PRIMARY CURRICULUM HANDBOOK
Year 5
CONTENTS
WELCOME THE CURRICULUM: AN OVERVIEW
TERMINOLOGY FOR PLACEMENTS USED IN THE PRIMARY SCHOOL
UNITS OF WORK – AN INTEGRATED LEARNING APPROACH
ENGLISH AND MATHEMATICS
THE INTERNATIONAL PRIMARY CURRICULUM (IPC)
IPC UNITS OF WORK COVERED THROUGH THE PRIMARY SCHOOL
PSHCE – PERSONAL, SOCIAL, HEALTH AND CITIZENSHIP EDUCATION
ASSESSMENT IN THE PRIMARY SCHOOL
REPORTING TO PARENTS
LEARNING SUPPORT
YEAR 5 ENGLISH PROGRAMME OF STUDY
YEAR 5 MATHEMATICS PROGRAMME OF STUDY
YEAR 5 TERM 1: FIRST HALF TERM YEAR 5 TERM 1: SECOND HALF TERM YEAR 5 TERM 2: FIRST HALF TERM YEAR 5 TERM 2: SECOND HALF TERM YEAR 5 TERM 3: FIRST HALF TERM YEAR 5 TERM 3: SECOND HALF TERM 1
WELCOME
2
3
4
5
6
7
8
9
10
12
13
14
18
25
26
28
29
30
32
Welcome to Year 5!
It is important that you know what your child is learning so you can help support him/her at home. With this aim in mind, we
have written this detailed curriculum handbook which shows all the things that your child will learn in Year Five.
The expectations of the curriculum, as well as homework, will be presented by your child’s teacher at the initial introduction
meeting in the first week of the new school year. As well as coming into the school, you can keep up to date with what your child
has been learning in our weekly newsletter and through the Virtual Learning Environment (VLE).
Should you at any time wish to speak to the teacher or myself about any aspect of the curriculum we offer, please do not hesitate
to come to speak with us. We will be pleased to hear from you.
With best regards
John Bagust Paul Baker
Head of Primary Schools
Head of Kamyk Primary PBS
Head of Vlastina Primary PBS
2
THE CURRICULUM: AN OVERVIEW
The Primary School is made up of The Foundation Stage and The Primary Years. The Foundation Stage is a two year programme and is followed by
six years in the Primary School. Each of these sections has its own curriculum, however we view both Foundation Stage and the Primary Years as one
Primary School.
For details of our Foundation Stage Curriculum, please ask for a Foundation Stage curriculum guide.
The Primary School’s curriculum (5-11 years old) is based on both the English National Curriculum and the International Primary Curriculum and
takes into account the latest initiatives in the UK as well as best practice from leading international schools around the world. The curriculum is
designed to challenge and inspire all learners and ensure that all our students make progress, whatever their individual needs.
Our curriculum also helps our large transient population of learners apply their skills and strategies for learning in whatever learning environment
they may find themselves in the future. It embeds an international dimension and includes all learners from all cultures.
TERMINOLOGY FOR
PLACEMENTS USED
IN THE PRIMARY
SCHOOL
PBS Year Groups in
Primary School
Age of child
Foundation Stage 1
Foundation Stage 2
Year 1
Year 2
Year 3
Year 4
Year 5
Year 6
3 - 4 years old
4 - 5 years old
5 - 6 years old
6 - 7 years old
7 - 8 years old
8 - 9 years old
9 - 10 years old
10 - 11 years old
IPC Mileposts
English National
Curriculum Stages
Early Years
Foundation Stage
Milepost 1
Key Stage 1
Milepost 2
Lower Key Stage 2
Milepost 3
Upper Key Stage 2
The development of the whole child is at the heart of the PBS primary curriculum. Learning in the Primary School is focused on developing personal,
emotional and social skills as well as being an intellectual and academic process. We work hard to continually create a school environment that helps
children want to come to school each day with a smile and develop a love for learning.
We aim to help children find their voice. We encourage them to think about what their contribution will be in the world and how they will try to make
a difference as responsible members of our school community as well as citizens of the world. PBS has high expectations for all its learners. In the
Primary School we pride ourselves on knowing each child as an individual in order to help them make progress.
3
4
UNITS OF WORK –
AN INTEGRATED LEARNING
APPROACH
Whether in the Foundation Stage or the Primary Years, teachers plan learning opportunities for six
units of work per Year Group. These cross-curricular ‘topics’ build on what students already know and
have experienced. As there is no fragmentation of separate subjects, a more meaningful context for
learning is created. The trans-disciplinary themes are inquiry-based and skills driven. There is an
emphasis on learning how to learn with learning styles identified and celebrated. Units of work are based on
the learning outcomes of all subjects and draw on the learners’ experiences and that of his / her peers to
help develop internationalism and cultural inclusivity.
Students are taught to use critical and creative thinking skills across the curriculum.
By organising the curriculum through Units of Work, the aim is for PBS students to be articulate,
engaged and enthusiastic about their learning and able to see the ‘big picture’, approaching topics from
multiple perspectives and making connections between subjects. The Units of Work create a more flexible
curriculum and Year Groups may change the order and title of the themes from those published in this
document. However, the key concepts, goals and skills will remain the same.
5
ENGLISH AND MATHEMATICS
At PBS we teach English and Mathematics using
the framework and goals from the English National
Curriculum, which is used across schools in England.
English is taught across the areas of:
• Speaking and Listening
• Phonics / Reading
• Writing
Mathematics is taught across the areas of:
• Number
• Measurement
• Geometry
• Statistics
6
IPC UNITS OF WORK
COVERED THROUGH
THE PRIMARY
SCHOOL
THE INTERNATIONAL PRIMARY CURRICULUM (IPC)
Milepost 1
Year 1
Year 2
The International Primary Curriculum (IPC) is a creative, thematic curriculum for 3-11 year olds with
a clear process of learning. It has specific learning goals for every subject as well as for international
mindedness and for personal learning.
