YEAR 5 CURRICULUM GUIDE  I am delighted to introduce the Year 5 Curriculum Guide for 2017-2018 and hope that you will find it                                     both helpful and informative. In each subject it sets out in broad terms the syllabus which your child will                                     cover during the year. This is necessarily a general guide, as any syllabus must be adapted to suit each                                     particular teaching group.  Year 5 marks the end of a child’s three years in the Middle School and is, in many respects, a departure                                         from the ‘foundation’ years of Years 3 and 4. During the course of the year, they are expected to prepare                                       for their move to the Upper School, where considerable independence and maturity will be expected of                               them.  The focus in Year 5 will continue to be on the development of key skills and on the acquisition of                                       important knowledge and understanding, to ensure that firm foundations are laid for the future. It is in                                 this year, however, that the emphasis shifts slightly and there is a little more focus on examinations than                                   there has been up to now. Assessment – both formal and informal – helps us to determine a child’s                                     understanding and progress, enabling us to identify areas of weakness and to plan future teaching in                               response to our findings. Our aim continues to be for each child to achieve their best in everything that                                     they do in order to fulfil their individual potential.  English, Maths and Science become more sharply focused towards the 11+ and 13+ pretest syllabus, on                               which some pupils will be examined in the second term of Year 6, for entry into their senior schools. At                                       the same time, Latin begins this year, in place of Swimming lessons.  In Year 5, parents will receive an appointment time with Mrs Maclean Bather. This meeting aims to                                 discuss senior school choices for your child and from there you will begin the process of visiting schools                                   and registering with them. For 11+ schools, final decisions do not need to be made until October in Year                                     6 and further meetings can be held with Mrs Maclean Bather if necessary.   However, amidst any discussion about exams and senior school choices, sight must never be lost of the                                 broad curriculum and we will continue to enrich your child’s education through the artistic, dramatic,                             musical and sporting opportunities which are available throughout the school.  Year 5 will continue to take part in the Thomas’s Outdoors Programme. Every term, the children will take                                   part in challenging, safe and fun outdoor experiences to allow them to develop the life skills of critical                                   thinking, collaborating, communication and creativity, as well as strengthening their understanding of                       our School Values. Year 5 pupils can also look forward to the trip to Thomas’s Daheim in the Lent Term                                       for a unique outdoor experience in the Austrian Alps aimed at developing both their skiing and the key                                   life skills listed above.  I hope that Year 5 proves to be a happy and fulfilling time for your child.      

Rachel Turpin Head of Middle School 

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TEACHING AND LEARNING   Aims We intend that the children will:   ● Enjoy all aspects of school life ● Acquire knowledge, understanding and skills ● Become increasingly independent learners ● Develop broad interests and enthusiasms ● Have the ability to achieve their best in everything that they do in order to fulfil their individual                                   

potential  Teaching Groups and Staffing In Year 5 the Form Teacher is responsible for teaching English, History, Geography and PSHCE. The                               children are taught Maths in ability groups made up from the three classes. In all other subjects they are                                     taught as a class, joining together in gender groups across the year group for Games.   There are three Maths sets (More Able, two Middle and one Booster), taught by the three Form Teachers,                                   with the Booster set taught by a specialist Maths teacher. Subject specialist teachers are employed to teach Science, French, Latin, Computing, Religious Studies,                         Art/Design Technology, Drama, Music and Physical Education.    Accommodation Year 5 pupils have their own form room. Other teaching rooms they will use on site are the Computing                                     suites, the French and Latin rooms, the Science labs, the Art rooms and the Pottery room, the Music                                   rooms, the Library, the Great Hall and the Gym.   Teaching Methods A range of teaching styles is used, including teacher-directed, whole class work, individual and group                             work; oral, practical and written tasks.    Homework Children in Year 5 are expected to read for at least 20 minutes every night, learn spellings and practise                                     times tables. In addition, the children may be set reinforcement work in English, Maths, Science,                             Languages and Humanities, when appropriate and relevant. However, homework in Year 5 must not                           become burdensome. If, after 45 minutes, the task has not been completed, a note to the teacher                                 should be written in the Pupil Planner to this effect and the homework put away. Please ensure that you                                     check and sign the Pupil Planner every day. Please see the Middle School Homework Policy for further                                 details.  Inclusion and Learning Support At Thomas’s we are committed to providing a broad and balanced curriculum for all pupils. We recognise                                 that the needs of individuals and groups of pupils are many and varied and can be met through planning                                     to provide opportunities for all pupils to be challenged and included. The Form Teacher liaises with the                                 Head of Learning Support and the Head of Middle School to cater for the needs of children with special                                     needs, and all specialist teachers are made aware of the children’s requirements. These can range from                               being seated near the board, to lessons with an individual therapist. The Head of Learning Support                               maintains close links between parents, teachers and therapists.   

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Assessment and Reporting At Thomas’s we follow the principles and practices of Assessment for Learning in all subjects.  The four main elements of Assessment for Learning are: 

● Effective questioning ● Feedback through marking ● Peer- and self-assessment ● The formative use of summative tests 

 Teachers assess progress and performance continuously. Both informal assessment methods (questioning, marking, observations, etc) and more formal testing are employed, and individual targets are set to help children to focus on specific areas for improvement. A range of standardised tests is used over the course of the year and the results of these provide us with a wealth of information about the particular strengths and weaknesses of each individual child.   Reports for parents are written at the end of the Michaelmas and Summer Terms, and parent/teacher meetings are held in the Michaelmas and Lent Terms.                 

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ENGLISH  Introduction The Thomas’s English Syllabus has been written to satisfy the requirements of the National Curriculum,                             11+ and 13+ entrance examinations, both ISEB (Common Entrance) and London Day Schools.   Aims  In addition its aims for the children are:  

● To develop the necessary skills to use the English language confidently, appropriately and                         accurately. 

● To be able to read a range of materials fluently and with understanding for information and                               enjoyment. 

● To be able to write effectively for a range of audiences and purposes using spelling, punctuation                               and syntax accurately and confidently. 

● To be able to speak clearly, fluently and cogently. ● To be able to listen to the spoken word attentively and with comprehension, pleasure and                             

empathy. ● To be aware of and to feel part of the English language and its literature. 

 Elements of the subject include reading, writing, and speaking, listening and responding. There is a clear                               progression in the use of spelling, grammar and punctuation and these elements are taught both in                               discrete lessons and through creative writing and the study of literature.  Reading The programmes of study for reading at Key Stage 2 consist of 2 dimensions: word reading and                                 comprehension (both listening and reading). Skilled word reading involves both the speedy working out                           of the pronunciation of unfamiliar printed words (decoding) and the speedy recognition of familiar                           printed words. In Year 5, greater emphasis is placed on comprehension as a child’s decoding skills should,                                 by this stage, have become secure. Children are encouraged to develop the breadth and depth of their                                 reading, with the aim of helping children to become independent, fluent and enthusiastic readers who                             read widely and frequently. Children are encouraged to read stories, poetry, plays and non-fiction.  Year 5 pupils continue to take part in Big Reading. It is not a scheme but rather a model for teaching the                                           key elements of reading, namely reading, retrieving, exploring, analysing and deducing and inferring. At                           its core, is ‘reading for pleasure’ and being able to discover the treasures that lie beneath the words                                   themselves. Talk, collaboration and fun are essential ingredients for any Big Reading lesson. Each class                             has a one-hour lesson each week and pupils will be set ‘Mini Missions’, activities, games or exercises.  In Year 5, there is a greater focus on written comprehension techniques. Children learn to use the P.E.A.                                   technique (Point, Evidence, Analysis), which helps to prepare them for tackling 11+ comprehension                         questions.  As set out in the Homework Policy, pupils are expected to read regularly at home as part of their daily                                       routine. The Pupil Planners are used to record independent reading. Pupils should comment daily on                             what they have read, have this signed by a parent or carer, and bring their Pupil Planner into school each                                       morning to be signed by the Form Teacher. When a book has been completed, children should record                                 this in the table of books read in the Pupil Planner.    Writing The programmes of study for writing at Key Stage 2 also consist of 2 dimensions: transcription (spelling                                 and handwriting) and composition (articulating ideas and structuring them in speech in writing). By Key                             Stage 2, children should be able to write down their ideas with a reasonable degree of accuracy and with                                     

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good sentence punctuation. Writing skills are consolidated and children are taught to develop as writers                             by increasing their competence as well as teaching them to enhance the effectiveness of what they                               write. Children are taught how to plan, revise and evaluate their writing and they are beginning to                                 understand the differences between spoken and written English, including the place of Standard                         English.  Pupils should be secure at joining and able to use joined up writing for most of their work. Pupils will be                                         experimenting with sloping their writing and using different joins for a more mature and comfortable                             style and will be mostly writing in ink. Pupils will develop speed and fluency in writing. There are also                                     opportunities to practise handwriting for different purposes in projects. These include:   

● Note-making – quick writing. ● Fast and fluent writing – neat and legible to all readers. ● ‘Best’ writing – writing for presentations. 

