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1 | St Christopher's Junior School Year 5 Curriculum Overview: Term 1 | |||||||||||||||||||||||||

2 | What we will do at School | What you can do at home | ||||||||||||||||||||||||

3 | NUMERACY | |||||||||||||||||||||||||

4 | Numeracy - Please click link to access the St Christopher’s Maths Calculation Policy: | goo.gl/Hi1fp6 | ||||||||||||||||||||||||

5 | Please click link to access the IXL website for your child’s year group: | https://uk.ixl.com | ||||||||||||||||||||||||

6 | Number | |||||||||||||||||||||||||

7 | Understand place value in at least 5-digit numbers. | Discuss the value of each digit in 5 digit numbers. e.g. 54375 – 4005 = 50370. | ||||||||||||||||||||||||

8 | Place at least 5-digit numbers on a line. | Plave 3,429 on a number line going from 3,400 to 3,500. | ||||||||||||||||||||||||

9 | Order and compare at least 5-digit numbers. | Create a numberline and digit cards to insert. Discuss numbers and identify the digit within the number that determines where it appears when ordered or compared to another number. | ||||||||||||||||||||||||

10 | Add and subtract 1, 10, 100, 1000, 10,000. | 3,342 + 1, 10, 100, 1000, 10,000. | ||||||||||||||||||||||||

11 | Use written addition to add pairs of at least 4 digit numbers and pairs of at least 5-digit numbers using expanded and/or compact column addition. | See Maths Calculation Policy. | ||||||||||||||||||||||||

12 | Understand place value in numbers with at least two decimal places. | e.g. 25.89 = 20 + 5 + 0.8 + 0.09 extend with 25.89 = 21 + ? + ? + 0.09 . | ||||||||||||||||||||||||

13 | Place two-place decimal numbers on a number line. | Place 3.1 and 2.6 on a number line going from 2.0 to 4.0 | ||||||||||||||||||||||||

14 | Compare and order numbers with at least two decimal places. | Discuss numbers and identify the digit within the number that determines where it appears when ordered or compared to another number. | ||||||||||||||||||||||||

15 | Divide by 10 and 100 to give answers with at least two decimal places. | Use a digit place value chart to help: | ||||||||||||||||||||||||

16 | Multiply numbers with at least 2 decimals by 10 and by 100. | Use a digit place value chart to help: | ||||||||||||||||||||||||

17 | Add amounts of money using column addition. | See Maths Calculation Policy. | ||||||||||||||||||||||||

18 | Use rounding to check answers. | e.g. £27.85 + £14.29 = £28 + £14 = £42. | ||||||||||||||||||||||||

19 | Find change from £20, £50 and £100 using counting up. | e.g. £18.79 total paid for with a £20 note = £18.79 + £0.21 = £19; £19 + £1 = 20 so change = £0.21 + £1 = £1.21. | ||||||||||||||||||||||||

20 | Find a difference between prices by counting up & also condensed column subtraction. | e.g. What's the difference between £8.79 and £10.50? £8.79 + £0.21 = £9.00 + £1.50 = £10.50. So £0.21 + £1.50 = £1.71 See Maths Calculation Policy. | ||||||||||||||||||||||||

21 | Use column subtraction to subtract pairs of at least 4-digit numbers and to subtract at least 3-digit numbers from 4-digit numbers. | See Maths Calculation Policy. | ||||||||||||||||||||||||

22 | Use knowledge of times tables facts to help find common multiples, sort using Venn diagrams. | Draw 2 intersecting circles. Label one 3x table and the other 5x table. Write the numbers 1 to 50 in the correct section with regard to their being multiples of 3 or 5 (or not). | ||||||||||||||||||||||||

23 | Confidently give all factors of a number and list the common factors of two numbers. | Discuss that if they know that 6 is a factor of a number, so is 3 Discuss that if they know that 8 is a factor of a number, so are 4 and 2. | ||||||||||||||||||||||||

24 | Divide mentally, deciding whether to round up or down depending on the context. | e.g. Sarah is taking free range chicks to sell at the farmers’ market. She can put five chicks in each cage. She has 62 chicks. How many cages does she need to take all the chicks? | ||||||||||||||||||||||||

25 | Find equivalent fractions. | 2/3 = ?/12 | ||||||||||||||||||||||||

26 | Compare fractions with related denominators. | e.g. which is bigger 3/5 or 7/10. | ||||||||||||||||||||||||

