Year 5

Robin, Swan and Swift

Value of the Month


“The moment you take responsibility for everything in your life is the moment you can change anything in your life.”

“Our responsibility is to do what we can, learn what we can, improve the solutions and pass them on.”

Read more.





Summer Term 2018
Topic title: Amore de la Tour!             

During this last term, we will begin by discovering the delights of Italy – both culinary and literary!  From the history of pizza to the tale of a smouldering volcano, we will explore all the wonders of this vibrant and passionate country.  Finally, our tour of Europe will culminate with a trip to France, where we will embrace all the excitement of the Tour De France and create our own Eiffel Towers in the ultimate Design and Technology Challenge.


Word: Children will be working on spelling patterns from Yr 5 Key Skills list and continue to learn words from the Year 5/Year 6 spelling list.

Sentence:  As well as consolidating the skills learned so far, the children will be writing two and a half pages of writing and using complex sentence structures with a full range of conjunctions.  They will be using a range of punctuation focusing on apostrophes, speech marks, commas and inverted commas, brackets and hyphens.  Children will be using stage directions in speech and varying the length of their sentences for meaning and effect.  They will include degrees of possibility using modal verbs and continue to develop cohesion by using a range of connectives, openers and adverbial phrases.

Text: Our core texts for Summer will be ‘Survivor – Escape from Pompeii’ by Jim Eldridge and ‘Skellig’ by David Almond.  The children will study narrative fiction and the structures and grammatical features of a variety of non-fiction genres linked to our topics.  There will be a focus on making comparisons within a text, drawing inferences about characters’ feelings, thoughts and motives, explaining the author’s choice of language and explaining the meaning of words in context.


We will be following the Inspire Maths scheme with a focus on deepening the children’s understanding of mathematical concepts, leading to mastery of their key skills.

Number: The children will explore decimals by multiplying and dividing numbers by 10, 100 and 1000. They will also convert decimals to fractions.

Measures: The children will be converting a measurement from a larger unit to a smaller unit and from a smaller unit to a larger unit.

Mean: The children will calculate the mean from a set of data.

Percentages: The children will understand the concept of percent, convert fractions to percentages and find the percentage of a quantity.

Geometry: The children will explore angles on a straight line, angles at a point and vertically opposite angles.  They will investigate the properties of triangles and four-sided shapes. The children will also construct triangles and four-sided shapes from given criteria.  They will also build and draw cubes and cuboids and understand and measure volume.

Ratio and proportion: The children will understand the concept of ratio and be able to find ratios.  They will identify equivalent ratios and compare three quantities using ratio.


Physics:  The children will understand forces and gravity.

Biology: The children will explore life cycles and Sex and Relationship Education.  Details on the SRE content will be provided before the unit of study commences.


We will be studying longitude and latitude, hemispheres and the Equator and using 4- and 6-figure grid references on OS maps.


We will be using ‘Code –IT’ as our scheme of work with the aim of developing the children’s programming skills using Scratch.


In French children will be exploring ‘In My Bedroom’ and ‘Tour de France’


We will study Buddhism.

Art / Design Technology

We will make frescoes inspired by da Vinci.

We will make structures inspired by the Eiffel Tower.


We will perform in solo and ensembles.

We will develop our ability to listen to detail and recall aurally.


We will develop our swimming proficiency.

We will develop our skills in striking and fielding (cricket) and net/wall games (tennis).


We will be ensuring that the school values are at the centre of all our learning in year 5; this term they are Equality, Fairness, Enthusiasm and Responsibility.  We will also be taking part in a democracy project linked to Educaid and their inspiring work in Sierra Leone.

Special events/ enrichment opportunities

We will be making pizzas at Pizza Express. Yum!

We will be taking part in a sponsored Tour de France Event – bicycles at the ready!

Year 5 will be involved in a borough wide maths project – culminating with a selection of winning maths projects representing Coldfall in a Maths Fair at Fortismere School.  We look forward to seeing the children’s creative approaches to maths puzzles and conundrums!

How parents can be involved in home learning

We appreciate parental support with reading and homework.  We want to ensure that all children are proficient in their times tables and basic maths facts so these need to be practised regularly (please speak to your class teacher or check the school website if you require any learning aids for home learning).

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.


