Summer Term Curriculum Overview for Year 5 2021 only Black-First half (The Lion, the Witch and the Wardrobe) Red- Second half (The Secret Garden)

English Reading Comprehension Planning, Composing and Evaluating Maths

Grammar, Punctuation and Vocabulary Develop ideas through reading and research Use a wide knowledge of text types, forms and styles to inform Check that the text makes sense to them and Fractions B (calculating) (4 weeks) Decimals and percentages (3 weeks) Decimals (5 weeks) their writing Use correct grammatical terminology when discuss their understanding discussing their writing Plan and write for a clear purpose and audience Use imagination and empathy to explore a text Ensure that the content and style of writing accurately reflects Decimals (5 weeks) Geometry: angles (just shape work, angles have been covered) Geometry: position and Use the suffixes –ate, -ise, and –ify to convert nouns beyond the page the purpose or adjectives into verbs Answer questions drawing on information from Borrow and adapt writers’ techniques from book, screen and direction Measurement: volume and converting units

Understand what parenthesis is several places in the text stage

Recognise and identify brackets and dashes Predict what may happen using stated and Balance narrative writing between action, description and dialogue Use brackets, dashes or commas for parenthesis implied details and a wider personal Evaluate the work of others and suggest improvements Ensure correct subject verb agreement understanding of the world Evaluate their work effectively and make improvements based Name, locate and describe major world cities. Revisit: Identify the location and explain the Summarise using an appropriate amount of detail on this function of the Prime (or Greenwich) Meridian and different time zones (including day and History as evidence Proof–read for spelling and punctuation errors night). Use evidence to both support and challenge Ensure the consistent and correct use of tense through a longer Identify similarities and differences in environmental regions of Europe. History objectives have been covered in Autumn 1 conclusions drawn within and from a text piece of writing Identify and describe the similarities and differences in physical and human geography Change vocabulary and grammar to enhance effects and clarify between continents and Spring 2. Explain some choices an author has made in meaning Use 8 compass points and grid references (4 and 6 figure) to interpret , including structuring and organising their text maps, with accuracy. Science Summarise geographical data to draw conclusions. Forces (to be covered over both half terms): 1. explain that unsupported objects fall towards the Earth because of the force of gravity acting between the Earth and the Identify how the choice of language contributes to Identify elevated areas, depressions and river basins on a relief . falling object. 2. identify the effects of air resistance, water resistance and friction, that act between moving surfaces. 3. recognise that some mechanisms, including Identify some of the problems of farming in a developing country and report on ways in meaning levers, pulleys and gears, allow a smaller force to have a greater effect. which these can be supported. Describe the properties of different types of soil. Explain how Sound (lockdown catch-up) 1. identify how sounds are made, associating some of them with something vibrating. 2. recognise that vibrations from sounds travel the and soil type affect the location of different agricultural regions. Name and Identify, describe and compare writers’ themes locate the world’s biomes, vegitation belts and climate zones and explain their common through a medium to the ear. 3. find patterns between the pitch of a sound and features of the object that produced it. 4. find patterns between the volume of a across a range of texts characteristics. Identify and describe some key physical features and environmental regions sound and the strength of the vibrations that produced it. 5. recognise that sounds get fainter as the distance from the sound source increases of the world and explain how these, along with the climate zones and soil types, can affect Animals including Humans: 1. describe the changes as humansComment develop on the to effectold age that the reader’s or land use. Describe in detail the different types of agricultural land use in the UK/ Europe. Living Things and their Habitats: 1. describe the differenceswriter’s in the context life cycles has onof athe mammal, meaning an of amphibian, texts e.g. an insect and a bird 2. describe the life process of Analyse maps, and globes, including digital mapping, to study and draw conclusions Physical Education reproduction in some plants and animals historical context, location about countries and describe features studied. Use grid references to interpret maps, including Ordnance Survey maps, with accuracy.Summarise geographical data to draw Squash: 1. I am developing a wider range of skills and I am beginning to use these under some conclusions. pressure. 2. I understand the need for tactics and can sometimes apply them. 3. I can play cooperatively with a partner. 4. I understand the rules of the game and I can use them to play fairly. 5. I understand there are different skills for different situations and I am beginning to Art Design & Technology Music use these. 6. I recognise my own and others strengths and areas for development and can Marble Run suggest ways to improve. 7. I can lead a partner through short warm-up routines. Levers and pulleys in science Listen and Appraise: The children will continue to listen to a variety of musical styles from Forest School: 1. I can reflect on when and how I was successful at solving challenges, and -Name and select increasingly appropriate tools for a task and use them safely. - Select and different times and traditions. Recognise instruments and features of key musical styles. Kurt Schwitters (Abstract Art) alter my methods in order to improve. 2. I can work effectively with a partner and a small combine materials with precision. - Build a framework using a range of materials to support Encourage confident discussion using accurate musical language. group, sharing ideas and agreeing on a team strategy. 3. I can use critical thinking to approach Produce creative work on a theme, developing ideas through a mechanisms. - Explore and use a range of mechanisms (axles, gears and pulleys) in models or Musical Activities: -The children will have an understanding of how pulse, rhythm and pitch a task. 4. I can orientate and map. 5. I can navigate around a course using a map. 6. I am products. - Use electrical circuits of increasing complexity in their models or products, work together to create music through Warm-up Games. ----Understand more about range of preliminary sketches or models. Describe and discuss inclusive of others and can share job roles. showing an understanding of control. preparing to sing songs/raps together in a group/ensemble, sometimes in parts and Swimming: 1. I can swim competently, confidently and proficiently over a distance of at least how different artists and cultures have used a range of visual Chocolate bar and wrapper design confidently. -Use glocks, recorders or band instruments. Play together with confidence and 25 metres. 2. I can use a range of strokes effectively (for example, front crawl, backstroke and -Explain how the design of a product has been influenced by the culture or society in which it understanding in a band or ensemble. -Know and understand that when you make up your elements in their work. Investigate and develop artwork using breaststroke). 3. I can perform safe self-rescue in different water-based situations. was designed or made. -Survey users in a range of focus groups and compare results. Test own tune or rhythm it’s called improvisation. Have the knowledge and understanding that an the characteristics of an artistic movement (Pop art, Athletics: 1. I can choose the best pace for a running event. 2. I can perform a range of jumps and evaluate products against a detailed design specification and make adaptations as they improvisation is not written down or notated. If written down in any way or recorded, it showing some technique. 3. I can show control at take-off and landing in jumping activities. 4. Renaissance, Realism, Expressionism). Mix and use tints and develop the product. -Evaluate meals and consider if they contribute towards a balanced becomes composition. -Know and understand that composition is creating your own melody I can show accuracy and good technique when throwing for distance. 5. I can lead a partner diet. - Use an increasing range of preparation and cooking techniques to cook a sweet or within given boundaries. It can be notated or recorded in some way. shades of colours using a range of different materials, including through warm-up routines. 6. I can show perseverance to achieve my personal best. 7. I can savoury dish. Perform/Share: -Perform together in an ensemble/band with ease and confidence. paint. understand how stamina and power help people to perform well in different athletic activities. 8. I can identify good athletic performance and explain why it is good.

