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St Michael With St John Church of England Primary School

Nurture, Inspire, Achieve!

Year 5

Year 5 Rationale.

Autumn Term


In Year 5 pupils are expected to enhance their online safety knowledge even further. Their online safety begins with them gaining a greater understanding of the impact that sharing digital content can have. Pupils do this by thinking critically about the information they share online both about themselves and others. Pupils review sources of support to ensure they know that there is help out there for them if they ever need it. Pupils also use the SMART rules (used across the school) as a resource to guide them on their behaviour online. Year 5 pupils then build upon their Year 3 knowledge of passwords to further explore how to maintain password security. They then are expected to have clear ideas about good passwords. Furthermore, pupils begin to understand the advantages, disadvantages, permissions and purposes of altering an image digitally and the reasons for this. They delve in further into appropriate and inappropriate text and images online and the impact of sharing these online. Year 5 pupils learn how to reference sources in their work whilst using the internet by selecting key words and find relevant information to increase reliability. Pupils end the unit using different modes of communication to ensure reliability and understand when it is best to use them.


Through the databases unit links can be made with the Year 5 Autumn curriculum. Pupils begin with learning how to search for information on a database and understand the variety of ways to do this. Children gain practise in contributing to a class database and about themselves. Finally, they create a database around a chosen topic which is where their curriculum link can be made.


The coding unit in upper key stage 2 becomes increasingly complex. Therefore, the unit begins with recapping coding vocabulary. Like in Year 4, pupils use a sketch or storyboard to represent a program design and algorithm. Pupils use their design to create a program. Next, pupils move on to designing and writing a program that simulates a physical system. Pupils review the use of number variables in 2Code whilst also exploring text variables. Using the skills acquired from previous years, Year 5 pupils create a playable/competitive game by combing the use of variables, if/else statements and repeat to achieve the desired effect in code. Towards the end of this unit pupils read code so it can be adapted, personalised and improved. Finally, pupils explore the launch command and use buttons and use this knowledge to implement in their own programs which allow launching windows to websites and programs. Pupils finally create a program to inform others.



Spring Term


During the spreadsheets unit, Year 5 pupils extend their knowledge from previous years. Pupils make mathematical links in this unit and begin with creating formulas in spreadsheets to convert measurements and in addition create their own spreadsheet that showcases conversions. Pupils complete various problem solving tasks and use the ‘how to’ tool to tackle these. In this unit, pupils learn the skill of creating simple formulae that use a variety of variables. Finally, pupils use spreadsheets to model real life situations and come up with solutions that can be applied practically.


Through the game creator unit, pupils begin with reviewing and analysing a computer game and describe some of the elements that make a successful one. Pupils also experience creating their own game. They design settings, upload images, use drawing tools and use their animation skills acquired from Year 4 to create their very own ‘game quest’. Finally, children gain the opportunity to share their work and evaluate it with their peers.



Summer Term


During the 3D modelling unit pupils are introduced to 2Design and Make and explore different viewpoints whilst designing a building using these programmes. Year 5 pupils explore the effects of moving points when designing and understand designing for a purpose. Pupils are then able to design a 3D model for purpose in addition to refining their design, ready for printing. Using their 3D printer’s, children if possible, can work with locals so they can understand printing and making by printing their design as a 2D net and then creating a 3D model.


Through the concept map unit pupils understand the need of visual representations when generating and discussing complex ideas. Pupils use the appropriate vocabulary when creating a concept map and understand how a concept map can be used to retell stories and information. Finally, pupils create a collaborative concept map and present this to an audience.