Exploring Tenerife - KS2 Spanish - BBC Bitesize

Talking About School - KS2 Spanish - BBC Bitesize

Week 1 -

Wednesday: We will be looking at what non-chronological reports look like.

Friday: Immersing into the Windrush.

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Week 2 -

Monday: Using the laptops to research bout the Windrush

Tuesday: Focusing on alliteration and puns to create a heading.

Relative-clauses for our introduction.

Wednesday: Focusing on main clause + subordinate conjunctions = complex sentence whilst writing the who section of our non-chronological reports

Friday: Focusing on rhetorical questions + short sentences for effect whilst writing our why section.

Week 1- We will explore the context and make predictions about the text.

Week 2- Retrieval focus.

You can ask questions and answer questions on your home text that link to retrieval:

• Where/when does the story take place?

• What did s/he/it look like?

• Where did s/he/it live?

• Who are the characters in the book?

• Where in the book would you find…?

• What is happening at this point in the text?

• What happened in the story?

• Through whose eyes is the story told?

• Which part of the story best describes the setting?

• What part of the story do you like best? Find evidence to support your opinion.

• What evidence do you have to justify your opinion?

• Write down 3 things you are told about … (character/setting/subject of the text)

• What was revealed at …. (beginning, middle, end, paragraph)

• Which of these statements is true/false?

Week 1:

Step 1 Understand and use degrees

Step 2 Classify angles

Step 3 Estimate angles

Week 2:

Step 4 Measure angles up to 180°

Step 5 Draw lines and angles accurately

Step 6 Calculate angles around a point

Step 7 Calculate angles on a straight line

Arithmetic

Wednesday: What is migration and why do people move?

Thursday: Migration through time - is it new?

Friday: The Windrush Story - who were they?

Rule: –tial is another common adjective ending pronounced with a /sh/ sound. It usually follows a consonant.

essential, potential, substantial, influential, confidential, residential, initial, preferential, consequential, partial

Week 2:

Common Exception Word (CEWs)

amateur, ancient, category, communicate, community, competition, critic, curiosity, dictionary, explanation

Week 3:

• Why did they come?

• What happened?

• How did they feel?

Week 4:

We will publish our work.

Week 3- inference

Week 4- clarifying

You can practise these skills at home with your own text. You can use bbc bite size to consolidate your understanding of the skills.

We will be learning how to…

• Find lengths and angles in a shape

• Recognise regular and irregular polygons

• Sorting 3D shapes

• End of unit assessment

Week 4 we will be starting our topic on position and direction.

We will be learning how to…

• Read and plot coordinates

• Problem solve with coordinates

• Translation

• Translation with coordinates

• Weekly arithmetic

We will look at..

• The Windrush Scandal

• How we know about the Windrush today

• End of unit assessment

We will be enquiring…

• Does a change of size or shape in an object effect how it falls?

• What features of a parachute help it fall slower?

• How can we design an effective parachute?

Prefix dis- means “not” or “opposite of.” It negates the meaning of the root word.

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Prefix auto- means “self” or “own.” From Greek, it is common in scientific and technical words

Week 5 we will be writing diary entries as Leonard from our class text ‘Windrush Child’. We will be using, adverbials, prepositions, oxymorons, similes within our writing.

Week 6-Writing assessment

Children will be Writing another diary entry from a different perspective. They will be encouraged to use the skills taught in the prior week, independently.

This week we will be concluding our position and direction unit

• Step 4 Translation with coordinates

• Step 5 Lines of symmetry

• Step 6 Reflection in horizontal and vertical lines

• End of unit assessment

• Weekly arithmetic

Week 6- negative numbers

• Step 1 Understand negative numbers

• Step 2 Count through zero in 1s And in multiples

• Step 3 Compare and order negative numbers

• Step 4 Find the difference

• End of unit assessment

In this week we will be evaluating authors choice of words and phrases, asking questions such as…

• What does the word 'x' tell you about 'y'?

• Find two or three ways that the writer tells you 'x'.

• What does this… word/phrase/sentence… tell you about…character/setting/mood etc?

• Highlight a key phrase or line. By writing a line in this way what effect has the author created?

Week 6: comparing

In this week we will be making comparisons within and with other texts. We will answer questions such as…

• Describe different characters' reactions to the same event in a story.

• How is it similar to …?

• How is it different to …?

• Is it as good as …?

• Which is better and why?

• Compare and contrast different character/settings/themes in the text

• What do you think about the way information is organised in different parts of the text? Is there a reason for why this has been done

Week 1:

• Look at the poem and find the shape of our own poem

• Find the pattern and rhythm of the poem

• Create our own ‘Malfeasance’

Week 2:

• We will begin to write our poems using a range of devices, such as: repetition, alliteration, metaphors, similes, personification, emotive language, adverbials.

Over the next two weeks we will…

Week 1:

• Step 1 Use known facts to add and subtract decimals within 1

• Step 2 Complements to 1

• Step 3 Add and subtract decimals across 1

• Step 4 Add decimals with the same number of decimal places

• Weekly arithmetic lesson

Week 2:

• Step 5 Subtract decimals with the same number of decimal places

• Step 6 Add decimals with different numbers of decimal places

• Step 7 Subtract decimals with different numbers of decimal places

• Step 8 Efficient strategies for adding and subtracting decimals

Week 1:

• Explore the context of the text- looking at what poetry is, how it is structured, different types of poems, how we read poetry.

• Make predictions about the text

Week 2:

We will focus on making inferences about the poems.

We will ask questions like…

• Who is the speaker?

• How does the speaker feel?

• What is the poet's attitude?

• What is the deeper message?

• Why did the poet choose this word?

• What do the symbols represent?

• What is the time or setting?

• What happened before or after

Year 5 will be exploring art from the 1960s.

Week 1:

• Immerse ourselves into the 1960s

• Investigate and analyse art from 1960s

• Research an artist from the 1960s

Week 2:

• Continue research by going on a trip to Tate modern.

• Explore a specific artist from that decade and analyse their work

• Begin to design our own piece, taking on inspiration from the artists we have looked at.

• Begin to create, starting with the background.

Week 2:

We will be finishing off our poems, writing about how kindness can fight off the monster. The children will then perform their poems to each other.

Week 4

Week 4 will be the start of a new unit. We will be writing explanation texts.

Part of this week will be our final assessments of this year. Children will sit an arithmetic and reasoning paper based on their learning throughout the whole year.

The rest of the week will be finishing off our decimals unit.

• Step 10 Multiply by 10, 100 and 1,000

• Step 11 Divide by 10, 100 and 1,000

• Step 12 Multiply and divide decimals - missing values

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Week 4

We will begin a new unit on converting units of measure.

• Step 1 Kilograms and kilometres

• Step 2 Millimetres and millilitres

• Step 3 Convert units of length

• Step 4 Convert between metric and imperial units

This will also be a reading assessment week.

Children will sit a paper that is 1hr long including 3 different texts. We will however break this test up in to 3, 20 minute tests for the children to complete across the week. The test will be testing their fluency (being able to read the text in time allocated) and comprehension (answering questions on the text). Attached is some practise tests.

Week 4

We will begin a new class text that we will read for the rest of the term.

‘The Wolf wilder by Katherine Rundell’ will be the text we are reading.

Week 4 we will explore the context of the book, make predictions and begin to retrieve information.

Will begin to explore our focus artist Sister Mary Corita Kent. We will analyse her work and who she was. Then we will break down the skills in order to recreate a piece inspired by hers.

Week 4

We will be finishing off our own pieces and then displaying them in a mini class gallery session.