Year 5

 Autumn Spring Summer


(Key texts must be covered. Suggested texts, are mostly drawn from the Pie Corbett Reading and Poetry Spines for each Year Group and contain Read and Respond Suggestions.  These texts should be used for Reading Enrichment, the daily class read, or for inspiration).












Book Led Curriculum:  Saxons, Vikings


Autumn 1: versions of Beowulf (Michael Morpurgo, Trevor Lloyd Jones, Rosemary Sutcliffe)

Autumn 2:  Norse Myths (Kevin Crossley Holland), Poetic Forms – Haiku Tanka, Cinquain and Kennings



Suggested Texts

Pie Corbett Reading Spine:

Varjak Paw (SF Said), The Midnight Fox (Betsy Byars),  Odd and the Frost Giants (Neil Gaiman), How to Train Your Dragon (Cressida Cowell), Viking Boy  and Saxon Boy (Tony Bradman) The Thousand-Year-old Boy ( Ross Welford), The Saga of Erik the Viking (Terry Jones & Michael Foreman), Arthur and the Golden Rope (Joe Todd Stanton) The Dragon’s Hoard: Stories from the Viking Sagas ( Lari Don and Cate James)

Poetry:  The Works, Juggling with Gerbils


Writing Opportunities

Setting and Character Description,

Informal letter in role

Narrative retelling

Explanation (How to build a dragon trap)

News reports (journalistic style)

Character description

Compare myths and write own myths

Poetry – tanka, cinquain haiku and kennings

Book Led Curriculum – Normans


Spring 1: Outlaw (Michael Morpurgo version of Robin Hood) link with other retellings of Robin Hood stories

Spring 2: Outlaw continued, Instructions (Neil Gaiman)




Suggested Texts:

Pie Corbett Reading Spine:

The Wolves of Willoughby Chase (JoanAiken),   Clockwork (Philip Pullman), Crusade (Elizabeth Laird), I Was There 1066 (Jim Eldridge),

The Battle of Hastings (Ladybird Histories- Chris Baker),

The Battle of Hastings (Great Events Gillian Clements), The History Detectives: The Normans and the Battle of Hastings (Philip Parker) Arthur and The Seeing Stone (Kevin Crossley Holland)

Poetry: Lost Magic


Writing Opportunities

Setting descriptions

Character descriptions

Diary in role

Non-chronological report

play script

news report

persuasive writing

narrative poem- instructions (in the style of Neil Gaiman)


Book Led Curriculum  - Tudors


Summer 1: The Prince and The Pauper (Usborne)

Summer 2: Diver’s Daughter (Patricia Lawrence)





Suggested Texts:

Pie Corbett Reading Spine:

Tom’s Midnight Garden (Philippa Pearce),Tudor Rose (Anne Perry)  Elizabeth I ( Stephanie Turnbull), Treason (Berlie Doherty), The Ravenmaster’s Boy (Mary Hoffman), The Ghost of Thomas Kempe (Penelope Lively), Tudors Picture Book (Emily Bone and Galia Bernstein), The Tudors: Kings, Queens, Scribes and Ferrets! (Marcia Williams)

Poetry: The Magic Box Collection



Writing Opportunities –



Newspaper Articles

chronological reports




Recount in role

Comparison character descriptions

Debate/ argument


Reasoning with large whole numbers

Problem solving with integer addition and subtraction

Line graphs and timetables

Multiplication and division

Perimeter and area

Extra unit Year 4 2-D shape learning (for Covid catchup)

Fractions and decimals


Fractions, decimals and percentages


Converting units of measure

Calculating with whole numbers and decimals

2-D and 3-D shape


Problem Solving






Properties and
Changes of


Properties and
Changes of
Materials/ cont/d
Begin Earth and


Earth and Space






Living Things
and Their



Including Humans







ThemeViking and Anglo Saxon InvadersNorman BritainA Tudor World


Pupils should continue to develop a chronologically secure knowledge and understanding of British, local and world history, establishing clear narratives within and across the periods they study. They should note connections, contrasts and trends over time and develop the appropriate use of historical terms. They should regularly address and sometimes devise historically valid questions about change, cause, similarity and difference, and significance. They should construct informed responses that involve thoughtful selection and organisation of relevant historical information. They should understand how our knowledge of the past is constructed from a range of sources

