English lessons this half term will be based around our class novel Cosmic, written by Frank Cottrell Boyce. 

'It's one giant leap for all boy-kind in Frank Cottrell Boyce's out-of-this-world story: Cosmic'.  Liam is too big for his boots. And his football strip. And his school blazer. But being super-sized height-wise has its advantages: he's the only eleven-year-old to ever ride the G-force-defying Cosmic rollercoaster - or to be offered the chance to drive a Porsche. Long-legged Liam makes a giant leap for boy-kind by competing with a group of adults for the chance to go into space. Is Liam the best boy for the job? Sometimes being big isn't all about being a grown-up.

Within our daily English lessons we will continue to teach and practice the expectations for Year 5’s grammar, punctuation and spelling, as set by the National Curriculum, whilst embedding previous year group’s learning.  Plus a weekly Reading Comprehension lesson.

Unit 1: Place value within 100,000

In this unit, children will know the value of each digit in numbers up to 100,000 and represent them in different ways. They will be able to identify the two multiples of 10, 100, 1,000 or 10,000 that a number lies between and apply this understanding to rounding. They will flexibly partition numbers, appreciating that the combined parts must still be equivalent to the whole. Also, they will apply their knowledge of place value and the number line to compare and order 4- and 5-digit numbers.

Unit 2: Place value within 1,000,000

This unit builds on the previous unit’s learning.  Children will be able to name, partition and write the names of numbers accurately and use this, and their understanding of place value, to compare and order numbers up to 1,000,000. Children will use number lines confidently and will be able to complete partial number lines. They will be able to use their understanding of place value to round up and down to the nearest multiple of ten and will be able to recognise and use negative numbers down to – 1,000,000. Finally, they will be able to identify the rules that govern number sequences and use this knowledge to complete them.

Unit 3: Addition and subtraction

The teaching of this unit will enable children to add and subtract numbers with up to 5 digits using a variety of methods, including formal written methods and mental methods. They will confidently apply their knowledge of addition and subtraction to solving word problems.

Unit 4: Graphs and tables

By the end of unit 4 children will be able to construct, interpret and complete tables, including two-way tables, understanding the differences between a two-way table and a simple table. Children will be able to extract data from the tables to solve simple problems. Also, children will be able to read, draw and interpret line graphs, including dual line graphs, extracting the relevant data to solve sum and difference problems.

Our first unit in Science is called ’Earth, Moon and Beyond’. 

In this topic, the children will learn about Space and Earth:

• Describe the movement of the Earth, and other planets, relative to the Sun in the solar system.
• Describe the movement of the Moon relative to the Earth.
• Describe the Sun, Earth and Moon as approximately spherical bodies.
• Use the idea of the Earth’s rotation to explain day and night and the apparent movement of the Sun across the sky.

During this unit they will:

Make a functioning model of Earth orbiting Sun to explain and show how Earth orbits the Sun.

Make a functioning model of Moon orbiting Earth to demonstrate and describe this process.

Complete a Crater investigation.

Demonstrate and explain how day and night happen and the apparent movement of the Sun across the sky.

This half term our Humanities focus is History.

Our first topic in History is 'Ancient Greece'. In this topic, the children will research and study Greek life and their influence on the western world:

•  Talk about when and where the Ancient Greek period took place and about what daily life was like, using appropriate historical language.
• Explain the effects that Alexander the Great’s empire had on different people.
• Use primary and secondary sources to gather information about the Ancient Greek period.
•  
• Demonstrate a good understanding of what life was like in Athens and Sparta. 
• Explain what is meant by a ‘legacy’ and name some other legacies of Ancient Greece (Olympic Games). 
• Name some of the Greek gods and the symbols and stories associated with them, explaining what the Ancient Greeks believed and how they worshipped.

During this topic they will:

Create a fact file on Alexander the Great and his empire.

Make Greek style pots from clay.

