Menu
Welcome to Delves Junior School Website - For Coronavirus updates please see the 'Parents' section
Home Page

What we are learning this term

Maths

 

Revision of key skills from Year 4 curriculum

  • Recognise the place value of each digit in a four-digit number (thousands, hundreds, tens, and ones)
  • Order and compare numbers beyond 1000
  • Add and subtract numbers with up to 4 digits using the formal written methods of columnar addition and subtraction where appropriate
  • Recall multiplication and division facts for multiplication tables up to 12 × 12
  • Multiply two-digit and three-digit numbers by a one-digit number using formal written layout
  • Use place value, known and derived facts to multiply and divide mentally,
  • Recognise and show, using diagrams, families of common equivalent fractions
  • Add and subtract fractions with the same denominator

Place value objectives

  • Read, write, order and compare numbers to at least 1 000 000 and determine the value of each digit e.g. what is the value of the '7' in 276,541? Find the difference between the largest and smallest whole numbers that can be made from using three digits.
  • Count forwards or backwards in steps of powers of 10 for any given number up to 1000 000.
  • Interpret negative numbers in context, count forwards and backwards with positive and negative whole numbers, including through zero.
  • Round any number up to 1 000 000 to the nearest 10, 100, 1000, 10 000 and 100 000.
  • Solve number problems and practical problems that involve ordering and comparing numbers to 1 000 000, counting forwards or backwards in steps, interpreting negative numbers and rounding.
  • Read Roman numerals to 1000 (M) and recognise years written in Roman numerals.

Addition and subtraction objectives

  • Add and subtract whole numbers with more than 4 digits, including using formal written methods (column addition and subtraction).
  • Add and subtract numbers mentally with increasingly large numbers.
  • Use rounding to check answers to calculations and determine, in the context of a problem, levels of accuracy.
  • Solve addition and subtraction multi-step problems in contexts, deciding which operations and methods to use and why.

Statistics objectives

  • solve comparison, sum and difference problems using information presented in a line graph
  • complete, read and interpret information in tables, including timetables

Multiplication and division objectives

  • identify multiples and factors, including finding all factor pairs of a number, and common factors of two numbers
  • know and use the vocabulary of prime numbers, prime factors and composite (non-prime) numbers
  • establish whether a number up to 100 is prime and recall prime numbers up to 19
  • multiply and divide whole numbers and those involving decimals by 10, 100 and 1000
  • recognise and use square numbers and cube numbers, and the notation for squared (²) and cubed (³)
  • solve problems involving multiplication and division including using their knowledge of factors and multiples, squares and cubes
  • solve problems involving multiplication and division, including scaling by simple fractions and problems involving simple rates

Measure – Area and perimeter objectives

  • measure and calculate the perimeter of composite rectilinear shapes in centimetres and metres
  • calculate and compare the area of rectangles (including squares), and including using standard units, square centimetres (cm²) and square metres (m²) and estimate the area of irregular shapes

 

History objectives – Autumn

Theme: Achievements & Legacies      Big Question: What is the greatest achievement in history?    

  • Understand the concepts of continuity and change over time.
  • Identify and describe the features of the past, including ideas, beliefs and the attitudes and experiences of men, women and children.
  • Compare an aspect of life with the same aspect in another period of history.
  • Examine causes and results of significant events and the impact on people.
  • Use evidence to build up a picture of a past event or person and to deduce information about the past.
  • Pupils will start the topic by exploring possibilities in the medical profession, exploring different roles and finding out about significant breakthroughs and achievements.
  • Pupils will explore the achievements from pre-historic periods. Pupils will find out about Stonehenge and the construction methods used. They will explore the development of tools, the materials and techniques used, including the main advancements in Bronze and Iron Age metalwork.
  • Pupils will investigate how the pyramids were constructed during Ancient Egyptian times, recognising how advancements in science and their mathematical understanding helped in their construction.
  • Pupils will discover the key achievements of Sir Walter Raleigh and Sir Francis Drake, recognising their legacy as famous explorers.
  • Pupils will complete an in-depth study of the Ancient Greeks. They will explore key legacies: the Ancient Greek system of Government and Democracy; Philosophers & Thinkers – Plato, Aristotle & Socrates; Sports - Olympic Games & Marathon; Mathematics, Science & Technology -  Archimedes, Pythagoras & Hippocrates; Theatre and language – Sophocles   

 

 

 

English

During English this term, the children will be reading a book called Friend or Foe by Michael Morpurgo, which is set in the United Kingdom during the Second World War.

