Transcript Year 5 and 6 information evening

Thursday 11th September
However, you can find this entire presentation
on the Year 3 and Year 4 School Site on the
Launch Pad
(Demonstration of how to find
class messages / homework
through child’s log in)
http://la.lp365.co.uk
Other important information
thorough
http://www.littleaston.staffs.sch.uk/the School Website




Children succeed when schools and parents
work together!
Parental support and input is crucial.
Clear, open lines of communication between
school and parents are essential.
Lessons start at 9.05 am, so please ensure
children are in school for registration from
8:45am-9am. There are morning to be
completed by the children so it is important
they are in school on time.
Break is at 10.05 -10.20
Lunch is 12.30 to 1.30.
The day ends at 3:30pm.




A revised national curriculum from 2014 for all
maintained schools
No more assessment levels (except for Y2 & Y6)
Each school is responsible for publishing its
curriculum and assessment framework
Year 3 and 4 will be working from this new
curriculum.

Is working towards…

Has met the expected standard for year…

Has exceeded…
Rewards and Sanctions
The Merit system
Child of the Week
Reading rewards
Detention
 Exploring a range of
texts
Poetry, Non fiction and
Fiction
 New interactive
resource – exciting texts
Reading
Reading is absolutely vital! With so many
other temptations, for example the lure of the
X-Box or Playstation, it is easy for reading to
be overlooked!
Children will be provided with many opportunities to read in school.
There will be focused, small group, weekly Guided Reading lessons and
opportunities for shared reading. But reading in school alone is not
enough! All children should be encouraged to read at home – preferably
daily. All children in Y3 and Y4 have been provided with a reading
journal. This should be filled in each time your child reads, with the
date, title of the book, number of pages read and any comments you
wish to make about your child’s reading performance (e.g. fluency,
comprehension etc). While it is not absolutely necessary for a parent to
hear your child read every single day in Y3 and Y4, it IS important that
you check your child’s understanding of what they have read!
We ask that you encourage your child to
select books from a variety of genres and
listen to them read at home whenever possible. In
Y3 and Y4, children need to demonstrate an
understanding of the text beyond the literal; the
ability to sight read isn’t enough; they must be
able to apply the skills of inference and deduction
when reading.


Wide range of e-books on Launch Pad
RMBooks





The early part of the Autumn term will be spent
ensuring children understand the number system
(place value) and then reinforcing and learning
mental and written strategies for the four main
methods of calculation (addition, subtraction,
division and multiplication). We will cover the
following units:
* Counting, partitioning and calculating.
* Securing number facts, understanding shape.
* Statistics and measures.
* Calculating, measuring and understanding
shape.
Maths
It is vital that your child is able to recall all
their times table facts as they provide the
foundation of many aspects of their Numeracy
syllabus. We will be carrying out weekly
tables tests.
Maths
There is another fabulous website which is
great for improving a child’s mental maths
skills. It is www.tutpup.com – free to sign up
and you take on children from all over the
world to add an element of competitive fun!
Also try: honorpoint.com mymaths
learningtables.co.uk
iamlearning
acitvelearnprimary.co.uk
Maths
You can help your child without having
to work too hard!
In the car – ask them a few quick fire times table
questions.
Going shopping? Ask your child to add up the
cost of different items in their head! How much
change will we get if…..?
Year 3





Rocks and soils
Animals, including
humans
Forces & magnets
Plants
Light





Year 4
Electricity
Sound
States of matter
Living things &
their habitats
Humans and animals






Year 3
Prehistoric Britain
The Roman Empire
Anglo-Saxon
settlements
Rocks and Soils in
the local
environment
Mountains
Comparison of GB &
Italy






Year 4
Egypt and the
Egyptians
Saxons & Vikings
Settlements
The Victorians
The common wealth
The 7 continents






Y3
Religious Leaders
The Beginnings of
the World
Religion in the
Home
Symbols in Worship
Traditions of
Special Foods Key
Exploring Living by
Rules
Y4





Features and
patterns of worship
Thinking about God
Hinduism
Landmarks in Life
Commitment: Lent
Environment







Exploring the 7 elements of music
Listening to and appraising music from
different composers and eras
Responding to pieces of music through their own
compositions with growing confidence
Taking part in BBC Ten Pieces
Singing as part of the KS2 production
Learning how to play the recorder
Opportunity to join school choir