Design and draw Greek pottery for our classroom display.

Explain why the Ancient Greek period has links with mathematics, science and medicine. 

Using the Understanding Christianity Syllabus.

Unit 2b.3 – People of God

Key Question: How can following God bring freedom and justice?

This unit focuses on Moses and builds on the idea of covenant introduced in Year 3. The People of God are chosen by God to be his special people: he enters into an agreement with them, promising to love and guide them. In return, he gives guidance on how to remain in a relationship with an almighty, holy God. The people have to keep their side of the agreement. Forgiveness is on offer for failure but it should not be taken lightly. Through the stories in the Old Testament, Christians see a model of God having a relationship with people. Many Christians are inspired by examples of Bible characters’ faith and also learn more about the faithfulness of God.

Year 5’s Jigsaw character is Jez.

This half term, our focus for PSHE is Being Me In My World.  

Our learning intention for the next few weeks are:

1. Help others to feel welcome
2. Try to make our community a better place
3. Care about other people’s feelings
4. Work well with others
5. Choose to follow the Learning Charter.

Every week we will have our Calm Me time too.

PE is twice a week on a Monday and Thursday.  On these days, please can Year 5 come to school in their PE kits. They MUST have their school uniform with them to change into after their Physical Education lesson.  

Reminder of the school’s PE kit: 

Indoor—black shorts, red t-shirt, white socks and black pumps

​​​​​​​Outdoor—black shorts, pleated games skirt or tracksuit bottoms, red, t-shirt, red or black plain hoodie, white socks, trainers.

We will be continuing to read Cosmic by Frank Cottrell Boyce.  Once we have finished this text, our English lessons will be based around the novel The Journey, written by Francesca Sanna.  This is a beautifully illustrated story of adventure, fear, love and the search for home. 

'What is like to have to leave everything behind and travel many miles to somewhere unfamiliar and strange? A mother and her two children set out on such a journey: one filled with fear of the unknown, but also great hope.'

Again, during this halfterm, within our daily English lessons we will continue to teach and practice the expectations for Year 5’s grammar, punctuation and spelling, as set by the National Curriculum, whilst embedding previous year group’s learning.  Plus, a weekly Reading Comprehension lesson.

Maths

In Year 5 we will teach using Power Maths. This half term our focus is on

Unit 4: Graphs and tables

By the end of unit 4 children will be able to construct, interpret and complete tables, including two-way tables, understanding the differences between a two-way table and a simple table. Children will be able to extract data from the tables to solve simple problems. Also, children will be able to read, draw and interpret line graphs, including dual line graphs, extracting the relevant data to solve sum and difference problems.

Unit 5: Multiplication and division

This unit will develop children’s multiplicative reasoning. Children will begin by developing their understanding of multiples and factors, recognising what they are and how they are found. These concepts will be closely linked to familiar and new concrete and pictorial representations to secure their understanding.

Our second unit in Science is called Ch, CH , Changes. 

In this topic, the children will learn about Properties of Materials.

• Compare and group together everyday materials on the basis of their properties
• Use knowledge of solids, liquids and gases to decide how mixtures might be separated.
• Give reasons for the particular uses of everyday materials.
• Demonstrate that dissolving, mixing and changes of state are reversible changes.
• Explain that some changes result in the formation of new materials.

During this unit they will:

Investigate the properties of different materials in order to recommend materials for particular functions.

 Explore adding a range of solids to water and other liquids.

Investigate rates of dissolving.

Separate mixtures by sieving, filtering and evaporation.

Explore a range of non-reversible changes .

Carry out comparative and fair tests.

Our first unit in Geography is called Mountains.  In this topic, the children will be able to describe and understand the key aspects of physical geography. Including:

climate zones, biomes and vegetation belts, rivers, volcanoes and earthquakes, and the water cycle. 

describe how fault lines in the Earth’s crust move to create mountains.

use the index in an atlas to find mountain ranges around the world and plot on a map. 

describe what a landscape might look like based on its contours and draw contours

map to show higher ground. 

find the height of a peak on a map. 

identify features of a mountain climate and the risks associated 

and describe some of the positive/negative effects of tourism on a mountainous area.

