Year 5

Robin, Swan and Swift

Value of the Month

EMPATHY

Personally I think this is one of the most important of all of our values.

WHAT IS MY CHILD LEARNING?

CURRICULUM PLAN

Spring Term Curriculum 2023

YEAR FIVE CURRICULUM PLAN

Spring Term Learning

Week beginning:

 

Wednesday 4th January

 

In English, we will be exploring poetry in the form of sonnets. We will look at various sonnets including Shakespeare’s Sonnet 18 and William Wordsworth’s Lines Upon Westminster Bridge. We will focus on the themes, rhyming scheme and structure such as iambic pentameter. Children will work towards writing and performing their own sonnets.

In Maths, we will be revisiting formal methods of multiplication, multiplying three-digit numbers by two-digit numbers.

In RE, we will be learning about what people believe about life. This unit explores ideas about the natural world and our place in it and relates them to religious and other beliefs.

Monday 9th January

 

 

 

In English, we will be exploring poetry in the form of sonnets. We will look at various sonnets including Shakespeare’s Sonnet 18 and William Wordsworth’s Lines Upon Westminster Bridge. We will focus on the themes, rhyming scheme and structure such as iambic pentameter. Children will work towards writing and performing their own sonnets.

In Maths, we will move onto multiplying four-digit numbers by two-digit numbers. We will be looking at word problems that involve multiplication.

In History, we will be learning about the Ancient Islamic Empire. We will learn what the House of wisdom was and what went on there and about the Prophet Muhammad’s association with the Golden Age.

Monday 16th January

 

 

Wednesday 18th January – ‘How to help your child at home’ meeting for parents – 9.05 am Main Hall

In English, we will be reading a variety of ‘Tall Tales’ and then planning one of our own.  We will be focusing on language features such as hyperbole, similes and metaphors, and planning for cohesive paragraphs.

In Maths, we will move to the formal written method of short division, initially dividing 2- & 3-digit numbers by a 1-digit number before moving to dividing a 4-digit number.

In History, we will continue learning about the Ancient Islamic Empire. We will be making comparisons to what life was like in Britain at the time, consider how the civilization impacted our lives today and why the Golden Age came to an end.

Monday 23rd January

In English, we will be writing and then editing our ‘Tall Tales.’ We will be focusing on sentence structure and writing cohesive paragraphs.

In Maths, we will conclude this unit with dividing with remainders, using division methods efficiently and solving words problems where the children will have to assess whether to use multiplication or division.

In Design Technology we will be exploring the field of textiles. We will design, make and evaluate a product. We will be combining different fabric shapes to make our intended outcome product of a hat.

Monday 30th January

 

 

 

In English, we will be exploring biographies. We will compose a biographical account based on research about Katherine Johnson. This will link to our work the following week in science. We will focus on collecting and using research, as well as using relative clauses, commas, brackets and adverbs of time.

In Maths, we will multiply unit & non-unit fraction by an integer (whole number), with children making links to knowledge of multiplication as repeated addition. We will build on this to multiply a mixed number by an integer. 

In Design Technology we will Continue with creating our hats.

Monday 6th February

 

 

 

 

 

 

10th February – Valentines Discos

In English, we will continue our biographical account about Katherine Johnson. We will focus on collecting and using research, as well as using relative clauses, commas, brackets and adverbs of time.

In Maths, we will continue our work on fractions by finding fractions of amounts and using fractions as operators. We will also start work on our next unit of decimals and percentages. We will look at decimals up to 2 decimal places and the relationship between equivalent fractions and decimals (tenths).

In Science, we will be exploring what we know about the Sun, Earth, Moon, and the Planets. We will learn and explain the movement of the Earth and other planets relative to the Sun, as well as the Moon in relation to the Earth.

Workshop: We will have an online session delivered from STEM to supplement our learning on Earth and Space.

Wider Curriculum

In Reading (DR), the children will use our core text of Skellig by David Almond to explore the reading skills of prediction, inference, questioning, clarifying, summarising and evaluating. We will explore non-fiction texts during our science week.

In Music, the children will be learning about classical music.

In PE lessons with the class teacher, the children will do circuit training to develop strength and stamina. With PE staff, the children will develop their control, flexibility, agility, and coordination in gymnastics. Swan Class will be swimming.

In Computing, we will be learning about selection in physical computing, exploring conditions and selection using a programmable microcontroller called crumbles.

In PSHE, we will be learning about the power of words, Self-Love and Self-Respect through social media, the importance of responsibility and Inspiration, homophobic Language in Schools and thinking about ourselves as consumers and the role of Fairtrade.

In French, we will be learning how to talk about the weather.

Half Term

Monday 20th February

In English, we will be writing diary entries from two characters’ point of view and revising key sentence work. We will finish the week with some ‘free’ creative writing.

In Maths, we will continue our work on decimals and percentages, looking at equivalent fractions to hundredths, as well as equivalent fractions (halves, quarters, tenths, fifths) as decimals. We will introduce thousandths for the first time as a fraction and decimal.

