Happy New Year and welcome to term 3! 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.
Our focus will start with descriptive language surrounding the topic of ‘Space’. We shall be looking at how we can use language to create different effects for the reader and creating our very own aliens! This will then form the basis for instruction writing as the class reveal how to catch their creation. This shall allow the children to use a range of adjectives, adverbs and practise using imperative verbs, all within a new genre of writing. Later in the term there is going to be a ‘space experience’ that will hopefully capture the children’s imagination and allow them to produce a recount of what happened. Within the recount genre the class will be able to revisit writing in different tenses and using time connectives to produce a piece of writing in chronological order. 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 punctuation involving apostrophes (e.g. possessive, contractions) and increasing the use of speech marks within work. This will be alongside daily Guided Reading sessions that ensure each child reads daily and continues to foster reading for pleasure.
We are going to begin our term with a mini-project linked with our learning value-innovation. The class will be able to apply their maths skills to practical problems within the classroom and create solutions to improve our learning environment. After that we are going to be learning about multiplication and division and applying our knowledge in reasoning questions. The children will learn how to use arrays to help them when multiplying and grouping when dividing. We will then move onto our new learning unit-Shapes. The class will revisit the naming of 2d and 3d shapes and begin to describe their properties. This will include a shape’s sides, faces, edges, corners, vertices and angles. There will also be a chance to identify and create repeating patterns as well as finding lines of symmetry for different shapes. Regular and irregular shapes will be used to help highlight the differences that exist between shapes and how they can be sorted into different groups. Throughout the term 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 Group 2: 3, 4, 6
Our science unit this term is ‘Animals including humans’. We shall begin by focussing on three main topics; hygiene, a healthy diet and the important of exercise. Children will discuss the importance of good hygiene and the health benefits it provides. Our hygiene topic will include children following food hygiene rules when preparing food in class. This will link into discussions about having a healthy diet. The class will explore the different food groups we have and the roles that different nutrients (carbohydrate, fat and protein) have in keeping us healthy. Our interactive science table will help deepen this learning as children are able to sort foods by the regularity with which they should be eaten. Finally we will reflect on the importance of exercise and how it affects our bodies. We will observe how our heartbeats change before, during and after exercise and the range of exercises that exist. During the course of this unit the class will be encouraged to make links between each topic (e.g. how a healthy diet provides us with the energy to exercise) and make cross curricular links (e.g. preparing food originating from our Theme country).
‘What’s happened to the trees?’ is our theme this term. The topic will focus on the rainforests of the world and how they are changing over time. We will be studying the Amazon rainforest closely and exploring; who lives there, food from South America, animals in the rainforests, plants in the rainforest and how deforestation is affecting the wildlife. Pupils are going to be able to make links to their English by creating instructions on how to prepare and make food from South America. This topic will also provide opportunities for art and for the class to use a mixture of art mediums to recreate the vivid colours and scenes of the rainforest.
In PE, we shall be covering ball skills. This will involve building on the pupils’ existing ball skills and recapping our previous unit of tennis. The class will then be taught the skills required in football, including controlling the ball and striking the ball for different purposes. Within each lesson the children will have opportunities to apply their newly learnt skills in a game-based activity. As the term progresses the class will revisit hockey to allow ball skills to be developed when using a piece of equipment. The skills and principles will be linked to football and again give the pupils a chance to practise and develop their skills within a game. 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 continue to develop their understanding of Christianity. Pupils will be exploring the role of a church, the people who visit churches and why churches are special places. The class will then reflect on the Lord’s Prayer and what it means to them as well as the Rite of Baptism. Lessons will encourage children to take an active approach to learning through roleplay and class discussion. Homework 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?