# Year 5

### Robin, Swan and Swift

**Ms Kemal**

Year Team Leader - Swift Class

**Ms Anne Grasby**

Swan Class Teacher

**Ms Gardiner**

Robin Class Teacher

**Ms Arslan**

Teaching Assistant

**Ms Moiseienko**

Teaching Assistant

**Mr Carayol**

Class Teacher

**WHAT IS MY CHILD LEARNING?**

## Summer Term Curriculum 2024

## English Key Skills

__Speaking and Listening__

I can read aloud confidently and with expression.

I can listen carefully during discussions, making appropriate contributions.

I can speak clearly with an increasing command of Standard English.

I can ask relevant questions to extend my understanding.

I can use relevant strategies to build on my vocabulary.

I can qualify and justify my own thoughts and opinions.

I can defend a point of view and respect others’ views.

I can disagree politely and respectfully in discussion.

I can give well structures descriptions, explanations and narratives for different purposes.

I can participate in discussions, presentations, performances, role play, improvisation and debates.

I can work in a group to plan a task and feed back to a bigger group.

__Reading __

I can use knowledge of spelling patterns to read unknown words.

I can read a range of fiction, non-fiction, poetry, plays, reference books and textbooks, giving a preference.

I know the structures and grammatical features of a range of non-fiction text types e.g. explanations, recounts, persuasion.

I can explore themes within and across text e.g. loss, heroism…

I can make comparisons within a text.

I can identify how language, structure and presentation contribute to meaning.

I can learn a wide range of poetry by heart.

I can prepare poems and playscripts to perform aloud.

I can check that a book makes sense to me by discussing and explaining the meaning of words in context.

I can use skimming and scanning techniques to locate specific information.

I can ask questions to improve my understanding.

I can draw inferences about characters’ feelings, thoughts, motives and justify inferences with evidence.

I can make predictions about what might happen from details stated and implied.

I can summarise the main ideas drawn from more than one paragraph, identifying key details that support the main ideas.

__Writing __

I can write at least 2 and a half pages of A4.

I can use complex sentence structures with a full range of conjunctions.

I can use a range of punctuation including commas, apostrophes, speech marks, inverted commas, ellipsis, brackets and hyphens accurately.

I can use relative clauses beginning with *who, which, that, where, when, whose.*

I can use, expanded –ing clause and expanded –ed clauses as starters *(e.g. Encouraged by the bright weather, Jane set out for a long walk)*

I can use a range of connectives, openers and adverbial phrases to develop cohesion.

I can vary the length of my sentences for meaning and effect.

I can build cohesion within a paragraph (e.g. firstly, then, subsequently…)

I can move chunks *(how, when, where)* around for different effects*. (The siren echoed loudly…through the lonely streets…at midnight).*

I can use rhetorical questions.

I can include degrees of possibility using modal verbs.

I can use stage directions in speech (e.g. “Stop!” he shouted, picking up the stick and running after…)

I can produce writing for a range of purposes e.g. storywriting, playscripts, recounts, persuasive, explanations) and use appropriate grammatical features.

I can plan effectively for a piece of writing.

I can edit a piece of work accurately to match the needs of an identified reader.

__Spelling (See Appendix 1)__

I can spell all the high frequency words for Y5.

I can spell unfamiliar polysyllabic words using spelling analogy and phonics.

I can spell words ending in –ant, -ance, -ancy, -ent, -ence, -ency

I can spell words containing suffixes –able and –ible can spell words with the letter string ‘ough’.

I can spell homophones and other words that are often confused (e.g. advice/advise, affect/effect…)

I can spell some words with ‘silent’ letters, e.g. knight, psalm, solemn.

I can use a thesaurus.

__Handwriting__

I can write in a clear, neat and legible cursive style at all times.

I can use a handwriting pen.

I can use triple guidelines effectively.

I can present work to a high standard.

__Terminology__

** Consolidate **– punctuation, letter/word, sentence, statement, question, exclamation, command, full stop, capitals, question mark, exclamation mark, speech marks, direct speech, inverted commas, bullet points, apostrophe (contractions/possession), commas, singular, plural, suffix, prefix, word family, consonant, vowel, adjective, noun, noun phrase, verb adverb, imperative verb, tense, conjunctions, connective, preposition, determiner, generalise, pronoun, subordinate/relative clause, adverbial, fronted adverbial, alliteration, simile, synonym.

** Introduce** – modal verb, parenthesis, bracket – dash, cohesion, ambiguity, metaphor, personification, onomatopoeia, rhetorical question.

## Maths Key Skills

**Number – number and place value**

Pupils should be taught to:

- read, write, order and compare numbers to at least 1 000 000 and determine the value of each digit
- count forwards or backwards in steps of powers of 10 for any given number up to 1 000 000
- interpret negative numbers in context, count forwards and backwards with positive and negative whole numbers, including through zero
- round any number up to 1 000 000 to the nearest 10, 100, 1000, 10 000 and 100 000
- solve number problems and practical problems that involve all of the above
- read Roman numerals to 1000 (M) and recognise years written in Roman numerals.

