Presentation Meeting
Year 3
Willow Class – Mrs Sangha
Ash Class – Miss Taylor
Year 4
Cedar Class – Miss O’Connor
Rowan Class – Miss Carey
Wednesday 10th September
Year 3 & 4 Staff Team
• Classteachers
• Teaching Assistants/Learning support teachers:
-Mrs Daley
-Mr Whaley
-Miss Banks
- Miss Manjdadria
-Mrs McQueen
• Miss Buton – French teacher
• PE Teacher – Mr Amorim
• Mr Moloi- Assistant Headteacher-KS 2 leader
A day at school
• Literacy and Numeracy taught in the morning starting
at 8:50am
• Break time – 10:20am – 10:35pm
• Lunchtime – 12:10pm – 1:10pm
• PPA cover – French and outdoor PE lessons
• ICT will be once a week.
• P.E days
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Indoor – Willow & Ash Thursday afternoon
– Cedar & Rowan-Friday afternoon
Outdoor – Willow & Ash Friday afternoon
– Cedar & Rowan- Tuesday afternoon
English
Transcription
• Develop understanding of writing concepts by:
•
Extending the range of sentences with more than one clause by
using a wider range of conjunctions, including when, if, because,
although.
•
Using the present perfect form of verbs in contrast to the past
tense.
•
Choosing nouns or pronouns appropriately for clarity and
cohesion and to avoid repetition.
Handwriting
• Join letters, deciding which letters are best left un-joined.
• Make handwriting legible by ensuring downstrokes of letters are
parallel and letters are spaced appropriately.
Composition
• Write for a wide range of purposes using the main features
identified in reading.
• Use techniques used by authors to create characters and
settings.
• Compose and rehearse sentences orally.
• Plan, write, edit and improve.
Vocabulary, Grammar and Punctuation
• Use and understand grammatical terminology when discussing
writing and reading:
Year 3
• word family, conjunction, adverb, preposition, direct speech,
inverted commas (or ‘speech marks’), prefix, consonant, vowel,
clause, subordinate clause.
Year 4
• pronoun, possessive pronoun, adverbial.
Word Reading
•
Apply a growing knowledge of root words, prefixes and suffixes
(etymology and morphology).
•
Read further exception words, noting the spellings.
Comprehension
•
Draw inferences from reading.
•
Predict from details stated and implied.
•
Discuss words and phrases that capture the imagination.
•
•
Retrieve and record information from non-fiction, using
titles, headings, sub-headings and indexes.
Prepare poems and plays to read aloud with expression, volume, tone
and intonation
English
Reading at home helps children understand texts with meaning
and develops their vocabulary and imagination.
Spelling homework will be on Monday and children must
memorise them and then transfer them into their writing.
Guided reading will take place four times a week. The teacher
will sit with one group whilst the rest of the class will do a
variety of language based activities.
Maths
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Number, place value and rounding
Addition and Subtraction
Multiplication and Division
Fractions (including decimals, percentages, ratio,
proportion and probability)
Properties of shapes
Position, direction and movement
Measures
Statistics
Algebra (Year 6 only)
Maths passports
Maths
Maths
Maths
Maths
Topics Year 3
Life, Health & Growth:
Science – Plant life and growth & Animal nutrition
DT: Healthy Meals
English: Adventure & Mystery stories
Romans:
Writing outcome – Recounts
History – Roman
Geography – Roman towns in Britain & the long term
impact on Britain
Art – Mosaics
Rainforests:
Writing outcome – Authors and Letters
Science – Classification of Living things,
Effect of environmental change on living
things, Adaptation to environments
Geography – The Amazon & Brazilian
climate zones
Art – Brazilian Art & Animal masks
DT – Tribal jewellery
PSHE – Fair Trade
Egyptians:
Writing outcome – Information texts, Dialogues &
Plays
Science – Light & Dark (Egyptian shadow clocks)
D&T – Making Shadow Puppets
Art – Egyptian Art, Sculptures
History – The discovery of Tutankhamun
Geography – The River Nile
Volcanoes and Earthquakes:
Writing outcome – Report Writing
Science – Rocks and Soils
Geography – Location of volcanoes & Earthquakes,
understanding why they occur in these locations
History – Pompeii
DT – Designing structures to withhold an
earthquake
Topics Year 4
Invaders & Settlers
Myths & Legends
Writing outcome: Diary &
Invitation writing
History: Vikings and Anglo
Saxons
Geography: Village Settlers
Art & D.T: Designing & making
Viking & Anglo Saxon artefacts
Writing outcome: Write stories
that contain mythical,
legendary characters.
South Africa
Writing outcome: Narrative &
Biographies
Water
Writing outcome: Non
chronological reports,
Explanations & Persuasive
writing.
