Year 5/6 Miss Gidlow 2020 - 2021

Miss Gidlow

Miss White

Welcome to Year 5/6


Our school day starts at 8:30am and finishes at 3:30pm. 

The topic for this term is...

In this half term our topic will be Magic and Mystery

Our wow starter!

The children will be given a series of clues about a mystery person. They will then work in pairs to try to identify who this person is/ was and why we have chosen them.

We will then learn about the life of this man (Roald Dahl!)



All lessons will focus on reading (either word reading or comprehension) or writing composition and transcription. 

We will continue to emphasise the children's enjoyment and understanding of language to support their reading and writing as well as opportunities to develop their wider skills in spoken language. 

Through composition, we will look at structure and purpose as well as teaching of vocabulary, punctuation and grammar skills. 

Handrwriting and spellings will be taught as part of the English lessons appropriate to the children's next steps. 



"We is in Dream Country," the BFG said. "This is where all dreams is beginning."

We will read Roald Dahl’s ‘The BFG’. Children will explore the distinctive writing style and technique of Roald Dahl and use this as a model for their own writing, creating their own ‘Dahlesque’ words to incorporate in their work.

Throughout the half- term, the children will complete a range of fiction and non-fiction pieces of writing linked to the texts, including instructions and persuasion.

Children will make comparisons across Roald Dahl’s books and learn about his life.

The Lost Happy Endings

If it were not for Jub, there would be no happy endings, none at all. 

In our comprehension work, we will continue to read The Lost Happy Endings by Carol Ann Duffy and also read and respond to a range of non-fiction texts. 

Whilst reading this book, the children will:

  • Discuss and evaluate how authors use language, including figurative language, considering the impact on the reader
  • Draw inferences such as inferring characters' feelings, thoughts and motives from their actions , and justifying inferences with evidence
  • Distinguish between statements of fact and opinion
  • Participate in discussions, building on their owen and others' ideas and challenging views courteously


D & T



  • generate, develop, model and communicate their ideas through discussion and annotated sketches


  • select from and use a wider range of tools and equipment to perform practical tasks [for example, cutting, shaping, joining and finishing], accurately


  • evaluate their ideas and products against their own design criteria and consider the views of others to improve their work

Technical Knowledge

  • evaluate their ideas and products against their own design criteria and consider the views of others to improve their work

Dream Catchers

Children will investigate where dream catchers originate from. They will then design and make their own BFG inspired dream catchers and evaluate their product against criteria.

Key vocabulary:

originate, colour, pattern, design, tools, equipment, evaluate, function, join, shape, construct, product, material




  1. recognise that light appears to travel in straight lines
  2. use the idea that light travels in straight lines to explain that objects are seen because they give out or reflect light into the eye
  3. explain that we see things because light travels from light sources to our eyes or from light sources to objects and then to our eyes
  4. use the idea that light travels in straight lines to explain why shadows have the same shape as the objects that cast them

Working Scientifically:

Designing and making periscopes, including measuring angles. Investigating the relationship between light sources, objects and shadows.

Light and Shadow

We will recognise and understand that light appears to travel in straight lines and use scientific language to explain how we see things.

We will explore reflection of light and use this to help us to understand how light travels in straight lines from light sources to objects. We will make periscopes and explain how these work.

We will then use the idea that light travels in straight lines to explain why shadows have the same shape as the objects that cast them. The children will make shadows puppets to demonstrate this.

Key Vocabulary:

Light, travel, straight line, eye, reflect, shadow, direction, periscope, angle, mirror, transparent, translucent, opaque, refraction, prism, spectrum


Locational knowledge

  • name and locate counties and cities of the United Kingdom

Geographical skills and fieldwork

  • use maps, atlases, globes and digital/computer mapping to locate countries and describe features studied
  • use the 8 points of a compass, 4- and 6-figure grid references, symbols and key (including the use of Ordnance Survey maps) to build their knowledge of the United Kingdom and the wider world

"I've been to London to visit the Queen."

Children will draw their own maps of their classrooms and our school. We will then look at maps of our local area before looking at maps of the United Kingdom and identifying counties and major cities including London and our home town of Ellesmere Port.

We will look at compass points, grid references and children will recognise and use ordnance survey symbols.

Key vocabulary:

Map, birds’ eye view, local area, United Kingdom, city, county, London, Ellesmere Port, compass, location, grid reference, ordnance survey, symbol, key


A study of an aspect or theme in British history that extends pupils’ chronological knowledge beyond 1066

Children will:

  • note connections, contrasts and trends over time and develop the appropriate use of historical terms
  • address and sometimes devise historically valid questions about change, cause, similarity and difference, and significance.

Changes during the reign of Elizabeth II

We will explore changes which have taken place throughout the reign of Queen Elizabeth II, including changes in fashion, music, technology and social changes (including Black History).