 Speaking, Listening and Responding The National Curriculum for English reflects the importance of spoken language in pupils’ development                           across the whole curriculum – cognitively, socially and linguistically. Emphasis is placed on developing                           pupils’ confidence and competence in spoken language. Children are encouraged to explain their                         understanding of books and other reading, and to prepare their ideas before they write. They are                               assisted in making their thinking clear to themselves as well as to others. Discussion is used help children                                   clarify their understanding of topics and to probe and remedy misconceptions.   Spelling, Grammar and Punctuation Pupils are taught to control their speaking and writing consciously through the study of spelling,                             grammar and punctuation.  As well as being taught specific spelling patterns and rules (including the many exceptions) as set out in                                   the Medium Term Plans, children will also be given the opportunity to focus on patterns, rules and words                                   that they find particularly difficult to master and are therefore of specific relevance to them personally.                               Each class has a dedicated Spelling lesson each week but, as far as possible, spelling will be taught in the                                       context of reading and writing, building on a child’s knowledge of phonics, and importance will be placed                                 on the etymology and morphology of the English language. The study of root words, prefixes and                               suffixes is used to assist with this. Explicit knowledge of grammar is very important as it gives children more conscious control and choice                               in their language use. Grammar is mainly taught within the teaching of reading, writing and speaking, but                                 grammar-specific lessons are also taught from time-to-time to reinforce more challenging concepts.  In Year 5, children are expected to have a secure understanding of basic sentence punctuation and be                                 able to use it accurately in their writing. They are beginning to develop their understanding of more                                 challenging punctuation, such as accurate use of commas, hyphens, brackets, dashes and colons.     

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MATHEMATICS  

 Introduction The Thomas’s Mathematics Syllabus has been written to satisfy the requirements of the National                           Curriculum, 11+ and 13+ entrance examinations, both ISEB (Common Entrance) and London Day                         Schools.   Aims  In addition its aims are: -  ● To create in pupils favourable attitudes towards Mathematics and to stimulate interest in the subject. ● To develop in pupils a sound understanding of mathematical concepts, processes and strategies and                           

the capacity to use these in problem solving. ● To develop in pupils the ability to recognise Mathematics in everyday situations. ● To develop in pupils the ability to apply their Mathematics to analyse situations and solve real life                                 

problems.  ● To develop in pupils appropriate language for the effective communication of mathematical ideas                         

and experiences. ● To develop in pupils an appreciation of the application to Mathematics of technology, including                           

calculators and computers. ● To challenge pupils to achieve at a level of accuracy and excellence appropriate to their stage of                                 

development.  Pupils are set into three main teaching groups across the three classes (a More Able Set and two Middle                                     Sets) as well as a Booster Set. The Booster Set is taught by a specialist Maths Teacher, in order to help                                         meet the needs of those who find Maths particularly difficult. All sets follow the same learning                               objectives. The sets are flexible and change according to pupils’ strengths and needs in different topics.                               A range of teaching strategies is used, with an emphasis on practical maths, investigation, discussion,                             collaboration and analysis to ensure sound understanding of underlying concepts. Maths topics are                         revisited regularly throughout the year.   Problem solving is incorporated into all lessons, and children are taught to use and apply their                               knowledge across a range of mathematical and nonmathematical topics. They experience a variety of                           problems and investigations, and are taught different strategies to help them work through these                           systematically.  A typical lesson will follow the pattern of: ● Oral work and mental calculation with the whole class. ● The main teaching activity, either in groups or with the whole class. ● A plenary session with the whole class.   Syllabus  “ The principal focus of mathematics teaching in upper key stage 2 is to ensure that pupils extend their                                   understanding of the number system and place value to include larger integers. This should develop the                               connections that pupils make between multiplication and division with fractions, decimals, percentages                       and ratio. At this stage, pupils should develop their ability to solve a wider range of problems, including                                   increasingly complex properties of numbers and arithmetic, and problems demanding efficient written                       and mental methods of calculation. With this foundation in arithmetic, pupils are introduced to the                             language of algebra as a means for solving a variety of problems. Teaching in geometry and measures                                 should consolidate and extend knowledge developed in number. Teaching should also ensure that                         

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pupils classify shapes with increasingly complex geometric properties and that they learn the vocabulary                           they need to describe them. By the end of year 6, pupils should be fluent in written methods for all four                                         operations, including long multiplication and division, and in working with fractions, decimals and                         percentages. Pupils should read, spell and pronounce mathematical vocabulary correctly.” 2014                     National Curriculum  The objectives for Mathematics are organised by strands. 

Number – number and place value 

Pupils should be taught to:  

● read, write, order and compare numbers to at least 1,000,000 and determine the value of each digit  

● count forwards or backwards in steps of powers of 10 for any given number up to 1,000,000 ● interpret negative numbers in context, count forwards and backwards with positive and negative 

whole numbers, including through zero  ● round any number up to 1,000,000 to the nearest 10, 100, 1000, 10,000 and 100,000  ● solve number problems and practical problems that involve all of the above ● read Roman numerals to 1000 (M) and recognise years written in Roman numerals. 

Number - addition and subtraction 

Pupils should be taught to: 

● add and subtract whole numbers with more than 4 digits, including using formal written methods (columnar addition and subtraction) 

● add and subtract numbers mentally with increasingly large numbers ● use rounding to check answers to calculations and determine, in the context of a problem, levels 

of accuracy ● solve addition and subtraction multi-step problems in contexts, deciding which operations and 

methods to use and why. 

Number – multiplication and division 

Pupils should be taught to:  

● identify multiples and factors, including finding all factor pairs of a number, and common factors of two numbers  

● know and use the vocabulary of prime numbers, prime factors and composite (non-prime) numbers  

● establish whether a number up to 100 is prime and recall prime numbers up to 19 ● multiply numbers up to 4 digits by a one- or two-digit number using a formal written method, 

including long multiplication for two-digit numbers ● multiply and divide numbers mentally drawing upon known facts ● divide numbers up to 4 digits by a one-digit number using the formal written method of short 

division and interpret remainders appropriately for the context ● multiply and divide whole numbers and those involving decimals by 10, 100 and 1,000  ● recognise and use square numbers and cube numbers, and the notation for squared and cubed  ● solve problems involving multiplication and division including using their knowledge of factors 

and multiples, squares and cubes ● solve problems involving addition, subtraction, multiplication and division and a combination of 

these, including understanding the meaning of the equals sign 

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● solve problems involving multiplication and division, including scaling by simple fractions and problems involving simple rates. 

Pupils entering Year 5 should know their multiplication tables by heart. 

