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Sir John Heron Primary School

Together we learn. Together we achieve.

Year 5

Year 5 parent/ carer expectation presentation for 2020-21

Still image for this video

 

Year 5

Autumn Term 1

Key Vocabulary

Literacy

During Autumn Term 1, we will cover the following Year 4 objectives which were missed during the Summer Term. We will be reading ‘Varmints’ by Helen Ward.

 

‘Once, the only sounds to be heard were the buzzing of bees in the grass, the murmuring of moles in the earth, and the song of birds in the sky. These warmed the hearts of those who cared to listen — until the others came to fill the sky with buildings and the air with a cacophony of noise.’

 

Varmints tells the story of a world in need of protection and of the souls who love it enough to ensure its regeneration.

 

We will focus on writing skills such as:

  • Discussing writing similar to that which they are planning to write in order to understand and learn from its structure, vocabulary and grammar.
  • Discussing and recording ideas.
  • Composing and rehearsing sentences orally (including dialogue), progressively building a varied and rich vocabulary and an increasing range of sentence structures.
  • Organising paragraphs around a theme.
  • In narratives, creating settings, characters and plot.
  • In non-narrative material, using simple organisational devices [for example, headings and subheadings].
  • Assessing the effectiveness of their own and others’ writing and suggesting improvements.
  • Proposing changes to grammar and vocabulary to improve consistency, including the accurate use of pronouns in sentences.
  • Proof-read for spelling and punctuation errors.

Significantly, procedural, acquired, effective, appropriately, emotions, responsibility, experience, beneficial, habitat, perspective, environment, persuade.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Maths

During Autumn Term 1, we will cover the following Year 4 objectives which were missed during the Summer Term:

Number and the number system

  • Recognise the place value of each digit in a four-digit number (thousands, hundreds, tens, and ones).
  • Read Roman numerals to 100 (I to C) and know that over time, the numeral system changed to include the concept of zero and place value.
  • Identify, represent and estimate numbers using different representations.

Addition and Subtraction

  • Find 1000 more or less than a given number.
  • Add and subtract numbers with up to 4 digits using the formal written methods of column addition and subtraction where appropriate.
  • Solve addition and subtraction two-step problems in contexts, deciding which operations and methods to use and why.
  • Estimate and use inverse operations to check answers to a calculation of a given number.

Multiplication and Division

  • Recall multiplication and division facts for multiplication tables up to 12 × 12.
  • Recognise and use factor pairs and commutativity in mental calculations.
  • Find the effect of dividing a one- or two-digit number by 10 and 100, identifying the value of the digits in the answer as ones, tenths and hundredths.
  • Use place value, known and derived facts to multiply and divide mentally, including: multiplying by 0 and 1; dividing by 1; multiplying together three numbers.
  • Multiply two-digit and three-digit numbers by a one-digit number using formal written layout.
  • Solve problems involving multiplying and adding, including using the distributive law to multiply two digit numbers by one digit, integer scaling problems and harder correspondence problems such as n objects are connected to m objects.

Calculating fractions, decimals and percentages

  • Count up and down in hundredths; recognise that hundredths arise when dividing an object by one hundred and dividing tenths by ten.
  • Add and subtract fractions with the same denominator.
  • Solve problems involving increasingly harder fractions to calculate quantities, and fractions to divide quantities, including.

Place value, digit, greater, lesser, smaller, decimal place, column method, 2-step word problems, factor pairs, partition, digit, multiple, thousands, hundreds, tens, ones, zero, numeral, dienes, increase, decrease, addition, subtraction, ordering, multiples, place value, mental strategies, formal written, inverse, calculation, column, total, sum, operation

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Science

Over the course of Autumn Term 1, pupils will be learning about ‘Forces’. We will:

  • Identify forces acting on objects.
  • Explore the effect gravity has on objects and how gravity was discovered.
  • Investigate the effects of air resistance.
  • Investigate the effects of friction.
  • Explore and design mechanisms.

repeat, revisit, analyse, verify, consistency, force, gravity, air resistance, friction, upthrust, buoyancy, gravity, gravitational pull, Newton, Mass (kg), Weight (n), Newtons, surface, levers, pulleys, gears, forces.

Computing

In the Autumn Term, our topic will be ‘We are web developers’.

We will learn how to:

  • Comment on the features and layout of a web page.
  • Create a new web page with a chosen layout and format text in the web page.
  • Independently search for images that can be used in documents
  • Insert and format an image in a web page.
  • Create a hyperlink.
  • Learn how to share a web page so it can be viewed by anyone.
  • Use the advanced features of Google’s web search.

Dropdown menu

Search bar

Link

Homepage

 

Geography

 

 

 

 

 

 

 

 

In Geography we will consider the following question: ‘Should the High street be closed for traffic?’

