2025/26 – Year 5 Curriculum

From a geographical perspective, we will learn about the Land use in the UK; Allotments; Farming in the UK; Maps; Grid references; Climate zones; Physical features of North and South America; Farming in North and South America; Food transportation 

From a historical perspective, we will learn about allotments in the United Kingdom and how the government encouraged people to have them to support food rationing during the Second World War. 

Reading

Our Class Text and Comprehension

In term 3 and 4, our reading comprehension lessons will be based upon our non-fiction texts used to support our geographical learning. These will include: “A farmer's year”, a transcript; “Modern Farming”, information sheet; “Potato farming in Jersey”, case study; and “Veganisim”, a balanced argument.  

Over the course of the term, we will also continue to read, enjoy and study our wonderful text from last term, “Bronze and Sunflower” by Cao Wenxuan. In this story, Sunflower has moved to the countryside in China with her father. As her father works all day, Sunflower feels lonely. She watches the river and the people across it who live in a village called Damaidi. She meets a boy called Bronze from Damaidi and the two become friends. When a tragic event brings Sunflower into Bronze’s home, the two children must work together to survive the hardships of village life. To find out more about this text, view our Bronze and Sunflower Knowledge Organiser. 

For further information about the reading skills we will focus upon this term, please view “Holmes’ Sequential Reading Curriculum” 

Independent Reading

In class, we will continue to use the Accelerated Reader program. For further information about this, please view a Parent's Guide to Accelerated Reader. (https://help.renlearn.co.uk/AR/ARParentGuide) If you need your child's AR password, please contact me (Miss Wood).

Writing

Over the course of the spring term, we will be writing a non-chronological report, a diary entry, a balanced argument and a persuasive letter.  

Firstly, we will write a non-chronological report about the farming in the United Kingdom. Writing non-chronological reports enables children to use a range of layout devices, such as subheadings, bullet points and tables. Children will use their knowledge, learnt in our topic lessons and from further research, to plan and write their non-chronological reports.  

We will also write a write a dramatic diary entry from the point of view of a UK farmer. Writing a diary entry teaches the children how to express the thoughts and feelings of the writer and recount events. The children could use a range of topic-specific vocabulary and focus on choosing appropriate verb tenses.  

In addition, we will write a letter to persuade families to buy fair trade produce. Writing a persuasive leaflet enables the children to adapt the structure and content of their writing to the audience and purpose. They could also include relative clauses and topic-specific vocabulary. The children should use their geographical knowledge of farming in developing countries to write their leaflet.  

Furthermore, we will write a balanced argument about a chosen farming topic. Writing a balanced argument encourages children to consider both sides of an issue and support their arguments with evidence. It provides a meaningful context for using a range of cohesive devices to structure writing, such as conjunctions and adverbials. 

For further information about the writing skills, we will focus upon this term, please view “Holmes’ Sequential Writing Curriculum” 

Grammar, Punctuation and Spelling

Punctuation

This term, we will explore brackets, dashes and commas for parenthesis; the purpose of a comma; the use of a comma in a list; bullet points; and continue to revise the need for commas when using a relative clause. 

We will continue to review other types of punctuation through editing deliberate punctuation errors and adding punctuation to dictated sentences. 

Grammar

During term 3 and 4, we will review the four sentence functions; determiners; fronted adverbials; different tenses; conjunctions; modal verbs; and different verb forms. 

Spellings

During our spelling lessons in term 3 and 4, we will complete the following Read Write Inc units: 

• Words ending -ence 
• Words with the ‘ee’ sound spelt ‘ei’ 
• Homophones 
• Other easily confused words 
• Words ending in –ant, -ance and -ancy 
• Words ending in ‘shus’ spelt ‘-cious’ 
• Words ending in ‘shus’ spelt ‘-tious’ 
• Words ending in ‘shul’ spelt ‘-cial’ or ‘-tial’ 

For an overview of our weekly breakdown of our spellings, please view our Term 3 and Term 4 Homework Grids. 

In addition to these weekly spelling rules, we will continue to learn and spell words from the Year 5 and 6 statutory spelling list. For an overview of these spellings, please view the Spelling word list for Year 5 and Year 6.

