Inspiring a community of
successful learners.
Valuing ourselves; valuing others; valuing the environment
Approaching learning & life with happiness & confidence
Overcoming challenges
Respect
resilience
positivity
The 3 Cs...
Careful Caring
Courteous Illustrations by Lily Winstanley-Fisher, Emily Cackett & Lottie Billett.
The 5 Fabulous Phrases
Thank you Please
I’m sorry You’re
welcome
Excuse me
YEAR FIVE CURRICULUM MAP
SUBJECT AUTUMN SPRING SUMMER
SCIENCE Earth and
space Forces
Properties and changes of materials
Living things in their
Habitats Animals
HISTORY The story of The Trojan Horse:
historical fact, legend or classical myth?
How did a pile of dragon bones help solve an Ancient Chinese
mystery?
What did the Vikings want and how did Alfred help to
stop them getting it?
GEOGRAPHY What is a river? Why are mountains so
important? Why is fair trade fair?
DESIGN & TECHNOLOGY
2 of the following units: How do you take your tea?
How could a carrier make the job easier? How fast should your buggy be?
How will your beast open its mouth?
ART & DESIGN
S: Clay pots A: Greek Temples P: Monet – Water lilies
S: Chinese Dragons P: Japanese Peace Pagodas A: Willow Pattern
P: Salvador Dali A: Renzo Piano – The Shard/Pompidou S: Viking Long Ships
COMPUTING Coding; Online Safety; Spreadsheets; Databases; Modelling; Concept Maps
FOREIGN LANGUAGE
Alphabet
Places in the locality
Journey to school
Directions
Celebrations
Lunchtime
Food
Weather
Seasons
Months
MUSIC Livin’ on a
Prayer Classroom Jazz 1
Make you Feel my Love
Fresh Prince of Belair
Dancing in the Street
Reflect, Rewind and
Replay
PSHE New Beginnings (Core Theme 3)
Getting on/Falling out (Core theme 3)
Bullying (Core theme2) Going for Goals! (Core theme 1)
Good to be me(Core theme1)
Relationships (Core theme2) Changes (Core theme1)
PE Gymnastics Dance Gymnastics Dance Gymnastics Athletics
Games (Invasion) Games (Striking/Fielding)
RE
What is the ‘Golden Rule’ and are they all the same?
Who did Jesus say ‘I am…’? Why is light an important sign at
Christmas?
What do Sikhs value? How did Jesus’ teaching
challenge people? How do Christians know what
happened at Easter?
What does it mean to be a Muslim?
How can a mosque help us to understand the Muslim
faith?
HURST PARK SCHOOL – GUIDELINES FOR PRESENTATION
Use a sharp pencil for drawing and drafting your work.
Use a blue handwriting pen for neat copies or final drafts of writing, with your teacher’s permission (Year 6).
Write the date and title clearly above your work and underline using a ruler (Key Stage 2).
Leave a clear line between paragraphs.
Always number any questions or answers clearly in the margin.
Write labels horizontally and clearly, drawing lines or arrows using a ruler.
Complete any colouring neatly using coloured pencils. Do not use felt tip pens unless instructed.
Mistakes in pencil should be rubbed out using an eraser or should have a single line drawn horizontally through them.
ALWAYS TAKE PRIDE IN YOUR WORK!
