St Joseph’s RC Primary School

Curriculum EveningYear 5

Mission Statement

We believe that each person is unique and created in God’s image. In our school, we provide a distinctive Catholic education, where each child is loved, nurtured, inspired and aspire to challenge excellence and develop their individual abilities for themselves and others.

https://stjosephsrcprimaryschool.net/

Mission Statement

Homework

It is hoped that parents will support the school and encourage the

children to appreciate the value of homework. Homework provides the opportunity for children to develop as independent learners and to extend and reflect upon their ‘in school’ experiences.

The amount and type of homework will vary according to the needs of your child.

All Y5 children will be given Maths homework on a Friday and asked to return it on a Monday. Spellings will be given out on a Friday and children will be tested the following Friday.

We are aware of the many outside activities which take up much of the children’s time (e.g.) dancing, swimming etc and it is therefore our philosophy not to give out a lot of homework unnecessarily. Homework is an activity which compliments and reinforces what is taught in school.

Homework will not usually be given when a pupil is absent through illness or holiday unless this is requested.

Reading- Children are encouraged to read for pleasure. 10 minutes every night or as regular as possible. Children should have an adult comment written in their reading diary each night. Teachers will carry out spot checks of reading diaries. Questions that you could ask your child are given within the reading diary. These will help develop your child’s comprehension skills.

Spellings- Each child will be given a set of spelling each week to learn, they are also on Spellodrome, and will be tested by the class teacher every Friday. It is really important to keep revisiting weekly spellings.

In year five the children have five hours per week. The children will be studying a range of text types including:

Narrative, Balanced argument, Newspapers,

English

Chronological/Non-chronological reports, Poetry.

Throughout the year the children will focus on these aspects of English i.e. get to know the genres and they will write their own texts linked to the genres.

They will be encouraged to decide which genre to use for a particular task, as the year develops.

The children will also complete spelling, punctuation and grammar activities linked to the genre e.g. if writing a story they may focus on speech punctuation or expanded noun phrases etc.

Please find below a glossary of terms, which the children are expected to know for the SPAG test (Spelling, Punctuation and Grammar):stract noun

An abstract noun is a feeling or concept that you cannot touch, such as happiness or education.Adverbial phraseA phrase is a small group of words that does not contain a verb. An adverbial phrase is built around an adverb and the words that surround it, for example: very slowly, as fast as possible.Active voice

“Pupils bring stories to life with help of North-East

author”

Grammar

A sentence is written in active voice when the subject of the sentence is performing the action (for example, "The cat chased the mouse.")AdjectiveAn adjective is a word used to describe and give more information about a noun, which could be a person, place or object.AdverbAn adverb is a word which modifies a verb, which means that it tells you how, when, where or why something is being done.ApostropheApostrophes are punctuation marks used to show possession and to show contraction (also known as omission).ArticleArticles are words which tell us whether a noun is general (any noun) or specific. There are three articles: 'the' is a definite article and 'a' and 'an' are indefinite articles.ClauseClauses are the building blocks of sentences, groups of words that contain a subject and a verb. Clauses can be main or subordinate.Common nounA common noun describes a class of objects (car, friend, dog); unlike proper nouns it does not have a capital letter (Honda, Jenny, Smudge).ComparativeThe comparative form of an adjective or adverb is used to compare one person, thing, action or state to another. Examples of comparatives: sadder, lighter, more famous, worse, more angrily. The comparative is usually formed by adding the suffix -er.Complex sentenceA complex sentence is formed when you join a main clause and a subordinate clause with a connective.Compound sentenceA compound sentence is formed by joining two main clauses with a connective. Concrete nounA concrete noun is something you can touch, such as a person, an animal, a place or a thing. Concrete nouns can be common nouns (man, city, film) or proper nouns (Mr Edwards, London, Gone with the Wind). ConjunctionA conjunction is a type of connective ('connective' is an umbrella term for any word that connects bits of text). Co-ordinating connectives include the words and, but and so;