Maths area of learning	Block	Small Learning Steps
Number	Multiplication and division	Multiply up to a 4-digit number by a 1-digit number; multiply a 2-digit number by a 2-digit number (area model); multiply a 2-digit number by a 2-digit number; multiply a 3-digit number by a 3-digit number; multiply a 4-digit number by a 3-digit number; solve problems with multiplication; short division; divide a 4-digit number by a 1-digit number; divide with remainders; efficient division; and solve problems with multiplication and division.
Number	Fractions	Multiply a unit fraction by an integer; multiply a non-unit fraction by an integer; multiply a mixed number by an integer; calculate a fraction of a quantity; fraction of an amount; find the whole; and use fractions as operators.
Number	Decimals and percentages	Decimals up to 2 decimal places; equivalent fractions and decimals (tenths); equivalent fractions and decimals (hundredths0; equivalent fractions and decimals; thousandths as fractions; thousandths as decimals; thousandths on a place value chart; order and compare decimals(same number of decimal places); order and compare decimals with up to 3 decimal places; round to the nearest whole number; round to 1 decimal place; understand percentages; percentages as fractions; percentages as decimals and equivalent fractions, decimals and percentages.
Measure	Perimeter and area	Perimeter of rectangles; perimeter of rectilinear shapes; perimeter of polygons; area of rectangles; area of compound shapes and estimate area.
Statistics	Statistics	Draw line graphs; read and interpret line graphs; read and interpret tables; two-way tables; and read and interpret timetables.

One of the most important things for your child to have mastered and maintain is their knowledge of times tables. For an overview of our weekly times tables focus, please view our Term 3 and Term 4 Homework Grid. To complement their work in lessons reinforcing their fluency, recall and commutativity of these timetables, your child will be set a weekly activity to complete as part of their homework on Sumdog.

Our Calculation Policy: addition and subtraction

Our Calculation Policy: multiplication and division

 

 

In term 3 and 4, our topic is “Human Reproduction and Ageing”. In this topic, we will learn about animal life cycles, including the human life cycle. We will explore human growth and development to old age, including changes experienced during puberty and human reproduction.  

To find out more, view our Human Reproduction and Ageing Knowledge Organiser. 

Human Reproduction and Ageing Lesson Overview 

Lesson	Learning focus
1	Animal Life Cycles
2	Classifying Mammals
3	Typical Mammalian Life Cycles
4	Relationship between Mammalian Gestation and Mass
5	Human Life Cycles
6	Human Gestation Stage
7	Human Juvenile Stage
8	Human Adolescent Stage
9	Human Growth Charts
10	Human Sexual Reproduction
11	Human Adult Ageing

Art: Line, Light and Shadows 

Our first art topic is ‘Line, Light and Shadows’. This will teach the children about the visual qualities of line, light and shadow. We will explore the work of Pablo Picasso and Rembrandt and are introduced to a range of shading techniques. We will take black and white photographs and use pencil, pen and ink wash to reimagine our photographs in a shaded drawing. To find out more, view our Line, Light and Shadows Knowledge Organiser. 

Art: Nature’s Art 

Linked to our topic of ‘Sow, Grow and Farm’, this project teaches children about the genre of land art. We will work outdoors to sketch natural forms and explore the sculptural potential of natural materials before working collaboratively to create land art installations. To find out more, view our  Nature’s Art Knowledge Organiser. 

Design and Technology:  Eat the Seasons 

This project teaches children about the meaning and benefits of seasonal eating, including food preparation and cooking techniques. To find out more, view our Eat the Seasons Knowledge Organiser. 

Databases

In term 3, we will be focussing upon databases. We will learn about:

• How to use different methods search for information in a database.
• How to design an avatar for a class database.
• How to enter information into a class database.
• How to create their own database on a chosen topic
• How to add records to their database.
• What a database field is and how to correctly add field information.
• How to word questions so that they can be effectively answered using a search of their database.

To find out more, view our Databases Knowledge Organiser. 

Game Creator

Over the course of term 4, our work will focus upon creating computer games. We will learn:

• How to review and analyze a computer game.
• To describe some of the elements that make a successful game.
• To design the game quest
• To finish and share the game.
• To self and peer evaluate

To find out more, view our Game Creator Knowledge Organiser.

