Year 5 Autumn 2024-25

Autumn Term September 2024

I hope everyone enjoyed the Summer break and is looking forward to the start of the Autumn term in Year 5 with Mr Walker and Mrs Goldsack.  We want to make sure that you are fully informed so please come and ask if you have any questions or queries or jot something down in the Reading Record. Remember your child needs to bring it into school every day so that messages can be acted upon and reading checked.

• This term our topic is 'The Victorians.'
• The Long Term Curriculum Overview for Year 5 can be found below.

• If you would be interested in offering assistance with other aspects of the curriculum, please contact the school office for further information.

When his mother dies, Jim Jarvis is left all alone in London. He is sent to the workhouse but quickly escapes, choosing a hard life on the streets of the city over the confines of the workhouse walls.

Struggling to survive, Jim finally finds some friends… only to be snatched away and made to work for the remorselessly cruel Grimy Nick, constantly guarded by his vicious dog, Snipe.

Will Jim ever manage to be free?

Over the first half term we will be writing character descriptions and settings using Street Child as a model. Later on we will be writing diary entries as if Year 5 were Jim Jarvis. Have your handkerchiefs at the ready!

Watch the author Berlie Doherty reading the very first chapter below.

VIPERS is an acronym to aid the recall of the 6 reading domains as part of the UK’s reading curriculum.  They are the key areas which we feel children need to know and understand in order to improve their comprehension of texts.

VIPERS stands for

Vocabulary

Inference

Prediction

Explanation

Retrieval

Sequence or Summarise

The 6 domains focus on the comprehension aspect of reading.

Following our Power Maths scheme, we will start with:

Unit 1 Place value within 100, 000

Unit 2 Place value within 1,000, 000

Unit 3 Addition and Subtraction

Unit 4 Graphs and tables

Unit 5 Fractions (1)

Unit 6 Fractions (2)

You can watch a short 'how to' guide providing information on how you can help your child understand Place Value below.

Science Autumn 1: Properties and changes of materials

• compare and group together everyday materials on the basis of their properties, including their hardness, solubility, transparency, conductivity (electrical and thermal), and response to magnets
• know that some materials will dissolve in liquid to form a solution, and describe how to recover a substance from a solution
• use knowledge of solids, liquids and gases to decide how mixtures might be separated, including through filtering, sieving and evaporating
• give reasons, based on evidence from comparative and fair tests, for the particular uses of everyday materials, including metals, wood and plastic
• demonstrate that dissolving, mixing and changes of state are reversible changes
• explain that some changes result in the formation of new materials, and that this kind of change is not usually reversible, including changes associated with burning and the action of acid on bicarbonate of soda

Isleham is a proud Church of England school where Religious Education is a subject of the utmost importance to us. We teach from a Christian perspective based on the teachings of Christ and the theology of the Church of England. We believe that RE helps children develop empathy and an understanding of their own beliefs and the faith of others. We also teach our children about other faiths and religions too.  We expect that all children know about the significant events in other religions, understand how these promote faith for their followers and that these events or practices deserve our respect. Each year the children will work through the Understanding Christianity scheme and this is supplemented by the local Cambridgeshire Agreed Syllabus

In EYFS, we introduce children to the similarities and differences between different religions and cultural communities through questions such as which people are special and why, and what is special about our world?

In KS1, we cover a wide range of themes such as sacred books, sacred places and the celebration of special and sacred times with specific, focused units on Islam, Judaism and Christianity.

In KS2, we cover a wide range of themes, building on KS1 content. We look at why festivals are important and why people pray, to what do religions say to us when life gets hard? Focused units are based around Islam, Humanism, Christianity and Buddhism.

The key purpose of this Programme is to help all teachers support pupils in developing their own thinking and their understanding of Christianity, as a contribution to their understanding of the world and their own experience within it.

We aim to see pupils leave school with a coherent understanding of Christian belief and practice. Pupils from 5-11 explore the significant theological concepts within Christianity as part of developing their wider religious, theological and cultural literacy.

• Causes of the Industrial Revolution
• Inventions in Victorian times and their legacy
• Queen Victoria
• Lives of children and workhouses compared to today
• Jobs in Victorian times compared to today
• Victorian Schools

Lesson 1: Coding efficiently

Lesson 2: Simulating physical systems

Lesson 3: Decomposition and Abstraction

Lesson 4: Friction and Functions

Lesson 5: Introducing Strings

Lesson 6: Text variables

1. What are the characteristics of healthy friendships on and offline and how do they benefit me?

2. How do trust and loyalty feature in my relationships on and offline?

3. Can I always balance the needs of family and friends and how do I manage this?

4. Can I communicate, emphasise and compromise when resolving friendship issues? 

5. How can I check that my friends give consent on and offline?

6. How do people in my family continue to support each other as things change?

• Develop and apply ball skills in a variety of modified games to improve throwing and catching skills combined with reaction and response skills to enable greater success when under pressure.
• Prepare for traditional invasion games, particularly ball sports that involve creating and finding space and require keeping possession and responding to set play instructions. Learn about attacking and defending strategies to help make effective decisions.
• Develop the personal skills to persevere and cope well when finding things challenging, and to embrace that both regular, focused practice and failure are key aspects of learning.