Year 5
'Our aim is to prepare children for the future and for lifelong learning in a diverse and everchanging world with opportunities as well as challenges.'
Mathematics
At Hatchell Wood, we use the National Curriculum and the accredited White Rose Maths to structure the long term and medium term overview of our mathematics teaching.
The vast majority of children are taught in their own year groups, in mixed abilities. In every year group, concepts are taught using concrete resources, moving on to pictorial methods before developing abstract working. This approach means that most children can access the same learning while building a solid understanding. Where appropriate, some children have a personalised curriculum. All children are given an equal opportunity to achieve to their highest potential.
As well as discrete maths lessons, children also consolidate their understanding during topic lessons and through daily Maths Meetings which include key mathematical facts.
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MATHEMATICS LONG TERM PLAN |
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Autumn 1 |
Autumn 2 |
Spring 1 |
Spring 2 |
Summer 1 |
Summer 2 |
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Number:Place Value Read, write, compare and order numbers to at least 1 million and determine the value of each digit. Count forwards or backwards in steps of powers of 10 for any given number up to 1 million. Complete number sequences. Round any number up to 1 million to the nearest 10, 100, 1000, 10,000 and 100,000. Solve number and practical problems involving all of the above. Read and write Roman numerals to 1000 and recognise years written in Roman numerals. |
Number: Multiplication and Division To multiply and divide number by 10, 100 and 1000.
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Number: Multiplication and Division Multiply and divide numbers mentally. Multiply numbers up to 4 digits by a one or two digit number using a formal written method, including long multiplication for two – digit numbers. Divide numbers up to 4 digits by a one digit number using the formal written method of short division including remainders. |
Area and Perimeter Measure and calculate the perimeter of composite rectilinear shapes in centimetres and metres Calculate and compare the area of squares, rectangles, compound and irregular shapes using standard units, square centimetres (cm2) and square metres (m2) and estimate the area of irregular shapes.
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Geometry: Properties of Shape Identify 3-D shapes, including cubes and other cuboids, from 2-D representations. Know angles are measured in degrees: estimate and compare acute, obtuse and reflex angles. Draw given angles, and measure them in degrees. Identify: angles at a point and one whole turn (360 degrees), angles at a point on a straight line (180 degrees)and half a turn as well as other multiples of 90 degrees. Find missing lengths and angles. Distinguish between regular and irregular polygons based on reasoning about equal sides and angles. |
Number: Place Value Negative Numbers Interpret negative numbers in context, count forwards and backwards with positive and negative numbers, including through zero.
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Number: Addition and Subtraction Add and subtract whole numbers with more than 4 digits using formal written methods and exchanging. Add and subtract numbers mentally with increasingly large numbers. Round numbers and use the inverse operation to estimate and check answers to calculations and determine levels of accuracy. Solve addition and subtraction multi – step problems in context. |
Measurement: Number: Fractions Compare and order fractions whose denominators are all multiples of the same number. Identify, name and write equivalent fractions of a given fraction, represented visually, including tenths and hundredths. Recognise mixed numbers and improper fractions and convert from one form to the other. |
Number: Fractions Add and subtract fractions with the same denominator and denominators that are multiples of the same number. Multiply proper fractions and mixed numbers by whole numbers, supported by materials and diagrams. Calculate fractions of amounts and use fractions as operators. Solve problems involving fractions.
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Statistics Read, interpret, draw and solve problems involving line graphs and tables; including two-way tables and timetables. Solve comparison, sum and difference problems using information presented in a line graph. |
Geometry: Position and Direction Identify, describe and represent the position of a shape following a reflection or translation, using the appropriate language, and know that the shape has not changed. |
Measurement: Converting Units Convert between different units of metric measure (for example, kilometre and metre; centimetre and metre; centimetre and millimetre; gram and kilogram; litre and millilitre) Understand and use approximate equivalences between metric units and common imperial units such as inches, pounds and pints. Convert between units of time and use this knowledge to read and interpret timetables. Solve problems involving converting between units of time. Use all four operations to solve problems involving measure using decimal notation, including scaling.
