Autumn Term 1 2020
Year 5 have settled really well and quickly back into their school routine. They are so eager to learn and are showing that they are active, resilient and independentlearners already! They are certainly showing ready to be UKS2 role models which is fantastic! Year 5 are enjoying earning their ‘Oscars’ where they have to earn all the Oscars around the stage to earn their ‘Golden Time’. We also have one child a day who receives the Oscar for something that has really wowed myself or Miss Hazar during the day. This could be working really hard, showing resilience, behaving excellently, showing kindness and so much more! The children are always really excited to find out who will receive the Oscar at the end of the day.
School councillors will soon be elected and we have several children thinking about what skills they have which would make them an effective councillor. The candidates will have to bravely came to the front of the class to make their speeches and then their peers will cast their votes in the ballot boxes; this is an exciting process which also helps with their understanding of democracy which we have been learning about this week too.
Collective Worship is more important than ever at the moment to come together in prayer and create a peaceful, safe atmosphere where we can share our thoughts and feelings with God. We always start our collective worships with relaxing and calm music where we then bring a focus to the centre of our table. We have listened to the Creation story from the Book of Genesis which is also a focus for our RE topic and we have considered how we can be Stewards of Creation and care for all that God made for us. Year 5 really enjoy this quiet, prayerful time and it is always a lovely start to the day.
Class Saint Feast Day – 1st October: St Therese
Today we celebrated the Feast Day of our Class Saint, St Therese. The children decided they wanted to come into school in their own clothes to celebrate this. We learned about our class saint – we listened to the story of her life and we talked about what we can learn from her and how we can be more like St Therese. Many children said they were inspired by the story and that it helped them see the importance of being kind to everyone. Year 5 then decorated their own flower to represent the fact that St Therese was known as “The Little Flower of Jesus”.
The children really enjoyed celebrating this Feast Day and we finished our special day with a very special collective worship and prayer to ask St Therese to guide us throughout Year 5.
RE – Gifts from God
This half term we will spend time reflecting on our Gifts from God and parables that link to this. We will begin by digging deep into the meaning of the Creation Story (Genesis 1) and will think about how this story has shapes religion and how it shapes our lives too. We will consider our own gifts and talents and will think about how we can show our gratitude and thanks to God.
Year 5 have started our topic in RE this half term by reflecting on their own gifts and talents from God. We thought about all of our values and qualities that we possess such as kindness, generosity, care, love, compassion, empathy, resilience…Year 5 came up with so many more qualities too. We then thought about our own specific gifts and talents that God blessed us with such as being good as a certain sport or dancing or singing or being really artistic or creative. We remembered that God made us all to be unique and special and that we were all created in His image.
To know the story of Creation and reflect on its meaning.
To start our new topic, we had time to reflect on the wonder of nature and ask questions about nature itself. We listened to the Creation story and then chose an item from nature, e.g. a leaf, a feather, a blade of grass, and had to think about what we wondered about that item and how it reminded us of the story of nature.
Year 5 used drama and role play to retell the story of Creation. They had to ensure they remembered the order of the days and what God created first. We talked about why God rested on the seventh day and why this is important for us now as Christians.
To know that God calls us to care for his creation.
After reflecting on the creation story, we started to think about how we can care for creation. We thought of a range of ideas and ways that we could care for God’s people, God’s animals and God’s earth. We shared all of these and also said a prayer to ask God to help us and guide us in looking after his wonderful creation. We explored some new key words in RE – co-creator, de-creator and ‘Steward of Creation’. We learnt about how some people in the world do all they can to care for God’s creation and build it up but unfortunately, there are some people that just want to tear it down.
Year 5 enjoyed a collaborative activity where they applied their maths understanding of Venn diagrams to discuss actions and decisions made by people. They had to decide if the action/decision was something that a co-creator or a de-creator would do.
Year 5 enjoyed using role play to explore the story of Adam and Eve. They listened to the story from the Bible and then reenacted the story using role play. In groups, they decided who would play Adam, who would play Eve, who would play God, who play the serpent and if they had an extra member, who would play the narrator. We explored who was actually in the wrong for the ‘original sin’ of eating the apple and through discussion, the children talked about it being God for tempting Adam and Eve, Eve for actually taking a bite from the apple and the serpent (the devil) for tempting Eve with the apple. We enjoyed watching each other’s performances and used the nature around us to further enhance them too!
