If you were unable to make it to our curriculum meeting, please click on the link to access the presentation used: Curriculum Presentation to Parents
Pupils will study a variety of different genres of writing during the summer term including
Character study: Link to history unit: The Tudors
Henry V111- BIOGRAPHY
1. Use adjectives for effect.
2. Using hyphens to create adjectives to describe.
3. Figurative language.
4. Using a range of sentence openers highlight the key vocabulary and sentence variation.
Kidnapped (Pie Corbett)
Select appropriate grammar and vocabulary, understanding how such choices can change and enhance meaning in narratives (for example to describe settings, characters, develop atmosphere and use dialogue to enhance character and action).
Propose changes to vocabulary, grammar and punctuation to enhance effects and clarify meaning.
Use adverbials of time, place and number to link across paragraphs (for example later, nearby, secondly.
Children could work in pairs to suggest ways of improving the poem using their own vocabulary and ideas.
Establish features of a selected form clearly, with some adaptation to purpose.
Add effects, music and jingles, trimming and fading each sound to fit the narration and create a catchy memorable advert.
We will be working on practicing weekly spellings from the Year 5/6 National Curriculum lists. We will continue to reinforce and develop the use of good punctuation throughout all subjects
The children will take home individual books, which are matched to their individual reading level. During their whole class reading lessons in the spring term, the children will read a variety of texts including Street Child and The Boy in the Girls Bathroom. They will work at developing their ability to retrieve, summarise and infer information from the text as well as widening their vocabulary. Activities will include:
summarising the main ideas drawn from more than one paragraph, identifying key details that support the main ideas
predicting what might happen from details stated and implied
identifying how language, structure and presentation contribute to meaning
discuss and evaluate how authors use language, including figurative language, considering the impact on the reader
distinguish between statements of fact and opinion
retrieve, record and present information from non-fiction
participate in discussions about books that are read to them and those they can read for themselves, building on their own and others’ ideas and challenging views courteously.
We follow Power Maths at St James. The units we will be covering in the summer term are –
Number: Place Value
-round any number up to 1 000 000 to the nearest 10 000 and 100 000
-solve comparison, sum and difference problems using information presented in a line graph
Number: Multiplication and Division
-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
-recognise and use square numbers and cube numbers, and the notation for squared (2) and cubed (3)
-multiply proper fractions by whole numbers, supported by materials and diagrams
Geometry: Properties of Shape
-measure angles in degrees (o)
-draw given angles in degrees (o)
Geometry: Position and Direction
-identify, describe and represent the position of a shape following a translation, using the appropriate language, and know that the shape has not changed
Measurement: Converting Units
-solve problems involving converting between units of time
-convert between different units of metric measure (e.g. kilometre and metre; centimetre and metre; centimetre and millimetre)
Number: Addition and Subtraction
-use rounding to check answers to calculations and determine, in the context of a problem, levels of accuracy
Number: Multiplication and Division
-multiply numbers up to 4 digits by a two-digit number using a formal written method, including long multiplication for two-digit numbers
-multiply mixed numbers by whole numbers, supported by materials and diagrams
Number: Decimals and Percentages
-round decimals with two decimal places to the nearest whole number and to one decimal place
Geometry: Position and Direction
-identify, describe and represent the position of a shape following a reflection, using the appropriate language, and know that the shape has not changed
Measurement: Converting Units-convert between different units of metric measure (e.g. gram and kilogram; litre and millilitre)
-understand and use equivalences between metric units and common imperial units such as inches, pounds and pints
-estimate volume and capacity (e.g. using water)
In addition to this, we do rapid recall daily that focus on a different statement each week based on what the children need to be able to recall quickly. They are tested on these every Friday. We also complete TT rock stars focusing weekly on different times table facts.
Science – Reproduction in plants and animals
(Snappy Science Lessons 1, 2, 3, 6, 7, 8)
• Describe the life process of reproduction in some plants and animals.
• Describe the changes as humans develop to old age.
Reporting and presenting findings from enquiries, including conclusions, causal relationships and explanations of and degree of trust in results, in oral and written forms such as displays and other presentations.
Identifying scientific evidence that has been used to support or refute ideas or arguments.
Recording data and results of increasing complexity using scientific diagrams and labels, classification keys, tables, scatter graphs and bar and line graphs.
Snappy Science Lessons 1, 2, 3, 4 and All change! Lessons 1, 2, 3, 4, 5
Links separating mixtures and particles in physical and chemical change
• Use knowledge of solids, liquids and gases to decide how mixtures might be separated, including through filtering, sieving and evaporating.
• Know that some materials will dissolve in liquid to form a solution, and describe how to recover a substance from a solution.
• Demonstrate that dissolving, mixing and changes of state are reversible changes
• Explain that some changes result in the formation of new materials and that this kind of change is not usually reversible, including changes associated with burning and the action of acid on bicarbonate of soda.
