F R I D A Y 2 8 T H S E P T E M B E R

Year Four, Five and Six Parents’ Curriculum Meeting

Aims of the meeting

Give you a better understanding of your child’s learning this term

Share our aims

Help parents/carers to feel empowered to support their children

Give you the opportunity to ask questions

Introductions

Mr Shreeves – Year 4, 5 and 6 lead.

Behaviour lead

Supporting classroom teachers

Developing good classroom practice

Pupil Progress

Homework - Reading

At least 20 minutes daily

Signed reading record (comments are really helpful)

Discussion about the text

Sounding out

Reading around the word

Checking for understanding

Predicting

Inference and deduction

Intonation and expression

New Reading Records

National Curriculum statements at front

Signed off by teacher during guided reading

Comment in book only if child not meet the statement in the lesson

Ideas for home reading in the middle

Homework - spellings

High frequency words

Spelling rules

Examples given

Research other words that follow the rule.

Homework - Maths

No more active learn- alternative websites provided on first headteacher’s letter of the year

Maths slips- compulsory- to be completed in the blue homework books. This will be reviewed in Friday’s lesson.

Overview- for 2018/19

Fifth year of the new National Curriculum (September 2013) which was implemented from September 2014

Year six sats will measure progress against the New National Curriculum for the fourth year in May 2019

Progress will be measured by a scaled score- schools designed to demonstrate greater recognition of how each pupil compares to their peers.

100= expected progress, 110=working at greater depth. The current year 4 will have had a similar score at the end of KS1.

How we deliver the programmes of study

The National Curriculum gives sets out the statutory requirements of the Year 4, 5 and 6 curriculum. Progress across all of key stage 2 is assessed in the end of Year 6 tests.

St Joan of Arc uses the White Rose Maths and No-Nonsense English schemes of work to ensure complete coverage of the statutory curriculum requirements. This is supplemented by other schemes of work at the teachers’ discretion.

Children’s progress will be tracked using Target Tracker- all teachers assess pupils against national attainment expectations for that year’s programme of study.

Statutory Subjects

Figure 1 – Structure of the national curriculum

Key stage 1 Key stage 2 Key stage 3 Key stage 4

Age 5 – 7 7 – 11 11 – 14 14 – 16

Year groups 1 – 2 3 – 6 7 – 9 10 – 11

Core subjects

English

Mathematics

Science

Foundation subjects

Art and design

Citizenship

Computing

Design and technology

Languages1

Geography

History

Music

Physical education

1 At key stage 2 the subject title is ‘foreign language’; at key stage 3 it is ‘modern foreign language’.

https://www.gov.uk/government/publications/national-curriculum-in-england-primary-curriculum

The Core Subjects- Mathematics

• Progression shown year-by-year – but it will be for teachers to set out their year-by-year approach in their school curriculum.

• There are fewer things in more depth in primary, so data has less prominence and probability will not be introduced until Key Stage 3.

• All pupils will be expected to build firm foundations and not be accelerated to content expected in secondary school.

• The school has moved to a ‘ mastery’ based approach. This involves pupils studying topics in greater depth but at a slower pace. There will be more scope for reasoning, problem solving and investigations. All pupils will access manipulatives to reinforce understanding. This will not always be recorded in books.

• All pupils will participate in additional 15 minute maths fluency sessions in addition to the hour long daily maths lesson.

• Children will complete weekly arithmetic practice. • Pupils across all year groups will complete termly reasoning and arithmetic

papers from the White Rose scheme (providers of our maths curriculum planning).

• There are earlier and more challenging requirements for multiplication tables, which have been increased to 12x12 (to be learnt by the age of 9). End of Year 4 target.- Year 4 students to be tested from 2019-20 onwards.

• The curriculum has clear expectations around written methods in addition to mental methods. Arithmetic.

