This term we are learning about the Stone Age. We will be learning about what life was like in the Stone Age and what it would take to stay alive! We will be exploring Stone Age tools and their uses. We will investigate Skara Brae, a Neolithic Stone Age settlement, located on the Orkney’s. We will be using the book ‘Stone Age Boy’ to explore Stone Age camps, eventually imagining what it would be like to live in the Stone Age. We will be looking at the cave art found at Altamira and using sticks collected from our forest to create our own Stone Age paintings!
Our topic this term is ‘Stone Age Adventures’. We will be focusing on learning about life in the Stone Age and making links to other curriculum areas. In Science our topic is Rocks and Soil. We will look at the different types of rocks and their properties. In Art this term we will focus on nature and materials with our visit to the Tate Modern enhancing this work. Our English and Reading will also feature the Stone Age this term.
This term we are learning about folktales. We will be exploring the features of a folktale, including the use of poetic devices such as alliteration and similes. We will investigate the history of folktales,
including how they were spread and told. We will be comparing contemporary retellings, such as the Disney films, with the original version. The children will have opportunities to write their own endings to know folktales and perform them in a variety of different ways, including using puppetry and stop motion. We will be learning to write our own playscripts, including dialogue, which we then perform for others.
This term we are investigating the world’s oceans. We will be exploring the different habitats and zones of the oceans, and the creatures that inhabit them. We will be choosing a sea creature to write a non-chronological report about, filling it with research from both books and the Internet. We will be investigating the causes of pollution within our oceans and exploring possible solutions. We will be looking at our own habits and how they might plan a part in pollution. The children will take part in a beach clean, using what they have learnt in statistics to fashion a report using tally charts, bar charts and recounts. We will also be using collected plastic recycling to create our own display illustrating the issues of plastic pollution, so please send any clean plastic recycling you may have!
"The pupil premium funding and sports premium funding are used to good effect." Ofsted 2017
"Pupils who have special educational needs and/or disabilities are supported well and make good progress." Ofsted 2017
"Safeguarding is effective. Systems to keep pupils safe are robust" Ofsted 2017
"The curriculum provides good opportunities for pupils to learn across a range of subjects. British values are promoted effectively." Ofsted 2017
"Good teaching in Year 5 and Year 6 ensures that most pupils catch up and make expected progress in a range of subjects by the end of key stage 2." Ofsted 2017
"Pupils’ personal development, behaviour and welfare are good. Pupils behave well and have good manners. They demonstrate a strong understanding of tolerance and respect." Ofsted 2017
"Leaders, governors and the trust have a strong understanding of the school’s effectiveness. Their recent actions are ensuring that the school is improving quickly." Ofsted 2017
“Pupils speak highly about the quality of education they receive. They are very loyal to the Academy, each other and the staff. They appreciate the support they receive to do their best. Pupils’ conduct around the Academy and in class is excellent.”
“Teachers provide highly detailed and effective feedback on a regular basis so that pupils know what they need to do to improve. Pupils regularly respond to marking to ensure they improve upon their understanding. Pupils are now given more opportunities to complete their work fluently and at greater length. Good progress is strongly evident across the books surveyed.”
“Books are well presented and demonstrate that pupils take pride in their work. They contain a varied number of tasks and activities for pupils.”
“Systems to keep pupils safe are rigorous. They feel safer because behaviour has improved and there are good opportunities to learn how to keep themselves safe in different situations.”
“As a result of the senior leaders’ determination and attention to detail, the quality of education has improved, aspirations have been raised and staff morale is high.”