27 | Simplify fractions using factors. | e.g. 14/77 the greatest common factor is 7 so ÷ both by 7 = 2/11. | ||||||||||||||||||||||||

28 | Place at least 4-digit and 5-digit numbers on a line and round to the nearest 10, 100, 1000 or 10,000. | Round 2,356 and 12,768. | ||||||||||||||||||||||||

29 | Use rules of divisibility. | How do I know if a number can be divided by 3? | ||||||||||||||||||||||||

30 | Find prime numbers less than at least 50. | Write the prime numbers from 0 to 50. | ||||||||||||||||||||||||

31 | Use a written method to divide numbers above the times tables e.g. 196 ÷ 6. | See Maths Calculation Policy. | ||||||||||||||||||||||||

32 | Round up or down after division according to the context. | e.g. a hotel is preparing for a wedding. There are 124 guests who will sit at tables of eight, how many tables are needed? | ||||||||||||||||||||||||

33 | Use multiplication to check division and simplify fractions. | 24 divided by 6 = 4 because 4 x 6 = 24 | ||||||||||||||||||||||||

34 | Revise using grid multiplication to multiply at least 3-digit numbers by single-digit numbers. | See Maths Calculation Policy. | ||||||||||||||||||||||||

35 | Use short multiplication to multiply at least 3-digit numbers by single-digit numbers. | See Maths Calculation Policy. | ||||||||||||||||||||||||

36 | Use short multiplication to multiply at least 4-digit numbers by single-digit numbers. | See Maths Calculation Policy. | ||||||||||||||||||||||||

37 | Understand place value in numbers with two decimal places. | Discuss the value of each digit in two decimal places e.g. 54.37 – 4.07 = 50.3. | ||||||||||||||||||||||||

38 | Count on and back in steps of 0.1 and 0.01. | Count from 2 to 3 in steps of 0.1. Count ffrom 2.5 to 2.6 in steps of 0.01. | ||||||||||||||||||||||||

39 | Add and subtract multiples of 0.1 or 0.01 without crossing multiples of 0.1 or 1. | e.g. 5 – 3.6 or 5 – 3.65. | ||||||||||||||||||||||||

40 | Find a difference between a number with one or two decimal places and whole number by counting up. | Count up from 2.2 to 3.2 to find the difference. Count up from 2.21 to 3.25 to find the difference. | ||||||||||||||||||||||||

41 | Subtract decimals with one or two decimal places by counting up from the smaller to the larger number. | Count up from 2.2 to 3.2 to find the difference. Count up from 2.21 to 3.25 to find the difference. | ||||||||||||||||||||||||

42 | Write improper fractions as mixed numbers and vice versa. | e.g. 5/4 (improper fraction) or 1¼ (mixed number). | ||||||||||||||||||||||||

43 | Compare and order fractions with related denominators. | e.g. 2/5 and 3/10 or 3/8 and ¼. | ||||||||||||||||||||||||

44 | Add and subtract fractions with related denominators. | e.g. ½ + ¾ & ¾ – ½, 7/10 – 2/5, ¾ – 3/8. | ||||||||||||||||||||||||

45 | Find fractions of amounts. | e.g. 196 children, 1/7 are in reception. 2/7 are in KS1 and 4/7 are in KS2. How many children are in each age phase? | ||||||||||||||||||||||||

46 | Use place value & near multiples to add and subtract. | e.g. add 2000 to 25,247 and use this answer to work out the answer to 25,247 + 1998; or 8783 + 4129 = 8800 + 4100 then adjust. | ||||||||||||||||||||||||

47 | Add pairs of five-digit numbers (5-digit answers). | See Maths Calculation Policy. | ||||||||||||||||||||||||

48 | Subtract pairs of five-digit numbers (5-digit answers). | See Maths Calculation Policy. | ||||||||||||||||||||||||

49 | Use short multiplication to multiply 3-digit numbers by single-digit numbers including amounts of money. | See Maths Calculation Policy. | ||||||||||||||||||||||||

50 | Measurement | |||||||||||||||||||||||||

51 | Convert between grams and kilograms, millilitres and litres. | 1200 g = ?kg. Convert measurements on shopping trips. | ||||||||||||||||||||||||

52 | Know approximate conversions between common imperial units used in daily life and metric units. | 8km = ? miles. Convert measurements on shopping trips. | ||||||||||||||||||||||||

53 | Calculate and compare time intervals. | Calculate the difference bewtween the length of 2 films. | ||||||||||||||||||||||||

