Year 5 2019-2020 Page · 4 Bank Holiday 5 weeks Stories, Sagas and Sacred Scrolls Summer 2 Monday 1 June to ... Traditional Caribbean stories: – Anasi the Spider Emerald Blue Caribbean

Year 5 2019-2020 Page 1

BANKFOOT PRIMARY SCHOOL LONG TERM PLANNING 2019-2020 YEAR GROUP 5

What did the Ancients do for us?

History

Autumn 1 Monday 3

September to Friday 25 October

8 weeks

Special People Autumn 2

Monday 29 October to Friday 20 December

Training Day Monday 25 November

7 weeks

Castaway Spring 1

Monday 6 January to Friday 14 February

*Safer Internet day 11 February

6 weeks

Our Changing Planet Spring 2

Monday 24 February To Friday 3 April

WBD- 5 March 2020

6 weeks

I am a READER! Theme term Summer 1

Monday 20 April To Friday 22 May

4 Bank Holiday

5 weeks

Stories, Sagas and Sacred Scrolls

Summer 2 Monday 1 June

to Wednesday 17 July

3 July Training Day

7 weeks

Entry Point/ Stimulus

What did the Greeks do for us? Story – Persephone.

The life of Nelson Mandela and reading the book Journey to Jo’burg.

Traditional Caribbean stories: – Anasi the Spider Emerald Blue Caribbean party launch

Class diary of the weather Freak weather from around the world

Favourite authors justification and poster

- invite an author to school

- trip to library - bradford literature

festival

Viking day?? The Saga of Bjorn – Literacy shed

Exit Point Fundraiser

News report on the Battle of Marathon including all aspects of Ancient Greek culture we have learned about.

Film on Nelson Mandela Watch documentaries related to the Caribbean Food tasting

Complete Class big book how garden changes and what animals etc.-Wild life in our local area- Fact files Assembly in Summer 1 Fundraiser: March Y5 ???

Book week Dress up as book character-WBD Read-a-thon

Create an instructional text: How to successfully integrate into a new land.

Class Assembly 5MK Diwali

5MK Caribbean Assembly

5MK Climate Change

Visits Spaceport Science museum VISIT Road Safety Online safety

In school Olympic day Online safety

Hindu Temple visit Online bullying

Trip to Library - potentially Viking Trip to Jorvik

Parents consultation Evenings

Tuesday / Wednesday October

Tuesday / Wednesday January

Tuesday / Wednesday Wednesday

Year 5 2019-2020 Page 2

Links with World Cultures

Influence of Greece on the world – Democracy, science, art, history, sport

Famous world Olympians. Muslim athletes from Rio 2016. What does Islam say about keeping your body healthy? Mohammed Ali, Amir Khan Athletes from around the world

Muslim Explorers - Ibn Battuta Impact of Slavery in the Caribbean – Enslaved people. Where enslaved people originated The arrival of the Empire Windrush

Impact of Global Warming in Pakistan. Major drought and floods Rivers in other countries - Nile Use of water in different cultures

World poetry Japanese Haiku Hymns/Religious poems

Sacred writings – The Koran. Wars in other countries The various reasons for movement of people – migration- worldwide.

English outcomes for pupils

Throughout each year group pupils show high levels of attainment in reading, writing, speaking and listening and exhibit very positive attitudes. Pupils rapidly acquire secure knowledge of letters and sounds and make substantial and sustained progress in learning to read. Pupils acquire secure knowledge, making substantial and sustained progress in learning to write legibly and fluently. From different starting points all groups of pupils develop excellent knowledge, understanding and skills. Pupils express their ideas fluently and imaginatively in both writing and speaking using Standard English. Pupils read widely and often across subjects to a high standard, with fluency and comprehension appropriate to their age. Pupils show a mature understanding of a wide range of challenging texts, both traditional and contemporary. Pupils’ writing shows a high degree of technical accuracy. Pupils write effectively across a range of genres, frequently showing creativity in their ideas and choice of language. Pupils have a mature understanding of the differences between written and spoken language. They speak confidently and with maturity in relation to their age, using Standard English very effectively. Pupils are effective learners, able to think for themselves, providing leadership and mastery in their own learning.

Spoken Language Standard English is consistently modelled and promoted by all adults in school

Speak audibly and fluently with an increasing command of Standard English

Examine the role of the narrator as the story teller

Speak audibly and fluently with an increasing command of Standard English Ask relevant questions to extend their understanding and knowledge Articulate and justify

Speak audibly and fluently with an increasing command of Standard English Identifying and discussing themes and conventions, making comparisons within and across stories

Speak audibly and fluently with an increasing command of Standard English

Performing their own compositions

Discuss and evaluate how authors use language

Speak audibly and fluently with an increasing command of Standard English Experiencing stories from another culture Use relevant strategies to build their vocabulary

Speak audibly and fluently with an increasing command of Standard English Explore a range of dramatic conventions Give well-structured descriptions, explanations

Year 5 2019-2020 Page 3

Promoted through: Talk Partners Big Questions Class Assembly Debates Class Discussion Responding to questions from Adults Creating questions for others

Select and use appropriate registers for effective communication

Analyse the importance of characters

Examining the difference between oral and written story telling

Analyse and evaluate instructions

Listen and respond appropriately to adults and their peers Ask relevant questions to extend their understanding and knowledge Use relevant strategies to build their vocabulary Articulate and justify answers, arguments and opinions Give well-structured descriptions, explanations and narratives for different purposes, including for expressing feelings Participate in discussions, presentations, performances, role play, and improvisations Gain, maintain and monitor the interest of the listener(s)

answers, arguments and opinions Make comparisons, identifying themes Consider how the authors have developed characters Exploring the difference between reported and direct speech Use relevant strategies to build their vocabulary Give well-structured descriptions, explanations and narratives for different purposes, including for expressing feelings Use spoken language to develop understanding through speculating, hypothesising, imagining and exploring ideas Participate in discussions, performances, role play, and improvisations Gain, maintain and monitor the interest of the listener(s) Select and use appropriate registers for effective communication

Discussing the effectiveness of others’ writing Predicting how language structure, and presentation contribute to meaning, including use of pace Maintain attention and participate actively in collaborative conversations, staying on topic and initiating and responding to comments Give well-structured descriptions, explanations and narratives for different purposes, including for expressing feelings Use spoken language to develop understanding through speculating, hypothesising, imagining and exploring ideas Participate in discussions and presentations Gain, maintain and monitor the interest of the listener(s) Select and use appropriate registers for effective communication

Discussing the effectiveness of their own and others’ writing.

Use relevant strategies to build their vocabulary

Give well-structured descriptions, explanations and narratives for different purposes, including for expressing feelings Use spoken language to develop understanding through speculating, hypothesising, imagining and exploring ideas

Participate in discussions, presentations, performances, role play, improvisations and debates

Gain, maintain and monitor the interest of the listener(s) Consider and evaluate different viewpoints, attending to and building on the contributions of others

Select and use appropriate registers for effective communication

Give well-structured descriptions, explanations and narratives for different purposes Maintain attention and participate actively in collaborative conversations, staying on topic and initiating and responding to comments Participate in discussions, presentations, performances, role play Gain, maintain and monitor the interest of the listener(s) Select and use appropriate registers for effective communication

and narratives for different purposes, including for expressing feelings Use relevant strategies to build their vocabulary Investigate oral debate Maintain attention and participate actively in collaborative conversations, staying on topic and initiating and responding to comments Use spoken language to develop understanding through speculating and hypothesising Participate in discussions, presentations, performances, role play and debates Gain, maintain and monitor the interest of the listener(s)

Year 5 2019-2020 Page 4

Year 5 2019-2020 Page 5

English Literacy and Language National Curriculum

L&L Unit 0ne - Prometheus & Pandora Themed week: Week 1 – Key Skills Fiction: week 2-3 An ancient Greek myth Non-Fiction: Week 4 - Instructions Punctuation and Grammar First person, past tense Conjunctions Adverbs Adverbs of cause Plan their writing by: - identifying the audience for and purpose of the writing, selecting the appropriate form and using other similar writing as models for their own - noting and developing initial ideas, drawing on reading and research where necessary - in writing narratives, considering how authors have developed characters and settings in what pupils have read, listened to or seen performed Draft and write by: - selecting

L&L Unit Two - Bling! Themed week: Week 1 – Reading skills Fiction: week 2-3 A modern myth - diary Non-Fiction: Week 4 - recounts/newspaper Punctuation and Grammar Relative clauses Inverted commas Ellipses Plan their writing by: - identifying the audience for and purpose of the writing, selecting the appropriate form and using other similar writing as models for their own - noting and developing initial ideas, drawing on reading and research where necessary - in writing narratives, considering how authors have developed characters and settings in what pupils have read, listened to or seen performed Draft and write by: - selecting appropriate grammar and vocabulary, understanding how such choices can change and enhance meaning - in narratives, describing settings, characters and atmosphere and integrating dialogue to convey character and advance the action -précising longer passages -using a wide range of devices to build cohesion within and across paragraphs -using further organisational

L&L Unit Three - Last Night I Saw the City Breathing Themed week: Week 1 – SPaG skills Fiction: week 2-3 Free verse Poems Non-Fiction: Week 4 - Persuasive writing Punctuation and Grammar Parenthesis Inverted commas Active and passive voice Plan their writing by: - identifying the audience for and purpose of the writing, selecting the appropriate form and using other similar writing as models for their own - noting and developing initial ideas, drawing on reading and research where necessary - in writing narratives, considering how authors have developed characters and settings in what pupils have read, listened to or seen performed Draft and write by: - selecting appropriate grammar and vocabulary, understanding how such choices can change and enhance meaning - in narratives, describing settings, characters and atmosphere and integrating dialogue to convey character and advance the action -précising longer passages -using a wide range of devices to build cohesion within and across paragraphs -using further organisational and presentational devices to

