Welcome to Year Five
Phase Leader: Mrs B. Haughey
Class 11: Mrs Haughey and Mrs Broomhall
Class 12: Mrs Choudhury and Mrs Broomhall
PPA Cover: Mr Guy
This year, for our creative curriculum, we have some fantastic topics for the children to learn about, from the Villainous Vikings to learning all about Space and Our Solar System! We will continue to develop our reading, writing and mathematical knowledge throughout each day.
This topic allows the children to develop their knowledge and understanding of periods of history by learning about the Vikings. The text by Cressida Cowell’s ‘How To Train Your Dragon’ is studied during this term to give children an insight to how the Vikings were portrayed and behaved but in a humorous manner. Through topic, the learning is enhanced by identifying the cold countries the Vikings originated from and why they settled in parts of Great Britain thus developing their mapping skills. Creating timelines allows children to understand the key historical events during the Viking era.
During Autumn 2, we will begin by learning more about Remembrance through poetry and empathising with soldiers during the war. The children will then move into their next topic of ‘Rivers.’ During this topic, children will learn about the importance of rivers and their uses. They can link this back to their topic of the Vikings where the children learned about the reasons why Vikings settled near rivers and lakes. This topic allows children to use more of their geography skills whereby they study the course of a river and the features. They can then transform their learning into a narrative telling the story of the river. The children may also have the fantastic opportunity to carry out a river study.
During the Spring Term, Crime and Punishment is a topic that is thoroughly enjoyed by the children. They study the text ‘Stormbreaker’ by Antony Horowitz, making links with the spy novel and crime. A ‘wow’ factor of a crime scene is set up in the classroom where the children investigate a murder (of the character, Ian Rider). Engagement is captured and the children’s investigative skills are utilised. Boys, in particular, enjoy this text as it involves gadgets, car chases and a young man, Alex Rider, who is determined to find out who killed his uncle, Ian Rider. Children build on a range of language, vocabulary and progression of SPaG skills. Different genres of writing are produced during this half term, including persuasive writing, character and setting descriptions, building into a spy narrative. Comparisons are made of the text and the film and justifications are made. Empathy with a character is discussed throughout this text as Alex Rider does not have any family members that he can relate to, and when he is sent on a mission his colleagues are not so welcoming.
Through topic, children usually have the fantastic opportunity of visiting the National Justice Museum in Nottingham where they learn about the different crimes and punishments through a ‘hands on’ experience. Knowledge and understanding is gained and enhanced through role play and drama. Children learn about real life criminals and take part in a real courtroom scenario where they rehearse a playscript and then perform it.
In school, children study the changes in crime and punishment from the Anglo-Saxons to the present day. They are intrigued by the gory punishments and are keen to learn more about the types of punishments that are given, particularly to children of a similar age to them. The children make comparisons of the Anglo-Saxon legal system and that of the British legal system today. The children really enjoy learning about the famous highwayman ‘Dick Turpin,’ and they particularly enjoy the song that tells his life story and how he was captured. Empathising with Victorian prisoners and writing a letter to Queen Victoria, begging her to abolish hanging, is also a lesson that children really enjoy as they learn about the terrible punishments the Victorian prisoners endured during their time in prison.
During Summer 1, our topic ‘Red is the Colour’ is opened with a ‘Wow’ factor! Children come into school wearing red on the first day of the topic and red balloons are placed all around the school, which not only engage the children with their enquiry questions, but it fascinates children from other year groups too! ‘Why are there red balloons all around the school?’ What could this possibly mean? Questions are placed near the balloons to probe the children’s imaginations. The classroom display depicts the famous Banksy picture of the girl with the red balloon thus making links with the film where there is a boy with a red balloon.
Through topic, children learn about the wider geographical features of France using their mapping skills. They also discuss and write about the similarities and differences of between France, Britain and Alaska. Before the children write about their findings, they will use their knowledge of atlases and researching skills to gather relevant and sufficient information. Once they have researched enough information, children will use their writing skills to write a non-chronological report.
During Summer 2, Space is a topic that engages all children. When the enquiry question “Are we in Space?” is posed, the children rarely believe that they are actually in space among the rest of the planets in the solar system. This really engages the children and their inquisitive nature is ignited. Fantastic opportunities for discussion are aroused! Children find it difficult to comprehend that we are actually in space. They watch clips from Apollo 13 to find out why this spaceship was so famous. Famous astronauts, such as Neil Armstrong are researched and a biography is written about one of them. Children enjoy researching interesting facts about the planets, particularly Planet Earth. This will then enable them to create a solar system during art and DT
Supporting Your Child at Home
Please support your child as much as possible at home with their homework, reading and spellings. Homework is allocated on-line every Wednesday and does not need to be submitted until the following Monday. Please ensure that children spend some time on bug club, spelling shed and ttrockstars when possible.