Halfway Junior School
Welcome to Year 5
Life in Year 5
Year 5 begins the upper key stage journey. Here, pupils begin to consider how their knowledge can be applied in various contexts and with more sophistication. There are few new concepts, ideas and skills which have not been introduced in previous yeargroups, and therefore the emphasis is on application, decision making, effeciency and interracting with knowledge. The curriculum provides opportunity for pupils to debate, draw conclusions, think critically and solve problems, by applying knowledge or refining the skills they have. Much of the work within the core areas explores the effectiveness and efficiency of the decisions the pupils make, such as spotting patterns and relationships in maths, or selcting vocabulalry or phrasing to effectively persude within writing. Much emphasis is placed on developing character and independence; developing personal skills in order to thrive in the challenges of school life and beyond.
The year 5 curriculum reflects the move into upper key stage 2, with thought-provoking topics such as World War 2 alongside the quality texts that are studied to support learning, such as Room 13 and The Nowhere Emporium.
Year 5 pupils also take part in school swimming, where they learn fundamental strokes and water safety.
Staff
Miss Staniforth - Class Teacher
Mrs Woollen - Class Teacher
Mrs Dixon- teaching Assistant
Learning in Year 5
English
Reading
By the beginning of year 5, children are able to read aloud a wider range of poetry and books written at an age-appropriate interest level with accuracy and at a reasonable pace. Building on skills taught through daily reading lessons, they are able to draw inferences and predict and summarise a familiar story in their own words. When responding to reading, children are suppoted in forming opinions and learning new knowledge, alongside recognising bias and writer's intent. Within fiction, children being to explore wider themes and character traits, motives and changes / turning points within narratives. They are encouraged to read widely and frequently, outside school as well as in school, for pleasure and information. They should be able to read independently, with good understanding, deducing the meanings of unfamiliar words, and inferring deeper conclusions, such as motive and bias, and compare / contrast similar themed texts.
Writing
In year 5, the children are now able to write down their ideas fluently and accurately, ensuring punctuation and grammatical form is used appropriately. Children begin to vary the way they write depending on purpose, slecting formality, langauge, phrasing and tone. The writing experiences vary to ensure breadth of purpose and provide opportunity for developing conscious comnposition, and children spend time reflecting on their writing choices. Children are encouraged to spell words that they have not yet been taught by using spelling patterns and phonetic knowledge. During year 5, teaching continues to emphasise the enjoyment and understanding of language, especially vocabulary, to support their writing. As in years 3 and 4, they are taught to enhance the effectiveness of their writing as well as their competence and writing stamina across the whole curriculum.
Maths
One of our core focuses in maths, now that we are moving in to upper Key Stage 2, will be our ability to think mathematically and strategically, and make effective decisions. By developing our understanding of number, the place value system to include much larger numbers up to 1 million, and multiplicative structures, we will aim to be able to think critically about the numbers we are using and decide which strategy is the most efficient for solving a problem. Amongst other things, this year will extend our knowledge of number facts to include primes, work with improper fractions and mixed numbers and begin to work within more abstract and diaramatic forms, including geometry. We will continue to develop fluency across number, calculation and approach, and develop more sophisticated formal, and flexible, ways of working. Children spend time evaluating possible approaches, such as deciding whether a formal approach is more effective than spotting a pattern or relationship, in any given problem. By the end of year 5, pupils are flexible and fluent mathematicians who spot key structures quickly in order to make effective decisions when solving.
year 5 Curriculum Overview
| Name | Format | ||
|---|---|---|---|
| Files | |||
| Y5 KO Summer 1.pdf | |||
| Y5 CN Summer 1.pdf |
Halfway Junior School
Welcome to Year 5
Life in Year 5
Year 5 begins the upper key stage journey. Here, pupils begin to consider how their knowledge can be applied in various contexts and with more sophistication. There are few new concepts, ideas and skills which have not been introduced in previous yeargroups, and therefore the emphasis is on application, decision making, effeciency and interracting with knowledge. The curriculum provides opportunity for pupils to debate, draw conclusions, think critically and solve problems, by applying knowledge or refining the skills they have. Much of the work within the core areas explores the effectiveness and efficiency of the decisions the pupils make, such as spotting patterns and relationships in maths, or selcting vocabulalry or phrasing to effectively persude within writing. Much emphasis is placed on developing character and independence; developing personal skills in order to thrive in the challenges of school life and beyond.
The year 5 curriculum reflects the move into upper key stage 2, with thought-provoking topics such as World War 2 alongside the quality texts that are studied to support learning, such as Room 13 and The Nowhere Emporium.
Year 5 pupils also take part in school swimming, where they learn fundamental strokes and water safety.