Thursday March World Book Day L&L Unit Four - Stories by Jeremy Strong. Themed week: Week 1 – Reading Skills Fiction: week 2-3 Writing an episode in the style of Jeremy Strong Non-Fiction: Week 4 - Biographies Punctuation and Grammar Line breaks in free verse Adverbials of time Plan their writing by: - identifying the audience for and purpose of the writing, selecting the appropriate form and using other similar writing as models for their own - noting and developing initial ideas, drawing on reading and research where necessary - in writing narratives, considering how authors have developed characters and settings in what pupils have read, listened to or seen performed

Draft and write by: - selecting appropriate grammar and vocabulary, understanding how such choices can change and enhance meaning - in narratives, describing settings, characters and atmosphere and integrating dialogue to convey character and advance the action -précising longer passages -using a wide range of devices to build cohesion within and across paragraphs -using further organisational

L&L Unit Five - The Dragon Slayer Themed week: Fiction: Week 1-2 Stories from another culture Week – SPaG skills Week 3 – Optional SATs Non-Fiction: Week 4 - Non-chronological reports – Science week Punctuation and Grammar Adverbs and adverbials of time place and manner Plan their writing by: - identifying the audience for and purpose of the writing, selecting the appropriate form and using other similar writing as models for their own - noting and developing initial ideas, drawing on reading and research where necessary - in writing narratives, considering how authors have developed characters and settings in what pupils have read, listened to or seen performed

Draft and write by: - selecting appropriate grammar and vocabulary, understanding how such choices can change and enhance meaning - in narratives, describing settings, characters and atmosphere and integrating dialogue to convey character and advance the action -précising longer passages -using a wide range of devices to build cohesion

L&L Unit Six – Father’s Day Themed week: Week 1 – Reading Skills Fiction: week 2-3 Dramatic conventions Play scripts Non-Fiction: Week 4 - Discussion texts Punctuation and Grammar Contrasting adverbs bad adverbials Formal and impersonal style Plan their writing by: - identifying the audience for and purpose of the writing, selecting the appropriate form and using other similar writing as models for their own - noting and developing initial ideas, drawing on reading and research where necessary - in writing narratives, considering how authors have developed characters and settings in what pupils have read, listened to or seen performed Draft and write by: - selecting appropriate grammar and vocabulary, understanding how such choices can change and enhance meaning - in narratives, describing settings, characters and atmosphere and integrating dialogue to convey character and advance the action -précising longer passages -using a wide range of devices to build cohesion within and across paragraphs -using further organisational and presentational devices to structure text and to guide the

Year 5 2019-2020 Page 6

Focus Literacy links from other topics Writing across the curriculum

appropriate grammar and vocabulary, understanding how such choices can change and enhance meaning - in narratives, describing settings, characters and atmosphere and integrating dialogue to convey character and advance the action -précising longer passages -using a wide range of devices to build cohesion within and across paragraphs -using further organisational and presentational devices to structure text and to guide the reader [for example, headings, bullet points, underlining] Evaluate and edit by: - assessing the effectiveness of their own and others’ writing - proposing changes to vocabulary, grammar and punctuation to enhance effects and clarify meaning -ensuring the consistent and correct use of tense throughout a piece of writing - ensuring correct subject and verb agreement when using singular and plural, distinguishing between the

and presentational devices to structure text and to guide the reader [for example, headings, bullet points, underlining] Evaluate and edit by: - assessing the effectiveness of their own and others’ writing - proposing changes to vocabulary, grammar and punctuation to enhance effects and clarify meaning -ensuring the consistent and correct 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 Proof-read for spelling and punctuation errors -Perform their own compositions, using appropriate intonation, volume, and movement so that meaning is clear.

- Nelson Mandela Biography (a)

- Letter from N to G (f) Journey to Jo’burg

- Playcript (a) Science - The man who walked between the towers

- Instructional text on how to make a pullie

- SPAG WEEK (final) NC- know and spell words with

structure text and to guide the reader [for example, headings, bullet points, underlining] Evaluate and edit by: - assessing the effectiveness of their own and others’ writing - proposing changes to vocabulary, grammar and punctuation to enhance effects and clarify meaning -ensuring the consistent and correct 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 Proof-read for spelling and punctuation errors -Perform their own compositions, using appropriate intonation, volume, and movement so that meaning is clear. (f) Lady Shallot - Writing in role of L.S (a) - Flashback History- Carribbean- Setting description (a) NC- Spell further homophones NC- use the first three or four letters of a word to check

and presentational devices to structure text and to guide the reader [for example, headings,

bullet points, underlining]

Evaluate and edit by: - assessing the effectiveness of their own and others’ writing - proposing changes to vocabulary, grammar and punctuation to enhance effects and clarify meaning -ensuring the consistent and correct 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 Proof-read for spelling and punctuation errors

-Perform their own compositions, using appropriate intonation, volume, and movement so that meaning is clear. (f) The Lorax

- Persuasive argument (for/against)

- writing in the role of Lorax

Letter of complaint from the Lorax

NC- use further suffixes and

within and across paragraphs -using further organisational and presentational devices to structure text and to guide the reader [for example,

headings, bullet points, underlining]

Evaluate and edit by: - assessing the effectiveness of their own and others’ writing - proposing changes to vocabulary, grammar and punctuation to enhance effects and clarify meaning -ensuring the consistent and correct 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 Proof-read for spelling and punctuation errors

-Perform their own compositions, using appropriate intonation, volume, and movement so that meaning is clear. (f) Nowhere Emporium

- Newspaper (as - Eyewitness

report Sir David Attinborough

- Script on an animal documentary (science)

History - I am reader - Poem in relation to a character/author (a)

reader [for example, headings, bullet points, underlining] Evaluate and edit by: - assessing the effectiveness of their own and others’ writing - proposing changes to vocabulary, grammar and punctuation to enhance effects and clarify meaning -ensuring the consistent and correct 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 Proof-read for spelling and punctuation errors

-Perform their own compositions, using appropriate intonation, volume, and movement so that meaning is clear. (f) Beowulf

- Narrative (a) - Information text

about the vikings History - Diary entry from the view of a Viking (a) NC- use further suffixes and understand how to add them NC- use the first three or four letters of a word to check spelling, meaning or both of these in a dictionary NC- use a thesaurus. Unit 10:-cious Unit 11: -tious

Year 5 2019-2020 Page 7

Read Write Inc Spellings Nelson

Handwriting

language of speech and writing and choosing the appropriate register Proof-read for spelling and punctuation errors -Perform their own compositions, using appropriate intonation, volume, and movement so that meaning is clear. (f) Science - Leon and the place between

- Narrative from when Leon enters the portal (a)

(f) Magic Box

- Poem History - Ancient Greek letter (A) Narrative (L&L), Instructions(L&), Poem (F), Letter (Hist/Geo) Non-Chron (F) NC- know and spell words with silent

silent letters NC- use further suffixes and understand how to add them NC- use the first three or four letters of a word to check spelling, meaning or both of these in a dictionary Unit 4: silent t Unit 5: -ibly and -ably Unit 6: -ent Purple developing skills Book 1 Unit 7- 13 Year 5 Write legibly, fluently and with increasing speed by: Choosing which shape of a letter to use when given choices and deciding whether or not to join specific letters Choosing the writing implement that is best suited for a task. Year 3-4 Use the diagonal and horizontal strokes that are needed to join letters and understand which letters, when adjacent to one another, are best left un-joined. Increase the legibility, consistency and quality of their handwriting [for example, by ensuring that the down strokes of letters are parallel and equidistant; that lines of writing are spaced sufficiently so that the ascenders and descenders of letters do not touch]. Section 3 - conjunctions and prepositions Section 4 – linking ideas Section 5 – verb tenses

spelling, meaning or both of these in a dictionary NC- use a thesaurus. Y5/6 Common exception words - Homophones Purple developing skills Book 1 Unit 14- 20 Year 5 Write legibly, fluently and with increasing speed by: Choosing which shape of a letter to use when given choices and deciding whether or not to join specific letters Choosing the writing implement that is best suited for a task. Year 3-4 Use the diagonal and horizontal strokes that are needed to join letters and understand which letters, when adjacent to one another, are best left un-joined. Increase the legibility, consistency and quality of their handwriting [for example, by ensuring that the down strokes of letters are parallel and equidistant; that lines of writing are spaced sufficiently so that the ascenders and descenders of letters do not touch]. Brackets, dashes or commas to indicate parenthesis

Section 6 - standard and non-standard English Section 7 – sentence punctuation Section 8 - commas

understand how to add them NC- know and spell words with ei after c NC- use the first three or four letters of a word to check spelling and meaning in a dictionary NC- use a thesaurus.

Unit 7: -ence Unit 8:-ei Unit 9: -ant, -ance, - ancy

Purple developing skills Book 2 Unit 1- 6

Year 5 Write legibly, fluently and with increasing speed by: Choosing which shape of a letter to use when given choices and deciding whether or not to join specific letters Choosing the writing implement that is best suited for a task.