 

 

Our Religious Education lessons will continue to be based upon our “Love to Celebrate” projects. Basing the “Love to Celebrate” projects around festivals, gives a real-life context to the children’s learning and a structure to the projects. However, the celebration itself is only a small part of each “Love to Celebrate” project. Each set of projects covers all major aspects of each religion including worship, belief, leadership and belonging.  

Please view our “World festivals and Celebrations Calendar”.  

Term 3: Hinduism - Holi 

Holi is celebrated throughout India and beyond. Bonfires are lit on the first day of Holi to remind Hindus of the story of Holika and Prahlad. Coloured paint is thrown or squirted at friends, family and even strangers on the second day of the festival. This commemorates a story about the young Krishna and his beloved Radha. 

The festival also marks the winter harvest, welcomes spring and celebrates love. For the key words and vocabulary associated with this topic, please view our “Holi Glossary”.  

Term 4: Judaism - Passover 

Passover is one of the most important Jewish festivals. It commemorates the time Moses led the Israelite slaves to freedom over 3000 years ago. The word Passover refers to the final plague of Egypt, when God 'passed over' the houses of the Israelites and killed the first born sons of the Egyptians. After this plague, Pharaoh set the Israelites free and they were led into the desert by Moses. This is known as the Exodus. 

The Jewish Passover celebrations last seven to eight days. Families clean their houses, rest, eat special meals together and read the story of the Exodus from the Torah. For the key words and vocabulary associated with this topic, please view our “Passover Glossary”.  

Over the course of term 3 and 4, we will follow our Jigsaw PSHE scheme of learning. Jigsaw, the mindful approach to PSHE, is a progressive and spiral scheme of learning. In planning the lessons, Jigsaw PSHE ensures that learning from previous years is revisited and extended, adding new concepts, knowledge and skills, year on year as appropriate. 

For more information regarding the knowledge and skills progression, please view the Jigsaw Knowledge Skills and Progression Document for ages 9-10. 

Term 1: Dreams and Goals 

In this Puzzle, we will think about our dreams and goals for when we grow up; investigate jobs and careers; explore our dream jobs and what is needed to get there; explore dreams and goals of other people in other cultures; and learn about how we can support each other with this. 

Term 2: Healthy Me 

In this Puzzle, we will learn about healthy choices and explore smoking and alcohol; emergency aid; body image; relationships with food; and how to be healthy physically and mentally. 

Following the GetSet4PE scheme of learning, our Physical Education (PE) lessons for term 3 will focus on hockey and gymnastics. Our PE lessons for term 4 will focus on indoor tennis and gymnastics. Our PE lessons will be on Tuesdays and Friday; children can wear their PE into school on both of these days. 

Term 3: Invasion Games (Hockey) 

In their tag rugby lessons, pupils develop their understanding of the attacking and defending principles of invasion games. Pupils will have to think about how they use skills, strategies and tactics to outwit the opposition. They do this by maintaining possession and moving the ball towards the try line to score. We will continue to understand the importance of fair play and honesty while managing self-managing games and learning by abiding key rules. 

Term 3 and 4: Gymnastics 

In this unit, we will develop balancing, rolling, jumping and inverted movements. We will explore partner relationships such as canon and synchronisation and matching and mirroring. The children will have opportunities to receive and provide feedback in order to make improvements on their performances. In gymnastics, pupils develop performance skills considering the quality and control of their actions. 

Term 3: Invasion Games (Tennis) 

In tennis lessons, pupils will develop their understanding of the principles of net and ball games. In all games, pupils have to think about how they use skills, strategies and tactics to outwit the opposition. Pupils are given the opportunity to work co-operatively with others as well as independently, they are able to lead and officiate showing honest and fair play whilst abiding to the rules. Pupils will develop their tactical awareness, learning how to outwit an opponent. 

To find out more, view our GetSet4PE Knowledge Organisers.

 

Our music lessons this year will follow the Sing Up sequential scheme of learning and for Term 3 and 4 we will have a percussion unit called ‘Rosewood Gratitude’. 

