All Saints’ CofE Primary School – All Believing, All Achieving
Year 5 Curriculum Map
Topic: Ancient Greece
Perseverance, Faith, Teamwork, Caring, Learning, Creativity
Term: Autumn 1
Memorable Events
Super Start:
Driver Subject
History
Ancient
Greece
Geography

Ancient Greece – a study of Greek life and achievements and their influence on the western world

Geography,
Population &
Culture of
Greece
Art
Masks,
Pottery &
Statues
DT


locate the world’s countries, using maps to focus on Europe (including the location of Russia) and North and South America, concentrating on their
environmental regions, key physical and human characteristics, countries, and major cities
describe and understand key aspects of human geography, including: types of settlement and land use, economic activity including trade links, and the
distribution of natural resources including energy, food, minerals and water
use maps, atlases, globes and digital/computer mapping to locate countries and describe features studied



to improve their mastery of art and design techniques, including drawing with a range of materials
to improve their mastery of art and design techniques, including painting with a range of materials
about great artists in history

Labyrinth &
Parthenon

use research and develop design criteria to inform the design of innovative, functional, appealing products that are fit for purpose, aimed at particular
individuals or groups
generate, develop, model and communicate their ideas through discussion, annotated sketches, cross-sectional and exploded diagrams, prototypes, pattern
pieces and computer-aided design
select from and use a wider range of tools and equipment to perform practical tasks [for example, 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
evaluate their ideas and products against their own design criteria and consider the views of others to improve their work
apply their understanding of how to strengthen, stiffen and reinforce more complex structures
Cross Curricular
Subjects
Trips/Visitors:




Other Subjects
Literacy Units
(Link to Topic)
RE
Computing
eBooks &
Sound
PSHE
Miracles
Creative Technology/Multimedia – Units 1-3
 select, use and combine a variety of software (including internet services) on a range of digital devices to design and create a range of programs, systems
and content that accomplish given goals, including collecting, analysing, evaluating and presenting data and information
Jigsaw Scheme – Being Me in My World
 Puzzle Map – Autumn 1
Music
Charanga Scheme – Don’t Stop Believing’
PE
Games
MFL (Spanish) La Jolie Ronde Scheme – Buildings & Directions
Myths & Legend, Classics
Recounts
Classic Poems
Texts:
Texts:
Texts:
The Odyssey by Gillian Cross,
The Odyssey by Gillian Cross
Great Greeks: Fun poems for kids about Ancient Greece
Greek Myths: Stories of Sun, Stone and Sea (The Classics)
Grammar Focus:
Cautionary Tales by Hilaire Belloc
Grammar Focus:
1. Use adverbials of time, space and number.
Grammar Focus:
1. Use a range of conjunctions to create compound and
2. Use commas correctly, including to clarify meaning,
1. Use descriptive language; adjectives, adverbs and
complex sentences.
avoid ambiguity and to indicate parenthesis.
powerful nouns and verbs.
2. Use relative clauses.
3. Use expanded noun phrases to convey complicated
2. Use expanded noun phrases to convey complicated
3. Use commas correctly, including to clarify meaning,
information concisely.
information concisely.
avoid ambiguity and to indicate parenthesis.
3. Use hyphens to avoid ambiguity.
4. Use correct punctuation to indicate speech.
All Saints’ CofE Primary School – All Believing, All Achieving
Year 5 Curriculum Map
Topic: To Boldly Go…
Memorable Events
Driver Subject
Super Start:
Science
The Solar
System
Cross Curricular
Subjects
Other Subjects
Literacy Units
(Link to Topic)
History
Space Race
Art – Origami
& Planets
Perseverance, Faith, Teamwork, Caring, Learning, Creativity
Term: Autumn 2
Trips/Visitors:











