Class 4 (Y5 and Y6)

Welcome to Class 4

 

Summer Term 2025

As the older children in the school, Class 4 are truly wonderful role models. They are such a delight, they are always so polite, kind and thoughtful. We feel so proud of all that they represent in the Carey Federation. Thank you to each one of the children for their positive contributions to our school community.

A snapshot of our Aim High Curriculum in Class 4

Our English work is driven by high quality text that enables children to read, speak and write fluently so that they can communicate ideas with others. This term our history topic will drive much of the reading we enjoy. Our whole class reading text this term is Beowulf by Kevin Crossley-Holland. The story of Beowulf was written as an epic poem in Anglo-Saxon England. It recounts the heroic struggles of one man against all manner of monsters. Kevin Crossley-Holland’s retelling unleashes the excitement in this tale of the triumph of good over evil, while the amazing illustrations from Charles Keeping capture every brooding moment and explosive episode. In our writing we will create narrative inspired by Beowulf. Poetry will be inspired by the famous Jabberwocky. To support our science work, we will look at a text called: The international Space Station by Clive Gifford and Schlitzkus and write imaginary letters imagining the view from space. We will write persuasive leaflets and produced balanced arguments about the impact of tourism in our local area. This is all carefully planned to interweave progressive grammar skills too.

As always, in maths, it is about securing the fundamental skills. It is so important that the children are fluent with X Tables and rapid recall of simple number bonds; it gives them a huge advantage in managing the demands of the Y5/6 curriculum. Topics covered this term include: Ratio and Algebra, Shape, Position and Direction, Statistics and Converting units

We apply the CUBES math strategy to tackling multi-step word problems.

1. Circle key numbers & units
2. Underline the question
3. Box math action words
4. Evaluate the problem
5. Solve the problem & check your work

 

Throughout our science work we always encourage the children to develop ‘Working and thinking scientifically.’ This is always taught through and clearly related to substantive science content in the programme of study. This embeds the children’s learning in the context of their knowledge.

Our science topics this term include Earth and space and living things and their habitats. We will describe the movement of the Earth and other planets relative to the sun in the solar system, describe the movement of the moon relative to the Earth, describe the sun, Earth and moon as approximately spherical bodies and use the idea of the Earth’s rotation to explain day and night and the apparent movement of the sun across the sky. In our topic Living things and their habitats, we will use our local environment to describe the differences in the life cycles of a mammal, an amphibian, an insect and a bird and we will also describe the life process of reproduction in some plants and animals.

In Design and Technology, we are continuing with our cooking and nutrition work. We use FLUMPS which follows 6 key areas of focus: Function, Looks, User, Materials, Pros/cons and Sustainability. It serves as a systematic approach to dissecting and evaluating various aspects of a design idea/project. By considering each element individually, students can gain a comprehensive understanding of the design at hand and develop effective solutions and outcomes. This method allows students to be independent when analysing and ensures a wide range of areas are fully considered.

We will develop our own questionaries to help with our design. We cannot wait to make our own pasta and experiment with a range of different flavours too!! Yumm!!

In art and design, we are looking at structures. Our artist study concentrates on the work of Yinka Shonibare. We looked at his work as part of our dance topic last term. From there we will use his work to inspire our topic making armatures to reflect our understanding of the Anglo-Saxon society. Cross curricular links are always forged where possible.

Music— Musical styles connect us – This unit of work encourages us to consider the power of music. Our driving question is: How Does Music Teach Us About Our Community? We will explore how the different styles of music are developed from different social themes. We will consider how music brings people from different backgrounds and parts of the world together.

Computing – The Teach Computing curriculum is structured into units that enable pupils to build on prior learning. This term we are looking at using technology to help with data and information through an Introduction to spreadsheets. This unit introduces the class to spreadsheets. They will be supported in organising data into columns and rows to create their own data set. They will be taught the importance of formatting data to support calculations, while also being introduced to formulas and will begin to understand how they can be used to produce calculated data, how to apply formulas that include a range of cells and apply formulas to multiple cells by duplicating them.

We support a worldviews approach in our Religious Education. Our topics this term include What does it mean to be a Muslim in Britain today? In this unit, pupils will extend their learning about Muslim beliefs about God, the Prophet and the Holy Qur’an. Pupils will also spend time finding out about the lived experience of Muslims in Britain today. We will also look at the topic titled, Christians and how to live: what would Jesus do? In this unit, pupils will learn about the four gospels, noting some of the similarities and differences between them. They will focus on what Christians believe the ‘good news’ of Jesus is, giving examples of the example of Jesus’ behaviour that Christians try to follow. Pupils will also spend time discussing how Christian communities today act and how this is based on Jesus’ teachings.

French—understand and communicate ideas, facts and feelings in speech and writing, focused on using numbers and vocabulary in longer sentences. We are always so impressed by the contributions offered by the children.

Our RSE work is embedded through CORAM SCARF materials. Coram Life Education & SCARF is the UK’s leading charity provider of PSHE and wellbeing education in primary schools.

Here is a useful link that may help support you at home:

https://www.coramlifeeducation.org.uk/family-scarf

Physical Education- this term we will explore Athletics, tennis and swimming. Each is taught through a carefully sequenced approach. Our swimming lessons take place at Ruby Oak Park Swimming pool. They are encouraged to swim competently, confidently, and proficiently, using a range of strokes effectively over 100m. In athletics, the children will learn how to understands when, where and how to use physical effort can start to explain and analyses how they can develop this across the different events. Throughout this subject, we foster understanding of a healthy lifestyle and how to fuel their body for various sporting events and activities.

French—understand and communicate ideas, facts and feelings in speech and writing, focused on using numbers and vocabulary in longer sentences. We are always so impressed by the contributions offered by the children.

Our RSE work is embedded through CORAM SCARF materials. Coram Life Education & SCARF is the UK’s leading charity provider of PSHE and wellbeing education in primary schools.

Here is a useful link that may help support you at home:

https://www.coramlifeeducation.org.uk/family-scarf7

 

CLASS ROUTINES

Wild Tribe – Tuesday PM for the second half of summer term 2025

Homework is set on Class Dojo on a Tuesday. We will continue to set homework on Mathletics. It is important that children complete tasks set so that they have regular reinforcement and practise. This term there will also be more skills quests available.

The children have a spelling journal where they record spelling from the statutory word lists, which they test themselves on. These will come home on a Wednesday.

Reading five times a week is essential. Please support your children’s learning by hearing them read, reading to them or discussing what they have read five times a week and initialling in their reading record.

It is a year 5/6 privilege to leave school on their own, once a permission form has been completed. Please appreciate, due to pupil safety being paramount, they are not permitted to walk younger siblings with them. The children are reminded regularly to return to school if their parent/carer is not in the usual meeting place.

Another exciting privilege in Class 4 is to bring their own pencil case! We provide the resources, but many of them like to bring a few of their own things too.

The children’s well-being is of the utmost importance, and we aim to create a happy, healthy environment for all. If you have any worries or questions, please do not hesitate in coming to see us.

Many thanks,

Miss J Miners (Class Teacher)

Class 4 Long Term Planning

Class 4 – Long Term Planning 2024-25