Magpie, Nightingale and Owl
WHAT IS MY CHILD LEARNING?
Spring Term 2019
Topics: Aboriginal Australia and The Dreamtime
This term, the children will be continuing their study of the continent of Australasia. Our focus is moving away from marsupials towards the people of Australia, their customs and beliefs with a particular focus on Aboriginal tribes.
All of our English work is topic based. We will have a particular focus on the Dreamtime (the stories addressing the Aboriginal understanding of the world) and on different tribal customs. Most of these stories will come from one of our key books: ‘Stories from the Billabong.’ Our other key book is: ‘Ug! Boy genius of the Stone Age.’
Speaking and listening: The children will participate in discussions, presentations, performances, role plays and debates.
Reading and comprehension: The children will read, listen to and discuss a wide range of fiction, non-fiction and reference books. In whole class reading sessions the children are given a range of challenging reading activities to develop their comprehension, inference and summarising skills.
Writing: The children will be immersed in writing and will be planning and writing their own versions of the dreamtime stories ‘How the kangaroo got its pouch,’ and ‘Why the platypus is such a special creature’; Maori myths, poetry, a biography of an iconic aboriginal figure and a comic strip.
Spellings: The children will continue to practise and learn the year 3 key words. They will also continue to master different spelling rules, e.g. spelling words with the prefixes: un-, dis-, mis-, in- and re-.
Handwriting: The children will continue to practise their cursive script. The children are always expected to produce work to a high standard of presentation.
Our objectives for maths are to:
- Use a formal method for division with regrouping in hundreds, tens and ones
- Solve one and two step word problems involving multiplication and division.
- Learn strategies to solve arithmetic problems mentally.
- Money- addition and subtraction
- Length, Mass and Volume
Our first science focus is on forces and magnets. We will be conducting numerous experiments to learn what forces are and what forces we can identify in our everyday lives. In the second half of the term we will be learning about light.
History: The children will learn about the history of some of the different Aboriginal tribes of Australia. We will also be learning about life in Stone age and Iron age Britain.
Geography: The children will focus on human geography, investigating the cultural diversity of modern day Australia. We will also be looking at the country of New Zealand with a focus on its rivers and mountains.
The children will develop their touch typing skills. The children will also be using scratch to debug programs that do not work due to incorrectly written code.
In French this term the children will be participating in story-telling, puppet making and script writing. They will also be learning about Australian animals and describing their size, colour and characteristics.
The children will also be counting from 0-40.
Art / Design Technology
The children will focus on Aboriginal art this term.
The children will continue to learn how to play the recorder and will listen to and critique different styles of Australian music.
The children will learn the rules of cricket and rounders. They will also develop their balance and coordination through lessons in gymnastics and dance.
The children will continue developing their empathy through moral imagination, self-regulation and by practicing kindness.
The children will be learning about Buddhism.
The children will be going to Phasels Wood activity centre. They will take part in abseiling, archery and cresta run.
How parents can be involved in home learning
Please continue supporting your child when they are completing their weekly homework. In addition, please read daily with your child and practise spellings and multiplication tables as much as possible.
English Key Skills
Speaking and Listening
I can listen and respond appropriately to adults and my peers.
I can ask a range of relevant questions to extend my understanding.
I can answer questions using full sentences and can begin to justify my answers.
I can listen to and remember important points in discussions and stories
I can participate in conversations staying on topic, initiating and responding to comments.
I can use talk to develop understanding through speculating, imagining and exploring ideas.
I have an increasing command of Standard English.
I can participate in discussions, presentations, performances, role play and debates.
I can read all key words from Rec-Yr3.
I can apply my growing knowledge of root words, prefixes and suffixes to read aloud and to understand the meaning of new words.
I can read aloud with expression taking account of grammar and punctuation.
I can sustain silent reading to include longer more complex texts.
I can discuss which authors I like/dislike and give reasons.
I can listen to and discuss a wide range of fiction, poetry, plays, non-fiction and reference books.
I can make predictions based on what I already know about a text.
I can summarise more than one paragraph after I have read a text and give appropriate detail.
I can draw inferences from a text such as inferring how a character feels.
I can ask questions to improve my understanding.
I can retrieve information from a range of texts to answer questions.
I can identify themes in a wide range of texts.
I can evaluate texts looking at language, structure and presentation.
I can prepare poems and play scripts to read aloud.
I can use a dictionary to check meanings of words.
Writing (composition and grammar)
I can write at least one and a half pages of text.
I can write using full stops, capital letters, question marks, exclamation marks and inverted commas for speech.
I can use commas in lists, for description and to mark fronted adverbials.
I can vary the types of sentences I use in my writing (e.g. short sentences, compound sentence), complex sentences, relative clauses who/whom/which/whose/that) e.g. The Great Barrier Reef, which is on the east coast of Australia, is a popular tourist attraction.