 

‘Evacuated from London, David and Tucky feel like the war is a long way away from their new life in the countryside. Then one night the skyline of the moor is lit up with gun flashes, and the distant crump of bombing miles away brings the war back to them and shatters their new-found peace. When a German bomber crashes, the boys feel they should hate the airmen inside. But one of them saves David's life . . .’

 

Whilst studying Friend or Foe, we will explore the feelings of the main characters and infer what they may be thinking and feeling during their evacuation from London. We will learn to find evidence and detail in the text to justify our views. We will then go on to explore figurative language, whilst looking at the author’s vocabulary choices. The children will undertake numerous drama activities, which aim to give them an insight into the experiences the characters are faced with and also aid them in developing expressive vocabulary. Once we have progressed through the story, the children will write a ‘missing chapter’ before developing their own conclusion, using the vocabulary and literary techniques they have learned throughout.

 

Towards the end of the term, the children will undertake a poetry unit, in which they will explore the works of Michael Rosen and Charles Causley. We will enjoy and discuss and array of poems and the children will be given the chance to develop whole-class poems. We will also refine our evaluation and editing skills, which will increase the children’s self-awareness of their work and give them the opportunity to grow as writers. Further composition work includes drafting and writing a nonsense-writing poem and a free-verse poem and the children will prepare poems to read aloud and perform to the class.

 

 

Science

The focus for this term in Science is Earth and Space. Our learning outcomes include being able to:

 

  • 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. 
     

We will also work scientifically to: plan experiments; record our findings in a variety of ways; report our findings and use them to find conclusions; and scientifically be able to support or refute ideas or arguments.

 

 

Theme

Geography

Our Big Question in Geography is – What qualities do you need to work in the emergency services?

 

We will begin by developing our knowledge of the USA as a whole, learning about it’s states, climate, time zones, languages etc. We will then journey across North America to explore it’s major cities in detail, identifying the human and physical features of this vast country along the way. We will begin our journey in New York, exploring the monuments and landmarks of this area and will learn about the culture of the city, drawing comparisons to the city of London (drawing on prior knowledge from LKS2). We will then travel to Los Angeles, discovering the home of Hollywood and will question why it is known as the entertainment capital of the world. We will travel to San Francisco to learn about the famous landmark, the Golden Gate Bridge, discovering why it is known as a marvel of modern engineering. We will visit Chicago, exploring the famous Chicago River and will complete our journey of the major cities in Washington DC, learning about why it is the capital city of the USA. We will then explore the national parks of the USA including Yellowstone, Grand Canyon and Yosemite National Parks. We will explore the amazing wildlife and landscapes found in Yellowstone National Park and will study the Sierra Nevada Mountains when visiting Yosemite National Park. We will visit Grand Canyon national park and the Colorado river, exploring the physical features of this environment and drawing comparisons to National Parks in the UK, previously studied in Year 3. 

 

 

Design Technology

Design a toy car for you to race against other class members using gears or pulleys to create speed.

We will create a set of design criteria, based on the design brief, by discussing the purpose of the products we will be designing and making and who the products will be for. We will then sketch and annotate our ideas, producing detailed, annotated drawings from different views and/or exploded diagrams. Our drawings will indicate the design decisions made, including the location of the mechanical and electrical components, how they work as a system with an input, process and output, and the appearance and finishing techniques for the product ideas, produce detailed step-by-step plans and lists of tools, equipment and materials needed. If appropriate, allocate tasks within a team. Using the skills and understanding from IEAs and FTs we will assemble our product taking into consideration the aesthetics, decorative finishing techniques and quality of finish of our product. Next we will test the final product in relation to the design brief and criteria, including racing our final designs. Finally we will critically evaluate the quality of the design, the manufacture, functionality, innovation shown and fitness for the intended user and purpose.

 

French

From September, children will move to learning French on a weekly basis. The benefits of learning additional languages will be discussed and promoted throughout the year, with a focus on the possibilities these may bring. Listening and speaking will be the initial priority, as the children develop their confidence in speaking another language. We will begin by refining our phonetic knowledge of the French alphabet before moving on to revising and strengthening confidence in daily language. By the end of the year, the children will be able to talk about themselves and their family.

We've had 4 9 8 7 6 Visitors
Top