Welcome to Y3/4!
I hope that you had a wonderful summer. We have a very exciting term planned this year.
Please find below a guide as to the main subjects that we will be covering this term.
We have new House Captains for each class and our Captains are:
We also have new Eco-School representatives:
LITERACY
Information texts
We prepare for factual research by reviewing what is known, what is needed, what is available and where one might search. We then use dictionaries and thesaurus and use third and fourth place letters to locate and sequence words in alphabetical order. We follow on from this by scanning texts in print or on screen to locate key words or phrases, headings, lists, bullet points, captions and key sentences to appraise their usefulness in supporting us to gain information effectively. We make short notes, for example by abbreviating ideas, selecting key words, listing or in diagrammatic form. This unit is finished off in the form of Big Writing on animals researched in class.
Stories with historical settings
We read short stories set in the past. We identify the details in the text that describe characters and setting and discuss the similarities to and differences from children's own experience. Following on from this we select a character and write a character sketch using evidence from the text. We watch a short extract of a TV drama set in the past and discuss how differences in time and place are represented. We map the stages in the stories read and discuss the passing of time, including events that are skimmed and those told in more depth. Then we plan and tell a story, for example first person account of a child caught up in a historical event and write own short stories set in the past, using their oral stories to structure the written versions.
Recounts: newspapers/magazines
We analyse and identify the features of recount texts based on a real event. We ask and answer: who, what, why, where, when? We then write a simple recount, identifying use of first person and past tense before applying these features in draft form as a basis for later work.
We read and discuss the concepts of fact and opinion in both recounts and an example newspaper article. We explore issues raised within a text and how a reader's opinion might be affected by the author's commentary.
We look at and analyse newspaper/magazine texts, revise key organisational features and identify language conventions. We use drama to study and record character opinions alongside factual evidence. Finally we plan, draft and write a newspaper article that contains both factual and opinion based content.
Stories set in imaginary worlds
We begin by reading a serial story aloud, for example the first in a series of books set in the same imaginary world. We then collect together information from the text about the setting to build up a picture of the imagined world. We find examples of descriptive language and talk about the type of mood or atmosphere they create. We present evidence in another form, for example as map or illustration. We read a short story set in another imaginary world and focus on particular characters and discuss what they do in that setting. We express our own opinions using evidence from text and listen to the views of others. We discuss the way that authors develop imaginary worlds over a series of books, for example revealing more detail, introducing new characters. We then try to improvise what would happen if new characters were introduced to an imagined world. The children work collaboratively to plan and write a longer story, organised into chapters, about an adventure in an imagined world. We discuss ways to use language to create atmosphere or suspense and demonstrate how to use figurative or expressive language in short passages.
NUMERACY
Report solutions to puzzles and problems, giving explanations and reasoning orally and in writing, using diagrams and symbols
Partition, round and order four-digit whole numbers; use positive and negative numbers in context and position them on a number line; state inequalities using the symbols < and > (e.g. –3 > –5, –1 < +1)
Use knowledge of addition and subtraction facts and place value to derive sums and differences of pairs of multiples of 10, 100 or 1000
Add or subtract mentally pairs of two-digit whole numbers
(e.g. 47 + 58, 91 - 35)
Recognise and continue number sequences formed by counting on or back in steps of constant size
Derive and recall multiplication facts, concentrating on basic times tables up 10 x 10. Multiply and divide numbers to 1000 by 10 and then 100 (whole-number answers), understanding the effect; relate to scaling up or down
Identify the doubles of two-digit numbers; use these to calculate doubles of multiples of 10 and 100 and derive the corresponding halves
Use a calculator to carry out one-step and two-step calculations involving numbers, money or measures and involving all four operations. Use knowledge of rounding, number operations and inverses to estimate and check calculations
Doubles of 2-digit numbers and multiples of 10, 100; corresponding halves
Patterns, relationships and properties of numbers and shapes
Properties of polygons, including line symmetry, misualising 3-D and 2-D shapes
Nets of common solids
Readings from scales,comparing impact of different scales
Constructing tables, diagrams, tally charts, pictograms and bar charts
Collection, organising, presenting and interpreting data to answer related questions
Using standard metric units to estimate, measure and record measurements
Written methods: 2- and 3-digit numbers, £.p
Standard metric units
am, pm, 12-hour clock and time intervals
Area and perimeters of rectangles
Angles in degrees; compass points
Horizontal and vertical; position of a grid
Multiplication and division
Equivalence of fractions, mixed numbers, fractions of shapes and quantities
Written methods: TU × U; TU ÷ U.
