Welcoming Year 5

Overview

Duration: 60 minutes
Class size: 30 students
Year group: Year 5 (England National Curriculum)
Teacher notes: Most children are known from Year 4; 3 new students will join. The aim is to create a supportive, positive classroom environment with clear expectations, while introducing a curriculum-related activity that promotes curiosity and confidence.

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Learning Objectives (National Curriculum Link)

• To develop positive relationships and foster a sense of belonging (Personal, Social, Health and Economic Education - PSHE).
• To understand and follow classroom rules and routines, supporting responsibility (PSHE).
• To develop speaking and listening skills through collaborative activities (English: Spoken Language, NC English - Year 5).
• To introduce curiosity and questioning about a curriculum subject, engaging prior knowledge and connecting to Year 5 learning behaviours (NC English / Science).
• To reflect on personal strengths and goals, supporting self-awareness and positive learning behaviours (PSHE, DfE guidance on Behaviour and Attitudes).

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Resources Needed

• Name badges or stickers
• “Getting to Know You” icebreaker cards (with simple questions)
• Large whiteboard / flip chart and marker pens
• Printed copies of classroom rules (child-friendly)
• Sticky notes or small paper slips
• “My Year 5 Goals” worksheet
• Timer or stopwatch
• A small ball or soft toy for talking activity

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Lesson Breakdown

1. Welcome and Registration (5 minutes)

• Warm greeting at the door: teacher welcomes each student by name, including new students.
• Quick registration and handing out name badges/stickers.
• Teacher models a friendly, calm tone to set a welcoming atmosphere.

2. Introduction and Icebreaker: ‘Circle of Friends’ (15 minutes)

Purpose: To build relationships, especially welcoming the 3 new pupils.

Activity:

• Form a large circle.
• Introduce the soft ball: whoever holds it shares their name and answers a simple question from icebreaker cards (e.g., “What is your favourite hobby?”, “If you could have any superpower, what would it be?”, “What’s your favourite book?”).
• The person then throws the ball gently to someone else in the circle, continuing until all have shared.

Curriculum links:

• Spoken Language (Year 5): listening and responding appropriately, building on others’ ideas.
• PSHE: Building positive relationships.

Teacher tips: Be mindful to include new students first to help them feel welcome.

3. Classroom Rules and Routines (15 minutes)

Purpose: Establish clear, positive expectations aligned to behaviour standards in the National Curriculum & Department for Education (DfE) guidelines.

Steps:

• Using a flip chart/whiteboard, introduce 4-5 simple, positive classroom rules (e.g. Listen carefully, Respect others, Always try your best, Keep hands and feet safe).
• Discuss each rule briefly, inviting suggestions or examples from pupils about why the rule is important.
• Present visual cues or posters for routines (lining up, asking for help, equipment organisation).
• Share consequences and rewards described in child-friendly language.
• Display rules visibly for the rest of the year.

Curriculum links:

• PSHE: Understanding how to contribute to a safe, inclusive environment.
• Behaviour and attitudes – promoting self-regulation and mutual respect.

4. Introductory Curriculum Activity: “Curious Questions” (15 minutes)

Subject Focus: Science – ‘Materials and their Properties’ (brief taste aligned with Year 5 Science Curriculum - States of Matter and Material properties).

Objective: Encourage inquiry and curiosity, promoting questioning skills.

Activity:

• Show the class a small set of familiar objects made from different materials (plastic, wood, metal, cloth).
• Ask pupils in pairs to discuss and list three questions they have about materials or how objects are made.
• Share questions with the class and categorise them on the whiteboard (e.g., questions about hardness, flexibility, uses).
• Teacher models how scientists use questions as a starting point for investigation.

Curriculum links:

• Science (Year 5): Pupils should "compare and group materials together, according to whether they are solids, liquids or gases," and "observe that some materials change state when they are heated or cooled."
• Develop enquiry skills: asking relevant questions and using different types of scientific enquiries.
• English: Speaking and listening skills when sharing ideas in pairs and whole class.

5. Reflection and Closing: ‘My Year 5 Goals’ (10 minutes)

Purpose: Support self-awareness, motivation, and personal goal-setting.

Activity:

• Hand out a simple worksheet titled “My Year 5 Goals” with prompts such as:
  • “One thing I am good at...”
  • “One thing I want to get better at...”
  • “What I hope to enjoy this year...”
• Pupils complete the sheet independently or with support if needed.
• Invite volunteers to share one goal with the class or in small groups if comfortable.
• Teacher emphasises growth mindset, kindness, and teamwork.

Curriculum links:

• PSHE: Recognising personal strengths and setting achievable goals.
• Behaviour and attitudes: developing resilience and a positive attitude to learning.

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Assessment and Teacher Notes

• Formative assessment: Monitor participation in icebreaker and question activity; note any pupils who may need extra social or academic support.
• Observation: Note engagement during discussion and ability to listen and take turns.
• Reflection: Collect “My Year 5 Goals” sheets to understand pupils’ starting points for academic and personal development.
• Adjust for new pupils: Provide additional support or buddy system to integrate new entrants.

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Extension Ideas (if time permits or for homework)

• Invite children to create a “Welcome to Year 5” poster or booklet to share with their new classmates.
• Begin a “Question of the Week” display board where pupils can post questions they think of related to all subjects.

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This first lesson paves the way for an inclusive, engaging year aligned with the England National Curriculum’s emphasis on personal development, curiosity, communication, and engagement.