 

In this topic, we will:

  • Investigate what high streets are like.
  • Collect and record evidence about local traffic issues.
  • Analyse evidence and draw conclusions.
  • Undertake decision-making exercises.
  • Explore the impacts of closing the high street to traffic.
  • Discuss an issue using a range of evidence.

Industry, manufacture, raw material, labour, employment, natural, distribution, scale, quality, location

 

urban, rural, suburban, density, resources, cargo, export/ import, settlement, population, latitude, longitude, co-ordinate, 6 figure grid reference, region, physical map, aerial photograph, landscape.

Art and DT

We will start off the Autumn term with  'A sense of place'.

In Art lessons, we will:

  • Collect visual information to help develop ideas about the environment.
  • Compare ideas, approaches and methods in the work of a variety of artists.
  • Look at how artists use perspective and investigate ways of recreating images accurately.
  • Use ideas gathered to inform a piece of artwork.
  • Create a piece of landscape art based on a previous design.
  • Evaluate a finished piece of artwork and describe what we think and feel about it.

Landscapes, mark-making, tints, shades, stroke, pattern, lines, distinguish, technique, evaluate, compare, repeated, mood,  contrast, texture, soft, light, dark, background and foreground.

 

PSHCE

Our topic for the first part of the term will be ‘Dreams and Goals’. We will:

  • Understand that I will need money to help me achieve some of my dreams.
  • Know about a range of jobs carried out by people I know and have explored how much people earn in different jobs.
  • Identify a job I would like to do when I grow up and understand what motivates me and what I need to do to achieve it.
  • Describe the dreams and goals of young people in a culture different to mine.
  • Understand that communicating with someone in a different culture means we can learn from each other and I can identify a range of ways that we could support each other.
  • Encourage my peers to support young people here and abroad to meet their aspirations, and suggest ways we might do this, e.g. through sponsorship.

Dream, hope, goal, feeling, achievement, money, grown up, adult, lifestyle, job, career, profession, money, salary, contribution, society, determination, perseverance, motivation, aspiration, culture, country, economy, diversity, poverty, charity

 

RE

In Autumn 1, we will be finding out what religions believe about God.

We will:

  • Consider, link and discuss ideas and themes.
  • Apply ideas from religious and world views thoughtfully.
  • Investigate and explain why religious and world views matter.
  • Enquire into and interpret ideas, sources and arguments.

Allah, symbol, analogies, beliefs

Ka’aba, world views, god, investigate, Brahman, discover

Deities, practices, meaningless

Mool Mantra, Trinity, compare, similar, different, contemplation, represent (stand for), worship, impact, Mool Mantra

 

PE

During the first part of the term, we will focus on Athletics. We will:

  • Use running, jumping, throwing and catching in isolation and in combination.
  • Develop flexibility, strength, technique, control and balance.
  • Compare their performances with previous ones and demonstrate improvement to achieve their personal best.

To achieve the above, we will be taught to:

  • Run with speed and agility.
  • Adjust running pace smoothly.
  • Accelerate from a variety of static positions.
  • Sustain jogging and running at a consistent pace for a few minutes.
  • Sprint over and between obstacles using consistent stride lengths.
  • Use jumping combinations to move around a space.
  • Hop for distance.
  • Jump for distance from one foot to two feet.
  • Jump from side to side with balance, speed and rhythm.

Posture, arm swing, high knee lift, opposite, vigorous,  angle,  accelerate,  stable, support leg, balance, extend, crouch, fake, change of direction, evade, drive, explosive, power, push, extension, strength, rotation, balance, personal best, evaluate.

 

 

French

This term in French, we will be using the Euro Stars scheme of work and will focus on the topic “En route pour l'école” (On the way to school). In this unit, children will be taught simple directions and familiar landmarks in a town. Children will also learn the French alphabet and do further work on telling the time.

 

Children will learn to:

  • Listen attentively to spoken language and show understanding by joining in and responding.
  • Explore patterns and sounds of language, and link the spelling, sound and meaning of words.
  • Speak in sentences, using familiar vocabulary, phrases and basic language structures.
  • Present ideas and information orally to a range of audiences.
  • Engage in conversations; ask and answer questions; seek clarification and help.
  • Read carefully and show understanding of words, phrases and simple writing.
  • Develop accurate pronunciation and intonation.
  • Broaden vocabulary and develop ability to understand new words that are introduced into familiar written material, including the use of a dictionary.
  • Appreciate stories, songs, poems and rhymes in the language.
  • Understand basic grammar appropriate to the language being studied, including (where relevant) feminine and masculine forms; key features and patterns of language; how to apply these, for instance, to build sentences; and how these differ from or are similar to English.

Quand je vais a l’ecole …

Je passe devant …

Je traverse la rue

Je tourne

Je vais …

cinq minutes plus tard

finalement

vrai, faux

il est une heure et demie etc.

Je vais a l’ecole a huit

heure et demie.

a droite

a gauche

tout droit

Je ne comprends pas.

Repetez, s’il vous plait

 

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