Welcome to Year 3Welcome to Year 3

Teacher: Teacher: Roger Winter Roger Winter

Teaching Assistant: Sandra GlareTeaching Assistant: Sandra Glare

PPA cover: PPA cover: Jacqui Winter French Jacqui Winter French

Sally PettySally Petty PEPE

TimetableTimetablePPA cover – WednesdayPPA cover – Wednesday

PE – Wednesday and FridayPE – Wednesday and Friday

Spelling Test – FridaySpelling Test – Friday

Library and home reading books changed Library and home reading books changed once a weekonce a week

HomeworkHomework Our school policy is in line with guidelines

that suggested an average of 1.5 hours per week to include; –  Reading at least three times per week. –  Spellings –  Numeracy activity/ games –  Literacy based activity –  Regular practice of number bonds and tables.

In addition to this children may be asked to find information in preparation for their learning in class.

Reading in Year 3Reading in Year 3 At the start of the year every child has a home At the start of the year every child has a home

reader appropriate to their ability.reader appropriate to their ability.

They will also have the opportunity to select a They will also have the opportunity to select a library book of their choice. library book of their choice.

Please could you comment in the reading diary Please could you comment in the reading diary about their progress at home.about their progress at home.

When your child no longer needs the support of the When your child no longer needs the support of the reading schemes they will take home a library book reading schemes they will take home a library book to read with you at home in the same way. to read with you at home in the same way.

It is still important to listen to and read with your It is still important to listen to and read with your child regularly.child regularly.

LiteracyLiteracyGuided reading Guided reading every morning between 9.00 and 9.30.every morning between 9.00 and 9.30.

The children have a number of reading related tasks The children have a number of reading related tasks including: comprehension, reading out loud, phonics, including: comprehension, reading out loud, phonics, spelling and grammar exercises, handwriting practice or spelling and grammar exercises, handwriting practice or independent reading. The teacher will be working with independent reading. The teacher will be working with each group at least once a week.each group at least once a week.

Literacy lesson Literacy lesson every day – can be cross curricular.every day – can be cross curricular.

Focus can be – writing, speaking and listening (including Focus can be – writing, speaking and listening (including drama), reading comprehension, phonics, handwriting.drama), reading comprehension, phonics, handwriting.

Literacy for this year will build on last year’s work.My aim is to give opportunities to write at every turn.The genres that will be covered this year include:

Information textsStories by the same authorMyths and LegendsInstructions & explanationsLettersHumorous and traditional poemsPoems to perform: rhythm, raps & rhymePoetry Language Play: Riddles, Wordplay & JokesTraditional talesAdventure and MysteryDialogue and plays

NB Grammar, punctuation, spelling and handwriting will be taught throughout each unit.

Maths Curriculum Maths Curriculum Children will follow the guidelines set out in the Children will follow the guidelines set out in the new national curriculum in maths. new national curriculum in maths.

Multiplication and divisionMultiplication and division

Number and place valueNumber and place value

FractionsFractions

Statistics (Handling Data)Statistics (Handling Data)

MeasuresMeasures

Geometry – properties of shapesGeometry – properties of shapes

Number – number and place value

Statutory requirements

Pupils should be taught to:

count from 0 in multiples of 4, 8, 50 and 100; find 10 or 100 more or less than a given

number

recognise the place value of each digit in a three or four-digit number (thousands

hundreds, tens, ones)

compare and order numbers up to 1000

identify, represent and estimate numbers using different representations

read and write numbers up to 1000 in numerals and in words

solve number problems and practical problems involving these ideas

add and subtract numbers mentally

add and subtract using formal methods

estimate the answer to a calculation and use inverse operations to check answers

solve problems, including missing number problems, using number facts, place value, and

more complex addition and subtraction

Number – multiplication and division

Statutory requirements

Pupils should be taught to:

recall and use multiplication and division facts for the 3, 4 and 8 multiplication

tables (as well as 2,5,10).

write and calculate mathematical statements for multiplication and division

using the multiplication tables that they know,

solve problems, including missing number problems, involving multiplication

and division,

Number – fractions

Statutory requirements

Pupils should be taught to:

count up and down in tenths; recognise that tenths arise from dividing an object into

