Year Group: 5

Classroom displays: there are two RE displays for the Spring term; one to explore Epiphany and the other focused around the Easter narrative; both are based on the work of Jan Richardson. The display should be a mix of a whole class piece of art work and written reflections/ thoughts:

https://janrichardsonimages.com/gallery.php?gid=62

Classroom displays:

Behaviour class rules: use one of the parables as a discussion point from which you build and agree your class rules.

Bloom’s Taxonomy display: this should be clearly be displayed and referred to throughout the year helping pupils to identify the different ways in which they can use what they have learnt in order to progress in their learning.

Religious Education:

Incarnation: To begin with the programme focuses on how the New Testament presents this as a Christian concept, Jesus as the answer: the Messiah and Saviour, who will repair the effects of sin and the Fall, offering a way for humans to be at one with God again. For Christians incarnation means that Jesus is God in the flesh, and that, in Jesus, God came to live among humans. The programme goes on to support pupils in their learning of how the concepts of incarnation and being saved are used in the religion of Hinduism.

Developing: The learner will know that Christians believe that Jesus was God in the flesh.

Application: The learner will know that Christians believe that Jesus’ birth, life, death and resurrection were part of a longer plan by God to restore the relationship between humans and God.

Mastery: The learner will know that the Old Testament talks about a ‘rescuer’ – a messiah and what He would be like and that Christians believe that Jesus fulfilled these expectations and that He is the Messiah.

English:

Assessments:

English Assessments:

§  STAR reading test – on Accelerated Reader x3.

Jan/ End of each half term. SL to organise dates and inform staff at the beginning of the year.

§  NFER Single word spelling test x 2.

Jan and end of Spring term. Please send updated results to SL.

§  Rising stars – Grammar, Punctuation And Spelling tests x 2.

End of each half term. Please check the content of each test at the beginning of term to ensure the content is taught. Results recorded on Excel sheet and sent to SL.

Other procedures:

§  Daily spelling practise –Early Morning Work and weekly spelling test. (Should include spelling patterns identified from SWST and spellings from the NC programmes of study for the relevant year group.)

§  Regular use of Accelerated Reader. Pupils taught to choose their book from their z.p.d. and complete a quiz when finished; use their reading record to write the book/ when they read/score of quiz.

§  Guided reading – Cracking comprehension used to teach pupils vocabulary and specific reading skills with follow up tasks x 4-5 sessions a week.

§  Read and response lesson x 1 a week plus homework. Teachers guide pupils through whole book – vocabulary development; themes; reading beyond the literal etc.

§  Handwriting- 1 EMW a week to teach letter formation; 2 x other in week to practise handwriting at the start of an English lesson. (Link to spelling – with use of Charles Cripps handwriting scheme.)

§  Priority reading list – identifying those pupils needing adult intervention more often.

§  Weekly idiom.

§  CGP Grammar, punctuation and spelling homework book.

§  Priority reading list – identifying those pupils needing adult intervention more often.  EFSM pupils heard every day.

§  Independent reading- pupils taught to sustain a period of reading up to 30 mins.

Reading:

Read and Respond text: War Horse

Guided Reading: Cracking Comprehension

4 sessions a week. 25 - 30 mins.

Writing Genres for assessment supported by grammar focus:

Suspense and mystery – A Monster Calls.

Develop skills of building up atmosphere in writing. E.g. passages building up tension.

(4 weeks)

Grammar focus to improve writing:

W1, W2, S1, S2, T1, P1, P2, P3.

Persuasion – link to courageous advocacy.

Show through a range of writing, an understanding of how persuasive writing can be adapted for different audiences and purposes.

(3 weeks)

Grammar focus to improve writing:

W1, W2, S1, S2, T1, P1, P2, P3, S3

Instructions

The Pearl Diver by Julia Johnson

Detailed instructions with clear introduction and conclusion.

(1-2 weeks.)

Grammar focus to improve writing:

W1, W2, S1, S2, T1, P1, P2, P3.

Vocabulary building.

Read, write and perform free verse.

Year 5 Grammar and Spellings - see detailed English medium term plan Year 5

Maths:

Weeks 1 – 4: Fractions, Decimals and Percentages: Fractions

Week 5: Mid-year Test and Remediation

Weeks 6 – 8: Fractions, Decimals and Percentages: Decimals

Week 9:  Fractions, Decimals and Percentages: Percentages  

Weeks 10-12: Geometry – Properties of Shapes: Geometry

Science:

Throughout the year, the Scientific Enquiry focus will be:

•                     Take precise measurements at intervals.

