Upload
others
View
4
Download
0
Embed Size (px)
Citation preview
Radipole Primary
School An introduction to your child's year
The Team Year 3 and 4 Phase Leader
Karen Ireland
3P Teachers
Tamasine Price
Natalie Hilton
3I Teacher
Karen Ireland
Teaching Assistant
Kathy Westhead
Teaching Assistant
Charlie Squibb Other important adults in our year.
Mrs Tilsed
Mrs Beale
Mrs Wade
Mrs Richardson
Topics 1 2 3 4 5 6 7 8 9 10 11 12 13 14
Autumn Stone age to
iron age
Australia Science -
Magnets
Volcanoes and earthquakes The world of
Nick Parks
Christmas
traditions
Spring Anglo Saxons and
Scotts – Britain’s
Settlements
Animals,
nutrition and
skeletons -
Science
China Light - Science Jurassic Coast
Summer Rocks -
Science
The Lost
Thing-
designer
Shaun Tan
Arts
Week
Plants -
Science
Andy Warhol
Tour de France.
Year 3 production – Thursday 30th March
Timetable Monday Tuesday Wednesday Thursday Friday
Session 1
9.00-
10.00 English English English English English
Session 2
10.00-
10.20
Assembly
Whole School /
Intervention Groups
Ukelele/Guided
Reading
SPaG
Assembly
Singing /
Intervention Groups
Assembly
Key Stage 2 /
Intervention Groups
Break
10.20 –
10.35 Break Break Break
Guided Reading
10.20 – 10.50 Break
Session 3
10.35 –
11.30 Maths Maths Maths
Late Break 10.50 –
11.05 Maths
Session 4
11.30 –
12.05 Guided Reading
Ukelele/Guided
Reading Guided Reading
Maths
11.05 – 12.05 Guided Reading
Lunch 12.05 – 1.00
Session 5
1.00- 1.20
Silent Reading /
Targets / Edit and
Improve
Change for PE
Silent Reading /
Targets / Edit and
Improve
Change for PE
Silent Reading /
Targets / Edit and
Improve
1.20 –
2.10 Topic/French
PPA
News/Reflection/PE ICT/Topic
PPA
Topic / PE Topic/Jigsaw/RE
2.10 –
3.00 Topic/French
PPA
News/Reflection/PE
ICT/Topic
Topic / PE Topic/Jigsaw/RE
3.00 –
3.15 Story Change for PE Story Change for PE Story
Trips and Visits
Routines Indoor PE: Tuesday
Outdoor PE –Thursday Afternoons
(until October) from then on
Wednesday Afternoons
Mathletics will be set fortnightly
Pupils must bring their reading record book and reading
book with them every day
Please ensure your child has a drink of water
with them each day.
Please ensure that all of your child’s property
is clearly labelled.
Interventions
Interventions are small focused groups that are designed to
support children to reach their full potential. These include;
spellings, times tables, phonics, handwriting, reading and
maths.
Some interventions are delivered during morning assembly
time and others in the afternoon
Padlett
A Padlett will be sent home at the start of each topic.
It will contain information about our current
topic and have links to useful resources for your children
to explore.
https://padlet.com/karenjireland/stone
Home Learning
Daily reading
Times tables
Spellings
Mathletics
Topic task: one task per topic (excluding science topics).
Spellings Year 3/4 statutory spellings
We select ‘Words of the Week’, and these will be learnt
within English lessons every day.
Spelling rules
These will also be learnt on a Friday and practised at
home.
Reading
We expect you to listen to your child read at least 5 times
a week, this should be recorded in your child's little blue
reading diary.
An essential part of listening to your child read is questioni
ng them on their understanding about the text.
You can do this by asking them questions about character
intentions, plot and their own thoughts on the story.
Reading
By the end of year 6 student ‘A’ will have read the equivalent of 60 whole school days.
Student ‘B’ will have read only 12 school days.
Which child would you expect to have a better vocabulary?
Which child would you expect to be more successful in school…..and in life?
Reading
.
Applying phonic knowledge/
decoding (otherwise known as
‘reading aloud’).
Reading
.
Applying phonic knowledge/
decoding (otherwise known as
‘reading aloud’)
-Checking text makes sense to them.
