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Kings Hill School Primary & Nursery

Inspired to believe, Inspired to achieve

Year Five

Welcome to Panther Class!

Our teacher is Miss Francis . Our teaching assistants are Mrs Wood, Mrs Mabb, Mrs Denby-Jones and Mrs Card. 


 Welcome to Leopard Class!

Our teacher is Mrs Weller and our teaching assistants is Mrs Garner.


Click here to view our 'Meet the Teacher' presentation 

Summer Term 2023

 Welcome to Year 5. We hope you had a lovely break and we are looking forward to a hard-working and fun term with you all. 

Below is an outline of the learning that will take place this term.

English Key Text: Street Child

Reading: To discuss and comment on themes and conventions in a variety of genres and to provide straightforward explanations for the purpose of the language, structure and presentation of texts. To discuss their understanding of the meaning of words in context, finding other words which are similar and to discuss and evaluate how authors use language, including figurative language (e.g. simile, imagery) and its effect on the reader. To participate in discussion about texts, expressing and justifying opinions, building on ideas and challenging others’ views courteously. 

Writing: To discuss and develop initial ideas in order to plan and draft before writing and write to suit purpose and with a growing awareness of audience, using appropriate features e.g. diary entry, formal invitation and narrative. To organise writing into sections or paragraphs; create cohesion by linking ideas within paragraphs. To identify themes and conventions across a wide range of writing and understand the features of a non-fictional report. 

Spelling, punctuation and grammar: To write a range of sentence structures which are grammatically accurate and experiment writing in different tenses based upon the genre of text. To use commas for a pause in complex sentences and to understand how to use colons within a piece of writing. To use expanded noun phrases to convey complicated information concisely.

Mathematics: To calculate the perimeter of rectangles, rectilinear shapes and polygons and the area of rectangles and compound shapes. To draw, read and interpret line graphs and interpret tables, including two-way tables and timetables. To classify and estimate angles and measure angles up to 180 degrees and be able to draw angles accurately. To calculate angles around a point and on a straight line. To read and plot coordinates and be able to solve problems with coordinates.

Science:  To be able to describe the changes as humans develop from birth to old age and understand how a child develops considering the different milestones they reach. To understand gestation in animals including humans. 

Geography:  Exploring Canada. To locate the main physical features and cities in Canada and areas of similar environmental regions. To compare Northern Canada to Southern Canada explaining their similarities and differences and describe and understand their industry and trade. 

Music: To identify and move to the pulse with ease and think about the message of songs and how they make you feel. To compare two songs in the same style, talking about what stands out musically in each of them, their similarities and differences. To know how pulse, rhythm, pitch, tempo, dynamics, texture and structure work together and how they connect in a song. To play a musical instrument with the correct technique within the context of the Unit song. 

DT:  To generate innovative ideas through research and discussion with peers and adults to develop a design brief and criteria for a design specification and write a step-by-step recipe, including a list of ingredients, equipment and utensils. To select and use appropriate utensils and equipment accurately to measure and combine appropriate ingredients and carry out sensory evaluations of a range of relevant products and ingredients. Record the evaluations using e.g. tables/graphs/charts such as star diagrams. To evaluate the final product with reference back to the design brief and design specification, taking into account the views of others when identifying improvements. 

Computing: To build a simple circuit to connect a microcontroller to a computer and program a microcontroller to light an LED. To connect more than one output device to a microcontroller and design sequences for given output devices. To explain that a condition is something that can be either true or false (e.g. whether a value is more than 10, or whether a button has been pressed and identify a condition to start an action (real world) .To write an algorithm to control lights and a motor. 

PSHE: Relationships. To have an accurate picture of who I am as a person, in terms of my characteristics and personal qualities and understand that belonging to an online community can have positive and negative consequences. To understand there are rights and responsibilities in an online community or social network and know there are rights and responsibilities when playing games online. To recognise when I am spending too much time using devices and explain how to stay safe when using technology to communicate with my friends. 

RE: To think about what helps us through our journey of life and be able to describe the 5 pillars of Islam. To know the key belief of Muslims an how it affects their life and describe how and why Muslims pray. To discuss the ways Muslims help and care for the world wide Muslim community. 

