Autumn Term 2019 – Beenham 100!
Join us as we discover Beenham’s past and find out what it would have been like to live in the village 100 years ago. What might village life have been like? What jobs would people have done? Would the village look the same as it does now? What might have changed and why? How did people spend their leisure time? Then, compare the life of a Beenham villager to the life of a city-dweller. What did the roaring 20s really look like? How were people’s lives changing in the interwar period? What was the political situation?
We will be using a cross-curricular approach to carry out a local history study that focuses on Beenham and the way that rural life has changed over the course of 100 years. Beginning by exploring modern and historical maps of the area we will investigate the physical changes that have occurred in our village, identifying what Beenham would have looked like during the inter-war period of history. In GEOGRAPHY we will investigate land use and rural settlements and will use maps and compasses to examine our local area. Meanwhile our HISTORY learning will encourage us to compare our childhoods to those of our parents and grandparents and consider how society has changed over the last 100 years. We will examine some of the political and social changes during the 1920s and investigate the impact they had on the village of Beenham before comparing this to life in the towns and cities of 1920s England.
The 1920s were a period of the development of domestic appliances as electricity became more and more common in homes across the country. Therefore, in our SCIENCE lessons we will study electricity both in terms of the safety aspects relating to the topic, but also by creating our own circuits and investigating insulators and conductors.
We will spend some time thinking about food this term and by working out what we mean by seasonality when it comes to creating savoury recipes. Has this changed in the last 100 years? How did people in 1920s England source and cook their food? We will recreate some savoury 1920s dishes using seasonal products where possible before creating our own recipes based on a recipe from 1920s England.
Our texts in ENGLISH relate to the time period on which we will be focussing. Initially we will study War Horse by Michael Morpurgo where we will investigate formal and informal register, the use of clauses and conjunctions and a range of punctuation including dashes and hyphens in order to structure our sentences in a variety of ways for impact. We will work on our comprehension skills and will practise using inference to really try and get inside the minds of the characters within the story and to understand how a character is developed. We will also write some recounts this term that will relate to our class trip to the houses of parliament and the suffragettes that we will meet on our visit to London. Finally, we will finish the term by studying another text that was popular with children during the 1920s – The Jungle Book by Rudyard Kipling when we will turn our attention to relative clauses and speech punctuation in order to write high quality narratives.
We will continue to work on our presentation, using paragraphs effectively to ensure that our work has a sense of cohesion whilst continuing to perfect our handwriting. There will also be a focus on spelling this term, making sure that the children are confident in applying the various spelling rules and prescribed words from the national curriculum and that they are embedded in our writing as well as topic words related to our learning.
The children will continue with guided reading sessions, using a variety of texts to help them develop their vocabulary and inference skills.
In MATHS, we will begin by developing our understanding of place value in larger numbers and ensure that we can apply our learning to problem solving and reasoning activities. We will continue to perfect our use of formal written methods to solve addition and subtraction, including decimal numbers before moving on to studying shape including the investigation of angles. Problem solving and reasoning skills are a key part of our mathematical studies and these skills are embedded into our maths learning in order to help the children to move on from being fluent in calculations to being able to apply their learning to a variety of situations including real life problems. Every day the children will have the opportunity to practise their fluency in times tables using our Times Tables Rock Stars program which they will also be able to access at home.
Our RE learning this term will focus on Christianity and the way in which the church has historically played a role in building communities. We will investigate the big questions such as how do beliefs and community shape a person’s identity? And to what extent does participating in worship and/or prayer generate a sense of belonging?
In COMPUTING we will cover internet safety in detail before introducing coding into our lessons where we will design and create our own chatbots and introduce variables into our coding programs.
We will continue to study FRENCH this term where we will find out how to pronounce the French alphabet before building on our vocabulary relating to the home and where we live. We will also learn to count in tens and up to 100 in French. We will continue to develop our conversational skills and the children will have opportunities to practise asking and answering questions in French. We will also spend some time listening to French music and becoming familiar with French customs and traditions.
PE: The children will continue with their sessions taught by our P.E. coach. Children should have the correct kit in school at all times – including shoes. Children with hair longer than chin length should have their hair tied back. If your child cannot participate please let us know, either by a note to us or by phoning the school office.
YEARS 4, 5 & 6 – USEFUL INFORMATION FOR PARENTS
We would like the children to develop a growing independence in organising their homework and daily equipment. This is essential for Year 6 in helping them to prepare for secondary school. We would therefore ask the children to take responsibility for the following:
Class equipment: Children should bring their own equipment: writing pencil, colouring pencils, ruler, eraser and glue stick. We will provide writing pens. They need to ensure that they have their equipment ready on their table before the bell goes each morning.
HOMEWORK: The Daily Homework Diary is an essential piece of the children’s equipment and should be in school every day.
Topic: All topic-based homework is displayed on the school’s website and printed copies will be given to children at the start of each term inside their Daily Homework Diary. Homework should be ready by the date indicated. On the due date, a homework sharing lesson will take place to give the opportunity for children to share and evaluate their learning. If homework is late, this opportunity may not be available. Topic homework projects are open-ended, allowing children the creativity to select how they wish to demonstrate their learning.
If there is any reason why homework has not been completed, then please let us know so that we can provide any support that may be necessary.
SATS Preparation: Workbooks and homework will be additionally provided for Year 6 in order to help prepare them for SATs.
READING AT HOME AND READING JOURNALS: Children should be reading every day and logging the details in their reading journals. There is space for five separate entries, showing reading on five different occasions. Children should read with their parents at least once a week – even those who are free readers – and notes made in the journal. Once every 2 weeks children should produce a reading task that is based on their reading. The journals are handed in on Monday and the results logged in class. It is a homework expectation that reading is carried out daily.
SPELLINGS: Spelling lists are given out every Monday for learning at home and testing the following Monday. The results are logged in the homework diary for children to share with their parents.
TIMES TABLES: Some children will have a times tables target which they are working towards, and they should be practising regularly at home through the use of times tables rock stars. We will also continue to practise our fluency at school and regular analysis of the children’s fluency will help us to identify those children who need additional support to learn their times tables as well as identify the children who need to move on with their times tables learning.
SNACKS: Children should bring fruit for the morning break and keep this in the classroom, separate from their lunchbox, for easy access.
WATER: Children should bring their water in a named drinking bottle.
CONTACT: If you would like to come in during the Monday after-school drop in, please make an appointment with the School Office or by emailing email@example.com and include an indication of what you would like to discuss..