Percussion Unit: Rosewood Gratitude: 

This unit is inspired by the balafon music of West Africa. The objective of the unit is for the children to be immersed in the rhythm and harmony sound world of Rosewood Gratitude, whilst exploring a range of percussive techniques.  

To gain more information, please view our Sing Up, Rosewood Gratitude knowledge organiser. 

We are delighted to continue our French lessons with Mrs Cackett, our resident native French speaker. 

Over the course of the Spring term, we will be learning about: 

• Different foods 
• Food likes and dislikes 
• Food for celebrations 
• Recipes

 Throughout these lessons, we will practise speaking, listening, reading and writing in French. 

Year 5 - Term 3 and 4 Resources
Sow, Grow and Farm
	Sow, Grow and Farm Knowledge Organiser
	Sow, Grow and Farm Home Learning Tasks
	Sow, Grow and Farm Vocabulary Mat
English, Reading, Writing and Spelling
	Holmes Sequential Reading Curriculum
	Holmes Sequential Writing Curriculum
	Spelling Word List for Year 5 & 6
Maths
	Our Calculation Policy: addition and subtraction
	Our Calculation Policy: multiplication and division
Science
	Human Reproduction and Ageing Knowledge Organiser
	Human Reproduction and Ageing Glossary
	Human Reproduction and Ageing Vocabulary Mat
Art & Design
	Eat the Seasons Knowledge Organiser
	Nature's Art Knowledge Organiser
Computing
	Databases Knowledge Organiser
Religious Education
	World Festivals and Celebrations Calendar
	Hinduism - Holi Glossary
	Judaism - Passover Glossary
PSHE
	Jigsaw Skills and Knowledge Progression for ages 9-10
Physical Education
	GetSet4PE Knowledge Organisers
Music
	Sing Up Rosewood Gratitude Knowledge Organiser

 

 

From a geographical perspective, we will learn about the geography of Greece affected the development of city states and explore Athens, learning about the structure of the government and society. 

This term our topic is “Groundbreaking Greeks”. Throughout this topic, we will learn about about different periods of Greek history, exploring the earliest civilizations, the devastation of the Dark Age and the breakthroughs and developments of the Archaic and Classical periods.  We will get to know some of the most significant Athenians and understand why Greek art, culture, architecture, philosophy, medicine and mathematics were so significant. We will learn about the leadership of Alexander the Great and discover how ancient Greece became part of the Roman Empire after the Hellenistic period. We will explore how the Romans respected and developed Greek ideas, making them their own and spreading them throughout the Roman Empire. To end the project, your child will decide which was the ancient Greeks' greatest idea and explore how the legacy of ancient Greece affects their lives today.

To find out more, view our Groundbreaking Greeks Knowledge Organiser. 

Reading

Our Class Text and Comprehension

In term 5 and 6, our reading comprehension will be based upon a fiction text, “Who let the Gods Out?” by Maz Evans. The story is about a troubled boy’s life is turned upside down when an immortal crashes out of the sky onto his barn. They go on adventures together but accidentally release a daemon. With help from the gods, they begin a quest to save the world that takes them to incredible places on Earth and beyond. To find out more about this text, view our Who Let the Gods Out Knowledge Organiser. 

For further information about the reading skills we will focus upon this term, please view “Holmes Sequential Reading Curriculum”    

Independent Reading 

In class, we will continue to use the Accelerated Reader program. For further information about this, please view a Parent's Guide to Accelerated Reader. (https://help.renlearn.co.uk/AR/ARParentGuide) If you need your child's AR password, please contact me (Miss Wood). 

 

Writing

Over the course of the summer term, we will be working on a variety of writing projects related to Ancient Greece and the novel "Who Let the Gods Out?" These projects will allow us to develop our writing skills and explore different forms of writing. 

Greek Mythology Non-Chronological Report  

We will write a non-chronological report about Greek mythology. Writing non-chronological reports will enable us to utilise a range of layout devices, such as subheadings, bullet points, and tables. We will research Greek Mythology in more detail before planning and writing our own report. Following this, we will choose one Greek myth to study and analyse further which will then form the stimulus of our writing thereafter. 

Setting descriptions 

Following an in-depth study of our chosen Greek Myth, we will use expanded noun phrases., figurative language and prepositional phrases to write a descriptive setting. A successful setting description allows readers to picture where the story is taking place in their minds whilst they read. 

