## Y5 - Curriculum

**Years 5 and 6 Reading**

**Behaving and reflectingas a reader**

**Children will continue to develop a love of reading through hearing, sharing and discussing a broader and deeper range of high quality more complex fiction and non-fiction books. This will include:**

- Continuing to read and discuss an increasingly wide range of fiction, poetry, plays, non-fiction, reference books and text books.
- In their discussions, building on their own and others’ ideas and challenging views courteously
- Recommending to their peers, books that they have read, giving reasons for their choices and providing reasoned justifications for their views
- Preparing poems and plays to read aloud and perform, showing understanding through intonation, tone and volume so that meaning is clear to the audience

**Retrieval skills**

**Children will be confident in explaining their understanding of increasingly complex texts. This will include:**

- Checking that the book makes sense to them, discussing their understanding and exploring the meaning of words in context
- Asking questions to improve their understanding
- Summarising the main ideas drawn from more than one paragraph
- Identifying key details that support the main ideas
- Retrieving, recording and presenting information from a range of texts including non-fiction and applying these skills in a range of contexts (i.e. cross-curriculum; real life)
- Explaining and discussing their understanding of what they have read, including through formal presentations and debates, maintaining a focus on the topic and using notes when necessary
- Distinguishing between statements of fact and opinion
- Making comparisons within and across books including comparisons of characters, settings and themes
- Learning a wide range of poetry by heart
- Using relevant textual reference and/or quotation to support views

**Inferential skills**

**Children will further develop an understanding of and ability to explain inference including how an author crafts a text for effect. This will include:**

- Predicting what might happen from details stated and implied
- Drawing inferences such as inferring characters’ feelings, thoughts and motives from their actions, and justifying inferences with textual evidence/quotations

This could include:

- Developing increasingly confident explanations of the inferences identified

**Purpose and organisation**

**Children will be familiar with a range of increasingly complex text types and their organisational conventions and will further develop their understanding of the links between presentation, structure and meaning. This will include:**

- Further developing their knowledge and understanding of conventions of different types of writing such as the use of first person in writing diaries and autobiographies
- Beginning to understand and explain how writers use organisation and presentational devices to create their own voice and influence the reader

**Style and impact**

**Children will be able to discuss and evaluate (in verbal and written form) how authors use language, including figurative language, to create meaning and impact on the reader. This will include:**

- Identifying and evaluating how language, structure and presentation contribute to meaning
- Using appropriate technical terminology to discuss and write about what they hear and read e.g. metaphor, simile, analogy, imagery, style, effect

**Decoding**

**By the end of year 6, children’s’ reading and writing will be sufficiently fluent and effortless for them to manage the general demands of the curriculum in year 7, across all subjects and not just in English. This will include:**

- Applying 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
- Working out any unfamiliar word s with increasing automaticity by focusing on all the letters in a word so that they do not, for example, read ‘invitation’ for ‘imitation’
- Reading aloud texts of an age-appropriate interest level with accuracy and at a reasonable speaking pace
- Reading silently

**Authorial intent/context**

**Children will show an increasing recognition and understanding of the way writers’ viewpoints and purposes are evident in /affect meaning in texts and that texts have contexts which affect meaning. This will include:**

- Recognising, identifying and discussing themes (e.g. loss, heroism) in a wider range of writing
- Considering different accounts of the same event and discussing /explaining viewpoints /purposes (both of authors and fictional characters) within a text and across more than one text

This could include:

- Identifying and beginning to explain similarities and differences between texts
- Beginning to explain how the contexts in which texts are written and read contribute to meaning

*Statutory terminology for pupils: Y5: modal verb, relative pronoun, relative clause, parenthesis, bracket, dash, cohesion, ambiguityY6: subject, object, active, passive, synonym, antonym, ellipsis, hyphen, colon, semi-colon, bullet points*

### Years 5 and 6 Writing

**Behaving and reflecting as a writer (Plan, draft, edit)**

**In the research, planning drafting and editing, children will refine their ability to reflect on and make changes to enhance the effectiveness of their writing.**

