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Year 5

As part of our journey towards the implementation of our own ‘Mastery’ curriculum in September 2017, we will be moving away from using the International Primary curriculum (IPC) this year.
Teachers will be planning subject specific learning based on national curriculum objectives relevant to the age group.
Children will be encouraged to deepen their subject knowledge through independent and group work designed to promote good thinking and investigative skills.
Where possible, pupils’ own interests will be incorporated into the curriculum in order to make learning relevant and engaging for them.
Cross-curricular links will still be made where relevant.
For further information, contact Jill Gosbee: AHT for the curriculum

National curriculum CONTENT coverage – Year 5 - 2016 to 2017




Working scientifically:

Pupils should be taught to use the following practical scientific methods, processes and skills through the teaching of the programme of study content. Please use the skills progression document for specific detail in this regard

  • Questioning and enquiring
  • Planning
  • Observing and measuring
  • Pattern seeking
  • Investigating
  • Recording and reporting findings
  • Identifying, grouping and classifying
  • Research
  • Conclusions
  • Vocabulary
  • Understanding

Everyday materials:


  • 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
  • Understand 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.

Animals, including humans:

  • Describe the changes as humans develop from birth to old age.

Living things and their habitats

  • 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.


  • 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.

Earth and Space

  • 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


Pupils should develop knowledge about the world, the United Kingdom and their locality. They should understand basic subject-specific vocabulary relating to human and physical geography and begin to use geographical skills, including first-hand observation, to enhance their locational awareness.

 Pupils should be taught to:

Locational knowledge

  •  Locate the main countries in Europe and North or South America. Locate and name principal cities.
  • Compare 2 different regions in UK rural/urban.
  • Locate and name the main counties and cities in England.
  • Linking with History, compare land use maps of UK from past with the present, focusing on land use.
  • Identify the position and significance of latitude/longitude and the Greenwich Meridian. Linking with science, time zones, night and day

Place knowledge

  • Compare a region in UK with a region in N. or S. America with significant differences and similarities. Eg. Link to Fairtrade of bananas in St Lucia (see etc for free and commercially available packs on St Lucia focussing on Geography).

Human and physical geography

Describe and understand key aspects of: Physical geography including

  • coasts, rivers and the water cycle including transpiration; climate zones, biomes and vegetation belts.
  • Human geography including trade between UK and Europe and ROW
  • Fair/unfair distribution of resources (Fairtrade).
  • Types of settlements in Viking, Saxon Britain linked to History.

Geographical skills and fieldwork

  • Use maps, atlases, globes and digital/computer mapping (Google Earth) to locate countries and describe features studied
  • Use the eight points of a compass,  four-figure grid references, symbols and key (including the use of Ordnance Survey maps) to build their knowledge of the United Kingdom  in the past and present.
  • Use fieldwork to observe, measure and record the human and physical features in the local area using a range of methods, including sketch maps, plans and graphs, and digital technologies.



History: Refer to  National curriculum pages attached to progression document for more specific content guidance

Areas of study: The Viking and Anglo-Saxon Struggle for the Kingdom of England to the Time of Edward the Confessor & Ancient Greece

Chronological understanding

  • Uses timelines to place and sequence local, national and international events.
  • Sequences historical periods.
  • Identifies changes within and across historical periods.
  • Describes events using words and phrases such as: century, decade, BC, AD, after, before, during, Tudors, Stuarts, Victorians, era, period.

Knowledge and understanding of past events, people and changes in the past

  • Identifies some social, cultural, religious and ethnic diversities of societies studied in Britain and wider world.
  • Gives some causes and consequences of the main events, situations and changes in the periods studied.
  • Identifies changes and links within and across the time periods studied.

.Historical interpretation

  • Looks at different versions of the same event and identifies differences in the accounts.
  • Gives clear reasons why there may be different accounts of history.
  • Knows that people (now and in past) can represent events or ideas in ways that persuade others.

Historical enquiry

  • Uses documents, printed sources, the internet, databases, pictures, photos, music, artefacts, historic buildings and visits to collect information about the past.
  • Chooses reliable sources of evidence to answer questions.
  • Realises that there is often not a single answer to historical questions.
  • Asks a range of questions about the past.

