Welcome to term 5! Below is an overview of your child’s learning and development.  Please feel free to speak to me if you have any questions. 

Maths We will begin this term by revisiting Number and Place Value. Children will use practical equipment and pictures to represent the numbers they are working with. In week 1, children will start by grouping in tens in order to secure their understanding of how many groups of ten make up two digit numbers.  We will take a deeper look at identifying one more/less and ten more/less of any given number in the context of measurements (10cm more than 20cm) where children will use a number line to represent their answer. In week 2, children will look at the inverse relationship between Addition and Subtraction. Children will work collaboratively to create numbers stories; E.g. 8 ducks are in a pond and 5 more land. How many ducks are there now? And will also learn how to identify a missing number 8 +  = 13. In week 3, Children will move onto Capacity and Volume where they will use measuring containers and will begin to read simple scales involving numbers up to 100. Children will make their own scales on large containers using masking tape and will carefully pour smaller cups of water into the larger container marking the level after each cup is poured in. We shall then discuss what fraction of the container is full. In week 4, children will be learning about Fractions. Children should already understand a fraction as an equal part of a whole unit or shape and will be moving on to look at shapes that have not been divided into equal parts. We will also take a deeper look at three-quarters. During week 5, we shall revisit Position, Direction and Time. Week 6 shall see children learning about 2D and 3D shapes in different orientations; they will create pictures and structures using the shapes and will explain why certain shapes have been used (and not used) for particular parts. Finally, week 7 will see children learning about Multiplication as an array (repeated addition) to recall and use doubles of all numbers to 10

English This term will begin with a SPaG week. Where children will use creative collaborative approaches to revisit sentence structures, capital letters, full stops and exclamation marks. This is to embed the learning to ensure children become consistent with using punctuation. During writing sessions, children will analyse the text ‘Jasper’s Beanstalk’. Children will be writing a recount based upon the days of the week and their ‘planting’ theme in science. After week 2, we will then move on to ‘Poetry’. Children will begin by analysing the features of poems; learning about syllables, structures, rhyming words and patterns which will afford itself to our musical theme. In weekly music sessions, children will then create a rhythm of music to go with their own poems.

Children will continue to have two phonics sessions every day, and will apply their growing phonic knowledge to help them sound out words they need to spell when constructing full sentences dictated by myself in the afternoon. Phonics sessions will gradually move on to focussing on spelling and grammar rules.

During daily Guided Reading sessions, children will continue to practise reading with an adult. Our 3 day approach allows children to: be introduced to a text – practise reading the text – then review the text.  Children will also engage in independent activities during Guided Reading sessions. These include utilising the role play area to take on the role of different characters, listening to audio stories, completing comprehension tasks, Phonics games and independent reading.   Grammar foci will commence with revisiting full stops and capital letters in the first week. Following on from that, children will be learning about root words, prefixes and suffixes. We will continue to practise using finger spaces, question marks, exclamation marks, capital letters and full stops. Speaking and listening skills will be continually developed through class discussions and shared writing opportunities. Drama methods such as freeze-framing, hot seating, interviewing and role play will continue to be used to help build children’s vocabulary through stimulating their imaginations.  

Science Plants – Children will be planting their own (surprise) grass seeds in order to observe growth. The focus of ‘plants’ in science is to enable the children to experience and observe the natural world around them. They will be encouraged to be curious and ask questions about what they notice. We will start the term by looking at ‘Seasonal Changes’ and creating spring decorations for our class tree. We shall then be looking at common names of flowers, deciduous and evergreen trees.

Theme Our class theme this term is Music. Based upon the question – ‘What does it sound like?’ This musical theme will allow children to perform – By using their voices expressively and creatively by singing songs and speaking rhymes; following a melody and following instructions on how and when to sign or play. Children will compose music – by creating a sequence of long and short sounds, clapping rhythms and creating short musical patterns. Children will also describe music – by identifying the beat, tempo and texture of a tune. Art sessions will allow children to listen with concentration and understanding to a range of high-quality live and recorded music and children will then creatively paint how they visualise the sounds.

Overall, the seven weeks will see the children experiment with, create, select and combine sounds using the inter-related dimensions of music of: Pulse, Pitch, Duration, Dynamics, Tempo, Timbre and Texture.

Physical Education The focus of PE this term is invasion games - Hockey. PE takes place each week on a Tuesday. PLEASE make sure ALL earrings are removed prior to children arriving at school; staff are not permitted to remove children’s piercings and consequently we are regularly having distressed children unable to participate due to the health and safety risk. As you are also aware PE kits need to be labelled and long hair tied back. Thank you. 

RE Children will continue to study aspects of Judaism this term. This term’s unit is about the importance of family and some of the key symbols and artefacts found at Shabbat and during worship in the home. Children will learn that special symbols, meals and foods are used as part of some celebrations and we will have the opportunity to make Shabbat bread for our own class celebration at the end of the unit. Children will create their own Mezuzah and will write a prayer which should go inside it. Finally, children will learn about the story and events of Pentecost. The unit will prompt children to talk about their feelings and experiences and to ask questions about the world by allowing them to work creatively.

Homework Every Monday, children will be given a list of 5 spelling words to practise in class upon arriving at school each morning.  On Friday the children will bring their spellings home for you to test them.  They will bring them back to show the class teacher on Monday. The words are a mixture of ‘High Frequency Words’, ‘Common Exception Words’ and words incorporating sounds relating to our Phonics.

Maths homework will be set and given to children each Friday for them to complete over the weekend. This homework will enable children to practise skills already taught in class and will prepare them for the following week’s learning. Children should bring their completed task back to school on Monday morning.

A piece of written work will also be set each Friday for completion over the weekend. This work will either re-enforce children’s learning of grammar or it will link to the book that your child is studying. Please ensure that your child scribes their own handwriting as this allows them to practise and improve their own skills.

Reading Children should be reading at home every day for a minimum of 10-15 minutes. Children should use sounding out to help them decode the words on the page, but it is also important that they continue to think about what would make sense in the context of the sentence and in the story they are reading. It is also helpful for children to use the pictures as a clue to support their reading. Each child should have a named book bag in which to keep their reading book and reading record.  This book bag should be brought into school and then taken home every day.

Here are some suggestions that you may find helpful during reading sessions: • Who is/are the main character(s)? • What are they doing? (What are the main events?) • Where is the setting? (Where does the story take place? / describe it) • How do you think the character’s feel at certain parts? (Happy, sad, angry, jealous, etc.) And ask if they know any other words that mean the same (very important for developing vocabulary!) • Why do you think the character feels this way? • How do they predict the story may end? • Did you think the story had a good ending?  Why/Why not? • Are there any words you didn't understand?  How can you find out their meaning? • Did they like the story?  Why or why not? • Can they find the title? Blurb? A capital letter? An exclamation mark? A sub-heading?

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