54 | Read timetables using the 24-hour clock. | When travelling by air, sea or land consult timetables and discuss. | ||||||||||||||||||||||||

55 | Statistics | |||||||||||||||||||||||||

56 | Begin to draw line graphs and read intermediate points. | Interpret exchange rate line graphs on holiday. | ||||||||||||||||||||||||

57 | Geometry | |||||||||||||||||||||||||

58 | Recognise and describe all the properties of polygons. | Find polygons around the house and describe them. | ||||||||||||||||||||||||

59 | Identify, visualise and describe properties of 3D shapes including pyramids and prisms. | Find 3D shapes around the house and describe them. | ||||||||||||||||||||||||

60 | Use these properties to sort 3D shapes using Venn diagrams and technical vocabulary associated with 3D shapes. | Draw 2 circles. Label one 4 faces and label the other prisms. Sort various 3D shapes and write their names in the correct section. | ||||||||||||||||||||||||

61 | LITERACY | |||||||||||||||||||||||||

62 | Reading | |||||||||||||||||||||||||

63 | Identify how language, structure and presentation contribute to meaning. | Talk about their reading. Ask your child what they are reading and talk about their ideas: What is the ‘picture’ they have of particular characters? Are there people like that in your family? What do they want to find out from the book? What are the important messages? What do they think is going to happen next? What else do they need to know to understand the story or topic? Talk about books on similar topics. This helps your child to pull together ideas from different places. Talk about different types of stories that are read or spoken. Newspaper articles, internet sites, proverbs, comics, songs or novels will each have different points you can talk about together. Find a newspaper article you’re both interested in and talk about what it means to each of you. Help your child to share their thinking. Get them to share opinions and talk about why they think that. Listen, even when you don’t agree with their ideas. Here's a tip - give your child space and time to read. Reading longer books they have chosen needs plenty of time. Read together. Find out information together from different places. For example, manuals, dictionaries, the Internet, magazines, television guides, atlases, family tree information. Play games that involve reading in a fun way. Encourage your child to read to others. Younger brothers and sisters or grandparents are great audiences for practising smooth and interesting reading out loud. Visit the school library. Help your child choose books they’re interested in (about hobbies, interests or who they are and where they come from) or encourage them to get books out that are about what they are studying at school. They may need you to help by reading to them, as well. Find books of movies or TV programmes. It can help your child to learn different ways to tell the same story if they read the ‘stories’ they have watched. Here's a tip - help your child to link stories to their own life. Remind them about what they have done when a similar thing happens in the story. Be a reader yourself. Talk about what you are reading and why you are enjoying it or what is challenging about it. Read a book to your child that they might find difficult but want to read, and talk about it as you read. Use your first language whenever you can – it can help your child’s learning. Read the same book or magazine as your child. You can then share your ideas about what you have read. You could talk about why the authors made the choices they did when writing the story. Here's a tip - keep the magic of listening to a good story alive by reading either made up, retold or read-aloud stories to your child – with lots of excitement through the use of your voice. | ||||||||||||||||||||||||

64 | Discuss and evaluate how authors use language, including figurative language, considering the impact on the reader. | |||||||||||||||||||||||||

65 | Provide reasoned justifications for their views. | |||||||||||||||||||||||||

66 | Make comparisons within and across books. | |||||||||||||||||||||||||

67 | Compare characters, consider different accounts of the same event and discuss viewpoints. | |||||||||||||||||||||||||

68 | Ask questions to improve their understanding of a text. | |||||||||||||||||||||||||

69 | Draw inferences such as inferring characters’ feelings, thoughts and motives from their actions, and justifying inferences with evidence. | |||||||||||||||||||||||||

70 | Predict what might happen from details stated and implied. | |||||||||||||||||||||||||

71 | Draw out the main ideas and summarise. | |||||||||||||||||||||||||

72 | Recognise vocabulary and structures that are appropriate for formal speech and writing, including subjunctive forms. | |||||||||||||||||||||||||