Staff
Miss Staniforth - Class Teacher
Mrs Woollen - Class Teacher
Mrs Dixon- teaching Assistant
Learning in Year 5
English
Reading
By the beginning of year 5, children are able to read aloud a wider range of poetry and books written at an age-appropriate interest level with accuracy and at a reasonable pace. Building on skills taught through daily reading lessons, they are able to draw inferences and predict and summarise a familiar story in their own words. When responding to reading, children are suppoted in forming opinions and learning new knowledge, alongside recognising bias and writer's intent. Within fiction, children being to explore wider themes and character traits, motives and changes / turning points within narratives. They are encouraged to read widely and frequently, outside school as well as in school, for pleasure and information. They should be able to read independently, with good understanding, deducing the meanings of unfamiliar words, and inferring deeper conclusions, such as motive and bias, and compare / contrast similar themed texts.
Writing
In year 5, the children are now able to write down their ideas fluently and accurately, ensuring punctuation and grammatical form is used appropriately. Children begin to vary the way they write depending on purpose, slecting formality, langauge, phrasing and tone. The writing experiences vary to ensure breadth of purpose and provide opportunity for developing conscious comnposition, and children spend time reflecting on their writing choices. Children are encouraged to spell words that they have not yet been taught by using spelling patterns and phonetic knowledge. During year 5, teaching continues to emphasise the enjoyment and understanding of language, especially vocabulary, to support their writing. As in years 3 and 4, they are taught to enhance the effectiveness of their writing as well as their competence and writing stamina across the whole curriculum.
Maths
One of our core focuses in maths, now that we are moving in to upper Key Stage 2, will be our ability to think mathematically and strategically, and make effective decisions. By developing our understanding of number, the place value system to include much larger numbers up to 1 million, and multiplicative structures, we will aim to be able to think critically about the numbers we are using and decide which strategy is the most efficient for solving a problem. Amongst other things, this year will extend our knowledge of number facts to include primes, work with improper fractions and mixed numbers and begin to work within more abstract and diaramatic forms, including geometry. We will continue to develop fluency across number, calculation and approach, and develop more sophisticated formal, and flexible, ways of working. Children spend time evaluating possible approaches, such as deciding whether a formal approach is more effective than spotting a pattern or relationship, in any given problem. By the end of year 5, pupils are flexible and fluent mathematicians who spot key structures quickly in order to make effective decisions when solving.
year 5 Curriculum Overview
| Name | Format | ||
|---|---|---|---|
| Files | |||
| Y5 KO Summer 1.pdf | |||
| Y5 CN Summer 1.pdf |
Halfway Junior School
Welcome to Year 5
Life in Year 5
Year 5 begins the upper key stage journey. Here, pupils begin to consider how their knowledge can be applied in various contexts and with more sophistication. There are few new concepts, ideas and skills which have not been introduced in previous yeargroups, and therefore the emphasis is on application, decision making, effeciency and interracting with knowledge. The curriculum provides opportunity for pupils to debate, draw conclusions, think critically and solve problems, by applying knowledge or refining the skills they have. Much of the work within the core areas explores the effectiveness and efficiency of the decisions the pupils make, such as spotting patterns and relationships in maths, or selcting vocabulalry or phrasing to effectively persude within writing. Much emphasis is placed on developing character and independence; developing personal skills in order to thrive in the challenges of school life and beyond.
The year 5 curriculum reflects the move into upper key stage 2, with thought-provoking topics such as World War 2 alongside the quality texts that are studied to support learning, such as Room 13 and The Nowhere Emporium.
Year 5 pupils also take part in school swimming, where they learn fundamental strokes and water safety.
Staff
Miss Staniforth - Class Teacher
Mrs Woollen - Class Teacher
Mrs Dixon- teaching Assistant
Learning in Year 5
English
Reading
By the beginning of year 5, children are able to read aloud a wider range of poetry and books written at an age-appropriate interest level with accuracy and at a reasonable pace. Building on skills taught through daily reading lessons, they are able to draw inferences and predict and summarise a familiar story in their own words. When responding to reading, children are suppoted in forming opinions and learning new knowledge, alongside recognising bias and writer's intent. Within fiction, children being to explore wider themes and character traits, motives and changes / turning points within narratives. They are encouraged to read widely and frequently, outside school as well as in school, for pleasure and information. They should be able to read independently, with good understanding, deducing the meanings of unfamiliar words, and inferring deeper conclusions, such as motive and bias, and compare / contrast similar themed texts.
Writing
In year 5, the children are now able to write down their ideas fluently and accurately, ensuring punctuation and grammatical form is used appropriately. Children begin to vary the way they write depending on purpose, slecting formality, langauge, phrasing and tone. The writing experiences vary to ensure breadth of purpose and provide opportunity for developing conscious comnposition, and children spend time reflecting on their writing choices. Children are encouraged to spell words that they have not yet been taught by using spelling patterns and phonetic knowledge. During year 5, teaching continues to emphasise the enjoyment and understanding of language, especially vocabulary, to support their writing. As in years 3 and 4, they are taught to enhance the effectiveness of their writing as well as their competence and writing stamina across the whole curriculum.