10 equal parts and in dividing one-digit numbers or quantities by 10

recognise, find and write fractions of a discrete set of objects

compare and order unit fractions, and fractions

Measures

Statutory requirements

Pupils should be taught to:

measure, compare, add and subtract: lengths (m/cm/mm); mass (kg/g); volume/capacity

(l/ml)

measure the perimeter of simple 2-D shapes

add and subtract amounts of money to give change, using both £ and p in practical

contexts

tell and write the time from an analogue clock, including using Roman numerals from I to

XII, and 12-hour and 24-hour clocks

estimate and read time with increasing accuracy to the nearest minute; record and

compare time in terms of seconds, minutes and hours; use vocabulary such as o’clock,

a.m./p.m., morning, afternoon, noon and midnight

know the number of seconds in a minute and the number of days in each month, year

and leap year

Geometry – properties of shapes

Statutory requirements

Pupils should be taught to:

draw 2-D shapes and make 3-D shapes using modeling materials; recognise 3-

D shapes in different orientations and describe them

recognise angles as a property of shape or a description of a turn

identify right angles, recognise that two right angles make a half-turn, three

make three quarters of a turn and four a complete turn; identify whether angles

are greater than or less than a right angle

identify horizontal and vertical lines and pairs of perpendicular and parallel

lines.

Statistics

Statutory requirements

Pupils should be taught to:

interpret and present data using bar charts, pictograms and

tables

solve one-step and two-step questions [for example, ‘How many

more?’ and ‘How many fewer?’] using information presented in

scaled bar charts and pictograms and tables.

Mastery of Maths

There is a national shift towards ‘mastery’ of maths. This means a deep understanding of a concept within maths, rather than simply touching base and moving on.

Children are encouraged to explore maths from every angle and develop a true grasp of the subject which they can apply confidently.

Science TopicsScience TopicsForces and magnetsForces and magnetsPlantsPlantsRocksRocksLight and shadowLight and shadowHumans and animals (including Humans and animals (including diet)diet)

History

•Stone Age to Iron AgeWill include a visit from the History Man after Christmas.

•The RomansWill include a trip to Wall Roman site near Lichfield.

Geography

The UK and India

Weather

Mapping Skills (trip to Wall)

Our Local Environment (Mere Green)

Computing

•We are Researchers (geography link)

•We are Animators (literacy link)

•We are Time Travellers (history link)

Computing/ICT links will be made throughout the curriculum.

Religious Education• What do we know about Jesus?

• Diwali (linking in with work on India)

• Signs and symbols

• Jewish Celebration of Passover

• The Bible

• Sikh Rites of Passage

French

•All about me

•Games and songs

•Having a party

•Portraits

•Traditional tales•Farm animals

Design and Technology

Design

Make

Evaluate

Develop technical knowledge

Cooking and nutrition

Art

Painting

Collage

Sculpture

Drawing

Print

Textiles

Digital media

Art will take place throughout the year linked to all curriculum areas.

Music

•Working with Mr. Watts alternate weeks focusing on the technical aspects of music.

•Three Little Birds Bob Marley•Ho Ho Ho - Christmas •Glockenspiel•Benjamin Britten•Let your Spirits Fly•Reflect, Rewind, Replay

•All the children are invited to join the choir

•Woodwind Cello

P.E and school teams (Y2 upwards)P.E and school teams (Y2 upwards) Natural ability for the sport – based upon application Natural ability for the sport – based upon application

of skills, recorded times , distance and the considered of skills, recorded times , distance and the considered opinion of the staff in charge of the training session opinion of the staff in charge of the training session (class lesson and/or after school club). (class lesson and/or after school club).

Where selection involves children of equal ability, Where selection involves children of equal ability, preference will be given to the child in the older year preference will be given to the child in the older year group.group.

Children will be given the opportunity to represent Children will be given the opportunity to represent their houses in inter-house competitions. their houses in inter-house competitions.

Year 3 and 4 Swimming

Place: WyndleySession: 45 minutes.Staff: 2 swimming teachers from Wyndley, Mrs Petty and one other.2 x four day intensive (Tuesday Wednesday Thursday Friday).

Week beginning: Tuesday 3rd May 2015Week beginning: Tuesday 24th May 2015

Marking – Literacy KS 2Marking – Literacy KS 2 Written work for Literacy + curriculum areasWritten work for Literacy + curriculum areas Fantastic phrases / sentences highlighted in green.Fantastic phrases / sentences highlighted in green. Errors (grammar / poor vocabulary choices) highlighted in yellow.Errors (grammar / poor vocabulary choices) highlighted in yellow.

