This term our geography topic is “Sow, Grow and Farm”. Throughout this topic, we will learn about food webs and animal life cycles, including how living things are dependent on one another within a habitat. We will investigate the different ways that plants reproduce and will dissect flowering plants to identify the different structures. We will have the opportunity to learn about farming in the United Kingdom and the techniques used in modern farming, including the challenges that farmers face. We will learn about the benefits of eating seasonally and about the pros and cons of importing food. We will also learn about world farming and how the different climate zones affect where different foods can be grown. Furthermore, we will learn about allotments in the United Kingdom and how the government encouraged people to have them to support food rationing during the Second World War. To find out more, view our Sow, Grow and Farm Knowledge Organiser.
Other helpful documents
* Sow, Grow and Farm Optional Home Learning Tasks
* Sow, Grow and Farm Vocabulary Mat
(Please refer to the Downloadable Resources Page for PDF copies of all highlighted/underlined documents)
From a geographical perspective, we will learn about the Land use in the UK; Allotments; Farming in the UK; Maps; Grid references; Climate zones; Physical features of North and South America; Farming in North and South America; Food transportation
From a historical perspective, we will learn about allotments in the United Kingdom and how the government encouraged people to have them to support food rationing during the Second World War.
Reading
Our Class Text and Comprehension
In term 3 and 4, our reading comprehension lessons will be based upon our non-fiction texts used to support our geographical learning. These will include: “A farmer's year”, a transcript; “Modern Farming”, information sheet; “Potato farming in Jersey”, case study; and “Veganisim”, a balanced argument.
Over the course of the term, we will also continue to read, enjoy and study our wonderful text from last term, “Bronze and Sunflower” by Cao Wenxuan. In this story, Sunflower has moved to the countryside in China with her father. As her father works all day, Sunflower feels lonely. She watches the river and the people across it who live in a village called Damaidi. She meets a boy called Bronze from Damaidi and the two become friends. When a tragic event brings Sunflower into Bronze’s home, the two children must work together to survive the hardships of village life. To find out more about this text, view our Bronze and Sunflower Knowledge Organiser.
For further information about the reading skills we will focus upon this term, please view “Holmes’ Sequential Reading Curriculum”
Independent Reading
In class, we will continue to use the Accelerated Reader program. For further information about this, please view a Parent's Guide to Accelerated Reader. (https://help.renlearn.co.uk/AR/ARParentGuide) If you need your child's AR password, please contact me (Miss Wood).
Writing
Over the course of the spring term, we will be writing a non-chronological report, a diary entry, a balanced argument and a persuasive letter.
Firstly, we will write a non-chronological report about the farming in the United Kingdom. Writing non-chronological reports enables children to use a range of layout devices, such as subheadings, bullet points and tables. Children will use their knowledge, learnt in our topic lessons and from further research, to plan and write their non-chronological reports.
We will also write a write a dramatic diary entry from the point of view of a UK farmer. Writing a diary entry teaches the children how to express the thoughts and feelings of the writer and recount events. The children could use a range of topic-specific vocabulary and focus on choosing appropriate verb tenses.
In addition, we will write a letter to persuade families to buy fair trade produce. Writing a persuasive leaflet enables the children to adapt the structure and content of their writing to the audience and purpose. They could also include relative clauses and topic-specific vocabulary. The children should use their geographical knowledge of farming in developing countries to write their leaflet.
Furthermore, we will write a balanced argument about a chosen farming topic. Writing a balanced argument encourages children to consider both sides of an issue and support their arguments with evidence. It provides a meaningful context for using a range of cohesive devices to structure writing, such as conjunctions and adverbials.
For further information about the writing skills, we will focus upon this term, please view “Holmes’ Sequential Writing Curriculum”
Grammar, Punctuation and Spelling
Punctuation
This term, we will explore brackets, dashes and commas for parenthesis; the purpose of a comma; the use of a comma in a list; bullet points; and continue to revise the need for commas when using a relative clause.
We will continue to review other types of punctuation through editing deliberate punctuation errors and adding punctuation to dictated sentences.
Grammar
During term 3 and 4, we will review the four sentence functions; determiners; fronted adverbials; different tenses; conjunctions; modal verbs; and different verb forms.
Spellings
During our spelling lessons in term 3 and 4, we will complete the following Read Write Inc units:
- Words ending -ence
- Words with the ‘ee’ sound spelt ‘ei’
- Homophones
- Other easily confused words
- Words ending in –ant, -ance and -ancy
- Words ending in ‘shus’ spelt ‘-cious’
- Words ending in ‘shus’ spelt ‘-tious’
- Words ending in ‘shul’ spelt ‘-cial’ or ‘-tial’
For an overview of our weekly breakdown of our spellings, please view our Term 3 and Term 4 Homework Grids.
