly)

Linking ideas across paragraphs using
adverbials of time (e.g. later), place (e.g.
nearby) and number (e.g. secondly)
Brackets, dashes or
commas to indicate
parenthesis

Use of commas to clarify
meaning or avoid
ambiguity
modal verb, relative
pronoun
relative clause
parenthesis, bracket,
dash cohesion, ambiguity




St Augustines
Year 5 curriculum outline

Mathematical development
NUMBER
Number, place value, approximation and estimation
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 100, 1000 or 10,000 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
estimate the answers to calculations involving addition, subtraction, multiplication and division
read Roman numerals to 1000 (M) and recognise years written in Roman numerals.
Addition and subtraction
add and subtract whole numbers with up to 5 digits, including using formal written methods
add and subtract numbers mentally with increasingly large numbers.
Multiplication and division
identify multiples including common multiples, and factors including common factors
know and use the vocabulary of prime numbers, prime factors and composite (non-prime) numbers
establish whether a number up to 100 is prime and recall the prime numbers up to 19
multiply numbers up to 4-digits by a 1 or 2-digit number using a formal written method, including long
multiplication
accurately multiply and divide numbers mentally drawing upon known facts
divide numbers up to 4 digits by a 1-digit number and 10 and interpret remainders appropriately
multiply and divide numbers by 10, 100 and 1000
recognise and use square numbers and square roots, and the notation for square (
2
)
solve word problems involving addition and subtraction, multiplication and division.
Fractions
compare and order fractions with different denominators
recognise mixed numbers and improper fractions and convert from one form to the other
add and subtract fractions with the same denominator and related fractions;, write mathematical statements
that exceed 1 as a mixed number: (e.g.
2
/
5
+
4
/
5
=
6
/
5
= 1
1
/
5
)
multiply proper fractions and mixed numbers by whole numbers.
Decimals
read and write decimal numbers as fractions (e.g. 0.71 =
71
/
100
)
recognise and use thousandths and relate them to tenths, hundredths and decimal equivalents
read, write, order and compare numbers with up to three decimal places
add and subtract numbers with up to three decimal places.
Percentages
recognise the per cent symbol (%) and understand that per cent relates to number of parts per hundred for
example that 100% represents a whole quantity and 1% is
1
/
100
, 50% is
50
/
100
, 25% is
25
/
100
, etc.
write simple fractions as percentages and decimals as percentages (e.g. 12 = 50% = 0.5). [225]
GEOMETRY AND MEASURES
Properties of shapes
measure angles in degrees and draw a given angle, writing its size in degrees
know angles are measured in degrees and identify:
1. right-angles and 14 turn (total 90
o
)
2. angles at a point on a straight line and 12 a turn (total 180
o
)
3. angles at a point and one whole turn (total 360
o
)
4. reflex angles and compare different angles

recognise and compare different triangles including: isosceles, equilateral and right-angled; identify and name
the following: parallelogram; rhombus; trapezium
construct shapes from given dimensions; state and use properties of a square and rectangle
identify 3-D shapes including cubes and cuboids from 2-D representations.

Position, direction, motion

identify, describe and represent the position of a shape following a reflection or translation using the
appropriate vocabulary.
Measures
add, subtract, multiply and divide units of measure (e.g. length, mass, volume, money) using decimal notation
understand and use basic equivalencies between metric and common imperial units and express them in
approximate terms
measure force in Newtons (N)
calculate, estimate and compare the area of squares, rectangles and related composite shapes using
standard units, including centimetre squared (cm
2
) and metre squared (m
2
)
recognise volume in practical contexts, for example using sand and water, 1 cm
3
blocks or interlocking cubes
to build cubes and cuboids.
Data
complete tables and bar graphs from given information and solve problems using data presented in bar graphs,
tables and simple pie charts.





St Augustines
Year 5 curriculum outline
ICT STU CD
Plan and devise multi-model texts containing hyperlinks.
Create a formula in a spreadsheet.
Develop animation skills: scripting, recording and editing sound, using
narration and dialogue.
Edit short films and evaluate quality.
Combine instructions and procedures to turn devices on/off or control
events.
Download and upload files to web/portal/VLE.
Compare bias and accuracy on web.

Use email.
Present to an audience drawing materials from range of sources.
Principles of scientific enquiry should be taught through the following content:
All living things
Animals including humans
Properties of everyday materials & reversible changes
Earth & Space
Magnetism
Technology Include switches and ICT in products to begin to test and improve
product select materials / ingredients to create a product to meet an identified need
collect user views of design, change design under these influences-produce step by
step design and identify potential problems-ensure product is fit for purpose-measure
with increasing accuracy and precision, mm ensure pieces produced are accurate
and reject those that are not make holes by punch, drill-finish product to greater
level link to persuasive writing why is product good? consider presentation of
product mould materials with increasing accuracy to produce effect add stitching
to product to join or give effect develop design change product
Investigate and use hydraulics and pneumatics know some raw foods are unsafe
know cooking alters flavour and texture and use this in product improve product
after changes include flexible joins, change fabrics structurally (plaiting and
weaving) to add to design and effect
Collect ideas and try out ideas in sketchbook collect resources from different
media with a common theme use different materials and processes with particular
qualities for effect comment on others work and use their ideas to improve your
own work draw accurately and add marks and lines for texture, shade and light to
create mood and feeling line tone shape and colour to represent movement
reflections in drawing mix all colours needed use colour tone and tint to create
mmod and feeling variety of sewing and textile skills to create a project
experiment with materials and processes to create 3d artwork sculpt clay etc
ceramic mosaic digital images incorporated into original artwork explore artists
styles
HSEU UPHWB Spirituality
Geog collect info about a place land use improve detail in plans and
maps physical and human characteristics of North American cities and
countries identify regions of the UK and their key features and defining
characteristics latitude longitude time zones climate change and different
views - similarities and differences of UK region and European region
change over time explanation of settlement growth over time physical
processes of rivers and mountains


Hist dates and historical language; draw timeline showing periods;
summarize main events of a period of history; describe event or topic from
the past using evidence from variety of sources; test hypothesis to answer
question; look at different versions and identify viewpoints;










See separate overview Festivals
Respect
What does it mean?
Is it important to treat everyone respectfully? Why?
Were all different were all the same.
How can respect survive when people disagree?
Opening Up Respect
If The World Were A Village
Religion and The Arts
Identify and compare works of art (not just painting!!) from different religions
Consider their own responses. How do these things make you feel?
Identify what influences their own lives
How can we express this through silence, art, drama, dance, music etc.
QCA Unit 6F How do people express their faith through the arts?
Leaders and Followers
Who are the great leaders in religion and the wider world?
What makes them leaders? Why do people follow them?
Speak to local leaders Pastor Steve, Councillor Gilfoyle, Father Spicer please add more people and more
diversity. What do they believe about leadership?
What is the significance of a follower?
Mysterious Questions
What questions puzzle us?
What is the meaning and mystery of life?
Religious Stories
What do religious stories teach us about:
Right/wrong
Fairness/unfairness
The nature of individual responsibility
What sacred stories do the holy books tell?
What do these stories mean?
What can we learn from them?
Are they relevant to our lives today?
Conflict and Religion
Investigate stories in the news locally, nationally and internationally
What is good about living in a society where there are many religions?
What might be hard about this?
What can we do?

St Augustines
Year 5 curriculum outline