subordinating connectives include the words because, if and until.ConnectiveA connective is a word that joins one part of a text to another. Connectives can be conjunctions, prepositions or adverbs.Contracted words or contractionsContracted words are short words made by putting two words together. Letters are missed out in the contraction and replaced by an apostrophe, for example I'm (I am) or it's (it is).DeterminerA determiner is a word that introduces a noun and identifies it in detail. Determiners can be articles (a, an, the), demonstratives (this, that), possessives (your, his), quantifiers (some, many), numbers (six, sixty).Direct and indirect speechDirect speech is a sentence in which the exact words spoken are reproduced in speech marks (quotation marks or inverted commas). Indirect speech or reported speech is when the general points of what someone has said are reported, without actually writing the speech out in full.Embedded clauseAn embedded clause is a clause used in the middle of another clause. It is usually marked by commas.Fronted adverbialsFronted adverbials are words or phrases at the beginning of a sentence, used like adverbs to describe the action that follows.HomophoneHomophones are words that sound the same but have different meanings. Some homophones are pronounced the same way and spelled the same way but have different meanings; others are pronounced the same way but are spelled differently and have different meanings.Irregular verbsWhile most verbs form their different tenses according to an established "formula", some verbs do not form their tenses in a regular way and are called irregular verbs.Modal verbsA modal verb is a special type of verb which changes or affects other verbs in a sentence. Modal verbs are used to show the level of possibility, indicate ability, show obligation or give permission.Multi-clause sentenceA multi-clause sentence is another term for a complex sentence.Non-Standard English

Non-Standard English is the vocabulary and sentence structure used in informal English; Standard English is the "correct" form of the language used in schools and in written communication.NounA noun is a naming word. It is a thing, a person, an animal or a place. Nouns can be common, proper, abstract or collective.Noun phraseA phrase is a small group of words that does not contain a verb. A noun phrase includes one noun as well as words that describe it, for example: the red shoe. ObjectThe object of a sentence is the thing or person that is involved in an action, but does not carry it out ("The cat chased the mouse.").Passive voiceA sentence is written in passive voice when the subject   of the sentence has something done to it by someone or something. For example: "The mouse was being chased by the cat."Past continuous (or progressive)The past continuous is the verb tense we use to describe actions that continued for a period of time in the past (I was walking / I was singing).Past perfectThe past perfect is the verb tense we use to describe actions that were completed by a particular time in the past.Personal pronounA personal pronoun is a word which can be used instead of a person, place or thing: I, you, he, she, it, we, they, me, him, her, us and them.PhraseA phrase is a small group of words that does not contain a verb.Possessive pronounPossessive pronouns are used to show ownership. Some can be used on their own (mine, yours, his, hers, ours, theirs, whose); others must be used with a noun (my, your, his, her, its, our, their, whose).PrefixA prefix is a string of letters that are added to the beginning of a root word, changing its meaning. PrepositionPrepositions are linking words in a sentence. We use prepositions to explain where things are in time or space. Prepositional phraseA phrase is a small group of words that does not contain a verb. Prepositional phrases contain a preposition, for

example: on the mat, in the morning, under the chair, during the film.Present continuous (or progressive)The present continuous is the verb tense we use to describe actions that continue for a period of time (I am walking / I am singing).Present perfectThe present perfect is the verb tense we use to describe actions that are completed by the present.PronounA pronoun is a word used to replace a noun. Examples of pronouns are: he, she, it, they. Pronouns can be personal and possessive.Proper nounA proper noun identifies a particular person, place, or thing (for example, James or Brazil or Monday or Glasgow). Proper nouns always start with a capital letter.Relative clauseA relative clause is a type of subordinate clause that adapts, describes or modifies a noun by using a relative pronoun (who, that or which).Root wordA root word is a basic word with no prefix or suffix added to it. By adding prefixes and suffixes to a root word we can change its meaning.SentenceA sentence is one word or a group of words that makes sense by itself (a grammatical unit). Sentences begin with a capital letter and end with a full stop, a question mark or an exclamation point. Sentences usually contain a subject (doing something) and a verb (what is being done).Simple sentenceA simple sentence has a subject and one verb. A compound sentence is formed when you join two main clauses with a connective. A complex sentence is formed when you join a main clause and a subordinate clause with a connective. Standard EnglishStandard English is the usual "correct" form of English, taught in schools and used in formal written communication.SubjectThe subject of a sentence is the thing or person who is carrying out the action described by the verb ("The catchased the mouse."). SubjunctiveThe subjunctive is a verb form used to express things that could or should happen, for example: If I were to go... / I demand that he answer!