Robots
Writing outcome: Explanations
Foundation Subjects
• The foundation subjects we will be teaching
this year are: Music, Art, History, Geography,
Science, PSHE, R.E., P.E., Computing & Design
and Technology
• We will be making cross curricular links within
the specific topics being taught
• We will be organising linked school trips and
classroom experiences to enrich the children’s
learning
Foundation Subject topics
Year
3
4
Topic
Life, Health and Growth
Romans
Rainforests
Egyptians
Volcanoes and
Earthquakes
Invaders and Settlers
South Africa
Myths and Legends
Water
Robots
RE
PSHE
Festivals of Light
We’re all stars!
Belief & Practice-Christianity Be friendly, be wise
Living long, living strong
Signs and symbols
Daring to be different
Special Leaders
Dear diary
Joining in and joining up
Journeys-Pilgrimages
It’s our world
Prayer, meditation and
Say no!
cultivating the inner life Money matters
Belief & Practice-Hinduism
Who likes chocolate?
Moral dilemmas
People around us
Growing up
Music
African
Drumming
Pentatonic scale
Creating mood
Singing games
and songs
French
All about me
Games & Songs
Celebrations
Portraits
The Four friends
Growing things
All aboard
Pocket money
Tell me a story
Our sporting lives
Carnival of the animals
What’s the weather
like?
Changes to Special Educational Needs
~ The Special Educational Needs and Disability Code of Practice 0-25 years ~
• Came into effect on 1st September 2014
We have 3 years to make these changes ~ some changes have already happened others will be
introduced over time
• Person-centred planning : Pupil views of utmost importance
• Increased involvement of parents and carers in the decision making
process
We will be introducing the opportunity for you to meet with the class teacher prior to the
‘Provision Mapping’ meeting to share your views about your child’s needs. This will inform the
provision being offered. A second meeting will be arranged to discuss the Provision Map and
the provision further.
• Continue to have at least 3 meetings per year to discuss your child’s needs
and types of provision on offer
• Special Educational Needs provision and progress will be commented on in
your child’s Annual Report
Changes to Special Educational Needs
~ The Special Educational Needs and Disability Code of Practice 0-25 years ~
What are the main differences?
Old
New
Supported ~ Educational Setting
0-25 ~ Birth to Adulthood
Levels of support: SA and SA+
SEN support
Assess ~ Plan ~ Do ~ Review
Statement
EHC (Education, Health and Care plan)
Personal Budgets
SEN categories
 Cognition and Learning Difficulties
 Communication and Interaction Needs
 Behaviour, emotional and social
development needs
 Sensory and/or Physical Needs
SEN categories
 Communication and Interaction
 Cognition and Learning
 Social, Mental and Emotional Health
NOTE – No behaviour
 Sensory and /or physical
The Local Offer ~ an information directory
of education, health and social care services in the local area
Changes to Special Educational Needs
~ The Special Educational Needs and Disability Code of Practice 0-25 years ~
• https://www.gov.uk/government/publications/send-guidefor-parents-and-carers
• www.parentpartnership.org.uk
Ealing ~ The local offer
• http://www.ealing.gov.uk/send
Home-Learning
Homework must be completed in homework
books.
English & Mathematics will be sent out on
Thursday and will be handed in on Tuesday
Spellings will be handed out on Monday
Please encourage your child to use Mathletics at home on
a regular basis. Where possible support your child in their
reading and spellings by asking them questions and
helping them to revise.
Marking
Lunchtime Behaviour System
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Yellow card
This is a warning. The lunchtime supervisors will write down the child’s name
in their book and talk to the child about what rule they have broken.
Red card
If they break a rule a second time or they do something serious, the child will
get a red card. Miss Alison will send a letter to the parent/carer to tell them
about the behaviour and the child will have a lunchtime detention the
following day with Miss Alison.
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If they misbehave again, they will receive another red card.
The parent/carer will have to come for a meeting with Mrs Holland and Miss
Alison to discuss the behaviour and they will have a lunchtime detention for 2
days.
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If your child gets another Red card, it is very serious, they will have a
lunchtime detention for 3 days and you will have a meeting with Mrs Holland.
The child will go on a ‘report card’ to check their behaviour every play and
lunchtime for 10 consecutive days. You will then meet Mrs Holland again to
check improvements have been made. At the end of each term the slate is
wiped clean and children start each term without a record of detentions or
red cards.
General Reminders
• Please make sure that book bags, PE kits and
water bottles are in school every day.
• All school clothes and PE kits MUST be
labelled, (there is a uniform list on the school
website).
• Call the office if your child is absent.
• No holidays will be authorised in term time.