Class 3 - Welcome To Our Webpage! 

     

 Above - Class 3 2018-2019!

           

Above - our representatives on the School Council

*Please scroll down for more photos*

   SPRING TERM 2019 

 Welcome to the 2019 Spring Term at Chesham!  Here is some key information that you may find helpful.

PE

Children are required to bring their PE kit and leave it in their locker.  PE lessons will take place each week on Tuesday and Wednesday, although there may be other times during the week when they may require their kit in school.  If your child has pierced ears can you please ensure you have signed the disclaimer and/or remove earrings on the days they have PE.

                                                  Image result for black leotard                                         

Reading

Your child will have a reading experience every day within school. Please make the time to read with your child on a daily basis and encourage them to discuss the text. Please make a record of any reading in your child’s reading diary.

                             

Library

Your child will have the opportunity to visit our school library on Monday. Please help them to remember to bring their book regularly, so they are able to change it and experience using the library.

Please see the 'Curriculum Summary - Spring Term 2019' below to see what the children in Class 3 will be learning over the course of this term.

Key dates for the Spring Term;-

Monday 25th February - School reopens for the 2nd half of the Spring term.

Thursday 7th March - World Book Day - parents welcome in school.

Friday 15th March - Class 3 assembly, 9.05 am - parents very welcome! Comic Relief 'Red Nose Day' - wear something red!

Wednesday 20th March - Book Fair in school.

Monday 25th March - Parent's Evening.

Wednesday 27th March - Easter Egg Competition - Fairtrade link.

Friday 29th March - End of term - school closes at 3.30pm.

Please do not hesitate to contact me if you have any concerns or queries. Thank you for your support.

 Yours sincerely,

                         Mrs. Ainsley 

*Please scroll down to see photos of some of our class displays & activities*

     Curriculum Summary Spring Term 2019    Below is a summary of what the children in Class 3 will be learning over the course of this term

PHONICS and SPELLING

The children will continue to follow the 'Letters and Sounds' phonic programme. This will be taught daily.

                  

The children will also have a separate grammar lesson as well as weekly spellings to learn. 

WRITING

We shall start the term by reading ‘Diary of a Wombat’ by Jackie French.  The children will be introduced to diary features.

                   

Objectives

Spoken Language
-- Listen and respond appropriately to adults and their peers.
-- Give well-structured descriptions.
-- Maintain attention and participate actively in collaborative conversations, staying on topic and initiating and responding to               comments.

Comprehension
-- Discuss the sequence of events in books and how items of information are related.
-- Becoming increasingly familiar with stories.
-- Participate in discussion about books that are read to them, taking turns and listening to what other say.
-- Make inferences.
-- Listen to, discuss and express views about a story.
-- Predict what might happen on the basis of what has been read so far.

Composition
-- Write for different purposes.
-- Encapsulate what they want to say, sentence by sentence.

Grammar
-- Use the past tense correctly and consistently.
-- Use familiar punctuation correctly, including full stops and capital letters.

Later in the term the children will Monster Poems such as It’s Behind You! Monster Poems by Paul Cookson and David Harmer.

                                                 

Using Poems about Monsters, children will read, discuss and write poems about monsters. They will revise grammatical terminology and expand noun phrases.

Objectives

Spoken Language
-- Give well-structured descriptions, explanations and narratives for different purposes, including for expressing feelings.
-- Use spoken language to develop understanding through speculating, hypothesising, imagining and exploring ideas.

Comprehension
-- Participate in discussion about books, poems and other works that are read to them and those that they can read for                       themselves, taking turns and listening to what others say.
-- Listen to, discuss and express views about a wide range of contemporary and classic poetry; Discuss their favourite words and        phrases.
-- Recognise simple recurring literary language in stories and poetry.
-- Discuss and clarify the meanings of words, linking new meanings to known vocabulary.

Composition
-- Consider what they are going to write before beginning by: planning or saying out loud what they are going to write about.

-- Write down ideas and/or key words, including new vocabulary.                                                                                                          -- Encapsulate what they want to say, sentence by sentence.
-- Make simple additions, revisions and corrections to their own writing by: re-reading to check that their writing makes sense.

Transcription
-- Form lower-case letters of the correct size relative to one another.

-- Write capital letters and digits of the correct size, orientation and relationship to one another and to lower case letters.
-- Use spacing between words that reflects the size of the letters.

Grammar
-- Learn how to use both familiar and new punctuation correctly, including full stops and capital letters.

To finish the term, we will explore three stories – FoxThe Tin ForestWhales’ Song – set in wild places and write our own. We will study noun phrases and conjunctions of subordination and coordination.