Key vocabulary:

Changes, reign, Elizabeth II, fashion, music, technology, social, transport, popular culture, Black History, trends, decades. cause, similarity, difference    


Using the Cheshire Agreed Syllabus, children will follow the ‘Encounter and Response’ model. This gives them opportunities to engage and enquire, express and evaluate. 


Children will learn how Hindus worship both at home and in the Mandir. They will describe and explain how Hindus celebrate the festivals of Diwali and Holi. Children will explain how a Hindu may view God, retell a Hindu story and look at a Hindu’s journey of life.

Key Vocabulary:

Hindu, Hinduism, Bhahman, Vishnu, Shiva, Brahma, Rama, Sita, Hanuman, Diwali, Holi, Puja, Vedas, Mandir, worship, reincarnation, aum, dharma, samsara, moksha    


  • use technology safely, respectfully and responsibly; recognise acceptable/unacceptable behaviour; identify a range of ways to report concerns about content and contact
  • understand computer networks, including the internet; how they can provide multiple services, such as the World Wide Web, and the opportunities they offer for communication and collaboration

How do computers impact our lives?

Linking to our history work, we will look at how computers have impacted on our lives in recent years and the future of this technology. The children will create a presentation that covers the history of computing, virtual reality, different types of robots, the future of robots, social media and the different ways that people communicate with each other.

Key vocabulary:

Technology, advance, computers, robots, future, presentation, virtual reality, communicate, present, graphics, images, slides, resize, font, colour, text, evolution, research

Art and Design

Children will be taught:

  • To create sketch books to record their observations and use them to review and revisit ideas
  • About great artists, architects and designers in history

Quentin Blake

We will look at the illustrations of Quentin Blake and discuss his style and technique, then attempt to recreate his style.

We will also look in detail at London’s landmarks including Buckingham Palace, The Gherkin and Tower Bridge.

Key Vocabulary:

Illustration, Quentin Blake, style, distinctive, technique, recreate, sketch, detail, hard, soft, observation, line, tone, depth


Children will:

  • Use running, jumping, throwing and catching in isolation and in combination
  • Play competitive games, modified where appropriate [for example, badminton, basketball, cricket, football, hockey, netball, rounders and tennis], and apply basic principles suitable for attacking and defending
  • Develop flexibility, strength, technique, control and balance [for example, through athletics and gymnastics]
  • Perform dances using a range of movement patterns
  • Compare their performances with previous ones and demonstrate improvement to achieve their personal best

Healthy Body, Healthy Mind

Gymnastics: Children will use imaginative ways to travel and develop their flexibility, strength and balance using a range of equipment.

Dance: Children will respond to stimuli and adapt and change their movements according to the music. They will combine and link a small number of movement phrases and patterns and perform these with confidence.

Games: Children will enjoy participating in 'Drumz Aloud'!


Children will be taught to:

  • Play and perform in solo and ensemble contexts, using their voices and playing musical instruments with increasing accuracy, fluency, control and expression
  • Improvise and compose music for a range of purposes using the interrelated dimensions of music
  • Listen with attention to detail and recall sounds with increasing aural memory
  • Use and understand staff and other musical notations

Music to our ears

The children in Years 5 and 6 will have the opportunity to choose and learn to play an instrument from a choice of trumpet, trombone, euphonium, flute, clarinet, saxophone or glockenspiel.


The principal focus of mathematics teaching in upper key stage 2 is to ensure that pupils extend their understanding of the number system and place value to include larger integers. This should develop the connections that pupils make between multiplication and division with fractions, decimals, percentages and ratio.

At this stage, pupils should develop their ability to solve a wider range of problems, including increasingly complex properties of numbers and arithmetic, and problems demanding efficient written and mental methods of calculation. With this foundation in arithmetic, pupils are introduced to the language of algebra as a means for solving a variety of problems.

It is important that any type of calculation is given a real life context or problem solving approach to help build children’s understanding of the purpose of calculation and to help them recognise when to use certain operations and methods when faced with problems.

To support children’s understanding we follow a CPA (Concrete, Pictorial, Abstract) approach as detailed in our calculation policy.

Place Value and Four Operations

Class Maths

Teaching in geometry and measures should consolidate and extend knowledge developed in number. Teaching should also ensure that pupils classify shapes with increasingly complex geometric properties and that they learn the vocabulary they need to describe them.

Files to Download

Year 5/6 Miss Gidlow: News items

There are no News items to display

Year 5/6 Miss Gidlow: Blog items

There are no blog items to display

Year 5/6 Miss Gidlow: Gallery items

There are no Gallery items to display

Year 5/6 Miss Gidlow: Calendar items

There are no Calendar items to display

Student Login