General Information

Downloads

Timetables:

5ENI Timetable
5MHN Timetable
5MGR Timetable

Programme Overview:

2011-12 Year 5 Calendar
2011-12 Y5 Programme of Inquiry
2011-12 Y5 Maths Overview
Year 5 Chinese Programme

Class Communications:

Camp Volunteer Letter
Year 5 Parent Info Night slides

Welcome to Year 5 at Discovery College!

The Year 5 team consists of Mr. Marshall Hudson (5MHN), Mr. Matthew Gallagher (5MGR), Mrs Lisa Wallace (5ENI) and Mrs. Hennie Cadenas (Educational Assistant). We are also fortunate to have the expertise of Mr. Jonathan Climas who will work regularly in our classrooms as part of the Learning Development Team providing ongoing support for the needs of our students.

To contact us please use our email addresses as listed below:
Marshall Hudson - This e-mail address is being protected from spambots. You need JavaScript enabled to view it
Matt Gallagher - This e-mail address is being protected from spambots. You need JavaScript enabled to view it
Lisa Wallace – This e-mail address is being protected from spambots. You need JavaScript enabled to view it

We look forward to a year full of many new experiences, rewarding moments and ongoing achievements.

Warm regards

The Year 5 teachers

News & Updates

January 2012

Our current unit of inquiry focuses on how the choices that consumers make can influence local and global trade. Students have started looking at what trade is, and will begin to look at the factors influencing trade in the upcoming weeks.

In Language, the students will soon be inquiring into instructional texts. If you have examples of instructional texts at home you might like to share them with your child. Examples include, board game instructions, manuals, cookbooks and many others. Please refer to the English tab for more information.

In Maths, we have just started a unit on pattern and function. The students are learning how to identify patterns, find a rule for a pattern, as well as table and graph patterns. Please refer to the Maths tab for more information.

20 September 2011

Year 5 students take action!

Year Five students Blaise and Casey had a table at the Backyard Bazaar on Sunday and raised over 1000 dollars for the Siem Reap School of Arts in Cambodia, which teaches traditional dancing and musical instrument playing to underprivileged children. They sold their handmade recyclable gift wrapping and gift bags and other handmade / locally-made items. They will continue to raise funds for the school at the flea market and the Holiday Bazaar. To know more: www.girleffecthk.blogspot.com Well done girls!

15 August 2011

Our current unit of inquiry focuses on how 'individuals and groups can often be catalysts for big ideas or big impact on society'. You will find more information on this unit and some targets under the 'Unit Info' tab.

In language we are looking at the use of effective oral and visual techniques when making presentations, particularly digital ones. In reading we are focusing on setting up routines for the year and digital literacy skills. We will also be focusing on the writing process. You can find targets for our 'writing process' unit under the 'English' tab and targets for visual and oral language are included on the unit of inquiry target sheet.

Our Maths unit is on Place Value and Number Properties. Targets for this unit can be found under the 'Maths' tab. Our Mental Maths focus will be on addition and subtraction.

Programme of Inquiry

Unit 1 - Who we are

Our first unit this term is about the Power of One. The Central Idea for this Unit of Inquiry is:
Individuals and groups can often be catalysts for big ideas or big impact on society.

During this unit we will inquire into:

What motivates humans to support others
Challenges individuals or groups have to overcome in bringing about change
The effect individuals and groups have had on others

Teacher questions:

What motivates humans to support other people?
What are the challenges this individual or group has had to overcome in order to bring about change?
What effect has this individual or group had on others and/or society?

Key Concepts: Change and causation
Learner Profile Focus: Balanced, caring and risk taker
Attitude Focus: Empathy and independence

Useful websites:

Below you will find targets for the presentation component of this unit.

Power of One Unit Presentation Targets

Unit 2 - How the world works

Our second unit this term will be on Space. Our Central Idea for this unit will be:
The earth’s conditions and position in space makes life sustainable.

During this unit we will inquire into:

The structure and function of the solar system
The conditions on Earth that makes earth livable
How the position of Earth in space affects these conditions

Teacher questions:

How does the solar system work?
Why is earth the only planet that can sustain life?
How does the position of earth in space affect its conditions?

Key Concepts: Function and causation
Learner Profile Focus: Knowledgeable and inquirer
Attitude Focus: Curiosity and commitment

Useful websites:

Below you will find a rubric for this unit:
How the world works rubric (PDF)

Unit 3 - Where we are in place and time

Our third unit will be on Indigenous Peoples. Our Central Idea for this unit will be:
The world's indigenous peoples have changed over time.

