Sycamores
(Year 5)
Welcome to Sycamores Class!
Class teacher: Mr Budhi
Teaching assistant: Mrs Xia
Maths
Continue to practise timetables on TTRS. The below websites are also useful:
timestables.me.uk/printable-pdf-quiz-generator.htm
http://www.amathsdictionaryforkids.com/

English/Guided Reading.
For this term we will be looking at non-chronological reports, newspaper and persuasive (job application). These skills will be supported throughout our guided reading sessions.
SP Curriculum
Y5 Spring 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 Spring term.
Art
Statement
In the first half term we will be studying botanic art and comparing the work of Nirupa Rao - Indian artist with Georgia O’Keefe, a more abstract artist. Children will produce observational sketches and paintings in different sizes and using different media. In the second half term the children will develop their printing skills through the unit ‘Islamic Art’. They will produce lino prints inspired by Islamic geometric tiles.
Knowledge
Islamic art is not art of a specific religion, time, place, or of a single medium . Instead it spans some 1400 years, covers many lands and populations, and includes a range of artistic fields including architecture, calligraphy , painting, glass, ceramics , and textiles, among others. It is rare for Islamic art to contain images of people or animals.
Botanical illustration is the art of depicting the form, colour, and details of plant species, frequently in watercolour paintings. They must be scientifically accurate but often also have an artistic component and may be printed with a botanical description in books, magazines, and other media or sold as a work of art.
Nirupa Rao is a botanical illustrator based in Bangalore, India. Her work is inspired by regular field visits into the wild, and informed by close collaboration with natural scientists to achieve accuracy.
Georgia Totto O’Keeffe was born in 1887 in USA - Georgia began experimenting with painting close up views of flowers. She used oil paints in vibrant, bold colours. Painting the flowers at such a close range makes the viewer see the object in a completely different way. She painted over 900 paintings but started to go blind when she was 84.
DT
Statement
The unit for this whole term in DT is Mechanical systems, in this unit we will be designing and making a pop up book. We will be following our own design brief to make our pop up book as well as learning how to use layers and spacers to cover the workings of our mechanisms. Finally, we will create a high quality product suitable for a target user.
Knowledge
I know that an input is the motion used to start a mechanism.
I know that an output is the motion that happens as a result of starting the input.
I know that structures use the movement of the pages to work.
I know that mechanisms control movement.
I know that designers often want to hide mechanisms to make a product more aesthetically pleasing.
Geography
Statement
The topic for geography this half term is biomes. Children will begin this topic by expanding upon their understanding of climate and learn to describe and identify the world’s climate zones. Children will develop their understanding by learning about the different biomes in the world and closely examining the defining characteristics of a biome. Later on in the half term, children will develop their fieldwork skills by developing their ability to use four and six figure grid references and cardinal and intercardinal compass points to identify key geographical places and features.
Knowledge
The Earth has six climate zones: desert (Arid), equatorial (Tropical), polar, temperate and Mediterranean and Mountainous.
Geographical data can be used as evidence to support conclusions.
A biome is a large ecological area on the Earth's surface, such as desert, forest, grassland, tundra and aquatic.
Geographical data can be used as evidence to support conclusions. Biomes are often defined by a range of factors, such as temperature, climate, relief, geology, soils and vegetation. A vegetation belt is just the plant life that lives within the biome.
Accurate grid references identify the position of key physical and human features.
Compass points can be used to describe the relationship of features to each other, or to describe the direction of travel.
Science
Statement
In science this half-term, we will study living things and their habitats, describing the life cycles of many different animals and plants, including reproduction. Next half-term, we will be studying animals including humans, looking at the way in which humans change as they grow older.
