Year 5 - Curriculum Overview - Term 1

Year 5 - Curriculum Overview – Term 1
Topic Autumn Term 1 Autumn Term 2

English Descriptive Writing Discussion Texts
- Identifying features of and constructing their own - Identifying and discussing themes
Weekly Allocation character description. - Provide reasoned justifications for their views. -
5 x 60 minutes - Characterisation and use of dialogue pré cising longer passages
- Range of sentence openers and variation of - Formal presentations and debates, maintaining a
Teacher/s
structure focus on the topic and using notes where necessary
Class Teacher
- Senses - Recognising vocabulary and structures that are
- Imagery and metaphors appropriate for formal speech and writing,
- Personification and similes including subjunctive forms
- Using hyphens to avoid ambiguity
Stories from other cultures - Participate in discussions
- Organisation of story with distinct beginning, middle
and end. Adventure Stories
- Characterisation and setting descriptions - Identify language features of and constructing
- Variation of sentence length and structure their own adventure story.
- Correct grammatical use of direct speech -Explore different techniques to build a sense of
excitement and suspense.
Class Text Percy Jackson and the Lightning Thief by -Use of figurative language to create a vivid image
Rick Riordan in the reader’s mind.
REPTON ABU DHABI

P.O. Box 45016 • Al Reem Island • Abu Dhabi • United Arab Emirates
Rose Campus: +971 2 507 4800 • Fry Campus: +971 2 508 1900
info@reptonabudhabi.org • www.reptonabudhabi.org
English How can I support my child’s learning in English for How can I support my child’s learning in English
this unit of work? for this unit of work?
- Make sure you are encouraging a culture of - Make sure you are encouraging a culture of
“Reading for pleasure” at home. Children should “Reading for pleasure” at home. Children
be encouraged to read regularly. should be encouraged to read regularly.
- Use the spellings on the weekly newsletter
- Use the spellings on the weekly newsletter to
to practise key Year 5 & 6 words.
practise key Year 5 & 6 words. - Ask your child to tell you about the book
- Ask your child to tell you about the book they they are currently reading.
are currently reading. - For all units, read with your child daily.
Discuss the content and language together.
- For Adventures stories, select an adventure
story to read together.
- Have your child tell you a story.
- Discuss and share different adventure
stories
Maths Place Value (3 Weeks) Multiplication and Division (3 Weeks)

-Roman Numerals - Multiples and factors
Weekly Allocation - Identifying numbers to 1 million - Prime numbers
5 x 60 minutes - Ordering and comparing numbers to 1 million - Square and cube numbers
- Rounding numbers to 1 million - Multiply by 10,100,1000
Teacher/s
Class Teacher
- Divide by 10,100,1000
Addition and Subtraction (3 Weeks)
- Mental Strategies Fractions (4 weeks)
- Addition – Column Method (with exchanging) - Equivalent fractions
REPTON ABU DHABI

- Subtraction – Column Method (with exchanging) - Convert improper fractions and mixed numbers
- Rounding and estimating - Order and compare fractions
- Inverse operations - Add and subtract fractions
- Multi step word problems
- Missing number problems
Statistics (1 Week)
- Draw, read and interpret line graphs
- Read and interpret tables
- Read and interpret time tables
Maths How can I support my child’s learning in How can I support my child’s learning in
Mathematics for this unit of work? Mathematics for this unit of work?
- Complete Doodle Maths (7-a-day) daily to build - Complete Doodle Maths (7-a-day) daily to
streak. build streak.
- Compete on TT Rockstars to ensure fluency of - Compete on TT Rockstars to ensure fluency
multiplication and division facts. of multiplication and division facts.
- Discuss Roman Numerals, graphs and timetables - Discuss fractions in everyday contexts.
when you come across them in real-life contexts. Visual representations such as pizza and
- Encourage the use of mental strategies in sharing sweets etc.
everyday life. - Discuss the mathematical language of prime,
square and cube numbers.
Science Earth & Space Properties & Changes of Materials
REPTON ABU DHABI

- Describe the movement of the Earth and other - Compare and group together everyday materials
Topics to be spiraled planets relative to the sun in the solar system. on the basis of their properties, including their
across Autumn 1 & 2. hardness, solubility, transparency, conductivity
- Describe the movement of the moon relative to the
Earth. (electrical and thermal), and response to magnets.
Weekly Allocation
2 x 60 Minutes - Describe the sun, Earth and moon as approximately - Know that some materials will dissolve in liquid
spherical bodies. to form a solution, and describe how to recover a
Teacher/s substance from a solution.
Class Teachers
- Use the idea of the Earth’s rotation to explain day and
night and the apparent movement of the sun across the - Use knowledge of solids, liquids and gases to
sky. decide how mixtures might be separated, including
through filtering, sieving and evaporating.
- Explain that unsupported objects fall towards the
Earth because of the force of gravity acting between the - Give reasons, based on evidence from
Earth and the falling object. comparative and fair tests, for the particular.
- Uses of everyday materials, including metals,
wood and plastic.
- Demonstrate that dissolving, mixing and changes
of state are reversible changes.
- Explain that some changes result in the formation
of new materials, and that this kind of change is not
usually reversible, including changes associated
with burning and the action of acid on bicarbonate
of soda.
Science How can I support my child’s learning in Science for How can I support my child’s learning in Science
this unit of work? for this unit of work?
- Create a presentation to give to the class on a
certain planet or the Solar System.
REPTON ABU DHABI

