Welcome back to term 2 which always promises to be exciting and busy! Below is an overview of learning and development. Please do not hesitate to speak to me if you have any further questions.
We shall finish our work with decimals at the start of the term and then move swiftly onto fractions. The children will initially recap prior learning in order for me to assess where I need to begin. They will demonstrate, for example, their ability to: identify, name and write equivalent fractions of a given fraction, recognise mixed numbers and improper fractions and convert from one form to the other, and add and subtract fractions with the same denominator. We shall then move into the year 6 curriculum; examples of learning opportunities include simplifying, comparing and ordering fractions, multiplying and dividing proper fractions and using equivalences between simple fractions, decimals and percentages. Future learning this term will focus on measurement and geometry.
Planning will continue to take a mastery approach to teaching and learning so that children are given the opportunity to build, then apply skills in contexts of varying degrees of challenge. The children will have the opportunity to use concrete objects, manipulatives and pictorial representations to help them understand what they are doing and to support them as they reason and solve problems.
Daily warm-up sessions will again focus this term on counting and consolidation of prior learning, as well as revision of all times tables and division facts up to 12 x 12.
We shall begin this term with a continued focus on the mystery genre which will provide the context for children as they develop the use of emotive and descriptive language and their ability to manage the interweaving of action, dialogue and detail to advance the story and maintain the interest of the reader. Children will also continue to secure the use of linking ideas within and across paragraphs using a variety of connectives, conjunctions, adverbs and adverbial clauses.
We will then move onto reports; the children will plan, compose, edit and refine a non- chronological comparative report focusing on clarity, conciseness and impersonal style.
There will continue to be a particular focus on developing children’s use of vocabulary; we shall manipulate sentences, improve them using a thesaurus to help us, vary the way sentences begin and the length of sentences for effect, and continue to develop and extend skills in understanding and using complex sentence structures.
In addition, there will be a huge emphasis on spelling, punctuation and grammar. This is very important as these skills feed into the children’s reading and particularly their writing. The spelling of every word they use is vital as the children’s writing is heavily judged on their ability to spell the words they use correctly. With this in mind we continue to ask you to work in partnership with us, encouraging and helping your children to learn and understand a variety of vocabulary. will have daily ‘SPAG’ sessions (spelling, punctuation and grammar) and some of their homework will be linked to various aspects of this area of the English Curriculum.
We shall be studying ‘electricity’ this term. The children will build on previous learning to explore the concept of electricity in more depth. They will, for example, learn that electricity is made up of electrons which are tiny particles with a negative electric charge, and that the flow of electrons in a circuit is known as a current which can only flow when there is a complete circuit. Children will learn how the components of an electrical circuit function, including the brightness of bulbs, the loudness of buzzers and the on/off position of switches. Their developing understanding will be supported using visual models, kinaesthetic simulations and they will perform a variety of scientific tests to consolidate and apply their knowledge. Here are some examples of scientific enquiry:
• How will the number of batteries (amounts of Volts) affect the brightness of the bulb?
• What affects the brightness of a bulb in a circuit?
Science will link closely with our theme this term; children will apply what they have learned to make a fairground ride.
Theme – Move it!
The children will be designing and constructing their own model fairground ride. Children will be using motors, cams and lights to make their ride move. They will explore and discuss different fairground rides they have been on. They will think about how they move, what are the components that join them together and the mechanisms that make them work. Children will explore and investigate electrical motors and how they make fairground rides rotate. They will learn about pulley and belt systems and use appropriate materials to create a circuit that would be suitable for a rotating fairground ride. Children will create a framework for different fairground rides in preparation for designing, making and evaluating their own fairground ride.
PE will take place each week on Wednesday. The focus of term three is movement, balance and gymnastics: exploring, improvising and composition using floor and apparatus and working with partners and groups. As I am sure you are aware, it is really important that PE kits are in school for that day each week and are clearly labelled. We will continue to challenge ourselves to undertake the ‘Golden Mile’ which entails running 60 metres every day. The children will therefore need trainers in their lockers every day. Long hair must be tied back and all earrings removed for safety during PE sessions. Thank you!
This term children will be introduced to Sikhism: to Guru Nanak, the ten Gurus, the Guru Granth Sahib and the Gurdwara. They will learn to make comparisons between religious beliefs and practices and apply religious teachings, ideas and values to both their own lives and other people’s.
Every Monday, children will be given a list of spelling words to practise in class each morning. These will, for the most part, consist of the National Curriculum list of words which are a mixture of words pupils frequently use in their writing and those which they often misspell. On Friday the children will bring their spellings home for you to test them and bring them back for a class discussion on Monday. The end of year statutory tests places a significant emphasis on children’s ability to spell, not only the National Curriculum statutory word list for their year group, but also the word lists from previous year groups.
Maths and English
Homework will be set and given to children on Monday, to be returned by Friday. The content will enable children to practise what they have learnt in class. Reading Fluency in reading, coupled with developing comprehension, plays a vital role in your child’s learning. In class we have daily guided sessions of reading and actively seek out opportunities to read across the curriculum, but it is essential that children are able to practise this skill at home. Reading can include a range of text-types and media; not just the school reading book that comes home each day. Children should be reading four at least fifteen minutes, five out of seven nights of the week. If your child is reading independently, please encourage him/her to clarify unfamiliar word-meanings with you or with a dictionary. Also, it is very important that the children understand what they are reading as this feeds into their ability to engage in comprehension tasks in class. Of course, this all leads to their final statutory end of Key Stage assessments.
An additional piece of homework will be set each Friday, to be completed by Monday. These tasks may involve some preparation for future learning and could be linked to any of the subject areas.
Many thanks for your continued support.