**Number – addition and subtraction**

Pupils should be taught to:

- add and subtract whole numbers with more than 4 digits, including using formal written methods (columnar addition and subtraction)
- add and subtract numbers mentally with increasingly large numbers
- use rounding to check answers to calculations and determine, in the context of a problem, levels of accuracy
- solve addition and subtraction multi-step problems in contexts, deciding which operations and methods to use and why.

**Number – multiplication and division**

Pupils should be taught to:

- identify multiples and factors, including finding all factor pairs of a number, and common factors of two numbers
- know and use the vocabulary of prime numbers, prime factors and composite (nonprime) numbers
- establish whether a number up to 100 is prime and recall prime numbers up to 19
- multiply numbers up to 4 digits by a one- or two-digit number using a formal written method, including long multiplication for two-digit numbers
- multiply and divide numbers mentally drawing upon known facts
- divide numbers up to 4 digits by a one-digit number using the formal written method of short division and interpret remainders appropriately for the context
- multiply and divide whole numbers and those involving decimals by 10, 100 and 1000
- recognise and use square numbers and cube numbers, and the notation for squared ( ) and cubed ( )
- solve problems involving multiplication and division including using their knowledge of factors and multiples, squares and cubes
- solve problems involving addition, subtraction, multiplication and division and a combination of these, including understanding the meaning of the equals sign
- solve problems involving multiplication and division, including scaling by simple fractions and problems involving simple rates.

**Number – fractions (including decimals and percentages)**

Pupils should be taught to:

- compare and order fractions whose denominators are all multiples of the same number
- identify, name and write equivalent fractions of a given fraction, represented visually, including tenths and hundredths
- recognise mixed numbers and improper fractions and convert from one form to the other and write mathematical statements > 1 as a mixed number, for example 2/5 + 4/5 = 6/5 = 1 1/5
- add and subtract fractions with the same denominator and denominators that are multiples of the same number
- multiply proper fractions and mixed numbers by whole numbers, supported by materials and diagrams
- read and write decimal numbers as fractions [for example, 0.71 = 71/100
- recognise and use thousandths and relate them to tenths, hundredths and decimal equivalents
- round decimals with two decimal places to the nearest whole number and to one decimal place
- read, write, order and compare numbers with up to three decimal places
- solve problems involving number up to three decimal places recognise the per cent symbol (%) and understand that per cent relates to ‘number of parts per hundred’, and write percentages as a fraction with denominator 100, and as a decimal
- solve problems which require knowing percentage and decimal equivalents of ½ , 1/4 1/5 2/5 4/5 and those fractions with a denominator of a multiple of 10 or 25

**Measurement**

Pupils should be taught to:

- convert between different units of metric measure (for example, kilometre and metre;
- centimetre and metre; centimetre and millimetre; gram and kilogram; litre and millilitre)
- understand and use approximate equivalences between metric units and common
- imperial units such as inches, pounds and pints
- measure and calculate the perimeter of composite rectilinear shapes in centimetres and metres
- calculate and compare the area of rectangles (including squares), and including using standard units, square centimetres (cm) and square metres (m) and estimate the area of irregular shapes
- estimate volume [for example, using 1 cm blocks to build cuboids (including cubes)] and capacity [for example, using water]
- solve problems involving converting between units of time
- use all four operations to solve problems involving measure [for example, length, mass, volume, money] using decimal notation, including scaling.

**Geometry – properties of shapes**

Pupils should be taught to:

- identify 3-D shapes, including cubes and other cuboids, from 2-D representations
- know angles are measured in degrees: estimate and compare acute, obtuse and reflex angles draw given angles, and measure them in degrees
- identify:

angles at a point and one whole turn (total 360o)

angles at a point on a straight line and 1/2 a turn (total 180 degrees)

other multiples of 90 degrees

- use the properties of rectangles to deduce related facts and find missing lengths and angles;
- distinguish between regular and irregular polygons based on reasoning about equal sides and angles.

**Geometry – position and direction**

Pupils should be taught to:

- identify, describe and represent the position of a shape following a reflection or translation, using the appropriate language, and know that the shape has not changed.

**Statistics**

Pupils should be taught to:

- solve comparison, sum and difference problems using information presented in a line graph
- complete, read and interpret information in tables, including timetables.

## Permission to walk home

Please print off and sign the permission slip below allowing your child to walk to and/or from school unattended and return to the school office. Alternatively, you can email the school office using the wording below to grant permission.

Child’s class:

Date:

Parent/carer’s name:

Parent/carer’s signature:

Child’s name:

Child’s signature: