1. Welcome to Year 5!

3. 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

4. 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

5. 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.

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

7. 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. 

8. 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.

9. 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

10. 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.

11. 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

12. We have made changes to our marking policy...

13. 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

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

15. 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

16. 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

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