Year 5
The following is a summary of the Year 5 curriculum. Information provided at the start of the year can be viewed below.
Year 5 Welcome Parent Presentation 2018-2019
Year 5 Autumn 2 Knowledge organiser
Term titles
- South and Central America
- Of With Her Head
- Into the Darkness
- Scream Machine
- Ancient Egypt
- Time Traveller
English texts
- ‘Journey to the River Sea’ - Eva Ibbotson
- ‘My Friend Walter’ - Michael Morpurgo
- ‘Treason’ - Berlie Doherty
- ‘Cosmic Disco’ - Grace Nichols
- ‘Short’ - Kevin Crossley-Holland
- ‘Clockwork’ - Philip Pullman
- ‘The Time Travelling Cat’ - Julie Jarman
- ‘London Eye Mystery’ - Siobhan Dowd
Writing year objectives
- Use commas to clarify meaning or avoid ambiguity in writing
- Use brackets, dashes or commas to indicate parenthesis
- Use semicolons to add clauses into sentences
- Use expanded noun phrases to convey complicated information concisely
- Use devices to build cohesion, including adverbials of time, place and number
- Use modal verbs or adverbs to indicate degrees of possibility eg could, should
- Write sentences with different forms: statement, question, exclamation, command
- Use embedded subordinate clauses beginning with who, which, where, when, whose
- Independently noting and developing initial ideas, drawing on reading and research where necessary to build writing
- Use a wide range of devices to build cohesion within and across paragraphs – golden thread
- Perform their own compositions, using appropriate intonation, volume, and movement so that meaning is clear
- When writing narratives, consider how authors have developed characters and settings in what pupils have read, listened to or seen performed
- When writing narrative writing, describe settings, characters and atmosphere and integrate dialogue to convey character and advance the action
- Able to identify the audience for and purpose of the writing, selecting the appropriate form for their own
- Choose which shape of a letter to use when given choices and deciding whether or not to join specific letters
- Use further prefixes and suffixes and understand the guidance for adding them
- Use dictionaries to check the spelling and meaning of words
- Continue to distinguish between homophones and other words which are often confused
- Spell some words with ‘silent’ letters
Reading year objectives
- Can apply their growing knowledge of root words, prefixes and suffixes, both to read aloud and to understand the meaning of new words they meet
- Can read further exception words, noting the unusual links between spelling and sound, and where these occur in the word
- Can read books that are structured in different ways and read for a range of purposes
- Can listen to and discuss a wide range of fiction, poetry, plays
- Can listen to and discuss nonfiction and reference books or textbooks
- Can identify themes and conventions in a wide range of books
- Has increased their familiarity with a wide range of books, including fairy stories, myths and legends, and retelling some of these orally
- Can prepare poems and play scripts to read aloud and to perform, showing understanding through intonation, tone, volume and action
- Can check that the text makes sense to them, discussing their understanding and explaining the meaning of words in context
- Can ask questions to improve their understanding of a text
- Can identify the main ideas drawn from more than one paragraph and summarising these
Is able to use dictionaries to check the meaning of words that they have read - Can make inferences such as inferring characters’ feelings, thoughts and motives from their actions, and justifying inferences with evidence from the text
- Can predict what might happen from details stated and implied
- Can discuss words and phrases that the author has chosen that capture the reader’s interest and imagination
- Can identify how language, structure, and presentation contribute to meaning of the text
- Can retrieve and record information from nonfiction
- Able to participate in discussion about both books that are read to them and those they can read for themselves, taking turns and listening to what others say
- Can identify how language, structure, and presentation contribute to meaning