In addition to these weekly spelling rules, we will continue to learn and spell words from the Year 5 and 6 statutory spelling list. For an overview of these spellings, please view the Spelling word list for Year 5 and Year 6.
| Maths area of learning | Block | Small Learning Steps |
| Number | Multiplication and division | Multiply up to a 4-digit number by a 1-digit number; multiply a 2-digit number by a 2-digit number (area model); multiply a 2-digit number by a 2-digit number; multiply a 3-digit number by a 3-digit number; multiply a 4-digit number by a 3-digit number; solve problems with multiplication; short division; divide a 4-digit number by a 1-digit number; divide with remainders; efficient division; and solve problems with multiplication and division. |
| Number | Fractions | Multiply a unit fraction by an integer; multiply a non-unit fraction by an integer; multiply a mixed number by an integer; calculate a fraction of a quantity; fraction of an amount; find the whole; and use fractions as operators. |
| Number | Decimals and percentages | Decimals up to 2 decimal places; equivalent fractions and decimals (tenths); equivalent fractions and decimals (hundredths0; equivalent fractions and decimals; thousandths as fractions; thousandths as decimals; thousandths on a place value chart; order and compare decimals(same number of decimal places); order and compare decimals with up to 3 decimal places; round to the nearest whole number; round to 1 decimal place; understand percentages; percentages as fractions; percentages as decimals and equivalent fractions, decimals and percentages. |
| Measure | Perimeter and area | Perimeter of rectangles; perimeter of rectilinear shapes; perimeter of polygons; area of rectangles; area of compound shapes and estimate area. |
| Statistics | Statistics | Draw line graphs; read and interpret line graphs; read and interpret tables; two-way tables; and read and interpret timetables. |
One of the most important things for your child to have mastered and maintain is their knowledge of times tables. For an overview of our weekly times tables focus, please view our Term 3 and Term 4 Homework Grid. To complement their work in lessons reinforcing their fluency, recall and commutativity of these timetables, your child will be set a weekly activity to complete as part of their homework on Sumdog.
Our Calculation Policy: addition and subtraction
Our Calculation Policy: multiplication and division
In term 3 and 4, our topic is “Human Reproduction and Ageing”. In this topic, we will learn about animal life cycles, including the human life cycle. We will explore human growth and development to old age, including changes experienced during puberty and human reproduction.
To find out more, view our Human Reproduction and Ageing Knowledge Organiser.
Human Reproduction and Ageing Lesson Overview
| Lesson | Learning focus |
| 1 | Animal Life Cycles |
| 2 | Classifying Mammals |
| 3 | Typical Mammalian Life Cycles |
| 4 | Relationship between Mammalian Gestation and Mass |
| 5 | Human Life Cycles |
| 6 | Human Gestation Stage |
| 7 | Human Juvenile Stage |
| 8 | Human Adolescent Stage |
| 9 | Human Growth Charts |
| 10 | Human Sexual Reproduction |
| 11 | Human Adult Ageing |
Art: Line, Light and Shadows
Our first art topic is ‘Line, Light and Shadows’. This will teach the children about the visual qualities of line, light and shadow. We will explore the work of Pablo Picasso and Rembrandt and are introduced to a range of shading techniques. We will take black and white photographs and use pencil, pen and ink wash to reimagine our photographs in a shaded drawing. To find out more, view our Line, Light and Shadows Knowledge Organiser.
Art: Nature’s Art
Linked to our topic of ‘Sow, Grow and Farm’, this project teaches children about the genre of land art. We will work outdoors to sketch natural forms and explore the sculptural potential of natural materials before working collaboratively to create land art installations. To find out more, view our Nature’s Art Knowledge Organiser.
Design and Technology: Eat the Seasons
This project teaches children about the meaning and benefits of seasonal eating, including food preparation and cooking techniques. To find out more, view our Eat the Seasons Knowledge Organiser.
Databases
In term 3, we will be focussing upon databases. We will learn about:
- How to use different methods search for information in a database.
- How to design an avatar for a class database.
- How to enter information into a class database.
- How to create their own database on a chosen topic
- How to add records to their database.
- What a database field is and how to correctly add field information.
- How to word questions so that they can be effectively answered using a search of their database.
To find out more, view our Databases Knowledge Organiser.
Game Creator
Over the course of term 4, our work will focus upon creating computer games. We will learn:
- How to review and analyze a computer game.
- To describe some of the elements that make a successful game.
- To design the game quest
- To finish and share the game.
- To self and peer evaluate
To find out more, view our Game Creator Knowledge Organiser.