• There is an earlier and more challenging requirement for fractions and decimals. • There is an increased requirement for pupils to use formulae for volume and to

calculate the area of shapes other than squares and rectangles. • There is an increased requirement for understanding of proportional reasoning –

for example through volume and calculations with fractions. • Financial education has been reinforced, with a renewed emphasis on essential

numeracy skills, using money and working with percentages. • The curriculum has a strong steer that the use of calculators should be restricted

until the later years of primary. Not allowed to be used in end of Key Stage 2 tests. • There is a greater emphasis on the use of large numbers, algebra, ratio and

proportion at an earlier age. • There is a focus on counting beyond whole numbers, eg, decimals, fractions. • Data handling has decreased, but the curriculum makes more reference to

interpretation of data. • To understand expectations in Years 5 and 6, equivalent objectives in the primary

framework would need to be drawn from Years 7, 8 and 9 pre 2015.

Year 4 Maths objectives

Year 4 Maths Key Objectives Summarised form Count backwards through zero, including negative numbers Recognise place value in four-digit numbers Round any number to the nearest 10, 100 or 1000 Know tables up to 12 × 12 Use place value and number facts to carry out mental calculations Use factor pairs and commutativity in mental calculations Use short multiplication method Recognise and use hundredths Recognise and write decimal equivalents to ¼, ½ and ¾ Divide one- or two-digit numbers by 10 and 100, using tenths and hundredths Round decimals with one decimal place to the nearest whole number Compare numbers up to two decimal places Convert between different units of metric measurement, including money Find the area of rectilinear shapes by counting squares Solve problems converting units of time Compare and classify shapes, including quadrilaterals and triangles Complete a simple symmetric figure with respect to a specific line of symmetry. Describe positions on a 2-D grid using co-ordinates Describe translations using a given unit to the left/right and up/down Interpret and present discrete and continuous data on appropriate graphs

Year 5 Maths objectives

Year 5 Maths Key Objectives Summarised form

Interpret negative numbers in context

Read Roman numerals to 1000, including years

Recognise and use square and cube numbers, and know the notation

Use rounding to check answers and determine accuracy

Identify multiples and factors, including finding factor pairs and common factors

Use vocabulary: prime numbers, prime factors and composite numbers

Know prime numbers up to 19

Multiply and divide numbers by 10, 100 or 1000, including decimals

Use long multiplication for multiplying numbers of up to 4 digits by one or two digits

Divide numbers using standard written short division

Convert between mixed numbers and improper fractions

Compare and order fractions whose denominators are multiples of the same number

Identify, name and write equivalent fractions including tenths and hundredths

Add and subtract fractions with denominators that are multiples of the same number

Multiply proper fractions and mixed numbers by whole numbers with support

Read and write decimal numbers as fractions

Year 5 Maths objectives

Round decimals with 2 decimals places to whole number or to one decimal place

Read, write, order and compare numbers with up to 3 decimal places

Recognise % symbol and explain as a fraction with denominator 100 (parts out of 100)

