Year Groups

Year Groups

Year 5

Welcome to our Year 5 Classes 

Mrs. McGrail and Mr. Dalton-O'Reilly would like to welcome the children to Year 5.  To help your child get themselves into a routine we would be grateful if you can make sure they are aware of what they need to bring into school each day. 

Our teaching assistants for this year are Mrs. Buckley and Mrs. Brook.

 

Jodrell Bank Trip

Year 5 had a very exciting and interesting day at Jodrell Bank on Tuesday 26th September, learning all about the Lovell Telescope, the stars and the planets in our solar system.  They learn about the Mars Rover Missions and how to land a rover on the surface of Mars. They also experienced an awe inspiring stars and planet show in the planetarium. It was a great day and the visit has inspired lots of the children to be astronomers and astrophysicists!!  (10.10.17)

 

Class 5S

 

Class 5V

 

 

To view more slideshows and videos of Year 5 please click here.

 

 

Year 5 — School Timetable

Day

Reading Book Change Journal needs to be signed

Activity/Reminders

Monday

5V – David Walliams

 

5S – Antares

Full PE kit needed

Brass and Woodwind lessons

Wind Band

Tuesday

5V – Jaqueline Wilson

 

5S - Canopus

 

Wednesday

5V – JK Rowling

 

5S – Mimosa

Keyboard Music Lesson

 

Orchestra Play at Assembly

 

Choir at lunchtime

Thursday

5V – Michael Morpurgo

 

5S - Rigel

Spelling test

New spellings given out

Full PE Kit needed

Friday

5V – Roald Dahl

 

5S - Sirius

Maths and literacy homework in and new given out

Guitar and Violin lessons

Library books are not taken home in Year 5.

Water bottles needed every day.

27.9.17

 

 

Purple Mash

Purple Mash is an award-winning website for primary school children. It enables the children to explore and enhance their knowledge in a fun and creative way. The children have been provided with an individual login to support topics that have been covered in class.  Click on link below to access the site:-

http://www.purplemash.com/sch/stvincentsol12

(3.10.16)

 

 

Year 5 -

Maths and Literacy

Place value:

  • Place value in 5-digit numbers

  • Add/subtract 1s, 10s, 100s, 1000s and 10,000s

  • Place 5-digit numbers on a line and compare pairs of numbers, use < and >  

  • Place two place decimal numbers on a number line and compare two numbers

  • Place 4-digit numbers on a line, round to nearest 10, 100 or 1000

  • Place 5-digit numbers on a line and round to the nearest 10, 100, 1000 or 10,000

  • Find prime numbers less than 50

 

Addition/Subtraction:

  • Revise using column addition to add pairs of 4-digit numbers

  • Begin to use column addition to add pairs of 5-digit numbers

  • Add amounts of  money using column addition; Use using rounding to check answers

  • Calculate change from £20, £50 and £100

  • Subtract amounts of money

  • Use column subtraction (decomposition) to subtract 3-digit numbers from 4-digit numbers and pairs of 4-digit numbers

  • Choose whether to use counting up (Frog) or column subtraction (decomposition) to work out given calculations

  • Add pairs of 5-digit numbers

  • Use decomposition to subtract pairs of 5-digit numbers

 

Multiplication/division:

  • Divide by 10 and 100 to give answers with two decimal places

  • Multiply and divide by 10 and 100

  • Find common multiples

  • Find factors of 2-digit numbers

  • Division problems. Round up or down after division

  • Revise using the grid method to multiply 3-digit numbers by single-digit numbers

  • Introduce short multiplication to multiply 3-digit numbers by single-digit numbers

  • Use short multiplication to multiply 3-digit numbers by single-digit numbers

  • Recognise multiples; use rules of divisibility

  • Division above the tables using vertical layout chunking (answers less than 40)

  • Divide using a vertical layout. Round up or down after division

  • Division above the tables using vertical layout chunking (answers up to 60); Choose written or mental method

  • Use short multiplication to multiply 3-digit numbers by single-digit numbers

  • Use short multiplication to multiply 3-digit amounts of money by single-digit numbers

 

Shape/Measures/Data:

  • Sort 3D shapes according to their properties; Visualise 3D shapes from 2D drawings

  • Visualise 3D shapes from 2D drawings; Describe properties of prisms and pyramids

  • Describe properties of 2D shapes including polygons

  • Classify quadrilaterals

  • Convert between grams and kilograms, millilitres and litres (mainly to one decimal place)

  • Convert between metres and kilometres; know approximate conversion between miles and km; begin to draw line graph and read intermediate points

  • Know regularly used imperials units and approximate metric equivalents

  • Read timetables using the 24-hour clock; calculate time intervals

  • Calculate time intervals using the 24-hour clock

Fractions/Decimals/Percentages:

  • Find equivalent fractions; Simplify fractions

  • Compare fractions with related denominators

  • Count on and back in steps of 0.01 and 0.1 from numbers with 2 decimal places

  • Add and subtract multiples of 0.1 or 0.01 without crossing multiples of 0.1 or 1

  • Subtract pairs of numbers with one decimal place

  • Subtract pairs of numbers with two decimal places using counting up (Frog)

  • Subtract pairs of numbers with one or two decimal places using counting up (Frog)

  • Introduce mixed numbers, turn improper fractions into mixed numbers and vice versa

