Brazil had lots of fun during their swimming sessions, and the children have come away with a very important life skill.

It was a joyful and vibrant term of celebrations, as everyone came together to celebrate Eid, Holi and Easter. The children enjoyed learning about different traditions and cultures, helping to build a strong sense of respect and community within the year group.

We also had a fantastic time celebrating World Book Day! The children took part in a range of creative activities, including creating their own comics, making video trailers for their favourite books, and participating in an exciting scavenger hunt. It was wonderful to see their enthusiasm for reading shine through in so many imaginative ways.

In Science, the children enjoyed exploring the different stages of the human lifecycle, developing a clear understanding of how humans grow and change from birth to old age. We were delighted to welcome parents into the classroom to share stories about their children’s early development, which helped bring our learning to life. The class also enjoyed looking at baby pictures and taking part in a fun “Guess the Baby” activity, which encouraged thoughtful discussion about how we change over time.

Later in the term, the children will be looking at measuring shapes, properties of shapes and how to use this knowledge in real life scenarios. We will then build on our fractions knowledge by working out equivalent decimals and percentages for common fractions.

To support you child at home please can you:

1. Ensure your child completes their weekly Complete Maths homework independently. This will give us information about what children need support with, so we can give them the specific help they need. Homework will be set each Friday and is due by the following Friday.

2. Children should also continue to practice their times tables on TTRS to develop their fluency (accuracy and speed).

3. Point out shapes all around us. Wat 2D shapes are used to make our 3D world? Try to get children to explain what they can see and how shapes are connected. 

Later in the term, the children will be swept away into the action-packed and humorous world of Who Let the Gods Out? by Maz Evans. This fast-paced adventure follows a young boy whose ordinary life is turned upside down when he accidentally releases a powerful ancient daemon. What follows is a thrilling race against time, filled with danger, laughter, and unexpected twists, as he teams up with the mighty (and often mischievous) Olympian gods to try and save the world.

To deepen their understanding of the story, the children will also explore the fascinating world of Ancient Greek mythology, learning about the Olympian gods and how these ancient tales influence the novel 'Who Let The Gods Out'. This will enrich their reading experience and help them make meaningful connections between mythology and modern storytelling.

To support your child at home please can you :

1. Ensure your child is reading at home daily for at least 15 minutes and sign their Reading Record weekly.

2. Ask your child about their current class reader and any background knowledge they have learned.

3. Discuss books that you are reading with your child. Make predictions and ask lots of questions.

As their learning develops, the children will explore personal stories and real-life experiences of migration. They will consider how and why people chose to make Slough their home, the challenges they faced, and the valuable contributions they made to the community.

For their final task, the children will draw on everything they have learned to plan and write a short piece explaining the different reasons people have migrated to Slough, developing both their historical understanding and their ability to communicate ideas clearly.

To support your child at home, please can you:

1. Talk about family history and, if appropriate, share any stories about moving home or country.

2. Explore local areas together and discuss how communities may have changed over time.

3. Encourage your child to ask questions and record their learning through drawings, writing, or simple research activities.

PSHE throughout Summer 1, we will focus on relationships (Jigsaw PSHE). The children will learn about the importance of taking care of their mental health and strategies to support this as well as talk about the stages of grief and different types of loss.  They will also look at how people try to gain power and control and be able to judge whether something online is safe and helpful.    

In Summer 2, the children will explore self-image and self-esteem while learning about physical and emotional changes during puberty. They will be able to reflect on identity, adolescent friendships, and the pressures linked to appearance and growing independence. They will have the opportunity to practise challenging negative self-talk and identifying trusted adults for support, alongside discussing attraction, consent, and respectful relationships.

RE

This term the children will be learning about Hinduism, focusing on how Hindhus worship. Children will explore different forms of worship, including rituals, prayer and the use of symbols. They will consider how commitment is shown in Hinduism and the meanings behind key actions and beliefs.