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Number: Multiplication and Division Identify multiples and factors, including finding all factor pairs of a number and common factors of two or more numbers. To know the vocabulary of prime numbers, prime factors and composite numbers. Establish whether a number up to 100 is prime and recall prime numbers up to 19. Recognise and use square numbers and cube numbers and solve problems involving multiplication and division using knowledge of factors, multiples, squares and cubes. |
Number: Decimals and Percentages Read and write decimal numbers as fractions Recognise and use thousandths and relate them to tenths, hundredths and decimal equivalents Round decimals with two decimal places to the nearest whole number and to one decimal place. Read, write, order and compare numbers with up to three decimal places Solve problems involving number up to three decimal places Recognise the per cent symbol (%) and understand that per cent relates to ‘number of parts per hundred’, and write percentages as a fraction with denominator 100, and as a decimal. Solve problems which require knowing percentage, decimal and fraction equivalents. |
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Number: Decimals Adding and subtracting decimals within 1 and crossing a whole number. Adding and subtracting decimals with the same number of decimal places. Adding and subtracting decimals with a different number of decimal places. Adding and subtracting whole numbers and decimals. Sequencing decimal numbers. Multiplying and dividing decimals by 10, 100 and 1000.
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Measurement: Volume Estimate and compare volume and capacity.
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English
At Hatchell Wood, we believe that every pupil has the right to be able to read, write and communicate with others effectively. English is the main medium through which the rest of the curriculum is learned and taught and a major way in which children interpret the world around them, develop knowledge and understanding and communicate with other people. The teaching of English, in all of its forms, has a high profile within the school.
Writing
We teach writing using the 'Pathways the Write' approach and over the year we cover six different texts which include Arthur and the Golden Rope by Joe Todd – Stanton and The Paperbag Prince by Colin Thompson. Within each unit, pupils focus on previously taught writing skills (Gateway Keys) and are then taught national curriculum expectations through the use of Mastery Keys and Feature Keys. The Keys are repeated, practiced and applied in new contexts in preparation for the ‘Writeaway’ at the end of each unit.
Grammar and Punctuation
At Hatchell Wood, we use the National Curriculum to structure the long term and medium term overview of our spelling and grammar teaching.
Spelling
Children will use a sounds and syllables approach to spelling. Jason Wade’s Sounds & Syllables teaching sequence teaches children how to spell by building upon what children already know and understand from phonics teaching, the crucial relationship between sounds and spellings. At the heart of Sounds & Syllables is a simple five step sequence: ‘say it’, ‘snip it’, ‘segment it’, ‘target it’ and ‘link it’. This approach is tailored for teaching children from year 2 - 6 after they have acquired a secure phonics knowledge. The teaching sequence for teaching spelling can be found here.
Guided Reading
As pupils secure their early reading skills they are transferred onto our reciprocal reading approach. Pupils will study an age appropriate challenging text on a half termly basis that is delivered as part of a weekly lesson whereby pupils are encouraged to practise the vital skills needed to perform well as an independent reader. A consistent pedagogical approach towards the teaching of reading is delivered, which consists daily of some form of reading (either independent reading – using a dialogic approach, teacher reading, pre-reading, reading for fluency or accuracy or pace), text annotation, vocabulary work focusing on morphology and etymology, making precise predictions and summarising, as well as how to accurately answer comprehension questions linked to reading VIPERs (vocabulary, inference, prediction, explain, retrieve) and content domains, also a small group guided reading session using the reciprocal reading approach:
· Predict What are we going to read about in the next section?
· Clarify Which words or phrases do we need to find the meaning of?
· Question Can we ask questions to help us learn more about the text?
· Summarise What are the main ideas from this section?
At Hatchell Wood we use reading VIPERS to help pupils understand how to approach answering reading questions.
VIPERS is an acronym which stands for Vocabulary, Infer, Predict, Explain, Retrieve and Sequence (Key Stage One) or Summarise (Key Stage Two).
The following pages explain how this concept works and gives you ideas for how each type of question might look for pupils.
KS2 Reading Vipers - supporting children with comprehension skills. Click here to download the guide.
Text Study
Every half-term the children will engage in a whole class shared text that may have a theme linked to their current topic project. Year 5 children will also enjoy daily ‘story time', as well as this being a vital element of creating a positive, pleasurable experience, we also aim to:
- Provide opportunities to encounter new words and enriching vocabulary – they experience words that would almost never come up in conversation.
