If you have any concerns about a child, please do not hesitate to report your concern to one of our Designated Safeguarding Leads- Dawn Deacon (head@isleham.cambs.sch.uk), Clare Williamson (cwilliamson@isleham.cambs.sch.uk) or Lisa Dennis (finance@isleham.cambs.sch.uk) or telephoning 01638 780336. If you think you or the child is in immediate danger and need urgent help, please call the police on 999. Alternatively, you can contact the local authority safeguarding team directly- if you are not a professional involved with the child or family, you do not have to give your name and your conversation will be treated confidentially. Telephone: 0345 045 5203 (8-6pm Monday to Friday) 01733 234 724 (out of hours) Email: referralcentre.children@cambridgeshire.gov.uk
I hope everyone enjoyed the Summer break and is looking forward to the start of the Autumn term in Year 5 with Mr Walker and Mrs Goldsack. We want to make sure that you are fully informed so please come and ask if you have any questions or queries or jot something down in the Reading Record. Remember your child needs to bring it into school every day so that messages can be acted upon and reading checked.
This term our topic is 'The Victorians.'
The Long Term Curriculum Overview for Year 5 can be found below.
If you would be interested in offering assistance with other aspects of the curriculum, please contact the school office for further information.
Support your child with daily reading and encourage them by ticking that you have heard/seen them read in their home school book. Don’t forget to add a comment yourself.
Home School books to come into school every day, please.
Spellings can be practised using the Spelling Shed website without the app.
It is also very helpful if you can practice all the times tables up to x12. Don't forget your division facts too. Your child will bring home a password for Times table Rockstars.
Our Year 5 Spiritual Space
Spiritual spaces enable children and young people, of all faiths and none, to explore life’s questions, spirituality, and faith in a safe, creative, and interactive way. In Year 5 we have a range of books ranging from bible stories, parables and collections of prayers for the children to explore.
Reading is really important in Year 5. We have lots of different things to read. We have 100s of Beano comics and First News Newspapers. We also have 'Horrible Histories' and 'Horrible Science' magazines. There are also National Geographic Kids issues and 100s of exciting 'Phoenix' stories to jump into. Year 5 also has audio books to listen to on our class mp3 players. Children also have the opportunity to take how a 'Mystery Book'. This is a book that they take home - sight unseen - to read the first page. If they are hooked by the introduction then they keep the book until they have finished it. They can return the book if the first page doesn't spark their interest. This allows the class to try out new authors they might otherwise miss out on.
Year 5's reading corner. What will you read today?
The focus for the first half of the term will be our class story ‘Street Child ‘by Berlie Doherty. The unforgettable tale of an orphan in Victorian London, based on the boy whose plight inspired Dr Barnardo to found his famous children’s homes.
When his mother dies, Jim Jarvis is left all alone in London. He is sent to the workhouse but quickly escapes, choosing a hard life on the streets of the city over the confines of the workhouse walls.
Struggling to survive, Jim finally finds some friends… only to be snatched away and made to work for the remorselessly cruel Grimy Nick, constantly guarded by his vicious dog, Snipe.
Will Jim ever manage to be free?
Over the first half term we will be writing character descriptions and settings using Street Child as a model. Later on we will be writing diary entries as if Year 5 were Jim Jarvis. Have your handkerchiefs at the ready!
Watch the author Berlie Doherty reading the very first chapter below.
Guided Reading Autumn 1: Street Child
During the first half term Year 5 will be using the VIPERS approach to answer questions about our class reader Street Child.
VIPERS is an acronym to aid the recall of the 6 reading domains as part of the UK’s reading curriculum. They are the key areas which we feel children need to know and understand in order to improve their comprehension of texts.
VIPERS stands for
Vocabulary
Inference
Prediction
Explanation
Retrieval
Sequence or Summarise
The 6 domains focus on the comprehension aspect of reading.
Guided Reading Autumn 2 : Cogheart
During Autumn 2 we will be reading Cogheart by Peter Bunzl. Lily's life is in mortal peril. Her father is missing and now silver-eyed men stalk her through the shadows. What could they want from her?
