Year 5 - Curriculum Topic Plan (At Close Quarters) Summer Term 2018

English (from N.C. Statutory Requirements)


  • Use knowledge of morphology and etymology in spelling
  • Spell some words with silent letters
  • Spell word endings which sound like shul spelt –cial or ¬     -tial
  • Written Composition
  • Evaluate and edit by proposing changes to grammar, vocabulary and punctuation to enhance effects and clarify meaning
  • Draft and write by précising longer passages
  • Plan my writing of narratives, considering how authors have developed characters and settings in what I have read
  • Vocabulary, Grammar and Punctuation
  • Evaluate and edit by proof reading for punctuation errors
  • Use brackets, dashes or commas to indicate parenthesis
  • Use the terms: modal verb, relative pronoun, relative clause, parenthesis, bracket, dash, cohesion, ambiguity.


  • To read group words, prefixes and suffixes from the Y5 and 6 word sets.

Reading comprehension

  • Identify how language, structure and presentation contribute to meaning
  • Increase familiarity with a wide range of books, including myths, legends and traditional stories, modern fiction, fiction from our heritage and books from other cultures and traditions
  • Prepare poems and plays to read aloud and to perform, showing understanding through intonation, tone and volume so that the meaning is clear to the audience
  • Discuss themes and conventions in and across a wide range of writing
  • Explain and discuss my understanding of what I have read, including through formal presentations and debates, maintaining a focus on the topic and using notes when necessary.


Calculating Space

  • Calculate the perimeter of composite rectilinear shapes
  • Calculate the area of a rectangles, including squares
  • Convert between square centimetres (cm²) and square metres (m²) 
  • Estimate the area of irregular shapes bounded by straight lines
  • Estimate the area of irregular shapes that include curved lines
  • Estimate volume by using 1 cm3 blocks to build cuboids, including cubes
  • Estimate capacity.

Measuring space

  • Convert between kilometres and metres
  • Convert between centimetres and metres
  • Convert between centimetres and millimetres
  • Convert between kilograms and grams
  • Convert between litres and millilitres
  • Use decimal notation when converting between metric units of length, mass and volume / capacity
  • Know approximate equivalencies between metric and imperial units including
  • Solving problems involving measures, including money.

Checking, approximating and estimating

  • Approximate any number by rounding to the nearest 10 000 or 100 000
  • Approximate any number with two decimal place by rounding to the nearest whole number or rounding to one decimal place
  • Understand estimating as the process of finding a rough value of an answer or calculation
  • Estimate calculations with up to four digits.

Mathematical movement

  • Carry out a translation described using mathematical language
  • Describe a translation using mirror lines parallel to the axes
  • Carry out a reflection using a mirror line parallel to the axes
  • Carry out a reflection using a mirror line parallel to the axes and touching the object
  • Carry out a reflection using a mirror line parallel to the axes and crossing the object
  • Describe a reflection using mirror lines parallel to the axes
  • Understand that a translations and reflections produce a congruent image.

Presentation of data

  • Understand the difference between a line graph and a bar-line chart
  • Identify when a line graph is an appropriate way to show data
  • Read values from a line graph
  • Answer one-step questions about data in line graphs (e.g. ‘How much?’)
  • Answer two-step questions about data in line graphs (e.g. ‘How much more?’)
  • Solve problems using information presented in a line graph.


Living Things

  • I can describe different life cycles
  • I can explain the reproductive cycle of some plants and animals.

Art and Design

  • I can discuss the work of the artists, Clarice Cliff, Escher and Matisse
  • I can compare the work of artists and designers in history
  • I can choose from a range of materials and create a product that reflects a chosen artist or designer.


Data bases

  • 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.

Design Technology

  • 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
  • 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 world
  • apply their understanding of how to strengthen, stiffen and reinforce more complex structures.


Listening & Comprehension

  • listen attentively to spoken language and show understanding by joining in and responding
  • explore the patterns and sounds of language through songs and rhymes and link the spelling, sound and meaning of words.


  • engage in conversations; ask and answer questions; express opinions and respond to those of others; seek clarification and help
  • speak in sentences, using familiar vocabulary, phrases and basic language structures
  • develop accurate pronunciation and intonation so that others understand when they are reading aloud or using familiar words and phrases
  • present ideas and information orally to a range of audiences.

Reading & Comprehension

  • read carefully and show understanding of words, phrases and simple writing
  • appreciate stories, songs, poems and rhymes in the language
  • broaden their vocabulary and develop their ability to understand new words that are introduced into familiar written material, including through using a dictionary.


  • write phrases from memory, and adapt these to create new sentences, to express ideas clearly
  • describe people, places, things and actions orally and in writing
  • understand basic grammar appropriate to the language being studied, including (where relevant): feminine, masculine and neuter forms and the conjugation of high-frequency verbs; key features and patterns of the language; how to apply these, for instance, to build sentences; and how these differ from or are similar to English.


  • play and perform in solo and ensemble contexts, using their voices and playing musical instruments with increasing accuracy, fluency, control and expression
  • improvise and compose music for a range of purposes using the interrelated dimensions of music
  • listen with attention to detail and recall sounds with increasing aural memory
  • use and understand staff and other musical notations
  • appreciate and understand a wide range of high-quality live and recorded music drawn from different traditions and from great composers and musicians
  • develop an understanding of the history of music.

Physical Education


  • use running, jumping, throwing and catching in isolation and in combination
  • play competitive games, modified where appropriate, and apply basic principles suitable for attacking and defending
  • develop flexibility, strength, technique, control and balance
  • 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.


  • I can identify the insignia of the three military services
  • I have thought about the significance of military insignia and examined those of the local area
  • I understand the different roles of the three military services
  • I can find different military locations in Gloucestershire on a map
  • I have researched the history of the Gloucestershire Regiment and have made a timeline of significant events in their history
  • I have researched the history of RAF Quedgeley and understand its significance.



  • I know the main features of a river
  • I know that all rivers begin at a source and have an upper section
  • I know that rivers have a middle section that is slower flowing
  • I know that rivers have a lower section which may include flood plains, an estuary, a delta and a mouth at the sea
  • I know that rivers have different uses linked to leisure and industry
  • I can follow a local river from source to mouth on a map, identifying towns and industries along the way and different physical features – valley sides, flat land etc…
  • I can use a map of the British Isles to find places that have use Mouth in their name because they are at the mouth of the river.

Water Cycle

  • I understand the term “Water Cycle”
  • I have increased my understanding of evaporation
  • I have increased my understanding of condensation and precipitation
  • I understand the terms run off and infiltration
  • I understand why floods happen, case study 2007 Gloucester
  • I know how people manage water in tricky situations, case study Nevada Desert.