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Sir John Heron Primary School

Together we learn. Together we achieve.

Year 5

Year 5

Spring Term 2

Key Vocabulary

Literacy

This term, we will be exploring the book ‘Skellig’ by David Almond.

When a move to a new house coincides with his baby sister's illness, Michael's world seems suddenly lonely and uncertain. Then he stumbles into the old, ramshackle garage, and finds something magical. A strange creature - part owl, part angel, a being who needs Michael's help if he is to survive.

We will be uncovering specific details about the characters, settings and main ideas.  

We will focus on writing skills such as:

  • Narrative: writing in the style of the author; creating descriptions of characters and settings.
  • Diary entries: writing informally, in the voice of the character.

Grammar focus:

  • Consistent use of correct tense.
  • Relative clauses beginning with who, which, where, when, whose, that.

Punctuation:

  • Use of commas to clarify meaning or avoid ambiguity.

Spelling focus:

  • Common exception words
  • Words ending in –ant, -ance/-ancy, -ent, -ence/-ency.
  • Adding suffixes beginning with vowel letters to words ending in –fer.

Handwriting focus:

  • Correct formation of all letters and numerals, using correct joins.
  • Write legibly at increasing speed.

Modal verb

relative pronoun

relative clause

cohesion

commas

ambiguity

parenthesis

bracket

dash

 

Text-specific:

filthy

demolition

arid

lurch

random

peer

famished

sufficiency

sheen

aside

stench

 

 

Maths

In maths this term we will focus on:

 

Measuring space:

  • Converting between different units of metric measure (for example, kilometre and metre; centimetre and metre; centimetre and millimetre; gram and kilogram; litre and millilitre).
  • Understanding and using approximate equivalences between metric units and common imperial units such as inches, pounds and pints.
  • Using all four operations to solve problems involving measure [for example, length, mass, volume, money] using decimal notation, including scaling.

 

Investigating Angles:

  • Knowing angles are measured in degrees: estimate and compare acute, obtuse and reflex angles.
  • Drawing given angles, and measuring them in degrees (°).
  • Identify: angles at a point and one whole turn (total 360°); angles at a point on a straight line and 1/2 a turn (total 180°); other multiples of 90°.

 

Calculating fractions, decimals and percentages:

  • Recognising mixed numbers and improper fractions and convert from one form to the other and write mathematical statements > 1 as a mixed number [for example, 2/5 + 4/5 = 6/5 = 1 1/5].
  • Adding and subtracting fractions with the same denominator and denominators that are multiples of the same number.
  • Multiplying proper fractions and mixed numbers by whole numbers, supported by materials and diagrams.
  • Solving problems which require knowing percentage and decimal equivalents of ½ , ¼ , ⅕ , ⅖ , 4/5 and those fractions with a denominator of a multiple of 10 or 25
  • Solving problems involving number up to three decimal.

 

Length, distance, mass, weight, volume, capacity, metre, centimetre, millimetre, kilogram, gram, litre, millilitre, hour, minute, second, inch, foot, yard, pound, ounce, pint, gallon

 

Notation:

Abbreviations of units in the metric system: m, cm, mm, kg,

g, l, ml.

 

Abbreviations of units in the Imperial system: lb, oz.

 

Tier 2:

tailor, reshape, substitute, grapple, diagnose.

 

Turn, angle, degrees, right angle, acute angle, obtuse angle, reflex angle, protractor

 

Tier 2:

reference, integrate, establish, interpret, delineate.

 

Place value, tenth, hundredth, thousandth, decimal, proper fraction, improper fraction, top-heavy fraction,

vulgar fraction, numerator, denominator, percent, percentage.

 

Tier 2:

consult, cite, acknowledge, depict, conceptualize.

 

Science

In Science, we will study forces. We will:

 

  • Explain that unsupported objects fall towards the Earth because of the force of gravity acting between the Earth and the falling object.
  • Identify the effects of air resistance, water resistance and friction, that act between moving surfaces.
  • Recognise that some mechanisms, including levers, pulleys and gears, allow a smaller force to have a greater effect.

 

We will use the following scientific skills:

 

  • Select a range of appropriate sources of information including books and the internet.
  • Recognise the key factors to be considered in carrying out a fair test.
  • Begin to make repeat observations and measurements systematically.
  • Relate evidence to scientific knowledge and understanding.

 

 

Types of forces:

gravity, friction, air resistance, upthrust, weight

 

Measuring forces:

Newton meter

Newtons (N)

Particles

Surface area

Push, pull

Balance

Mass – grams and kilograms

Mechanical devices – gears, levers, pulleys, springs

 

Tier 2:

repeat

revisit

analyse

verify

consistency

Computing

In Computing this term, our topic will be: ‘We are cryptographers.’

 

We will:

  • Use logical reasoning to explain how some simple algorithms work and to detect and correct errors in algorithms and programs.
  • Understand computer networks including the internet; how they can provide multiple services, such as the world wide web; and the opportunities they offer for communication and collaboration.
  • Use technology safely, respectfully and responsibly; recognise acceptable/unacceptable behaviour; identify a range of ways to report concerns about content and contact.

binary code, cipher, decrypt, encrypt, Morse code, password, security, semaphore

 

History

In History, we will study the topic ‘Benin.’

 

 We will find out:

  • Where the Kingdom of Benin was and time period.
  • About the leaders of the kingdom of Benin.
  • About the lives of the people of the Kingdom of Benin.
  • What was happening in England during the time of the Benin era.
  • About the trade network of the Benin Empire.
  • About the Benin Empire’s Golden Age.