With her friends - Robert, the clockmaker's son, and Malkin, her mechanical fox - Lily is plunged into a murky and menacing world. Too soon Lily realizes that those she holds dear may be the very ones to break her heart...
Murder, mayhem and mystery meet in this gripping Victorian adventure.
Watch the author talking about his series of books and reading the prologue. Enjoy!
Power Maths:
Based on research into effective teaching practices around the world, and authored by mastery experts, Power Maths is designed to spark curiosity, encourage a growth mindset and deepen children's understanding.
The Practice Books provide intelligent practice for children to complete independently in the final section of the lesson.
The practice questions are for all children, progressing in small steps to build fluency and move children on in their thinking.
Variation is used draw to children's attention to the underlying concepts, reveal misconceptions and build understanding.
‘Reflect' questions are designed to develop reasoning and meta-cognitive skills.
Lovable characters model how to develop a growth mindset.
This book can be used with the corresponding Textbook and Teacher Guide.
Following our Power Maths scheme, we will start with:
Unit 1 Place value within 100, 000
Unit 2 Place value within 1,000, 000
Unit 3 Addition and Subtraction
Unit 4 Graphs and tables
Unit 5 Fractions (1)
Unit 6 Fractions (2)
You can watch a short 'how to' guide providing information on how you can help your child understand Place Value below.
Year 5s Maths Working Wall
Science Autumn 1: Properties and changes of materials
In Science this term we will be learning to:
compare and group together everyday materials on the basis of their properties, including their hardness, solubility, transparency, conductivity (electrical and thermal), and response to magnets
know that some materials will dissolve in liquid to form a solution, and describe how to recover a substance from a solution
use knowledge of solids, liquids and gases to decide how mixtures might be separated, including through filtering, sieving and evaporating
give reasons, based on evidence from comparative and fair tests, for the particular uses of everyday materials, including metals, wood and plastic
demonstrate that dissolving, mixing and changes of state are reversible changes
explain that some changes result in the formation of new materials, and that this kind of change is not usually reversible, including changes associated with burning and the action of acid on bicarbonate of soda
Watch the Year 5 videos below to find out more
Religious Education at Isleham Primary School
Isleham is a proud Church of England school where Religious Education is a subject of the utmost importance to us. We teach from a Christian perspective based on the teachings of Christ and the theology of the Church of England. We believe that RE helps children develop empathy and an understanding of their own beliefs and the faith of others. We also teach our children about other faiths and religions too. We expect that all children know about the significant events in other religions, understand how these promote faith for their followers and that these events or practices deserve our respect. Each year the children will work through the Understanding Christianity scheme and this is supplemented by the local Cambridgeshire Agreed Syllabus
In EYFS, we introduce children to the similarities and differences between different religions and cultural communities through questions such as which people are special and why, and what is special about our world?
In KS1, we cover a wide range of themes such as sacred books, sacred places and the celebration of special and sacred times with specific, focused units on Islam, Judaism and Christianity.
In KS2, we cover a wide range of themes, building on KS1 content. We look at why festivals are important and why people pray, to what do religions say to us when life gets hard? Focused units are based around Islam, Humanism, Christianity and Buddhism.
Understanding Christianity
The key purpose of this Programme is to help all teachers support pupils in developing their own thinking and their understanding of Christianity, as a contribution to their understanding of the world and their own experience within it.
We aim to see pupils leave school with a coherent understanding of Christian belief and practice. Pupils from 5-11 explore the significant theological concepts within Christianity as part of developing their wider religious, theological and cultural literacy.
Understanding Christianity has identified eight core concepts at the heart of mainstream Christian belief. It sets out some knowledge ‘building blocks’, to clarify what pupils should know and understand about these concepts at each school phase. It provides a teaching and learning approach to unpack these concepts and their impact in the lives of Christians in the UK and the world today, making connections with the world of the pupils and their wider understanding.
God: Fundamental to Christian belief is the existence of God, Father, Son and Holy Spirit Creation Christians believe the universe and human life are God’s good creation. Humans are made in the image of God.
