year 5 curriculum · multimedia presentation) to recognise that the internet may contain material...

Year 5 Curriculum Live learn love and grow in the light of Christ

Part of the Nicholas Postgate Catholic Academy Trust

Strand Objective Key Skills

Exp

lori

ng

and

De

velo

pin

g Id

eas

To question and make thoughtful observations about starting points for their work

To collect visual and other information to help them develop their ideas

To compare ideas, methods and approaches in their own and others’ work and say what they think and feel about them

I explore ideas and collect visual and other information to help me to develop my work.

I use my sketchbook as a record I can use ICT to research my ideas I can compare methods and approaches and select the most

appropriate for the task. In

vest

igat

ing

and

M

akin

g To investigate and combine visual and tactile qualities of materials and processes and to match

these qualities to the purpose of the work

To select and record from first-hand observation

To apply their experience of materials and processes, developing their control of tools and techniques for different medium

To use a variety of methods and approaches to communicate ideas, and to design

I select the most suitable drawing materials for the type of drawing I want to produce.

I use shading to add interesting effects to my drawings, using different grades of pencil.

I can create colours by mixing to represent images I have observed in the natural and man-made world.

I experiment with different colours to create a mood.

I experiment with techniques that use contrasting textures, colours or patterns.

I have experimented with ceramic mosaic techniques to produce a piece of art.

I use a variety of tools and techniques for sculpting in clay, papier-mache and other mouldable materials.

I use carvings to a surface to create shapes, texture and pattern.

I explore paper techniques such as pop- -up books and origami.

Eval

uat

ing

To adapt their work according to their views and describe how they would develop it further

To compare ideas, methods and approaches in their own and others’ work and say what they think and feel about them

I make comments on the ideas, methods and approaches used in my own and others’ work, relating these to the context in which their work was made

I adapt and refine my work to reflect the purpose and meaning of the work

I keep notes in my sketchbook about how I might develop my work further

Kn

ow

led

ge &

Un

der

stan

din

g

To learn about the great artists, architects and artists in history

To know visual and tactile elements including colour, pattern, texture, line, tone, shape and, form can be combined

To know how materials and processes can be matched to ideas and intentions

To learn about artists, craftspeople and designers in different times and cultures

I use a variety of different shaped lines to indicate movement in my drawings.

I use shading to show shadows and reflections.

I have studied other artists’ drawings and have experimented with some of these styles.

My painting and drawings use colour and shapes to reflect feelings and moods.

I sketch (lightly) before I paint so as to combine lines with colour to produce images that convey a purpose.

My work takes inspiration from artists or designers.

My printing replicates patterns I have observed in either the natural or man-made world and are based on my observational drawings.

I have studied various mediums from other cultures or other time periods.

My work is based on tapestries, artefacts and hangings throughout history and in other cultures.

My work communicates a meaning, idea, thought, feeling or emotion and this is explained in a short piece of writing to accompany each piece of artwork or technique.

AR

T A

ND

DES

IGN


Usi

ng

a C

om

pu

ter

To continue to develop typing speed and accuracy to develop competency in typing

To understand the purpose of and use independently a range of different technology.

To make choices about when to use technology, which piece(s) of technology to use, which software/tools they are going to use on the technology and be able to explain their choices to others.

Throughout KS2 children should:- • Continue to become familiar with a range of devices, for example tablets, desktop computers, laptops, microphones, cameras etc. and increasingly develop their independence and confidence in using these devices. • Continue to increase their typing speed, and be encouraged to play games at home and school which help with this. • Aim to reach the accepted competency rate for children of 20WPM by the end of Year 4. • Be encouraged to increasingly make sensible choices about the technology they use to help them work, and to justify their choices- for example, why they have chosen to use a tablet rather than a laptop, or why they have chosen to use an easi-speak microphone rather than the computer to record sound.

Usi

ng

the

Inte

rnet

To use a range of sources to check validity and recognise different viewpoints and the impact of incorrect data

To save and use pictures, text and sound and be able to import into a document for presentation (ref. multimedia presentation)

To recognise that the Internet may contain material that is irrelevant, bias, implausible and inappropriate

To understand the issues of copyright and how they apply to their own work.

