Lockerley C of E Primary School Year 3 and 4 Curriculum Meeting June 2014.
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Transcript of Lockerley C of E Primary School Year 3 and 4 Curriculum Meeting June 2014.
![Page 1: Lockerley C of E Primary School Year 3 and 4 Curriculum Meeting June 2014.](https://reader035.fdocuments.us/reader035/viewer/2022070410/56649ef75503460f94c0ad3a/html5/thumbnails/1.jpg)
Lockerley C of E Primary School
Year 3 and 4 Curriculum Meeting
June 2014
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Hopefully by the end you will…
• Greater understanding of the Year 3 and 4 curriculum.• Knowledge of forthcoming topics.• Gather some ideas and techniques to
support children at home.
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Swallowtails Timetable Lockerley C of E Primary School Monday Tuesday Wednesday Thursday Friday
8.45 Registration / x tables Registration / Handwriting Registration / x tables Registration / Handwriting Registration / x tables 8.55 Guided Reading Guided Reading Guided Reading Guided Reading Guided Reading
9.20 Literacy Literacy Literacy Literacy Big Writing
10.25 Times Tables Handwriting
10.40 Break 10.55
Maths
11.10
Maths Maths Maths Maths Spelling 11.55-12.10 Handwriting 11.55-12.10 Spelling 11.55-12.10 Handwriting 11.55-12.10 Spelling 11.55-12.10
12.10 Lunch
1.00 Registration Registration Registration Registration 1.05 Topic PSHE Science Spanish I CT PPA
2.10
Topic Music
Science PE
PPA Homework
3.15 CW - J D CW – Singing CW – Staff
CW - VJ Celebration Assembly
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English
• Spoken Language
• Reading
• Writing
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ReadingShared reading;Shared reading;Guided reading;Guided reading;Regular independent reading:Regular independent reading:
individual;individual; group and paired;group and paired;
Home/school reading;Home/school reading;Hearing books read aloud on a regular Hearing books read aloud on a regular
basis;basis;Selecting their own choice of texts.Selecting their own choice of texts.E-booksE-books
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Reading Books at Lockerley
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Reading
Comprehension
AF1 – read and understand wordsAF2 – find and understand informationAF3 – Read between the linesAF4 – understand how the text is
organisedAF5 – explain the writers choice of
languageAF6 – Explain the reader’s and writer’s
viewsAF7 – Compare texts and make links
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• Phonics based - sounding out words.• More sophisticated comprehension e.g.
Which words show us how the character is feeling?
• Specific information recalled• Predictions – What do you think will
happen next and why?• Expressing an opinion• Punctuation recognition . ! , ? “ ”
Reading in Swallowtails
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Reading Diaries
• How much did they read? E.g. Read from page 5 – 8.
• Effort comment• Who did they read
with? Sign initials
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Writing
• Fiction
• Non-Fiction
• Poetry
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Big Writing
• Weekly, independent writing activity.
• Purpose – to improve all areas of
writing.
• VCOP
• Marked using ‘Two Stars and a Wish’
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Phonics
• Phase 5 – able to represent 42 phonemes.• two letters e.g. ai, sh, ch• CVC blending and segmenting• Alternative pronunciations• Alternative spellings
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Phonics
• Phase 6 • Reading familiar words automatically• Decoding words quickly and silently
through an established sounding and blending routine.• Decoding them aloud• Children become fluent readers and
accurate spellers.
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Spelling
• Phonics• Taught spelling three times a week• Weekly homework based on spellings
that week• Word of the week
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Spelling High Frequency Words
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SpellingYear 3• Verb endings: -ed, -ing, -s• Irregular verbs• Singular and plural nouns• Suffixes: -ly, -ful, -less, -er, -able• Prefixes: un-, dis-, mis-, re-, pre-, de-• Comparatives: -er, -est• Pronouns
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SpellingYear 4• Homophones• Singular and plural nouns• Irregular plurals• Tricky letter patterns (ough, igh, ight, gh,
ought)• Suffixes: -able, -ible, -ive, -tion, -ic, -ist, -ette,
-ling• Verb endings: -en, -ify, -ate• Prefixes: dis-, re-, auto-, circum-, tele-, trans-,
ex-, bi-, micro-, mini-• Use of apostrophe in contractions
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Handwriting
• Cursive script
• Correct posture / positioning
• Pencil grip
• Correct formation of uppercase and
lowercase letters
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Maths
Year 3•count from 0 in multiples of 4, 8, 50 and 100; find 10 or 100 more or less than a given number •recognise the place value of each digit in a three-digit number (hundreds, tens, ones) •compare and order numbers up to 1000 •identify, represent and estimate numbers using different representations •read and write numbers up to 1000 in numerals and in words •solve number problems and practical problems involving these ideas.
