Junior King's Year 5 curriculum

CURRICULUM SUMMARY

YEAR 5

INTRODUCTION TO THE CURRICULUM

I hope you will find that the information in this Handbook provides you with a helpful view of what your child will be studying this year and our academic expectations for them. I have no doubt that there will be many issues that are not covered here as fully as some might like and if you have any queries, please do not hesitate to contact us about them.

The Form Teacher is probably the best person to speak to over minor matters and acts as a liaison person if there are other members of staff you would like to speak to.

At the heart of our Curriculum is the belief that all pupils are entitled to a broadly balanced education in a stimulating learning environment in order to prepare them for the future. Children will be exposed to a wide variety of learning opportunities during their time at Junior King’s and they will be given individual encouragement to develop their interests and skills to the full. We believe that school days and the educational discoveries they make here should be fun and stimulating. We expect our children to always try their best, to put in good effort, and to take increasing responsibility for their own progress; help, support and encouragement are given in good measure. Above all, the children respond positively to the intellectual, physical, social and spiritual challenges presented to them.

Parents are always most welcome in school and your support at home for the work we do is essential to the progress of every child.

HOME-SCHOOL COMMUNICATION It is crucial to our success that channels of communication between home and school are clear and that parents feel confident in using them.

The cycle of half term assessments, written reports and staff-parent meetings/interviews establishes the framework within which a child’s progress is monitored and discussed. It is important that all parents should feel able to have access to the staff and appointments can be arranged after school through the school office. However, we encourage parents not to linger in the morning, other than to pass on necessary information for the day. Parents are, wherever possible, encouraged to make use of the many other informal opportunities for discussion that exist throughout the School.

FUTURE SCHOOLING Junior King’s sends most of its pupils to the Senior King’s School although this is not exclusively the case and parents should not regard the transfer to be automatic. We will take time to advise and assist parents in finding the school which will best suit their child and in which their child will therefore thrive.

Parents should be assured that they do not need to have made a final decision over their child’s transfer to any given senior school until Years 6 or 7. As we approach the School’s entry examinations, it is wise to review, with the Head, the suitability of the chosen school. We keep clear records of declared future schooling choices and regularly review each pupil’s performance in the light of his/her ultimate target.

ASSESSMENT A pupil’s performance is carefully monitored throughout the year. Continuous assessment, through classroom work, tests, exercises and prep marks, provides important sources of information for reporting. Regular staff discussions of individual pupils enable staff to track individual progress and concerns may be discussed with the pupil, through the Form Teacher, and/or Senior Academic Staff (Mr Lapthorn/Mr Stonier). Parents are informed of any significant difficulty of which we are aware and invited to discuss the possible ways forward.

PREP Prep is given to encourage pupils to work on their own, to exercise self-discipline in their approach to learning and will provide an opportunity for further development of skills and knowledge.

We fully recognise and encourage the invaluable role played by parents in supporting good work at home and promoting prep as a positive activity. However, there should be a weaning process as the child grows older, and it is helpful, as part of the development of independent work habits, to let the child learn that unfinished or poorly completed prep may result in a sanction at school with staff concerned. The child needs to learn that it is their responsibility and that they will have to account for any shortcomings in school.

Work conditions are important. A quiet place in which to work will make a considerable difference – free from the distractions of siblings, pets and television. For some, complete silence is daunting and it may be allowable to have music playing quietly in the background.

As a general guide, each prep should take about 20 minutes as it is important that pupils achieve a sensible balance between academic work and play. Pupils in Year 5 have been issued with a Student Planner and are expected to record each assignment. Please sign off each prep once it has been completed. After a long day at school, prep should not overwhelm the evening. Please inform the Form Teacher should you feel that your child is regularly not coping with the workload within the given times (or it is too easy).

AEN/LEARNING SUPPORT Junior King’s is committed to meeting the needs of all pupils. General, or ‘Quality First Teaching’, describes inclusive teaching which takes into account the learning needs of all in the classroom.

It is achieved through appropriate differentiation through curriculum planning, learning tasks and teaching strategies. This approach is the best way to reduce from the start the number of pupils who need extra help with their learning.

However, some pupils have learning needs which need more targeted and specific provision. The AEN Department at Junior King’s, co-ordinated by Mrs Emma McCoubrie (SENCo), has specialist staff, trained and qualified to recognise, assess and implement support plans for these pupils, throughout the age and ability range.

The Department also has strong links with external agencies, such as the KCC Specialist Teaching Service (STS), educational psychologists, speech and language therapists and occupational therapists. Parental involvement is an important part of the process.