PE: To develop fielding and throwing skills and improve accuracy when throwing and catching. To develop batting skills and bowl using different techniques including overarm and underarm. To explore how to use different body parts to perform popping actions and choreograph direct/ popping and flexible/ wave actions in movement phrases. Year 5 have PE on Mondays and Thursdays. 



  • Le, de, est, près
  • Numbers – apply phonics rules to tem focus – vingt, quarante,soixante. 


  • Planets – days of the week.
  • Adjectives with different positions. Numbers
  • Mars est, Mars n’est pas
  • Intensifiers – très, assez, vraiment, extrêmement. 


  • Adjective position – Mars est une petite planète chaude.
  • Prepositions – près/loin
  • Comparatives revisit
  • Add superlatives – reinforce gender with adjectives.


Click here to see the expectations for reading, writing and maths in Year 5. 

For more information on our remote learning offer for those of you learning at home, please click here

For more information on the learning taking place this term, please see the Year 5 curriculum map below.


As well as accessing our broad curriculum, our pupil offer outlines the additional opportunities your child will have whilst in Year 5.

Curriculum Maps

Term 1 Curriculum Map 

Term 2 Curriculum Map

Term 3 Curriculum Map

Term 4 Curriculum Map 

Term 5 Curriculum Map


Class Timetable

Year 5 Class Timetable

Homework in Year 5

Daily Reading

We encourage all children to read at home daily and a note to be written in their reading journal. If the school book has been completed then please read and share any other books/comics you have at home. These can also be recorded in the reading journal and can count towards the number of daily reads. 


Spelling will be sent home on a Friday and will tested the following Friday

SPaG activities will be set on Fridays and will need to be completed by the following Friday.

 Maths arithmetic

Arithmetic questions will be set on Fridays and will need to be handed in on the following Wednesday. 

TT Rockstars

We suggest working on TT Rockstars for 15 minutes a week; however you can do more should you wish. Specific timestables will be set for your child and this programme aims to increase the fluency of these. This is an online maths game that can be accessed on tablet, ipads and desktops


English in Year Five

Reading in Year Five

By the end of year 5, the children's reading should demonstrate increasing fluency across all subjects. They will understand the conventions of different types of writing such as the use of the first person and understand some technical terms needed for discussing what is heard and read such as metaphor, simile. analogy, imagery, style and effect. In using non-fiction, the children will know what information is needed to look for before beginning a task and know how to use a contents page and indexes to locate information and apply these skills across the curriculum independently. They will apply a growing knowledge of root words, prefixes and suffixes (morphology and etymology) both to read aloud and to understand the meaning of new words that are met. 

Writing and SPaG in Year Five

In the composition of writing, the children will select the appropriate form and identify the audience for, and purpose of, the writing. They will use further organisational and presentational devices to structure text and to guide the reader, for example headings, bullet points and underlining.

When developing SPaG skills, the children will consider converting nouns or adjectives into verbs and be able to indicate degrees of possibility using adverbs or modal verbs. They will use devices to build cohesion within a paragraph and use commas to clarify meaning.

By the end of year 5, the children will use accurate grammar and punctuation and begin to apply this when considering both audience and purpose. They will understand the differences between standard English and non-standard English and can apply what has been learnt.  

Maths in Year Five

During year 5 the children will continue to develop their fluency across all the areas of mathematics. They will work with numbers to at least 1,000,000 and determine the value of each digit. They will develop their skills of using formal written methods for addition, subtraction, division and multiplication. They will identify multiplies, factors, squares and cubes and use this knowledge to solve problems.

When working with fractions, children will compare and order fractions and read and write decimal numbers as fractions. They will solve problems which require knowing percentage and decimal equivalents and those fractions with a denominator of a multiple of 10 or 25.

Children will have the opportunity to convert different units of metric measure and calculate the perimeter of composite rectilinear shapes and will calculate and compare the area of compound shapes.  Children will draw given angles and measure accurately using degrees. They will distinguish between regular and irregular polygons based on reasoning about sides and angles.