Victoria - Year 5

 Hello Victoria,

I hope you have all had a wonderful Christmas break and wishing you all a very happy new year. 

I miss seeing you all back to school. To my Victoria, please remember that although you are not together in the classroom, you are not alone. Our Remote Schooling model and purplemash and class pages enable us to continue your educational journeys and to provide good mental health and wellbeing. Togetherness, focus, and a healthy dose of good humour will really help us all now.

The weekly tasks are available from our class learning blog and it is updated regularly. To do your task, you may need your basic stationaries such as a pen, a pencil, a ruler, a rubber, and a notebook or paper. Please ensure that you always record your work as it is important to practise your handwriting and presentation. 

You should be proud of yourself for the progress that you all have made in reading since September. Please remember to read a bedtime story or hear from your grown-ups if they can or you can visit our class favourite website http://myths.e2bn.org/. 

If you are unsure about anything or need more support please remember that you can contact me through purplemash or our class email id powersvictoria@connectedlearningmat.co.uk. 

I am sure that you all will be eager to know what we will be learning this term. I will update the class webpage in a few days. As always, I promise you that I will ensure that the lessons are fun and exciting to learn new skills. 

Please stay safe and try to spend some time outside if you can. I am sure that you all will be brilliant and confident to look after your health and wellbeing.  

Regards,

Mrs. Murthy.

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Spring Term 2020/21

Welcome back. I hope you have had a relaxing Christmas and New Year despite current restrictions. Below is an overview of what we plan to learn this term whether that be at home or in school.

Connected Curriculum - Geography-  Raging Rivers and Marvellous Maps.

We will be learning how to:

•  use a variety of sources to research information on major Rivers
•  understand the formation of rivers
•  name major ports and cities by rivers of the wider world
• label the parts of a river from source to mouth
•  identify and describe how the physical features of a location affect the human activity
• use a range of resources (atlases, simple maps, OS maps, aerial photographs, data) to research and present information about Europe, its countries and their capital cities.
•  understand some of the reasons for geographical similarities and differences between countries (Riverside settlements perhaps)
•  create scaled maps and plans that include OS symbols and keys to represent the human and physical features or a location I have studied
•  use the eight points of a compass to move about and area and give instructions, four and six-figure grid references on a map
• identify and describe key features of a location using the language: Types of settlement and land use, economic activity including trade links, and the distribution of natural resources including energy, food, minerals and water.
• use my fieldwork and research to investigate the formation of a geographical feature and how it may have changed over time.
• use different types of fieldwork sampling (random and systematic) to observe, measure and record the human and physical features or human activity of a local area

The sustainable Development Goals we will be studying are:

In Maths, this term we will be working on,

Multiplication and division

• Identify multiples and factors, including finding all factor pairs of a number, and common factors of two numbers
• Know and use the vocabulary of prime numbers, prime factors and composite (non-prime) numbers.
• Establish whether a number up to 100 is prime and recall prime numbers up to 19.
• Multiply numbers up to 4 digits by a one or two-digit number using a formal written method, including long multiplication for two-digit numbers.
• Multiply and divide numbers mentally, drawing upon known facts.
• Divide numbers up to 4 digits by a one-digit number using the formal written method of short division and interpret remainders appropriately for the context.
• Multiply and divide whole numbers and those involving decimals by 10, 100 and 1000.
• Recognise and use square numbers and cube numbers, and the notation for squared (2) and cubed (3)
• Solve problems involving multiplication and division including using their knowledge of factors and multiples, squares and cubes
• Solve problems involving addition, subtraction, multiplication and division and a
• combination of these, including understanding the meaning of the equals sign  
• Solve problems involving addition, subtraction, multiplication, division and a combination of these, including understanding the meaning of the equals sign.