If any parent is concerned about their child’s progress, they are encouraged to discuss this with their child’s Form Teacher. Mrs Mc Coubrie is also available to speak to should you have any concerns.

ENGLISH Pupils in Year 5 are taught by their form teachers in their mixed-ability form groups.

During Key Stage 2, pupils learn to change the way they speak and write to suit different purposes and audiences. They read a range of texts and respond to different layers of meaning in them.

They explore the use of language in literary and non-literary texts and learn how language works.

Work in speaking and listening, reading and writing is integrated. Pupils in this year broadly follow the National Curriculum.

A variety of methods of teaching spelling are used to teach spelling from the appropriate sections from the National Curriculum, together with words arising from the children’s own work. A variety of dictionaries and thesauruses are used. Reading is actively supported by the library and bookshop – each class will spend some time engaged in private reading every week.

A • • • • • • • • • • • • •

range of genres is covered which can include: novels stories and poems by significant children’s writers play scripts, including Shakespeare concrete poetry traditional stories myths, legends and fables from a range of cultures and traditions choral and performance poetry recounts of events, activities and visits instructional texts, rules, recipes, directions non-chronological reports (i.e. to describe and class) explanations (processes, systems, operations) persuasive writing to put or argue a point of view letters, commentaries, leaflets to persuade, criticise, protest, support, object, complain

A PARENTS’ GUIDE TO READING Children should: • read silently for sustained periods • read a wider and more challenging range of books for their own interest, for pleasure and for information • begin to identify their preferences and give reasons for their likes and dislikes • take part in discussions about their individual reading and about books they have shared • identify key features, themes and characters from the texts they read, increasingly using inference and deduction (reading between the lines) • adopt a regular reading pattern

Teachers will: • read regularly with pupils, with groups and with the whole class • encourage discussion of books read • encourage pupils to extend the range of their individual reading • make quality time available for silent reading within the class schedule • ensure that pupils are taught to evaluate the texts they have read • create opportunities for pupils to read for different purposes and teach appropriate strategies – ie skimming to gain an overall impression, scanning to locate information and detailed reading to obtain specific information • continue to monitor individual progress

Parents can: • demonstrate an enthusiastic, personal response to books and reading • help their child to create regular, quality reading ‘space’ in an increasingly busy schedule • share in their child’s reading through discussion…what did you like best?...what do you think will happen next?... etc • encourage visits to the local library

MATHEMATICS The aim is to build upon the work undertaken in Junior House and provide a broad-based course, which firstly is sound in its approach to the understanding and use of basic mathematical ideas and techniques but also one that builds on a solid foundation and extends to more in-depth analysis of the subject and its uses and development.

Communication of ideas on paper, logically structuring thought processes and fostering understanding for life are key aims. It is a belief that pupils gain learning for life when they appreciate the usefulness of what they are trying to achieve. Part of this is, wherever possible, to link topics together to develop a complete tapestry of the ideas rather than teaching them in isolation. The objective is to develop an interest in the subject, which is both useful and shows an appreciation of the intrinsic beauty of the subject at all ability levels.

Knowledge of times tables is a key area of focus – please help your child learn these.

The mathematics teaching in Year 5 is set based – there are three sets for this year group. When children work at the pace and level best suited to their ability they make the best progression and build solid foundations for each stage of their mathematical journey.

Number and Algebra: Pupils • show understanding of place value in numbers up to 10,000 • can write simple decimal numbers and use them in money and measurement • can round to the nearest whole number up to 10 000s • know their number bonds to 20 • add and subtract numbers with two digits mentally • line up 5 digit numbers correctly for written calculations in addition and subtraction • know their 2 to 12 times tables and can use these in multiplying and dividing • solve simple number problems involving four operations • understand that fractions are equal sized pieces and can add and subtract fractions with the same denominators and also simple multiples of each other • can make simple equivalent fractions • can find a fraction of an amount using simple fractions • understand that % means out of 100 • know what a factor and multiple are • know what prime, triangular, square numbers are • understand that the order of operations is BIDMAS • understand the commutative, distributive and associative laws in simple examples Using and Applying Mathematics: Pupils • try a variety of approaches when solving problems • are beginning to organise their work (layout, tables, planning ahead and checking results are sensible) • discuss their mathematical work and are beginning to explain their thinking in a broader sense • use and interpret mathematical symbols and diagrams routinely • show that they understand a general statement by finding particular examples that match it

