Teachers: Mrs Phillips, Mrs Woolerton and Miss Carvell
Teaching Assistants: Mrs Lindley and Mrs Corby
In KS2 we aim for all pupils to build upon their mathematics understanding, engage in varied and frequent practice in the fundamentals of mathematics to enable them to develop their conceptual understanding. This will be enable them to solve problems of increasing complexity and reason using mathematical language. Good learning takes place when pupils are given opportunities to solve problems by developing their understanding and making links between different areas of mathematics and applying skills. Good teaching enables good learning to take place. It involves creating an appropriate, supportive environment where pupils can respond to high levels of expectation and challenge and develop their independence
Within year 6, the children are taught a range of text types and are able to apply their grammatical knowledge within their writing. The children revise the stages of writing and are encourage to develop their writing through proof reading and evaluating.
Stages of writing:
- Proof read
The children have many opportunities to develop their writing and are encouraged to use dictionaries and thesauruses in supporting this. The children are given memorable experiences inspiring them to write. We provide hooks to allow the children to become engrossed in their writing. For example, we have an egg landed on Buckingham Palace’s roof, the egg has been transported to St John’s and the children need to investigate this animal, then writing a formal letter back with information supporting the animal followed by a report on the animal. Developing the purpose and audience.
During the curriculum the children have chances of writing both formally and informally, for different purposes. The children are inspired to write and we implement practices which have a purpose. Alongside their writing the children have the opportunities to speak in formal manners within the classroom, during debates for example.
During our grammar lessons, the children revise the use of the punctuation marks and develop the understanding of using colons, semi-colons and hyphens within the writing. They will also be investigating active and passive verb form along with the subjunctive form.
During guided reading sessions, the children will be open to a wide range of texts, broadening their love of reading and reading ability. The children will focus on the structure of the texts and explain the effects on the reader. When reading different texts, the children will be open to more language, understanding the choice of language and the authorial intent.
In supporting your child’s English learning, you could ensure they read at home each night and discuss the text with your child. The children will receive weekly spellings, they will need to learn these each week supporting their spelling knowledge and developing the language they use in their writing.
The principle focus of science teaching in upper KS2 is to enable pupils to develop a deeper understanding of a wide range of scientific ideas. They will do this through exploring and talking about their ideas; asking their own questions about scientific phenomena; and analysing functions, relationships and interactions more systematically. At upper key stage 2, they will encounter more abstract ideas and begin to recognise how these ideas help them to understand and predict how the world operates. They will also begin to recognise that scientific ideas change and develop over time. They will select the most appropriate ways to answer science questions using different types of scientific enquiry, including observing changes over different periods of time, noticing patterns, grouping and classifying things, carrying out comparative and fair tests and finding things out using a wide range of secondary sources of information. Pupils will draw conclusions based on their data and observations, use evidence to justify their ideas, and use their scientific knowledge and understanding to explain their findings.
Term 1 - Light & shadows and the eye
- Recognise that light appears to travel in straight lines
- Use the idea that light travels in straight lines to explain that objects are seen because they give out or reflect light into the eye
- Explain that we see things because light travels from light sources to our eyes or from light sources to objects and then to our eyes
- Use the idea that light travels in straight lines to explain why shadows have the same shape as the objects that cast them.
Term 2 - Health and lifestyles and circulatory system
- Identify and name the main parts of the human circulatory system, and describe the functions of the heart, blood vessels and blood
- Recognise the impact of diet, exercise, drugs and lifestyle on the way their bodies function
Term 3 - Evolution and adaptation
- Recognise that living things have changed over time and that fossils provide information about living things that inhabited the Earth millions of years ago
- Recognise that living things produce offspring of the same kind, but normally offspring vary and are not identical to their parents
Term 4 - Living things and their habitats
- Classification including micro organisms
- Describe how living things are classified into broad groups according to common observable characteristics and based on similarities and differences, including micro-organisms, plants and animals
- Give reasons for classifying plants and animals based on specific characteristics
Term 5 - Living things and their habitats
- Identify how animals and plants are adapted to suit their environment in different ways and that adaptation may lead to evolution.
- Describe the ways in which nutrients and water are transported within animals, including humans
Term 6 - Electricity investigating circuits
- Associate the brightness of a lamp or the volume of a buzzer with the number and voltage of cells used in the circuit
- Compare and give reasons for variations in how components function, including the brightness of bulbs, the loudness of buzzers and the on/off position of switches
- Use recognised symbols when representing a simple circuit in a diagram.
Term 1: The Royals
Who ruled our country? How did they change Monarchs? Why did they have different houses? What battles caused the change of monarchy? How has the monarchy changed over time? Who has been the best monarch? Who stepped down from leading the country?
The children will be learning about the changing power of the monarchs, focusing of certain monarchs from past to present. They will be researching how they became monarchs, what their roles were and how they developed and ruled the country. They will be investigating how the country has developed over the years of changing monarchs. In Design Technology, children will be learning how to cook with different foods and the elements of creating different texture. Dining as true royals, banquet style. In addition, children will be learning about music fit for a Queen, understanding the language and symbols of music notation.
Term 2: Crime and Punishment
How has crime and punishment changed over the years? Why is it different from Anglo Saxons time? Has it got better? When did the Police start? Did people go to prison in Anglo Saxon times? When was our world a safer place?
Children will be investigating how crime and punishment has changed from Anglo Saxons to present day. They will be researching the punishments given and beginning to compare how this has developed to our present day punishments. We will hold debates and court room experiences as to whether certain cases should have punishments or not and encouraging children to compare what would have happened now to before. Whilst researching crime and punishment, they will also be learning about the architecture around the world and the history of architects.
Term 3: Great Civilisations
What is a civilisation? How do we form a civilisation? How are other civilisation different to Britain civilisations? What was the culture like within a certain civilisation? How has the civilisation changed over years?
Within this topic, the children will be investigating a past civilisation and understanding the culture and customs within them. When researching, children will learn and understand the contrast between a non-European civilisation and Britain’s past civilisation. The children will be creating a mechanical object that represents a system from the civilisation, models of weaponry or homes from the past. In music, children will be learning about music from the past, listening to and appreciating music from different countries and composers.
Term 4: Under the Microscope
How are characteristics shared? How do we inherit our eye colour? What do bacteria look like? Are there different types of bacteria? How did we evolve? How was bacteria discovered? Who discovered bacteria?
During this topic, the children will be investigating living things and their habitats, understanding the classification of plants and animals. The children will be researching the micro-organisms and how they tell us about characteristics. In art lessons, they will be creating 3D models of bacteria and micro-organisms.
Term 5 and 6: Eco Systems
How can we care for the environment? What does being eco-friendly mean? Are we already eco-friendly? What is evolution? Who is Charles Darwin? How have animals adapted? What differences are there around the world for Eco-systems?
In this topic children will study a region of Europe and America, within the study they will compare and contrast eco-systems within the regions, studying the human and physical geography of the two regions. The children will be looking into electricity and during Design Technology, they will be creating an electrical systems representing how a system could support the geographical world. Whilst studying the two regions, the children will develop their artistic skill and create a sketchbook, mastering their artistic skills of using different mediums to represent different areas of the places they are studying.
Over the six terms, the children will be learning about different religions, investigating the different cultures and customs within them. They will focus on how the journey of life is celebrated within the different religions, allowing children to gain their own understanding about their own beliefs. The children will understand the symbols, sacred places, beliefs, festivals and inspirational people involved in all the religions. Religious Education will cover the following:
- Beautiful World, Wonderful God
- Comparisons of religions
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