Character Profiles and Diary Entries  

We will choose a mythical Greek character and develop our descriptive writing skills by creating character profiles inspired by the myth. Additionally, we will develop empathy and writing skills by imagining and writing diary entries as if we were one of the characters in our Greek myth.  

Retelling of a Greek Myth  

To conclude our Greek Mythology work, we will retell the story of a Greek Myth from the perspective of a chosen character. We will strive to link paragraphs with cohesive devices and contrast the settings, characters, and atmospheres between the present and the past. Integrating dialogue will bring the characters to life and advance the plot. The use of a variety of verb forms and punctuation will add clarity and emphasis to our writing. Additionally, we will proofread our work to check for spelling and punctuation errors. 

Ground breaking Greeks Newspaper Report 

We will create a newspaper report about a chosen Greek. The Greeks were famous for their clever thinking and we still remember and use some of their ideas today. Examples are Pythagoras, Aristotle, Hipocrates. We will research a famous ancient Greek and create a newspaper article about their work. Writing a newspaper report encourages children to write impartially in a formal style. It also challenges them to proofread their work as if it were going to print. Children could include specific details and link their information with cohesive devices. Concise noun phrases and a correctly punctuated quotation could also be included.   

“Who Let the Gods out?”  Formal Letter 

Initially, we will use drama to act out the Zodiac Council meeting.  We will aim to make it as dramatic as you can. As a part of our development of formal letter writing skills, we will then write a formal letter from the Zodiac Council about why they have taken Virgo’s powers.

“Who Let the Gods Out?” Playscript  

We will imagine that Athene had come instead of Aphrodite. We will then re-write this scene as a playscript to show this. Within our playscript we will take account of adverbial prompts, stage directions, and dialogue.  

Grammar, Punctuation and Spelling

Punctuation

This term, we will revise the use of apostrophe for omission and possession; write dictated sentences which require decisions regarding punctuation; revise how to punctuate parenthesis; discuss, highlight and analyse a range of punctuation in texts; use commas for all its purposes; and revise the meaning of ambiguity. 

Grammar

This term, we will revise conjunctions; work on maintaining consistency of tense when writing fiction and non-fiction texts; revise the use of relative clauses to add information; identify present and perfect tense verb forms; identify commands and questions; write a variety of sentence types when writing dialogue; and continue to practice writing both formal and informal text types.  

Spellings

Following the Read Write Inc spelling scheme, during our spelling lessons we will investigate how the sound ‘shul’ can be spelt ‘-cial’ or ‘-tial’ before consolidating the different rules we have learnt throughout the year and focusing on the Orange Words (the year 5 and 6 statutory spelling words).  

For an overview of our weekly breakdown of our spellings, please view our Term 5 and Term 6 Homework Grids. 

For an overview of the Year 5 and 6 statutory spellings, please view the Spelling word list for Year 5 and Year 6.

Following the White Rose Maths scheme, Holmes class will cover six main blocks of learning over the course of the summer term: shape; position and direction; decimals; negative numbers; converting units; and volume. As part of the White Rose Maths scheme, each block is broken down into a series of small learning steps. Combined, these small learning steps then cover all the curriculum content your child needs to know in small, related chunks. 

This term’s small learning steps for each block

Maths area of learning	Block	Small Learning Steps
Geometry	Shape	Understand and use degrees; classify angles; estimate angles; measure angles up to 180°; draw lines and angles accurately; calculate angles around a point; calculate angles on a straight line; lengths and angles in shapes; regular and irregular polygons; and 3D shapes.
Geometry	Position and Direction	Read and plot coordinates; problem solving with coordinates; translation; translation with coordinates; lines of symmetry; and reflection in horizontal and vertical lines.
Number	Decimals	Use known facts to add and subtract decimals within 1; complements to 1; add and subtract decimals across 1; add decimals with the same number of decimal places; subtract decimals with the same number of decimal places; add decimals with different number of decimal places; subtract decimals with different number of decimal places; efficient strategies for adding and subtracting decimals; decimal sequences; multiply by 10,100 and 1000; divide by 10,100 and 1000; and multiply and divide decimals with missing values.
Number	Negative Numbers	Understand negative numbers; count through zero in 1s; count through zero in multiples; compare and order negative numbers; and find the difference.
Measurement	Converting Units	Kilograms and kilometres; millimetres and millilitres; convert units of length; convert between metric and imperial units; convert units of time; and calculate with timetables.
Measurement	Volume	Cubic centimetres; compare volume; estimate volume; and compare capacity.

