This term our history focus is “Dynamic Dynasties”. Throughout this topic, we will learn about periods of ancient Chinese history. We will explore a timeline of the first five Chinese dynasties and learn about the legends surrounding the beginning of Chinese civilisation. We will take a deep dive into the history of the Bronze Age Shang Dynasty and explore evidence found in the ancient city of Yin. We will study oracle bones, learn about religious beliefs and explore bronze artefacts that set the Shang Dynasty apart from other civilisations. We will also study the hierarchy of the Shang Dynasty and discover who was powerful and who was powerless. We will look at warfare and find out how bronze technology gave the Shang Dynasty an advantage over their enemies. We will learn about the life of the great military leader, Fu Hao. The children will then look at significant aspects of life after the Shang Dynasty, including the work of Confucius in the Zhou Dynasty, the short but significant reign of Emperor Qin Shi Huang of the Qin Dynasty and the importance of the Silk Road created by the Han Dynasty. To end the project, we will find out how ancient China’s lasting legacy can be seen in the world today. To find out more, view our Dynamic Dynasties Knowledge Organiser.
Other helpful documents
During the Investigating Our World project, we will study Ordnance Survey maps to write a description of the local area. We will learn about contour lines and revise six-figure grid references to locate features on maps. Your child will learn about the Prime, or Greenwich, Meridian and find out that Greenwich Mean Time, or GMT, is taken from the Prime Meridian. We will know that the Earth is split into 24 time zones and calculate the time in places worldwide. Your child will learn about climate zones, vegetation belts and biomes. We will find out that the climate and vegetation in an area determine the animals that live there. Your child will learn about the human geography of the continents and locate capital cities around the world. We will identify relative locations and use the scale bars on maps to find the distance between places. They will study the motorway network across the United Kingdom, learning how they connect towns, cities and transport links across the country. Your child will explore a settlement hierarchy diagram and learn about the relative size, significance and populations of settlements. At the end of the project, we will carry out a fieldwork enquiry to discover which settlement types are in their local area. To find out more, view Investigating Our Changing World Knowledge Organiser.
Other helpful documents
Investigating Our World Glossary
Throughout this topic, we will learn about periods of ancient Chinese history. We will explore a timeline of the first five Chinese dynasties and learn about the legends surrounding the beginning of Chinese civilisation. We will take a deep dive into the history of the Bronze Age Shang Dynasty and explore evidence found in the ancient city of Yin. We will study oracle bones, learn about religious beliefs and explore bronze artefacts that set the Shang Dynasty apart from other civilisations. We will also study the hierarchy of the Shang Dynasty and discover who was powerful and who was powerless. We will look at warfare and find out how bronze technology gave the Shang Dynasty an advantage over their enemies. We will learn about the life of the great military leader, Fu Hao. The children will then look at significant aspects of life after the Shang Dynasty, including the work of Confucius in the Zhou Dynasty, the short but significant reign of Emperor Qin Shi Huang of the Qin Dynasty and the importance of the Silk Road created by the Han Dynasty. To end the project, we will find out how ancient China’s lasting legacy can be seen in the world today. To find out more, view our Dynamic Dynasties Knowledge Organiser (See Topic Section).
Reading
Our Class Text and Comprehension
In term 1 and 2, our reading comprehension lessons will be based upon our class text, “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.
We will also focus on poetry during term 1. We will broaden children’s exposure to texts from other cultures. Children will develop their summarising skills and discuss how language and structure contribute to meaning and effect. In addition, the children will perform their poems with appropriate intonation and movement.
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 autumn term, we will be writing and creating a narrative poem, based upon a Chinese folktale; writing a biography, about Cheng Tang ; and writing a short narrative, based upon stories from other cultures.
Firstly, we will use our historical knowledge of Chinese folktales to write a narrative poem. Throughout this project we will develop summarising skills, discuss how language and structure contribute to meaning and we will work to enhance the effect of their poems by using figurative language and expanded noun phrases.
Having learnt about Fu Hao and studied his biography, we will then write biographies about Cheng Tang. Writing a biography gives children the opportunity to select appropriate sentence structures and relevant details from their research. They will include relative clauses to provide additional detail.
