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 Oh, the places we'll go... 

Our wow starter!

A culinary tour of the U.K!

We will learn about the countries which make up the United Kingdom including their cultures, landmarks and traditions. As we explore each country, we will make and eat food from each country- ending with a traditional afternoon tea!



Writing - composition:

plan their writing by:

  • identifying the audience for and purpose of the writing, selecting the appropriate form and using other similar writing as models for their own
  • noting and developing initial ideas, drawing on reading and research where necessary
  • in writing narratives, considering how authors have developed characters and settings in what pupils have read, listened to or seen performed

draft and write by:

  • selecting appropriate grammar and vocabulary, understanding how such choices can change and enhance meaning
  • in narratives, describing settings, characters and atmosphere and integrating dialogue to convey character and advance the action
  • précising longer passages
  • using a wide range of devices to build cohesion within and across paragraphs
  • using further organisational and presentational devices to structure text and to guide the reader [for example, headings, bullet points, underlining]

evaluate and edit by:

  • assessing the effectiveness of their own and others’ writing
  • proposing changes to vocabulary, grammar and punctuation to enhance effects and clarify meaning
  • ensuring the consistent and correct use of tense throughout a piece of writing
  • ensuring correct subject and verb agreement when using singular and plural, distinguishing between the language of speech and writing and choosing the appropriate register
  • proofread for spelling and punctuation errors
  • perform their own compositions, using appropriate intonation, volume, and movement so that meaning is clear

Reading - word reading

  • apply their growing knowledge of root words, prefixes and suffixes (morphology and etymology), as listed in English appendix 1, both to read aloud and to understand the meaning of new words that they meet.

Reading - comprehension

maintain positive attitudes to reading and an understanding of what they read by:

  • continuing to read and discuss an increasingly wide range of fiction, poetry, plays, non-fiction and reference books or textbooks
  • reading books that are structured in different ways and reading for a range of purposes
  • recommending books that they have read to their peers, giving reasons for their choices
  • making comparisons within and across books
  • learning a wider range of poetry by heart
  • preparing poems and plays to read aloud and to perform, showing understanding through intonation, tone and volume so that the meaning is clear to an audience

understand what they read by:

  • checking that the book makes sense to them, discussing their understanding and exploring the meaning of words in context
  • asking questions to improve their understanding
  • drawing inferences such as inferring characters’ feelings, thoughts and motives from their actions, and justifying inferences with evidence
  • predicting what might happen from details stated and implied
  • identifying how language, structure and presentation contribute to meaning
  • distinguish between statements of fact and opinion
  • retrieve, record and present information from non-fiction
  • participate in discussions about books that are read to them and those they can read for themselves, building on their own and others’ ideas and challenging views courteously
  • provide reasoned justifications for their views

The more that you read, the more things that you will know. 

The more that you'll learn, the more places you'll go.

-Dr Seuss

We will continue to work through the Fresh Start modules in our groups to develop our skills in reading and spelling and to develop further our comprehension skills. We will have four 1-hour sessions each week. 



A lonely girl draws a magic door on her bedroom wall and through it escapes into a world where wonder, adventure, and danger abound.

Our text in the first half-term will be a wordless picture book by Aaron Becker called ‘Journey’. Whilst exploring the book, we will use drama techniques, infer, make predictions and ask questions about the story.

We will select appropriate grammar and vocabulary to describe settings, character and atmosphere and write in role as characters using imaginative vocabulary and varying sentence openers.  The children will finally plan and write a sequel to the story applying their writing skills.

Also linking to our work on Japan, children will look at the structure of haiku poetry, discussing layout, rhythm and syllables. Children will then write their own haiku poems and perform their compositions.

They will also continue to read for pleasure and participate in discussions about the books they read, recommending books to their peers with reasoned choices.


Living things and their habitats:


  1. describe how living things are classified into broad groups according to common observable characteristics and based on similarities and differences, including micro-organisms, plants and animals
  2. give reasons for classifying plants and animals based on specific characteristics

Working Scientifically:

Using classification systems and keys to identify some animals and plants, understand the significance of the work of scientists such as Carl Linnaeus, a pioneer of classification and plan an enquiry to understand the useful and harmful effects of micro-organisms, identifying variables.

