National Curriculum 2014 Planning Document. Statutory Requirements. Year 5

Transcription

1 National Curriculum 2014 Planning Document Statutory Requirements Year 5

2 This document contains all of the statutory requirements of the National Curriculum (2014) broken down by subject. Please note this document should also be read in conjunction with the English Maths appendices. The document is to support the long, medium short term planning processes to ensure both full coverage progression. In the non-core subjects it is important that Key Stage teams plan for progression as this is not prescribed within the curriculum document. This document will form the start of the planning process can be used as a monitoring tool to ensure all elements of the core areas are covered within the National Curriculum Year Group.

3 Spoken Word Word Reading Comprehension ENGLISH Writing transcription Writing Hwriting Writing Composition Writing Grammar, Vocabulary Punctuation listen respond appropriat ely to adults their peers ask relevant questions to extend their understan ding knowledg e use relevant strategies to build their vocabular y articulate justify answers, argument s opinions give well- apply their growing knowledge of root words, prefixes suffixes (morphology etymology), as listed in English Appendix 1, both to read aloud to underst the meaning of new words that they meet. maintain positive attitudes to reading understing of what they read by: continuing to read discuss an increasingly wide range of fiction, poetry, plays, non-fiction reference books or textbooks reading books that are structured in different ways reading for a range of purposes increasing their familiarity with a wide range of books, myths, legends traditional stories, modern fiction, fiction from our literary heritage, books from other cultures traditions recommending books that they Spelling (see English Appendix 1) use further prefixes suffixes underst the guidance for adding them spell some words with silent letters [for example, knight, psalm, solemn] continue to distinguish between homophones other words which are often confused use knowledge of morphology etymology in spelling underst that the spelling of some words needs to be learnt specifically, as listed in English Appendix 1 use dictionaries to check the spelling meaning of words use the first three or four letters of a word to check spelling, meaning or both of these in a dictionary use a thesaurus. write legibly, fluently with increasing speed by: choosing which shape of a letter to use when given choices deciding whether or not to join specific little choosing the writing implement that is best suited for a task. plan their writing by: identifying the audience for purpose of the writing, selecting the appropriate form using other similar writing as models for their own noting developing initial ideas, drawing on reading research where necessary in writing narratives, considering how authors have developed characters settings in what pupils have read, listened to or seen performed draft write by: selecting appropriate grammar vocabulary, understing develop their understing of the concepts set out in English Appendix 2 by: recognising vocabulary structures that are appropriate for formal speech writing, subjunctive forms using passive verbs to affect the presentation of information in a sentence using the perfect form of verbs to mark relationships of time cause using exped noun phrases to convey complicated information concisely using modal verbs or adverbs to indicate degrees of possibility using relative clauses beginning with who, which, where, when, Year 5 Curriculum overview map Page 3

4 structured descriptio ns, explanati ons narratives for different purposes, for expressin g feelings maintain attention participat e actively in collaborat ive conversat ions, staying on topic initiating respondin g to comment s use spoken language to develop understan ding have read to their peers, giving reasons for their choices identifying discussing themes conventions in across a wide range of writing making comparisons within across books learning a wider range of poetry by heart preparing poems plays to read aloud to perform, showing understing through intonation, tone volume so that the meaning is clear to an audience underst what they read by: checking that the book makes sense to them, discussing their understing exploring the meaning of words in context how such choices can change enhance meaning in narratives, describing settings, characters atmosphere integrating dialogue to convey character advance the action précising longer passages using a wide range of devices to build cohesion within across paragraphs using further organisational presentational devices to structure text to guide the reader [for example, headings, bullet points, underlining] evaluate edit by: assessing the effectiveness of their own others writing proposing changes to whose, that or with an implied (i.e. omitted) relative pronoun learning the grammar for years 5 6 in English Appendix 2 indicate grammatical other features by: using commas to clarify meaning or avoid ambiguity in writing using hyphens to avoid ambiguity using brackets, dashes or commas to indicate parenthesis using semi-colons, colons or dashes to mark boundaries between independent clauses using a colon to introduce a list punctuating bullet points consistently use underst the grammatical terminology in English Appendix 2 accurately appropriately in discussing their writing reading. Year 5 Curriculum overview map Page 4

5 through speculatin g, hypothesi sing, imagining exploring ideas speak audibly fluently with an increasin g comm of Stard English participat e in discussio ns, presentati ons, performa nces, role play, improvisa tions debates gain, maintain monitor the interest of the asking questions to improve their understing drawing inferences such as inferring characters feelings, thoughts motives from their actions, justifying inferences with evidence predicting what might happen from details stated implied summarising the main ideas drawn from more than one paragraph, identifying key details that support the main ideas identifying how language, structure presentation contribute to meaning discuss evaluate how authors use language, figurative language, considering the impact on the reader distinguish between statements of fact vocabulary, grammar punctuation to enhance effects clarify meaning ensuring the consistent correct use of tense throughout a piece of writing ensuring correct subject verb agreement when using singular plural, distinguishing between the language of speech writing choosing the appropriate register proof-read for spelling punctuation errors perform their own compositions, using appropriate intonation, volume, movement so that meaning is clear. Year 5 Curriculum overview map Page 5

