1. Year 5 Parents’ Information Meeting Monday 18th September 2017
Welcome
Year 5 Parents’ Information Meeting
Monday 18th September 2017
Miss Ahmed, Mrs Deluce and Mr Noblet.

2. English

3. Curriculum Overview
English

4. 2017 English Expectations

5. English
Objectives
In order that children make effective progress in core skills across the year, it is important that these Strands are planned for in every unit:
Strand 5 – Word Recognition: decoding (reading) and encoding (spelling) at KS1
Strand 6 – Word Structure and Spelling at KS2.
Strand 11 – Sentence Structure and Punctuation at both key stages.
These are in addition to the Objectives listed below.
2. Listening and responding
Identify some aspects of talk which vary between formal and informal occasions
7. Understanding and interpreting texts
Compare different types of narrative and information texts and identify how they are structured
8. Engaging with and responding to texts
Compare the usefulness of techniques, such as visualisation, prediction, empathy, in exploring the meaning of texts
9. Creating and shaping texts
Reflect independently and critically on own writing and edit and improve it
Adapt non-narrative forms and styles to write fiction or factual texts, including poems
Vary pace and develop viewpoint through the use of direct and reported speech, portrayal of action and selection of detail
Create multi-layered texts, including the use of hyperlinks, linked with web pages
10. Text structure and organisation
Experiment with the order of sections and paragraphs to achieve different effects
Change the order of material within a paragraph, moving the topic sentence
11. Sentence structure and punctuation
Adapt sentence construction to different text-types, purposes and readers
Punctuate sentences accurately, including the use of speech marks and apostrophes
12. Presentation
Use a range of ICT programs to present texts, making informed choices of which electronic tools to use for different purposes

6. Spelling and Grammar

7. Spelling and Grammar

8. Mathematics

9. Curriculum Overview Mathematics Week 1 Week 2 Week 3 Week 4 Week 5
Autumn 1
Autumn 2
Spring 1
Spring 2
Summer 1
Summer 2
Week 1
Place value
Mental x and ÷
(factors, multiples)
Roman numerals
counting incl. negative numbers
Mental and written division
Week 2
Place value (decimals)
Division including problems
Addition and subtraction including problems
2D and 3D shape incl. sorting
Fractions
Written calculations
Week 3
Written + and –
including problems
(compare, order, equivalence)
Mental and written multiplication
Calculating with fractions
Measures (time) and statistics
Week 4
Geometry (angles)
Multiplication and measures (area)
Measures
(length, mass and capacity)
Measures (area and volume)
Geometry
Measures (mass, volume and capacity)
Week 5
Geometry and measures (perimeter)
Statistics and measures (time)
(reflection and translation)
Statistics and measures
Addition and subtraction
Area and volume of shapes
Week 6
Addition and subtraction (statistics)
Assess and review
Multiplication and division

10. Calculations Policy Addition Using similar methods, children will:
Children should extend the carrying method to numbers with at least four digits.
Using similar methods, children will:
add several numbers with different numbers of digits;
begin to add two or more decimal fractions with up to three digits and the same number of decimal places;
know that decimal points should line up under each other, particularly when adding or subtracting mixed amounts, e.g. 3.2 m – 280 cm.

11. Calculations Policy Subtraction Partitioning and decomposition
Children should:
be able to subtract numbers with different numbers of digits;
begin to find the difference between two decimal fractions with up to three digits and the same number of decimal places;
know that decimal points should line up under each other
Where the numbers are involved in the calculation are close together or near to multiples of 10, 100 etc counting on using a number line should be used.

12. Calculations Policy Multiplication TU x TU
Grid method
HTU x U
(Short multiplication – multiplication by a single digit)
346 x 9
Children will approximate first
346 x 9 is approximately 350 x 10 = 3500
TU x TU
(Long multiplication – multiplication by more than a single digit)
72 x 38
Children will approximate first
72 x 38 is approximately 70 x 40 = 2800
Using similar methods, they will be able to multiply decimals with one decimal place by a single digit number, approximating first. They should know that the decimal points line up under each other.
e.g x 3
Children will approximate first
4.9 x 3 is approximately 5 x 3 = 15

13. Calculations Policy Division
Children will continue to use written methods to solve short division TU ÷ U.
Children can start to subtract larger multiples of the divisor, e.g. 30x
Short division HTU ÷ U
Any remainders should be shown as integers, i.e. 14 remainder 2 or 14 r 2.
Children need to be able to decide what to do after division and round up or down accordingly. They should make sensible decisions about rounding up or down after division.

14. Routines PE and Swimming Homework, Spellings and Reading
Mathletics and MyMaths
End of the day

15. Thank you for attending
Any questions????