Animals, including humans:

  1. identify and name the main parts of the human circulatory system, and describe the functions of the heart, blood vessels and blood
  2. recognise the impact of diet, exercise, drugs and lifestyle on the way their bodies function
  3. describe the ways in which nutrients and water are transported within animals, including humans

Working Scientifically:

Plan an enquiry to answer questions, including recognising and controlling variables where necessary taking measurement with increasing accuracy and precision, taking repeat readings when appropriate, recording data and results of increasing complexity using appropriate graphs. Also, exploring the work of scientists and scientific research about the relationship between diet, exercise, drugs, lifestyle and health.

Classification and The Human Body

Key Vocabulary:

sort, group, classify, classification system, features, observable, characteristics, similar, different, micro-organism, plant, animal, Carl Linnaeus, specific, vertebrate, invertebrate, mammal, amphibian, reptile, keys, useful, harmful, effect   


We will identify and name the main parts of the human circulatory system and describe the functions of the main parts. We will describe the ways in which nutrients and water are transported in animals, including humans, in the context of the human body.

We will recognise the impact of diet and exercise on the way our bodies function by describing the effects of a healthy lifestyle and plan an enquiry to test the effects of exercise by taking pulse measurements to gather data and work scientifically to record data.

We will finally understand the impact of drugs and alcohol on the way bodies function and identify scientific evidence that has been used to support or refute ideas or arguments in the context of changing attitudes to smoking. We will look at cross-curricular links between exercise and health linked to the Olympics and performance-enhancing drugs.

The children will also take part in SRE lessons.


Locational knowledge

  • Locate the world’s countries, using maps to focus on Europe (including the location of Russia).

Human and physical geography

  • Describe and understand key aspects of:

    -physical geography, including: volcanoes, earthquakes and the water cycle

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.

Mapping and Natural Disasters

As part of our work on the European Championships, the children will research where the planned stadia in the host countries are located.

The children will find out about the geographical location and features of Japan with a focus on its physical features including volcanoes and earthquakes. We will also discuss rising sea levels and the water cycle. The children will develop their map skills.

Key vocabulary:

All majour European counties, Europe, United Kingdom, Japan, map, atlas, globe, travel, grid reference, compass points, physical, earthquake, volcano, water cycle, tectonic plates, rising sea levels, natural disaster, floods, Asia


We will look at Ancient Greece and study Greek life and achievements and their influence on the western world in the context of the Olympic Games.

Describe and begin to make links between main events, situations and changes within and across different periods and societies.

Olympics then and now...

We will explore Greek life and achievements as part of our work on the Olympic Games and its history.

We will know where and when the Ancient Greek civilisation existed and we will know how its empire grew and impacted the wider world. Children will learn about the different city states and how Ancient Greece is linked with democracy.

We will understand the religious beliefs of Ancient Greek people and know some of the Gods they worshipped. This will link to our work on Greek myths.

We will look at the origins of the Olympic Games using sources such as pottery, ancient writing sources and modern interpretations. We will describe the changes and make links between the games now and then.

We will look at cross-curricular links between our science work on exercise and health linked to the Olympics and performance enhancing drugs.

Key vocabulary:

Ancient Greece, empire, religious beliefs, Gods and Goddesses, Mount Olympus, myths, civilisation, impact, Europe, Athens, Sparta, city states, democracy, Olympic Games, origins, development, compete, achievment, influence, compare, similarity, difference, continuity, cultures


  • Explain how Sikhs believe in all pathways leading to God
  • Know about the founder of Sikhism, Guru Nanak and recall key events in his life
  • Know what happens at Gurdwara and how the Guru Granth Sahib is treated with respect
  • Explain the symbolism of the 5Ks
  • Describe how Sikhs show community and equality in their lives


Children will learn about the religion of Sikhism. They will explain where Sikhism originated and the main beliefs Sikhs share. They will know who founded Sikhism – Guru Nanak- and recall key events in his life.

Children will also learn how Sikhs worship in the Gurdwara and about their holy book- the Guru Granth Sahib and how this is treated with respect.

They will be able to explain how Sikhs wear five symbols – called the five Ks- to show their devotion to Sikhism. 

We will also explain how Sikhs show community and equality in their lives.