Organisation and communication

  • Presents structured and organised findings about the past using speaking, writing, maths, ICT, drama and drawing skills.
  • Chooses most appropriate way to present information to an audience.
  • Uses dates and terms accurately.

Computing  Upper KS2 programme of study; USE progression documents for DIFFERENTIATION within each year group

Computer science

•       Design, write and debug programs that accomplish specific goals

  • Controlling or simulating physical systems
  • Solve problems by decomposing them into smaller parts.
  • Use sequence, selection, and repetition in programs; work with variables.
  • Work with various forms of input and output.
  • Use logical reasoning to explain how some simple algorithms work.
  • Use logical reasoning to detect and correct errors in algorithms and programs.
  • Understand computer networks including the internet
  • Understand how networks can provide multiple services, such as the world wide web.

Information technology

  • Select, use and combine a variety of software (including internet services) on a range of digital devices.
  • Design and create a range of programs, systems and content that accomplish given goals.
  • Collecting, analysing, evaluating and presenting data and information.
  • Use search technologies effectively.
  • Appreciate how search results are selected and ranked.

Digital Literacy

  • Use technology safely, respectfully and responsibly.
  • Recognise acceptable/unacceptable behaviour.
  • Know a range of ways to report concerns and inappropriate behaviour. 
  • Be discerning in evaluating digital content.
  • Understand the opportunities networks offer for communication and collaboration.



  • Demonstrate understanding of main points and opinions from short passages using familiar vocabulary, short phrases and common verbs in the present tense, spoken clearly. Transcribe familiar words.


  • Ask and answer simple questions. Take part in brief dialogues, using short phrases referring to the present.


  • Demonstrate understanding of main points in short texts using familiar language. Translate familiar words and short phrases into English.


  • Write several short sentences with support to give information. Translate familiar words and short phrases into the target language. Generally accurate in using straightforward language and meaning is clear, but there may be major errors with verbs.


Understand and use:

  • Regular adjectives: agreement and position (including plurals)
  • Possessive adjectives
  • Interrogatives
  • The present tense
  • Verbs
  • Simple questions
  • Imperatives
  • Frequency expressions
  • Common simple prepositions

Music: These are the end of year ‘expected’ statements. Look at the progression document for ‘emerging’ and ‘exceeding’ statements.

Vocal expression

•                     Sing songs with increasing control of breathing, posture and sound projection

Listening and movement

•                     Internalise short melodies and play these on pitched percussion (by ear)

Pulse and rhythm

•                     Improvise rhythm patterns

Exploring sounds

•                     Comment on how sounds are used to create different moods


•                     Identify melodic phrases and play them by ear


•                     Identify different starting points for composing music

Reading and writing notation

•                     Sing songs using notation of their own

Performance skills

•                     Present performances effectively


KS2: Exploring and developing ideas

Select and record from first hand observations, experiences and imagination, explore idea for different purposes.

Question and make thoughtful observations about starting points and select ideas to use in their work.

Explore the role and purposes of artists/ designers and craftspeople working in different times and cultures.

Evaluating and developing work

Compare ideas, methods and approaches in their own and others work and say what they think and feel about them.

Adapt their work according to their views and describe what they might do to develop it further.

Annotate work in art books.


  • To select appropriate media and techniques to achieve a specific outcome.
  • To explore colour mixing and blending techniques with coloured pencils
  • To use simple perspective in work using a single focal point and horizon.


  • To investigate and explore symbols, shapes and composition.
  • To use techniques, colours, tools and effects to represent things seen, remembered or imagined.
  • To develop a painting from a drawing.


  • To add collage to a painted, printed or drawn background.
  • To use a range of media to create collages.


  • To build up drawings and images of whole or parts of items using various techniques eg card, relief.
  • To create our own printing blocks and use to print a picture.


  • To understand that camcorders and videos are forms of photography.
  • To explore positive and negative.
  • To record, collect and store visual information using digital cameras.

Design and technology

When designing and making, pupils should be taught to:


  • I can come with a range of ideas after I have collected information.
  • I can take a user’s views into account when designing, using my own criteria.
  • I can produce a detailed step-by-step plan.
  • I can suggest some alternative plans and say what the good points and drawbacks are about each.
  • I can share and clarify my ideas confidently, through discussion, prototypes, and pattern pieces.


