Year Five Curriculum









At Park Hill, particularly because many of our pupils begin their school life without the oracy skills appropriate for their age, we recognise the importance of spoken language in the development of reading and writing and, indeed, of the whole individual. The skills of speaking and listening are explicitly taught and children are given a wide range of opportunities to practise these skills and develop confidence and competence.

Throughout the School, children talk about their learning, developing ideas and understanding through discussion, asking questions, being able to listen carefully to others’ views and giving them time to respond, sometimes challenging others’ viewpoints, negotiating with others in group work and considering a range of viewpoints. Talk partners are often used as a strategy to encourage discussion in lessons. Relevant vocabulary is explicitly taught in lessons across the curriculum so that our children’s knowledge and understanding of vocabulary increases. Talk for Writing, which is used throughout the school in order to embed key vocabulary in children’s minds, is one such method that is employed on a regular basis.

For younger pupils, opportunities to develop their spoken language include role play within the indoor and outdoor learning environments where children can explore language in contexts such as a garage or a hairdresser’s or a café, for example.  As the children become older, opportunities are extended with the children preparing to speak to an audience using ICT presentations or posters as prompts. Children in Year 6 learn to use spoken language in a formal debate.

Spoken language is also developed through drama activities as children improvise, refine and rehearse scripts and learn to present these to an audience – for example – in their class assemblies.  Rehearsing ideas through role play and spoken language enables children to explore different genres, identify with characters and develop vocabulary: teachers often use this approach as preparation to improve the quality of written work.

During the year we run poetry performance competitions where children of all ages can showcase their ability to learn off texts by heart and perform poems of their choice with expression and actions.

Every week a talk homework topic is sent home for the children to talk about with their families and then come back into school to discuss with their teachers and peers.

We promote respect towards all languages and dialects that children may bring into school with them. We value all languages and recognise home languages as a stepping-stone to progress in the use of English


At Park Hill, reading is taught as a separate lesson from writing. However, we very much try to link reading and writing activities so that often the same genre is being taught in both lessons. The children are taught reading skills, which are based around progression statements connected with:

  • decoding and blending (for Year 1)
  • recognition of ‘tricky’ words on sight (for Years 1 and 2)
  • retrieval of information from a text
  • interpretation of information
  • prediction of what might happen next
  • commenting on the writer’s use of language, structure and presentation
  • performance of a text
  • discussing what is read and justifying their views
  • identifying the writer’s purpose and viewpoint (for Years 3 upwards)

For years 5 and 6, reading is taught separately from writing, although there is very much an overlap between the two subjects. Instead of being taught using different texts for each group, one text is used for the whole class.  Children often begin their reading lessons by answering questions on a short passage (or illustration), which can be taken from their class text or can be around a short video clip.  The question types used are those:

  • involving retrieval of information from the text
  • involving interpretation of the information given in the text
  • concerning authorial intent

During the main lesson, discussions take place on the text, centring around one or more of the progression statements appropriate to their ability. Written tasks are given as         follow-up activities to ensure secure understanding of what has been discussed.  A cold comprehension is also undertaken by the children on a weekly basis.

We have close links with our local library, Balsall Heath, and are often involved in projects with them. We make regular visits to the library and the librarians frequently come into school to speak not only to the children but also to their parents to help promote a love of reading and make them aware of the library’s facilities.


In writing, we base our learning around the Writing Cycle which takes the following format:

  • Immersion in a genre incorporating: Talk for Writing, role play, book talk, class discussion, paired discussion, sentence construction, punctuation and grammar work related to the end piece of writing to be written, modelling of the writing by the teacher, text marking of modelled texts in the same genre as the one to be written and short pieces of writing.
  • Planning for ‘The Big Write’ – this is very much a supported activity involving writing frames and differentiated success criteria.
  • Writing the ‘Big Write’ with the aid of success criteria provided by the teacher. Again, this is a supported activity.
  • Proof reading and evaluating own work. Sometimes, the children proof read together with a partner and evaluate it together.
  • ‘Close the Gap’ lesson – general learning point which the teacher has picked up from marking the books will be taught to the whole class. This is followed by the children working on their own ‘close the gap’ comments which have been highlighted by the teacher in their books.
  • ‘Cold Write’ – the children plan and write an unseen piece in the same genre. Children also write their own success criteria.
  • Again the children spend some time proof reading their own work and then evaluating it.
  • Peer marking – this piece is marked by another child against the success criteria. The marker should state what they have particularly liked about the piece of writing and what they feel could be developed further. Both comments must relate to the success criteria. Sometimes, the children work in pairs whereby they look with a partner at their own piece of writing and then at their partner’s.
  • Performance of their writing might take place at any of these stages listed above. We try hard to make sure there is a real purpose and audience for the children’s writing.


Year 5 – Year Group Author – Louis Sachar


 Autumn Term Spring Term Summer Term


Letters connected with class novel, ‘Charlie and the Chocolate Factory’

Posters connected to robotics topic Narrative connected to robotics topic


 Leaflets connected with visit to Cadbury World

Narrative writing connected with World War II Report connected with Robotics topic


 Poetry  based around World War II

Letters based around ‘The Boy in the Girls’ Bathroom’ by Louis Sacher Diary linked to Ancient Greeks


 Biographies connected with Black History Week

Own choice of genre linked to ‘The Boy in the Girls’ Bathroom’ b Louis Sacher Narrative writing linked to Ancient Greeks


 Reports connected with World War II

Narrative writing connected with World War II



Posters connected with e-safety

 Grammar and Punctuation

 Grammar and punctuation points are taught at the beginning of English lessons, where they are relevant to the genre being worked on. There are also discrete lessons in grammar and punctuation from Year 2 upwards. 


 Spelling, appropriate to ability and age expectation, is taught for short periods of time on a daily basis in Key Stage 2 in line with statutory guidance. The children are then encouraged to apply the rules they have learned to their independent writing.


 At Park Hill we aim to equip children with the skills to write in a handwriting style that is fluent, joined and legible. Children throughout the school use a cursive script where all letters start with a lead-in from the line and have a tiny hook on the end of them, which makes it easier to join them. Lower case g, y and j are not joined and neither are capital letters. Some children begin to join their letters in Year 2 but it is expected that all children will be joining their letters by Year 4 when every child is must use a pen for all their writing.


Year group author: Louis Sachar

  • Letters connected with class novel, ‘Charlie and the Chocolate Factory’
  • Leaflets connected with visit to Cadbury World
  • Biographies connected with Black History Week + presentation
  • Diaries
  • Narratives
  • Reports
  • Poetry

(All connected with WW2 and novel: Adolphus Tips)

  • Reports connected with attendance
  • Play Scripts and Letters connected with class novel: ‘Boy in Girls’ Bathroom’
  • Persuasive Letter connected with Inspire
  • Narratives
  • Newspaper Reports linked with RE unit
  • Adverts
  • Narratives
  • Diaries connected with visual literacy unit, ‘El Caminante’
  • Diaries
  • Play scripts
  • Reports
  • Poetry


  • Place value
  • Decimals, addition & money
  • Subtraction
  • Properties of shapes
  • Multiplication, division & fractions
  • Place value & multiplication
  • Multiplication & division
  • Multiplication & division
  • Place value, decimals & subtraction
  • Measures
  • Fractions
  • Addition, subtraction & multiplication
  • Place value
  • Addition & subtraction
  • Place value & addition
  • Co-ordinates & line graphs
  • Multiplication & division
  • Fractions & decimals
  • Multiplication & division
  • Number & place value
  • Perimeter, area & volume
  • Number & place value
  • Addition & subtraction
  • Number & place value
  • Place value & decimals
  • Multiplication, division & percentages
  • Angles & polygons
  • Fractions & subtraction
  • Multiplication & division
  • Multiplication
  • Time & data
  • Place value & subtraction
  • Multiplication & fractions
  • Calculation