Discuss different strategies for finding relevant information e.g. using different keywords to find information on a given enquiry

• Use a range of keywords to find different sources of information

• Modify searches further to find relevant information for a report

• Select and combine information from a range of different sources and present their findings using a word processing or multimedia/publishing package for a specific audience

•Be aware that web sites are not always accurate and that information should be checked before it is used.

• Discuss issues of copyright and downloading material. Find images which are creative common licenced and understand the importance of stating their sources.

Co

mm

un

ica

tin

g an

d

Co

llab

ora

tio

n o

nlin

e

To share and exchange their ideas using e-mail and electronic communication- inside the school environment.

To use collaboration tools to work together to produce a joint piece of work

Discuss different strategies for finding relevant information e.g. using different keywords to find information on a given enquiry

Use a range of keywords to find different sources of information and enter them into a chosen search engine

Modify searches further to find relevant information for a report

Select and combine information from a range of different sources and present their findings using a word processing or multimedia/publishing package for a specific audience

Be aware that web sites are not always accurate and that information should be checked before it is used.

Discuss issues of copyright and downloading material e.g. mp3s, images, videos etc. Find images which are creative common licenced and understand the importance of stating their sources.

Cre

atin

g an

d

Pu

blis

hin

g

To create non-traditional presentations using a range of tools, for a specific purpose.

To create websites for a specific purpose and improve these sites.

To use technology to help them present their work, showing an increasing degree of skill and using advanced features of software and tools.

To select tools which they can use to help them achieve a specific aim and justify these choices to others.

Use an alternative presentation tool (for example Prezi or Ahead) to create a presentation linking into a topic, arContinue to create websites based on topics, area of interest or events, increasing the complexity of these sites.

Continue to regularly use word processing and desktop publishing to present their work, combing formatted text with other media and making choices about programs and features to use and justifying these choices to others.

Continue to use ICT to create a finished product or set of linked products, developing consistency in style across linked products. of interest or event.

Dig

ital

Med

ia

To use a range of technology to sequence sound samples, considering the audience and purpose.

To use technology to electronically compose music or sounds including creating melodies and save these as audio files.

To use technology to capture and edit video, applying a range of different effects and incorporating numerous video clips.

To use technology to create images including using layers.

To understand the difference between an image and a vector drawing.

To independently take photographs and record video taking into account the audience and/or purpose for the image/video.

Use a range of devices to create extended pieces of music using a wide range of pre-recorded samples.

Use a range of devices to create music samples and sequence these.

Use image creation tools to create more complex images, including using layers.

Understand the differences between an image and a vector drawing.

Continue to choose to independently record video for a range of purposes.

Continue to take photographs for a specific reason or project and/or find appropriate images on-line.

Usi

ng

Dat

a

To continue to use, search, enter data into and create their own databases.

To continue to use technology, including spreadsheets to explore how to present data in different ways.

Use ICT to sort objects into groups according to a give criteria, or criteria which the child identifies themselves.

Begin to use technology to create graphs and pictograms

Pro

gram

min

g an

d

Co

ntr

ol

To continue to develop their understanding of how computer and technology works and how computers process instructions and commands, including the use of coding languages.

To explore ways in which software can be planned.

To use assisted programming software to create basic software which interacts with external controllers, and elements on screen, creating algorithms and using logic and calculations.

Continue to develop an understanding of how technology works, with a focus on developing computational thinking.

Understand that software relies on codes to run and that a range of different coding languages exist.

Explore different ways in which computer software can be planned.

Use a range of assisted programming software (e.g Scratch and/or Kodu) to plan, design and create basic software (for example a simple game), which interact with external controllers (e.g. keyboard and/or mouse).

Using the software control the movement and responses of different elements on screen.

Use visual programming based software to plan, design and create basic non-game software which use logic, algorithms and calculations. (e.g. use scratch to create an interactive maths quiz for a KS1 child)

Mo

del

ling

and

Si

mu

lati

on

s

To understand that ICT allows for situations to be modelled, or those which it would be impractical to try out in real life and investigate the effect of changing variables in these simulations.

Know that simulations are often guided by hidden rules

To use software to model 3D objects.

Use software to create models of 3D objects, landscapes or items.

Explore a range of increasingly complex simulations, exploring the effect of changing variables and recording the results.

CO

MPU

TIN

G


De

sign

ing

describe the purpose of their products • indicate the design features of their products that will appeal to intended users • explain how particular parts of their products work • gather information about the needs and wants of particular individuals and groups • develop their own design criteria and use these to inform their ideas

I generate ideas by collecting and using information.