**This will include:**

- In the planning of their writing, noting and developing initial ideas and drawing on reading and research when necessary.
- Making choices to change and enhance meaning in terms of vocabulary, punctuation and grammar.
- Evaluating and editing by assessing the effectiveness of their own and others’ writing.
- Proof reading to ensure accuracy of spelling and punctuation as well as the clarity of meaning and the effectiveness of their writing for audience and purpose.
- Précising longer passages
- Performing their own compositions using appropriate intonation volume and movement so that meaning is clear

**Purpose and audience (context)**

**Children’s writing will reflect their increasing understanding of the audience for and purpose of their writing by the appropriate selection of vocabulary and grammar. This will include:**

- Selecting the appropriate form and using other similar writing as models for their own
- In their selections of vocabulary and grammar, demonstrating an understanding of how these choices can change and enhance meaning for the audience
- Drawing on wider reading and performances to inform development of setting and character in narratives
- Applying and using effectively their understanding of the use of formal or informal language structures for different genres

**Structure and organisation (textual)**

**In their writing, children should be able to consciously control sentence and whole text structure and understand why sentences/texts are constructed as they are. This will include:**

- In narratives, describing settings, characters and atmosphere and integrating dialogue to convey character and advance action
- Using a wide range of devices to build cohesion within and across paragraphs
- Using further organisational and presentational devices to structure texts and guide the reader (for example: headings; bullet points; underlining)

**Style including language choice, grammar and punctuation**

**Children’s grammar and punctuation should be broadly accurate and they will have an increased knowledge of language gained from a wide range of sources of fiction and non-fiction. They will understand nuances in vocabulary choice and age-appropriate academic vocabulary. This will include:**

- Selecting appropriate grammar and vocabulary which show their understanding of how such choices can change and enhance meaning
- Consistent use of tense throughout a piece of writing
- Ensuring correct subject and verb agreement when using singular and plural
- Distinguishing between the language of speech and writing and choosing the appropriate register
- Using appropriate vocabulary and structures for formal speech and writing, including subjunctive forms
- Using passive verbs to affect the presentation of information within a sentence
- Using the perfect form of verbs to mark relationships of cause and time
- 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
- Using hyphens to avoid ambiguity
- Using dashes, brackets or commas to indicate parenthesis
- Using colons, semi-colons or dashes to mark boundaries between independent clauses
- Using a colon to introduce a list
- Punctuating bullet points consistently

**Spelling**

**Children’s spelling of most words taught so far should be accurate and they should be able to spell words that they have not been taught by using what they know about how spelling works in English. This will include:**

- Using further prefixes and suffixes and understanding the guidance for adding them
- Accurate spelling of words with silent letters
- Continuing to distinguish between homophones and other words which are often confused
- Using knowledge of morphology and etymology in spelling and understanding that the spelling of some words needs to be learnt specifically
- Using dictionaries to check the spelling and meaning of words
- Using a thesaurus

**Handwriting**

**Children should be able to write legibly and fluently and with increasing speed. This will include:**

- Choosing which shape of letter to use when given choices and deciding whether or not to join specific letters
- Choosing the writing implement that is best suited for the task
- Using an un-joined style – for example – for labelling a diagram/ writing e-mail address
- Varying standard of handwriting for particular tasks e.g. quick notes vs. final draft

*Statutory Terminology: Year 5: modal verb; relative pronoun, relative clause, parenthesis, bracket, dash, cohesion, ambiguity. Year 6: subject, object, active, passive, synonym, antonym, ellipsis, hyphen, colon, semi-colon, bullet points*

### Maths

**Number and Place Value**

**Read, write, order and compare numbers to at least 1 000 000 and determine the value of each digit**

- Read, write ,order and compare any number between 100 000 and 1 000 000 including in meaningful contexts e.g. populations of cities
- Read, write order and compare numbers to at least 100 000
- Read, write, order and compare numbers to at least 10 000
- Consolidate reading and writing of numbers from year 4