To conclude our writing in the autumn term, we will write a short story based upon stories from other cultures (for example, Shang Surprise). Writing a story from another culture allows children to create characters, settings and plots that are rooted in the customs and traditions of another country. Children should also include a science fiction element encompassing time travel. They could use cohesive devices to link the plot and a variety of verb forms for clarity.
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 use a colon to introduce a list; discuss and use commas, semi-colons and colons to separate clauses effectively; discuss idea of ambiguity, when meaning is not clear; model and practise punctuating parenthesis, using pairs of commas, dashes or brackets; identify ellipsis in texts, edit deliberate punctuation errors revise word class, including pronouns, prepositions and determiners; strengthen and improve verbs in writing; write formal and informal sentences, selecting conjunctions and cohesive devices to suit level of formality; and compare sentences in simple past with perfect past verb form.
Grammar
This term, we will learn about types of nouns; relative clauses; modal verbs; revise four types of sentences; identify synonyms and antonyms and possessive pronouns.
Spellings
During our spelling lessons in term 1 and 2, we will complete the following Read Write Inc units:
- Words with a silent b
- Words that end in the letter string –ough
- Words ending in –ible
- Homophones and other easily confused words
- Words ending in –able
- Words with a silent t
- Words ending in –ible and –able
- Words ending in –ent
- Words ending in –ence
As well as beginning to look at the year 5 and 6 statutory spelling words.
For an overview of our weekly breakdown of our spellings, please view our Term 1 and Term 2 Homework Grid.
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
Following the White Rose Maths scheme, year 5 will cover four main blocks of learning over the course of the autumn term: place value; addition and subtraction; multiplication and division; and fractions. 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 |
| Number | Place Value | Roman numerals to 1,000; numbers to 10,000; numbers to 100,000; numbers to 1,000,000; read and write numbers to 1,000,000; powers of 10; 10/100/1,000/10,000/100,000 more or less; partition numbers to 1,000,000; number line to 1,000,000; compare and order numbers to 1,000,000; round to the nearest 10, 100 or 1,000; round within 100,000 and round within 1,000,000 |
| Number | Addition and subtraction | Mental strategies; add whole numbers with more than four digits; subtract whole numbers with more than four digits; round to check answers; inverse operations (addition and subtraction; multi-step addition and subtraction problems; compare calculations and find missing numbers |
| Number | Multiplication and Division A | Multiples; common multiples; factors; common factors; prime numbers; square numbers; cube numbers; multiply by 10,100 and 1000; divide by 10, 100 and 1,000 and multiples of 10, 100 and 1000 |
| Number | Fractions A | Find fractions equivalent to a unit fraction; find fractions equivalent to a non-unit fraction; recognise equivalent fractions; convert improper fractions to mixed numbers; convert mixed numbers to improper fractions; compare fractions less than 1; order fractions less than 1; compare and order fractions greater than 1; add and subtract fractions with the same denominator; add fractions within 1; add fractions with total greater than 1; add to a mixed number; add two mixed numbers; subtract fractions; subtract from a mixed number; subtract from a mixed number – breaking the whole and subtract two mixed numbers. |
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 1 and Term 2 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
Forces and Mechanisms
In term 1, our topic is “Forces and Mechanisms”. In the Forces and Mechanisms project, your child will revisit prior learning about forces, identifying what a force is and discussing the two types, including contact and non-contact forces. We will learn that gravity is a force of attraction and follow instructions to observe gravity in action. We will learn the meanings of the terms 'mass' and 'weight' and their units of measurement, following instructions to record the mass and weight of various everyday objects using a piece of equipment called a force meter. They will revisit learning about friction, discussing situations where it can be helpful or where we need to minimise its effects. They will learn about the frictional forces called air and water resistance in detail and conduct investigations to observe these frictional forces in action. They will learn about mechanisms, including gears, pulleys and levers and follow instructions to investigate how these simple machines use forces to make tasks easier. They will generate scientific questions they wish to study further on the theme of forces and mechanisms and research to find the answers. They will complete their learning by examining the forces involved in riding a bicycle and the parts that are gears, pulleys and levers. To find out more, view our Forces and Mechanisms Knowledge Organiser.