planning different types of scientific enquiries to answer questions, including recognising and controlling variables where necessary
recording data and results of increasing complexity using scientific diagrams and labels, classification keys, tables, scatter graphs, bar and line graphs
reporting and presenting findings from enquiries, including conclusions, causal relationships and explanations of and degree of trust in results, in oral and
written forms such as displays and other presentations
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
changes within living memory. Where appropriate, these should be used to reveal aspects of change in national life (NB. KS1 Objective)
use sketchbooks to review and revisit ideas
to improve their mastery of art and design techniques, including sculpture with a range of materials
DT
use research and develop design criteria to inform the design of innovative, functional, appealing products that are fit for purpose, aimed at particular
Sundials &
individuals or groups
Spaceships
 generate, develop, model and communicate their ideas through discussion, annotated sketches, cross-sectional and exploded diagrams, prototypes, pattern
pieces and computer-aided design
 select from and use a wider range of tools and equipment to perform practical tasks [for example, 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
 evaluate their ideas and products against their own design criteria and consider the views of others to improve their work
RE
Peace/Christmas – People
Computing
Programming – Units 1-2
 Design, write and debug programs that accomplish specific goals, including controlling or simulating physical systems; solve problems by decomposing them
Probots &
into smaller parts
Scratch
 Use sequence, selection, and repetition in programs; work with variables and various forms of input and output
 Use logical reasoning to explain how some simple algorithms work and to detect and correct errors in algorithms and programs
PSHE
Jigsaw Scheme – Celebrating Difference
 I can explain the differences between direct and indirect bullying
 I know some ways to encourage children who use bullying behaviours to make other choices and know how to support children who are being bullied
Music
Charanga Scheme – Five Gold Rings
PE
Gymnastics
MFL (Spanish
La Jolie Ronde Scheme – Days of the Week/Christmas
Science Fiction
Instructions & Explanations
Texts:
Texts:
The Lost Thing by Shaun Tan
The Lost Thing by Shaun Tan
Fantastic Space Stories by Tony Bradman
Fantastic Space Stories by Tony Bradman
Grammar Focus:
Grammar Focus:
1. Use dialogue, recognise differences between spoken and written speech.
1. Use brackets, dashes and commas to indicate parenthesis.
2. Use speech punctuation to indicate direct speech.
2. Use semi-colons, colons or dashes to mark boundaries between main causes and use
2. Understand and use modal verbs.
colons to introduce lists.
4. Punctuate bullet points consistently.
All Saints’ CofE Primary School – All Believing, All Achieving
Perseverance, Faith, Teamwork, Caring, Learning, Creativity
Year 5 Curriculum Map
Topic: There’s No Place Like Home
Term: Spring 1
Memorable Events
Super Start:
Driver Subject
Geography
The United
Kingdom
Cross Curricular
Subjects
Art
A Sense of
Place
Science
Life Cycles
Other Subjects
Literacy Units
(Link to Topic)
RE
Computing
Internet
Research &
Copyright
PSHE
Trips/Visitors:

name and locate counties and cities of the United Kingdom, geographical regions and their identifying human and physical characteristics, key topographical
features (including hills, mountains, coasts and rivers), and land-use patterns; and understand how some of these aspects have changed over time
 describe and understand key aspects of physical geography, including: climate zones, biomes and vegetation belts, rivers, mountains, volcanoes and
earthquakes, and the water cycle
 use maps, atlases, globes and digital/computer mapping to locate countries and describe features studied
 to create sketch books to record their observations
 use sketchbooks to review and revisit ideas
 to improve their mastery of art and design techniques, including drawing and painting with a range of materials
 about great artists in history
 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
 reporting and presenting findings from enquiries, including conclusions, causal relationships and explanations of and degree of trust in results, in oral and
written forms such as displays and other presentations
 identifying scientific evidence that has been used to support or refute ideas or arguments
 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
Learning about Sikhism
Digital Research – Units 1-2
 Use search technologies effectively, appreciate how results are selected and ranked, and be discerning in evaluating digital content
Jigsaw – Dreams and Goals
 I can describe the dreams and goals of a young person in a culture different from mine
 I can reflect on how these issues relate to my own
Music
Charanga Scheme – Classroom Jazz 1
PE
Dance
MFL (Spanish) La Jolie Ronde Scheme – Sports & Hobbies
Genre Fiction
Argument & Debate
Texts:
Texts:
Street Child by Berlie Doherty
Street Child by Berlie Doherty
Grammar Focus:
Grammar Focus:
1. Adverbials of time, place and number.
1. Formal and informal speech and writing. Use of
2. Use elaborated language of description, including
subjunctive forms.
expanded noun phrases, adjectives, adverbials and a
2. Use bullet points, colons and semi-colons.
variety of subordinate clauses, including relative clauses.
3. Use semi-colons to mark boundary between
independent clauses.
Poetic Style
Texts:
Street Child by Berlie Doherty
Way Home by Libby Harthorn
Grammar Focus:
1. Dialogue, direct speech punctuation.
2. Use commas to clarify meaning.
3. Use and understand grammatical terminology.
All Saints’ CofE Primary School – All Believing, All Achieving
Year 5 Curriculum Map
Topic: The Mayans
Memorable Events
Super Start:
Driver Subject
History
The Mayans
Geography

