Welcome to Year 5 St. Joseph's website.

Our class teacher is Mrs Egboh, and our teaching assistant is Mrs Gusciglio.

All children are expected to read for 20 minutes at home at least 5 times a week and have an adult sign their reading record confirming that this reading has taken place on a daily basis. Children must bring their reading record book in every Friday and these will be checked every Monday to ensure that the 5-times-a-week reading has been taken place. 

Maths and English homework will be set each week on Wednesday with a due date of the following Monday, the day it will be marked. The children will also have to complete some times table questions, spellings and handwriting sheets. There may be occasions when the children are asked to complete a further piece for another subject area.

I hope to have your support for the above arrangements and I am more than happy to discuss these with you at any time after school. If you have any questions or concerns,please do not hesitate to contact me via the School Office 

. 

Reading: Collaborative reading groups to develop confidence and fluency in reading skills both during lesson time and during Guided reading sessions.

Big Writing: Develop story beginnings, plot developments and endings. Improve the use of adjectives. Develop different writing styles, e.g. diary entries, recounts, poetry, letters and descriptions.

Grammar & Punctuation: Ongoing revision and consolidation of capital letters, full stops, speech marks, commas, semicolons, colons, question marks, and exclamation marks.

Weekly spellings: To develop children’s vocabulary. Each week follows a different spelling pattern.

Handwriting: Exercises to practise and improve letter formation and presentation. We will focus on writing words that we have been studying for our spelling focus.

Number and Place Value:

• read, write, order and compare numbers up to 10 000 000 and determine the value of each digit
• round any whole number to a required degree of accuracy
• use negative numbers in context, and calculate intervals across zero
• solve number and practical problems that involve all of the above.

Addition and Subtraction:

• perform mental calculations, including mixed operations and large numbers
• use their knowledge of the order of operations to carry out calculations involving the four operations
• solve addition and subtraction multi-step problems in contexts, deciding which operations and methods to use and why.

Multiplication and Division A:

• identify common factors, common multiples and prime numbers
• use estimation to check answers to calculations and determine, in the context of a problem, an appropriate degree of accuracy
• multiply multi-digit numbers up to 4 digits by a two-digit whole number using the formal written method of long multiplication
• divide numbers up to 4-digit numbers by a two-digit whole number using the formal written method of long division, and interpret remainders as whole number remainders, fractions, or by rounding, as appropriate for the context
• divide up to 4-digit numbers by a two-digit number using the formal written method of short division where appropriate, interpreting remainders according to the context
• perform mental calculations, including mixed operations and large numbers
• solve problems involving addition, subtraction, multiplication and division
• use their knowledge of the order of operations to carry out calculations involving the four operations.

Fractions A:

• use common factors to simplify fractions; use common multiples to express fractions in the same denomination

• compare and order fractions, including fractions > 1
• add and subtract fractions with different denominators and mixed numbers using the concept of equivalent fractions
• multiply simple pairs of proper fractions, writing the answer in its simplest form
• divide proper fractions by whole numbers.

Times tables Test

Weekly tests for x0, x1, x2, x3, x4, x5, x6, x7, x8, x9, x10, x11 and x12. Children will know the inverses of these too.

Unit 1. Materials: Properties and changes

In this unit, the children will determine the hardness of different materials and explore how this property relates to their uses. They will investigate the transparency of various materials and consider how this affects their suitability for different purposes. Children will also determine the conductivity of different materials and link this property to their uses. Throughout the unit, they will explore and demonstrate both reversible and irreversible changes, including rusting.

Scientific enquiry

The children will:

• plan out an investigation
• record findings in tables
• take repeat readings
• develop graphing skills.

Unit 2. Materials: Mixtures and separation

In this unit, the children will describe different mixtures and explore the processes of sieving and filtering. They will investigate solutions, including how to identify them, and explore the factors that affect how long it takes materials to dissolve. Children will also describe the process of evaporation and develop their understanding of how mixtures and solutions can be separated.  

Scientific enquiry

The children will:

• research using a range of secondary sources
• draw and annotate a diagram to explain a concept
• make observations about solutions
• plan a fair test with consideration of variables and measurements.

Creation and covenant

In this unit, the children will:

• retell the Moses story, focusing on the two key events of the call and the covenant: the Burning Bush, the Sinai covenant and the Ten Commandments
• make links between the Ten Commandments and Jesus’ summary of the law in Matthew’s Gospel
• correctly use developing specialist vocabulary to describe what a covenant is, recognising that God made several covenants throughout history, e.g. with Noah, Abraham and Moses.
• correctly use developing specialist vocabulary to describe sin as deliberately spoiling our friendship with God and each other
• know that a virtue is a positive habit that helps people live a good life
• express a point of view about what positive habits (virtues) and negative habits are, and how virtues might help them grow in goodness
• reflect on their habits and where they could ‘grow in virtue’ to be better neighbours
• discuss what loving our neighbour means for Christians today.