 

 

West Africa, Edo people, civilisation, Ogiso, Oba, decline, trade, seized, continent, country, territory, colonise, colonial power, dynasty, reign, banished, reliable sources, ceremony, sculpture, bronze, brass, plaque, primary source, secondary source, semi-divine, Queen Victoria, Great Britain, rule, import, export, slavery, capture, golden age, authority, derive, indicate, source, acquire, culture, tradition.

Art and DT

During Spring Term 2, we will learn about Peter Doig in Art. In this exciting topic, we will create an image in the style of Peter Doig’s ‘Milky way.’

 

Steps to achieve end points:

  • To look at the artists work and identify key features—brush strokes, colour range
  • Look at how the colour impacts the mood/time of day/season etc.
  • Mix and match colours
  • To visit Wanstead Flat/look at images of ponds to see how reflections are made.
  • To create a dark wash background.
  • Practise lines and shapes of different trees and reflections.
  • On a horizon (on the real picture), create a line of different trees and their reflection.
  • Add white marks to represent stars.
  • Avoid drawing before painting.
  • Work directly with the brush.

 

Hues, tint, shades, stroke, pattern, lines, repeated, mood, reflection, contrast, texture, soft, light, dark, background, foreground.

 

PSHCE

This term, our focus will be on ‘Relationships.’

 

During PSHCE lessons, children will learn:

  • To have an accurate picture of who I am as a person in terms of my characteristics and personal qualities.
  • To recognise how friendships change, know how to make new friends and how to manage when I fall out with my friends.
  • To stand up for something that I believe in.
  • To understand how to stay safe when using technology to communicate with.

Characteristics, personal quali-

ties, attributes, self-esteem, friendships, negotiate, compromise, trust, loyalty, anger, betrayal, empathy, safe, technology, communicate, pressures, resist, risk, farm, identity, charity, persuade, morals, belief, campaign, rights, global development, sustainability, collective.

 

RE

In Spring 2, we will be finding out how people follow Jesus’ example.

Pupils will:

  • Consider who has been a positive influence on them and what qualities these people have shown them.
  • Investigate Jesus' attitude to money and what advice they would give their friends about money.
  • Look at Jesus’ attitude to money and think about how Christians put this into practice in terms of charitable giving.
  • Look at individuals who have followed Jesus’ example and put forgiveness into practice in their lives.
  • Consider why this is such an important value.
  • Investigate the work of a Christian charity and design a poster or write about how they follow Jesus’ example.

Jesus Christ, Jesus of Nazareth, New Testament, Zakat, 5 Pillars of Islam, The bible, scriptures, disciples, death, resurrection, devotion, saviour, Jesus, church, charity, Hebrew.

 

 

Music

Our theme in Music this term, will be ‘The Fresh Prince of Bel-Air.’

 

Children will:

 

  • Play and perform in solo and ensemble contexts, using their voices and playing musical instruments with increasing accuracy, fluency, control and expression.
  • Improvise and compose music for a range of purposes using the inter-related dimensions of music listen with attention to detail and recall sounds with increasing aural memory use and understand staff and other musical notations.
  • Appreciate and understand a wide range of high-quality live and recorded music drawn from different traditions and from great composers and musicians develop an understanding of the history of music.

 

Backing, cover, composition, improvisation, band, chord, dynamics, ending, ensemble, harmony, riff, hook, introduction, melody, melodic, tune, notation, syncopated, offbeat,

original, outro, performance, phrase, pitch, pulse/beat, rhythm, recurring theme, solo, style, shape/structure/form, tempo, texture, verse, chorus, polyphonic/polyphony.

 

PE

This term, we will focus on striking and fielding games.

 

We will:
 

  • Perform and refine a range of throwing techniques.
  • Throw accurately using either underarm or overarm throws depending on distance.
  • Catch objects thrown from a variety of different distances.
  • Use fielding skills to stop and return the ball to a target.
  • Grip a rounders bat correctly and hit a ball consistently.
  • Know where to hit a ball to avoid the fielders.
  • Develop simple team tactics and strategies.
  • Understand and be able to follow the rules of rounders.
  • Understand why we need to warm up before taking part in striking and fielding activities.
  • Analyse my performance and know how to improve my own performance.

 

Stance, wicket, crease, batting point, non-striker, home base, pitch, over, bowling, batting, fielding, innings , rounder, run, fielder, post, bowling square, analyse, tactics, strategy.

 

 

French

In French, our topic will be ‘Bon appetit, bonne sante’ (Healthy eating).

 

In this exciting topic, we will:

 

  • Listen attentively to spoken language and show understanding by joining in and responding.
  • Explore patterns and sounds of language through songs and rhymes and link the spelling, sound and meaning of words.
  • Speak in sentences, using familiar vocabulary, phrases and basic language structures.
  •  Read carefully and show understanding of words, phrases and simple writing.
  • Broaden vocabulary and develop ability to understand new words that are introduced into familiar written material, including the use of a dictionary.
  • Understand basic grammar appropriate to the language being studied, including (where relevant) feminine and masculine forms and how these differ from or are similar to English.  
     

Dans le sac,                         In the bag, 

il y a….                                      there is…

et                                                      and

aussi                                                 also

mais                                                  but

bon                                           good (m)

mauvais                                       bad (m)

bonne                                          good (f)

mauvaise                                     bad (f)

bons                                     good (m.pl)

mauvais                               bad (m.pl)

bonnes                                 good (f.pl)

mauvaises                             bad (f. pl)

 

un sandwich au jambon

a ham sandwich

 

un gateau                             a cake

une banane                       a banana

une orange                        an orange

du fromage (m.)            some cheese

de l’eau (f.)                      some water

des chips (f.pl)                 some crisps

 

des champignons (m.pl) - 

some mushrooms

 

use glace a la vanille     - 

vanilla ice cream

 

une pizza aux champignons - 

mushroom pizza

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