Primary 5 Curriculum

Primary 5 Curriculum



Reading In Primary 5 pupils read a wide variety of fiction and non-fiction texts and demonstrate their understanding of the main ideas and feelings. They make predictions, identify the main ideas and decide on conclusions based on previous reading. Pieces of individual and collaborative research are undertaken. Their knowledge of literary terms, punctuation and grammar is developed as they explore texts of greater maturity and complexity.

Writing Pupils write in a variety of forms and are encouraged to use suitable organisation and vocabulary. They should now punctuate most of their sentences correctly, use paragraphs and begin to indicate speech where appropriate. They are expected to spell with increasing confidence and accuracy, to use a fluent legible style of handwriting and to pay attention to the layout and presentation of their work.

Listening and Talking Pupils listen for information and make choices based on what they have heard. In group or one-to-one activities the emphasis is on listening attentively to others, responding appropriately and on making thoughtful and relevant contributions to discussions. Pupils make prepared oral presentations including PowerPoint, they read stories to Primary 2 pupils and research and present talks to the class. In the Autumn term they engage in a collaborative research project, which involves much discussion and negotiation.

Modern Languages

Our P5 girls receive four 20 minutes sessions of specialist languages teaching each week in either French or Spanish. This is making a difference to the girls’ language acquisition, competence and their overall enthusiasm for languages. Both oral and written work are completed and a variety of teaching styles is used: learning through songs, ICT, drama, poems and booklets.


Pupils work mostly in mixed class groups in Primary 5.

Number, Money and Measurement Pupils consolidate their tables and extend their multiplication and division skills to three digit numbers. They develop their knowledge of fractions and their equivalences, and begin to appreciate the link with decimals and percentages. Measurement activities are undertaken with greater accuracy and pupils learn to read scales with varying graduations. Their knowledge of time is extended to include work with simple timetables.

Information Handling Pupils develop their skills of entering and editing information in a database. They create questionnaires, carry out surveys and use this information to produce a variety of graphs.

Shape, Position and Movement Pupils learn to identify different types of angle and extend their knowledge of compass points. They learn more about the properties of 2D and 3D shapes and explore a variety of methods for drawing circles.

Problem Solving and Enquiry Through active learning pupils continue to encounter problems in a range of contexts and develop strategies to deal with them.

Social Studies

In Primary 5 the Social Studies programme aims to develop knowledge, understanding and enquiry skills through the following topics:

  • Crannogs (Early Life in Scotland)
  • The Scottish Wars of Independence
  • Scottish Government
  • Individual Research on places in Scotland


In Primary 5, scientific ideas are developed through play, investigations, first-hand experiences and discussion.

A highlight of the first term is a visit to the Royal Botanic Gardens to study different trees and participate in an art workshop to provide batik work of leaves.

Topics covered are trees, endangered Scottish Animals, Solids, Liquids and Gases, Light and Sound

Health and Wellbeing


In Primary 5 pupils explore the three areas of Health Education: Physical Health, Social Health and Emotional Health, through discrete topics or as a link to another curriculum area.

Topics include: Healthy Lifestyles; Keeping Safe; Feelings and Self Worth.

Physical Education

Primary 5 has 3 x 40 minutes per week
Pupils are introduced to:

  • more complex and precise skills
  • more demanding competitive, co-operative and observational tasks
  • recognised games in 'mini' and modified form
  • swimming

The Physical Education curriculum in Primary 5 focuses on the pupils' ability to perform skills and to use them in the correct situation. At this stage, pupils are engaged in many tasks which involve decision making. Throughout the course pupils are encouraged to:

  • Show greater awareness of changes in direction and level in Dance
  • Develop control of flight in Gymnastics
  • Respond to the challenge of competition by thinking and reacting more quickly
  • Use their observational skills to give accurate feedback

Outdoor Education

A highlight of Primary 5 is a residential Summer camp to Belmont Centre in Meigle where the girls take part in outdoor activities and visits to support the Social Studies programme.

Here are some of the P5 Diaries:
On Wednesday 21 May, Primary 5 set off for Camp! Our first stop was Falkland Palace in Fife. One group went round the little village to look at the buildings and interesting carvings and the other group went on a tour of the palace. There was a man dressed-up who took us to see Mary Queen of Scots. She asked us lots of questions about sports we liked. She said her favourite sport was Royal Tennis and she did not like the idea of swimming! Later on both groups had the chance to dress up in clothes of that time. Sophia was Mary Queen of Scots! Wednesday was so exciting and so much fun!

On Thursday we got on a bus and dropped off the first group at the Angus Folk Museum. Then the second group was dropped off at Glamis Castle. At Glamis castle we looked at the things they used 400 years ago. We saw a dolls house of Glamis Castle. First we went into the dining room. In there we were met by our tour guide. They took us to the chapel and told us a story of a ghost that sat in the corner of the chapel on the chair that was bigger than the others. Meanwhile at the Angus folk museum we were taken round seeing old toys and tools. Then we went to a farm and saw the machinery that was needed for farming 400 years ago. After the trips, we were back at the camp. After supper, we had a Pyjama Disco which we enjoyed a lot!

