These stages are often called the "Junior" stages in primary schooling and are seen as being quite distinct from the infant years. It is recognised as a time when a more formal
approach to teaching and learning is appropriate.
Children have reached a new level of maturity. They begin to see the world in a more ‘grown up’ way. They become more independent of adults and more likely to relate to their classmates. Their powers of concentration are developing and they are more capable of understanding and learning directly from their experiences inside and outside of school.
The pupils will be taught as a class, sometimes in groups and also given opportunities to work by themselves. A great deal of the basic development of reading, spelling, writing and numerical skills can take place at these stages and the more complicated concepts of mathematics, science and language can be introduced.
No less important are the aesthetic and practical aspects of the curriculum and interest is deepened and broadened.
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To consolidate, build upon and extend the work and experiences of the infant stages of education. |
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To encourage a mature and independent attitude to learning through positive participation in class and group work and confident perseverance in independent work. |
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To encourage a broader awareness of the pupils of their role and contribution to the school community. |
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Please label all clothing and possessions |
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Provide gym shoes or trainers for use in hall and class |
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Supervise homework and assist with mental arithmetic |
Listening, Talking, Reading and Writing
The school uses the term ‘Language Development’ to describe the complex processes whereby children learn to understand the spoken word, to express themselves orally and to read and write effectively.
The best way to develop language is to provide a range of situations where new vocabulary and expressions are introduced to the child in interesting ways, e.g. through story telling, conversation, recreative reading. Children learn the meanings of unfamiliar words and expressions through the context of the story and from consequent experiences learn to use the words themselves in speech and writing.
The school seeks to offer a rich ‘language experience’ through the chldren’s reading programme, through stories, poems, centres of interest, classroom discussion and through the children’s own recreative reading.
Parents have a natural role in complementing this process by talking and listening to their children, by explaining things of interest to them and by encouraging them to read for pleasure.
In Primary 4 and 5, pupils develop their reading abilities substantially and with most pupils there is a need to widen the range of reading material available to the pupils.
We would like them to be able to read aloud with expression, to read silently with understanding and to use reference books to read for information.
We develop reading in the following three ways :
A Reading programme is organised for pupils. They come together, in reading groups, two or three times a week, to read and discuss the passages in their books. New words are explained and the understanding of the story is checked by questioning. New reading is set for homework. Sometimes sets of paperbacks can provide an interesting alternative to the proprietry reading schemes.
Children’s own recreative reading has a very important function and is timetabled on a regular basis (usually daily). We would expect all pupils to be choosing books from the class library, reading these in school and often taking them home. The teacher tries to encourage recreative reading by reading passages aloud and talking about the books and their authors. Many children become avid readers at this stage - others are more reluctant to read by themselves.
Centres of interest usually contain a reading component which requires the pupils to use their reading skills for a purpose within the study of a topic. The pupils are directed to use class texts, reference books and computer software to read for information.
Supervision and interest in the homework reading is important. For most pupils it will still be useful for the parent to hear their child read. In all cases discussion of new vocabulary and the meaning of the text will be appropriate.
Establishing a regular home reading pattern ( for example in bed before lights out ) has proved to be an effective way of helping to encourage recreative reading
At the beginning of the session, particular attention is paid to handwriting and presentation of work. Children are given practice in joined writing to improve size and style of writing. It is essential that rhythm and flow are acquired, as a slow, over-careful style will prove to be a handicap later on. In addition, children will be required to write attractively and legibly, so that others will be able to read their work. A balance, therefore, needs to be struck between flow and presentation.
Spelling is taught on a regular basis (usually along with handwriting). Word lists are given for learning - these may be words with a common phonic root, words on a topic, or particular words that the individual child finds difficult. Pupils keep word books for listing difficult spellings and are encouraged to use these themselves. Practice with dictionaries is also given, and this contributes to better spelling.
Lessons and exercises are given to teach the pupils the correct use of capital letters, commas, full stops, question, exclamation and speech marks. Pupils are taught to use different sentence structures in their writing and are made aware of certain aspects of English Grammar such as nouns, verbs, adjectives, singulars and plurals, etc.
At home, parents are encouraged to supervise any written homework. A comfortable and quiet location is desirable. Parents should expect and encourage their child to present written work neatly and in line with work produced at school.
Help can and should be given with spelling and punctuation. The LOOK, COVER,WRITE, CHECK method is used for learning new words. The parent shows the correct spelling to the child, the child LOOKS at this. The spelling is COVERed and the child then tries to WRITE it . The child CHECKS the spelling.
A child’s writing ability will depend on their imaginative and cognitive powers, often drawing on their own experiences, and their skill in articulating their thoughts . Pupils are given opportunities to write for a variety of interesting purposes - stories, poems, letters, descriptions, etc. A personal writing jotter or folder is kept, and pupils are stimulated with suggestions for writing using their own ideas.
Children receive help from the the class teacher to improve both the quality of writing and their functional skills. Particular attention is paid to help children plan a piece of writing and to have a clear idea of the main points to be included. Pupils are encouraged to write so that other pupils can read their work and they may produce stories and booklets for display on the walls or in the class library. Word processors are being increasingly used for the composition and presentation of written work.
In project work, pupils will also be using their writing skills. They may be required to make notes, write descriptions, record information - and present their findings in a folder or on a wall frieze.
Parents can help children in their writing by helping children think clearly about what they are going to write e.g. by discussing sentences and talking about the use of words, and their meaning. Having a clear idea of sentences and content will help the child concentrate on the functional processes of writing e.g. spelling, handwriting and punctuation.
Mathematical work is based upon the teaching materials published by Heinemann which cover work at Level B and Level C of the Scottish 5-14 Curriculum. In addition we have many supplementary teaching ideas and resources and computer software for catering for different ability groups.