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.


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.


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.


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 and Counting

  • I can count, order and compare numbers to 10, 000, 000 (ten million) and understand the place value of the digits.
  • I know and understand that the actual value of a digit in a number is equal to the digit multiplied by the place value. E.g. the value of the digit 5 in the number 4 657 809 is 5 ten thousands, i.e. 5 × 10 000 = 50 000
  • I know and understand that the value of a number is the sum of the values of each digit in the number.
  • I can round numbers to the nearest thousand.

Multiplication and Division

  • I can multiply and divide by tens, hundreds or thousands.
  • I know all my x tables up to 12 x12, their related division facts and can use and apply them.
  • I can use all four operations to solve word problems.

Whole numbers

  • I know that in a number sentence with brackets the brackets must be calculated first.
  • I can apply the order of operations outlined in BIDMAS (Brackets, indices, division, multiplication, addition and subtraction) in a number sentence.


  • I know the terms like and unlike fractions and that like fractions are fractions with the same denominator and unlike fractions are fractions with different denominators.
  • I can add like fractions.
  • I can subtract unlike fractions.
  • I can divide whole numbers by other whole numbers and know that the answer can be a whole number with or without a remainder or a proper fraction or a mixed number.
  • I know that fractions and decimals are interchangeable and you can convert between them.
  • I can add and subtract mixed numbers.
  • I can find the products of proper fractions, improper and a proper or an improper fraction and of a mixed number and a whole number.
  • I can divide fractions.
  • I can solve fraction word problems.


  • I can find the area of a triangle using the formula of ½ base x height.


  • I can use ratio to compare the relative sizes of two quantities or sets of items.
  • I can use ratio to compare the relative sizes of three quantities or sets of items.


  • I can express a ratio in its simplest form by dividing the terms by the largest common factor e.g. 12 : 36 is simplified to 1 :3 by dividing by 12.
  • I can solve word problems involving ratio.


  • I can convert decimals to fractions and vice versa.
  • I can multiply a number by multiplied by 10, 100 or 1000, each digit in the number moves 1, 2 or 3 places respectively to the left in the place value chart.
  • When a number is multiplied by 10, 100 or 1000, the decimal place shifts 1, 2 or 3 places to the right.
  • I can solve word problems involving decimals.


  • I can convert between a larger to a smaller unit of measurement (and vice versa) using the principle of direct proportion.


  • I can calculate the mean by finding the total and dividing by the number of data or items.


  • I can use and understand percentage e.g. that 5 out of 100 = 5%
  • I know that a percentage is a specific fraction where the denominator is 100.
  • I can convert fractions to percentages.
  • I can find percentages of amounts.
  • I can solve word problems involving percentages.


  • I know that the angles on a straight line add up to 180°.
  • I know that the sum of the angles at a point total 360°.
  • I know that vertically opposite angles are represented by two intersecting straight lines and that they are equal.

Perpendicular and Parallel Lines

  • I can draw a pair of Perpendicular lines that meet or intersect at right angles.
  • I can accurately draw a pair of Parallel lines and know that they will never meet.
  • I know that the perpendicular distance between a pair of parallel lines is equal at every point on the lines.

Properties of triangles and 4 sided shapes

  • I know that the sum of angles in a triangle = 180°.
  • I can identify and describe the properties, using the correct vocabulary, of right angled, isosceles and equilateral triangles.
  • I can describe the properties of a parallelogram, rhombus and trapezium.



 Geometrical Construction

  • I can draw a triangle accurately having been given only two angles and the adjacent side .
  • I can draw squares, rectangles, rhombuses, parallelograms and trapeziums accurately.

Volume of cubes and cuboids

  • I can represent and draw cubes and cuboids using solid units and isometric dotty paper.
  • I can understand and measure the volume of cubes and cuboids in units such as cm³ and m³.
  • I can calculate the volume of a cube and cuboid using the formulae edge x edge x edge and length x width x height

Mr Descrettes

Year Team Leader

Mr Bean

Class Teacher

Ms Cheetham

Class Teacher

Mr Bardgett

Trainee Teacher

Miss Gorur

Graduate Teaching Assistant

Mrs Waldman

Graduate Teaching Assistant

Mrs de Sausmarez

Teaching Assistant