Welcome to Year 5! Mrs Slater and Mrs Parker

Expectations in Year 5 Reading Applies a growing knowledge of root words, prefixes and suffixes (morphology and etymology) – as listed in English appendix 1 of the national curriculum document – both to read aloud and to understand the meaning of new words that are met. Increases familiarity with a wide range of books including myths, legends and traditional stories, modern fiction, fiction from our literary heritage and books from other cultures and traditions. Checks that the book makes sense to the reader, discussing the individual’s understanding and exploring the meaning of words in context. Summarises the main ideas drawn from more than one paragraph, identifying key details that support the main ideas. Retrieves, records and presents information from non-fiction. Participates in discussions about books that are read to the child and those that can be read independently. Provide reasoned justifications for their views about a book.

Expectations in Year 5 Writing Composition Identifies the audience for, and purpose of, the writing. Selects the appropriate form and uses other similar writing as models for their own. Proof-reads for spelling and punctuation errors. Ensures the consistent and correct use of tense throughout a piece of writing. Uses further organisational and presentational devices to structure text and to guide the reader (eg, headings, bullet points, underlining). Describes settings, characters and atmosphere. SPaG Converts nouns or adjectives into verbs using suffixes (eg, -ate; -ise; -ify). Indicates degrees of possibility using adverbs (eg, perhaps, surely) or modal verbs (eg, might, should, will, must). Uses devices to build cohesion within a paragraph (eg, then, after that, this, firstly). Uses commas to clarify meaning or avoid ambiguity.

Expectations in Year 5 Maths Fractions (including decimals) Compares and orders fractions whose denominators are all multiples of the same number. Reads and writes decimal numbers as fractions; eg, 0.71 = 71/100. Reads, writes, orders and compares numbers with up to three decimal places. Solve problems which require knowing percentage and decimal equivalents of 1/2, 1/4, 1/5, 2/5, 4/5 and those fractions with a denominator of a multiple of 10 or 25. Measurement Converts between different units of metric measure (eg, kilometre and metre; centimetre and metre; centimetre and millimetre; gram and kilogram; litre and millilitre). Measures and calculates the perimeter of composite rectilinear shapes in centimetres and metres. Calculates and compares the area of rectangles (including squares) and including using standard units, square centimetres (cm2) and square metres (m2).

Expectations in Year 5 Geometry Properties of shape Draws given angles and measures them in degrees. Distinguishes between regular and irregular polygons based on reasoning about equal sides and angles. Statistics Completes, reads and interprets information in tables, including timetables.

What can you do to help? Homework will be given out on Friday. Read frequently with your child Learn spellings given each week Practise number facts at home (Maths Mountain) Practise the week’s arithmetic test Learn times tables Accessing Bug Club and Spelling and Grammar Bug 1. Go to www.activelearnprimary.co.uk 2. Enter their login details and click “Log in”. Username: first name and first letter of surname, for example, Timmyb Password: changeme School Code: dajm These are five strategies that teachers will teach their pupils and expect them to be able to apply in independent spelling. Each strategy needs explicit demonstration. The main three are roots, homophones syllables and phonemes. Root – un-fortunate-ly Mnemonics are the last resort and should be photocopied onto a different colour. There are only so many words you could remember a mnemonic for - this strategy should be saved for words that do not lend themselves to any of the other strategies.) Handwriting is appropriate for all words - the fine motor-control movements involved in cursive handwriting reinforce the spelling patterns each time they are written. Syllables – show the beats in words and can be judged by how many times the jaw moves. Phonemes are the smallest unit of sound in which words can be decoded. Homophones – pear and pair or bear and bare

General Information School Uniform and P.E. Kit Please make sure your child comes to school wearing the correct school uniform. In addition, please ensure that all items of clothing are clearly marked with your child’s name. Long hair should be tied back. Your child’s P.E. kit should remain in school at all times in case there is a change to the timetable. Clearly label your child’s bag so that they can easily identify their own belongings! 28 identical bags are easily mixed up… We would like to encourage all children to bring in a named and reusable flask or bottle containing water. There is a labelled box inside the classroom where these are to be kept. Remember to take them home at least once a week to be washed. These are five strategies that teachers will teach their pupils and expect them to be able to apply in independent spelling. Each strategy needs explicit demonstration. The main three are roots, homophones syllables and phonemes. Root – un-fortunate-ly Mnemonics are the last resort and should be photocopied onto a different colour. There are only so many words you could remember a mnemonic for - this strategy should be saved for words that do not lend themselves to any of the other strategies.) Handwriting is appropriate for all words - the fine motor-control movements involved in cursive handwriting reinforce the spelling patterns each time they are written. Syllables – show the beats in words and can be judged by how many times the jaw moves. Phonemes are the smallest unit of sound in which words can be decoded. Homophones – pear and pair or bear and bare