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Maths
Year 4•count in multiples of 6, 7, 9, 25 and 1000 •find 1000 more or less than a given number •count backwards through zero to include negative numbers •recognise the place value of each digit in a four-digit number (thousands, hundreds, tens, and ones) •order and compare numbers beyond 1000 •identify, represent and estimate numbers using different representations •round any number to the nearest 10, 100 or 1000 •solve number and practical problems that involve all of the above and with increasingly large positive numbers •read Roman numerals to 100 (I to C) and know that over time, the numeral system changed to include the concept of zero and place value.
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Four Operations
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34 + 26 = 60
34 + 20 = 5454 + 6 = 60
Using a 100 squareAddition Partitioning the numbers
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Using an empty number lineAddition
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Expanded Column MethodAddition
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Subtraction Using a 100 square
76 – 24 = 52
76 – 20 = 5656 – 4 = 52
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Subtraction Using an empty number line
Numicon and practical resources can be used to
support this
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Subtraction Finding the difference
Numicon and practical resources can be used to
support this
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Subtraction Partitioning and Decomposition
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Multiplication Repeated Addition
5 + 5 + 5 + 5 = 20
6 + 6 + 6 + 6 = 24
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Multiplication Drawing Arrays
3 + 3 + 3 = 93 “lots of” 3 = 93 x 3 = 9
5 + 5 + 5 = 153 “lots of” 5 = 153 x 5 = 15
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Multiplication Arrays in the environment
Children can find arrays all around them.
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Multiplication Partitioning
38 x 5 =
(30 x 5) + (8 x 5)150 + 40190
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Multiplication Grid Method
x 30 8
5 150 40
150 + 40 = 190
38 x 5 =
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Multiplication Grid Method
x 30 8
20 600 160
5 150 40
600 + 160 + 150 + 40 = 950
38 x 25 =
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Division Sharing
Share 12 cookies between 4 people…
12 ÷ 4 = 3
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Division As grouping
Put 12 people into 6 groups…
12 ÷ 6 = 2
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Division Repeated Subtraction
50 ÷ 5 =50 – 5 -5 -5 -5 -5 -5 -5 -5 -5 -5How many jumps?
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Division Dividing with remainders
Can we take away another jump of 4?
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Division Rounding up or rounding down?
13 children are going sailing. 4 children can fit in a boat. How many boats will they need?
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Division Chunking
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Not Just Number…Other maths areas….
2D and 3D shapePatterns
SymmetryTime
LengthWeight
CapacityPosition & Direction
FractionsAngles
Data handling
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Other Subjects
• Science• Computing• Art and Design• Design and Technology (D&T)• Geography• History• Music• Physical Education (PE)• RE
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Science
• States of Matter• Light• Animals – Teeth and Digestive
System• Sound • Forces
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Computing• Using the Computer• Using the Internet• Communicating and Collaborating
Online• Creating and Publishing • Digital Media• Programming and Control• Modelling and Simulations• Using Data
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Art and Design
• Collage• Print Making
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Design and Technology
• Cooking• Viking boats
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Geography
• Local Study - Southampton• Fairtrade-trade links
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History• Anglo-Saxons and Scots• Viking and Anglo-Saxons.
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Music• Listen to Me
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PE• Gymnastics• Tag Rugby• Dance • Netball
•Tennis•Athletics•Specialised coaches•Daily Physical Activities – 10 minutes
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RE• Diwali• Belief• Paschal Candle• Mahashivratri• Death Ceremonies
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First Hand ExperiencesIn School
• Visit from Vicar James
• Talk with the school cook
• Theme days
Visits
Southampton
Theatre – Behind the scenes at the Mayflower
Waitrose
Intech Science Centre
Lockerley Village Walks
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Homework
• Reading• Spelling• Number practise• Topic related homework
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Ways to Support your ChildProvide appropriate support and
encouragement with homework
Hear your child read regularly and write a positive comment in the reading diary
Provide support with learning number
Encourage joined handwriting
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Any Questions?