Handwriting Style at Hurst Park School
a b c d e f g h i j k l m n o p q r s t u v w x y z
Handwriting Style at Hurst Park School
A B C D E F G H I J K L M N O P Q R S T U V W X Y Z
Year Group
Word Reading Comprehension
Y5 As above and: Use knowledge of root words to understand meanings of words Apply knowledge of prefixes to understand meaning of new words Use suffixes to understand meanings e.g. -ant, -ance, -ancy, -ent, ence, -ency, -ible, -able, -ibly, -ably, Read and understand meaning of words on Y5/6 word list – see bottom Use punctuation to determine intonation and expression when reading
aloud to a range of audiences
As above and: Maintain positive attitudes to reading and understanding what they read by: Listening to and discussing a range of fiction, poetry, plays and non-
fiction which they might not choose to read themselves Regularly listening to whole novels read aloud by the teacher from an
increasing range of authors Exploring themes within and across texts e.g. loss, heroism, friendship Making comparisons within a text e.g. characters’ viewpoints of same
events Analysing the conventions of different types of writing e.g. use of first
person in autobiographies and diaries Recommending books to their peers with reasons for choices Reading books and texts that are structured in different ways for a range
of purposes Expressing preferences about a wider range of books including modern
fiction, traditional stories and myths and legends Learning a wider range of poems by heart Preparing poems and playscripts to read aloud and perform, showing
understanding through intonation, tone, volume and action so the meaning is clear to an audience
Understand what they read by: Checking that the book makes sense to them and demonstrating
understanding e.g. through discussion, use of reading journals Exploring meaning of words in context Demonstrating active reading strategies e.g. generating questions to
refine thinking, noting thoughts in a reading journal Inferring characters feelings, thoughts and motives from their actions
and justifying inferences with evidence Predicting what might happen from information stated and implied Re-read and reads ahead to locate clues to support understanding Scanning for key words and text marking to locate key information Summarising main ideas drawn from more than one paragraph and
identifying key details which support this
Key Learning in Reading © Lancashire County Council (Spring 2014)
Identifying how language, structure and presentation contribute to meaning e.g. formal letter, informal diary, persuasive speech
Discuss and evaluate how authors use language including figurative language, considering the impact on the reader Exploring, recognising and using the terms metaphor, simile, imagery Explaining the effect on the reader of the authors’ choice of language Distinguish between statements of fact or opinion within a text Participate in discussions about books that are read to them and those they can read for themselves, building on their own and others ideas and challenging views courteously Explain and discuss their understanding of what they have read, including through formal presentations and debates, maintaining a focus on the topic and using notes where necessary Preparing formal presentations individually or in groups Using notes to support presentation of information Responding to questions generated by a presentation Participating in debates on an issue related to reading (fiction or non-
fiction) Provide reasoned justifications for their views Justifying opinions and elaborating by referring to the text. (Point +
Evidence + Explanation)
Key Learning in Reading © Lancashire County Council (Spring 2014)
Use these notes to help you to know what to look for and to help you record the reading session:
• Find a quiet corner • Talk to the child about the book e.g. look at the
title, author, illustrator • Encourage him/her to tell the story through the
pictures before attempting to read the book • Ask the child to:
talk about the plot/story - look at the setting of the book - think about the characters - discuss the relevance of the pictures - discuss any hidden meanings
• Encourage child to 'have a go', before offering help.
• Allow the child time to . . use his/her skills in order to work out unknown words, before offering help.
• Encourage the child to use the storyline to help them read unfamiliar words.
• Taking turns to read can sometimes help. • Be a positive role model. • Praise! Praise! Praise! Nothing works better!
QUESTIONS! QUESTIONS! QUESTIONS!
Questions that could be useful - but not all at one session! It's vital to ask questions to help children's understanding, but too many questions may spoil the pleasure of reading!
• What do you think this book will be about? Why? • Have you read any other books, stories, poems like this
one? • Could this story have really happened? If not, why not? • Have you read any books by the same author? • How did the story begin? What happened next? • Did you guess what was going to happen in the end? If
not, what did you think was going to happen? • Could you continue the story? What would happen next?
• Which character did you like best/least? • Do you know any people like the characters in the book? • Which character would you like to meet most/least?
Choose a good time to ask your questions.
...
.Enjoy reading with your child!
Year Group
Composition Transcription
Vocabulary, grammar and punctuation
Composition Spelling (see also the Lancashire Supporting Spelling
document for further detail and advice)
Handwriting
Y5 As above and: Create complex sentences by
using relative clauses with pronouns who, which, where, whose, when, that e.g. Sam, who had remembered his wellies, was first to jump in the river. The robberies, which had taken place over the past month, remained unsolved.