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

- Count on and back in powers of 10to 1 000 000
- Count on and back in powers of 10 to 100,000
- Understand what a power of 10 is
- Count on and back in multiples of 10 to 1 000 000
- Count on and back in multiples of 10 between 10 000 and 100 000

**Interpret negative numbers in context, count forwards and backwards with positive and negative numbers, including through zero**

- Compare and order negative numbers and positive numbers including in meaningful contexts e.g. owing money, which temperature is cooler?
- Recognise and describe linear number sequences, including those involving fractions and decimals, and find the term-to-term rule
- Count forward and backwards through zero

**Round any number up to 1 000 000 to the nearest 10, 100, 1000, 10 000 and 100 000**

- Round any number to nearest 100 000
- Round any number to the nearest 10,000
- Consolidate rounding from Year 4

**Solve number problems and practical problems**

**Read Roman numerals to 1000 (M) and recognise years written in Roman numerals**

Read Roman numerals to the current year

Read Roman numerals to 1000 (M)

Read Roman numerals to 500 (D) and recognise years written in numerals

**Number – Addition and Subtraction**

**Add and subtract numbers mentally with increasingly large numbers**

- Solve addition and subtraction in different contexts. (e.g. real life contexts including money)
- Have a range of appropriate mental methods to use including a demonstrative understanding of place value
- Practise mental calculations with increasingly large numbers to aid fluency (for example, 12462-2300=10162)
- Encourage derivation of new facts from facts already known
- Consolidate and ensure retention of earlier mental addition and subtraction facts

**Add and subtract whole numbers with more than 4 digits, including using formal written methods (columnar addition and subtraction)**

- Use the formal written methods of columnar addition and subtraction and link to place value (possibly place value counters on a calculation mat)
- Understand using columnar methods the partitioning of place value for more than four digits 5627-3612= (5000 600207) (3000600102) Link to using place value counters on a calculation mat

**Using rounding to check answers to calculations and determine, in the context of a problem, levels of accuracy**

- Interpret the answer to a calculation relevant to the context by rounding up or down eg egg boxes, coaches

**Solve addition and subtraction multi-step problems in contexts, deciding which operations and methods to use and why**

- Appropriately choose and use number facts and derivation of facts

**Multiplication and Division**

**Multiply and divide numbers mentally drawing upon known facts**

- Use known multiplication table facts to work out the inverse or to find answers to numbers outside known table facts. eg 7 x 8 = 56 so 70 x 80 = 5600
- Apply all the multiplication tables and related division facts frequently committing them to memory
- Encourage derivation of new facts from those already known
- Consolidate and ensure retention of earlier mental multiplication and division facts

**Multiply and divide whole numbers and those involving decimals by 10, 100 and 1000**

- Multiply and divide decimal numbers by 10, 100 and 1000 including in meaningful contexts e.g. money. Understand the place value relationship between numbers e.g. 2370 is 100 times as big as 23.70
- Multiply and divide whole numbers by 10, 100 and 1000
- Understand the multiplicative relationships in place value e.g. 2370 is 100 times as small as 237000

**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 a 4 digit number by a two digit number using an appropriate formal written method, e.g. Using long multiplication.
- Multiply a 4 digit number by a two digit number using a written method in 8 steps e.g. using the expanded written method
- Multiply a 4 digit number by a two digit number using a written method in 8 steps e.g. using grid method
- Multiply a 4 digit number by a one digit number using a formal written method and link this to the grid method in 4 steps

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

- Interpret non-integer answers to division by expressing results in different ways according to the context, including with remainders as fractions, as decimals or by rounding
- Apply knowledge of division and place value to calculate using the formal written method of short division. Link to chunking
- Divide a 4 digit by a one-digit number using an informal written method of short division and interpret remainders appropriately for the context. eg chunking
- Divide numbers up to 3 digits by a one-digit number using an informal written method of short division and interpret remainders appropriately for the context e.g. chunking

**Solve problems involving addition, subtraction, multiplication and division and a combination of these, including understanding the meaning of the equals sign**