Year 3-4 Use the diagonal and horizontal strokes that are needed to join letters and understand which letters, when adjacent to one another, are best left un-joined. Increase the legibility, consistency and quality of their handwriting [for example,

by ensuring that the down strokes

of letters are parallel and equidistant; that lines of writing are spaced sufficiently so that the

ascenders and descenders of letters do not touch]. Section 9 – brackets and dashes Section 10 – apostrophes Section 11 – inverted commas

NC- use further suffixes and understand how to add them NC – adding suffixes beginning with vowel letters to words ending in -fer NC- use the first three or four letters of a word to check spelling, meaning or both of these in a dictionary

Y5/6 Common exception words - ough Purple developing skills Book 2 Unit 7- 13 Year 5 Write legibly, fluently and with increasing speed by: Choosing which shape of a letter to use when given choices and deciding whether or not to join specific letters Choosing the writing implement that is best suited for a task.

Year 3-4 Use the diagonal and horizontal strokes that are needed to join letters and understand which letters, when adjacent to one another, are best left un-joined. Increase the legibility, consistency and quality of their handwriting [for example,

by ensuring that the down strokes of letters are parallel and

equidistant; that lines of writing are spaced sufficiently so that the ascenders and descenders of

letters do not touch]. Section 12 – paragraphs and layout

Unit 12:-cial, -tial Purple developing skills Book 2 Unit 14- 20 Year 5 Write legibly, fluently and with increasing speed by: Choosing which shape of a letter to use when given choices and deciding whether or not to join specific letters Choosing the writing implement that is best suited for a task. Year 3-4 Use the diagonal and horizontal strokes that are needed to join letters and understand which letters, when adjacent to one another, are best left un-joined. Increase the legibility, consistency and quality of their handwriting [for example, by

ensuring that the down strokes of

letters are parallel and equidistant; that lines of writing are spaced sufficiently so that the ascenders and

descenders of letters do not touch].

Section 15 – confusing words Section 16 – mixed spelling practice

Year 5 2019-2020 Page 8

letters NC- use further suffixes and understand how to add them NC- use the first three or four letters of a word to check spelling, meaning or both of these in a dictionary Unit 1: silent b Unit 2: -ible Unit 3: -able Purple developing skills Book 1 Unit 1- 6 Year 5 Write legibly, fluently and with increasing speed by: Choosing which shape of a letter to use when given choices and deciding whether or not to join specific letters Choosing the writing implement that is best suited for a task. Year 3-4 Use the diagonal and horizontal strokes that are needed to join letters and understand which letters, when adjacent to one another, are best left un-joined. Increase the legibility, consistency and quality of their handwriting [for example, by ensuring that the down strokes of letters are parallel

Section 13 - prefixes Section 14 – word endings suffixes

Year 5 2019-2020 Page 9

and equidistant; that lines of writing are spaced sufficiently so that the ascenders and descenders of letters do not touch]. Use of commas to clarify meaning or avoid ambiguity

CGP Section 1 – word types Section 2 - clauses and phrases

Year 5 2019-2020 Page 10

Grammar and punctuation NC

Class Reader Percy Jackson and the lightning thief. Book

Percy Jackson and the lightning thief. Book

Kensuke's Kingdom. Book Under the Weather. Book Beowulf. Book Beowulf. Book

Reading Development days

Reading

7 Hours of Guided reading

Maintain positive

attitudes to reading and understanding of

what they read by:

-continuing to read and

discuss an increasingly wide range of fiction,

poetry, plays, non-fiction and reference books or

textbooks

Reading Week (5 days) +7 Hours

Maintain positive attitudes to

reading and understanding of what they read by:

-continuing to read and discuss an

increasingly wide range of fiction,

poetry, plays, non-fiction and reference books or textbooks

-reading books that are structured

in different ways and reading for a

range of purposes

-increasing their familiarity with a

7 Hours of Guided reading


reading and understanding of

what they read by:


increasingly wide range of fiction, poetry, plays, non-fiction and reference books or textbooks

-reading books that are structured in

different ways and reading for a range of purposes


wide range of books, including








in different ways and reading for a

range of purposes


5 Hours


reading and understanding of

what they read by:

-continuing to read and discuss

an increasingly wide range of fiction, poetry, plays, non-fiction and reference books or textbooks


in different ways and reading for a range of purposes


wide range of books, including







-reading books that are structured in

different ways and reading for a range

of purposes

-increasing their familiarity with a wide

Year 5 2019-2020 Page 11

-reading books that are structured in different

ways and reading for a range of purposes

-increasing their familiarity with a wide

range of books, including myths, legends and

traditional stories, modern fiction, fiction from our literary

heritage, and books from other cultures and

traditions

-recommending books

that they have read to their peers, giving

reasons for their choices

- identifying and

discussing themes and conventions in and

across a wide range of writing

- making comparisons

within and across books

- learning a wider range of poetry by heart

- preparing poems and plays to read aloud and

to perform, showing understanding through

intonation, tone and 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 and

exploring the meaning of words in context

- asking questions to improve their

understanding

- drawing inferences

such as inferring characters’ feelings,

thoughts and motives from their actions, and

justifying inferences with evidence

wide range of books, including myths, legends and traditional stories, modern fiction, fiction from

our literary heritage, and books from other cultures and traditions

-recommending books that they have read to their peers, giving


- identifying and discussing themes

and conventions in and across a wide range of writing

- making comparisons within and

across books

- learning a wider range of poetry

by heart

- preparing poems and plays to

read aloud and to perform, showing understanding through intonation,

tone and volume so that the meaning is clear to an audience


- 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

- drawing inferences such as inferring characters’ feelings,

thoughts and motives from their actions, and justifying inferences

with evidence

- predicting what might happen

from details stated and implied

- summarising the main ideas

drawn from more than one paragraph, identifying key details

that support the main ideas -identifying how language, structure

and presentation contribute to meaning

- discuss and evaluate how authors

use language, including figurative

language, considering the impact on the reader - distinguish between statements of fact and opinion

- retrieve, record and present

information from non-fiction

- participate in discussions

about books that are read to them and those they can read

for themselves, building on

myths, legends and traditional stories, modern fiction, fiction from our literary heritage, and books from

other cultures and traditions

-recommending books that they

have read to their peers, giving reasons for their choices




across books

- learning a wider range of poetry by heart

- preparing poems and plays to read aloud and to perform, showing

understanding through intonation, tone and volume so that the

meaning is clear to an audience







with evidence

- predicting what might happen from

details stated and implied

- summarising the main ideas drawn

from more than one paragraph, identifying key details that support

the main ideas -identifying how language, structure and presentation

contribute to meaning

- discuss and evaluate how authors

use language, including figurative language, considering the impact on

the reader - distinguish between statements of fact and opinion



- participate in discussions about books that are read to

them and those they can read for themselves, building on their

own and others’ ideas and

wide range of books, including myths, legends and traditional stories, modern fiction, fiction from

our literary heritage, and books from other cultures and traditions



- identifying and discussing

themes and conventions in and across a wide range of writing


across books


by heart


read aloud and to perform, showing understanding through

intonation, tone and volume so that the meaning is clear to an audience







with evidence

- predicting what might happen

from details stated and implied

- summarising the main ideas

drawn from more than one paragraph, identifying key details

that support the main ideas -identifying how language,

structure and presentation contribute to meaning

- discuss and evaluate how

authors use language, including

figurative language, considering the impact on the reader - distinguish between statements of

fact and opinion




about books that are read to

them and those they can read

myths, legends and traditional stories, modern fiction, fiction from our literary heritage, and

books from other cultures and traditions



- identifying and discussing

themes and conventions in and across a wide range of writing


across books


by heart


read aloud and to perform, showing understanding through

intonation, tone and 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 and exploring the

meaning of words in context

- asking questions to improve

their understanding

- drawing inferences such as

inferring characters’ feelings, thoughts and motives from their

actions, and justifying inferences with evidence

- predicting what might happen from details stated and implied

- summarising the main ideas drawn from more than one

paragraph, identifying key details that support the main ideas -

identifying how language, structure and presentation contribute to meaning

- discuss and evaluate how

authors use language, including figurative language, considering the impact on the reader -

distinguish between statements of fact and opinion

- retrieve, record and present information from non-fiction


about books that are read to

range of books, including myths, legends and traditional stories, modern fiction, fiction from our

literary heritage, and books from other cultures and traditions

-recommending books that they have read to their peers, giving reasons for

their choices




across books

- learning a wider range of poetry by

heart

- preparing poems and plays to read

aloud and to perform, showing understanding through intonation,

tone and volume so that the meaning is clear to an audience





- drawing inferences such as inferring

characters’ feelings, thoughts and motives from their actions, and justifying inferences with evidence

- predicting what might happen from

details stated and implied

- summarising the main ideas drawn

from more than one paragraph, identifying key details that support the

main ideas -identifying how language, structure and presentation contribute to meaning

- discuss and evaluate how authors use language, including figurative

language, considering the impact on the reader - distinguish between

statements of fact and opinion



- participate in discussions about

books that are read to them and those they can read for

themselves, building on their own and others’ ideas and challenging

views courteously

Year 5 2019-2020 Page 12

- predicting what might happen from details

stated and implied

- summarising the main

ideas drawn from more than one paragraph,

identifying key details that support the main

ideas -identifying how language, structure and presentation contribute

to meaning

- discuss and evaluate

how authors use language, including

figurative language, considering the impact

on the reader - distinguish between statements of fact and

opinion

- retrieve, record and

present information from non-fiction

- participate in

discussions about books that are read to them and those they

can read for themselves, building

on their own and others’ ideas and challenging views

courteously - explain and discuss

their understanding of what they have read, including

through formal presentations and

debates, maintaining a focus on the topic and using notes

where necessary -provide reasoned

justifications for their views.

their own and others’ ideas and challenging views courteously - explain and discuss their

understanding of what they have read, including through

formal presentations and debates, maintaining a focus on the topic and using notes

where necessary -provide reasoned justifications for their

views.

challenging views courteously - explain and discuss their understanding of what they

have read, including through formal presentations and

debates, maintaining a focus on the topic and using notes where necessary -provide reasoned

justifications for their views.

for themselves, building on their own and others’ ideas and challenging views

courteously - explain and discuss their

understanding of what they have read, including through formal presentations and


where necessary -provide reasoned justifications for

their views.

them and those they can read for themselves, building on their own and others’ ideas

and challenging views - explain and discuss their

understanding of what they have read, including through formal presentations and


where necessary -provide reasoned justifications for

their views.

