Cinnamon Brow CE Primary School

In KS2 we follow a programme called Reciprocal Reading. This is an activity that takes the form of a dialogue between teachers and children as they read as a whole class or in groups. A reciprocal approach provides our children with four specific reading strategies: Questioning, Clarifying, Summarizing, and Predicting. When you listen to your children read, we encourage you to discuss the story lines, plot, characters and the meaning of unfamiliar words.

Reading Homework: we expect daily reading at home. We ask that at least three reads are from the teacher directed ‘book banded’ book and two are from an online reading program (Reading Plus or Reading Eggspress). ALL reads should be recorded in the yellow reading record books to allow staff to keep a record and celebrate success at the end of each term. 

In Y5, we are teaching for mastery in our maths lessons. Through carefully planned teaching and the support of a 'Power Maths' scheme we enable all children to access the maths curriculum at their level and open up opportunities for all children to work within a mastery approach.  

The children also have access to TTrockstars, My Maths and Numbots to support their Maths progression through app and online resources.  

This autumn term Year 5 will focus on the following topics: 

• Place value using numbers to 1,000,000 

• Addition and subtraction 

• Multiplication and division 

• Fractions 

Maths Homework:  In UKS2 we ask that you continue to support us with multiplication knowledge by using TTRockstars on a daily basis. We recommend 10 minutes each day. 

As a Church of England School, Religious Education is a core subject and alongside collective worship is a very important part of school life. RE & worship takes place throughout the school day with daily prayers, whole school and class worship and the sharing of our Christian values.                          

This term the focus taken from the Diocese scheme of work is: 

 Life as a journey 

• Life is a journey. Do you agree?  Why?  

• In what ways can life be compared to a journey?  

• In what ways does having faith give meaning and purpose to the journey of life?  

• Is choosing to journey through life as a Christian an easy option?  Why? Why not?  

• Is every person’s journey the same? Why not?  

• Why do people go on a pilgrimage?  

• Does a pilgrimage have to be to a place of worship?  

How do Christians prepare for Christmas?​ 

• What is Advent?  

• When is Advent?  

• Why is Advent a time of preparation?  

• What is being prepared for during Advent?   

• What has this unit taught you about what it means to be a Christian?  

• What has this unit taught you about Christian beliefs?  

• Have you learnt anything about yourself from this unit?  

Animals including humans 

The children will learn to: 

• describe the changes as humans develop to old age 

Evolution and inheritance 

The children will learn to: 

• recognise that living things have changed over time and that fossils provide information about living things that inhabited the Earth millions of years ago 

• recognise that living things produce offspring of the same kind, but normally offspring vary and are not identical to their parents 

• identify how animals and plants are adapted to suit their environment in different ways and that adaptation may lead to evolution 

How much did the Ancient Greeks achieve

In this unit, children use a range of sources to find about the life and achievements of the Ancient Greeks.  Through their investigations they find out about the city states of Athens and Sparta, warfare and seamanship, everyday life, beliefs, culture, and through Greek mythology, some of the key events and individuals from this period.  The focus of the second part of this unit is on the continuing legacy of Ancient Greeks and the children explore their influence on education, language, architecture, government and the Olympic Games.  Links can be made with other ancient civilisations and societies they have studied.   The emphasis throughout the unit is on developing the children’s skills of historical enquiry including how evidence is used to make historical claims, and on developing their understanding of historical concepts such continuity and change, similarity and difference, and significance

What was life like in Victorian Warrington? 

Here are some of the questions we will explore: 

• What was the British Empire? 

• What key events have changed Warrington? 

• What was daily life like for the people of Warrington? 

• What were the conditions of the workhouse like? 

We have organised a trip to support the children’s learning in this topic. They will be visiting Weaver Hall Museum in Northwich and experiencing what life was like for the poor during the Victorian era. All children will be expected to dress in Victorian costume – we have many items available in school for the children to borrow. Please speak to your child’s class teacher if you would like to borrow some items. 

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What is it like to live in our class city? 

Here are some of the questions we will explore: 

• Where is our class city? 

• What is the environment like in and around our class city? 

• Why do people live in our class city?  

• How does our class city compare to Cinnamon Brow? 

The children will learn to: 

• identify the position and significance of latitude, longitude, Equator, Northern Hemisphere, Southern Hemisphere, the Tropics of Cancer and Capricorn, Arctic and Antarctic Circle, the Prime/Greenwich Meridian and time zones (including day and night)  

• use maps, atlases, globes and digital/computer mapping to locate countries and describe features studied 

Real PE

Cognitive Invasion Games 

PE will take place on the following day: 

Canberra – Wednesday 

Cape Town - Tuesday 

New Delhi - Tuesday 

On their PE day, children should come to school dressed for PE with appropriate outdoor PE kit.  

Please refer to the school prospectus for PE kit details:  School prospectus 

ART:

• Drawing: make my voice heard 

•  From the Ancient Maya to modern-day street art, children look at how artists convey a message. Exploring imagery, symbols, expressive mark making, and ‘chiaroscuro’ children consider audience and impact to create powerful drawings to make their voices heard. 

DT:

• Identify stronger and weaker shapes.
• Recognise that supporting shapes can help increase the strength of a bridge, allowing it to hold more weight.
• Identify beam, arch and truss bridges and describe their differences.
• Use triangles to create simple truss bridges that support a load (weight).
• Cut beams to the correct size, using a cutting mat.
• Smooth down any rough cut edges with sandpaper.
• Follow each stage of the truss bridge creation as instructed by their teacher.
• Complete a bridge, with varying ranges of accuracy and finish, supported by the teacher.
• Identify some areas for improvement, reinforcing their bridges as necessary.

Listening and appraising a range of music genres, fluency, control and expression, develop an understanding of the history of music, call & response, singing in round and harmony, timbre.

This unit focuses on developing pupils’ understanding of variables in a different programming environment and using a physical device. It also enables pupils to combine their knowledge and understanding of programming constructs introduced in previous years. This unit continues to advance pupils’ understanding of design in programming, using the approach outlined below.
When programming, there are four levels that can help describe a project (known as ‘levels of abstraction’). Research suggests that this structure can support pupils in understanding how to create a program and how it works:
● Task — what is needed
● Design — what it should do
● Code — how it is done
● Running the code — what it does

All About School 

Talk all about us 

My opinions 

Time in The City 

Christmas shopping