Transition to Year 3. Tuesday 16th September 2014.
Transition to Year 3. Tuesday 16th September 2014. The aims of tonights content: To introduce you to the Year 3 staff. To give you an understanding of the Year 3 curriculum. To show you how the Year 3 curriculum is similar to the Year 2 curriculum, although builds on it. To give you an understanding of the Year 3 assessment, which moves on from Key Stage 1 to Key Stage 2.
Year 3 Staff. Mrs K Pope Head of Year and Class Teacher (Ibn Malik). Miss N Patel Part time Class Teacher (Ibn Ali). Mrs S Waka Part time Class Teacher and Learning Coach (Ibn Ali). Miss H Sufi HLTA (Ibn Malik). Miss K Rifai Learning Coach (Ibn Ali). Miss S Patel Lunchtime Supervisor. Mr T Hussain PE Teacher Year 3 Location.
The Year 3s are in the top classes of the main building. There is a main teaching class and an overflow class allowing space and a vibrant learning environment to all pupils. The pupils go to the Bold Street playground for PE. The Year 3 Timetable. This is an approximate timetable. It is slightly different for every class but contains the same content. Ibn
Malik has PE on Tuesdays and Ibn Ali on Wednesday Homework and Reading Books. Reading books will be changed on Mondays and Thursdays. Homework will be given on Friday and handed in on Monday. Children will be read with 1-1 at least once a week, as well as an additional 2 Guided Reading Sessions and 2 Reading Comprehension lessons. Please contact the school as additional
homework and books can be given if your child is poorly or has prolonged absence. How do we assess the children? Year 2 is classed as Key Stage 1 and is assessed using the National Curriculum. Year 3 is classes as Key Stage 2 and is also assessing the National Curriculum, although much more focussed on independent abilities. We assess Reading, Writing and Maths. We track their progress on a levelled tracker. The end of year expectation in all subjects is a
secure 3A. How the National Curriculum levels work. 2C 2B 2A 3C 3B 3A- End of Year 3 expectation. 4C 4B
4A and so forth throughout their time in school. When do we assess the children? We use the end of Key Stage 1 assessments to group the pupils. We collect 3 levelled pieces of writing over each term and use these together to inform a level for writing, e.g. in December they may be a secure 3C, in March they may be a secure 3B and in May they may be working within a 3A.
Children do not always make a clear 1 sub-level progress each half term. When do we assess the children? Guided Reading regularly informs a teacher judgement on reading ability. Each half term the children will do more formal test papers (often mock SATs) to give a definitive judgement on where they are at without any help. The papers are quite formal in order to make clear judgements as to what they can do independently.
Literacy Writing. 1. To use a variety of sentences for effect. 2. To start sentences with an adverb or verb starter. 3. To use connectives between, at the beginning and within sentences. 4. To write in the correct tense consistently. 5. To accurately use commas in a list. 6. To accurately use commas in a list and to mark clauses.
7. To use speech marks and apostrophes correctly. Reading. To apply a wide range of decoding strategies to read different texts fluently and accurately. To read ahead to look for clues to determine meaning. To begin to show an awareness of the listener through the use of pauses, emphasis and pace to entertain and maintain interest To recall all of the main points of the text accurately.
To comment show an understanding of the meaning of the text and become proficient at inferring word meaning. To frequently comment on writers use of language using technical terms independently. Reading Comprehension. There is one 30 minute session on Reading Comprehension twice a week. The whole class are streamed in ability groups and read and unpick a text. The children complete comprehension exercises on the text.
This lesson each week is in addition to standard reading. Guided Reading. The children are streamed into GR groups based on ability. The groups contain between 6-8 children. Each group gets 1 session with the class teacher and 1 session with the class LC per week. Every session is planned and records are made which are used to adjust groups if
necessary. GR is the main form of reading assessment for all children. The children do not use their Grammar. Grammar lessons are 20 minutes long, daily. The foci of the sessions are as follows: Punctuation. Different connectives. Up-levelling vocabulary. Writing sentences containing double adjectives.
Improving and correcting sentences. Although Grammar sounds quite formal, the sessions arent difficult. They are there to improve overall sentence formation. Numeracy Number. To try different approaches to overcome difficulties when problem solving To organise work and check results. To use and interpret a wider range of maths symbols and diagrams. To understand a general statement by finding examples to match it. To read, write, count and order numbers to at least 1000. To know the value of the digits and partition numbers.
To divide whole numbers by 10. To recognise negative numbers and continue positive /negative number sequences and find missing numbers. Numeracy Number. To To To To To To To
use fractions such as , 1/4, 3/4, 1/5, 1/6, 1/10 for sets of objects. recognise some fractions that are equivalent to begin to use decimal notation in context.(eg 3.06 = 306p) use inverses in number problems. understand the = sign in balancing equations. (eg 7 x 10 = 82 - ) know the multiplication tables: 7x , 8x, 9x be able to add/subtract two, two digit numbers mentally. (eg 39 +19 = 58 , 91 35 = 56) To know the doubles of numbers to 50. (eg 32 + 32 =) To solve two step problems (including money and measures) that involve any of the four operations and remainders. To divide a two digit number by 2,3,4,5,10 with whole number answers and remainders.
Numeracy Shapes, Space and Measure. To recognise the nets of a cone, cube, cuboids, triangular prism, triangular /square based pyramid To compare and order angles less than 180 0 To reflect a shape in a diagonal mirror line which runs along the side of the shape To give directions using 900 /quarter turns Science. Forces and Magnetism To understand how magnets work and the different forces involved in
magnetism. Rocks and Friction The children will be looking at the different properties of rocks and soil, using a variety of experimental and investigative skills. Animals and humans - The children will look at the skeletal system, digestive system in humans and animals. Light and Shadows This unit introduces the relationship between light, an object and the formation of shadows. Children observe the apparent movement of the Sun and the associated changes in shadows. Life Cycles and Insects This unit will focus on how different animals and insects grow throughout
their life and the changes that occur. Plants The children will learn about the best conditions for plants to grow. History. Elizabeth Era The children will be learning the events that occurred during this time and the effect of these events, using primary and secondary sources. Ancient Egypt - The unit introduces children to the important features of ancient Greece from the Olympics to Democracy in the running of the different cities of Greece.
China - Children will learn about the history and development of Chinese culture and society from defence and protection from the Mongols in reference to the great wall of China. Geography. The Local Area The children will learn about their locality and produce simple maps. Settlements and Populations During this unit the Geographical Skills to be focussed on are to recognise how places have become the way they are and how they are changing.
Rivers and Basins The children will focus on learning how rivers are formed, looking particularly at the River Thames, the River Ganges and the River Nile. Art and DT (Design Technology). Archimboldo A famous artist who compiled artwork created with fruit and vegetables. Frames - In this unit, children learn about stiffening materials and making stable structures through the context of free-standing photograph frames Repeated patterns - Throughout this unit children will develop their designing skills through the
knowledge gained from investigation, disassembling, and evaluating a range of familiar commercial packaging. Shadow puppets -The children will learn how to design and create their own puppets and the effect of lights to make shadows. Pottery Children will explore sculpture in public buildings and spaces. They will explore and use shape, form, colour and pattern to make a maquette or model of a sculpture for a site in the school or the local area. Andy Goldsworthy This artists goal was to understand nature by directly participating in it, what the children will be undertaking.
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