Spiritual Outcomes:

It is hoped that pupils will develop:

• a sense of the importance of the sacramental life of the Church
• a commitment to celebrating their faith
• an openness to the presence of God in the Sacraments
• reflectiveness in prayer

Unit 1: What shall we do with a drunken sailor?

What shall we do with a drunken sailor? It is a type of song called a sea shanty. Sailors would have sung this song while hauling up the sail or the anchor on seafaring vessels. The children will learn about the context, history, and purpose of sea shanties as work songs, and create rhythm games and a class arrangement using their voices and instruments.

Objectives:

• Sing a sea shanty expressively and with a strong beat.
• Learn a cup rhythm game, keeping to the beat of the song.
• Create body percussion patterns to accompany a sea shanty. Write the patterns out using a rhythm grid.
• Create accompaniments with bass notes and chords.
• Rehearse and perform What Shall We Do with a drunken sailor?

The Alps

In this unit, the children will be building up their knowledge of the Alps and will learn to:

• locate the Alps on a world map and identify and label the eight countries they spread through
• locate three physical and three human characteristics in the Alps
• research and describe the physical and human features of Innsbruck
• use a variety of data collection methods, including completing a questionnaire
• compare the human and physical geography of their local area and Innsbruck
• describe at least four of the key aspects of the human and physical geography of the Alps to answer the enquiry question, ‘What is life like in the Alps?’

Unit 1. Online Safety

In this unit, children will investigate online communication, personal privacy and the impact technology can have on health and wellbeing.

The children will:

• understand how apps can access personal information and how to alter the permissions
• be aware of the positive and negative aspects of online communication
• understand how online information can be used to form judgements
• discover ways to overcome bullying
• understand how technology can affect health and wellbeing.

Unit 2. Computer systems and networks.

In this unit, the children will investigate how search engines work and develop effective searching skills to find relevant and accurate information online.

The children will:

• understand what a search engine is and how to use it
• be aware that not everything online is true
• search effectively
• create an informative poster
• understand how a search engine works.

PE:

Non-Stop Action will teach outdoor and Indoor PE sessions.

PE will take place on Monday and Friday with our Non-Stop Action Coach. This term, we will focus on Netball, Football, Dance, and Gymnastics.

Outdoor PE:

On Monday, the children will have their outdoor lesson, focusing on Football and Netball.

Indoor PE:

On Friday, the children will have their indoor PE lesson, which will focus on Dance and Gymnastics.

Topic: Craft and design – Architecture

During this unit, the children will investigate the built environment through drawing and printmaking, learn about the work of architect Zaha Hadid, creatively present research on the artist Hundertwasser and explore the symbolism of monument design.

The children will apply:

• observational drawing skills to interpret forms accurately
• composition skills to develop a drawing into print
• an understanding of architecture to design a building
• extend design ideas through research and sketchbook use
• explore and evaluate the intention of a design.

Topic: Cooking and nutrition – Developing a recipe

During this unit, the children will consider how recipes can be adapted to improve nutritional value by modifying a traditional Bolognese sauce.

The children will:

• understand how ingredients are reared and processed
• make adaptations to design a recipe
• evaluate nutritional content
• practise food preparation skills
• design a product label
• follow and make an adapted recipe.

UKS2 Module One- Created and Loved by God.

This explores the individual. Rooted in the teaching that we are made in the image and likeness of God, it helps children to develop an understanding of the importance of valuing themselves as the basis for personal relationships:

Unit 1 – Religious Understanding explores the Gospel story of the ‘Calming of the Storm’ (from Matthew, Mark and Luke). Over five story sessions, children will consider experiences of change, growth, and development, as well as the trust they can place in the person of Jesus through times of trial and tribulation.

Unit 2 – Me, My Body, My Health: Children will learn that celebrating differences among people enriches a community and that their self-confidence should arise from being loved by God. They will learn about the physical changes that boys and girls go through during puberty and how they should respect and take care of their bodies as gifts from God.

Unit 3 – Emotional Well-Being helps children learn about the pressures they may experience from themselves, others, and the media. Children will develop ideas on how to build resilience through thankfulness, use simplified CBT techniques to manage their thoughts, feelings and actions and cope with new or difficult feelings such as romance and rage.

Unit 4 – Life Cycles: Children will learn about God’s design for creating new life through a more nuanced understanding of menstruation, fertility, conception, fetal development in the womb and childbirth.