Welcome to

Year 5

# Year 5 2020 – 2021

Mrs Hatch

Welcome back to the Summer term of Year 5! I hope you have all had a restful break and enjoyed the sunny but cold weather. As we continue to follow the roadmap out of lockdown, I would remind you that the easiest method of communication is via the Dojo. Otherwise I can be contacted via telephone at the end of the school day. Only in exceptional circumstances should meetings be face to face. This is to protect our bubble as our community begins to get back to some sort of normality.

**Swimming**

I am delighted to let you know that swimming lessons will resume after the Easter holidays. The lessons will take place once a week on a Tuesday from 11am – 12noon at Fulwood Leisure Centre. The children will be transported to and from by bus. I know that for some children this will cause anxiety; this is natural. To prepare the children I have arranged for the swimming teachers to visit school during the first week, so they can ask any questions and reassure the class. Please be aware this is a compulsory lesson and all children must participate every week. Once in the pool, they have a marvellous time! Details of what they need are in the Year 5 information and will be sent via the Dojo.

**PE**

PE is every Thursday and is led by Team Theme. For this, they will need a t-shirt, a pair of shorts and a pair of pumps/trainers. They should be clearly labelled and left in school in a named bag on their coat peg.

**Science**

In this term, we shall be learning about Animals and their Habitats and Living Things including Humans. A separate letter will be sent regarding the content to be covered. We shall continue our year long study of the changing world around us. We shall also plant bulbs and seeds and watch them grow.

There is a curriculum map which shows the other subjects to be covered in the summer term.

**Homework and reading**

Homework is set on a Friday and should be returned to school for the following Thursday. If homework is not returned on time, your child will stay in on Thursday lunchtime to complete it.

Children should be encouraged to read regularly and their reading record should be brought into class every day. Their reading record will be monitored on a Monday. They should aim to read at home at least 3 times a week. Every week a child will be chosen as reader of the week and each month a child will be chosen as the Star Reader and presented with a £5 book token.

**Catch Up**

Many of you will be concerned about the amount of time your child has been out of class due to the two national lockdowns. The summer term will be about ‘catching up’ as a class as well as providing some additional group support during the afternoons for reading and maths. The biggest help you can be is to ensure they read every day, choosing from a wide range of text types. More information will be sent as the term progresses.

Many thanks for your support,

Mrs L Hatch

##### Curriculum Maps

##### Newsletters

##### Year 5 Information

##### Key Learning in Maths

Number – number and place value

- Count forwards or backwards in steps of powers of 10 for any given number up to 1 000 000
- Count forwards and backwards in decimal steps
- Read, write, order and compare numbers to at least 1 000 000 and determine the value of each digit
- Read, write, order and compare numbers with up to 3 decimal places
- Identify the value of each digit to three decimal places
- Identify represent and estimate numbers using the number line
- Find 0.01, 0.1, 1, 10, 100, 1000 and other powers of 10 more or less than a given number
- Round any number up to 1 000 000 to the nearest 10, 100, 1000, 10 000 and 100 000
- Round decimals with two decimal places to the nearest whole number and to one decimal place
- Multiply/divide whole numbers and decimals by 10, 100 and 1000
- Interpret negative numbers in context, count on and back with positive and negative whole numbers, including through zero
- Describe and extend number sequences including those with multiplication/division steps and where the step size is a decimal
- Read Roman numerals to 1000 (M); recognise years written as such

Solve number and practical problems that involve all of the above

Number – fractions, decimals and percentages

- Recognise mixed numbers and improper fractions and convert from one form to the other
- Read and write decimal numbers as fractions (e.g. 0.71 =
- Count on and back in mixed number steps such as 1
- Compare and order fractions whose denominators are all multiples of the same number (including on a number line)
- Identify, name and write equivalent fractions of a given fraction, represented visually, including tenths and hundredths
- Recognise and use thousandths and relate them to tenths, hundredths and decimal equivalents
- Add and subtract fractions with denominators that are the same and that are multiples of the same number (using diagrams)
- Write statements > 1 as a mixed number (e.g. + = =1 )
- Multiply proper fractions and mixed numbers by whole numbers, supported by materials and diagrams
- 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 involving fractions and decimals to three places

Solve problems which require knowing percentage and decimal equivalents of , , , , and fractions with a denominator of a multiple of 10 or 25