6 listener(s) consider evaluate different viewpoint s, attending to building on the contributi ons of others select use appropriat e registers for effective communi cation. opinion retrieve, record present information from non-fiction participate in discussions about books that are read to them those they can read for themselves, building on their own others ideas challenging views courteously explain discuss their understing of what they have read, through formal presentations debates, maintaining a focus on the topic using notes where necessary provide reasoned justifications for their views. Number Number Place Value Number Addition subtraction Number Multiplication division Maths Number fractions inc decimals & % Measurement Geometry Properties of shape Geometry Position direction Statistics read, write, order compare numbers to at add subtract whole numbers with more than 4 digits, using formal written identify multiples factors, finding compare order fractions whose denominators convert between different units of metric measure identify 3-D shapes, cubes other cuboids, from 2- D representations taught to: identify, describe represent solve compariso n, sum Year 5 Curriculum overview map Page 6

7 least determine the value of each digit count forwards or backwards in steps of powers of 10 for any given number up to interpret negative numbers in context, count forwards backwards with positive negative whole numbers, through zero round any number up to to the nearest 10, 100, 1000, solve number problems practical problems that involve all of the above read Roman methods (columnar addition subtraction) add subtract numbers mentally with increasingly large numbers use rounding to check answers to calculations determine, in the context of a problem, levels of accuracy solve addition subtraction multistep problems in contexts, deciding which operations methods to use why. all factor pairs of a number, common factors of two numbers know use the vocabulary of prime numbers, prime factors composite (nonprime) numbers establish whether a number up to 100 is prime recall prime numbers up to 19 multiply numbers up to 4 digits by a oneor two-digit number using a formal written method, long multiplication for two-digit numbers multiply divide numbers mentally drawing upon known facts divide numbers up to 4 digits by a one-digit are all multiples of the same number identify, name write equivalent fractions of a given fraction, represented visually, tenths hundredths recognise mixed numbers improper fractions convert from one form to the other write mathematical statements > 1 as a mixed number [for example, ] 4 5 = 6 5 add subtract fractions with the same denominator denominators = (for example, kilometre metre; centimetre metre; centimetre millimetre; gram kilogram; litre millilitre) underst use approximate equivalences between metric units common imperial units such as inches, pounds pints measure calculate the perimeter of composite rectilinear shapes in centimetres metres calculate compare the area of rectangles ( squares), using stard units, square centimetres know angles are measured in degrees: estimate compare acute, obtuse reflex angles draw given angles, measure them in degrees ( o ) identify: angles at a point one whole turn (total 360 o ) angles at a point on a straight line 1 2 a turn (total 180 o ) other multiples of 90 o use the properties of rectangles to deduce related facts find missing lengths angles distinguish between regular irregular polygons based on reasoning about equal sides angles. the position of a shape following a reflection or translation, using the appropriate language, know that the shape has not changed. difference problems using informatio n presented in a line graph complete, read interpret informatio n in tables, timetables. Year 5 Curriculum overview map Page 7

8 numerals to 1000 (M) recognise years written in Roman numerals. number using the formal written method of short division interpret remainders appropriately for the context multiply divide whole numbers those involving decimals by 10, recognise use square numbers cube numbers, the notation for squared ( 2 ) cubed ( 3 ) solve problems involving multiplication division using their knowledge of factors multiples, squares cubes solve problems involving addition, subtraction, multiplication division a combination that are multiples of the same number multiply proper fractions mixed numbers by whole numbers, supported by materials diagrams read write decimal numbers as fractions [for example, 0.71 = recognise use thousths relate them to tenths, hundredths decimal equivalents round decimals with two decimal places to the nearest whole number to one decimal place read, write, order ] (cm 2 ) square metres (m 2 ) estimate the area of irregular shapes estimate volume [for example, using 1 cm 3 blocks to build cuboids ( cubes)] capacity [for example, using water] solve problems involving converting between units of time use all four operations to solve problems involving measure [for example, length, mass, volume, money] using decimal notation, scaling. Year 5 Curriculum overview map Page 8

9 of these, understing the meaning of the equals sign solve problems involving multiplication division, scaling by simple fractions problems involving simple rates. compare numbers with up to three decimal places solve problems involving number up to three decimal places recognise the per cent symbol (%) underst that per cent relates to number of parts per hundred, write percentages as a fraction with denominator 100, as a decimal solve problems which require knowing percentage decimal equivalents of ,,,, those fractions with Year 5 Curriculum overview map Page 9

