THEMATIC OVERVIEW
Year Group(s): Year 5
Term and Duration: Summer Term 1
Theme: Does everything follow a journey?
Hook In: History lesson: the journey of Islamic Civilisation.
Celebration: To be linked with next half term’s learning.
Key Questions:
What was the journey of Islamic Civilisation and how did it travel? (History)
What was the journey of Paul and Muhammad and how do they differ? (RE)
What journeys do characters go on? Do they always learn something on their journey? (Literacy)
How can I plot a journey for someone else to follow? (Maths – co-ordinates)
How do I plan a journey for a computer? Can they choose their own journey? (ICT – coding)
English Objectives
Pupils should be taught to:
 develop their understanding of the concepts set out in English Appendix 2 by:
 recognising vocabulary and structures that are appropriate for formal speech and writing, including subjunctive forms
 using passive verbs to affect the presentation of information in a sentence
 using the perfect form of verbs to mark relationships of time and cause
 using expanded noun phrases to convey complicated information concisely
 using modal verbs or adverbs to indicate degrees of possibility
 using relative clauses beginning with who, which, where, when, whose, that or with an implied (i.e. omitted) relative
pronoun
 learning the grammar for years 5 and 6 in English Appendix 2
 indicate grammatical and other features by:
 using commas to clarify meaning or avoid ambiguity in writing
 using hyphens to avoid ambiguity
 using brackets, dashes or commas to indicate parenthesis
 using semi-colons, colons or dashes to mark boundaries between independent clauses
 using a colon to introduce a list
 punctuating bullet points consistently
Relative clauses beginning with who, which, where, when, whose, that, or an omitted relative pronoun
Devices to build cohesion within a paragraph [for example, then, after that, this, firstly]
Linking ideas across paragraphs using adverbials of time [for example, later], place [for example, nearby] and number [for
example, secondly] or tense choices [for example, he had seen her before].
Brackets, dashes or commas to indicate parenthesis, Use of commas to clarify meaning or avoid ambiguity.
Modal verb, relative pronoun, relative clause, parenthesis, bracket, dash, cohesion, ambiguity.
Pupils should be taught to:
 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 wide range of books, including myths, legends and traditional stories, modern fiction, fiction from
our literary heritage, and books from other cultures and traditions
 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 AF3
 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 (poetry annotations)
Pupils should be taught to:
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 reader [for example,
headings, bullet points, underlining] – engaging the reader, emphasising points of writing.
 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
Mathematics Objectives

Pupils should be taught to:
identify, describe and represent the position of a shape following a reflection or translation, using the appropriate language, and
know that the shape has not changed.
Pupils recognise and use reflection and translation in a variety of diagrams, including continuing to use a 2-D grid and coordinates
in the first quadrant. Reflection should be in lines that are parallel to the axes.
 solve comparison, sum and difference problems using information presented in a line graph
complete, read and interpret information in tables, including timetables.
Pupils should be taught to:
 identify multiples and factors, including finding all factor pairs of a number, and common factors of two numbers
 know and use the vocabulary of prime numbers, prime factors and composite (non-prime) numbers
 establish whether a number up to 100 is prime and recall prime numbers up to 19
 multiply numbers up to 4 digits by a one- or two-digit number using a formal written method, including long multiplication for
two-digit numbers
 multiply and divide numbers mentally drawing upon known facts
 divide numbers up to 4 digits by a one-digit number using the formal written method of short division and interpret remainders
appropriately for the context
multiply and divide whole numbers and those involving decimals by 10, 100 and 1000
 recognise and use square numbers and cube numbers, and the notation for squared (2) and cubed (3)
 solve problems involving multiplication and division including using their knowledge of factors and multiples, squares and
cubes
 solve problems involving addition, subtraction, multiplication and division and a combination of these, including understanding
the meaning of the equals sign
solve problems involving multiplication and division, including scaling by simple fractions and problems involving simple rates.
 recognise the per cent symbol (%) and understand that per cent relates to ‘number of parts per hundred’, and write
percentages as a fraction with denominator 100, and as a decimal
(e.g. How much of the area is coloured in? Using percentages).
Pupils use their knowledge of place value and multiplication and division to convert between standard units.
Pupils calculate the perimeter of rectangles and related composite shapes, including using the relations of perimeter or area to
find unknown lengths. Missing measures questions such as these can be expressed algebraically, for example 4 + 2b = 20 for a
rectangle of sides 2 cm and b cm and perimeter of 20cm.
Pupils calculate the area from scale drawings using given measurements.
 calculate and compare the area of rectangles (including squares), and including using standard units, square centimetres
(cm2) and square metres (m2) and estimate the area of irregular shapes
 use the properties of rectangles to deduce related facts and find missing lengths and angles
Science Objectives
Changing materials
 To be able to compare and group together everyday materials based on the evidence from comparative and fair tests,
including their conductivity of heat.
 To know that other liquids other than water evaporate
 To know that there are reversible and irreversible changes
 To know that water can occur in 3 states
 To know that the boiling point of water is 100 degrees
 To know that when a liquid boils it changes into a gas
 To be able to name some chemical irreversible changes
 To be able to present information in a line graph
 To understand that burning is an irreversible change
 To understand that new products are made through the burning process
 To be able to give reasons, based on evidence from the tests, for the particular uses of everyday materials.
