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Year 5

Autumn Term

 

English

We will be studying the following units which will be linked to our Discover project concepts:  adversity, duty, sacrifice, resilience and community.

  • Narrative: Using ‘Letters from the Lighthouse’ by Emma Carroll we will explore descriptive settings and characterisation within novels. Drama techniques will be used to more fully understand and empathise with the actions and motives of the characters.  Visual texts, in the forms of short films will also be used as stimuli for powerful and emotive writing.
  • Non Fiction: The children will be asked to write in a variety of styles inspired by their detailed project lessons and will be writing in two different genres:
  • Non-chronological reports:  Your child will write detailed texts about a range of WW2 themes eg rationing/the role of women in WW2.
  • Informal Letters: Write informal and emotive letters in role as evacuees to their parents / loved ones.
  • Poetry:  Using poems from established poets and a range of aural and visual stimuli, children will explore figurative language including: onomatopoeia, alliteration, metaphor, similes and personification. 
  • As a final unit of work, the children will research an additional aspect of life during WW2 and present writing in a genre of their choice using the skills developed through the above units of work.  This will hopefully have a special audience.

 

Reading will be at the core of our writing.  Through reading powerful texts and developing their active reading skills to interrogate texts, the children will learn about the features of a range of writing forms and how to personally weave them into their own work. 

 

Maths

The following areas of Maths will be revised and developed this term:

Number and Place Value: Read, write, order and compare numbers up to 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 1000000; round any number up to 1000000 to the nearest 10, 100, 1000, 10000 and 100000 and solve number and practical problems that involve all of these.

Addition and Subtraction: Add and subtract numbers mentally with increasingly large numbers; add and subtract whole numbers with more than 4 digits, including using formal written columnar methods; use rounding to check answers to calculations and solve addition and subtraction multistep problems in contexts deciding which operations and methods to use and why.

Multiplication and Division: Multiply and divide numbers mentally drawing upon known facts; multiply and divide whole numbers by 10, 100 and 1000; multiply numbers up to 4 digits by a one or two digit number using a formal written method, including long multiplication for 2 digit numbers; 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; identify multiples and factors, including finding all factor pairs of a number, and common factors of two numbers; recognise and use square numbers and cube numbers and the notation for squared (2) and cubed (3) and solve problems involving multiplication and division including using their knowledge of factors and multiples, squares and cubes.

Solve problems involving addition and subtraction, multiplication and division and a combination of these, including understanding the use of the equals sign.

Statistics: Interpret and present discrete and continuous data using appropriate graphical methods, including bar charts and time graphs and solve comparison, sum and difference problems using information presented in bar charts, pictograms, tables and other graphs.

Measurement: Perimeter and Area: Measure and calculate the perimeter of composite rectilinear shapes in cm and m; calculate and compare the area of rectangles (including squares), and including using standard units, cm2, m2 estimate the area of irregular shapes.

 

Science

Children will carry out and observe a range of activities linked to our topic. They will develop ways of working scientifically through research, pattern spotting, classifying, making models and planning fair tests. To start with, in the first half term, the children will learn about:

Properties and Changes of Materials: Compare and group together everyday materials on the basis of their properties; know that some materials will dissolve in liquid to form a solution, and describe how to recover a substance from a solution; use knowledge of solids, liquids and gases to decide how mixtures might be separated, including through filtering, sieving and evaporating; give reasons for the particular uses of everyday materials, including metals, wood and plastic; demonstrate that dissolving, mixing and changes of state are reversible changes; explain that some changes result in the formation of new materials which are usually irreversible.

 

Discovery Project: 

"Does adversity bring out the best in people?"

Our History-driven project for this term starts with World War 2.  We will be discussing the concept of adversity and how it helped bring people together and built great community spirit during the war years and following times.  We will also be making links to the wider world we know today and considering our project question in relation to personal experiences and also the lives of refugees during WW2 and beyond.  Your children will be discussing and debating how adversity can unite people but conversely divide them.  Led by the children, we will explore the concepts of duty, adversity, sacrifice, community and resilience in relationship to our project question. As good historians they will be analysing and questioning primary and secondary sources, interpreting bias and constructing timelines of key events.  We will research the themes of evacuation, rationing, the roles of men and women in the war years and much more.  During our project, pupils will be visited by our local historian, The History Van lady, Kathryn, who will share Second World War artefacts and share fascinating facts about life during the war years.  Throughout the project, we will continue making links to our project question and analysing other times where great resilience has been witnessed – both by groups and individuals. We will also be using these concepts to make cross-curricular links in Geography, Art and design, Design Technology, RE and Science. 