Computing PSHE French Religious Education The Islam (Ramadan and Eid Al-Fitr 23rd April-23rd May) 1) When E-safety Links to unit 5.2 - (1) To review sources of support See long term plan 1) Repeat and recognise the vocabulary for weather in French. 2) is Ramadan? 2) The Hijri calendar. 3) What happens during when using technology. (4) To learn how to use reliable Ask what the weather is like today. 3) Say what the weather is Ramadan? 4) The night of power. 5) Reading the Quran. 6) Why is information and how to reference sources in their work. like today. 4) Create a French weather map. 5) Describe the Ramadan important to Muslims? 7)Gratitude. 8) Eid al-Fitr weather in different regions of France using a weather map with celebrations. 9) Comparing celebrations. Spreadsheets (1) To create a formula in a spreadsheet and symbols. Dharma Day (Buddhism) 1) The Buddhist flag. 2) The four noble apply in their mathematics (to convert m to km and vice At the Café truths. 3) The noble eightfold path. 4) The wheel of Dharma. 5) versa). (2) To use the count tool on a spreadsheet. (3) To 1) Order from a selection of foods from a French menu. 2) Order The middle way. 6) The Jataka tales. 7) Good and evil. use formulae in advanced mode in their mathematics from a selection of drinks from a French menu. 3) Order a French 8) Compassion. 9) Words of wisdom. 10) The golden rule. (perimeter and area). (4) To use text variables to perform breakfast. 4) Order typical French snacks. 5) Ask for the bill. 6) 11) Universal truths. calculations. (5) To plan an event using a spreadsheet. Remember how to say hello, goodbye, please and thank you.

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