10 a denominator of a multiple of 10 or 25. Working Scientifically Living things their habitats Science Animals, inc Humans Properties changes of materials Earth & Space Forces During years 5 6, pupils should be taught to use the following practical scientific methods, processes skills through the teaching of the programme of study content: planning different types of scientific enquiries to answer questions, recognising controlling variables where necessary taking measurements, using a range of scientific equipment, with increasing accuracy precision, taking repeat readings when appropriate recording data results of increasing complexity using scientific diagrams labels, classification keys, tables, scatter graphs, bar line graphs using test results to make predictions to set up further comparative fair tests describe the differences in the life cycles of a mammal, an amphibian, an insect a bird describe the life process of reproduction in some plants animals. describe the changes as humans develop to old age. compare group together everyday materials on the basis of their properties, their hardness, solubility, transparency, conductivity (electrical thermal), response to magnets know that some materials will dissolve in liquid to form a solution, describe how to recover a substance from a solution use knowledge of solids, liquids gases to decide how mixtures might be separated, through filtering, sieving evaporating give reasons, based on evidence from comparative fair tests, for the particular uses of everyday materials, metals, wood plastic demonstrate that describe the movement of the Earth, other planets, relative to the Sun in the solar system describe the movement of the Moon relative to the Earth describe the Sun, Earth Moon as approximately spherical bodies use the idea of the Earth s rotation to explain day night the apparent movement of the sun across the sky. explain that unsupported objects fall towards the Earth because of the force of gravity acting between the Earth the falling object identify the effects of air resistance, water resistance friction, that act between moving surfaces recognise that some mechanisms, levers, pulleys gears, allow a smaller force to have a greater effect. Year 5 Curriculum overview map Page 10

11 reporting presenting findings from enquiries, conclusions, causal relationships explanations of degree of trust in results, in oral written forms such as displays other presentations identifying scientific evidence that has been used to support or refute ideas or arguments. dissolving, mixing changes of state are reversible changes explain that some changes result in the formation of new materials, that this kind of change is not usually reversible, changes associated with burning the action of acid on bicarbonate of soda. Year 5 Curriculum overview map Page 11

12 Art & Design Computing Design & Technology taught to develop their techniques, their control their use of materials, with creativity, experimentation an increasing awareness of different kinds of art, craft design. taught: to create sketch books to record their observations use them to review revisit ideas to improve their mastery of art design techniques, drawing, painting sculpture with a range of materials [for example, pencil, charcoal, paint, clay] about great design, write debug programs that accomplish specific goals, controlling or simulating physical systems; solve problems by decomposing them into smaller parts use sequence, selection, repetition in programs; work with variables various forms of input output use logical reasoning to explain how some simple algorithms work to detect correct errors in algorithms programs underst computer networks the internet; how they can provide multiple services, such as the world wide web; the Through a variety of creative practical activities, pupils should be taught the knowledge, understing skills needed to engage in an iterative process of designing making. They should work in a range of relevant contexts [for example, the home, school, leisure, culture, enterprise, industry the wider environment]. When designing making, pupils should be Design use research 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 Non-Core Subjects Geography History MFL Music PE Pupils should extend their knowledge understing beyond the local area to include the United Kingdom Europe, North South America. This will include the location characteristics of a range of the world s most significant human physical features. They should develop their use of geographical knowledge, understing skills to enhance their locational place knowledge. Locational knowledge locate the world s countries, using maps to focus on Europe ( the location of Russia) North South America, concentrating on their environmental regions, key physical human characteristics, countries, major cities name locate counties cities of the United Kingdom, geographical regions their identifying human physical characteristics, key topographical features Pupils should continue to develop a chronologically secure knowledge understing of British, local world history, establishing clear narratives within across the periods they study. They should note connections, contrasts trends over time develop the appropriate use of historical terms. They should regularly address sometimes devise historically valid questions about change, cause, similarity difference, significance. They should construct informed responses that involve thoughtful selection organisation of relevant historical information. They should underst how our knowledge of the past is constructed from a range of sources. In planning to ensure the progression described above listen attentively to spoken language show understi ng by joining in responding explore the patterns sounds of language through songs rhymes link the spelling, sound meaning of words engage in conversatio ns; ask answer questions; express opinions respond to those of others; play perform in solo ensemble contexts, using their voices playing musical instruments with increasing accuracy, fluency, control expression improvise compose music for a range of purposes using the inter-related dimensions of music listen with attention to detail recall sounds with increasing aural memory use underst staff other musical notations appreciate underst a wide range of use running, jumping, throwing catching in isolation in combination play competitive games, modified where appropriate [for example, badminton, basketball, cricket, football, hockey, netball, rounders tennis], apply basic principles suitable for attacking defending develop flexibility, strength, technique, control balance [for example, through athletics gymnastics] Year 5 Curriculum overview map Page 12

