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Learning in Year 5

In Year 5 we begin the journey to Upper Key Stage 2, building on the learning completed in Key Stage 1 and Lower Key Stage 2. The National Curriculum objectives for English and Maths in Key Stage 2 are separated into Lower Key Stage 2 (Years 3 and 4) and Upper Key Stage 2 (Years 5 and 6). There is a specific year 5 programme of study for Science.

Use the links to find out about what your child will be learning about whilst in Year 5.

Read the Knowledge Organisers for our History, Geography and Science topics to find out the key facts and information the children will be learning about. 

English

In year 5, pupils should be able to read books written at an age appropriate interest level and focus on understanding what they read rather than on decoding individual words. We focus on developing their vocabulary and the breadth and depth of their reading, making sure that they become independent, fluent and enthusiastic readers who read widely and frequently. We develop their knowledge and skills in reading non- fiction about a wide range of subjects. Through this the children develop a love of reading and read for pleasure. 

Power of Reading

Leesons is a ‘Power of Reading’ school, where teaching sequences based on language rich texts are used to raise engagement and attainment in reading and writing for all pupils. We consolidate pupils’ writing skills, their vocabulary, their grasp of sentence structure and their knowledge of linguistic terminology. We teach the children to enhance the effectiveness of what they write as well as increase their competence. They learn to use more varied grammar, vocabulary and narrative structures from which they can draw to express their ideas. 

Mathematics

Mathematics is a creative and highly inter-connected discipline. The national curriculum for mathematics aims to ensure that all pupils:

  • The principal focus of mathematics teaching in upper key stage 2 is to ensure that pupils extend their understanding of the number system and place value to include larger integers. This should develop the connections that pupils make between multiplication and division with fractions, decimals, percentages and ratio.
  • At this stage, pupils should develop their ability to solve a wider range of problems, including increasingly complex properties of numbers and arithmetic, and problems demanding efficient written and mental methods of calculation. With this foundation in arithmetic, pupils are introduced to the language of algebra as a means for solving a variety of problems. Teaching in geometry and measures should consolidate and extend knowledge developed in number. Teaching should also ensure that pupils classify shapes with increasingly complex geometric properties and that they learn the vocabulary they need to describe them.
  • By the end of year 6, pupils should be fluent in written methods for all four operations, including long multiplication and division, and in working with fractions, decimals and percentages.

We use a ‘Mastery’ approach to mathematics, where pupils move through the content at broadly the same pace. The use of concrete, pictorial and abstract resources allows the children to access the learning in a way that suits them. Children are challenged to deepen their understanding through the use of reasoning and problem-solving questions. 

Please see the attachment below with the overview of topics we will cover in Maths. Some additional resources from White Rose can be found in the Useful Information Section. 

Science

The principal focus of science teaching in upper key stage 2 is to enable pupils to develop a deeper understanding of a wide range of scientific ideas. They should do this through exploring and talking about their ideas; asking their own questions about scientific phenomena; and analysing functions, relationships and interactions more systematically. At upper key stage 2, they should encounter more abstract ideas and begin to recognise how these ideas help them to understand and predict how the world operates. They should also begin to recognise that scientific ideas change and develop over time. They should select the most appropriate ways to answer science questions using different types of scientific enquiry, including observing changes over different periods of time, noticing patterns, grouping and classifying things, carrying out comparative and fair tests and finding things out using a wide range of secondary sources of information. Pupils should draw conclusions based on their data and observations, use evidence to justify their ideas, and use their scientific knowledge and understanding to explain their findings.

‘Working and thinking scientifically’ is described separately at the beginning of the programme of study, but must always be taught through and clearly related to substantive science content in the programme of study. Throughout the notes and guidance, examples show how scientific methods and skills might be linked to specific elements of the content.

Pupils should read, spell and pronounce scientific vocabulary correctly.