This year your class teacher is Mr Walker.

We have three teaching assistants in our class:

Mrs Powell (Tuesdays)

Mrs Hughes (Tuesdays)

Mrs Harrison (Thursdays)

PE will take place every Monday and Thursday, when you will complete yoga and tag rugby lessons.

For PE sessions please bring the following:

- Black shorts, leggings or jogging bottoms

- White t-shirt or polo shirt

- Black pumps or trainers

It is usually best to leave your child's PE kit at school for the half-term so that it is always available to use.

It is important that your child brings their reading book into school each day as the days on which they will be able to read with an adult may change from time to time. It is also crucial that you listen to your child read each evening and ensure that you sign their reading record highlighting what they have read and how they performed.

Within this class children are given time every day where they can complete a quiz on accelerated reader and change their book.

Homework will be set on a Tuesday through our online learning platform, SeeSaw. A link for which is placed below:

https://app.seesaw.me/#/login

All homework should be completed by the following Monday and will be checked by your teacher on this day. Please make sure that if you are having difficulties with the homework, that you contact your class teacher with plenty of time so that they can assist your child in its completion. In addition, the school also run a homework club which can really help support those children that struggle completing their tasks independently.

 Anglo-Saxons

As writers, we will:

• Write a letter linked to the book Seal Surfer.
• Write in the first person.
• Use apostrophe in contractions.
• Provide detail through use of prepositions to express time, place and cause.
• Use a variety of sentence forms including statements and questions.
• Write in consistent past and present tense including progressive forms.
• Use some future tense verbs.
• Use layout and structure of a letter.
• Ensure chronological order to explain sequence of events.
• Group related ideas into paragraphs.
• Build a varied and rich vocabulary.

As mathematicians, we will be:

• Representing numbers to 100
• Partitioning numbers to 100
• Understanding number lines to 100
• Understanding hundreds 
• Representing numbers to 1,000
• Partitioning numbers to 1,000
• Flexibly partitioning numbers to 1,000
• Understanding hundreds, tens and ones
• Finding 1, 10 or 100 more or less
• Understanding number lines to 1,000
• Estimating the number of lines to 1,000
• Comparing numbers to 1,000
• Ordering numbers to 1,000
• Counting in 50s.

As historians, we will answer the enquiry questions:

• How do we solve the mystery of the Sutton Hoo treasure?
• How can you compare the life of an Anglo-Saxon to your own life?
• Were the Anglo Saxons pushed or pulled to settle in Roman Britain?
• How did the Anglo Saxons become Christians?
• How did Alfred of Wessex become ‘great'?
• Which were the greatest treasures of the Anglo Saxons?

As geographers, we will:

• Use a compass to follow directions.
• Learn who the Anglo Saxons were and where they came from.
• Understand why the Anglo Saxons came to Britain and how they affected place names in Britain.
• Learn how the regions in the UK have changed since the Anglo-Saxon era.
• Identify and locate cities, towns and villages near where the Anglo-Saxons settled.

As scientists we will:

• Recall the three key functions of the skeleton (movement, support and protection).
• Describe a vertebrate, invertebrate, endoskeleton and exoskeleton.
• Identify and name the skull, spine, ribs and pelvis on a diagram.
• Recall that muscles cause movements in the body, some of which we control by choice and that they cause a movement by shortening and pulling on a bone.
• Recall that animals, including humans, need to eat food to survive.
• Describe some examples of how energy is used by the body and make comparisons about the energy demands between people.
• List some of the seven nutrient groups, name foods that are good sources of them and describe what they are needed for in the body.
• Compare two different meals and explain which is more balanced by naming the nutrient groups and commenting on the relevant proportions.
• Use information about skeletons to group animals.
• Record measurements of different bones and use the data to sort them into size order.
• Describe some ways scientific research has improved the field of bionics/prosthetics, such as the choice of materials or linking their movement to muscles in the arm.
• Find relevant data on food packaging and make numerical comparisons.
• Summarise key information using secondary sources.
• Describe some changes to scientific knowledge and jobs that require this information.

As artists, we will:

• Learn who the Picts were and look at Pictish designs.
• Use different mediums to draw Pictish symbols.
• Create my own Pict stone.
• Create a Pict stone using clay.

As computer technicians we are:

• Explain what the blocks do in scratch.
• Explain what a loop is and include one in their programme.
• Suggest possible additions to an existing programme by remixing the code.
• Recognise where something on screen is controlled by a code.
• Use a systematic approach to find bugs.
• Understand the definitions of decomposition and algorithm and how they are used to create an accurate code.

As musicians we will:

• Understand and identify pulse, rhythm, pitch and melody
• Learn songs and perform them
• Use vocal exercises to prepare our voices
• Identify and change the order of notes and rhythms
• Understand dynamics and rhythm
• Demonstrate pulse and understand the effects of tempo

As linguists we will:

• Form short phrases to say hello and introduce ourselves.
• Follow a sequence of phonemes and begin to notice key phonemes in Spanish words.
• Recognise and respond to different greetings.
• Use actions to show their understanding of different feelings phrases.
• Join in with and perform a finger rhyme.
• Begin to relate written captions to the words that we hear.

As learners of RE we will be exploring the Big Question:

• What is the 'Trinity' and why is it important for Christians?  

We will answer the questions:

• What is the trinity?
• How is the Trinity shown in the biblical story of the baptism of Jesus?
• Why do Christians get baptised?
• What might affect a Christian’s decisions about baptism?

As learners of PSHE we will be learning about:

• Valuing Difference
• Feelings and Emotions
• Healthy Relationships
• Online Safety