Understand and use common approximate conversions between metric and imperial

Measure and calculate the perimeter of composite rectilinear shapes

Calculate the area of rectangles, and estimate the area of irregular shapes

Use the properties of rectangles to find missing lengths and angles

Distinguish between regular and irregular polygons

Identify 3-d shapes from 2-d representations

Know angles are measured in degrees and compare acute, obtuse and reflex angles

Draw and measure angles to the nearest degree

Identify angles at a point, in a turn and on a straight line

Describe and represent the result of a reflection or translation

Complete, read and interpret information in tables, including timetables

Year 6 Maths Objectives Year 6 Maths Key Objectives Summarised form

Use negative numbers to calculate intervals across zero

Divide numbers using long division, interpreting the remainders as appropriate

Use order of operations to carry out calculations

Use common factors to simplify fractions

Compare and order fractions of any size

Add and subtract fractions with different denominators and mixed numbers

Multiply simple pairs of proper fractions

Divide proper fractions by whole numbers

Calculate decimal fraction equivalents for simple fractions

Multiply a number with up to two decimal places by whole numbers

Use written division with answers of up to two decimal places

Solve problems involving the calculation of percentages

Recall and use equivalences between fractions, decimals and percentages

Solve problems using ratio using multiplication and division facts

Solve problems involving similar shapes where the scale factor is known

Solve problems involving proportion, using knowledge of fractions and multiples

Year 6 Maths Objectives Continued

Use simple formulae

Generate and describe linear number sequences

Express missing number problems algebraically

Convert units of measure between smaller and larger units

Convert between miles and kilometres

Calculate the area of parallelograms and triangles

Calculate and compare volume of cubes and cuboids

Illustrate and name parts of a circle

Finding missing angles in triangles, quadrilaterals and regular polygons

Recognise vertically opposite angles and find missing angles

Describe positions on the full co-ordinate grid

Translate shapes on a co-ordinate grid and reflect in the axes

Construct and interpret pie charts

Calculate the mean as an average

The Aims of the English Curriculum

The overarching aim for English in the national curriculum is to promote high standards of language and literacy by equipping pupils with a strong command of the spoken and written word, and to develop their love of literature through widespread reading for enjoyment. The national curriculum for English aims to ensure that all pupils:

read easily, fluently and with good understanding

develop the habit of reading widely and often, for both pleasure and information

acquire a wide vocabulary, an understanding of grammar and knowledge of linguistic conventions for reading, writing and spoken language

appreciate our rich and varied literary heritage

write clearly, accurately and coherently, adapting their language and style in and for a range of contexts, purposes and audiences

use discussion in order to learn; they should be able to elaborate and explain clearly their understanding and ideas

are competent in the arts of speaking and listening, making formal presentations, demonstrating to others and participating in debate.

Children will focus on creating, editing and continually reviewing and improving their writing. Redrafting will be given greater prominence than before. Instead of weekly ‘ Big Writing’, children will produce two extended writing pieces per half term- these will go into their publishing folders. Folders will travel with the children through the school so they can see their progress and revisit and improve work from earlier years.

Each child will participate in Guided Reading once a week.

Handwriting practice will continue weekly in class – big focus on presentation in curriculum

Spelling homework is given on Mondays and is revisited on Fridays.

Formal reading assessments in 4/5/6 – ensure accurate assessment once children have completed ‘benchmarking’ and good preparation for SATS and secondary schools.

