Newhey Community Primary School

Alder Class Learning

English

In the SPRING TERM:

War Horse

We will read War Horse by Michael Morpurgo.

We will practise reading comprehension based on the book as well as write descriptions and letters with different formalities.

We will study the song 'Mothers Pride' by George Michael and study the lyrics as a poem. We will learn to sing the song as well as look at other war poetry to practise our reading VIPERS!

Spelling – we will revise and study the words in the Y3-6 curriculum to prepare for SATS - using our CGP revision books which focus on statutory vocabulary as well as spelling rules and grammar. 

We will practise writing at the expected standard - you can see what your child needs to include in their writing to reach the expected standard or beyond by clicking here.

We will develop our reading skills - to practise using inference, summarising and prediction- using a whole class book as well as our SATs book texts.

PLEASE ALSO SEE THE SPAG CONTENT OVERVIEW BELOW 

Maths

In the SPRING TERM, we will follow White Rose Maths planning as well as revise some skills that need repeating in preparation for SATS!

We will have regular Arithmetic and X Table checks to monitor progress with the new content taught.

See our MEDIUM TERM PLAN below for more detail!

CLICK AND ZOOM IN FOR BIGGER VIEW!

Foundation Subjects

In History this term, we will learn all about WW1!

Geograpghy lessons will focus on What life is like in desert biomes and climates.

We will develop skills in Dodgeball and Hockey in PE.

In DT lessons we will research, design and make our own automata toys!

Please see our MEDIUM TERM PLANS  on the Sycamore homepage to find out about our other foundation subject learning this term! 

Science

WE WILL COMPLETE OUR PREVIOUS UNIT ON FORCES BEFORE MOVING ONTO NEW TOPICS:

FORCES AND SPACE: UNBALANCED FORCES

Investigating gravity, friction, air and water resistance and their effects.

Pupils who are secure will be able to:

• Describe gravity and its effects.
• Describe the relationship between mass and gravity.
• Describe air resistance and its effects.
• Describe friction and its effects.
• Describe water resistance and its effects.
• Describe the relationship between surface area and air and water resistance.
• Explain how to make an object aerodynamic or streamlined.
• Describe the effects of levers, pulleys and simple machines on movement.  

  LIVING THINGS AND THEIR HABITATS: classifying big and small

Pupils who are secure will be able to:

• Define the term ‘organism’ and name the seven life processes of all living things.
• Describe the work of Carl Linnaeus. 
• Define the term ‘vertebrate’ and name the vertebrate groups.
• Describe the characteristics of fish, amphibians, reptiles, birds and mammals.
• Compare the characteristics of the vertebrate groups. 
• Define the term ‘invertebrate’. 
• Describe the characteristics of worms, snails, spiders and insects. 
• Compare the characteristics of the invertebrate groups. 
• Name the plant groups. 
• Describe the characteristics of flowering plants, ferns, mosses and conifers.
• Define the term ‘micro-organism’ and name some examples.​

When working scientifically, pupils who are secure will be able to:

• Use a classification key to group and identify organisms.

• Make a simple classification key.

SCIENCE CONTINUED...

ENERGY: circuits, batteries and switches

Pupils who are secure will be able to:

• Describe the function of key electrical components and explain how the models used in the lesson represent these.
• Correctly predict if an electrical circuit will work or not, explaining why using their knowledge of complete loops, power sources and presence of components.
• Describe the relationship between the number of bulbs in a circuit, the bulb brightness and the amount of resistance.
• Explain that increasing the number of components increases the resistance, affecting the flow of current and energy transferred.
• Identify that batteries are a voltage source; they come in different voltages, affecting bulb brightness.
• Describe that voltage can be changed using different numbers of cells in a circuit and that more cells or a higher voltage causes brighter bulbs.
• Use the relationship between voltage and bulbs to predict what will happen with buzzers and motors.
• Build an electrical circuit with a switch to control its function, explain how the switch and the electrical circuit solve the problem and recall different examples of problems that can be solved using an electrical circuit.

When working scientifically, pupils who are secure will be able to:

• Draw circuit diagrams with straight lines and using standard circuit symbols.
• Design a results table with an appropriate number of columns and headings with units.
• Identify the changed, measured and control variables in an enquiry to plan a method.

Throughout the term we will carry out investigations in Science lessons to develop our scientific skills further and apply what we have learned.

Sc5/1    Working Scientifically

During years 5 and 6, pupils should be taught to use the following practical scientific methods, processes and skills through the teaching of the programme of study content:

Sc5/1.1    planning different types of scientific enquiries to answer questions, including recognising and controlling variables where necessary

Sc5/1.2    taking measurements, using a range of scientific equipment, with increasing accuracy and precision

Sc5/1.3    recording data and results of increasing complexity using scientific diagrams and labels, classification keys, tables, and bar and line graphs

Sc5/1.4    using test results to make predictions to set up further comparative and fair tests

Sc5/1.5    reporting and presenting findings from enquiries, including conclusions, causal relationships and explanations of results, in oral and written forms such as displays and other presentations

Sc5/1.6    identifying scientific evidence that has been used to support or refute ideas or arguments.