One of the most important things for your child to have mastered and maintain is their knowledge of times tables. For an overview of our weekly times tables focus, please view our Term 5 and Term 6 Homework Grid. To complement their work in lessons reinforcing their fluency, recall and commutativity of these timetables, your child will be set a weekly activity to complete as part of their homework on Sumdog. 

Our Calculation Policy: addition and subtraction
Our Calculation Policy: multiplication and division

This term our topic is “Properties and Changes in Materials”. In this project, your child will revisit prior learning about the properties of materials. We will plan and carry out tests to determine the properties of a range of materials and use our results to suggest suitable materials for different purposes. We will learn about the property of thermal conductivity and identify materials that are thermal conductors and insulators. We will investigate which materials are soluble and insoluble. We will find out about heterogeneous and homogeneous mixtures and will separate heterogeneous mixtures using sieving and filtration. We will also separate homogeneous mixtures, investigating how to reverse dissolving by evaporation. We will learn the difference between reversible and irreversible changes and. To find out more, view our Properties and Changes in Materials Knowledge Organiser.

Properties and Changes in Materials Lesson Overview

Lesson	Learning focus
1	Properties of Materials – Breadth and depth
2	Testing Properties
3	Thermal Conductivity
4	Measuring Change in Temperature
5	Testing Thermal Insulators
6	Solubility
7	Exploring Mixtures
8	Exploring Mixtures - Filtering
9	Exploring Mixtures - Evaporating
10	Exploring Mixtures - Evaporating
11	Reversible and Irreversible changes

Other helpful documents

*Properties and Changes in Materials Glossary

*Properties and Changes in Materials Vocabulary Mat

 

 

During Term 5 and 6, we have 3 topics that we will be covering in our Art and D&T lessons.

Art: Mixed Media 

Our art topic for this term is “Mixed Media”. Throughout this topic, we will learn about paper crafts, papermaking and collage techniques including paper, fabric, mixed media and photo collage. They will use their learning to create a final piece of small-scale, mixed media collage. To find out more, view our Mixed Media Knowledge Organiser. 

Art: Expression 

Our second art topic this term is “Expression”. This topic teaches children about the Expressionist art movement and the ‘Father of Expressionism’, Edward Munch. They explore different ways to portray feelings and emotions in art to create an imaginative self-portrait. To find out more, view our Expression Knowledge Organiser.  

 Design and Technology: Architecture 

Linked to our main topic, “Ground-breaking Greeks”, our Design and Technology topic for this term is “Architecture”. Over the course of this project, we will learn how architectural style and technology has developed over time and then use this knowledge to design a building with specific features. To find out more, view our Architecture Knowledge Organiser. 

Following the Purple Mash scheme of learning, our two main computing topics, this term, will be 3D Modelling and Processing. 

3D Modelling 

In term 5, we will be focusing upon 3D Modelling. We will learn about: 

• How to use 2Design and Make 
• Exploring the effect of moving points when designing 
• Designing a 3D model to fit a certain criteria 
• Refining and printing a 2D net to turn into a 3D model 

To find out more, view our 3D Modelling Knowledge Organiser. 

Processing 

Over the course of term 6, our work will focus upon word Processing. We will learn: 

• How to make a document from a blank page 
• How to insert images: considering copyright 
• How to edit images using Google Docs and how to wrap text 
• To change the look of the text within a document 
• To add features to a document to enhance its look and usability 
• How to use the sharing capabilities in Google Docs 
• To use tables to present information 
• To use templates and edit appropriately  

To find out more, view our Processing Knowledge Organiser. 

 

 

 

Our Religious Education lessons will continue to be based upon our “Love to Celebrate” projects. Basing the “Love to Celebrate” projects around festivals, gives a real-life context to the children’s learning and a structure to the projects. However, the celebration itself is only a small part of each “Love to Celebrate” project. Each set of projects covers all major aspects of each religion including worship, belief, leadership and belonging.  