I take the views of users’ into account when designing my products.

I produce step-by-step plans.

I communicate alternative ideas using words, labelled sketches and models showing that I am aware of the constraints of my design.

Mak

ing

• To select tools and equipment suitable for the task • To select materials and components suitable for the task • To produce appropriate lists of tools, equipment and materials that they need

I have chosen components that can be controlled by switches or by ICT equipment.

My product is improved after testing.

My product is well finished in a way that would appeal to users.

My food product uses a selection of ingredients to meet an identified need. (e.g.. lunchtime snack, healthy sandwich, low gluten).

I work in a safe and hygienic way.

My food is well presented and packaged using other DT skills.

I use suitable mouldable materials selected for the purpose of my product.

I measure using mm and then use scoring, and folding to shape materials accurately with a focus on precision.

I make cuts (scissors, snips, saw) accurately and reject pieces that are not accurate and improve my technique.

I make holes (punch, drill) accurately

My methods of working are precise so that products have a high quality finish.

I use my art textiles skills such as stitching to help create a product that is sturdy and fit for purpose.

Eval

uat

ing

To explain their choice of tools and equipment in relation to the skills and techniques they will be using

To explain their choice of materials and components according to functional properties and aesthetic qualities

To use their design criteria to evaluate their completed products

To critically evaluate the quality of the design, manufacture and fitness for purpose of their products as they design and make

I persuade others to take an interest in my product by using my persuasive writing skills that describe the qualities of my product.

My product is fit for purpose and I improve it in response to a user’s point of view.

My textile work incorporates the views of intended users’ and for the purpose.

Tech

nic

al

Kn

ow

led

ge To explore how to reinforce and strengthen a 3D framework

To know that a recipe can be adapted by adding or substituting one or more ingredients

I reflect on my designs and develop them bearing in mind the way they will be used.

I identify what is working well and what can be improved.

Co

oki

ng

and

N

utr

itio

n

how to prepare and cook a variety of predominantly savoury dishes safely and hygienically including, where appropriate, the use of a heat source

• how to use a range of techniques such as peeling, chopping, slicing, grating, mixing, spreading, kneading and baking • that a healthy diet is made up from a variety and balance of different food and drink • that to be active and healthy, food and drink are needed to provide energy for the body that recipes can be adapted to change the appearance, taste, texture and aroma

I can describe my food and say what qualities it has.

Can say what foods would provide energy and why.

Uses a variety of knife and cutting skills.

Can taste and amend products to adapt the taste accordingly.

DES

IGN

TEC

HN

OLO

GY


Loca

tio

n K

no

wle

dge

Locate the world’s countries, using maps to focus on Europe South America, concentrating on their environmental regions, key physical and human characteristics, countries, and major cities

Name and locate counties 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.

Identify the position and significance of latitude, longitude, Equator, Northern Hemisphere, Southern Hemisphere, the Tropics of Cancer and Capricorn.

I can describe a place using information I have found out using my geography words well.

I compare and contrast places that I have studied using the physical and human features for my comparisons, and my knowledge of continents, countries, climate, temperature, and economy.

I give some reasons for the similarities and differences between places, using geographical language and what I know about relationships between countries.

When I describe places, I do so in terms of its economic development as well as other features.

I can name and locate all places and features learned previously and:

I can name the significant places and features of a location I am studying (and of my country of birth.)

I can name the largest cities in Nort and South America.

I can name the American (South) countries with the highest populations

Pla

ce

Kn

ow

led

ge

Understand geographical similarities and differences through the study of human and physical geography of a region within North or South America.

A study of a region within North or South America

Use maps and Google Earth to locate the region.

Use a wide range of secondary sources of information to study its human and physical geography to understand the geographical similarities and differences with other places in the same country and elsewhere in the world Consider how people can impact upon an environment.

Hu

man

an

d

Ph

ysic

al

Ge

ogr

aph

y

Describe and understand key aspects of: Physical geography, including: climate zones, Human geography, including: types of settlement and land use, and economic activity including trade links.

Study climate zones, earthquakes, biomes and vegetation belts (link to study of North America, for example earthquakes on west coast, coniferous forests or Tundra or Rocky mountain environments).

This could also be linked to a study of South America, for example, Tropical Evergreen Rainforests.