Number – addition and subtraction

- Choose an appropriate strategy to solve a calculation based upon the numbers involved (recall a known fact, calculate mentally, use a jotting, written method)
- Select a mental strategy appropriate for the numbers involved in the calculation
- Recall and use addition and subtraction facts for 1 and 10 (with decimal numbers to one decimal place)
- Derive and use addition and subtraction facts for 1 (with decimal numbers to two decimal places)
- Add and subtract numbers mentally with increasingly large numbers and decimals to two decimal places
- Add and subtract whole numbers with more than 4 digits and decimals with two decimal places, including using formal written methods (columnar addition and subtraction)
- 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

Solve addition and subtraction problems involving missing numbers

Number – multiplication and division

- Choose an appropriate strategy to solve a calculation based upon the numbers involved (recall a known fact, calculate mentally, use a jotting, written method)
- 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 (non-prime) numbers
- Establish whether a number up to 100 is prime and recall prime numbers up to 19
- Recognise and use square (2) and cube (3) numbers, and notation
- Use partitioning to double or halve any number, including decimals to two decimal places
- Multiply and divide numbers mentally drawing upon known facts
- Solve problems involving multiplication and division including using their knowledge of factors and multiples, squares and cubes
- 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
- 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
- Use estimation/inverse to check answers to calculations; determine, in the context of a problem, an appropriate degree of accuracy
- 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

Geometry – properties of shapes

- Distinguish between regular and irregular polygons based on reasoning about equal sides and angles
- Use the properties of rectangles to deduce related facts and find missing lengths and angles
- Identify 3-D shapes 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 360°)

– angles at a point on a straight line and half a turn (total 180°) - other multiples of 90°

Geometry – position and direction

- Describe positions on the first quadrant of a coordinate grid
- Plot specified points and complete shapes

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

- Complete and interpret information in a variety of sorting diagrams (including those used to sort properties of numbers and shapes)
- Complete, read and interpret information in tables and timetables
- Solve comparison, sum and difference problems using information presented in all types of graph including a line graph

Calculate and interpret the mode, median and range

Measurement

- Use, read and write standard units of length and mass
- Estimate (and calculate) volume ((e.g., using 1 cm3 blocks to build cuboids (including cubes)) and capacity (e.g. using water)
- Understand the difference between liquid volume and solid volume
- Continue to order temperatures including those below 0°C
- Convert between different units of metric measure
- Understand and use approximate equivalences between metric units and common imperial units such as inches, pounds and pints
- Measure/calculate the perimeter of composite rectilinear shapes
- Calculate and compare the area of rectangle, use standard units square centimetres (cm2) and square metres (m2) and estimate the area of irregular shapes
- Continue to read, write and convert time between analogue and digital 12 and 24-hour clocks
- Solve problems involving converting between units of time

Use all four operations to solve problems involving measure using decimal notation, including scaling

##### Key Learning in Writing

Composition

Vocabulary,grammar and punctuation

- Create complex sentences by using relative clauses with pronouns who, which, where, whose, when, that e.g. Sam, who had remembered his wellies, was first to jump in the river. The robberies, which had taken place over the past month, remained unsolved.
- Create and punctuate complex sentences using ed openers.
- Create and punctuate complex sentences using ing openers.
- Create and punctuate complex sentences using simile starters.
- Demarcate complex sentences using commas and explore ambiguity of meaning.
- Explore, collect and use modal verbs to indicate degrees of possibility e.g. might, could, shall, will, must.
- Use devices to build cohesion within a paragraph e.g. firstly, then, presently, subsequently.
- Link ideas across paragraphs using adverbials for time, place and numbers e.g. later, nearby, secondly.
- Identify and use brackets and dashes
- Use suffixes –ate, -ise, -ify to convert nouns and adjectives into verbs.

Investigate verb prefixes e.g. dis-, re-, pre-, mis-, over-.

Composition

Plan their writing by:

- Identifying the audience and purpose
- Selecting the appropriate language and structures.
- Using similar writing models.
- Noting and developing ideas.
- Drawing on reading and research.
- Thinking how authors develop characters and settings (in books, films and performances).

Draft and write by:

- Selecting appropriate grammar and vocabulary.
- Blending action, dialogue and description within and across paragraphs.
- Using devices to build cohesion (see VGP column).
- Using organisation and presentational devices e.g. headings, sub headings, bullet points, diagrams, text boxes.

Evaluate and edit by:

- Assessing the effectiveness of own and others’ writing in relation to audience and purpose.
- Suggesting changes to grammar, vocabulary and punctuation to enhance effects and clarify meaning.
- Ensuring consistent and correct use of tense throughout a piece of writing.
- Ensuring consistent subject and verb agreement.
- Proofreading for spelling and punctuation errors.

Perform own compositions for different audiences:

- Using appropriate intonation and volume.
- Adding movement.

Ensuring meaning is clear.