Subordinate clauseA subordinate clause needs to be attached to a main clause because it cannot make sense on its own, although it contains a subject and a verb.SuffixA suffix is a string of letters that go at the end of a word, changing or adding to its meaning. Suffixes can show if a word is a noun, an adjective, an adverb or a verb.SuperlativeThe superlative form of an adjective or adverb is used to compare one person, thing, action or state to all the others in its class. Examples of superlatives: saddest, lightest, most famous, worst, most angrily. The superlative is usually formed by adding the suffix -est.Time connectivesTime connectives are words or phrases which tell the reader when something is happening. They can also be called temporal connectives.Verbs and powerful verbsA verb expresses a physical action, a mental action or a state of being. Powerful verbs are descriptive, rich words.Verb tenseVerb tenses tell us the time when an action took place, in the past, the present or the future.

Reading is the most powerful tool of learning both in and out of school. Therefore, we give the children various opportunities, within the school year, to visit the local It facilitates independence in the quest for knowledge.It allows the reader to share experiences which would otherwise not be encountered and encourages development of empathy.It engages readers with language models from which they can gain pleasure and an understanding of how the language works.

Therefore, we aim to help the children to: Gain mastery in the basic mechanical skills of reading; Develop and use appropriately the higher order reading

skills, styles and strategies which contribute to overall comprehension of a variety of texts;

Read with accuracy, fluency and expression; Develop a love of literature, appreciating and critically

evaluating the language meanings; Understand the value of information texts as an aid for

learning.

EVERY CHILD EVERY NIGHT! (10 MINS)

Read for pleasure.

Reading

Check meanings of unfamiliar words.

Be able to discuss the text.

We believe that conventional spelling is necessary to accurately convey meaning to the reader. We therefore aim to help our children to develop a range of strategies that will enable them to become independent, conventional spellers. We recognise that learning to spell is a developmental process.The following spelling rules and patterns will be taught:

Words ending -cious and -tious such as 'delicious' and 'superstitious'

Words ending -cial and -tial such as 'special' and 'partial' Words ending -ant, -ance and -ancy such as 'hesitant',

'hesitance' and 'hesitancy' Words ending -ent, -ence and -ency such as ‘patient’,

‘patience’ and ‘frequency’ Words ending -able / -ably and -ible / -ibly such as

'comfortable' / 'comfortably' and 'horrible' / 'horribly' Adding -ing / -ed to words ending -fer, for example: 'prefer',

'preferring' and 'preferred' Use of the hyphen, for example: 'co-ordinate', 're-enter' Words containing ie / ei, for example: 'piece' and 'ceiling' Words containing ough and looking at the different sounds

this grapheme makes in different words, for example: 'enough', 'through', 'although', 'plough'

Silent letters in words such as 'doubt', 'thistle' and 'knight' Homophones (words which sound the same but are

spelled differently) for example: 'principle' and 'principal'

Spelling

Children are required to know how to spell these words at the

end of year six.

You can support you child at home by using ‘Spellodrome’ on a weekly basis. If you require your child’s username and password please ask their teacher. Weekly certificates and trophies are given out in assembly.