= especially good use of vocabulary or punctuation. = especially good use of vocabulary or punctuation.

Children need to identify the reason why at the end of a piece of Children need to identify the reason why at the end of a piece of work.work.

SpSp = spelling error identified = spelling error identified WWWTWWWT = what’s wrong with this - find the error ( e.g capital letter = what’s wrong with this - find the error ( e.g capital letter

missing or in the wrong place / punctuation missing or incorrect)missing or in the wrong place / punctuation missing or incorrect) VFVF = verbal feedback received from an adult (children to initial = verbal feedback received from an adult (children to initial

alongside) alongside) 2 Stars and a Wish2 Stars and a Wish Identify and explain something good about the work.Identify and explain something good about the work. Identify and explain something good about the work.Identify and explain something good about the work. // Explain how the work could be improved. Explain how the work could be improved.

Numeracy– Marking KS 2Numeracy– Marking KS 2

= correct answer= correct answer .. = incorrect answer = incorrect answer Fantastic work highlighted in green if appropriate.Fantastic work highlighted in green if appropriate. Errors highlighted in yellow.Errors highlighted in yellow. WWWTWWWT = find the error = find the error VFVF = verbal feedback received from an adult (children to initial = verbal feedback received from an adult (children to initial

alongside) alongside) Incorrect answers to be targeted at the end of a piece of work Incorrect answers to be targeted at the end of a piece of work

to address misconceptionsto address misconceptions 2 Stars and a Wish2 Stars and a Wish Identify and explain something good about the work.Identify and explain something good about the work. Identify and explain something good about the work.Identify and explain something good about the work. // Explain how the work could be improved Explain how the work could be improved..

Additional EventsAdditional Events• Visit to WallVisit to Wall• Visit to Toby CarveryVisit to Toby Carvery•

Christmas Performances (!!!!)Christmas Performances (!!!!)

Monday 14Monday 14thth December afternoon December afternoon KS2 Christmas ProductionKS2 Christmas ProductionTuesday 15Tuesday 15thth December morning December morning KS2 Christmas ProductionKS2 Christmas Production

BehaviourBehaviour All classes use the 7 Golden Rules which are displayed in All classes use the 7 Golden Rules which are displayed in

each classroom and areas such as the hall and ICT suite.each classroom and areas such as the hall and ICT suite.

Golden PlateGolden Plate Each child will have a ‘plate’ template which is divided into 7 Each child will have a ‘plate’ template which is divided into 7

sections – each section will relate to a Golden Rule.sections – each section will relate to a Golden Rule. Children will be awarded a sticker for specific section when Children will be awarded a sticker for specific section when

they have demonstrated that rule exceptionally well. they have demonstrated that rule exceptionally well. Children who complete their plate will receive an award at the Children who complete their plate will receive an award at the

end of each term.end of each term.

Rewards Children can earn house-points for almost anything!Often it will relate to:effort, questioning, listening, manners, empathy etc.1hp – Well done, better than the expectation2hp – Super, over and above the expectation3hp – Very rare! 5hp –Mr. Steggall only (Head teacher's award)

Each class will use a ‘classometer’ ranging from -5 to 10 to monitor behaviour throughout the day.The classometer should return to 0 at the end of each day.Once the children reach 10 they should be rewarded with a golden coin (or equivalent).Class teachers to negotiate with the children their choice of reward once the class reach 5, 10, 15 and 20 golden coins.

Consequences 

This staged approach will be used for each session in KS1 and across a half-day session in KS2

Stage One – Focus on Golden Rules Re-focus the child on the Golden Rule they are breaking. Positive reinforcement of the Golden Rules around the child who is breaking them.

Stage 2 – Manage their Environment Staff will make a statement indicating that the behaviour is misplaced for that environment (classroom \ playground).   Provide choices – change of location within that environment.Change the child’s location to a different environment. (This is referred to as Time Out – see Stage 3)

Stage 3 – Putting it Right. The “Put It Right” sheet is a strategy to help children reflect upon negative behaviour, offer an opportunity to rectify mistakes, and move on.“Put It Right” sheets will be completed for any time-out period.Staff will review completed “Put It Right” sheet with the child before they can return to their original environment. “Put It Right” sheets should be kept in a class file for future reference

Safeguarding Safeguarding Moor Hall Primary School is committed to safeguarding and Moor Hall Primary School is committed to safeguarding and promoting the welfare of children and young people and expects promoting the welfare of children and young people and expects all staff and volunteers to share this commitment.all staff and volunteers to share this commitment.

