Welcome to term 4! I hope you and your children had a relaxing and enjoyable half term. Below is an overview of the curriculum content and learning we will be covering this term. If you have any queries throughout the term then please come and speak to me at the end of the school day or organise an appointment with the office.
We are going to start our term by continuing our work on the Rainforest Roadshow. Children will be given a chance to reflect on the animal experience and have a focus on a particular creature. The class will then be producing a recount of the experience with the audience being their own family! We will then move towards fictional narratives and focus on using the correct tense (past/present). Our focus story will be Traction Man and his adventures with his sidekick Scrubbing Brush. This will provide opportunities for the class to apply and consolidate their SPAG skills in an engaging story context. As the term progresses we will then begin to develop our own, unique superheroes who will be the subjects of our non-chronological reports. The children will be able to create their own ‘Interesting Facts’ about each superhero as they explore this new genre. Spelling, Punctuation and Grammar (SPaG) lessons will continue to take place daily to develop an awareness of spellings and grammatical knowledge. There will be a focus on homophones, speech and accurate spelling of contractions (e.g. doesn’t). This will be alongside daily Guided Reading sessions that ensure each child reads daily and continues to foster reading for pleasure.
Our focus at the beginning of the term will be fractions. This will involve the class beginning by finding fractions of shapes before applying their knowledge to fractions of numbers. The class will secure their knowledge of the numerator and denominator in order to aid them when solving ‘real life’ problems. Our main focus will be on finding 1/4 , 1/3 and 1/2 of different numbers and being able to record fractions accurately. We shall then revisit our previous work on number lines and missing number problems. This area of mathematics is vital for pupil progression and underpins many other topics within maths. Once completed, we will explore data and show how we can display it in a variety of ways. The children will be able experiment with displaying data in different ways (e.g. pictograms) and learn how to interpret a selection of data. This will include the class making a ‘Human pictogram’ so they can connect their learning to a real-life experience. Throughout the year we will also be focussing on our 2, 5 and 10 times tables as well as doubles and halves to 20. Your child can also earn a maths bug by learning one of the ‘groups’ of times tables below. Once a child has completed a group they can focus on moving onto the next group (starting from group 1). Group 1: 2, 5, 10 When learning times table it is really useful if your child can test themselves out of sequence. This means that rather than reciting the times table in order (e.g. 1x5=5, 2x5=10) instead they try to catch themselves out (e.g. 1x5=5, 8x5=40, 5x5=25).
Our science unit this term is ‘Animals including humans’. This will build on our Term 3’s science (exercise, diet and hygiene) and begin to look at the life cycles and conditions of living things. We shall start by looking at the human life cycle and how we change as we grow. This will then move into looking at animal life cycles and how/if they differ to our own. Characteristics of life will be then be covered and allow pupils to consider what tells us something is ‘alive’ and how we can spot the signs in both animals and plants. Our interactive science table will still have its ‘healthy diet’ activity but may also have a surprise arrival. In the second week, the children should notice a new addition to the class which should provide great entertainment!
‘How is it made?’ is our topic for this term. This topic will provide the chance for the class to develop a range of skills in a creative way. The topic will include a range of skills and subjects including Design and Technology, Cooking and nutrition, Computing and English. We will start by looking at how to make pizzas. The class will start by looking at a Design Criteria to find out how to make a tasty pizza and research different types of pizza design. The children will then collaborate in pairs to create their own recipe for a pizza and taste some toppings to find their favourites. Finally they will create their own pizzas and give them to their ‘Target Audience’ to evaluate. After this the class will look at a mini project for creating a kite. There will be a chance to explore different materials that are suitable for use with the kite and the different ways a kite can be constructed. We will aim to design and create our own kite that we can hopefully test outside.
In PE, we shall start by improving our foundation of balls skills and then start to apply these skills in games context. The class have already built hand-eye coordination skills in tennis and this will be developed further when practising basketball. Dribbling technique will be the initial focus as children become more confident handling a basketball. We will then introduce a range of passes and then develop shooting accuracy. Finally the class will apply these skills within a game situation. PE will be on Tuesday afternoon each week. Please can you make sure your children have their kits (polo shirts, jumper, shorts, jogging bottoms and plimsolls) and that earrings are removed for PE sessions.
The class will start to explore Hinduism and its teachings. We will investigate the religious holidays, the beliefs within Hinduism and the Hindu Gods. Children will be able to reflect, discuss and contrast the religions they have learnt about. Later in the term, we will focus on the upcoming Christian celebrations of Palm Sunday, Maundy Thursday, Good Friday and Easter Sunday. Lessons will encourage children to take an active approach to learning through roleplay and class discussion.
Every Friday Maths and English homework will be given out to the children. The homework will be targeted at giving pupils a chance to reinforce their learning or introducing them to an upcoming topic. There will also be a selection of spellings, which the children have practised during the week, which can be used as a short spelling test. We ask that the children return their homework on Monday morning so that we can collectively mark and review the work. Within the classroom we have also got our class ‘Learning Tree’. An adult or child may record any home learning that has taken place onto one of our paper apples (placed inside the homework folders) and proudly display it on our tree. The home learning can range from writing a story at home to regularly reading to their siblings. At the end of each term the apples will be counted and the child with the most apples will receive a small prize!
Guided reading will happen every day and enable pupils to regularly read with an adult. Pupils will also be able to individually read with an adult at least once a week. Reading books will go home with the children every day and it would be really good if they could read regularly at home as well. Short, daily 10-15 minutes reading sessions can make a huge difference to a child’s reading progression and it can give them a chance to discuss the story with you. Book bags should be brought to school every day so that we can change books when necessary and listen to readers, ensuring we are supporting the children as much as possible. Asking your child questions when they are reading can allow them to further explore the story and practise their ability to interpret information. Below are some suggested questions that you may find helpful during reading sessions:
Who is(are) the main character(s)?
What is the main idea?
What is the problem?
How was it solved?
Describe the setting using evidence from the text.
Where does the story take place?
Did you think the story had a good ending? If not, how could you have changed the ending?
Are there any words you didn't understand? How can you find out their meaning?
Ask your child why certain characters are feeling like they are (happy, sad, angry, jealous, etc.), and ask if they know any other words that mean the same.
Did they like the story? Why or why not?