Year 5Parent Information Evening

Thursday 24th September 2015

A warm welcome from

Mrs Shaw & Mrs Sassi

Week 1 2 3 4 5 6 7 8 9 10 11 12 13 14 GeographyHistory

History - Ancient GreeceA study of Greek life and achievements.  

History - Ancient GreeceThe influence of Ancient Greece on the western world.

Design and technologyArt and Design

ArtLinking to Ancient GreeceDesigning pots. Repeating patterns.Christmas cards.

Design and TechnologyLinking to Vikings. 

English Classic Fiction – 3 weeks – The Railway Children Classic poems – 2 weeks  Recounts – 2 weeks – UFOs and aliens. Weekly reading comprehension, spellings and grammar. 

Biographies and autobiographies – 2 weeks – Boy, Going Solo, Singing for Mrs Pettigrew/Homecoming Explanation – 2 weeks Slam poetry – 2 weeks Instructions – 1 week Weekly reading comprehension, spellings and grammar.

Science Forces 

Properties and changes of materials

Mathematics Number and place value Written addition and subtraction Mental addition and subtraction Decimals, percentages and their equivalence to fractions Mental multiplication and division Measurement  

Mental multiplication and divisionWritten multiplication and division Geometry: properties of shapes Number and place value Decimals, percentages and their equivalence to fractions Fractions, ratio and proportion Mental addition and subtraction Written addition and subtraction Number and place value   

Religious education CreationMiracles & The Sacrament of the Sick

Advent Christmas

PSHECitizenship 

New Beginnings-Empathy, Self-awarenessMotivation, Social skills

Getting on and Falling out-Managing feelingsMotivationSocial skills

Computing IPadsProgramming – design, write and debug programs.Detect and correct errors in programs.

Programming – further workCollecting, analysing, evaluating and presenting data and information.Use search engines effectively.

Music   

Rhythm and Pulse and Christmas songs

Physical education TAG RugbyHockey 

TAG Rugby Hockey

Spanish    

YEAR: 5 TERM: Autumn 2015 Mrs Shaw and Mrs Sassi

RE• All classes follow a scheme called; “Learning and Growing as the people of God”Throughout this the children all learn about

religion; knowledge and understanding of and learn from religion; reflecting on meaning

• Units include:

• Children may occasionally have some RE homework to bring home.

Creation 

AdventChristmas

BaptismParables and sayings of |

Jesus

LentHoly WeekConfirmation

EasterPentecost

Work of the Apostles

Marriage and Holy Orders

Homework Homework is set every week

•MUST DO HOMEWORK:Spelling List and sentences – given out Wednesday for TuesdayReading Comprehension – given out Monday for FridayMaths – given out Friday for MondayReading – parents signature in home school record 3 times a week,

checked Friday

•COULD DO HOMEWORK:Topic linked homework – often an independent project.

•We request a letter from parents if homework is not able to be completed for whatever reason.•Learn times tables•Children can opt to do their homework at a lunch time at the teacher’s discretion.

How can I help at home?Support with homework:

- Learning spellings- Enjoying books/reading to your child/listening to

your child read or discuss his/her book-Times tables -- Encouraging your child to attempt the ‘Challenge’ on the homework- Visit your local library -Read books around the main topic -Access to the internet for research & educational sites-Encouraging your child to present homework to a high standard -Finding a good space & time to encourage good habits

Reading at home

• Please sign reading record book, K.S.2 Homework Diaries if you hear your child read

• Listening to audio books together & discussing the story

• Link to our topic• Reading to your child/family• Visiting your local library • Independent readers: discuss book, ask them

questions about what they are reading

Assessmentwe will refer to your child’s current level of attainment using phrases such as:

• working at age related expectations• working towards age related expectations• working beyond age related expectations

Avoiding “fixed mind-set” about their ability we want to foster in all our children a “growth mind-set”, meaning that we believe that we can all improve our abilities with practice, effort and persistence. We would also like to further enrich our pupils’ learning by developing a greater breadth of skills and knowledge, so that they are confident to apply their skills to different areas of the curriculum, rather than focus on moving to the ‘next level’.Pupils will still be familiar with their ‘next steps’ learning targets as a way of ensuring maximum opportunity for progress but there will be no emphasis on what numerical level they are working at.

The New Curriculum needs a new form of assessment

The research for the review of the NationalCurriculum showed that it should focus on‘fewer things in greater depth’, in securelearning which persists, rather thanrelentless, “over-rapid progression”

Depth and sustainability is whatassessment should focus on. • (Living in a Levels-Free World, by Tim Oates published by DfE)

The New Curriculum

The expectation is that the majority ofpupils will move through the programmesof study at broadly the same pace.(National Curriculum for Mathematics page 3)

A significant change

the National Curriculum emphasises the importance of all pupils mastering the content taught each year and discourages the acceleration of pupils into content from subsequent years.

Who is mastery for?