  •  I can select tools and equipment suitable to the task and use them accurately.
  • I can use a wide range of materials and components, e.g. textiles, mechanical, construction kits, electrical and food ingredients.
  • I can measure, mark out, cut and shape materials and components with accuracy.
  • I can assemble, join and combine most materials.
  • I can tell if my finished product is going to be good quality.


  • I can evaluate the appearance and function against the design criteria.
  • I can test and evaluate my final product.
  • I can say if my product is fit for purpose.
  • I can practise my evaluation skills by evaluating existing products against which I have set.

Technical knowledge

  • I know how mechanical systems such as cams, pulleys or gears create movement.
  • I can explore more complex electrical circuits and components, e.g switches and buzzers.
  • I can create a product which uses both mechanical and electrical components.
  • I can make strong, stiff shell structures for a purpose.

Cooking and Nutrition

  • I know that food is farmed, reared, grown elsewhere (e.g home, allotments), exported, imported or caught. This can be on a local, regional and international scale.
  • I know that the seasons and weather will affect the food availability.
  • I know that food is processed into ingredients that can be eaten or used in cooking.
  • I know how to prepare and cook a variety of savoury and sweet dishes safely and hygienically, using a heat source.
  • I know that recipes can be adapted to change the taste, texture, aroma and appearance.
  • I know that different foods contain substances that are needed for health e.g water, fibre, vitamins and nutrients.

Religious education

Key religions: Christianity and Judaism

Term 1

Judaism: Beliefs: Food laws and Passover

Term 2                                                    

Christianity: Christmas: Is the Christmas story true?

Term 3

Judaism: Beliefs and practices

Term 4

Christianity: Easter: Did God intend Jesus to be crucified?

Term 5

Christianity: Belief and practices: What does a Christian have to do to show commitment to God?

Term 6

Islam: Beliefs and practices

School health and Physical education

by end of key stage 2:

Pupils should continue to apply and develop a broader range of skills, learning how to use them in different ways and to link them to make actions and sequences of movement. They should enjoy communicating, collaborating and competing with each other. They should develop an understanding of how to improve in different physical activities and sports and learn how to evaluate and recognise their own success.

Pupils should be taught to:

•                     use running, jumping, throwing and catching in isolation and in combination

•                     play competitive games, modified where appropriate [for example, badminton, basketball, cricket, football, hockey, netball, rounders and tennis], and apply basic principles suitable for attacking and defending

•                     develop flexibility, strength, technique, control and balance [for example, through athletics and gymnastics]

•                     perform dances using a range of movement patterns

•                     take part in outdoor and adventurous activity challenges both individually and within a team

•                     Compare their performances with previous ones and demonstrate improvement to achieve their personal best.

Year 5


Pupils should be able to:


Pupils should be able to:


Pupils should be able to:

Key Vocab


  • Use a wide range of different movements in combination, maintaining good control, in a range of game situations.
  • Explain clearly how to develop their own and others’ work.
  • Formulate basic strategies to outwit an opponent.
  • Use a variety of skills creatively to engage an audience.
  • Plan/organise how to use skills and techniques.
  • Identify aspects of own performance that need improving and explain how.
  • Receive and give constructive feedback and challenge appropriately
  • Negotiate and collaborate effectively
  •  Plan simple activities for themselves and others that enable improvement in health and fitness performance.
  • Identify possible dangers when planning an activity.



  • Develop increasingly complex sequences of movements.


  • Begin to use fundamental movement skills in combination in sequences.
  • Use a broad range of movement skills with control and consistency.

OAA and Swimming

Swimming and water safety
All schools must provide swimming instruction either in key stage 1 or key stage 2.
In particular, pupils should be taught to: swim competently, confidently and proficiently over a distance of at least 25 metres; use a range of strokes effectively [for example, front crawl, backstroke and breaststroke]; perform safe self-rescue in different water-based situations


Building Learning Power

We will continue to introduce ‘new’ muscles from September 2016 until February 2017 in the following order:

Imagining: Resourcefulness

Reasoning: Resourcefulness

Collaboration: Reciprocity

Interdependence: Reciprocity

Empathy: reciprocity

Imitation: reciprocity

Meta-Learning: reflectiveness

Planning: reflectiveness

Distilling: reflectiveness

Revising: reflectiveness