Cinnamon Brow CE Primary School

In KS2 we follow a programme called Reciprocal Reading. This is an activity that takes the form of a dialogue between teachers and children as they read as a whole class or in groups. A reciprocal approach provides our children with four specific reading strategies: Questioning, Clarifying, Summarizing, and Predicting. When you listen to your children read, we encourage you to discuss the story lines, plot, characters and the meaning of unfamiliar words.

Reading Homework: we expect daily reading at home. We ask that at least three reads are from the teacher directed ‘book banded’ book and two are from an online reading program (Reading Plus or Reading Eggspress). ALL reads should be recorded in the yellow reading record books to allow staff to keep a record and celebrate success at the end of each term. 

In Y5 and Y6, we are teaching for mastery in our maths lessons. Through carefully planned teaching and the support of a 'Power Maths' scheme we enable all children to access the maths curriculum at their level and open up opportunities for all children to work within a mastery approach.  

This term we will be focusing on;

Year 5 
Place value using numbers to 1,000,000 
Addition and subtraction 
Multiplication and division 
Fractions 

Year 6 
Place value using numbers to 10,000,000 
Addition and subtraction 
Multiplication and division 
Fractions 
Imperial and metric measures 

The children also have access to TTrockstars, My Maths and Numbots to support their Maths progression through app and online resources.

Maths Homework:  In UKS2 we ask that you continue to support us with multiplication knowledge by using TTRockstars on a daily basis. We recommend 10 minutes each day. 

Forces 

The children will learn to: 

• explain that unsupported objects fall towards the Earth because of the force of gravity acting between the Earth and the falling object 

• identify the effects of air resistance, water resistance and friction, that act between moving surfaces 

• recognise that some mechanisms, including levers, pulleys and gears, allow a smaller force to have a greater effect. 

Electricity 

The children will learn to: 

• 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. 

Why did the Anglo Saxons settle and what impact did they have? 

 Here are some of the questions we will explore: 

• Why was Britain abandoned by the Romans and why did the Scots and Anglo-Saxons come?   

• What was life like for the Anglo-Saxons?     

• What was buried at Sutton Hoo and what does this teach us?   

• How did religion change?  

Geography

Why do people trade? 

Here are some of the questions we will explore: 

• What do we trade and where does it come from?   

• How are products imported and exported?   

• What is the global supply chain?   

• What is Fair Trade and why is it important?  

As a Church of England School, Religious Education is a core subject and alongside collective worship is a very important part of school life. RE & worship takes place throughout the school day with daily prayers, whole school and class worship and the sharing of our Christian values.                          

This term the focus taken from the Diocese scheme of work is: 

How and why do Christians read the Bible?  

• How and why is the Bible read and used by Christians?
  Do you need a Bible to be a Christian? 
  Why do Christians believe that the Bible is holy? 
  Why is the Bible a best seller? 
  Why are there so many versions of the Bible? 
  Which books of the Bible do you think are the most important? Why? 
  Why are sacred texts so important to people of faith? 
  In what ways do the contents of the sacred texts impact upon the lives of the believers? 
  What is the connection between the ways in which the Holy Book is treated and how the believer regards the contents of the book? 

Christmas: the gospels of Matthew and Luke​ 

• Where in the Bible is the Christmas story? 
  How does the nativity story/birth of Jesus fit into God’s Big Story? 
  Why are the stories in Matthew and Luke similar/different? 
  How do our celebrations reflect the true meaning of Christmas? 
  Where do the ideas of including a donkey and a stable in the story come from?

Real Gym

Real PE Health and Fitness

Athletics /Fitness circuits

Real PE Personal

Striking And Fielding

PE will take place on the following day: 

Cape Town - Wednesday

On their PE day, children should come to school dressed for PE with appropriate outdoor PE kit.  

Please refer to the school prospectus for PE kit details:  School prospectus 

Drawing: I need space 

 This unit focuses on understanding retrofuturism, developing skills in evaluating images and creating art through various drawing processes, including collagraph printmaking. It emphasises the development of pupils' independent artistic skills and their ability to generate, test, and refine ideas in their sketchbooks, leading to a final piece of artwork.  

DT

Electrical systems: doodlers 

 Explore simple electrical components and use these to create a functional Doodler that creates scribbles on paper with or without a switch.

Listening and appraising a range of music genres, fluency, control and expression, develop an understanding of the history of music, call & response, singing in round and harmony, timbre 

Communication 

 In this unit, the class will learn about the World Wide Web as a communication tool. First, they will learn how we find information on the World Wide Web, through learning how search engines work (including how they select and rank results) and what influences searching, and through comparing different search engines. They will then investigate different methods of communication, before focusing on internet-based communication. Finally, they will evaluate which methods of internet communication to use for particular purposes. 

Our behaviour curriculum is centred around our Heartsmart values, and we explicitly teach the children a new Heartsmart value, alongside linked behaviours, each half term. Heartsmart means being smart with our hearts. The life of our heart affects the whole of our life. Loving yourself and others is the most powerful way to live and it’s the best way to create true friendship. We become powerful when we love ourselves and when we love others.  

Our Heartsmart values, and linked behaviours, this half term are:

Get Heartsmart

We are learning what it means to be smart with our heart

Don't forget to let love in

The children will be exploring the importance of others and how to love them well.

In our wider PSHE curriculum, we will explore the following topics during the autumn term:

• Healthy choices
• Mutual respect
• Marriage