Radipole Primary School. An introduction to your child's year

Transcription

1 Radipole Primary School An introduction to your child's year

2 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

3 Topics Year 3 production Thursday 30 th March 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 Summer Rocks - Science The Lost Thingdesigner Shaun Tan Animals, nutrition and skeletons - Science Arts Week Plants - Science China Light - Science Jurassic Coast Andy Warhol Tour de France.

4 Timetable Monday Tuesday Wednesday Thursday Friday Session English English English English English Session Assembly Whole School / Intervention Groups Ukelele/Guided Reading SPaG Assembly Singing / Intervention Groups Assembly Key Stage 2 / Intervention Groups Break Break Break Break Guided Reading Break Session Maths Maths Maths Late Break Maths Session Guided Reading Ukelele/Guided Reading Guided Reading Maths Guided Reading Session Silent Reading / Targets / Edit and Improve Topic/French Topic/French Change for PE PPA News/Reflection/PE PPA News/Reflection/PE Lunch Silent Reading / Targets / Edit and Improve ICT/Topic ICT/Topic Change for PE PPA Topic / PE Topic / PE Silent Reading / Targets / Edit and Improve Topic/Jigsaw/RE Topic/Jigsaw/RE Story Change for PE Story Change for PE Story

5 Trips and Visits

6 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.

7 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

8 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.

9 Home Learning Daily reading Times tables Spellings Mathletics Topic task: one task per topic (excluding science topics).

10 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.

11 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.

12 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?

13 Reading Applying phonic knowledge/ decoding (otherwise known as reading aloud )..

14 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.

15 Reading

16 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.

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18 Targets Targets are given to children for both writing and maths. These are specific to your child

19 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.

20 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.

21 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.

22 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.