Year 5

Welcome to Year 5 

We are disappointed that we won’t get the opportunity to meet the parents as we normally would at the start of an academic year. We hope that we still get plenty of opportunities to interact and celebrate successes throughout the year. 

Our classrooms

We have worked really hard on making sure our classrooms are still inviting and nurturing spaces as well as being ‘Covid Safe’. Seating arrangements will be a mix of pupil and teacher choice. Displays are updated regularly so they represent the learning that is taking place in the classes. In Year 5 we make our classrooms immersive in line with our Power of Reading book- which is ‘Shackleton’s Journey’. At the beginning of each half term, the classroom is decorated in a way that reflects our current learning. We also have a 'working wall' and interactive displays, such as: 

    • Reading Challenge Charts. 
    • Star Writer
    • Star of the Week. 

We also have many pictures of us working and learning in school scattered around the room.

Our new Power of Reading text is Shackleton’s Journey

To celebrate Ernest Shackleton’s departure on “Endurance” across the Antarctic, star illustrator William Grill brings us a detailed visual narrative of this extraordinary and historical expedition.

Grill’s beautiful use of coloured pencils and vibrant hues place him somewhere on the artistic spectrum between Raymond Briggs and David Hockney, and his fastidious cataloguing of every single detail of the expedition is nothing short of a Blackstock collection.

Grill evokes the atmosphere and intrepid excitement that would have surrounded the expedition with his impeccably researched and detailed drawings. Children will love examining the exploded diagrams of the peculiar provision taken or the individual drawings of the sled dogs or pack horses. This book takes the academic and historical information surrounding the expedition and teams it with powerful illustration for all readers to enjoy.


Home Learning Expectations

At Dale Hall, we try to provide minimal home learning as we believe that time spent at home with loved ones is extremely valuable. However, we do have some tasks that we set in order to embed key learning concepts. 


Spelling Shed- On Monday, we will introduce new words in line with the words on Spelling Shed. We will do a series of lessons based on these to help our understanding of what the words mean and how they are spelt. These words will have been set the previous Friday and will be available for 7 days until the new list is set. We recommend practicing these words 2-3 times a week for 10 minutes. 

This week’s words are:


VERB to go with someone 

VERB to add or join to another thing

VERB to join another person in a musical show by singing or playing a musical instrument 

One adult will accompany each group as they look around the art gallery. 

"Will you accompany me to the party?" asked Mr Hardy, nervously.

Billy was glad that his friend had chosen to accompany him on his exploration of the old house.

Jenna decided to accompany her baked potatoes with cheese and baked beans.

If you play the piano, I'll accompany you on violin.


VERB to share or exchange information and ideas usually through writing or talking

As they crept through the ruins, they needed to find a way to communicate without making a sound.

"communicate your ideas to me through the medium of dance."

Reece knew he understood, but he was finding it hard to communicate that to others.

The internet means that there are so many ways to communicate with friends and family across the world today. 


NOUN the part of a person that decides what they think is right and what is wrong 

David was going to take the last cake but his conscience told him it was the wrong thing to do.

She ignored her conscience and started to spread the rumour. 

Mr Hobbs had a good conscience which made sure that he didn't hurt anyone.

"Listen to your conscience; don't do it," they begged the villian.


ADJECTIVE showing or having a loss of hope 

ADJECTIVE very dangerous or very serious 

ADJECTIVE not caring about danger because there is little hope 

ADJECTIVE having a great need for something

As the waves crashed down, they knew they were in a desperate situation,

The disastrous drought had left many people desperate for water.

Because people were desperate for food, a long queue formed outside the supermarket.

Desperate, he jumped.

At this point they were so desperate they pressed the button.


ADJECTIVE causing a lot of damage or harm; complete failure 

The volcanic eruption was disastrous for the towns around the mountain.

After the disastrous collapse of the bridge, the island was cut off from the mainland.

Sadly, a disastrous fire closed the library.

Everybody forgot their lines so the performance was disastrous.


VERB to try and make changes to someone's ideas, plans, or activities without being asked

VERB to get in the way of a plan 

Mandy's sister always tries to interfere in her games.

The thunderstorm could interfere with our plans to go on holiday.

"It'll be perfect unless someone decides to interfere with it!"


NOUN something that is annoying 

Her little brother was a nuisance because he kept trying to interfere with her homework.

The flies at the picnic were a nuisance.

"Stop being a nuisance and go and do something useful."

Waiting in the long queue for the concert was a nuisance but worth it.


NOUN a line of poeple or vehicles that are waiting for something

VERB to stand in a line waiting for something

The new restaurant had a long queue outside .

Gary had a pass that would let him skip the queue for the ride.

Fiona was desperate to get to the front of the queue so she could get the new game.

Tyrone thought that waiting was a nuisance so he didn't join the queue.

"You need to queue if you want to get in."

"queue up at the main entrance please."


NOUN a place that cooks and serves meals to customers 

Ollie and his family would go to his favourite restaurant on his birthday.

Lizzie loved the new restaurant that served Korean food 

The food at the new restaurant was so good that people would queue for hours.


NOUN a pattern of sounds, movements or actions that are repeated

The rhythm of the song was so good everybody began to dance.

Harry kept a steady rhythm on the drums.

As they slept, the rhythm of the waves rocked the boat.

It was a disastrous concert because the band completely lost the rhythm.

The dancers moved to the rhythm of the music as if they were a part of it.


  TT Rockstars- On a weekly basis, we will go through who has been on TT Rockstars and reward those who have given it a go. We recommend that it is used daily for just 5 minutes (little and often is the key to mastery).

Reading- We encourage pupils to read a wide range of texts at home. In order to do this we are operating a reading challenge. When a pupil completes a book they earn points. Pupils can also accrue additional points by completing a 'Book Review' or a 'Reading Challenge Card'. Every time a pupil reaches a certain amount of points they move up to different levels. Each level entails a different reward. The 'Book Review' sheets and 'Reading Challenge Cards' can be found below as PDF files. You are under no obligation to print these off and pupils are welcome to complete these tasks of whatever they have to hand. Equally, if you let us know we can print off a blank version of these for the pupils to take home. Once a pupil has read a book, completed a review or a challenge card- please pop this on to their portfolio so a member of staff can log and tally their points. Pupils are welcome to take books from the classroom home, when they finish reading them we ask that they are brought back in so they can be exchanged for a new book. All books that are returned are quarantined for 3 days before being available to take home again. 


Mr A Spalding

Panthers Class Teacher

I am extremely excited about teaching in Year 5 again this year. We have a wonderful array of Power of Reading books which facilitate fun and engaging lessons. The topics we cover are brilliant to teach as they always captivate the children’s imagination. I will ensure children develop the process of independent thinking, learning and decision making- taking responsibility for how, when and where they learn best. My aim is to ensure pupils develop the independent thought that is key in their Year 6 learning- allowing the transition to be far less daunting.

Outside of school, my hobbies include: running, football and writing.

Key Documents
Here is what we'll be learning about this term!