Welcome to term 6! Below is an overview of your child’s learning and development. Please feel free to speak to me if you have any questions.
Our final term together! The children have now covered every aspect of the maths curriculum. This term will focus on revisiting topics to deepen existing knowledge and cover any gaps in development. We will begin with position and direction. Children will start by using positional language to practise directing each other around the school's grounds. Their learning will then be moved on; where children will end the week applying their knowledge to solve reasoning problems. The following week will see children apply some positional language (Clockwise, anti-clockwise) to practise measuring and recording hours, minutes and seconds. They will then move on to compare, describe and solve practical problems for time. Week 3, will focus on using money to relate counting to real life, with the use of number lines for support. Children will be introduced to larger value coins as their understanding of numbers and the number system is continuously growing. We will re-cap how many pennies each coin is worth and children will have the opportunity to exchange between coins through collaborative 'Shop-Keeper' role play. Week 4 will involve a variety of 'Place value' and 'number' activities in the context of statistics e.g. block graphs, bar charts, pictograms, tally charts. Children will explore tens and ones to question patterns within numbers; including odd and even numbers. They will also practise reading and writing numbers from 1 to 20+ in words. Week 5 will be assessment and review week. Then, if necessary; week 6 will be tailored, accelerated learning for individuals, to ensure all children are at the expected standard, ready for year 2!
An exciting term for Writing! Children will start with publishing a non-chronological report on the Queen for her 90th Birthday. Children have already been looking at the features of non-fiction texts. Our class text will be: 'The Day the Crayons Quit'. Children will be participating in collaborative approaches to analyse the features of 'Persuasive Writing'. They will explore the debating 'Crayon' characters from the text. The outcome will be a Persuasive Letter. Children will practise using evidence and explanations to justify their opinions and point of view. The next class text will be 'Dear Greenpeace' - Children will predict the ending of the story during independent Guided Reading sessions. They will then write their own letters to Greenpeace to voice their opinions based upon the story. Finally, the last class text will be 'The Snail and the Whale'. This text will allow the children to make predictions and describe a variety of settings. They will also have the opportunity to write a letter back to the main character from the book after 'finding' a very special message in a bottle in our classroom... (This is all top secret!).
Children will now focus on spelling and grammar rules during Phonics sessions. They will continue to have two phonics sessions every day; and will continue to apply their phonic knowledge to help them sound out words they need to spell.
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 'joining' words. Children will learn how a joining word can link two clauses together to extend a sentence. They will then be applying their knowledge to write extended pieces of writing. Children will also learn about the prefixes 'un' and 'um'. 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.
Plants – Our plants theme progresses into Forest School this term. Our focus of ‘plants’ includes trees. Our Science sessions 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. Children have begun identifying, naming and describing the different parts of and types of flowers, deciduous and evergreen trees. Please ensure your child has a pair of wellington boots in school as the Forest School is sheltered and can be muddy.
Our class theme this term is ‘Where we live – Dover’. This theme will allow children to develop their knowledge about the world, the United Kingdom and their locality. They will explore basic subject-specific vocabulary relating to human and physical geography and will begin to use geographical skills, including first-hand observation, to enhance their locational awareness. Children will create a ‘Seaside fact file’ through exploring the surrounding area and environment; comparing it to other UK seaside towns and a contrasting non-European country.
Les Fraises swimming lessons take place on a Monday afternoon. Please make sure you child has their swimming costume/shorts, a towel and goggles if required.
This term, the children are learning and building upon new skills for tennis each week. 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.
Religious Education this term focuses on Christianity. This unit will reflect the values we have chosen as a school. Children will have opportunities to plan and ask questions about things that matter to them. Children will research and select appropriate Bible teachings that answer some of their questions. They will have the freedom to creatively present their stories and values in their own way.
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. Mathletics: Children may also choose to participate in extra Maths games and competitions from the Mathletics website (http://uk.mathletics.com) at home. Mathletics is a fun, online approach to maths. It is engaging, supportive and targeted to the National Curriculum. Each child has log-in details on the inside cover of their yellow Reading Record.
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?