- Consolidate understanding of the equals sign

**Solve problems involving multiplication and division, including scaling by simple fractions and problems involving simple rates**

- Use multiplication & division as inverses to support the introduction of ratio in year 6, e.g. by multiplying & dividing by powers of 10 in scale drawings or by multiplying & dividing by powers of a 10 in converting between units eg km and m
- Solve problems involving simple rates e.g. mph, currency
- Solve problems involving scaling by simple fractions e.g. by ½ ¼ 1/10

**Identify multiples and factors, including finding all factor pairs of a number, and common factors of two numbers**

- Find all common factors of two numbers
- Find all factor pairs of a number. Identify that a square number has an odd number of factors

**Know and use the vocabulary of prime numbers, prime factors and composite (non- prime) numbers**

- Know that prime numbers have only one set of factors (one and itself)

**Establish whether a number up to 100 is prime and recall prime numbers up to 19**

- Use known facts to identify prime numbers to 100
- Find the prime numbers up to 20
- Identify multiples in a 100 square leaving the primes. Understand that prime numbers have only one set of factors. Know that 2 is the first prime number

**Recognise and use square numbers and cube numbers, and the 2 notation for squared and 3 for cubed **

- Understand the term ‘cube number’ and identify cube numbers using correct notation
- Use practical apparatus to explore cube numbers e.g. multilink arranged in cube patterns
- Understand the term ‘square number’ and identify square numbers using correct notation up to 100
- Use practical apparatus to explore square numbers e.g. counters arranged in square patterns

**Solve problems involving multiplication and division including using their knowledge of factors and multiples, squares and cubes**

**Fractions (including decimals and percentages) **

**Recognise and use thousandths and relate them to tenths, hundredths and decimal equivalents**

- Recognise and use decimal equivalents up to thousandth’s
- Recognise and use place value up to thousandth’s
- Use apparatus to understand place value links e.g. Numicon, Diennes

**Compare and order fractions whose denominators are all multiples of the same number**

- Revise comparing and ordering unit fractions and fractions with the same denominators from Year 4
- Connect equivalent fractions that simplify to integers with division

**Read, write, order and compare numbers with up to three decimal places**

**Round decimals with two decimal places to the nearest whole number and to one decimal place**

- Round numbers with 2 decimal places to one decimal place
- Round numbers with 2 decimal places to the nearest whole number

**Identify, name and write equivalent fractions of a given fraction, represented visually, including tenths and hundredths**

- Recognise equivalent fractions through models and diagrams e.g. link to 100 square
- Recognise equivalent fractions using apparatus e.g. a fraction wall

**Read and write decimal numbers as fractions (e.g. 0.71 = 71/100)**

- Recognise and locate 100ths on a number line as both decimal numbers and fractions
- Recognise and locate 10ths on a number line as both decimal numbers and fractions

**Recognise the per cent symbol (%) and understand that per cent relates to “number of parts per hundred”, and write percentages as a fraction with denominator 100 as a decimal fraction**

- Recognise percentage as fractions with denominator of 100
- Be able to explain % as parts of 100
- Recognise a percent as parts of 100 using apparatus e.g. 100 square

**Add and subtract fractions with the same denominator and multiples of the same number**

- Extend their understanding of adding and subtracting fractions to calculations that exceed 1 as a mixed number
- Add and subtract fractionsbecoming fluent through a variety of increasingly complex problems e.g. using fractions that are multiples of the same numbers

**Recognise mixed numbers and improper fractions and convert from one form to the other and write mathematical statements > 1 as a mixed number (e.g. 2/5 + 4/5 = 6/5= 1 1/5)**

- Convert improper factions to mixed numbers and vice versa
- Write mathematical statements as mixed numbers greater than 1
- Understand the relationship between improper fractions and mixed numbers
- Understand the relationship between a mixed number and an improper fraction using apparatus e.g. cups

**Multiply proper fractions and mixed numbers by whole numbers, supported by materials and diagrams**

- Understand why it is only the numerator which changes when you multiply a proper fraction by a whole number
- Use diagrams to show what happens when you multiply a mixed number by a whole number
- Use materials to understand what happens when you multiply a mixed number by a whole number