Fall: Humans have a tendency to go their own way rather than keep their place in relation to their creator. This attitude is called sin, and Genesis 3 gives an account of this rebellion, popularly called ‘the Fall’. This describes a catastrophic separation between God and humans, between humans and each other, and between humans and the environment. This idea that humans are ‘fallen’ and in need of rescue (or salvation) sets out the root cause of many problems for humanity.
People of God: The Old Testament tells the story of God’s plan to reverse the impact of the Fall, to save humanity. It involves choosing a people who will model a restored relationship with God, who will attract all other people back to God. The Bible narrative includes the ups and downs of this plan, including the message of the prophets who tried to persuade people to stick with God. The plan appears to end in failure with the people of God exiled, and then returning, awaiting a ‘messiah’ – a rescuer.
Incarnation: The New Testament presents Jesus as the answer: the Messiah and Saviour, who will repair the effects of sin and the Fall and offer a way for humans to be at one with God again. Incarnation means that Jesus is God in the flesh, and that, in Jesus, God came to live amongt humans.
Gospel: Christians believe Jesus’ incarnation is ‘good news’ for all people. (‘Gospel’ means ‘good news’.) His life, teaching and ministry embody what it is like to be one of the People of God, what it means to live in relationship with God. Jesus’ example and teaching emphasise loving one’s neighbour – particularly the weak and vulnerable – as part of loving God.
Salvation: Jesus’ death and resurrection effect the rescue or salvation of humans. He opens the way back to God. Christians believe that through Jesus, sin is dealt with, forgiveness offered, and the relationship between God and humans is restored.
Kingdom of God: This does not mean that no one sins any more! The Bible talks in terms of God’s ‘Kingdom’ having begun in human hearts through Jesus. The idea of the ‘Kingdom of God’ reflects God’s ideal for human life in the world – a vision of life lived in the way God intended for human beings. Christians look forward to a time when God’s rule is fulfilled at some future point, in a restored, transformed heaven and earth. Meanwhile, they seek to live this attractive life as in God’s Kingdom, following Jesus’ example, inspired and empowered by God’s Spirit.
Click on the link below if you would like to learn about the Bible's Big Story in more detail (23 minutes):
Religious Education Autumn 1: Creation and Science: Conflicting or Complementary
In RE this half term, our “big question” is Creation and Science: Conflicting or Complementary. We will start of our unit discussing how Christians see Genesis in different ways.
Watch the video clip of 'Creation' and then the extract below that discusses the idea of God and Science. What do you think?
Art Autumn 1: Victorian Artists - William Morris
In art, we will be looking at wall paper patterns created by William Morris.
William Morris was born in 1834 in Walthamstow at a time when large factories changed how things were being made in the UK. William Morris was inspired by nature. He preferred art and craft that was made by hand, so William set out to blend that homemade craft with the natural world. He used block printing to create large floral patterns. Each block contained a part of the image and was used with one colour.
Lesson 1: To explore the artwork of William Morris
Lesson 2: To explore and understand the Arts and Crafts movement
Lesson 3: To observe and sketch natural objects
Lesson 4: To design a printing block inspired by William Morris
Lesson 5: To create and print using a printing block inspired by William Morris
Watch the videos below to find out about William Morris and The Great Exhibition and to see some of his most famous designs.
Geography Autumn 2 - What is life like in the Alps?
In Geography, we will be using Kapow Geography lessons to investigate life in the Alps. Year 5 will be considering the climate of mountain ranges and why people choose to visit the Alps; focusing on Innsbruck and looking at the human and physical features that attract tourists; investigating tourism in the local area and mapping recreational land use; presenting findings to compare the Alps to the children’s own locality.
Lesson 1: Where are the Alps?
Lesson 2: What is it like in the Alps?
Lesson 3: Why do people visit the Alps?
Lesson 4: What is there to do in our local area?
Lesson 5: How are the Alps different from our local area?
Lesson 6: What is life like in the Alps?
Watch the video below to find out 13 interesting facts about the Swiss Alps.
History Autumn 1: The Victorians
In History, we will be learning about The Victorian Age. We will be learning about the following:
Causes of the Industrial Revolution
Inventions in Victorian times and their legacy
Queen Victoria
Lives of children and workhouses compared to today
Jobs in Victorian times compared to today
Victorian Schools
Watch the video clip below to find out about Queen Victoria.