Number – fractions (including decimals and percentages) 

Pupils should be taught to:  

● compare and order fractions whose denominators are all multiples of the same number ● identify, name and write equivalent fractions of a given fraction, represented visually, including 

tenths and hundredths ● recognise mixed numbers and improper fractions and convert from one form to the other and 

write mathematical statements > 1 as a mixed number [for example, 2/5 + 4/5 = 6/5 = 1 1/5 ]  ● add and subtract fractions with the same denominator and denominators that are multiples of 

the same number  ● multiply proper fractions and mixed numbers by whole numbers, supported by materials and 

diagrams  ● read and write decimal numbers as fractions [for example, 0.71 = 71/100 ]  ● recognise and use thousandths and relate them to tenths, hundredths and decimal equivalents  ● round decimals with two decimal places to the nearest whole number and to one decimal place  ● read, write, order and compare numbers with up to three decimal places  ● solve problems involving number up to three decimal places ● recognise the percent symbol (%) and understand that per cent relates to ‘number of parts per 

hundred’, and write percentages as a fraction with denominator 100, and as a decimal  ● solve problems which require knowing percentage and decimal equivalents of ½ , ¼, 1/5, 2/5, 4/5 

and those fractions with a denominator of a multiple of 10 or 25. 

Measurement 

Pupils should be taught to:  

● convert between different units of metric measure (for example, kilometre and metre; centimetre and metre; centimetre and millimetre; gram and kilogram; litre and millilitre) 

● understand and use approximate equivalences between metric units and common imperial units such as inches, pounds and pints  

● measure and calculate the perimeter of composite rectilinear shapes in centimetres and metres  ● calculate and compare the area of rectangles (including squares), and including using standard 

units, square centimetres (cm2 ) and square metres (m2 ) and estimate the area of irregular shapes 

● estimate volume [for example, using 1 cm3 blocks to build cuboids (including cubes)] and capacity [for example, using water]  

● solve problems involving converting between units of time ● use all four operations to solve problems involving measure [for example, length, mass, volume, 

money] using decimal notation, including scaling. 

Geometry – properties of shapes  Pupils should be taught to:   

● identify 3-D shapes, including cubes and other cuboids, from 2-D representations ● know angles are measured in degrees: estimate and compare acute, obtuse and reflex angles ● draw given angles, and measure them in degrees  

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● identify: angles at a point and one whole turn (total 360 degrees), angles at a point on a straight line and ½ a turn (total 180 degrees ), other multiples of 90 degrees 

● use the properties of rectangles to deduce related facts and find missing lengths and angles ● distinguish between regular and irregular polygons based on reasoning about equal sides and 

angles.   Geometry – position and direction  Pupils should be taught to:  ● identify, describe and represent the position of a shape following a reflection or translation, using 

the appropriate language, and know that the shape has not changed.   Statistics  Pupils should be taught to:   ● solve comparison, sum and difference problems using information presented in a line graph ● complete, read and interpret information in tables, including timetables.   

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SCIENCE  Introduction The Science Syllabus is based on the National Curriculum and the requirements of ISEB (Common Entrance) at 11+ and 13+. Year 5 follow a course of study based on the National Curriculum at Key Stage 2 and the syllabus is broadened by the 11+ Common Entrance Syllabus.    Pupils have two hours per week taught by a specialist Science teacher in an Upper School Science                                 laboratory. A piece of Science homework will be set weekly, which may include writing, research, a                               practical task, summarising work or studying.  Aims The aims of Science teaching are for children to: -  ● Learn about a wide range of living things, materials and phenomena. ● Begin to make links between ideas and to explain things using simple models and theories. ● Apply their knowledge and understanding of scientific ideas to familiar phenomena, everyday life                         

and their personal health. ● Carry out more systematic investigations, working alone and with others. ● Use a range of reference sources. ● Talk about their work and communicate ideas using a wide range of scientific language, diagrams,                             

charts and graphs. ● Learn to communicate scientific ideas, facts and data. ● Participate actively and co-operatively in lessons. ● Develop a favourable and questioning attitude to the subject.  Lab safety is a prime consideration and the children are taught safe lab practices.   Skills These skills are developed throughout their lessons, particularly when the focus is on practical and                             experimental work. The pupils will develop the ability to: ● Use correct scientific vocabulary. ● Use models or drawings. ● Use secondary sources of information. ● Decide what evidence to collect and what equipment and materials to use. ● Devise a fair test by changing only one factor. ● Control variables. ● Make and record observations. ● Measure volumes of liquids accurately. ● Use thermometers to take readings. ● Use a Microscope. ● Check observations and measurements by repeating where appropriate. ● Communicate data in a variety of ways. ● Present data in the form of graphs. ● Identify patterns in data. ● Interpret information. ● Compare results to draw conclusions. ● Draw conclusions from observations. ● Decide if conclusion agrees with predictions made. ● Review their work and describe its significance and limitations.  

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Syllabus  

Elements of the subject include scientific enquiry, life processes and living things, materials and their                             properties, and physical processes.  Michaelmas Term Life Cycles ● Structure of a flower. ● Functions of the parts of a flower. ● Pollination and observing pollen. ● Fertilisation. ● Seed dispersal and observing seeds. ● Germination. ● Photosynthesis and Starch Test. ● Plant life cycle. ● Mammal, amphibian, insect and bird life 

cycle. ● Stages of growth in humans. ● Asexual reproduction in plants. 

● Work of David Attenborough and Jane Goodall. 

Changing Sounds ● Sounds are produced when objects vibrate. ● How the ear works and the effects of loud 

sounds on the ear. ● Pitch – frequency of vibration. ● Loudness – size of vibration. ● Sound travels through solids, liquids and 

gases. ● Investigate how sound travels through 

different materials. ● Muffling sound and soundproofing.  

 Lent Term Light ● Light sources. ● Luminous, non-luminous. ● Mirrors and polished surfaces reflect light. ● Reflection in a plane mirror.  ● How simple optical instruments work e.g.           

telescope, binoculars, magnifying glass. ● The sun’s position and shadows. ● Shadow puppets. ● Opaque, transparent, translucent. ● Light travels in straight lines. ● Shadows cast by opaque objects. 

 Earth, Sun and Moon ● The Earth, Sun and Moon are spherical. ● Relative sizes of the Earth, Sun and Moon. ● Rotation of the earth on its axis. ● Night and day. ● Shadows and how they change. ● Movement of the earth around the sun.  ● The moon and its phases. ● Movement of the moon around the earth. ● The work of Ptolemy, Alhazan, Copernicus,           

Galileo and Newton.  Summer Term Changing State ● Changing states of matter. ● To know the terms ‘melting’ and ‘freezing’. ● Differences between solids, liquids and 

gases. ● Measuring water temperature from freezing 

to boiling point. ● Evaporation. ● Measuring rates of evaporation under 

differing circumstances. ● Condensation. ● The Water Cycle. 

   Gases Around Us ● Revision of solids & liquids. ● Introduction to gases. ● Air spaces and bubbles. ● Gases have mass, change shape and flow. ● Gases in the air and their uses. ● Liquids evaporate to form gases. ● Products of a Burning Candle.  

 During the Michaelmas Term, the Year 5 pupils will visit Chelsea Physic Garden to study seed dispersal.      

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COMPUTING  

Introduction The core of Computing is Computer Science, in which pupils are taught the principles of information and                                 computation, how digital systems work and how to put this knowledge to use through programming.                             Building on this knowledge and understanding, pupils are equipped to use information technology to                           create programs, systems and a range of content.  

Computing also ensures that pupils become digitally literate – able to use, and express themselves and                               develop their ideas through, information and communication technology – at a level suitable for the                             future workplace and as active participants in a digital world. 

Computing is taught to all children from Reception to Year 8, with Years 7 and 8 also using technology                                     within their other subjects. The children are taught in their form groups by a Computing specialist                               teacher, and supported by their Form Teacher.  All their work is saved in their own ‘folder’ which allows for easier file management and assessment of                                   their work. From Year 3 each pupil has their own internal school email address, which allows pupils to                                   learn email skills in the safe controlled environment of an internal email system.   

