(Year 5)

Welcome to Sycamores Class!

Class teacher: Miss Vasey

Teaching assistant: Mrs Iliadou-Gall


Your child should have a water bottle in school, and this should be taken home each evening for a wash.

Our PE day is Tuesday.  Children should come to school on Tuesdays in their PE kit, and will remain in it all day.

Children should read their library book every day at home.

Meet the Teacher: If you were unable to attend the presentation or would like a refresher please click through the attached slide show.

Copy of Meet the teacher presentation - Year 5


Continue to practise timetables on TTRS or Sumdog.  The below websites are also useful:

Year 5 Curriculum Map.pdf

English/Guided Reading.

For this term we will be looking at persuasive, narrative, biography and poetry writing. These skills will be supported throughout our guided reading sessions.

SP Curriculum

Y5 Summer term

Here you will find a summary of what the children in Year 5 will be learning in each of the specialist pathway subjects in the Summer term.


In art during the first half tem we will be completing a textile unit that starts with a study of the textile artist Karen Rose. We will then work to develop our sewing skills as we create a textile collage based on images of space and the universe. Our final unit of the year will be based on the theme Urban Landscapes and will enable children to develop their drawing and painting skills as well as developing their ability to create art using one point perspective and different mark making techniques. They will use the artist James Nairne as inspiration for their work.  

Art Knowledge

Karen Rose is  a decorative textile artist who lives and works in the West Midlands, UK. Her artworks are visual transcriptions of the beauty she sees in the wonder of the universe. Needless to say her work is greatly inspired by space and the Cosmos.

James Nairne is a British painter and printmaker. His own practice builds from the sketchbooks in which he records his daily life. He is particularly interested in ideas associated with journeys and travel.


In the first half of the term, the children will ook at how a flat-file database can be used to organise data in records. Pupils use tools within a database to order and answer questions about data. They create graphs and charts from their data to help solve problems. They use a real-life database to answer a question, and present their work to others

In the second half of the term, pupils develop their knowledge of ‘selection’ by revisiting how ‘conditions’ can be used in programming, and then learning how the ‘if… then… else...’ structure can be used to select different outcomes depending on whether a condition is ‘true’ or ‘false’. They represent this understanding in algorithms, and then by constructing programs in the Scratch programming environment. They learn how to write programs that ask questions and use selection to control the outcomes based on the answers given. They use this knowledge to design a quiz in response to a given task and implement it as a program. To conclude the unit, learners evaluate their program by identifying how it meets the requirements of the task, the ways they have improved it, and further ways it could be improved.

Computing Knowledge

Data and Information - Flat-file Databases

Programming B – Selection in quizzes


In the first part of the term we will be learning all about the Digital world: monitoring devices. In this unit we will be carrying out research to develop a design criteria as well as write a programme to monitor temperature. 

In the second part of the term, the children will be doing Electrical systems: electrical doodlers. In this unit the children will be understanding how motors are used in electrical products as well as put findings from research into practice to develop a unique product.

DT Knowledge

Digital world: Monitoring devices

• To carry out research to develop design criteria 

• I can research (books, internet) for a particular animal’s needs 

 • I can develop design criteria based on my research 

• I can describe key developments in thermometer history

• To write a program to monitor the ambient temperature including an alert 

• I can program to monitor the ambient temperature and code an (audible or visual) alert when the temperature rises above or falls below a specified range 

• I can explain key functions in my program (audible alert, visuals) 

• I can explain how my product would be useful for an animal carer 

• To generate creative and unique micro:bit case, stand and/or housing ideas 

• I can explain how plastic is affecting planet Earth and suggest ways to make more sustainable choices 

• I can state an event or fact from the last 100 years of plastic history 

• I can generate multiple housing ideas using building bricks

• To learn about and practise 3D CAD skills 

• I understand what a virtual model is and the pros and cons of traditional and CAD modelling. 

• I can place and manoeuvre 3D objects, using computer-aided design.

• I can change the properties of, or combine one or more 3D objects, using computer-aided design.

Electrical systems: Doodlers

• To understand how motors are used in electrical products.

• I can identify simple circuit components (battery, bulb, motor and switch).

• I can explain what a series circuit is.

• I can give examples of motorised products and explain their primary function.

• To investigate an existing product to determine the factors that affect the product’s form and function.

• I can take apart a product and reassemble it.

• I can determine which parts of the product affect its function.

• I can determine which parts of the product affect its form.

• I can alter the way a product functions by tinkering with its configuration.

• To put findings from research into practice to develop a unique product

• I can develop design criteria based on findings from an investigation.

• I can develop my design based on key points discovered in an investigation.

• I can incorporate an electrical system that uses a motor.

• To develop a DIY kit for another individual to assemble their product.

• I can identify and list the materials, equipment and circuit components required

to build my product.

• I can explain the steps required to

assemble my product.

