Welcome back to the summer term!

Corby Glen Community Primary School

Year 5

End of Year 5 expectations 

 Foundation subject area/strand  Essential skills

 Art and Design

  •  Make and use a sketch book that includes pockets and ?flaps.
  • Explain how an idea has developed over time.
  • Combine a range of media within a piece of work and explain the desired effect.
  • Use simple rules of perspective in drawings of ?figures and buildings.
  • Use paint application techniques to create mood and atmosphere in a painting.
  • Carve and sculpt materials using a range of tools and finishing techniques (e.g. sanding, etching and smoothing).
  • Create a detailed block for printing using string, card, foam or lino.
  • Create a monochromatic collage which incorporates text.
  • Compose a photograph with an emphasis on textural qualities, light and shade.
  • Use rubbing techniques (frottage art) to collect patterns and textures.
  • Use cross-hatching to add tonal detail.
  • Create cylindrical and spherical forms using a range of media and scales.
  • Compare and comment on ideas/methods/approaches in own and others’ work (relating to context).
  • Explain how a piece of artwork makes them feel, explaining views by reference to effects (e.g. colour and pattern).


  •  With support, begin to produce algorithms by using logical and appropriate structures to organise data, and create precise and accurate sequences of instructions.
  • Use flowcharts and other diagrams to follow how a process or model works.
  • Use logical reasoning to solve problems and model situations and processes.
  • Predict what will happen when variables and rules within a model are changed.
  • Demonstrate knowledge and understanding of computer systems and hardware by identifying and defining the functions of the processor, memory, backing storage and peripherals in a typical desktop computer.
  • Select, use and combine a variety of software, including internet services on a range of digital devices, explaining how email and online discussion areas are used for communication and collaboration.
  • Recognise the need for accuracy when searching for and selecting information.
  • Use different sources to double check information found.
  • Prepare and present information in a range of forms, using ICT safely and responsibly.
  • Judge what sort of privacy settings might be relevant for reducing different risks.
  • Judge when to answer a question online and when not to.
  • Be a good online citizen and friend.
  • Articulate what constitutes good behaviour online.
  • Find and cite the web address for any information or resource found online.
  • Describe how to check for and spot inaccurate data.
  • Know which formulas to use to change a spreadsheet model.
  • Create data collection forms and enter data from these accurately.
  • Make graphs from the calculations on their own spreadsheet.

 Design and Technology/Planning, knowledge and evaluation

  •  Use various sources of information, clarifying/sharing ideas through discussion, labelled sketches, cross-sectional diagrams and modelling, recognising that ideas have to meet a range of needs.
  • Use CAD and CAM packages to suggest alternative design ideas and explain their ideas and intentions.
  • Work from own detailed plans, modifying them where appropriate.
  • Research the work done by textile artists and say what they like about a piece, identifying the techniques and materials used in creating it and the aesthetic value.
  • Investigate the design features (including identifying components or ingredients) of a familiar existing product in the context of the culture or society in which it was designed or made.
  • Test and evaluate products against a detailed design specification and make adaptations as they develop the product.
  • Create a timeline to sequence the development of a design over time and describe how technology has influenced it.

 Design and Technology/Making, using and understanding

  •  Name and select appropriate tools for a task and use them with precision.
  • Select and combine materials with precision.
  • Select and name appropriate tools for specific jobs and demonstrate how to use them safely.
  • Recycle, repair and mend old clothes/tools and explain why this is a good idea.
  • Create a 3-D product using a range of materials and sewing techniques.
  • Combine materials with temporary or fixed joints.
  • Cut safely and accurately to a marked line.
  • Use a glue gun with close supervision.
  • Build a framework using a range of materials (e.g. wood, card and corrugated plastic) to support mechanisms.
  • Use cams or gears in their products.
  • Build models, incorporating switches to turn on and off.
  • Monitor and control more than one output, in response to changes.
  • Combine food ingredients appropriately (e.g. kneading, rubbing in and mixing).
  • Evaluate meals and consider if they contribute towards a balanced diet.
  • Explain what times of year particular foods are in season.

 Geography/Knowledge and understanding

  •  Describe how human activity has impacted upon and/or changed the physical and human characteristics of a place in the world.
  • Name and locate counties and cities of the United Kingdom, identifying and describing their human and physical characteristics.
  • Describe and explain similarities and differences (human and physical) of a region of a European country, and a region or area within North or South America.
  • Explain the effect of commercial and industrial activity on the environment and suggest ways to improve it.
  • Describe how physical and human processes give a continent its unique characteristics.
  • Respond to and ask relevant questions about patterns in the landscape and make appropriate observations on the location of features relative to others.
  • Describe how weather and climate effects land use food production.
  • Recognise and describe the physical and human features of places, appreciating the importance of wider geographical location in understanding places.
  • Explain how things change by referring to the physical and human features of the landscape.
  • Discuss and comment on a range of views people hold about environmental interaction and change.