Our class text this half term is going to be “Who Let the Gods Out” by Maz Evans. This book is fun, witty but also quite thought provoking too and it links perfectly to our topic of Ancient Greece for the half term! I can’t wait to get stuck in and reading this again with you all.
This half term, we have started by recapping on some basic skills such as word classes, the use of apostrophes, using compound sentences correctly with coordinating conjunctions and fronted adverbials. Year 5 have been working really hard!
Painting a Vivid Picture
Year 5 have really enjoyed developing the use of description through figurative language and ambitious vocabulary. For their first descriptive writing task, Year 5 had to take the reader on a journey from when Elliot arrives at his home (Home Farm) after a long day at school. To start the planning process, we read a passage from our class text and evaluated how Maz Evans, the author of our class text, painted a vivid picture for us as readers.
Year 5 had to draw what they imagined Elliot’s house to look like. As you can see, all our interpretations of what we read can be different. From this, we discussed the importance of building that picture up for the reader. Year 5 then started to explore ideas around how to describe this house using adjectives, alliteration, personification and similes.
Editing & Improving
When editing and improving our writing, we follow “RAMPS” which reminds us that we might need to remove words, sentences or paragraphs if they don’t fit within the writing. We may need to add more description or another sentence to make something make more sense or we may need to move parts of our writing to somewhere where they may make more sense or have a greater impact on the reader. We then need to check our punctuation – considering if we need to change punctuation to have more impact or add in any punctuation that we may have missed and finally, we may need to substitute parts of our writing. For example, replace a verb with a more powerful verb, improve our adjectives so they are more ambitious or completely replace a sentence in our writing. We then know it always important to check our spellings. In Year 5, we like to make sure our editing and improving sessions are as active as possible – we stand up and read our work backwards to check spellings, we go outside or into another room to read our work out loud to check it makes sense and we work together as much as possible.
This half term, we will be exploring place value and deepening our understanding of numbers up to 1,000,000! Watch this space!
Year 5 have developed their knowledge of place value, including reading, writing, ordering and comparing numbers to 1,000,000 and they have been working so hard! The children are using the place value headings really well and have adopted some new tricks and tips to help them read the numbers easier. We used a range of representations to help us with this, including Base 10 and counters. We also used Varied Fluency and reasoning and problem solving challenges to really enhance the children’s understanding of such an important topic that underpins everything in maths.
Year 5 then moved on to rounding whilst continuing to use their knowledge of place value to support them. We recapped the method to round numbers and then working on developing our fluency and speed with rounding before applying this to reasoning and problem solving contexts.
Counting forwards and backwards in powers of 10
Year 5 used their knowledge of their 10 times tables to help them count forwards and backwards in powers of 10 – this could have been 10, 100, 1000, 10,000, 100,000 etc. They worked really well on this and also enjoyed a fun and active Burn2Learn activity.
Adding and subtracting numbers mentally
Year 5 have been exploring quick ways to add and subtract number mentally. They have started to think about using a number line in their head whilst doing the calculation. I explained that this would help them complete the calculations quickly and that we needed these skills in order to work through column addition and subtraction efficiently and quickly. The children then applied this on a quick paced game on the iPad – they were totally engaged and working in competition with their peers. The iPad allowed for challenge also as some children were working on adding 2 digit numbers mentally, some 2 digits + 3 digit numbers and some children were working on adding 3 digit numbers and more mentally.
We had a very busy half term in Maths and now we need to work hard on ensuring all of the skills we have learnt this half term keep bubbling throughout the year!
Please take a look at our KIRF targets for this half term.Year 5 KIRF Targets Autumn 1
Year 5 have enjoyed a range of practical activities to practise their KIRF targets as well as a range of written activities to improve speed.
Science – Earth & Space
Our very first topic in Science in Year 5 is going to be OUT OF THIS WORLD!!! (Pardon the pun)! Keep checking back here to see all of the exciting things we get up to in Science!
We started our Science lessons in Year 5 by thinking back to Science in previous year groups and reflecting on our prior learning, the knowledge, understanding and skills we have because of our previous learning and how this might help us. Year 5 commented that because of their previous learning, they will be able to understand key vocabulary further and get even better at using this in lessons. Some children knew that we studied materials in Year 5 and were able to comment that they would be able to use their learning from their States of Matter topic in Year 4 to help them.
