Mrs Rose and Mrs Ellingford are your class teachers this year.

Our teaching assistant this year is Mrs Harrison. 

 

PE will take place on Tuesdays and Fridays this term. 

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 in school for the half-term so that it is always available to use.

Please ensure every item is clearly named.

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 reading records will be checked and books changed on a Wednesday. 

The children will bring home a book bag book linked to their RWI group and an independent reading book. 

 

Homework

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.

 

  Topic - What makes this place special?

As Mathematicians we will be able to:

• Count in 2s, 5s and 10s
• Recognise and add equal groups
• Make arrays and doubles
• Make equal groups using grouping and sharing skills
• Recognising and finding half of a shape and an amount
• Recognising and finding a quarter of a shape and an amount
• Describing position: forwards, backwards, left, right, above and below.
• Counting from 50 to 100
• Counting in 10s to 100
• Partitioning 10s and 1s

As Writers we will be able to:

• Using our phonics skills to spell words and write sentences.
• Forming letters correctly via regular handwriting practise.
• Composing sentences orally first
• Composing sentences using capital letters, full stops and finger spaces.
• Create pieces of writing based on our class text: Somebody Swallowed Stanley

Spoken language:

• To listen and respond
• To ask relevant questions
• To build vocabulary
• To participate in discussions, presentations, performances, role play, improvisations and debates

Reading comprehension:

• To become familiar with key stories, fairy stories and traditional tales
• To retell stories and consider their particular characteristics
• To make inferences on the basis of what is being said and done
• To predict what might happen on the basis of what has been read so far
• To participate in discussion about what has been read to them

Writing Composition:

• To compose a sentence orally before writing it
• To sequence sentences to form short narratives
• To re-read what they have written to check that it makes sense
• To discuss what they have written with the teacher or other pupils
• To read aloud their writing clearly enough to be heard by their peers and the teacher

Our focused story will be: Somebody Swallowed Stanley

We will also be focusing on Set 1, 2 and 3 sounds in preparation for our phonics test.

 

As historians, we will answer the questions:

• Understand what History is and that this topic links to the golden strand, society.  
• Identify different types of houses 
• Understand the type of house we live in ourselves. 
•  Identify that houses look different because they were built in different time periods. 
• Know how to identify when a house was built by looking at how it was made and the materials that were used. 
• Learn that during Victorian times more people moved to industrial towns to work in factories.  
• Learn that factory owners built rows of terraced back-to-back houses so they could live close by.  
• Learn what Victorian homes were like and how they compare to modern houses.

As Scientists we will be asking these enquiry based questions: 

• How can we recognise and group everyday materials?
• What is the difference between objects and materials?
• What are the properties of different materials?
• Is it absorbent?
• Is it waterproof?
• Is it tough?

As Geographers we will be asking:

• What is a polar region? 
• Where is the Arctic Circle? 
• Why is it so cold at the Arctic circle? 
• What physical features would you see in an Arctic landscape? 
• What human features would you see in an Arctic landscape? 
• How is the life of an Inuit different to yours?   
• What can you find out about the Arctic? 

As learners of Religious Education we will be asking the big questions:

How should we care for others and the world and why does it matter? 

What does it mean to belong to a faith community? 

As learners of PSHCE we will be:

• To understand your rights and responsibilities as a member of your class 

• To learn about what improves and harms our local, natural and built environments. 

• To learn about what improves and harms our local, natural and built environments. 

• To develop the strategies and skills needed to care for our local environment 

• To learn that money comes from different sources and can be used for different purposes, including the concepts of spending and saving 

• To learn about the role money plays in your lives   

As Computer Technicians we will be:

• Decompose a game to predict the algorithms. 

• Give a definition for ‘decomposition’. 

• Write clear and precise algorithms. 

• Create algorithms to solve problems. 

• Use loops in their algorithms to make their code more efficient. 

• Explain what abstraction is. 

As Musicians we will:

• Learning how to play the ukulele every Thursday
• Use dynamics when creating sound
• Play in time with a group.
• Experiment with different sounds on the same instrument.
• Clap the animal sound patterns mostly accurately.
• Clap the sound patterns in time with the pulse of the backing track.
• Demonstrate both a call and response.
• Copy a sound pattern using an instrument.
• Playing either a call and/or response role in time with another pupil.
• Perform a composition.

As designers this term we will be asking:

• What is a freestanding structure? 

• How can I join and strengthen materials? 

• How will I design and make my freestanding structure? 

• How well did my product meet the Design Brief?