- Read non-fiction books about the Solar System. - Discuss materials around the home. Why are
certain materials used and what are their
properties?
Humanities Ancient Greece
- Who were the Ancient Greeks introduction.
Weekly Allocation - Learning and retelling ancient Greek myths and legends.
1x 60 Minutes - Compare and contrast ancient Greek myths and legends.
- Exploring ancient Greek art and architecture.
Teacher/s
- Investigate the battle of Marathon.
Class Teachers
- Understand how the Olympics were formed.
- Discover who the Athenians and Spartans were.
Humanities How can I support my child’s learning in Humanities for this unit of work?
- Read and discuss Greek myths with your children
https://www.storynory.com/category/myths/greek-myths/
- Watch a movie such as Percy Jackson or Hercules as a family and talk about the key themes. You could
even read the books!
- Discuss the Olympics and Marathons – do the children know where these originated?
Arabic Native :‫اﻟﻧﺻوص اﻷدﺑﯾّﺔ واﻟﻣﻌﻠوﻣﺎﺗﯾﺔ‬ :‫اﻟﻧﺻوص اﻷدﺑﯾّﺔ واﻟﻣﻌﻠوﻣﺎﺗﯾﺔ‬
Weekly Allocation ‫ﯾدرس طﻼب اﻟﺳﻧﺔ اﻟﺧﺎﻣﺳﺔ ﻓﻲ اﻟﻔﺻل اﻟدراﺳﻲ اﻷول ﻣﺟﻣوﻋﺔ ﻣن اﻟﻧﺻوص‬ ‫ﯾدرس طﻼب اﻟﺳﻧﺔ اﻟﺧﺎﻣﺳﺔ ﻓﻲ اﻟﻔﺻل اﻟدراﺳﻲ اﻟﺛﺎﻧﻲ ﻣﺟﻣوﻋﺔ ﻣن‬
2 x 40 Minutes :‫اﻷدﺑﯾّﺔ واﻟﻣﻌﻠوﻣﺎﺗﯾﺔ اﻟﻣﻘررة ﻓﻲ اﻟﻣﻧﮭﺎج اﻟوزاري ﻟﻛﻲ ﯾﻛوﻧوا ﻗﺎدرﯾن ﻋﻠﻰ‬ ‫اﻟﻧﺻوص اﻷدﺑﯾّﺔ واﻟﻣﻌﻠوﻣﺎﺗﯾﺔ اﻟﻣﻘررة ﻓﻲ اﻟﻣﻧﮭﺎج اﻟوزاري ﻟﻛﻲ ﯾﻛوﻧوا‬
2 X 60 Minutes .‫ ﺗﺣﻠﯾل اﻟﻧﺻوص ﻓﻲ ﺳﯾﺎﻗﺎﺗﮭﺎ اﻟﻣﺧﺗﻠﻔﺔ‬. :‫ﻗﺎدرﯾن ﻋﻠﻰ‬
‫ ﺗﻣﯾﯾز ﻣﻌﺎﻧﻲ اﻟﻛﻠﻣﺎت ﻣن ﺧﻼل ﺟذورھﺎ واﺷﺗﻘﺎﻗﺎﺗﮭﺎ‬. .‫ ﺗﺣﻠﯾل اﻟﻧﺻوص ﻓﻲ ﺳﯾﺎﻗﺎﺗﮭﺎ اﻟﻣﺧﺗﻠﻔﺔ‬.
Teacher .‫ اﻟﺗﻣﯾز ﺑﯾن اﻟﺟﻣﻠﺔ اﻻﺳﻣﯾﺔ واﻟﺟﻣﻠﺔ اﻟﻔﻌﻠﯾﺔ‬. .‫ ﺗﻣﯾﯾز ﻣﻌﺎﻧﻲ اﻟﻛﻠﻣﺎت ﻣن ﺧﻼل ﺟذورھﺎ واﺷﺗﻘﺎﻗﺎﺗﮭﺎ‬.
Ms. Nariman abu Helal .‫ اﻟﺘﻤﯿﺰ ﺑﯿﻦ أﻧﻮاع اﻟﻔﻌﻞ‬. .‫ ﻣﻌرﻓﺔ ﺿد اﻟﻛﻠﻣﺔ وﻣرادﻓﮭﺎ‬.
.‫ أﺳﻠﻮب اﻟﺘﻌﺠﺐ‬.
. ‫ ﻣﻌرﻓﺔ ﺿد اﻟﻛﻠﻣﺔ وﻣرادﻓﮭﺎ‬. :‫اﻟﻛﺗﺎﺑﺔ‬
REPTON ABU DHABI

