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Horizon Academy Trust is an exempt charity regulated by the Secretary of State for Education.

company number 08411590

registered office is C/O Biggin Hill Primary School, Biggin Avenue, Bransholme, Hull, United Kingdom HU7 4RL.

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Cavendish Primary School

WELCOME TO Year 5

Welcome to Year 5! Mrs Ansar (Class teacher and English Lead), Mrs Marley (Class teacher and Science Leader), and Mrs Beasty (Support Assistant) hope you enjoy learning in Year 5 as much as we enjoy teaching here! We are in the last phase of your journey through primary school: a year that is challenging yet equally rewarding. We become more independent in our learning and we begin to develop new interests and an awareness of ourselves. We participate in a range of engaging learning experiences as we immerse ourselves in our exciting themes of World War Two, Ancient Greece and the Oceans.

 Year 5 Newsletters, Knowledge Organisers & KIRFs Documents

Autumn Term

Year 5 Autumn Term KIRFs

Year 5 Autumn Term Knowledge Organiser - Addition & Subtraction

Year 5 Autumn Term Knowledge Organiser - Place Value

Spring Term

Year 5 Spring Term Knowledge Organiser - Multiplication and Division 2

Summer Term

Year 5 Summer Term Newsletter

Year 5 Summer Term KIRFS

Year 5 Summer Term Knowledge Organiser - Fractions

Year 5 Summer Term Knowledge Organiser - Geometry

Year 5 Summer Term Knowledge Organiser - Oceans

Year 5 Summer Term Knowledge Organiser - The Song of the Dolphin Boy

 

READING

In Year 5, we are becoming increasingly independent readers and we are making our own choices in the books we read. We are beginning to read a wider range of fiction and non-fiction and we can talk about our favourite books and authors. We read for pleasure, to find information, to be entertained, or to learn from other people’s experiences.

Reading skills are developed through the study of a class text, using a whole class approach. We take part in discussions about the text, listen to each other’s opinions and ideas and learn how to respond to different points of view. We enjoy asking questions about the events in the story and making predictions about what will happen next. Our knowledge of vocabulary deepens as we explore the word choices made by the author. In Year 5, we delve deeper into the thoughts and feelings of the characters in our stories and we draw inferences based on their actions. We learn how to read for meaning, or to find information, and we develop our skills in communicating our ideas through our writing.

 

WRITING

The close study of our class texts also enables us to develop our skills in writing. We learn to become better writers by taking inspiration from these authors. Our approach to teaching writing stands firmly in the ‘reading into writing’ theory. We read examples of writing from the same genre and identify features of that genre. Close analysis of an author’s choice of language allows us to build a bank of ideas from which we can draw for our own writing. Grammar and punctuation lessons are selected on the basis of their relevance to the genre which we are studying. We learn how to apply our knowledge and understanding of grammatical conventions to our writing. By Year 5, we are very familiar with the drafting process and we develop our skills in editing - checking our work for spelling and punctuation errors.

 

MATHS

In Year 5, we continue to follow the Mastery Maths approach to teaching mathematics. We build on the skills which we have acquired in previous years and use these to establish a secure understanding of new concepts. Practise of our key instant recall facts (KIRFS) at the beginning of a lesson helps us to develop our skills in arithmetic and solve other mathematical problems quickly and efficiently.

Our aim is to develop a deep understanding of each area so that we can apply this to solving problems in different contexts; concrete apparatus and pictorial representations support the development of a deeper understanding of these mathematical ideas. We gain confidence in the methods that we are using by practising these skills; when we are fluent in a mathematical concept, we are ready to move onto the next challenge.

 

 

COMPUTING

The aim of our computing curriculum is to provide children with computing knowledge and skills on which they can build throughout their lives. We look at how the internet can be used to find information, and to communicate, and we learn how this technology can be used safely. In Year 5, we continue to develop our understanding of computer science and programming by creating simple algorithms and detecting errors in an algorithm. We learn how to use programs such as Excel to create line graphs to present the results of a science investigation. A range of technologies are used to present our ideas and our learning; in Year 5, we become more proficient in using these.

 

 

SCIENCE

As scientists, we are encouraged to observe the world around us, to ask questions and to test ideas. Our science curriculum provides children with subject knowledge and conceptual understanding through the specific fields of biology, chemistry and physics. We develop our knowledge and understanding of these subjects through the five main types of scientific inquiry: research; observations over time; identifying, classifying and grouping; pattern seeking and comparative and fair testing.

In Year 5, we consider more abstract ideas and how these ideas help us to understand and predict how the world around us operates. Our understanding of fair-testing is developed through the use words such as variables and control. We also draw conclusions based on our data and observations, use evidence to justify our ideas, and use our scientific knowledge and understanding to explain our findings.