We believe that the presentation of written work can not only reflect on an individuals fine motor skills but also the nature of the writer through his/ her awareness of, and attention to, an audience’s needs. We aim for our children to develop a fast flowing, attractive, legible, personal hand.

We therefore aim for ‘Gold Handwriting’ in all subjects. This is achieved through a structured teaching programme which ensures: Correct orientation and formation of letters; Consistency and appropriateness in size and spacing; A pride in presentation; A smooth transition from printing to joined up style.

In Year 5, the children are continually encouraged to develop a mature cursive style of handwriting.

Handwriting

Reading: Encourage your child to read with fluency and expression. Ask them to make the book come to life.Visit your local library or bookshop and encourage your child to choose a book.Use the key questions at the front of your child’s reading record book to question their understanding of the text.

Spelling:Learn your weekly spellings and keep looking back at past weeks to check your child can still spell the word. Help your child learn their weekly spellings by using the strategy like this:Look- Cover- Say- Write- Check

Helping at home

Put spelling words into a grammatically correct sentences to convey meaning. Make the sentence interesting with different sentence starters (-ly words, -ing words) and conjunctions (although, on the other hand, however, despite)Encourage your child to use Spellodrome weekly and gain weekly certificates to be presented in assembly.

In Year 5, the children have five hours of maths in a week. The children will spend time on a range of activities and tasks in which they are expected to use their mental maths skills, written methods and participate in group work. The focus is to make whole class teaching interactive and fun for all. Children will develop their fluency, reasoning and problem solving skills. Examples of these can be found below.Fluency: Write the following number in words: 2650118Reasoning: Do, then explain Show the value of the digit 6 in these numbers? 6787555 95467754 Explain how you know.Problem solving: Miss Jones, the teacher has four cards. On each card is a number: 42350, 43685, 56995 56943 She gives one card to each pupil. They each look at them and say a clue. Alfie says, “My number is 57000 when rounded to the nearest 10.” Ben says “My number has exactly 3 hundreds in it.” Caleb

Maths

says “My number is 44000 when rounded to the nearest thousand”. Patrick says “My number is exactly 100 less than 57043.” Can you solve who had which card and explain how you know this?A starter activity in maths will consist of:Monday- Cool Counting (Oral counting)Tuesday- Talking Tuesday (Talking about mathematics and explaining reasoning)Wednesday and Thursday- Fabulous Five (Written methods)Friday- Nifty Fifty (Rapid recall of times tables)Children will be required to show their written methods in maths. In maths we teach one strategy, when using the four operations, so children become familiar with it. They will then be able to use a written method when solving real life problems. Below are examples of written strategies that are used within class:

Addition- Column Method 785 + 48 833 1 1

This is the most effective method of adding. Carry digits are recorded below the line, using the words 'carry ten' or 'carry one hundred', not 'carry one'. This method can also be used to add decimals and used in a wide variety of problem solving activities.

Subtraction- Column MethodChildren set out calculations under the correct place value headings. Children should begin to solve by starting in the ones (units) column. 6 14 14

754 //

- 86 668This method can also be used to subtract decimals and used in a wide variety of problem solving activities.

Short Multiplication- Column MethodChildren describe what they have done using the value of the digits. Say 70 x 7 not 7 x 7. Reinforce starting in the ones (units) column. Any carrying should be placed below the line. 2 7 6 x 7 1 9 3 2 5 4

Long Multiplication- Column MethodChildren use the same method as above ensuring they begin in the ones (units) column. Children should remember to add the zero once they begin the second line of their calculation. Any carrying for the first part of the calculation goes above the line. Carrying for the second part goes below the line. 1 2

1 2 4X 2 6 7 4 4

2 4 8 03 2 2 41 1

Division 2 3 3 )6 9

Number and the Number SystemIt would be of great benefit to your child if you continue counting forwards and backwards with your child in various steps e.g. 10, 000’s, 10’s 25’s and 50 starting at any given number and negative numbers.

