## Year 5

Robin, Swan and Swift

**WHAT IS MY CHILD LEARNING?**

**CURRICULUM PLAN**

##### Summer Term 2019

Topic Title: Emperors and Escargot. The children will be transported to Italy and then France for a very exciting term of learning.
The total amount or sum of the data is found by multiplication: Total= Mean x Number of data or items.
5% means 5 out of 100. Percentage is a specific fraction where the denominator is 100. Percentages can be represented as fractions.
An angle is made when two straight lines meet at a point. A unit of measurement of angles is the degree. The sum of angles on a straight line is 180, the sum of angles at a point is 360.
The sum of angles in a triangle = 180 A right-angled triangle has an angle equal to 90, an isosceles triangle has two equal sides and an equilateral triangle has three equal sides. A parallelogram is a 4-sided shape in which: the opposite sides are parallel, the opposite angles are equal and each pair of angles add up to 180. A rhombus is a parallelogram with four equal sides where the opposite angles are equal and each pair of angles between parallel sides add up to 180. A trapezium is a 4-sided shape in which only one pair of opposite sides is parallel and each pair of angles between parallel sides add up to 180.
A cube is a solid which has 6 square faces. A unit cube means a single cube. Volume is the amount of space an object occupies. Volume is measured in cubic units. Volume can be measured in different units, including and . Volume of a cube = Edge x Edge x Edge. Volume of a cuboid= Length x Width x Height. Volume of liquid in a container that is completely filled is equal to the capacity of the container.
We will be using ‘Code –IT’ as our scheme of work with the aim of developing the children’s programming skills.
In French with Ms Roberts the children will complete two units of work:
‘A Paris’- In Paris- where the children will learn about some famous examples of French architecture and study buildings such as the Louvre, Notre Dame, The Eiffell Tower and the Arc de Triumph,
We will be having a ‘Sikh Week’ where we will be learning all about the principles of Sikhism and the festival of Vaisakhi.
The children will work with artist Sarah Sturgess to create a shoe size bespoke creation. The children will be looking at artists from the 1950s and creating art in a similar style to their favourite chosen artist. The children will also learn how to bake bread.
The children will learn about gospel music and perform a number of gospel songs at a concert at the end of the term.
Robin class will go swimming once a week with Mr Browning. The children will learn the rules of and play a number of striking fielding games, such as cricket and rounders as well as a variety of racket games such as tennis and badminton. The children will practise a number of athletic activities ahead of the end-of-year sports day.
Our PSHE work will stem from the three remaining habits of our year long empathy project: Habit 7: Empathetic children think “us” not “them”, Habit 8: Empathetic children stick their necks out. Habit 9: Empathetic children want to make a difference.
We will be visiting the Southgate Gurdwara when learning about Sikhism. We will be visiting Trent Park as part of our Geography work about maps. We will be taking part in a sponsored Tour de France style 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!
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 encourage your child to log onto the Mathletics website regularly. The site has a variety of fun games for the children to play which will help them develop greater maths fluency. |

##### 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 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.

**Fractions**

- 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.

**Area**

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

**Ratio**

- 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.

**Decimals**

- 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.

**Measurements**

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

**Mean**

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

**Percentage**

- 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.

**Angles**

- 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

**ART IN SWIFT CLASS**

We have been so lucky to be joined by Sarah all week, who has taught us for some amazing art lessons! Here we are designing our own shoes, using plaster of Paris and acrylic paints. We have had a really fun week!

**Romans Go Roamin’**

We were joined by Boudicca from The Drama Hut to learn all about the Roman army and different Roman gods – check out our testudo and wedge formations!

OPERA PROJECT

Year 5 put on our own version of the opera, Carmen, last week! We worked with professional opera singers, Laura and Ali, and sang, danced and acted all week long. Thank you to Ms Vetch for helping us produce a show to be proud of!

WAGAMAMA TRIP

Swift class enjoyed sampling juices, making our own meals and learning about healthy eating on our recent trip to Wagamama. Thank you to all the staff who helped us!

Charlie and the Army of Oompa Loompas

For world book day this year Y5 decided to dress up as characters from Charlie and the Chocolate Factory. The Y5 staff came as the Willy Wonka, the 5 ticket holders and one of Willy Wonka’s giant squirrels and the children came as Oompa Loompas. It was very entertaining watching the rest of the school as an army of Oompa Loompas marched in!

Swan Class Trip to Wagamama

Swan Class had a great morning out visiting Finchley Wagamama. The children chose different fruits and vegetables to juice, weighed out portions of Yaki Soba and were cooked a delicious meal. Everyone had a great time.