During Autumn 2 Year 5 will be looking at fashion and textiles. Year 5 will learn how cotton cloth is manufactured, then go on to look at how textiles like this are used to make clothes and other items. As they learn about the design and manufacturing processes of the fashion industry, they'll also develop their own skills designing and making a fashionable product of their own: a hand-stitched drawstring bag!
The children will:
Lesson 1: To investigate and analyse items made using textiles: the materials used and how they are made.
Lesson 2: To explore some ways in which textiles are joined and decorated.
Lesson 3. To design an item made using textiles and draw pattern pieces.
Lesson 4: To use pattern pieces to measure, mark and cut fabric; to sew design elements according to a design.
Lesson 5: To join fabric pieces by hand sewing.
Lesson 6: To sew hems on an item made using textiles; to add design details.
Watch the short video clip below to give you an idea of how we will create our drawstring bags.
Computing - Coding
In computing, we will be using the Purple Mash app. . The coding lessons in these units are structured around the PRIMM approach. The whole approach may take place during a lesson or series of lessons.
Predict… what this code will do
Run… the code to check your prediction
Investigate… trace thought the code to see if you were correct
Modify... the code to add detail, change actions/outcome
Make… a new program that uses the same ideas in a different way. Get creative
Lesson 1: Coding efficiently
Lesson 2: Simulating physical systems
Lesson 3: Decomposition and Abstraction
Lesson 4: Friction and Functions
Lesson 5: Introducing Strings
Lesson 6: Text variables
PSHE Autumn 1: Myself and My Relationships
Our theme for this half-term is 'Myself and My Relationships. We will be focusing on Family and Friends.
Year 5 will be asking the following questions: about the following:
1. What are the characteristics of healthy friendships on and offline and how do they benefit me?
2. How do trust and loyalty feature in my relationships on and offline?
3. Can I always balance the needs of family and friends and how do I manage this?
4. Can I communicate, emphasise and compromise when resolving friendship issues?
5. How can I check that my friends give consent on and offline?
6. How do people in my family continue to support each other as things change?
Music Autumn 1: Musical Theatre
In Year 5, we follow the Kapow scheme for Music. Children are introduced to musical theatre, learning how singing, acting and dancing can be combined to give an overall performance.
Lesson 1: What is musical theatre?
Lesson 2: Character or action song
Lesson 3: Create your own musical
Lesson 4: Rehearsing my musical
Lesson 5: Performing my musical
Watch the trailer below to get an idea of musical theatre.
French Autumn 1 - Pleased to Meet You
Mr Tull will be teaching French in Year 5 this year. In our 'Pleased to Meet You' unit, the class will apply previous skills and knowledge of topic areas such as spellings and jobs and will have a chance to recap their prior knowledge from Y3 and Y4. They will learn to express their emotions and to talk about the future, using two different tenses. An old favourite story provides a fun background for some of the grammar work, whereas career ambitions help with the rest.
PE - Personal Unit 1: Reacting positively to Challenge
In our indoor RealPE lessons the children will:
Develop and apply ball skills in a variety of modified games to improve throwing and catching skills combined with reaction and response skills to enable greater success when under pressure.
Prepare for traditional invasion games, particularly ball sports that involve creating and finding space and require keeping possession and responding to set play instructions. Learn about attacking and defending strategies to help make effective decisions.
Develop the personal skills to persevere and cope well when finding things challenging, and to embrace that both regular, focused practice and failure are key aspects of learning.
Mr Tull will be teaching Year 5s Outdoor PE sessions this year. Mr Tull will be teaching Tag Rugby in Autumn 1.
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Part 2: Cookie Policy
Last Edited: 22nd April 2021
This Cookie Policy explains how eSchools use cookies and similar technologies in our Services. It explains what these technologies are and why we use them, as well as your rights to control their use.
What are cookies?
Cookies are small data files that are placed on your computer or mobile device when you visit a website. Cookies are widely used by online service providers in order to (for example) make their websites or services work, or to work more efficiently, as well as to provide reporting information.
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How eSchools Uses Cookies
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