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Transcript of Curriculum Evening Year 3 - stjo · PDF fileCurriculum Evening ... They will be encouraged to...
We believe that each person is unique and created in God’s image. In our school, we provide a distinctive Catholic education, where each child is loved, nurtured, inspired and aspire to challenge excellence and develop their individual abilities for themselves and others.
https://stjosephsrcprimaryschool.net/
Mission Statement
It is hoped that parents will support the school and encourage the children to appreciate
the value of homework. Homework provides the opportunity for children to develop as independent learners and to extend and reflect upon their ‘in school’ experiences. The amount and type of homework will vary according to the needs of your child. All Y3 children will be given Maths homework on a Friday and asked to return it on a Monday. Spellings will be given out on a Friday and children will be tested the following Friday. We are aware of the many outside activities which take up much of the children’s time (e.g.) dancing, swimming etc and it is therefore our philosophy not to give out a lot of homework unnecessarily. Homework is an activity which compliments and reinforces what is taught in school. Homework will not usually be given when a pupil is absent through illness or holiday unless this is requested. Reading- Children are encouraged to read for pleasure. 10 minutes every night or as regular as possible. Children should have an adult comment written in their reading diary each night. Teachers will carry out spot checks of reading diaries. Questions that you could ask your child are given within the reading diary. These will help develop your child’s comprehension skills. Spellings- Each child will be given a set of spelling each week to learn, they are also on Spellodrome, and will be tested by the class teacher every Friday. It is really important to keep revisiting weekly spellings.
Homework
In year three the children have five hours per week. The children will be
studying the following genres:
Autumn Term Narrative- character description and adventure stories.
Fables Biographies. Newspapers
Spring Term Play scripts Poetry Diaries Newspapers Balanced arguments Instructions Summer Term Narrative- alternative versions Instructions Non chronological/chronological reports Letter writing Poetry Throughout the year the children will focus on these aspects of English i.e. get to know the genres and they will write their own texts linked to the genres. They will be encouraged to decide which genre to use for a particular task, as the year develops. The children will also complete spelling, punctuation and grammar activities linked to the genre e.g. if writing a story they may focus on speech punctuation or expanded noun phrases etc.
English
“Pupils bring stories
to life with help of
North-East author”
Please find below a glossary of terms, which the children are expected to
know:n
Clauses are the building blocks of sentences, groups of words that contain a subject and a verb. Clauses can be main or subordinate. Common A conjunction is a type of connective ('connective' is an umbrella term for any word that connects bits of text). Co-ordinating connectives include the words and, but and so; subordinating connectives include the words because, if and until. Connective Consonant letters are a letter sound is made when you use your lips, teeth or tongue to change how the air comes through your mouth. The sounds /p/ and /b/ are made when you close your lips and open them quickly. and indirect speech Direct speech is a sentence in which the exact words spoken are reproduced in speech marks (quotation marks or inverted commas). Indirect speech or reported speech is when the general points of what someone has said are reported, without actually writing the speech out in full. Inverted commas go around the direct words spoken. They are used to show when a person is speaking. A prefix is a string of letters that are added to the beginning of a root word, changing its meaning. Preposition Prepositions are linking words in a sentence. We use prepositions to explain where things are in time or space. clause Word family- Words in a word family are related by meaning, grammar or spelling.
Grammar
Reading is the most powerful tool of learning both in and out of school.
Therefore, we give the children various opportunities, within the school year,
to visit the local library.
It facilitates independence in the quest for
knowledge.
It allows the reader to share experiences
which would otherwise not be
encountered and encourages development
of empathy.
It engages readers with language models from
which they can gain pleasure and an
understanding of how the language works.
Therefore, we aim to help the children to:
• Gain mastery in the basic mechanical skills of reading;
• Develop and use appropriately the higher order reading skills, styles and
strategies which contribute to overall comprehension of a variety of texts;
• Read with accuracy, fluency and expression;
• Develop a love of literature, appreciating and critically evaluating the
language meanings;
• Understand the value of information texts as an aid for learning.
EVERY CHILD EVERY NIGHT! (10 MINS)
Read for pleasure.
Check meanings of unfamiliar words.
Be able to discuss the text.
