Year 5 pupils have been reading ‘Iron Man’ by Ted Hughes. Initially we focussed on reading the text, and defining and clarifying new vocabulary introduced in the story. Children then began a series of mini writes after each chapter.
The children designed their own Iron Man as part of an eco-project with a visitor from a Redbridge recycling centre, focussing on the principles of ‘reduce, reuse and recycle’ using junk materials to make a 3D sculpture of this imaginary creature. Children used this experience as a stimulus to plan, write and edit a newspaper report about the coming of the Iron Man by looking at this genre in detail and by considering the organisation of text on the page. Children also composed a story diary entry using imagery from the story and told from the viewpoint of one of the characters. As part of this sequence of learning, children explored the composition of different sentence types, rearranging phrases and clauses and selecting and choosing words for effect on the reader. Class 14 will be sharing work with upper school and their parents as part of Good Work Assembly.
Children also described the opening scene from the story using fronted adverbial phrases and expanded noun phrases, using images to orally retell the narrative before looking at the structure of the generic narrative form. Children used a range of Pie Corbett ‘Talk for Writing Strategies’ as part of the writing process. This supported the planning of different elements of their writing before composing the text, focussing on including expanded noun phrases, fronted adverbial phrases and rewriting the different sections of the narrative using paragraphing and time conjunctions to ensure cohesion and flow.
Children in Year 5 have focussed reading sessions every day, using a text selected for their reading ability. Children have been exposed to narrative this term; lessons target a range of key reading skills and assessments will be made at the start of term 2. Year 5 teachers will analyse the data from this reading assessment, making adjustments to the reading groups and consider their next steps.
Year 5 children complete handwriting practice in their handwriting books, focussing on forming correct proportional letters and regularity of the size of letters as they consolidate joining groups of letters. Those children who need further consolidation may receive handwriting practice for homework and are supported during the ‘Soft Start’ session each morning. Handwriting sessions are timetabled three days a week, the teacher modelling first, followed by independent practice.
In term 1, children have been looking at numbers and their place value to 1 000 000. We began the teaching sequence by reviewing how to read and write numbers to 100 000, quickly moving onto numbers to 1 000 000. Time in lessons is spent using concrete materials to represent numbers to 1 000 000, including number discs and place-value charts. Children then compared numbers to 1 000 000 using their knowledge of place value in addition to using the bar model to support to and assist them ‘unpicking’ worded problems. The children complete the sequence by making number patterns and rounding numbers to the nearest 10, 1000, 10 000 and 100 000; a strategy they will use to estimate and make approximations to addition and subtraction calculations as part of the teaching sequence next term.
Our first topic has been the study of materials and their properties and it is a unit that builds on previous earning from the Year 3 unit ‘Rocks and Soils’ and the Year 4 unit ‘Materials in their Different States’. To start the sequence of learning, children compared and grouped together everyday materials on the basis of their properties, using their knowledge of solids, liquids and gases. They then decided how mixtures might be separated, including by filtering, sieving and evaporating. The children planned different types of scientific enquiries to answer scientific questions, including recognising and controlling variables where necessary, testing and demonstrating that dissolving, mixing and changes of state are reversible changes.
This term children have learnt and written about the background to the Civil Rights Movement in America in the 1950s and 60s following years of enforced racial segregation resulting from the Jim Crow laws in the South. Children learnt about three black women in particular and their achievements: Mary Jackson, Katherine Johnson and Dorothy Vaughan who worked for NASA (National Aeronautics and Space Administration) at a period in history that people referred to as the ‘space age’. The children researched these women, writing biographies and letters to NASA as well as creating their own propaganda posters by looking at, and discussing, media clips and photographs depicting this time period and images of racial inequality. Children in each class mounted their work and exhibited it as part of our Black History Exhibition and class 15 shared learning with their parents as part of their Good Work Assembly.
This term Year 5 started a bread making project that will continue into Term 2. Children have had opportunities to analyse different bread products and learn about the difference between differently milled flours and how bread contributes as part of a healthy balanced diet. Children used this market research to create different designs for their own bread product by considering different flavour ingredients and appearance. Children then undertook practical focussed tasks to make and shape dough in readiness for bread-making sessions at the start of term 2.
In our first RE unit, Year 5 explored a range of different religious ideas about God. During lessons, there were many opportunities for the children to share their own views about God with the class and these discussions also asked the question whether he exists or not so that all pupils were involved in the unit. This viewpoint will be revisited in our next RE unit when we look at other views about God and how the world came into being e.g. the Humanist belief.
Children have had weekly ECaM sessions, learning to play their violins, guitars and trumpets.
This term, Year 5 had lessons about Online Safety and cyberbullying. This is a topic that we will be returning to next term as part of learning in PSCHE. In our computing lessons, children talked about what makes a secure password and why they are important, they discussed why they should protect personal information when they go online and the importance of only posting positive comments. Children created online safety posters.
In Year 5 children read daily for at least 20 minutes and complete their Reading Record once a week. Termly homework is given in the form of a ‘homework passport’ and includes English and Maths homework linked to that term’s taught skills, differentiated where necessary to cater for different groups of children and their needs. Extra weekly spelling homework consists of 10 weekly spelling words, alongside a list of common exception spellings to learn. The weekly spelling words are derived from the spelling focus that week and are tested by class teachers. Termly topic based homework varies and includes a choice of a written element, research or creative activity.
This term we have been learning basketball skills with Coach Brandon, including dribbling with the ball, passing and shooting; we have been learning gymnastic skills with the class teacher.
We have provided extra curriculum clubs for Year 5 children – cheerleading, football, Indian dance, choir, patchwork club and homework club.
This was an opportunity for parent to find out the expectations of the year group in terms of e-safety, learning and expectations in Maths, English, homework and Reading. The turnout across the year group was excellent and the feedback from parents was very positive.