Shape, Space and Measures: Pupils • recognise a pyramid and a prism • can name 2D shapes to decagon • can reflect 2D shapes about a given mirror line • use appropriate units for mass, capacity and distance • can measure angles with a protractor • can name types of angles • can name types of triangles • can calculate the area of a square and a right angled triangle • can calculate the perimeter of simple shapes • can read and plot co-ordinates • know angle totals for triangles, straight lines and angles at a point Handling Data Pupils • interpret information presented in simple tables and lists • construct bar charts and pictograms • can estimate values from a conversion graph • can find the mean and range of data • can use and read calendars and clocks and know the units

SCIENCE Year 5 science teaching is delivered by the specialist members of the department, and curriculum content is identical for all classes. Investigations and examinations are also co-ordinated. Data handling and interpretation is developed through the year. While following the guidance of the National Curriculum our topic selection is aimed at providing the basis on which children can further explore their surroundings. The resources available in the School grounds aid extended work on habitats and life cycles of local organisms.

Pupils will study the following topics this year: • keeping healthy • lifecycles • gases around us • Earth and beyond • changing sounds • changing states

FRENCH Pupils are taught by specialist teachers of French, and experience ‘l’ambiance française’ of dedicated language rooms. The main course book used is Tricolore 1 although supplementary material is available.

Topic areas introduced or extended at this level include: • greetings • personal information • the family and home • pets • classroom objects • numbers to 100 • dates • clothes • colours • leisure activities • likes and dislikes • the alphabet • classroom commands

SPANISH Pupils are taught by specialist teachers of Spanish. The main course book used is Viva although supplementary material is available.

Topic areas introduced or extended at this level include: • greetings • personal information • the family and home • pets • classroom objects • numbers to 31 • dates • clothes • colour • leisure activities • likes and dislikes • the alphabet • classroom commands

HUMANITIES In Year 5, Humanities consists of History, Geography and Religious Education. There are many connections between these subjects. Their areas of study are detailed below.

HISTORY The course follows local area study through different periods of history and pupils are given opportunities to research and assess evidence via field trips, in conjunction with the geography curriculum.

Pupils will study the following topics this year: • Milner Court and life at Junior King’s since 1929.

• Canterbury, and the local area, through the ages: including Iron Age, Romans, Anglo-Saxons, Vikings, Normans, Medieval, Tudor, Victorian, WWII. • Canterbury Cathedral

GEOGRAPHY In • • •

conjunction with the history curriculum, the pupils focus on local studies involving: map work settlements and houses local studies

Pupils will learn to: • improve mapping skills • recognise different architecture and housing materials • examine the interaction of physical and human factors • consider the influence of social and cultural changes

RELIGIOUS EDUCATION The course for the year introduces pupils to four major world faiths. Throughout, the aim is to instil respect for and a growing understanding of the beliefs of others.

Topics covered: • Islam • Buddhism • Sikhism • Hinduism Key concepts investigated: • founders of the religion • principal beliefs • main practices and customs

ART Art is taught on thematic basis, dovetailing with other projects that are ongoing in Year 5.

We have Art for 1 hour a week in the Art room.

Projects will include • The Machine World, Robots • Life drawing • Mandalas and Felt making • World War 2 posters.

MUSIC There is one hour-long lesson per week for class music. In addition, individual instrumental lessons are offered from a team of 26 visiting music teachers. Pupils are encouraged to practise at home and may be entered for Associated Board and Trinity College exams which are held each term at the school. Many musicians will be involved in the concerts and workshops that take place during the course of the year, as well as joining ensembles that meet each week such as Middle Strings, Brass Group and Wind Band. For more experienced musicians there is also the possibility of joining the Milner Court Orchestra. All of Year 5 are members of Middle School Choir, which is timetabled for one period per week. The choir performs in the Middle School Concert as well as the annual Carol Service in Canterbury Cathedral.

Curriculum Pupils will learn a wide variety of songs, and will collaborate together to create their own pieces of music. They will also be encouraged to think about the wider meaning of music (ie composer, lyricist, place the piece is set, meaning of the music, reason the piece was written) and to learn about different sounds from all over the world. We will also spend time learning the music for the February 2019 production of ‘Mary Poppins’ Class Projects will include: Music and trains We sing and listen to many songs and pieces that are inspired by trains and those who built the railways. We will discover folk heroes like ‘John Henry’ and ‘Casey Jones’, and orchestral pieces like ‘Pacific 231’ and ‘The Little train of the Caipira’. Pupils will also create their own ‘Train Pieces’.

European Tour We listen to all sorts of music from around our continent, including such far flung places as the Faroe Islands, Finland and Macedonia.

American Minimalist Music We study this exciting music which uses lots of repeats to create mesmeric effects. After studying pieces by John Adams, Steve Reich and Philip Glass, pupils will create their own pieces inspired by what they have heard.

