Summer 2026
Year 5
Embedded Files
Hi! I hope you all had a wonderful Easter break with your families. It has been lovely to welcome the children back for a new term. The children have settled back into our school routines well. We have lots of exciting units of learning to get stuck into this term; please find an overview of our subject units below. Please email me if you have any questions - ebrett@thorngrove.herts.sch.uk.
Hi! I hope you all had a wonderful Easter break with your families. It has been lovely to welcome the children back for a new term. The children have settled back into our school routines well. We have lots of exciting units of learning to get stuck into this term; please find an overview of our subject units below. Please email me if you have any questions - ebrett@thorngrove.herts.sch.uk.
As readers and writers, we will develop our non‑fiction skills by researching and writing a balanced argument exploring the question ‘Is screen use making children lazy?’ Pupils will learn how to present both sides of an argument fairly, use evidence to support viewpoints and draw reasoned conclusions.
As readers and writers, we will develop our non‑fiction skills by researching and writing a balanced argument exploring the question ‘Is screen use making children lazy?’ Pupils will learn how to present both sides of an argument fairly, use evidence to support viewpoints and draw reasoned conclusions.
Later in the term, we will move on to a narrative unit based on The Nowhere Emporium by Ross MacKenzie, where we will explore the key features of the genre while also continuing to develop our spelling, punctuation and grammar skills, as well as expanding our vocabulary and editing skills.
Later in the term, we will move on to a narrative unit based on The Nowhere Emporium by Ross MacKenzie, where we will explore the key features of the genre while also continuing to develop our spelling, punctuation and grammar skills, as well as expanding our vocabulary and editing skills.
As mathematicians, we will develop our understanding of decimals and percentages, learning how to read, compare and work with them in a range of contexts. We will also explore perimeter and area, applying these skills to solve real‑life problems. In addition, pupils will learn how to interpret and present data through statistics, as well as deepen their understanding of 2‑D and 3‑D shapes, including their properties and features.
As mathematicians, we will develop our understanding of decimals and percentages, learning how to read, compare and work with them in a range of contexts. We will also explore perimeter and area, applying these skills to solve real‑life problems. In addition, pupils will learn how to interpret and present data through statistics, as well as deepen their understanding of 2‑D and 3‑D shapes, including their properties and features.
As scientists, we will continue our learning about forces, building on our previous knowledge to explore how forces affect movement in everyday situations. We will investigate gravity, friction, air resistance and water resistance, and consider how these forces act on different objects. Through practical investigations, we will explore levers, pulleys and gears, learning how simple mechanisms can make tasks easier. We will develop key skills by planning enquiries, making observations, recording results and using evidence to explain our findings.
As scientists, we will continue our learning about forces, building on our previous knowledge to explore how forces affect movement in everyday situations. We will investigate gravity, friction, air resistance and water resistance, and consider how these forces act on different objects. Through practical investigations, we will explore levers, pulleys and gears, learning how simple mechanisms can make tasks easier. We will develop key skills by planning enquiries, making observations, recording results and using evidence to explain our findings.
In the second half of the term, we will move onto our ‘Animals including humans’ unit.
In the second half of the term, we will move onto our ‘Animals including humans’ unit.
As computer scientists, we will use Google Drawings to understand that vector images are made up of shapes. We will learn how to use the different drawing tools and how images are created in layers. We will also explore the ways in which images can be grouped and duplicated to create more complex pieces of work, developing our creativity as well as our digital design skills.
As computer scientists, we will use Google Drawings to understand that vector images are made up of shapes. We will learn how to use the different drawing tools and how images are created in layers. We will also explore the ways in which images can be grouped and duplicated to create more complex pieces of work, developing our creativity as well as our digital design skills.
As geographers, we will learn about the Mediterranean region as part of our topic What is it like on continental Europe?. We will explore where the Mediterranean is located and study the physical and human features of the region, including climate, landscapes and ways of life. We will compare Mediterranean countries with the UK, considering similarities and differences such as weather, food, land use and daily life, and also develop our geographical skills by using maps, atlases and data to support our learning more effectively.
