Our Year 5 Classes
Cedar – Louise Grasby/Kehinde Eniade
Rowan – Daryl Power
We focus on ensuring that they have secure understanding of the Core Subjects: English, Maths, Science and Computing, while also making creative cross-curricular links and further developing their knowledge of other subjects. In addition, we provide extra-curricular experiences, such as day trips and visitors to the school. Children are also given the opportunity for additional responsibilities around the school: Young Leader role (Break-times and Lunchtimes) and Learning Council role, to help them to develop: independence, resilience, perseverance, leadership and social skills and respect and appreciation for diversity.
Please use the link below to access our Termly Overview including important dates for the diary and key information about your child’s learning.
Learning and Teaching
The Year 5 learning environment provides an excellent and inspiring base for children’s learning across both classrooms. Year 5 are also able to make use of the large Phase 4 PiXL Therapy room, where up to 30 children can be taught and the KS2 non-fiction library.
Staff plan together to ensure that all areas of the year 5 (and wider KS2 curriculum where there are gaps) are planned for.
We are a PiXL school and this approach is used across year 5. We use PiXL ongoing assessment and weekly core meetings to give each child a PiXL grading within each subject and then we match which provision (teaching groups and therapies) they are in accordingly. In addition, we provide additional interventions, such as: Social skills, Lego Therapy and Sensory Circuits to children who need them.
We will continue our teaching of P.E, utilising both School Sport Coaches and teachers’ expertise – allowing children the opportunity to experience many games and sports, as well as developing motor and co-ordination skills.
All adults are committed to enabling children to become independent and resilient learners who have a range of life skills to support their learning. It is our aim for every child to make good or better progress and to allow children to gain the skills and knowledge they need before transition into year 6.
Reminders and Expectations
Please ensure that your children bring their PE kit to school every-day/leave on pegs. Although PE lessons take place according to the weekly timetable, sometimes we need to be flexible and move lesson times. Also, during times of fine weather, we will make the most of opportunities to get outside!
- Uniform: purple Copperfield jumper or cardigan, white polo-shirt/blouse, grey skirt or trousers, black shoes, black/white/grey socks or tights.
- PE Kit: black shorts/tracksuit bottoms, t-shirt in correct Castle colour or plain white, black tracksuit top, trainers/plimsolls.
- Please read with your child at least three times a week, ideally daily and sign their Home reading record/ planner.
- In addition to daily reading, children will be expected to practice weekly spellings in preparation for a spelling test on a Friday.
- Maths homework will be set on the ‘mymaths’ website every Friday and children have the opportunity to complete this at home or in a homework club on a Thursday lunchtime.
How do we involve Parents?
We have an open door policy and welcome you to speak with us about your child’s learning and progress. We have opportunities throughout the year for parents to support with learning activities such as helping on school trips. We hold Express Events at least three times a year, which parents are invited to attend to celebrate their children’s learning. We welcome parent helpers to support reading.
How can you contact us?
You can speak to your child’s class teacher before or after school.
You can use your child’s home record/ planner to communicate with your child’s class teacher.
The school phone number is: 01474352488
You can email the school on: email@example.com
By the end of Year 5, a child’s reading should demonstrate increasing fluency across all subjects and not just in English.
- Apply a growing knowledge of root words, prefixes and suffixes (etymology and morphology) both to read aloud and to understand the meaning of new words that are met (Appendix 1 National Curriculum for examples, such as precious, ambitious, partial, confidential, official, hesitant, innocent, adorable, considerable, reasonable, possible, etc.)
- Increase 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
- Check that the book makes sense, discussing understanding and exploring the meaning of words in context
- Summarise the main ideas drawn from more than one paragraph, identifying key details that support the main ideas
- Retrieve, record and present information from non-fiction texts; know what information is needed to look for, before beginning a task, and know how to use contents pages and indexes to locate information; apply these skills across the curriculum independently
- Participate in discussions about books; understand some of the technical and other terms needed for discussing what is heard and read such as metaphor, simile, analogy, imagery, style and effect; understand the conventions of different types of writing such as the use of the first person (I) in writing diaries and autobiographies
- Provide reasoned justifications for their views about a book, using examples from the text as well as information that is implied through actions or events
- Draw inferences and conclusions such as inferring characters’ feelings thoughts and motives from their actions, and justify inferences with evidence
- Identify how language, structure and presentation contribute to meaning
- Make comparisons within and across books, including identifying themes (for example, loss, heroism, etc., comparing settings or characters, and so on)
By the end of Year 5, a child should use accurate grammar and punctuation.