13 artists, architects designers in history. opportunities they offer for communication collaboration use search technologies effectively, appreciate how results are selected ranked, be discerning in evaluating digital content select, use combine a variety of software ( internet services) on a range of digital devices to design create a range of programs, systems content that accomplish given goals, collecting, analysing, evaluating presenting data information use technology safely, respectfully responsibly; recognise acceptable/unacce ptable behaviour; identify a range of ways to report communicate their ideas through discussion, annotated sketches, crosssectional exploded diagrams, prototypes, pattern pieces computeraided design Make select from use a wider range of tools equipment to perform practical tasks [for example, cutting, shaping, joining finishing], accurately select from use a wider range of materials components, construction materials, textiles ingredients, according to their functional properties aesthetic ( hills, mountains, coasts rivers), l-use patterns; underst how some of these aspects have changed over time identify the position significance of latitude, longitude, Equator, Northern Hemisphere, Southern Hemisphere, the Tropics of Cancer Capricorn, Arctic Antarctic Circle, the Prime/Greenwich Meridian time zones ( day night) Place knowledge underst geographical similarities differences through the study of human physical geography of a region of the United Kingdom, a region in a European country, a region within North or South America Human physical geography describe underst key aspects of: physical geography, : through teaching the British, local world history outlined below, teachers should combine overview depth studies to help pupils underst both the long arc of development the complexity of specific aspects of the content. taught about: changes in Britain from the Stone Age to the Iron Age the Roman Empire its impact on Britain Britain s settlement by Anglo-Saxons Scots the Viking Anglo-Saxon struggle for the Kingdom of Engl to the time of Edward the Confessor a local history study a study of an aspect or theme in British seek clarification help* speak in sentences, using familiar vocabulary, phrases basic language structures develop accurate pronunciati on intonation so that others underst when they are reading aloud or using familiar words phrases* present ideas information orally to a range of audiences* read carefully show understi ng of high-quality live recorded music drawn from different traditions from great composers musicians develop an understing of the history of music. perform dances using a range of movement patterns take part in outdoor adventurous activity challenges both individually within a team compare their performances with previous ones demonstrate improvement to achieve their personal best. Year 5 Curriculum overview map Page 13

14 concerns about content contact. qualities Evaluate investigate analyse a range of existing products evaluate their ideas products against their own design criteria consider the views of others to improve their work underst how key events individuals in design technology have helped shape the world Technical knowledge apply their understing of how to strengthen, stiffen reinforce more complex structures underst use mechanical systems in their products [for example, gears, climate zones, biomes vegetation belts, rivers, mountains, volcanoes earthquakes, the water cycle human geography, : types of settlement l use, economic activity trade links, the distribution of natural resources energy, food, minerals water Geographical skills fieldwork use maps, atlases, globes digital/computer mapping to locate countries describe features studied use the eight points of a compass, four sixfigure grid references, symbols key ( the use of Ordnance Survey history that extends pupils chronological knowledge beyond 1066 the achievements of the earliest civilizations an overview of where when the first civilizations appeared a depth study of one of the following: Ancient Sumer; The Indus Valley; Ancient Egypt; The Shang Dynasty of Ancient China Ancient Greece a study of Greek life achievements their influence on the western world a non- European society that provides contrasts with British history words, phrases simple writing appreciate stories, songs, poems rhymes in the language broaden their vocabulary develop their ability to underst new words that are introduced into familiar written material, through using a dictionary write phrases from memory, adapt these to create new sentences, to express ideas Year 5 Curriculum overview map Page 14

15 pulleys, cams, levers linkages] underst use electrical systems in their products [for example, series circuits incorporating switches, bulbs, buzzers motors] apply their understing of computing to program, monitor control their products. Cooking nutrition underst apply the principles of a healthy varied diet prepare cook a variety of predominantly savoury dishes using a range of cooking techniques underst seasonality, know where maps) to build their knowledge of the United Kingdom the wider world use fieldwork to observe, measure, record present the human physical features in the local area using a range of methods, sketch maps, plans graphs, digital technologies. one study chosen from: early Islamic civilization, a study of Baghdad c. AD 900; Mayan civilization c. AD 900; Benin (West Africa) c. AD clearly describe people, places, things actions orally* in writing underst basic grammar appropriate to the language being studied, (where relevant): feminine, masculine neuter forms the conjugation of highfrequency verbs; key features patterns of the language; how to apply these, for instance, to build sentences; Year 5 Curriculum overview map Page 15

16 how a variety of ingredients are grown, reared, caught processed. how these differ from or are similar to English. The starred (*) content above will not be applicable to ancient languages. Year 5 Curriculum overview map Page 16