Mental Addition and SubtractionContinuing to rehearse and develop your child’s mental skills will also be of great benefit to them. This is ideal for a shopping visit and can be done with single, 2 and 3 digit numbers, working out change at the till etc.

Telling the time

Helping at home

The children are expected to read and tell the time using 12 hour and 24 hour clocks (digital and analogue). Also ask your child how much time has passed.

TablesTables are so important and lots of practice would be beneficial. These are facts that help them progress in other areas of Maths more quickly. They should know all their facts to 12 x 12 off by heart for rapid recall. This also includes division facts. Each child will receive a pocket size booklet to aid them with this process. Please encourage them to have it in school every day. Chant them everywhere!!! Walking to school, around the supermarket and driving in the car. Make it fun! Make it a competition! Use technology to help!

MathleticsMathletics should be used weekly to develop mathematical concepts further. Certificates are awarded in assembly on a weekly basis.

Religious Education is based on the “Come and See” programme. All major features of the Catholic teaching are introduced in an attractive and memorable way at a level of understanding appropriate for the children.

This is what the children will be studying throughout the course of the year in their Religious Education lessons.

Autumn TermDomestic Church, Baptism/ Confirmation, Advent.

Spring TermLocal Church, Eucharist, Lent.

Summer TermPentecost, Reconciliation,

Religious Education

“Schoolchildren give back to those in need

Universal Church

Other FaithsJudaismIslam

Science lessons in Year 5 are based around scientific enquiry. We plan investigations together to answer specific questions. The idea of making a fair test is developed.

Here are the topics your child will study:• Forces• Materials• Human Body• Life Cycles• Day/ Night• Working Scientifically

“Schoolchildren give back to those in need

Science

“Newton Aycliffe schoolchildren

In Year 5 the children have one computing lesson each week. They may use ipads or laptops. This lesson will specifically develop their Computing skills.

In Year 5 the children will follow a scheme of work called ‘Switchedon Computing’. The topics that are covered are: E-safety We are app planners We are project managers We are market researchers We are interface designers We are app developers We are marketers.

“Newton Aycliffe schoolchildren

Computing

“Speak Out. Stay Safe.”

Children will be given the opportunity to develop their History and Geography skills throughout the year. They will also be given the opportunity to develop some of the English genres they have studied. The topics to be covered this year are:

Volcanoes and Earthquakes1066Settlements and transport linksBenin civilisation (West Africa) Europe

Topic

Year 5 will be taught music using a scheme of work called ‘Music Express’. Some of the skills that children will develop are: skills and confidence in internalising and keeping a beat and

accurately performing on given beats while keeping in time; skills and confidence in responding to rhythm, developing

rhythmic memory and performing rhythms accurately against a beat;

skills and confidence in responding to pitch, developing pitch memory and performing pitch with accuracy while keeping in time.

Music

The children will have a French lesson every week.They will develop their language and vocabulary in speaking and listening in a range of exciting and interesting ways.Vocabulary: Each lesson will introduce new words to expand their French vocabulary.Songs: Each unit has a catchy French singalong song- they introduce the topic in a fun and exciting way. Games: Each lesson has interactive games to develop children’s vocabulary, reading, listening and comprehension skills.Stories: At the end of the unit children can share a story that brings together all the vocabulary they have learned. The stories are written in complex sentences to further develop children’s knowledge and understanding.

French

In this element of the curriculum, the children in Year 5 will take part in the following:Autumn TermGamesGymnastics

Spring TermDance

Summer TermGames- Athletics

Please ensure your child has their PE kit in on a Monday and keep it in for the rest of the week. It is important your child has full PE kit and appropriate footwear. If your child does not have their PE kit they will not be able to take part in the lesson.

Your child must bring a written note, explaining why they can’t participate, if they are unable to take part.

Physical Education

“Paralympian spreads inspirational message in County Durham School”

Art and DT will link to your child’s topic work. These are some of the skills they will develop: Drawing Painting Sculpture Artist research Design Make Evaluate Food

Art and DT