Solids, liquids & gases, reversible & irreversible changes

Properties of materials: insulators & conductors

Life cycles: plants & humans

Earth & Space

Gravity, air resistance & friction

Pulleys, gears & levers


Historical links to topic

Identifying time/chronology of the rise of the Cadbury business in Bournville, Birmingham

The impact of The Second World War on British & Local Life

A study of a significant turning point in British history, beyond 1066, including a local study

Ancient Greece

A study of Greek life, achievements and

their influence on the Western World


The Chocolate Factory—A Study of Cadbury’s at Bournville

Human geography study, including: types of settlement and land use, economic activity including trade links

Geographical links to topic

Identifying parts of Europe, Britain & Moseley

The Environment, Energy Use and Conservation

A study of human geography, including: land use, economic activity, the distribution of natural resources including: energy, food, minerals and water

Geographical links to topic

Identifying Greece, Greek cities, surrounding waters & bordering countries on a map of Europe


(Rising Stars: ‘Switched On’ scheme)

We are artists

Fusing geometry and art to create a design


We are Cryptographers

Cracking codes – Computational thinking

We are bloggers

Sharing experiences & opinions


We are architects

Creating a virtual space


We are game developers

Developing an interactive game


We are web developers

Creating a web page about cyber safety

Computer Networks


(Music Express Scheme)

Cyclic patterns

Exploring rhythm & pulse


Exploring rounds


Exploring protest songs

Journey to space

Exploring sound sources

Stars, hide your fires

Performing together

Who Knows?

Exploring music processes



Invasion Games Basketball


Invasion Games Rugby


Invasion Games Netball


Net Games Volleyball


Striking & fielding Games Cricket


Striking & fielding Games Rounders


Getting Started & Introduction

Problem Solving

Goals & Identity

Making & Keeping friends

Making & Keeping friends / Being Responsible & Caring for Others

Being Responsible & Caring for Others


(First year of implementation)

All about me & establishing phrases & vocabulary for

classroom routines &objects

Understand and say numbers 0-10.

Meet and establish common letter strings.

Participate in a short exchange greeting someone- asking and saying how you are.

Identify rhyming words in a poem.

Follow simple classroom instructions.

Explore auditory differences between un/una.

Ask for and give name.

Recognise a question form.

Christmas lesson- Nativity play/Letter to the three Kings.

Revision of numbers.

Ask for and state age.

Recognise how accents alter pronunciation.


Perform actions to Spanish Song.

Experiment with writing by producing short sentences using verb, adjective and connective.

Names of fruit.

Recognise singular and plural items and how they affect the verb.

Reflect on healthy eating habits.

Easter lesson- Spring time/Weather conditions.

Understand Spanish traditions and customs across the various regions of Spain.

Days of the week.

Join in reading a story.

Match sounds to the written word.

Re-arrange familiar sentences into the correct word order.

Months of the year.

Focus on specific key sounds and letter strings.

Identify social conventions at home and in other cultures.


Packaging design

Using given criteria to design product packaging for chocolate bars

Building model Anderson shelters

Model-making: Exploring sculpture techniques with a range of materials.


Exploring sculpture techniques, form of pot structure & design; coil pots & handles – links to Ancient Greeks


Food technology & the Environment

Understanding seasonality, and know where and how a variety of ingredients are grown, reared, caught and processed

Programming & building robots

Linked with computing & science


(Following Birmingham Agreed Syllabus)

Compassion/choice: Caring for Others, Animals and the Environment /

Being Accountable and Living with Integrity

Compassion: Sharing and Being Generous

Commitment: Being Loyal & Steadfast

Commitment: Being Hopeful & Visionary

Contemplation: Being Open, Honest & Truthful

Contemplation: Being Silent & Attentive, Cultivating a Sense for the Sacred & Transcendence

Community: Participation & Willing to Lead

Community: Being modest & Listening to Others

Choice: Being Temperate, Exercising Self-Discipline & Cultivating Serene Contentment

Choice: Being accountable & Living with Integrity

Creativity: Being Thankful

Creativity: Being Imaginative & Explorative


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