Class 4 (Y5 and Y6)

Welcome to Class 4

Autumn Term 2025

Welcome Back everyone! We do hope you had a fantastic Summer Holidays.

Let us share with you a snapshot of our Aim High Curriculum in Class 4.

Our English work is driven by high quality text that enables children to read, speak and write fluently so that they can communicate ideas with others with confidence now and into the future. Our writing often begins with a high-quality text, or it can be inspired by a class visit or other curriculum areas – the inspiration is endless. We talk about the importance of grammar as a tool for conveying meaning and provide guidance and opportunity to learn grammar explicitly. We equip the children to understand the composition and structure of their writing. Creating coherent texts relies on pupils’ firm understanding of both sentence structure and paragraph organisation. The best way to model this is through high quality text by reading lots and lots at home and school.

Our whole class reading text this term is The Valley of Lost Secrets by Lesley Parr as recommended by the Book Trust. It is set in 1939, and Jimmy and his little brother Ronnie have been evacuated to a tiny, quiet village in Wales. After the hustle and bustle of London, it’s a bit of a shock. This beautiful book, reminiscent of Enid Blyton’s Famous Five stories and Michelle Magorian’s Goodnight Mister Tom, explores so many heartfelt themes in its short chapters; the bond between Jimmy and his little brother, the kindness of strangers, and the amazing things that can happen when we take the time to really see somebody – even if everybody else looks straight through them. Lesley Parr perfectly captures the fear and defensiveness of Jimmy, a young boy thrown into a new world but knowing that he must take care of his brother at any cost.

As always, in maths, it is about securing the fundamental skills. It is so important that the children are fluent with X Tables and rapid recall of simple number bonds. It gives them a huge advantage in managing the demands of the Y5/6 curriculum.

We use the CUBES math strategy as a systematic approach to solving math word problems. The acronym C.U.B.E.S stands for:

1. Circle key numbers & units.
2. Underline the question.
3. Box math action words.
4. Evaluate the problem.
5. Solve the problem and check your work.

It really supports the children in untangling the complexities of word problems into manageable calculations. This term we will cover the following topics: Place value, four operations, prime numbers and statistics.

Our science topics this term include, living things and their habitats and describes how living things are classified into broad groups according to common observable characteristics based on similarities and differences, including micro-organisms, plants and animals. Children will learn to give reasons for classifying plants and animals based on specific characteristics. We are also learning about electricity including looking at the brightness of a lamp or buzzer with the number and voltage of cells used in the circuit. They will also compare and discuss variations caused by electrical components and use recognised scientific symbols to represent their understanding.

In art and design, we will begin by thinking about the following disciplinary questions: What is art? How is art made? How is art judged? What is the purpose of art? How does design affect the lives of users? It is a great way to get children to think about their own perspective in art.

Our artist study this term will focus on the work of Stephen Wiltshire. He was born in London in 1974. He is known for his incredible drawings of cityscapes. Here are a few interesting facts. Stephen can draw from memory after seeing scenes for a very short time. When he was three years old, Stephen was diagnosed with autism. He first communicated with others using his drawings as he was mute. Stephen was awarded an MBE for services to the art world in 2006. We will use his work to developing practical skills through the medium of drawing, line and pattern, texture, shape and space.

Music -in music we follow the Charanga Music Scheme. Each unit of Work consists of clearly sequenced lessons with planning, key learning and outcomes that support the National Curriculum. The first spotlight area is: Melody and Harmony in Music. The children will learn what that a melody (or a tune) is a group of notes played one after another. They will explore the voices that sing the melodies and the instruments used within the music in this unit to create the harmonies. Each unit is underpinned by a social question, which in this case is, How Does Music Bring Us Together? The second unit we will explore is how to Sing and play in different styles. They will learn about music from all around the world and be able to explain how ‘tempo’ refers to the speed of the beat – or how fast or slow the music sounds. The social question is: How Does Music Connect Us with Our Past?

Computing – The Teach Computing curriculum is structured into units that enable pupils to build on prior learning. This term we will look at Computing systems and networks – systems and searching. In this unit, learners develop their understanding of computer systems and how information is transferred between systems and devices. The children will consider small-scale systems as well as large-scale systems. They explain the input, output, and process aspects of a variety of different real-world systems and discover how information is found on the World Wide Web, through learning how search engines work (including how they select and rank results) and what influences searching, and through comparing different search engines. We will also look at creating media through video production. This unit provides the opportunity to learn how to create short videos in groups. As they progress through this unit, they will be exposed to topic-based language and develop the skills of capturing, editing, and manipulating video. Active learning is encouraged through guided questions and by working in small groups to investigate the use of devices and software.

We support a worldviews approach in Religious Education. All children need to acquire core knowledge and understanding of the beliefs and practices of the religions and worldviews which not only shape their history and culture, but which guide their own development. The modern world needs young people who are sufficiently confident in their own beliefs and values that they can respect the religious and cultural differences of others and contribute to a cohesive and compassionate society.’ Our topics this term include. Christians and how to live, “what would Jesus do?” What does it mean if Christians believe God is holy and loving?

French— we provide opportunities for practical communication so that the children can understand and communicate ideas, facts and feelings in speech and writing. Our RSE work is embedded through CORAM SCARF materials. Coram Life Education & SCARF is the UK’s leading charity provider of PSHE and wellbeing education in primary schools. Here is a useful link that may help support you at home: https://www.coramlifeeducation.org.uk/family-scarf Physical Education- this term we will explore Hockey, Netball, Tri Golf and gymnastics. The skills taught carefully follow the progression of skills needed to succeed in each of the disciplines.

Class Routines

Home learning for Maths is set on a Tuesday using the online learning platform Mathletics. It is important that children complete tasks set so that they have regular reinforcement and practise.

The children have a spelling journal where they record spelling from the statutory word lists, these will come home on a Wednesday. Please spend a little time – at least 3 times a week- practising and learning these spellings. I have lots of ideas that I will share with the children. However, as always, please do ask if you have any questions.

Reading five times a week is an expectation within the Carey Federation because we value and want to nurture in the children a love of reading. Please support your children’s learning by hearing them read and initialling in their reading record. Take a look at the useful questions I have added to the children’s reading records.

It is a year 5/6 privilege to leave school on their own, once a permission form has been completed. Please appreciate, due to pupil safety being paramount, they are not permitted to walk younger siblings with them. The children are reminded regularly to return to school if their parent/carer is not in the usual meeting place.

Another exciting privilege in Class 4 is to bring their own pencil case! We provide the resources, but many of them like to bring a few of their own things too.

The children’s well-being is of the utmost importance, and we aim to create a happy, healthy environment for all. If you have any worries or questions, please do not hesitate in coming to see us.

Many thanks,

Miss J Miners (Class Teacher)