Year 5 'Indigenous Peoples' Rubric (PDF)

During this unit we will inquire into:

What it means to be indigenous
How indigenous communities have changed over time
What has caused these changes to occur

Teacher questions:

What is an indigenous person?
How have indigenous communities changed over time?
What has caused these changes to occur?
What has been the impact of these changes?

Key Concepts: Form, change and causation
Learner Profile Focus: Thinker, inquirer, open-minded
Attitude Focus: Tolerance, appreciation and empathy

Useful websites:

Native Americans:
- http://www.42explore2.com/native.htm
- http://en.wikipedia.org/wiki/Native_Americans
Aborigines:
New Zealand Maori:
- http://www.virtualoceania.net/newzealand/culture/maori/
- http://en.wikipedia.org/wiki/M%C4%81ori

Unit 4 - How we organise ourselves

Our fourth unit this term will be on Trade. Our Central Idea for this unit will be:
The choices that consumers make influence local and global trade.

Year 5 'Trade' Rubric (PDF)

During this unit we will inquire into:

What is trade
Factors that influence trade
Our responsibilities as consumers

Key Concepts: Form, connection and responsibility
Learner Profile Focus: Principled, thinker and reflective
Attitude Focus: Integrity and cooperation

Unit 5 - How we express ourselves

Our fifth unit is on Media. Our Central Idea for this unit will be:
Media influences how we think, and the choices we make.

Year 5 'Media' Rubric (PDF)

During this unit we will focus on advertising and will inquire into:

The purpose, types and styles of advertising
The persuasive techniques used in advertising
Influencing target audiences

Teacher questions:

What are the different types of advertising?
What makes a good advertisement?
What advertising strategies persuade different target audiences to buy a product?

Key Concepts: Perspective, function and reflection
Learner Profile Focus: Communicator, risk taker and reflective
Attitude Focus: Cooperation and creativity

Useful websites:

Unit 6 - Sharing the planet

Our final unit for the year is on the world's natural resources. Our Central Idea for this unit will be:
People can establish practises in order to sustain the Earth's resources.

Year 5 'Sharing The Planet' Rubric (PDF)

During this unit we will inquire into:

The limited nature of the Earth's resources
Causes and effect of how we use resources
Personal choices that can help sustain the Earth's resources

Teacher questions:

Why have the Earth's natural resources become more limited over time?
What are the consequences of how we are using the earth's resources?
How can we best sustain and share the planet's resources?

Key Concepts: Responsibility, change and causation
Learner Profile Focus: Principled, caring
Attitude focus: Integrity, commitment and respect

Useful websites:

English Language Overview

English Curriculum

The IB Language Scope and Sequence document is used as the basis of the English language programme in the PYP. You can find this document by clicking on the link below.

IB Language Scope and Sequence (PDF)

Written Language (Reading and Writing)

Skills in written language can be organised into two categories: surface features and deeper features.

Surface features refer to the conventions of grammar, spelling and punctuation. These skills are common to all written language units in Year 5. The rubric below outlines some of the expected skills in this area.

Year 5 Writing Rubric - Surface Features (PDF)

High Frequency Words refer to words that are very common in text in general. The document below shows a list of approximately 300 of these words.

High Frequency Words (PDF)

The deeper features of written language refers to skills such as audience awareness and purpose; content and ideas; organization and structure and language features. The characteristics of these features differ depending on the genre of the text being read or written. For example, the organization and structure of narrative text differs greatly to that of a persuasive piece of writing.

Criteria for the units covered in Year 5 will be posted below as each unit begins.

Year 5 Writing Process Targets (PDF)

Year 5 Explanation Targets (PDF)

Year 5 Narrative Targets (PDF)

Year 5 Instructional Targets (PDF)

Year 5 Persuasion Targets (PDF)

Reading is a key feature of all daily activities in Year 5. Some of the reading activities students in Year 5 will be engaged in are listed below.

Book Clubs/Literature Circles
Guided Reading
Reading for research
Independent reading - reading for a purpose
Independent reading – reading for pleasure
Using reference books, dictionaries and web-based applications

Spelling is a strong feature of our written language programme. In Year 5 students are expected to revise and proof read their own written pieces. Students are firstly taught skills to be able to identify when they make mistakes or when they are unsure of a spelling. Secondly, they are taught strategies of how to correct their own errors.

Students take part in a regular spelling and word study programme. They are expected to learn a set of 6-10 words, focus on breaking each word into syllables and may work on finding the root of the words, build on the word roots and identify specific patterns and features related to those words.