Year 5 enjoyed a Burn2Learn activity where they had to solve clues to work out which planet was being talked about. They then had to use their prior knowledge and understanding, team work and their classroom environment to help them order the planets correctly. We learnt about mnemonics and thought of our own to help us remember the order of the planets.
Year 5 also enjoyed a Burn2Learn activity where they had to find clues and facts to help them solve the questions to compare the planets. They had to use mathematical language such as ‘greatest’, ‘maximum’ and ‘most’.
Year 5 then created a simple model to help them explain the movement of the Earth and Moon in relation to the Sun.
Using the simple model and their learning so far in this topic, Year 5 have been able to explain the following:
The Earth rotates and completes one full rotation every 24 hours.
The Earth orbits the Sun and it takes 365 days to complete one full orbit (also known as a full revolution).
The Moon orbits the Earth and it takes 28 days to complete one full orbit.
Year 5 applied their mathematical skills in Science today. They used a ruler to measure different lengths of string accurately. The top tip they had to always remember was to start measuring from zero. Once they had measured at least five pieces of string, they had to present this data in a table (that was drawn accurately with a pencil and ruler). Then, they had to present this data in a histogram.
Using their learning from the previous lesson, Year 5 then planned their own investigation about the sun. They then used some results from a previous year to include in their investigation write up and presented these results in a table and histogram. Take a look at some of the investigation write ups!
In Art this half term, we will explore spheres linking to our Science topic of Earth & Space.
Exploring shading pencils
To start our first topic in Art, Year 5 explored the different art shading pencils we have. They had to explore and comment on the darkness and blackness of each pencil. The children realised that the harder you pressed for some pencils didn’t make a difference for the hardness of the shade compared with the darkest pencil. They then had to order the pencils in terms of their shades.
Identifying shadows and reflection in spherical objects
After exploring the shades of pencils, we then explored shadows and reflections in spherical objects in real life. The children had to look at the object and identify where the shadow and reflection was and suggest why the shadow and reflection was being created. We had to bring in our scientific understanding of shadows here. Some children were able to explain that if the sun was in the middle of the sky, then the shadow would be directly underneath the object and the reflection would be at the top. Year 5 were also able to explain that a shadow is the space where an object is blocking the sun and a reflection is where the sun rays are bounced off the object – to the human eye, we see this as lighter than the rest of the object.
The children then started to explore shading a 3D object and how to portray shadow and reflection in their sphere. They had many ‘drafts’ so that they could continue to improve each time. They are going to be drawing their final draft and then completing a final evaluation of their artwork. Hopefully, some of the final pieces might look a little bit like this….
Year 5 worked really hard on their final pieces and enjoyed then being able to evaluate their piece of work. They considered what they liked about their artwork, how they had managed to create shadow and reflection effects and what they would do to improve it further if they had another opportunity. They also reflected on the skills they had developed during the half term.
This half term, Year 5 will develop their knowledge and skills on an app called ‘Keynote’. Keynote is an app on iPads that allows you to create presentations that includes animations, videos, audios, images whilst also developing the knowledge of buttons and links – just like an app would work.
Year 5 have been developing their knowledge and skills on an app called ‘Keynote’. Keynote is an app on iPads that allows you to create presentations that includes animations, videos, audios, images whilst also developing the knowledge of buttons and links – just like an app would work. The children had to really think about how they wanted their ‘app’ to work. We talked about how they needed to create pages and how each button that the user presses needs to lead to something.
The first stage of creating their app/presentation in Keynote was the planning stage.
Once the children had designed the layout and where their buttons would take them, they began designing on the iPad – learning how to use all of the features within the program and how to add links to their buttons so that the presentation would work. The children learnt a range of technical skills such as altering the layering of a picture and text (bringing a photo to the front or back), inserting animations, audio files and much more. This is a work in progress so please keep checking on how Year 5 develop this project.
After working on our Keynote presentations over the course of several weeks, the children got to the stage where they were finishing their apps. The next step was ‘playing’ their app and checking for any errors or links/buttons that didn’t work – this was key to the children creating effective apps that link properly. Year 5 also worked with their peers to peer assess each other’s apps by playing them too as there are always things you spot when you are looking at someone else’s work.
History & Geography – Ancient Greece
This half term, our whole class topic is Ancient Greece so this will be our focus in History and Geography too. Keep checking back here to see what we get up to and what we learn!