Children learn through a series of interesting and motivating ‘Units of Work’ across a two-year
milepost. Each unit has goals from across many subject areas. Some themes are more history based,
while others have a greater emphasis on Science or Geography. Over the course of each two-year milepost,
the children will have the opportunity to access learning linked across all the subjects.
As well as subject goals, our curriculum offers goals for the children to develop. These goals are vital in
helping to ensure the school meets it’s ethos of developing well rounded citizens who are able to make a
positive contribution in the world with an intention of helping to develop well rounded citizens.
Milepost 2
Year 3
Year 4
Milepost 3
Year 5
Year 6
•
•
•
•
Let’s Go On Holiday
All Dressed Up
The Circus Is Coming To Town
We Are What We Eat
•
•
•
•
The Magic Toymaker
The Stories People Tell
Let’s Celebrate
How Are You?
•
•
•
•
I’m Alive
The First Olympians
Flowers & Insects
Media Magic
•
•
•
•
Footprints From the Past
Gateways to the World
Saving the World
Time & Place, Earth & Space
•
•
•
•
Chocolate
Active planet
Inventions that Changed the World
Temples, Tombs and Treasures
•
•
•
•
On Tap
Pictures, Paintings and Photographs
Explorers & Adventurers
Shaping Up
•
•
•
•
Fairgrounds
The Time Tunnel
What a Wonderful World
Mission To Mars
•
•
•
•
Investigators
Climate Control
Going Global
Fit for life
•
•
•
•
Champions for Change
Making New Materials
Making the News
Growing up Drug Education
For more information about the IPC, please go to the IPC website: http://www.greatlearning.com/ipc/
7
8
PSHCE – PERSONAL, SOCIAL, HEALTH
AND CITIZENSHIP EDUCATION
The PSHCE curriculum develops qualities and attributes
pupils need to thrive as individuals and members of society. Pupils build upon the knowledge, skills and understanding
they need to lead confident, healthy, independent lives and
to become informed, active and responsible citizens both
inside and outside school.
Each half term there is a new PSHCE topic, which is
introduced in an assembly to the whole school. The topics
that are covered over the year are:
• New Beginnings
• Getting On and Falling Out
• Going for Goals
• Good to Be Me
• Relationships
• Changes
9
ASSESSMENT IN THE PRIMARY SCHOOL
PBS has created a broad and creative PSHCE
curriculum, drawing from: the Social and Emotional Aspects
of Learning programme (SEAL), the PSHE Association
Programme of Study and other guidance from the UK. Within
the curriculum topics, pupils will cover the five social and
emotional aspects of learning: self-awareness, managing
feelings, social skills, motivation and empathy - alongside
exploring health and wellbeing, relationships and the wider
world.
Weekly PSHCE lessons take place and themes from
the PSHCE curriculum are integrated into other areas of
the curriculum, assemblies and themed days. PBS also
supplements the PSHCE curriculum with a ‘Value of
the Month’ to support behaviour, relationships, the learning
environment, personal well-being and attitude to school. The values covered over the year are:
• Responsibility
• Cooperation
• Thoughtfulness
• Peace
• Determination
• Perseverance
• Positive Thinking
• Respect
• Trust
• Courage
• Honesty
ASSESSMENT FOR LEARNING (AfL)
Assessment is a very important part of the learning process.
It is only by assessing children’s learning that we know
if they have developed their knowledge, skills or
understanding.
In the Primary School we use a number of different types of
learning that can be broken down into two types:
• Assessment for Learning - Formative assessment
• Assessment of Learning - Summative assessment
AfL involves using assessment in the day to day
classroom to raise achievement by informing both students and
teachers of the next steps to take on their learning journey.
It is based on the idea that students will improve most if
they understand the aim of their learning, where they are in
relation to this aim and how they can achieve the aim.
(AfL) consists of the following components:
• The active involvement of students in their own
learning
• Sharing learning goals and agreeing criteria
• Involving students in self-assessment
• Effective questioning
• Providing feedback which leads to students
recognising their next steps and how to take them
• Adjusting teaching to take account of the results of
assessment
• Confidence that every student can improve
(the untapped potential rather than the fixed
intelligence)
10
REPORTING TO PARENTS
ASSESSMENT OF LEARNING (AoL)
These assessments are carried out at key times through the Primary School. They provide teachers with clear and precise
feedback on the progress of your child and act as a benchmark across national / international educational systems.
(AoL) consists of the following components:
• Year 1 to Year 6 classes complete InCAS assessments at the beginning of the academic year. These computer-adaptive
assessments are tailored to the individual pupil (so it’s not too difficult or easy) so they take part in a personalised
assessment – which tailors the level of difficulty of each question depending on how the pupil performed on the last one
- and so is more suited to them. Children are assessed in the areas of maths, literacy, developed ability and attitudes.
• Standardised Attainment Tasks (SATs) are end of year assessments that most schools use in the UK from Year 2 to Year 6
inclusive. We also use these SATs to assess the children’s attainment in reading, writing and Mathematics. The results
of these assessments are reported to the parents and can be used to benchmark children against their peers in the UK.
• Year 1 to Year 6 classes also take termly English Writing and Maths assessments. The results are tracked to inform the
teacher how well each child is progressing as well as to flag up children who may not be progressing as expected.
Parents play a crucial part in their
children’s education. It is only with
their support that their children will
be able to achieve their potential.
OPEN DOOR POLICY
We have an open door policy for our parents. If you need to talk to a teacher or the
Head of School, our doors are always open, and if an immediate appointment is not
available, we will make sure parents are seen as soon as possible.
