Termly Overview

Summer: Term 2
2017
 
Listed below are details about our current topic and the curriculum we will be following this year, along with information about how you can support your child's learning at home.
 

THIS HALF TERM OUR LEARNING CHALLENGE IS...

WHY SHOULD WE VISIT OTHER COUNTRIES?

A study identifying the geographical similarities and differences, including human and physical geography, within Europe and the union that exists within it.
 
•Do they use correct geographical words to describe a place and the things that happen there?
•Can they identify key features of a locality by using a map?
•Can they use some basic OS map symbols?
•Can they make accurate measurement of distances within 100Km?
•Can they use maps and atlases appropriately by using contents and indexes?
•Can they confidently describe physical features in a locality?
•Can they locate the Mediterranean and explain why it is a popular holiday destination?
•Can they confidently describe human features in a locality?
•Can they explain why a locality has certain human features?
•Can they explain why a place is like it is?
•Can they explain how the lives of people living in the Mediterranean would be different from their own?
•Can they name and locate some well-known European countries?
•Can they name and locate the capital cities of neighbouring European countries?
•Are they aware of different weather in different parts of the world, especially Europe?
Challenge:
•Can they work out how long it would take to get to a given destination taking account of the mode of transport?
•Can they explain why a locality has certain physical features?
•Can they explain how people’s lives vary due to weather?
•Can they name the two largest seas around Europe?
 
 
YR3 MATHS EXPECTATIONS
NUMBER, PLACE VALUE & ROUNDING
Can I compare and order numbers to 1000 and read and write numbers to 1000 in numerals and words?
Can I find 10 or 100 more or less than a given number?
Can I recognise the value of each digit in a 3-digit number?
Can I understand and count in tenths and find the fractional value of a given set?
Can I add, subtract, compare and order fractions with a common denominator?
Can I recognise and use fractions as numbers: unit fractions and non-unit fractions with small denominators?
Can I recognise and show, using diagrams, equivalent fractions with small denominators?
Can I count from 0 in multiples of 4, 8, 50 and 100?
Can I derive and recall multiplication facts for 3x, 4x and 8x tables?
Can I add and subtract mentally combinations of 1-digit, 2-digit and 3- numbers?
Can I add and subtract numbers with up to 3-digits using formal written methods?
Can I multiply and divide numbers using mental and progressing to formal written methods.
Can I estimate the answer to a calculation and use the inverse operations to check answers?
Can I solve word and number problems using one and two-step problems?
MEASUREMENT & GEOMETRY
Can I identify horizontal and vertical lines and pairs of perpendicular and parallel lines?
Can I identify right angles and compare other angles, stating whether they are greater or smaller than a right angle?
Can I measure the perimeter of simple 2D shapes? 
Can I draw 2D shapes and make 3D shapes, describing and recognising them in different orientations?
Can I measure, compare, add and subtract using common metric measures?
Can I solve one and two step problems using information presented in scaled bar charts, pictograms and tables?
Can I identify the number of seconds in a minute and the number of days in each month, year and leap year?
Can I tell and write the time, using specific vocabulary, to the nearest minute from an analogue clock, including Roman Numerals, 12 and 24-hour clocks.
 
YR3 ENGLISH EXPECTATIONS
SPELLING
Can I write from memory simple sentences dictated by the teacher?
Can I use the first two or three letters of a word to check a spelling in a dictionary?
Can I spell the commonly mis-spelt words from the Y3/4 list? (Progressive)
Can I identify the root in longer words?
Can I spell words with additional prefixes and suffixes and understand how to add them to root words?
HANDWRITING
Can I use the diagonal and horizontal strokes that are needed to join letters?
COMPOSITION
Can I discuss models of writing, noting its structure, grammatical features and use of vocabulary?
Can I compose sentences using a wider range of structures?
Can I write a narrative with a clear structure, setting, characters and plot?
Can I write non-narrative using simple organisational devices such as headings and sub-headings?
Can I use a range of sentences with more than one clause by using a range of conjunctions?
Can I suggest improvements to my own writing and that of others?
Can I proof-read to check for errors in Spelling, Punctuation & Grammar?
SENTENCE STRUCTURE
Can I express time, place and cause by using conjunctions, adverbs and prepositions?
Can I begin to use fronted adverbials?
TEXT STRUCTURE
Can I start using paragraphs organised around a theme?
Can I use the present perfect form of verbs instead of the simple past?
PUNCTUATION
Can I use inverted commas to punctuate direct speech?
 
SUPPORT YOUR CHILD'S LEARNING AT HOME BY...
Reading with your child every day for at least ten minutes. This does not always need to be their school reading book, but perhaps a book from your local library or a magazine/comic. Aim to make the experience interactive by following the question guide supplied by your child's class teacher at the last parental consultation meeting. Remember the key to a successful reader is not just learning to read words, but to use these words to develop wider comprehension skills.
Encourage your child to write for pleasure by giving writing a purpose, for example keeping a diary or writing letters/e-mails to friends and family. You can also link writing to the book your child is currently reading by asking them to write an additional chapter or alternative ending, perhaps these could even be posted to the author and/or publisher? Remember, each week your child is also given a list of curriculum spellings, so these too can be learnt at home in a variety of fun ways.
Play mathematical games and incorporate maths into every day life. You will be surprised how many children struggle to tell the time and lack confidence when using money. Why not involve your child when purchasing your next weekly shop by asking them to add items up or even shop for themselves with a given budget? Again, do not forget to work on your child's Rapid Recall step - Do you know what step your child is up to?
If you require any further support with helping your child's learning journey at home, please do not hesitate to contact your child's class teacher who will be more than happy to assist. You can also make use of the resources available in the side menu.