Year 5 Summer Second Half Term 2019 “Is change always a good thing?”
Year Group Who’s Who (and where to find us)
The Year 5 class teachers are:
5CF –Mr C Fleury Come out through Y6 Door by the main gate
5LR – Mrs L Robinson Come out through Y5 door near the Infant building
5OS – Miss O Sadler Come out through Y5 door near the Infant building
5DS – Mr D Smale Come out through Y5 door near the Infant building
Mr Birkinshaw is Head of Year, and takes a morning maths group. He is available most days by the Y5 door near the Infant building.
In addition Year 5 are supported by :
Mrs Parker (All classes) Mrs Mills (5OS) Miss O’Connell (5LR)
Miss Bumbee (5DS) Mrs Farrell/Ms Flewitt (5CF)
Through an enquiry-based curriculum we teach Maths and English daily and a range of foundation subjects such as: History, Geography, Computing, PE, Art, RE, PSHE, Music and DT. More details on foundation subjects can be found on Page Two.
Year 5 are grouped by ability for maths lessons, which are timetabled for the first hour and 25 minutes every morning. They are taught in two Challenge Sets, and three Support Sets. All sets are taught the same content, but at different speeds to match the needs of their learners
This half of term we will be covering:
- Shape – including 2d and 3d shapes
Year 5 will be covering the following themes in English for this ½ of term:
- Poetry and Drama: Performance Poetry (slam)
- Narrative: Adventure based around Fern Gulley
- Non-fiction: Discussion about climate change
In addition to the genres above we teach regular spelling, punctuation and grammar lessons and reading comprehension. Spellings will be sent home weekly with pupils researching other words that match the rule.
Please click on the homework tab for our homework policy and suggestions for creative homework tasks for this topic
We expect all the children in this year to work hard. We have high expectations and hope you will support us, you can do this by:
Organisational aspects –
- Ensuring that your child is at school on time and dressed appropriately;
- Dinner money is sent into school on Monday in a labelled envelope;
- Make sure that your child has a PE kit which is clearly labelled;
- All children may bring a healthy snack;
- Encourage your child to be prepared for the school day with the correct equipment.
Educational aspects –
- Ensure your child reads every single day for at least fifteen minutes, preferably to an adult
- Encourage your child to research other words that match the week’s spelling rules, as well as learning the words sent home
- Mathematics, encourage your child to practise the 4 operations (+, -, ÷, x), learn tables and use mathematical skills in everyday life, eg time and money.
Communication with your child’s class teacher can be made informally at the end of the school day. If you wish to make a longer appointment, please telephone the school office and this can be arranged at a mutually convenient time.
We look forward to an exciting and productive half term!
Year 5 Team
|Our topic areas will be…||In each topic, we will be learning about…||I showed this skill on…||I applied this skill on…|
|I can research and use evidence to describe the life cycles of various animals|
|I can use secondary sources and present information in a variety of ways|
|I can identify the changes to male and female bodies as they reach puberty|
|I can describe how humans grow and develop as they age|
|I can construct a simple game which responds to a change in character interaction or setting change|
|I can use ‘if’ statements to trigger/alter a program using sensors|
|I can debug a program that involves sensors, if statements and sub-routines|
|I can explain how the types of industry in the area
have changed over time.
|I can understand where our energy and natural
resources come from.
|I can explain some ways biomes (including the oceans) are valuable, why they are under threat and how they can be protected.|
|I can engage in open ended research and exploration in the process of initiating and developing my own personal ideas|
|I can regularly analyse and reflect on their progress taking account of what I hoped to achieve.|
|I can generate ideas through brainstorming and identify a purpose for my product|
|I can develop a clear idea of what has to be done, planning how to use materials, equipment and processes, and suggesting alternative methods of making if the first attempts fail|
|I can use different tools and equipment safely and accurately|
|I can evaluate a product against the original design specification|
|I can offer comments about own and others’ work and ways to improve|
|Sing with an appropriate vocal range with clear diction, mostly accurate tuning and control of breathing.|
|I can comment on similarities and differences between different works by a range of composers/styles.|
|I can improve and sustain running technique at different speeds|
|I can demonstrate accuracy & technique in a range of throwing & jumping actions|
|I can describe the changes in my body when running, jumping & throwing|
|I use the right religious words to describe and compare what practices and experiences may be involved in belonging to different religious groups|
|I make links between the beliefs (teachings, sources, etc.) of different religious groups and show how they are connected to believers’ lives|
|I know some things to do when I feel embarrassed|
|I can describe some of the physical changes of puberty|
|I have thought about how my body will change during puberty, how I may feel, and what to do about these feelings|