Likewise, when the school has any issues with children, we will always contact
the parents immediately if we feel it is something that cannot wait until parents
evening. In this way there should be no surprises for either parents or teachers
when it comes to reports and parent consultations.
SCHOOL REPORTS
Parents receive three reports a school year.
The Settling-in Report is provided to parents after the first 5 weeks of school. It gives information from
the teacher on how well your child is settling in to their new class both socially and academically. This
report also sets individual targets that your child will be working towards over the course of the next
term as well as providing information to parents on how they can support their child’s learning at home.
The Mid Year Report is given to parents in Mid February and the End of Year Report is provided in June.
Both these reports are very detailed and have comments for each area of the curriculum. They also
contain ‘levels’ so parents can see at a glance if their child is below, above or on the correct level for
their year group in a given subject. Marks are also given for ‘effort’ in each subject area. Information
on how well your child is working towards their individual targets and the setting of new targets also are
included in the report. Finally, parents and children have a section to provide feedback, ensuring that all
parties are involved in the reporting process.
11
PARENT CONSULTATION
EVENINGS
These evenings follow the settling-in
report and the mid-term report;
usually the week after the report is
given out to parents. Parents are able
to sign up for a time slot of their choice
and use this time to discuss the report
and progress of their child.
12
YEAR 5 ENGLISH PROGRAMME OF STUDY
ENGLISH AS AN ADDITIONAL LANGUAGE (EAL)
Many children come to our school with no or limited English. In EAL children
receive individualised support, in small group settings or one to one lessons. EAL
is fun and provides balanced instruction to learn all four skills, reading, writing,
listening and speaking through carefully selected learning resources. Our goal
is to motivate the children to achieve their full potential so they can participate
within the mainstream programme as quickly as possible as well as take an active
part in all aspects of their school life.
Here are main areas that the Year
5 students will study throughout
the year in Year 5. Many areas are
reinforced throughout each term.
TERM 1: FIRST HALF TERM
LEARNING SUPPORT
SPECIAL EDUCATIONAL NEEDS (SEN)
The Learning Support department focuses on providing
extra help for students with both mild and specific learning
difficulties. Our teachers work in and out of the classroom
following an Individual Education Plan (IEP) of learning
targets set through close co-operation with the class
teacher and parent. We believe that each child holds
a complex and diverse potential that – if properly addressed
- will influence his/her development as an individual.
Learning Support sessions aim to reflect and to reinforce the
learning that happens in class and to ensure that successful
academic learning and personal development takes place.
Parents are invited to meetings with the class teacher and
Learning Support Teacher at regular times in the school year
to discuss the progress made with the IEP.
13
Speaking and listening
• To speak audibly and fluently
• To gain, maintain and monitor the interest of the listener/s
Spelling
• Words containing the letter-string –ough
• Words with ‘silent’ letters (i.e. letters whose presence cannot be predicted from the pronunciation of the word)
• Words ending in –able and –ible.
Reading
• To develop pleasure in reading, motivation to read, vocabulary and understanding by:
• Continuing to read and discuss an increasingly wide range of fiction, poetry, plays, non-fiction and reference books
or text books
• Learning a wider range of poetry by heart
• Recommending books that they have read to their peers, giving reasons for their choices
Writing
• Key skills: To develop specific vocabulary. To develop use of metaphors and personification. To make the reader feel…
• Explanations: To use a greater range of causal connectives – this causes, this results in, as a consequence. To interest the
reader with exclamations or questions.
• Poetry: To choose and use appropriate structure to chosen style of poem – limerick AABBA. Haiku (syllable pattern 5,7,5)
14
TERM 2: SECOND HALF TERM
TERM 1: SECOND HALF TERM
Speaking and listening
• To use spoken language to develop understanding through speculating,
hypothesising, imagining and exploring ideas.
Speaking and listening
• To articulate and justify answers, arguments and
opinions
• To listen and respond appropriately to adults and their
peers.
Spellings
• Revise plurals eg adding -s, -es and –ies
• Use of the hyphen
• Proof-reading focusing on checking words form
personal lists
• Use dictionary to support teaching of word roots,
derivations and spelling patterns
Reading
• To develop pleasure in reading, motivation to read,
vocabulary and understanding by:
• Making comparisons within and across books
• Asking questions to check their understanding
• Identifying how language, structure and
presentation contribute to meaning
Writing
• Plays: To develop word choice so that it supports
characterisation. To develop attitudes of characters
and develop and portray them consistently.
• Novel as a theme: To use a wide range of devices to
build cohesion within and across paragraphs. To select
appropriate grammar and vocabulary, understanding
how such choices can change and enhance meaning.
15
TERM 2: FIRST HALF TERM
Speaking and listening
• To participate in discussions, presentations, performances, role play, improvisations and debates.
• To consider and evaluate different viewpoints, attending to and building on the contribution of
others.
Spelling
• Using etymological/morphological strategies for spelling
• Homophones cereal/serial, father/farther, guessed/guest, morning/mourning, who’s/whose
• Proof-reading for words on statutory list
Reading
• To develop pleasure in reading, motivation to read, vocabulary and understanding by:
• Make book recommendations and give reasons for choices
• Explain and discuss understanding of reading
Writing
• Formal recount: To pay attention to relevant details. To use description to provide clarification.
• Instructions: To have an engaging introduction.
• Poetry: To perform their own compositions, using appropriate intonation, volume and movement so
that meaning is clear
Spelling
• Teach use of dictionary to check words referring to first three or four letters.
