Year 5

The following is a summary of the Year 5 curriculum for 2017/18.

For more information, including overviews for subject areas, download the full Year 5 learning plan.

Term Titles and English Texts
Term Title Text
Autumn 1 The Tudors Treason by Berlie Doherty
Autumn 2 The Tudors Macbeth
Spring 1 Balloon Blasters London Eye by Siobhan Dowd
Spring 2 Achievements and Legacies Just So Stories by Rudyard Kipling
Summer 1 The Amazon Rain forest Journey to the River Sea by Eva Ibbotson
Summer 2 The Amazon Rain forest Journey to the River Sea by Eva Ibbotson
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 in to 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
  • To 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
  • To use a wide range of devices to build cohesion within and across paragraphs – golden thread
  • To perform their own compositions, using appropriate intonation, volume, and movement so that meaning is clear
  • When writing narratives, considering how authors have developed characters and settings in what pupils have read, listened to or seen performed
  • When writing narrative writing, describing settings, characters and atmosphere and integrating dialogue to convey character and advance the action
  • Be able to identifying the audience for and purpose of the writing, selecting the appropriate form for their own
  • Choosing 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 reading for a range of purposes
  • Can listen to and discuss a wide range of fiction, poetry, plays
  • Can listen to and discuss non-fiction and reference books or textbooks
  • Can identifying themes and conventions in a wide range of books
  • Has increasing 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 identifying 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 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 identifying how language, structure, and presentation contribute to meaning of the text
  • Can retrieve and record information from nonfiction
  • Is able to participate in discussion about books read to them and those they read for themselves, taking turns and listening to what others say
  • Can identifying how language, structure, and presentation contribute to meaning