Knowledge
Sc5/2.1a describe the differences in the life cycles of a mammal, an amphibian, an insect and a bird
Most mammals (e.g. dogs): fertilised egg develops in the womb, turns into an embryo, is born and fed on milk before. Mammals develop to maturity in a period called adolescence after which it can reproduce and the cycle can begin again
Amphibians (e.g. frogs): fertilised egg develops, turns into an embryo and then hatches into a tadpole. The tadpole develops adult characteristics, metamorphoses into the adult form and can reproduce and the cycle can begin again
Many insects (e.g. butterflies): a fertilised egg develops into a wingless feeding form called a larva (caterpillar); the larva feeds then later becomes a pupa (chrysalis) with a protective cocoon. Inside the cocoon, the pupa metamorphoses into the adult butterfly after which it can reproduce and the cycle can begin again
Birds (e.g. robins): fertilised egg hatches in a nest (a hatchling) and is fed by its parents until it is ready to fly (fledgling). The bird leaves the nest and grows into an adult after which it can reproduce and the cycle can begin again
Sc5/2.1b describe the life process of reproduction in some plants and animals.
Some living things such as plants, contain both the male and the female cells. In others, such as humans, they contain either the male or female sex cell.
Sexual reproduction in mammals: The fertilised cell divides into different cells and will form a baby with a beating heart. The baby will grow inside the female until the end of the gestation period when the baby is born.
Sexual reproduction in plants: most plants contain both the male sex cell (pollen) and the female sex cell (ovules) but most plants can’t fertilise them. Wind and insects help to transfer pollen to a different plant. The pollen from the stamen of one plant is transferred to the stigma of another. The pollen then travels down a tube through the style and fuses with an ovule.
Asexual reproduction: a type of reproduction where new individuals come from a single organism (potatoes, strawberries, spider plants).
Sc5/2.2a describe the changes as humans develop to old age.
Infancy: rapid growth and development. Children learn to walk and talk.
Childhood: children learn new skills and become more independent.
Adolescence: the body starts to change over a few years. The changes occur to enable reproduction during adulthood. Much more independent.
Early adulthood: the human body is at its peak of energy and strength.
Middle adulthood: ability to reproduce decreases. There may be hair loss or hair may turn grey.
Late adulthood: leading a healthy lifestyle can help to slow down the decline of fitness and health which occurs during this stage.
PE
Statement
In the dance unit, pupils will learn different styles of dance, working individually, as a pair and in small groups. In dance as a whole, pupils will think about how to use movement to explore and communicate ideas and issues, and their own feelings and thoughts. As they work, they will develop an awareness of the historical and cultural origins of different dances. Pupils will also be provided with the opportunity to create and perform their work.
In the net and wall games unit, pupils will develop their competencies in racket skills when playing Tennis. They will learn specific skills such as a forehand, backhand, volley and underarm serve. Pupils will be given opportunities to work cooperatively with others and show honesty and fair play when abiding by the rules.
Knowledge
Dance unit:
Actions: understand that different dance styles utilise selected actions to develop sequences in a specific style.
Dynamics: understand that different dance styles utilise selected dynamics to express mood.
Space: understand that space relates to where my body moves both on the floor and in the air.
Relationships: understand that different dance styles utilise selected relationships to express mood.
Performance: understand what makes a performance effective and know how to apply these principles to my own and others’ work.
Strategy: know that if I use dance principles it will help me to express an atmosphere or mood.: know that I can select from a range of dance techniques to translate my idea.
Net and wall games
Shots: know which skill to choose for the situation e.g. a volley if the ball is close to the net.
Serving: know that serving is how to start a game or rally and use the rules applied to the activity for serving.
Rallying: know that playing the appropriate shot will help to keep the rally going. Know that control is more important than the power to keep a rally going.
Footwork: know that using small, quick steps will allow me to adjust my stance to play a shot.
Tactics: understand the need for tactics and identify when to use them in different situations.
Rules: understand and apply rules in a variety of net and wall games whilst playing and officiating.
RE
Statement
In both of our RE units this term, pupils will be thinking about the question, ‘What happens when we die?’ The children will understand the significance of the soul in people’s beliefs about the afterlife and its role in Abrahamic worldviews and will explore some Jewish beliefs about death through the concept of purgatory. The children will investigate sources about the afterlife for some Muslim people, and will be able to explain what funerals mean for different people. They will explore the role of forgiveness for people in different worldviews. Finally, the children will recognise the significance of Dia de los Muertos as a religious and cultural celebration for some Catholic people. In the second part of the term the children will carry on learning about this question.
Knowledge
People have different beliefs about what happens when we die.
