Autumn Term 2000 Year

Second Half of Autumn Term 2016 Teachers – Miss Hayes and Mr Higgins Teaching Assistants - Mrs Leon and Mrs Carr

This is an overview of the work we will be covering this half term .

ENGLISH

Narrative Identifying the audience for and purpose of the writing, selecting the appropriate form and using other similar writing as models for their own Noting and developing initial ideas, drawing on reading and research where necessary In writing narratives, considering how authors have developed characters and settings in what pupils have read, listened to or seen performed Selecting appropriate grammar and vocabulary, understanding how such choices can change and enhance meaning In narratives, describing settings, characters and atmosphere and integrating dialogue to convey character and advance the action Explanation Texts Identify the audience for and the purpose of writing, selecting the appropriate form and using other similar writing as models for their own Selecting appropriate grammar and vocabulary, understanding how such choices can change and enhance meaning Use a range of devices to build cohesion within and across paragraphs

Poetry Learning poetry by heart Preparing poems to read aloud and to perform Perform their own compositions, using appropriate intonation; volume and movement so that meaning is clear

Grammar units covered this half term: Fronted adverbials Tenses Simple, compound and complex sentences Parenthesis Casual Conjunctions Converting nouns or adjectives to verbs using suffixes

Spelling units covered this half term: See half term overview.

MATHEMATICS

Number – Multiplication and Division  Identify multiples and factors, including finding all factor pairs of a number, and common factors of two numbers  Multiply numbers up to 4 digits by a one- or two- digit number using a formal written method, including long multiplication for two-digit numbers  Multiply and divide numbers mentally drawing upon known facts  Divide numbers up to 4 digits by a one-digit number using the formal written method of short division and interpret remainders appropriately for the context  Solve problems involving multiplication and division including using their knowledge of factors and multiples, squares and cubes  Solve problems involving addition, subtraction, multiplication and division and a combination of these, including understanding the meaning of the equals sign  Multiply and divide whole numbers and those involving decimals by 10, 100 and 1000 Numbers - Fractions (including decimals and percentages)  Read and write decimal numbers as fractions  Recognise and use thousandths and relate them to tenths, hundredths and decimal equivalents  Round decimals with two decimal places to the nearest whole number and to one decimal place  Read, write, order and compare numbers with up to three decimal places  Recognise the per cent symbol (%) and understand that per cent relates to ‘number of parts per hundred’, and write percentages as a fraction with denominator 100, and as a decimal  Solve problems involving number up to three decimal places

Geometry- Position and Direction

 Identify, describe and represent the position of a shape following a reflection or translation, using the appropriate language, and know that the shape has not changed.

Statistics  Solve comparison, sum and difference problems using information presented in a line graph  Complete, read and interpret information in tables, including timetables.

SCIENCE Living Things and their Habitats  Describe the differences in the life cycles of a mammal, an amphibian, an insect and a bird.  Describe the life process of reproduction in some plants and animals.

Other areas of the Curriculum History – Ancient Egyptians Art – Egyptian Canopic Jars PE – Dance Outdoor Games – Netball ICT – Kodu RE – Interpretation - Birth Narratives Music – Exploring melody and traditional songs PSHE - Relationships Spanish – Spanish conversations Autumn 2 Spelling Overview (Year 5)

Autumn 2 Spellings: throughout the weeks we will also include words from the Year 5/6 word list from the National Curriculum (these will be presented in bold italics). Week 1: Doubling the consonant to change a verb into past tense When a root word contains a single short vowel sound followed by a single consonant, then the consonant is doubled when you add an ‘ed’ ending (e.g. stop-stopped, stir-stirred and pat-patted). To be tested 1. With curiosity, Guy Fawkes plotted against the King; he dropped barrels of gun powder and knotted rope th on 4 together. November 2. What animal plodded, nodded and skidded in the dark environment? 3. Freddie Flintoff wrapped his hands firmly around the handle and batted as substitute for the twelfth innings. Week 2: Doubling the consonant to change a verb into the past tense These spellings will teach the children the general ‘rule’ but also draw their attention to the fact, there are a number of exceptions (e.g. sleep- slept, sweep- swept, run-ran). To be tested 1. Mr Wonka interrupted forty of his factory workers because he feared his chocolate bars would not be th on the 11 delivered in time. November 2. The bird cheeped because the buzzard swept down from the sky as fast as lightning to grasp it. 3. Unfortunately, the bored boy wept for weeks as he bit his tongue awkwardly. Week 3: Homophones Homophones are words that sound the same but are spelt differently and have a different meaning (e.g. leads/Leeds, whales/Wales/wails). To be tested 1. There was a pair and pears but no vegetables. on the 18th 2. When tired, take a break from driving so you can immediately hit the brakes when needed. November 3. To reach the plains of Africa, you need to take a plane from either Wales or Leeds.

Week 4: Homophones Homophones are words that sound the same but are spelt differently and have a different meaning (e.g. horse/hoarse, pane/pain/Payne). To be tested 1. Is it too late to order two more horse burgers from the restaurant? on the 25th 2. The whale wailed in pain as the temperature of the water increased, due to Global Warming. November 3. Desperately, the cat stared from the bottom of the stairs. Week 5: Homophones Homophones are words that sound the same but are spelt differently and have a different meaning (e.g. past/passed, allowed/aloud). To be tested 1. The farmer, who was physical, heard his herd of cows mooing in the morning sun. nd on the 2 2. A draught of crisp air blew under the door; it proved a hindrance for pupils writing their first story draft. December 3. There was a goal scoring opportunity, therefore Marcus Rashford ran past his opposition to pass the ball.

Week 6: Mock SATs (2016) Spellings will follow a slightly different structure for this week. Children will undertake a mock SATs assessment from 2016. It will contain 20 spellings which follow a variety of different ‘rules’ (some of which we have covered, others will be brand new). The words will be delivered in sentences as usual; however pupils will only need to write the correct spelling. Should you wish to practise, you can find similar assessment at: http://www.satspapers.org.uk/SATs_Papers/KS2_English/SATS%20English %202013%20KS2%20Sample/2013_KS2_Sample_KS2_English_Level_3_5_Grammar_Punctuation_and_Spelling_Paper2 _Spelling_Task_Scrip_and_Administrator_Instructions.pdf (This is a sample from 2013). To be tested discover/ mission/ loose/ sign/ country on the 9th gymnastics/ edible/ posture/ sleigh/ delicious December scent/ illusion/ parachute/ re-enter/ abundance unavoidably/ dissolve/ ominous/ drawer/ possession Week 7: Words that are often confused For this weeks spellings, the nouns end –ce and verbs end –se. Advice and advise provide a useful clue as the word advise (verb) is pronounced with a /z/ sound – which could not be spelt c. (e.g. He gave the boy advi-ce (noun). I advise you to stop calling out (verb). To be tested 1. He devised a plan of how to develop a device which he could use to take over the world. on the 16th 2. It is necessary to practise your spellings whilst waiting in the dental practice. December 3. The amateur teacher exclaimed, “I advise you to take my advice!”