Aims There are three distinct, but inter-related aspects of the computing curriculum: Computer Science (CS),                           Information Technology (IT) and Digital Literacy (DL). The aims below reflect this distinction:  Computer Science: 

All pupils can understand and apply the fundamental principles and concepts of Computer Science, including abstraction, logic, algorithms and data representation. 

All pupils can analyse problems in computational terms, and have repeated practical experience of writing computer programs in order to solve such problems. 

Information Technology: 

All pupils can evaluate and apply Information Technology, including new or unfamiliar technologies, analytically to solve problems.  Digital Literacy: 

All pupils are responsible, competent, confident and creative users of Information and Communication Technology. 

   

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Syllabus  Pupils will: 

● learn about online hazards such as Internet hoaxes, viruses and age appropriate social networking 

● use the advanced search tool to improve the reliability of search results 

● learn about how computer networks function 

● revise their use of flowcharts to design programs that use outputs (lights, buzzers and motors) and inputs (switches and sensors)  

● use their programs to physically control inputs and outputs in a variety of scenarios e.g. setting up a car alarm or a light sensor triggering a lighthouse light 

● learn about how to break a problem down to solve it when creating a Scratch maze game decomposition and find different solutions to the same problem 

● use sequence, selection, repetition and variables to include a scoring system for a Scratch maze game and they will attach an external control board to the computer to provide control in the game  

● extend skills in using a spreadsheet to create calculations and use conditional formatting to make a quiz for others to try. 

   

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FRENCH  Introduction Pupils in Year 5 are allocated two lessons of French per week.  Syllabus The Syllabus is based on Expo 1. Expo 1 is a topic based French course for learners within Key Stage 2.                                         The topics are set in authentic contexts and are clearly and attractively presented.    Aims Expo 1 enables pupils to understand, speak, read and write in French. Pupils will become increasingly                               familiar with the sounds, written form and grammar of the language and use their knowledge with                               increasing confidence to express themselves.  Equipment All pupils in Year 5 will be provided with the following  ● One Text Book: Expo 1 ● One Cahier d’exercices: Expo 1 ● One exercise book  It is recommended that pupils in Year 5 possess a bilingual English-French dictionary. Recommended by the French Department is the Oxford School French Dictionary .                             

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LATIN  Introduction Year 5 pupils have one lesson of Latin per week.    Aims Our aim in Year 5 is to give pupils a gradual (and enjoyable) introduction to the Classical world before                                     they begin the more rigorously linguistic syllabus in Year 6, starting with Classical Civilisation and                             mythological topics before moving onto simple Latin in the Summer Term.  We want the pupils to gain and maintain an interest in all aspects of Classics, and to realise that Classics                                       is not just about Latin and language, and this year will provide the best opportunity to study these sorts                                     of topics before moving onto the 13+ syllabus, which places much more emphasis on language and                               grammar. However by the end of the Summer Term Year 5 should all have a bank of Latin vocabulary                                     and a basic knowledge of the fact that Latin words have different endings depending on their role in the                                     sentence.  Syllabus  Michaelmas Term - Greek Mythology We will study a variety of Greek myths, starting with the Creation myth and how it compares to the                                     Creation story from the Bible. These stories are timeless and engaging, but in addition to enjoying the                                 narrative we shall be using the myths to discuss topics such as morality, aetiology (myths as origins for                                   things that exist today), and what it means to be a hero. There will be one homework only for the term,                                         intended for the classroom display board.  Lent Term - Roman Civilisation We will look at various aspects of Roman Civilisation, such as Roman houses, the Roman army, Roman                                 food, Roman gods and also some Roman mythology, such as the story of Romulus and Remus. There                                 will be one homework for the term in the form of an opportunity to cook a dish from a real Roman                                         recipe book, or to compose a menu for a Roman dinner party. This will also be displayed on the                                     classroom board.  Summer Term - Latin We begin Latin in the Summer Term, by which point Year 5 will be excited and ready to start. Using the                                         Minimus textbook, which is designed for this age group and set at a real Roman site near Hadrian’s Wall,                                     Year 5 will be introduced to Latin vocabulary in a similar manner to a modern language. They will be able                                       to introduce and describe themselves using Latin, and by the end of term should be able to write simple                                     sentences using different parts of the verb. This will prepare them well for more rigorous language work                                 in Year 6. There will be no homework, but if students wish to colour in their pictures or add to their word                                           lists, they may.  

     

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HISTORY  Introduction Pupils in Year 5 are allocated one History lesson per week.  Aims The aims in History are for children to:   

● Learn about characteristic features of periods studied (ideas, beliefs and experiences of people in                           the past). 

● Gain knowledge of the influences of these societies in the world today. ● Learn facts about the period studied, including significant events and individuals. ● Be able to place events in chronological order. ● Be able to interpret historical sources. ● Develop enquiry and research skills. ● Understand the difference between a fact and a point of view. 

 Syllabus  Michaelmas Term The Victorians  Topics 

● How to be a good historian ● Famous Victorians ● Children in Victorian Times ● Victorian inventions ● The Great Exhibition ● Queen Victoria ● Victorian Homes 

 Lent Term The Early Middle Ages  Topics 

● The Norman Conquest ● William I ● The Medieval Village ● Feudalism ● Castles  

 Summer Term The Early Middle Ages (continued)  Topics 

● William II ● Henry I ● Stephen and Matilda and Civil War ● Henry II 

    

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GEOGRAPHY  Introduction Pupils in Year 5 are allocated one Geography lesson per week. 

 Aims The aims of Geography teaching are for children to:   ● Learn and use specific geographical vocabulary. ● Ask geographical questions. ● Describe and explain how and why places are similar to and different from other places in the world. ● Recognise how places are linked to other places in the world. ● Understand that geographical factors (climate, landscape) affect the way of life in a locality. ● Develop a range of map skills and fieldwork skills. ● Understand that human beings can use our environment with positive and negative effects. ● Develop an awareness of the world around them. ● Develop enquiry/research skills.  Syllabus  Michaelmas Term  Topics ● Our Place on the Planet: Understanding development, poverty and migration  Lent Term  Topics ● Rainforests: the features of a rainforest.  Summer Term  Topics ● Global location: general knowledge of major features and places in the world. ● Mapping and fieldwork skills     

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RELIGIOUS STUDIES  Introduction Religious Studies encompasses two main objectives: learning about religion and learning from religion.  During the four years of KS2 (Y3-6), pupils will study the six main world faiths: Christianity (Y3),                                 Hinduism, Sikhism (Y4), Judaism (Y5), Islam, Buddhism (Y6).  Pupils in Year 5 are allocated one lesson of Religious Studies (R.S.) per week. Building on their existing                                   knowledge, pupils learn more about Judaism through stories from the Torah and by exploring                           contemporary Jewish beliefs and practices in greater depth. Jewish festivals will be learnt about as they                               are celebrated during the course of the year. Pupils will visit a synagogue during the year.  In addition, all Middle School pupils will – with their Form Teacher – prepare a Church service once in the                                       year.  Aims Religious Studies actively promotes respect for all. It places specific emphasis on pupils valuing                           themselves and others and on the celebration of diversity in society through understanding similarities                           and differences.  We strive to promote in our pupils an understanding of and respect for their own and other religions and cultures. We seek to develop in them an appreciation that the freedom to choose and hold other beliefs is protected in law and that other people having different faiths or beliefs to oneself (or having none) should be accepted and not the cause of prejudicial or discriminatory behaviour.  The specific aims of R.S. teaching in Year 5 are for pupils to:  ● Develop their knowledge and understanding of Judaism, considering the beliefs, teachings, practices                       

and ways of life central to the religion ● Understand the links between Judaism, Christianity and Islam ● Be familiar with some stories from the Torah (first five books of the Old Testament) ● Develop the attitudes of: self-awareness, respect for all, open-mindedness, and appreciation and 

wonder ● Be able to consider and discuss moral issues   Michaelmas Term  Themes: ● Who was Abraham and why is he important to Jews?  ● How and why do Jews celebrate Rosh Hashanah and Yom Kippur? ● What is the Torah and why is it important for Jews? ● How and why do Jews celebrate Sukkot and Simchat Torah? ● How do Jews perceive God? ● What is Shabbat and how is it celebrated? ● How and why do Jews celebrate Hannukah?   Lent Term Themes: ● What is remembered on Holocaust Memorial Day? ● How do Jews worship in the synagogue? 

