1. Year 5 Parent Information Evening Thursday 24th September 2015 A warm welcome from Mrs Shaw & Mrs Sassi

2. Week1 2 3 4 5 6 7 8 9 10 11 12 13 14 Geography History History - Ancient Greece A study of Greek life and achievements. History - Ancient Greece The influence of Ancient Greece on the western world. Design and technology Art and Design Art Linking to Ancient Greece Designing pots. Repeating patterns. Christmas cards. Design and Technology Linking to Vikings. EnglishClassic Fiction – 3 weeks – The Railway Children Classic poems – 2 weeks Recounts – 2 weeks – UFOs and aliens. Weekly reading comprehension, spellings and grammar. Biographies and autobiographies – 2 weeks – Boy, Going Solo, Singing for Mrs Pettigrew/Homecoming Explanation – 2 weeks Slam poetry – 2 weeks Instructions – 1 week Weekly reading comprehension, spellings and grammar. ScienceForces Properties and changes of materials MathematicsNumber and place value Written addition and subtraction Mental addition and subtraction Decimals, percentages and their equivalence to fractions Mental multiplication and division Measurement Mental multiplication and division Written multiplication and division Geometry: properties of shapes Number and place value Decimals, percentages and their equivalence to fractions Fractions, ratio and proportion Mental addition and subtraction Written addition and subtraction Number and place value Religious educationCreation Miracles & The Sacrament of the Sick Advent Christmas PSHE Citizenship New Beginnings- Empathy, Self-awareness Motivation, Social skills Getting on and Falling out- Managing feelings Motivation Social skills ComputingIPads Programming – design, write and debug programs. Detect and correct errors in programs. Programming – further work Collecting, analysing, evaluating and presenting data and information. Use search engines effectively. Music Rhythm and Pulse and Christmas songs Physical educationTAG Rugby Hockey TAG Rugby Hockey Spanish YEAR: 5TERM: Autumn 2015 Mrs Shaw and Mrs Sassi

4. RE All classes follow a scheme called; “Learning and Growing as the people of God” Throughout this the children all learn about religion; knowledge and understanding of and learn from religion; reflecting on meaning Units include: Children may occasionally have some RE homework to bring home. Creation Advent Christmas Baptism Parables and sayings of |Jesus Lent Holy Week Confirmation Easter Pentecost Work of the Apostles Marriage and Holy Orders

5. Homework Homework is set every week MUST DO HOMEWORK: Spelling List and sentences – given out Wednesday for Tuesday Reading Comprehension – given out Monday for Friday Maths – given out Friday for Monday Reading – parents signature in home school record 3 times a week, checked Friday COULD DO HOMEWORK: Topic linked homework – often an independent project. We request a letter from parents if homework is not able to be completed for whatever reason. Learn times tables Children can opt to do their homework at a lunch time at the teacher’s discretion.

6. How can I help at home? Support with homework: - Learning spellings - Enjoying books/reading to your child/listening to your child read or discuss his/her book -Times tables -- Encouraging your child to attempt the ‘Challenge’ on the homework - Visit your local library -Read books around the main topic -Access to the internet for research & educational sites -Encouraging your child to present homework to a high standard -Finding a good space & time to encourage good habits

7. Reading at home Please sign reading record book, K.S.2 Homework Diaries if you hear your child read Listening to audio books together & discussing the story Link to our topic Reading to your child/family Visiting your local library Independent readers: discuss book, ask them questions about what they are reading

8. Assessment we will refer to your child’s current level of attainment using phrases such as: working at age related expectations working towards age related expectations working beyond age related expectations

9. Avoiding “fixed mind-set” about their ability we want to foster in all our children a “growth mind-set”, meaning that we believe that we can all improve our abilities with practice, effort and persistence. We would also like to further enrich our pupils’ learning by developing a greater breadth of skills and knowledge, so that they are confident to apply their skills to different areas of the curriculum, rather than focus on moving to the ‘next level’. Pupils will still be familiar with their ‘next steps’ learning targets as a way of ensuring maximum opportunity for progress but there will be no emphasis on what numerical level they are working at.

10. The New Curriculum needs a new form of assessment The research for the review of the National Curriculum showed that it should focus on ‘fewer things in greater depth’, in secure learning which persists, rather than relentless, “over-rapid progression” Depth and sustainability is what assessment should focus on. (Living in a Levels-Free World, by Tim Oates published by DfE)

11. The New Curriculum The expectation is that the majority of pupils will move through the programmes of study at broadly the same pace. (National Curriculum for Mathematics page 3) A significant change

12. the National Curriculum emphasises the importance of all pupils mastering the content taught each year and discourages the acceleration of pupils into content from subsequent years.