‫ﻛﺗﺎﺑﺔ ﻓﻘرة ‪ ,‬إﺧﺗﯾﺎر اﻟﻛﻠﻣﺎت‪.‬‬
‫اﻟﻛﺗﺎﺑﺔ‪:‬‬
‫‪ .‬ﻛﺗﺎﺑﺔ ﻓﻘرة )اﻷﻓﻛﺎر(‬ ‫‪ .‬ﺗوظﯾف اﻟﻣﻔﺎھﯾم اﻟﻠﻐوﯾﺔ ﻓﻲ ﻛﺗﺎﺑﺎﺗﮭم‪.‬‬
‫‪ .‬اﻟﺘﻤﯿﺰ ﺑﯿﻦ أﻧﻮاع اﻟﻔﻌﻞ‪.‬‬
‫‪ .‬ﺗوظﯾف اﻟﻣﻔﺎھﯾم اﻟﻠﻐوﯾﺔ ﻓﻲ ﻛﺗﺎﺑﺎﺗﮭم ‪.‬‬
‫اﻟﻘراءة اﻟﺧﺎرﺟﯾﺔ‪:‬‬
‫اﻟﻘراءة اﻟﺧﺎرﺟﯾﺔ‪:‬‬ ‫‪ .‬ﯾﻘوم اﻟطﻠﺑﺔ ﺑﻘراءة ﻗﺻص ﺧﺎرﺟﯾﺔ‪.‬‬
‫‪ .‬ﯾﻘوم اﻟطﻠﺑﺔ ﺑﻘراءة ﻗﺻص ﺧﺎرﺟﯾﺔ‪.‬‬
‫‪Arabic Native‬‬ ‫‪How can I support my child’s learning in Arabic Native‬‬ ‫•‬ ‫•‬ ‫‪How can I support my child’s learning in Arabic‬‬
‫‪for this unit of work‬‬ ‫‪Native for this unit of work‬‬
‫• ﻓﮭﻢ اﻟﻨﺺ اﻟﻤﻘﺮوء ﻣﻦ ﺧﻼل ﺣﻞ أوراق اﻟﻌﻤﻞ اﻟﻤﺪرﺟﺔ ﻟﻠﻄﺎﻟﺐ ﻓﻲ اﻟﺪﻓﺘﺮ‪.‬‬ ‫• ﻓﮭﻢ اﻟﻨﺺ اﻟﻤﻘﺮوء ﻣﻦ ﺧﻼل ﺣﻞ أوراق اﻟﻌﻤﻞ اﻟﻤﺪرﺟﺔ ﻟﻠﻄﺎﻟﺐ ﻓﻲ اﻟﺪﻓﺘﺮ‪.‬‬
‫• إﻧﺸﺎء ﻣﻌﺠﻢ ﻣﺼﻮر ﯾﺘﻀﻤﻦ ﻣﻌﺎﻧﻲ اﻟﻤﻔﺮدات اﻟﺠﺪﯾﺪة اﻟﻮاردة ﻓﻲ اﻟﻮﺣﺪة وﺗﻜﻮﯾﻦ‬ ‫• إﻧﺸﺎء ﻣﻌﺠﻢ ﻣﺼﻮر ﯾﺘﻀﻤﻦ ﻣﻌﺎﻧﻲ اﻟﻤﻔﺮدات اﻟﺠﺪﯾﺪة اﻟﻮاردة ﻓﻲ اﻟﻮﺣﺪة‬
‫ﺟﻤﻞ ﻣﻔﯿﺪة ﺻﺤﯿﺤﺔ ﻣﻦ اﻟﻤﻌﺠﻢ اﻟﻤﺼﻮر اﻟﻤﺪرج ﻓﻲ اﻟﺪﻓﺘﺮ اﻟﻤﺪرﺳﻲ‪.‬‬ ‫وﺗﻜﻮﯾﻦ ﺟﻤﻞ ﻣﻔﯿﺪة ﺻﺤﯿﺤﺔ ﻣﻦ اﻟﻤﻌﺠﻢ اﻟﻤﺼﻮر اﻟﻤﺪرج ﻓﻲ اﻟﺪﻓﺘﺮ اﻟﻤﺪرﺳﻲ‪.‬‬