- explain and discuss their understanding of what they have read, including through formal

presentations and debates, maintaining a focus on the topic

and using notes where necessary -provide reasoned justifications for their views.

Literacy Shed video

FIRST READING SE

DR READ Retrieval Inference

King Midas Man in Goggles

Inference Analyse Inference

Swing of Change

Explore Analyse Inference Deduction

It’s not a Planet, it’s our home.

Retrieval Inference Deduction

Hunted

Inference Deduction Prediction

The saga of Bjorn

Retrieval Inference Deduction Explore Analyse

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Teacher made resource Once upon a picture (2 30 minute sessions) Focus (science/history) 8-10 weeks transitioning to science lessons Reading from other resources (2 30 min sessions per activity) Comprehension- Schofield and

SSION RECAP DR DREAD Our Planets Octapodi Dad (writing a letter to dad in second lesson) Cosmic -

Prediction Inference Full coverage of Dr READ (see reading overview). Inference Retrieval use of Key Vocabulary Explore P.E.E Retrieval Inference

Impression Emily Davidson In a jar The man who walked between the towers - leading into the science lessons) Total Comprehension book (p.20-21) Brainless Jacky Daydream

Vocabulary Word Retrieve inference Full coverage of Dr READ (see reading overview). Inference Retrieval

Trolls Letts -Macbeth Year 5 anthology - Tom’s midnight garden (2 sessions) Imminent (taking the role of the rock in the second lesson) The nowhere emporium (leading into the science lessons) Kensuke’s Kingdom CR Seal saves drowning dog

Analyse Vocabulary Explore Prediction Full coverage of Dr READ (see reading overview). Explore Analyse Inference Deduction Retrieval Inference Deduction Prediction retrieval deduce

Kensukes’ Kingdom Lorax Essential anothology - mailda Total comprehension - Recycle Welsh Hero Simon Weston

Retrieval Dr READ Decode Inference retrieval

Rats (Classic poem -p.14)

Retrieval Inference Deduction Explore Analyse 3 Mark Question Retrieval Inference Deduction Explore Analyse Inference Deduction Explore Analyse retrieve

Unit 6 – Father’s Day Keepsake mill ( poem 24)

Retrieval Inference Deduction Explore Analyse Retrieval Inference Deduction Explore Analyse Explore Analyse Comparison across texts retrieve

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Sims (2 30 min sessions per text) Testbase (2 lessons per activity) Literacy and Language / Progress test (2 lessons) Class Reader / Other

it’s one giant leap (leading into the science lessons) Letts Educational booklet 2.1 Jason and the Golden Fleece Essential text

Deduction Explore Analyse word meaning Retrieval (drawing) Inference Analyse Retrieve

remembers (autobiography p.4) Sea fever (poem p.20) (“drawing” the words) Mischievous Tom (classic fiction - p.10) Unit 2 - Bling First half of story Unit 2 Report Percy Jackson CR King Midas The Greeks -NF

analyse Explore author's intent Retrieval (drawing) Inference -Graph Explore Analyse Drama Explore Analyse

(Newspaper report -p.6) Laws affecting women (Persuasive text - p.38) Toad learns a lesson ? (Classic fiction - p.32)

retrieval explore Retrieval inference

- biography p.10 Respected relative - letter p.30 The hippogriffs tusks - fiction - p.22 Swimming the english channel Unit 4 - A collection of Jeremy Strong stories Under the Weather An Inconvenient Truth

vocabulary meaning Analyse retrieval Retrieval Inference Deduction Explore Analyse

Sixteen steps to the ice-house (Shape poem - p.18) Bilbo the Hobbit meets smog (fiction p.26) Unit 5 - The Dragon Slayer Under the Weather A variety of news stories

analyse word meaning

Pyraum and Thisbe (playscript p.36) The woman of water (poem p.28) Beowulf CR Beowulf 501 books

Analyse formality inference

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p.71 - Room 13 (1 lesson reading long text to increase reading stamina and 2nd lesson answering 2 3 mark questions)

– First News, Newsround

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How Music made peace (Myth) You are old Father William (Classic nonsense poem) Matilda joins Crunchem Hall (Fiction)

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Guide Dogs (1st lesson annotate and analyse - 2nd lesson answering questions) Unit 1- Pandora p11 (1 lesson answe

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r and 2nd lesson go through) Unit 1 Instructions (1 lesson answer and 2nd lesson go through) Percy Jackson

Mathematics Outcomes for pupils

Throughout each year group pupils make substantial and sustained progress leading to high levels of attainment.

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From different starting points pupils develop excellent knowledge, understanding and skills enabling them to master the mathematics they are learning. Pupils understand important concepts and make connections within mathematics. Pupils develop a broad range of skills in using and applying mathematics. They take the initiative in solving problems in a wide range of contexts, including the new or unusual. Pupils think for themselves and are prepared to persevere when faced with challenges, showing a confidence that they will succeed. Pupils embrace the value of learning from mistakes and false starts. Pupils are able to recall mathematical knowledge rapidly, apply it fluently and accurately in order to calculate efficiently. When investigating mathematically, pupils’ reason, generalise and make sense of solutions. Pupils show high levels of fluency in performing written and mental calculations and mathematical techniques. Mathematical language and symbols are used accurately in pupils’ work and in discussions. Pupils develop a sense of passion and commitment to the subject.

Mathematics – Spoken language

Developing their mathematical vocabulary Presenting a mathematical justification, argument or proof. Making their thinking clear to themselves as well as others Build secure foundations by using discussion to probe and remedy their misconceptions






Throughout each year group pupils make substantial and sustained progress leading to high levels of attainment. From different starting points pupils develop excellent knowledge, understanding and skills enabling them to master their learning. Pupils are able to think for themselves, take the initiative and raise their own questions about science knowledge, understanding and scientific enquiry.

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They are confident and competent in the full range of key stage-related practical skills, taking the initiative in planning, carrying out, recording and evaluating their own scientific investigations. Pupils frequently use their scientific knowledge and understanding very effectively in written and verbal explanations, solving challenging problems and reporting scientific findings formally. They work constructively with other pupils, demonstrating common understanding in discrete well-focussed roles, with all playing a part in successful investigations. Pupils show high levels of originality, imagination and innovation in their understanding and application of their knowledge and skills. Their practical work incorporates a variety of contexts, including fieldwork. Pupils research contemporary issues and understand the impact of science on society. They develop a sense of passion and commitment to science, showing strong application and enthusiasm to learn more through scientific endeavour.

Science - Spoken language

Developing their scientific vocabulary Articulating scientific concepts clearly and precisely Making their thinking clear, both to themselves and others Build secure foundations by using discussion to probe and remedy their misconceptions






Science

Working Scientifically

Focus- Cosmic Space- Our Solar System ● Earth, Sun,

Moon and Planets

● Day and night, year and month

Ancient Greek scientists/astronomers Investigation - living things in their habitat– seasonal changes summer/ autumn.

Focus- The man who walked between the towers Forces ● Gravity

● air resistance/water resistance / friction

● Mechanisms: levers, pulleys, gears

Investigation - living things in their habitat– seasonal changes autumn / winter. Planning different types of scientific enquiries to answer questions, including recognising and controlling variables where necessary

Focus- The nowhere emporium Human Lifecycle ● Changes as humans

develop to old age

Investigation - living things in their habitat– seasonal changes winter / spring. Planning different types of scientific enquiries to answer questions, including recognising and controlling variables where necessary

All Living things - ● differences in the life

cycles of a mammal, an amphibian, an insect and a bird

● Life process of reproduction in some plants and animals.

Investigation living things in their habitat– seasonal changes spring / summer – combine all seasons.