Learn basic, conversational French
Explore the patterns and sounds of language
through songs and rhymes
Speak with increasing confidence and fluency
Develop their pronunciation
Understand and respond to spoken and
written language from a variety of authentic
sources
Begin to appreciate stories, songs, poems and
rhymes in French
PE
Please ensure that the children have the
appropriate kit with them on PE days.
Year 3 – Monday and Tuesday
Year 4- Tuesday and Friday
They are required to have their kit in school
everyday. They also require an outdoor kit and
an indoor kit.
Homework
Homework will be set either to reinforce learning from
the previous week or to research a topic coming up in
the next week. It is set on a Friday for maths and literacy
and is expected to be handed in on the following Friday.
We will sometimes ask the children to complete a larger
project for homework, which will be set over a period of
weeks rather than days. They will have the opportunity
to present their project in a variety of ways.
Spellings
Children in each year group follow a spelling programme.
Children will be taught basic spelling patterns in short, focussed lessons
of around 10-15 minutes.
Spelling tests will take place on a Friday morning.
Spellings to learn at home for next week’s test will be given out on
Friday. Children should be encouraged to use the Look, Say, Cover,
Write and Check method in order to learn them. Please check whether
your child can write as well as say the spellings correctly (look out for
letter reversals, e.g. b/ d). Check whether your child can use the spelling
in context, e.g. in a grammatically correct sentence. This is particularly
important when they are learning homophones and near homophones,
e.g. to, two, too; where, were, we’re etc.
E-safety
As a school and as
parents, we all have a
responsibility to
ensure our children are
safe online…
Why are we talking about e-safety?
Cyberbullying in the news
Incidents involving children at Little Aston
As parents and teachers, we therefore have an
important role to play in helping children and
young people stay safe online and encouraging
safe and responsible use of the technologies
30/04/2020
25
WHAT ARE THE DANGERS FOR OUR CHILDREN?
New technologies offer tremendous opportunities for
children however there are also risks including:
cyberbullying
grooming
potential abuse by online predators
exposure to inappropriate content including self-harm
racism
adult pornography.
Some of these risks can be a continuation of the risks
children and young people experience offline. However,
they can be increased because many children and
young people also fail to realise that the internet is a
30/04/2020
public place.
26
WHAT ARE THE DANGERS FOR OUR CHILDREN?
• Biggest danger is the not knowing –
– 26% of parents don’t know how to check website history
– 65% of young people can clear internet history
– 1% of parents thought their child blogged
– 33% of children used blogs
– 67% of parents didn’t know what a blog was
– 33% of children have met a ‘friend’ online
– 8% have had a face-to-face meeting with an online friend
– 89% told someone they were doing so
UK Children Go Online, 2005, 9-19 year olds
• Usage
30/04/2020and experiences are often not reported to
parents/teachers as they fear the withdrawal of access
27
• CEOP works across the UK and maximises
international links
• provides internet safety advice for parents and
carers
• report facility
enabling anyone to
report any inappropriate or potentially illegal
activity with or towards a child online
30/04/2020
28
What are the key things we teach the
children in school?
keep your username (where possible)
and password PRIVATE
save any messages that have upset
you so you can show them to someone
who can help
do not give out any personal details such
as your full name, address etc.
if you see anything on-line that
concerns you tell a trusted adult
30/04/2020
29
What are the key things we teach the
children in school?
never send photographs or videos to
people that you don’t know in the real
world
never arrange to meet anyone in real
life that you have met on-line
show respect to others on-line
never open emails from people you
don’t know
30/04/2020
30
30/04/2020
31
8-10 yr olds
30/04/2020
32
30/04/2020
33
30/04/2020
34
Safety Ideas FOR PARENTS
• Know what your children are doing online
and who they are talking to. Ask them to teach
you to use any applications you have never
used.
• Help your children to understand that they
should never give out personal details to
online friends — personal information includes
their messenger id, email address, mobile
number and any pictures of themselves, their
family or friends—if your child publishes a
picture or video online—anyone can change it or
share it.
30/04/2020
35
Safety Ideas FOR PARENTS
• If your child receives spam / junk email &
texts, remind them never to believe them,
reply to them or use them.
• It's not a good idea for your child to open
files that are from people they don't know.
They won't know what they contain—it could be
a virus, or worse - an inappropriate image or
film.
30/04/2020
36
SAFETY Safety
IDEAS FOR
PARENTS
Ideas
• Help your child to understand that some
people lie online and that therefore it's better to keep
online mates online. They should never meet up with any
strangers without an adult they trust.
• Teach young people how to block someone
online and report them if they feel uncomfortable.
• There are people who can help.
30/04/2020
37
Where can parents go for help?
ThinkuKnow
 www.staffsscb.org.uk
 www.wmnet.org.uk
 http://www.getnetwise.org/
 http://www.childnet-int.org/ (Know it all)
 http://www.bbc.co.uk/webwise/
 http://www.iwf.org.uk/
 www.ceop.gov.uk
30/04/2020
38
and finally remember
‘..the risks do not merit a
‘However, the risks are nonetheless
moral panic, and nor do they
widespread, they are experienced by
warrant seriously restricting
many children as worrying or
children’s internet use
problematic, and they do warrant
because this would deny
serious intervention by government,
them the many benefits of the
educators, industry and parents.’
internet. Indeed, there are
real costs to lacking internet
access or sufficient skills to
http://www.children-go-online.net/
use it.’
30/04/2020
39
Parents morning
On Friday 5th December parents are invited to come into
the classroom and spend time with their children, look
through books and chat to teachers.
We are not planning to hold an ‘official’ parents evening
this term.
Both of us are usually available after school if you would
like a brief chat. Or if you would like a longer
appointment after school get in contact with either of us,
or the office, and we happily arrange a date and time.