‫• ﯾﻘﺮأ اﻟﻄﺎﻟﺐ ﺟﻤﻞ ﺑﺴﯿﻄﺔ وﯾﻔﺮق إن ﻛﺎﻧﺖ ﺗﺒﺪأ ﺑﺎﺳﻢ أو ﻓﻌﻞ ﻣﻦ ﺧﻼل ﺣﻞ‬ ‫• ﯾﻘﺮأ اﻟﻄﺎﻟﺐ ﺟﻤﻞ ﺑﺴﯿﻄﺔ وﯾﻔﺮق إن ﻛﺎﻧﺖ ﺗﺒﺪأ ﺑﺎﺳﻢ أو ﻓﻌﻞ ﻣﻦ ﺧﻼل ﺣﻞ‬
‫اﻷﻧﺸﻄﺔ اﻟﺼﻔﯿﺔ‪.‬‬ ‫اﻷﻧﺸﻄﺔ اﻟﺼﻔﯿﺔ‪.‬‬
‫• ﯾﻜﺘﺐ اﻟﻄﺎﻟﺐ ﺟﻤﻞ ﺗﺒﺪأ ﺑﺎﺳﻢ وﺟﻤﻞ ﺗﺒﺪأ ﺑﻔﻌﻞ‪.‬‬ ‫• ﯾﻜﺘﺐ اﻟﻄﺎﻟﺐ ﺟﻤﻞ ﺗﺒﺪأ ﺑﺎﺳﻢ وﺟﻤﻞ ﺗﺒﺪأ ﺑﻔﻌﻞ‪.‬‬
‫• ﯾﺨﻄﻂ اﻟﻄﺎﻟﺐ ﻟﻜﺘﺎﺑﺔ ﻓﻘﺮة ﻣﻦ ﺧﻼل ﻛﺘﺎﺑﺔ ﺧﻄﻮات ﻣﺸﺘﺮﻛًﺎ ﻣﻊ طﻼب ﺻﻔﺔ ﻋﻠﻰ‬ ‫• ﯾﺨﻄﻂ اﻟﻄﺎﻟﺐ ﻟﻜﺘﺎﺑﺔ ﻓﻘﺮة ﻣﻦ ﺧﻼل ﻛﺘﺎﺑﺔ ﺧﻄﻮات ﻣﺸﺘﺮﻛًﺎ ﻣﻊ طﻼب ﺻﻔﺔ ﻋﻠﻰ‬
‫ﻟﻮﺣﺔ اﻟﺠﺪار ﻓﻲ اﻟﺼﻒ ﺛﻢ ﯾﺒﺪآ ﺑﻜﺘﺎﺑﺔ وﺗﻨﻈﯿﻢ أﻓﻜﺎره ﻓﻲ اﻟﻮرﻗﺔ اﻟﻤﻠﺼﻘﺔ ﻓﻲ‬ ‫ﻟﻮﺣﺔ اﻟﺠﺪار ﻓﻲ اﻟﺼﻒ ﺛﻢ ﯾﺒﺪآ ﺑﻜﺘﺎﺑﺔ وﺗﻨﻈﯿﻢ أﻓﻜﺎره ﻓﻲ اﻟﻮرﻗﺔ اﻟﻤﻠﺼﻘﺔ ﻓﻲ‬
‫اﻟﺪﻓﺘﺮ اﻟﺼﻔﻲ‪.‬‬ ‫اﻟﺪﻓﺘﺮ اﻟﺼﻔﻲ‪.‬‬
‫• ﯾﻘﺮأ اﻟﻄﺎﻟﺐ ﯾﻮﻣﯿًﺎ ﻣﺎﯾﻘﻞ ﻋﻦ ‪ 15‬دﻗﯿﻘﺔ ﺧﻼل أﯾﺎم اﻷﺳﺒﻮع ﻓﻘﻂ ﻣﻦ ﺻﻔﺤﺎت‬ ‫• ﯾﻘﺮأ اﻟﻄﺎﻟﺐ ﯾﻮﻣﯿًﺎ ﻣﺎﯾﻘﻞ ﻋﻦ ‪ 15‬دﻗﯿﻘﺔ ﺧﻼل أﯾﺎم اﻷﺳﺒﻮع ﻓﻘﻂ ﻣﻦ ﺻﻔﺤﺎت‬
‫ﯾﺤﺪدھﺎ اﻟﻤﻌﻠﻢ ﻓﻲ ﺑﺮﻧﺎﻣﺞ ﺷﻮﺑﻲ‪.‬‬ ‫ﯾﺤﺪدھﺎ اﻟﻤﻌﻠﻢ ﻓﻲ ﺑﺮﻧﺎﻣﺞ ﺷﻮﺑﻲ‪.‬‬
‫‪Arabic Non-Native‬‬ ‫أرﯾﺪ أن أﻛﻮن ﻣﻌﻠﻢ ‪I want to be a teacher.‬‬