• I can explain how to build and integrate an electrical system as part of my product.


For the first half term, the topic for geography is ‘The Americas.’ Over the half term, pupils will be developing their locational knowledge and their knowledge of human and physical geography. At the beginning of the half term, pupils will locate key cities within North America and South America on a map. Towards the end of the half term, pupils will consider how climate can affect land use, before considering the similarities and differences in climate variation around the world. 

Geography knowledge


The topic for history is ‘Victorian Childhood.’ Throughout the half term, pupils will develop and refine their historical skills. They will examine a variety of sources to ask and answer questions and to consider different accounts of history. They will develop their understanding of chronology in their developing perspective of history as a chronological narrative of events. By the end of this unit, children will know and understand the industrial revolution and examine how life has changed for children over time. 

History Knowledge


In the first half of this term we will be learning to use the Garageband app on iPads.  We will input, edit and save our work; selecting and combining loops and textures to create specific moods. We will also use the on-screen piano keyboard to input a given melody, and on-screen drum pads to input a given rhythm. The second half of the summer term will be time to ‘Revise and review’, in which all skills developed over the year will be revisited and improved upon. Instrumental techniques always require a regular refreshing and strategies for developing creative compositions will be further advanced in this way.

Music Knowledge

How to use a DAW (Digital Audio Workstation) to create a loop-based composition; how to use an onscreen piano keyboard to overdub a given melody.


In the striking and fielding unit, pupils will develop the quality and consistency of their fielding skills and understanding of when to use them such as throwing underarm and overarm, catching and retrieving a ball. They will learn how to play the different roles of bowler, backstop, fielder and batter and to apply tactics in these positions. In all games activities, pupils will have to think about how they use skills, strategies and tactics to outwit the opposition.

In the athletics unit, pupils will learn the following athletic activities: running over longer distances, sprinting, relay, triple jump, shot put and javelin. They will be set challenges for distance and time that involve using different styles and combinations of running, jumping and throwing. As in all athletic activities, pupils will think about how to achieve their greatest possible speed, height, distance or accuracy and learn how to persevere to achieve their personal best. They will learn how to improve by identifying areas of strength as well as areas to develop. 

PE knowledge

Striking and fielding



In the first part of the term, pupils will explore the enquiry question, ‘Who should get to be in charge?’ The children will begin the unit by exploring the creation of laws and teachings within communities, and regonise different ways leaders might be selected. The children will then explore where some religious laws might come from, and  understand how Sikh Gurus were selected and the qualities valued in Sikh teachings. After this, the children will move onto exploring leadership qualities through the examples of historical and religious leaders, and they will learn about Guru Gobind Singh’s leadership and the Guru Granth Sahib’s role in Sikhism. In the second part of the term, the children will be thinking about the question, ‘Why are some places in the world significant to believers?’ 

RE Knowledge


Earth and Space

In this unit children learn about the shapes and relative sizes of the Earth, Sun and Moon. Using models they learn how the three bodies move relative to each other and how these movements relate to night and day.

Work in this unit offers opportunities for children to relate scientific knowledge and understanding to familiar phenomena eg day length, year length and to consider scientific evidence about the Earth, Sun and Moon. 


This unit will focus on how we measure force in Newtons and that two bodies will produce an attracting force on each other called gravity. The class will be given the opportunity to investigate the effects of air resistance, water resistance and friction, that act between moving surfaces.

We will also start to look at simple machines that work by some mechanisms including levers, pulleys and gears allow a smaller force to have a greater effect.

Science Knowledge

Earth and Space

Sc5/4.1a describe the movement of the planets relative to the Sun in the solar system

A planet (e.g Earth) is a spherical celestial body that orbits a star

Eight major planets in our solar system: Mercury, Venus, Earth, Mars, Jupiter, Saturn, Uranus, Neptune

Sc5/4.1b describe the movement of the Moon relative to the Earth

The Moon is the Earth’s satellite

The Moon orbits the Earth roughly every 28 days (27.3 days)

Eight phases of the moon

The Moon orbits the Earth in an oval-shaped path called an ellipse. Because of this shape, the Moon is sometimes nearer and sometimes further away from Earth. 

Sc5/4.1c describe the Sun, Earth and Moon as approximately spherical bodies

A star is an exceptionally hot ball of gas, originally made from hydrogen and helium

The sun is a star 

A satellite orbits a planet and that moons are natural satellites

Sc5/4.1d use the idea of the Earth’s rotation to explain day and night, and the apparent movement of the Sun across the sky.