Create and punctuate complex sentences using ed openers
Create and punctuate complex sentences using ing openers
Create and punctuate complex sentences using simile starters
Demarcate complex sentences using commas and explore ambiguity of meaning
Explore, collect and use modal verbs to indicate degrees of possibility e.g. might, could, shall, will, must
Use devices to build cohesion within a paragraph e.g. firstly, then, presently, subsequently
Link ideas across paragraphs using adverbials for time, place and numbers e.g. later, nearby, secondly
Identify and use brackets and dashes
As above and: Plan their writing by: Identifying the audience and
purpose Selecting the appropriate
language and structures Using similar writing models Noting and developing ideas Drawing on reading and research Thinking how authors develop
characters and settings (in books, films and performances)
Draft and write by: Selecting appropriate grammar
and vocabulary Blending action, dialogue and
description within and across paragraphs
Using devices to build cohesion (see VGP column)
Using organisation and presentational devices e.g. headings, sub headings, bullet points, diagrams, text boxes
Evaluate and edit by: Assessing the effectiveness of
own and others’ writing in relation to audience and purpose
Suggesting changes to grammar, vocabulary and punctuation to enhance effects and clarify meaning
As above and: Spell words that they have not yet
been taught by using what they have learnt about how spelling works in English.
Use further prefixes and suffixes and understand the guidelines for adding them
Spell some words with ‘silent’ letters, e.g. knight, psalm, solemn
Continue to distinguish between homophones and other words which are often confused
Use knowledge of morphology and etymology in spelling and understand that the spelling of some words needs to be learnt specifically
Use dictionaries to check the spelling and meaning of words
Use the first three or four letters of a word to check spelling, meaning or both of these in a dictionary
Use a thesaurus Use suffixes –ate, -ise, -ify to
convert nouns and adjectives into verbs
Investigate verb prefixes e.g. dis-, re-, pre-, mis-, over-
As above and: Write fluently Choose when it is appropriate to
print or join writing e.g. printing for labelling a scientific diagram
Key Learning in Writing © Lancashire County Council (Spring 2014)
Use suffixes –ate, -ise, -ify to convert nouns and adjectives into verbs
Investigate verb prefixes e.g. dis-, re-, pre-, mis-, over-
Ensuring consistent and correct use of tense throughout a piece of writing
Ensuring consistent subject and verb agreement
Proofreading for spelling and punctuation errors
Perform own compositions for different audiences:
Using appropriate intonation and volume
Adding movement Ensuring meaning is clear
Key Learning in Writing © Lancashire County Council (Spring 2014)
Word lists
Y5/6
accommodate communicate environment individual prejudice stomach
accompany community equip(ped) interfere privilege sufficient
according competition equip(ment) interrupt profession suggest
achieve conscience* especially language programme symbol
aggressive conscious* exaggerate leisure pronunciation system
amateur controversy excellent lightning queue temperature
ancient convenience existence marvellous recognise thorough
apparent correspond explanation mischievous recommend twelfth
appreciate criticise familiar muscle relevant variety
attached (critic+ise) foreign necessary restaurant vegetable
available curiosity forty neighbour rhyme vehicle
average definite frequently nuisance rhythm yacht
awkward desperate government occupy sacrifice
bargain determined guarantee occur secretary
bruise develop harass opportunity shoulder
category dictionary hindrance parliament signature
cemetery disastrous identify persuade sincere(ly)
committee embarrass immediate(ly) physical soldier
Key Learning in Reading © Lancashire County Council (Spring 2014)
Key Learning in Mathematics – Year 5 Number – number and place value Number – addition and subtraction Number – multiplication and division • Count forwards or backwards in steps of powers of 10 for any given
number up to 1 000 000 • Count forwards and backwards in decimal steps • Read, write, order and compare numbers to at least 1 000 000 and
determine the value of each digit • Read, write, order and compare numbers with up to 3 decimal
places • Identify the value of each digit to three decimal places • Identify represent and estimate numbers using the number line • Find 0.01, 0.1, 1, 10, 100, 100 and other powers of 10 more or less
than a given number • Round any number up to 1 000 000 to the nearest 10, 100, 1000,
10 000 and 100 000 • Round decimals with two decimal places to the nearest whole
number and to one decimal place • Multiply/divide whole numbers and decimals by 10, 100 and 1000 • Interpret negative numbers in context, count on and back with
positive and negative whole numbers, including through zero • Describe and extend number sequences including those with