In English, this term we will be learning how to write a

• Non-chronological report
• Instructions
• Narrative – stories from other cultures

The skills we will be learning are

• Use paragraphs to organise more complex information and narrative (in narrative, split into several paragraphs relating to story structure.)
• Develop setting, characters and plot in narrative writing: Use different ways to open the story
• Writing demonstrates appropriate use of: Relative clauses beginning with who, which, where, when, whose or that to add detail or description (the house, which stood on the corner of the street, was derelict)
•  Use a wide range of devices to build cohesion within a paragraph (then, after that, this, firstly…)
• Use a wide range of devices to build cohesion across paragraphs using adverbs and adverbial phrases (time, place and number) and tense choices (He had seen her before.)
• Writing demonstrates appropriate use of: Brackets, dashes and commas to indicate parenthesis
• Plan writing by identifying the audience and purpose of the writing
• Select the appropriate form for writing
• Evaluate and edit writing independently, including independent editing of spelling
• Proofread for spelling and punctuation errors
• Punctuation at Y4 standard is used correctly: Full stops, capital letters, exclamation marks, question marks, commas in lists, commas after fronted adverbials, inverted commas and other speech punctuation, apostrophes for contraction and apostrophes for singular possession

In Reading, we

• Read a range of age appropriate texts fluently.
• Recommend books to others based on own reading preferences.
• Ask questions to enhance understanding of a text.
• Identify the way an author has organised a text
• Continue to learn poetry by heart so that a wide range has been learned. Include poems with imagery, similes and narrative poems.
• Using the skills of skimming and scanning to identify key ideas.
• In non-fiction, retrieve, record and present information with support and guidance from a couple of sources
• Discuss wide range of texts from heritage & other cultures.
• Recognise that characters may have different perspectives on events in stories.
• Make predictions for how a character might change during a story or a poem and change predictions as events happen.
• Justify inferences with evidence.
• Identify vocabulary chosen to convey different messages, moods, feelings and attitudes.
• Identify vocabulary chosen to convey different messages, moods, feelings and attitudes.
• Identify and explain the key features of a range of appropriate texts.

In Science,  we will be learning how to

• Describe the movement of the Earth, and other planets, relative to the Sun in the solar system
• Describe the movement of the Moon relative to the Earth
• Describe the Sun, Earth and Moon as approximately spherical bodies
• Use the idea of the Earth’s rotation to explain day and night and the apparent movement of the Sun across the sky

In DT,  we will be learning to

• look at influential (historic) designs or designer's work( the bridges), evaluate their purpose and appearance, then use them help me generate my own design criteria
•  come up with a range of ideas after collecting information from different sources
• communicate my ideas through  discussion and annotated sketches
•  make and follow a step by step plan and choose the right equipment and materials independently.
  DESIGN AND MAKE A BUILDING TO SIT ON - WATER - SAND - MOUNTAIN etc

In RE, we will be learning about why are some journeys and places special?  Pilgrimage & Prayer & Faith in different religions.

In PSHE, the main focus will be learning the importance of protecting the environment. However, children will be learning about health and well-being, living in their wider world through SDGs, families and friendships, e-safety in a range of class/school assemblies.

As the  weather is getting colder please could the children bring in warm clothing for PE on Monday's and Friday. By next week the children will have taken their Christmas art home, if you would like to purchase any of the items please return the picture and order form to the school by the 20th of November please and use sims to pay for any items and through online shop. Also could children please bring in coats as the weather is getting chillier.

Mrs Murthy.

Welcome Back Victoria!

It is so lovely to see that the children have settled so well into Year 5 and are really enjoying being back at school, learning lots of new exciting things. We hope that this can continue, but we understand that it may be necessary for your child to self-isolate due to Coronavirus. It is important that we all play our part and are vigilant to prevent the spread of Coronavirus and your child’s health and well-being are the number one priority to all staff at school.

Weekly Homework - Your child has logins for Purple Mash, Edshed for spellings, Mymaths, and Purplemash to deepen their understanding of what is being taught at school. Please click on the Victoria’s Learning Blog link to complete the weekly tasks.

Reading – Each child is given a reading pack which includes their reading leveled book, reading record, and the Year 5 theme-based book – Holes. Children in KS2 should be reading for 20 minutes every night. Parents/Carers should be using the reading record regularly to allow the teacher to monitor what is being read at home. Reading packs should be brought to class each morning and taken home each afternoon. 

When Do I have PE?

Victoria’s PE days are Mondays and Fridays. PE kit should be brought to class on these days and taken home each afternoon. Unfortunately, if you do not bring your PE kit into school then you will not be able to participate in PE for that session. As a reminder, can children also not come to school wearing earrings on PE days. Earrings cannot be removed at school as per the risk assessment in order to keep everyone safe. 

Mrs. Murthy,

Class Teacher