Welcome to Year 5!
Here, you will discover all the learning that is taking place in Term 3.
Core text - Beowulf
We have been improving our key reading skills by using a range of contextual clues to identify the meaning of unfamiliar vocabulary, focusing on connotative meaning (positive or negative), and replacing words in their writing to create impact. Children are asked a range of questions to clarify the meaning of events/ideas introduced or explored in a text through a range of question types: literal, inferential and evaluative. Children are shown how to support their ideas about a text by quoting or by paraphrasing from it. They can answer retrieval and inferential questions both orally and in writing, by making a point, and explaining it using evidence to support their inference.
Core text - Beowulf by Micheal Morpurgo
This version of the Anglo-Saxon classic Beowulf has become a popular choice for our children and our confident readers. Morpurgo draws on the style of the original text, using rich, alliterative language but mixes it with modern themes as he retells the story of Beowulf's epic quest to destroy the monstrous Grendel. Morpurgo's excellent version of Beowulf is also brought to life with engaging illustrations by Michael Foreman. Beowulf is separated in three parts:
- Beowulf and Grendel, the Monster of the Night
Where the background of the story and Beowulf’s encounter with Grendel are told.
- Beowulf and the Sea Hag
In which is told Beowulf’s encounter with Grendel’s mother in their lair, and Beowulf’s retelling of events to his king.
- Beowulf and the Death Dragon of the Deep
Beowulf’s reign as king, and his end while fighting his last battle against the treasure-hoard-keeping dragon.
Children will have had the opportunity to read the whole story of Beowulf and to write their own legend based on the text. In the first week, pupils engaged imaginatively with the story of Beowulf through discussion and a series of creative activities based on the text. Children explored how the author has used imagery and figurative language to explore and develop Grendel as a heinous character. After consolidating their knowledge of figurative language and relative clauses, children produced strong writing outcomes in the form of a character description of Grendel. They then analysed the structure of the story and the literary conventions of heroes and villains in legends. We have also had SPAG focus on using powerful verbs, expanding noun phrases, using relative clauses and placing commas accurately in embedded clauses. Pupils have also had opportunities to develop their inference skills. Due to the nature of remote learning, drama aspects of children's learning could not be covered much. In addition, children have been developing ideas and extending their vocabulary by magpieing words and phrases the author has used in the archaic language style. They will then plan their own legend and have the opportunity to draft and edit their stories before performing them to an audience.
Perimeter and Area
Pupils should be able to calculate the perimeter of shapes at KS2, namely rectangles and related composite shapes, including using the relations of perimeter or area to find unknown lengths.
Children measured and calculated the perimeter of composite rectilinear shapes in centimetres and metres. The calculated and compared the area of rectangles (including squares), and including using standard units, square centimetres (cm2 ) and square metres (m2 ) and the area of irregular shapes. In addition, the Y5 expectation focuses on missing measures questions which can be expressed algebraically, for example 4 + 2b = 20 for a rectangle of sides 2 cm and b cm, and a perimeter of 20cm.
In this unit, children learn to read and create number lines. They interpret timetables and solve problems using statistical information from graphs and charts. The key words for this section are continuous data and discrete data. The NC expectations for statistics in Year 5 are to solve problems using information from a line graph and read and interpret information in tables, including timetables.
Pupils are learning about the Viking and Anglo-Saxon struggle for the Kingdom of England to the time of Edward the Confessor including Viking raids and invasions, resistance by Alfred the Great and Athelstan, first king of England. They research further information about Viking invasions and Danegeld and how the Anglo-Saxon laws and justice looked like during then. Finally, the unit is concluded by looking at the life of Edward the Confessor and his death in 1066.
Pupils have been introduced to a virtual model of the sun and Earth that enables them to explain day and night. They have learnt that the sun is a star at the centre of our solar system and describe the movement of the Earth and other planets relative to the sun in the solar system. In addition, they have learnt that the movement of the moon is relative to the Earth and describe the sun, Earth and moon as approximately spherical bodies. They also will find out about Earth’s rotation to explain day and night and the apparent movement of the sun across the sky
Furthermore, through their scientific research, pupils will find out about the way that ideas about the solar system have developed, understanding how the geocentric model of the solar system gave way to the heliocentric model by considering the work of scientists such as Ptolemy, Alhazen and Copernicus.
Pupils will work scientifically by: comparing the time of day at different places on the Earth through internet links and direct communication; creating simple models of the solar system; constructing simple shadow clocks and sundials, calibrated to show midday and the start and end of the school day; finding out why some people think that structures such as Stonehenge might have been used as astronomical clocks.