To begin our topic of Ancient Greece, Year 5 reflected on their previous learning in previous year groups. They considered the knowledge and skills they already had and how this would then help them in their learning in Year 5. It was amazing once we got into our discussion how much all of the children remembered from previous years.
Year 5 enjoyed a physically active learning challenge in History to deepen their understanding of chronology. They used their previous learning in the concept of BC and AD to order the time periods across our world’s history accurately. They also developed their knowledge further by considering the spacing of events to accurately represent the time between them. Year 5 really enjoyed reflecting back on their previously learning in these topics too! It is always really important to consider where the time period we are studying sits within other time periods we have studied. This activity gave Year 5 the chance to see when Ancient Greece was in relation to previous time periods they had studied such as Ancient Egypt, Romans, the Stone Age etc. as well as time periods they know they will go on to study this year too.
Locating and naming countries and capital cities of Europe.
Year 5 enjoyed applying their Maths skills in Geography today. The focus of the lesson was developing their map skills whilst locating and naming the countries and their capital cities of Europe. Whilst doing this, they also were also applying the Maths skill of coordinates to further extend their learning. This was a really fun way of locating countries and capital cities and Year 5 really enjoyed the different type of map work lesson. Take a look at an example of work we did….
To identify human and physical features in Europe.
Year 5 enjoyed a complicated Burn2Learn activity. They had to use a map of the school points plotted to show where the clues were that they had to collect. This helped Year 5 to develop their map skills in Geography. Whilst doing this, Year 5 were also applying an English skill of using prepositions to describe where the plots were on the map. They then had to decide whether the geographical feature was a human geography or physical geography and then locate it on the map using their prior knowledge of locating countries from last lesson.
Describe the characteristic features of the past including attitudes, experiences and lifestyle.
Year 5 enjoyed researching about the life of a boy in Ancient Greece. They explored the food they ate, the clothes they wore, their education, their opportunities for the future, toys they played with as well as comparing with the experiences and lifestyles of girls. They then used this research to help them plan and write a diary entry, stepping into the shoes of an Ancient Greek boy. Year 5 really enjoyed this and felt that they had learnt so much more.
Some things that Year 5 learnt that they did not know before were:
- Boys played with footballs that were made from inflated pigs’ bladders
- Boys in Sparta joined the military school from the age of six whereas, boys in Athens went to school to learn to study grammata (which was reading, writing and arithmetic) and physical education
- Children didn’t wear shoes
MFL – French
This half term in French, we are exploring school and school routines. We will by recapping key words and phrases that we already know in French such as greetings, colours and numbers so that we could use our existing knowledge to help us listen to and understand a passage in French.
We have started our learning in Year 5 by recapping counting to 20 in French. Our challenge is to count up to 100 confidently! Year 5 are already proving they might be able to achieve this challenge so we will have to review this and set a further challenge. We love “French with Alexa” to help us as well as other fun activities such as Burn2Learn to help us recall numbers in French.
In Music this half term, Year 5 are working on Samba focusing on rhythm and composition of ideas. The children have been developing their musicality skills with keeping in time with each other, keeping a beat going and also creating their own rhythms.
The children have really been developing their skills in Samba and have learnt a range of rhythms, tunes and have also had the chance to create their own compositions in groups. They have also been working on holding a steady rhythm as a whole class which was great fun and quite difficult – you really had to concentrate to be successful! Well done Year 5!
This half term in PE, we are going to be focusing on Athletics and all of the skills that are used in this area of sports. I love Athletics so cannot wait for the children to get back into PE in school!
Observation & Feedback
In PE, Year 5 worked on developing their observational skills to give feedback to others. They did this through throwing and catching – all the children were confident with underarm and overarm throws and were mostly confident with catching so they were then asked to throw in different ways and provide feedback to the members in their group. This meant that if a child threw a ball that wasn’t aimed at the person they were throwing to, rather than saying “Never mind, try again next time.” the group would work together and talk about how that individual could improve. This is something that teachers do constantly so the children enjoyed pretending to be teachers to make this a little easier for them.
In Year 5, we understand that being able to work in a team is essential in any sport. Today, we played a range of team building games and exercises – all that either got our hearts pumping fast, our minds working hard, or both! We played a game where we were in 3 teams and had to all hold hands in a circle and pass a hula hoop all the way round the circle without letting go of each others’ hands. We also played a game where you had to run across the cones as quickly as possible without knowing the pathway – this meant the children had to also use their memory skills as well as team work and encouragement to help others. Every single child showed support and encouragement to their team members which was great to see. This was a chance to apply the teamwork skills they had developed during the initial activities in a game situation. I even joined in too! What a fun PE lesson! Well done Year 5!