73 | Writing | |||||||||||||||||||||||||

74 | Planning | Make writing fun. Help your child write about their heroes, sports events, family, hobbies and interests. This helps them stay interested in what they are writing about. Play word games and do puzzles together to help your child learn more about words and spelling. Have interesting paper and pens available or help them make a special book to write in. Write to your child, or give them jokes, cartoons or short articles you think they’ll like to read from the newspaper. Play with words. Thinking of interesting words and discussing new ones can help increase the words your child uses when they write – look words up in the dictionary or on the Internet, or talk to family to learn more about the background of the words. Here's a tip - be a great role model. Show your child that you write for all sorts of reasons. Let them see you enjoy writing. You can use your first language – this helps your child’s learning, too. Talk about your child's writing. Talk about ideas and information they are going to write about. Talk about experiences, diagrams, graphs, pictures, photos and material that your child is planning to use for school work. Discussing the information and main ideas can help their planning for writing and their understanding, too. Share enjoyment of their writing. Read and talk about the writing that your child does. Give praise for things they have done well to support their learning. Play with words. Thinking of interesting words and discussing new ones can help increase the words your child uses when they write. Share your own writing with your child – lists, planning for family events or an email. You can help them to see that you too use writing for different purposes. Here's a tip - keep writing fun and use any excuse you can think of to encourage your child to write about anything, anytime. Write for a reason. Encourage your child to write emails, invitations, thank you letters, poems, stories or postcards to friends, family and whänau – make it fun. Ask your child who they would like to write to. It is helpful if what they write is given or sent to others. Ask them to write a story to read to a younger sibling. A diary or journal – on paper or on a computer – can help your child to write about their experiences and their own feelings about things that have happened at school, at home, in the world, at sports events and on TV. Here's a tip - talk about what your child writes. Be interested. If you don’t understand something they are writing about, ask them to explain. | ||||||||||||||||||||||||

75 | Identify the audience. | |||||||||||||||||||||||||

76 | Note and develop initial ideas. | |||||||||||||||||||||||||

77 | Consider characters and settings have been developed. | |||||||||||||||||||||||||

78 | Draft and write | |||||||||||||||||||||||||

79 | Select appropriate grammar and vocabulary, understanding how such choices can change and enhance meaning. | |||||||||||||||||||||||||

80 | Describe settings, characters and atmosphere and integrating dialogue to convey character and advance the action. | |||||||||||||||||||||||||

81 | Use a wide range of devices to build cohesion within and across paragraphs. | |||||||||||||||||||||||||

82 | Evaluate and edit | |||||||||||||||||||||||||

83 | Assess the effectiveness of their own and others’ writing. | |||||||||||||||||||||||||

84 | Propose changes to vocabulary, grammar and punctuation to enhance effects and clarify meaning. | |||||||||||||||||||||||||

85 | Ensure the consistent and correct use of tense throughout a piece of writing. | |||||||||||||||||||||||||

86 | Ensure correct subject and verb agreement when using singular and plural, distinguishing between the language of speech and writing and choosing the appropriate register. | |||||||||||||||||||||||||

87 | Proof-read for spelling and punctuation errors. | |||||||||||||||||||||||||

88 | Identify and use specific features relevant for this text type. | |||||||||||||||||||||||||

89 | Use relative clauses beginning with who, which, where, when, whose, that or with an implied (i.e. omitted) relative pronoun. | |||||||||||||||||||||||||

90 | Ensure that there is cohesion by using pronouns or time conjunctions. | |||||||||||||||||||||||||

91 | -To use brackets to indicate parenthesis. (Use the term parenthesis). | |||||||||||||||||||||||||

92 | Use figurative devices such as metaphor, simile, analogy, imagery, style and effect. | |||||||||||||||||||||||||

93 | Identify synonyms and antonyms. | |||||||||||||||||||||||||

94 | SCIENCE | |||||||||||||||||||||||||

95 | Earth and Space | |||||||||||||||||||||||||

96 | Describe the movement of the Earth and other planets relative to the sun in the solar system. | Talk about the sun and Earth and how they anable day and night. Discuss that the sun is a star at the centre of our solar system and that it has 8 planets: Mercury, Venus, Earth, Mars, Jupiter, Saturn, Uranus and Neptune (Pluto was reclassified as a ‘dwarf planet’ in 2006). Talk about a moon is a celestial body that orbits a planet (Earth has 1 moon; Jupiter has 4 large moons and numerous smaller ones). You could find out about the way that ideas about the solar system have developed. Compare the time of day at different places on the Earth. | ||||||||||||||||||||||||

97 | Describe the movement of the moon relative to the Earth. | |||||||||||||||||||||||||

98 | Describe the sun, Earth and moon as approximately spherical bodies. | |||||||||||||||||||||||||

99 | Use the idea of the Earth’s rotation to explain day and night and the apparent movement of the sun across the sky. | |||||||||||||||||||||||||

100 | Animals including Humans |

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