**Solve problems involving numbers up to three decimal places**

**Solve problems which require knowing percentage and decimal equivalents of ½, ¼, 1/5, 2/5, 4/5 and those with a denominator of a multiple of 10 or 25**

- Know and understand decimal equivalents to fractions with denominators of multiples of 10 and 25 using materials to support
- Know and understand decimal equivalents to 1/52/54/5 using materials to support
- Know and understand percentage equivalents of those with denominators of multiples of 10 and 25 using materials to support
- Know and understand percentage equivalent of ½, ¼, 1/5, 2/5, 4/5 using materials to support

**Measurement**

**Calculate and compare the area of squares and rectangles including using standard units, square centimetresand square metres and estimate the area of irregular shapes**

- Estimate the area of irregular composite shapes using knowledge of the area formula for identifiable parts
- Calculate the area from scale drawings using given measurements e.g. scale drawing of a field
- Calculate the area of squares and rectangles using multiplication facts

**Estimate volume (e.g. Using 1 cm cubed blocks to build cubes and cuboids) and capacity (e.g. using water)**

- Know that capacity refers to a containing space and the room available to hold something
- Understand that volume = length x width x height e.g. 4cm3
- Count the blocks ina cube or cuboid to identify volume
- Know that volumeof a 3D shape is a measure of how much space is contained within or occupied by that shape

**Use all four operations to solve problems involving measure (e.g. length, mass, volume, money) using decimal notation including scaling**

- Use knowledge of conversion between units and apply to problems

**Measure and calculate the perimeter of composite rectilinear shapes in centimetres and metres**

- Begin to express missing measures questions algebraically, for example 4 + 2b = 20 for a rectangle of sides 2 cm and b cm and perimeter of 20cm
- Begin to calculate missing measures to find the perimeter of composite rectilinear shapes
- Show how the perimeter of two shapes changes when they become a composite shape
- Understand what a composite shape is

**Solve problems involving converting between units of time**

**Convert between different units of metric measure (e.g. kilometre and metre; centimetre and metre; centimetre and millimetre; gram and kilogram; litre and millilitre)**

- Use knowledge of place value and multiplication and division to convert between standard units in meaningful contexts

**Understand and use equivalences between metric units and common imperial units such as inches, pounds and pints**

- Know equivalences between metric and imperial measures
- Know what imperial units measure and how they are used e.g. weighing scales, milk, men’s clothes
- Identify imperial units in the world today

**Geometry – properties of shapes, position and direction**

**Identify 3-D shapes, including cubes and other cuboids, from 2-D representations**

- Identify 3D shapes from a 2D drawing
- Identify 3D shapes from a physical model
- Revise names and properties of common 3-D shapes
- Consolidate properties of shapes from Year 4

**Know angles are measured in degrees: estimate and compare acute, obtuse and reflex angles**

- Know and identify what a reflex angle is
- Estimate acute and obtuse angles

**Draw given angles, and measure them in degrees**

- Draw reflex angles accurately with a ruler and protractor
- Draw acute and obtuse angles accurately with a ruler & protractor
- Measure reflex angles
- Measure acute and obtuse angles
- Ensure correct and accurate use of a protractor

**Identify: angles at a point and one whole turn (total 360 degrees), angles at a point on a straight line and 1⁄2 a turn (total 180 degrees) other multiples of 90 degrees**

- Use angle sum facts and other properties to make deductions about missing angles

**Use the properties of rectangles to deduce related facts and find missing lengths and angles**

- Use the term diagonal and make conjectures about the angles formed between sides, and between diagonals and parallel sides, and other properties of quadrilaterals

**Distinguish between regular and irregular polygons based on reasoning about equal sides and angles**

- Identify regular and irregular shapes from their properties

**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**

- Be able to use co-ordinates to describe the position of the reflection
- Be able to reflect a shape horizontally and vertically in the first quadrant
- Describe a position after a translation using co-ordinates in the first quadrant

