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Year 5

Summer 2017

Spring 2017

Curriculum Overview

 

English

During the Spring Term Year 5 pupils cover a range of non-fiction and fiction text types: ‘Stories from Other Cultures’ with a focus on ‘Traditional Stories from the Amazon’ as Brazil is the Spring Topic, ‘Persuasive Texts’, ‘Myths and Legends’ and ‘Information Booklets’. These Units are used to enthuse, challenge and engage pupils to develop positive attitudes towards reading and writing - brought to life with talk and drama activities at times to stimulate pupil’s creativity.

 

The Assertive Mentoring Assessment Criteria targets for Writing are used to direct planning and teaching. Pupils are very familiar with the target sheets kept at the front of their English pupil workbooks. Targets are updated weekly and inform pupils of the progress they are making and areas for development. This up to date information combined with the weekly ‘Grammar Hammer’ and spelling tests informs a responsive approach to teaching and learning that encourages autonomy and facilitates a personalized style of working.

 

Pupils are given a variety of contexts within which to extend their writing skills during Topic, RE and Science lessons. This generic use of their skills across the curriculum helps pupils to consolidate their learning and helps them appreciate the various features of each genre / text type.

 

Mathematics

During the Spring term, Year 5 pupils have been developing their knowledge of measures, decimals, geometry and statistics. The children have particularly enjoyed conducting investigations into angles, learning how to measure them, as well as looking for different types of angles within the learning environment.

 

With the introduction of reasoning and problem solving challenges, once fluent in a concept, pupils are being challenged to demonstrate a full understanding of the concept by tackling tricking questions which require a much greater depth of thinking. The children have responded well to these new challenges, and are working hard to improve both their reasoning and problem solving skills – skills which are relatively new to many pupils across the school.

 

Children have also started completing a ‘passport task’ at the start of each session to strengthen their mental arithmetic abilities in preparation for their upcoming SATs in the next academic year. The children thoroughly enjoy these tasks and have become quite competitive at trying to be the first to successfully and accurately complete these challenges each day!

 

Pupil progress data for reading, writing and maths evidences the positive impact of teaching on learning so far this academic year.

 

 

 

 

Science

Following the cyclic approach to delivering Science through the Assertive Mentoring system, pupils during the Spring Term have developed their knowledge, skills and understanding of Animals Including Humans, Living Things and their Habitats, Forces, and Properties and Changes of Materials.

 

Working scientifically each unit has had a focus on developing scientific enquiry skills to answer questions through investigations by planning, observing, measuring, recording and drawing conclusions. Investigations into ‘Friction’ developed pupils’ knowledge and understating of air and water resistance, and the usefulness friction can serve. A focus on ‘Properties of Materials’ has given pupils a wider understanding of how materials change state, and of reversible and irreversible changes. Through planning and carrying out an investigation pupils designed a Fair Test that illustrated how the shape of an object can affect its ability to float or sink when placed in water.

 

Science week facilitated an enjoyable outdoor activity at the Forest School site that was based around the ‘Earth and Space’ element of the Stage 5 Science curriculum. Pupils constructed a model of the planets within our Solar System – taking inspiration from artist Andy Goldsworthy’s approach to art – making use of naturally occurring materials from the surroundings.

 

Topic

‘Brazil’ is Year 5’s Topic for the Spring Term. Pupils have utilised the Geography element of the Year 5 curriculum and explored: The History of the People, Regions and Resources, Wildlife, Infrastructure and the Amazon Rainforest. Discussion and group work form the basis of pupil’s engagement with their Topic work, putting to good use their reading comprehension skills. A writing focus is also included within each lesson where pupils, for example, deploy their knowledge of Information Text and Explanation Text writing.

 

Pupil Premium Provision & Impact

The Year 5 cohort has a make-up of 46.77% Pupil Premium children. Through a rigorous and detailed analysis of the Autumn Term 2016 assessment data combined with discussions in Pupil Progress meetings, a well formulated plan was drawn up and implemented in the Spring Term 2017 that has provided additional support and extra opportunities for Pupil Premium pupils.