On day three of Belmont Camp after breakfast we went to the assembly hall to play Cluedo. We pretended that Angus’ house had been set on fire. A police inspector came in and showed us the suspects who were The Forest Fairy, Bob the Builder, Death, Shadow Ninja, Fireman Pam, and last but not least Old Mrs. Galloway. The culprit, Fireman Pam, got two buckets of warm water tipped over them!! After lunch we all waved goodbye to Belmont and headed back to school. The journey back took about an hour and a half. We were excited to see our parents, but Belmont was GREAT FUN!! Have fun next year P4s – Looking forward to P6 camp!!

Personal and Social Development

Personal and Social Development is encompassed within the teaching of several subjects, notably Physical Education, Religious and Moral Education, Health and a number of cross-curricular themes. It is an integral part of the whole curriculum and is addressed in Primary 5 in a variety of ways including role-play and discussion.

Religious and Moral Education

The programme in Primary 5 covers the following areas: -

  • Christianity: Biblical Stories, Symbolism, Easter, Marriage, Church, Prayer
  • Other World Religions: Hinduism: Stories, Key Figures, Sacred Places, Ceremonies and Symbols
  • Personal Search: Religious Ceremonies, Stages in Life, Important Things

Topics are explored and assessed through discussion, drama and written work.

Expressive Arts

Art and Design

Throughout the Junior School a programme of skills is taught and practised, and a range of art activities allows the children the opportunity to experience different materials and media. In Primary 5, a specialist teaches Art and Design and activities support much of the class work undertaken during the year. Our budding artists can always take advantage of the facilities in our new Art Room.


At all levels pupils improvise and experiment with movement, speech, space, physical objects and sound, showing imagination and inventiveness appropriate to age and stage of development. As they progress through the levels, pupils develop their understanding and control of the media and processes of drama.

In Primary 5, Drama is based on a wide range of contexts. Pupils are expected to work collaboratively in planning and working together in drama activities. Through Drama, pupils are able to reflect upon and respond to a number of issues.


At St George's we aim to give every pupil the opportunity to take part in music making, to invent music and to listen and respond to music. The programme in Primary 5 covers the following areas: -

  • Singing unison songs, rounds and part-songs
  • Developing more technical ability on classroom instruments
  • Continuing the recorder
  • Creating more imaginative work using a wider variety of resources
  • Continuing Music ICT
  • Developing an awareness of structure


Craft and Design

Pupils in Primary 5 extend their practical skills and knowledge, in exploring the design process of a castle's drawbridge.


Pupils work together in teams to produce a classroom display, which they plan, organise, display and evaluate in groups.

Information and Communication Technology (ICT)

Pupils in Primary 5 are timetabled for weekly sessions in the Junior School Information Centre and also have access to a computer and an interactive whiteboard in their own classroom.

In Primary 5 the pupils develop their ICT capability in the following ways:

  • They learn to troubleshoot the printer.
  • They work collaboratively to research information on a Scottish animal and present their information in a variety of ways.
  • They design pages using text and pictures from the digital camera.
  • They develop further skills in data handling.
  • They are introduced to virtual learning environments.
  • Simple computer programming/coding


In Primary 5 pupils work on a small piece of tapestry on Binca.

Support for Learning

The Additional Support Needs department has a broad role, which allows it to support students with specific learning difficulties, general academic difficulties and general academic guidance. This allows the department to be committed to encouraging and promoting the creation of successful learners, responsible citizens, confident individuals and effective contributors.

In order to maximise the individual’s potential it is considered important to develop support strategies that complement their learning requirements.

At this stage, students are carefully monitored for progress by staff and through the school’s monitoring process, which involves standardised testing in Primary 1, Primary 3 and Primary 5. The aim is to help students meet their long-term targets in the Primary curriculum. Ongoing liaison between class teachers, Learning Support staff and parents is an essential part of this process.

In Primary 5, pupils identified as requiring support in meeting their long-term targets, are taught either individually or in small groups by the Learning Support staff, who work in conjunction with the class teacher to ensure that their individual needs are met.

International Education

Primary 5 have links with St Francis Xavier Girls' School, Bangalore, India


Homework is very much a part of our school programme and it helps to foster a link with parents in their support of the girls' learning throughout the Junior School Years. As pupils progress, they are acquiring individual study skills beyond the classroom which in turn contribute to the development of independent learning as they mature. We always appreciate interest and support in this essential aspect of the learning process. The time required for individual tasks may vary. However, please let your daughter's teacher know if she is regularly taking longer than the guide times. Homework is generally given on 4 evenings each week (Monday - Thursday).

In Primary 5, there is approximately 40 minutes per night. Generally 2 items are selected from: Mathematics, Spelling and supportive language work, Reading, English Language written work, Topic work.