13. Who is mastery for? The essential idea behind ‘mastery’ is that all children need a deep understanding and fluency of the mathematics they are learning so that: future mathematical learning is built on solid foundations which do not need to be re-taught; there is no need for separate catch-up programmes due to some children falling behind; children who, under other teaching approaches, can often fall a long way behind, are better able to keep up with their peers, so that gaps in attainment are narrowed whilst the attainment of all is raised. There is no such thing as “S.E.N. maths” There is no such thing as “more able maths”

14. Higher attaining Does a mastery curriculum really meet their needs? However research indicates that these pupils benefit more from enrichment and deepening of content rather than acceleration into new content. Acceleration is likely to promote superficial understanding, rather than the true depth and rigour of knowledge that is a foundation for higher mathematics. This argument was advanced by the Advisory Committee for Mathematics Education on page 1 of its report: Raising the bar: developing able young mathematicians, December 2012

15. Different aspects of mastery Teaching for mastery– has distinct characteristics both in organisation and features of teaching Developing mastery – the need to develop sufficient fluency and depth of understanding so learning is sustainable over time – can be built upon and connections made Assessing mastery- Have pupils developed sufficient mastery for learning to be built upon and sustained over time?

16. The New Curriculum Factual & Procedural Fluency Conceptual Understanding INTEGRATION

17. Procedural and conceptual An exclusive focus on basics leaves students without the understandings that enable them to use mathematics effectively. A focus on process without the attention to skills deprives students of the tools they need for fluid, competent performance” (Schonefeld 2004 p. 281)

18. Assessing progress in the 3 areas Fluency Reasoning Problem Solving

19. Tracking recall of multiplication facts

20. Developing and assessing reasoning

21. Fewer things Greater depth Class working together Longer time on topics Together these reflect the features of A mastery curriculum for mathematics

22. Depth and going deeper 3 8 5 + = + - - = = = Making Connections supports depth and sustainable learning and paves the way for later learning

23. Year 5 addition and subtraction 8.4 5.52.9 + = + - - = = =

24. Depth and going deeper What’s the same and What’s Different? Captain Conjecture says…..do you agree? Explain your reasoning What do you notice?

25. Captain Conjecture says in KS1

26. Same and different Y6 Compare 31 + 9 × 7 and (31 + 9) × 7 What’s the same? What’s different? What’s the same, what’s different about these number statements?

27. Deeper with fractions Y4 Y2

28. Solving problems Together Jack and Sam have £12.00. Jack has £2.00 more than Sam. How much money does Sam have?

29. Solving problems Together Rosie and Jim have £12.00. Rosie has twice as much as Jim. How much does Jim have?

30. Safe Internet Search Engines Here are some Safe Internet Search engines the children can use at home: http://www.swiggle.org.uk/ http://quinturakids.com/ http://www.askkids.com/ http://www.squirrelnet.com/search/Google_SafeSearch.asp http://primaryschoolict.com/ http://www.primaryt.co.uk/google2.html http://www.kidrex.org/ http://www.swiggle.org.uk/ http://quinturakids.com/ http://www.askkids.com/ http://www.squirrelnet.com/search/Google_SafeSearch.asp http://primaryschoolict.com/ http://www.primaryt.co.uk/google2.html http://www.kidrex.org/ These are Safe Image Searches: http://gallery.nen.gov.uk/gallery-swgfl.html http://primaryschoolict.com/ http://gallery.nen.gov.uk/gallery-swgfl.html http://primaryschoolict.com/

31. PPA (Planning, Preparation & Assessment) Allows teachers time to plan and assess children’s work This year the children will take part in music lessons, Spanish, Art/D.T. and ICT. This year PPA will always be on a Monday afternoon.

32. Behaviour – Rewards Award Assembly: Star of the week! House Point Scheme - Excellent work/behaviour - Politeness/helpfulness - Homework: Effort & Achievement Class DOJO (5 = 1 house point) Each term –Bronze –Silver –Gold –Platinum given in Summer term if 3 Gold certificates.

33. Sanctions Clear expectations and classroom rules – rights respecting school. Positive reinforcement is always used first. Class Dojo – points, class story to share work and celebrate – please sign in to see. New day, new start!

34. Communications Weekly Newsletter (available on school website) Website Texts Class Dojp Teacher available after school

35. Outdoor Education Experience There will be a residential to Alton Castle next year for Year 5. Monday to Wednesday. £82 per child. Class trip – Potteries Museum. 5 th November £6 per child plus coach fare.

36. Curriculum Days/Weeks Book Day Friday -16 th October Interfaith Week - Mon 16 th – 20 th November Number Day N.S.P.C.C.- Friday5 th December World Book Day - Thursday 3 rd March Science Week -Monday14 th March – Friday 18 th March Sports Week July 18 th – 22 nd July 2016 Art focus - Mon 13 th – 17 th June

37. Dates & Events for your diaries: Whole School Assembly Inspire Mornings Class collective worships Weekly School/Class Masses - next Wednesday our Class Mass in church Whole School masses – classes will take responsibility for these however all expected to attend Parents’ Evenings: Autumn-Mon 16 th and Wednesday 18 th November 4-6pm Spring Term – 14 th and 15 th March 4-6pm Summer Term Open Evening

38. This Powerpoint will be available on the school website for you to view, by the weekend. Thank you for coming – any questions?