Year 5 Parents’ Information Meeting Monday 18th September 2017 Welcome Year 5 Parents’ Information Meeting Monday 18th September 2017 Miss Ahmed, Mrs Deluce and Mr Noblet.

English

Curriculum Overview English

2017 English Expectations

English Objectives In order that children make effective progress in core skills across the year, it is important that these Strands are planned for in every unit: Strand 5 – Word Recognition: decoding (reading) and encoding (spelling) at KS1 Strand 6 – Word Structure and Spelling at KS2. Strand 11 – Sentence Structure and Punctuation at both key stages.   These are in addition to the Objectives listed below. 2. Listening and responding Identify some aspects of talk which vary between formal and informal occasions 7. Understanding and interpreting texts Compare different types of narrative and information texts and identify how they are structured 8. Engaging with and responding to texts Compare the usefulness of techniques, such as visualisation, prediction, empathy, in exploring the meaning of texts 9. Creating and shaping texts Reflect independently and critically on own writing and edit and improve it Adapt non-narrative forms and styles to write fiction or factual texts, including poems Vary pace and develop viewpoint through the use of direct and reported speech, portrayal of action and selection of detail Create multi-layered texts, including the use of hyperlinks, linked with web pages 10. Text structure and organisation Experiment with the order of sections and paragraphs to achieve different effects Change the order of material within a paragraph, moving the topic sentence 11. Sentence structure and punctuation Adapt sentence construction to different text-types, purposes and readers Punctuate sentences accurately, including the use of speech marks and apostrophes 12. Presentation Use a range of ICT programs to present texts, making informed choices of which electronic tools to use for different purposes

Spelling and Grammar

Spelling and Grammar

Mathematics

Curriculum Overview Mathematics Week 1 Week 2 Week 3 Week 4 Week 5   Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2 Week 1 Place value Mental x and ÷ (factors, multiples) Roman numerals counting incl. negative numbers Mental and written division Week 2 Place value (decimals) Division including problems Addition and subtraction including problems 2D and 3D shape incl. sorting Fractions Written calculations Week 3 Written + and – including problems (compare, order, equivalence) Mental and written multiplication Calculating with fractions Measures (time) and statistics Week 4 Geometry (angles) Multiplication and measures (area) Measures (length, mass and capacity) Measures (area and volume) Geometry Measures (mass, volume and capacity) Week 5 Geometry and measures (perimeter) Statistics and measures (time) (reflection and translation) Statistics and measures Addition and subtraction Area and volume of shapes Week 6 Addition and subtraction (statistics) Assess and review Multiplication and division

Calculations Policy Addition Using similar methods, children will: Children should extend the carrying method to numbers with at least four digits. Using similar methods, children will: add several numbers with different numbers of digits; begin to add two or more decimal fractions with up to three digits and the same number of decimal places; know that decimal points should line up under each other, particularly when adding or subtracting mixed amounts, e.g. 3.2 m – 280 cm.

Calculations Policy Subtraction Partitioning and decomposition Children should: be able to subtract numbers with different numbers of digits; begin to find the difference between two decimal fractions with up to three digits and the same number of decimal places; know that decimal points should line up under each other Where the numbers are involved in the calculation are close together or near to multiples of 10, 100 etc counting on using a number line should be used.

Calculations Policy Multiplication TU x TU Grid method HTU x U (Short multiplication – multiplication by a single digit) 346 x 9 Children will approximate first 346 x 9 is approximately 350 x 10 = 3500 TU x TU (Long multiplication – multiplication by more than a single digit) 72 x 38 Children will approximate first 72 x 38 is approximately 70 x 40 = 2800 Using similar methods, they will be able to multiply decimals with one decimal place by a single digit number, approximating first. They should know that the decimal points line up under each other. e.g. 4.9 x 3 Children will approximate first 4.9 x 3 is approximately 5 x 3 = 15

Calculations Policy Division Children will continue to use written methods to solve short division TU ÷ U. Children can start to subtract larger multiples of the divisor, e.g. 30x Short division HTU ÷ U Any remainders should be shown as integers, i.e. 14 remainder 2 or 14 r 2. Children need to be able to decide what to do after division and round up or down accordingly. They should make sensible decisions about rounding up or down after division.

Routines PE and Swimming Homework, Spellings and Reading Mathletics and MyMaths End of the day

Thank you for attending Any questions????