Hadley Wood School
Yearly Overview: Year 5
Autumn 1
Autumn 2
Spring 1
Spring 2
Summer 1
Summer 2
Topic
Ancient Greece
Central America
The Aztecs
Inventions
The Earth
Trips/Visits
Regents Canal Aqueduct
(Canal cruise)
London Aquarium
(linked to Central
America/Reefs)
British Museum
Kew Gardens
Cuffley
Geography (tour guide
presentation)
Persuasive Texts
Christmas Poems
Science
Art
Music
Maths
Poetry
Narratives
Film Narrative (The
Piano)
Instruction writing
Children will become
more aware of how
writers persuade readers
through the use of
persuasive devices
including words and
phrases, deliberate use
of ambiguity, bias, etc.
Children will
investigate a narrative
poem, The
Highwaymen. They
will engage in drama
and discussion and
then plan and present
an abridged version
orally and visually.
Children can talk about
the distinctive features of
an author's style by
referring to characters,
themes, settings or use
of language.
Novel by a
significant
children’s Author
British Museum
Curriculum Trophy
English
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

Key text
genres
grammar
Students will prepare
and present a spoken
presentation using ICT
and will write a
persuasive letter for a
newspaper based on
real purpose.
Emotive language
Subordination
Using conjunctions,
adverbs and prepositions
to express time and
cause.
Using commas to clarify
meaning or avoid
ambiguity in writing.
They will present
information orally,
through drama and in
writing. They will
discuss success
criteria, give feedback
to others and judge
the effectiveness of
their own work.
Adverbial/ nounal/
adjectival phrase
Word play
Metaphor
Similes
Create vivid images
by using alliteration,
similes, metaphors
and personification.
Children can write a new
scene for a story in the
style of the author. They
can organise the scene
into a sequence of
paragraphs.
Children can write a
complete story with a
sequence of events
arranged into
paragraphs, linked with a
range of connectives and
varying sentence length.
Children can form
opinions and use
textual evidence
from a film to
support and justify
responses.
They demonstrate
that they can infer
authors'
perspectives.
Children can
transfer their
understanding of
different modes
(gestural, visual,
sound) to write short
descriptions.
Direct speech.
Create a class story
board which can be
used as a skeleton
to help structure
written and oral
outcomes.
In groups or pairs,
children select key
images from the
visual text to tell
their version of the
narrative.
Including relevant detail
by using correct
Children
demonstrate that
Developing character,
setting, and atmosphere.
Developing rhythm
through the use of varied
sentences.
Read and
compare stories
by significant
children's authors.
Include at least
one serialised
class novel and
draw on children's
wider reading for
examples.
Look at different
ways of
presenting
characters, for
example dialogue,
action,
description, and
discuss response.
Develop particular
aspects of written
narrative:
experiment with
story openings;
write new scenes
or characters into
a familiar story in
the style of the
author; organise
scenes using
Students compare
different types of
information texts
and identify how
they are structured.
They experiment
with the order of
sections and
paragraphs to
achieve different
effects.
Through modelled,
shared and guided
writing, children
develop language
features of the genre
in order to write a
manual and produce
a set of instructions.
Imperative verbs
Including relevant
detail
Devices to build
cohesion within a
paragraph (e.g.
then, after that, this,
firstly)
Hadley Wood School
Yearly Overview: Year 5
punctuation
Plan, draft, write, edit and
improve.
they can use
speech punctuation
accurately.
Write cohesively at
length.
Use a mixture of
simple, compound
and complex
sentences.
paragraphs
effectively.
Write paragraphs
that make sense if
read alone.
Use the
techniques that
authors use to
create characters,
settings and plots.
Interweave
descriptions of
characters,
settings and
atmosphere with
dialogue.
Maths


number
concept
Number- Place Value
Number- Place Value
Number - Place value
Number – Addition and
subtraction
Number - Fractions
and decimals
Number - Addition and
Subtraction
Number – Addition and
subtraction
Number - Fractions
and decimals
Number - Multiplication &
Division
Number - Multiplication
and Division
Measurement –
Conversion
Number - Multiplication
and Division
Number - Multiplication
and Division
Measurement - Time
Statistics
Geometry - Angles
Geometry –
Position and Direction
Geometry – 2D shape
Science