Transcription

Spelling

- Spell words that they have not yet been taught by using what they have learnt about how spelling works in English.
- Use further prefixes and suffixes and understand the guidelines for adding them.
- Spell some words with ‘silent’ letters, e.g. knight, psalm, solemn.
- Continue to distinguish between homophones and other words which are often confused.
- Use knowledge of morphology and etymology in spelling and understand that the spelling of some words needs to be learnt specifically.
- Use dictionaries to check the spelling and meaning of words.
- Use the first three or four letters of a word to check spelling, meaning or both of these in a dictionary.
- Use a thesaurus.
- Use suffixes –ate, -ise, -ify to convert nouns and adjectives into verbs.
- Investigate verb prefixes e.g. dis-, re-, pre-, mis-, over-.

Handwriting

- Write fluently.
- Choose when it is appropriate to print or join writing e.g. printing for labelling a scientific diagram.

##### Key Learning in Reading

Word Reading

- Use knowledge of root words to understand meanings of words.
- Apply knowledge of prefixes to understand meaning of new words.
- Use suffixes to understand meanings e.g. -ant, -ance, -ancy,
- -ent, ence, -ency, -ible, -able, -ibly, -ably.
- Read and understand meaning of words on Y5/6 word list – see bottom.
- Use punctuation to determine intonation and expression when reading aloud to a range of audiences.

Comprehension

Maintain positive attitudes to reading and understanding what they read by:

- Listening to and discussing a range of fiction/poetry/non-fiction which they might not choose to read themselves.
- Regularly listening to whole novels read aloud by the teacher from an increasing range of authors.
- Exploring themes within and across texts e.g. loss, heroism, friendship.
- Making comparisons within a text e.g. characters’ viewpoints of same events.
- Analysing the conventions of different types of writing e.g. use of first person in autobiographies and diaries.
- Recommending books to their peers with reasons for choices.
- Reading books and texts that are structured in different ways for a range of purposes.
- Expressing preferences about a wider range of books including modern fiction/traditional stories/myths/legends.
- Learning a wider range of poems by heart.
- Preparing poems and playscripts to read aloud and perform, showing understanding through intonation, tone, volume and action so the meaning is clear to an audience.

Understand what they read by:

- Checking that the book makes sense to them and demonstrating understanding e.g. through discussion, use of reading journals.
- Exploring meaning of words in context.
- Demonstrating active reading strategies e.g. generating questions to refine thinking, noting thoughts in a reading journal.
- Inferring characters feelings, thoughts and motives from their actions and justifying inferences with evidence.
- Predicting what might happen from information stated and implied.
- Re-read and reads ahead to locate clues to support understanding.
- Scanning for key words and text marking to locate key information.
- Summarising main ideas drawn from more than one paragraph and identifying key details which support this.
- Identifying how language, structure and presentation contribute to meaning e.g. formal letter, informal diary, persuasive speech.

Discuss and evaluate how authors use language including figurative language, considering the impact on the reader

- Exploring, recognising and using the terms metaphor, simile, imagery.
- Explaining the effect on the reader of the authors’ choice of language.

Distinguish between statements of fact or opinion within a text.

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 by:

- Preparing formal presentations individually or in groups.
- Using notes to support presentation of information.
- Responding to questions generated by a presentation.
- Participating in debates on an issue related to reading (fiction or non-fiction).

Provide reasoned justifications for their views by:

Justifying opinions and elaborating by referring to the text. (Point + Evidence + Explanation).

##### Home Learning Subjects

Download Here

# Home Learning

##### Home Learning

Book Of The Week Week 3 The Highway Rat

Week 11 Letter Book Of The Week Meerkats

Week 9 Space Interactive Powerpoint

Week 9 Letter Book Of The Week Infinity And Beyond

Ve Day Union Jack Bunting To Colour In

Ve Day Spitfire Aeroplane Activity

Tricky Word Wordsearch Phase 3

Tricky Word Word Search Phase 5

Transition To Year 2 Activity Booklet

Telling The Time To Half Past The Hour Powerpoint

Summer 2 Week 2 Letter Book Of The Week Mr Men 8620

Summer 2 Week 1 Book Of The Week Under The Sea Letter Wc 1st June

Summer 1 Half Term Letter Wc 25th May

Spreading Your Wings Activity Book

Oclock Telling The Time Worksheet

Letter Week 4 Bunnies Summer 1 Week 4

Last Lockdown Letter To Parents

Home Learning Week 4 Wc 4th May

Book Of The Week Week 8 Mr Men 8620

Book Of The Week Week 5 Rumble In The Jungle

Book Of The Week Under The Sea Summer 2 Week 1