• Know how Britain changed between the end of the Roman occupation and 1066

• Know about how the Anglo Saxons attempted to bring about law and order into the country • Know that during the Anglo Saxon period Britain was divided into many kingdoms • Know that the way the kingdoms were divided led to the creation of some of our county boundaries today • Know and understand how and why the Vikings invaded •Use a time line to show when the Anglo-Saxons were in England • Discuss why people and events from a particular time in the past were important, placing them within a historical sequence (impact of the Viking invasions on language . landscape / life today.) • Contextualise the Anglo-Saxon period within a timeline of Britain. • Discuss and understand the terms invaders and settlers and the motivations for immigration. • Learn about the class system and law and order (Kings Ethelbert, Offa, Alfred)

• Know about a theme in British history which extends beyond 1066 and explain why this was important in relation to British history • Know and understand the history of Britain as a coherent, chronological narrative, from the earliest times to the present day: how people’s lives have shaped this nation and how Britain has influenced and been influenced by the wider world.  • Know and understand the feudal system and how this has impacted life today • Know about the Viking and Anglo-Saxon struggle for the Kingdom of England to the time of Edward the Confessor • To be able to compare and contrast a society in the past with my own and discuss similarities and differences • Understand that the Normans were the descendants of Vikings – understand that civilisations evolve and change and develop – explore what made the Normans more successful• Know about the changing power of monarchs (case study Henry VIII)  • Know how the lives of wealthy people were different from the lives of poorer people during this time. • Know about changes in crime and punishment in British history • Know the key events leading to Tudor reign in England • Know who the key figures were in the war of the roses • Know about the difference in homes in Tudor times and compare to modern homes • Know about the reformation and the huge significance this had on life in England • Know what life was like in Britain and compare the key social aspects that have changed since the last era studied • Learn about clothing in Tudor times and the differences in dress of rich and poor people • Learn about sporting and social activities in Tudor time


Pupils should extend their knowledge and understanding beyond the local area to include the United Kingdom and Europe, North and South America and the wider world. This will include the location and characteristics of a range of the world’s most significant human and physical features. They should develop their use of geographical knowledge, understanding and skills to enhance their locational and place knowledge.

• Know the names of a number of European / Scandinavian countries and cities • Know how to find key places on a map and to use atlases and maps to find and describe key features • Know how to locate a country on a map and label key features? • Explore Scandinavian landscape – lakes / fjords / rivers / coastlines • Explore the development of fortifications built in Roman times into towns (Leicester – urban development where Vikings built settlements to start to control parts of central England)Know the names of and locate at least eight counties and at least six cities in England. (Link to Normans and feudal system.) • Know how to find key places on a map and to use atlases • Why were the Normans so successful? Look at their geographical position and how this allowed them to invade so successfully • Explore Norman settlements (Warwick castle was built during the Norman conquest of England.) Explore how the castle was built to keep out invaders – geographyKnow why are industrial areas and ports are important (The importance of the Thames and ports in Tudor times) • Use maps to examine the physical and human geography of England, comparing England during the Tudor period – similarities and differences between Tudor London and London today • Compare local area – what would / would not have been there during Tudor times? • Know why are industrial areas and ports are important (The importance of the Thames and ports in Tudor times) •  Use Google Earth to locate a country or place of interest and to follow the journey of rivers, etc. (Look at the key Tudor places still in London today.)


 AutumnSpring Summer

Design technology


Gingerbread Houses   BreadBuilding Bridges (link to London and Tower bridge)

Art skills are taught through projects during the last week of each half term to allow children to build on prior skills and knowledge in quick succession.



Autumn 1 'Supersize Jewellery'


Autumn 2 'Anglo-Saxon Architecture'

Art skills are taught through projects during the last week of each half term to allow children to build on prior skills and knowledge in quick succession.



Spring 1 'Flat Yet Sculptural'


Spring 2 'Collage Inspired by Miro'


Art skills are taught through projects during the last week of each half term to allow children to build on prior skills and knowledge in quick succession.



Summer 1 'Making a Tudor Feast from Modroc'


Summer 2 'Barbie and Ken Transformations'





-Classroom Jazz 1


-The Fresh Prince of Bel Air


-Dancing In The Street



Online safety



Game Creator

3D Modelling

Concept Maps

Word Processing



Autumn 1:  

Gymnastics: jumps and leaps. 

Autumn 2: 

Dance: The Charleston. 

Spring 1:


Circuit training

Spring 2: Basketball: expert dribbling. 


Summer 1:

Striking and fielding: rounders.

Summer 2:





The Taking Care Project

Money Matters


The Taking Care Project


It’s My Body

The Taking Care Project

Aiming High

Be yourself


(these topics are larger and may span more than a half term – there are 8 topics to be covered in UKS2.)

Why do some people believe God exists?

What would Jesus do?

What do religions say to us when life gets hard?

If God is everywhere, why go to a place of worship?