Maths

Objectives:

• Convert between different units of metric measure (for example, kilometre and metre; centimetre and metre; centimetre and millimetre; gram and kilogram; litre and millilitre).
• Understand and use approximate equivalences between metric units and common imperial units such as inches, pounds and pints.
• Estimate volume and capacity [for example, using water].
• Solve problems involving converting between units of time.
• Use all four operations to solve problems involving measure [for example, length, mass, volume, money] using decimal notation, including scaling.
• Adding and subtracting wholes and decimals.
• Decimal sequences.
• Multiplying decimals by 10, 100 and 1,000 and dividing decimals by 10, 100 and 1,000

Please continue to help your child learn and retain all twelve times tables.They can practise by completing activities on Times Table Rock Stars and Purple Mash.

To know by heart all multiplication and division facts up to 12 x 12.

This half term our focus is on poetry and a poem called ‘Jabberwocky’ by Lewis Carroll

• In Our English lessons we are going to be:
  
  
  

• Using stylistic devices to create effects in writing (simile, metaphor, personification).
• Understanding what is read through discussion and re-reading.

   

  • Exploring the meaning of new words in context.

   

  • Identifying and discussing themes and conventions in and across a range of writing.

   

  • Identifying and discussing use of figurative language, metaphors and similes.

   

  • Identifying the audience for and purpose of the writing, selecting the appropriate form and using other similar writing models for their own.

   

  • Noting and developing initial ideas, drawing on reading and research where necessary.

   

  • Planning ideas to develop to write a narrative poem.
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Science

Earth and space

• 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.
• Use the idea of the Earth’s rotation to explain day and night and the apparent movement of the sun across the sky.

Discovery Quest:

How do Mayan cities and beliefs compare to that of other civilisations?

During this topic, we will be:

• Creating a timeline, which places the Maya civilisation in history.

B1 - I identify change and continuity within and across different periods.

B2 - I identify where periods I have studied fit within a chronological framework.

B4 - I can identify periods of rapid change in history and contrast them with times of relatively little change.

B5 - I recognise and describe change and continuity representing them, along with evidence, on a timeline.

B6 - I can use dates and terms accurately in describing events. Including BC and AD.

• Taking part in an Inspire Workshop with parents, learning about Mayan festivals.
• Learning about Mayan priests and what they do.

B7 - I can identify connections and trends over time.

C2 - I can describe the social, ethnic, cultural or religious diversity of past society.

• Researching a Maya temple and designing our own.

A1 - I can use sources of evidence to deduce information about the past.

A2 - I can select suitable sources of evidence, giving reasons for choices.

A4 - I seek out and analyse a wide range of evidence in order to justify claims about the past.

C1 - I can ask and answer historical questions, and can examine how sources affect how the past is represented.

• Comparing the Mayan Gods to Christian, Ancient Greek and Roman Gods.

B3 - I can describe the main changes in a period of history (using terms such as; social, religious, political, technological and cultural)

C3 - I can describe the characteristic features of the past, including beliefs, attitudes and experiences of men, women and children.

• Taking part in a quiz about the Mayans.

Any issues please contact me on jclarke@lit-bloxwich.walsall.sch.uk