**Statistics**

**Solve comparison, sum and difference problems using information presented in a line graph**

- Compare two sets of data on separate graphs
- Compare two sets of data on one graph
- Explore what makes a line graph and the type of data that can be shown

**Complete, read and interpret information in tables, including timetables**

- Begin to decide which representations of data are most appropriate and why

**Science**

**Living things and their habitats**

- describe the differences in the life cycles of a mammal, an amphibian, an insect and a bird
- describe the life process of reproduction in some plants and animals

**Animals including humans**

- describe the changes as humans develop to old age

**Properties and changes of materials**

- compare and group together everyday materials on the basis of their properties, including their hardness, solubility, transparency, conductivity and response to magnets
- know that some materials will dissolve in liquid to form a solution, and describe how to recover a substance from a solution
- use knowledge of solids, liquids and gases to decide how mixtures might be separated, including through filtering, sieving and evaporating
- give reasons, based on evidence from comparative and fair tests, for the particular uses of everyday materials, including metals, wood and plastic
- demonstrate that dissolving, mixing and changes of state are reversible changes
- explain that 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

**Earth and space**

- describe the movement of the Earth, and other planets, relative to the Sun in the solar system
- describe the movement of the Moon relative to the Earth
- describe the Sun, Earth and Moon as approximately spherical bodies
- use the idea of the Earth’s rotation to explain day and night and the apparent movement of the sun across the sky

**Forces**

- explain that unsupported objects fall towards the Earth because of the force of gravity acting between the Earth and the falling object
- identify the effects of air resistance, water resistance and friction, that act between moving surfaces
- recognise that some mechanisms, including levers, pulleys and gears, allow a smaller force to have a greater effect

**Art and Design KS2**

- to create sketch books to record their observations and use them to review and revisit ideas
- to improve their mastery of art and design techniques, including drawing, painting and sculpture with a range of materials
- to find out about great artists, architects and designers in history

**Computing KS2**

- design, write and debug programs that accomplish specific goals, including controlling or simulating physical systems; solve problems by decomposing them into smaller parts
- use sequence, selection, and repetition in programs; work with variables and various forms of input and output
- use logical reasoning to explain how some simple algorithms work and to detect and correct errors in algorithms and programs
- understand computer networks including the internet; how they can provide multiple services, such as the world wide web; and the opportunities they offer for communication and collaboration
- use search technologies effectively, appreciate how results are selected and ranked, and be discerning in evaluating digital content
- select, use and combine a variety of software on a range of digital devices to design and create a range of programs, systems and content that accomplish given goals, including collecting, analysing, evaluating and presenting data and information
- use technology safely, respectfully and responsibly; recognise acceptable/unacceptable behaviour; identify a range of ways to report concerns about content and contact

**Design and Technology KS2**

**Design**

- use research and develop design criteria to inform the design of innovative, functional, appealing products that are fit for purpose, aimed at particular individuals or groups
- generate, develop, model and communicate their ideas through discussion, annotated sketches, cross-sectional and exploded diagrams, prototypes, pattern pieces and computer-aided design

**Make**

- select from and use a wider range of tools and equipment to perform practical tasks [for example, cutting, shaping, joining and finishing], accurately
- select from and use a wider range of materials and components, including construction materials, textiles and ingredients, according to their functional properties and aesthetic qualities

**Evaluate**

- investigate and analyse a range of existing products
- evaluate their ideas and products against their own design criteria and consider the views of others to improve their work
- understand how key events and individuals in design and technology have helped shape the world

**Technical knowledge**

- apply their understanding of how to strengthen, stiffen and reinforce more complex structures
- understand and use mechanical systems in their products
- understand and use electrical systems in their products
- apply their understanding of computing to program, monitor and control their products

**Cooking and nutritionKS2**

- understand and apply the principles of a healthy and varied diet
- prepare and cook a variety of predominantly savoury dishes using a range of cooking techniques
- understand seasonality, and know where and how a variety of ingredients are grown, reared, caught and processed