Intervention sessions have included: ‘Reading Project X Code’, ‘Number Sense’ and ‘Get Writing’. These weekly sessions have had specific learning targets directed by the ‘gap’ analysis and identification approach strategy of the Assertive Mentoring system. Pupils have enjoyed gaining confidence and competence in reading, writing and mathematics that the additional sessions have provided that is evident in mainstream classroom lessons.

 

Most Able Provision & Impact

Touching base again with the data for the current Year 5 cohort within the context of ‘above average’ at the end of KS1 has served as an imminent reminder of the important need to provide and cater for these pupils, and significantly so as Year 6 is on the horizon:

 

Reading: 45%

Writing: 20%

Mathematics: 36.67%

 

Reading: ‘Cracking Comprehension’ is being utilised to access a range of comprehension skills / strategies within a challenging text. Teacher modelled examples are worked through with a full class guided / taught session. Pupils then have the opportunity to tackle a text independently requiring them to apply the strategies modelled in the taught sessions. The challenge of the text and depth / range of questioning challenging pupils who are ready to explore a greater depth with reading comprehension.

 

Writing: Tackling Stage 5 from the beginning of Y5 has provided challenge in both grammar and spelling, alongside the composition of writing. Frequent opportunities for exploration and application of the Stage 5 curriculum are allowing pupils to be challenged and develop a greater / deeper understanding – by studying in-depth challenging and longer texts. Modelling of unfamiliar and new concepts is aided and accelerated by good quality texts offering high challenge.

 

For children working at greater depth, once they have mastered the fluency elements of learnt concepts, they then use these skills and apply them to more challenging reasoning and problem solving tasks. These are taken from the ‘White Rose Maths Hub’ and Twinkl mastery resources in line with the whole school approach to Mathematics. Children are also offered a variety of challenge in the fluency elements of lessons through the use of ‘Target your Maths A, B and C challenges – in which children can select their own level of challenge before moving onto more difficult calculations once they are confident they can complete the section.

 

 

British Values

In Year 5 British Values are promoted through the school ethos and climate and delivered though spiritual, moral, social and cultural development (SMSC). During curriculum lessons, RE for example, SMSC is explored through a focus on different faiths. The RE focus in the Spring Term has been ‘Voyages and Journeys’; a topic which the children have thoroughly enjoyed. They have shared photographs of a place which is of special significance to them and discussed reasons, some religious and some not, as to why their chosen place holds so much importance for them. The children talked about their right to be listened to and respected, and to have individual liberty.

 

 

 

 

 

 

 

 

 

 

Attendance

Year 5 pupils have been motivated by their determination to succeed in their learning at school by having good attendance. An analysis of the attendance data for Year 5 shows the following:

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Autumn 2016

Summer 2016

 

Literacy
Summer Term Literacy lessons in Year 5 began with a focus on Older Literature by significant children’s authors. ‘The Railway Children’ by E. Nesbit and ‘Tom’s Midnight Garden’ by Philippa Pearce were used as inspiration for story writing. Pupils enjoyed exploring the stories and developed an understanding of a writer’s own ‘personal style’. The stories they created were imaginative and enjoyed by the rest of the class as they took pleasure in reading them out loud.


Assertive Mentoring governs the focus for grammar and spelling work, and pupils are very comfortable and familiar with the expectations the system delivers on a weekly basis in terms of the grammar and spelling tests. With a wide range of writing abilities in Year 5, from Stage 1 to Stage 6, pupils are grouped accordingly into classes, and grouped appropriately within each class so that learning can be challenged at the appropriate Stage. Pupils in Year 5 take ownership of their own learning and are very familiar with their own writing targets and the next steps required to advance.


Non-fiction writing included a focus on Discussion Texts. Pupils were introduced to the writing conventions involved in writing a Balanced Argument. They explored the text type features and grammar conventions of this text type and wrote some Balanced Arguments.
‘The Tear Thief’, ‘The Princess’ Blankets’ and ‘The Lost Happy Endings’ by children’s author Carol Ann Duffy were chosen for creative story writing – the stories being modern day fairy tales and accompanied by individualistic pictures that help to portray the imaginative stories that take a different and unique perspective.