-Asking questions to improve understanding.
-Discussing a wide range of fiction/non-fiction.
-Drawing inferences such as a character’s feelings (and
backing this up with evidence from the text).
-Predicting what might happen from details stated and
implied.
-Identifying main ideas drawn from more than one
paragraph and then summarising them.
-Discussing words and phrases that capture the reader’s
interest and imagination.
-Identify how language, structure and presentation
contribute to meaning.
Reading
Times Tables Times tables are part of the National Curriculum – children are
expected to know all of the times tables (up to 12x table) by the end of
Year 4. In year 3 children are expected to know 2, 5, 10,
Quick recall is essential in order for children to solve problems, both
mentally and when using written methods.
We will continue to practise and revise these, focusing on being able
to do it in any order and knowing the division facts for those tables.
Children will be tested weekly.
Targets
Targets are given to children for both writing and maths.
These are specific to your child
Maths Objectives Count from 0 in multiples of 4, 8, 50 and 100.
Find 10 or 100 more or less than a given number.
Recognise the place value of each digit in a three-digit number (hundreds, tens, ones).
Solve number problems and practical problems involving working with and estimating numbers up to 1000 in a variety of
units.
Add and subtract numbers mentally, including three-digit number and ones.
Add and subtract numbers mentally, including three-digit number and tens.
Add and subtract numbers mentally, including three-digit number and hundreds.
Recall and use multiplication and division facts for the 3, 4 and 8 multiplication tables.
Write and calculate mathematical statements for multiplication and division using the multiplication tables that they know,
including for two-digit numbers times one-digit numbers, using mental and progressing to formal written methods.
Count up and down in tenths.
Recognise that tenths arise from dividing an object into 10 equal parts and in dividing one-digit numbers or quantities by 10.
Recognise, find and write fractions of a discrete set of objects: unit fractions and non-unit fractions with small denominators.
Recognise and show, using diagrams, equivalent fractions with small denominators.
Measure, compare, add and subtract: lengths (m,cm,mm); mass (kg,g); volume,capacity (l,ml).
Tell and write the time from an analogue clock, including using Roman numerals from I to XII, and 12-hour and 24-hour
clocks.
Identify right angles, recognise that two right angles make a half-turn, three make three quarters of a turn and four a
complete turn.
Identify whether angles are greater than or less than a right angle.
Interpret and present data using bar charts, pictograms and tables.
Reading Objectives Beginning to read further exception words, noting the unusual correspondences
between spelling and sound, and where these occur in the word.
Develop positive attitudes to reading and understanding of what they read by
listening to and discussing a range of fiction, poetry, plays, non-fiction and
reference books or textbooks.
Develop positive attitudes to reading and understanding of what they read by
beginning to use dictionaries to check the meaning of words that they have read.
Develop positive attitudes to reading and understanding of what they read by
identifying themes and conventions in a range of books.
Understand what they read, in books they can read independently, by drawing
simple inferences such as inferring characters' feelings, thoughts and motives from
their actions, and justifying inferences with evidence.
Understand what they read, in books they can read independently, by beginning to
predict what might happen from details stated and implied [based on content,
simple themes or text types].
Retrieve and record simple information from non-fiction.
Writing Objectives
Draft and write by organising simple paragraphs around a theme.
Draft and write by creating simple settings, characters and a basic plot in narratives.
Draft and write by beginning to use simple organisational devices in non-narrative material [for
example, headings and sub-headings].
Proof-read for some spelling and punctuation errors.
Develop their understanding of the concepts set out in English Appendix 2 by using the present
perfect form of verbs in contrast to the past tense.
Develop their understanding of the concepts set out in English Appendix 2 by using
conjunctions, adverbs and prepositions to express time and cause.
Use grammatical terminology for Year 3 understanding the use of the forms a or an according
to whether the next word begins with a consonant or a vowel [for example, a rock, an open
box].
Use grammatical terminology for Year 3 beginning to use inverted commas to punctuate direct
speech.
IEPs
Some children have individual educational plans with
more detailed targets designed to give your child great
er support. These will be discussed with you at a later
date on a one-to-one basis.