Songs and maps We sing songs such as Penny Lane by The Beatles and The Humber Bridge by Alan Simmons, and learn about their history and where they are in the world.

COMPUTING Pupils will be given the opportunity to: • Use a wide variety of applications and scenarios to develop their interest and skills in Computing and Computational Thinking • Develop their touch typing skills During the year the children will be able to develop the following: • Word Processing • Using sound in Presentations • Handling data with Spreadsheets • Programming in Scratch • Sorting using computers ‘Lego League Club’ enables interested pupils to further develop their programming skills. This takes place during Games and Activities on Wednesday and Saturday afternoons.

DESIGN & TECHNOLOGY The Junior King’s Design and Technology department prepares pupils to be creative problem solvers, to work as individuals and as members of a team, to participate in tomorrow’s rapidly changing technologies and to enjoy expressing their ideas using a wide range of media. Students are engaged in using computer aided design and manufacture, and use wood, metal, plastic and electronics to communicate their unique ideas. Year 5 combine practical skills with an understanding of aesthetics, social and environmental issues and industrial practices. As they do so, they reflect on and evaluate present and past design and technology, its uses and effects. Working in stimulating contexts they engage in a continuous course of personal development, learning to use today’s technologies so they can participate in developing tomorrow’s.

Year 5 focused practical tasks and open projects this year will include designing and making: Autumn Term

Lent Term

Summer Term

• a Mary Poppins themed automaton

• a clock

• structures in teams

DRAMA In the first half term year 5 will be looking at Kensuke’s Kingdom to support their work in English lessons, exploring the characters and situations in a dramatic way to deepen their understanding of the narrative.

We will move on to an in-depth exploration of Mary Poppins, through a scheme that gives pupils the opportunity to develop both dance and choreography skills in preparation for the production in February.

Children will also work with a choreographer who will be leading some of their lessons.

In the summer term we will be working on script and how to bring it to life through staging and characterisation and we end the year with a devising project in which children create a mini drama based on their own idea.

PHYSICAL EDUCATION All pupils are taught by specialist teachers of physical education. The programme is split into six curriculum units.

• gymnastics: to include varieties of movement and travelling, floor work, vaulting and balance • net and wall: to develop hitting and striking skills alongside anticipation of (ball and shuttlecock) movement practised in games of short tennis and badminton • striking and fielding: to develop batting, throwing, catching and fielding skills • invasion games/general games skills: to develop tactical awareness and general skills inherent to the major team games • athletics: to develop and improve technique alongside performance in running (speed, endurance and stamina), jumping (height and distance) and throwing (distance and power), tested and recorded through the school athletics standards programme • swimming: to improve technique and develop performance in the four major swimming strokes Health related exercise/fitness The six curriculum units combined enhance the health related exercise/fitness programme; particular attention in exercise and fitness classes is given to speed, stamina, endurance and strength. These areas are measured and recorded for each pupil throughout the year.

Autumn

Autumn

Lent

Lent

Summer

Summer

Health and fitness / cross country

gymnastics

swimming

badminton

athletics

tennis

GAMES PROGRAMME Pupils in Year 5 receive two, one hour training sessions per week, during which they participate in major team games, refining the key skills and further developing their knowledge and understanding of tactics and rules. The sports covered are: Girls – Hockey, Netball and Rounders/Cricket Boys – Football, Rugby, Hockey, Cricket Competitive opportunities are gained through house matches, which take place during their weekly games time, and through a full programme of inter school fixtures and tournaments which take place on Wednesday and Saturday afternoons.

PSHE Our PSHE curriculum aims to promote the spiritual, physical and social development of pupils and to prepare them for some of the opportunities, responsibilities and experiences of later life.

This preparation for life involves self-knowledge; an understanding of the needs and motives of human beings; knowledge about their own health and bodies, and the importance of choice.

PSHE education is a planned programme of learning though which pupils acquire the knowledge, understanding and skills they need to manage their lives now and in the future. As part of a whole school approach, it develops the qualities and attributes pupils need to thrive as individuals, family members and members of society. The values promoted in our PSHE curriculum are incorporated into the fabric of our school through assemblies, community events and the support of charities and in our day-to-day living.

Our PSHE curriculum is based on three ‘core themes’ within which there will be broad overlap and flexibility: Autumn Term Health & Wellbeing

Lent Term Relationships

Summer Term Living in the Wider World

Healthy Lifestyles Keeping safe Growing and changing

Relationships Feelings & emotions Valuing difference

Rights & responsibilities Taking care of the environment Money matters

The PSHE curriculum will be taught in a variety of ways that will involve discussion, reflection, roleplay, collaboration and team-work, multi-media and outside speakers.