•                     Use test results to set up further comparative and fair tests.

•                     Can record more complex data using appropriate representation.

Earth and Space:

·         Describe the movement of the Earth, and other planets, relative to the Sun in the solar system.

·         Describe the movement of the Moon relative to the Earth.

·         Describe the Sun, Earth and Moon as approximately spherical bodies.

·         Use the idea of the Earth’s rotation to explain day and night and the apparent movement of the sun across the sky.

Spring STEM week:

Forces:

·         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.

·         Understands how levers , pulleys and gears work – link to DnT concept

Vocabulary

Design and Technology:

Making: the manipulation of materials and tools to create a product.

Remembering and Understanding:   The learner works from their own plans, modifying them where appropriate.

Applying:  The learner can work with a range of tools, materials, equipment, components and processes with some precision.

Analysing, Creating & Evaluating:   The learner can analyse and use a range of tools to create different effects.

Computing:

Programming – the automation of a process.

Remembering and Understanding:   The learner can use sequence, selection and repetition in programs; repetition might include exit conditions (e.g. repeat...until...). Selection would normally be of an if...then or if...then...else type. At Yr5, expect the learner to be able to combine repetition with selection.

Applying:  The learner can use sequence, selection, repetition and variables in programs. The program should include sequences of commands or blocks, repetition, selection and variables and perhaps a counter-variable for iteration. Selection would normally be of an if...then or if...then...else type.   

Analysing, Creating & Evaluating:   The learner should be able to evaluate a program decomposing the commands within it and making adjustments in order to produce greater efficiency.

Physical Education:

Movement – the control of a person’s travel and specific gestures in response to changing and challenging scenarios when trying to achieve a specific goal or target.

Sequence - the fitting together of a series of increasingly complex movements and patterns

Agility – the ability to use a range of skills

Art – 2^nd half-term

Shape and form: Shape - Formed when a line or lines cross to enclose a space, giving an object height and width but no depth .Form -A 3-dimensional shape.

Focus artist: Bridget Riley, Wassily Kandinsky and Matisse  

Remembering and Understanding: A learner can demonstrate an understanding of the previously learnt concepts as well as showing an understanding of static (shapes that appear stable and resting) and dynamic (shapes that appear moving and active).

Applying: A learner can apply the concept of static and dynamic shape to suggest the real and implied forms to make work which effectively reflects their ideas and intentions.

Analysing, Creating & Evaluating:  A learner can research and discuss the ideas and approaches of various artists, taking into account their particular cultural context and intentions in regards to the concepts of shape and form. A learner can describe the processes that they are using and how they hope to achieve higher quality outcomes using the concepts of shape and form,  independently applying this to a piece of art.

Music:

Tempo - the rate of pace at which the pulse (heartbeat) moves.

Remembering and Understanding: A learner is showing increased ability to control and identify changes in tempo.

Applying: A learner can compare contrasting tempos and identify a suitable speed for performance. They are showing understanding of metre.

Analysing, Creating & Evaluating:  A learner can apply their knowledge of how the tempo effects the expression within a piece of music when composing.

Time and Place – 1st half-term:

Topic: Hatfield through the years

History:

Significance – to ‘carry’ a level of importance/distinctiveness:

Remembering and Understanding: A learner recognises that the effects of some past significant events can still be felt today.

Applying: A learner can track the significance of an event or person to the present day.

Analysing, Creating & Evaluating: A learner can explain why a person, event or period of time was more significant than another.

Geography:

Physical Processes – how natural processes form our landscapes and local environments

Remembering and Understanding: The learner can identify simple physical processes such as the water cycle and erosion.

Applying: The learner can explain a number of key physical processes and the resulting landscape features.

Analysing, Creating & Evaluating: The learner can distinguish between those processes which have a large immediate effect on the environment compared to those which have an accumulative effect.

Modern Foreign Language:

Resource: Riggolo

Concept:  Fluency

Remembering and Understanding: The learner can accurately pronounce word and phrases in a conversation and is starting to add expression to highlight understanding – louder for !, inquisitive for ?

Applying: The learner can accurately pronounce word and phrases in a conversation adding expression to highlight understanding – louder for !, inquisitive for ?, acting out meaning for adjectives (stern voice when descripting a stern teacher).

Analysing, Creating & Evaluating:  The learner can use phrases in a conversation with varying expressions; speaking about experiences, feelings and opinions.