Please view our “World festivals and Celebrations Calendar”.

Term 5: Christianity - Pentecost 

Pentecost is celebrated 50 days after Easter. According to the Bible, Jesus had ascended into heaven 10 days earlier and the disciples were waiting to receive power from God to help them spread Jesus’ message. When the Holy Spirit filled the disciples, they started speaking in different languages so that the people in the crowd could understand them. That day, 3000 people were baptised as Christians, therefore Pentecost is seen as the birthday of the Christian church. 

Today, Pentecost is a popular time for Baptism and confirmation services. Church leaders may wear red to represent the flames that settled on the heads of the disciples and some churches may also serve a special cake after the Sunday service to mark the birthday of the church. For the key words and vocabulary associated with this topic, please view our "Pentecost Glossary”.

Term 6 Sikhism – Guru Arjan Gurpurab 

Gurpurab's are special celebration days that commemorate the lives of the Sikh Gurus. Guru Arjan achieved many things during his lifetime. He completed the Golden Temple in Amritsar in 1604 and promoted the Sikh principle of Dasvandh, giving 10% of earnings to help others as an act of service to God who Sikhs call Waheguru. He also collated the hymns and teaching of the first five Gurus and created the Adi Granth, the book that would eventually become the Guru Granth Sahib. Guru Arjan also became the first Sikh Guru to be martyred for his faith.  

Many Sikhs remember Guru Arjan by attending special serviced in the Gurdwara and serving cooling drinks to others. This reminds them of the thirst Guru Arjan must have suffered and his cool and calm nature as he faced death. For the key words and vocabulary associated with this topic, please view our “Guru Arjan Gurpurab Glossary”. 

 

 

 

Over the course of term 5 and 6, we will continue to follow our Jigsaw PSHE scheme of learning. Jigsaw, the mindful approach to PSHE is a progressive and spiral scheme of learning. In planning the lessons, Jigsaw PSHE ensures that learning from previous years is revisited and extended, adding new concepts, knowledge and skills, year on year as appropriate. 

For more information regarding the knowledge and skills progression, please view the "Jigsaw Knowledge Skills and Progression Document for ages 9-10". 

Term 5: Relationships

In this Puzzle, we will learn more about friendships and how to be safe with online communications. We will explore our own and others characteristics and qualities and how this can impact friendships.  We will discuss how to solve friendship problems when they occur and how being responsible online can impact this. We will learn about respect and how to ensure other people feel included and part of a group. We will talk about online gaming and how age restrictions are in place. With this, we will discuss how to recognise when gaming is becoming unsafe. Lastly, we will consider what makes a good relationship and how we can help others if they are upset. 

Term 4: Changing Me

In this Puzzle, we will learn about self and body image, puberty in boys and girls and the changes that will happen; we will reflect on how they feel about these changes. The children also learn about conception and that sometimes people need IVF to help them have a baby. We will discuss worries about changes and how some changes within puberty bring increased responsibilities such as washing more often. We will also consider looking ahead in different ways and what we are looking forward to when moving to a different class and how to tackle changes. 

Following the GetSet4PE scheme of learning, our Physical Education (PE) lessons for term 5 and 6 will focus on athletics, cricket and rounders. Our PE lessons will be on Fridays; children can wear their PE kit into school on this day. Holmes class will also have Forest School on Wednesday’s this term. On their group days, the children can wear their forest school clothes into school.  

Athletics 

In this unit, pupils are set challenges for distance and time that involve using different styles and combinations of running, jumping and throwing. As in all athletic activities, pupils think about how to achieve their greatest possible speed, height, distance or accuracy and learn how to persevere to achieve their personal best. They learn how to improve by identifying areas of strength as well as areas to develop. Pupils are also given opportunities to lead when officiating as well as observe and provide feedback to others. In this unit pupils learn the following athletic activities: long distance running, sprinting, relay, triple jump, shot put and javelin. 