‫‪Nice Day "School Activity + It's Eid Day‬‬
‫‪Weekly Allocation‬‬ ‫‪-To learn new vocabulary related to the subject.‬‬
‫‪(2 x 60)minutes + 40‬‬ ‫ﻧﺸﺎطﻲ اﻟﻤﺪرﺳﻲ ‪- School Activity:‬‬ ‫‪-To revise the vocabulary of the shapes & colours.‬‬
‫‪Minutes‬‬
‫‪REPTON ABU DHABI‬‬

‫‪P.O. Box 45016 • Al Reem Island • Abu Dhabi • United Arab Emirates‬‬
‫‪Rose Campus: +971 2 507 4800 • Fry Campus: +971 2 508 1900‬‬
‫‪info@reptonabudhabi.org • www.reptonabudhabi.org‬‬
- To talk/write about different activities practiced -To learn the pronouns: (he/she/ they for
Teacher/s during the days of the week. masculine) in Arabic.
Ms. Alaa - To learn about the interrogative words. -To analyse the story elements in a simple way.
Mr. Laith - To learn the plural of some certain words.
-I want to be a doctor: ‫أرﯾﺪ أن أﻛﻮن طﺒﯿﺐ‬
- It's Eid Day:‫ﯾﻮم اﻟﻌﯿﺪ‬
-To learn new vocabulary related to the subject.
- To talk/write about different activities practiced -To learn how to give advice in Arabic.
during Eid days.
- To analyse the words into sounds & syllables.
Arabic Non-Native How can I support my child’s learning in Arabic How can I support my child’s learning in Arabic
Non- Native for this unit of work? Non- Native for this unit of work?
- Revise daily/weekly/monthly notices, memorise - Revise daily/weekly/monthly notices,
the new vocabulary, memorise the sounds and memorise the new vocabulary, memorise
syllables, practise the pronunciation. the sounds and syllables, practise the
- Beginners: Watch the letters videos and pronunciation.
memorise their shapes and pronunciations. - Beginners: Watch the letters videos and
memorise their shapes and pronunciations.
Islamic Native & Non- : ‫اﻟﻮﺣﺪة اﻷوﻟﻰ‬ ‫اﻟﻮﺣﺪة اﻟﺜﺎﻧﯿﺔ‬

Native ‫ﺳﻮرة اﻟﺒﺮوج‬ ‫ ﺳﻮرة اﻟﻄﺎرق‬:
‫آداب دﺧﻮل اﻟﻤﻨﺰل واﻟﺨﺮوج ﻣﻨﮫ‬ ‫أھﻤﯿﺔ اﻟﺼﻼة‬
Weekly Allocation ‫)اﻟﻤﺆﻣﻦ اﻟﻘﻮي )ﺣﺪﯾﺚ ﺷﺮﯾﻒ‬ ‫اﻟﻤﻔﺮوﺿﺔ وآداﺑﮭﺎ‬
1 hour 20 min ‫ﺑﺪء اﻟﺪﻋﻮة إﻟﻰ اﻹﺳﻼم‬ ‫اﻹﯾﻤﺎن‬
Unit One : ‫ﺑﺎﻟﻜﺘﺐ‬
Teacher/s
o Surat Al-Buruj. ‫اﻟﺴﻤﺎوﯾﺔ‬
Mr. Haq o Etiquette of entering or leaving a house
REPTON ABU DHABI