Using the Understanding Christianity Syllabus.

Unit 2b.4 – Incarnation

Key Question: Was Jesus the Messiah?

This investigation enables pupils to learn about Jesus’ key teaching in the first three Gospels – that he is beginning a kingdom where God’s rule of love, forgiveness and inclusion will grow. The Gospels look forward to a time when this kingdom will spread across the earth. For Christians today, being a member of the community of the Kingdom of God is a precious gift and a challenge. Living out the values of the Kingdom of God is the key challenge of being a disciple of Jesus, loving God and loving our neighbour.

Using the Understanding Christianity Syllabus.

Year 5’s Jigsaw character is Jez.

This half term, our focus for PSHE is Celebrating Difference.  

Our learning intention for the next few weeks are:

Þ Accept that everyone is different

Þ Include others when working and playing

Þ Know how to help if someone is being bullied

Þ Try to solve problems

Þ Try to use kind words

Þ Know how to give and receive compliments

Every week we will have our Calm Me time and refer to the Jigsaw Charter too.

PE is twice a week on a Monday and Thursday.  On these days, please can Year 5 come to school in their PE kits. They MUST have their school uniform with them to change into after their Physical Education lesson.  

Reminder of the school’s PE kit: 

Indoor—black shorts, red t-shirt, white socks and black pumps

​​​​​​​Outdoor—black shorts, pleated games skirt or tracksuit bottoms, red, t-shirt, red or black plain hoodie, white socks, trainers.

English

English lessons this half term will be based around our new class novel Clockwork (Philip Pullman).

Tick, tock, tick, tock! Some stories are like that. Once you've wend them up, nothing will stop them ...

A tormented apprentice clock-maker, a deadly mechanical knight in armour - and the sinister Dr Kalmenius, who some say is the devil ... Wind up these characters, fit them into a story on a cold winter's evening, with the snow swirling down, and suddenly life and the story begin to merge in a peculiarly macabre - and unstoppable - way.

Almost like clockwork ...

In Year 5 we will teach using Power Maths. This half term our focus is on :

Unit 6: Measure – area and perimeter

This unit provides children with numerical strategies to calculate area and perimeter of rectangles and squares. They will be introduced to simple formulae such as perimeter = 2 × (length + width) and Area = length × width. Application of these methods will include working inversely and using a systematic approach to find rectangles with a given perimeter or area.

Unit 7: Multiplication and Division (2)

This unit further develops children’s understanding of multiplication and division and interpreting remainders, drawing on a variety of written methods and applying knowledge of multiples. It encourages problem solving while also exploring efficient methods.

Our third unit in Science is called Push me / Pull me.  In this topic, the children will learn about Forces and:

• Explain that unsupported objects fall towards Earth because of the force gravity.
• Identify the effects that different forces have between moving surfaces.
• Recognise that some mechanisms allow a smaller force to have a greater effect.

During this unit they will:

Þ Be introduced to the equipment used to measure force.

Þ Plan and carryout a number of investigations to prove a theory, relating to air resistance, water resistance and friction.

Þ Complete an experiment to prove why levers can allow a smaller force to have a greater effect. 

Our second History Unit is the Elizabethans and Shakespeare. In this topic, the children will continue to develop a chronologically secure knowledge and understanding of British, local and world history, establishing clear narratives within and across the periods they study. They should note connections, contrasts and trends over time and develop the appropriate use of historical terms.

I can create a timeline of the Tudor dynasty.

I can use historical evidence to say whether Francis Drake was a hero or a villain.

I can explain why the Spanish Armada took place and why it was an important event in the history of Great Britain. 

