The Form V year.

English -

English in Year 5

Please note: the study of English is a constant exercise in revisiting and reinforcement. I do not expect the children to grasp new concepts in just one lesson; many of your children will need several sessions over a period of months and, in some cases, years before their understanding of a specific concept is secure; for this reason you will notice that many topics are revisited on a regular basis each year.

Reading

I continue to expect all children to read aloud to an adult at home each day. Many children will now be making their own choices as to their reading material. Reading Diaries must still be used; your child should now be making their own entries in this book - these must be signed/initialled by an adult.

Reading skills are constantly reinforced in all of my lessons with specific time being given to regular comprehension lessons.

Guided reading is now a programme that will be followed and the children have been grouped for this and will receive this activity on a Monday ona  rotational basis with Mr. Kelly and when homework is set on it, it will be written in the childrens' reading diaries.

Spelling

The school, from form III to Form VI, has now adopted a new scheme of work to follow for spellings in school.  The Brodie Scheme has proven to be very successful and this will be a step forward with regards to what has previously been in place as comprehension and understanding take more of a crucial part in the weekly testing.  The children will receive their new spelling list on a Monday and be tested the following Monday.  They will need to learn their 16 spellings, complete the homework task on the reverse side of the spelling list and learn the meaning of the 16 words, as 6 words will be randomly selected for the children to not only spell correclty, but use in a sentence correctly, thus establishing their comprehensive understanding.  Please know that the spellings always follow a pattern, and although they may sometimes appear to be quite easy, it is still important that the children practise their spellings each day.

Writing

The children will examine a variety of texts, which will support their own writing when experimenting with different genres and styles.

To support our reading and writing skills, we will investigate some of the following genres: -

Fiction and Poetry: novels, stories and poems by significant children's writers and a variety of cultures and traditions; traditional stories, myths, legends, fables from a range of cultures; play scripts; concrete poetry; longer classic poetry - including narrative poetry; choral and performance poetry. During the Spring Term we will investigate one of Shakespeare's plays - this work will be enhanced with a drama workshop in school and a visit to the theatre.

Non-fiction: recounts of events; observational records; instructional texts; non-chronological reports; persuasive writing to put or argue a point of view: letters, commentaries; dictionaries and thesauruses;



In addition to the above areas we will also cover the following topics when looking at sentence structure and grammatical rules:

• Reread own work for grammatical sense
• Investigate word order - how far can words be changed and the meaning remain
• Discuss, proof-read and edit own writing
• Create more complex sentences by using a range of connectives
• Understand the basic conventions of standard English
• Understand the difference between direct and reported speech
• Understand how dialogue is set out
• Revise verb tenses
• Collect and classify a range of idiomatic phrases, clichés and expressions
• Use of punctuation to imply intonation
• Differences between spoken and written English
• Use punctuation to signpost meaning in complex sentences
• Explore ambiguities that arise from sentence contractions
• Construct sentences in different ways whilst maintaining meaning
• Understand how writing can be adapted for different audiences and purposes
• Revise nouns
• Ensure that when using pronouns it is clear to what or whom they refer
• Identify and classify a range of prepositions
• Revise use of apostrophes for possession
• Investigate clauses

 

Science –

Healthy eating, forces, materials, plants, light and the earth and beyond. This will be taught by both practical and class based tasks.

ICT -

Using drawing tools to create graphical models; Analysing data held in databases and using complex search criteria to obtain answers to questions; evaluating, checking and questioning information; introduction to spreadsheets

Mathematics.

Using and applying maths

• Solve one- and two-step problems involving whole numbers and decimals and all four operations, choosing and using appropriate calculation strategies, including calculator use

• Represent a problem by identifying and recording the calculations needed to solve it; find possible solutions and confirm them in the context of the problem

• Plan and pursue an enquiry; present evidence by collecting, organising and interpreting information; suggest extensions to the enquiry

• Explore patterns, properties and relationships and propose a general statement involving numbers or shapes; identify examples for which the statement is true or false

• Explain reasoning using diagrams, graphs and text; refine ways of recording using images and symbols

Counting and understanding number.

