Year 5

Dear pupils and parents, 

We hope you have all had a restful and fulfilling Christmas and would like to wish each of the children and their families a Happy New Year. We're looking forward to seeing the children back in school and can't wait to get started on our learning for this term. 

Mr Duffy & Mrs Grange

PE DAYS UPDATE

In the spring 2nd half term, PE will continue to be on Tuesdays and Fridays. Our Tuesday lessons will be on Squash and will take place at CALSA (the first week will be in school) and Fridays will be skills based. Outdoor PE kit will be needed on both days. 

Upcoming Events:

Topic Share morning Thursday 2nd April 09:30 am

Latest News:

Year 5 Reading

Children in year 5 should still read to parents as often as possible, and should aim to record any questions that are asked of them in their reading records at least once per week. They will also still need to record any reading done each day. Guidance on questions that parents can ask is attached in the documents section at the bottom of the page. There are no set texts for pupils to read in Year 5, although we do ask that children read as wide a range of text types as possible. 

Homework expectations

In addition to the online homework and learning log tasks, children are asked to continue reading daily, practising times tables and learning spellings. In addition to six new orange words to learn fortnightly, we will be focussing on the spelling rules for Year 5 and spelling lists related to these rules will also be issued fortnightly. The full list of Orange words (year 5/6 statutory spellings) is attached at the bottom of the page. 

Our Curriculum 

Topic:-

Our topic for this half-term will be Victorians. More detail will be added once the children have had an opportunity to decide what they want to know about the Victorians. We will focus on the impact on the local area and a more national picture during this time. 

English:  

Writing: 

This half term, we will be looking at  historical texts (Rudyard Kipling's Just-So stories), non-chronological reports (rivers based) and biographies. Throughout Year 5, we will expect the children to attempt to achieve the following within their writing:

• I can use a wide range of clause structures, sometimes varying their position within the sentences.
• I can use commas, dashes and brackets to add parenthesis
• I can use commas to mark phrases and clauses and to provide clarity or avoid ambiguity.
• I use a range of sentence starters to create specific effects.
• I can use relative clauses within my sentences. 
• I can use and punctuate speech correctly.
• I can use modal verbs and adverbials to provide degrees of certainty or possibility.
• I can use adverbs, preposition phrases and expanded noun phrases to add detail, qualification and precision.

Reading skills and comprehension

Please continue to read a variety of different texts at home. Once you have read, write down the questions you have been answering (but not the answers) in your Reading Record.

As the children progress through school, the level and type of questions that they are asked in reading tasks increases in difficulty. This term we will be spending a lot of time focusing on inference, which requires the children to think about what hints and clues there are to unspecified information within the text. 

A good tool to help support this skill at home can be found at http://reading.ecb.org/student/inferring/

Although the questions on this site can be a bit basic, they introduce the concept quite well so that parents can help support by asking these types of questions when reading with children.

Reading Curriculum

Children in Upper Key Stage 2 (Years 5 and 6) should be able to:

• apply their growing knowledge of root words, prefixes and suffixes, both to read aloud and to understand the meaning of new words that they meet
• maintain positive attitudes to reading and an understanding of what they read by:
  • continuing to read and discuss an increasingly wide range of fiction, poetry, plays, non-fiction and reference books or textbooks
  • reading books that are structured in different ways and reading for a range of purposes
  • increasing their familiarity with a wide range of books, including myths, legends and traditional stories, modern fiction, fiction from our literary heritage, and books from other cultures and traditions
  • recommending books that they have read to their peers, giving reasons for their choices
  • identifying and discussing themes and conventions in and across a wide range of writing
  • making comparisons within and across books
  • learning a wider range of poetry by heart
  • preparing poems and plays to read aloud and to perform, showing understanding through intonation, tone and volume so that the meaning is clear to an audience
• understand what they read by:
  • checking that the book makes sense to them, discussing their understanding and exploring the meaning of words in context
  • asking questions to improve their understanding
  • drawing inferences such as inferring characters’ feelings, thoughts and motives from their actions, and justifying inferences with evidence
  • predicting what might happen from details stated and implied
  • summarising the main ideas drawn from more than 1 paragraph, identifying key details that support the main ideas
  • identifying how language, structure and presentation contribute to meaning
• discuss and evaluate how authors use language, including figurative language, considering the impact on the reader
• distinguish between statements of fact and opinion
• retrieve, record and present information from non-fiction
• participate in discussions about books that are read to them and those they can read for themselves, building on their own and others’ ideas and challenging views courteously
• explain and discuss their understanding of what they have read, including through formal presentations and debates, maintaining a focus on the topic and using notes where necessary
• provide reasoned justifications for their views

Maths:

This term, we will be focusing on multiplying and dividing and fractions: 

• identify multiples and factors, including finding all factor pairs of a number, and common factors of 2 numbers
• know and use the vocabulary of prime numbers, prime factors and composite (non-prime) 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 1,000
• recognise and use square numbers and cube numbers, and the notation for squared (²) and cubed (³)
• 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
• 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,  +  =  = 1  ]
• add and subtract fractions with the same denominator, and denominators that are multiples of the same number

Science: 

This half-term, we will be looking at Living things and their environments, focusing on how different plants and animals reproduce. For more detail on this topic, please refer to the information provided following the Egyptain Afternoon in November or speak to Mr. Duffy

Our Work