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● How and why do Jews celebrate Purim? ● Who were Abraham’s descendants?   Summer Term  Themes: ● How and why do Jews celebrate Passover? ● What are the Ten Commandments and are they still relevant today? ● How and why do Jews celebrate Shavuot? ● How does being Jewish affect people’s everyday lives? 

o Bar/Bat Mitzvah o Food Laws o Orthodox and Progressive Jews 

          

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ART/DESIGN TECHNOLOGY  Introduction Each class has an hour of Art/DT each week.    In Art, practical skills are developed to enable the pupils to approach tasks with creative confidence.                               Pupils are taught to look with care and record their observations and reactions to the world around them                                   in line, tone, texture, colour, shape and form using a variety of two and three dimensional media.                                 Studies are supported by looking at and discussing other artists’ work both from reference in school and                                 visits to galleries and museums. The Art Department actively encourages cross-curricular links wherever                         possible and relevant tasks are structured to complement work in other subjects.  Design Technology skills and knowledge are incorporated into the Art Syllabus or taught in discrete                             projects which range from simple mechanisms, linkages and levers to small scale construction in                           resistant materials. 

Aims The aims of the Art/Design Technology department include: 

● The exploration of a wide variety of art materials. ● The encouragement of new ideas and creative thinking through planning and making. ● Appreciation of other artists’ work. ● Problem-solving in Design Technology. ● Self-evaluation and discussion of project outcomes. ● Confidence with the use of basic tools and equipment. 

 Syllabus ● Drawing: Life drawing. Looking at shapes, paring down to essential form. Pencil, chalk and                           

charcoal, chalk pastels, colouring pencils. ● Painting: Composition and contrasts in colour and tone. Practice of painting in different media                           

including watercolour and acrylics. Cross curricular parrots and tree frogs ● 3D: Clay. Papier mâché.    

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DRAMA  Introduction Drama is taught as a discrete subject by a specialist teacher in one 40-minute lesson per week.    Aims Our aims in teaching Drama are that all children will enjoy the subject and gain:   ● Greater ability to communicate verbally and non-verbally ● Script work ● Physical awareness of the space on stage and how to make the most of it when presenting to an                                     

audience ● Spatial awareness ● An understanding of when to lead and when to follow ● Teamwork through collaborative performance pieces ● A knowledge and understanding of a wide variety of Drama skills and techniques ● Appraisal skills of appreciation and self-evaluation ● Opportunities to write and develop scripts through storytelling and group devising, as well as a                             

practical understanding of the production process and the actor’s craft ● An understanding of how to create atmosphere, suspense, pace and tension for an audience 

 Productions Theatre skills are developed through working from stories, scripts, actors’ exercises and improvisation.                         All Year 5 pupils are involved in a year group production.    Year 5 pupils may also participate in Extra Drama club on a Monday lunch time.    

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MUSIC  

Introduction Music forms an integral part of the curriculum at Thomas’s. Each form in the school, up to the end of                                       Year 4 has two periods of Music each week and Years 5 - 8 have one period. Around 90% of pupils                                         receive individual instrumental tuition. We run orchestras, choirs, groups and ensembles which perform                         at recitals, concerts and Church Services throughout the year. The Music Department also works                           alongside the Drama Department to produce musical productions for each of the year groups within the                               School every year.    Class Music At Thomas’s Battersea the children follow a programme linked to the National Curriculum scheme of                             work for Key Stages 1, 2 and 3. In addition to this we have introduced a music skills programme that                                       contains a clear list of the musical elements which need to be experienced and developed for each year                                   group. These skills are progressive and are listed under the titles Pitch, Duration, Tempo, Texture,                             Dynamics, Structure, Timbre and Silence.  Topics covered in class by Year 5 over the course of the year include: 

● Elgar, Tchaikovsky, Mendelssohn and the Victorians 

● Preparation for Year Five Show – Music for the stage ● Christmas Carol Service ● World Music: Africa ● Graphic Scores ● Music Theory  

Singing  Throughout the whole of Thomas’s Battersea, Singing is a very important feature of the child’s musical                               development and experience. These skills are developed and honed as the children progress through                           the school. A greater level of technical ability is achieved through appropriate vocal exercises and group                               singing becomes more complicated with the introduction of complex part singing and use of foreign                             languages. Therefore the Middle and Upper School ongoing singing skills programme is as follows:  

● balanced stance and posture ● basic breath management ● note accuracy, sense of pulse and rhythmic awareness ● intonation and consistency of pitch, particularly in part singing ● tone quality ● clear articulation  ● phrasing, sense of style and atmosphere ● expressive interpretation with clear communication, facial expression and appropriate physical 

actions ● memory skills ● sense of occasion when performing ● rounds in several parts ● part singing with two/three individual vocal lines ● Foreign language songs ● Acting through song 

   

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Choirs Choirs are a strong feature of the musical life at Thomas’s. Phoenix Choir caters for Years 3 and 4 and                                       operates on a “come and sing” basis with no audition, seeking to foster a love and enjoyment of singing                                     within the individual child. The Centaur Singers is open to children in Years 5-8. During the past years                                   the choirs have performed in the Carol Service as well as at various concerts and school events.                                 Auditions are held for places in Boy Choristers and Girl Choristers as and when spaces become available.                                 The Choristers meet three times each week and aim for a high standard of singing. The Choirs sing at the                                       weekly Church service as well as at special events such as the Remembrance Service and the Carol                                 Service, when the trebles are augmented by adult singers to provide alto, tenor, and bass parts.  Individual and Group Instrumental Tuition Individual and group instrumental tuition is offered for a broad range of instruments during the school                               day. Instrumental lesson opportunities currently include violin, viola, cello, double bass, harp, guitar,                         recorder, fife, flute, oboe, clarinet, saxophone, bassoon, trumpet, trombone, French horn, tuba, piano,                         keyboards and organ, percussion and voice.   Lessons take place during the School day and rotate week by week in order to minimise disruption to                                   the academic timetable. Pupils are encouraged to take Associated Board music exams as well as                             performing at music recitals, weekly lunchtime concerts and the annual Solo Music Competition.                         Parents are encouraged to meet the instrumental teachers and be involved in helping with practice! If                               you would like your child to learn an instrument, please collect an application form from Miss Vanessa in                                   the Music School. Applications are considered by the Director of Music, in conjunction with the child’s                               Form Teacher.    Orchestra, Groups/Ensembles Orchestras, groups and ensembles exist for the benefit of children learning instruments at Thomas’s and                             all receiving lessons in and out of school are encouraged to play with others , as appropriate to their                                   ability. There are group opportunities for most instruments (strings, woodwind, brass and percussion)                         which rehearse either at 1600 or during lunchtimes and breaks throughout the week. Performing                           opportunities also exist for these groups and parents are very welcome to attend.   General Information For general information about the Department please contact the Director of Music, Mr John Haythornthwaite on 020 7978 0631 or at JHaythornthwaite@thomas-s.co.uk .  Mr Haythornthwaite is very happy to meet with parents to discuss any aspect of their child’s musical development. 