 

WIDER CURRICULUM

As well as interesting and engaging lessons, we participate in many learning experiences which take place outside the classroom. In Year 5, we look forward to our visit to Eden Camp as part of our work on World War Two. There are also many opportunities to explore interests in other areas such as the Craven Park Enterprise Challenge, or becoming an ambassador for Hull’s International Council. We have visitors who come into school to teach us a new skill or to share their experiences. As we prepare for the next stage in our education, we also look forward to our transition day at the local secondary school.

 

PARENTS AS PARTNERS

We recognise the importance of and value parental involvement in the life of the school. In Year 5, we are therefore committed to establishing and maintaining an effective and purposeful working relationship between the school and home. Parents/Carers are the most important influence in a child’s life. Any educational initiative can only be fully effective if there is partnership between parents, children and providers. We rely on you as parents and carers to ensure your child completes all the homework he/she is set, to listen to your child read at least four times a week and to engage with the different parental meetings that we offer throughout the year.  

By working together, we can make a positive and meaningful difference to the pupils’ education. 

 

end of year expectations

The National Curriculum outlines these expectations as being the minimum requirements your child must meet in order to ensure continued progress.

All the objectives will be worked on throughout the year and will be the focus of direct teaching and investigation. Any extra support you can provide in helping your children to achieve these is greatly valued. 

Mathematics

  • Count forwards and backward with positive and negative numbers through zero.
  • Count forwards/backwards in steps of powers of 10 for any given number up to 1,000,000.
  • Compare and order numbers up to 1,000,000.
  • Compare and order numbers with 3 decimal places – 5.275.
  • Read Roman numerals to 1,000.
  • Identify all multiples and factors, including finding all factor pairs.
  • Use known tables up to 12 x 12 to derive other number facts.
  • Recall prime numbers up to 19 (Divided evenly by 1 and itself)
  • Recognise and use square numbers (The answer we get after multiplying the number by itself4=2x2 ) and cube numbers (Answers created when multiplying a number by itself 3 times 125 = 5x5x5)
  • Recognise place value of any number up to 1,000,000.
  • Round any number up to 1,000,000 to the nearest 10, 100, 1000, 10,000 or 100,000.
  • Round decimals with 2 decimal places to nearest whole number and 1 decimal place.
  • Add and subtract numbers with more than 4-digits using formal written method.
  • Use rounding to check answers.
  • Multiply 4-digits by 1-digit/ 2-digit/Divide up to 4-digits by 1-digit
  • Multiply & divide whole numbers & decimals by 10, 100 and 1,000
  • Recognise and use thousandths.
  • Recognise mixed numbers and improper fractions and convert from one to another.
  • Multiply proper fractions and mixed numbers by whole numbers.
  • Identify and write equivalent fractions (Have the same value even though they look different 1/3=2/6=4/12)
  • Solve time problems using timetables and converting between different units of time.

Writing

  • Add phrases to make sentences more precise and detailed.
  • Use range of sentence openers – judging the impact or effect needed (Despite, Furthermore, Usually)
  • Begin to adapt sentence structure to text type.
  • Use pronouns to avoid repetition (I, he, she, you, we)
  • Indicate degrees of possibility using adverbs (e.g. perhaps, surely) or modal verbs (e.g. might, should, will).
  • Use the following to indicate parenthesis:

            - Brackets, dashes and commas – Tom (from next door) stood on my foot!

(Parenthesis is a word or phrase inserted as an explanation or afterthought) 

  • Use commas to clarify meaning or avoid ambiguity.
  • Link clauses in sentences using a range of subordinating (when, if, that, because) and coordinating conjunctions (or, and, but)
  • Use verb phrases to create subtle differences (e.g. she began to run).
  • Consistently organize into paragraphs.
  • Link ideas across paragraphs using adverbials of time (e.g. later), place (e.g. nearby) and number (e.g. secondly).
  • Write legibly, fluently and with increasing speed in a cursive joined style.

Reading

  • Summarise main points of an argument or discussion within their reading and make up own mind about issue/s.
  • Provide expanded answers using evidence from the text.
  • Compare between two texts identifying likes/dislikes and differences in structure, features and language.
  • Appreciate that people use bias in persuasive writing.
  • Appreciate how two people may have a different view on the same event.
  • Draw inferences and justify with evidence from the text.
  • Vary voice for direct or indirect speech when reading aloud.
  • Recognise clauses (a collection of words that has a subject that is actively doing a verb – big dog barked) within sentences.
  • Explain how and why a writer has used clauses to add information to a sentence.
  • Use more than one source when carrying out research.
  • Create a set of notes to summarise what has been read.
  • Use text marking to support comprehension questions.