GLF Schools

GLF Schools

GLF Schools was founded in 2012 in order to enable the federation of Glyn School (an academy in 2011) and Danetree Junior School. Together, we began our journey to become a MAT of more than 1000 talented staff working with over 10,000 children in 40 schools across 5 regions in southern England.

Our Schools

Banbury Region

Banstead Region

Berkshire & Hampshire Region

Caterham Region

Crawley Region

Didcot Region

Epsom Region

London Boroughs

Redhill Region

Sunbury & Camberley Region

Year 5 - Attenborough Class

David Attenborough Podcast Credits & Appearances | Podchaser

Attenborough Class

Class teacher: Miss Dale

Associate teacher (trainee): Miss Magee

Learning Assistants: Miss Ray




This term our STEAM focus is Science, and we will be answering the question ‘Can I develop an understanding of the living world around me?’ Through our project, the children will design and bake their own cakes, adapting a basic recipe to use ingredients of their choice. Throughout our learning journey, the children will:  

  • Be exploring that food can be grown, reared, caught or processed; they will locate where some food originates from using a map of the world.  

  • Understand how plants grow, which of the plants are edible and how the flower and seeds link.  

  • Understand how plants reproduce. They will set up investigations to explore asexual reproduction in plants.   

  • Be learning about a range of animal life cycles; they will understand the reproduction process and will understand how gestation periods differ among animals.  

  • Research the history of farming and how this has changed over time. They will compare how modern-day farming is different from the past.    

  • Research how their local area has changed over time focusing on a shift in land us. They will then compare this to a contrasting area such as greater london.  

  • Research where a range of foods are sourced, globalisation and seasonality.  

  • Explore a range of existing baked goods.  

  • Draw on their exploration of a range of existing baked goods to innovate their own recipes.  

  • Produce their baked goods from their own recipes which have been adapted from existing products.  

  • Present information around the development of their final product.  


We will begin this term by exploring multiplying whole numbers and fractions. The children will learn that: 

  • Repeated addition of proper and improper fractions can be expressed as multiplication of a fraction by a whole number 

  • Repeated addition of a mixed number can be expressed as multiplication of a mixed number by a whole number. 

  • Finding a unit fraction of a quantity can be expressed as a multiplication of a whole number by a fraction. 

  • A non-unit fraction of a quantity can be calculated by first finding a unit fraction of that quantity. 

  • If the size of a non-unit fraction is known, the size of the unit fraction and then the size of the whole can be found. 

The children will then move on to finding equivalent fractions & simplifying fractions. The children will learn that: 

  • When two fractions have different numerators and denominators to one another but share the same numerical value, they are called ‘equivalent fractions’. 

  • Equivalent fractions share the same proportional (multiplicative) relationship between the numerator and denominator. Equivalent fractions can be generated by maintaining that relationship through the process of multiplication and division. 

Finally, we will look at linking fractions, decimals & percentages. The children will learn that: 

  • Some fractions are easily converted to decimals. 

  • These fraction–decimal equivalents can be found throughout the number system. 

  • Fraction–decimal equivalence can sometimes be used to simplify calculations. 


Our first unit this term will be a narrative, based on ‘Varmints’ by Helen Ward and Marc Craste. During this unit, we will: 

  • Use relative clauses to add additional information to sentences  

  • Indicates degrees of possibility using modal verbs  

  • Link clauses in sentences using a range of subordinating & coordinating conjunctions.   

  • Link ideas across paragraphs using adverbials of time (e.g. later), place (e.g. nearby) and number (e.g. secondly).  

  • Indicate parenthesis using commas, brackets or dashes  

  • Use consistent and correct tense throughout a narrative 


Our first reading unit this term will be based on ‘The Explorer’ by Katherine Rundell. 

Four children find themselves lost in the rainforest after their plane falls out of the sky. They are faced with the challenge of forming new friendships to survive in this unknown country in which they unexpectedly find themselves. Each of the characters has strong, very different personality traits, which contribute to them having to navigate the most dangerous of circumstances. 


This term, we will be focusing on programming – using selection in physical computing. 

With crumble controllers, we will: 

  • program a microcontroller to make an LED switch on   

  • connect more than one output component to a microcontroller  

  • design sequences that use count-controlled loops  

  • design a conditional loop  

  • program a microcontroller to respond to an input   

  • use selection to produce an intended outcome  

  • test and debug a project  


(Health and Relationships) 

In HRE we will be looking at the following units: Ourselves, growing and change and Living in the Wider World.  

We will learn about: 

  • emotional changes that happen when approaching and during puberty 

  • how hygiene routines change during the time of puberty 

  • identifying the external genitalia and internal reproductive organs in males and females and how the process of puberty relates to human reproduction 

  • personal strengths, skills, achievements and interests  

  • recognising reasons for rules and laws 

  • responsibilities they can expect from different adults; about their responsibilities to the wider community in relation to rights 

  • ways of carrying out shared responsibilities for protecting the environment in school and at home; how everyday choices can affect the environment (e.g., reducing, reusing, recycling; food choices) 


This term, we are learning about 'Motown’ with the focal song being ‘Dancing in the street’. During this unit, we will: 

  • identify the piece’s structure, instruments and voices.  

  • find the pulse whilst listening.  

  • identify changes in tempo, dynamics and texture.  

  • Read and play the notes F, G, A, C, D and E  

  • compose a melody using simple rhythms and use as part of the performance  

  • perform as part of a group.  



  • I can run – straight races, half-track, full track, sprint start and relay  

  • I can jump – standing jump and triple jump 

  • I can throw – javelin, discuss and shot 


  • swim competently, confidently and proficiently over a distance of at least 25 metres 

  • use a range of strokes effectively [for example, front crawl, backstroke and breaststroke] 

  • perform safe self-rescue in different water-based situations. 

MFL – French 

This term we will learn vocabulary and sentences related to ‘Our School’.  

We will: 

  • read, listen and respond to vocabulary  

  • demonstrate their understanding with actions  

  • ask/answer questions (in short phrases).  

  • choose the appropriate indefinite article (un/une)  

  • express an opinion  

  • listen to commands and follow instructions  

  • know the French for familiar places 


In Term 5, the school’s big question is, “Is there a higher power?” We will explore this through our fortnightly RE assemblies. 

In alternate weeks in our RE lessons, we will be exploring different religions’ beliefs about relationships and marriage. The children will learn to:  

  • explain Christian beliefs about relationships and marriage  

  • explain Muslim beliefs about relationships and marriage  

  • explain Jewish beliefs about relationships and marriage