 

Numeracy
The Summer Term has seen Year 5 pupils develop their knowledge and understanding of:
• Number: fractions, decimals and percentages.
• Measurement: time, perimeter, area and problems involving measure.
• Geometry: properties of shape.
Pupils in Year 5 range from Stage 3 to Stage 7 – classes / groupings arranged to provide pupils with the appropriate challenge for them to advance at a speedy rate with Year 6 on the horizon.


The Assertive Mentoring Weekly Tests provide pupils with the opportunity to tackle all elements of the Mathematics relevant to the Stage they are working through. The outcomes guiding planning and support during lessons. The Half Termly tests give a clear picture of where pupils are and brings to light any ‘gaps’ in their knowledge. Working with the system has been beneficial for pupils and teachers and has directed the way forwards as regards making progress.

 

Science
Science in Year 5 is guided by the Assertive Mentoring programme of study. During the Summer Term pupils have studied the following:
• Earth and Space – pupils looked at the ‘apparent’ movement of the Sun in the sky to further their understanding of the Earth’s rotation and orbit.
• Forces – pupils conducted an investigation to see what happened to the weight of an object when placed in water. Which brought to light Archimedes’ Principle.
• Properties of Materials: pupils carried out an investigation into which materials would conduct electricity.
• Living Things And Their Habitats: The life-cycle of a flowering plant was analysed.
• Understanding how chemists create new materials – Spencer Silver’s invention, the ‘Post-it note’ was studied.


Central to all learning in Science lessons has been the focus on developing pupils’ scientific enquiry skills to answer questions through investigations by planning, observing, measuring, recording and drawing conclusions.

 

Topic
The Summer Term Topic in Year 5 has been the Anglo-Saxons. The children have learnt about: Who the Anglo-Saxons are; where they settled; their villages and homes; the grave at Sutton Hoo; about the transition from Paganism to Christianity; how King Alfred resisted the Vikings and about the Anglo-Saxon culture of storytelling.


The Topic has given pupils the opportunity to further their application of the writing skills they have been advancing in – producing a range of text types, including information texts, diary entries and explanation texts. Children have engaged well with the Topic and it’s been a pleasure to see their enthusiasm for the topic demonstrated in their writing.

 

Pupil Premium Provision & Impact
The Year 5 cohort has a make-up of 43.33% Pupil Premium children. Through a rigorous and detailed analysis of the Spring Term assessment data combined with discussions in Pupil Progress meetings, a well formulated plan was drawn up and implemented in the Summer Term that has provided additional support and extra opportunities for Pupil Premium pupils.
Intervention sessions have focused on: Reading Project X Code and Mathematics. These weekly sessions have had specific learning targets directed by the ‘gap’ analysis and identification approach strategy of the Assertive Mentoring system. Summer Term (1) Mathematics assessments for Group B were a great success and saw most pupils advancing to the next Stage.


A focused approach to the delivery of Reading, Writing, Mathematics and Science in terms of teaching pupils to their ‘gaps’ – brought to light by the Assertive Mentoring System – is proving to be beneficial for pupils, both in aiding their progress and drawing their attention to their successes and ‘next steps'.

 

Most Able Provision & Impact
The Year 5 cohort within the context of numbers of pupils ‘above average’ at the end of KS1 is as follows:
Reading: 48.33%
Writing: 28.33%
Mathematics: 53.33%
Teaching has been focussed in these classes to provide these pupils with the appropriate challenge to reach their full potential. The Assertive Mentoring system has been key in directing and focussing the pathway for learning, and has kept pupils’ attention on their own learning.


The structure of Guided Reading sessions, coupled with the schools reading resource system ‘The Oxford Reading Tree’, has allowed the ‘Most Able’ pupils to succeed and make progress – through challenging and engaging texts, and accurate and informative assessments.

 


British Values
The RE focus this term is ‘Faiths and beliefs around us’, and provides pupils with the opportunity to explore the main religious groups in Rochdale. Learning about the beliefs these religious groups hold, how the communities have developed over time and how they work with the community. This gives pupils the opportunity to explore and expand their understanding of people with different faiths and beliefs – this being a key element of the study of British values.


