Welcome to our Year 5 Classes
Mrs. McGrail and Mr. Dalton would like to welcome the children to Year 5. To help your child get themselves into a routine we would be grateful if you can make sure they are aware of what they need to bring into school each day.
Our teaching assistants for this year are Mrs. Buckley and Mr. Robertson.
Robinwood – Suggested Clothing List for October 2019 Trip
There is no need to go out and buy anything special for a trip to Robinwood, all specialist equipment is provided for our on-centre activities.
The clothing list given includes clothing being worn on the journey, so for example assuming you are wearing socks and underwear on your journey to Robinwood, you only need to pack 5 pairs of each!
3 T-shirts (not vest type)
3 Sweatshirts/(long sleeved) tops
3 Pairs of trousers
2 Pairs of shorts (mid thigh or longer for harness comfort)
6 Sets of underwear
6 Pairs of socks
1 Pair of trainers
1 Pair of outdoor shoes/boots
1 Coat (ideally waterproof, required for walk to and from centre)
1 Warm hat/sun hat
1 Pair of gloves
1 Set of nightwear
1 Bag of toiletries (including suntan lotion/insect repellent in warm weather)
1 Black bin liner
PLEASE ENSURE THAT YOUR CHILD IS DRESSED APPROPRIATELY WITH SUITABLE FOOTWEAR FOR AN INITIAL WALK TO THE CENTRE/INITIAL ACTIVITY (APPROX 1-2 MILES DEPENDING UPON CENTRE).
Notes on the suggested clothing
1. We have a drying room and also provide a laundry facility for children’s clothing at Robinwood. Wet and/or dirty clothing will be washed on a 30 degree cycle and dried in a tumble drier. Please do not bring any new or expensive items, or any items which cannot be tumble dried. Please note that for water activities on the last day we cannot always offer this service.
2. As a result of the provision of specialist Robinwood clothing and the laundry facility offered, children do not need to bring much additional clothing with them. Keeping the clothing brought by children to a minimum helps us to reduce lost property.
3. Due to the nature of the activities it is possible that clothes may occasionally get damaged. All clothing should be suitable for use in an outdoor, and often muddy, environment. Old clothes are best, not new or expensive clothing.
4. Outdoor shoes/boots. Walking boots are great for this, but a strong pair of shoes would be suitable and trainers would be ok. in fine, dry weather. You definitely don’t need to buy walking boots especially for the Robinwood trip. Robinwood provide wellies when appropriate.
5. Jeans are not suitable for our activities, as they are cold and restrictive when wet and difficult to dry. Leggings are not really suitable for outdoor activities, however tracksuits or jogging bottoms are ideal, but other trousers would also be fine.
6. In hot weather sun lotion and insect repellent are strongly recommended. In cold weather it would be good idea to bring some warm gloves.
7. Please ensure, wherever possible, that items brought to Robinwood are marked with the child’s name. It is really helpful if the school name can also be indicated. We do our very best to return all property to the children that it belongs to. This is made much easier if items are named.
Items NOT to bring
8. Please do not bring items such as mobile phones, any type of cameras (including disposables), computer games, iPads/tablets, personal stereos, expensive watches etc.
9. Although at some centres you are asked to bring your own bedding, there is no need to do this at Robinwood as all bedding is provided.
10. Please do not bring any aerosol sprays. Our fire alarm is sensitive in order to ensure high standards of fire safety and aerosols sprayed near any of the many smoke alarm sensors can set off the fire alarm for the whole centre.
More information will be sent to you in September to complete.
If you have settled your balance thank you, if you have not please ensure you have paid all outstanding balances due before we break up.
Please click on link below to see what the children will be learning in Year 5 this Summer Term.
The following links provide key information and useful tips for keeping your child safe online. Please familiarise yourself with the content.
Running Club – Year 5
Children who have applied for a place have been emailed confirmation if they have been allocated a place.
The club will be held on a Tuesday morning at 7.45 a.m. commencing Tuesday, 2nd October (Weather permitting). The children will not be leaving school premises.