Some people believe in God, who may judge their actions when they die.
Some people believe in life after death and others may believe death is the end of our life in any form.
The following vocabulary in relation to death: afterlife, soul, judgement, eternity, heaven and hell.
Many people who are not religious believe in some form of afterlife.
Funeral practices often reflect beliefs about life after death.
Funerals can be important to help people grieve and for communities to support one another.
Reasons for some people taking part in religious practices including belief, culture, tradition and obligation.
Some of the ways practices are influenced by culture, tradition, geography, leadership and history.
Beliefs about life after death can affect how people choose to live their lives.
Within and between religious and non-religious groups people may disagree about challenging issues.
Religious communities usually have a leader who carries out certain duties with or on behalf of the community.
Computing
Statement
In our first unit this term pupils will begin to create vector drawings. They will learn how to use different drawing tools to help them create images. Pupils will recognise that images in vector drawings are created using shapes and lines, and each individual element in the drawing is called an object. Pupils will layer their objects and begin grouping and duplicating them to support the creation of more complex pieces of work.
In the second part of the term, pupils will be looking at programming using crumble kits. Pupils will be introduced to a microcontroller and learn how to connect and program it to control components (including output devices — LEDs and motors). Pupils will make use of their knowledge of repetition and conditions when introduced to the concept of selection (through the ‘if...then...’ structure) and write algorithms and programs that utilise this concept. To conclude the unit, pupils will design and make a working model of a fairground carousel that will demonstrate their understanding of how the microcontroller and its components are connected, and how selection can be used to control the operation of the model.
Knowledge
Vector Drawings:
A vector drawing comprises separate objects
Each object in a drawing is in its own layer
Vector images can be scaled without impact on quality
Objects can be modified in groups
Alignment and size guides can help create a more consistent drawing
Knowledge Programming:
A condition can only be true or false
A count-controlled loop contains a condition
A condition-controlled loop will stop when a condition is met
When a condition is met, a loop will complete a cycle before it stops
Selection can be used to branch the flow of a program
A loop can be used to repeatedly check whether a condition has been met
Know the importance of instruction order in ‘if...then...else...’ statements
History
Statement
The topic for history is the Silk Road. Throughout the half term children 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 about trade along the Silk Road and about development of major cities along the route.
Knowledge
People have been trading along the Silk Road since the Romans first began to import Silk from China. It is over 4000 miles long
The Silk Road is not one road but many roads connecting towns and cities between China and Europe.
Traded in both directions. Silk, spices, porcelain, perfume, gold, horses, jewels,
Baghdad in centre of Silk Road and on side of River Tigris so perfect place for trade centre to develop
In 762 Baghdad was chosen to be capital city for Abbasid Caliphate
The city flourished into an unrivalled intellectual centre of science, medicine, philosophy, and education
Golden Age of Islam from AD 661 to AD 1258
House of Wisdom was a worldwide centre of learning
Destroyed by Mongol empire in 1258
Anglo Saxon period in Britain.
Music
Statement
In the first unit of this term - From the Country to the City to the Sea - we will composing a piece of music in three sections: Country, City & Sea. We will be looking at works by famous composers that suggest these contexts then exploring textures, improvising patterns, and working together to create an ambitious original work.
Lessons will start with a focus on singing.
After half term we will be analysing two famous movie themes and using specific compositional techniques to compose our own variations. We will be learning these themes ‘by rote’ and will use staff notation to record our work. Lessons will start with a focus on Music History as we add to our Music Timeline Charts.
Knowledge (‘From the Country…’):
: Ralph Vaughan Williams was a celebrated English composer influenced by English folk songs;
: Steve Reich is an American Minimalist composer, influenced by African rhythms;
: Michael Nyman is a post-modern English film composer who writes music inspired by the Renaissance and Classical periods.
Knowledge (‘Movie Variations’):
: Rote learning is the process of memorizing information through repetition; : Variations are new melodies developed through the manipulation of old ones; : Staff notation is the means of recording pitches and rhythm on a five-lined clef.
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. You could also use a local library service to borrow these books.
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


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 www.conkermaths.com . See how many questions you can answer in just 90 seconds. There is also a number bond pair game to play.