As geographers, we will learn about the Mediterranean region as part of our topic What is it like on continental Europe?. We will explore where the Mediterranean is located and study the physical and human features of the region, including climate, landscapes and ways of life. We will compare Mediterranean countries with the UK, considering similarities and differences such as weather, food, land use and daily life, and also develop our geographical skills by using maps, atlases and data to support our learning more effectively.
Website to support learning:
Website to support learning:
Username: Y5TG & Password: Y5TGOZ
Username: Y5TG & Password: Y5TGOZ
As historians, we will study the Victorian era through our local study and wider historical enquiry, asking the question How did the Industrial Revolution and the ideas of the Victorian era impact modern Britain and the rest of the world? We will explore key features of Victorian life, including industry, inventions, transport, education and social conditions.
Pupils will learn how the Industrial Revolution changed towns, cities and working lives, and how Victorian ideas and innovations continue to influence society today. We will use a range of historical sources, such as photographs, texts and artefacts, to develop our skills in enquiry, comparison and also interpretation.
As historians, we will study the Victorian era through our local study and wider historical enquiry, asking the question How did the Industrial Revolution and the ideas of the Victorian era impact modern Britain and the rest of the world? We will explore key features of Victorian life, including industry, inventions, transport, education and social conditions.
Pupils will learn how the Industrial Revolution changed towns, cities and working lives, and how Victorian ideas and innovations continue to influence society today. We will use a range of historical sources, such as photographs, texts and artefacts, to develop our skills in enquiry, comparison and also interpretation.
As artists, we will explore drawing and mark making to show depth, emotion and movement. They will experiment with a range of lines and marks to convey feelings and draw attention to key aspects of their work. Children will study how artists use line, colour, tone, focal points and balance to create effective compositions and communicate emotion. They will apply these skills in their own sketches, using a combination of marks to create tone and depth, before designing and creating a printing plate. Throughout the unit, pupils will reflect on their sketchbook work and refine their ideas to improve both experimental work and final outcomes.
As artists, we will explore drawing and mark making to show depth, emotion and movement. They will experiment with a range of lines and marks to convey feelings and draw attention to key aspects of their work. Children will study how artists use line, colour, tone, focal points and balance to create effective compositions and communicate emotion. They will apply these skills in their own sketches, using a combination of marks to create tone and depth, before designing and creating a printing plate. Throughout the unit, pupils will reflect on their sketchbook work and refine their ideas to improve both experimental work and final outcomes.
As designers, we will create a four‑page pop‑up storybook, incorporating a range of functional mechanisms such as levers, sliders, layers and spacers. We will use these mechanisms to create the illusion of movement through interaction, carefully considering how our designs work and function, as well as how effectively they engage, delight and inform the intended user.
As designers, we will create a four‑page pop‑up storybook, incorporating a range of functional mechanisms such as levers, sliders, layers and spacers. We will use these mechanisms to create the illusion of movement through interaction, carefully considering how our designs work and function, as well as how effectively they engage, delight and inform the intended user.
In Relationship and Health Education, pupils will focus on the themes of Being My Best and Growing and Changing. They will develop key personal skills such as independence, responsibility and resilience, and learn about their role within the school community.
Pupils will explore basic first aid, learn how to recognise and manage risks, and develop emotional awareness by identifying and talking about their feelings. As part of Growing and Changing, they will learn about puberty, changing bodies and emotions, and how relationships develop as they get older, helping them to make informed choices.
In Relationship and Health Education, pupils will focus on the themes of Being My Best and Growing and Changing. They will develop key personal skills such as independence, responsibility and resilience, and learn about their role within the school community.
Pupils will explore basic first aid, learn how to recognise and manage risks, and develop emotional awareness by identifying and talking about their feelings. As part of Growing and Changing, they will learn about puberty, changing bodies and emotions, and how relationships develop as they get older, helping them to make informed choices.
As learners of religion, we will explore what holiness means for Jewish people, considering whether it is found in a place, a time, an object, or in actions and ways of living. We will learn about key concepts such as Shabbat, synagogues, holy texts and symbols, and examine how these are treated with respect and reverence. Pupils will explore how following Jewish laws and traditions helps believers live a holy life, and consider how holiness shapes daily routines, worship practices, community life and personal identity, helping Jewish people make meaningful choices about the way they live.