Student word lists will come from the following sources:

Students' own writing (words they spell incorrectly when writing)
Words related to the current unit of inquiry and/or Maths related vocabulary
Words from books students read
Word lists, which focus on various word patterns, e.g. '–cian' , '-ea-'

Oral Language (Speaking and Listening)

Oral language encompasses all aspects of listening and speaking - skills that are essential for ongoing language development, for learning and for relating to others. Our oral language programme provides opportunities for learners to participate as listeners and speakers in formal and informal settings. During some units students will be required to make formal oral presentations in order to describe or explain their learning or to persuade others.

Visual Language (Viewing and Presenting)

Students are provided with many opportunities to develop their visual language skills. They will develop skills of interpreting, using and constructing visuals and multimedia in a variety of situations and for a range of purposes and audiences. ICT will naturally play a large role in the development of visual language skills.

Maths Overview

Maths Curriculum

The IB Mathematics Scope and Sequence document is used as the basis of the mathematics programme in the PYP. You can find this document by clicking on the link below.

IB Mathematics Scope and Sequence (PDF)

Year 5 Maths Overview

The following document outlines the Maths units covered in Year 5. Please note the timing and duration of these are approximate and may change to suit the needs of a particular class. As each unit begins, Maths targets for that unit will be posted below.

2011-12 Year 5 Maths Overview (PDF)

Ongoing Targets

In Mathematics we cover a number of ongoing targets, which we focus on throughout the year. They are very important and will be regularly revised in class. We also encourage that the students revise these concepts regularly at home to keep them fresh in their minds.

You will find the ongoing targets by clicking on the link below.

Year 5 Maths Ongoing Targets (PDF)

Unit Targets

Throughout our Year 5 Mathematics units, the students are working towards achieving targets that show their understanding of the content and their ability to implement them in various contexts. Student success for each 'I can' statement is measured through their formative and summative assessments, a range of 'hands-on' classroom activities and observation of the student's understandings as well as independent working skills. At the start of each unit a target sheet for that unit will be added below, which you can access by clicking on the link:

Patterns and Function Targets (PDF)

Place Value and Number Properties (PDF)

Time Targets (PDF)

Four Operations Targets (PDF) • Four Operations Rubric (PDF)

Shape & Measurement Rubric (PDF)

Fractions Rubric (PDF)

Mathematical Strands

The Maths curriculum is organised into 5 strands. Below you will find a short descriptor for each strand for this level. It is important to note that different learners develop at different rates and may therefore be moved beyond these or be working on skills and concepts to build up to this level.

Number: In this strand learners will consolidate their understanding of the base 10 number system and that it extends infinitely in two directions. They will model, compare, read, write and order numbers to millions and beyond. They will develop their understanding that fractions and decimals are ways of representing part-whole relationships and will demonstrate this understanding by modelling equivalent fractions and decimals to hundredths or beyond. Learners at this stage should develop automatic recall of addition, subtraction, multiplication and division facts. They will select, use and describe a range of mental and written strategies to solve problems involving addition, subtraction, multiplication and division, using estimation strategies to check the reasonableness of their answers.
Pattern and Function: Learners will understand that patterns can be represented, analysed and generalized using algebraic expressions and equations. They will use words, tables, and graphs and where possible, symbolic rules to analyse and represent patterns. They will be able to use their understanding of patterns and function to represent and makes sense of real-life situations and where possible solve problems involving the four operations.
Measurement: Learners will understand that a range of procedures exists to measure different attributes of objects and events, for example, the use of formulas for finding area and perimeter. They will be able to decide on the level of accuracy required for measuring and using decimal and fraction notation when precise measurements are necessary. Learners will be given the opportunity to construct meaning about the concept of an angle as a measure of rotation and will measure and construct angles. This strand is taught in close association with the Shape and Space strand.
Shape and Space: Learners will sort, describe and model regular and irregular polygons and basic 3D objects, developing an understanding of their properties. They will model and describe the similarities in 2D and 3D shapes. They will continue to develop their understanding of reflective and rotational symmetry. They will develop an understanding of how geometric shapes and their associated vocabulary are useful for representing and describing objects and events in real-world situations. This strand is taught in close association with the Measurement strand.
Data Handling: Learners will continue to collect, organize and display data for the purposes of valid interpretation and communication. They will understand that scale can represent different quantities in graphs and that mode can be used to summarize a set of data. They will set up spreadsheets to create graphs. This aspect of data handling is taught during units of inquiry and in close association with the Pattern and Function strand. Learners will also make the connection that probability is based on experimental events and can be expressed numerically.