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Sir John Heron Primary School

Together we learn. Together we achieve.

Year 5

Year 5

Spring Term 1

Key Vocabulary


This term, we will be delving into the text ‘Floodland’ by Marcus Sedgwick.

‘Imagine that a few years from now England is covered by water, and Norwich is an island. Zoe, left behind in the confusion when her parents escaped, survives there as best she can. Alone and desperate among marauding gangs, she manages to dig a derelict boat out of the mud and gets away to Eels Island. But Eels Island, whose raggle-taggle inhabitants are dominated by the strange boy Dooby, is full of danger too. The belief that she will one day find her parents spurs Zoe on to a dramatic escape in a story of courage and determination that is handled with warmth and humanity.’


We will be uncovering specific details about the characters, settings and main ideas.  We will focus on writing skills such as:

  • Narrative - Describe using verbs, adverbs and prepositions, rather than just relying on adjectives.
  • Explanatory text – Identify, and give examples of the features of this type of text, e.g. clear title, introductory statement, clear steps to show how/why something happens, logical sequence using appropriate conjunctions, use of causal conjunctions, illustrations to help explanation.


Grammar focus:

  • Consistent use of correct tense.
  • Converting nouns or adjectives into verbs using suffixes, e.g. –ate, -ise, -ify.



  • Brackets.
  • Dashes or commas to indicate parenthesis.


Spelling focus:

  • Common exception words.
  • Words ending in –ant, -ance/-ancy, -ent, -ence/-ency.
  • Words ending in –able/-ably and –ible/-ibly.


Handwriting focus:

  • Correct formation of all letters and numerals.
  • Use correct joins.
  • Write legibly at increasing speed.

modal verb

relative pronoun

relative clause










flood plain








tidal wave



This term we will focus on 'Investigating fractions, decimals and percentages'.

We will be:

  • Comparing and ordering fractions whose denominators are all multiples of the same number.
  • Identifying, naming and writing equivalent fractions of a given fraction, represented visually, including tenths and hundredths.
  • Recognising and using thousandths and relate them to tenths, hundredths and decimal equivalents.
  • Reading and writing decimal numbers as fractions [for example, 0.71 = 71/100].
  • Reading, writing, ordering and comparing numbers with up to three decimal places.
  • Recognising the percent symbol (%) and understanding that percent relates to ‘number of parts per hundred’, and writing percentages as a fraction with denominator 100, and as a decimal.


Pattern sniffing (algebra):

  • Counting forwards or backwards in steps of powers of 10 for any given number up to 1 000 000.


Measuring space:

  • Converting between different units of metric measure (for example, kilometre and metre; centimetre and metre; centimetre and millimetre; gram and kilogram; litres and millilitre).
  • Understanding and using approximate equivalences between metric units and common imperial units such as inches, pounds and pints.
  • Using all four operations to solve problems involving measure [for example, length, mass, volume, money] using decimal notation, including scaling.


Fraction, numerator, denominator, improper fraction, proper, fraction, vulgar fraction, top-heavy fraction, tenth, hundredth, thousandth, per cent, percentage, decimal, equivalent



diagonal fraction bar/horizontal fraction bar


Tier 2:

expand, produce, develop, achieve, associate, organise, sort.


forwards, backwards, ascending, descending, pattern, sequence




Tier 2:

combine, integrate, establish, interpret,




length, distance, mass, weight, volume, capacity, metre, centimetre, millimetre, kilogram, gram, litre, millilitre, hour,

minute, second, inch, foot, yard, pound, ounce, pint, gallon



Abbreviations of units in the metric system: m, cm, mm, kg, g, l, ml

Abbreviations of units in the Imperial system: lb, oz


Tier 2:

exemplify, identify, locate, derive, elaborate



In Science, we will study ‘Earth and Space’.

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.


We will use the following scientific skills:

  • Select a range of appropriate sources of information including books and the internet.
  • Make a series of observations, comparisons and measurements with increasing precision.
  • Draw conclusions that are consistent with the evidence.

Day and night:

Earth, axis, rotate

Solar system:

Star = Sun, Planets = Mercury, Venus,

Earth, Mars, Jupiter, Saturn, Uranus, Neptune (Pluto was classified as a dwarf planet in 2006)

Phases of the Moon:

full moon, gibbous moon, half

moon, crescent moon, new moon, waxing ,waning

Tier 2:
associate, compare, produce, label



In Computing this term out topic is 'Football,' and we will:

  • Design, write and debug programs that accomplish specific goals, including controlling or simulating physical systems; solve problems by decomposing them into smaller parts.
  • Use sequence, selection, and repetition in programs; work with variables and various forms of input and output.
  • Use logical reasoning to explain how some simple algorithms work and to detect and correct errors in algorithms and programs.
  • Select, use and combine a variety of software (including internet services) on a range of digital devices to design and create a range of programs, systems and content that accomplish given goals

debugging, code, algorithm, programming, sprites, controlling, simulating, sequence, selection, repetition.








In Geography, we will explore the topic ‘Extreme Earth’.

We will explore:

Location knowledge:

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.


Place knowledge:

Understand geographical similarities and differences through the study of human and physical geography of a region of the United Kingdom, a region in a European country, and a region in North or South America.


