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Sir John Heron Primary School

Together we learn. Together we achieve.

Year 5

Please see the attached curriculum map for details on the topics your child will be learning at school. If you have any queries about any of the topics, please feel free to contact the school or speak to your child's class teacher to find out more.

Year 5&6 Parent/Carer Information Session

Curriculum Letter:

Please see the below information for more detail about what your child will be learning this term.


Year 5

Autumn Term 1

Key Vocabulary


During the first few weeks of Autumn 1, we will be focussing on Poetry. Pupils in Year 5 will look at poems from the anthology ‘The Rainmaker Danced’ by John Agard. Main outcomes will be: 

  • To develop a greater appreciation of a range of poetry. 
  • Learning about, and using, different poetic techniques. 
  • To be able to analyse a poem, using correct terminology – write one poem analysis. 
  • To write our own poems, based on themes/techniques studied – write at least two original poems. 
  • To increase vocabulary – make a record of new words learnt in poems. 
  • To perform our own and others’ poems. 
  • To learn one of the poems in the collection by heart (or part of a poem, as appropriate). 

We will then move onto ‘Floodland’ by Marcus Sedgwick. This book is about a ten-year-old girl named Zoe who is left behind after her parents leave the island before the floods. She is left alone in the ruins of Norwich but escapes to Eels Island (Ely Cathedral) where she discovers a sinister society run by a strange boy named Dooby.

We will focus on writing skills such as:

  • Discussing writing similar to that which they are planning to write in order to understand and learn from its structure, vocabulary and grammar.
  • Discussing and recording ideas.
  • Composing and rehearsing sentences orally (including dialogue), progressively building a varied and rich vocabulary and an increasing range of sentence structures.
  • Organising paragraphs around a theme.
  • Narratives, creating settings, characters and plot.
  • Non-narrative material, using simple organisational devices (for example, headings and subheadings).
  • Assessing the effectiveness of their own and others’ writing and suggesting improvements.
  • Proposing changes to grammar and vocabulary to improve consistency, including the accurate use of pronouns in sentences.
  • Proof-read for spelling and punctuation errors.

Simile, metaphor, alliteration, assonance, enjambment, couplet, half-rhyme, onomatopoeia, blank verse, personification, stanza, rhyme scheme, poet, poem.


Modal verb, relative pronoun, relative clause, cohesion, commas, ambiguity, parenthesis, bracket, dash.

Flood, inundation, flood plain, island, shore, downpour, deluge, havoc, evacuate, devastation, tidal wave.



During Autumn Term 1, we will cover the following objectives:

Number: Place value

  • 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. 
  • 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. 
  • Read, write, order and compare numbers to at least 1 000 000 and determine the value of each digit. 
  • Read Roman numerals to 1000 (M) and recognise years written in Roman numerals. 
  • Interpret negative numbers in context, count forwards and backwards with positive and negative whole numbers, including through zero.

Number: Addition, subtraction, multiplication and division

  • Add and subtract numbers mentally with increasingly large numbers. 
  • Add and subtract whole numbers with more than 4 digits, including using formal written methods (columnar addition and subtraction). 
  • Solve addition and subtraction multi-step problems in contexts, deciding which operations and methods to use and why.


  • Solve comparison, sum and difference problems using information presented in a line graph.

Multiple, (Common) factor, Divisible, Factor pairs, Prime number, Composite number, Square number, Cube number, Power, Place value, Digit, Roman numerals, Negative number.


Addition, Subtraction, Sum, Total, Difference, Minus, Less, Column addition, Column subtraction, Exchange, Operation, Estimate.


Data, Scale, Axis, Graph, Frequency, Time graph, Time series, Line graph, Bar-line graph, vertical line chart Maximum, minimum 


Over the course of Autumn Term 1, we  will be learning about ‘Earth and Space’. In this unit of work, we will:

  • Describe the movement of the Earth, and other planets, relative to the Sun in the solar system.
  • Describe the movement of the Moon relative to the Earth.
  • Describe the Sun, Earth and Moon as approximately spherical bodies.
  • Use the idea of the Earth’s rotation to explain day and night and the apparent movement of the Sun across the sky.

Day and night - Earth, axis, rotate

Solar system – Star = Sun, Planets = Mercury, Venus, Earth, Mars, Jupiter, Saturn, Uranus, Neptune (Pluto was classified as Dwarf planet in 2006)

Phases of the Moon - full moon, gibbous moon, half moon, crescent moon, new moon, waxing ,waning

Associate, compare, produce, label


In the Autumn Term, our topic will be ‘We are web developers’. 

We will learn how to:

  • Comment on the features and layout of a webpage.
  • Create a new webpage with a chosen layout and format text in the webpage.
  • Independently search for images that can be used in documents.
  • Insert and format an image in a webpage. 
  • Create a hyperlink.
  • Learn how to share a webpage so it can be viewed by anyone.
  • Use the advanced features of Google’s web search.