• Count from any given number in whole number and decimal steps, extending beyond zero when counting backwards; relate the numbers to their position on a number line

• Explain what each digit represents in whole numbers and decimals with up to two places, and partition, round and order these numbers

• Express a smaller whole number as a fraction of a larger one, e.g. recognise that 5 out of 8 is ⁵/₈; find equivalent fractions, e.g. ⁷_/10 = ¹⁴_/20, or ¹⁹_/10 = 1⁹/₁₀; relate fractions to their decimal representations

• Understand percentage as the number of parts in every 100 and express tenths and hundredths as percentages

• Use sequences to scale numbers up or down; solve problems involving proportions of quantities, e.g. decrease quantities in a recipe designed to feed six people

Knowing and using number facts.

• Use knowledge of place value and addition and subtraction of two-digit numbers to derive sums and differences, doubles and halves of decimals, e.g. 6.5 ± 2.7, halve 5.6, double 0.34

• Recall quickly multiplication facts up to 10 × 10, use to multiply pairs of multiples of 10 and 100 and derive quickly corresponding division facts

• Identify pairs of factors of two-digit whole numbers and find common multiples, e.g. for 6 and 9

• Use knowledge of rounding, place value, number facts and inverse operations to estimate and check calculations

Calculating.

• Extend mental methods for whole-number calculations, e.g. to multiply a two-digit by one-digit number (e.g. 12 × 9), to multiply by 25 (e.g. 16 × 25), to subtract one near multiple of 1000 from another (e.g. 6070 - 4097)

• Use efficient written methods to add and subtract whole numbers and decimals with up to two places

• Use understanding of place value to multiply and divide whole numbers and decimals by 10, 100 or 1000

• Refine and use efficient written methods to multiply and divide HTU × U, TU × TU, U.t × U, and HTU ÷ U

• Find fractions using division, e.g. ¹¤₁₀₀ of 5 kg, and percentages of numbers and quantities, e.g. 10%, 5% and 15% of £80

• Use a calculator to solve problems, including those involving decimals or fractions, e.g. to find ³/₄ of 150 g; interpret the display correctly in the context of measurement

Understanding shape.

• Identify, visualise and describe properties of rectangles, triangles, regular polygons and 3-D solids; use knowledge of properties to draw 2-D shapes and identify and draw nets of 3-D shapes

• Read and plot co-ordinates in the first quadrant; recognise parallel and perpendicular lines in grids and shapes; use a set-square and ruler to draw shapes with perpendicular or parallel sides

• Complete patterns with up to two lines of symmetry and draw the position of a shape after a reflection or translation

• Estimate, draw and measure acute and obtuse angles using an angle measurer or protractor to a suitable degree of accuracy; calculate angles in a straight line

Measuring

• Read, choose, use and record standard metric units to estimate and measure length, weight and capacity to a suitable degree of accuracy, e.g. the nearest centimetre; convert larger to smaller units using decimals to one place, e.g. change 2.6 kg to 2600 g

• Interpret a reading that lies between two unnumbered divisions on a scale

• Draw and measure lines to the nearest millimetre; measure and calculate the perimeter of regular and irregular polygons; use the formula for the area of a rectangle to calculate its area

• Read timetables and time using 24-hour clock notation; use a calendar to calculate time intervals

Handling data

• Describe the occurrence of familiar events using the language of chance or likelihood

• Answer a set of related questions by collecting, selecting and organising relevant data; draw conclusions, using ICT to present features, and identify further questions to ask

• Construct frequency tables, pictograms and bar and line graphs to represent the frequencies of events and changes over time

• Find and interpret the mode of a set of data.

 

Geography:-

We will be looking at N.Z. along with relevant work on climate, land building forces and social comparisons.

 

French:-
Sport, Directions, Pass times. Translations, songs and revision of year's work.