Key Vocabulary:

Sikhism, Sikh, Guru, Guru Nanak, Gurdwara, Guru Granth Sahib, sargun, nirgun, worship, God, respect, symbolism, community, equality, prayer


Children will:

  • design, write and debug programs that accomplish specific goals, including controlling or simulating physical systems; solve problems by decomposing them into smaller parts
  • select, use and combine a variety of software (including internet services) on a range of digital devices to design and create a range of programs, systems and content that accomplish given goals, including collecting, analysing, evaluating and presenting data and information
  • 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
  • use search technologies effectively, appreciate how results are selected and ranked, and be discerning in evaluating digital content
  • use technology safely, respectfully and responsibly; recognise acceptable/unacceptable behaviour; identify a range of ways to report concerns about content and contact


The children will invent their own country and use their imagination to think about what their country would be like, for example its location in the world, its flag, climate and the animals that inhabit their country. We will discuss search technologies, including how results are selected and ranked and the validity of digital content. They will finally create a documentary-style movie about their country and its features.

As part of our E-Safety work, children will identify cyberbullying and understand its consequences, promoting active and open discussions to promote an openness to talk about cyberbullying and the importance of being an ‘Upstander’, not a ‘Bystander’. 

Key vocabulary:

Design, create, evaluate, effective, improve, programs, search technologies, ranked, digital content, cyberbullying 

Art and Design

Children will be taught:

  • to create sketch books to record their observations and use them to review and revisit ideas
  • to improve their mastery of art and design techniques, including drawing, painting and sculpture with a range of materials [for example, pencil, charcoal, paint, clay].

Japanese Art

We will look at the popular art movement of Manga. The children will create their own Manga character. They will explore backgrounds, foregrounds and perspective.

The children will also learn the art of origami and follow instructions to create birds, flowers and butterflies to contribute to a large scale piece of work.

Key Vocabulary:

Manga, anime, background, foreground, perspective, symbols, conveying emotion, colour, subjective, origami, folding, precise, instructions, sketch book, review, improve


Miss Jones:

Athletics/ Games and Gymnastics

Miss Gidlow:

Summer 1 - Athletics/ Games and Swimming 

Summer 2 - Athletics/ Games and Dance 

Miss Causer:

Summer 1 - Athletics/ Games and Dance

Summer 2 - Athletics/ Games and Swimming

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


  • Swim competently, confidently and proficiently over a distance of at least 25 metres
  • Use a range of strokes effectively [for example, front crawl, backstroke and breaststroke]
  • Perform safe self-rescue in different water-based situations


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 develop their skills and then apply these to competitive games, including basic principles for attacking and defending.

Athletics: Children will practise their skills at running, jumping, throwing and catching and show improvement over time. They will also set realistic targets for themselves, compare performances with previous ones and identify strengths and what needs to be improved. This will link to our work on the Olympic Games.

Swimming: Year 6 children in both classes will be able to swim confidently and safely over a distance of at least 25 metres using a range of strokes effectively. Y5 children in both classes will also practise these skills.



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.

Four Operations, Fractions, Decimals and Percentages

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.


Children will:

  • listen attentively to spoken language and show understanding by joining in and responding
  • explore the patterns and sounds of language through songs and rhymes and link the spelling, sound and meaning of words

  • engage in conversations; ask and answer questions; express opinions and respond to those of others; seek clarification and help

  • speak in sentences, using familiar vocabulary, phrases and basic language structures

  • develop accurate pronunciation and intonation so that others understand when they are reading aloud or using familiar words and phrases

  • present ideas and information orally to a range of audiences

  • read carefully and show understanding of words, phrases and simple writing

  • appreciate stories, songs, poems and rhymes in the language

  • write phrases from memory, and adapt these to create new sentences, to express ideas clearly

Hola Amigos!

We will learn to name days of the week, months of the year and animals as well as recapping greetings, colours and numbers.

Files to Download

Year 5/6 Miss Gidlow: News items

Let's go neon for neonatal, by Mrs Russell

New Star signing at Man Utd, by Mrs Russell

May reading event, by Mrs Russell

Year 5/6 Miss Gidlow: Blog items

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Year 5/6 Miss Gidlow: Gallery items

Year 5/6 Christmas 2020, by Miss White

Year 6 Prefects, by Miss White

Year 5/6 Miss Gidlow: Calendar items

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