South America

Cross Curricular
Subjects
Trips/Visitors:



Art
Masks/Murals
Science
Other Subjects
Literacy Units
(Link to Topic)
Perseverance, Faith, Teamwork, Caring, Learning, Creativity
Term: Spring 2



a non-European society that provides contrasts with British history – one study chosen from: early Islamic civilization, including a study of Baghdad c. AD
900; Mayan civilization c. AD 900; Benin (West Africa) c. AD 900-1300
locate the world’s countries, using maps to focus on Europe (including the location of Russia) and North and South America, concentrating on their
environmental regions, key physical and human characteristics, countries, and major cities
identify the position and significance of latitude, longitude, Equator, Northern Hemisphere, Southern Hemisphere, the Tropics of Cancer and Capricorn,
Arctic and Antarctic Circle, the Prime/Greenwich Meridian and time zones (including day and night)
describe and understand key aspects of physical geography, including: climate zones, biomes and vegetation belts, rivers, mountains, volcanoes and
earthquakes, and the water cycle
describe and understand key aspects of human geography, including: types of settlement and land use, economic activity including trade links, and the
distribution of natural resources including energy, food, minerals and water
to improve their mastery of art and design techniques, including drawing, painting and sculpture with a range of materials
planning different types of scientific enquiries to answer questions, including recognising and controlling variables where necessary
reporting and presenting findings from enquiries, including conclusions, causal relationships and explanations of and degree of trust in results, in oral and
Properties &
written forms such as displays and other presentations
Changes of
 know that some materials will dissolve in liquid to form a solution, and describe how to recover a substance from a solution
Materials
 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
RE
Jesus’ Parables/Easter - Contrasts
Computing
E-Safety – Units 1-2
Privacy &
 Use technology safely, respectfully and responsibly; recognise acceptable/unacceptable behaviour; identify a range of ways to report concerns about
Online Citizens
content and contact
PSHE
Jigsaw Scheme – Healthy Me
 I can describe the different roles food can play in people’s lives and can explain how people can develop eating problems relating to body image pressures
 I respect and value my body
Music
Charanga Scheme – Benjamin Britten – A Tragic Story
PE
Gymnastics
MFL (Spanish)
La Jolie Ronde Scheme – Talking about Food
Drama (Shakespeare)
Reports & Journalistic Writing
Texts:
Texts:
Macbeth by William Shakespeare
Macbeth by William Shakespeare
Grammar Focus:
Grammar Focus:
1. Use dialogue, differences between spoken and written speech. Punctuation to indicate
1. Dialogue, direct/indirect speech punctuation. Reported speech.
direct speech.
2. Use of passive form to present information.
2. Formal and informal speech and writing. Use of subjunctive forms.
3. Use semi-colons and dashes to mark boundaries between independent clauses.
3. Use commas to clarify meaning.
4. Use commas to clarify meaning.
All Saints’ CofE Primary School – All Believing, All Achieving
Year 5 Curriculum Map
Topic: Building Bridges
Memorable Events
Driver Subject
Super Start:
DT
Building
Bridges
Cross Curricular
Subjects
Science
Other Subjects
RE
Computing
Forces in
Action
Data
Collection
PSHE
Literacy Units
(Link to Topic)
Perseverance, Faith, Teamwork, Caring, Learning, Creativity
Term: Summer 1
Trips/Visitors:

use research and develop design criteria to inform the design of innovative, functional, appealing products that are fit for purpose, aimed at particular
individuals or groups
 generate, develop, model and communicate their ideas through discussion, annotated sketches, cross-sectional and exploded diagrams, prototypes, pattern
pieces and computer-aided design
 evaluate their ideas and products against their own design criteria and consider the views of others to improve their work
 apply their understanding of how to strengthen, stiffen and reinforce more complex structures
 planning different types of scientific enquiries to answer questions, including recognising and controlling variables where necessary
 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
 reporting and presenting findings from enquiries, including conclusions, causal relationships and explanations of and degree of trust in results, in oral and
written forms such as displays and other presentations
 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
Buddhism – Authority, Special Times & Places
Data and Networks – Unit 1
 Understand computer networks including the internet; how they can provide multiple services, such as the world wide web; and the opportunities they
offer for communication and collaboration
Jigsaw Scheme – Relationships
 I can explain how to stay safe when using technology to communicate with my friends
 I can recognise and resist pressures to use technology in ways that could be risky
Music
Charanga Scheme – Stop!
PE
Dance
MFL (Spanish) La Jolie Ronde Scheme – Days, Months & Weather
Classic Novels
Non-Chronological Reports
Texts:
Texts:
The Hobbit by JRR Tolkien, (Graphic novel) illustrated by Bridges are to Cross by Philemon Sturges & Giles Laroche
David Wenzel, adapted by Charles Dixon (2006)
Grammar Focus:
Grammar Focus:
1. Begin to understand the use of active and passive verbs,
1. Writing complex and compound sentences.
especially the use of the passive form in reports.
2. Use elaborated language of description, including
2. Recognise and use a past participle.
expanded noun phrases, adjectives, adverbials and,
3. Use semi-colons, colons and dashes appropriately in
particularly, relative clauses.
reports.
3. Use accurate sentence and speech punctuation.
4. Use bullet points in reports.
Poetry – The Power of Imagery
Texts:
Poems from The Hobbit by JRR Tolkien
Grammar Focus:
1. Use fronted adverbials and non-finite verbs to start a
sentence.
2. Use commas after fronted adverbials.
3. Use elaborated description, including adjectives and
adverbs, and subordinate clauses.
All Saints’ CofE Primary School – All Believing, All Achieving
Perseverance, Faith, Teamwork, Caring, Learning, Creativity
Year 5 Curriculum Map
Topic: Feel Good, Look Good
Term: Summer 2
Memorable Events
Driver Subject
Super Start:
Science
Healthy
Bodies
Cross Curricular
Subjects
Art
Other Subjects
RE
Computing
Famous
Fashions
Cloud
Computing
PSHE
Literacy Units
(Link to Topic)
Trips/Visitors:




planning different types of scientific enquiries to answer questions, including recognising and controlling variables where necessary
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
reporting and presenting findings from enquiries, including conclusions, causal relationships and explanations of and degree of trust in results, in oral and
written forms such as displays and other presentations
 identifying scientific evidence that has been used to support or refute ideas or arguments
 identify and name the main parts of the human circulatory system, and describe the functions of the heart, blood vessels and blood
 recognise the impact of diet, exercise, drugs and lifestyle on the way their bodies function
 describe the ways in which nutrients and water are transported within animals, including humans
 to create sketch books to record their observations
 use sketchbooks to review and revisit ideas
 to improve their mastery of art and design techniques, including drawing with a range of materials
 to improve their mastery of art and design techniques, including painting with a range of materials
 about great designers in history
Faith in Action
Data and Networks – Unit 2
 Understand computer networks including the internet; how they can provide multiple services, such as the world wide web; and the opportunities they
offer for communication and collaboration
Jigsaw Scheme – Changing Me
 I can describe how boys’ and girls’ bodies change during puberty
 I can express how I feel about the changes that will happen to me during puberty
Music
Charanga Scheme – Reflect, Rewind and Replay
PE
Athletics
MFL (Spanish) La Jolie Ronde Scheme – Where You Live & Comparing Lifestyles
Biographies & Autobiographies
Persuasive Writing
Texts:
Texts:
Boy by Roald Dahl
Boy by Roald Dahl
Grammar Focus:
Grammar Focus:
1. Use a range of conjunctions to create compound and complex sentences.
1. Understand and use modal verbs in persuasive writing.
2. Use expanded noun phrases to convey complicated information concisely.
2. Use apostrophes correctly.
3. Use correct sentence punctuation.