The essential idea behind ‘mastery’ is that all children need a deep understanding and fluency of the mathematics they are learning so that:•future mathematical learning is built on solid foundations which do not need to be re-taught;•there is no need for separate catch-up programmes due to some children falling behind;•children who, under other teaching approaches, can often fall a long way behind, are better able to keep up with their peers, so that gaps in attainment are narrowed whilst the attainment of all is raised.•There is no such thing as “S.E.N. maths”•There is no such thing as “more able maths”

• 

Higher attaining

Does a mastery curriculum really meet their needs?•However research indicates that these pupils benefit more from enrichment and deepening of content rather than acceleration into new content. Acceleration is likely to promote superficial understanding, rather than the true depth and rigour of knowledge that is a foundation for higher mathematics.•This argument was advanced by the Advisory Committee for Mathematics Education on page 1 of its report: Raising the bar: developing able young mathematicians, December 2012

Different aspects of mastery• Teaching for mastery– has distinct characteristics

both in organisation and features of teaching• Developing mastery – the need to develop

sufficient fluency and depth of understanding so learning is sustainable over time – can be built upon and connections made

• Assessing mastery- Have pupils developed sufficient mastery for learning to be built upon and sustained over time?

The New Curriculum

Factual & Procedural Fluency

Conceptual Understanding

INTEGRATION

Procedural and conceptual

An exclusive focus on basics leaves students without the understandings that enable them to use mathematics effectively. A focus on process without the attention to skills deprives students of the tools they need for fluid, competent performance” (Schonefeld 2004 p. 281)

Assessing progress in the 3 areas• Fluency

• Reasoning• Problem Solving

Tracking recall of multiplication facts

Developing and assessing reasoning

• Fewer things• Greater depth

• Class working together• Longer time on topics

• Together these reflect the features of• A mastery curriculum for mathematics

Depth and going deeper

38

5+ =

+

-

-

=

=

=

Making Connections supports depth and sustainable learning and paves the way for later learning

Year 5 addition and subtraction

8.4

5.52.9

+ =

+

-

-

=

=

=

Depth and going deeper

• What’s the same and• What’s Different?

• Captain Conjecture says…..do you agree?• Explain your reasoning

• What do you notice?

Captain Conjecture says in KS1

Same and different Y6

• Compare 31 + 9 × 7 and (31 + 9) × 7• What’s the same? What’s different?

• What’s the same, what’s different about• these number statements?

Deeper with fractions

Y4

Y2

Solving problems

• Together Jack and Sam have £12.00.• Jack has £2.00 more than Sam.• How much money does Sam have?

Solving problems

Together Rosie and Jim have £12.00.Rosie has twice as much as Jim.How much does Jim have?

Safe Internet Search Engines• Here are some Safe Internet Search engines the children can use at

home:

http://www.swiggle.org.uk/ http://quinturakids.com/ http://www.askkids.com/ http://www.squirrelnet.com/search/Google_SafeSearch.asp http://primaryschoolict.com/ http://www.primaryt.co.uk/google2.html http://www.kidrex.org/

These are Safe Image Searches: http://gallery.nen.gov.uk/gallery-swgfl.html http://primaryschoolict.com/

PPA (Planning, Preparation & Assessment)

• Allows teachers time to plan and assess children’s work

• This year the children will take part in music lessons, Spanish, Art/D.T. and ICT.

• This year PPA will always be on a Monday afternoon.

Behaviour – Rewards• Award Assembly: Star of the week!• House Point Scheme - Excellent work/behaviour

- Politeness/helpfulness- Homework: Effort & Achievement

• Class DOJO (5 = 1 house point)• Each term

– Bronze – Silver – Gold – Platinum given in Summer term if 3 Gold certificates.

Sanctions• Clear expectations and classroom rules – rights

respecting school.• Positive reinforcement is always used first.• Class Dojo – points, class story to share work

and celebrate – please sign in to see.

• New day, new start!

Communications

• Weekly Newsletter (available on school website)

• Website• Texts • Class Dojp• Teacher available after school

Outdoor Education Experience

There will be a residential to Alton Castle next year for Year 5.Monday to Wednesday . £82 per child.Class trip – Potteries Museum. 5th November £6 per child plus coach fare.

Curriculum Days/Weeks

• Book Day Friday -16th October• Interfaith Week - Mon 16th – 20th November• Number Day N.S.P.C.C.- Friday5th December• World Book Day - Thursday 3rd March• Science Week -Monday14th March – Friday 18th

March• Sports Week July 18th – 22nd July 2016• Art focus - Mon 13th – 17th June

Dates & Events for your diaries:• Whole School Assembly • Inspire Mornings• Class collective worships• Weekly School/Class Masses - next Wednesday our Class Mass in

church• Whole School masses – classes will take responsibility for these

however all expected to attend

Parents’ Evenings:Autumn-Mon 16th and Wednesday 18th November 4-6pmSpring Term – 14th and 15th March 4-6pmSummer Term Open Evening

This Powerpoint will be available on the school website for you to view, by the

weekend.

Thank you for coming – any questions?