 

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PHYSICAL EDUCATION  Introduction The Physical Education curriculum aims to inspire all pupils to succeed and excel in sport and physically                                 demanding activities. It provides opportunities for pupils to develop a broader range of skills, learning                             how to use them in different ways and to link them to make actions and sequence movements. Pupils                                   should enjoy communicating, collaborating and competing with each other. The curriculum helps pupils                         develop an understanding of how to improve in different physical activities and sports and learn how to                                 evaluate and recognise their own success.   Aims Our aim is to ensure pupils develop fundamental movement skills, become increasingly competent and                           confident and can access a broad range of opportunities to extend their agility, balance and                             coordination, individually and with others. They should be able to engage in competitive (both against                             self and against others) and co-operative physical activities, in a range of increasingly challenging                           situations.   Pupils are taught to: - Use running, jumping, throwing and catching in isolation and in combination - Play competitive games, modified where appropriate and apply basic principles suitable for attacking                           and defending - Develop flexibility, strength, technique, control and balance (through athletics and gymnastics) - Take part in outdoor and adventurous activity challenges both individually and within a team  - Compare their performances with previous ones and demonstrate improvement to achieve their                         personal best.  

Games  

Michaelmas Term Netball and Football 

- Response and leadership games - Spatial awareness - Passing and receiving - Opposition and invasion games, defending, dodging and marking. - Frequent competitive matches and tournaments - Develop an understanding of the rules, techniques and tactics required for each sport. - 100% pupil participation, all pupils will be actively involved in matches. - Continual development of sportsmanship and knowledge of the game 

 Lent Term Hockey and Rugby 

- Large ball skills – bouncing and rolling - Hand/Eye/Foot co-ordination  - Frequent competitive matches and tournaments - Develop an understanding of the rules, techniques and tactics required for each sport. - 100% pupil participation, all pupils will be actively involved in matches. - Continual development of sportsmanship and knowledge of the game - Curriculum Change-Over – 2 week period at the end of the term when boys in Y’s 3-6 get the 

opportunity to try hockey and girls get the opportunity to try football.  

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Summer Term Cricket (Boys and girls) 

- Small ball skills – bat and ball - Hand-eye co-ordination, catching and throwing  - Frequent competitive matches and tournaments - Develop an understanding of the rules, techniques and tactics required for each sport. - 100% pupil participation, all pupils will be actively involved in matches. - Continual development of sportsmanship and knowledge of the game 

Focus Developing core skills required to play team games, as well as developing team participation and sportsmanship.   

Gymnastics   

Michaelmas Term - Safety and equipment exploration - Shapes, balance, flight, rolling and weight bearing 

 Lent Term 

- 1 st half term:  - Health Related Fitness –  - Cardio Vascular Fitness testing - Muscular Endurance - Speed - Compare and contrast performances - Develop and understanding of energy systems and their importance on overall fitness levels. - Specific and localised training to improve fitness - 2 nd half of term:  - Dance –  - What (action, turn, jump, travel, gesture, stillness) - When (counting, unison, cannon, speeds of movement) - Where (levels, directions, use of space) - With Whom (relationships) 

 Summer Term 

- Athletics – running, jumping and throwing events - Preparation for Sports Day 

 The House System 

- Each pupil is a member of a school house, Becket (Blue), Hardy (Green), Lawrence (Yellow), More (Red).  

- Inter-House tournaments and competitions: - Michaelmas Term - Cross country, Netball and Football - Lent Term - Swimming Gala, Hockey and Rugby - Summer Term – School Sports Day and Cricket 

Extra-curricular opportunities ● Fixtures - Inter-school fixtures are arranged throughout the year Clubs - Pupils in Year 5 may attend two after school clubs.    

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PSHCE  Please note that the PSHCE syllabus is under review and so is likely to change during the course of 2017-18.  Introduction  Thomas’s Battersea recognises that the school ethos and the learning environment influence a child’s personal, social and academic development. The National Curriculum states that school must provide a curriculum which is balanced and broadly based, which;  

- promotes the spiritual, moral, cultural, mental and physical development of pupils at the school and of society 

- prepares pupils at the school for the opportunities, responsibilities and experiences of later life   National Curriculum 2014 

 All staff are committed to the belief that the level of a pupil’s self- esteem is closely linked to his/her attainment and achievement. They recognise their responsibility to contribute to the wider education of pupils, preparing them for life beyond school.   This includes: 

● Developing confidence and responsibility and making the most of their abilities ● Preparing to play an active role as citizens ● Developing a healthy, safer lifestyle ● Developing good relationships and respecting the differences between people 

 At Thomas’s Battersea we have adopted the Rainbow Scheme of work. The ‘Every Child Matters’ initiative provides the backdrop for this scheme. Much research and many initiatives, including the National Healthy Schools Programme, have brought increased recognition to personal well-being as a key factor in enabling learning.  The Rainbow teaching materials are organised into 7 themes: New Beginnings, Getting On and Falling Out, Say No to Bullying, Going for Goals, Good to be Me, Relationships, SRE.  These are sequenced, progressive and developmental, to be taught from the beginning of the academic year through to the end of it. Each theme is intended to be introduced through a Rainbow assembly and then the lessons taught to every year group from Reception to Year 6 simultaneously, thus engendering a cross school approach. The social skills and emotional literacy developed in this way permeate across the curriculum, enabling learning to be better accessed.  Aims 

 ● To help our pupils understand and value themselves as individuals and as responsible and 

caring members of society. ● To encourage self-awareness, self-esteem and self-confidence. ● To encourage respect, sensitivity and tolerance to the needs and values of others. ● To promote good relationships within the school and between the school and the wider 

community. ● To promote understanding about, and respect for, both common and diverse features of 

society.  ● To understand that we live in an interdependent world and that our actions can affect 

individuals, communities and the sustainability of the environment.  

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Syllabus   PSHCE  

  Michaelmas Term  Lent Term  Summer Term All Middle School year-groups 

New Beginnings  Getting on and falling out 

Say No to Bullying  Going for Goals  Good to be me 

Relationships  SRE 

  SCHOOL COUNCIL  The School Council is a pupil-led, democratically elected body, which provides a forum for discussion and decision-making in order that every pupil has the opportunity to make a positive contribution to the school and the way it is managed.   Aims  

● Create a feeling of belonging; encourage listening to others and develop self-confidence. ● Pupils learn about roles, rights and responsibilities within the school system and community. ● Pupils grow in self-esteem and enjoy having the opportunity to contribute positively to their 

class and school.   Education for sustainable development Education for sustainable development enables pupils to develop the knowledge, skills, understanding                       and values to participate in decisions about the way we do things individually and collectively, both                               locally and globally, that will improve the quality of life now without damaging the planet for the future.                                   There are opportunities for pupils to develop their understanding of sustainable development within the                           school curriculum, in particular their work in PSHCE and as a Green Unicorn.   FOOTPRINTS   During the Lent Term Year 5 will start Stage Three of their FOOTPRINTS programme, having completed                               Stages One and Two in Years 3 and 4. FOOTPRINTS is designed to support the social, emotional and                                   learning development of children. It involves a taught curriculum, delivered through PSCHE lessons,                         along with an interactive online platform. Pupils learn about three aspects of themselves: how they are                               developing their own sense of self as a person (what FOOTPRINTS calls their SPACE), how they are                                 impacting on other people’s spaces through their behaviour (their FOOTPRINT), and finally, how they are                             accessing and learning about the world through their brains (their HANDPRINT).   

A central premise of the FOOTPRINTS programme is that children at this age are open and still                                 developing aspects of themselves, which may in later life become more rigid. Key aims of the                               programme are to develop resilience, self-awareness, reflective skills and social responsibility - qualities                         which we believe will be increasingly valued in a sustained and successful career in the future. The                                 programme has helped us to understand more carefully what kinds of patterns of thinking, learning and                               acting our children are forming. This in turn has enabled us to know how best to support each child                                     pastorally and in their lessons. Our aim is to use the FOOTPRINTS programme to continue to improve                                 our teaching and learning, specifically with the aim of providing the highest quality educational                           environment for our children.    