Forces and Mechanisms Lesson Overview
| Lesson |
Learning focus |
| 1 | Introduction to Forces and Mechanisms: Knowledge organiser and Contact and Non-Contact Forces. |
| 2 | Gravity |
| 3 | Mass and Weight |
| 4 | Friction |
| 5 | Air resistance |
| 6 | Water resistance |
| 7 | Levers, pulleys and gears |
| 8 | Levers, pulleys and gears. |
| 9 | Gears |
Other helpful documents: Forces and Mechanisms Glossary
Science: Earth and Space
In term 2 our topic is “Earth and Space”. In the Earth and Space project, your child will, we will learn the names of the planets in the Solar System before creating a model outdoors to describe its scale, movement and features. We will learn how scientists throughout history used different methods to study the Solar System and came to understand how the planets orbited the Sun. We will make a model and use it to explain the orbits of the Moon around the Earth and the Earth around the Sun. We will identify the spherical shape of the Sun, Earth and Moon. We will learn how people in ancient civilisations believed the Earth was flat and how evidence proved the Earth was a sphere. They will know that the Earth's rotation creates a range of phenomena, including day and night and the appearance of the Sun rising above the horizon in the east at sunrise, moving across the sky and then setting below the horizon in the west at sunset, and use equipment to model these phenomena. We will learn that the Earth's tilt and rotation as it orbits the Sun creates different seasons and day lengths in the Northern and Southern Hemispheres and the effect of similar amounts of direct sunlight all year round in the tropics. They will research the times of day on the Earth in different locations and describe how Earth's rotation creates this phenomenon. They will learn about the Moon's orbit and name and explain the eight phases of the Moon. They will research how solar and lunar eclipses occur and create labelled diagrams to show their findings. To find out more, view our Earth and Space Knowledge Organiser.
Earth and Space Lesson Overview
| Lesson |
Learning focus |
| 1 | Knowledge organiser and the solar system. |
| 2 | How do we know the sun is at the centre of the solar system? |
| 3 | The earth, sun and moon model |
| 4 | Planets and start are spherical |
| 5 | Daytime and night time and times of day around the world. |
| 6 | Day length and seasons |
| 7 | Phases of the moon, lunar and solar eclipse |
Other helpful documents: Earth and Space Glossary
Art: Colour in Landscapes
Our art topic for this term is “Colour in Landscapes”. Throughout this topic, we will learn about colour theory by studying tints, shades and tones. We will learn about the features of landscapes before using this knowledge to create landscape paintings. To find out more, view our Colour in Landscapes Knowledge Organiser.
Art: Taoti
Linked to our linked to our Dynamic Dynasties, this project teaches children about the significance and art of the taotie motif, including ancient and contemporary casting methods. To find out more, view our Colour in Landscapes Knowledge Organiser.
Design and Technology: Moving Mechanisms
This project teaches children about pneumatic systems. They experiment with pneumatics before designing, making and evaluating a pneumatic machine that performs a useful function. To find out more, view our Moving Mechanisms Knowledge Organiser.
Following the Purple Mash scheme of learning, our two main computing topics, this term, will be coding and spreadsheets.
Online Safety
In our work about online safety, we will learn about:
- Responsibilities and support online
- Protecting privacy
- Citing sources
- Reliability
To find out more, view our Online Safety Knowledge Organiser.
Coding
In term 1, we will be focussing upon coding. We will learn about:
- Coding effectively
- Simulating a physical system
- Decomposition and abstraction
- Friction and functions
- Introducing strings
To find out more, view our Coding Knowledge Organiser.
Spreadsheets
Over the course of term 2, our work will focus upon spreadsheets. We will learn:
- Conversion of measurements
- The count tool
- Formulae including the advanced mode
- Using text variables to perform calculations
- Event planning with a speadsheet
To find out more, view our Spreadsheets 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 1: Buddhism – Dharma Day
Dharma Day, or Asalha Puja, is celebrated in July by Buddhists around the world. The word Dharma means teaching and Dharma Day commemorates Buddha's first sermon in the Deer Park in Varanasi, India, over 2500 years ago. Buddhists celebrate Dharma Day by studying Buddha's teachings and feeling graduate for what they have learned. For the key words and vocabulary associated with this topic, please view our “Dharma Day Glossary”.
