This year you are lucky enough to have 2 different teachers within your class.

Miss Reid  will be teaching on a Monday, Wednesday, Thursday and Friday.

Miss Conlon will be teaching on Tuesday afternoon.

We are also lucky enough to have 2 teaching assistants within the class.

Mrs Hughs will be helping with maths on a Tuesday morning.

Mrs Harrison will be in the classroom on Monday morning and all day on Friday.

PE will take place every Wednesday and Thursday Afternoon. 

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.

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 the children are given time to complete a quiz on the book they have read 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.

Homework will always be Spellings, TT Rockstar and any topic projects.

 Where does food come from?

As writers, we will be using the texts 'This morning I met a whale' and 'Big blue whale' to:

• Listen and respond
• Ask relevant questions
• Build vocabulary
• Articulate and justify answers
• Speak audibly and fluently
• Participate in discussions, presentations performances, role play improvisations and debates
• Select and use appropriate registers for effective communication
• Read for a range of purposes
• Predict from details stated and implied
• Identify main ideas drawn from more than one paragraph and summarise • Identify how language, structure and presentation contribute to meaning • Retrieve and record information from non-fiction
• Participate in discussion about books
• Plan writing by discussing the structure, vocabulary and grammar of similar writing
• Discuss and record ideas
• Compose and rehearse sentences orally
• Propose changes to grammar and vocabulary to improve consistency • Assess the effectiveness of own and others’ writing
• Proof-read for spelling and punctuation errors
• Read aloud our own writing using appropriate intonation and controlling the tone and volume so that the meaning is clear

As mathematicians, we will:

• Understand the denominators of unit fractions
• Compare and order unit fractions
• Understand the numerators of non-unit fractions
• Understand the whole
• Compare and order non-unit fractions
• Learn about fractions and scales
• Find fractions on a number line
• Count in fractions on a number line
• Find equivalent fractions on a number line
• Draw equivalent fractions as bar models
• Use scales
• Measure mass in grams
• Measure mass in kilograms and grams
• Find equivalent masses (kilograms and grams)
• Compare mass
• Add and subtract mass
• Measure capacity and volume in millilitres
• Measure capacity and volume in litres and millilitres
• Find equivalent capacities and volumes (litres and millilitres)
• Compare capacity and volume
• Add and subtract capacity and volume

As geographers, we will be answering the enquiry questions:

• Does the food we eat only come from Great Britain?
• How is land used to produce food in the United Kingdom?
• What food is grown locally and named Timperley…?
• How do the climate zones affect which foods are grown?
• How is land in tropical climate zones used to produce food?
• What is fair trade and why is it important?
• Is it acceptable to produce food for export but not enough for local people?
• Where does chocolate come from?
• How is land in tropical biomes being changed to enable more cocoa to be produced?

As scientists we will:

• Identify what plants need to grow healthily.
• Describe the structure and function of the parts of flowering plants.
• Investigate how plants transport water.
• Describe the life cycle of a flowering plant
• Explain seed dispersal methods.
• Pose relevant questions.
• Design and record in results tables.
• Plan a simple enquiry.
• Complete, read and interpret data in a bar chart.
• Identify and suggest changes to an enquiry.
• Use results to draw conclusions.

As artists, we will:

• Explore the art of weaving 
• Creat paper-weaved bookmarks for World Book Day 
• Practice different weaving techniques
• Explore the work of Georgia O'Keefe
• Create own flower using weaving techniques

As computer technicians we will:

• Recognise inputs and outputs and that the computer sends and receives information.
• Explain that the parts of a laptop work together and the purpose of each part.
• Explain what an algorithm is.
• Suggest what memory is for inside a computer.
• Make comparisons between different types of computer.

As musicians we will:

• Suggest suitable words to describe their time outdoors, changing the sounds of their words to match their meanings.
• Recognise, name and describe the effect of the interrelated dimensions of music.
• Select instruments and sounds which match their vocabulary.
• Work as a group to create a piece of music.
• Perform a piece of music as part of a group.

As linguists we will:

• Match spoken classroom instructions with a corresponding symbol; respond to most classroom instructions with an action.
• Name seven classroom items in Spanish, usually remembering which article, un or una, is needed; sort classroom items into two groups of either masculine or feminine and understand how we might identify the gender of each noun. 
• Speak in short sentences, starting with Tengo and including a plural noun phrase by choosing a number in Spanish to quantify and adding an ‘s’ at the end of the noun.
• Answer a question in Spanish using the negative, No tengo… – I do not have…, followed by a classroom item.
• Read and understand short sentences in Spanish, including conjunctions, to match the labels with each rucksack picture with reasonable levels of success.
• Write a short paragraph to describe what they have in a rucksack, which meets most of the success criteria.

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

• How do festivals and family life show what matters to Jewish people?

We will:

• Learn what Jewish people do to mark Shabbat.
• Find out what Jewish people celebrate at Rosh Hashanah.
• Explore what happens at Yom Kippur.
• Understand the story of Passover.
• Find out why many Jews celebrate Passover every year.

As learners of PSHE we will be learning about:

• Rights and Responsibilities, focusing on needs, challenges and success
• Environment, focusing on duties and how the actions of others influence me 
• Money, focusing on where money comes from and what an enterprise is