Year 5

Robin, Swan and Swift

Value of the Month

Self Regulation

The ability to learn how to manage strong emotions and reduce personal distress in order to manage our own lives more effectively and also keep our empathy open to others.

Read more.






Spring Term 2019
Topic title: Toblerone and Tapas!

In the first half of the term, we will cross over rolling hills and mountains and make our way to Switzerland, where we will indulge in everything chocolate! Roald Dahl’s ‘Charlie and the Chocolate Factory’ will be the inspiration for most of our reading and writing. In the second half of the term, we will be dipping our toes into the Mediterranean Sea and will undertake a sensory exploration of Spain. We will be immersing ourselves into Spanish culture, art and tradition. Michael Morpurgo’s ‘Toro Toro’ will be our core text, leading into a written balanced argument and debate concerning the issue of bullfighting.


Spelling: Children will be working on spelling patterns from the Yr 5 Key Skills list and continue to learn words from the Year 5/Year 6 spelling list.  They will also be competent using both a dictionary and thesaurus.

Sentence Level:  Children will be working towards writing two and a half pages of writing, and using compound and complex sentence structures with a full range of conjunctions.  They will be using a range of punctuation focusing on apostrophes, commas, inverted commas and brackets.  The children will be using a range of conjunctions, openers and adverbial phrases to develop cohesion, and varying the length of their sentences for meaning and effect.

Writing: Our core texts will be ‘Charlie and the Chocolate Factory’ and ‘Toro! Toro!’.  As we study ‘Charlie’ our focus will be on different genres of fiction writing, and as we study ‘Toro! Toro!’ we will focus on a mixture of fiction and non-fiction genres.

Reading and Oracy: Children will be explaining and justifying their responses to different texts during Destination Reader, and will engage with a number of Talk for Writing strategies within English lessons.  They will also have the opportunity to learn and recite poetry and to take part in a class debate on the issue of bullfighting – with a focus on how to defend a point and disagree with others politely and respectfully.

Maths: Key Concepts


Multiplying two fractions is the same as finding the fractional part of another fraction.

The product of two proper fractions is the fractional part of another fraction.

Division in fractions is dividing each fractional part into smaller equal parts/units.

Area of a triangle

Any side of a triangle can be the base and for each base, there is a corresponding height.

The area of a triangle is half that of its related rectangle.

The area of a triangle is ½ x base x height.


Ratio is a way of comparing the relative sizes of two quantities or sets of items

Dividing the terms of a ratio of two quantities by the common factor to express a ratio in its simplest form.

Applying the equivalent ratio concept, part-whole concept and comparison concept to solve up to 2-step word problems.


Decimals are an extension of the representation of fractions

Decimals can be converted to fractions and vice versa.

When a number is multiplied by 10, 100 or 1000, each number moves 1, 2, or 3 places respectively to the left in the place value chart.


Understanding direct proportion when converting a measurement from a larger unit to a smaller unit and vice versa.


In our science weeks, we will be having a particular focus on chemistry. We will explore the changing states of materials, investigate mixtures and solutions, and look at reversible and irreversible changes.


For one of our Geography projects, we will study biomes and vegetation belts. We will have a particular focus on the Swiss Alps. We will also carry out a geographical enquiry into chocolate in our local environment.


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


In Miss Roberts’s French lessons, the children will complete two units of work: ‘Up, Up and Away,’ which focuses on travel and Europe, and ‘At Home,’ which focuses on daily routines and school life. The key text for the second half term is: ‘Je m’habille et je te croque.’


We will continue our study of Christianity and begin to explore Buddhism.

Art / Design Technology

We will complete two DT projects. The first will be the creation of an Alpine themed cushion. The second will be a cooking project where we will be making, and enjoying, a classic Spanish dish.

In art, we will compare pieces by, and create work in the style of, two famous Cubist artists: María Blanchard and Pablo Picasso.


In the first half term, we will continue our study of West African drumming. In the second half term, we will be recording a vocal performance for the school CD.


In our PE lessons, we will develop our dance and gymnastic skills.


We will be continuing with our year-long empathy project. Our focuses will be on how empathetic children can keep their cool, how empathetic children practise kindness and how empathetic children think of ‘us’ and not ‘them.’

Special events/ enrichment opportunities

We hope to arrange several exciting trips over the half term and will notify you about them once they have been confirmed.

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.

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
Learn At Home

Swift Chocolatiers!

Inspired by Willy Wonka’s creativity, Swift class invented our very own chocolate!


Waltzing Away

Over the course of the year, Y5 have been learning some of the ‘Great Dances of Europe.’ Everyone enjoyed having Mr Bean teach how to waltz.

Y5 Go Viking!

In the 1st week of December Y5 visited the Museum of London, took part in a Viking drama workshop and created a Viking Museum in the classrooms. Everyone had a great time and the museum was excellent.

Y5 Team Point Winners

This half term the Vikings collected the largest number of team points. Praise Odin! As a reward they got to play Minecraft for an hour in the afternoon!

Viking Drama Workshop

​Year 5 were joined by Astrid the Elegant to learn all about Viking life. We enjoyed playing ‘Guess the God’, making objects using only our arms and legs, sailing in a longboat, and telling the story of Thor’s Missing Hammer!

Year 5 at the Museum of London

To help us become museum curators, we visited the Museum of London. We spent time in a Viking house, discovered lots of interesting dates, and evaluated the layout and presentation of the museum. We can’t wait to show our knowledge at our own Year 5 Viking Museum this week!

Dr Greg Hunt visits Year 5!

Year 5 are learning all about space, so we were delighted when Dr Greg Hunt from Imperial College visited us. Greg has worked on the Cassini space mission, and he’s inspired lots of us to be scientists when we grow up!

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