• Suffixes that children struggle with
Reading
• To develop pleasure in reading, motivation to read, vocabulary and
understanding by:
• Participate in discussions about books, building on and challenging
ideas
• Provide reasoned justification for views
Writing
• Non-chronological reports: To ensure that the subject interests the reader. To
move from general to specific
• Story structure: To build tension and control the pace to maintain reader’s
interest
TERM 3: FIRST HALF TERM
Speaking and listening
• Participate in discussions and presentations. When taking part in drama
activities and performances being aware of the different voices of different
characters
• Increase their vocabulary from their immediate world and feelings to
developing a broader, deeper and richer vocabulary
Spelling
• Sounds which have different spellings e.g. Bruise, guarantee, immediately,
vehicle, yacht
• Apostrophe for possession.
• Word endings –‘ably’ and ‘ibly’.
Reading
• Predict future events from details stated and implied
• Discuss understanding of texts, including exploring meaning of words in
context
• Use knowledge of morphology and etymology to read aloud and understand
new words
Writing
• Adverts, leaflets and persuasive letters: To use logical connectives eg. this
shows, however, because. To give good reasons and evidence. To get the reader
on your side – be reasonable and use strong, positive language.
• Biography: To ensure events are anecdotal in style. To include dates linked to
specific events. To ensure the writer appears well-informed about the person.
• SAT testing
16
YEAR 5 MATHEMATICS PROGRAMME OF STUDY
Here are main areas that the Year 5
students will study in mathematics
throughout the year in Year 5. Many
areas are reinforced throughout each
term.
TERM 1: FIRST HALF TERM
TERM 3: SECOND HALF TERM
Speaking and listening
• Be able to listen to information and respond to what they have heard.
Spelling
• Checking from another source after writing e.g spell check if on screen, spelling log,
• Collecting root words and creating words using them
• Sounds which have different spelling e.g. words with the spelling ‘ei’ have c making the /i:/ sound
Reading
• Read a range of modern fiction, fiction from literary heritage and books from other cultures and
traditions
• Identify and discuss themes and conventions across a wide range of writing
• Summarise ideas drawn from more than one paragraphs, identifying key details
Writing
• Story openings: To use word choices that reflect and/or develop character’s personality.
• Legends: To ensure the consistent and correct use of tense throughout a piece of writing.
To evaluate and edit by assessing the effectiveness of their own and others’ writing.
17
Number and Place Value
• Understand place value in 5-digit numbers by creating 5-digit
numbers, placing them on a number line and solving place value additions
and subtractions
• Order and compare 5-digit numbers and say a number between
• Understand place value in 3-digit numbers by creating 3-digit
numbers, placing them on a number line and solving place value additions
and subtractions
• Use place value to add and subtract multiples of 10, 100 and 1000 to and from
4-digit numbers
Mental Addition and Subtraction
• Add/subtract 2-digit numbers to/from 2-digit numbers by counting on/ back
• Add pairs of 2-digit numbers with a total ≤ 198
• Subtract 2-digit from 2-digit numbers by counting up
• Use mental strategies to add 2-digit, 3-digit and 4-digit numbers
• Use counting up as an efficient mental strategy with minimal jottings
• Count up to subtract any 3-digit from 3-digit number
• Use counting up to subtract 4-digit numbers from near multiples of 1000
• Subtract 3-digit from 4-digit numbers by counting up
• Use counting up strategies to quickly calculate change.
Mental Multiplication and Division
• Use doubling and halving to multiply and divide by 4 and 8 and solve correspondence problems
• Use advanced mental multiplication strategies
Written Addition and Subtraction
• Use column addition to add two 4-digit numbers with answers > 10000
• Use compact decomposition to subtract 3-digit from 3-digit numbers
• Use expanded or compact decomposition to subtract numbers with up to
4-digits
Problem Solving, Reasoning and Algebra
• Sustain a line of enquiry, make and test a hypothesis
• Write and solve mathematical problems
• Solve problems involving multiplication and division including using their
knowledge of factors and multiples, squares and cubes
Decimals, Percentages and Equivalent Fractions
• Match 2-place decimals to 1/100s, using a place value grid
• Use place value to multiply and divide numbers by 10 and 100, involving
2-place decimals
• Use place value to add and subtract 0·1 and 0·01 to and from decimal numbers
Measurement
• Read, write and convert time between analogue and digital 12 and 24 hour
clocks
• Compare durations of events to calculate the time taken by particular events
or tasks
• Use 24 hour clocks
• Convert between different units of measure, e.g. kilometres to metres, metres
to centimetres, etc
• Measure and calculate the perimeter of composite rectilinear shapes in m/cm
18
TERM 1: SECOND HALF TERM
Written Multiplication and Division
Number and Place Value
• Understand place value in 5-digit numbers by creating 5-digit numbers, • Multiply 2- and 3-digit by 1-digit numbers using the ladder method
placing them on a number line and solving place value additions and subtractions • Use the ladder method to multiply 4-digit by 1-digit numbers
• Divide 3-digit by 1-digit numbers using a written method drawn from mental
• Round 5-digit numbers up or down to the nearest 10, 100, 1000 or 10000
strategies with integer remainders and answers < 50
• Divide 3-digit by 1-digit numbers using a written method drawn from mental
Mental Addition and Subtraction
strategies with answers > 50, and give answers as appropriate
• Use mental strategies to add 2-digit, 3-digit and 4-digit numbers
•
Divide numbers just beyond the tables, with remainders given as fractions
• Add and subtract larger numbers using place value and number facts
where the fraction is obvious
• Subtract 3-digit from 4-digit numbers by counting up
•
Use the grid method to multiply 2-digit by 2-digit numbers and solve problems
• Use counting up as an efficient mental strategy with minimal jottings
in which n objects are connected to m objects (distributive law)
• Understand addition and subtraction as inverses of each other and use this to
• Divide 3-digit by 1-digit numbers using a written method drawn from mental
find relationships
strategies with answers > 50, and give answers as appropriate
Mental Multiplication and Division
Problem Solving, Reasoning and Algebra
• Apply divisibility tests for 2, 3, 4, 5, 6, 9, 10 and 25
• Use mathematical reasoning to explain findings, patterns and relationships
• Recognise common factors and relate these to common multiples
• Solve problems involving addition, subtraction, multiplication and division
• Identify factors and multiples, and begin to find common factors
and a combination of these
• Understand multiplication and division as inverses of each other and use this
to find relationships
Fractions, Ratio and Proportion
• Multiply and divide multiples of 10, 100 and 1000 by 1-digit numbers
• Compare and order unit fractions and related fractions, using fraction walls
• Multiply mentally 2-digit by 1-digit numbers using partitioning
and strips
• Use mental strategies to solve divisions including dividing by 1
•
Place mixed fractions on a number line to compare fractions with the same
• Multiply and divide multiples of 10, 100 and 1000 by 1-digit numbers
denominator
• Understand division as the inverse of multiplication
• Use equivalent fractions to reduce any given fraction to its simplest form
• Recognise the equivalence of simple fractions and decimals
Written Addition and Subtraction
• Use column addition to add several numbers with up to 4-digits with answers
Decimals, Percentages and Equivalent Fractions
> 10000
• Locate and write 2- place decimals on a number line using length as a context
• Use expanded or compact decomposition to subtract numbers with up to
• Round 1- and 2-place decimals up and down to the nearest whole number
4-digits
• Order and compare 1- and 2-place decimals and find a number between
19
TERM 2: FIRST HALF TERM
Geometry: properties of shapes
• Estimate and measure angles, recognising that they are measured in degrees
• Use a protractor to measure angles, including of a given size
• Compare and classify acute and obtuse angles; order angles up to 180°
• Draw a specified given angle and measure it in degrees
• Compare angles up to 360°, including reflex angles
• Recognise and identify angles that are multiples of 90°
• Recognise that angles on a straight line total 180° and angles round a point
total 360°
• Know and use the terms radius and diameter; identify the radius and
diameter of different circles
• Draw circles and arcs, including using compasses
• Draw circles and arcs with a given radius
• Find missing angles using angles round a point = 360° or angles on a
straight line = 180°
Number and Place Value
• Understand place value in 6-digit numbers by creating 6-digit numbers,
placing them on a number line and solving place value additions and
subtractions
• Order and compare 6-digit numbers and say a number between
• Understand the effect of multiplying or dividing a given number by 10, 100 or
1000; answers < 100000 and with not more than 2 decimal places
Mental Addition and Subtraction
• Use mental strategies to add 2-digit, 3-digit and 4-digit numbers
• Add any pair of 1-place decimals
• Work out what number to add to a 2-place decimal to make the next whole
number
• Understand addition and subtraction as inverses of each other and use this
to find relationships
• Use counting up to subtract 4-digit numbers from near multiples of 1000
• Subtract 4-digit from 4-digit multiples of 1000 by counting up
Written Addition and Subtraction
• Use expanded or compact decomposition to subtract numbers with up to
4-digits
• Use column addition to add pairs of 2-place decimals, including amounts of
money
• Use counting up on a number line to subtract 2-place decimals from 2-place
decimals
Problem Solving, Reasoning and Algebra
• Use mathematical reasoning to explain findings, patterns and relationships
• Solve addition and subtraction multi-step problems, deciding which
operations and methods to use and why
• Solve problems involving addition, subtraction, multiplication and division
and a combination of these
• Devise a rule to work out missing angles
• Check that all solutions have been found
20
Decimals, Percentages and Equivalent Fractions
• Multiply and divide numbers by 10 and 100 to give
1- or 2-place decimal answers
• Use place value to add and subtract 0·1 and 0·01 to
and from decimal numbers
• Round 1- and 2-place decimals up and down to the
nearest whole number
• Round 2-place decimals up or down to the nearest
tenth
Measurement
• Read relevant scales to the nearest numbered unit
• Measure, compare, add and subtract weights (masses)
using kg/g
• Convert between different units of measure,
e.g. kilometres to metres, metres to centimetres, etc
• Recognise and estimate volume and capacity using ccs
and ml
• Solve problems involving addition and subtraction of
measures using decimal notation
Geometry: properties of shapes
• Recognise that an equilateral triangle is a regular
polygon with angles of 60°
• Compare and classify triangles, according to their
properties
Statistics
• Interpret and present continuous data using line
21
Measurement
• Choose and use appropriate standard units to measure lengths and heights
in any direction
• Choose and use appropriate standard units to measure capacities
• Understand and use basic equivalences between metric and imperial units;
express these in approximate terms
TERM 2: SECOND HALF TERM
Written Addition and Subtraction
• Use expanded or compact decomposition to subtract numbers with up to
4-digits
• Use column addition to add several numbers with up to 4-digits with answers
> 10000
• Use column addition to add several numbers with up to 4-digits
Written Multiplication and Division
• Use the grid method to multiply 2-digit by 2-digit numbers and solve problems
in which n objects are connected to m objects (distributive law)
• Use short division to divide 3-digit by 1-digit numbers with no remainders
• Understand when it is appropriate to round up or down after division
• Use short division to divide 3-digit by 1-digit numbers with integer remainders
• Use short division to divide 3-digit by 1-digit numbers with no remainders
• Use short multiplication to multiply 3-digit numbers by 1-digit numbers
• Use short multiplication to multiply 4-digit numbers by 1-digit numbers
Problem Solving, Reasoning and Algebra
• Use mathematical reasoning to explain findings, patterns and relationships
• Identify patterns, devise and test rules and use them to make predictions
Fractions, Ratio and Proportion
• Understand fractions as operators and relate this to division; find non-unit