Study economic activity including trade links from North / South America to other parts of the world (for example, produce from the Rainforests).

Geo

grap

hic

al

Skill

s

To use maps, atlases, globes and digital/computer mapping to locate South America and describe features studied

To se the eight points of a compass, four and six-figure grid references, symbols and key (including the use of Ordnance Survey maps) to build their knowledge of the South America

Use maps, atlases, globes, Google Earth.

Use of aerial photographs and secondary sources for local area, counties and cities of England or regions with North / South America.

Link work on compass points and direction to working PE and orienteering.

Collect and record evidence, analyse evidence and draw conclusions.

GEO

GR

APH

Y

GEO

GR

APH

Y


Ch

ron

olo

gica

l

Un

de

rsta

nd

ing

To place the ancient Mayan Civilisation on a timeline

To use dates and vocabulary relating to the passing of time

I use a time line to place events I have found out about both in this country and abroad.

I understand that a time line can be divided into periods: Before Christ (Ancient Civilizations such as Ancient Greeks and Egyptians or Maya etc) AD Romans (AD 43), Anglo-Saxons, Tudors (AD 1485) Stuarts (AD 1603), Georgians (AD 1714), Victorians (AD 1837), Today (AD 1939…).

I can describe the main changes in a period in history. (Using words such as ‘Social’, ‘religious’, ‘political’, ‘technological’ and ‘cultural’.

I can name the date of any significant event from the past that I have studied and place it in the right place on a time line.

I use words and phrases such as era, period, century, decade, Before Christ, AD, after, before, during to describe the passing of time.

Kn

ow

led

ge a

nd

Un

der

stan

din

g o

f

pas

t e

ven

ts p

eo

ple

s an

d c

han

ges

in

the

pas

t To know about the location, climate and terrain of the

Saxons/Vikings

To know what is meant by democracy

To know that modern events may have connections with the past

To know that the type of information available depends on the period of time studied

With help, I choose reliable sources of factual evidence to describe the houses and settlements the Saxons

With help, I choose reliable sources of factual evidence to describe the culture and leisure activities Saxons/Vikings

With help, I choose reliable sources of factual evidence to describe the clothes, way of life and actions of Saxons/Vikings

With help, I choose reliable sources of factual evidence to describe buildings and their uses of Saxons/Vikings

With help, I choose reliable sources of factual evidence to describe what was important to people in Britain since 1948.

With help, I choose reliable sources of factual evidence to find out how any of the above may have changed during a time period.

I give my own reasons why changes may have occurred, backed up by evidence I have researched.

I can describe how some of the things I have studied from the past affect life today.

His

tori

cal

Inte

rpre

ta

tio

n

To be able to combine information from several sources

To appreciate the range of different sources of information that can be used to find out about the Mayan Civilisation

That different sources can provide different kinds of information

I have looked at different versions of the same event in history and have identified differences in the accounts.

I know that people both now and in the past represent events or ideas in a way that persuades others.

I know and understand that it is important to know that some evidence from the past (and present) is propaganda, opinion or misinformation, and that this affects interpretations of history.

I give clear reasons why there may be different accounts of history.

His

tori

cal E

nq

uir

y

To select information from a variety of sources and summarise it appropriately for a specific purpose

To find out about important figures in Britain since 1948

I use documents, printed sources (eg archive materials) the Internet, databases, pictures, photographs, music, artefacts, historic buildings, visits to museums and galleries and visits to sites to collect evidence about the past.

I ask, “What was it like for a... (child, rich person, etc) during…

I choose reliable sources of evidence to help me answer questions, realising that there is often not a single answer to historical questions.

Org

anis

ati

on

an

d

Co

mm

un

ica

tio

n

To summarise what they have learnt about the Mayan civilisation

To select, organise and structure information in a piece of extended writing

I present my findings about the past using my speaking, writing, maths, ICT, drama and drawing skills.

I use dates and terms accurately.

I choose the most appropriate way to present my information, which I realise is for an audience.


Co

ntr

olli

ng

Sou

nd

s

Thro

ugh

Sin

gin

g an

d

Pla

y p

layi

ng

(Pe

rfo

rmin

g)

Use voices to sing songs, chants and rhymes.

Play tuned and untuned instruments.

Rehearse and perform with others’.

I sing in tune.

I breathe well and pronounce words, change pitch and show control in my singing.

I perform songs with an awareness of the meaning of the words.

I hold my part in a round.

I perform songs in a way that reflects there meaning and the occasion.

I can sustain a drone or melodic ostinato to accompany singing.

I can play an accompaniment on an instrument (e.g. glockenspiel, bass drum or cymbal).

I can improvise within a group. C

reat

ing

and

De

velo

pin

g M

usi

cal

Ide

as

(C

om

po

sin

g)

Create musical patterns.

Explore, choose and organize sounds and musical ideas.

I know how to make creative use of the way sounds can be changed, organised and controlled (including ICT).

I create my own songs.

I can create rhythmic patterns with an awareness of timbre and duration.

I create music, which reflects given intentions and uses notations as a support for performance.

I identify where to place emphasis and accents in a song to create effects.

Re

spo

nd

ing

and

Rev

iew

ing

(Ap

pra

isin

g) Explore ideas and feelings about music using movement,

dance and musical language.

Make improvements to their own work

I have a range of words to help me describe music. (e.g. pitch, duration, dynamics, tempo, timbre, texture, and silence)

I can describe my music using musical words and I use this to identify strengths and weaknesses in my music.

List

en

ing

and

ap

ply

ing

Mu

sica

l

Kn

ow

led

ge

Internalise and recall sounds.

To know how the combined musical elements of pitch, duration, dynamics, tempo, timbre, texture and silence can be organized and used.

Know that sounds can be made in different ways and described using given and invented signs and symbols.

The purposes of music.

I can combine sounds expressively

I create songs with an understanding of the relationship between lyrics and melody.

I know and use standard musical notation of crotchet, minim and semibreve. To indicate how many beats to play.

I can read the musical stave and can work out the notes, EGBDF and FACE.

I can draw a treble clef at the correct position on the stave.

I use the venue and sense of occasion to create performances that are well appreciated by the audience.


Bal

l Gam

es

To develop the range and consistency of their skills, especially in specific net games

To follow, use and adapt rules, strategies and tactics

To evaluate performances, explain what needs improving in their own and others’ work, and suggest possible improvements

To effectively play a competitive net/wall game

To try to make things difficult for their opponent by directing the ball to space, at different speeds and heights

To understand the rules of the game and begin to use them to umpire /referee a game

I can take part in conditioned game with understanding of tactics & rules

I use forehand and backhand when playing racquet games.

I know what a volley is and am beginning to use it in my game

I choose the most appropriate tactics in a game.

I can perform the skills needed for the games with control, precision and fluency

I can use my knowledge of the rules to begin to umpire/referee

Gym

nas

tics

To perform actions, shapes and balances consistently and fluently in specific activities

To choose and apply basic compositional ideas to the sequences they create, and to adapt them to new situations

To choose and use information and basic criteria to evaluate their own and others’ work

I combine actions, shapes and balances in my gymnastic performance.

My movements are clear, accurate and consistent.

I can link ideas, skills & techniques with control, precision & fluency when performing basic skills

I understand composition by performing more complex sequences that include changes in direction, level and speed.

I understand the importance of warming up to allow me to performance at my best

Ath

leti

cs

To describe the key points of their sprinting action

To throw a range of objects for distance with a pulling action

To construct & race over a set of hurdles

To act as timer & starter using a clock or stopwatch

To run continuously for 3 minutes at a set pace

To practise a scissors-style jumping action

To throw a range of objects with a pushing/slinging action

To perform the roles of starter, timer & competitor

To apply their sprinting performance to a team relay

To combine running & jumping in a long jump

I can improve and sustain running technique at different speeds

I can demonstrate accuracy & technique in a range of throwing & jumping actions

I can identify & explain good athletic performance

I can describe the changes in my body when running, jumping & throwing

I can describe the key points of the 3 throwing actions

I can work with a partner & in a team to measure, time & officiate in different events

I agree the running order for a 4 man relay based on each pupil’s previous sprinting performances

Ou

tdo

or

and

Ad

ven

turo

us

To develop and refine orienteering and problem-solving skills when working in groups and on their own

To decide what approach to use to meet the challenge set

To adapt their skills and understanding as they move from familiar to unfamiliar environments

To see the importance of a group or team plan, and the value of pooling ideas

To improve their performance by changing or adapting their approaches as needed

I use maps and diagrams to orientate myself.