English In Years, 4, 5, and 6

Reading Buddies

Half termly

Reading in Years3-4

Year 3-4 Reading Key Objectives Summarised form

1 Read aloud and understand words based on knowledge of root words, prefixes and suffixes

2 Read further exception words, including those with unusual spelling/sound links

3 Retell some fairy tales or traditional tales orally

4 Identify themes and conventions in a range of books

5 Perform plays and poetry aloud using intonation, tone, volume and action

6 Recognise some different forms of poetry

7 Use dictionaries to check the meanings of words

8 Check that a text makes sense, including explaining the meaning of words in context

9 Identify and summarise the main ideas drawn from more than one paragraph

10 Draw inferences about feelings thoughts and motives

11 Use evidence to justify inferences

12 Discuss words and phrases which capture the reader's interest

13 Identify how language contributes to meaning

14 Identify how structure and presentation contribute to meaning

15 Retrieve and record information from non-fiction texts

Writing in Years 3-4

Year 3-4 Writing Key Objectives Summarised form

1 Spell words which are often misspelt from the Y3-4 list

2 Use the possessive apostrophe accurately with plurals

3 Use a dictionary to check a spelling

4 Use appropriate handwriting joins, including choosing unjoined letters

5 Adopt the features of existing texts to shape own writing

6 Build sentences with varied vocabulary and structures

7 Organise paragraphs around a theme

8 Develop detail of characters, settings and plot in narratives

9 Use simple organisational devices in non-fiction

10 Suggest improvements to grammar and vocabulary

11 Proofread own work for spelling and punctuation errors

12 Read aloud using appropriate intonation, tone and volume

13 Use a range of conjunctions to extend sentences with more than one clause

14 Choose nouns and pronouns for clarity and cohesion

15 Use conjunctions, adverbs and prepositions to express time, cause & place

16 Use fronted adverbials

17 Understand the difference between plural and possessive '-s'

18 Recognise and use standard English verb inflections

19 Use extended noun phrases, including with prepositions

20 Use and punctuate direct speech correctly

Year 4 – Autumn Term

Poetry - Creating Images - The children enjoy the range of poems in the unit and discuss and explore their uses of figurative language. They learn and revise metaphor, simile and personification and then identify the features of free verse, haiku and performance poetry. Finally they draft and write their own poems using examples from the unit as models. The children will learn about the use of noun phrases and revise punctuation in their grammar lessons.

Stories from other cultures – The children will read short stories from another culture and identify expressive and descriptive language to describe unfamiliar setting. They will look at the organisation of the story and research background information, for example about the country where the story is set. They will discuss characters: compare customs, beliefs, etc, with children's own and record responses to the story in a journal. Next they will begin to read another story, from a different culture but with a similar theme and pause at a key point in the story and discuss children's predictions about how the main characters will act and answer key questions: Do they think that the setting has an effect on their actions? Would they act in the same way? They will use evidence to support their ideas. They will interview the characters to explore their motives and behaviour and talk about making deductions based on evidence from the text and responding imaginatively.

Non-fiction - Wanted: Space Explorer! - In this unit, the children select applicants to be trained as astronauts for a mission to Mars. They read about Neil Armstrong in the interactive eBook, using the eBook’s features to find out about Neil Armstrong’s personal qualities. They focus on effective use of pronouns and fronted adverbials, and use these in their writing tasks: to write a diary entry and a biography. Through grammar lessons the children will learn about the use of adverbials, direct speech and possessive pronouns.

Live - Sounds Spooky - The children are introduced to the idea of an audio story or podcast. As a class, they listen to a spooky story podcast in three episodes, asking questions and listening out for sound effects to develop their listening and comprehension skills. They focus on the use of language and the way it is used in conjunction with the narrator’s voice and sound effects to create atmosphere and character. After some teacher modelling, they practise brainstorming and planning a story as a class. They then build on this experience to plan and write their own three-episode spooky story podcasts in groups. Time is given at the end of the unit for the children to practise reading their stories aloud and to incorporate sound effects. The podcasts are then recorded or performed so that they can be shared more widely across the school. In grammar lessons they will learn about standard and non-standard verbs.