Attendance and Punctuality It is really important that children come to school on time every day. Regular attendance at school enables children to make the best of educational opportunities available to them. It is the government expectation that children should have at least 96% attendance. For this reason, holidays in term time will not be authorised. Absence Procedures If your child is absent please contact the school by 9am on the first and subsequent days of absence and give the reason for the absence. These are five strategies that teachers will teach their pupils and expect them to be able to apply in independent spelling. Each strategy needs explicit demonstration. The main three are roots, homophones syllables and phonemes. Root – un-fortunate-ly Mnemonics are the last resort and should be photocopied onto a different colour. There are only so many words you could remember a mnemonic for - this strategy should be saved for words that do not lend themselves to any of the other strategies.) Handwriting is appropriate for all words - the fine motor-control movements involved in cursive handwriting reinforce the spelling patterns each time they are written. Syllables – show the beats in words and can be judged by how many times the jaw moves. Phonemes are the smallest unit of sound in which words can be decoded. Homophones – pear and pair or bear and bare

Behaviour At Darell we have three school rules: • We follow instructions • We keep our hands and feet and other objects to ourselves • We are kind, polite and respectful to everyone Behaviour is not an isolated action but rather a series of choices. We use the language of choice when teaching our children about behaviour. There is no bad behaviour rather poor choices are made and these need to be turned around so that the pupils make the right choice. These are five strategies that teachers will teach their pupils and expect them to be able to apply in independent spelling. Each strategy needs explicit demonstration. The main three are roots, homophones syllables and phonemes. Root – un-fortunate-ly Mnemonics are the last resort and should be photocopied onto a different colour. There are only so many words you could remember a mnemonic for - this strategy should be saved for words that do not lend themselves to any of the other strategies.) Handwriting is appropriate for all words - the fine motor-control movements involved in cursive handwriting reinforce the spelling patterns each time they are written. Syllables – show the beats in words and can be judged by how many times the jaw moves. Phonemes are the smallest unit of sound in which words can be decoded. Homophones – pear and pair or bear and bare

Behaviour Rewards for good behaviour can be given individually or collectively as a group. At Darell our Home School Agreement and our Good to be Green Booklet make it clear to parents and pupils the rewards and sanctions that occur at school. Rewards include: • Specific verbal praise • Stickers and certificates • Sharing our success as a class • Teacher to tell carer/ parent how well the child has done • Whole class reward • Star Assembly sharing the success • Tea with the headteacher • Certificate at the end of the half term and celebration activities for displaying Green Behaviour These are five strategies that teachers will teach their pupils and expect them to be able to apply in independent spelling. Each strategy needs explicit demonstration. The main three are roots, homophones syllables and phonemes. Root – un-fortunate-ly Mnemonics are the last resort and should be photocopied onto a different colour. There are only so many words you could remember a mnemonic for - this strategy should be saved for words that do not lend themselves to any of the other strategies.) Handwriting is appropriate for all words - the fine motor-control movements involved in cursive handwriting reinforce the spelling patterns each time they are written. Syllables – show the beats in words and can be judged by how many times the jaw moves. Phonemes are the smallest unit of sound in which words can be decoded. Homophones – pear and pair or bear and bare

Behaviour Unacceptable behaviour includes: • deliberate rudeness or disobedience • fighting or deliberately hurting another • bullying or harassing others • interfering with or damaging any school or individuals’ property All pupils need to know and understand that there are consequences for every action. We provide pupils with the opportunity to learn right from wrong, the consequences of inappropriate actions and the understanding that they are responsible for their behaviour. Consequences are outlined on the school website in the Behaviour Policy. These are five strategies that teachers will teach their pupils and expect them to be able to apply in independent spelling. Each strategy needs explicit demonstration. The main three are roots, homophones syllables and phonemes. Root – un-fortunate-ly Mnemonics are the last resort and should be photocopied onto a different colour. There are only so many words you could remember a mnemonic for - this strategy should be saved for words that do not lend themselves to any of the other strategies.) Handwriting is appropriate for all words - the fine motor-control movements involved in cursive handwriting reinforce the spelling patterns each time they are written. Syllables – show the beats in words and can be judged by how many times the jaw moves. Phonemes are the smallest unit of sound in which words can be decoded. Homophones – pear and pair or bear and bare

What can your child look forward to? Topics Autumn: Crime and Punishment Spring: Wicked Water Summer: Out of This World Trips The Richmond Venturer The Orange Tree Theatre workshops The Orange Tree Theatre visit