multiplication/division steps and where the step size is a decimal • Read Roman numerals to 1000 (M); recognise years written as such • Solve number and practical problems that involve all of the above
• Choose an appropriate strategy to solve a calculation based upon the numbers involved (recall a known fact, calculate mentally, use a jotting, written method)
• Select a mental strategy appropriate for the numbers involved in the calculation
• Recall and use addition and subtraction facts for 1 and 10 (with decimal numbers to one decimal place)
• Derive and use addition and subtraction facts for 1 (with decimal numbers to two decimal places)
• Add and subtract numbers mentally with increasingly large numbers and decimals to two decimal places
• Add and subtract whole numbers with more than 4 digits and decimals with two decimal places, including using formal written methods (columnar addition and subtraction)
• Use rounding to check answers to calculations and determine, in the context of a problem, levels of accuracy
• Solve addition and subtraction multi-step problems in contexts, deciding which operations and methods to use and why
• Solve addition and subtraction problems involving missing numbers
• Choose an appropriate strategy to solve a calculation based upon the numbers involved (recall a known fact, calculate mentally, use a jotting, written method)
• 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 (2) and cube (3) numbers, and notation • Use partitioning to double or halve any number, including decimals
to two decimal places • Multiply and divide numbers mentally drawing upon known facts • Solve problems involving multiplication and division including using
their knowledge of factors and multiples, squares and cubes • 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
• 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
• Use estimation/inverse to check answers to calculations; determine, in the context of a problem, an appropriate degree of accuracy
• 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
Geometry – properties of shapes • Distinguish between regular and irregular polygons based on
reasoning about equal sides and angles • Use the properties of rectangles to deduce related facts and find
missing lengths and angles • Identify 3-D shapes 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 (°) • Identify:
- angles at a point and one whole turn (total 360°) - angles at a point on a straight line and half a turn (total 180°) - other multiples of 90°
Number – fractions, decimals and percentages • Recognise mixed numbers and improper fractions and convert from
one form to the other • Read and write decimal numbers as fractions (e.g. 0.71 = 71
100)
• Count on and back in mixed number steps such as 112
• Compare and order fractions whose denominators are all multiples of the same number (including on a number line)
• Identify, name and write equivalent fractions of a given fraction, represented visually, including tenths and hundredths
• Recognise and use thousandths and relate them to tenths, hundredths and decimal equivalents
• Add and subtract fractions with denominators that are the same and that are multiples of the same number (using diagrams)
• Write statements > 1 as a mixed number (e.g. 25 + 4
5 = 6
5 =1 1
5)
• Multiply proper fractions and mixed numbers by whole numbers, supported by materials and diagrams
• 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
• Solve problems involving fractions and decimals to three places • Solve problems which require knowing percentage and decimal
equivalents of 12, 14, 15, 25, 45 and fractions with a denominator of a
multiple of 10 or 25
Measurement • Use, read and write standard units of length and mass • Estimate (and calculate) volume ((e.g., using 1 cm3 blocks to build
cuboids (including cubes)) and capacity (e.g. using water) • Understand the difference between liquid volume and solid volume • Continue to order temperatures including those below 0°C • Convert between different units of metric measure • Understand and use approximate equivalences between metric units
and common imperial units such as inches, pounds and pints • Measure/calculate the perimeter of composite rectilinear shapes • Calculate and compare the area of rectangle, use standard units
square centimetres (cm2) and square metres (m2) and estimate the area of irregular shapes
• Continue to read, write and convert time between analogue and digital 12 and 24-hour clocks
• Solve problems involving converting between units of time • Use all four operations to solve problems involving measure using
decimal notation, including scaling
Geometry – position and direction • Describe positions on the first quadrant of a coordinate grid • Plot specified points and complete shapes • 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
Statistics • Complete and interpret information in a variety of sorting diagrams
(including those used to sort properties of numbers and shapes) • Complete, read and interpret information in tables and timetables • Solve comparison, sum and difference problems using information
