Robin, Swan and Swift
WHAT IS MY CHILD LEARNING?
Spring Term Curriculum 2020
Topic title: From Toblerone to Thor!
In the first half term, we will cross the English Channel, rolling hills and mountains and make our way to Switzerland, where we will indulge in everything alpine. During the first half of the term, the adventure story ‘Count Karlstein’ will be the inspiration for our fiction writing and the children will also develop their report writing with a geographical study of Switzerland. In the second half of the term we will be dipping our toes into the cold North Sea, exploring the history of the Vikings in Britain, with the story ‘The Adventures of Beowulf’ as our fiction focus.
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. They will also be competent using both a dictionary and thesaurus.
Sentence: Children will be working towards 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, commas and inverted commas and brackets. The children will be using a range of connectives, openers and adverbial phrases to develop cohesion and varying the length of their sentences for meaning and effect. They will build cohesion within a paragraph (e.g. firstly, then, subsequently…) and will be able to plan effectively for a piece of writing and edit a piece of work to match the needs of the reader.
Text: Our core texts will be the adventure story ‘Count Karlstein’ and ‘The Adventures of Beowulf’. 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 drawing inferences about characters’ feelings, thoughts and motives; creating tension, using dialogue purposefully, making comparisons and asking questions to improve understanding.
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 express their opinions linked to the green agenda and empathy habits.
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 continue to develop their written and mental methods for addition, subtraction, multiplication and division.
Fractions: The children will learn about like and unlike fractions – adding and subtracting them and associating them with division. They will convert fractions to decimals and add and subtract mixed numbers. They will multiply proper and improper fractions, mixed numbers and whole numbers and divide fractions by a whole number. The children will use and apply their knowledge in worded problems.
Geometry: The children will be able to identify the base and height of a triangle and calculate its area.
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. They will use and apply their knowledge to solve worded problems.
Biology: We will be looking at Living things by classifying animals, comparing lifecycles and habitat and climate impact
Chemistry: We will explore the changing states of materials through reversible and irreversible changes and also investigate mixtures and solutions.
– We will study the physical features of the Alps, including their formation, glaciation, climate and flora and fauna. The children will develop their skills of research, discussion and drawing conclusions about the both physical and human geographical features.
We will be studying the Vikings and their impact on Anglo Saxon Britain up to the Norman Invasion 0f 1066.
We will be using ‘Code –IT’ as our scheme of work and introducing ExCel to support data analysis work.
In French, children will be continuing to learn how to talk and write about themselves and their lives.
Children will be asking and discussing big questions such as, what do people believe about life, how should we live and who can inspire us, all within the context of the major world religions. This term we will continue our study of Christianity and begin to explore Hinduism.
Art / Design Technology
We will be exploring the use of watercolours to paint landscapes and using the alpine work of John Singer Sargent as our inspiration.
We will develop understanding and appreciation of the classical/orchestral repertoire.
We will develop our dance and gymnastic skills.
As part of the PHSE curriculum, the children will be exploring the theme of ‘living in the wider world.’ We will be talking about economic wellbeing and being a responsible citizen. We will be ensuring that the school’s empathy agenda is at the centre of all our learning in year 5. This term our learning habits are; Moral Imagination, self-belief and Practising Kindness.
Special events/ enrichment opportunities
We are planning a visit to the Museum of London to support our study of the Vikings.
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
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
- 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.
- 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.
- 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
The children in Swift class are actively looking for ways to be more sustainable in day to day school life.
They came up with the brilliant idea of collecting old pens from every class, then send them to Ryman for recycling.
Year 5 have had great fun this term learning about the Romans. Here are some pictures our Boudicca Workshop and Romans bread making this week.