Punctuation and Grammar in Year 4

Reading in Years 5-6

Year 5-6 Reading Key Objectives Summarised form

1 Use knowledge of morphology and etymology to read aloud and understand new words

2 Make comparisons within and across books

3 Read a range of modern fiction, fiction from literary heritage and books from other cultures and traditions

4 Identify and discuss themes and conventions across a wide range of writing

5 Discuss understanding of texts, including exploring meaning of words in context

6 Ask questions to improve understanding of texts

7 Summarise ideas drawn from more than one paragraphs, identifying key details

8 Predict future events from details stated and implied

9 Identify how language, structure and presentation contribute to meaning

10 Discuss how authors use language, including figurative language, to affect the reader

11 Make book recommendations, giving reasons for choices

12 Participate in discussions about books, building on and challenging ideas

13 Explain and discuss understanding of reading

14 Participate in formal presentations and debates about reading

15 Provide reasoned justifications for views

Writing in Years 5-6

Year 5-6 Writing Key Objectives Summarised form

1 Spell some words with silent letters

2 Recognise and use spellings for homophones and other often-confused words

3 Use a dictionary to check spelling and meaning

4 Identify the audience and purpose before writing, and adapt accordingly

5 Select appropriate grammar and vocabulary to change or enhance meaning

6 Develop setting, atmosphere and character, including through dialogue

7 Summarise longer passages

8 Use a range of cohesive devices

9 Use advanced organisational and presentational devices

10 Use the correct tense consistently throughout a piece of writing

11 Ensure correct subject and verb agreement

12 Perform compositions using appropriate intonation, volume and movement

13 Use a thesaurus

14 Use expanded noun phrases to convey complicated information concisely

15 Use modal verbs or adverbs to indicate degrees of possibility

16 Use relative clauses

17 Convert nouns or adjectives into verbs

18 Use adverbials of time, place and number for cohesion

19 Recognise vocabulary and structures that are appropriate for formal use

20 Use passive verbs to affect the presentation of information

21 Use the perfect form of verbs to mark relationships of time and cause

22 Recognise difference in informal and formal language

23 Use grammatical connections and adverbials for cohesion

24 Use ellipsis

25 Use commas to clarify meaning or avoid ambiguity

26 Use brackets, dashes and commas to indicate parenthesis

27 Use hyphens to avoid ambiguity

28 Use semi-colons, colons and dashes between independent clauses

29 Use a colon to introduce a list

30 Punctuate bullet points consistently

Punctuation and Grammar in Years 5 and 6

Year 5 – Autumn Term

Poetry unit- Poets’ Voices – The children will explore several poems in this unit, giving their own reasons for preferences. They will draft whole class poems, editing as they go. Further composition work includes drafting and writing a nonsense poem and a free-verse poem. They will also prepare poems to read aloud.

Fiction unit- Friend or Foe (Michael Morpurgo) - Whilst studying Friend or Foe, the children explore the feelings of the main characters and infer what they may be thinking and feeling during their evacuation from London. Children find evidence and detail in the text to justify their views. They consider and explore what the theme ‘friend or foe’ really means, using evidence in the text to justify their answers. They compare this text with other, similar texts in the genre and explore standard and non-standard English by looking at different conversations between the characters. They go on to explore figurative language while looking at the author’s vocabulary choices. For the main composition task, they write a new scene for the novel, paying attention to the features of dialogue, and prepare a presentation about the author for sharing with another class.

Non-fiction unit- Animals on the Move - In this unit, the children explore the Big Question: Which animal makes the toughest migration? They read the interactive eBook, using the skills of skimming and scanning to find answers to questions and using the organisational features of the eBook to find information. They revise and develop using relative clauses to present information clearly. In their writing task, children plan and write a chronological report about a specific animal migration.

Performance poetry unit- Ultimate Rap!- The children are introduced to the main idea of the unit: that they will write and perform their own raps. As a class, they listen to some raps and poems and learn about the differences between rap and poetry. They focus on the features of rap performance and look at some of the poetic language rappers can use to give power to their raps, as well as looking at how raps are constructed. After some teacher modelling, they look at ideas for topics for raps, before developing and writing their own. Time is given at the end of the unit for the children to practise performing their raps with beat accompaniment. The raps are then performed to an audience.

Year 6 – Autumn Term

Poetry unit- Powerful Language – In this unit, the children explore a range of poems about the natural world by Ted Hughes. They reinforce comprehension strategies to answer questions or puzzles in the poems. They explore similes, metaphors and personification in the poems, writing their own free verse nature poems based on close observation. In the final writing task, they write their own poems about the seasons drawing on whole-class work, and use feedback to edit and improve their poems.

Non-fiction unit- Save Pompeii- In this unit, the children go on an imaginary mission back in time to warn the people of Pompeii about the volcanic eruption. They read the interactive eBook, locating key information in the text and creating an action plan. The writing tasks include creating an information leaflet and writing a non-chronological report using formal language.

Live unit- The Great Debate- The children are introduced to the main idea of the unit: that they will take part in a formal debate which they will present to a live audience. The children learn about how arguments are constructed and practise distinguishing fact from opinion, before looking at the language features of successful arguments. As a class, they practise structuring arguments for maximum effect. They look at the format of debates, and practise presenting and performing their part in the debate. They then present to an audience. This unit will be based around one debate topic (e.g. ‘this house believes that schools should only exist online’).