presented in all types of graph including a line graph • Calculate and interpret the mode, median and range
Vocabulary checklists 33
NuMBERNumber and place value
Numbernumbernumeralzeroone, two, three … twentyteens numbers, eleven, twelve … twentytwenty-one, twenty-two … one hundred, two hundred … one thousand … ten thousand, hundred thousand, millionnonehow many …?count, count (up) to, count on (from, to), count back (from, to)forwardsbackwardscount in ones, twos, fives, tens, threes, fours, eights, fifties, sixes, sevens, nines, twenty-fives and so on to hundreds, thousands equal toequivalent tois the same asmore, lessmost, leasttallymanyodd, evenmultiple of, factor offactor pairsequencecontinuepredictfewpatternpair, rule relationship
next, consecutive> greater than < less than ≥ greater than or equal to≤ less than or equal toRoman numeralsinteger, positive, negativeabove/below zero, minusnegative numbersformuladivisibilitysquare numberprime numberascending/descending order
Place value onestens, hundredsdigitone-, two- or three-digit numberplace, place valuestands for, representsexchangethe same number as, as many asmore, larger, bigger, greaterfewer, smaller, less fewest, smallest, leastmost, biggest, largest, greatestone more, ten more, one hundred more, one thousand moreone less, ten less, one hundred less, one thousand lessequal tocompareordersizefirst, second, third … twentiethtwenty-first, twenty-second …last, last but one
YEaR 5
YEaR5
before, afternextbetweenhalfway betweenabove, below
Estimating guesshow many ...?estimatenearlyroughlyclose toapproximate, approximatelyabout the same asjust over, just underexact, exactlytoo many, too fewenough, not enoughround, nearest, round to the nearest ten, hundred, thousand, ten thousandround up, round down
addition and subtractionadditionadd, more, andmake, sum, totalaltogetherdoublenear doublehalf, halveone more, two more … ten more … one hundred morehow many more to make …?how many more is … than …?how much more is …? subtracttake awayhow many are left/left over?
how many have gone? one less, two less, ten less … one hundred lesshow many fewer is … than …? how much less is …? difference betweenequalsis the same asnumber bonds/pairs/factsmissing numbertens boundary, hundreds boundary, ones boundary, tenths boundaryinverse
Multiplication and divisionmultiplicationmultiplymultiplied bymultiple, factorgroups oftimesproductonce, twice, three times … ten timesrepeated additiondivisiondividing, divide, divided by, divided intoleft, left over, remaindergroupingsharing, share, share equallyone each, two each, three each … ten eachgroup in pairs, threes … tensequal groups ofdoublinghalvingarrayrow, columnnumber patternsmultiplication tablemultiplication fact, division fact
34 Mathematical Vocabulary
YEaR5
Vocabulary checklists 35
inversesquare, squaredcube, cubed
Fractions (including decimals and percentages)fraction, proper/improper fractionequivalent fractionmixed numbernumerator, denominatorequivalent, reduced to, cancelequal partequal groupingequal sharingparts of a wholehalf, two halvesone of two equal partsquarter, two quarters, three quartersone of four equal partsone third, two thirdsone of three equal partssixths, sevenths, eighths, tenths …hundredths, thousandthsdecimal, decimal fraction, decimal point, decimal place, decimal equivalent proportion, in every, for everypercentage, per cent, %
MEaSuREMENTmeasuremeasurementsizecompareunit, standard unitmetric unit, imperial unit measuring scale, divisionguess, estimateenough, not enoughtoo much, too little
too many, too fewnearly, close to, about the same as, approximatelyroughlyjust over, just under
Length millimetre, centimetre, metre, kilometre, milelength, height, width, depth, breadthlong, short, tallhigh, lowwide, narrowthick, thin longer, shorter, taller, higher … and so onlongest, shortest, tallest, highest … and so onfar, further, furthest, near, closedistance apart … between … to … fromedge, perimeterarea, coverssquare centimetre (cm2), square metre (m2), square millimetre (mm2)rulermetre stick, tape measure
Weight mass: big, bigger, small, smallerweight: heavy/light, heavier/lighter, heaviest/lightestkilogram, half kilogram, gramweigh, weighs, balancesheavy, lightheavier than, lighter thanheaviest, lightestscales
Capacity and volume litre, half litre, millilitrecapacity
YEaR5
volumefullemptymore thanless thanhalf fullquarter fullholds, containscontainer, measuring cylinderpint, gallon
Temperaturetemperaturedegreecentigrade
Time timedays of the week, Monday, Tuesday …months of the year (January, February ...)seasons: spring, summer, autumn, winterday, week, weekend, fortnight, month, year, leap year, century, millenniumbirthday, holidaymorning, afternoon, evening, nightbedtime, dinner time, playtimetoday, yesterday, tomorrowbefore, afterearlier, laternext, first, lastnoon, midnightcalendar, date, date of birthnow, soon, early, late, earliest, latestquick, quicker, quickest, quicklyslow, slower, slowest, slowlyold, older, oldestnew, newer, newesttakes longer, takes less timehow long ago?