Maths
One of our core focuses in maths, now that we are moving in to upper Key Stage 2, will be our ability to think mathematically and strategically, and make effective decisions. By developing our understanding of number, the place value system to include much larger numbers up to 1 million, and multiplicative structures, we will aim to be able to think critically about the numbers we are using and decide which strategy is the most efficient for solving a problem. Amongst other things, this year will extend our knowledge of number facts to include primes, work with improper fractions and mixed numbers and begin to work within more abstract and diaramatic forms, including geometry. We will continue to develop fluency across number, calculation and approach, and develop more sophisticated formal, and flexible, ways of working. Children spend time evaluating possible approaches, such as deciding whether a formal approach is more effective than spotting a pattern or relationship, in any given problem. By the end of year 5, pupils are flexible and fluent mathematicians who spot key structures quickly in order to make effective decisions when solving.
year 5 Curriculum Overview
| Name | Format | ||
|---|---|---|---|
| Files | |||
| Y5 KO Summer 1.pdf | |||
| Y5 CN Summer 1.pdf |
Halfway Junior School
Welcome to Year 5
Life in Year 5
Year 5 begins the upper key stage journey. Here, pupils begin to consider how their knowledge can be applied in various contexts and with more sophistication. There are few new concepts, ideas and skills which have not been introduced in previous yeargroups, and therefore the emphasis is on application, decision making, effeciency and interracting with knowledge. The curriculum provides opportunity for pupils to debate, draw conclusions, think critically and solve problems, by applying knowledge or refining the skills they have. Much of the work within the core areas explores the effectiveness and efficiency of the decisions the pupils make, such as spotting patterns and relationships in maths, or selcting vocabulalry or phrasing to effectively persude within writing. Much emphasis is placed on developing character and independence; developing personal skills in order to thrive in the challenges of school life and beyond.
The year 5 curriculum reflects the move into upper key stage 2, with thought-provoking topics such as World War 2 alongside the quality texts that are studied to support learning, such as Room 13 and The Nowhere Emporium.
Year 5 pupils also take part in school swimming, where they learn fundamental strokes and water safety.
Staff
Miss Staniforth - Class Teacher
Mrs Woollen - Class Teacher
Mrs Dixon- teaching Assistant
Learning in Year 5
English
Reading
By the beginning of year 5, children are able to read aloud a wider range of poetry and books written at an age-appropriate interest level with accuracy and at a reasonable pace. Building on skills taught through daily reading lessons, they are able to draw inferences and predict and summarise a familiar story in their own words. When responding to reading, children are suppoted in forming opinions and learning new knowledge, alongside recognising bias and writer's intent. Within fiction, children being to explore wider themes and character traits, motives and changes / turning points within narratives. They are encouraged to read widely and frequently, outside school as well as in school, for pleasure and information. They should be able to read independently, with good understanding, deducing the meanings of unfamiliar words, and inferring deeper conclusions, such as motive and bias, and compare / contrast similar themed texts.
Writing
In year 5, the children are now able to write down their ideas fluently and accurately, ensuring punctuation and grammatical form is used appropriately. Children begin to vary the way they write depending on purpose, slecting formality, langauge, phrasing and tone. The writing experiences vary to ensure breadth of purpose and provide opportunity for developing conscious comnposition, and children spend time reflecting on their writing choices. Children are encouraged to spell words that they have not yet been taught by using spelling patterns and phonetic knowledge. During year 5, teaching continues to emphasise the enjoyment and understanding of language, especially vocabulary, to support their writing. As in years 3 and 4, they are taught to enhance the effectiveness of their writing as well as their competence and writing stamina across the whole curriculum.
Maths
One of our core focuses in maths, now that we are moving in to upper Key Stage 2, will be our ability to think mathematically and strategically, and make effective decisions. By developing our understanding of number, the place value system to include much larger numbers up to 1 million, and multiplicative structures, we will aim to be able to think critically about the numbers we are using and decide which strategy is the most efficient for solving a problem. Amongst other things, this year will extend our knowledge of number facts to include primes, work with improper fractions and mixed numbers and begin to work within more abstract and diaramatic forms, including geometry. We will continue to develop fluency across number, calculation and approach, and develop more sophisticated formal, and flexible, ways of working. Children spend time evaluating possible approaches, such as deciding whether a formal approach is more effective than spotting a pattern or relationship, in any given problem. By the end of year 5, pupils are flexible and fluent mathematicians who spot key structures quickly in order to make effective decisions when solving.
year 5 Curriculum Overview
| Name | Format | ||
|---|---|---|---|
| Files | |||
| Y5 KO Summer 1.pdf | |||
| Y5 CN Summer 1.pdf |