Term 2: Islam – Ramadam and Eid al Fitr
Muslims fast from dawn to dusk during the holy month of Ramadan. After each day of fasting, many families share iftar, their evening meal, together. All Muslims who are old enough and well enough are expected to fast. School and work life carries on as normal, even though no food or drink is consumed during daylight hours.
Eid al-Fitr comes at the end of the fast and is an important religious holiday celebrated by Muslims worldwide. During Eid al-Fitr, Muslims spend time with their families, eat together, celebrate as a community and thank Allah for the help, strength and self-control he gave them throughout Ramadan. For the key words and vocabulary associated with this topic, please view our “Eid al Fitr Glossary”.
Over the course of term 1 and 2, 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 1: Being me in my World
In this Puzzle, the children think and plan for the year ahead, goals they could set for themselves as well as the challenges they may face. They explore their rights and responsibilities as a member of their class, school, wider community and the country they live in. The children learn about their own behaviour and its impact on a group as well as choices, rewards, consequences and the feelings associated with each. They also learn about democracy, how it benefits the school and how they can contribute towards it.
Term 2: Celebrating Difference
In this Puzzle (unit), the children explore culture and cultural differences. They link this to racism, debating what it is and how to be aware of their own feelings towards people from different cultures. They revisit the topic of bullying and discuss rumour spreading and name-calling. The children learn that there are direct and indirect ways of bullying as well as ways to encourage children to not using bullying behaviours. The children consider happiness regardless of material wealth and respecting other people’s cultures.
Following the GetSet4PE scheme of learning, our Physical Education (PE) lessons for term 1 will focus on Health Related Fitness and tag rugby. Our PE lessons for term 2 will focus on indoor athletics and hockey. Our PE lessons will be on Tuesdays and Friday; children can wear their PE into school on both of these days.
Term 1: Invasion Games (Rugby)
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.
Term 1: Health Related Fitness
Pupils will take part in a range of activities that explore and develop different areas of their health and fitness. They will be given opportunities to work at their maximum and improve their fitness levels, recognising how the activities make them feel. They will need to persevere when they get tired or when they find a challenge hard and are encouraged to support others to do the same. Pupils are asked to recognise areas for improvement and suggest activities that they could do to do this, while always working safely and with control.
Term 2: Sports Hall Athletics
Throughout these lessons, pupils will develop basic running, jumping and throwing techniques. They 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, distance or accuracy and learn how to persevere to achieve their personal best.
Term 2: Invasion Games (Hockey)
In hockey lessons, pupils develop their understanding of the attacking and defending principles of invasion games. They will learn to do this by maintaining possession and moving the ball towards the goal to score. Pupils will also develop their understanding of the importance of fair play and honesty while self-managing games and learning and abiding by key rules, as well as evaluating their own and others’ performances.
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 1 and 2 our lessons are organised into 3 units:
Unit 1: What shall we do with a drunken sailor?
The children will learn about the context, history and purpose of sea shanties with a particular focus on ‘What shall we do with a drunken sailor?’. In the lessons the children will have opportunities to sing, experiment with body percussion, create a rhythm and use their voices and instruments.
Unit 2: Why we sing
This unit is based around the Gospel song ‘Why we sing’ by Kirk Franklin. The children will explore the difference between performing for an audience and singing as part of worship or celebration; other examples of Gospel music; and the children will have an opportunity to sing in a Gospel style.
Unit 3: Introduction to songwriting
In the songwriting unit, we will explore starting points and simple ideas to help the children gain confidence when creating their own songs. They will have the opportunity to not only write the lyrics but also create a tune.
In Term 2, the children will also have the KS2 Christmas performance.
To gain more information, please view our Sing Up knowledge organisers for Unit 1, Unit 2 and Unit 3.
We are delighted to continue our French lessons with Mrs Cackett, our resident native French speaker.
Over the course of the Autumn term, we will be learning about:
- Places in the locality
- Journey to school
- Giving directions
- The planets
- Describing the plants appearance and location
Throughout these lessons, we will practise speaking, listening, reading and writing in French.
| Year 5 - Term 1 and 2 Resources |
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