Planning different types of scientific enquiries to answer questions, including recognising and controlling variables where necessary Taking measurements, using a range of scientific equipment,

Literacy through science Reports –The Life around Bankfoot Primary, class book. Fact file –How an insect/mammal develops Creative writing–Garden poetry Planning different types of scientific enquiries to answer questions, including recognising and controlling variables where necessary Taking measurements, using a range of scientific equipment, with increasing

Properties and changes of materials ● Reversible/irreversible

changes -dissolving, mixing, separation

● Forming new materials: e.g. – burning, acid and bicarbonate of soda

Planning different types of scientific enquiries to answer questions, including recognising and controlling variables where necessary Taking measurements, using a range of scientific equipment, with increasing accuracy and

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Enquiry Types Suggested wider reading

Planning different types of scientific enquiries to answer questions, including recognising and controlling variables where necessary Taking measurements, using a range of scientific equipment, with increasing accuracy and precision, taking repeat readings when appropriate Recording data and results of increasing complexity using scientific diagrams and labels, classification keys, tables, scatter graphs, bar and line graphs Using test results to make predictions to set up further comparative and fair tests Reporting and presenting findings from enquiries, including conclusions, causal relationships and explanations of and degree of trust in results, in oral and written forms such as displays and other presentations Identifying scientific evidence that has been used to support or refute ideas or arguments. Type of Enquiry: * Observation * Identifying, grouping & classifying * Research using

Taking measurements, using a range of scientific equipment, with increasing accuracy and precision, taking repeat readings when appropriate Recording data and results of increasing complexity using scientific diagrams and labels, classification keys, tables, scatter graphs, bar and line graphs Using test results to make predictions to set up further comparative and fair tests Reporting and presenting findings from enquiries, including conclusions, causal relationships and explanations of and degree of trust in results, in oral and written forms such as displays and other presentations Identifying scientific evidence that has been used to support or refute ideas or arguments. Type of Enquiry: * Observation *Comparative fair testing *Pattern seeking

Recording of findings Detailed diagrams, models, photographs, table, scatter graph, pictures Can You Feel the Force?: Putting the fizz back into physics by Richard Hammond

Taking measurements, using a range of scientific equipment, with increasing accuracy and precision, taking repeat readings when appropriate Recording data and results of increasing complexity using scientific diagrams and labels, classification keys, tables, scatter graphs, bar and line graphs Using test results to make predictions to set up further comparative and fair tests Reporting and presenting findings from enquiries, including conclusions, causal relationships and explanations of and degree of trust in results, in oral and written forms such as displays and other presentations Identifying scientific evidence that has been used to support or refute ideas or arguments. Type of Enquiry: * Observation * Identifying, grouping & classifying *Comparative fair testing

Recording of findings photos, table, pictures, line graph, scatter graph

with increasing accuracy and precision, taking repeat readings when appropriate Recording data and results of increasing complexity using scientific diagrams and labels, classification keys, tables, scatter graphs, bar and line graphs Using test results to make predictions to set up further comparative and fair tests Reporting and presenting findings from enquiries, including conclusions, causal relationships and explanations of and degree of trust in results, in oral and written forms such as displays and other presentations Identifying scientific evidence that has been used to support or refute ideas or arguments. Type of Enquiry: * Observation * Identifying, grouping & classifying * Research using secondary resources *Comparative fair testing

Recording of findings pictures, picture diary, labelled diagrams, table, line graph

Animals: Mammals, Birds, Reptiles, Amphibians, Fish, and Other

Animals (Class of Their Own) Shar Levine (Author), Leslie Johnstone (Author)

Animal Secrets: Animal Life Processes (Life Processes and

Living Things) Deborah Underwood (Author) Animal Life Cycles: Growing and

Changing (Nature's Changes) Paperback

accuracy and precision, taking repeat readings when appropriate Recording data and results of increasing complexity using scientific diagrams and labels, classification keys, tables, scatter graphs, bar and line graphs Using test results to make predictions to set up further comparative and fair tests Reporting and presenting findings from enquiries, including conclusions, causal relationships and explanations of and degree of trust in results, in oral and written forms such as displays and other presentations Identifying scientific evidence that has been used to support or refute ideas or arguments. Type of Enquiry: * Research using secondary resources *Pattern seeking

Recording of findings Class book, pictures, diagrams, charts

precision, taking repeat readings when appropriate Recording data and results of increasing complexity using scientific diagrams and labels, classification keys, tables, scatter graphs, bar and line graphs Using test results to make predictions to set up further comparative and fair tests Reporting and presenting findings from enquiries, including conclusions, causal relationships and explanations of and degree of trust in results, in oral and written forms such as displays and other presentations Identifying scientific evidence that has been used to support or refute ideas or arguments. Type of Enquiry: * Observation * Identifying, grouping & classifying * Research using secondary resources *Comparative fair testing

Recording of findings observations over time, pictures, labelled diagrams

Evaporation: Matter (Science Readers: A Closer Look) Condensation (Science

Readers: A Closer Look) William B. Rice (Author)

Dissolving (First Step Nonfiction) Paperback – January 1, 2007 by Sheila Rivera (Author)

The Usborne Internet linked Library of Science Materials

Working with Materials: Mixing and Separating Materials by Chris Oxlade (27 Mar 2008)

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secondary resources *Pattern seeking

Recording of findings Drawings of the Moon, Earth day, night, the horizon Table and line graph Cosmic - Focus

Earth and Space (Usborne

Starting Point Science) by Susan Mayes and Sophy Tahta

Earth Space Moon Base Hardcover –

by Ben Joel Price (Author) Earth and Space

(Internet-linked Library of Science) by L. Howell

and Kirsteen Rogers

Art and Design outcomes for pupils

Pupils handle a range of 2D, 3D or digital media competently and confidently. They explore and exploit the visual language well to develop individual and diverse responses to given or chosen starting points. Pupils use drawing to aid thinking. They enjoy using different drawing materials or techniques to record observations, recall memories or express imagination. Pupils appreciate the qualities and understand the value of drawing to other artists, craft makers and designers. Pupils are curious about the work of other artists, craft makers and designers and make independent and informed choices about referring to the work of others which they use to liberate rather than constrain their own ideas or style. Pupils strive for originality in the development of their ideas and approaches. They understand the value of experimentation and working beyond their comfort zone in order to discover and develop creativity. Pupils compare, contrast and criticise their own achievements, those of their peers and other creative practitioners in order to make connections and understand creative diversity. They are reflective about their own development and the work of others. Pupils contribute positively and purposefully to their learning in lessons and in between.

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Art and Design

Greek Art/ architecture and its legacy today. Create sketch books to record observations - Developing techniques - use of materials, experimentation: Create drawings using a range of media collage, pastels, pencils Use sketch books to collect, review and revisit ideas –

Greek Art/architecture and its legacy today. Ancient Greek artists – The siren vase Research ancient Greek artists and their legacy to art

Caribbean artists Kate Spencer – UK / St. Kitts & Nevis Heleen Cornet – Saba Sally Stryker – St. Barts

Rainforest sketches/paintings Still life/ observational drawings. Sketching skill, painting, creative sculpting – jigsaws. Famous wildlife artists / photographers Gregory Basco – gorgeous animal shots Càssio Vasconcellos dark BW tones Ken Duncan

Creating a comic strip version of a chapter of your favourite book using inference skills to design the images. Use colour and shape to portray action and emotions of the story. Watercolours to paint a garden and print poems on to poems

Anglo Saxon Art and sculpture including metalwork. The Bayeux tapestries

Design and Technology outcomes for pupils

Pupils understand the working characteristics and properties of the materials they are using and why one material, ingredient or component is better suited to a job than another. Pupils develop their work effectively, and demonstrate resilience in solving design problems and technical challenges. Pupils understand how to carry out high-quality tests before attempting to improve their products and realise their plans accurately and safely. The suitability for users is embedded in all aspects of their designing and making. Pupils analyse and use their research effectively to support their designing and to test the effectiveness of their products. Pupils apply their knowledge of science and mathematics to inform their designing and making. They talk confidently about their technological ideas, and present information and plans effectively by writing, drawing and using annotated sketches.

Design Technology

Design and make an Ancient Greek amphora – sculpture, clay/ Build a Pandora’s box with hinge

Sculptors- Fallen Warrior from Temple of Aphaia Architects – column design .

Researching and planning design for Caribbean headdress. Drawing in detail Constructing, strengthening. Fruit cocktails - design a fruit cocktail to sell next term.

Design a summer garden / wildlife habitat. Create during science week

Talking textiles- Beowulf story in various media – sculpture of image using various materials

Computing outcomes for children

Pupils make good progress across all areas of the subject and show originality, imagination and creativity in their work. They understand important concepts in Computing and make connections within the subject. Pupils use their subject knowledge and understanding effectively in written and verbal explanations and can solve challenging problems.

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Pupils make good use of a wide range of hardware and software appropriate to their age and ability. Pupils take the initiative in their work and when working with others, for example by asking questions, carrying out their own investigations, and working constructively with others. Pupils enjoy using Computing and can explain its value.

Computing

Online Safety – ES19 Understand the terms plagiarism and copyright and be aware of the implications of copying and sharing content without permission. Media National curriculum links: Select, use and combine a variety of software (including internet services) 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. M25 Create and amend a range of 2D graphic representations using appropriate applications. M25 Create and amend a range of 2D graphic representations using appropriate applications. M26 Create simple 3D

Online Safety – ES20 Use blocking / unsubscribing / reporting mechanisms appropriately. Computer science National curriculum links: 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. CS21 Solve problems by decomposing them into smaller parts. CS22 Convert lines of code into everyday language (pseudocode) and vice versa. CS23 Understand and use variables. CS24 Use selection in programming to create a game aimed at an audience.

Safer internet day Tuesday 6 February Online Safety- ES21 Control who they interact with online and the information they share. Information Literacy National curriculum links: Research –being discerning in evaluating content Multimedia, Communicating and Publishing Understanding networks, opportunities they offer for collaboration IL13 Interpret and validate information from a range of online sources. IL14 Recognise that the Internet may contain material that is irrelevant, bias, implausible and inappropriate. IL15 Search for and save differing types of media using search engine functions. IL16 Use more advanced features of search engines.