Ms. Iman o The Strong Believer Unit Two:
Ms. Mena o The Beginning of the Call to Islam . Surat At Tariq
The Importance and Etiquette of Obligatory
Prayers.
Belief in Devine Books. (Pillars of Iman).
Islamic Native & How can I support my child’s learning in Islamic for How can I support my child’s learning in Islamic
Non-Native this unit of work? for this unit of work?
‫ﻣﺘﺎﺑﻌﺔ اﻟﺪروس اﻟﻤﻘﺮرة ﻋﻠﻰ اﻟﺸﻮﺑﻲ اﻟﺨﺎص ﺑﺎﻟﺼﻒ‬ • Support to spend a reasonable time with
‫اﻟﻤﻮاظﺒﺔ ﻋﻠﻰ ﺣﻔﻆ اﻟﺴﻮر اﻟﻤﻘﺮرة‬ their Quran Learning on a daily basis.
‫ﺗﻄﺒﯿﻖ اﻟﺼﻼة ﻓﻲ اﻟﻤﻨﺰل ﺑﻄﺮﯾﻘﺔ ﺻﺤﯿﺤﺔ‬ • Practice the worksheets/ tasks– available on
‫ﻗﺮاءة ﻋﻦ ﺳﯿﺮة اﻟﺮﺳﻮل ﺻﻠﻰ ﷲ ﻋﻠﯿﮫ وﺳﻠﻢ‬ Showbie.
• Ensure students perform the five daily
prayers.
• Make use of online resources:
https://www.youtube.com/watch?v=pCJ_
FrVqscs
Social Studies Native Social Studies Native Social Studies Native
Teacher/s
Mrs. Iman ‫اﻟﻮﺣﺪة اﻷوﻟﻲ أﻋﺮف ﺑﻼدي‬- ‫اﻟﻮﺣﺪة اﻟﺜﺎﻧﯿﺔ ﺑﻼدي ﺑﯿﻦ اﻟﻤﺎﺿﻲ واﻟﺤﺎﺿﺮ‬-
Ms. Bara ‫ طﺒﯿﻌﺔ ﺑﻼدي‬:‫اﻟﺪرس اﻷول‬- ‫ اﻹﻣﺎرات ﻗﺒﻞ اﻻﺗﺤﺎد‬:‫اﻟﺪرس اﻷول‬-
. ‫أن ﯾﺘﻌﺮف اﻟﻤﻮﻗﻊ اﻟﺠﻐﺮاﻓﻲ ﻟﺪوﻟﺔ اﻹﻣﺎرات اﻟﻌﺮﺑﯿﺔ اﻟﻤﺘﺤﺪة ﯾﺤﺪد اﻟﻤﻮﻗﻊ‬ ً ‫ﯾﺠﻤﻊ ﺻﻮراً ﻋﻨﺎﻟﺤﯿﺎة ﻓﻲ ﻣﺠﺘﻤﻊ اﻹﻣﺎرات ﻗﺪﯾﻤﺎ‬-
Weekly Allocation ‫ اﻟﺠﻐﺮاﻓﻲ اﻟﻨﺴﺒﻲ ﻟﺪوﻟﺔ اﻹﻣﺎرات اﻟﻌﺮﺑﯿﺔ اﻟﻤﺘﺤﺪة‬- ‫ﯾﺼﻤﻢ ﻣﺨﻄﻄﺎ ً زﻣﻨﯿﺎ ً ﻟﻤﺮاﺣﻞ ﻗﯿﺎم اﻹﺗﺤﺎد‬-
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40 minutes - ٢ ‫ طﺒﯿﻌﺔ ﺑﻼدي‬:‫اﻟﺪرس اﻟﺮاﺑﻊ‬ ‫ﯾﻘﺪر دور اﻟﺸﯿﺦ زاﯾﺪ ﺑﻦ ﺳﻠﻄﺎن آل ﻧﮭﯿﺎن ﻓﻲ ﺗﺄﺳﯿﺲ اﻹﺗﺤﺎد‬-
.‫ ﯾﻤﯿﺰ ﺑﯿﻦ أﺷﻜﺎل اﻟﺴﻄﺢ ﻓﻲ دوﻟﺔ اﻹﻣﺎرات‬- ‫ اﻟﻔﻜﺮ اﻟﻮﺣﺪوي‬:‫ اﻟﺪرس اﻟﺜﺎﻧﻲ‬-
‫ ﯾﺘﺘﺒﻊ ﺗﻮزﯾﻊ اﻟﺠﺒﺎل ﻋﻠﻰ ﺧﺮﯾﻄﺔ دوﻟﺔ اﻹﻣﺎرات‬- ‫ﯾﺘﻌﺮف اﻷﺣﺪاث واﻟﺸﺨﺼﯿﺎت اﻟﺘﻲ أﺳﺴﺖ اﻟﻔﻜﺮ اﻟﻮﺣﺪوي ﻓﻲ دوﻟﺔ‬
‫ ﯾﺤﺪد ﺗﻮزﯾﻊ ﺟﺰر اﻹﻣﺎرات اﻟﻤﺤﺘﻠﺔ‬- ‫اﻹﻣﺎرات اﻟﻌﺮﺑﯿﺔ اﻟﻤﺘﺤﺪة‬
‫ ﯾﺜﻤﻦ اﻷھﻤﯿﺔ اﻹﻗﺘﺼﺎدﯾﺔ ﻟﻠﻤﻮﻗﻊ اﻟﺠﻐﺮاﻓﻲ ﻟﺪوﻟﺔ اﻹﻣﺎرات‬-
How can I support my child’s learning in SSN for this unit of work?
• Review lessons on Showbie regularly.
• Encourage students to read around the subject using academic texts or online articles.
• There are lessons on Showbie that students will complete in class, but we also want students to revise lessons in their free time.
• *Look at the monthly plans and ask your child to practice reading and writing the new definitions.
Moral Social Cultural Unit 1 – Compassion and Empathy Unit 2 – Growing up and wellbeing
- How do I respect others? - Development of both mind and body to
Teacher/s - Mercy, sympathy and empathy achieve success
Class teachers - Practising sympathy and empathy - Growth and development in suitable
- Tolerance conditions
Weekly Allocation - Prejudgments - Helping each other for everyone’s benefit
40 minutes - Happiness is the key to life
- Addressing changes and losses
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Moral Social Cultural How can I support my child’s learning in MSC for this unit of work?
Native & Non-Native - Discuss the importance of our Repton values in everyday life and why they are so vital to their own
lives.
- Encourage your children to start taking responsibility at home – are they supporting you with things
such as cleaning, packing their bags and showing good manners and respect?
- The value of family and the importance of spending time together vs the draw of technology.
PE/Swimming - PE
• Futsal & Ripper Rugby
Weekly Allocation
2 Hours • Implementing team building games and activities to achieve the following.
• Find solutions and problem solve to achieve a common goal in an individual or group
Teacher/s setting.
Mr. Leota • Understand and implement strategies to achieve a common goal.
Mr. Hunt • Team Building Activities
Ms. Grant
• Activities such as: Ice Breaker Activities, Capture the Flag, Medic Ball and Human
Mr. McKie
Ms. Shakespeare Calculator.
Mr. Taunga - Swimming Unit
Ms. Wallace • Water safety (Expectations)
Ms. Naylor • Baseline Testing
• Push and Glide
• Floating
• Breathing
• Technical Swimming
• Front Crawl
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• Backstroke
• Breaststroke
• Butterfly
PE How can I support my child’s learning in P.E. for this unit of work?
- Sign up to the Repton Sports Academies for additional training.
- Exercise with your child regularly for at least 20mins.
Art Pupils will focus on the work of Picasso and create a Cubist Mask final outcome
Weekly Allocation - Introduction to Picasso and Cubism