fractions of large numbers
• Count in fractions, including equivalents
• Place mixed fractions on a number line to compare fractions with the same
denominator
• Convert mixed numbers to improper fractions and vice versa
• Multiply fractions by whole numbers
Geometry: properties of shapes
• Understand that 2D shapes with straight sides are polygons and so identify
polygons
• Identify parallel and perpendicular lines in 2D shapes
• Compare and classify acute and obtuse angles; order angles up to 180°
• Compare angles up to 360°, including reflex angles
• Compare and classify quadrilaterals according to their properties
• Recognise that angles on a straight line total 180° and angles round a point
total 360°
• Distinguish between regular and irregular polygons based on reasoning about
equal sides and angles
TERM 3: FIRST HALF TERM
Number and Place Value
• Locate negative numbers on a number line and relate to temperature
• Find numbers more or less than a given negative number and relate to
temperature
Mental Addition and Subtraction
• Use place value to add near integers including amounts of money
• Use mental strategies to add amounts of money with 2 decimal places
• Use number facts to add several amounts of money
• Use counting up strategies to quickly calculate change
• Use place value to subtract near integers including amounts of money
Written Addition and Subtraction
• Use compact column addition to add two or three 5-digit numbers
• Use column addition to add several numbers with up to 5-digits
• Use column subtraction to subtract 5-digit from 5-digit numbers, where there
are not more than two 0s in the larger number
• Choose an appropriate written method to solve subtraction problems
Written Multiplication and Division
• Use short multiplication to multiply 3-digit numbers by 1-digit numbers
• Use short multiplication to multiply 4-digit numbers by 1-digit numbers
• Use long multiplication to multiply 2-digit and 3-digit numbers by 2-digit
numbers (friendly numbers)
• Begin to use long multiplication to multiply 2-digit and 3-digit numbers by
teens numbers
22
Problem Solving, Reasoning and Algebra
• Solve addition and subtraction two-step problems in contexts
• Solve addition and subtraction multi-step problems, deciding which operations
and methods to use and why
• Identify patterns, devise and test rules and use them to make predictions
• Solve problems involving numbers with up to 3 decimal places
• Solve problems involving addition, subtraction, multiplication and division and
a combination of these
• Use mathematical reasoning to explain findings, patterns and relationships
Fractions, Ratio and Proportion
• Convert mixed numbers to improper fractions and vice versa
• Multiply fractions by whole numbers
• Use the grid method to multiply mixed numbers by integers
Fractions, Ratio and Proportion
• Convert mixed numbers to improper fractions and vice versa
• Multiply fractions by whole numbers
• Use the grid method to multiply mixed numbers by integers
23
Decimals, Percentages and Equivalent Fractions
• Round 1- and 2-place decimals up and down to the nearest whole number
• Match 1-, 2- and 3-place decimals to 1/10s, 1/100s and 1/1000s, using a place
value grid
• Read, write and order 3-place decimals using a number line
• Order and compare 3-place decimal numbers and write a number in between
• Divide numbers by 10, 100 and 1000 to get answers with 3 decimal places,
using a place value grid
• Multiply and divide by 10, 100 and 1000 giving answers up to 3 decimal places
• Round 1- and 2-place decimals up and down to the nearest whole number
• Round 2-place decimals up or down to the nearest tenth
Geometry: properties of shapes
• Describe positions on a 2-dimensional grid as co-ordinates (1st quadrant)
• Plot points and draw sides to complete a polygon on a co-ordinate grid
(1st quadrant)
• Identify and describe the position of a shape on a co-ordinate grid following
a translation
• Identify and describe the position of a shape on a co-ordinate grid following
a reflection
• Describe positions on a full co-ordinate grid
• Draw and translate simple shapes; reflect shapes in the axes
• Draw and construct 2D shapes with given dimensions and angles
• Know and use the properties of a square and rectangle and deduce related facts
• Make cuboids, cubes, tetrahedra and pyramids from nets
• Identify cubes and cuboids from 2D representations
• Identify 3D shapes from 2D representations
TERM 3: SECOND HALF TERM
Number and Place Value
• Find square and cube numbers, and use the notation for squared and cubed
Mental Multiplication and Division
• Identify factors and multiples, and begin to find common factors
• Use common factors and multiples to develop multiplication strategies with
numbers ≤ 1000
Written Multiplication and Division
• Use short division to divide 3-digit by 1-digit numbers with integer remainders
• Use short division to divide 4-digit by 1-digit numbers (harder numbers) with
integer remainders
• Understand that division can result in integer remainders, mixed numbers
(e.g. 34 1/4), or answers accurate to one or two decimal places
• Begin to use long multiplication to multiply 2-digit and 3-digit numbers by
teens numbers
• Begin to use long multiplication to multiply 4-digit numbers by teens numbers
• Solve problems involving multiplication and division including scaling by
simple fractions and problems involving simple rates
Problem Solving, Reasoning and Algebra
• Solve problems involving multiplication and division including using their
knowledge of factors and multiples, squares and cubes
• Pursue a line of enquiry
• Solve problems involving addition, subtraction, multiplication and division
and a combination of these
• Use all four operations to solve problems involving measure using decimal
notation, including scaling
Fractions, Ratio and Proportion
• Recognise the equivalence of simple fractions and decimals
• Use equivalence to compare and order fractions that don’t have the same
denominator but are related
• Use equivalence to add and subtract related fractions
• Multiply fractions by whole numbers
• Use the grid method to multiply mixed numbers by integers
• Recognise the equivalence of simple fractions and decimals
•
Decimals, Percentages and Equivalent Fractions
• Recognise the % symbol; understand what percentage means (fraction with
a denominator of 100)
• Relate percentages to fractions and find 10%, 20% and other easy
percentages of whole numbers or amounts of money (whole pounds)
• Understand equivalence between fractions, percentages and decimals e.g.
