Maths

At Humberstone we follow White Rose and use the Small Steps planning to structure our curriculum and lessons. Children will work through the units with opportunities to develop their fluency skills alongside their reasoning and problem solving. In year 5, the children will build upon their prior knowledge and read, write and represent numbers up to 1,000,000. Children will consolidate their knowledge of using a formal written method to solve addition and subtraction problems and will develop their knowledge of multiplying and dividing multi-digit numbers up to 3 digits by a 2-digit number using a formal written method. Throughout the year, the children will build on their knowledge of fractions and begin to convert fractions to decimals and percentages as part of their new learning. They will also build upon their knowledge of shape, measurement and statistics over the year. Each day, children take part in skills and drills to develop their rapid recall of times tables, key number facts and maths knowledge as well as reviewing and recalling prior learning. The children take part in chanting and quizzes regularly to support their long term memory. 

English

In Year 5, as part of their English teaching the children will read: Skellig, The Sleeper and The Spindle, A Midsummer Night’s Dream and Harry Potter. Throughout the year, the children will have opportunities to develop their grammatical knowledge and vocabulary to support and enhance their own writing. This ranges from subordinate and relative clauses to using the past perfect tense. The children will complete a range of outcomes including: narratives in first and third person for each novel, letters and diaries in role as different characters (Michael in Skellig, Hermia in A Midsummer Night’s Dream, Harry in Harry Potter), setting descriptions of the garage in Skellig, the enchanted forest in A Midsummer Night’s Dream, Hogwarts in Harry Potter and character descriptions, including Skellig, Dumbledore and Hagrid, as well as non-fiction pieces such as a non-chronological report about Owls. Within Guided Reading sessions, there are further opportunities for children to analyse and read extracts from a wide range of high quality fiction, non-fiction texts, poems and fairy tales.

Science

In Year 5, Science is taught discretely, the children continue to develop their substantive and disciplinary knowledge through a range of taught topics. The children develop their understanding of materials and their properties by learning about properties and their changes which is then developed during our STEM project. By the end of the unit, children will have classified and grouped materials based on their properties, planned and executed a fair test on which substances can dissolve in liquid to form a solution, know and understand that solutions can be reversed, that mixtures can be separated in different ways such as filtering, sieving and evaporating, that dissolving, mixing and changes of state are reversible changes, and that some changes can result in new materials. The next unit focuses on Forces where children will learn about gravity, air resistance, water resistance and friction and about the scientists, Galilei and Newton, developed the theory of gravity. They will know that some mechanisms, including levers, pulleys and gears allow a smaller force to have a greater effect. In the Spring term, children will learn about Earth and space and throughout this unit, they will learn about the names of the planets in our Solar System, how the Moon and Earth are spherical bodies and the way in which the Moon moves in relation to the Earth. They will also learn about day and night and how the Earth’s rotation explains this and how the Sun is a star at the centre of our Solar System. Throughout the next Science unit, the children will learn the names and the functions of the reproductive parts of a flowering plant. They will also learn about asexual and sexual reproduction of plants and the differences between them as well as learning about the differences between life cycles of mammals, insects, birds and amphibians through varied observations. Building on from this, the next unit focuses on Animals including Humans where the children develop their knowledge of the human life cycle, puberty and that mammals including humans are fertilised by a female’s egg and a male’s sperm. In our final Science unit, the children will learn about animal experts and naturalists, with a focus on David Attenborough.  Throughout the year, the children will have the opportunity to carry out scientific investigations to develop and deepen their knowledge of fair testing by learning about controlled, independent and dependent variables. Furthermore, cross curricular links provide the children with the opportunity to apply what they have learnt during their unit on data and statistics to present their findings from investigations using line graphs and bar charts. 

History Projects

The History projects in Year 5 build upon the substantive and disciplinary concepts the children have previously learnt; in particular, the substantive concepts of Invasion, Power and Settlements. The first history project in Year 5 is focused on the struggle between the Anglo-Saxons and Vikings and how significant figures (Aethelflaed, Alfred and Aethelstan) protected the kingdoms from Viking invasions and created a united kingdom during this time period. The children also learn about the disciplinary concepts of handling primary sources, including exploring the Anglo-Saxon Chronicle to locate information about the Viking invasions and secondary sources, including statues and pictures of Aethelflaed to determine why she was a significant figure. In the second project, the children develop their understanding of chronology by using and creating their own timelines of significant events in Richard III’s life. The children learn about historian’s interpretations of Richard III’s involvement in the disappearance of the Princes in the Tower and how Richard III created multiple laws to support poorer people in society. Children have the opportunity to use a variety of primary and secondary sources such as Thomas More’s biography, James Northcote’s painting depicting the Prince’s death and The Crowland Chronicle.