The children will need to;
- Meet at the Years 4 & 5 entrance of School.
- Come in suitable sports clothing (trainers, tracksuit bottoms, top, jacket/jumper).
- Bring a towel and their school uniform to change into.
Year 5 School Timetable
Library books are not taken home in Year 5.
Water bottles needed every day.
Timetable to be updated soon.
Purple Mash is an award-winning website for primary school children. It enables the children to explore and enhance their knowledge in a fun and creative way. The children have been provided with an individual login to support topics that have been covered in class. Click on link below to access the site:-
Year 5 –
Maths and Literacy
- Place value in 5-digit numbers
- Add/subtract 1s, 10s, 100s, 1000s and 10,000s
- Place 5-digit numbers on a line and compare pairs of numbers, use < and >
- Place two place decimal numbers on a number line and compare two numbers
- Place 4-digit numbers on a line, round to nearest 10, 100 or 1000
- Place 5-digit numbers on a line and round to the nearest 10, 100, 1000 or 10,000
- Find prime numbers less than 50
- Revise using column addition to add pairs of 4-digit numbers
- Begin to use column addition to add pairs of 5-digit numbers
- Add amounts of money using column addition; Use using rounding to check answers
- Calculate change from £20, £50 and £100
- Subtract amounts of money
- Use column subtraction (decomposition) to subtract 3-digit numbers from 4-digit numbers and pairs of 4-digit numbers
- Choose whether to use counting up (Frog) or column subtraction (decomposition) to work out given calculations
- Add pairs of 5-digit numbers
- Use decomposition to subtract pairs of 5-digit numbers
- Divide by 10 and 100 to give answers with two decimal places
- Multiply and divide by 10 and 100
- Find common multiples
- Find factors of 2-digit numbers
- Division problems. Round up or down after division
- Revise using the grid method to multiply 3-digit numbers by single-digit numbers
- Introduce short multiplication to multiply 3-digit numbers by single-digit numbers
- Use short multiplication to multiply 3-digit numbers by single-digit numbers
- Recognise multiples; use rules of divisibility
- Division above the tables using vertical layout chunking (answers less than 40)
- Divide using a vertical layout. Round up or down after division
- Division above the tables using vertical layout chunking (answers up to 60); Choose written or mental method
- Use short multiplication to multiply 3-digit numbers by single-digit numbers
- Use short multiplication to multiply 3-digit amounts of money by single-digit numbers
- Sort 3D shapes according to their properties; Visualise 3D shapes from 2D drawings
- Visualise 3D shapes from 2D drawings; Describe properties of prisms and pyramids
- Describe properties of 2D shapes including polygons
- Classify quadrilaterals
- Convert between grams and kilograms, millilitres and litres (mainly to one decimal place)
- Convert between metres and kilometres; know approximate conversion between miles and km; begin to draw line graph and read intermediate points
- Know regularly used imperials units and approximate metric equivalents
- Read timetables using the 24-hour clock; calculate time intervals
- Calculate time intervals using the 24-hour clock
- Find equivalent fractions; Simplify fractions
- Compare fractions with related denominators
- Count on and back in steps of 0.01 and 0.1 from numbers with 2 decimal places
- Add and subtract multiples of 0.1 or 0.01 without crossing multiples of 0.1 or 1
- Subtract pairs of numbers with one decimal place
- Subtract pairs of numbers with two decimal places using counting up (Frog)
- Subtract pairs of numbers with one or two decimal places using counting up (Frog)
- Introduce mixed numbers, turn improper fractions into mixed numbers and vice versa
- Compare and order fractions with related denominators
- Add fractions with related denominators
- Subtract fractions with related denominators
- Find unit and non-unit fractions of amounts
In reading, pupils will be taught to:
- apply their growing knowledge of root words, prefixes and suffixes (morphology and etymology), both to read aloud and to understand the meaning of new words that they meet
- maintain positive attitudes to reading and understanding of what they read by:
- continuing to read and discuss an increasingly wide range of fiction, poetry, plays, non-fiction and reference books or textbooks
- reading books that are structured in different ways and reading for a range of purposes
- increasing their familiarity with a wide range of books, including myths, legends and traditional stories, modern fiction, fiction from our literary heritage, and books from other cultures and traditions recommending books that they have read to their peers, giving reasons for their choices
- identifying and discussing themes and conventions in and across a wide range of writing
- making comparisons within and across books