Our Religious Education lessons will continue to be based upon our “Love to Celebrate” projects. Basing the “Love to Celebrate” projects around festivals, gives a real-life context to the children’s learning and a structure to the projects. However, the celebration itself is only a small part of each “Love to Celebrate” project. Each set of projects covers all major aspects of each religion including worship, belief, leadership and belonging.
Please view our “World festivals and Celebrations Calendar”.
Term 3: Hinduism - Holi
Holi is celebrated throughout India and beyond. Bonfires are lit on the first day of Holi to remind Hindus of the story of Holika and Prahlad. Coloured paint is thrown or squirted at friends, family and even strangers on the second day of the festival. This commemorates a story about the young Krishna and his beloved Radha.
The festival also marks the winter harvest, welcomes spring and celebrates love. For the key words and vocabulary associated with this topic, please view our “Holi Glossary”.
Term 4: Judaism - Passover
Passover is one of the most important Jewish festivals. It commemorates the time Moses led the Israelite slaves to freedom over 3000 years ago. The word Passover refers to the final plague of Egypt, when God 'passed over' the houses of the Israelites and killed the first born sons of the Egyptians. After this plague, Pharaoh set the Israelites free and they were led into the desert by Moses. This is known as the Exodus.
The Jewish Passover celebrations last seven to eight days. Families clean their houses, rest, eat special meals together and read the story of the Exodus from the Torah. For the key words and vocabulary associated with this topic, please view our “Passover Glossary”.
Over the course of term 3 and 4, we will follow our Jigsaw PSHE scheme of learning. Jigsaw, the mindful approach to PSHE, is a progressive and spiral scheme of learning. In planning the lessons, Jigsaw PSHE ensures that learning from previous years is revisited and extended, adding new concepts, knowledge and skills, year on year as appropriate.
For more information regarding the knowledge and skills progression, please view the Jigsaw Knowledge Skills and Progression Document for ages 9-10.
Term 1: Dreams and Goals
In this Puzzle, we will think about our dreams and goals for when we grow up; investigate jobs and careers; explore our dream jobs and what is needed to get there; explore dreams and goals of other people in other cultures; and learn about how we can support each other with this.
Term 2: Healthy Me
In this Puzzle, we will learn about healthy choices and explore smoking and alcohol; emergency aid; body image; relationships with food; and how to be healthy physically and mentally.
Following the GetSet4PE scheme of learning, our Physical Education (PE) lessons for term 3 will focus on hockey and gymnastics. Our PE lessons for term 4 will focus on indoor tennis and gymnastics. Our PE lessons will be on Tuesdays and Friday; children can wear their PE into school on both of these days.
Term 3: Invasion Games (Hockey)
In their tag rugby lessons, pupils develop their understanding of the attacking and defending principles of invasion games. Pupils will have to think about how they use skills, strategies and tactics to outwit the opposition. They do this by maintaining possession and moving the ball towards the try line to score. We will continue to understand the importance of fair play and honesty while managing self-managing games and learning by abiding key rules.
Term 3 and 4: Gymnastics
In this unit, we will develop balancing, rolling, jumping and inverted movements. We will explore partner relationships such as canon and synchronisation and matching and mirroring. The children will have opportunities to receive and provide feedback in order to make improvements on their performances. In gymnastics, pupils develop performance skills considering the quality and control of their actions.
Term 3: Invasion Games (Tennis)
In tennis lessons, pupils will develop their understanding of the principles of net and ball games. In all games, pupils have to think about how they use skills, strategies and tactics to outwit the opposition. Pupils are given the opportunity to work co-operatively with others as well as independently, they are able to lead and officiate showing honest and fair play whilst abiding to the rules. Pupils will develop their tactical awareness, learning how to outwit an opponent.
To find out more, view our GetSet4PE Knowledge Organisers.
Our music lessons this year will follow the Sing Up sequential scheme of learning and for Term 3 and 4 we will have a percussion unit called ‘Rosewood Gratitude’.
Percussion Unit: Rosewood Gratitude:
This unit is inspired by the balafon music of West Africa. The objective of the unit is for the children to be immersed in the rhythm and harmony sound world of Rosewood Gratitude, whilst exploring a range of percussive techniques.
To gain more information, please view our Sing Up, Rosewood Gratitude knowledge organiser.
We are delighted to continue our French lessons with Mrs Cackett, our resident native French speaker.
Over the course of the Spring term, we will be learning about:
- Different foods
- Food likes and dislikes
- Food for celebrations
- Recipes
Throughout these lessons, we will practise speaking, listening, reading and writing in French.
| Year 5 - Term 3 and 4 Resources |
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