Human and Physical:

Describe and understand key aspects of physical geography, including: climate zones, biomes and vegetation belts, rivers, mountains, volcanoes and earthquakes, and the water cycle.


Human geography:

Types of settlement and land use, economic activity including trade links, and the distribution of natural resources including energy, food, minerals and water.


Skills and fieldwork:

Use maps, atlases, globes and digital/computer mapping to locate countries and describe features studied.

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




Art and DT

During Spring Term 1, we will look into ‘Fashion and Textiles’ in DT. In this exciting topic, we will create a drawstring bag.


We will:

  • Design, make and evaluate the product.


Steps to achieve end points:

  • Look at different fashion designers, fabrics and items made using textiles.
  • Show different fabrics and develop understanding of features (soft, waterproof etc).
  • Focus on drawstring bags; purpose and functionality.
  • Design a logo or something which can be incorporated onto the bag using drawing and sketching skills (how to make this attractive and appealing for a specific audience).
  • Discuss materials to be used (sequins, pom poms etc).
  • Make a drawstring bag, and modify this if needs be.
  • Evaluate the product.


fabrics, textiles, stitching, joins, decorating, thread, hand sewing, mark, cut, measure, strengthen, hems, modify,

adapt, product.



This term, our focus will be on 'Celebrating Difference.'

During PSHCE lessons, children will:

  • Understand that cultural differences sometimes cause conflict.
  • Understand what racism is.
  • Understand how rumour-spreading and name-calling can be bullying behaviours.
  • Explain the difference between direct and indirect types of bullying.
  • Compare their life with people in the developing world.
  • Enjoy the experience of a culture other than our own.

culture, conflict, resolution, tolerance, mutual, racism, ethnicity, harassment, rumours, gossip, unsubstantiated, developing, agricultural, rural, exploitation, compass points, equator, upstander



In Spring 1, we will be finding out why Muhammad and the Quran are important to Muslims.

We will:

  • Compare and contrast practices that are important to a Muslim person with our own lives.
  • Analyse the similarities and differences and say what values lie behind them.
  • Analyse the similarities and differences and say what values lie behind them with reference to quotations from people or from the Qur’an and hadith.

Qur’an, shahadah, 5 pillars of Islam, Bishmillah al-Rahman al Raheem’, Allah, Hadith, Muhammed, Islam, revelation, compassionate, merciful, the night of power, Laylat al-Qadr, recitation, Ramadan, salvation, blessings.



Our theme in Music this term, will be ‘Make you feel my love.'

We will:

  • Play and perform in solo and ensemble contexts, using our voices and playing musical instruments with increasing accuracy, fluency, control and 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.
  • Use and understand staff and other musical notations.
  • Appreciate and understand a wide range of high-quality live and recorded music drawn from different traditions and from great composers and musicians.
  • Develop an understanding of the history of music.

backing, cover, composition, improvisation, band, chord, dynamics, ending, ensemble, harmony, riff, hook, introduction, melody, melodic, tune, notation, syncopated, offbeat,

original, outro, performance, phrase, pitch, pulse/beat, rhythm, recurring theme, solo, style, shape/structure/form, tempo, texture, verse, chorus, polyphonic/polyphony.



This term, we will take part in outdoor and adventurous activity challenges both individually and within a team.


During lessons, we will:

  • We will compare our performances with previous ones and demonstrate improvement to achieve our personal best.
  • Work as part of a team to complete a challenge.
  • Discuss and cooperate as part of a team or pair.
  • Understand the concept of a map or plan.
  • Reinforce the concept that a map is like a picture.
  • Understand the use of symbols and a key.
  • Apply the key physical skills needed for orienteering (agility, balance and coordination) whilst holding or looking at a map.
  • Learn basic orienteering symbols and colours.
  • Be familiar and able to use control cards and orienteering markers.
  • Recognise the start and finish symbols on an orienteering map.
  • Set and orientate a map.
  • Complete an orienteering course successfully.
  • Evaluate our own performances.

teamwork, cooperation, evaluate, orienteering, orienteering map, symbols, key, markers, set, orienteering symbols, control cards, orienteering markers, start symbols, finish symbols, orienteering course.



In French, our topic will be Les planètes (The planets).

In this exciting topic, we will:

  • Explore patterns and sounds of language through songs and rhymes and link the spelling, sound and meaning of words.
  • Speak in sentences, using familiar vocabulary, phrases and basic language structures.
  • Develop accurate pronunciation and intonation so that others understand when we are reading aloud or using familiar words and phrases.
  • Read carefully and show understanding of words, phrases and simple writing.
  • Broaden vocabulary and develop ability to understand new words that are introduced into familiar written material, including the use of a dictionary.
  • Present ideas and information orally to a range of audiences.
  • Appreciate stories, songs, poems and rhymes in the language.
  • Write phrases from memory, and adapt these to create new sentences, to express ideas clearly.
  • Understand basic grammar appropriate to the language being studied, including (where relevant) feminine and masculine forms; key features and patterns of the language; how to apply these, for instance, to build sentences; and how these differ from or are similar to English.

la Terre                               the Earth

la Lune                               the Moon

près de                               near

loin de                                far

près du Soleil                    near the Sun

loin du Soleil                     far from the Sun

un nom (propre)              a (proper) noun

un adjectif                         an adjective

parce que                          because

elle                                      it (f.)

assez                                   quite, fairly

très                                      very