If your child is going home with another adult, we can only allow If your child is going home with another adult, we can only allow this if we have had prior written notification or a telephone this if we have had prior written notification or a telephone message has been received by the school office.message has been received by the school office.

Any medication should be handed into the school office and the Any medication should be handed into the school office and the necessary documentation completed. School staff are no longer necessary documentation completed. School staff are no longer allowed to administer non prescription medicine.allowed to administer non prescription medicine.

Please can you check expiry dates on all inhalers and Epipens.Please can you check expiry dates on all inhalers and Epipens.

Risk assessments will be completed prior to visits etc.Risk assessments will be completed prior to visits etc.

UniformUniformPlease ensure that all items (clothing / bags Please ensure that all items (clothing / bags / books) are named./ books) are named.Long hair should be tied back, hairband Long hair should be tied back, hairband should be in school colours.should be in school colours.Ties compulsory for KS2Ties compulsory for KS2Jewellery – watch / small stud earrings, Jewellery – watch / small stud earrings, religious jewellery.religious jewellery. Trainers / tracksuits are required for Trainers / tracksuits are required for outdoor activities outdoor activities

PE Kit -Key Stage 2PE Kit -Key Stage 2 Red crested t-shirt / black shorts or skirt / Red crested t-shirt / black shorts or skirt /

white socks and trainers (all named please)white socks and trainers (all named please) Plain black sweatshirt and joggers for cold Plain black sweatshirt and joggers for cold

weather.weather. Long hair must be tied back and earrings Long hair must be tied back and earrings

covered. covered. Shin pads are required for hockey, rugby Shin pads are required for hockey, rugby

and football.and football.

Snacks for KS2Snacks for KS2Only water in water bottles pleaseOnly water in water bottles please

Morning – toast / juice (available in school)Morning – toast / juice (available in school) - cereal bar / fruit flakes - cereal bar / fruit flakes - yoghurt covered raisins- yoghurt covered raisins

Afternoon – piece of fruit or cheese Afternoon – piece of fruit or cheese - cereal bar / fruit flakes - cereal bar / fruit flakes - yoghurt covered raisins- yoghurt covered raisins(No crisps / biscuits / sweets please)(No crisps / biscuits / sweets please)

Packed Lunches - suggestionsPacked Lunches - suggestions

No nut or peanut butter products please.No nut or peanut butter products please.

A good portion of starchy food, e.g. wholegrain bap, thick sliced A good portion of starchy food, e.g. wholegrain bap, thick sliced wholemeal bread, chapatti, pitta pocket, pasta or rice salad.wholemeal bread, chapatti, pitta pocket, pasta or rice salad.

Plenty of fruit and vegetables, e.g. an apple, satsuma, handful of cherry Plenty of fruit and vegetables, e.g. an apple, satsuma, handful of cherry tomatoes or carrot sticks, mini-can of fruit chunks in natural juice or small tomatoes or carrot sticks, mini-can of fruit chunks in natural juice or small box of raisins.box of raisins.

A portion of semi skimmed milk or dairy food, e.g. individual cheese A portion of semi skimmed milk or dairy food, e.g. individual cheese portion or pot of yoghurt.portion or pot of yoghurt.

A portion of lean meat, fish or alternative, e.g. ham, chicken, beef, tuna, A portion of lean meat, fish or alternative, e.g. ham, chicken, beef, tuna, egg, or hummus.egg, or hummus.

A drink, e.g. a fruit juice, semi skimmed milk or water.A drink, e.g. a fruit juice, semi skimmed milk or water.

No sweets / chocolate bars or biscuits pleaseNo sweets / chocolate bars or biscuits please..

Thank you for coming!Thank you for coming! We are looking forward to a wonderful We are looking forward to a wonderful

year with your child.year with your child.

If you need to discuss any issues or If you need to discuss any issues or concerns please phone school for an concerns please phone school for an appointment or speak to me.appointment or speak to me.

Please feel free to ask questions and Please feel free to ask questions and

contact school.contact school.