Year Five

Welcome to Panther Class!

Our teacher is Miss Francis s.francis@kings-hill.kent.sch.uk . Our teaching assistants are Mrs Garner and Mrs Butler

Welcome to Leopard Class!

Our teacher is Mrs Weller m.weller@kings-hill.kent.sch.uk and our teaching assistant is Mrs Anderson.

Please click here for the Year 5 'Meet the Teacher' presentation

Summer Term 2025

Welcome to our Year 5 class page!

Below is an outline of the learning that will take place this term.

English Key Text: Street Child

Reading:

To discuss and comment on themes and conventions in a variety of genres.
To provide straightforward explanations for the purpose of the language, structure and presentation of texts e.g. bullet points; how a letter is set out; introductory paragraphs.
To discuss their understanding of the meaning of words in context, finding other words which are similar.
To discuss and evaluate how authors use language, including figurative language (e.g. simile, imagery) and its effect on the reader.
To draw inferences and justify these with evidence from the text.
To participate in discussion about texts, expressing and justifying opinions, building on ideas and challenging others’ views courteously.

Writing:

To discuss and develop initial ideas in order to plan and draft before writing.
To write to suit purpose and with a growing awareness of audience, using appropriate features e.g. diary entry, formal invitation and narrative.
To organise writing into sections or paragraphs; create cohesion by linking ideas within paragraphs.
To identify themes and conventions across a wide range of writing.
To use and understand the features of a non-fictional report.

Spelling, punctuation and grammar:

To write a range of sentence structures which are grammatically accurate.
To experiment writing in different tenses based upon the genre of text.
To use commas in lists, for adverbials and to separate clauses.
To understand how to use colons within a piece of writing.
To use expanded noun phrases to convey complicated information concisely.

Mathematics:

To read and interpret tables, including two-way tables and timetables.
To understand and use degrees.
To classify and estimate angles.
To measure angles up to 180 degrees.
To draw lines and angles accurately.
To calculate angles around a point and on a straight line.
To explore regular and irregular polygons.
To explore 3D shapes.
To read and plot coordinates.
To solve problems with coordinates.
To use translation on a grid with coordinates.
To understand lines of symmetry.

Science:

To know that the universe comprises all matter and space in existence.
To know that the Sun is a star which is an exceptionally hot ball of gas, originally made from hydrogen and helium.
To know that a planet (e.g. Earth) is defined as a spherical celestial body that orbits a star.
To know it was once thought that everything orbited the Earth, but that scientists like Copernicus and Galileo used telescopes and measurement to show that the Earth orbited the Sun .
To know that there are eight major planets in our solar system: Mercury, Venus, Earth, Mars, Jupiter, Saturn, Uranus, Neptune.
To know that the Moon orbits the Earth roughly every 28 days.
Know that as the Moon orbits the Sun, different parts of it are lit up by the Sun, which is why we see a different shape lit up on the Moon as the lunar cycle progresses .
Know that the Earth spins around an imaginary line through its centre called an axis and that this axis is tilted relative to the Earth’s orbit
Know that night and day are the result of the Earth rotating on its axis

Geography:

To identify physical and human features of North America
To understand the size of the continent, relative to the equator and poles and their relationship with climate zones.
To know what a biome is.
To understand the features of deciduous, grassland and desert biomes.

Music:

Show understanding of how a drum pattern, bass line and riff fit together to create a memorable and catchy groove.
Identify drum patterns, basslines, and riffs and play them using body percussion and voices.
Compose and perform drum patterns, basslines, and riffs on a variety of instruments as part of a group.
Engage the imagination, work creatively in movement in small groups, learning to share and develop ideas.
Develop listening skills and an understanding of how different instrumental parts interact (texture) by responding to each part through movement.
Demonstrate an understanding of the history of Argentine tango.

D.T.:

Gather information about users’ needs and wants, and develop design criteria to inform the design of products that are fit for purpose.
Generate, develop, model and communicate realistic ideas through discussion and, as appropriate, annotated sketches, cross-sectional and exploded diagrams.
Select from and use tools and equipment to cut, shape, join and finish with some accuracy.
Connect simple electrical components and a battery in a series circuit to achieve a functional outcome.
Program a standalone control box, microcontroller or interface box to enhance the way the product works.
• Investigate and analyse a range of existing battery-powered products, including pre-programmed and programmable products.
Evaluate their ideas and products against their own design criteria and identify the strengths and areas for improvement in their work.

Computing:

To build a simple circuit to connect a microcontroller to a computer.
To program a microcontroller to light an LED
To connect more than one output device to a microcontroller.
To design sequences for given output devices.
To explain that a condition is something that can be either true or false (e.g. whether a value is more than 10, or whether a button has been pressed)
To identify a condition to start an action (real world).
To write an algorithm to control lights and a motor.