13% = 0·3 = 13/100
•
Measurement
• Calculate and compare areas of squares and rectangles using standard units
• Measure and calculate the perimeter of composite rectilinear shapes in m/cm
• Estimate the area of irregular shapes using standard units
• Recognise and estimate volume and capacity using ccs and ml
• Compare durations of events to calculate the time taken by particular events
or tasks
Measurement
• Interpret and present continuous data using line graphs
• Solve comparison, sum and difference problems using information presented
in line graphs
• Use a line graph to compare changes in temperature over time
• Solve comparison and difference problems using information presented in line
graphs
• Complete, read and interpret information in timetables
24
YEAR 5 TERM 1: FIRST HALF TERM
IPC UNIT: FAIRGROUNDS
Science
• Be able to conduct scientific investigations
• Know what keeps our feet on the ground
• Know about other forces that act upon us
• Be able to identify and measure forces
• Know how forces act on everyday life
• Be able to use electricity as a source of power
• Know about magnetism: how and why magnets work
• Know how light travels and how we see
• Know how sound travels and how we hear
Technology
• Be able to solve problems to understand how everyday
objects work
• Know how people use technology
• Be able to design and make models and games
International
• Know about fairgrounds and theme parks in our host
and home countries
• Know international agencies are helping to increase
energy efficiency and tackle the problems of noise and
light pollution
• Know about international aid agencies and their work
25
PERSONAL, SOCIAL, HEALTH & CITIZENSHIP EDUCATION (PSHCE)
Topic: New Beginnings
• Understand how it feels to do or start something new, and why;
• Know some strategies to cope with uncomfortable feelings and to calm myself when necessary;
• Understand my rights and responsibilities in the school and I understand the need for rules in
society and why we have the rules we do in school;
• Understand the concept of a balanced lifestyle;
• Recognise that increasing independence brings increased responsibility;
• Understand that there are different kinds of responsibilities, rights and duties in the community.
SPECIALIST SUBJECTS
French
• Basics/all about me (family, nationalities,
age, countries)
German
• My town
• Shops and what to buy where
• What to do in town e.g. cinema, park etc.
• Directions / on my way to school
Music: Exploring Rhythm and Pulse
• Explore a range of ethnic and world music
• Explore rhythm patterns using percussion
instruments
Physical Education
• Understand the basic rules and tactics for
the different sporting activities and games
covered
• Be able to perform a variety of movements
with speed, balance and control
• Display basic hand and eye co-ordination
skills
• Adapt to the different challenges during
the team based sports
YEAR 5 TERM 1: SECOND HALF TERM
IPC UNIT: THE TIME TUNNEL
History
• Know historical time can be recorded and measured
• Be able to sort, sequence and order the past
• Be able to interpret events to explore the attitudes of people in
the past
• Know what happened at different times in different cultures
Geography
• Know about the history of a location in the host country
• Know how the movements of people affect the physical and human
features of a location
• Be able to use maps to find out about the history of a location
Art
• Know how artists from different periods have used art to record
history
• Be able to use art to record a historical event
International
• Know what we can learn from the past
• Be able to find and use stored information from a variety of sources
ICT
• Be able to create advanced documents/presentations using a range
of media
• Be able to use programming/coding software to create their own
games/ programs/ worlds/ animations
• Be aware of and follow the school rules for E-safety
26
YEAR 5 TERM 2: FIRST HALF TERM
PERSONAL, SOCIAL, HEALTH & CITIZENSHIP
EDUCATION (PSHCE)
Topic: Getting on and falling out
• Know what my triggers for anger are; what happens
when I get angry; what happens when I am overwhelmed
by feelings of anger; some ways to calm myself down;
• Be able to consider the short- and long-term
consequences of my behaviour so as to make a wise
choice, even when I am feeling angry;
• Be able to tell you things that I or other people
sometimes do or say in a conflict situation that usually
make things worse;
• Use my skills for solving problems peacefully to help
other people resolve conflict;
• Resolve differences by looking at alternatives, seeing
and respecting others’ points of view, making decisions
and explaining choices;
• Understand the nature and consequences of
discrimination, teasing, bullying and aggressive
behaviours.
27
IPC UNIT: INVESTIGATORS
SPECIALIST SUBJECTS
French
• Birthdays and presents
• School subjects and opinions
German
• Hobbies and sports
• Holidays and weather
Music: Exploring Rhythm and Pulse
• Create simple rhythmic patterns using a range of media
• Use cyclic patterns to create group performances
Physical Education
• Understand the basic rules and tactics for the different sporting activities and
games covered
• Be able to perform a variety of movements with speed, balance and control
• Display basic hand and eye co-ordination skills
• Adapt to the different challenges during the team based sports
Science
• Be able to conduct scientific investigations
• Be able to use several ways to investigate in science
• Be able to make sure our investigations are well
designed and reliable
• Know ways to: collect, record, interpret and present our
findings
• Know about several materials and their properties
ICT
• Be able to independently take, upload, edit, save and
edit digital photographs
• Be able to use programming/coding software to create
their own games/programs/worlds/animations
• Be aware of and follow the school rules for E-safety
• Be able to use a variety of sources to research a given
topic
PERSONAL, SOCIAL, HEALTH
& CITIZENSHIP EDUCATION
(PSHCE)
Topic: Going for goals
• Know the skills and attributes to
be an effective learner;
• Develop skills to be an effective
learner;
• Know what some of the people in
my class like or admire about me;
• Be able to set myself a goal or
challenge;
• Be a critical friend to others and
myself;
• Be able to keep myself safe on the
internet.
