Albury Year 3/4 Class Page
Class Teacher: Miss Neary (0.8)
Mrs Dell (0.2)
KS2 Learning Support: Mrs Mulvey
Summer Term Curriculum
Children will have a precision reading focus daily which also covers the skills of spelling, punctuation and grammar. This is followed by a writing lesson which covers a number of key genres and has been designed to inspire children through rich and diverse texts which are current and relevant to the world around them. In order to ensure the curriculum fully matches the needs of all our children, we draw upon teaching aspects from a number of core partners: The Centre for Literacy in Primary Education (CLPE), Hamilton Trust (HT), Herts for Learning (HfL) and The Literacy Shed. This term we focus on core texts relating to pirates, pebbles in our pockets and The Journey for our WaW (We are Writers) weeks and cover narrative, report writing and poetry using a range of key texts. Of course, all children will be reading a selection of titles from our 100 books recommended reading list. I will help to guide them on which books to choose. You can see what we will cover here: https://www.alburyandpullerschools.co.uk/English/
Mathematics - Year 3
Year 3 Unit 10 – Fractions (2)
In this unit, children will learn to recognise and show (using diagrams) equivalent fractions with small denominators. They will explore a fraction wall and use it to find equivalent fractions. Children will order fractions on a number line and compare two fractions using bar models and the comparison signs < > or = . They will learn to add and subtract two or more fractions with the same denominator, answering questions in more than one way and comparing the efficiency of each method. They will develop their understanding of solving fraction problems and learn to find fractions of measures.
Unit 11 – Time
This unit is important because it will help to develop children’s understanding of the length of a day, and their awareness of times of day of which they may have little real-life experience. These concepts will be used for reading, estimating and measuring time, and in problem-solving contexts.
Unit 12 – Angles
This unit explores the concept of right angles. Right angles are linked to the concepts of parallel, perpendicular, vertical and horizontal lines and are linked with the angle properties of 2D shapes. Vertical and horizontal lines of symmetry are also explored and, finally, children describe and construct 3D shapes. Angles are introduced to children as a measure of a turn, establishing that a right angle is a quarter turn, two quarter turns make a half turn, three right angles make a three-quarter turn and four right angles make a full turn. Children will learn that angles less than a right angle are called acute angles and angles greater than a right angle (but less than two right angles) are called obtuse angles. Children will revise the names of 2D shapes. These include triangles (right-angled and isosceles), quadrilaterals (square, rectangle, rhombus, trapezium, parallelogram and kite), pentagons, hexagons and octagons. Children will revise the names of 3D shapes: cube, cuboid, pyramid, prism, cylinder, sphere and cone. This unit will provide an important foundation for further development of the concept of geometry in later years, such as measuring and drawing angles accurately and describing properties of 2D shapes in more detail.
This unit is important because it strengthens children’s knowledge of mass: an important area of learning which has many real-life applications. First, children will learn how to measure and read a scale, focusing upon unmarked intervals. Next, different masses will be compared and ordered. Following this, children will learn to add and subtract different amounts, using a range of strategies. Finally, they will apply their knowledge to real-life problems – an important skill for children to learn in order to work towards mastery.
Mathematics - Year 4
Year 4 Unit 11 - Decimals (2)
In the previous unit, children were introduced to decimals. This unit builds on the last by exploring decimals in more depth. Children first find number bonds of tenths and hundredths to 1 and show how this links to their bonds to 10 and 100. They start to represent decimals on place value grids and use these grids to help them compare decimals. At this stage, children focus on comparing decimals with the same number of digits. Children begin to use diagrams to understand the decimal equivalents of simple fractions, such as a half and a quarter. Children then progress to rounding decimals to the nearest whole number by considering their position on a number line. Along with the previous unit, these lessons should provide children with a solid introduction to decimals and their link to place value and fractions. This unit is fundamental to further work in Years 5 and 6 on decimals.
Unit 12 – Money
This unit is the first time children are introduced to the £·p notation. Children will learn that the decimal point separates the pounds from the pence. They will round money to the nearest 10p and £1 to help them estimate total costs and will start to add and subtract simple amounts of money, but without needing to formally add decimals. Children will know already that 100p is equal to £1 and will use this knowledge to help them with their addition. They will go on to multiply and divide amounts of money and solve word problems about money.
Unit 13 – Time
This unit will develop children’s ability to convert between units of time. Children will apply their knowledge of existing facts (for example, the number of minutes in an hour) when expressing a period of time using a different unit of measurement. Children will also be introduced to the concept of the 24-hour clock, learning to state the time as both a 12- and 24-hour clock time. Children will solve problems using these new concepts and prior learning, including word problems.
Unit 14 – Statistics
This unit exposes children to a range of ways in which information and data can be presented and interpreted. Children explore pictograms, bar charts and tables in more detail than they have before. Children begin exploring the use of a wider range of scales and interpreting quarter symbols in pictograms, as well as reading from bars which are a quarter of the way between two marked points .
1st Half Term - Materials. Compare and group materials together, according to whether they are solids, liquids or gases. Observe that some materials change state when they are heated or cooled and measure or research the temperature at which this happens in degrees Celsius (°C). Identify the part played by evaporation and condensation in the water cycle and associate the rate of evaporation with temperature. Report on findings from enquiries, including oral and written explanations, displays or presentations of results and conclusions. Identify differences, similarities or changes related to simple scientific ideas and processes.
2nd Half Term - Sound.