Dropdown menu

Search bar



Topic: Geography

We will start off the Autumn term with  'Extreme Earth' in Geography. 

During Geography lessons, we will:

  • Name and locate counties and cities of the United Kingdom, geographical regions and their identifying human and physical characteristics, key topographical features (including hills, mountains, coasts and rivers), and land-use patterns; and understand how some of these aspects have changed over time.
  • Explore how the features of a place have changed over time and the causes of these changes.

Disaster, devastation, landscapes, anemometer, weather vane, tornado, hurricane, monsoon, tectonic plates, earthquake, climate zones, climate, rainfall, mist, fog, dew, Richter scale, tsunami, volcano.



Our topic for the first part of the term will be ‘Dreams and Goals’. Pupils will:

  • Understand that they will need money to help them achieve some of their dreams.
  • Know about a range of jobs carried out by people they know and have explored how much people earn in different jobs.
  • Identify a job they would like to do when they grow up and understand what motivates them and what they need to do to achieve it.
  • Describe the dreams and goals of young people in a culture different to theirs.
  • Understand that communicating with someone in a different culture means we can learn from each other and they can identify a range of ways that we could support each other.
  • Encourage their peers to support young people here and abroad to meet their aspirations, and suggest ways we might do this, e.g. through sponsorship.

Dream, hope, goal, feeling, achievement, money, grown up, adult, lifestyle, job, career, profession, money, salary, contribution, society, determination, perseverance, motivation, aspiration, culture, country, economy, diversity, poverty, charity



In Autumn 1, we will be finding out what religions believe about God.

We will: 

  • Consider, link and discuss ideas and themes.
  • Apply ideas from religious and world views thoughtfully.
  • Investigate and explain why religious and world views matter.
  • Enquire into and interpret ideas, sources and arguments.

Allah, symbol, analogies, beliefs

Ka’aba, world views, god, investigate, Brahman, discover

Deities, practices, meaningless

Mool Mantra, Trinity, compare, similar, different, contemplation, represent (stand for), worship, impact, Mool Mantra


During the first part of the term, we will focus on Invasion games. 

We will: 

  • Use running, jumping, throwing and catching in isolation and in combination
  • Play competitive games, modified where appropriate (for example, badminton, basketball, cricket, football, hockey, netball, rounders and tennis), and apply basic principles suitable for attacking and defending.
  • Compare our performances with previous ones and demonstrate improvement to achieve our personal best.

We will then move onto ‘Outdoor Adventurous Activities’ with a focus on orienteering. 

Tactics, Transition, outwit, offside, loop pass, miss pass.



This term in French, we will be using the Euro Stars scheme of work and will focus on the topic “En route pour l'école” (On the way to school). In this unit, children will be taught simple directions and familiar landmarks in a town. Children will also learn the French alphabet and do further work on telling the time. 


Children will learn to:

  • Listen attentively to spoken language and show understanding by joining in and responding.
  • Explore patterns and sounds of language, and link the spelling, sound and meaning of words.
  • Speak in sentences, using familiar vocabulary, phrases and basic language structures.
  • Present ideas and information orally to a range of audiences.
  • Engage in conversations; ask and answer questions; seek clarification and help.
  • Read carefully and show understanding of words, phrases and simple writing.
  • Develop accurate pronunciation and intonation.
  • Broaden vocabulary and develop ability to understand new words that are introduced into familiar written material, including the use of a dictionary.
  • Appreciate stories, songs, poems and rhymes in the language.
  • Understand basic grammar appropriate to the language being studied, including (where relevant) feminine and masculine forms; key features and patterns of language; how to apply these, for instance, to build sentences; and how these differ from or are similar to English.

Quand je vais a l’ecole …

Je passe devant …

Je traverse la rue

Je tourne

Je vais …

cinq minutes plus tard


vrai, faux

il est une heure et demie etc.

Je vais a l’ecole a huit

heure et demie.

a droite

a gauche

tout droit

Je ne comprends pas.

Repetez, s’il vous plait


During the Autumn Term 1, our theme in music will be ‘Livin’ on a prayer’. 

In music sessions, we will: 

  • Use our voices expressively and creatively by singing songs and speaking chants and rhymes.
  • Play tuned and untuned instruments musically.
  • Listen with concentration and understanding to a range of high-quality live and recorded music.
  • Experiment with, create, select and combine sounds using the inter-related dimensions of music.

We will study the following composers/musicians:

  • Bon Jovi
  • Queen
  • Deep Purple
  • Status Quo
  • Chuck Berry
  • The Beatles

Composition, improvisation, band, dynamics,

ending, introduction, melody/tune, notation,

original, performance, pitch, pulse/beat, rhythm, solo, style, tempo, verse, chorus.