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Due to the current COVID-19 restrictions, regrettably we are unable to invite parents into school for a tour of Berkswich CE primary and nursery. We understand that choosing the right setting for your child is one of the most important decisions that you will make in your child’s learning journey. With this in mind, we hope to provide you with a range of opportunities to allow you to gain an insight into life as part of our special Berkswich community and the chance to ask questions. We certainly welcome the opportunity to support and reassure you as you organise your child’s first steps into Nursery and Reception. We are offering virtual meetings to provide an opportunity for new parents to meet our headteacher, EYFS leader and teaching staff. This will provide a great opportunity for you to ask questions and find out about our community and learning at Berkswich CE. Your child is a vital part of this process, and so we welcome them to join in with the meeting.

Reception slots

Tuesday 17th November 9am – 10:30am

Tuesday 1st December 3:30- 5:30pm

Tuesday 8th December 9am – 10:30am

Nursery slots

Tuesday 19th January 9am– 10:30am

Tuesday 2nd February 3:30—5:30pm

Tuesday 9th March 9am—10:30 am

To book your ten-minute virtual meeting on one of the following days please call the school office on 01785 337360 or send an email to office@berkswich.staffs.sch.uk

Please visit our admissions page to take a closer look at our Nursery and Reception classes, as well as our admissions arrangements. Thank you.

BerkswichCE Primary School

Achieve, Believe and Care

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Reading in Year 5 and 6

The Reading Curriculum in Year Five and Six

 

~ Word

 

  • Apply their growing knowledge of root words, prefixes and suffixes (morphology and etymology), as listed in English Appendix 1, both to read aloud and to understand the meaning of new words that they meet.

 

~ Comprehension

 

  • Maintain positive attitudes to reading and understanding of what they read by:
    • continuing to read and discuss an increasingly wide range of fiction, poetry, plays, non-fiction and reference books or textbooks;
    • reading books that are structured in different ways and reading for a range of purposes;
    • increasing their familiarity with a wide range of books, including myths, legends and traditional stories, modern fiction, fiction from our literary heritage, and books from other cultures and traditions;
    • recommending books that they have read to their peers, giving reasons for their choices;
    • identifying and discussing themes and conventions in and across a wide range of writing;
    • making comparisons within and across books;
    • learning a wider range of poetry by heart;
    • preparing poems and plays to read aloud and to perform, showing understanding through intonation, tone and volume so that the meaning is clear to an audience.
  • Understand what they read by:
    • checking that the book makes sense to them, discussing their understanding and exploring the meaning of words in context;
    • asking questions to improve their understanding;
    • drawing inferences such as inferring characters’ feelings, thoughts and motives from their actions;
  • Understand what they read by:
    • drawing inferences such as inferring characters’ feelings, thoughts and motives from their actions, and justifying inferences with evidence;
    • predicting what might happen from details stated and implied;
    • summarising the main ideas drawn from more than one paragraph;
    • summarising the main ideas drawn from more than one paragraph, identifying key details that support the main ideas;
    • identifying how language, structure and presentation contribute to meaning.
  • Discuss and evaluate how authors use language, including figurative language, considering the impact on the reader.
  • Distinguish between statements of fact and opinion;
  • Retrieve, record and present information from non-fiction
  • Participate in discussions about books that are read to them and those they can read for themselves;
  • Participate in discussions about books that are read to them and those they can read for themselves, building on their own and others’ ideas and challenging views courteously;
  • Explain and discuss their understanding of what they have read.
  • Explain and discuss their understanding of what they have read, including through formal presentations and debates, maintaining a focus on the topic and using notes where necessary
  • Provide reasoned justifications for their views.
There may be unfamiliar terms and abbreviations. Click below for a useful glossary. Please visit the main site to find out which units your child is learning this term.
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