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Change - How has water changed our world?

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Change - How has water changed our world?

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This term our whole school learning lens will be 'Change'. In year 3 and 4, we will be finding out how water has changed our world and investigating the concepts of democracy, fairness, influence and tolerance.

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Within our writing sessions, we will be focusing on 'Nen and the Lonely Fisherman' by Ian Eagleton and James Mayhew. It is a lovely book based on Hans Chistian Anderson's 'Little Mermaid', and transports children to a magical world of merpeople and life within the ocean. The children will use this story to write their own fictional narratives, including their own characters and setting.

Later in the term, we will use the non-fiction book 'Amazing Rivers' by Julie Vosburgh Agnone and Kerry Hyndman. The children will learn about non-fiction texts and will use the book to write an information board, designed to give visitors information and persuade them to look after our waterways.

We will be developing the following skills:

Use conjunctions to express

time, place and cause

• Use adverbs to express time

• Use a or an according to whether the next word begins with a vowel or consonant

• In narratives, create characters, settings and plot

• Use inverted commas to punctuate direct speech

• Group related ideas into paragraphs

• Use the present perfect form of verbs in contrast to the past tense

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Within our reading comprehension lessons, we will be looking at the fictional text, 'The Thames and Tide Club' by Katya Balen.

Moving into the later part of the term, the children will be focusing on the non-fiction text 'Amazing Rivers'. This will be the same text focus as writing lessons to provide children with a deep understanding of non-fiction texts.

We will be developing the following skills:

Draw inferences (inferring characters’ feelings, thoughts and motives from their actions); justify with evidence

Ask questions to improve understanding

Discuss words and phrases that capture the reader’s interest and imagination

Retrieve and record information from non-fiction

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In the Spring term, we will be looking at the following mathematical topics:

Year 3

Multiplication and Division

Length, Mass, Volume

Money

Time

Pictographs and Bar Graphs

Year 4

Graphs

Fractions

Time

Decimals

Money

Children in Year 3 should be working on 2, 5, 10, 3 ,4 and 8 times tables.

Children in Year 4 should be working on all times tables up to the 12 times tables.

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Reading: 20 minutes of daily reading. This should be recorded in reading records and returned to school each morning. .

Spelling: Weekly spellings. Spellings will be tested each Friday morning.

Doodle: All children have access to Doodle Maths, English, Spelling and Tables. Daily practice on Doodle will be greatly beneficial to your child's learning and progress.

We'll be checking in with children daily to help bolster their motivation and special recognition will be given to children who go above and beyond ie (streaks)

TTRS:

Children have access to Times Tables Rockstars. We would like children to access the site for a minimum of 20 minutes each week. This is especially important in Year 4 due to the upcoming MTC check!

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In science this term, we will focus on states of matter. We will observe the properties of solids, liquids and gases, and consider how materials transition between those states. We will look at changes of state in the wider world, including the water cycle.

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To be updated throughout the term...

12th February- School Disco

26-27th February- Year 4 residential to Condover

23rd April- Class Photos

28th April- Year 3/4 Diamond Cricket Festival

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Every Monday, children in Year 4 will be learning how to play samba with the help of Music for Life instructors.

Year 3 children will study music using the Charanga scheme. Our music unit this term is based on the song 'Three Little Birds' by Bob Marley. Children will learn to sing this song and play glockenspiel parts. They will also listen to a range of other songs within the reggae genre.

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During our weekly My Happy Mind lessons, we will be looking at the following:

-How to develop an Attitude of Gratitude

-That Dopamine gets released in their brain when they give gratitude.

-That Dopamine can help the Amygdela stay calm

-How when they appreciate themselves and feel good about their strengths, they will use them even more.

-They can use character strengths to appreciate others too.

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In R.E, we will be teaching children about what Christians can learn about Jesus from the Easter story. We will be describing and suggest reasons why Christians use titles to describe Jesus including Christmas & Easter (e.g. Saviour, Emmanuel, Messiah, Light of the World) and understanding the concept of salvation means ‘to be rescued’ from sin.

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To rigorously teach spelling, we follow Pathways to Spell. Children receive three spelling lessons per week, explicitly teaching spelling patterns through fun games and activities.

Children will be given spellings on Monday of each week. These will be tested on Fridays. Children will have daily spelling lessons based on each week's spelling list.

Each Monday, children will receive a paper copy of the spelling list to bring home, and a spelling assignment will be set on Doodle.

This term, we will focus on:

• Common exception words

• The /ai/ sound spelt -y at the end of words

• Adding -es to nouns and verbs ending in -y

• The /i/ sound spelt -ey

• Words with the /ei/ sound spelt ei, eigh or ey

• The /o/ sound spelt a after w- and qu-

• Homophones and near-homophones

Pupils who are continuing their work on our phonics scheme 'Read, Write Inc.' will have weekly phonic-based spelling tests, and Doodle assignments will be based on these.

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This term our Geography learning will be linked to rivers and mountains.

In lessons we will developing skills in:

-describing and comparing aspects of physical features.

-explaining the physical features of mountains

-demonstrating knowledge of physical features from places in the UK and beyond.

-identifying the key topographical features of the UK.

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We realise that children need to feel happy and confident in school to be successful.  Using Coram Life Education, we will be equipping them to make safe and informed decisions and helping them to develop a happy and healthy lifestyle.

This term, our PSHE lessons will be focused on 'keeping safe' and 'rights and respect'

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This term we will start with studying the paintings of the significant artist JW Turner.

From this, we will create a landscape painting of sea/river with big skies/water that are in response to studying JW Turner’s paintings.

After this, we will focus on drawing where we will refer to art work of Georgia O Keefe creating factfiles and images. Our painting for this unit will be creating flower stencils

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Our P.E focus this term is dance.

In the unit, we will introduce 3 street dance actions for the children to learn and incorporate within a static electricity dance. Children will also choreograph a quartet based on action / reaction. The unit will culminate in a class performance combining the street dance, the quartets, plus their own ideas for an ending. Opportunities to learn technique, develop choreography, perform their own dances and appreciate the work of others will be included throughout the unit.

PE Days:

Maple - Friday

Oak - Tuesday

Rowan -

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During our French lessons, our topic is Sous L'Ocean.

The children will learn how to say a variety of sea animals in French, including fish (le poisson), crabs (le crabe), starfish (l'etoile) and seahorses (l'hippocampe).

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During the first part of the term, the children will be programming and sequencing sound. The children will be introduced to a selection of motion, sound, and event blocks which they will use to create their own programs, featuring sequences. The final project is to make a representation of a piano.

Following this, we will be branching databases. The children will develop their understanding of what a branching database is and how to create one. They will use yes/no questions to gain an understanding of what attributes are and how to use them to sort groups of objects. To conclude the unit, they will create an identification tool using a branching database, which they will test by using it. They will also consider real-world applications for branching databases.