Using test results to make predictions to set up further comparative and fair tests.
During the summer term this is what the children will study for each curriculum subject:
Art –3D Sculpture - Half Bust sculptures
Outcome-To create a portrait statue using clay
•Define half bust as: sculpted or cast representation of the upper part of the human figure, depicting a person's head and neck, and a variable portion of the chest and shoulders.
•Revisit and define sculpture as: making or representing (a form) by carving, casting, or other shaping techniques.
•Revisit and define portrait as: a painting, drawing, photograph, or engraving of a person, especially one depicting only the face or head and shoulders.
•Revisit and define proportion as: refers to the relationship in size and placement between one object and another.
•Revisit and define placement as: an act of arranging things or placing things in a particular order or in a particular place.
•Revisit and define position as: the place where something or someone is, often in relation to other things.
•Revisit and define slip as: clay technique using clay and water to bond/joins pieces of clay together, to decorate and protect pottery.
•Revisit and define score as: refers to the scratches made on the surface of the clay. It is done before applying the slip to join two pieces of clay.
•Revisit and define figure drawing as: is a drawing of the human form in any of its various shapes and postures using any of the drawing media
•Define mould as: shaping something into a particular shape. This can be down by pinching, rolling, twisting , layering and scratching clay.
Geography- The Human and Physical geography of the Black Country
•Know that the Black Country is a region in the West Midlands comprising of four boroughs: Dudley, Sandwell, Walsall and Wednesbury.
•Know the towns, boroughs and surrounding counties.
•Know where the Black Country is in relation to other parts of the UK including counties and cities.
•Know that Birmingham is the nearest city on its eastern border.
•Know that the Black Country got its name from heavy industrialisation of the area in the mid nineteenth century.
•Know that before the Industrial Revolution came about, most people in the Black Country were blacksmiths, nailers and had agricultural smallholdings. Metalworking took place as early as the 16th century in the Black Country, due to the vast amounts of iron ore that was mined there. Mining took place too, in the Black Country, but these were small amounts that were used for local consumption only. Historians say that this is an example of protoindustrialisation because this evidence shows that the Black Country was showing signs of development in creating conditions for fully industrialised societies.
•Know that the region was famously referred to as ‘Black by day and red by night’ by Elihu Burritt, the American Consul to Birmingham. It’s said the Queen came to Wolverhampton in the Black Country, on more than one occasion. The first time, the story goes, she was only a child and found the dirt and fires to be so horrible that she drew the curtains on the train she was travelling in.
•Know that the Black Country has transitioned from agricultural – industrial – urban and that coal is now imported from abroad.
•Know the historical significance of the Black Country understanding that it was the powerhouse of Victorian Britain generating wealth for the country.
•Know the key topographical features of the location particularly land use.
•Know that the Black Country has changed significantly over the past 200 years using photos, maps and a range of secondary sources to make comparisons.
History – Tudors
What effect did Henry VIII have upon religion in Britain?
Know that the Tudor era spanned from 1485 to 1603.
Know that a period of history referred to as the Middle Ages preceded the Tudor era.
Know that a period of history referred to as the Stuarts followed the Tudor era.
Know that we use a timeline to sequence events - the story of history.
Be able to place the Tudors on a timeline relating to previously studied historical periods using key dates.
Know that the Batlle of Bosworth was in 1485 – ending the War of the Roses (Yorks vs Lancastrians) leading to the beginning of the Tudor dynasty.
Know Henry VII defeated Richard III.
Understand the significance of the Tudor Rose combining the red rose of Lancaster and white rose of York as a symbol of unity.
Know that Henry VIII took his father’s throne at the age of 17 in 1509.
Understand the marriage history of Henry VIII and his desire for a son.
Understand Henry VIII’s reasons for breaking from the Catholic Church and the introduction of the Church of England and protestant nation and the reasons for this (for his own selfish reasons of granting a divorce).
Know the Act of Supremacy in 1534 created the Church of England and made Henry its head.
Know that the dissolution of the monasteries meant that the riches were kept and the divide between the rich and the poor was vast.
Understand the effect and impact of the dissolution of the monasteries - Halesowen Abbey (local link - built in 1214 and handed over to Henry VIII in 1538)
Know when Queen Mary (Bloody Mary) came into power and how she tried to lead the counter-reformation and purge Protestantism (although it failed).
Know that religious persecution took many forms e.g. torture, burned alive.
Know Queen Elizabeth I succeeded to the throne on the death of her elder Catholic half-sister ‘Bloody’ Mary in 1558.
Know her 45 year rule is popularly seen as heralding a new age for England and she has been described as one of the country’s greatest monarchs.
Understand how the events of the Tudor era and the actions of Henry VIII have helped shaped modern day Britain.
Know that nearly 3/4 of the population in Britain are Christian - look at school’s data to make comparisons in percentages between religions.