Though the Unit of work pupils look at the patterns and routines in religious peoples’ lives and compare and contrast them. They develop an appreciation of the similarities and differences in the key values and ideas shared by different religions and faith groups and how they work together in the community.

Spring 2016

 

Curriculum Overview

Literacy

During the Spring Term Year 5 Literacy lessons have had a focus on the Spring Topic - World War II. The story of ‘Rose Blanche’, by author Ian Mc Ewan and illustrator Roberto Innocenti, was used as the basis for inspiration for a non-fiction unit of writing - Recounts. The moving story follows a young German Girl living in her small hometown in Germany during WW2. Pupils were able to develop their use of emotive language through a series of ‘Talk For - Writing’ activities that fuelled some high quality diary entry writing.

Studying the writing conventions of current author John Boyne in the book ‘The Boy in the Striped Pyjamas’ gave pupils the opportunity to consider how an author develops their own personal style. Through story writing, pupils were able to experiment with some of the authors techniques and produced some moving and expressive pieces of writing that illustrated an understanding of ‘style’ and how to manipulate and sculpt a story to engage the reader.

 

David Walliams was the author chosen for a whole school focus for ‘World Book Day’. Year 5 pupils enjoyed the humours and thought provoking story ‘Grandpa’s Great Escape’. Children really connected with the character ‘Jack’ and appreciated the young boy’s fondness for his Grandpa – a World War II fighter pilot. With their knowledge of WW2, through study during Topic Lessons, pupils produced some lively and imaginative stories which echoed the humour typical of author David Walliams.

 

Numeracy

The Spring term has seen Year 5 pupils develop their understanding of fractions and decimals, statistics and geometry. With the introduction of our yellow Mastery stickers into workbooks, children have been challenged to demonstrate a broad and thorough understanding of each area of numeracy. It has been a pleasure to see children develop an in-depth understanding of, for example, the relationship between decimal numbers and fractions, and feel a sense of achievement on completion of a ‘mastery challenge’.

With links to scientific investigation, the children analysed data related to the height of a sunflower over time and discovered why a line graph is the best method of displaying these statistics. They considered other options, such as a bar graph or pictogram, and wrote conclusively about the benefits of using a line graph to show the development of data over a period of time.

 

Science

Following the ‘cyclic’ approach to delivering Science through the the Assertive Mentoring system, pupils during the Spring Term have developed their knowledge, skills and understanding of Earth and Space, Friction and Properties of Materials.

Working scientifically each unit has had a focus on developing scientific enquiry skills to answer questions through investigations by planning, observing, measuring, recording and drawing conclusions. ‘Earth and Space’ gave pupils the opportunity to investigate why night and day occurs, learning the significance of the Earth’s rotation and orbit.

Investigations into ‘Friction’ developed pupils’ knowledge and understating of air and water resistance, and the usefulness friction can serve. A focus on ‘Properties of Materials’ has given pupils a wider understanding of how materials change state, and of reversible and irreversible changes. Through planning and carrying out an investigation pupils designed a Fair Test that illustrated how solutions are formed and how they can be separated.

 

Topic

During the Spring term, the topic in Year 5 has been World War II. The children have learnt about the key events that lead to the beginning of the war, and have created timelines displaying important dates throughout the six-year period. They imagined being a newspaper reporter at the time when war broke out in Great Britain, and wrote a front page article detailing the dramatic events. They were delighted to handle boxes replicating those the children would have carried round containing their gas masks. They considered in great depth the mixed emotions of an evacuee and have written emotive letters to home from the perspective of a young child who has left their family to be taken in by strangers.

 

Pupil Premium Provision & Impact

The Year 5 cohort has a make-up of 43.33% Pupil Premium children. Through a rigorous and detailed analysis of the Autumn Term assessment data combined with discussions in Pupil Progress meetings, a well formulated plan was drawn up and implemented in the Spring Term that has provided additional support and extra opportunities for Pupil Premium pupils.

 

Intervention sessions have included: Reading Project X Code, Success at Arithmetic, Mathematics, Writing and Reading Comprehension. These weekly sessions have had specific learning targets directed by the ‘gap’ analysis and identification approach strategy of the Assertive Mentoring system. Pupils have enjoyed gaining confidence and competence in reading, writing and mathematics that the additional sessions have provided that is evident in mainstream classroom lessons.