I can use the terms 'Protestant' and 'Catholic' when explaining why there were religious tensions during Elizabeth's reign 

I can detail why a person is known as a significant individual in history (William Shakespeare).

I can assess the legacy and achievements of Elizabeth I's reign.

Using the Coventry and Warwickshire Agreed Syllabus with a focus on Christianity and Humanism.

Unit U2.1

Key Question: Why do some people believe God exists? Incorporating the ‘Is God real?’ pack from an R.E. course.

This investigation enables pupils to learn in depth from different religious groups about belief in God. Pupils enquire into the key question – raising questions about the nature and existence of God focusing on Christian ideas about God. Pupils will consider why people do or don’t believe in God and the impact that might have on the way they live their everyday life. This investigation provides an opportunity to meet Christians, agnostics and atheists and ask questions about why they do or don’t believe in God.

The investigation implements the principal aim of RE, which is to engage pupils in systematic enquiry into significant human questions which religion and worldviews address, so that they can develop the understanding and skills needed to appreciate and appraise varied responses to these questions, as well as develop responses of their own.

This half term, our focus for PSHE is Dreams and Goals.  

Our learning intention for the next few weeks are:

Þ Stay motivated when doing something challenging

Þ Keep trying even when it is difficult

Þ Have a positive attitude

Þ Help others to achieve their goals

Þ Work hard  to achieve our own dreams and goals

Every week we will have our Calm Me time and refer to the Jigsaw Charter too.

In English lessons this half term will continue to read and teach from Clockwork. 

Once we have finished this book, our learning will be based around our new class  story book The Viewer, written by Gary Crew and illustrated by Shaun Tan. An intricate and fantastical tale!

‘One by one strange images flickered into life.  First, a scene of fearful chaos. Then others, more luminous and eerie……’

In Year 5 we will teach using Power Maths. This half term our focus is on :

Unit 8: Fractions (1)

Throughout this unit, Year 5 will be finding equivalent fractions through simplifying and expanding. They will be able to convert between mixed numbers and improper fractions.  Complete number sequences.  Recognise fractions as a representation of division, demonstrating this understanding when solving division problems. They will accurately represent remainders as fractions, identifying and accurately reasoning why and when this is appropriate.

 Unit 9: Fractions (2)

This unit further develops children’s understanding of fractions by teaching how to add and subtract fractions and mixed numbers using formal written methods. Convert between mixed numbers and improper fractions, solve word problems and display their reasoning when explaining the use of different methods.

Our topic this half term is called Living Things and their Habitats.  During this topic the children will learn about life cycles of a mammal, an amphibian, an insect and a bird.  And the life process of reproduction in some plants and animals.

Þ Use secondary sources and, where possible, first-hand observations to find out about the life cycle of a range of animals.

Þ Compare the gestation times for mammals and look for patterns e.g. in relation to size of animal or length of dependency after birth.

Þ Look for patterns between the size of an animal and its expected life span.

Þ Grow and observe plants that reproduce asexually e.g. strawberries, spider plants, potatoes.

Þ Take cuttings from a range of plants e.g. African violet, mint.

Þ Plant bulbs and then harvest to see how they multiply.

Þ Use secondary sources to find out about pollination.

Our second unit in Geography in Year 5 is called 'Our Sustainable World'.  In this topic, the children will be able to explore and learn about human geography, including: types of settlement and land us, economic activity including trade links, and the distribution of natural resources including energy, food, minerals and water.

By the end of this topic the children should be able to answer the following questions:

5. Can I identify ways to reduce energy usage?
6. Can I explain how small changes can lead to a big impact?
7. Can I explain the terms efficiency and conservation?
8. Can I identify ways to reduce my carbon footprint?

Using the Coventry and Warwickshire Agreed Syllabus with a focus on Christianity and Humanism.

Unit U2.1

Key Question: Why do some people believe God exists? Incorporating the ‘Is God real?’ pack from an R.E. course.