Year 5 developed their understanding of sprinting and the best technique for sprinting. To do this, we used the ‘paper trick’. This is where you hold a piece of paper on your chest and as you sprint, if your technique is correct, the paper should not move and should stay on your chest. If the paper falls, this means something in your technique isn’t quite correct. Year 5 enjoyed exploring this and realised the following about a good sprinting technique:
- torso shouldn’t twist when you are sprinting
- arms at a 90 degree angle (right angle) which push you forward
- wide strides when running
- lift the knees – in a light jog, you wouldn’t lift the knees very high
- head should be facing the way you are running
Our PSHE lessons this half term will focus all on settling back into school, our children’s wellbeing and self-esteem as well as helping to restore those friendships after such a long time away from normal school life. Soon, I am sure it will feel like we have never been away!
We settled in really well to Year 5 but our first week was full of lots of PSHE lessons, circle times and discussions to really support the wellbeing of all of our pupils and to support them in settling back into the school routines. Year 5 have been incredible and have really enjoyed their return to school.
We started our first day with an emotional check in using emojis and a rating. Year 5 commented on how happy they were to be back at school and then described how they were feeling using emojis. This is a really fun way of ‘checking in’ and the children always enjoy the use of emojis but it was also really easy for them to communicate how they were feeling on that very first day back. It was great to hear that every single child in Year 5 was really excited to be back at school. Some of us were really nervous in the morning which we discussed were really normal feelings but by the time we had completed the register and our first activity, these children said their nerves had gone completely!
We start each and every single day with a check in so that the children have an opportunity to share how they are feeling. All children also have the chance to speak to an adult in the morning if they would like to. We repeat this check in after lunch too. For this, the children pop their heads down and close their eyes and hold up their hand and show me 1-5 how they are feeling (5 being very happy and 1 being something is wrong).
We also talked about our wellbeing and how we can look after our own wellbeing, including our physical wellbeing and our emotional wellbeing. Year 5 were able to understand that physical wellbeing includes eating a balanced diet, drinking plenty of water, getting enough sleep, going to the doctors if you are unwell, going to the dentist regularly to check your dental hygiene/teeth, going to the opticians to check the health of your eyes/for an eye test, going to first aid if you hurt yourself at school and so many other things. Year 5 then found it a little more difficult to list ways in which you would look after your emotional wellbeing. We learnt that drinking plenty of water and getting a good night’s sleep not only help your physical wellbeing but your emotional wellbeing too. Year 5 also talked about speaking to yourself in a positive way and having positive thoughts about yourself. After time to talk, Year 5 came up with lots of ways they can look after their own wellbeing.
We now have this displayed in our class and refer to this throughout the day and the week and make reference to when we are looking after our physical and emotional wellbeing.
Fact, Speculation, Opinion or Rumour?
We also learnt about the things we hear around us, in the news, from our friends and family and how we can know if we can trust this information. We learnt about facts, speculations, opinions and rumours.
We considered how we could know something was a fact, speculation, opinion or a rumour. Year 5 were able to discuss early on that it is how somebody says something that can tell you. We then learnt about some of the language prompts that can help you to know if something is true or not. Take a look at some of the language features of a rumour, speculation, opinion or fact.
Using our understanding of this and the language prompts, we then worked on working out whether the tweets about a gorilla’s escape from a zoo were fact, speculation, rumour or opinion. What do you think?
We then applied this new learning to statements about coronavirus and worked out whether they were fact, speculation, rumour or opinion. Year 5 now understand that not everything they hear in the news, or on telly, or from their family and friends will necessarily be true and be factual and hopefully, they will now have the tools to begin to know if what they hear is true.
We have also introduced our new class worry monster who Year 5 have named Wizzow. Wizzow is there for all children to share their worries. Year 5 do this by either speaking to Wizzow or writing their worry on a small card and letting Wizzow eat the worry. This means that the worry no longer has to take up space in their mind anymore and Wizzow can deal with it. Year 5 decided that I (Miss Waite) and Miss Hazar would look at the worries that Wizzow eats and it would also give the children the opportunity to speak to an adult about their worry too.