overview ks2 year 5/6 autumn term spring term summer term · overview ks2 – year 5/6 1 autumn...

OVERVIEW KS2 – Year 5/6

1

Autumn Term Spring Term Summer Term

YEAR 5 History - Chronology of U.K. History Geography – Extreme Earth (natural disasters) Science – Living things and their habitats (Life cycles – mammal, amphibian, insect and birds. Reproduction in some plants and animals) Animals including humans (heart, circulatory system. Describe ways nutrients and water are transported within animals and humans) R.E. – Hindus Art – Abstract art – art illusions, observational art D.T. – Making a wooden keyring PSHCE – New Beginnings P.E. – Competitive games – football/netball. Dance Language – French – listening, speaking & writing

YEAR 5 History - Crime and Punishment through the ages Geography – United Kingdom Science – Earth and Space (describe the movement of the Earth, and other planets, relative to the Sun in the solar system) Light- (recognise that light appears to travel in straight lines, use the idea that light travels in straight lines to explain that objects are seen because they give out or reflect light into the eye) R.E. – People who inspire us Art – Colour, clay coaster D.T. – Making cushions PSHCE – Going for goals P.E. – Indoor games, gymnastics Language – French – listening, speaking & writing

YEAR 5 History – Who were the ancient Greeks? Geography – Europe (study of a region in Europe) Science – Properties of materials ( compare and group together everyday materials on the basis of their properties, including their hardness, solubility, transparency, conductivity (electrical and thermal), and response to magnets. Changes in materials (explain that some changes result in the formation of new materials) R.E. – Justice and Poverty Art – Landscapes D.T. – Food (making pizza, scones or biscuits) PSHCE – Good to be me P.E. – Competitive games/Athletics Language – French – listening, speaking & writing

YEAR 6 History – Ancient Egypt Geography – Rainforests (climates, vegetation, people, settlements and protection) Science – Animals including humans (Recognise the impact of diet, exercise, drugs & lifestyle on the way their bodies function). Micro Organisms (germs, infections, spreading diseases and cures) R.E. – Good and bad times Art – Portraits, using different media to create images. D.T. – Shelters (Bird Houses) PSHCE – Relationships P.E. – Tag Rugby (invasion games) Language – French – listening, speaking & writing

YEAR 6 History - Romans Geography – South/North America Science – Interdependence & Adaption (recognise that living things have changed over time & that fossils provide information about living things that inhabited the Earth millions of years ago) Sex Education. R.E. – Getting on and falling out Art – Pop Art (Warhol etc) D.T. – Mobile phone cover PSHCE – Relationships P.E. – Dance, fitness (circuit training) Language – French – listening, speaking & writing

YEAR 6 History – Shang Dynasty Geography – Grand Canyon study Science – Electricity (circuits). Dissolving (some changes result in the formation of new materials, and that this kind of change is not usually reversible, including changes associated with burning and the action of acid on bicarbonate of soda) R.E. – World religions D.T. – Making burgers PSHCE – Moving on (transition work) P.E. – Athletics, cricket Language – French – listening, speaking & writing


2

Computing (Years 5&6)

• design, write & debug programs that accomplish specific goals, including 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

• understand computer networks including the internet; how they can provide multiple services, such as the world wide web; & the 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 (including internet services) on a range of digital devices to design & create a range of programs, systems & content that accomplish

given goals, including collecting, analysing, evaluating & presenting data & information

• use technology safely, respectfully & responsibly; recognise acceptable/unacceptable behaviour; identify a range of ways to report concerns about content & contact.

Year 5 English (throughout the year)

Spoken language

-listen & respond -ask questions to extend understanding & knowledge -build vocabulary -articulate & justify answers, arguments and opinions -give well-structured description -participate

actively in collaborative conversations -speculate, hypothesise, imagine & exploring ideas -participate in discussions, presentations, performances, role play, improvisations & debates -gain,

maintain & monitor the interest of the listener(s) -consider & evaluate different viewpoints.

Handwriting

-use the diagonal and horizontal strokes that are needed to join letters and understand which letters, when adjacent to one another, are best left unjoined -increase the legibility,

consistency and quality of their handwriting [for example, by ensuring that the downstrokes of letters are parallel and equidistant; that lines of writing are spaced sufficiently so that the

ascenders and descenders of letters do not touch].

Reading – word level

-apply their growing knowledge of root words, prefixes and suffixes (morphology and etymology), both to read aloud and to understand the meaning of new words that they meet.

Reading - comprehension

• 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, including myths, legends & traditional stories, modern fiction, fiction from our literary heritage, & books from other cultures

& traditions

• recommending books that they 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


3

• preparing poems & plays to read aloud & to perform, showing understanding through intonation, tone & volume so that the meaning is clear to an audience

• understand what they read by:

• checking that the book makes sense to them, discussing their understanding & exploring the meaning of words in context

• asking questions to improve their understanding

• 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, including figurative language, considering the impact on the reader

• distinguish between statements of fact & 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 understanding of what they have read, including through formal presentations & debates, maintaining a focus on the topic & using notes where necessary

• provide reasoned justifications for their views.

