Puller Chestnut class page
Welcome to Chestnut
Class Teacher - Mrs Grainge (Monday- Wednesday and Friday)
Supporting adults: Mrs Howard, Ms Costin (HLTA Thursday), Mrs Wolf (Thursday)
Children start the day with a reading focus 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 the core texts—’The Promise’, Arthur and the Golden Rope, Walk with a Wolf, Feeling at Home, Fairy Tales (Alternative Versions) and The Snowman Poem. We will cover narrative, report writing and poetry. All children will be reading a selection of titles from our 100 books recommended reading list.
Mathematics - Year 3
Mathematics - Year 3
Unit 1—Place value within 1000 - This unit is important as it explores 3-digit numbers in depth. For many children, it will be the first time they have met these numbers. This work builds on the place value work that they did in Year 2 and they will extend many of the models and images that they have used previously. Children begin with learning how to count in 100s. They will learn that a 3-digit number is made up of some 100s, 10s and 1s and they will be able to represent this in many ways (for example, on a place value grid with counters or in a part-whole model). They will extend the number line to 1,000 and know where different numbers lie. They will compare and order 3-digit numbers as well as count in 50s. This unit underpins a lot of the subsequent work this year and it is essential that children gain a solid understanding of the key concepts within this unit.
Unit 2—Addition and Subtraction (1) This unit is important because it builds key concepts in addition and subtraction on the strong foundation of place value from Unit 1. Children explore additions and subtractions gradually, beginning with adding and subtracting 1s, until by the end of the unit they are adding and subtracting 2-digit numbers. This unit prepares children to understand these calculations in formal methods, though the focus is on making decisions regarding the parts and wholes of numbers and on justifying the accuracy of mental methods where appropriate.
Unit 3 – Addition and subtraction (2) This unit develops a depth of understanding of the key skills of formal addition and subtraction through place value, checking strategies and mental methods. Children will use their growing understanding to explore calculations which do or do not require exchange, developing fluency, accuracy and confidence in their ability to perform these calculations. They will be able to apply checking strategies to decide for themselves whether their answer is reasonable or likely to be an error.
Unit 4 – Multiplication and division (1) This unit builds on recognising equal groups. Three lessons are spent exploring in depth each of the times-tables that children need to know in Year 3, encouraging rapid recall. Children are reminded of the difference between equal sharing and equal grouping and then move on to look at when division problems may have a remainder of sorts. Although a full understanding of remainder is not essential in Year 3, children do need to have a basic understanding of it. There are two lessons that focus on problem solving, and using the bar model to represent simple one-step multiplication and division problems. This reinforces multiplication as repeated addition. Children then move on to solve simple two-step problems that involve all of the four operations.
Mathematics - Year 4
Mathematics - Year 4
Unit 1—Place value 4-digit numbers (1) This is a pivotal unit because a solid understanding of place value using 4-digit numbers is fundamental to success in other areas of learning, particularly the four operations of addition, subtraction, multiplication and division. Equally, children who struggle to represent, round and count with 4-digit numbers may struggle when they are asked to apply these skills in future learning. It is important to ensure that enough time is spent on this unit of work so that children have a solid understanding of place value both now and for the future.
Unit 2—Place value—4-digit numbers (2)This unit is important as it is the first time children are introduced to negative numbers. Consolidating learning from the previous unit, children recap that 4-digit numbers are made up of 1,000s, 100s, 10s and 1s; they will be able to represent these numbers in many different ways. Children will look at 4-digit numbers on a number line up to 10,000 and use their understanding of the number line to help compare and order numbers as well as round numbers to the nearest 10, 100 and 1,000. Children will learn to confidently count forwards and backwards on number lines, including backwards through zero and into negative numbers. The skills and knowledge that children develop in this unit are fundamental to the rest of their learning within Year 4.
Unit 3—Addition and Subtraction This unit is important because it focuses on learning a range of addition and subtraction strategies, in particular the column method. Mastering this will lead to confidence in many other areas of mathematics, especially when children apply their strategies to word problems and puzzles.
Unit 4—Measure—perimeter This unit develops children’s knowledge of units of measurement by introducing the kilometre and using its equivalence to express distances in kilometres and metres. Converting is a transferable skill and can be applied when moving between other units of measurement (for example, between litres and millilitres). Children will then be introduced to the concept of perimeter as the distance around a 2D shape. They will begin by considering squares and rectangles drawn on squared paper and then progress to work with rectilinear shapes where the side measurements are labelled. The unit provides valuable opportunities for children to develop problem-solving skills, including working backwards to derive dimensions of rectangles when the perimeter is given and using reasoning to find perimeters when not all sides are labelled.
Unit 5—Multiplication and division (1)This unit is important because it focuses on learning multiplication and division facts – a core part of maths at Key Stage 2. Children explore multiplication and division, looking first at multiplying and dividing by multiples of 10 and 100, and then at multiplying and dividing by 0 and 1, the understanding of which is key to children’s mastery of this unit. This unit encourages children to use visual representations to tackle multiplication and division questions, and to understand concepts such as grouping and sharing. Mastering this unit will certainly have a positive impact on other areas of mathematics such as fractions, decimals and percentages.
1st half term - Rocks. In this unit children will learn the properties of 6 different rocks by observing and grouping. They will learn the 3 different rock types and conduct tests to group rocks. We will also learn about fossils and soil.