Online Safety – ES19 Understand the terms plagiarism and copyright and be aware of the implications of copying and sharing content without permission. analysing safe sources online and accurate data Data Handling National curriculum links: Collect, analyse, evaluate and present data and information using a variety of applications on a range of digital devices. DH14 Create charts using appropriate data to interpret and answer a specific question. DH15 Create a database to store and search relevant information. DH16 Interrogate a database using suitable questions. DH17 Use technology to search and sift through large amounts of different types of information. DH18 Use a range of calculations and functions in a spreadsheet. DH19 Use a spreadsheet to model given problems

Online Safety- ES22 Describe the causes and consequences of online bullying and discuss behaviours and strategies to prevent and stop online bullying. Digital literacy Understand how to use the internet safely, knowing how to report and block unwanted content. Computer science *Coding - Creating algorithms to accomplish goals, debug system, explain algorithms CS21 Solve problems by decomposing them into smaller parts. CS22 Convert lines of code into everyday language (pseudocode) and vice versa. CS23 Understand and use variables. CS24 Use selection in programming to create a game aimed at an audience. CS25 To become familiar with inputs and outputs and create algorithms using them to control or simulate physical systems. CS26 Understand what networks (including the internet) are and how they

Online Safety - ES21 Control who they interact with online and the information they share. Data Handling National curriculum links: Collect, analyse, evaluate and present data and information using a variety of applications on a range of digital devices. DH14 Create charts using appropriate data to interpret and answer a specific question. DH15 Create a database to store and search relevant information. DH16 Interrogate a database using suitable questions. DH17 Use technology to search and sift through large amounts of different types of information. DH18 Use a range of calculations and functions in a spreadsheet. DH19 Use a spreadsheet to model given problems CARS

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graphics using a CAD application. M27 Plan, create and edit an animation, film, slideshow or presentation, then reflect on its efficacy. M28 Source, edit and refine music and sound for a given audience or project. M29 Develop criteria for evaluating theirs and others work.

CS25 To become familiar with inputs and outputs and create algorithms using them to control or simulate physical systems. CS26 Understand what networks (including the internet) are and how they are used to transfer information.

are used to transfer information.

Additional activities

Room design Google forms to send a questionnaire

Padlet – Climate change Prezi holiday broacher Pirate spreadsheet

CARS

Languages outcomes for pupils

Most pupils are keen to try to speak in the target language in lessons, either with a partner or with the teacher. They attempt to copy the correct pronunciation and intonation. They strive to use the language to communicate orally and in writing. Increasingly, they use the language for normal communication with the teacher and with each other in and beyond the classroom. Pupils often take the initiative in their work and when working with others. They demonstrate some originality, imagination or creativity in modern languages work. Pupils can apply grammatical rules to new situations and can write at length with support. They have good knowledge and understanding of the culture of the countries where the language is spoken. Pupils enjoy learning languages and can explain the value of doing so.

Languages Arabic French

Introductions Myself , my family and my home Home Life and Daily Routine Hobbies Our street – shop names Understand common shop names in order

Daily introductions between people – what is her/his name/ where are they from? Countries, flags, colours Time and the Seasons Days of the week / time- learn the days of the week and recall numbers to 50 to tell the time.

Verb table Verb table Prepositions Activities Feminine and masculine changes in prefixes Calculations - recalling numbers to 100 and completing written calculations. Understanding a

Simple stories Dialogues Pair work Listening Comprehensions Speaking and listening activities Sports -learn the names of popular sports. Recall days

Sun letters/moon letters Eating and drinking Food, attached pronouns, past negative forms of the verb) ICT links Months – learn the names of the

months. Weather – learn how to describe the most common

weather types. Use the language

Simple stories Animals and habitats Presentations Food and cooking – Understand the names of common foods in French – discuss cultural preferences and compare to our own. Be able to

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to navigate a high street. Be able to understand and give directions in French.

Understanding language of fractions, past and to.

short story in French using vocabulary learned so far.

and times to create a timetable of sporting events.

of months and weather in context, creating written sentences and verbal discussions.

follow a simple recipe in French.

History outcomes for pupils

Throughout each year group pupils make substantial and sustained progress leading to high levels of attainment. From different starting points pupils develop excellent knowledge, understanding and skills enabling them to master their learning. Pupils have excellent knowledge and understanding of people, events, and contexts from a range of historical periods, of historical chronology, and of historical concepts and processes. Pupils are able to think critically about history and communicate ideas very confidently in styles appropriate to a range of audiences. Pupils consistently support, evaluate and challenge their own and others’ views using detailed, appropriate and accurate historical evidence derived from a range of sources. Pupils are able to think, reflect, debate, discuss and evaluate the past, formulating and refining their own questions and lines of enquiry. Pupils are passionate about history and engage enthusiastically in their learning, developing a sense of curiosity about the past and their understanding of how and why people interpret the past in different ways. Pupils are respectful of historical evidence and make robust and critical use of it to support their explanations and judgements. Pupils readily embrace challenging activities, including opportunities to undertake high-quality research across a range of history topics.

History Skills

Classical Athens Ancient Greek life, their achievements and influence on the western world - philosophy education, democracy •continue to develop a chronologically secure knowledge and understanding of British, local and world history, establishing clear narratives within and across the periods they study.

Warrior Sparta Spartan regime compared to Greek Olympics: Then and now. Link to Rio 2016. Athenian Olympians Health and fitness in ancient times compared to today. •continue to develop a chronologically secure knowledge and understanding of British, local and world history, establishing clear narratives within and across the periods they study. •note connections, contrasts and trends over time and develop the appropriate use of historical terms.

Slavery – historic and modern Abolition of slavery, apartheid, Martin Luther King Junior •continue to develop a chronologically secure knowledge and understanding of British, local and world history, establishing clear narratives within and across the periods they study. •note connections, contrasts and trends over time and develop the appropriate use of historical terms.

The industrial revolution and our developing ‘Western’ world •continue to develop a chronologically secure knowledge and understanding of British, local and world history, establishing clear narratives within and across the periods they study. •note connections, contrasts and trends over time and develop the appropriate use of historical terms.

Creative writing - Project to the Future, what do you expect the world to be like in 2067?

•continue to develop a chronologically secure knowledge and understanding of British, local and world history, establishing clear narratives within and across the periods they study. •note connections, contrasts and trends over time and develop the appropriate use of historical terms. •regularly address and

Britain’s settlement by Anglo-Saxons and Scots / The Viking and Anglo-Saxon struggle for the Kingdom of England

•continue to develop a chronologically secure knowledge and understanding of British, local and world history, establishing clear narratives within and across the periods they study. •note connections, contrasts and trends over time and develop the appropriate use of historical terms. •regularly address and sometimes devise historically valid questions

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•note connections, contrasts and trends over time and develop the appropriate use of historical terms. •regularly address and sometimes devise historically valid questions about change, cause, similarity and difference, and significance. •construct informed responses that involve thoughtful selection and organisation of relevant historical information. •understand how our knowledge of the past is constructed from a range of sources.

•regularly address and sometimes devise historically valid questions about change, cause, similarity and difference, and significance. •construct informed responses that involve thoughtful selection and organisation of relevant historical information. •understand how our knowledge of the past is constructed from a range of sources.



sometimes devise historically valid questions about change, cause, similarity and difference, and significance. •construct informed responses that involve thoughtful selection and organisation of relevant historical information. •understand how our knowledge of the past is constructed from a range of sources.

about change, cause, similarity and difference, and significance. •construct informed responses that involve thoughtful selection and organisation of relevant historical information. •understand how our knowledge of the past is constructed from a range of sources.

Geography outcomes for pupils

Throughout each year group pupils make substantial and sustained progress leading to high levels of attainment. From different starting points pupils develop excellent knowledge, understanding and skills enabling them to master their learning. Pupils have excellent knowledge of where places are and what they are like. They have excellent understanding of the ways in which places are interdependent and interconnected and how human and physical environments are interrelated. Pupils have an extensive base of core geographical knowledge and vocabulary. Pupils are able to carry out increasingly complex geographical enquiry, apply questioning skills and use effective analytical and presentational techniques in a wide range of environments, scales and contexts. Pupils reach clear conclusions and are able to develop reasoned arguments to explain their findings. Pupils are able to think for themselves and take the initiative in, for example, asking questions, carrying out their own investigations and working constructively with others. Pupils show significant levels of originality, imagination or creativity in their understanding and skills within the subject. Fieldwork and other geographical skills, including numerical and quantitative skills, and techniques are highly developed and frequently utilised.

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Pupils develop passion and commitment to the subject and exhibit a real sense of curiosity in finding out about the world around them and the people who live there. Pupils are able to express well-balanced opinions, rooted in very good knowledge and understanding about current and contemporary issues in society and the environment.