1 hour - Draw portraits using realistic proportions
- Picollage of Picasso’s paintings/sculptures of Cubist portraits
Teacher/s - Continuous Line Drawing of a face
Mr. Prigmore and - Take photographs of face from different angles to create Picollage- Hockney style joiner collage
Mrs. Bourn - Observation drawing of a distorted face.
- Create and paint a relief cardboard mask.
Art How can I support my child’s learning in Art for this unit of work?
- Encourage your child to draw their surroundings, objects in front of them, the view out of the window
etc.
- Talk to your child about Art- what do they like and why?
- Take them to Art galleries or point out Art in the environment to stimulate a discussion- what did the
artist use to create this? How would you improve that work?
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Music Active Listening & Performance:
Weekly Allocation Listening: We will be listening to and exploring different styles and genres of music in consideration of core
1 hour elements such as melody and harmony.
Teacher
Performing: Developing performing skills, through singing or playing respective instruments and playing in
Mrs. Telenko
an ensemble.
Music literacy:
Vocabulary including music elements, sight-reading rhythms and short melodies, basic chords: C F G Am.
Music How can I support my child’s learning in Music for this unit of work?
• The best thing you can do to support your childs musical development is to allow them to take
individual lessons on an instrument or voice, and practice several times per week. There are many
excellent music schools around Abu Dhabi, at RAD we have a team of instructors from Fournotes who
visit weekly. Sign up for lessons with Fournotes is here: https://www.fournotes.ae/
• Attending live music concerts and listening to music as a family (actively listening/singing along/etc
rather than just passive background music) will develop listening skills.
• There are many apps/programmes for creating music – all students have Garageband on their ipads.
Time spent being creative for a leisure activity is encouraged.
• For those who play an instrument/voice to a high level, performing with others in
orchestra/band/choir will develop musicality, character and well-being.
French THEME: J’apprends le français! (I am learning French!) THEME: Ma Famille et Moi! (My Family and I!)
Weekly Allocation VOCABULARY/ SKILLS: VOCABULARY/ SKILLS:
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60 mins •Recall of Year 2-4 French (numbers, months, days of • Introduce ourselves and our families.
week, animals, clothes, colours, adjectives, opinions) • Discover different family structures and
Teacher/s • Introduction to the French language and how to be a traditions across the French-speaking world.
Mme. Towlson successful linguist/ language-learner • Expressing how we are feeling, how old we are,
Mlle. Whitaker • Discovering the Francophone world and learning what our name is, where we live, our birthdays
Mlle. Bellas about different cultures and traditions across the and what we like/dislike.
French-speaking world • Applying rules of adjectival agreement when
• Where is France?/ Countries surrounding France/ describing others.
How do we get there? • Taking part in longer conversations in French,
• Introducing yourself, ask how someone is and say asking others questions and making accurate
how you are, name, age, favourite colours, birthday, sound-spelling links to improve written
pets, describing what we are wearing and why accuracy and reading.
• Taking part in longer conversations in French, asking • Recognise accents and how they change
others questions and making accurate sound- sounds/letters when reading aloud.
spelling links to improve written accuracy • Exposure to authentic poems, songs, stories and
• Exposure to authentic poems, songs and audio in audio in French.
French • Writing short paragraphs in French using
• Writing short paragraphs in French using connectives and opinions.
connectives and opinions • Describing a photo in detail with less support.
• Vocabulary list here • Vocabulary list here
PHONICS/ PRONUNCIATION: GRAMMAR:
• Recommended phonics focus: CH OU ON OI • Adjectival agreement. An introduction to the
• OI sound in trois & noir concept of adjectival agreement, in the simplest
• ON sound in marron form in French. Adding an ‘e’ to the end of the
adjective (in this lesson the nationality) when
• OU sound in rouge
the person talking / being described is female.