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 Plato

Year Team Leader

#### Mr Bean

Class Teacher

#### Mrs Brown

Class Teacher

#### Miss Martin

Trainee Teacher

#### Mrs Brook-Smith

Graduate Teaching Assistant

#### Ms Roose

Teaching Assistant

**WHAT IS MY CHILD LEARNING?**

**CURRICULUM PLAN**

##### Summer Term 2019

Topic Title: Emperors and Escargot. The children will be transported to Italy and then France for a very exciting term of learning.
The total amount or sum of the data is found by multiplication: Total= Mean x Number of data or items.
5% means 5 out of 100. Percentage is a specific fraction where the denominator is 100. Percentages can be represented as fractions.
An angle is made when two straight lines meet at a point. A unit of measurement of angles is the degree. The sum of angles on a straight line is 180, the sum of angles at a point is 360.
The sum of angles in a triangle = 180 A right-angled triangle has an angle equal to 90, an isosceles triangle has two equal sides and an equilateral triangle has three equal sides. A parallelogram is a 4-sided shape in which: the opposite sides are parallel, the opposite angles are equal and each pair of angles add up to 180. A rhombus is a parallelogram with four equal sides where the opposite angles are equal and each pair of angles between parallel sides add up to 180. A trapezium is a 4-sided shape in which only one pair of opposite sides is parallel and each pair of angles between parallel sides add up to 180.
A cube is a solid which has 6 square faces. A unit cube means a single cube. Volume is the amount of space an object occupies. Volume is measured in cubic units. Volume can be measured in different units, including and . Volume of a cube = Edge x Edge x Edge. Volume of a cuboid= Length x Width x Height. Volume of liquid in a container that is completely filled is equal to the capacity of the container.
We will be using ‘Code –IT’ as our scheme of work with the aim of developing the children’s programming skills.
In French with Ms Roberts the children will complete two units of work:
‘A Paris’- In Paris- where the children will learn about some famous examples of French architecture and study buildings such as the Louvre, Notre Dame, The Eiffell Tower and the Arc de Triumph,
We will be having a ‘Sikh Week’ where we will be learning all about the principles of Sikhism and the festival of Vaisakhi.
The children will work with artist Sarah Sturgess to create a shoe size bespoke creation. The children will be looking at artists from the 1950s and creating art in a similar style to their favourite chosen artist. The children will also learn how to bake bread.
The children will learn about gospel music and perform a number of gospel songs at a concert at the end of the term.
Robin class will go swimming once a week with Mr Browning. The children will learn the rules of and play a number of striking fielding games, such as cricket and rounders as well as a variety of racket games such as tennis and badminton. The children will practise a number of athletic activities ahead of the end-of-year sports day.
Our PSHE work will stem from the three remaining habits of our year long empathy project: Habit 7: Empathetic children think “us” not “them”, Habit 8: Empathetic children stick their necks out. Habit 9: Empathetic children want to make a difference.
We will be visiting the Southgate Gurdwara when learning about Sikhism. We will be visiting Trent Park as part of our Geography work about maps. We will be taking part in a sponsored Tour de France style 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!
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 encourage your child to log onto the Mathletics website regularly. The site has a variety of fun games for the children to play which will help them develop greater maths fluency. |

##### 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 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.

**Fractions**

- 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.

**Area**

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

**Ratio**

- 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.

**Decimals**

- 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.

**Measurements**

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

**Mean**

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

**Percentage**

- 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.

**Angles**

- 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

OPERA PROJECT

Year 5 put on our own version of the opera, Carmen, last week! We worked with professional opera singers, Laura and Ali, and sang, danced and acted all week long. Thank you to Ms Vetch for helping us produce a show to be proud of!

WAGAMAMA TRIP

Swift class enjoyed sampling juices, making our own meals and learning about healthy eating on our recent trip to Wagamama. Thank you to all the staff who helped us!

Charlie and the Army of Oompa Loompas

For world book day this year Y5 decided to dress up as characters from Charlie and the Chocolate Factory. The Y5 staff came as the Willy Wonka, the 5 ticket holders and one of Willy Wonka’s giant squirrels and the children came as Oompa Loompas. It was very entertaining watching the rest of the school as an army of Oompa Loompas marched in!

Swan Class Trip to Wagamama

Swan Class had a great morning out visiting Finchley Wagamama. The children chose different fruits and vegetables to juice, weighed out portions of Yaki Soba and were cooked a delicious meal. Everyone had a great time.

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