Writing – transcription

• use further prefixes & suffixes & understand 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 & understand that the spelling of some words needs to be learnt specifically

• 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

Writing – composition

• choosing which shape of a letter to use when given choices & deciding whether or not to join specific letters,

• 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, understanding 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


4

• 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 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.

Writing – vocabulary, grammar & punctuation:

• recognising vocabulary & structures that are appropriate for formal speech & writing, including 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 expanded 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, whose, that or with an implied (i.e. omitted) relative pronoun

• 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


5

Year 5 Maths Number – number & place value

• read, write, order & compare numbers to at least 1 000 000 & determine the value of each digit

• count forwards or backwards in steps of powers of 10 for any given number up to 1 000 000

• interpret negative numbers in context, count forwards & backwards with positive & negative whole numbers, including through zero

• round any number up to 1 000 000 to the nearest 10, 100, 1000, 10 000 & 100 000

• solve number problems & practical problems that involve all of the above

• read Roman numerals to 1000 (M) & recognise years written in Roman numerals.

Number – addition and subtraction

• add & subtract whole numbers with more than 4 digits, including using formal written 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 multi-step problems in contexts, deciding which operations & methods to use & why

Number – multiplication & division

•identify multiples & factors, including finding all factor pairs of a number, & common factors of two numbers

• know & use the vocabulary of prime numbers, prime factors & composite (non-prime) numbers

• establish whether a number up to 100 is prime & recall prime numbers up to 19

• multiply numbers up to 4 digits by a one- or two-digit number using a formal written method, including long multiplication for two-digit numbers

• multiply & divide numbers mentally drawing upon known facts

• divide numbers up to 4 digits by a one-digit number using the formal written method of short division & interpret remainders appropriately for the context

• multiply & divide whole numbers & those involving decimals by 10, 100 & 1000

• recognise & use square numbers & cube numbers, & the notation for squared (2) & cubed (3)

• solve problems involving multiplication & division including using their knowledge of factors & multiples, squares & cubes

• solve problems involving addition, subtraction, multiplication & division & a combination of these, including understanding the meaning of the equals sign

• solve problems involving multiplication & division, including scaling by simple fractions & problems involving simple rates.

Number – fractions.

compare & order fractions whose denominators are all multiples of the same number

identify, name & write equivalent fractions of a given fraction, represented visually, including tenths & hundredths

recognise mixed numbers & improper fractions & convert from one form to the other & write mathematical statements > 1 as a mixed number [eg, 52

+ 54

= 56

= 151

]

add & subtract fractions with the same denominator & denominators that are multiples of the same number

multiply proper fractions & mixed numbers by whole numbers, supported by materials & diagrams


6

read & write decimal numbers as fractions [eg, 0.71 = 10071

]

recognise & use thousandths & 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 & compare numbers with up to three decimal places

solve problems involving number up to three decimal places

recognise the per cent symbol (%) & understand 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 21

, 41

, 51

, 52

, 54

& those fractions with a denominator of a multiple of 10 or 25

Measurement • convert between different units of metric measure (for example, kilometre & metre; centimetre & metre; centimetre & millimetre; gram & kilogram; litre & millilitre) • understand & 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 (including squares), & including using standard units, square centimetres (cm2) & square metres (m2) & estimate the area of irregular shapes • estimate volume [for example, using 1 cm3 blocks to build cuboids (including 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, including scaling. Geometry – Properties of shape • identify 3-D shapes, including cubes & other cuboids, from 2-D representations • 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 360o) • angles at a point on a straight line & a turn (total 180o) • other multiples of 90o • 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. Position and direction: identify, describe and represent the position of a shape following a reflection or translation, using the appropriate language, and know that the shape has not changed.

Statistics

solve comparison, sum & difference problems using information presented in a line graph complete, read & interpret information in tables, including timetables.


7

Year 6 English (throughout the year)

Spoken language

-listen & respond -ask questions to extend understanding & knowledge -build vocabulary -articulate & justify answers, arguments and opinions -give well-structured description -participate

actively in collaborative conversations -speculate, hypothesise, imagine & exploring ideas -participate in discussions, presentations, performances, role play, improvisations & debates -gain,

maintain & monitor the interest of the listener(s) -consider & evaluate different viewpoints

Handwriting

- use the diagonal and horizontal strokes that are needed to join letters and understand which letters, when adjacent to one another, are best left unjoined - increase the legibility,

consistency and quality of their handwriting [for example, by ensuring that the downstrokes of letters are parallel and equidistant; that lines of writing are spaced sufficiently so that the

ascenders and descenders of letters do not touch].

Reading – word level

apply their growing knowledge of root words, prefixes and suffixes (morphology and etymology), both to read aloud and to understand the meaning of new words that they meet.