As learners of religion, we will explore what holiness means for Jewish people, considering whether it is found in a place, a time, an object, or in actions and ways of living. We will learn about key concepts such as Shabbat, synagogues, holy texts and symbols, and examine how these are treated with respect and reverence. Pupils will explore how following Jewish laws and traditions helps believers live a holy life, and consider how holiness shapes daily routines, worship practices, community life and personal identity, helping Jewish people make meaningful choices about the way they live.
In French, we will build our vocabulary linked to family, pets and the home, learning to recognise and use key words and phrases. Pupils will practise listening carefully, pronouncing words accurately and using the language in short spoken sentences. They will also begin to develop simple reading and writing skills, learning how to form basic sentences with more confidence over time.
In French, we will build our vocabulary linked to family, pets and the home, learning to recognise and use key words and phrases. Pupils will practise listening carefully, pronouncing words accurately and using the language in short spoken sentences. They will also begin to develop simple reading and writing skills, learning how to form basic sentences with more confidence over time.
In Makaton, we will learn and sign our school song, What I Am, while continuing to use Makaton alongside our French learning to support understanding, inclusion and communication across subjects and lessons.
In Makaton, we will learn and sign our school song, What I Am, while continuing to use Makaton alongside our French learning to support understanding, inclusion and communication across subjects and lessons.
As musicians, we will learn to find and keep a steady pulse, recognise and perform rhythms, and discuss pitch in a range of songs. Pupils will listen carefully to different pieces of music, identifying how musical elements such as tempo, dynamics and pitch are used. We will explore the classic rock genre, learning about its key characteristics and style, before practising and performing the song ‘Livin’ on a Prayer’ by Bon Jovi, using our voices and expressive performance skills confidently.
As musicians, we will learn to find and keep a steady pulse, recognise and perform rhythms, and discuss pitch in a range of songs. Pupils will listen carefully to different pieces of music, identifying how musical elements such as tempo, dynamics and pitch are used. We will explore the classic rock genre, learning about its key characteristics and style, before practising and performing the song ‘Livin’ on a Prayer’ by Bon Jovi, using our voices and expressive performance skills confidently.
As athletes, we will develop our skills through a cricket unit, where we will practise throwing, catching, batting and fielding. Pupils will learn to apply simple tactics, work as part of a team, and develop coordination, accuracy and sportsmanship during game situations.
As athletes, we will develop our skills through a cricket unit, where we will practise throwing, catching, batting and fielding. Pupils will learn to apply simple tactics, work as part of a team, and develop coordination, accuracy and sportsmanship during game situations.
We will also take part in an orienteering unit, where pupils will use maps and symbols to navigate courses, developing problem‑solving skills and resilience while working both independently and collaboratively outdoors.
We will also take part in an orienteering unit, where pupils will use maps and symbols to navigate courses, developing problem‑solving skills and resilience while working both independently and collaboratively outdoors.
This term, we will be focusing on the essential skills of Leadership and Teamwork.
Click here for more information about Skills Builder.
Skills Builder has a resource platform dedicated to helping parents and carers to build their child’s essential skills at home: Skills Builder Homezone (skillsbuilder.org/homezone).
Home learning will continue to be set online every Friday.
Home learning will continue to be set online every Friday.
We are also continuing our drive to encourage more children to read for pleasure. Research shows a positive link between reading frequency and enjoyment and educational attainment. Please ensure that your child is engaging with 15-20 minutes reading everyday. It is really helpful if you can take some time to read with your child and ask questions about what they have read. This will help to support their developing comprehension skills. When your child finishes reading a book, they will have the opportunity to complete an Accelerated Reader quiz at school.
We are also continuing our drive to encourage more children to read for pleasure. Research shows a positive link between reading frequency and enjoyment and educational attainment. Please ensure that your child is engaging with 15-20 minutes reading everyday. It is really helpful if you can take some time to read with your child and ask questions about what they have read. This will help to support their developing comprehension skills. When your child finishes reading a book, they will have the opportunity to complete an Accelerated Reader quiz at school.
Our primary concern is that children are happy in school so please do feel free to contact us if they are experiencing any difficulties so that we can offer any support that they might need. Thank you for your continued support.
Our primary concern is that children are happy in school so please do feel free to contact us if they are experiencing any difficulties so that we can offer any support that they might need. Thank you for your continued support.
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