Reading
We believe that conventional spelling is necessary to accurately convey
meaning to the reader. We therefore aim to help our children to develop a
range of strategies that will enable them to become independent,
conventional spellers. We recognise that learning to spell is a developmental
process.
The following spelling rules and patterns will be taught:
Adding suffixes beginning with vowel letters to words of more than one
syllable
The /ɪ/ sound spelt y elsewhere than at the end of words
The /ʌ/ sound spelt ou
More prefixes
The suffix –ation
The suffix –ly
Words with endings sounding like /ʒə/ or /tʃə/
Endings which sound like /ʒən/
The suffix –ous
Endings which sound like /ʃən/, spelt –tion, –sion, –ssion, –cian
Words with the /k/ sound spelt ch (Greek in origin)
Words with the /ʃ/ sound spelt ch (mostly French in origin)
Words ending with the /g/ sound spelt –gue and the /k/ sound spelt –que
(French in origin)
Words with the /s/ sound spelt sc (Latin in origin)
Words with the /eɪ/ sound spelt ei, eigh, or ey
Possessive apostrophe with plural words
Homophones and near homophones
Spelling
Children are required to know how to spell these words at the end of year
three.
You can support you child at home by using ‘Spellodrome’ on a weekly basis. If
you require your child’s username and password please ask their teacher.
Weekly certificates and trophies are given out in assembly.
We believe that the presentation of written work can not only reflect on an
individuals fine motor skills but also the nature of the writer through his/ her
awareness of, and attention to, an audience’s needs. We aim for our children
to develop a fast flowing, attractive, legible, personal hand.
We therefore aim for ‘Gold Handwriting’ in all subjects. This is achieved
through a structured teaching programme which ensures:
• Correct orientation and formation of letters;
• Consistency and appropriateness in size and spacing;
• A pride in presentation;
• A smooth transition from printing to joined up style.
In Year 3, the children are continually encouraged to develop a mature cursive
style of handwriting.
Handwriting
Reading:
Encourage your child to read with fluency and expression. Ask them to make
the book come to life.
Visit your local library or bookshop and encourage your child to choose a book.
Use the key questions at the front of your child’s reading record book to
question their understanding of the text.
Spelling:
Learn your weekly spellings and keep looking back at past weeks to check your
child can still spell the word.
Help your child learn their weekly spellings by using the strategy like this:
Look- Cover- Say- Write- Check
Put spelling words into a grammatically correct sentences to convey meaning.
Make the sentence interesting with different sentence starters (-ly words, -ing
words) and conjunctions
(although, on the other hand,
however, despite)
Encourage your child to use
Spellodrome weekly and gain
weekly certificates to be
presented in assembly.
Helping at home
In Year 3, the children have five hours of maths in a week. The children will
spend time on a range of activities and tasks in which they are expected to use
their mental maths skills, written methods and participate in group work. The
focus is to make whole class teaching interactive and fun for all. Children will
develop their fluency, reasoning and problem solving skills. Examples of these
can be found below.
Fluency: Write the following number in words: 236
Reasoning: If I count in 100s from zero, all of the numbers will be even.
Convince me.
Problem solving: Using each digit card, (3, 5, 7) which numbers can you make?
A starter activity in maths will consist of:
Monday- Cool Counting (Oral counting)
Tuesday- Talking Tuesday (Talking about mathematics and explaining
reasoning)
Wednesday and Thursday- Fabulous Five (Written methods)
Friday- Nifty Fifty (Rapid recall of times tables)
Children will be required to show their written methods in maths. In maths we
teach one strategy, when using the four operations, so children become
familiar with it. They will then be able to use a written method when solving
real life problems. Below are examples of written strategies that are used
within class:
Addition- Column Method
785
+ 48
833
Maths
1 1
This is the most effective method of adding. Carry digits are recorded below
the line, using the words 'carry ten' or 'carry one hundred', not 'carry one'.
This method can also be used to add decimals and used in a wide variety of
problem solving activities.
Subtraction- Column Method
Children set out calculations under the correct place value headings. Children
should begin to solve by starting in the ones (units) column.
6 14 14
754
- 86
668
This method can also be used to subtract decimals and used in a wide variety
of problem solving activities.
Short Multiplication- Column Method
Children describe what they have done using the value of the digits. Say 70 x 7
not 7 x 7. Reinforce starting in the ones (units) column. Any carrying should
be placed below the line.