Interpreting the language of ratio and proportion
SCIENCE
Materials
Through this unit we extend our knowledge of the range of materials we use and of the properties that characterise them. This knowledge should help us to recognise what needs to be considered when a material is chosen for a particular use.
Experimental and investigative work focuses on:
• planning investigations
• deciding what to change, what to keep the same and what to measure
• deciding whether a fair comparison was made
• Using results to draw conclusions.
Work in this unit also offers us the opportunity to relate science to materials we use every day, to obtain evidence to test ideas, and to identify hazards and risks as we work.
Rocks and soils
Through this unit we begin to recognise that underneath all surfaces is rock which we may not be able to see, that rocks get broken down into pebbles and soils which we can often see, and that there are different sorts of rock with different characteristics.
Experimental and investigative work focuses on:
Considering whether a test is fair
Measuring volumes of liquids using appropriate apparatus
Making comparisons
Drawing and suggesting explanations for conclusions.
Work in this unit also offers opportunities for us to use our understanding of science to explain observations about rocks and soils, for us to collect evidence to test ideas, and to recognise hazards and risks.
History
In this unit, we are introduced to the idea that people from other societies have been coming to settle in Britain for a long time. We consider the effects of the invasion and settlement of the Romans on Britain. There is emphasis on historical enquiry using artefacts and Roman sites and interpretations of history.
Design Technology
During this term we will be looking at and designing our own calendars using cross stitch as a medium. We will learn how to make a design, how to cross stitch and finally produce our very own piece of work. This is a lovely topic and one which the children really enjoy taking part in.
I.C.T.
This term we will begin by learning how to email to each other. We will find out how to read and reply to emails from our friends as well as add an attachment and send to someone else.
The second unit of work in ICT involves us finding out how to collect and store information involving more than two variables. We will use a database to answer simple questions by sorting and finding the top or bottom and searching in a single field.
We will be introduced to files, records and fields by exploring and comparing computer-based data and paper-based information. We will use a computer database, add to it, carry out simple searches and produce bar charts.
Finally we will apply what we have learnt in this unit when using ICT to handle and present information in geography, science, design and technology, and history.
Spanish
We are joined by our Spanish Tutor, Maria, who comes from Madrid. She will be teaching us many new things in Spanish, including songs, counting and basic communication. We begin the term with a look at Spain and Spanish life. We will spend some time looking at the works of Gaudi and his influence on Spain today. We will be having a Spanish day where we will try Spanish foods, sing some Spanish songs as well as find out some other very interesting things.
Homework
Literacy – this is usually Big Talk work given out on Tuesdays or Wednesdays. Please help your child by discussing what we have been studying in class. This will make a huge difference to our overall writing produced on the following Friday. If there is not any Big Talk homework then we will have some literacy homework based on spellings being learned or a sentence or text level focus covered in the week - to be handed in on the following Friday.
Spelling homework will be given out each Friday for testing on the following Friday. Please help your child to learn their spellings.
Numeracy – each Friday we will be giving out Numeracy homework. This is based on work that we have been completing in class during the week. There is also times tables homework each week this term. We will be told which times tables are a focus each week. Tests are carried out each Monday morning.
Things to remember
Swimming
Swimming will take place most Monday afternoons throughout the year. Please could you provide the necessary swimwear, towel and cap? Replacement caps can be purchased from the leisure centre. If required please send in money and I will purchase for you on the day. Socks for foot infections can also be purchased from the leisure centre and must be worn if needed.
Swimming dates
Monday September 7th 2009 – Friday 23rd October 2009
Monday 2nd November 2009 - Friday 11th December 2009
P.E.
We have Mr Yates come into school each Tuesday to teach P.E. For this could your child please have warm clothing as most sessions will be outdoors, weather permitting. If the weather is wet, P.E. will be in the hall. (Joggers / sweatshirt and trainers are great for this as well as a thin top underneath in case they get too hot. It does not have to be school colours so do not buy anything especially if you do not have them but dark colours would be preferred). Usual school P.E. kit also to be put in P.E. bags just in case please.
If you child has their ears pierced could they remove earrings before coming into school on swimming days and P.E. days. If not, they will need to bring in some micro-pore tape to cover up their earrings for the first few weeks of having ears pierced. We try to encourage children to wait until the beginning of the summer holidays if possible before having ears pierced as they can ensure that ears are healed properly before term starts again. Hair needs to be tied back for P.E. as well as for usual lessons.