2nd half term - Light. In this unit of work children will investigate how light is needed to see things. Take part in investigations to find out which colours show up best in low lights and which materials reflect. Explore how shadows are made and conduct a fair test to discover how the size of a shadow changes when the light source is moved.
Suggested family trip—Natural history museum.
Keeping/Staying safe, cycle safety — The pupils will recognise the impact and possible consequences of an accident or incident and identify what is a risky choice. They will identify strategies they can use to keep themselves and others safe. They will create a set of rules for and identify ways of keeping safe .
Keeping /Staying healthy, healthy living— The pupils will be able to explain what it is meant by a balanced diet and plan a balanced meal. They will recognise how too much sugar, salt, and saturated fat in our food and drink can effect us now and when we are older. They will understand nutritional information on packaged food and explain what it means. The pupils will be able to describe different ways to maintain a healthy lifestyle.
1st Half Spring—Year B- Ancient Egypt
In this unit, children will consider what they already know about ancient Egypt, then locate Egypt on a map. They will identify the difference between AD and BC, and place key events from the ancient Egyptian civilisation on a timeline, as well as putting the ancient Egyptian civilisation in historical context with other familiar historical eras. They will learn about the different levels within ancient Egyptian society and discover the roles of each person. The children will investigate the role of the Egyptian pharaoh in more detail and discover the lives of famous pharaohs and their successes and failures. They will explore the belief system of the ancient Egyptians, investigating the many different deities and what each one represented. Children take a closer look into the tombs of the pharaohs and why they built pyramids. They will explore the structures of early tombs and compare them to the great pyramids of Giza. The children will also explore the tomb paintings and discuss what these paintings might tell us about ancient Egyptian lifestyles.
SUGGESTED VISIT: Hertford Museum, British Museum.
Christianity Creation/Fall—What do Christians learn from the Creation story? Place the concepts of God, Creation and the fall on a timeline of the Bible’s big story. Describe how and why Christians might pray to God, say sorry, forgive and ask for forgiveness
Incarnation- Describe how Christians show their beliefs about God the Trinity in the way they live Christmas revisited – return to the learning form the first chapter of John’s Gospel and then identify the type.
Suggested family learning: Discuss Genesis.
2nd Half Spring—Year B—Our European Neighbours
Children will use maps of the world to locate the seven continents and identify which one is Europe. They will learn that the UK is a country within Europe, and discuss names of other European countries they may know. They will identify features of Europe such as the largest country, population, seas and oceans, etc. They will use maps of Europe to locate and identify different countries. Using the internet and atlases, children will research different features of some of the countries within Europe, such as their flag, language and currency. Children will learn the difference between a continent, country and a city, and start to identify different capital cities of European countries. They will compare London and Paris, and understand that these two European capital cities have many similarities and many differences. They will investigate their size, population, landmarks, rivers, cuisine, currency, etc. Children will then choose a European country to research in more detail, looking at the human and physical geography of their chosen country.
This term we are going to start to learn some French. We will learn some basic conversation points including greetings and asking for someone’s name. We will also learn how to count to ten in French and how to say several colours.
Not this term.
1st Half Term - We are learning about musical sections that repeat or change help create the structure, or form, of a piece of music or a song.
2nd Half Term : Exploring feelings when you play. Sometimes, the music we hear highlights the words we are singing! There might be a special effect in the music on a particular song lyric to make that word stand out. Explore how special effects in music can make the words we sing more meaningful.
Both units of work celebrate 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.
For this half term, children may come into school in their PE kit. PE is on Mondays and Thursdays. PE kits consist of: school PE shirt, school PE hoodie, black shorts/leggings/joggers, trainers.
1st half term– Ball skills- we will learn how to send a ball with accuracy and increasing consistency to a target. Catch a range of objects with increasing consistency. Track a ball not sent directly. Dribble a ball with hands and feet with control. Fundamental skills– We will be developing our skills with running, balancing, jumping and hopping and skipping.
2nd half term– Dance– children will create actions in response to a stimulus individually and in groups. Use dynamics effectively to express an idea. Use direction to transition between formations. Confidently use changes in level, direction and pathway. Develop an understanding of formations. Use action and reaction to represent an idea. Perform short, self-choreographed phrases showing an awareness of timing Hockey– children will learn how to send and receive. Develop passing techniques appropriate to the game with increasing success. Explore dribbling the ball abiding by the rules of the game under some pressure. Develop using space as a team. Develop movement skills to lose a defender. Explore shooting actions in a range of invasion games. Develop tracking opponents to limit their scoring opportunities.
Trips and Visits
We have carefully planned the following trips for the year ahead. We hope that by having the dates and costs in advance this will be helpful to your family in budgeting and also in preparing for the trips.
Information to follow
Home learning expectations
Each week, every pupil is expected to read at least 3 times a week and have this recorded in their reading records. Children who have their reading records with them and have read with an adult at home during the week will receive a merit. Reading records need to be in school daily as we read with the children as often as possible.
Times Tables Rockstars
Pupils should be logging into TT Rockstars for at least 10 mins, 3 times a week.
Please note the expectations for pupils to be fluent by the end of the year are:
Year 3 - 1, 2,3,4,5,6 & 10
Year 4 - 1 - 12
Simply click on the picture below to log in:
Home learning book
The pupils will have their home learning book with various activities to complete during this term.
The homework will work on a 2 week cycle - the first week will be reading, TTRS and spellings which the children need to practice then write into sentences.
Week 2 will be curriculum based on something we are learning about this half term.