                          

Spoken Language
-- Articulate and justify answers, arguments and opinions.
-- Use spoken language to develop understanding through speculating, hypothesizing, imagining and exploring ideas.
-- Participate in discussions, presentations, performances, role play, improvisations and debates.

Comprehension
-- Listen to, discuss and express views about a wide range of contemporary and classic poetry, stories and non-fiction at a level         beyond that at which they can read independently.
-- Participate in discussion about books, poems and other works that are read to them and those that they can read for                       themselves, taking turns and listening to what others say.
-- Explain and discuss their understanding of books, poems and other material, both those that they listen to and those that they          read for themselves.
-- Understand both the books that they can already read accurately and fluently and those that they listen to by.
-- Answering and asking questions.
-- Discuss the sequence of events in books and how items of information are related.

Transcription
-- Form lower-case letters of the correct size relative to one another.
-- Start using some of the diagonal and horizontal strokes needed to join letters and understand which letters, when adjacent to         one another, are best left unjoined.
-- Write capital letters and digits of the correct size, orientation and relationship to one another and to lower case letters.
-- Use spacing between words that reflects the size of the letters.

Composition
-- Consider what they are going to write before beginning b: encapsulating what they want to say, sentence by sentence.
-- Develop positive attitudes towards and stamina for writing by writing narratives about personal experiences.

MATHS  

                                                          

Place Value and Fractions

Ordinal numbers; properties of numbers

Properties of numbers e.g odd/even

Find fraction of shapes (1/2, 1/4, 1/3)

Find fractions of amounts (1/2, 1/4, 1/3)

Addition and Subtraction

Use facts, patterns to add/subtract

Use number line & 100 grid to +/-

Find money totals: solve word problems

Add and double by partitioning

Shape and Data

Left, right, clockwise, anti-clockwise turns

Draw and describe 2-D shapes & polygons

Sort shapes: Venn and Carroll diagrams

Tally charts, block graphs and pictograms

3-D shapes; identify edges, faces, corners

Multiplication and Division

Count in 2s, 5s, 10s; 5x tables facts

Division as the inverse of multiplication

Solve multiplication/division problems

Solve multiplication/division problems

Time

Units of time and telling the time

                                            

SCIENCE

To start the term, the children will be focusing on and finding out about, materials and how they matter in our lives. The children will explore the useful properties of materials with a range of investigations involving absorbency and flexibility. They will discover which type of kitchen towel or cloth is most effective at mopping up spills, consider why building materials must be absorbent and which ones fit the bill. They will create artwork by exploring the textures of materials and learn all about wax and how to re-mould it. Later, the children will learn about habitats. How can we work out what’s alive and what’s not? They will collect specimens and sort them into categories. They will investigate habitats and food chains and design and make a bug hotel made up of different microhabitats to encourage a variety of creatures to investigate!

                                                            

HISTORY

We will focus on the history topic of 'The Great Fire of London'The children will be gripped by this significant historic event from the 17th Century! Contrast fire-safety from the past with today. We will study the buildings of the period and create our own buildings. We will look at rhymes and songs of the time; study St Paul’s Cathedral and make sketches, prints, clay sculptures and 3D models inspired by this great building. Enthused by the famous diarists Samuel Pepys and John Evelyn, we will write diaries and read them at our class coffee shop! We will learn about the food of the time and bake bread. We will find out more about how we fight fires today compared with how fires were fought in the 17th century. Generate questions about the Great Fire of London, research the answers and finally write reports for a class newspaper ‘Great Fire’ special edition.

                                                       

ICT

The children will use word processing programmes to create written pieces to support their learning across the curriculum.

                                           

ART

This term Class 3 will be creating Colour Chaos! The children will find out about choosing, using and mixing their own colours to create quality art work that shows progression in skills. The children will have the opportunity to explore the life and work of six key abstract artists and, working primarily in paint, to create pieces in a range of abstract styles. The artists we will be looking at are, Mondrian, Rothko, Klee, Pollock, Delaunay and Kandinsky

               Piet Mondrian       Mark Rothco       Paul Klee      Jackson Pollock

                                 Robert Delauney      Wassily Kandinsky

RE/PHSE

This term, the children will be following the SEAL programme, 'Relationships'. This theme focuses on feelings, exploring these within the context of our important relationships, including family and friends. The theme aims to develop knowledge, understanding and skills in three key social and emotional aspects of learning: self-awareness, managing feelings and empathy.

                               

 

Music  Mrs Barker will teach Music  on a Monday morning and Madame Binns will teach French on a Wednesday               afternoon

PE 

The children will be taught by Ms Leng on Wednesday afternoon and Mrs Ainsley on Tuesday morning

Below - our fantastic classroom displays