Fiction unit- Eye of the Wolf –(Daniel Pennac)-The children study the text, paying close attention to the author’s use of language and specific devices such as flashback and character viewpoint - and how a point of view affects our view of events. They consider examples of adding more detail in a variety of ways using noun phrases. They look at the impact of narrative viewpoint: who is telling the story, the impact of this on the listeners, and themes within the story (particularly humans as a destructive force). For composition they rewrite a scene from the perspective of a different character and complete the unit by retelling a section of the story from the point of view of one of the animals.

Punctuation and Grammar- Chunks of Meaning: subject, verb, object and adverbial. Chunks of Meaning: the verb ‘to be’ and subject, verb, complement. Colons, lists and bullet points. Boundaries between main clauses .Coordination and subordination. Hyphens and dashes.

What about KS2 SATS?

Maths SATS continue to use the same structure as the previous year’s tests- no more mental test. There are three papers; 1 arithmetic paper and 2 reasoning papers

Arithmetic paper assessing children’s use of formal written methods.

Last year’s papers and the sample papers are available on line – please leave them for practice in school.

https://www.gov.uk/government/collections/national-curriculum-assessments-practice-materials

In English the children complete an hour long Reading paper and a Spelling, Punctuation and Grammar paper

The children in Year 6 will complete practice papers using previous papers

This is done to develop learning rather than just to assess pupils. At St Joan of Arc we ensure that the children do not feel pressurised when taking these tests and that they are aware that they are used to aid their learning and development

Pupils’ writing attainment is assessed by the class teacher in collaboration with moderators from Islington. Unlike two years ago, this year the teachers’ judgements will be ‘best-fit’ as opposed to last year’s ‘ secure fit’.

RE- Come and See Scheme of Work

Autumn Domestic Church Week 1-4

Year 4 - PEOPLE - The family of God in

Scripture

Year 5 - OURSELVES - Created in the

image and likeness of God

Year 6 - LOVING - God who never stops

loving

Baptism/Confirmation Week 5-8

Year 4 - CALLED - Confirmation: a call to

witness

Year 5 - LIFE CHOICES - Marriage,

commitment and service

Year 6 - VOCATION AND COMMITMENT -

The vocation of priesthood and religious life

Judaism Week 9

Year 4 - Torah

Year 5 - Passover

Year 6 - Rosh Hashanah,

Yom Kippur

Advent/Christmas Week 10-13

Year 4 - GIFT - God’s gift of love and

friendship in Jesus

Year 5 - HOPE - Advent: waiting in the

joyful hope for Jesus, the promised one

Year 6 - EXPECTATIONS - Jesus born to

show God to the world

Spring Local Church Week 1-4

Year 4 - COMMUNITY - Life in the local

Christian community and ministries in

the parish

Year 5 - MISSION - Continuing Jesus’

mission in diocese (ecumenism)