  • Compare and order fractions with related denominators

  • Add fractions with related denominators

  • Subtract fractions with related denominators

  • Find unit and non-unit fractions of amounts

In reading, pupils will be taught to:

  • apply their growing knowledge of root words, prefixes and suffixes (morphology and etymology), both to read aloud and to understand the meaning of new words that they meet

  • maintain positive attitudes to reading and understanding of what they read by:

  • continuing to read and discuss an increasingly wide range of fiction, poetry, plays, non-fiction and reference books or textbooks

  • reading books that are structured in different ways and reading for a range of purposes

  • increasing their familiarity with a wide range of books, including myths, legends and traditional stories, modern fiction, fiction from our literary heritage, and books from other cultures and traditions recommending books that they have read to their peers, giving reasons for their choices

  • identifying and discussing themes and conventions in and across a wide range of writing

  • making comparisons within and across books

  • learning a wider range of poetry by heart

  • preparing poems and plays to read aloud and to perform, showing understanding through intonation, tone and volume so that the meaning is clear to an audience

  • understand what they read by:

  • checking that the book makes sense to them, discussing their understanding and exploring the meaning of words in context

  • asking questions to improve their understanding

  • drawing inferences such as inferring characters’ feelings, thoughts and motives from their actions, and justifying inferences with evidence

  • predicting what might happen from details stated and implied

  • summarising the main ideas drawn from more than one paragraph, identifying key details that support the main ideas

  • identifying how language, structure and presentation contribute to meaning

  • discuss and evaluate how authors use language, including figurative language, considering the impact on the reader

  • distinguish between statements of fact and opinion

  • retrieve, record and present information from non-fiction

  • participate in discussions about books that are read to them and those they can read for themselves, building on their own and others’ ideas and challenging views courteously

  • explain and discuss their understanding of what they have read, including through formal presentations and debates, maintaining a focus on the topic and using notes where necessary

  • provide reasoned justifications for their views.

    Writing:

  • use further prefixes and suffixes and understand the guidance for adding them

  • spell some words with ‘silent’ letters [for example, knight, psalm, solemn]

  • continue to distinguish between homophones and other words which are often confused

  • use knowledge of morphology and etymology in spelling and understand that the spelling of some words needs to be learnt specifically

  • use dictionaries to check the spelling and meaning of words

  • use the first three or four letters of a word to check spelling, meaning or both of these in a dictionary

  • use a thesaurus.

  • write legibly, fluently and with increasing speed by: choosing which shape of a letter to use when given choices and deciding whether or not to join specific letters, choosing the writing implement that is best suited for a task.

    plan their writing by:

  • identifying the audience for and purpose of the writing, selecting the appropriate form and using other similar writing as models for their own

  • noting and developing initial ideas, drawing on reading and research where necessary

  • in writing narratives, considering how authors have developed characters and settings in what pupils have read, listened to or seen performed

    draft and write by:

  • selecting appropriate grammar and vocabulary, understanding how such choices can change and enhance meaning

  • in narratives, describing settings, characters and atmosphere and integrating dialogue to convey character and advance the action

  • précising longer passages

  • using a wide range of devices to build cohesion within and across paragraphs

  • using further organisational and presentational devices to structure text and to guide the reader [for example, headings, bullet points, underlining]

    evaluate and edit by:

  • assessing the effectiveness of their own and others’ writing

  • proposing changes to vocabulary, grammar and punctuation to enhance effects and clarify meaning

  • ensuring the consistent and correct use of tense throughout a piece of writing

  • ensuring correct subject and verb agreement when using singular and plural, distinguishing between the language of speech and writing and choosing the appropriate register

  • proof-read for spelling and punctuation errors

  • perform their own compositions, using appropriate intonation, volume, and movement so that meaning is clear.

  • develop their understanding of the concepts set out in English Appendix 2 by:

  • recognising vocabulary and structures that are appropriate for formal speech and writing, including subjunctive forms

  • using passive verbs to affect the presentation of information in a sentence

  • using the perfect form of verbs to mark relationships of time and cause

  • using expanded noun phrases to convey complicated information concisely

  • using modal verbs or adverbs to indicate degrees of possibility

  • using relative clauses beginning with who, which, where, when, whose, that or with an implied (i.e. omitted) relative pronoun

  • learning the grammar for years 5 and 6 in English Appendix 2

    indicate grammatical and other features by:

  • using commas to clarify meaning or avoid ambiguity in writing

  • using hyphens to avoid ambiguity

  • using brackets, dashes or commas to indicate parenthesis

  • using semi-colons, colons or dashes to mark boundaries between independent clauses

  • using a colon to introduce a list

  • punctuating bullet points consistently

  • use and understand the grammatical terminology in English Appendix 2 accurately and appropriately in discussing their writing and reading.

 

Internet Safety

There is a new resource for parents and carers about internet safety.  "Video guides for the free ISP parental controls".   These guidelines have been produced by Safer internet who have been working with BT, Sky, Talk Talk and Virgin Media, who have each made short video clips outlining where you can find their free parental controls, what they do and how you set them up.  

These films are available on the UK Safer Internet Centre website and you can embed the films if you want to use them or download them.  See http://www.saferinternet.org.uk/advice-and-resources/parents-and-carers/parental-controls .  Do please make use of them and let people know about them.     The ISPs have committed to keeping these films updated, and if you embed the films on your site, we are able to update them for you if they change