Language Literacy and Communication
This term the children will work on the following text types:
· Fiction: –Historical story - Motivational speech
· Information/Report – Wiki Entry
· Recount – Biography
For all topics the children will work through the Talk for Writing process, encouraging the development of vocabulary extension, spelling and CPOW (Connectives, Punctuation, Openers and Wow words). We will use these strategies to encourage children to ‘up-level’ their written work. The children will continue to work on spelling patterns and strategies linked to their homework.
The children will be reading a range of texts to research and develop their knowledge and understanding of reversible and irreversible changes in science. However, they need to have a reading book of their choice at all times! A good text is challenging, but of course enjoyable too.
The children will learn how to ask and answer questions about themselves and others, talking in the first and third person and in the present and past tense. The focus this term will be dyma fi. We’ll work through the following:
· Speaking and writing in the first person. Eg. The children will write a letter to ‘Bore da’ magazine and create an animation – dyma fi; writing in role as an historical character.
· Recount writing - past tense (Annwyl Dyddiadur – Dear Diary)
· Take part in a range of role play situations/hot seating in role as a character from a story/Cadair Cymraeg
· Write and perform a script
· Write a letter to Sion Corn/mamgu/mam a tad including ideas for Christmas gifts – Christmas list
This term the children will work on the following topics:
· Place Value- ordering and rounding to 1,000,000
· Multiplying and dividing by 10, 100, 1000, 10,000
· Mental Multiplication – doubling halving, adjusting etc
· Money – Real life problems using calculator to check
· Pencil and Paper Procedures (+ & -, x & ÷) – see our website (under resources) for a copy of the school’s calculation policy
· 2D Shape – Properties of quadrilaterals; 3D classifying; properties; model building; nets, translation, transformation, rotation & reflection
· Time – timetables
There is a big emphasis placed on mental maths. All children need to be able to:
- Pairs of numbers with a total of 100
- All pairs of multiples of 50 with a total of 1000
- Doubles and halves of numbers up to 100
- Multiplication and division facts to 10 x 10
- Squares of all numbers to 12 x12
- Prime numbers up to 100
- Pairs of decimals that total 10
- Double and halve decimal fractions to 2 decimal places
- On or back to at least 1,000,000
- Say a number that is one, ten, hundred or thousand more/less than any number.
- Count up through multiples of 100, 1,000 and 10,000
- Count on or back in whole numbers and decimals, extending beyond 0 when counting back.
- Recognise multiples to at least 10 x10
- Recognise whole numbers that are divisible by 3, 6, 8, 9 and 25
Knowledge and Understanding of the World
The children will work through a full investigation, centred on reversible and irreversible changes; it will focus on the different elements of science enquiry: plan, develop and reflect.
Pupils should learn:
· Solids, liquids and gases are called the three states of matter.
· Materials can be changed from one state to another by heating or cooling.
· Water can be observed as a liquid, a solid (ice), or a gas (water vapour) and moves around the environment in a process known as the water cycle.
· If ice (solid) is heated, it changes to water (liquid). This change is called melting.
· Water (liquid) can change to water vapour (gas). This is called evaporation.
· If water (liquid) is heated until it boils, it changes to water vapour (gas) very quickly. Water boils at 100°C
· If water vapour (gas) is cooled, it changes to water (liquid). This change is called condensing.
· If water (liquid) is cooled, it changes to ice (solid). This change is called freezing. Water freezes at 0°C
In ICT children will learn to use advanced tools in word processing / line spacing etc appropriately to create quality presentations appropriate for a known audience. They will be taught to use effects that help to convey meaning rather than impress. All children will need to be able to independently create an interactive presentation, with hyperlinks using resources. Children will also begin work on coding!
Throughout the year we will teach and reinforce the following skills:
· To create, send and respond to emails, blogs and forums. (With appropriate supervision and due regard for e-safety)
· Begin to produce formal or informal messages appropriate to the task or to solve problems (requesting information, sharing data, etc.)
· As a class or group make use of video conferencing technology to exchange ideas and collaborate on projects.
Religious Education and Values: Christianity
The children will be learning about symbols of light in religion and how light influences religious beliefs, teachings and practices. We’ll ask, discuss and respond to questions raised by their own experiences.
Art and Design
Children will study examples of artists who have used watercolour techniques for life paintings. They will discuss painting techniques and colours used. They will also discuss the composition of pictures in terms of foreground, middle ground, background, focal point.
Children will explore and experiment with watercolour - making different strengths of colour.
The children will perform orally and with instruments, simple melodic and rhythmic patterns, in unison. They will sing in assembly times, and work on songs for the Christmas production.
Sport Skills & Dance
In the first half term we will focus on multi sports skills:
· Small sided games
· Attack v defence
· Fair play
The second half term we will teach dance, this will go towards the Christmas Play Dance! Google BBC dance pod-cast – the children love it!
All the time we are teaching the children on three levels:
· Engage in frequent and regular physical activity
· Identify how to eat and drink healthily
· Describe how they feel when doing different activities
· Represent and respond to information in different forms – pictures, sounds
· Evaluate own and others performance
· Communicate ideas and emotions using gesture or other non-verbal signals to convey meaning
· Determine success criteria relating to the development of their performance
· Develop, consolidate and then apply the skills and techniques needed to take part in a variety of activities
· Explore principles underpinning different activities
· Plan how to improve through setting targets