I can use conjunctions in sentences to express time and cause (e.g. when, so, before, after, while, because)
I can use a range of sentence openers for interest and effect (e.g. connectives, similes, -ed starters, -ing starters)
I can embellish sentences by including adjectives, adverb starters and fronted adverbials (e.g. Earlier in the week, we carried out a traffic survey.)
I can write in the 1st/3rd person and tense consistently through a piece of writing.
I can write consistently in a range of genres: narrative, poetry, play scripts, reports, instructions, recounts, and letters.
I can identify and use the correct features for each genre.
I can plan what I want in a variety of ways (e.g. flow charts, story maps, story mountains, mind maps…)
I can compose my sentences orally before I write them.
I can use paragraphs as a way to group related material.
I can self correct and edit my writing to make improvements.
I can apply spelling rules for adding suffixes (e.g. –ing, -ed, -ation, -ly, -ous, -tion)
I can apply spelling rules for adding prefixes (e.g un-, dis-, mis-, in-, re)
I can begin to place the apostrophe accurately in plurals and understand the rules (girls’, children’s).
I can spell homophones and near homophones (accept/except, affect/effect, rain/rein/reign).
I can generate synonyms for common words.
I can spell words with silent letters.
I can begin to identify and use collective nouns (e.g. The bundle of clothes lay on the bed.)
I can write from memory sentences dictated to me by my teacher containing spellings and punctuation learnt.
I can hold a pencil with the correct grip, sit up straight and steady my work.
I can use correctly formed cursive script in all areas of the curriculum.
I can present my work neatly in all areas of the curriculum.
Consolidate: finger spaces, letter, word, sentence, statement, question, exclamation, command, full stops, capital letter, question mark, exclamation mark, speech bubble, speech marks, bullet points, apostrophe, commas for lists and descriptions, singular/plural, suffix, adjective, noun, noun phrase, verb, adverb, imperative verbs, tense (past/present/future, connective, alliteration, simile –‘as’/ ‘like’
Introduce: word family, conjunction, adverb, preposition, direct speech, inverted commas, prefix, consonant/vowel, clause, subordinate clause, determiner, synonyms. Relative clause, pronoun, imperative, colon for instruction.
Maths Key Skills
Number and Counting
- I can count, order and compare numbers to 10,000.
- I have strategies for counting in ones, tens, hundreds and thousands.
- Numbers up to 10 000 can be compared and arranged in ascending or descending order.
Addition and Subtraction
- I can do simple addition and subtraction within 1000.
- I can add with and without re-grouping.
- I can subtract with and without re-grouping.
- I can subtract numbers up to 10,000 that have zeros.
- I understand that meaning of ‘sum’ and ‘difference.
- I can translate addition and subtraction concepts into models for solving two-step word problems.
- I can use number bonds in mental addition and subtraction.
- I can reverse the order of groups in a multiplication concept to find the same product.
- I can multiply a 2 or 3 digit number by a 1 digit number.
- I can find the number of items in a group or set by relating multiplication facts.
- I can multiply by 6, 7, 8 and 9.
- I can solve 1 step word problems using bar models.
- I can apply addition concepts such as ‘adding on’ and ‘part whole’ to solve 2 step word problems.
- I can divide a 2 digit by a 1 digit number with a remainder.
- I can recognise patterns to identify odd and even numbers.
- I can divide equally with or without a remainder.
- I can apply subtraction concepts such as ‘taking away’ and ‘part whole’ to solve 2 step word problems.
- I can visualise and measure in compound units cm and m.
- I can visualise and measure in compound units Km and m.
- I can visualise and measure in compound units Kg and g.
- I can visualise and measure in compound units Kg and g.
- I can visualise and measure in compound units ml and l.
- I can use all concepts in all four operations to solve 2 step word problems.
- I can tell the time using ‘past’ and ‘to’.
- I can convert between hours and minutes, using 1 hr = 60 mins.
- I can add and subtract using hours and minutes.
- I can solve problems word problems involving time.
- I recognise that the whole is divided into parts and that the fraction symbol is used to determine the parts of the whole.
- I can use a bar model or fraction wall to identify equivalent fractions.
- I use the relationship between different denominators to find equivalent fractions.
- Two fractions can be compared by referring to the values of the numerators when the denominators of the two fractions are the sameg. ¾ and ¼.
- Two fractions can be compared by referring to the values of the denominator when the numerators of the two fractions are the sameg. ¼ and ½.
- I can add and subtract two fractions by changing them to like fractions (the same denominator) first.
- I can make a bar graph with scales to present data.
- I can read and interpret bar graphs.
- I know an angle represents the measure of an amount of a turn.
- I know a right angle is a special type of angle made by two straight lines meeting at a point.
- I know that when two straight lines intersect each other at right angles then they are perpendicular to each other.
- I can draw a pair of parallel lines and know that the distance between them will always be the same.
Area and Perimeter
- I know that the amount of space that covers the surface of a shape is the area. This is measured using the standard units of measure of a squared cm and a squared m.
- I know that the distance around a shape is called the perimeter.
- I can calculate the area of a rectangle by multiplying the length by the width.
Learn At Home
Year Team Leader