  •  Produce own scaled maps.
  • Compare land use and geographical features on different types of maps.
  • Choose the best method of recording observations and measurements including sketch maps, plans, graphs and digital technologies.
  • Ask and answer geographical questions using correct geographical vocabulary.
  • Use search engines, index, contents and other research techniques to locate and interpret information.
  • Use four and six figure grid references to locate features on an Ordnance Survey or world map.
  • Locate and explain the significance of latitude and longitude and the Prime Greenwich Meridian.
  • Suggest sources for finding data related to a task and analyse data collected to draw conclusions about a place or geographical issue.
  • Explain what physical and human processes may have occurred in a place by studying an aerial image of it.


  •  Make connections between two periods of history, to begin to develop historical perspective.
  • Make appropriate use of historical terms in discussion and understand concepts (e.g. local, regional, national and international).
  • Independently place historical events or change on a timeline, remembering key facts from a period of history studied.
  • Describe how a significant individual or movement has influenced the UK or wider world.
  • Use a range of local history resources to describe how an event (e.g. the Black Death) affected a local town or village.
  • Link events from periods studied to changes or developments in contemporary society, both in Britain and the wider world.
  • Explain why people acted as they did (e.g. why Henry VIII married many times in order to produce an heir to the throne).
  • Follow independent lines of enquiry and make informed responses based on this.
  • Select, organise and record relevant information from a range of sources to produce well-structured narratives, descriptions and explanations.
  • Describe how different types of evidence tell us different things about the past (e.g. royal portraits versus descriptions) and understand why contrasting arguments and interpretations occur.


  •  Explain how different musical elements (pitch, tempo, rhythm, melody and dynamics) have been used to create mood and effects.
  • Improvise and notate musical phrases to develop compositions.
  • Use musical vocabulary to explain some of the reasons why a piece of music might have been composed.
  • Maintain own part in a performance with confidence, accuracy and an awareness of what others are playing.
  • Maintain a more complex part within an ensemble (e.g. sing in a round or use harmony).
  • Create simple rhythmic patterns with an awareness of timbre (quality of sound) and duration (length of notes and intervals).
  • Perform from simple notation on tuned/untuned instruments.
  • Appreciate and understand high quality music, both live and recorded.
  • Recognise and describe music and musical instruments from different periods in history.


  •  Explain, evaluate and develop ideas and plans for a game that includes a scoring system.
  • Use different techniques and skills to pass, dribble, travel and shoot in ball games.
  • Mark an opposing player or players, preventing them from gaining possession.
  • Vary dynamics of a movement or dance, developing actions in time to music, with a partner or as part of a group.
  • Explain how power and stamina is developed and how this improves performance.
  • Create and perform more complex sequences, including change of direction, travelling, speed and height, showing good stability and core strength.
  • Plan routes and orientate maps, responding positively to increasing challenges, listening to feedback and evaluating their role.
  • Perform individually or with a partner/as a group with increasing confidence and accuracy, using the whole body across different levels/spaces, to a range of audiences.
  • Compare performances with previous ones.
  • Swim between 50 and 100 metres, using three strokes, sustaining swimming over an extended time.
  • Show a problem solving approach to survival.


  •  Show responsibility in managing daily tasks and learning, individually and in a team.
  • Review their progress against objectives and when making decisions.
  • Talk and write about their own opinions and begin to explain their views on some issues (e.g. issues affecting their own life/environment such as school uniform), seeing and respecting others’ viewpoints.
  • Make informed choices to maintain their health and well-being, and explain reasons for these choices.
  • Demonstrate respect and tolerance towards people different from themselves.
  • Recognise that images and media portrayal are not always an accurate reflection of reality and can impact on people’s feelings.
  • Respond to, or challenge, negative behaviours, such as bullying and aggression with increasing independence and show resistance to carrying out something that they feel uncomfortable about or that they know is wrong.
  • Explain the benefits of being emotionally, physically and mentally healthy and discuss what can affect this, including the media.
  • Explain the consequences of peer pressure and bullying in different situations, utilising strategies for managing persuasion and coercion.
  • Talk about how to resolve conflict, using the strategies of compromise and negotiation.
  • Explain the words ‘culture’, ‘stereotype’ and ‘racism’ and give examples of all.
  • Discuss ‘protected characteristics’ in the Equality Act 2010 or revised versions.
  • Critically enquire about citizenship issues and give an opinion on them.
  • Explain how rules and laws protect them and others in a variety of situations and how they can play a part in developing or changing rules.
  • Explain what the word ‘democracy’ means, showing an awareness that there are local and national groups to support it.
  • Explain what it means to be an ethical consumer and give examples of ethical consumerism in action, such as Fair Trade.
  • Explain how the allocation and use of resources can affect individuals and communities.
  • Describe different types of care and love extending their vocabulary and understanding of different emotions.
  • Appreciate their personal, academic and non-academic strengths and show perseverance and resilience in working towards their goals.