- learning a wider range of poetry by heart
- preparing poems and plays to read aloud and to perform, showing understanding through intonation, tone and volume so that the meaning is clear to an audience
- understand what they read by:
- checking that the book makes sense to them, discussing their understanding and exploring the meaning of words in context
- asking questions to improve their understanding
- drawing inferences such as inferring characters’ feelings, thoughts and motives from their actions, and justifying inferences with evidence
- predicting what might happen from details stated and implied
- summarising the main ideas drawn from more than one paragraph, identifying key details that support the main ideas
- identifying how language, structure and presentation contribute to meaning
- discuss and evaluate how authors use language, including figurative language, considering the impact on the reader
- distinguish between statements of fact and opinion
- retrieve, record and present information from non-fiction
- participate in discussions about books that are read to them and those they can read for themselves, building on their own and others’ ideas and challenging views courteously
- explain and discuss their understanding of what they have read, including through formal presentations and debates, maintaining a focus on the topic and using notes where necessary
- provide reasoned justifications for their views.
- use further prefixes and suffixes and understand the guidance for adding them
- spell some words with ‘silent’ letters [for example, knight, psalm, solemn]
- continue to distinguish between homophones and other words which are often confused
- use knowledge of morphology and etymology in spelling and understand that the spelling of some words needs to be learnt specifically
- use dictionaries to check the spelling and meaning of words
- use the first three or four letters of a word to check spelling, meaning or both of these in a dictionary
- use a thesaurus.
- write legibly, fluently and with increasing speed by: choosing which shape of a letter to use when given choices and deciding whether or not to join specific letters, choosing the writing implement that is best suited for a task.
plan their writing by:
- identifying the audience for and purpose of the writing, selecting the appropriate form and using other similar writing as models for their own
- noting and developing initial ideas, drawing on reading and research where necessary
- in writing narratives, considering how authors have developed characters and settings in what pupils have read, listened to or seen performed
draft and write by:
- selecting appropriate grammar and vocabulary, understanding how such choices can change and enhance meaning
- in narratives, describing settings, characters and atmosphere and integrating dialogue to convey character and advance the action
- précising longer passages
- using a wide range of devices to build cohesion within and across paragraphs
- using further organisational and presentational devices to structure text and to guide the reader [for example, headings, bullet points, underlining]
evaluate and edit by:
- assessing the effectiveness of their own and others’ writing
- proposing changes to vocabulary, grammar and punctuation to enhance effects and clarify meaning
- ensuring the consistent and correct use of tense throughout a piece of writing
- ensuring correct subject and verb agreement when using singular and plural, distinguishing between the language of speech and writing and choosing the appropriate register
- proof-read for spelling and punctuation errors
- perform their own compositions, using appropriate intonation, volume, and movement so that meaning is clear.
develop their understanding of the concepts set out in English Appendix 2 by:
- recognising vocabulary and structures that are appropriate for formal speech and writing, including subjunctive forms
- using passive verbs to affect the presentation of information in a sentence
- using the perfect form of verbs to mark relationships of time and cause
- using expanded noun phrases to convey complicated information concisely
- using modal verbs or adverbs to indicate degrees of possibility
- using relative clauses beginning with who, which, where, when, whose, that or with an implied (i.e. omitted) relative pronoun
- learning the grammar for years 5 and 6 in English Appendix 2
indicate grammatical and other features by:
- using commas to clarify meaning or avoid ambiguity in writing
- using hyphens to avoid ambiguity
- using brackets, dashes or commas to indicate parenthesis
- using semi-colons, colons or dashes to mark boundaries between independent clauses
- using a colon to introduce a list
- punctuating bullet points consistently
- use and understand the grammatical terminology in English Appendix 2 accurately and appropriately in discussing their writing and reading.