Year 3 Curriculum Overview for Parents

1. Welcome to Year 3 Teacher: Roger Winter Teaching Assistant: Joseph Humphreys PPA cover: Jacqui Winter French Sally Petty PE

2. Timetable PPA cover – Tuesday PE – Tuesday and Wednesday Spelling Test – Friday Library and home reading books changed at least once a week. (Books will only be changed when the reading diary has been signed by a guardian.)

3. Homework 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.

4. Reading in Year 3 • At the start of the year every child has a home reader appropriate to their ability. • They will also have the opportunity to select a library book of their choice. • Please could you comment in the reading diary about their progress at home. • When your child no longer needs the support of the reading schemes they will take home a library book to read with you at home in the same way. • It is still important to listen to and read with your child regularly.

5. Literacy Guided reading every morning between 9.00 and 9.30. The children have a number of reading related tasks including: comprehension, reading out loud, phonics, spelling and grammar exercises, handwriting practice or independent reading. The teacher will be working with each group at least once a week. Literacy lessons every day – can be cross curricular. Focus can be – writing, speaking and listening (including drama), reading comprehension, phonics, handwriting. This year there will also be a weekly stand alone comprehension lesson to enhance the pupils understanding of the texts they read.

6. 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 texts Stories by the same author Myths and Legends Instructions & explanations Letters Humorous and traditional poems Poems to perform: rhythm, raps & rhyme Poetry Language Play: Riddles, Wordplay & Jokes Traditional tales Adventure and Mystery Dialogue and plays NB Grammar, punctuation, spelling and handwriting will be taught throughout each unit.

7. Maths Curriculum Children will follow the guidelines set out in the new national curriculum in maths. Multiplication and division Number and place value Fractions Statistics (Handling Data) Measures Geometry – properties of shapes

8. 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

9. 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,

10. 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

11. 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

12. 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.

13. 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.

14. 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.

15. Science Topics Forces and magnets Plants Rocks Light and shadow Humans and animals (including diet)

16. History • Stone Age to Iron Age • Will include a visit from the History Lady after Christmas. • The Romans • Will include a trip to Wall Roman site near Lichfield.

17. Geography The UK and Europe India and countries around the world Weather Mapping Skills (trip to Wall) Our Local Environment (Mere Green)

18. Computing • We are Researchers (geography link) • We are Time Travellers (history link) • Word Processing skills • Computing/ICT links will be made throughout the curriculum.

19. Religious Education • What do we know about Jesus? • Diwali (linking in with work on India) • Signs and symbols • Sikh Rites of Passage • The Bible • Islamic Rites of Passage

20. French • All about me • Games and songs • Having a party • Portraits • Traditional tales • Farm animals

21. Design and Technology Design Make Evaluate Develop technical knowledge Cooking and nutrition

22. Art Painting Collage Sculpture Drawing Print Textiles Digital media Art will take place throughout the year linked to all curriculum areas.

23. Music • Working with Mr. Watts every week focusing on the technical aspects of music. • Composition • Performance • Rhythm • Tobin method of music notation • Opportunities for woodwind and strings lessons from peripatetic teachers

24. P.E and school teams (Y2 upwards) Natural ability for the sport – based upon application of skills, recorded times , distance and the considered opinion of the staff in charge of the training session (class lesson and/or after school club). Where selection involves children of equal ability, preference will be given to the child in the older year group. Children will be given the opportunity to represent their houses in inter-house competitions.

25. Year 3 and 4 Swimming Place: Wyndley Session: 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 2015 Week beginning: Tuesday 24th May 2015

26. Marking – Literacy KS 2 • Written work for Literacy + curriculum areas • Fantastic phrases / sentences highlighted in green. • Errors (grammar / poor vocabulary choices) highlighted in yellow. •  = especially good use of vocabulary or punctuation. Children need to identify the reason why at the end of a piece of work. • Sp = spelling error identified • WWWT = what’s wrong with this - find the error ( e.g capital letter missing or in the wrong place / punctuation missing or incorrect) • VF = verbal feedback received from an adult (children to initial alongside)

27. Numeracy– Marking KS 2 • = correct answer • . = incorrect answer • Fantastic work highlighted in green if appropriate. • Errors highlighted in yellow. • WWWT= find the error • VF= verbal feedback received from an adult (children to initial alongside) • Incorrect answers to be targeted at the end of a piece of work to address misconceptions

28. Christmas Performances (!!!!) Monday 12th December afternoon KS2 Christmas Production Tuesday 13th December morning KS2 Christmas Production

29. Behaviour • All classes use the 7 Golden Rules which are displayed in each classroom and areas such as the hall and ICT suite. • Golden Plate • Each child will have a ‘plate’ template which is divided into 7 sections – each section will relate to a Golden Rule. • Children will be awarded a sticker for specific section when they have demonstrated that rule exceptionally well. • Children who complete their plate will receive an award at the end of each term.

30. 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 expectation • 2hp – Super, over and above the expectation • 3hp – 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.

31. 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

32. Safeguarding Moor Hall Primary School is committed to safeguarding and promoting the welfare of children and young people and expects all staff and volunteers to share this commitment. If your child is going home with another adult, we can only allow this if we have had prior written notification or a telephone message has been received by the school office. Any medication should be handed into the school office and the necessary documentation completed. School staff are no longer allowed to administer non prescription medicine. Please can you check expiry dates on all inhalers and Epipens. Risk assessments will be completed prior to visits etc.

33. Uniform Please ensure that all items (clothing / bags / books) are named. Long hair should be tied back, hairband should be in school colours. Ties compulsory for KS2 Jewellery – watch / small stud earrings, religious jewellery. Trainers / tracksuits are required for outdoor activities

34. PE Kit -Key Stage 2 • Red crested t-shirt / black shorts or skirt / white socks and trainers (all named please) • Plain black sweatshirt and joggers for cold weather. • Long hair must be tied back and earrings covered. • Shin pads are required for hockey, rugby and football.

35. Snacks for KS2Only water in water bottles please Morning – toast / juice (available in school) - cereal bar / fruit flakes - yoghurt covered raisins Afternoon – piece of fruit or cheese - cereal bar / fruit flakes - yoghurt covered raisins (No crisps / biscuits / sweets please)

36. Packed Lunches - suggestions No nut or peanut butter products please. A good portion of starchy food, e.g. wholegrain bap, thick sliced wholemeal bread, chapatti, pitta pocket, pasta or rice salad. 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 box of raisins. A portion of semi skimmed milk or dairy food, e.g. individual cheese portion or pot of yoghurt. A portion of lean meat, fish or alternative, e.g. ham, chicken, beef, tuna, egg, or hummus. A drink, e.g. a fruit juice, semi skimmed milk or water. No sweets / chocolate bars or biscuits please.

37. Thank you for coming! We are looking forward to a wonderful year with your child. If you need to discuss any issues or concerns please phone school for an appointment or speak to me. Please feel free to ask questions and contact school.