English

• identifying and discussing themes and conventions

in and across a wide range of writing
• making comparisons within and across books

Spoken language • learning a wider range of poetry by heart

Pupils should be taught to: • preparing poems and plays to read aloud and to
perform, showing understanding through intonation,
• listen and respond appropriately to adults and their peers tone and volume so that the meaning is clear to an
• ask relevant questions to extend their understanding and audience
knowledge • understand what they read by:
• use relevant strategies to build their vocabulary
• checking that the book makes sense to them,
• articulate and justify answers, arguments and opinions discussing their understanding and exploring the
• give well-structured descriptions, explanations and meaning of words in context
narratives for different purposes, including for expressing • asking questions to improve their understanding
feelings
• drawing inferences such as inferring characters’
• maintain attention and participate actively in collaborative feelings, thoughts and motives from their actions,
conversations, staying on topic and initiating and and justifying inferences with evidence
responding to comments
• predicting what might happen from details stated
• use spoken language to develop understanding through and implied
speculating, hypothesising, imagining and exploring ideas
• summarising the main ideas drawn from more than
• speak audibly and fluently with an increasing command one paragraph, identifying key details that support
of Standard English the main ideas
• participate in discussions, presentations, performances, • identifying how language, structure and presentation
role play, improvisations and debates contribute to meaning
• gain, maintain and monitor the interest of the listener(s) • discuss and evaluate how authors use language,
• consider and evaluate different viewpoints, attending to including figurative language, considering the impact on
and building on the contributions of others the reader

• select and use appropriate registers for effective • distinguish between statements of fact and opinion
communication • retrieve, record and present information from non-fiction
• participate in discussions about books that are read to
Reading – word reading them and those they can read for themselves, building
on their own and others’ ideas and challenging views
Pupils should be taught to: courteously
• apply their growing knowledge of root words, prefixes and • explain and discuss their understanding of what they have
suffixes (morphology and etymology), as listed in read, including through formal presentations and debates,
English Appendix 1, both to read aloud and to understand maintaining a focus on the topic and using notes where
the meaning of new words that they meet. necessary
• provide reasoned justifications for their views
Reading – comprehension
Pupils should be taught to: Writing – transcription
• maintain positive attitudes to reading and understanding
of what they read by:
Spelling (see English Appendix 1)
Pupils should be taught to:
• continuing to read and discuss an increasingly
• use further prefixes and suffixes and understand the
wide range of fiction, poetry, plays, non-fiction and
guidance for adding them
reference books or textbooks
• spell some words with ‘silent’ letters [for example, knight,
• reading books that are structured in different ways
psalm, solemn]
and reading for a range of purposes
• continue to distinguish between homophones and other
• increasing their familiarity with a wide range of
words which are often confused
books, including myths, legends and traditional
stories, modern fiction, fiction from our literary • use knowledge of morphology and etymology in spelling
heritage, and books from other cultures and and understand that the spelling of some words needs to
traditions be learnt specifically, as listed in English Appendix 1
• recommending books that they have read to their
peers, giving reasons for their choices

Year 5
English
Curriculum Statutory
1/5
Overview Requirements Year 5
Spelling (continued) • ensuring correct subject and verb agreement when
using singular and plural, distinguishing between the
• use dictionaries to check the spelling and meaning of language of speech and writing and choosing the
words appropriate register
• use the first three or four letters of a word to check • proof-read for spelling and punctuation errors
spelling, meaning or both of these in a dictionary
• perform their own compositions, using appropriate
• use a thesaurus intonation, volume, and movement so that meaning is
clear.
Handwriting and presentation
Pupils should be taught to: Writing – vocabulary, grammar
• write legibly, fluently and with increasing speed by:
and punctuation
• choosing which shape of a letter to use when given Pupils should be taught to:
choices and deciding whether or not to join specific
• develop their understanding of the concepts set out in
letters
English Appendix 2 by:
• choosing the writing implement that is best suited
for a task • recognising vocabulary and structures that are
appropriate for formal speech and writing, including

Writing - composition subjunctive forms

• using passive verbs to affect the presentation of
Pupils should be taught to: information in a sentence
• plan their writing by: • using the perfect form of verbs to mark relationships
of time and cause
• identifying the audience for and purpose of the
writing, selecting the appropriate form and using • using expanded noun phrases to convey complicated
other similar writing as models for their own information concisely