how long will it be to …? how long will it take to …? how often? always, never, often, sometimesusuallyonce, twicehour, o’clock, half past, quarter past, quarter to5, 10, 15 … minutes pasta.m., p.m.clock, clock face, watch, handsdigital/analogue clock/watch, timerhour hand, minute handhours, minutes, secondstimetable, arrive, departRoman numerals12-hour clock time, 24-hour clock time
Money moneycoinpenny, pence, poundprice, costbuy, bought, sell, soldspend, spentpaychangedear, costs morecheap, costs less, cheapercosts the same ashow much …?how many …?totaldiscountcurrency
gEoMETRYproperties of shapeshape, pattern
36 Mathematical Vocabulary
YEaR5
higher, lowerforwards, backwards, sidewaysacrossnext to, close, near, faralongthroughto, from, towards, away fromclockwise, anticlockwisecompass pointnorth, south, east, west, N, S, E, Wnorth-east, north-west, south-east, south-west, NE, NW, SE, SWhorizontal, vertical, diagonaltranslate, translationcoordinatemovementsliderollturnstretch, bendwhole turn, half turn, quarter turn, three-quarter turnrotate, rotationangle, is a greater/smaller angle thandegreeright angleacute angleobtuse anglereflectionstraight lineruler, set squareangle measurer, compass, protractor
STaTISTICScount, tally, sort, votesurvey, questionnaire, data, databasegraph, block graph, pictogramrepresentgroup, set
list, table, chart, bar chart, frequency table, bar line chartCarroll diagram, Venn diagramline graphlabel, title, axis, axesdiagrammost popular, most commonleast popular, least commonmaximum/minimum valueoutcome
gENERaLpatternpuzzleproblem, problem solvingmental, mentallywhat could we try next? how did you work it out? show how you …explain your thinkingexplain your methoddescribe the patterndescribe the ruleinvestigaterecognisedescribedrawcomparesortgreatest value, least valuemental calculationwritten calculationstatementjustifymake a statementexplain your reasoning
38 Mathematical Vocabulary
YEaR5
Vocabulary checklists 37
flat, linecurved, straightroundhollow, solidsortmake, build, construct, draw, sketchperimetercentre, radius, diametersurfaceangle, right-angledcongruentbase, square-basedsizebigger, larger, smallersymmetry, symmetrical, symmetrical patternline symmetryreflect, reflectionaxis of symmetry, reflective symmetrypattern, repeating patternmatchregular, irregular
2-D shape2-D, two-dimensionalcorner, sidepoint, pointedrectangle (including square), rectangular, oblongrectilinearcircle, circulartriangle, triangularequilateral triangle, isosceles triangle, scalene trianglepentagon, pentagonalhexagon, hexagonalheptagonoctagon, octagonalquadrilateralparallelogram, rhombus, trapezium
polygonright -angledparallel, perpendicularx-axis, y-axis, quadrant
3-D shape3-D, three-dimensionalface, edge, vertex, verticescube, cuboid pyramidsphere, hemisphere, sphericalconecylinder, cylindricalprism, triangular prismtetrahedron, polyhedronoctahedron
position and directionpositionover, under, underneathabove, belowtop, bottom, sideon, inoutside, insidearoundin front, behindfront, backbeside, next tooppositeapartbetweenmiddle, edgecentrecornerdirectionjourney, routeleft, rightup, down
YEaR5