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Kings Hill School Primary & Nursery

Inspired to believe, Inspired to achieve

Year Five

Welcome to Panther Class!

Our teacher is Miss Francis . Our teaching assistants are Mrs Anderson and Mrs Patterson.




 Welcome to Leopard Class!

Our teacher is Mrs Weller and our teaching assistants is Mrs Garner and Mrs Denby-Jones. 


Click here to view our 'Meet the Teacher' presentation 

Spring Term 2024

 Welcome to Year 5. We hope you had a lovely break and we are looking forward to a hard-working and fun term with you all. 

Below is an outline of the learning that will take place this term.

English Key Text: Macbeth


  • To discuss and comment on themes and conventions in a variety of genres.
  • To provide straightforward explanations for the purpose of the language, structure and presentation of texts e.g. bullet points; how a letter is set out; introductory paragraphs.
  • To discuss their understanding of the meaning of words in context, finding other words which are similar.
  • To discuss and evaluate how authors use language, including figurative language (e.g. simile, imagery) and its effect on the reader.
  • To draw inferences and justify these with evidence from the text.
  • To participate in discussion about texts, expressing and justifying opinions, building on ideas and challenging others’ views courteously.



  • To discuss and develop initial ideas in order to plan and draft before writing.
  • To write to suit purpose and with a growing awareness of audience, using appropriate features e.g. diary entry, formal invitation and narrative.
  • To organise writing into sections or paragraphs; create cohesion by linking ideas within paragraphs.
  • To use dialogue to indicate character and event.
  • To describe characters, settings and plot, with growing precision.


Spelling, punctuation and grammar

  • To write a range of sentence structures which are grammatically accurate.
  • To experiment writing in different tenses based upon the genre of text.
  • To use commas for a pause in complex sentences.
  • To understand how to use colons within a piece of writing.
  • To use expanded noun phrases to convey complicated information concisely.
  • To understand how to use semi-colons including using them in a detailed list.



  • To know equivalent fractions and decimals (tenths and hundredths).
  • To know thousandths as fractions.
  • To know thousandths as decimals.
  • To order and compare decimals (same number of decimal places).
  • To round to the nearest whole number
  • To round to 1 decimal place
  • To understand percentages
  • To recognise percentages as fractions and decimals
  • To know equivalent fractions, decimals and percentages
  • To calculate perimeter of rectangles, rectilinear shapes and polygons
  • To calculate the area of rectangles and compound shapes
  • To estimate area
  • To draw line graphs
  • To read and interpret line graphs



  • Know the life cycles of a mammal, amphibian, insect and bird.
  • Know that reproduction of living things is either sexual or asexual.
  • Know that naturalists study living things in a range of worlds.
  • Know David Attenborough and Jane Goodall are famous naturalists who have dedicated their lives to finding out about living things, filming them and educating us.
  • Know the process of sexual reproduction in flowering plants.
  • Know that in asexual reproduction, only one parent is needed to reproduce a copy of the parent.
  • Know that some plants can grow new plants from bulbs, runners and tubers.
  • Know that in asexual reproduction, the plants are a clone of their parents.
  • Know that sexual reproduction is the fertilisation of female sex cells (eggs) by male sex cells (sperm).
  • Know fish, amphibians, birds and reptiles produce eggs. Mammals produce live young.
  • Describe the differences in the life cycles of a mammal, an amphibian, an insect and a bird.
  • Describe the life process of reproduction in some plants and animals.


History: The Windrush Generation

  • To know the history behind the Windrush Generation.
  • To know where the Caribbean Islands are and to understand their history – to know that many people of Caribbean descent are of African origin.
  • To know what life was like in the Islands.
  • To know that some of the islands were part of the British Empire.
  • To know the significance of the Caribbean service men and women to Britain during World War II.
  • To know the motivations for migration to Britain.
  • To understand the motivations of the Windrush Generation for migration.
  • To know what life was like on-board the HMT Windrush.
  • To explore sources that help us interpret what life was like on board the ship.
  • To consider the expectations of the Windrush Generation regarding their settlement in Britain.
  • To know what life was like in Britain.
  • To know the difficulties faced by the Windrush settlers when they arrived in Britain.
  • To know the lasting legacy of the Windrush Generation.
  • To consider the consequences of the arrival of the Windrush Generation and how they changed Britain for the better.
  • To know about the Windrush scandal.



  • Improvise and compose, ‘doodling’ with sound, playing around with pitch and rhythm to create a strong hook. 
  • Create fragments of songs that can be developed into fully fledged songs.
  • Listen and appraise, identifying the structure of songs and analysing them to appreciate the role of metaphor. 
  • Understand techniques for creating a song and develop a greater understanding of the song-writing process.  


  Art- How can I create sequential drawings to share or tell a story? 

  • Understand that we can tell stories through drawing.
  • Know that we can use text within our drawings to add meaning.
  • Sequence drawings to help viewers respond to our story/poem
  • We can use line, shape, colour and composition to develop evocative and characterful imagery. 
  • Understand how powerful monochromatic colour schemes can be
  • Explore artists that tell stories through imagery 


Computing: Vector Drawing

  • To recognise that vector drawings are made using shapes.
  • To experiment with the shape and line tools.
  • To discuss how vector drawings are different from paper-based drawings.
  • To identify the shapes used to make a vector drawing.
  • To explain that each element added to a vector drawing is an object.
  • To move, resize, and rotate objects I have duplicated.
  • To use the zoom tool to help me add detail to my drawings.
  • To explain how alignment grids and resize handles can be used to improve consistency.
  • To identify that each added object creates a new layer in the drawing.
  • To copy part of a drawing by duplicating several objects.



  • To know the health risks of smoking and the affects of tobacco on the lungs, liver and heart.
  • To know some of the risks with misusing alcohol, including anti-social behaviour.
  • To know and can put into practice basic emergency aid procedures (including the recovery position) and know how to get help in an emergency situation.
  • To understand how the media, social media and celebrity culture promotes certain body types.
  • To describe different roles food can play in people’s lives and explain how people can develop eating problems relating to body image pressures.
  • To know what makes a healthy lifestyle including healthy eating and the choices needed to make me happy and healthy.



  • To know what is a place of worship for.
  • To know what features might be found in a multi-faith space?
  • To design a multi-faith space.
  • To consider whether a place of worship always a building.
  • To understand the symbolism of the egg at Easter.




  • To improve skills in passing and receiving a rugby ball.
  • To develop skills in passing the ball in different directions whilst on the move.
  • To develop dodging skills when attempting to beat a defender.
  • To develop skills in picking up and collecting a dropped ball whilst moving.
  • To develop skills in using passing and dodging in small game situations.


Year 5 have PE on Mondays and Thursdays. Could children please come dressed in their PE kits and have their earrings taken out on these days. 


Vocabulary: Weather and adverbs. Solar system and planet descriptions. 

Grammar: Adjective positions in sentences.

Phonics: single syllable words.

Culture: Easter traditions

 Click here to see the expectations for reading, writing and maths in Year 5. 

For more information on our remote learning offer for those of you learning at home, please click here

For more information on the learning taking place this term, please see the Year 5 curriculum map below.


As well as accessing our broad curriculum, our pupil offer outlines the additional opportunities your child will have whilst in Year 5.

Curriculum Maps

Term 1 Curriculum Map 

Term 2 Curriculum Map

Term 3 Curriculum Map

Term 4 Curriculum Map 

Term 5 Curriculum Map

Term 6 Curriculum Map 


Class Timetable

Panther Class Timetable

Leopard Class Timetable

Homework in Year 5

Daily Reading

We encourage all children to read at home daily and a note to be written in their reading journal. If the school book has been completed then please read and share any other books/comics you have at home. These can also be recorded in the reading journal and can count towards the number of daily reads. 


Spelling will be sent home on a Friday and will tested the following Friday

SPaG activities will be set on Fridays and will need to be completed by the following Friday.

 Maths arithmetic

Arithmetic questions will be set on Fridays and will need to be handed in on the following Wednesday. 

TT Rockstars

We suggest working on TT Rockstars for 15 minutes a week; however you can do more should you wish. Specific timestables will be set for your child and this programme aims to increase the fluency of these. This is an online maths game that can be accessed on tablet, ipads and desktops


English in Year Five

Reading in Year Five

By the end of year 5, the children's reading should demonstrate increasing fluency across all subjects. They will understand the conventions of different types of writing such as the use of the first person and understand some technical terms needed for discussing what is heard and read such as metaphor, simile. analogy, imagery, style and effect. In using non-fiction, the children will know what information is needed to look for before beginning a task and know how to use a contents page and indexes to locate information and apply these skills across the curriculum independently. They will apply a growing knowledge of root words, prefixes and suffixes (morphology and etymology) both to read aloud and to understand the meaning of new words that are met. 

Writing and SPaG in Year Five

In the composition of writing, the children will select the appropriate form and identify the audience for, and purpose of, the writing. They will use further organisational and presentational devices to structure text and to guide the reader, for example headings, bullet points and underlining.

When developing SPaG skills, the children will consider converting nouns or adjectives into verbs and be able to indicate degrees of possibility using adverbs or modal verbs. They will use devices to build cohesion within a paragraph and use commas to clarify meaning.

By the end of year 5, the children will use accurate grammar and punctuation and begin to apply this when considering both audience and purpose. They will understand the differences between standard English and non-standard English and can apply what has been learnt.  

Maths in Year Five

During year 5 the children will continue to develop their fluency across all the areas of mathematics. They will work with numbers to at least 1,000,000 and determine the value of each digit. They will develop their skills of using formal written methods for addition, subtraction, division and multiplication. They will identify multiplies, factors, squares and cubes and use this knowledge to solve problems.

When working with fractions, children will compare and order fractions and read and write decimal numbers as fractions. They will solve problems which require knowing percentage and decimal equivalents and those fractions with a denominator of a multiple of 10 or 25.

Children will have the opportunity to convert different units of metric measure and calculate the perimeter of composite rectilinear shapes and will calculate and compare the area of compound shapes.  Children will draw given angles and measure accurately using degrees. They will distinguish between regular and irregular polygons based on reasoning about sides and angles.