• Silent letters. The ‘s’ in Paris, appelles, gris and trois, • Nouns, articles/determiners & possessive
the ‘t’ in comment, violet, vert, and the ‘x’ in deux. This adjectives. Exploring possessive adjectives in
is often the case when these letters are found at the French with a focus only on ‘my’. Understanding
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end of words. HOWEVER, there are some rare that there are three words in French ‘mon, ma
exceptions where this rule does not apply e.g., the and mes’ for our one word ‘my’ in English.
pronunciation of ‘t’ at the end of sept and huit. • Understanding what a verb is in English and
knowledge of high frequency first person verbs
• Elision. As seen in ‘comment tu t’appelles ?’ and ‘je
in the 1st and 3rd person singular; such as je
m’appelle’. This involves dropping the last letter of a m’appelle/il, elle s’appelle (I/he, she is called), je
word (in these cases the ‘e’ in the reflexive pronouns suis/ il, elle est (I/he, she am/is), j’ai/ il, elle a
te and me), replacing it with an apostrophe, and (I/he, she have, I).
attaching it to the word that follows (when it begins PHONICS/ PRONUNCIATION:
with a vowel or mute h). This is generally to facilitate • Recommended phonics focus: ‘É’, ‘E’, ‘È’, ‘EAU’
pronunciation. It is not optional in French. and ‘EUX’, I, IN, ILLE, & IQUE
• I sound in huit, dix, Patrick, habite, Paris & suis
• Silent Letters: The final consonant (s) is not
pronounced in appelles, ans, sœurs, mes
grandsparents, les or parents. This is often but
not always the case in French.
• Elision. As seen in je m’appelle. Dropping of the
last letter of a word (in this case the ‘e’ in me)
and replacing it with an apostrophe, and
attaching it to the word that follows, which
begins with a vowel or mute h. This is generally
in order to facilitate pronunciation. It is not
optional in French.
French How can I support my child’s learning in French for this unit of work?
• ‘Learning Languages at Home’: here
• Year 5 French Knowledge Organiser 2023-24 (Terms 1-3):
https://quizlet.com/_bty3jp?x=1jqt&i=3uixga
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• LanguageNut vocabulary practice: https://www.languagenut.com/global/
• BBC Bitesize KS2 French: https://www.bbc.co.uk/bitesize/subjects/z39d7ty
• Alliance Française (paid ECA)
Computer Science App Development Coding
In this unit, students will: In this unit learners will:
Weekly Allocation o develop their understanding of computer o find out that vector images are made up of
1 Hour systems and how information is transferred shapes.
between systems and devices. o learn how to use the different drawing tools
o consider small-scale systems as well as large- and how images are created in layers.
Teacher/s scale systems.
Mr. Ryan o explore the ways in which images can be
o explain the input, output, and process aspects of grouped and duplicated to support them in
Mr. Pokam a variety of different real-world systems. creating more complex pieces of work.
o also take part in a collaborative online project
with other class members and develop their
skills in working together online.
Computer Science How can I support my child’s learning in Computer Science for this unit of work?
• Talk to your child about the importance of a computer and how they can help them in the future.
• Make sure that they understand the importance of staying safe when using the computer
• Show them how to use the internet to be able to gain a better understanding of different things they may be learning about
in lessons
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Year 5 - Curriculum Overview - Term 1

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Year 5 - Curriculum Overview - Term 1

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Year 5 - Curriculum Overview – Term 1

Topic Autumn Term 1 Autumn Term 2

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Maths Place Value (3 Weeks) Multiplication and Division (3 Weeks)

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Science Earth & Space Properties & Changes of Materials

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‫‪Arabic Non-Native‬‬ ‫أرﯾﺪ أن أﻛﻮن ﻣﻌﻠﻢ ‪I want to be a teacher.‬‬

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Islamic Native & Non- : ‫اﻟﻮﺣﺪة اﻷوﻟﻰ‬ ‫اﻟﻮﺣﺪة اﻟﺜﺎﻧﯿﺔ‬

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Weekly Allocation - Introduction to Picasso and Cubism

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Weekly Allocation VOCABULARY/ SKILLS: VOCABULARY/ SKILLS:

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