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 THOMAS’S BATTERSEA 

Middle School Homework Policy   1. INTRODUCTION 

The place and purpose of homework changes and develops as a pupil moves through the school. If                                 it is correctly understood and managed by teachers, pupils and parents, homework will contribute to                             the learning experience and instil good work habits for the future 

 We intend to offer a manageable and effective programme of homework to our pupils.  We recognise that at the end of a long school day (often extended by after-school clubs) children of                                   Middle School age should be given the opportunity for adequate rest and play and that this ensures                                 that they can start the following day refreshed and ready to work. 

 2. PURPOSES OF HOMEWORK 

● To give children the opportunity to ‘show-off’ at home what they have learnt in school. ● To reinforce learning which has already taken place in the classroom, i.e. to allow practice and                               

consolidation of classwork. ● To assess children’s understanding of classwork. ● To develop and build foundation skills and knowledge. ● To develop independent study and research skills. ● To involve parents in their children’s learning and keep them informed of their progress, building                             

constructive home/school partnerships and providing opportunities for home/school dialogue.  3. TYPES OF HOMEWORK 

● Reading (recorded in Pupil Planner). ● Learning/memorising – in order for spellings/vocabulary/ tables, etc to be learnt properly, it is                           

necessary for learning and reinforcement to take place over a period of time – this will help to                                   commit them to memory. For example, spellings ‘learnt’ the night before a test are unlikely to be                                 retained; instead a few minutes should be spent on them each night, using the ‘Look, Say, Cover,                                 Write, Check’ method. 

● Reinforcement tasks. ● Research and project work. It is essential that teachers provide clear written guidelines which                           

inform parents and children about what is expected and of the timescale involved.  ● Practical tasks/problem solving. ● Redrafting classwork. ● Revision. 

 The type of homework set will depend on the subject concerned. For example:  English 

● Reading (every night – in addition to the set homework allocation – see below). ● Use of the reading record – this requires children to keep a record of their reading. Pupils may                                   

also wish to undertake optional tasks, inspired by the books they have read.  ● Learning spellings/reinforcing spelling patterns and rules. ● Checking, correcting and redrafting classwork. 

     

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Maths ● In order to assess children’s understanding of a concept or method, it is sufficient to give them                                 

only two or three sums. Children will be encouraged to go home and ‘teach’ their parents/carers                               how to do the calculations. In this way, children will either be able to show off their knowledge,                                   or it will be evident that the child has not retained what they were taught in the lesson and needs                                       further consolidation in class (in which case this information needs to be relayed to the teacher in                                 the form of a note either on the work in the Pupil Planner). 

● Learning/practising tables and number bonds. ● Maths games. ● Practice in telling the time, working out time durations, etc (eg: start time, end time and length of                                   

TV programmes; cooking times, etc). ● Children may be required to compile a word problem or two (to be solved by a classmate the                                   

next day) on a topic/method covered in class. The compiler must have solved the problem first,                               in order to ensure that it is (a) solvable and (b) to enable them to mark their friend’s work. In this                                         way children’s understanding of concepts (and of word problems themselves) is both reinforced                         and assessed. 

● On occasions, children may be given a practical problem to solve. ● Encouraging your child to use Maths in every-day real-life situations is also of huge benefit (eg:                               

weighing and measuring when cooking or making something; working out change when                       shopping, etc). 

 Science 

● Research and project work. ● Practical activities – children may be asked to carry out a simple experiment at home or to bring                                   

an item into class for a lesson (at least a week will be given for this). ● To assess children’s understanding of what they have learnt from an experiment, they may be                             

required to write a brief conclusion. They may also be asked to design an experiment to test a                                   hypothesis. 

● Learning scientific vocabulary and spellings.  Languages 

● Latin and French prep will mainly consist of learning vocabulary and grammar. ● French prep will only occasionally be set in Years 3 and 4. 

  Humanities (History/Geography) 

● Humanities preps will mainly consist of research and enquiry/project work, but may also be set to                               supplement and reinforce classwork in these subjects. 

  4. TIMING AND QUANTITY 

● The timings below provide a guideline for parents and children about how long should be spent                               on homework on average each night. Pupils are expected to work for no longer than the allotted                                 time. If work is not completed within this time it is strongly suggested that parents/carers ask the                                 child to stop working and that a note be put in the Pupil Planner. 

● Teachers will inform children of the date/day by which homework should be completed. Where                           possible, homework in the Middle School will be set a few days before it is due to be completed,                                     to allow children to manage their homework around after-school commitments. Where                     homework is set to assess children’s grasp of a skill or concept taught in class, it will, of necessity,                                     follow on from a lesson; in these cases teachers will give children at least two nights to complete                                   the work. 

● Homework should be set to meet a need and to fulfil a specific purpose. There may be times                                   when it is not appropriate and on these occasions pupils should write ‘None Set’ or ‘NS’ in their                                   planners. 

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Homework allocation Year 3  ONE extra task per week of 30 minutes in length (usually 

alternating between Maths and English/Topic)  Year 4  TWO extra tasks per week of 30 minutes in length (usually Maths 

and English/Topic) Year 5  Maths, English and Science tasks each week (45 mins in length) 

with occasional French and Latin homework   

● In addition, it is very important that pupils read at home daily (and record this in the Pupil                                   Planner) for a minimum of 15 minutes in Years 3 and 4 and 20 minutes in Year 5. 

● No holiday or half-term prep (apart from reading/tables/ number bond practice) will be set in the                               Middle School. Year 5 will be set light revision practice in the lead up to Assessment Weeks. 

5. PUPILS’ RESPONSIBILITIES ● Read every night (and record in the Pupil Planner). ● Ensure that the Pupil Planner is brought to every lesson in which homework is to be set. ● Write down in the Pupil Planner the necessary details about homework set. ● Request a parent/carer to sign the Pupil Planner every day. ● Hand the Pupil Planner in to their form tutor first thing every morning. ● Take home everything required to complete the homework. ● Concentrate and persevere for the required amount of time. ● Hand in completed homework (when required to do so) at the appropriate time. ● Act upon feedback from the teacher. ● Ensure that all exercise books are returned to school the next day, so that they may be used in                                     

class. 

6. TEACHERS’ RESPONSIBILTIES ● Adhere to the Middle School homework policy. ● Set homework tasks which are relevant and appropriate. ● Ensure that children are clear about what is expected of them and that they have time to write                                   

homework into their planners. ● Ensure that the quantity of homework set is in line with the guidelines above and is reasonable in                                   

terms of the time allocation. ● Provide children with relevant feedback. ● Form tutors will check and sign Pupil Planners daily. 

7. PARENTS’ RESPONSIBILITIES ● Ensure that children are given the opportunity to carry out their homework in a suitable                             

environment, free from distractions. ● Encourage and promote independent work habits and a regular routine. ● Sign the Pupil Planner daily and communicate with the teacher if problems arise and if there                               

were difficulties completing the task within the allotted time. ● Check that children return exercise books to school. ● If your child is very tired, leave homework for that evening. ● Help your child to plan their work for the week ahead, discussing what needs to be done and                                   

deciding on a timetable for the week (this then needs to be adhered to as far as is possible, so                                       that homework does not ‘pile up’). 

● The term ‘homework’ should be taken in its widest sense. Visits to museums, galleries and places                               of interest are encouraged to supplement the work that your child does in school. 

 We hope that the approach outlined above will help to make the experience of homework a more positive one                                     for parents and children. If, however, for any reason homework is becoming problematic, avoid confrontation                             with your child and seek advice from your child’s form teacher. 