Design and Technology- Food – Celebrating culture and seasonality
To use knowledge of culture and seasonality to create a savoury snack
Investigative and Evaluative Activities
Children use first hand and secondary sources to carry out relevant research into existing products to include personal/cultural preferences, ensuring a healthy diet, meeting dietary needs and the availability of locally sourced/seasonal/organic ingredients. This could include a visit to a local bakery, farm, farm shop or supermarket e.g. What ingredients are sourced locally/in the UK/from overseas? What are the key ingredients needed to make a particular product? How have ingredients been processed? What is the nutritional value of a product? Children carry out sensory evaluations of a variety of existing food products and ingredients relating to the project. The ingredients could include those that could be added to a basic recipe such as herbs, spices, vegetables or cheese. These could be locally sourced, seasonal, Fair Trade or organic. Present results in e.g. tables/graphs/charts and by using evaluative writing? Use a range of questions to support children’s ability to evaluate food ingredients and products e.g. What ingredients help to make the product spicy/crisp/crunchy etc? What is the impact of added ingredients/finishes/shapes on the finished product? Research key chefs and how they have promoted seasonality, local produce and healthy eating.
Demonstrate how to measure out, cut, shape and combine e.g. knead, beat, rub and mix ingredients. Demonstrate how to use appropriate utensils and equipment that the children may use safely and hygienically. Techniques could be practised following a basic recipe to prepare and cook a savoury food product. Ask questions about which ingredients could be changed or added in a basic recipe such as types of flour, seeds, garlic, vegetables. Consider texture, taste, appearance and smell. When using a basic dough recipe, explore making different shapes to change the appearance of the food product e.g. Which shape is most appealing and why?
Design, Make and Evaluate Assignment
Develop a design brief and simple design specification with the children within a context that is authentic and meaningful. This can include design criteria relating to nutrition and healthy eating. Discuss the purpose of the products that the children will be designing, making and evaluating and who the products will be for. Ask children to generate a range of ideas encouraging innovative responses. Agree on design criteria that can be used to guide the development and evaluation of the children’s product. Using annotated sketches, discussion and information and communication technology if appropriate, ask children to develop and communicate their ideas. Ask children to record the steps, equipment, utensils and ingredients for making the food product drawing on the knowledge, understanding and skills learnt through IEAs and FTs. Evaluate the work as it progresses and the final product against the intended purpose and user reflecting on the design specification previously agreed.
Unit 5.1 – Coding
• Children can use simplified code to make their programming more efficient.
• Children can use variables in their code.
• Children can create a simple playable game.
Simulating a Physical System
• Children can plan an algorithm modelling the sequence of traffic lights.
• Children can select the right images to reflect the simulation they are making.
• Children can use their plan to program the simulation to work in 2Code.
Decomposition and Abstraction
• Children can make good attempts to break down their task into smaller achievable steps.
• Children recognise the need to start coding at a basic level of abstraction to remove superfluous details from their program that do not contribute to the aim of the task.
Friction and Functions
• Children can create a program which represents a physical system.
• Children can create and use functions in their code to make their programming more efficient.
• Children can create and use strings in programming.
• Children can set/change variable values appropriately.
• Children know some ways that text variables can be used in coding.
Unit 5.7 – Concept Maps
Unit 5.8 – Word Processing (with Microsoft Word
Christians and how to live? What would Jesus do?
What will make Sandwell a more respectful community?
We follow the Charanga scheme of work and our work will focus on:
Dancing in the Street
Singing in unison and introducing the use of backing vocals.
Play using notes F,G - complex rhythms.
Compose a simple melody using 5 notes C,D,E,F,G.
Improvise using 3 notes D,E,F.
Performance using own composition or improvisation.
Reflect, Rewind, Replay
The history of music. Look back and consolidate learning. Learn the language of music.
The children will continue to learn German and their lessons will focus around:
• Understand the main points of a spoken passage which contains familiar vocabulary.
• Understand how to retrieve information from a text.
• Identify sound to print by reading aloud with correct pronunciation.
• Be able to spell known words accurately.
• Understand use numbers up to 1000
• Know how to form dates
• Understand and use the key vocabulary for modes of transport
• Learn how to express facts in a past tense using es gab
• Make comparisons between the present and the past using adverbial constructions Früher/ Heutzutage
• Understand that word order in German sentences changes when sentences begin with fronted adverbials
• Understand and use key vocabulary for parts of plants.
• Be able to recite the life cycle of plants in German
• Understand how German compares to other languages as well as and including English.
• Recognise familiar words and phrases from a text that is being read.
• Understand and make reactions
HOW YOU CAN HELP
Please read with your child daily if you can, if not at least 3 times a week.
Make sure your child reads on Myon and completes reading quizzes on Accelerated Reader
Please take time to help your child learn the spellings that are set weekly.
Make sure your child completes their weekly homework tasks in the pink homework book.
Please encourage your child to complete TT rock stars daily.