• noting and developing initial ideas, drawing on • using modal verbs or adverbs to indicate degrees of
reading and research where necessary possibility

• in writing narratives, considering how authors have • using relative clauses beginning with who, which,
developed characters and settings in what pupils where, when, whose, that or with an implied (i.e.
have read, listened to or seen performed omitted) relative pronoun

• draft and write by: • learning the grammar for years 5 and 6 in English
Appendix 2
• selecting appropriate grammar and vocabulary, • indicate grammatical and other features by:
understanding how such choices can change and
enhance meaning • using commas to clarify meaning or avoid ambiguity
• in narratives, describing settings, characters and in writing
atmosphere and integrating dialogue to convey • using hyphens to avoid ambiguity
character and advance the action
• using brackets, dashes or commas to indicate
• précising longer passages parenthesis
• using a wide range of devices to build cohesion • using semi-colons, colons or dashes to mark
within and across paragraphs boundaries between independent clauses
• using further organisational and presentational • using a colon to introduce a list
devices to structure text and to guide the reader [for
example, headings, bullet points, underlining] • punctuating bullet points consistently

• evaluate and edit by: • use and understand the grammatical terminology in
English Appendix 2 accurately and appropriately in
• assessing the effectiveness of their own and others’ discussing their writing and reading
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

Year 5
English
Curriculum Statutory
2/5
Overview Requirements Year 5
Mathematics
• 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)
Number – number and place • solve problems involving multiplication and division
value including using their knowledge of factors and multiples,
squares and cubes
Pupils should be taught to:
• solve problems involving addition, subtraction,
• read, write, order and compare numbers to at least multiplication and division and a combination of these,
1 000 000 and determine the value of each digit including understanding the meaning of the equals sign
• count forwards or backwards in steps of powers of • solve problems involving multiplication and division,
10 for any given number up to 1 000 000 including scaling by simple fractions and problems
• interpret negative numbers in context, count forwards involving simple rates
and backwards with positive and negative whole
numbers, including through zero
• round any number up to 1 000 000 to the nearest
Number – fractions (including
10, 100, 1000, 10 000 and 100 000 decimals and percentages)
• solve number problems and practical problems that Pupils should be taught to:
involve all of the above
• compare and order fractions whose denominators are all
• read Roman numerals to 1000 (M) and recognise years multiples of the same number
written in Roman numerals
• identify, name and write equivalent fractions of a given
fraction, represented visually, including tenths and
Number – addition hundredths
• recognise mixed numbers and improper fractions
and subtraction and convert from one form to the other and write
Pupils should be taught to: mathematical statements > 1 as a mixed number [for
example, 2 + 4 = 6 = 1 1 ]
5 5 5 5
• add and subtract whole numbers with more than
4 digits, including using formal written methods • add and subtract fractions with the same denominator
(columnar addition and subtraction) and denominators that are multiples of the same number

• add and subtract numbers mentally with increasingly • multiply proper fractions and mixed numbers by whole
large numbers numbers, supported by materials and diagrams

• use rounding to check answers to calculations and • read and write decimal numbers as fractions [for
determine, in the context of a problem, levels of accuracy example, 0.71 = 71 ]
100

• solve addition and subtraction multi-step problems in • recognise and use thousandths and relate them to tenths,
contexts, deciding which operations and methods to hundredths and decimal equivalents
use and why • round decimals with two decimal places to the nearest
whole number and to one decimal place

Number – multiplication • read, write, order and compare numbers with up to three
decimal places
and division • solve problems involving number up to three decimal
Pupils should be taught to: places

• identify multiples and factors, including finding all factor • recognise the per cent symbol (%) and understand that
pairs of a number, and common factors of two numbers per cent relates to ‘number of parts per hundred’, and
write percentages as a fraction with denominator 100,
• know and use the vocabulary of prime numbers, prime and as a decimal
factors and composite (non-prime) numbers
• solve problems which require knowing percentage and
• establish whether a number up to 100 is prime and recall decimal equivalents of 1 , 1 , 1 , 2 , 4 and those fractions
prime numbers up to 19 2 4 5 5 5
with a denominator of a multiple of 10 or 25
• 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