Strong conceptual development is aided by the use of practical classroom activities and the use of mathematics in real contexts e.g. the school tuck shop. Special emphasis is placed on mental numerical skills. in school and for homework
Primary 4 : use Heinemann 4 materials which cover work at Level B and introduce Level C of the 5-14 curriculum. Learning activities include:
Collecting, organising, displaying and interpreting information by pictogram and bar graphs.
Work with numbers up to 1 000; Fractions - 1/2, 1/3,1/5,1/8, 1/10; Addition and subtraction sums;
Multiplication tables and sums;
Multiply and divide two digit numbers;
Addition and subtraction of money up to £9.99
Measurement Length- metres and centimetres; Area - square centimetres;
Weight - kilograms and grams; Time - hours, minutes, digital displays;
Volume - litres and half litres.
Patterns Patterns and sequences of numbers and shapes.
2 and 3 dimensional Shapes ; Grid references;
Right angles and 8 compass points; Lines of symmetry
Various problems in contexts
Primary 5 use Heinemann 5 materials which cover work at Level C .
Learning activities include:
Collecting, organising, displaying and interpreting information by pictogram , bar graphs, tallies, surveys, and averages.
Work with numbers up to 10 000; Fractions - 1/6,1/7,1/8,1/9;
Equivalent fractions;Addition and subtraction sums;
Multiplication tables and sums; Multiply and divide two digit numbers;
Addition and subtraction of money up to £20
Measurement Length- measuring metres and centimetres, perimeters;
Area - square centimetres, square metres;
Weight - kilograms, grams, using 20g, 10g and 5g weights;
Time - hours, minutes, digital displays, calendars and dates;
Volume - litres and half litres.
Patterns Patterns and sequences of numbers and shapes.
2 and 3 dimensional Shapes ; Nets and solids; Grid references;
Angles, degrees , compass points; Lines of symmetry
Various problems in contexts
The content detailed above relates to the general progress of pupils at this stage. Individual pupils may have activities at different levels which are appropriate to their learning needs.
Mathematics homework will be given every week and will include various mathematical activities for the children to do at home. The learning of multiplication tables is a necessary chore and parents have a very valuable role in helping the children with their mental arithmetic homework. Sound mental proficiency provides the foundation for work in Primary 6 & 7.
I t is at this age that children begin to develop interests and hobbies, both inside and outside of school. This is the basis for their growing self- esteem, independence and maturity, which is mirrored in the aspect of the curriculum called the Expressive Arts.
In Physical Education activities, children improve their basic co-ordination skills and are now able to learn the skills associated with ball games. They practise a repertoire of jumping, rolling and balancing skills with work on apparatus in gymnastics. Athletics is always popular in the summer term. In the winter term instruction in Scottish social and country dancing is given. The teachers take their classes for P.E. to complement the work of the visiting specialist teacher.
The pupils get regular opportunities for singing and music making with the visiting music specialist and at the weekly assemblies. In addition the class teachers use the BBC radio programme "Time and Tune" to develop singing, percussion playing and sometimes drama. Introductory tuition in recorder, chanter and stringed instruments ( violin, viola and cello ) may be available at the P.4 or P.5 stage, depending on the availability of instruments and instructor’s time.
During this stage, children gain experiences in painting, printing, drawing, modelling and design. They will be taught to observe the natural environment around them closely and to be aware of colour, texture, shape and form. They will begin to use paint constructively, mixing it carefully, and to learn how to draw from direct observation. Art work will often be used in the development of a centre of interest.
Environmental Studies covers the formal subject areas of History, Geography, Science, Health Education and Technology. To cover the content and skills in the national guidance on this area of the curriculum, the school uses ‘ topic’ studies and ‘on -going’ sets of lessons on important aspects of the programme. Through the study of a topic we look for suitable ways for the pupils to use their language, mathematical and expressive skills.
Included in the programme for Environmental Studies are ;
Local Studies Inverness and the Highlands;
Historical, Geographical and Cultural aspects;
Scotland & History and Heritage;
Other lands Mapping and Atlas Work;
Science Food, Energy, Materials etc
Nature Study; the seasons
Health Education Myself, Relationships, Growing
Road Safety, Safety Education
Information Using computers, cassette recorders..
Technology Word processing ..etc.
Topical Interests Events of topical interest
The programmes of Religious and Moral Education follow the guidelines of the Highland Council and the national guidance outlined in the Religious and Moral Education 5-14 document published by the Scottish Office.
The content of the programme covers the three aspects: Christianity, Other World Religions and Personal Search.
While emphasising the place of knowledge and understanding of Christianity, it is recognised that pupils should also be encouraged to develop an understanding of and respect for people of other faiths. The R.M.E. programme is delivered by classroom topic studies "Friendship", "A local Church", "Home life in Palestine" etc, the use of a weekly religious education radio programme produced by the BBC and by participation in the weekly school assembly.
Parents have an important role at home in supporting their child’s educational progress through Primary 4 & 5. In particular, parents are encouraged to help with the supervision of homework.
At these stages homework will be set for Monday to Thursday evenings and consist of :
Home reading from reading books;
Spelling, sentences or language work;
Mathematics work (numeracy, number skills, sums or problems) .
It is useful for parents and children to agree on a time and routine at home for carrying out homework. A comfortable, quiet location is recommended.
As indicated previously in this pamphlet, parents are encouraged to actively supervise homework : in particular - hearing reading, helping to maintain a good presentational standard in written work, the learning of spelling i.e. "look, cover, write, check" , checking of sentences, the use of dictionaries and supporting the learning of basic mental numeracy skills