Year 6 - SOURCES - The Bible, the

special book for the Church

Eucharist Week 5-8

Year 4 - GIVING & RECEIVING - Living in

communion

Year 5 - MEMORIAL SACRIFICE - Eucharist

as the living memorial of Christ’s sacrifice

Year 6 - UNITY - Eucharist enabling people

to live in communion

Lent/Easter Week 9-12

Year 4 - SELF DISCIPLINE - Celebrating

growth to new life

Year 5 - SACRIFICE - Lent: a time of aligning

with the sacrifice made by Jesus

Year 6 - DEATH & NEW LIFE - Celebrating

Jesus’ death and resurrection

Summer Pentecost Week 1-4

Year 4 - NEW LIFE - To hear and live the

Easter message

Year 5 - TRANSFORMATION -

Celebration of the Spirit’s transforming

power

Year 6 - WITNESSES - The Holy Spirit

enables people to become witnesses

Reconciliation/Anointing of the sick Week 4-8

Year 4 - BUILDING BRIDGES - Admitting

wrong, being reconciled with God and each

other

Year 5 - FREEDOM & RESPONSIBILITY

Commandments enable Christians to be

free & responsible

Year 6 - HEALING - Sacrament of the Sick

Islam Week 9

Year 4 – Qur’an

Year 5 – Ramadan and

Pilgrimage

Year 6 – Guidance for

Muslims

Universal Church Week 10-13

Year 4 - GOD’S PEOPLE - Different saints

show people what God is like

Year 5 - STEWARDSHIP - The Church is

called to the stewardship of Creation

Year 6 - COMMON GOOD - Work of the

worldwide Christian family

As a Catholic School, RE is taught for 2.5 hours a week in Key Stage 2

Science-Year 4

Year 4 Science Key Objectives Summarised form

1 Take accurate measurements using a range of scientific apparatus

2 Present findings using tables, graphs and charts as appropriate

3 Use straightforward evidence in support of ideas

4 Use a classification key to identify plants or animals

5 Describe the simple functions of the basic parts of the digestive system in humans

6 Construct and interpret a variety of food chains, identifying producers, predators and prey.

7 Compare and group materials together, according to whether they are solids, liquids or gases

8 Explain the main stages of the water cycle

9 Recognise that vibrations from sounds travel through a medium to the ear

10 Construct a simple series electrical circuit, identifying and naming its basic parts

Year 5 Science

Year 5 Science Key Objectives Summarised form

1 Plan scientific investigations, including controlling variables where appropriate

2 Record data using diagrams, keys, tables and a range of graphs

3 Report conclusions and explanations from scientific investigations

4 Describe the life process of reproduction in some plants and animals.

5 Explain how mixtures can be separated through filtering, sieving and evaporating

6 Explain that some irreversible changes form new materials

7 Describe the movement of the Earth, and other planets, relative to the Sun

8 Explain day and night on earth, and the apparent movement of the Sun

9 Explain that gravity causes unsupported objects to fall towards the Earth

10 Identify the effects of air resistance, water resistance and friction between moving surfaces

Year 6 Science

Year 6 Science Key Objectives Summarised form

1 Use test results to design further investigations

2 Using simple models to describe scientific ideas

3 Identifying scientific evidence that has been used to support or refute ideas or arguments.

4 Classify some plants, animals or micro-organisms, explaining the choices made

5 Explain the main parts and functions of the human circulatory system, including heart and blood vessels

6 Recognise that living things produce offspring which are not usually identical to their parents

7 Identify how adaptation of plants and animals over time may lead to evolution.

8 Explain that we see things which either give out or reflect light

9 Explain how the number of voltage of cells affects bulbs, buzzers or motors in a circuit

10 Use recognised symbols when representing a simple circuit in a diagram.

Science Topics

Year 4 Classifying living

things

*Habitats/sustainab

ility

Digestion/Teeth/food

chains

States of matter

*solids, liquids and

gases

Sound

Electricity

Year 5 Earth and space Forces and gravity Materials changing

states

Life Cycles

Mammals, amphibians,

insects

Life cycle of Human

(Puberty)

Year 6 Classification of

Micro organism

Circulatory system

Evolution and

inheritance

Light

*How we see

Electricity

The children also learn about famous scientists related to their units of work. For example, Year 6 will learn about Mary Anning and Charles Darwin when studying Evolution and Inheritance.

Other Subjects

This year the children will be taught Spanish for half an hour every week by a specialist Spanish teacher.

Geography, history, art and D&T (including food and nutrition) are taught through topic where possible. You can find more details on these on the Curriculum Newsletters. Current topics are Invaders and Settlers (Vikings and Saxons) y4, World War 2 (y5), Britain since 1948 (y6)

Singing practice takes place on a Friday afternoon E-safety lessons will have increased prominence this year in line with

the Government’s requirements. Details can be found on the curriculum newsletters.

Years 5 and 6 take part in Sex and Relationship Education combining elements of both the RE and Science curriculums at the end of the Summer Term.

Year 4 will be swimming on Wednesdays during the Autumn and Spring terms.

Date for your Diaries Thursday 18th October – 9:00-9:30- Martin Galway, English consultant, will be presenting a workshop on helping to develop your child’s writing.