Geography

Geographical skills Where is Greece? –continents, Europe focus, island nations, How the geography affected life ● develop

contextual knowledge of the location of globally significant places – both terrestrial and marine – including their defining physical and human characteristics and how these provide a geographical context for understanding the actions of processes

● understand the processes that give rise to key physical and human geographical features of the world, how these are interdependent and how they bring about spatial variation and change over time

● collect, analyse and communicate with a range of data gathered

Human and physical geography Locations of Athens and Sparta, topography, biomes How location determined travel/ communities - Mainland V island life; development of battle tactics ● develop contextual

knowledge of the location of globally significant places – both terrestrial and marine – including their defining physical and human characteristics and how these provide a geographical context for understanding the actions of processes


● collect, analyse and communicate with a range of data gathered through experiences of fieldwork that deepen their understanding of geographical processes

● interpret a range of sources of geographical information, including maps, diagrams, globes, aerial photographs and Geographical Information Systems (GIS)

● communicate geographical information in a variety of ways, including through maps,

Investigating and comparing contrasting geographical regions Caribbean Routes and transport -continents Africa / North America focus. Comparisons to Britain The slavery triangle ● develop contextual





● communicate geographical information in a variety of ways, including through

Local Geography Our World – climate v weather Rivers, Climate change, Carbon footprint, Global warming, and Greenhouse gases. How the climate has changed over time. Is it man made or natural climate change? ● develop contextual





● communicate

Place knowledge

Creative writing – Create persuasive Holiday brochure using information from previous topic- Prezi

● develop contextual knowledge of the location of globally significant places – both terrestrial and marine – including their defining physical and human characteristics and how these provide a geographical context for understanding the actions of processes




● communicate geographical information in a variety of ways, including through maps,

Local geography Human and physical geography

Ancient Europe - Britain, UK Migration of different people from Europe (Scandinavia, Germany, France, Ireland) to Britain

● develop contextual knowledge of the location of globally significant places – both terrestrial and marine – including their defining physical and human characteristics and how these provide a geographical context for understanding the actions of processes




● communicate geographical information in a variety of ways, including through maps, numerical and quantitative skills and writing at length

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through experiences of fieldwork that deepen their understanding of geographical processes


● communicate geographical information in a variety of ways, including through maps, numerical and quantitative skills and writing at length

numerical and quantitative skills and writing at length

maps, numerical and quantitative skills and writing at length

geographical information in a variety of ways, including through maps, numerical and quantitative skills and writing at length

numerical and quantitative skills and writing at length

Music outcomes for pupils

Pupils enjoy their musical experiences and make good progress in their musical understanding, including of musical theory, as a result of high expectations for good-quality music-making. Pupils demonstrate readiness to engage positively with different and diverse musical traditions and styles from a range of historic, social and cultural contexts, including classical music. They listen well and consequently make good musical responses. Singing is confident and controlled, instrumental techniques are accurate and secure, and pupils are able to create their own musical ideas that show a good understanding of how pitch, duration, dynamics, timbre, texture and structure work together. Attainment is good in relation to pupils’ capability and starting points, particularly with regard to their previous musical interests and experiences. Music is a popular subject and pupils from all groups participate actively and enthusiastically in curriculum lessons and extra-curricular activities. Retention rates are good in all forms of musical activity, in and out of the curriculum.

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Music Ancient Greeks –Greek Gods, Pandora Pupils should be taught to: •play and perform in solo and ensemble contexts, using their voices and playing musical instruments with increasing accuracy, fluency, control and expression •listen with attention to detail and recall sounds with increasing aural memory

Spartan warriors Olympics – keeping healthy Pupils should be taught to: •improvise and compose music for a range of purposes using the inter-related dimensions of music •use and understand staff and other musical notations •develop an understanding of the history of music

Reggae – Bob Marley Three little Birds Pupils should be taught to: •listen with attention to detail and recall sounds with increasing aural memory •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

Songs linked to climate change and recycling. What is our World?

Pupils should be taught to: •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

Musicals and ancient songs

Pupils should be taught to: •listen with attention to detail and recall sounds with increasing aural memory •appreciate and understand a wide range of high-quality live and recorded music drawn from different traditions and from great composers and musicians

Viking Rock Loki the Joker Pupils should be taught to: •listen with attention to detail and recall sounds with increasing aural memory •use and understand staff and other musical notations •develop an understanding of the history of music

Physical Education outcomes for pupils

Boys and girls of all ages, abilities and interests acquire new knowledge and skills at a good rate and develop a good understanding of PE and sport. They practise skills without the need for much guidance or support. They apply skills in a wide range of activities and situations, and achieve a high level of performance. They have a good level of physical fitness and understand the importance of this in promoting their long-term health. They are able to remain physically active for long periods of time and lead healthy lifestyles by eating sensibly and exercising regularly. Pupils’ enjoyment of Physical Education is shown in their positive attitudes and regular participation in lessons and extra-curricular sport. They acquire the skills needed to organise sport and physical activity for others. All pupils can swim 25 metres and know how to remain safe in and around water by the end of Year 5.

Physical Education

Combat: Boxercise Participate in safe exercise based around Boxing. Increase stamina, hand-eye coordination modified where appropriate, basic principles suitable for attacking and defending.

Dance: The Olympics LCP perform dances using a range of movement patterns develop flexibility, strength, technique, control and balance compare their performances with previous ones and demonstrate improvement to achieve their personal best

Gymnastics play competitive games, modified where appropriate and apply basic principles suitable for attacking and defending compare their performances with previous ones and demonstrate improvement to achieve their personal best

Invasion Games: Hockey develop flexibility, strength, technique, control and balance compare their performances with previous ones and demonstrate improvement to achieve their personal best

Striking/fielding: Rounders 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

Athletics use running, jumping, throwing and catching in isolation and in combination take part in outdoor and adventurous activity challenges both individually and within a team develop flexibility, strength, technique, control and balance

Year 5 2019-2020 Page 31

Intra-house Competition

compare their performances with previous ones and demonstrate improvement to achieve their personal best Freddie Fit Children will develop fitness and stamina through a range of ‘Freddie Fit’ activities New Age Kurling

Football

Team Games

Freddie Fit Children will develop fitness and stamina through a range of ‘Freddie Fit’ activities Tri Golf

OAA Children will develop a sense of direction and spatial awareness. they will work collaboratively to navigate and complete challenges using their orientation skills. Bench Ball

Football Children will develop ball control, skill and technique. They will develop their understanding of attack and defence and apply their learning to games. Sports day

Religious Education outcomes for pupils

Throughout each year group pupils make substantial and sustained progress leading to high levels of attainment. From different starting points pupils develop excellent knowledge, understanding and skills enabling them to master their learning. Pupils have an outstanding level of religious literacy. The development of their ability to engage with a range of ultimate questions about the meaning and significance of existence is excellent. The development of their ability to ask significant questions about, and show an impressive understanding of, issues related to the nature, truth and value of religion is impressive. They develop a strong understanding of how the beliefs, values, practices and ways of life within any religion cohere. Pupils can think for themselves and take the initiative in, for example, asking questions, carrying out their own investigations, evaluating ideas and working constructively with others. They show significant levels of originality, imagination or creativity in their responses to their learning in Religious Education. Pupils show impressive achievement in linking their study of religion and belief to their exploration of more personal reflections on issues of meaning and purpose. Their progress is excellent across a wide range of religions, beliefs and investigations.

Bradford Agreed Syllabus

Know about and understand a range of religions and worldviews, so that they can: • describe, explain and analyse beliefs and practices, recognising the diversity which exists within and between communities and amongst individuals; • identify, investigate and respond to questions posed and responses offered by sources of authority and wisdom found in religions and worldviews; • appreciate and evaluate the nature, significance and impact of different ways of life and how these are expressed.

Year 5 2019-2020 Page 32

Express ideas and insights about the nature, significance and impact of religions and worldviews, so that they can: • express with increasing discernment their personal reflections and critical responses to questions and teachings about identity, diversity, meaning and value, including ethical issues; • explain their ideas about how beliefs, practices and forms of expression influence individuals and communities; • appreciate and evaluate varied dimensions of religion or a worldview. Develop and use the skills needed to engage with religions and worldviews, so that they can: • find out about and investigate key concepts and questions of belonging, meaning, purpose and truth, responding with increasing understanding; • investigate how different individuals and communities live together respectfully for the wellbeing of all; • articulate beliefs, values and commitments clearly, in order to explain why they may be important in their own and other people’s lives.

Year 5 Christianity Islam Hinduism Big Question Know About and Understand Express and Communicate Gain and Deploy Skills

Science,

Computing, Historical or

Geographical, Art and Design Knowledge, skills

and understanding

Why is Diwali celebrated by both Hindus and Sikhs? SACRED SPECIALNESS Practices-Initial impression Should everyone have the same beliefs? Describe and understand the links between stories and other aspects of the communities Observe and understand varied examples of religions and worldviews Respond thoughtfully to ideas about community, values and respect

Drawing * Identify and draw

simple objects, and use marks and lines to

produce texture Painting * Create all the colours

they need Sketch Books

* Use their sketch books to compare and discuss ideas with others

Use of IT

What can we learn from religious texts? AUTHORITY WISDOM IDENTITY COMMUNITY Practices- Further reflection Should everyone have the same beliefs? Make connections between different religions and worldviews Explore and show understanding of similarities and differences between different religions and worldviews Discuss and represent own views on challenging questions about belonging, meaning, purpose and truth Using the Internet-

* Use a search engine using keyword searches

* Download a document and save it to the computer Presentation-

* Use a range of presentation applications

* Capture sounds, images and video Drawing

* Use shading to create mood and feelings

Painting

What are the Five Pillars of Islam? SACRED AUTHORITY WISDOM Practices-Initial impression Do religions need people, places and times that are sacred? Explain more about pilgrimages which mark important points in life Understand the challenges of commitment to a community of faith or belief Discuss and apply own and other’s ideas about ethical questions Geographical Enquiry

* Collect information about a place and use it in a report

* Make detailed sketches and plans Human Geography * Plan a journey to a place in

another part of the world, taking account of distance and time

Am I always right? COMMUNITY SACRED REMEMBERING BELIEF Practices- Further reflection Do religions need people, places and times that are sacred? Respond thoughtfully to a range of sources of wisdom and to beliefs and teachings that arise from different communities Observe and consider different dimensions of religion Respond thoughtfully to ideas about community, values and respect