This investigation enables pupils to learn in depth from different religious groups about belief in God. Pupils enquire into the key question – raising questions about the nature and existence of God focusing on Christian ideas about God. Pupils will consider why people do or don’t believe in God and the impact that might have on the way they live their everyday life. This investigation provides an opportunity to meet Christians, agnostics and atheists and ask questions about why they do or don’t believe in God.

The investigation implements the principal aim of RE, which is to engage pupils in systematic enquiry into significant human questions which religion and worldviews address, so that they can develop the understanding and skills needed to appreciate and appraise varied responses to these questions, as well as develop responses of their own.

This half term, our focus for PSHE is Healthy Me.  

During these sessions we will be discussing, sharing and learning about:

• The health risks with misusing tobacco and alcohol, including anti-social behaviour, and how it affects the liver and heart.
• Strategies to keep myself calm in emergencies.
• How the media, social media and celebrity culture promotes certain body types.
• The different roles food can play in people’s lives.
• What makes a healthy lifestyle including healthy eating and the choices I need to make to be healthy and happy

Every week we will have our Calm Me time and refer to the Jigsaw Charter too.

English lessons this half term will be based around our new class  story book The Viewer, written by Gary Crew and illustrated by Shaun Tan. An intricate and fantastical tale!

‘One by one strange images flickered into life.  First, a scene of fearful chaos. Then others, more luminous and eerie……’

This is a short story book that uses intricate and amazing images to provoke thought and interest. 

Our next class text will be The Boy who Biked the World. This is a non-fiction text based on a real life event. 

Alastair Humphreys spent 4 years cycling 46,000 miles around the world. 

We will be reading about his journey through the eyes of Tom, a boy with a mind for adventure.....

In Year 5 we will teach using Power Maths. This half term our focus is on :

Unit 10: Fractions (3)

In this unit, children are introduced to the concept of multiplying fractions and mixed numbers by whole numbers and extend their learning of fractional amounts using visual and written strategies. Children will continue to build their confidence with problem solving and explore efficient methods for fractions as operators.

Unit 11: Decimals and Percentages

This unit continues to strengthen the children’s understanding of decimals, fractions and percentages. We will develop fluency with common decimals, fractions and percentages, and will learn a range of strategies to convert between equivalent decimals, percentages and fractions.

Unit 12: Decimals

This unit applies the formal methods of addition and subtraction to numbers with up to three decimal places. It also teaches children to multiply and divide decimal numbers by 10, 100 and 1,000.

To begin with, we will continue and finish off our previous topic, Living Things and their live cycles, focusing on the reproduction of plants. 

After this, our next topic is called Growing and Aging.  During this topic the children will learn about the different changes humans go  through as they develop from birth to old age.  We will teach this science unit alongside the new statutory requirements for relationships and health education, as part of our PSHE teaching. 

 In Humanities this half term we are covering our History topic, Rugby School.  During this unit the children will learn about the difference between primary and secondary sources, use these to research information about famous events in the history of Rugby School. We will also research in depth a famous event and ask questions to investigate a line of enquiry.

Using the Coventry and Warwickshire Agreed Syllabus with a focus on Christianity, Buddhism and Humanism.

Unit U2.3

Key Question: What do religions say to us when life gets hard?

This investigation enables children to learn in depth, from different religious and spiritual ways of life, about teaching concerning hard times. There is particular focus on exploring death. By now many children will have experienced death and grief. This unit allows them to talk about these ideas when emotions are less raw than immediately after a bereavement. The activities enable children to share their ideas but do not force them to do so. The use of story acts as a distancing device within this unit. We hope to visit a Buddhist temple to support our learning.

The investigation implements the principal aim of RE, which is to engage pupils in systematic enquiry into significant human questions which religion and worldviews address, so that they can develop the understanding and skills needed to appreciate and appraise varied responses to these questions, as well as develop responses of their own.

