School Logo

Kings Meadow Primary School and Early Years Education Centre

Celebrating Success


York Meeting 2016


to the summer term in

year 5!

The Summer Term in Year 5 begins with our study of Africa and as we head towards the Olympics we will adopt South Africa as our class country.  We will find out about the amazing life and achievements of Nelson Mandela.  We will investigate his influence on the world and consider how his message can help us in our own friendships.

Your class teaching team is

Miss Adkins – Class teacher

Mrs Stoker – Teaching Assistant

Mrs Doran – Teaching Assistant


You will need to remember to bring your P.E kit on Monday and Wednesday


On Thursday you will be given homework, it should be returned to school by Tuesday.  You should complete your reading and learn spellings on a daily basis.  You will have a weekly spelling quiz. 



This is an overview of our learning


As artists we will be developing our skills in painting through our colour mixing, we will use digital media to investigate pattern, and look to create shade and depth in our sketching.

Throughout or topic pupils should be taught:

  • to create sketch books to record their observations and use them to review and revisit ideas

  • to improve their mastery of art and design techniques, including Drawing, Painting, Collage, Sculpture, Print, Textiles, Digital Media with a range of materials [for example, pencil, charcoal, paint, clay]

  • about great artists, architects and designers in history.


Activities will include:

  • Observational sketches of African animals

  • Replication of animal pattern

  • Investigation of traditional African patterns using them to create a basis for printing

  • The initial investigations, observations and designs will be used to cover our giraffe sculpture



As musicians we will be studying traditional African music and the instruments used.

Through our topic pupils should be taught to:

  • play and perform in solo and ensemble contexts, using their voices and playing musical instruments with increasing accuracy, fluency, control and expression

  • improvise and compose music for a range of purposes using the inter-related dimensions of music

  • listen with attention to detail and recall sounds with increasing aural memory

  • use and understand staff and other musical notations

  • appreciate and understand a wide range of high-quality live and recorded music drawn from different traditions and from great composers and musicians

  • developing an understanding of the history of music.

Activities will include:

  • Listening to an African Gospel Choir and singing in a gospel voice.

  • Learning to play the African drums.

  • Following the Music Express unit ‘World Unite’


As designers we will be studying Kple Kple masks.

When designing and making, pupils should be taught to:


  • use research and develop design criteria to inform the design of innovative, functional, appealing products that are fit for purpose, aimed at particular individuals or groups

  • generate, develop, model and communicate their ideas through discussion, annotated sketches, cross-sectional and exploded diagrams, prototypes, pattern pieces and computer-aided design


  • select from and use a wider range of tools and equipment to perform practical tasks [for example, cutting, shaping, joining and finishing], accurately

  • select from and use a wider range of materials and components, including construction materials, textiles and ingredients, according to their functional properties and aesthetic qualities


  • investigate and analyse a range of existing products

  • evaluate their ideas and products against their own design criteria and consider the views of others to improve their work

  • understand how key events and individuals in design and technology have helped shape the world

Technical knowledge

  • apply their understanding of how to strengthen, stiffen and reinforce more complex structures

  • understand and use mechanical systems in their products [for example, gears, pulleys, cams, levers and linkages]

  • understand and use electrical systems in their products [for example, series circuits incorporating switches, bulbs, buzzers and motors]

  • apply their understanding of computing to program, monitor and control their products.

Activities will include:

  •  looking at the designs of African masks.

  • designing our own masks before having a go at making them.

  • creating our own Ndebele beads.


As historians we will be studying the history of Africa

Through our topic…

  • They should note connections, contrasts and trends over time and develop the appropriate use of historical terms.

  • They should regularly address and sometimes devise historically valid questions about change, cause, similarity and difference, and significance.

  • They should construct informed responses that involve thoughtful selection and organisation of relevant historical information.

  • They should understand how our knowledge of the past is constructed from a range of sources.

  • In planning to ensure the progression described above through teaching the British, local and world history outlined here, teachers should combine overview and depth studies to help pupils understand both the long arc of development and

the complexity of specific aspects of the content.


Activities will include:

  • Locating the Kingdom of Benin was and using sources to find out about time period we will be exploring.

  • Using primary sources to become history detectives building an fact base about The Kingdom of Benin from AD 900 to 1300.

  • Find out about the leaders of The Kingdom of

  • Benin and using the information to Role Playthe lives of ordinarypeople of the Kingdom of Benin.

  • To find out about the decline of the Benin Empire.


As geographers we will be studying the continent of Africa using our geographical skills  to

Locational knowledge

  • Locate the world’s countries, using maps to focus on Europe (including the location of Russia) and North and South America, concentrating on their environmental regions, key physical and human characteristics, countries, and major cities

Human and Physical Geography

  • Describe and understand key aspects of: Physical geography, including: climate zones, biomes and vegetation belts, rivers &mountains.

Human geography

  • including: types of settlement and land use, economic activity including trade links, and the distribution of natural resources including energy, food, minerals and water

Geographical skills and fieldwork

  • Use maps, atlases, globes and digital/computer mapping to locate countries and describe features studied


Activities will include:

  • locating Africa and finding out about the countries that make up this continent.

  • Identifying the different landscapes that make up Africa and identify features.

  • Finding out about landmarks including Mt Kilimanjaro, Victoria Falls and the great Pyramids.

  • Finding out about the different animals found on the African continent.

  • Researching endangered animals in Africa and what can be done to protect them.

  • Finding out about the staple diet of many African countries. As well as finding out about tropical fruit in sub-Saharan Africa.

  • Discuss the problems of malnutrition and famine.

  • Finding out about how our lives differ to that of many Africans. Including the need for clean drinking water.


Our class novel is Journey to Jo'burg by Beverley Naidoo.  This is her web page address

‘Bike-it Breakfast’ Day

World Book Day

On 'World Book Day' we listened to a summary of some of our favourite books.  After listening with care, we voted for our overall favourite.  If you look on our window display you can find out which one won!

no Our 'Bikeability' lessons have helped us to think about staying safe when riding our bikes.

Bryson does 'Bikeability'

Our first chess lesson this year.

Please keep checking this page for more information, links to websites and lots of photographs of our learning.  Please feel free to contact one of our team for more information or help.