2 7 6 x 7 1 9 3 2
5 4
Division
2 3 3 )6 9
//
Number and the Number System
It would be of great benefit to your child if you continue counting forwards and
backwards with your child in various steps e.g. 10, 000’s, 10’s 25’s and 50
starting at any given number and negative numbers.
Mental Addition and Subtraction
Continuing to rehearse and develop your child’s mental skills will also be of
great benefit to them. This is ideal for a shopping visit and can be done with
single, 2 and 3 digit numbers, working out change at the till etc.
Telling the time
The children are expected to read and tell the time Also ask your child how
much time has passed.
Tables
Tables are so important and lots of practice would be beneficial. These are
facts that help them progress in other areas of Maths more quickly. They
should know all their facts to 12 x 12 off by heart for rapid recall. This also
includes division facts. Each child will receive a pocket size booklet to aid them
with this process. Please encourage them to have it in school every day.
Chant them everywhere!!! Walking to school, around the supermarket and
driving in the car. Make it fun! Make it a competition! Use technology to help!
Mathletics
Mathletics should be used weekly to develop mathematical concepts further.
Certificates are awarded in assembly on a weekly basis.
Helping at home
Religious Education is based on the “Come and See” programme. All major
features of the Catholic teaching are introduced in an attractive and
memorable way at a level of understanding appropriate for the children.
This is what the children will be studying throughout the course of the year in
their Religious Education lessons.
Autumn Term Home Promises Visitors Spring Term Journeys Listening and sharing Giving all Summer Term Energy Choices Special places Other Faiths Judaism Islam
Religious Education
“Schoolchildren give
back to those in need
as part of harvest
festival.”
Science lessons in Year 3 are based around scientific enquiry. We plan
investigations together to answer specific questions. The idea of making a fair
test is developed.
Here are the topics your child will study:
Living things
Human Body
Rocks
Materials
Forces
Light and sound
Investigations
Science
“Newton Aycliffe schoolchildren brave
outdoors for fun education day.”
In Year 3 the children have one computing lesson each week. They may use
ipads or laptops. This lesson will specifically develop their Computing skills.
In Year 3 the children will follow a scheme of work called ‘Switched on
Computing’. The topics that are covered are:
• E-safety
• We are programmers
• We are bug fixers
• We are presenters
• We are vloggers
• We are communicators
• We are opinion pollsters.
Computing
“Speak Out.
Stay Safe.”
Children will be given the opportunity to develop their History and Geography
skills throughout the year. They will also be given the opportunity to develop
some of the English genres they have studied. The topics to be covered this
year are:
The Stone Age
Africa
Romans
Exploring the UK
Egyptians
Using maps
Topic
Year 3 will be taught music through Durham Music Service. They will
participate in weekly ukulele sessions. Instruments will be provided. They will
develop a range of skills
• skills and confidence in internalising and keeping a beat and accurately
performing on given beats while keeping in time;
• skills and confidence in responding to rhythm, developing rhythmic memory
and performing rhythms accurately against a beat;
• skills and confidence in responding to pitch, developing pitch memory and
performing pitch with accuracy while keeping in time.
Music
The children will have a French lesson every week.
They will develop their language and vocabulary in speaking and listening in a
range of exciting and interesting ways.
Vocabulary: Each lesson will introduce new words to expand their French
vocabulary.
Songs: Each unit has a catchy French singalong song- they introduce the topic
in a fun and exciting way.
Games: Each lesson has interactive games to develop children’s vocabulary,
reading, listening and comprehension skills.
Stories: At the end of the unit children can share a story that brings together
all the vocabulary they have learned. The stories are written in complex
sentences to further develop children’s knowledge and understanding.
French
In this element of the curriculum, the children in Year 3 will take part in the
following:
Autumn Term
Games- Ball skills
Gymnastics
Spring Term
Dance
Summer Term
Games- Tag Rugby
Athletics
Please ensure your child has their PE kit in on a Monday and keep it in for the
rest of the week. It is important your child has full PE kit and appropriate
footwear. If your child does not have their PE kit they will not be able to take
part in the lesson.
Your child must bring a written note, explaining why they can’t participate, if
they are unable to take part.
Physical Education
“Paralympian spreads
inspirational message in County
Durham School”