I can adapt my actions to changing situations (e.g. weather).

With others’, I plan careful responses to challenges or problems.

Dan

ce

To explore and improvise ideas for dances in different styles, working on their own, with a partner and in a group

To compose dances by using, adapting and developing steps, formations and patterning from different dance styles

To perform dances expressively, using a range of performance skills

To describe, analyse, interpret and evaluate dances, showing an understanding of some aspects of style and context

I am creative and imaginative in composing both my own dances and collaboratively

I perform expressively.

My movements are controlled, precise and fluent and express emotion or feeling.

I can vary dynamics & develop actions with a partner or as part of a group

I continually demonstrate rhythm & spatial awareness

I can suggest ways to improve their own and other peoples’ work

I can adapt and refine the way they use weight, space and rhythm in their dances to express themselves

PE


Re

lati

on

ship

s

Is beginning to recognise and respond to others’ feeling and emotions:

Is beginning to understand the importance of healthy relationships

They understand the importance of keeping a confidence or a secret; recognising and managing dares

The show understanding of what constitutes a healthy relationship; how actions and behaviour can affect relationships; boundaries within relationships; working together; conflict negotiation.

They are aware of what influences our choices about health and wellbeing

He

alth

an

d W

ell-

Be

ing

Is beginning to understand growing and changing

Is beginning to understand how to keep safe.

Is beginning to understand about pressures on behaviour:

To know about having aspirations, goals and feeling valued; intensity of our and others’ feelings; conflicting emotions; change: bereavement, loss, grief and transitions; feelings and changes associated with puberty.

They know how to keep physically and emotionally safe on- and offline; risk assessment and management; independence and responsibility;

They understand about peer and media; managing emergencies; habits: alcohol, tobacco and drugs

Livi

ng

in t

he

Wid

er

Wo

rld

Is beginning how to recognise valuing differences

Is beginning to recognise rights and responsibilities

Is beginning to recognise how to take care of the environment

Is beginning to understand about different money matters.

Challenging stereotypes; different types of relationships; maintaining relationships; respecting similarities and differences; bullying, discrimination and prejudice

To learn about a topical issues concerning health and wellbeing; rules and laws; the precedence of human rights over other laws, practices and traditions; consequences of anti-social behaviours; rights, responsibilities and duties; resolving difference, making decisions and choices;

To know their responsibilities towards and how people contribute to communities and the environment; the lives of people living in other places; how the earth’s resources are allocated; resolving differences

To know about finance concepts; earning money and deductions; enterprise

Understand he range of religious and ethnic identities in the UK; how the media present information

RSE

Follow the journey of love scheme. Covers every aspects of growth: physical, emotional, intellectual, social and spiritual with a theme of love.

PER

SE

PHSE


List

en

ing

To understand a few familiar spoken words and phrases.

recognise and respond to instructions

listen to songs

listen to a story and select keywords and phrases from it

listen with care in French lessons

Spe

akin

g

Say and repeat single words and short simple phrases

greet others with confidence and understand the

differences in social conventions when people greet each other;

reply to the questions Comment tu t’appelles?, Quel âge as-tu?;

understand and use numbers 1–20 and use some of these out of sequence;

begin to understand about simple plurals and pronounce these correctly

respond to spoken instructions to make a game

begin to develop skills in communicating in French in pairs and groups

pronounce sounds é, er

state what activities they can do well

understand and use praise words

say the month of their birthday;

sing a song from memory;

recognise and respond to instructions including parts of the body

describe the colour of facial features

begin to use agreements of adjectives of colour

speak clearly and confidently

ask and answer simple questions with correct intonation

Re

adin

g

Write or copy simple words or symbols correctly

Begin to recognise, read and pronounce sounds on, u, j and ère

Begin to recognise, read and pronounce combinations of letters, words and set phrases

Read words displayed as part of the lesson.

Read familiar words and join in with a non-fiction text

Wri

tin

g

Write or copy simple words and or symbols correctly

Recognise some familiar words in written form

Experiment with writing simple words

Write a party invitation from a model

Develop their understanding of the way sounds are represented in writing

Copy accurately in writing some key words

Write familiar words and phrases from a model

Recognise and understand familiar words in written form

Write simple phrases using a model

LAN

GU

AG

ES

year 5 curriculum · multimedia presentation) to recognise that the internet may contain material...

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