Our P.E. lessons are Wednesdays and Thursdays. Children need to come to school dressed in their P.E. kits, therefore they do not need to keep a P.E. kit in school.

As a reminder, this is

Navy shorts.

Red Worplesdon T-shirt. A plain red t-shirt is acceptable.

Trainers for outdoor games lessons.

Navy tracksuit for outdoor games lessons.

Please avoid sending your child to school wearing earrings on P.E. days. 

After the May half term, we will swim for the first two and a half weeks.  Separate communication has been shared with our families about the arrangements with this

In Year 5, children will receive age-appropriate homework tasks which will be set weekly on Atom. These homework tasks will be based on what your child has practised in class during the week and are designed simply to reinforce and consolidate what they have learnt.  Please try to encourage the children to do the task themselves, as the programme is intuitive, so will set learning based on what they can achieve on their own.

In addition to these weekly homework tasks, the children are expected to complete a minimum of four signed reads per week in their reading diary and to practise their times tables up to 12 x 12. 

Reading books and diaries should be in school every day.  They will be checked each Wednesday.

The school uses a wide variety of reading schemes that directly link with the National Book band Scheme.

We expect to see four signed reads per week.

You do not have to listen to your child read and we do not specify what they are reading – just that they are reading regularly.  If your child is having a difficulty with choosing books then please ask them to come and speak to one of the Year 5 team.  We do not have a set day to renew or change reading books but we will give the children an opportunity to do this, as and when they need to.

In order to enrich your child’s experience in school, we would like to suggest some ways you can help at home:

Addition & subtraction and Multiplication & division fluency practice

• https://ttrockstars.com  
• https://mathsbot.com/primary/year4Mini 
• https://mathsbot.com/primary/year5Mini 
• https://www.educationquizzes.com/ks2/maths/addition-and-subtraction-year-5/
• https://whiteroseeducation.com/1-minute-maths  (select - multiplication and division)
• https://www.educationquizzes.com/ks2/maths/multiplication-and-division-year-5/ 

Compare and order numbers

• https://www.educationquizzes.com/ks2/maths/compare-and-order-numbers-year-5/ 

Equivalence (Fractions and Decimals

• https://www.bbc.co.uk/bitesize/articles/zgn7wnb#zy937v4
• https://mathsbot.com/tables/equivalentCalcs  (Please note: if easier, unclick percentage calculation, as this is more regularly covered in Year 6)

0:00 Hello and welcome to a quick introduction about the formal written

0:04 method that we use in year five for addition and subtraction when solving

0:08 calculations. As children move into years five and year six, they start to

0:12 look at numbers with four and five digits. Eventually in year six going up

0:15 to six digits up to 1 million. So here we have an addition calculation which

0:20 requires no exchange. I always start with the smallest value. On this

0:24 occasion it's the ones column. So 5 + 2 1's is worth seven. 2 + 3 1's is worth

0:32 five. 1 10 is worth five. So these are worth five tens. This is 57. 1 + 8 is

0:38 nine. And 4 + 1 is 5. When recording the solution, this is worth 5,000 with a

0:44 small comma. 957, which separates the thousands from the

0:50 ones. Here is an addition calculation that requires some exchange. Initially,

0:55 I start with the smallest value, the ones. 0 + 8 is worth eight. 3 + 0 is

1:01 worth three. 9 + 5, which is worth the hundreds, is actually 14 hundreds. So, I

1:09 keep the four hundreds here and exchange the one the 10 hundreds into the

1:16 thousand's column. 3 + 2 is 5 plus one more. I'm going to cross this out, which

1:22 is six. This is then 6,438. Here we have a further exch uh

1:30 calculation involving exchange. Starting with the smallest value again, I find

1:35 the ones. 1 + 9 is 10. So there is zero in the ones column with the 10 exchanged

1:42 into the 10's column. 0 + 2 is 2 + 1 more 10 which is 3.

1:50 2 + 5 is 7. 4 + 8 is 12. I put the two which is worth thousands with one

1:57 exchange into the tens of thousands. 5 + nothing is 5 with one more which is 6

2:04 creates the value of 62,730. Moving on to subtraction,

2:11 we are going to use the language of exchange again which used to formally be

2:15 known as borrowing. However, with this calculation, no exchange is required

2:19 which makes it a friendlier calculation. I start with my smallest value, the

2:23 ones. 1 subtract 0 is 1. 0 subtract 0 is always zero. 5 subtract 3 is 2. And 2

2:31 subtract 1 is 1. 4 subtract 2 is 2. Recording 21,21.

2:38 It shows you that children do not need to be frightened of large numbers as the

2:42 calculation and operation is still the same as when they were dealing with

2:45 hundreds, tens, and ones. Um, but this calculation involves exchange. So some

2:51 children when they come to the smallest value here they might try to do six

2:56 subtract three but that is not appropriate. There are only three ones

3:00 and it is not possible to take six away without going into negative values. So I

3:06 knock next door to exchange 1 10 for 10 1's. 13 subtract 6 is now

3:14 possible. Knowing my number bonds the solution is seven. I was left with 7 10

3:19 subtract 4 10 which is three. 5 subtract 1 is four. 0 subtract 9 is not possible.

3:27 So I knock next door and I exchange which formerly was known as borrowing

3:32 for 1 10,000 which is now 10 subtract 9 is 1 and there is nothing in the tens of

3:38 thousands column. This is now worth 1437.

3:43 Finally, we have a subtraction involving exchange. 1 subtract three is not

3:48 possible without borrowing or exchanging. So, we knock next door

3:55 and this is then three 10 making 11 ones. 11 subtract three which is worth

4:00 eight. 3 subtract 9 is not possible. So, I knock and look next door to see if

4:04 there are hundreds to exchange which there are not. So, I have to go and see

4:08 the next largest value which has a a digit here. I now exchange.

4:15 So there are 10 thousands. I need still need some tens. So I will

4:22 exchange this for here. I have 10 hundreds which I exchange 100 for 10

4:28 tens. So 13 subtract four 10 is n is 13 subtract 9, excuse me, is 4 10. 9

4:35 subtract 0 is 9. 9 subtract 4 is 5. And there is nothing in this column. This

4:41 leads to 5,9 5,948.