Geography Projects

In Year 5, the first geography project focuses on the impact of Fairtrade on farmers and their families in developing countries. The children learn about importing, exporting and trade links. The children will work with and use a range of maps and atlases to identify countries using longitude and latitude co-ordinates. The children learn about the human and physical features within England and Spain and compare them. In the next project, the children build upon their knowledge of human and physical characteristics by researching biomes and different climates and consider the impact humans are having on these and what this means. 

Art

Within the art curriculum in year 5, the children will look at a range of artists, paradigms and outcomes. Within the Autumn Term the children will produce a cityscape after developing their knowledge of line drawings and archaeologists. They will focus on Van Gogh and the use of different media to create  a line drawing. In the Spring term, the children will focus on Frida Kahlo and how art is pressed through portraits, with emphasis on focal points, drawing in proportion, foregrounds, backgrounds and composition. During the Summer term, the children focus on Sculpture with a particular emphasis on Alexander Caldor. The children will create a wire sculpture after developing their understanding of how art can move and be interpreted in different ways. 

Design

Within the design and technology curriculum, the children learn about the design cycle and will design, plan, make and evaluate in line with different design briefs. The children will use research to inform their designs and will create innovative, functional and appealing products that are fit for purpose and aimed at particular individuals or groups. In year 5, the children will create frame structures using various joining techniques, follow their own recipe to create a product that can be used during a celebration, and build upon their previous scientific knowledge of electrical systems by creating a simple electrical circuit. During the design cycle, children will have the opportunity to use a wide range of tools and equipment to perform practical tasks such as cutting, shaping, joining and finishing.

RE

RE lessons are taught weekly and children learn about different religious and spiritual ways, with a particular focus on Christianity and Islam. They explore the questions: What would Jesus do? Can we live by the values of Jesus in the 21st century? What does it mean to be a Muslim in Britain today? The children also explore places of worship, including a visit to a Mosque in the Summer term and they also explore the question: Why do people believe God exists? Children are encouraged to share their own ideas and views where appropriate whilst having the opportunity to learn about other religions or views.

PE

The children will take part in two PE lessons a week, taught by a specialist Sports Coach and their class teacher, alongside participating in other active lessons and opportunities. In year 5, the children will develop their flexibility, strength, control and balance through gymnastics and dance in the Autumn term alongside developing the basic principles of attacking and defending through Handball, Football and Hockey. The children will start the Spring term participating in swimming sessions where they will continue to improve their knowledge of water safety and safe self rescue alongside developing their ability to swim a minimum of 25 metres unaided. In the Spring term, the children cover a range of sports, including Netball, Basketball, Cricket and Tennis which continues to develop their knowledge of attacking and defending and how to apply these in competitive situations. During this term, the children also have various opportunities to participate in Outdoor and Adventurous Activities to develop their team building skills and their own knowledge of individual problem solving. In the Summer term, the children participate in Rounders whereby they develop their striking and fielding knowledge and apply in game scenarios. Within Athletics, the children have many opportunities to compare their own performances with previous ones and demonstrate improvements in order to achieve personal bests. The children will also have the opportunity to take part in various sports clubs, events and competitions throughout the year. 

MCT

In year 5, the children will learn about Vector Drawings, Computer Systems and Coding as well as how to be safe online through different units: Online Bullying, Online Relationships, Online Reputations, Self-Image and Identity, Managing Information and Copyright and a Health, Wellbeing and Lifestyle. During the MCT lessons, the children will have the opportunity to create basic vector drawings using online tools such as shapes, fill, crop, outline, text, undo, redo. They will develop their knowledge of computer systems by learning how computers work by transferring data, inputting, outputting and communication systems. Finally in the Summer term, the children will explore the concept of selection and programming through Scratch. The pupils will then apply their knowledge of selection and programming to create their own Quiz with alternative outcomes based on the answers.

Music

In Music, the children will learn how to use a Ukulele and they will learn how to use their bodies as percussion instruments. Using the ukulele, the children will listen to different composers and musicians and perform pop songs on the instrument. In their next unit, children will develop an understanding of the History of Music, listen with attention to detail and recall sounds, play and perform in solo and ensemble contexts and use their voices and play instruments with increasing accuracy, fluency, control and expression. There will be opportunities in the year to link their learning to cross curricular subjects such as Science, when they learn about Space Music and develop this knowledge using Garageband Music Technology. During the Space Music unit, children will recognise Gustav Holst as a composer and have opportunities to rehearse and perform a space themed song which gives them the tools to create their own improvised and composed composition using garageband music technology in the next unit. The last Music unit allows the children to perform body percussion after listening with attention to detail and recalling sounds with increasing aural memory.