- Identify the audience of, and purpose for, their writing
- Select the appropriate form (genre and structure) and use other similar writing as models for their own
- Use knowledge of language gained from reading stories, plays, poetry and non-fiction in own writing
- Proof read work for spelling and punctuation errors
- Ensure the consistent and correct use of tense throughout a piece of writing
- Use a range of organisational and presentational devices to structure writing and guide the reader (e.g. headings, bullet points, underlining)
- Write effective descriptions, including settings, characters and atmosphere
- Convert nouns or adjectives into verbs using suffixes (e.g. -ate, -ise, -ify)
- Indicate degrees of possibility using adverbs (e.g. perhaps, surely) or modal verbs (e.g. might, should, will)
- Build cohesion within paragraphs of writing to link ideas (e.g. then, after, this, firstly, later, nearby)
- Understand the differences between standard English and non-standard English and apply what has been learnt, for example, writing speech for characters differs from standard English used in descriptions
- Use brackets, dashes and commas to enclose a clause within a sentence
- Use commas to clarify meaning or avoid ambiguity
- Spell most words taught so far accurately (see Appendix 1 of the National Curriculum for examples such as communicate, marvellous, mischievous, sacrifice, etc.)
- Select a handwriting style appropriate to the task
By the end of Y5, a child should be fluent in formal written methods for addition and subtraction. Using a developing knowledge of formal methods of multiplication and division, a child should be able to solve problems including properties of numbers and arithmetic.
- Read, write, order and compare numbers to at least 1,000,000 (one million) and determine the value of each digit
- Interpret negative numbers in context, count forwards and backwards in whole numbers across 0 (positive and negative)
- Add whole numbers with more than 4 digits, including using formal written methods (column addition)
- Subtract whole numbers with more than 4 digits, including using formal written methods (column subtraction)
- Work mentally with increasingly large numbers (e.g. 12,462 – 2,300 = 10,162)
- Identify multiples (e.g. 24, 27 and 36 are all multiples of 3) and factors (e.g. 6, 5, 2 and 15 are factors of 30), including finding all factor pairs of a number (3 and 12 are factor pairs of 36 because 3×12=36) and common factors of 2 numbers (e.g. 2 and 4 are common factors of 8 and 16)
- Solve problems involving multiplication and division including using a knowledge of factors and multiples
- Solve problems involving multiplication and division including using a knowledge of square numbers (e.g. 42=16) and cube numbers (e.g. 43=64)
- Solve problems involving multiplication and division, including scaling by simple fractions (for example, scaling recipe ingredients to serve people down so the recipe serves 2 people) and problems involving simple ratios
- Compare and order fractions whose denominators (bottom number) are all multiples of the same number (for example, 1/5, 2/10, 6/30 – these denominators are all multiples of 5)
- Read and write decimal numbers as fractions (e.g. 0.71 = 71/100, 0.4 = 4/10)
- Read, write, order and compare numbers with up to 3 decimal places
- Solve problems which require knowing percentage and decimal equivalents of ½ (50%), ¼ (25%), 1/5 (20%), 2/5 (40%), 4/5 (80%) and those fractions with a denominator of a multiple of 10 or 25
- Convert between different units of metric measure (e.g. km and m, cm and m, cm and mm, g and kg, l and ml)
- Measure and calculate the perimeter (length around the outside) of composite rectilinear shapes in cm and m (for example, the perimeter of an L-shaped kitchen)
- Calculate and compare the area of rectangles (including squares) using standard units
- Draw given angles using a protractor
- Measure angles in degrees using a protractor
- Distinguish between regular (equal sides, equal angles) and irregular polygons (sides of different length, angles of different size) based on reasoning about equal sides and angles
- Complete, read and interpret information in tables, including timetables
(American site- but most methods are the same as ours)