Reading - comprehension

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, including myths, legends & traditional stories, modern fiction, fiction from our literary heritage, & books from other cultures

& traditions

recommending books that they 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 understanding through intonation, tone & volume so that the meaning is clear to an audience

understand what they read by:

checking that the book makes sense to them, discussing their understanding & exploring the meaning of words in context

asking questions to improve their understanding

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, including figurative language, considering the impact on the reader

distinguish between statements of fact & 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 understanding of what they have read, including through formal presentations & debates, maintaining a focus on the topic & using notes where necessary

provide reasoned justifications for their views.


8

Writing – transcription

use further prefixes & suffixes & understand 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 & understand that the spelling of some words needs to be learnt specifically

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

Writing – composition

choosing which shape of a letter to use when given choices & deciding whether or not to join specific letters,

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, understanding 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 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.

Writing – vocabulary, grammar & punctuation

recognising vocabulary & structures that are appropriate for formal speech & writing, including subjunctive forms


9

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 expanded 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, whose, that or with an implied (i.e. omitted) relative pronoun

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 & understand the grammatical terminology in English Appendix 2 accurately & appropriately in discussing their writing & reading.


10

Year 6 Maths

Number – number & place value

• read, write, order & compare numbers up to 10 000 000 & determine the value of each digit

• round any whole number to a required degree of accuracy

• use negative numbers in context, & calculate intervals across zero

• solve number & practical problems that involve all of the above.

Number –addition, subtraction, multiplication & division

• multiply multi-digit numbers up to 4 digits by a two-digit whole number using the formal written method of long multiplication

• divide numbers up to 4 digits by a two-digit whole number using the formal written method of long division, & interpret remainders as whole number remainders, fractions, or by

rounding, as appropriate for the context

• divide numbers up to 4 digits by a two-digit number using the formal written method of short division where appropriate, interpreting remainders according to the context

• perform mental calculations, including with mixed operations & large numbers

• identify common factors, common multiples & prime numbers

• use their knowledge of the order of operations to carry out calculations involving the four operations

• solve addition & subtraction multi-step problems in contexts, deciding which operations & methods to use & why

• solve problems involving addition, subtraction, multiplication & division

• use estimation to check answers to calculations & determine, in the context of a problem, an appropriate degree of accuracy.

Number – fractions (inc. Decimals & percentages)

use common factors to simplify fractions; use common multiples to express fractions in the same denomination

compare & order fractions, including fractions > 1

add & subtract fractions with different denominators & mixed numbers, using the concept of equivalent fractions

multiply simple pairs of proper fractions, writing the answer in its simplest form [for example, 41

× 21

= 81

]

divide proper fractions by whole numbers [for example, 31

÷ 2 = 61

]

associate a fraction with division & calculate decimal fraction equivalents [for example, 0.375] for a simple fraction [for example, 83

]

identify the value of each digit in numbers given to three decimal places & multiply & divide numbers by 10, 100 & 1000 giving answers up to three decimal places

multiply one-digit numbers with up to two decimal places by whole numbers

use written division methods in cases where the answer has up to two decimal places

solve problems which require answers to be rounded to specified degrees of accuracy

recall & use equivalences between simple fractions, decimals & percentages, including in different contexts.


11

Ratio & proportion

• solve problems involving the relative sizes of two quantities where missing values can be found by using integer multiplication & division facts

• solve problems involving the calculation of percentages [for example, of measures, & such as 15% of 360] & the use of percentages for comparison

• solve problems involving similar shapes where the scale factor is known or can be found

• solve problems involving unequal sharing & grouping using knowledge of fractions & multiples.

Algebra

• use simple formulae

• generate & describe linear number sequences

• express missing number problems algebraically find pairs of numbers that satisfy an equation with two unknowns enumerate possibilities of combinations of two variables

Measurement

• solve problems involving the calculation & conversion of units of measure, using decimal notation up to three decimal places where appropriate

• use, read, write & convert between standard units, converting measurements of length, mass, volume & time from a smaller unit of measure to a larger unit, & vice versa, using

decimal notation to up to three decimal places

• convert between miles & kilometres

• recognise that shapes with the same areas can have different perimeters & vice versa

• recognise when it is possible to use formulae for area & volume of shapes

• calculate the area of parallelograms & triangles

• calculate, estimate & compare volume of cubes & cuboids using standard units, including cubic centimetres (cm3) & cubic metres (m3), & extending to other units [for example,

mm3 & km3].

Geometry – Properties of shape

• draw 2-D shapes using given dimensions & angles

• recognise, describe & build simple 3-D shapes, including making nets

• compare & classify geometric shapes based on their properties & sizes & find unknown angles in any triangles, quadrilaterals, & regular polygons

• illustrate & name parts of circles, including radius, diameter & circumference & know that the diameter is twice the radius

• recognise angles where they meet at a point, are on a straight line, or are vertically opposite, & find missing angles.

Geometry – Position & direction

• describe positions on the full coordinate grid (all four quadrants)

• draw & translate simple shapes on the coordinate plane, & reflect them in the axes.


12

Statistics

interpret & construct pie charts & line graphs & use these to solve problems calculate & interpret the mean as an average

overview ks2 year 5/6 autumn term spring term summer term · overview ks2 – year 5/6 1 autumn...

Documents