This year you are lucky enough to have 2 different teachers within your class.

Mrs Rowlands - Class Teacher

Mrs Warren - Teaching Assistant

PE will take place every Tuesday and Thursday afternoon, when you will complete some Outdoor Learning and Gymnastics.

For PE sessions please bring the following:

- Black shorts, leggings or jogging bottoms

- White t-shirt or polo shirt

- Black pumps or trainers

It is usually best to leave your child's PE kit in school for the half-term so that it is always available to use.

It is important that your child brings their reading book into school each day as the days on which they will be able to read with an adult may change from time to time. It is also crucial that you listen to your child read each evening and ensure that you sign their reading record highlighting what they have read and how they performed.

Within this class reading records will be checked and books changed on a Friday.

Homework will be set on a Tuesday through our online learning platform, SeeSaw. A link for which is placed below:

https://app.seesaw.me/#/login

All homework should be completed by the following Monday and will be checked by your teacher on this day. Please make sure that if you are having difficulties with the homework, that you contact your class teacher with plenty of time so that they can assist your child in its completion. In addition, the school also run a homework club which can really help support those children that struggle completing their tasks independently.

Year 5 - Autumn 1

Amazing Africa

As children who value our positive health and well-being, in PSHE, we will:

• learn ways of achieving and celebrating certain goals
• understand that having high aspirations can support personal achievements
• find out how I would administer first aid or get help in an emergency situation
• learn how to recognise and deal with suspicious content online
• learn what I should expect as I become a teenager
• learn how to cope with loss, separation, divorce or bereavement
• learn how to manage conflicting emotions
• learn what self-image is
• understand what the result of pressure to have a certain body type can be
• consider the choices that I should make to have a healthy lifestyle

As scientists, we will:

• describe the life cycle of a plant, including the reproductive stage. 
• research the life cycles of different mammals.
• describe the life cycle of a bird and compare it with that of a mammal.
• pose questions to compare the life cycles of different birds.
• describe the life cycle of an amphibian.
• suggest how temperature may affect egg hatching.
• describe the life cycle of an insect and compare it with that of an amphibian.
• use data to describe a relationship and make predictions.
• describe asexual reproduction in plants.
• represent root growth over time on a line graph.

As linguists, we will:

• ask and answer questions to find out personal information.
• understand a variety of answers to the question, ¿Tienes hermanos? – Do you have any brothers or sisters?
• identify the names of family members.
• use de to indicate possession.
• describe relationships between family members.
• identify the difference between the first, second and third person forms of some familiar verbs. 
• describe what someone likes to do.
• write a description giving personal information about someone in the third person.
• identify a person from a written description.

As writers, we will:

• Use punctuation at Y4 standard correctly (full stops, capital letters, exclamation marks, question marks, commas in a list, commas after fronted adverbials, apostrophes for contraction and possession)

• use fronted adverbials
• use a variety of verb forms consistently and correctly
• organise paragraphs around a theme

• identify the audience for and purpose of writing
• organise paragraphs around a theme with a focus on more complex narrative structures
• use commas after fronted adverbials
• use commas to clarify meaning or avoid ambiguity in writing
• engage reader through use of description, feelings and opinions
• use adverbs and fronted adverbials (with doubt in my mind, anxiously, afterwards)
• use rhetorical questions to engage reader
• use consistent 1st person
• write in consistent tense including progressive and perfect forms
• include the 5Ws – who, what, where, when, why and how

As mathematicians we will learn:

• Roman numerals to 1,000
• Numbers to 10,000
• Numbers to 100,000
• Numbers to 1,000,000
• Read and write numbers 1,000,000
• Powers of 10
• 10/100/1,000/10,000/1,000,000
• Number line to 1,000,000

As children who embrace learning about different religions, in RE, we will learn:

• consider what we do when times get hard.
• discuss art reflecting the afterlife in Christianity, Hinduism and Humanism. 
• find out what people believe carries on after we die.
• learn what people believe our soul to be.
• consider how the belief that somebody has a soul may affect the way they live their life.
• find out what beliefs comfort people through difficult times, such as bereavement.
• learn what a belief in reincarnation is.
• compare similarities and differences in beliefs about the after life.
• find out how different religions live their life based on their beliefs about the afterlife.
• learn how different ceremonies for death reflect different beliefs.

As historians, we will learn:

• when the Kingdom of Benin was at its most and least powerful.
• how the Obas of Benin controlled their people.
• what life was like in ancient Benin for craftspeople and farmers.
• why the Nigerians want the Benin bronzes returned.
• how important trade was in keeping Benin rich and powerful.
• what evidence there is for there being a golden age of Benin.
• why Benin fell to the British and not the Portuguese empire.

As artists, we will:

• who Michelle Reader is and how her artwork promotes awareness of the need to re-use and re-cycle.
• learn how fly tipping and human behaviour can lead to endangered animals and their habitats.
• find out which animals enjoy the African habitat.
• consider which everyday materials I could use for my African animal sculpture.
• learn the techniques of collage.
• enjoy a session with an artist who will show me how to join different materials to make a three-dimensional sculpture.
• follow a design brief.
• make and evaluate a three-dimensional sculpture of an African animal using a range of techniques, media, colours and textures. 

As musicians, we will:

• learn to play call and response rhythms using percussion instruments
• create an eight-beat break to play within a performance
• have weekly music lessons from a music teacher who will teach us how to play rhythms on the djembes, leading to a class performance for parents!

As geographers, we will learn:

• how Africa compares to the United Kingdom.
• why the countries in Africa are so different.
• about the climate in Africa
• The impacts of droughts on people in South Africa
• what powers the South African economy.
• why South Africa is a popular tourist destination.
• what life is like in Cape Town.

As computer scientists and technicians, using the software: Stop Motion Studio, we will:

• learn what animation is, specifically stop motion
• plan, create and edit a stop motion video linked to an area of our art, history or literacy work