Class 5/4P - Miss Piper

Spring Term 2012

Literacy

During the Spring Term the Children will:-

  • Read and evaluate letters, for example from newspapers or magazines, intented to inform, protest, complain, persuade, considering (i) how they are set out, and (ii) how language is used (e.g. to gain attention, respect, manipulate). Select, read and evaluate a range of texts, in prints and other media, on paper and on screen (e.g. newspaper comment, headlines, adverts, flyers) for persuasiveness, clarity, quality of information, and to compare writing which informs and persuades, considering for example the deliberate use of ambiguity, half-truth, bias; how opinion can be disguised to seem like fact. Infer writers' perspectives from what is written and from what is implied.
  • Collect and investigate use of persuasive devices such as words and phrases (e.g. 'surely', 'it wouldn't be very difficult ...') persuasive definitions (e.g. 'every right-thinking person would...., 'the real truth is....'), rhetorical questions (e.g. are we expected to....?', 'where will future audiences come from...?'), pandering, condescension, concession (e.g. 'naturally it takes time for local residents...'), deliberate ambiguities (e.g. probably the best...in the world', 'known to cure all...', the professional's choice').
  • Draft and write individual, group or class persuasive letters for real purposes, for example put a point of view, comment on an emotive issue, protest; edit and present to finished state.
  • Write a commentary on an issue on paper or screen, for example as a news editorial or leaflet, setting out and justifying a personal view. Use structures from reading to set out and link points (e.g. numbered lists, bullet points).
  • Construct an argumemnt in note form top persuade others of a point of view, sequencing points logically. Explore how ICT or other use of multimodality might support this (e.g. develop a PowerPoint presentation). Present as a spoken argument to the class or a group making use of persuasive language. Listen to others doing the same and evaluate own and others' presentations.
  • Understand how persuasive writing can be adapted for different audiences and purposes (e.g. by using formal language where appropriate), and how it can be incorporated into or combined with other text types.

Numeracy

  • Children secure understanding of the value of each digit in decimals to two places. For examples, they use coins (£1, 10p and 1p) or base 10 apparatus (with a 'flat' representing one whole, to model the number 2.45, recognising that this number is made up of 2 wholes, 4 tenths and 5 hundreths. They understand the relationship between hundredths, tenths and wholes and use this to answer questions:-

    How many hundreths are the same as three tenths?

  • Children use images such as bead strings or number lines to help them count in tenths and hundreths from various start numbers. They position decimals on number lines, explaining that 2.85 lies halfway between 2.8 and 2.9. Children create and continue sequences or decimals, e.g. counting up from zero in steps of 0.2 or backwards from 3 in steps.
  • Children partition decimals using both decimal and fraction notation.of 0.3. They identify the rule for a given sequence and use this to find the next or missing terms.
  • Children extend their understanding of multiplying and dividing by 10, 100 or 1000 to decimals. They use digit cards and a place value grid to practise multiplying and dividing numbers by 10, 100 and 1000. They recognise that as each digit moves one column to the right, its value becomes 10 times smaller (and the reverse for multiplication). They apply this understanding in a range of activities.
  • Children extend written methods for addition to include numbers with one and two decimal places. They use their understanding that 10 tenths make one whole and 10 hundredths make one tenth to explain each stage of their calculation.
  • Children continue to rehearse their recall of multiplication and division facts and use these facts and their knowledge of place value to multiply and divide multiples of 10 and 100. They use jottings to record, support and explain mental multiplication and division of TU by U, forging links to the written methods that they are developing and refining.
  • Children use the multiplication and division facts that they know to find factors of numbers, for example, determining that 35 has a factor pair of 7 and 5, so 350 has a factor pair of 70 and 5 or 7 and 50. They use their knowledge of factors for special cases of multiplication and division calculations. For example, to multiply 15 by 6, they work out 15 x 3 x 2 = 45 x 2 = 90, and to divide 72 by 6 they halve it to get 36, then divide by 3. They find common multiples, investigating questions.

Children solve a range of one and two step word problems, choosing whether to use mental, written or calculator methods. They record their method in a clear and logical way, using jottings and diagrams where appropriate. They compare their methods with others, recognising where another method is more efficient that the one that they chose. They will also learn to solve inverse operation problems too.

Topic

The topic for this term is Egypt and children will :-

  • Learn about when and where Ancient Egypt was.
  • Learn about the importance of the Nile to the Ancient Egyptians.
  • Learn to ask and answer questions about Ancient Egyptians and how to find the answers to the their questions. Children will use a range of resources including ICT.
  • Learn how to choose the best information found and how to best organise it.
  • Learn how to use historical vocabulary in their writing.
  • Learn about the beliefts of the Ancient Egyptians.
  • Learn about the Egyptians Pharoahs and also think about the views of tourism in Egypt.

Autumn Term 2011/12

This term we will be covering the following:-

Literacy

Narrative : Novels and stories by significant children's authors (4/5 weeks) Roald Dahl.
Instructions: (3 weeks)
Poetry: Poetic style - word play, rhyme, word choice (2 weeks)
Narrative: Stories from other cultures (3 weeks ) African stories
Recounts

Numeracy

Place Value
Multipication tables
4 written methods of calculation
Number pattern and sequences
Time
Measures
Shape

The children will use an array of resources to support their learning of these areas at school and will be set various activities in relation to these topics on Mathletics which can be completed in school or at home.

In addition to the Topic and weekly homework set, Class 5/4P will be given 'Spellodrome' workbooks to go alongside their 'Mathletics' ones.

These are separate from the work they are doing in their spelling groups on a Monday, Tuesday and Friday and purely meant to work as extra practice for the children in class.

They can work through them at their own pace and they will be marked when the children wish. Once the book is completed they will be moved on to the next one as has been done with 'Mathletics'.

There may be weeks when these tasks are set as homework but this will be made clear to the children. If they have been given Literacy and Numeracy homework, then both booklets are purely extra that the children can do if they wish.

If there are any problems please feel free to come in on an open afternoon or contact the School Office.