Spring Term January 2025
I hope everyone enjoyed the Christmas break and is looking forward to the start of the Spring 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 Vikings.'
- 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.
How to help your child in Year 5:
- 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:
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.
English: Beowulf by Michael Morpurgo
The focus for the first half of the term will be our class Saxon story ‘Beowulf ‘by Michael Morpurgo. In fifth-century Denmark, a murderous monster stalks the night, and only the great prince of the Geats has the strength and courage to defeat him. Beowulf's terrifying quest to destroy Grendel, the foul fiend, a hideous sea-hag and a monstrous fire-dragon is the oldest surviving epic in British literature. Artfully retold and magnificently illustrated, is made instantly accessible to children.
Over the first half term we will be writing character descriptions and settings using Beowulf as a model. Later on we will be writing our own Beowulf adventure with our own devilish creature to fight. Our stories will also include our own ‘riddles’.
Listen to chapter 1 below.
English: Viking Boy by Tony Bradman
The focus for the second half of the term will be our class story ‘Viking Boy ‘by Michael Morpurgo. Gunnar is the son of a Viking chieftain, living peacefully with his mother, father, and their people - until they are raided by Skuli and his Wolf Men, who raze his home to the ground and take his father’s life.
Gunnar swears to avenge his father’s death and save his mother from Skuli - but first he must run to save himself facing murderous raiders, hand to hand battles, mythical flying wolves, and a relentless sea journey to the Land of Fire and Ice...
Unknown to Gunnar, his life has been foretold, and he finds he has a destiny greater than his own story.
Over the second half term we will be writing character descriptions and settings using Viking Boy as a model.
Listen to the prologue below.
Guided Reading Spring: Beowulf and Viking Boy
During the first half term Year 5 will be using the VIPERS approach to answer questions about our class reader Beowulf. The second half term will see us using ‘Viking Boy’.
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.
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 5 Fractions (1)
Unit 6 Fractions (2)
Unit 7 Multiplication and Division (2)
Unit 8 Fractions (3)
Unit 9 Decimals and percentages
Watch the video below to learn about decimals and percentages.
Science Spring 1: Earth and Space
In Science this term we will be learning to:
- Can they describe the movement of the Earth, and other planets, relative to the Sun in the solar system?
- How can they describe the movement of the Moon relative to the Earth
- How can they describe the Sun, Earth and Moon as approximately spherical bodies?
- How can they use the idea of the Earth’s rotation to explain day and night and the apparent movement of the sun across the sky?
Science Spring 2: Forces
- How can they explain that unsupported objects fall towards the Earth because of the force of gravity acting between the Earth and the falling object?
- Can they identify the effects of air resistance, water resistance and friction, that act between moving surfaces?
- They can recognise that some mechanisms, including levers, pulleys and gears, allow a smaller force to have a greater effect.
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.
Religious Education Spring 1: Judaism
In RE during Spring 1, our “big question” is ‘What is holiness for the Jewish people; a place, a time, or an object? Watch the video below about 'Shabbat'.
Religious Education Spring 2: Understanding Christianity - Salvation
Art Spring 1: Viking Art
In art, we will be looking at different patterns created by Vikings.
Year 5 will look at different types of art of different Viking periods. The children will recreate patterns and then draw their own Viking animal. Later on they will draw the face of a Viking warrior and design some Viking style Jewellery.
L1 Can they explore Viking Art and identify its key characteristics?
L2 Can they draw Viking patterns
L3 Can they create a piece of Viking animal artwork?
L4 Can they accurately sketch a Viking dragon head?
L5 Can they draw a portrait of a Viking warrior?
L6 Can they create a piece of Viking jewellery?
Watch the video below if you would like to draw a Viking knot at home.
Design Technology Spring 2 – Super Seasonal Cooking
During Spring 2 Year 5 will learn about the importance of buying seasonal food. The first part of the unit provides an opportunity for children to learn where, when and how a variety of ingredients are grown, reared, caught and processed. Children will then have the chance to sample some spring seasonal food before designing their own balanced seasonal meal. They will learn how to cook with the seasonal ingredients following their own recipes and using a wide range of preparation and cooking techniques. Finally, children will evaluate their product against their design criteria. Children will learn appropriate hygiene rules for handling meat and fish and safe preparation skills.
Watch the video below to see how to make Viking Bread.
History Spring 1: The Vikings
In History, we will be learning about The Viking Age. We will be learning about the following:
- Who were the Vikings?
- Why did the Vikings invade Britain?
- How did Britain deal with the Vikings?
- Comparing Viking homes with Tudor homes (revisiting past knowledge)
- Comparing life today with life in Britain in the time of the Vikings
- Who were the Viking Gods and how were they worshipped.
- How did the Viking invasion shape life today?
Geography Spring 2 – Why do Oceans matter?
In Geography, we will be using Kapow Geography lessons to investigate why Oceans matter. Watch the video below to find out why our Big Blue Buddy is so important.
Lesson 1: How do we use our oceans?
Lesson 2: What is the Great Barrier Reef?
Lesson 3: Why are our oceans suffering?
Lesson 4: What can we do to help our oceans?
Lesson 5: How littered is our marine environment?
Lesson 6: How littered is our marine environment?
Computing – Databases and Game Creator
In computing, we will be using the Purple Mash app. In Spring 1 the children will explore and create simple databases using 2investigate. In Spring 2 the children will design and create a simple adventure game will multiple levels using 2DIY 3D. Watch the video created by another teacher from a different school. Enjoy.