- Help students appreciate the beauty and rhythm of language
- Provide opportunities for children to enjoy and understand texts beyond their own reading ability.
- Enhance imagination and observation skills
- Improve critical and creative thinking skills
- Expands a student’s general knowledge and understanding of the world
- Developed empathy as they make connections with the experiences of the characters in the text and with each other
- Provide opportunities to experience fluent, expressive reading as it is modelled
- Enables them to make meaning from more complex texts
- Encourage a desire to read independently
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CLASS TEXT |
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Autumn 1 |
Autumn 2 |
Spring 1 |
Spring 2 |
Summer 1 |
Summer 2 |
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Danny Cheung Does Not do Maths By Maisie Chan |
The Explorer By Katherine Rundell |
Who Let the Gods Out? By Maz Evans
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Topic
At Hatchell Wood we use the Cornerstones approach to deliver exciting and engaging project based learning.
These are the projects that we cover in Year 5:
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AUTUMN 1 |
AUTUMN 2 |
SPRING 1 |
SPRING 2 |
SUMMER 1 |
SUMMER 2 |
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TOPIC |
Dynamic Dynasties |
Sow, Grow and Farm |
Groundbreaking Greeks |
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Click on the images below for the key knowledge and vocabulary the children will learn in each of the topics. |
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| This project teaches children about the history of ancient China, focusing primarily on the Shang Dynasty, and explores the lasting legacy of the first five Chinese dynasties, some of which can still be seen in the world today. | This project teaches children about the features and characteristics of land use in agricultural regions across the world, including a detailed exploration of significant environmental areas | This project teaches children about developments and changes over six periods of ancient Greek history, focusing on the city state of Athens in the Classical age, and exploring the lasting legacy of ancient Greece. | ||||
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SCIENCE |
Forces |
Earth and Space |
Living things and their habitats |
Animals including humans |
Properties and changes of materials |
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INVESTIGATIONS |
Comparative and Fair testing We will investigate the effect of friction in a range of contexts e.g. trainers, bathmats, mats for a helter-skelter. We will also look at investigations linked to the work of Galileo; test water resistance; and take part in a windmill investigation.
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Researching using secondary sources We will use secondary sources to help create a model using balls/fruit to show the movement of the Earth around the Sun and the Moon around the Earth.
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Observing over time We will grow and observe plants that reproduce asexually e.g. strawberries, spider plants, potatoes. |
Pattern seeking We will investigate wether smaller mammals have a shorter gestation period. |
Comparitive and fair test We will be looking at the rates of dissolving and also investigating how to seperate materials. |
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PSHE
We use to Jigsaw PSHE scheme of work to prepare children/young people for life, helping them really know and value who they are and understand how they relate to other people in this ever-changing world.
Weekly Celebrations
The weekly celebration is the same for each year group. These are designed to draw out a key theme from each week and reinforce its application; in turn, this ensures the Jigsaw learning is translated into behaviour and attitudes and is not confined to the lesson slot on the timetable.
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JIGSAW THEMES |
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Autumn 1 |
Autumn 2 |
Spring 1 |
Spring 2 |
Summer 1 |
Summer 2 |
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Being Me in My World
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Celebrating Difference (including anti-bullying) |
Dreams and Goals |
Healthy Me |
Relationships |
Changing Me (including Sex Education)* |
*Our Sex and Relationship Education Progression Map can be found here and our SRE Supplementary Lessons plan can be found here.
Religious Education
We use Discovery RE scheme of work to learn about different religions and beliefs. Christianity is taught in every year group, with Christmas and Easter given new treatment each year, developing the learning in a progressive way. Buddhism, Hinduism, Islam, Judaism and Sikhism are also covered.
Home Learning
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School Spider is our Virtual Learning Environment (VLE) provider and can be accessed via our school website: www.hatchellwood.com |
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Year 5 children will access School Spider to on a weekly basis to complete maths, literacy and topic based home learning activities. |
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Year 5 children have access to Times Tables Rock Stars to ensure that they can practise leaning their multiplication facts on a regular basis. |
Year 5 children have access to MyMaths to complete interactive mathematics based home learning on a weekly basis. |
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Year 5 children are required to read at home to an adult at least 5 times per week. |
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