This half term, our focus for PSHE is Relationships.  

During these sessions we will be discussing, sharing and learning about:

• how to keep building my own self-esteem
• recognising when an online community feels unsafe or uncomfortable
• recognising when an online community is helpful or unhelpful to me
• recognising when an online game is becoming unhelpful or unsafe
• identifying things I can do to reduce screen time, so my health isn’t affected
• recognising and resisting pressures to use technology in ways that may be risky or may cause harm to myself or others

Every week we will have our Calm Me time and refer to the Jigsaw Charter too.

Once we have finished The Boy who Biked the World, in our English lessons, we will be starting our final class read, The Nowhere Emporium (Ross MacKenzie).

The shop from nowhere can appear at any time, in any city. Its labyrinth of rooms contains wonders beyond belief. But to enter you must pay a price. When Daniel stumbles into the mysterious Nowhere Emporium in Glasgow, he opens the door to a world of breathtaking magic and looming danger.

Throughout this text we will consolidate previous fiction genres and introduce new ones, whilst continuing to embed our grammar learning.

This half term our focus is on : 

Unit 13: Geometry—properties of shapes (1)

This unit develops geometric reasoning alongside key measurement skills. The skill of measurement is developed alongside reasoning and calculating to allow the children to make predictions, to check their calculations and to discuss the properties of shapes and angles that they are to explore.

Unit 14: Geometry—properties of shapes (2)

This unit is important because it builds on the previous unit of using rulers and protractors to identify angles and properties of shapes, helping children to practise and hone these new key skills.

Unit 15: Geometry—position and direction

This unit teaches children about the position and orientation of shapes and how to reflect and translate points and shapes efficiently using coordinates.

Unit 16: Measure—converting units

This unit consolidates children’s existing knowledge of units of measurement and develops it further

Units 17: Measure—volume and capacity

This unit introduces the concept of volume and capacity, giving children a tangible way to measure and compare a shape’s size.

Our final Geography unit is Rivers Around the World . In this topic, the children will be able to describe and understand key aspects of physical geography, including climate zones, biomes and vegetation belts, rivers, mountains, volcanoes and earthquakes, and the water cycle. 

1. Can I explain the key events in the water cycle?
2. Can I use the index in an atlas to find rivers?
3. Can I describe the place in which the source of a river is found?
4. Can I list some features of a river's upper, middle and lower course?
5. Can I describe how water erodes a riverbank?
6. Can I describe how deposition changes the shape of a river?
7. Can I list some ways that rivers are used and the advantages and disadvantages?
8. Can I describe what a dam is and locate major dams on a map of the world?

Using the Coventry and Warwickshire Agreed Syllabus with a focus on Christianity, Buddhism and Humanism.

Unit U2.3

Key Question: What do religions say to us when life gets hard?

This investigation enables children to learn in depth, from different religious and spiritual ways of life, about teaching concerning hard times. There is particular focus on exploring death. By now many children will have experienced death and grief. This unit allows them to talk about these ideas when emotions are less raw than immediately after a bereavement. The activities enable children to share their ideas but do not force them to do so. The use of story acts as a distancing device within this unit. We hope to visit a Buddhist temple to support our learning.

The investigation implements the principal aim of RE, which is to engage pupils in systematic enquiry into significant human questions which religion and worldviews address, so that they can develop the understanding and skills needed to appreciate and appraise varied responses to these questions, as well as develop responses of their own.

This half term, we will be teaching our Relationship, Sex and Health Education (RSHE) unit, alongside our Jigsaw unit 6, Changing Me.  

During these sessions we will be discussing, sharing and learning the following:

• The main physical and emotional changes that happen during puberty
• Ask questions about puberty with confidence
• Understand how puberty affects the reproductive organs
• Describe what happens during menstruation and sperm production
• Explain how to keep clean during puberty
• Explain how emotions/relationships change during puberty
• Know how to get help and support during puberty .