Welcome to Year 5!

Behaviour – 3 RULES 1.Show good manners at all times. 2. Take care of everyone and everything. 3. Follow instructions with thought and care. Feedback from parents and children: Pegs system Termly reward House meetings Merits

Class 5 Topics Autumn 1: Local Legends/ Area - Dartmoor Autumn 2: Arctic Explorer Robert Scott Spring 1: Ancient Greeks Spring 2: Ancient Greeks Summer 1:Anglo Saxons and Vikings Summer 2: Anglo Saxons and Vikings

Uniform Girls Boys Dark grey or navy skirt, pinafore or trousers Pale blue blouse Navy Cardigan or jumper with school badge School Tie (not required for Foundation Class) White socks or navy blue tights Sensible black shoes   Summer only: Pale Blue and white checked dress White socks Hair accessories – blue or black hairbands, bobbles and clips only Dark grey or navy trousers Pale blue shirt Navy jumper with school badge Pale blue open collar polo shirt with school badge to replace shirt and tie Dark grey or navy shorts P.E. (Girls & Boys) School T-shirt or white vest Royal blue shorts Black plimsolls/Black or white trainers Navy Gym bag For juniors (Y3 to Y6) tracksuit (in cold weather) For sports day we ask children to wear a t-shirt in the colour of their house team. Jewellery The wearing of jewellery, apart from watches is forbidden, however, pupils are allowed to wear a single plain stud in each ear but no other earrings on Health & Safety grounds. No nail varnish is allowed.

PE and Games Thursday afternoon – Sport Learn and Move Project with Darryl from Argyle. More hall based after half term – gymnastics.

As part of our commitment to continually improving standards and attainment for all children, we have implemented the Read, Write, Inc. Spelling programme to boost standards in writing, grammar and spelling. The children take part in daily, bite-sized lessons that build knowledge cumulatively.  Three friendly aliens introduce the spelling rules on an exciting online spelling planet.  There is a lot of emphasis placed on partner and oral work to ensure children fully grasp the spelling concepts. 

The children also have their own practice book that provides a range of activities to enhance understanding. Any errors or misconceptions are logged in the children's personal log books so that these can be practised at other times and also taken home for additional practice. The programme also provides teachers with the opportunity to assess progress each half term and ensure children are understanding the spelling rules and filling the gaps in their knowledge. The programme was written by Ruth Miskin who is one of the UK's leading authorities on how to teach children to read. Writing across the school, especially spelling and punctuation, is our key area for development this year.

Curriculum Reading – Guided Writing – Big Write / Story corners – Pie Corbett Maths – Mastery RE – Knowledge /Personal response British History and Geography focus History being taught chronologically across key stages

Assessment Levels are gone – it’s ‘age related expectations’ instead. 6 steps – End of y4 –4s. Journey in Y5: 4s+, 5b, 5b+, 5w, 5w+, 5s over the year.

Learning to Learn Passive to active learners Movers and blockers Working walls Resources around the room Teaching thinkers and problem solvers Resilience and understanding a mistake is a good thing Stretch zone Teacher / peer / self assessment and target setting

We have made changes to our marking policy...

Research from Education Endowment Fund and John Hattie There are 4 main effects that help ensure effective learning happens Feedback Peer Tutoring Collaborative Learning Meta-cognition and Self-Regulation

Explain what feedback, metacognition, collaboration and peer tutoring mean.

We have also asked our children... Feedback is crucial for getting better They like working with their friends They think teacher feedback is still important But they really like to get feedback from their friends Children prefer immediate feedback and think waiting for books to be marked halts the progress they could make

Therefore, our teaching and learning seeks to make the most of these by... Children often feeding back to one another, against clear criteria Children being encouraged to keep a log/track of their next steps in reading, writing and maths Children being able to talk about their progress and what they need to do next This means that traditional teacher marking in books will change as most feedback will be immediate and verbal

Trips Autumn 2 – Plymouth Art walk Spring – Eden – fair-trade /CAFOD Science Week World Book Day Summer – Bellboating History Day