 

How can you help your child?

  • English homework continues to be project-based.  Your child will be given a selection of tasks to choose from.  They will be given a longer-period of time to complete these which will be made clear by the class teacher.
  • Maths homework will be set weekly using MyMaths.com. You will receive further information shortly. For the first week we might send it home on paper to complete.
  • PE Kit - Please ensure that your child arrives in their school PE kit on Thursday and Friday. Weather permitting, we will endeavour to go outside on Thursday for our PE slot. It is advisable for your child to wear jogging bottoms and a sweatshirt or similar for outdoor games and trainers should be worn. Swimming will be most Fridays and will commence on the 23 September.
  • Spellings We will follow the No-Nonsense Spelling Scheme for Y5.  During the week, the children will learn the given spellings by completing a variety of tasks and techniques. Spellings will be communicated via Dojo each Wednesday so children can practise them at home before being tested on these spellings the following Wednesday. It would also be advantageous if your child could learn, over the year, the Y5/6 100 spellings.  Some children might re-cap Y3/Y4 spellings or have spellings linked to phonics work.
  • Reading – we encourage you to sit with and hear your child read as often as possible (ideally every other day).  Even fluent readers benefit from discussing what they have read and practising their intonation and accuracy by reading aloud. Children will be asked to share any recommended reads in order to inspire others to read more.   In class, we will be sharing a class reader which will usually link into our written work across our Project.

Spring Term

 

English

We will be studying the following units which will be linked with our Explore project concepts:  diversity, segregation, prejudice, equality and influence.

  • Narrative: Using a variety of texts including: ‘Journey to Jo’burg’ by Beverley Naidoo.   The pupils will create an original chapter for the book based upon their understanding of the characters and conflicts in the novel.  Within this challenge we will be looking to extend your child’s descriptive language as well as more complex punctuation including securing punctuation of direct speech.
  • Non Fiction: The children will be asked to write in a variety of styles inspired by their detailed project lessons and will be writing in two different genres:
  • Non-chronological report:  Following a walk around our town, your children will produce a fabulous report detailing fascinating facts and historical points about our historic town of Dronfield.
  • Persuasive writing: We will be devising persuasive tourist information leaflets about a variety of exciting places to visit in Egypt, using carefully chosen vocabulary and persuasive devices to entice in the reader.  Later, they will create a highly-contrasting charity leaflet highlighting the plight of those living in the slums of Cairo.
  • Letter writing:  In response to reading ‘Journey to Jo’burg’ the children will write an informal letter in the role of Ma, having explored a variety of stimuli to learn about the life of a black maid in Apartheid South Africa.  Hopefully, inspired by the characters’ letter writing in ‘The Boy at the Back of the Class’ the children will write formal letters.
  • Poetry:  When reading ‘The Wolf Wilder’ the children will use the ‘turn up the volume’ technique to write vivid descriptions of the wolves and the desolate Russian setting. 

Shared Reading: Reading is vital and underpins all areas of education.  As well as reading 1:1, the children will also read in class. Through these sessions the pupils will begin to develop their literal and inferential skills as they study a variety of texts and genres where invaluable discussions and examples of reading skills can be shared.  We will also have a class reader which we will read to the children to celebrate and foster a love of books.  Tuesday has become our ‘Tuesday Choose-day’ when children are free to bring in appropriate reading material from home or chose from classroom shelves from any reading band with the emphasis very much on reading for pleasure. 

 

Maths

The children will continue to complete fluency, reasoning and problem solving tasks. Multiplication and Division: Multiply and divide numbers mentally drawing upon known facts; multiply numbers up to 4 digits by a one or two digit number using a formal written method, including long multiplication for 2 digit numbers; 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; solve problems involving addition and subtraction, multiplication and division and a combination of these, including understanding the use of the equals sign.

