Welcome to Year 5

5X – Mrs Oldfield, Mrs Purdy and Mrs AB

5H – Mr de Haas and Mrs Ring

Our school motto …

A Achieve

R Respect

C Care

The core values of our school …

We encourage our children to be:• Good communicators• Enthusiastic learners• Creative thinkers• Confident• Caring and helpful to others• Able to work independently and with

others• Polite with good manners• Able to persevere• Not afraid to make mistakes• Willing to take risks

Key School Improvement Plan Priorities:

• To continue to improve progress in reading, writing and maths

• Use of assessment• Targeting individual and group needs even more

closely

Assessment – gap analysis:Example Child Record – part of the grid

ALEXANDRA JUNIOR SCHOOL Mathematics: Level 4NAME: Abigail Smith

Target

1 Oct 2009

2 Dec 2009 3 4 5 6

CLASS:

8 Start Level: 3a(end of Year 5)

YEAR GROUP: 6 End Level:

4b

Counting and understanding numbersRecognise and describe number patterns: continue sequences involving decimals1.3, 1.6, 1.9, 2.2, etc

1 X X

Recognise and describe number relationships including multiple, factor and square:5 is factor of 20, 20 is multiple of 5

2 ∕ X

Use place value to multiply and divide whole numbers by 10 or 100: 342 x 10 = 3420 2456 ÷ 100 = 24.56

3 • ∕

Recognise approximate proportions of a whole and use simple fractions/percentages to describe these: simple equivalence between fractions, decimals and percentages

4 ∕ ∕

Convert mixed numbers to improper fractions and vice versa: 1¾ = 7/4 etc 5 X X

Begin to understand simple ratio: girls to boys ratio = 2 to 3 so 20 girls means 30 boys 6 • •

CalculatingUse inverse operations: ‘undo’ two step operations, understand ‘balancing’ sums 20 + □ = 100 ÷ 4

7 • X

Understand the use of brackets in simple calculations: brackets take priority in calculation (3 x 4) + 14 12 + 14 = 26

8 X X

Recall multiplication facts up to 10 × 10 and quickly derive corresponding division facts:Gold Standard

9 ∕ ∕

Solve problems with or without a calculator: solve two step problems choosing appropriate operations, interpret calculator display of 4.5 as £4.50

10 • ∕

Use and interpret coordinates in the first quadrant 11 • X

Use efficient written methods of addition and subtraction: column addition, subtraction and of short multiplication and division: TU x U, HTU x U, HTU ÷ U

12 X

Add and subtract decimals to two places and multiply a simple decimal by a single digit: 36.2 x 8

13 X X

Assessment – gap analysis:Example Group Record – part of the grid

Assessment Criteria for Mathematics: Level 4 Class: 8 Year: 6

1 BD

2 JT

3 BK

4 MG

5 BH

6 BT

7 MD

8 VB

9 HS

10 CC

11 CB

12 AW

13 DP

14 SH

15 FW

16 LW

Partly achieved . Mostly achieved / Fully achieved X

1 Recognise and describe number patterns: continue sequences involving decimals X X X X X X X X X X X X X X X X2 Recognise and describe number relationships including multiple, factor and square X X X ∕ X X X X X X ∕ X X X X ∕3 Use place value to multiply and divide whole numbers by 10 or 100: 342 x 10 = 3420

2456 ÷ 100 = 24.56X ∕ ∕ • ∕ ∕ ∕ X ∕ ∕ X ∕ X X • •

4 Recognise approximate proportions of a whole and use simple fractions/percentages to describe these: simple equivalence between fractions, decimals and percentages

X X X X ∕ ∕ X X ∕ X X ∕ ∕ X X X

5 Convert mixed numbers to improper fractions and vice versa X X • X X X X X • X X X X X X X6 Begin to understand simple ratio ∕ X ∕ • • • • X • • ∕ • • • • •

7 Use inverse operations: ‘undo’ two step operations, understand ‘balancing’ sums 20+ □ = 100 ÷ 4

• X X • X X X X X X X X X X X X

8 Understand the use of brackets in simple calculations X X X X X X X X X X X X X X X X9 Recall multiplication facts up to 10 × 10 and quickly derive corresponding division facts ∕ ∕ X X ∕ ∕ X X ∕ X X ∕ X X X X

10 Solve problems with or without a calculator: solve two step problems choosing appropriate operations, interpret calculator display of 4.5 as £4.50

X • ∕ ∕ • • • X • ∕ ∕ ∕ • • • •

11 Use and interpret coordinates in the first quadrant X • X X X • • X X X • X X X X X12 Use efficient written methods of addition and subtraction and of short multiplication and

divisionX X X X X • X X X X • X • • X X

13 Add and subtract decimals to two places and multiply a simple decimal by a single digit: 36.2 x 8

X X X X X X X X ∕ X X X X X X X

14 Use the properties of 2-D and 3-D shapes: recognise most quadrilaterals, all triangles, oblique lines of symmetry, use terms horizontal, vertical, congruent

∕ X ∕ ∕ X • • ∕ ∕ ∕ X ∕ X • X •

15 Reflect simple shapes in a mirror line: at 45 degrees to the mirror line, begin to use the distance of vertices from mirror line to reflect more accurately

X • ∕ X • • • • • • • X • X X X

16 Translate shapes horizontally or vertically and begin to rotate a simple shape or object about its centre or a vertex

X X • • • X X • X • • X • • X •

17 Interpret, with appropriate accuracy, numbers on a range of measuring instruments: measure to within 2mm, measure acute and obtuse angles to nearest 5 degrees

• ∕ ∕ ∕ X ∕ ∕ X ∕ ∕ ∕ • ∕ • • X

18 Find perimeters of simple shapes and find areas by counting squares and part squares: begin to find areas shapes that need dividing into rectangles

• X X X ∕ ∕ • X • X • X • X X X

19 Collect, record and group discrete data: test a hypothesis about the frequency of an event (how many 6s in 50 throws of a die), record using frequency table

X • ∕ ∕ • ∕ ∕ ∕ ∕ • X • • • • •

20 Continue to use Venn and Carroll diagrams to record their sorting and classifying of information: sorting numbers ‘multiples of 8’ and ‘multiples of 6’

X X X ∕ X X ∕ X X X ∕ X X X X ∕

Key School Improvement Plan Priorities continued:

• To continue to improve the quality of teaching and learning

• Philosophy for Children – P4C• Exploring outdoor learning (Spring/Summer)• Exploring Spanish (Spring or Summer)

• To improve children’s “behaviours for learning”

All children begin here in class rewards. If a child behaves

inappropriately, they are given up to 1 verbal warnings

After 2 verbal warnings, if behaviour persists 10 mins time out in class

If behaviour persists, then time out in another class, loss of part or all of play

timeSerious misbehaviour (repeated

disrespect, refusal to do as asked, bullying, violence ...) HT / DH

Behaviour Management Strategy

Golde

n

Book

The Golden Book

Key Principle: if a child moves down the ladder, they are encouraged to move back up quickly so they end the session/day well.

Continuing the partnership…

• Talk to us on the playground.• Telephone to make an appointment. • Parents’ evening 27th and 28th November. • Write notes or comments in the contact book.

The curriculum

• This term“The Good, the Bad and the Ugly”

• Spring Term“Disaster Strikes”

• Summer Term“Childhood”