Earlier belief that everything orbited the Earth

Copernicus and Galileo used telescopes and measurement to show that the Earth orbited the Sun 

The Earth spins around an imaginary line through its centre called an axis and that this axis is tilted relative to the Earth’s orbit

Night and day are the result of the Earth rotating on its axis

The tilt of the Earth towards and away from the Sun’s light as the Earth orbits the Sun leads to the seasons 


Sc5/4.2a explain that unsupported objects fall towards the Earth because of the force of gravity acting between the Earth and the falling object

Force is measured in Newtons (after Sir Isaac Newton)

Pull forces can be measured using a device called a force metre 

The amount of matter (stuff) in an object is its mass 

Gravity is a force that acts between all objects in the universe 

Gravity acts more strongly between objects that have more mass and that are close together 

Unsupported objects are pulled towards Earth by gravity 

Sc5/4.2b identify the effects of air resistance, water resistance and friction, that act between moving surfaces

Acceleration is a change in speed and that unbalanced forces acting on an object cause it to accelerate

Air resistance is a force felt by an object as it moves through the air, caused by the object bumping into gas particles

The quicker an object moves, the more gas particles it bumps into and the more air resistance it experiences

A falling object will accelerate until its air resistance matches the gravitational force pulling it down

When air resistance and gravitational force are match the speed is consistent: terminal velocity 

Water resistance is a force felt by an object as it moves through water, caused by the object bumping into the water particles

Shapes that experience little air or water resistance are described as streamlined

Sc5/4.2c recognise that some mechanisms including levers, pulleys and gears allow a smaller force to have a greater effect

A lever is a rigid length pivoting around a fulcrum 

A pulley is a wheel with a fulcrum that supports a moving cable or belt 

A gear is a rotating wheel with cut teeth that mesh with the teeth of another gear 

Turning one gear turns an adjacent gear in the opposite direction

Recommended Books for Year 5

Books are perfect presents but it is often difficult for parents to decide which books to buy for their children. To help you we have added a list of recommended books below.

Walter and Me - Michael Morpurgo Friend or Foe - Michael Morpurgo 

All Alone on a Wide, Wide Sea - Michael Morpurgo Artemis Fowl - Eoin Colfer 

Anne of Green Gables - L M Montgomery Water Wings - Morris Gleitzman

 Blabbermouth - Morris Gleitzman  Belly Flop - Morris Gleitzman 

The Diddakoi - Rumer Godden Stormbreaker - Anthony Horowitz 

Mister Monday - Garth Nix Aquila - Andrew Norris

 Harry and the Wrinklies - Alan Temperley Double Act - Jacqueline Wilson 

Northern Lights - Philip Pullman A Christmas Carol - Charles Dickens

 Dragon Rider - Cornelia Funke Journey To Jo’burg - Beverly Naidoo 

Journey to the River Sea - Eva Ibbotson The Owl Service - Alan Garner 

Pig Heart Boy - Malorie Blackman Watership Down - Richard Adams 

The Wizard of Earthsea - Ursula K Le Guin Wolves of Willoughby Chase - Joan Aiken 

Where the Red Fern Grows - Wilson Rawls Little Women - Louisa May Alcott

There’s a Boy in the Girls’ Bathroom - Louis Sachar The Other Side of Truth - Beverley Naidoo 

Because of Winn-Dixie - Kate Dicamillo The London Eye Mystery – Siobhan Dowd

The Fastest Boy in the World - Elizabeth Laird Goldfish Boy - Lisa Thompson

The Secret Garden - Frances Hodgson Burnett Historium - Jo Nelson and Richard Wilkinson

A World of Information - Richard Platt and James Brown

The Lost Words - Robert Mcfarlane and Jackie Morris


Year 5 Spellings

Year 5 and 6 spelling list.pdf

Maths KIRFS - Key Instant Recall Facts

By the end of the term, the children should know these facts. The aim is to be able to recall them instantly.

By the end of this half-term, you should be able to recall:


0.6 + 0.4 = 1

0.4 + 0.6 = 1

1 – 0.4 = 0.6

1– 0.6 = 0.4

0.75 + 0.25 = 1

0.25 + 0.75 = 1

1 – 0.25 = 0.75

1 – 0.75 = 0.25

3.7 + 6.3 = 10

6.3 + 3.7 = 10

10 – 6.3 = 3.7

10 – 3.7 = 6.3

4.8 + 5.2 = 10

5.2 + 4.8 = 10

10 – 5.2 = 4.8

10 – 4.8 = 5.2

This list includes some examples  of facts that children should know. They should be able to answer questions including missing number questions  e.g.  0.49 + ? = 10 or 7.2 + ? = 10.

Top Tips

The secret to success is practising little and often. Use time wisely. Can you practise these KIRFs while walking to school or during a car journey? You don’t need to practise them all at once: perhaps you could have a fact of the day. If you would like more ideas, please speak to your child’s teacher.

Buy one get three free - If your child knows one fact (e.g. 8 + 5 = 13), can they tell you the other three facts in the same fact family?

Use number bonds to 100 - How can number bonds to 10 help you work out decimal number bonds to 100?

Play games – There are missing number questions at . See how many questions you can answer in just 90 seconds.  There is also a number bond pair game to play.