Year 5
Maths
Curriculum Statutory
3/5
Overview Requirements Year 5
Measurement Geometry – position and
Pupils should be taught to: direction
• convert between different units of metric measure (for Pupils should be taught to:
example, kilometre and metre; centimetre and metre;
centimetre and millimetre; gram and kilogram; litre and • identify, describe and represent the position of a shape
millilitre) following a reflection or translation, using the appropriate
language, and know that the shape has not changed
• understand and use approximate equivalences between
metric units and common imperial units such as inches,
pounds and pints Statistics
• measure and calculate the perimeter of composite Pupils should be taught to:
rectilinear shapes in centimetres and metres
• solve comparison, sum and difference problems using
• calculate and compare the area of rectangles (including information presented in a line graph
squares), and including using standard units, square
centimetres (cm2) and square metres (m2) and estimate • complete, read and interpret information in tables,
the area of irregular shapes including timetables.

• estimate volume [for example, using 1 cm3 blocks to build

cuboids (including cubes)] and capacity [for example,
using water]
• solve problems involving converting between units of
time
• use all four operations to solve problems involving
measure [for example, length, mass, volume, money]
using decimal notation, including scaling.

Geometry – properties of
shapes
Pupils should be taught to:
• identify 3-D shapes, including cubes and other cuboids,
from 2-D representations
• know angles are measured in degrees: estimate and
compare acute, obtuse and reflex angles
• draw given angles, and measure them in degrees (o)
• identify:
• angles at a point and one whole turn (total 360o)
• angles at a point on a straight line and 1 a
2
turn (total 180o)
• other multiples of 90o
• use the properties of rectangles to deduce related facts
and find missing lengths and angles
• distinguish between regular and irregular polygons based
on reasoning about equal sides and angles

Year 5
Maths
Curriculum Statutory
4/5
Overview Requirements Year 5
Science
• give reasons, based on evidence from comparative and
fair tests, for the particular uses of everyday materials,
including metals, wood and plastic
• demonstrate that dissolving, mixing and changes of state
Working scientifically are reversible changes
Pupils should be taught to use the following • explain that some changes result in the formation of
practical scientific methods, processes and skills new materials, and that this kind of change is not usually
reversible, including changes associated with burning and
through the teaching of the programme of study the action of acid on bicarbonate of soda
content:
• planning different types of scientific enquiries to answer
questions, including recognising and controlling variables Earth and Space
where necessary Pupils should be taught to:
• taking measurements, using a range of scientific • describe the movement of the Earth, and other planets,
equipment, with increasing accuracy and precision, taking relative to the Sun in the solar system
repeat readings when appropriate
• describe the movement of the Moon relative to the Earth
• recording data and results of increasing complexity using
scientific diagrams and labels, classification keys, tables, • describe the Sun, Earth and Moon as approximately
scatter graphs, bar and line graphs spherical bodies

• using test results to make predictions to set up further • use the idea of the Earth’s rotation to explain day and night
comparative and fair tests and the apparent movement of the sun across the sky

• reporting and presenting findings from enquiries,

including conclusions, causal relationships and
explanations of and degree of trust in results, in oral and
Forces
written forms such as displays and other presentations Pupils should be taught to:
• identifying scientific evidence that has been used to • explain that unsupported objects fall towards the Earth
support or refute ideas or arguments. because of the force of gravity acting between the Earth
and the falling object

Living things and their habitats • identify the effects of air resistance, water resistance and
friction, that act between moving surfaces
Pupils should be taught to: • recognise that some mechanisms, including levers,
• describe the differences in the life cycles of a mammal, pulleys and gears, allow a smaller force to have a greater
an amphibian, an insect and a bird effect

• describe the life process of reproduction in some plants

and animals

Animals including humans

Pupils should be taught to:
• describe the changes as humans develop to old age

Properties and changes of

materials
Pupils should be taught to:
• compare and group together everyday materials on
the basis of their properties, including their hardness,
solubility, transparency, conductivity (electrical and
thermal), and response to magnets
• know that some materials will dissolve in liquid to form a
solution, and describe how to recover a substance from a
solution
• use knowledge of solids, liquids and gases to decide how
mixtures might be separated, including through filtering,
sieving and evaporating

Year 5
Science
Curriculum Statutory
5/5
Overview Requirements Year 5