Fractions: Compare and order fractions whose denominators are 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 read and write decimal numbers as fractions [for example 0.71 = 71/100]; 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 and solve problems involving multiplication and division, including scaling by simple fractions and problems involving simple rates.   

Decimals & Percentages: Read, write, order and compare numbers with up to three decimal places; 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.

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, ¼. 1/5, 2/5, 4/5 and those fractions with a denominator of a multiple of 10 or 25.

Times tables: Understanding times tables is essential!  Throughout the term we will be using our ‘Tackling Tables’ cards and TTRockstars along with other games and websites to improve the speed of recall for both multiplication and division facts for 2x-12x tables.  They will be essential for our work on fractions.

Explore Project:

"Is Surviving the same as living?"

Our project for this term is linked to Geography. Your children will be exploring different types of settlements in our immediate locality starting with Dronfield itself.  What does it give us a community and we will also explore some of its history. We will then be virtually venturing further afield to explore several different countries linked to texts we are exploring As good geographers we will be improving our locational knowledge by being able to locate countries on a map, which hemisphere they are on, the counties’ latitude and longitude; identify key human and physical characteristics of the countries and the resources they provide.  During our project, once we leave Dronfield we will start to travel the world, to learn more about the country.  This will involve exploring the location of the country, their flag, languages spoken, currency used and traditional foods amongst other things.  Throughout the project, we will be making links to our project question and will be discussing five concepts which are diversity, segregation, prejudice, equality and influence.  We will also be using these concepts to make cross-curricular links in Art, Design Technology, RE and Science.  By the end of the autumn term, your child will be a critical-thinking geographer who will be able to impart key knowledge on different locations and dazzle you with a wealth of knowledge and skill.

 

Creative Curriculum

Our topic for this term has a Geography focus: “Around the World in Less Than 80 Days”; activities have been designed to promote links to Art, Science, PE, PSHE and IT. The children will learn more about:

The Continents: Plot the route of an imaginary journey that will take the children around the world, using an atlas to locate and name specific countries and their landmarks and features eg their time-zone, capital city, hemisphere and continent.

South Africa: Inspired by the work of South African artist, Esther Mahlangu, the children will create their own bright, geometric patterns. 

Russia: Develop sketching techniques and skills to complete a sketch of a wolf’s face and we will study the biomes of Russia.

Art: Study of fruit to encompass observational art skills, sketching skills leading to emulating the work of the Italian painter Arcimboldo.

Music:  Children will develop their understanding and application of key musical terms during musical appreciation sessions, improve their clapping of different rhythms and as a group create musical soundscapes for 2 contrasting settings. 

PE: We will further explore the large apparatus.  We will learn dance styles from a different country.

HOOK DAY: DRESS FOR ‘GOING ON HOLIDAY’.  On this day, the children will learn more about and taste foods from around the world.  We will be in touch about any food allergies/ intolerances and notify you of the date(s) in the second half

How can you help your child?

Spellings this year will follow the No-Nonsense Spelling Scheme for Y5.  The children will learn the given spellings by completing a variety of tasks. Spellings will be copied down so children can practise them at home before being tested on these spellings the following Wednesday/Thursday. It would also be advantageous if your child could learn, over the year, the Y5/6 100 spellings or alternative list we have discussed with you. 

Project homework is given out at the start of the term and includes a variety of tasks, allowing children to choose activities which appeal to them.  Return dates will be on the task sheet.  Please try to keep to these dates – handing in early is fine.

Maths homework is given out on Thursday/Friday and should be in school from Tuesday to allow us to look at this in class.

Please help your child to find a quiet space and time to work on the tasks set that reflect on the current week’s learning. 

Reading; Regular reading aloud to an adult is an essential part of developing a child’s reading.  Listening to your child read will allow reading fluency to improve.  Additionally, discussion around what your child is reading will improve comprehension skills.

PE Kit - Please ensure that PE kit (shorts, House tee-shirt, trainers) is worn to school on Wednesdays and Fridays.  All Y5 classes have PE / Games on Wednesday.

 Swimming Kit – will be required for Friday swimming lessons but children are to come in their PE kit.