**Geography KS2**

**Locational knowledge**

- locate the world’s countries, using maps to focus on Europe and North and South America, concentrating on their environmental regions, key physical and human characteristics, countries, and major cities
- name and locate counties and cities of the United Kingdom, geographical regions and their identifying human and physical characteristics, key topographical features and land-use patterns; and understand how some of these aspects have changed over time
- identify the position and significance of latitude, longitude, Equator, Northern Hemisphere, Southern Hemisphere, the Tropics of Cancer and Capricorn, Arctic and Antarctic Circle, the Prime/Greenwich Meridian and time zones

**Place knowledge**

- understand geographical similarities and differences through the study of human and physical geography of a region of the United Kingdom, a region in a European country, and a region within North or South America

**Human and physical geography**

describe and understand key aspects of:

- physical geography, including: climate zones, biomes and vegetation belts, rivers, mountains, volcanoes and earthquakes, and the water cycle
- human geography, including: types of settlement and land use, economic activity including trade links, and the distribution of natural resources including energy, food, minerals and water

**Geographical skills and fieldwork**

- use maps, atlases, globes and digital/computer mapping to locate countries and describe features studied
- use the eight points of a compass, four and six-figure grid references, symbols and key to build their knowledge of the United Kingdom and the wider world
- use fieldwork to observe, measure, record and present the human and physical features in the local area using a range of methods, including sketch maps, plans and graphs, and digital technologies

**History KS2**

- changes in Britain from the Stone Age to the Iron Age
- the Roman Empire and its impact on Britain
- Britain’s settlement by Anglo-Saxons and Scots
- the Viking and Anglo-Saxon struggle for the Kingdom of England to the time of Edward the Confessor
- a local history study
- a study of an aspect or theme in British history that extends pupils’ chronological knowledge beyond 1066
- the achievements of the earliest civilizations
- Ancient Greece – a study of Greek life and achievements and their influence on the western world
- a non-European society that provides contrasts with British history

**Languages KS2**

- listen attentively to spoken language and show understanding by joining in and responding
- explore the patterns and sounds of language through songs and rhymes and link the spelling, sound and meaning of words
- engage in conversations; ask and answer questions; express opinions and respond to those of others
- speak in sentences, using familiar vocabulary, phrases and basic language structures
- develop accurate pronunciation and intonation so that others understand when they are reading aloud or using familiar words and phrases
- present ideas and information orally to a range of audiences
- read carefully and show understanding of words, phrases and simple writing
- appreciate stories, songs, poems and rhymes in the language
- broaden their vocabulary and develop their ability to understand new words that are introduced into familiar written material, including through using a dictionary
- write phrases from memory, and adapt these to create new sentences, to express ideas clearly
- describe people, places, things and actions orally and in writing
- understand basic grammar appropriate to the language being studied

**Music KS2**

- play and perform in solo and ensemble contexts, using their voices and playing musical instruments with increasing accuracy, fluency, control and expression
- improvise and compose music for a range of purposes using the inter-related dimensions of music
- listen with attention to detail and recall sounds with increasing aural memory
- use and understand staff and other musical notations
- appreciate and understand a wide range of high-quality live and recorded music drawn from different traditions and from great composers and musicians
- develop an understanding of the history of music

**Physical Education KS2**

- use running, jumping, throwing and catching in isolation and in combination
- play competitive games, modified where appropriate and apply basic principles suitable for attacking and defending
- develop flexibility, strength, technique, control and balance
- perform dances using a range of movement patterns
- take part in outdoor and adventurous activity challenges both individually and within a team
- compare their performances with previous ones and demonstrate improvement to achieve their personal best

**REKS2**

We follow the West Sussex guidelines to teach

Christianity/Judaism/Islam/Buddhism

**PSHCE (Personal, Social, Health, Citizenship Education) KS2**

- Pupils to have a good understanding of British values
- We promote RRR Rights, Respecting School agenda
- Healthy Schools agenda
- Global citizenship

This section of the curriculum is flexible depending on the needs of the pupils