 Cricket  

Cricket is a striking and fielding game. In this unit pupils develop their understanding of the principles of striking and fielding. They expand on their knowledge of the different roles of bowler, wicket keeper, fielder and batter. In all games activities, pupils have to think about how they use skills, strategies and tactics to outwit the opposition. In cricket, pupils achieve this by striking a ball and trying to avoid fielders, so that they can run between wickets to score runs. Pupils are given opportunities to work in collaboration with others, play fairly demonstrating an understanding of the rules, as well as being respectful of the people they play with and against. 

 Rounders 

Rounders is a striking and fielding game. In this unit pupils develop their understanding of the principles of striking and fielding. Pupils develop the quality and consistency of their fielding skills and understanding of when to use them such as throwing underarm and overarm, catching and retrieving a ball. They expand on their knowledge of how to play the different roles of bowler, backstop, fielder and batter and to apply tactics in these positions. In all games activities, pupils have to think about how they use skills, strategies and tactics to outwit the opposition. Pupils work with a partner and group to organise and self-manage their own games. Pupils play with honesty and fair play when playing competitively. 

To find out more, view our GetSet4PE Knowledge Organisers

 

 

Our music lessons this year will follow the Sing Up sequential scheme of learning and for Term 5 and 6 we will explore three new topics. 

Balinese Gamelan 

This unit explores the music of Bali through two dynamic musical forms: gamelan beleganjur – a lively kind of percussion music originally performed during a battle – and the kecak vocal chant. Children will learn about the history and content of both forms, develop an understanding of the repeating cycles that structure almost all Balinese music and explore and perform the interlocking rhythms that underpin both these musical forms,  

For more information, please view our Sing Up Balinese Gamelan knowledge organiser.  

Composing in Ternary Form 

Ternary form (ABA) is a very satisfying musical shape that has been used by composers across many genres for centuries. This unit borrows ideas from a wonderful piece by French composer Maurice Ravel called Laideronnette or Empress of the pagodas, which describes the simple story of a little girl walking through a Japanese forest. Ravel uses only the traditional pentatonic scale in this work, and we will use that as the basis for the unit while also exploring dynamics (volume) and tempo (speed).   

For more information, please view our Sing Up Ternary Form knowledge organiser. 

Kisne Banaaya 

This song from India and Pakistan explores how our world, and the different creatures that inhabit it, came into existence. Pupils will learn choreography to support the learning and understanding of the song (in Hindi), learn to sing the song comparing different performances and play an instrumental accompaniment on tuned percussion. 

For more information, please view our Sing Up Kisne Banaaya knowledge organiser.

We are delighted to continue our French lessons with Mrs Cackett, our resident native French speaker. Over the course of the summer term, we will be exploring two new topics: Seasons and Exploring. 

Seasons 

During this topic, we will explore the months of the year; the 4 seasons; weather patterns; and seasonal poems. 

Exploring 

This topic focuses on describing a place or a scene. The children will mainly focus on a beach scene but will explore a range of places and use adjectives to add interest and detail to their descriptions. The children will write and perform a poem.  

 

Year 5 -  Term 5 and 6 Resources
Ground-breaking Greeks
	Ground-breaking Greeks Knowledge Organiser
	Ground-breaking Greeks Home Learning Tasks
	Ground-breaking Greeks Vocabulary Mat
English, Reading, Writing and Spelling
	Who Let The Gods Out Knowledge Organiser
	Sequential Reading Curriculum for Year 5
	Sequential Writing Curriculum for Year 5
	Spelling Word List for Year 5 & 6
Maths
	Our Calculation Policy: addition and subtraction
	Our Calculation Policy: multiplication and division
Science
	Properties and Changes in Materials Knowledge Organiser
	Properties and Changes in Materials Glossary
	Properties and Changes in Materials Vocabulary Mat
Art & Design
	Mixed Media Knowledge Organiser
	Expression Knowledge Organiser
Computing
	3D Modelling Knowledge Organiser
	Word Processing Knowledge Organiser
Religious Education
	World Festivals and Celebrations Calendar
	Sikhism – Guru Arjan Gurpurab Glossary
	Christianity - Pentecost Glossary
PSHE
	Jigsaw Skills and Knowledge Progression for ages 9 and 10
Physical Education
	GetSet4PE Knowledge Organisers
Music
	Balinese Gamelan Knowledge Organiser