SPECIALIST SUBJECTS
French
• Food
• Hobbies
German
• Our World
• The Planets
• Descriptions
Music: Exploring Rounds
• Sing and play a range of partner songs, echo songs and
rounds from around the world
• Play melodies with two or more parts
Physical Education
• Understand the basic rules and tactics for the different
sporting activities and games covered
• Be able to perform a variety of movements with speed,
balance and control
• Display basic hand and eye co-ordination skills
• Adapt to the different challenges during the team
based sports
28
YEAR 5 TERM 2: SECOND HALF TERM
IPC UNIT: CLIMATE CONTROL
Science
• Be able to conduct scientific investigations
• Know about energy and what we use it for
• Know about how we get our energy
• Know how our use of energy contributes to the greenhouse
effect
• Know how we can reduce our use of energy
Technology
• Know we can use solar power as an energy source
• Be able to make a wind turbine
ICT
• Be aware of and follow the school rules for E-safety
• Be able to design a web page
• Be able to use programming/coding software to create
their own games/programs/worlds/animations
• Be able to use a variety of sources to research a given
topic
Geography
• Know how climate change is affecting our planet
• Know why recycling and re-using materials is important
• Know what happens to the waste that we produce
• Know how we can help to reduce traffic use in our local International
area.
• Know about sustainable settlements such as eco-towns
• Know how different countries might work together to deal
with the effects of climate change
PERSONAL, SOCIAL, HEALTH & CITIZENSHIP EDUCATION (PSHCE)
Topic: Good to be me
• Explain how I am feeling even if I have mixed feelings;
• Understand the difference between being proud and boasting and how it makes people feel;
• Understand that sometimes the feeling part of my brain takes over and I might make mistakes;
• Recognise and use some strategies to help me when I feel useless or inadequate;
• Be able to make a judgement about whether to take a risk;
• Recognise and manage “dares”
29
SPECIALIST SUBJECTS
French
• Daily routine
• Places in town
German
• The body
• At the doctor’s
• Clothes
Music: Exploring Rounds
• Create
and
rehearse
arrangements of different types
of songs
• Use iPads to explore rounds, loops
and other musical forms
Physical Education
• Understand the basic rules and
tactics for the different sporting
activities and games covered
• Be able to perform a variety of
movements with speed, balance
and control
• Display basic hand and eye
co-ordination skills
• Adapt to the different challenges
during the team based sports
YEAR 5 TERM 3: FIRST HALF TERM
IPC UNIT: CHAMPIONS FOR CHANGE
Society
• Know about the system of government in our home and host country
• Know about different types of government around the world
• Know how to canvas opinion on what people think about the school/
local area
• Know what makes a good leader
• Be able to write a successful political speech
History
• Know about the origins of democracy
• Know how and why empires have been established
• Know about a historical campaign or revolution for change
ICT
• Be able to use MS Publisher to create a range of documents
• Be able to use programming/coding software to create their own
games/ programs/ worlds/ animations
• Be aware of and follow the school rules for E-safety
• Be able to use a variety of sources to research a given topic
Science
• Be able to conduct scientific investigations
International
• Know about global issues that should concern governments around
the world
Technology
• Be able to create our own party logos and campaign posters
PERSONAL, SOCIAL, HEALTH & CITIZENSHIP EDUCATION (PSHCE)
Topic: Relationships
• Recognise what embarrasses me and learn something about me that I didn’t know before;
• Be able to tell you about a time that I felt embarrassed and what it felt like and I know some things
to do when I feel embarrassed that will not make things worse;
• Know 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, and have the skills to maintain a positive, healthy relationship;
• Be aware of the different types of relationships.
30
SPECIALIST SUBJECTS
French
• Holidays
• Weekends
German
• Snack bar
• Restaurant
• Recipe : Pizza making
Music: Exploring Sound Sources
• Listen and appraise different types of Programme Music
• Create music based on a given stimulus using classroom
instruments and iPads
31
Physical Education
• Understand the basic rules and tactics for the different
sporting activities and games covered
• Be able to perform a variety of movements with speed,
balance and control
• Display basic hand and eye co-ordination skills
• Adapt to the different challenges during the team based
sports
YEAR 5 TERM 3: SECOND HALF TERM
IPC UNIT: MAKING NEW MATERIALS
History
• Know about the importance of bronze, iron and
clay
• Know about wax, papyrus and paper
Science
• Be able to conduct scientific investigations
• Know about the chemistry of cooking
• Know what happens when we dissolve or melt
Art
things
• Know how artists use different materials in
• Know about gases and what they are
their work
• Know about different materials used in
• Know how to choose materials to express
the kitchen
an idea
• Know about conductors and insulators
• Know about magnetic materials and their uses
International
• Know how different countries work together to
Technology
invent new materials
• Be able to make our own clay
• Know how glass is made
• Be able to create a brand new material
PERSONAL, SOCIAL, HEALTH
& CITIZENSHIP EDUCATION
(PSHCE)
Topic: Changes
• Recognise the difficult changes and that responses can be
similar when experiencing loss;
• Know that sometimes there can be
positive outcomes from changes
that we didn’t welcome initially;
• Understand why people might
behave the way they do when they
are facing a difficult change and
how people respond differently to
changes and challenges;
• Understand how my body will
change as I approach and move
through puberty;
• Recognise
and
challenge
stereotypes.
32
SPECIALIST SUBJECTS
French
• House
• Preferences
German
• Pocket money, Euros
• Play / story
Music: Exploring Sound Sources
• Preparing a composition for performance
• Record and evaluate performances using iPads
Physical Education
• Understand the basic rules and tactics for the different sporting activities and games covered
• Be able to perform a variety of movements with speed, balance and control
• Display basic hand and eye co-ordination skills
33