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Word list – Year 5 

 

accommodate accompany according achieve aggressive amateur ancient apparent appreciate attached available average awkward bargain bruise category cemetery committee communicate community competition conscience* conscious* controversy convenience correspond criticise (critic + ise) curiosity definite desperate determined develop dictionary disastrous embarrass environment

equip (–ped, –ment) especially exaggerate excellent existence explanation familiar foreign forty frequently government guarantee harass hindrance identity immediate(ly) individual interfere interrupt language leisure lightning marvellous mischievous muscle necessary neighbour nuisance occupy occur opportunity parliament

persuade physical prejudice privilege profession programme pronunciation queue recognise recommend relevant restaurant rhyme rhythm sacrifice secretary shoulder signature sincere(ly) soldier stomach sufficient suggest symbol system temperature thorough twelfth variety vegetable vehicle yacht

    

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Middle School Recommended Reading List  The Middle School recommended reading list has been grouped into two sections with the books on List 2 being slightly more difficult or more sophisticated in content.  A word of warning: the groupings are based both on age and on level of difficulty/suitability of content, so, although a child may be able to read the text of a more difficult book, the content may be unsuitable or beyond them.  This is by no means an exhaustive list, nor should it be regarded as a list to be worked through from beginning to end. Its intention is to be a helpful guide to take along to a bookshop/library to aid in the selection of books.  

 

List 1 Author  Titles Bond, Michael  A bear called Paddington; Tales of Olga da Polga: and others Carpenter, Humphrey  Mr Majeika; and others Dahl, Roald  Fantastic Mr Fox; Matilda; The Twits; George’s Marvellous Medicine; 

The BFG; and others Huges, Ted  How the Whale Became, The Iron Man Jansson, Tove  Finn Family Moomintroll; Tales from Moomin Valley; and others Jones, Terry and Foreman, Michael (illus) 

Fairy Tales and Fantastic Stories  

King-Smith, Dick  Lady Daisy; The Hodgeheg; George Speaks; Harry’s Mad; Fat Lawrence; The Sheep Pig; and others 

Lively, Penelope  Dragon Trouble McCall Smith, Alexander  Akinbo and the Crocodile Man; and others McCaughrean, Geraldine and Chichester Clark, Emma (illus) 

The Orchard Book of Greek Myths 

Milligan, Spike  Silly Verse for Kids (poems) Brown, Jeff  Flat Stanley Fine, Anne  Bill’s New Frock, Diary of a Killer Cat Strong, Jeremy  The Hundred Mile an Hour Dog Morpurgo, Michael  Dancing Bear; Dear Olly; Sam’s Duck; Colly’s Barn; The Butterfly Lion; 

The Marble Crusher; and others Cowell, Cressida  How to Train Your Dragon Dr Seuss  Oh, the Places You’ll Go! Kipling, Rudyard  Just So Stories Pullman, Phillip  Puss in Boots Arkle, Phyliss  The Railway Cat Reid Banks, Lynne  Harry the Poisonous Centipede Murphy, Jill  The Worst Witch; A Bad spell for the Worst Witch; and others Strong, Jeremy  The Hundred Mile an Hour Dog Tomlinson, Jill  The Owl who was Afraid of the Dark Ure, Jean  Fruit and Nutcase; Skinny Melon and Me; and others White, E.B  Stuart Little Whybrow, Ian  Little Wolf’s Book of Badness Williams, Margery  The (Original) Velveteen Rabbit Arnold, Nick  Horrible Science series Breslin, Theresa  Dream Master; Gladiator Gleitzman, Morris  Water Wings; Belly Flop; Worry Warts; Toad Rage; Puppy Fat; & others  Scieszka, Jon and Smith, Lane  Squids will be squids; The True Story of the Three Little Pigs Sleigh, Barbara  Carbonel; and others  Ibbotson, Eva  The Abominables  Adele Geras  Picasso Perkins Griffith, Andy  The 13 Storey Treehouse  

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List 2 Author  Titles Moray Williams, Ursula  The Adventures of the Little Wooden Horse; Gobbolino the Witch’s 

Cat Storr, Catherine  Clever Polly and the Stupid Wolf; and others  Wilson, Jacqueline  Glubbyslime, The Suitcase Kid; Vicky Angel; The Story of Tracy 

Beaker; Double Act; and others  Burford, Shelia  The Incredible Journey Byng, Georgia  Molly Moon’s Incredible Book of Hypnotism Carroll, Lewis  Alice’s Adventures in Wonderland Cowell, Cressida  How to be a Pirate Crompton, Richmal  Just William stories Cross, Gillian  The Demon Headmaster; The Prime Minister’s Brain, The Great 

Elephant Chase Deary, Terry  Horrible History series Di Camillo, Kate  The Tale of Despereaux, The Magician’s Elephant Eliot, T. S  Old Possum’s Book of Practical Cats ( poems ) Ganeri, Anita  Horrible Geography series Goudge, Elizabeth  The Little White Horse Kastner, Eric  Emil and the Detectives; and others Lewis, C.S  The Lion, The Witch and the Wardrobe; and others McCaughren, Geraldine and Brassey, Richard 

Britannia:100 Great Stories from British History 

O’Brien, Robert  Mrs Frisby and the Rats of NIMH Pearce, Philippa  Tom’s Midnight Garden Pullman, Philip  I was a Rat; Clockwork; Count Karlstien; Thunderbolt’s Waxwork; The 

Gas-Fitter’s Ball (Not the ‘His Dark Materials’ trilogy, which is written for much older readers – i.e. teens) 

Reid Banks, Lynn  The Indian in the Cupboard series  Saint-Exupery, Antoine de  The Little Prince Serrailler, Ian  The Silver Sword Smith, Dodie  101 Dalmatians; Twilight Barking Steward, Paul and Riddell, Chris 

The Edge Chronicles, Beyond the Deep Woods; and others  

Sutcliff, Rosemary  The Wanderings of Odysseus White, E.B  Charlotte’s Web  Wilde, Oscar  The Selfish Giant; The Happy Prince  Ingalls Wilder, Laura  Little House in the Big Woods; Little House on the Prairie series esp. 

The Long Winter  Williams, Marcia  Tales from Shakespeare King, Clive  Stig of the Dump Blackman, Malories  Operation Gadgetman! Boston, Lucy M  The Children of Green Knowe Foreman, Michael  War Game Horowitz, Anthony  I Know What You Did Last Wednesday, Granny, Stormbreaker, The 

Diamond Brothers Jones, Terry  Fairy Tales Gleitzman, Morris  Give Peas a Chance, Once ( Series – Once, Now, Then, After) Corder, Zizou  Lion Boy Byars, Betsy  Midnight Fox Cottrell Boyce, Frank  Millions, Desirable     

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Author  Titles Norton, Mary  The Borrowers Laird, Elizabeth  Oranges in No Man’s Land Morpurgo, Michael  Shadow Breaker; Running Wild; Why the Whales Came Palacio, R.J  Wonder Barrie, J. M  Peter Pan Dickens, Charles  Oliver Twist (adbridged version) Dahl, Roald  Danny the Champion of the World Funke, Cornelia  Dragon Rider Sachar, Louis  There’s a Boy in the Girl’s Bathroom Spyri, Johanna  Heidi Colfer, Eoin  Artemis Fowl Ibbotson, Eva  Dial A Ghost Hunter, Norman  The Incredible Adventures of Professor Branestawm Lively, Penelope  The Ghost of Thomas Kempe Gavin, Jamila  Grandpa Chatterji Rowling, J.K  Harry Potter – first 3 books to begin with Smith, Dodie  The Hundred and One Dalmations Ridley, Philip  Scribbleboy Kerr, Judith  When Hitler Stole Pink Rabbit Cresswell, Helen  Moondial Nesbit, E  The Phoenix and the Carpet Snicket, Lemony  A Series of Unfortunate Events series Wallace, Karen  Raspberries on the Yangtzi Ahlberg, Allan  Woof! Norris, Andrew  Aquila Walliams, David  Billionaire Boy Hoyen, Polly  Boy in the Tower Rundell, Katherine  The Wolf Wilder  Ellis, Deborah  The Breadwinner  Le Guin, Ursula K.  A Wizard of Earthsea  Sutcliff, Rosemary  The Eagle of the Ninth  Aitken, Joan  The Wolves of Willoughby Close  

   

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