In Geography, we will be learning all about the similarities and differences between a Tundra and a Desert. We will explore what is meant by a ‘tundra’ and locate them across the world. We will also look at where the world’s most famous and largest deserts are situated.

Monday 27th February

 

 

 

 

 

 

3rd March –  World Book Day

In English, we will be exploring dystopian fiction using Floodland by Marcus Sedgwick as inspiration. Children will be working towards writing a narrative that will include dialogue and an alternative ending. We will focus on the rules of speech, using complex sentence structures with a range of conjunctions and a wide range of openers and adverbial phrases.

In Maths, we will move onto placing thousandths on a place value chart, order and compare decimals with the same number of decimal places, before comparing decimals with up to 3 decimal places. We will also look at rounding to the nearest whole number and decimal point.

In Geography, we will continue to look at two types of biomes, looking at the main features of a tundra and exploring how people have adapted to live in tundra and deserts.

Monday 6th March

 

10th – Swan Class Assembly

 

 

In English, we will be exploring dystopian fiction using Floodland by Marcus Sedgwick as inspiration. Children will be working towards writing a narrative that will include dialogue and an alternative ending. We will focus on the rules of speech, using complex sentence structures with a range of conjunctions and a wide range of openers and adverbial phrases.

In Maths, we will conclude our work on decimals and percentages by looking at percentages as fractions and decimals. As well as equivalent fractions percentages and decimals.

In Geography, we will conclude our work on our unit by exploring the differences between a tundra and a desert.

Monday 13th March

 

17th – Robin Class assembly

 

Red Nose Day Fri 17th

 

In English, we will use our time to rehearse our class assemblies. We will focus on ensuring we read aloud confidently and with expression.

 

In Maths, we will look at perimeter and area, focussing on the perimeter of rectangles, rectilinear shapes, and polygons. We will then move onto finding the area of rectangles and compound shapes.

 

In Art, we will be studying Georgia O’Keefe and using pencils, pastels and chalk to create still life pieces inspired by O’Keefe.

Monday 20th March

 

Parents Evening 22nd/23rd March

 

24th – Swift Class Assembly

In English, we will be looking at discussion texts in the form a debate. We will debate our topic, before writing up a balanced discussion, presenting two sides of an argument. We will focus on the structure of persuasive paragraphs, presenting a few points which are backed up with an explanation, evidence or a quote. Our debate question will be: Should zoos be banned?

In Maths, we will conclude our work perimeter and area by estimating area of non-rectilinear shapes. We will then move onto the unit of statistics, focussing on drawing, reading, and interpreting line graphs.

In Art, we will Continue creating our still life pieces inspired by O’Keefe.

Monday 27th March

 

 

Outdoor maths lessons week

In English, we will be looking at discussion texts in the form a debate. We will debate our topic, before writing up a balanced discussion, presenting two sides of an argument. We will focus on the structure of persuasive paragraphs, presenting a few points which are backed up with an explanation, evidence or a quote. Our debate question will be: Should zoos be banned?

In Maths, we will continue our work on statistics by reading and interpreting tables and timetables (e.g., train timetable). We will also look at two-way tables, which show more than one piece of information.

In Science, we will be learning about living things and their habitats. We will explore the differences in the life cycles of a mammal, an amphibian, an insect, and a bird. Furthermore, we will look at the life process of reproduction in some plants and animals.

Wider Curriculum

In Reading (DR), the children will use our core text of Floodland by Marcus Sedgewick to explore the reading skills of prediction, inference, questioning, clarifying, summarising and evaluating. We will explore non-fiction texts during our science week.

In Music, the children will be learning about music style of minimalism.

In PE lessons with the class teacher, the children will do dance. Children will show ideas through dance as an individual and group, as well as linking movement patterns and sequences to music. With PE staff, the children will develop their control, flexibility, agility, and coordination in gymnastics. Swan Class will be swimming.

In Computing, we will be learning about flat-file databases. Children will be using a database to order data and create charts to answer questions.

In PSHE, the children will explore British values – freedom of speech and movement and respecting others’ boundaries and beliefs.

In French, we will be learning how to talk about clothes. Identifying vocabulary for clothes, describing them and what clothes they may wear.

Supporting Learning at Home

Please make sure that you spend time reading with your child at home. As well as listening to your child read, we recommend reading aloud to your child as a regular story time session. Please help your child practise their weekly spellings and help them practise their number bonds and/or times tables. Homework is set on Fridays and is due on Wednesdays. You may wish to use this overview to see what your child is learning each week so that you can discuss this learning with your child at home.

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.
Letter-Join home access (Writing)

Permission to walk home

The day a Viking came to Coldfall!

A fantastic trip to the V & A museum to experience first-hand, the amazing sculpture of Sokari Douglas Camp.  Year 5 were truly inspired!

Mr Mason

Acting Year Team Leader

Ms Anne Grasby

Class Teacher

Miss Kadir

Class Teacher

Mrs Barac

Teaching Assistant

Mr Carayol

Teaching Assistant

Ms Verpiot

Teaching Assistant