Woolhampton CE Primary School, Woolhampton Hill, Upper Woolhampton, Berkshire, RG7 5TB 0118 9712270
Below is the National Curriculum content for Year 5. Select a subject to view information about the areas of content that our children will be taught and learning about.
The National Curriculum for English in Year 5.Spoken Language(The objectives for Spoken Language are common across Key Stages 1 and 2 (Years 1-6))•listen and respond appropriately to adults and their peers•ask relevant questions to extend their understanding and knowledge•use relevant strategies to build their vocabulary•articulate and justify answers, arguments and opinions•give well-structured descriptions, explanations and narratives for different purposes, including for expressing feelings.•maintain attention and participate actively in collaborative conversations, staying on topic and initiating and responding to comments•use spoken language to develop understanding through speculating, hypothesising, imagining and exploring ideas•speak audibly and fluently with an increasing command of Standard English•participate in discussions, presentations, performances, roleplay/improvisations and debates•gain, maintain and monitor the interest of the listener(s)•consider and evaluate different viewpoints, attending to and building on the contributions of others•select and use appropriate registers for effective communicationReading(The objectives for Reading are common across Years 5 and 6)Word ReadingOur children will be taught to:•apply their growing knowledge of root words, prefixes and suffixes (morphology and etymology), as listed in English Appendix 1, both to read aloud and to understand the meaning of new words that they meet.ComprehensionOur children will be taught to:•maintain positive attitudes to reading and an understanding of what they read by:ocontinuing to read and discuss an increasingly wide range of fiction, poetry, plays, non-fiction and reference books or textbooksoreading books that are structured in different ways and reading for a range of purposesoincreasing 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 traditionsorecommending books that they have read to their peers, giving reasons for their choicesoidentifying and discussing themes and conventions in and across a wide range of writingomaking comparisons within and across booksolearning a wider range of poetry by heartopreparing 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 byochecking that the book makes sense to them, discussing their understanding and exploring the meaning of words in contextoasking questions to improve their understandingodrawing inferences such as inferring characters’ feelings, thoughts and motives from their actions, and justifying inferences with evidenceopredicting what might happen from details stated and impliedosummarising the main ideas drawn from more than 1 paragraph, identifying key details that support the main ideasoidentifying 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(The objectives for Reading are common across Years 5 and 6)SpellingOur children will be taught to:•use further prefixes and suffixes and understand the guidance for adding them•spell some words with ‘silent’ letters [for example, 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 English Appendix 1•use dictionaries to check the spelling and meaning of words•use the first 3 or 4 letters of a word to check spelling, meaning or both of these in a dictionary•use a thesaurusHandwriting and PresentationOur children will be taught to:•choosing which shape of a letter to use when given choices and deciding whether or not to join specific letters•choosing the writing implement that is best suited for a taskCompositionOur children will be taught to:•Plan their writing by:oidentifying the audience for and purpose of the writing, selecting the appropriate form and using other similar writing as models for their ownonoting and developing initial ideas, drawing on reading and research where necessaryoin writing narratives, considering how authors have developed characters and settings in what pupils have read, listened to or seen performed•Draft and write by:oselecting appropriate grammar and vocabulary, understanding how such choices can change and enhance meaningoin narratives, describing settings, characters and atmosphere and integrating dialogue to convey character and advance the actionoprécising longer passagesousing a wide range of devices to build cohesion within and across paragraphsousing further organisational and presentational devices to structure text and to guide the reader [for example, headings, bullet points, underlining]•Evaluate and edit by:oassessing the effectiveness of their own and others’ writingoproposing changes to vocabulary, grammar and punctuation to enhance effects and clarify meaningoensuring the consistent and correct use of tense throughout a piece of writingoensuring correct subject and verb agreement when using singular and plural, distinguishing between the language of speech and writing and choosing the appropriate register•proofread for spelling and punctuation errors•perform their own compositions, using appropriate intonation, volume, and movement so that meaning is clear.Vocabulary, Grammar & PunctuationOur children will be taught to:•develop their understanding of the concepts set out in English Appendix 2 by:orecognising vocabulary and structures that are appropriate for formal speech and writing, including subjunctive formsousing passive verbs to affect the presentation of information in a sentenceousing the perfect form of verbs to mark relationships of time and causeousing expanded noun phrases to convey complicated information conciselyousing modal verbs or adverbs to indicate degrees of possibilityousing relative clauses beginning with who, which, where, when, whose, that or with an implied (ie omitted) relative pronounolearning the grammar for years 5 and 6 in English Appendix 2•indicate grammatical and other features by:ousing commas to clarify meaning or avoid ambiguity in writingousing hyphens to avoid ambiguityousing brackets, dashes or commas to indicate parenthesisousing semicolons, colons or dashes to mark boundaries between independent clausesousing a colon to introduce a listopunctuating bullet points consistently•use and understand the grammatical terminology in English Appendix 2 accurately and appropriately in discussing their writing and reading.