Identify how sounds are made, associating some of them with something vibrating. Recognise that vibrations from sounds travel through a medium to the ear. Find patterns between the pitch of a sound and features of the object that produced it. Find patterns between the volume of a sound and the strength of the vibrations that produced it. Recognise that sounds get fainter as the distance from the sound source increases. Ask relevant questions and use different types of scientific enquiries to answer them. Identify differences, similarities or changes related to simple scientific ideas and processes. Use straightforward scientific evidence to answer questions or to support their findings.
The Maya, in this unit, the children will find out about the Spanish conquistadors and their expeditions in Mesoamerica. They will look at some of the Mayan temple ruins and generate questions that the conquistadors might have asked, as well as questions they would like to find the answers to themselves. They will learn what an archaeologist does and look at how artefacts can help us find out about the Mayan civilisation. They will be given a brief overview of the Mayan civilisation and start to order events chronologically. The children will think about how our society is run and who makes our decisions before comparing this with how Mayan society was structured. They will find out about different groups of Mayan people from kings and nobles to slaves and farmers, as well as how Mayans lived in various independent city states. The children will find out what the Maya believed and how this affected their daily lives. They will explore some of the Mayan gods and what they demanded from the Mayan people, including bloodletting and human sacrifice, as well as learning about the role of priests and beliefs about the afterlife. Children will generate questions surrounding the everyday lives of ordinary Mayan people. They will use a variety of different sources of information to find answers to their questions. .
In this unit the children will locate India on a world map and identify some of its surrounding countries. They will find out some facts about India, (eg. Population, capital city), and explore its different climate regions. Children will investigate how mountain ranges are formed, and explore six different Indian mountain ranges, describing them using appropriate geographical vocabulary. Children will understand the journey of a river from source to mouth. They will identify some of the major rivers in India and explore their uses and features. Children will locate some of India’s major cities and compare their geographical features. They will explore aspects of Indian culture, including clothing, religion, food and architecture, and find out how these have influenced other cultures. Children will identify similarities and differences in the human and physical features of India and the UK, and consider why the two countries are so different.
Composing using your imagination and sharing musical experiences.
This Unit of Work celebrates a wide range of musical styles. The clearly sequenced lessons support the key areas of the English Model Music Curriculum; Listening, Singing, Playing Composing and Performing. There are options for assessment, deeper learning and further musical exploration.
Computing, over the course of this term the children will cover three computing units. They will begin with a focus on branching databases. In this unit, pupils will: sort objects using just yes or no questions, complete a branching database using 2questions and create a branching data base of their choice. Secondly, they will focus on preparing simulations, pupils will consider what simulations are, explore them and analyse and evaluate a simulation. Finally, graphing, will see pupils enter data into a graph and answer questions. They will solve an investigation and present the results in graphic form.
We will continue to follow the 1 Decision scheme, with Deedee and Darlee helping the children explore the topics Responsible Behaviour
Alternative religion Children this term focus on the alternative religion to Christianity of Sikhism. This is often the religion that creates most excitement for children as the Gods are so colourful and come with great background information that really inspires young learners. We will learn about the Gurus and especially the story of Guru Nanak. We will also learn about the 5Ks so please do not be surprised if your child tells you they would like to keep a knife in their sock (that doesn’t mean let them!)
Suggested family learning: Discuss the story of Rama and Sita. Take a true tube journey of the Gurdwara in Southall. https://www.youtube.com/watch?v=9R98e03In6c (Always watch with an adult so you can browse responsibly.
In modern foreign languages, Spanish, this term we will learn how to introduce ourselves. How to say help and goodbye, how to tell people where you live and how old you are as well as their nationality. Children will also learn how to order a selection of food from a Spanish Menu and consider how to ask for a bill in a restaurant including conventions such as hello, goodbye and thank you.
Art & Design
Art & Design
With our specialist Art teacher Mrs Mackervoy, the children will develop a wide range of Art and Design techniques using colour, pattern, texture, line, shape, space and form.
We suggest that full PE kit be brought into school on Mondays and take home on Fridays. PE kits consist of: school PE shirt, school PE hoodie, black shorts/leggings/joggers, trainers.
This term PE will also be supplemented by daily mile a number of times a week. In PE lessons we will focus on; Netball, Cricket and Athletics. With netball we shall focus on sending an receiving the ball and how to abide by the rules of the game. In cricket we consider striking, fielding, catching and throwing and in particular catching reliably with one hand when a ball is moving at increasing speed. In athletics we focus on running, jumping and throwing. We are considering power and technique in areas such as jumping, throwing and running.
In all areas we shall be considering space and the importance of this in a range of sports.
Homework will be set on a Friday and handed back in on the following Wednesday.
Reading & Spelling: All children are expected to read at home daily for at least 15 minutes. We encourage your child to include other genres in their reading, including non-fiction sources such as newspapers, magazines and reference materials. Parents are encouraged to sign the reading records to indicate that this has been done each day. Spelling words will be regularly sent home to practise. Spellings may consist of particular letter strings or high frequency words.
English, Science & Foundation Subjects : Children will receive a combination of English, Science and Topic work every week. Tasks reinforce learning done in class and vary from being based on a particular writing style or skill e.g. poetry or diary writing to focusing on specific grammar or punctuation rules or a comprehension based on their English, Science or Foundation topic. In addition, they could be tasked with finding an object to bring in, share and talk about, doing independent research on a particular topic or completing additional work based on the topic covered in class. In addition they may receive vocabulary on a particular topic that they need to learn.
Maths: Every week the class will receive a piece of Maths homework based on the work we have been covering in class. In addition to this, we would strongly encourage every child to practise their times tables regularly using Times Tables Rock Stars. There is a weekly tournament set up against our sister school (Puller) and every time you use TTRS, your score counts towards our school’s score! Click the picture below to go to the Times Table Rock Stars page.
Highlights of the Term