knowledge
skills
Earth & Space
Forces
Knowledge:
Knowledge:
Movement of moon
relative to Earth
Gravity/falling
objects/parachutes
Number - Place
value
Number - Place
value
Number - Place
Value
Number - Fractions
and decimals
Number - Addition
and Subtraction
Number - Addition
and Subtraction
Number – Fractions
and decimals
Number Multiplication and
Division
Number Multiplication and
Division
Measurement –
Money, perimeter
and area
Measurement Time
Measurement –
Conversion
Measurement Perimeter and Area
Statistics
Living things and their
habitats
Properties and
changes of material
Life cycles
Properties of
materials –
comparing and
Reproduction of animals
Geometry – 2D
shapes and
angles
Geometry – 2D
shapes and
position and
movement
Properties and
changes of
material
Separation –
filtering, sieving,
Measurement Time
Statistics
Animals (including
humans)
Timeline to indicate
states in growth and
development of
Hadley Wood School
Day and Night
Movement of sun across
sky
Movement of planets in
the solar system
Yearly Overview: Year 5
and plants.
sorting
evaporation
humans
Growing new plants from
different part of parent
plant
Conductors and
insulators
Reversible or
irreversible
changes
Changes during
puberty – 3 lessons
CWP
How chemical
changes have an
impact on our
lives.
Researching the
gestation periods of
other animals and
comparing them with
humans: by finding
out and recording
the lengths and
mass of a baby as it
grows.
Air resistance
Water resistance
Friction
Mechanisms (levers,
pulleys, gears)
Scientists (ie. Issac
Newton)
David Attenborough/Jane
Goodall
States of matter –
solids, liquids,
gases.
Changing state
Scientists
(Spencer Silver
and Ruth
Benerito)
History


knowledge
skills
Ancient Greece
The Aztecs
This unit covers the
history of Greece from
after the defeat of the
Persians until the defeat
of Athens by Sparta.
Children will learn about
advances in democracy,
art, literature, and
architecture developed
within Athens.
Children to find out about
the social, cultural and
religious beliefs of Aztec
society, as well as the
everyday life in Aztec
civilisation, including
children.
-The golden age of
Athens.
-The Peloponnesian War
-Alexander the Great
Children explore some of
the reasons for rise and
fall of the Aztec
civilisation and to note
significant places on
maps and what is there
today.
-Contributions of the
Greeks
Students consider
aspects of wars and
warfare in Aztec
civilisation.
Use artefacts, pictures,
stories, online sources
and databases to find out
about the past.
How can we learn from
artefacts – what can they
tell us about the Aztec
way of life?
Show an understanding
of concepts such as
civilisation, democracy,
parliament and war and
Comparison of Ancient
Greece to The Aztecs
Settlers/Invaders/
Kingdoms
(Normans)
Children begin to
understand the
terms ‘invade’ and
‘settle’ in the
context of this
topic.
To understand the
features of a good
settlement.
Who were the
Normans?
The Norman
invasion of
England.
The Battle of
Stamford Bridge.
The Battle of
Hastings.
- Use an artefact
to tell me things
about the past
Hadley Wood School
Yearly Overview: Year 5
peace.
Geography


knowledge
skills
***Continuation of Hadley
Wood Meadow Project
with Rod Armstrong
throughout the year.
- Use more than
one source of
evidence for
historical enquiry
in order to gain a
more accurate
understanding of
history.
Central America
Countries and cities
in Central America
Coral Reefs
The Panama Canal
Deforestation in El
Salvador
- Name and locate the
countries of Central
America and identify
their main physical
and human
characteristics.
- Use maps, atlases,
globes and
digital/computer
mapping to locate
countries and
describe features
studied.
- Describe and
understand key
aspects of:
• Physical
geography, including
the rainforests and
coral reefs.
mountains,
volcanoes and
earthquakes and the
Earth Zones
(Climate)
Polar Zones
Deserts
Tropics
- Reading and
plotting coordinates
- Map skills
Identify and
describe the
geographical
significance of
latitude, longitude,
equator, Northern
and southern
hemisphere.
- Animal adaptation
(identify the
characteristics of
animals in different
climate zones)
- Understand the
reasons for
geographical
similarities and
differences between
countries.
Hadley Wood School
Yearly Overview: Year 5
water cycle
• Human
geography, including:
settlements, land use,
economic activity
including trade
(Panama Canal)
Art


knowledge
skills
Henri Rousseau
inspired Art
(Rainforests)
Pupils use Henri
Rousseau's 'Surprise
- Tiger in a Tropical
Storm' as a stimulus
for them to then
create their own
version of the painting
as a 3D picture.
- Collect information,
sketches and
resources and
present ideas
imaginatively in a
sketch book.
- Create a colour
palette based upon
colours observed in
the natural or built
world.
- Use the qualities of
watercolour and
acrylic paints to
create visually
interesting pieces.
- Combine colours,
tones and tints to
enhance the mood of
a piece.
Mosaics/Sculpture
Children research
symbolic relationships
between Aztec mosaic
art and their connection
to the land.
What could each colour
represent (e.g. turquoise
may represent water and
fertility).
Student s sculpture an
Aztec mask out of air-dry
clay. They then paint tiles
with varying shades of
their chosen colour
before breaking them into
pieces and gluing them
onto the mask.
- Use clay and other
mouldable materials.
- Add materials to provide
interesting detail.
Hadley Wood School
Yearly Overview: Year 5
- Develop a personal
style of painting,
drawing upon ideas
from other artists.
Design Tech