The National Curriculum for Science in Year 5.Working ScientificallyDuring years 5 and 6, pupils should be taught to use the following practical scientific methods, processes and skills through the teaching of the programme of study content:•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•recording data and results of increasing complexity using scientific diagrams and labels, classification keys, tables, and bar and line graphs•using test results to make predictions to set up further comparative and fair tests•reporting and presenting findings from enquiries, including conclusions, causal relationships and explanations of 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.Living Things and their habitatsOur children will be taught to:•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.Animals including humansOur children will be taught to:•describe the changes as humans develop to old age.Properties and changes of materialsOur children will be taught to:•compare and group together everyday materials on the basis of their properties, including their hardness, solubility, transparency, conductivity (electrical and thermal), and response to magnets•know that some materials will dissolve in liquid to form a solution, and describe how to recover a substance from a solution•use knowledge of solids, liquids and gases to decide how mixtures might be separated, including through filtering, sieving and evaporating•give reasons, based on evidence from comparative and fair tests, for the particular uses of everyday materials, including metals, wood and plastic•demonstrate that dissolving, mixing and changes of state are reversible changes•explain that some changes result in the formation of new materials, and that this kind of change is not usually reversible, including changes associated with burning and the action of acid on bicarbonate of soda.Earth and SpaceOur children will be taught to:•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.ForcesOur children will be taught to:•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
The National Curriculum for Computing in Year 3 to 6.Our children will be taught to:•design, write and debug programs that accomplish specific goals, including controlling or simulating physical systems; solve problems by decomposing them into smaller parts•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•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•use search technologies effectively, appreciate how results are selected and ranked, and be discerning in evaluating digital content•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.•use technology safely, respectfully and responsibly; recognise acceptable/unacceptable behaviour; identify a range of ways to report concerns about content and contact
The National Curriculum for Design Technology in Year 3 and 4.DesignOur children will be taught to:•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 designMakeOur children will be taught to:•select from and use a wider range of tools and equipment to perform practical tasks 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 qualitiesEvaluateOur children will be taught to:•investigate and analyse a range of existing products•evaluate their ideas and products against their own design criteria and consider the views of others to improve their work•understand how key events and individuals in design and technology have helped shape the worldTechnical KnowledgeOur children will be taught to:•apply their understanding of how to strengthen, stiffen and reinforce more complex structures•understand and use mechanical systems [for example, gears, pulleys, cams, levers and linkages] in their products•understand and use electrical systems [for example, series circuits incorporating switches, bulbs, buzzers and motors] in their products•apply their understanding of computing to programme, monitor and control their products.Cooking & NutritionOur children will be taught to:•understand and apply the principles of a healthy and varied diet•cook a repertoire of predominantly savoury dishes so that they are able to feed themselves and others a healthy and varied diet•become competent in a range of cooking techniques [for example, selecting and preparing ingredients; using utensils and electrical equipment; applying heat in different ways; using awareness of taste, texture and smell to decide how to season dishes and combine ingredients; adapting and using their own recipes]•understand the source, seasonality and characteristics of a broad range of ingredients
The National Curriculum for History in Year 3 to 6The National Curriculum for History in Years 3 to 6.Examples in italics are not statutory.Pre-Roman BritainOur children will be taught about changes in Britain from the Stone Age to the Iron AgeThis could include:•late Neolithic hunter-gatherers and early farmers, for example, Skara Brae•Bronze Age religion, technology and travel, for example, Stonehenge•Iron Age hill forts: tribal kingdoms, farming, art and cultureRoman BritainOur children will be taught about the Roman empire and its impact on BritainThis could include:•Julius Caesar’s attempted invasion in 55-54 BC•the Roman Empire by AD 42 and the power of its army•successful invasion by Claudius and conquest, including Hadrian’s Wall•British resistance, for example, Boudica•“Romanisation” of Britain: sites such as Caerwent and the impact of technology, culture and beliefs, including early ChristianityAnglo-Saxons & ScotsOur children will be taught about Britain’s settlement by Anglo-Saxons and ScotsThis could include:•Roman withdrawal from Britain in c. AD 410 and the fall of the western Roman Empire•Scots invasions from Ireland to north Britain (now Scotland)•Anglo-Saxon invasions, settlements and kingdoms: place names and village life•Anglo-Saxon art and culture•Christian conversion – Canterbury, Iona and LindisfarneAnglo-Saxons & VikingsOur children will be taught about the Viking and Anglo-Saxon struggle for the Kingdom of England to the time of Edward the ConfessorThis could include:•Viking raids and invasion•resistance by Alfred the Great and Athelstan, first king of England•further Viking invasions and Danegeld•Anglo-Saxon laws and justice•Edward the Confessor and his death in 1066Local HistoryOur children will be taught about an aspect of local historyFor example:•a depth study linked to one of the British areas of study listed above•a study over time tracing how several aspects of national history are reflected in the locality (this can go beyond 1066)•a study of an aspect of history or a site dating from a period beyond 1066 that is significant in the locality.Extended chronological studyOur children will be taught a study of an aspect or theme in British history that extends pupils’ chronological knowledge beyond 1066For example:•the changing power of monarchs using case studies such as John, Anne and Victoria•changes in an aspect of social history, such as crime and punishment from the Anglo-Saxons to the present or leisure and entertainment in the 20th Century•the legacy of Greek or Roman culture (art, architecture or literature) on later periods in British history, including the present day•a significant turning point in British history, for example, the first railways or the Battle of BritainAncient CivilizationsOur children will be taught about the achievements of the earliest civilizations – an overview of where and when the first civilizations appeared and a depth study of one of the following:•Ancient Sumer;•The Indus Valley;•Ancient Egypt; or•The Shang Dynasty of Ancient ChinaAncient GreeceOur children will be taught a study of Greek life and achievements and their influence on the western worldNon-European StudyOur children will be taught about 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; or•Benin (West Africa) c. AD 900-1300