 

Pupil Premium pupils have responded positively to targeted support during curriculum lessons that has helped to focus learning and close ‘gaps’. Being ‘tuned’ into and ‘in touch’ with their own personal learning goals derived from the Assertive Mentoring system has enabled pupils to take ownership and responsibility for advancements being made – the clarity and preciseness of the Assertive Mentoring system being at the heart of these developments.

 

Most Able Provision & Impact

Touching base again with the data for the current Year 5 cohort within the context of ‘above average’ at the end of KS1 has served as an imminent reminder of the important need to provide and cater for these pupils, and significantly so as Year 6 is on the horizon:

 

Reading: 48.33%

Writing: 28.33%

Mathematics: 53.33%

 

Assertive Mentoring has been key to identifying pupils’ successes and the next – steps they must take to progress and advance in their learning. Weekly Skills tests in grammar and mathematics have provided a ‘full coverage’ approach in terms of touching base weekly with a broad spectrum of concepts specific to each pupil’s ‘Stage’ in learning.

Groupings and targeted Teacher / TA time during lessons has created a focussed pocket of daily learning for the ‘Most Able’ pupils to access learning at their targeted ‘Stage’ providing the ‘high – end’ challenge required for them to advance in their learning. The Spring Half Term assessment data highlighted advancements in Mathematics, Writing and Reading for many pupils falling into the ‘Most Able’ category.

 

British Values

The RE focus this term is ‘Voyages and Journeys’; a topic which the children are thoroughly enjoying. They have shared photographs of a place which is of special significance to them and discussed reasons, some religious and some not, as to why their chosen place holds so much importance for them. The children talked about their right to be listened to and respected, and to have individual liberty. They continued with this theme in Literacy lesson, producing poems for the Year 5 scroll.

 

Following on from our E-Safety lessons, where the children created posters persuading others to stay safe online, they also participated in a ChildLine workshop. With the help of Childline mascot, Buddy, the children learnt valuable lessons about their rights and where they can go for help, should they ever need it.

 

Attendance

Year 5 pupils have been motivated by their determination to succeed in their learning at school by having good attendance.

 

 

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Autumn Term 2015

Literacy
During the Autumn Term, Year 5 pupils cover a range of non-fiction and fiction text types: Stories by Significant Children’s Authors, Instructions, Stories From Other Cultures, Persuasive Writing and Stories At Christmas. These units are used to enthuse, challenge and engage pupils to develop positive attitudes towards reading and writing - brought to life with talk and drama activities at times to stimulate pupils’ creativity.


Assertive Mentoring provides a solid foundation for assessing pupils on a weekly basis with the Grammar Hammer and Spelling tests. It also makes an accurate interpretation of how pupils are performing and advancing in writing with twice half termly extended writing assessments.


Pupils are encouraged to develop their autonomy as regards taking ownership of their own learning by deploying self and peer assessment techniques and responding to targets set from writing assessments.


Pupils are given a variety of contexts within which to extend their writing skills during Topic, RE and Science lessons. This generic use of their skills across the curriculum helps pupils to consolidate their learning and helps them appreciate the various features of each genre / text type. 


Numeracy
During the Autumn term, Year 5 have worked hard to strengthen their understanding of key areas of the maths curriculum, including Number, Measurement and Geometry. The children have really got to grips with place value systems and love working with numbers into the millions! They also had a lot of fun measuring their classrooms and converting between millimetres, centimetres, metres and kilometres. Using the Assertive Mentoring system makes it very easy to highlight the gaps in the children’s knowledge and, consequently, we are able to tailor all lessons to their needs and accelerate progress. It encourages the children to see their weekly skills test scores go up and they especially enjoy getting the green highlighter out to record their success.