We will also be learning about the significance of symbols and practices in Hindu worship, and how these reflect deeper beliefs. Children will be encouraged to think about their own beliefs and values, making connections between their own lives and the practices they study.

To support your child at home please can you:

1. Talk with your child about what makes a good friend and how to build positive relationships.

2. Discuss ways to stay healthy and safe, including making good choices and asking for help when needed.

3. Ask your child about what they have learned about Hinduism and discuss similarities and differences with your own beliefs and experiences

They will also build on their tennis skills, with a particular focus on volleying and doubles play. The children will also be building on their ability to work cooperatively with a partner, improving their communication, timing, and understanding of how to support one another during gameplay. Through practice and teamwork, they will improve their control, coordination, and ability to apply skills in match situations.

With Sports Day approaching in Summer 2, the children will enjoy practising and preparing for their chosen events. They will develop confidence, resilience, and a strong sense of team spirit as they work towards taking part in this exciting whole-school event.

This term in Music, Year 5 will be learning a selection of songs that share uplifting themes of unity, teamwork and celebration, encouraging the children to sing with confidence and expression as part of a larger ensemble.

The children will have the exciting opportunity to perform some of this term's songs at the Hexagon in Reading, showcasing their hard work and talent in a memorable live performance. This fantastic opportunity helps children to build confidence, resilience and pride in their achievements, while also fostering a strong sense of teamwork and community with other schools.

Art: In Art this term, the children will develop skills in creating interesting portrait drawings using words, experimenting with materials and techniques, and constructing self-portraits that represent aspects of themselves.

DT: In DT this term, the children will be making and designing gear and pulley systems and exploring their uses. They will then incorporate this knowledge into designing an eco-gadget bike.

To support your child at home please can you:

1. Help students to learn their words and parts ready for the concert.

2. Encourage drawing without focusing on perfection.

3. Model and draw together.

In the second half of the term, pupils will focus on changes of materials. They will explore reversible and irreversible changes, including dissolving, filtering, sieving and melting. The children will also investigate how mixing substances can result in new materials being formed. For their composite task, they will plan and carry out their own investigations, presenting their findings clearly using scientific vocabulary and methods.

To support your child at home, please can you:

1. Encourage your child to explore materials around the home, discussing their properties (e.g. hard/soft, transparent/opaque, waterproof/absorbent).

2. Try simple experiments together, such as dissolving sugar or salt in water, or separating mixtures using sieves or filters.

3. Support your child in using scientific language and recording their ideas by drawing diagrams, labelling materials, or writing simple conclusions about what they observe.

In the second half term, we will be writing to discuss. This will involve writing a reasoned and balanced overview of an issue of their choosing. We will end the year by looking at From a Railway Carriage (by Robert Louis Stevenson)- a poem about the sounds and sights of a train journey.

To support your child at home please can you :

1. Talk through the story structure together.

2. Practice story mapping with familiar stories.

3. Encourage drawing or visual summaries.

The parent newsletter is sent out, via email, on Mondays. Please read this every week for the most recent updates on events.

Monday and Thursday: PE Days - children should come to school in PE kit. This term Peru will be swimming on Thursdays for their PE.

Friday 24th April 2026 (3:30) : Parent Curriculum Meeting in your child's classroom

Friday 22nd May: Last day of Summer 1

Monday 25th May - Friday 29th May: Half term

Monday 1st June 2026: Summer 2 starts

Thursday 25th June: Upper Primary Sports Day

Wednesday 22nd July 2026 (12:30pm finish): Last day of term

Your child's learning is so important to us. This is why their attendance should be 100%. In addition to this, please remember that school lessons start at 8:30am. Please ensure your child arrives at this time.

To support your children at home please could you:

Practice the following Spanish questions at home:

1. ¿Qué haces? (What are you doing?)

2. ¿Cómo vamos a cuidar el medio ambiente? (How are we going to take care of the environment?)