Historical Knowledge and

interpretation * Appreciate that how we make decisions has been through a

Parliament for some time * Appreciate that significant

events in history have helped shape the country we have today

Historical Enquiry * Test out a hypothesis in order to answer a question

What do we believe in ‘our town’? AUTHORITY WISDOM IDENTITY BELONGING FAMILY COMMUNITY Forms of expression- Initial impression Should religious beliefs be expressed? Make connections between different religions and worldviews Suggest why belonging to a community may be valuable in the diverse communities Consider and apply ideas about ways in which diverse communities can live together for the well-being of all Geographical Enquiry

* Collect information about a place and use it in a report

* Find possible answers to their own geographical questions Human Geography

* Explain how a location fits into its wider geographical location;

with reference to human and economical features

What do we believe in ‘our town’? AUTHORITY WISDOM IDENTITY BELONGING FAMILY COMMUNITY Forms of expression- Further reflection Should religious beliefs be expressed? Make connections between different religions and worldviews Suggest why belonging to a community may be valuable in the diverse communities Consider and apply ideas about ways in which diverse communities can live together for the well-being of all Geographical Enquiry * Collect information about a place

and use it in a report * Find possible answers to their own geographical questions

Human Geography * Explain how a location fits into its

wider geographical location; with reference to human and economical features

Year 5 2019-2020 Page 33

* Create a piece of art work which includes the integration of digital

images they have taken

* Create all the colours they need Sketch Books * Keep notes in their sketch books

as to how they might develop their work further

Use of IT * Combine graphics and text based on their research

Year 5 2019-2020 Page 34

Year 5 2019-2020 Page 35

S-The Ancient Greeks believed in oracles and were superstitious. Do superstitions still have a place in the modern world and why? M- Link lives of children both in UK and Pakistan today and in the past/ Links to Athens. Why should all children be given the same opportunities in life? S- SEAL – New Beginnings C- Explain which element of the Greek culture, still present today, is the most valuable to modern life.

S- What can we learn from the Spartan beliefs that would benefit us? (never give up, believe in yourself) M – Cost of hosting major sporting events. Is it right to spend so much money on sport when there are homeless and starving people in the world? S -SEAL – Getting on and falling out C- What can we learn about other cultures when we host / attend a major sporting event? Philosophy for children

S- When people from different backgrounds come together, what can we learn about spirituality from people of different faiths or non-religious world views? M- If you were to speak to a slave owner today, how would you convince them owning slaves is morally wrong? S -SEAL – Going for goals C- How does the Carnival allow the culture of the Caribbean to be shared and celebrated in Britain?

S- What do the holy texts say about caring for the environment? M- Why is it our moral duty to care for the environment? What difference can one person make? S -SEAL - Good to be me C- What is the impact of our ‘throw away culture’ on the world? How can we create a more caring culture?

S-What is community spirit? Imagine a community without a good community spirit, what would it be like? How can we nurture our community spirit? M- Anti –Bullying Cyber bullying Using ‘My Life as a Bully’ DVD create a support webpage for victims of cyberbullying. S -SEAL – Relationships C-Investigate stories from other cultures. What lessons can we learn from other cultures? Create a cultural story about life in Bradford.

S- Explore how Christianity in Britain developed during the Anglo-Saxon era. What remnants of Viking paganism are still present in Britain? M- Effect of conflict and wars on society, families. Is it ever morally right to go to war? S -SEAL – Changes C- Effect of conflict and wars on society, families. How do refugees keep their cultural pride?

Roles and responsibilities

-classroom monitors - behaviour mentors -student council -learning -environment -global citizens.

Technology monitors- ensure that CB are using used correctly (backgrounds, passwords

Our wider community letters to elderly to places of worship

Gardening - start to take care of our school environment and garden. Planting, weeding and litter picking - to make sure the environment is ready of the summer

Fundraiser Penalty shootout? 50p a go or 3 for a £1 Drink station Keepy uppy challenge.

Reading buddies (modelling reading to younger children)

D- Democracy in Ancient Greece and today, how has democracy changed? ROL- Law and order

D- Compare the democracy in Ancient Athens to the diarchy in Sparta. Debate whether or not we think the systems worked at the time; compare them to the way our country is run. ROL- Different laws from

D- Should migrants be allowed to vote on matters that would affect them? ROL- How laws have often been used in the past to unfairly

D- Investigate how living within a democracy has enabled us to speak out for creatures that cannot speak for themselves. ROL- Laws to protect the environment, greenbelt land,

D- Explore how Democracy

works in our country and our local constituency by reading about local MPs. Which MP would you

vote for and why?

ROL- Should rulers from other countries be able to influence what is law in

D- Compare modern Democracy to the way the country was organised and ruled in the years before our kingdom became united. ROL- How our jury system was developed by the Anglo Saxons.

Year 5 2019-2020 Page 36

in Ancient Greece. How laws were put in place in Ancient Greece and the link to today. IL- A right to education- a privilege for the rich? Hierarchy of the Ancient Greek world, rights of different people. Were all people valued and respected? MR- Olympic Games - encouraging respect in sport today.

T – How to live and work together in a competitive environment

various parts of Greece. The resulting consequences of people following diverse rules and ideals. IL- Spartan V Athenian lifestyle Education in Ancient Sparta and Athens, differences in the roles of women. MR- Athens V Sparta / Greeks. Analyse what made these great cultures the way they were and why they found it so hard to get along. T – How did the different communities tolerate each other when they had to work together to defeat a common enemy

control people and limit their rights. Arawaks, (natives of the Caribbean), Maroons in Jamaica. IL- Impact of slavery of the West African people and the Anti-slavery movement. Importance of challenging stereotypes. MR- Special people: How they battled intolerance in their lives. How people’s rights need to be balanced to protect individuals and communities from injustice. T – the message of Martin Luther King Jnr

EU targets on climate change. IL- The impact of companies who damage the environment. Investigate what is being done to protect the rights of the poor people and animals. MR- why we should respect our environment, giving animals a voice T - Some people don’t believe in Global warming, should we tolerate them destroying or environment?

Britain? Discuss Brexit and some of the EU laws which benefit or hinder life in Britain. IL- Should we be allowed to do as we please? What problems would be created if we did exactly what we want? MR- Create guidelines for showing respect to others. What does respect look and sound like? Should we respect those who do not respect us? T - How do we show respect to the holy books of a different faith? Why is this important?

IL- Lack of individual liberties in Britain, from the end of the Roman occupation until 1066, drove people to fight for change MR- conversion of pagans to Christianity, Vikings attack Lindisfarne, invaders v settlers T – Why did the Vikings not always respect and tolerate the Christians?

Themed homework

Literacy Science

101 Must Do Activities Before Leaving Primary

Achieve 100% attendance at school 77) Learn to swim 78) Receive a swimming badge for 10 metres

79) Build a bonfire

● Paint a rock

80) Cook for someone 81) Set the table 82) Do some baking 83) Inviting people for lunch

84) Visit a university 85) Send an email ● Plant it, grow it, eat it

86) Go skiing / Play water polo

87) Go to the funfair

Year 5 2019-2020 Page 37

501 Must Read Books Before Leaving Primary

Percy Jackson and the lightening

thief. Rick Riordan

A Christmas Carol

Charles Dickens

The Demon Headmaster Gillian Cross

The Chronicles of

Narnia C. S. Lewis

The Boy a Bear and

a Boat Dave Shelton

Holes

Louis Sachar

Cosmic Frank Cottrell Boyce

Journey to the

River Sea Eva Ibbotson

The Sterkarm

Handshake Susan Price

Mary Poppins P.L.Travers

Little House on Prairie

Laura Ingalls Wilder

Worzel Gummidge Barbara Euphan Todd

Harry Potter and the Prisoner of Azkaban

J.K.Rowling

The Hobbit J.R.R.Tolkien

The Wolves in the Wall

Neil Gaiman

The Magic Far Away Tree

Enid Blyton

Rose Blanche Ian McEwan

Kensuke's Kingdom Michael Morpurgo

Five on a Treasure Island

Enid Blyton

Chitty Chitty Bang Bang Roald Dahl

The Spiderwick Chronicle

Tony DiTerlizzi

The Railway Children Edith Nesbit

There’s a Boy in the Girl’s

Bathroom Louis Sachar

My Girragundji Meme McDonald

Just Annoying Andy Griffiths

Way Home Libby Hathorn

Poordog the Starved

Graciela Montes

Barrumbi Kids Leonie Narrington

Something’s Fishy, Hazel

Green! Odo Hirsch

The More The Merrier

Anne Fine

The Boy in the Striped Pyjamas

John Boyne

Clockwork Philip Pullman

The Composition Antonio Skarmeta

Under the Weather Tony Bradman

The Borrowers

Mary Norton

Bridge to Terabithia Katherine Paterson

Harry potter and the

Goblet of Fire J.K.Rowling

The Haunting Shirley Jackson

Inkheart

Cornelia Funke

Way Home Libby Hathorn

Clarice Bean: That’s Me

Lauren Child

The Dog with the Yellow Heart

Jutta Richter

Beowulf Kevin Crossley-Holland

The Indian in the Cupboard

Lynne Reid Banks

Under the Moon and Over the Sea

John Agard

The Viewer Shaun Tan

Charmed Life

Diana Wynne Jones

The Wolves of Willoughby Chase

John Aiken

Harry and the Wrinklies Alan Temperley

Measle and the Wrathmonk

Ian Ogilvy

Documents

Year 5 2019-2020 Page · 4 Bank Holiday 5 weeks Stories, Sagas and Sacred Scrolls Summer 2 Monday 1 June to ... Traditional Caribbean stories: – Anasi the Spider Emerald Blue Caribbean