Transcript Slide 1
•Teaching staff • Mrs Hayward-Surry • Mrs Parrott (Monday afternoon) • Miss Worrall (mornings) • Miss Chapman (Tuesday, Thursday and Friday afternoons) •PE days – Monday and Tuesday (Swimming) •Homework set on Fridays and back in on Thursdays. •Children becoming increasingly independent eg responsible for changing their own reading books, coming in on their own, remembering their homework. •New areas of learning – all have the opportunity to learn violin and French on Tuesday afternoons in 2 groups. SWIMMING •Every Tuesday morning •30 minute lesson •In groups according to ability •Progress will be reviewed and groups changed accordingly •3 teachers + Manland teacher and Teaching Assistant •Children will change in large changing rooms •Expected to change independently •Girls – wear trousers and tie hair up to make getting hats on easier •Volunteers needed for the entire year! •Times tables and related division facts – learn them! •X2, x3, x4, x5, x8, x10 •Key number facts – eg doubles, bonds to 10, 20 and 100, adding and taking away multiples of 10, multiplying and dividing by 10, 100 and 1000, counting on and back from any number in different steps •Calculation strategies – more efficient column methods •Larger numbers – 2, 3 and 4 digit numbers •More emphasis on solving 2 step word problems •Fractions (links to times tables knowledge) •Angles •Scales and measurements •Telling the time using analogue and digital clocks to nearest 5 minutes and calculating time intervals •Knowledge of properties of 2D and 3D shapes •Talk maths! Discuss prices in shops - Which is better value? How much will that cost? How many weeks will you need to save your pocket money for? How much change will I get? How many packets do I need to buy? How many will we each get? What is the time? What time will it be in half an hour? Read scales in the kitchen, on thermometers, etc. etc. etc. •Ask your child what they have been learning at school - can they explain how a new calculation method works or tell you about their learning? •Support them when they are doing their homework. This will often consolidate learning in school that week. • Quiz them – times tables, number bonds, how much change? •Make maths fun! Play games – some ideas in handout •Fables, adventure stories, traditional tales, play scripts, instructions, reports, explanations, newspaper report,poetry •Longer and more detailed •Adventurous and well chosen vocabulary •Different sentence structures and variety of sentence length to create different moods •Writing with a reader in mind •Aim for children to be free readers by the end of the year •Enjoying a wider range of authors and lengthier texts •Beginning to express preferences for genres and authors •Able to discuss what they are reading and comment on author’s use of language and style •Following the new National Curriculum – there may be some repetition of earlier learning, especially phonics, as the approach is cyclical and consolidation is important •Informal testing – looking for spelling patterns to be applied in day to day writing. •Read regularly with your child and discuss what they are reading •Make notes in reading record and ensure that child has books and record in school every day •Good writers are good readers! Discuss vocabulary choices and sentence starters for your child to use in their own writing •Encourage your child to write at home – letters, stories, shopping lists etc. •Encourage good handwriting and presentation •Support homework and spelling activities •Hear readers in school – Monday, Tuesday, Thursday morning between 9 – 9.30. •Cross-curricular topics – half termly topics which try to make links between different areas of learning •Teaching is in blocks – allows children to immerse themselves in the learning and see project through to completion – think about absences! •Opportunities to make links with other learning eg apply maths and literacy skills in another context •Opportunities for visits and trips