Science

This term marked the beginning of a new system in Science, where we spend two or three weeks on each unit before moving on to another curriculum area – the school’s ‘spiral’ science curriculum. As a result, we come back to each unit more frequently and the children are able to build up a better understanding of the bigger picture in science. At the beginning of the term, Year 5 acted out the orbit of the Earth, moon and sun and learnt why we have night and day on Earth. The children then had chance to consider the way forces around us impact on our everyday life. Our current science lessons focus on materials and their properties, and the children will do an investigation into reversible and irreversible changes where they will see the effect that heat has on water and wax.


Topic
Brazil is Year 5’s Topic for the Autumn Term. Pupils have utilised the Geography element of the year 5 curriculum and explored: The History of the People, Regions and Resources, Wildlife, Infrastructure and the Amazon Rainforest. Discussion and group work from the basis of pupils’ engagement with their Topic work, putting to good use their reading comprehension skills being focused on doing Guided Reading sessions. A writing focus is also included within each lesson where pupils, for example, utilise their knowledge of Information Text and Explanation Text writing.


Pupil Premium Provision & Impact
With a make-up of 43.33% of the Year 5 cohort being Pupil Premium children it has been vital that provision be targeted in curriculum lessons to ensure their needs are met. And also that extra-curricular activities are available to enhance and widen their learning experiences through, for example, instrumental music lessons.


A dedicated staff team in Year 5 of two class teachers, three support staff and two HI support staff equips the Year Group well to provide targeted support to these pupils during lessons, with the aim of ensuring progress is secured across the board with the imminence of the end of Key Stage 2 in the near future for the children.


Ensuring pupils maximise their progress in reading, while developing a positive attitude and ‘love’ of reading, has led to reading being identified as a whole school focus. The addition of the new Oxford Reading Tree scheme with the combination of a new initiative ‘Reading Project X’ has allowed us to facilitate a diverse range of readers, and to enthuse and motivate them to succeed in their reading. Assertive Mentoring provides the tools to assess and analyse the next steps for each pupil within a personalised format.


Most Able Provision & Impact
Strategies utilised, after analysis of the data as to how these pupils are performing now, have been to consider groupings within classes, providing consistent challenge (highlighted as a need especially in Maths) and consistent tracking through the Assertive Mentoring Weekly and Half Termly tests. Allowing a quick responsive nature to planning and teaching to ensure ‘gaps’ are being targeted and progress is maximised.


Pupils taking responsibility for their own learning through techniques of self and peer assessment, combined with their responsiveness to targets being set is providing the right ‘climate’ within the classroom for these pupils to make the expected progress identified on reflection from the end of KS1 to the end of KS2.


British Values
In Year 5 British Values are promoted through the school ethos and climate and delivered though spiritual, moral, social and cultural development (SMSC). During curriculum lessons, RE for example, SMSC is explored through a focus on different faiths - more recently Buddhism, Islam and Sikhism - and children have been learning about the significant leaders and teachers within these faiths and exploring what led them to follow this ‘life path’. Also, focusing on the key beliefs held by each religion and their significance to people who follow these faiths, while reflecting on their own backgrounds and beliefs they follow, and those of the community they live in.


During the celebration week of Eid pupils had some discreet lessons with a focus on British Values and were introduced to the diverse background the children of the UK come from through poetry. Reflecting on their learnings they were able to consider and appreciate the make-up of the community within which they live and recognise their own ‘character’ expressed through some writing in Poetry.
 

Attendance
W/E                Class A    Class B
05/11/2015       98.3        91.3
22/10/2015      97.3        93.3
15/10/2015      98.7       96.3
08/10/2015      99          97
01/10/2015      96.7      100
24/09/2015     96.2      95.3
17/09/2015     98.6      94.5
10/09/2015     100      93.1
Average       98.1    95.1

 

With a whole school focus on improving attendance, Year 5 pupils have been keen, and have demonstrated they are committed to having good attendance. Motivated by a determination to succeed in their learning, and with the potential to win attendance rewards, this ‘ethos’ is a positive one.


A comparison for Class A shows pupil premium children (of which there are 15) are slightly below the class average – but still higher than the school target and higher than the school average.

 

A comparison for Class B shows pupil premium children (of which there are 11)  are below the class average. Both the class and the pupil premium children are lower than the school target and lower than the school average. This is, however, when analysed further due to a minority of individual pupils affecting the class average.

 

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