knowledge
skills
Designing Aqueducts
Inventions
Discuss how Ancient
Greeks developed
elaborate means by
which to transport water.
Students are given the
initial challenge of
transporting water from
one side of a valley to
another.
Discuss the materials we
have to work with, the
time frame. What do they
need & how can they
attach parts, etc (balsa
wood and foil). Discuss
how they plan to carry
the water without it
leaking – different
methods of
waterproofing.
Discuss angles. Water
shouldn’t rush nor
collect.
Designs must be to scale
before construction
commences.
Identify some of the
great designers in
all of the areas of
study (including
pioneers in
horticultural
techniques) to
generate ideas for
designs.
- Design with purpose by
identifying opportunities
to design.
- Refine work and
techniques as work
progresses, continually
evaluating the product
design.
Students identify a
‘need’ in the market
and design a new
product.
Improve upon
existing designs,
giving reasons for
choices.
Design with the user
in mind, motivated
by the service a
product will offer
(rather than simply
for profit).
Board Game Design
(Link with instruction
writing)
Students work in
groups to create a
board game based
on a theme from
their favourite topic
throughout the year.
Design purposeful,
functional, appealing
products for
themselves and
other users based
on design criteria.
Generate, develop,
model and
communicate their
ideas through
talking, drawing,
templates, mockups
Hadley Wood School
PE


knowledge
skills
Net /
wall x 2
Develop individual shots
------------------Dance or swimming x 1
Story from another
culture
Yearly Overview: Year 5
Invasion x 2
Support play and
formations
------------------Gym or swimming
x1
Flight
Gym x 2
Bridges
Core Task
-----------------Outdoor Ed or
swimming x1
Develop orienteering and
problem-solving skills.
Working as a team
Dance X 2
Tudors
or Charleston
Core Task
------------------Invasion or
swimming
x1
Shooting and
keeping
Athletics x 2
Set targets &
improve
performance in
running,
jumping and
throwing
activities.
Australian Rules
Football
Rules: Correct
disposal, marking,
scoring
Handballing, kicking
(drop punt)
---------------------Striking/Fielding
or swimming x 1
Role
of bowler, wicket
keeper, backstop,
fielder
and batter
Computing
E-Safety
Use technology safely.
Understand the dangers
of making friends online.
As a class students
communicate with an
online buddy from an
Australian school. They
will be required to
describe and draw a
picture of what they
imagine the class buddy
to be like.
Researching
Information
E-Safety
Animation
Animation
Create a brochure or
poster, linked to topic
work that uses
internet based
research. Children
need to recognise
that multiple sources
are needed and that
adding ‘KS2’ or ‘Kids’
to a search will help
find appropriate data.
Communication and
collaboration in the wider
world.
Use output/model to
animate physical
models.
Use output/model to
animate physical
models.
Children create and
contribute weekly to an
individual blog. They
show an understanding
of how web pages are
built and how to maintain
them.
Children can write a
program e.g.
Scratch to create a
computer game or
Flow go.
Children use
animation software
to portray a
narrative.
Be aware of the need
to check information
against different
websites.
Use search terms to
increase likelihood of
finding suitable
information.
Independently verify
Students create a
storyboard to
develop an
animation narrative.
Children can write a
program e.g.
Scratch to create a
computer game or
Flow go.
Hadley Wood School
Yearly Overview: Year 5
and use information
from a web page.
Latin Music
Music


knowledge
skills
Students explore the
characteristics of
different genres of
Latin music such as
salsa, cumbia,
mariachi, reggae,
calypso. They use
percussion to add
layers/depths to a
variety of songs.
Understand layers of
sounds and discuss
their effect on mood
and feelings.
Modern British Music
(50’s – 90’s)
Students analyse a range
of British musicians
throughout the 50’s, 60’s,
70’s 80’s and 90’s.
Begin to develop an
understanding of
contemporary music
history.
Rewrite lyrics of wellknown songs and
perform live.
Create songs with verses
and a chorus.
Develop dance that
reflects the mood of a
musical piece.
Lyrical and Musical
Analysis
Production
Key Stage 2
Production
Students write a
speech that
discusses their
interpreted meaning
behind a song of
their choice.
Describe how lyrics
often reflect the
cultural context of
music and have
social meaning.
Use the terms:
duration, timbre,
pitch, beat, tempo,
texture and use of
silence to describe
music.
• Evaluate music
using musical
vocabulary to
identify areas of
likes and dislikes.
• Understand layers
of sounds and
discuss their effect
on mood and
feelings.
RE


knowledge
skills
The Buddha and his
teachings
The Mosque and the
Muslim community
Exploring Christian
values in the world today
Pesach
School designed
unit
The Sikh community
and the Gurdwara:
What do Sikhs
believe is important?
Hadley Wood School
PSHE/Citizenship


knowledge
skills
Values based PSHE
Preparing for year 5 –
Independence and
expectations
Yearly Overview: Year 5
Values based PSHE
Values based PSHE
Values based
PSHE
Values based
PSHE
Values based PSHE