PSHE:

To have an accurate picture of who I am as a person, in terms of my characteristics and personal qualities.
To understand that belonging to an online community can have positive and negative consequences.
To understand there are rights and responsibilities in an online community or social network.
To know there are rights and responsibilities when playing games online.
To recognise when I am spending too much time using devices.
To explain how to stay safe when using technology to communicate with my friends.

RE:

To think about what helps us through our journey of life.
To describe the 5 pillars of Islam.
To know the key belief of Muslims an how it affects their life.
To describe how and why Muslims pray.
To discuss the ways Muslims help and care for the world wide Muslim community.

P.E.: Cricket and Tennis

To develop fielding and throwing skills.
To improve accuracy when throwing and catching.
To develop batting skills.
To bowl using different techniques including overarm and underarm.
To learn an overarm serve.
To play a short competitive rally forehand.
To play a short competitive rally backhand.

Year 5 have PE on Mondays and Thursdays. Could children please come dressed in their PE kits and have their earrings taken out on these days.

French:

Phonics: Pay attention to terminal sounds and silent letters

Grammar:

Adjectives
Comparatives revisit
Add superlatives – reinforce gender with adjectives.

Vocabulary:

Planets
Adjectives
Large numbers.

Culture: To give opinions on Eurovision

Click here to see the expectations for reading, writing and maths in Year 5.

For more information on our remote learning offer for those of you learning at home, please click here.

For more information on the learning taking place this term, please see the Year 5 curriculum map below.

As well as accessing our broad curriculum, our pupil offer outlines the additional opportunities your child will have whilst in Year 5.

Curriculum Maps

Term 1 Curriculum Map

Term 2 Curriculum Map

Term 3 Curriculum Map

Term 4 Curriculum Map

Term 5 Curriculum Map

Term 6 Curriculum Map

Class Timetable

Year 5 Class Timetable

Homework in Year 5

Daily Reading

We encourage all children to read at home daily and a note to be written in their reading journal. If the school book has been completed then please read and share any other books/comics you have at home. These can also be recorded in the reading journal and can count towards the number of daily reads.

Spellings

Spelling will be sent home on a Friday and will tested the following Friday

SPaG.com

SPaG activities will be set on Fridays and will need to be completed by the following Friday.

Maths arithmetic

Arithmetic questions will be set on Fridays and will need to be handed in on the following Wednesday.

TT Rockstars

We suggest working on TT Rockstars for 15 minutes a week; however you can do more should you wish. Specific timestables will be set for your child and this programme aims to increase the fluency of these. This is an online maths game that can be accessed on tablet, ipads and desktops

English in Year Five

Reading in Year Five

By the end of year 5, the children's reading should demonstrate increasing fluency across all subjects. They will understand the conventions of different types of writing such as the use of the first person and understand some technical terms needed for discussing what is heard and read such as metaphor, simile. analogy, imagery, style and effect. In using non-fiction, the children will know what information is needed to look for before beginning a task and know how to use a contents page and indexes to locate information and apply these skills across the curriculum independently. They will apply a growing knowledge of root words, prefixes and suffixes (morphology and etymology) both to read aloud and to understand the meaning of new words that are met.

Writing and SPaG in Year Five

In the composition of writing, the children will select the appropriate form and identify the audience for, and purpose of, the writing. They will use further organisational and presentational devices to structure text and to guide the reader, for example headings, bullet points and underlining.

When developing SPaG skills, the children will consider converting nouns or adjectives into verbs and be able to indicate degrees of possibility using adverbs or modal verbs. They will use devices to build cohesion within a paragraph and use commas to clarify meaning.

By the end of year 5, the children will use accurate grammar and punctuation and begin to apply this when considering both audience and purpose. They will understand the differences between standard English and non-standard English and can apply what has been learnt.

Maths in Year Five

During year 5 the children will continue to develop their fluency across all the areas of mathematics. They will work with numbers to at least 1,000,000 and determine the value of each digit. They will develop their skills of using formal written methods for addition, subtraction, division and multiplication. They will identify multiplies, factors, squares and cubes and use this knowledge to solve problems.

When working with fractions, children will compare and order fractions and read and write decimal numbers as fractions. They will solve problems which require knowing percentage and decimal equivalents and those fractions with a denominator of a multiple of 10 or 25.

Children will have the opportunity to convert different units of metric measure and calculate the perimeter of composite rectilinear shapes and will calculate and compare the area of compound shapes. Children will draw given angles and measure accurately using degrees. They will distinguish between regular and irregular polygons based on reasoning about sides and angles.