 To take accurate measurements using a data logger or a thermometer
 To describe what they found out in experiments using cause and effect
 To be able to identify scientific evidence they have used in drawing conclusions
 To be able to use scientific terms to describe changes
 To be able to record observations, comparisons and measurements
 To be able to choose and use simple equipment and take action to control risks
Computing Objectives
Pupils should be taught to:
RE Objectives
To research Saul.
To note the differences in Saul before
 design, write and debug programs
and after he met Jesus.
that accomplish specific goals,
Some children to compare the different
including controlling or simulating
versions of Acts.
physical systems; solve problems by Children to know that Paul was
decomposing them into smaller parts imprisoned in Rome.
Children to plot Paul’s journey on a map.
 use sequence, selection, and
Children to discuss why Paul moved
around so much.
repetition in programs; work with
variables and various forms of input
Children to perform a series of freeze
and output
frames.
 use logical reasoning to explain how Children to re-tell Saul’s conversion.
some simple algorithms work and to Children to write a short, bullet point
narrative.
detect and correct errors in
Children to explore how Muhammad
algorithms and programs
came to ‘faith’ in Allah.
Children to know his place of birth.
To investigate and refine sequences of
Children to understand and compare
commands using repeat and
Muhammad and Paul as religious
procedures with a control box or on
leaders.
screen.
To understand and predict patterns
Express thoughts, feelings and beliefs
graphical data.
about special people and reflect on why
Control an on screen mimic or simulation
they are seen as special, describing what
with inputs and outputs.
inspires and influences them and others.
Compare and show an understanding of
Refine procedures to improve desired
stories.
outcomes.
Combine procedures to solve more
Compare the beliefs and ideas of two
complex problems.
faiths through non-narrative writings.
• Learn to convert real-world activities
into instructions • Gain practice coding
instructions with symbols • Gain
understanding of the need for precision
in coding • Gain practice debugging
malfunctioning code
History Objectives
Children to locate Baghdad on a map.
Children to link the city to the spread of
Islamic civilisation.
Children to know that Islam was founded
in 630AD.
Identify the 5 main events leading to
Islamic civilisation.
Timeline these events.
Find additional information about these
events.
Understand the design of Baghdad.
Explain why the city was built round.
Explain other key features of the city.
Children to know what the house of
Wisdom was.
Children to explore the purposes of the
house of wisdom.
Children to investigate how the house of
wisdom affected western civilisation.
Children to explore key facts about al
Khawarizmi (birth/death)
Children to understand his life works.
Children to contrast the advances of
Islamic Civilisation with the advances of
the Vikings in Britain.
To research Genghis Khan and the
Mongols.
To learn of the spread of the Mongols
empire.
To understand how they affected
Baghdad and Islamic Civilisation.
Geography Objectives
None this half term.
DT Objectives
None this half term
PE Objectives
Art Objectives
Islamic patterns
To know more about the cultural
traditions of Islam and how these were
demonstrated in their artwork and
architecture
Practise creating patterns using: geometrical shapes
-tessellation techniques
-symmetry
-calligraphy
-floral based ideas
-To create their own ottoman tile using
clay
Spanish Objectives
Athletics-To learn, practise and refine the core skills of running, jumping and
throwing
To demonstrate quick reactions and rapid acceleration
To accelerate from a variety of static positions and understand which position
gives you the best start
To demonstrate the ability to change pace
To sustain running at a consistent pace
To improve running techniques
To use jumping combinations to move around a space.
To perform dynamic combination jump sequences with control.
To learn the sequence of steps for standing long jump, long jump and triple jump
To learn how to jump for distance-how can we improve our technique?
To throw a javelin, discus and shot put using the correct technique for each one
To improve throwing technique in order to gain the best result
Cricket-To understand when to use underarm/overarm and bouncing in a game
situation e.g. to bounce in cricket, overarm in baseball
To bowl accurately at a target, whether it is under, overarm or bouncing.
To select when to use the long guard technique when fielding e.g. when a ball is
moving very quickly towards you
To support a team mate who is fielding/catching e.g. stand behind a peer or base in
case the ball isn’t blocked or caught by the first person
To understand why we throw the ball, rather than run with it e.g. the ball travels much
faster when thrown correctly
To know why the rules are there and simple ways to adapt them
To explain tactics and why they work
Overall-To explain how the heart and lungs change during exercise and how this
relates to muscles and contractions
To explain the importance of specific food groups for exercise and a balanced diet
To explain why we sweat during exercise – to get rid of heat
To understand and explain why exercise is good for us e.g. helps with concentration,
stronger bones, muscle growth ect…
To independently lead given warm-ups
To use appropriate vocabulary and techniques when leading a warm-up
To explain specific aspects of a skill/technique which were effective and be able to
use games specific vocabulary
To suggest detailed ways on how to refine, improve and modify a
skill/technique/decision and justify their opinion
PSHCE Objectives
Music Objectives
Relationships.
Play and perform in solo and ensemble
contexts, using their voices and playing
Global Community.
musical instruments with increasing
accuracy, fluency, control and
Democracy.
expression.
Improvise and compose music for a
range of purposes using the inter-related
dimensions of music.
Listen with attention to detail and recall
sounds with increasing aural memory.
Listen attentively to spoken language
and show understanding by joining in
and responding.
Speak in sentences, using familiar
vocabulary, phrases and basic language
structures.
Develop accurate pronunciation and
intonation so that others understand
when they are
reading aloud or using familiar words and
phrases*.
Read carefully and show understanding
of words, phrases and simple writing.
Describe people, places, things and
actions orally* and in writing.
Enrichment Activities
Low Mill.