Sycamores


(Year 5)

Welcome to Sycamores Class!

Class teacher: Miss Vasey

avasey@bewickbridge.co.uk

Teaching assistant: Mrs Iliadou-Gall

REMINDERS

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

Maths

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

timestables.me.uk/printable-pdf-quiz-generator.htm 

http://www.amathsdictionaryforkids.com/


Year 5 Curriculum Map.pdf

English/Guided Reading.

For our first term we will be looking at Instructions, Narrative Writing, Letters and Recounts. 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

In the first half term the children will develop their printing skills through the unit ‘Islamic Art’. They will produce lino prints inspired by Islamic geometric tiles. 

In the second 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. 

Art 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.


Computing

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.

Computing Knowledge

Knowledge Vector Drawings:

Knowledge Programming:


DT

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.

DT Knowledge


Geography

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. 

Geography knowledge


History

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.  

History Knowledge


PE

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.

Dance unit:

Net and wall games


RE

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. 

RE Knowledge


Science

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. 

Science 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.



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


T2-E-2064-New-Curriculum-Spelling-List-Years-3-And-4-Word-Mat_ver_1.pdf
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 www.conkermaths.com . See how many questions you can answer in just 90 seconds.  There is also a number bond pair game to play.