Above - Miley & Zak - our class representatives on the School Council

*Please scroll down for more photos*


September 2017

Welcome to Class 4, Cherubs!

Welcome to the start of a new year in Class 4 and the beginning of life in Key Stage 2!

I hope you’ve all had a good summer and are looking forward to an exciting year of learning ahead!  I want to share some important information and hopefully answer some of your questions about this term.

Here is our weekly lesson timetable:






















Weekly Tests





A fully labelled indoor and outdoor kit must be in school every day and it must be stored in your locker throughout term and taken home to wash every half term.

This term our theme is HISTORY and we well be learning about what happened in the Stone Age, creating our own cave paintings and looking at the Palaeolithic, Mesolithic and Neolithic periods in Britain.  We will find out about what people ate and how their diet changed, we’ll discover what is known about the village of Skara Brae in the Orkneys, Scotland, and marvel at Stonehenge in England, and we will compare prehistoric lives to our own in the present day. 


In SCIENCE we will compare and group together different kinds of rocks on the basis of their appearance and simple physical properties.  We will be developing an understanding of fossilization and meet Mary Anning, a pivotal figure in the development of understanding in this area.  We will delve into the wondrous world of soil and discover how important it is to the existence of life on our planet!

                                                      Mary Anning (1799-1847)            

In ENGLISH  we will be reading a cracking classic class novel – ‘Stig of the Dump’ -  and working  on a stunning story called ‘Stone Age Boy’  by Satoshi Kitamura, as well as reading a range of non-fiction and fiction texts in weekly guided reading lessons.  Using a dictionary within these lessons is an important skill, so any use of a dictionary at home would really help you at school.  Most children will read to an adult at school once a week, or daily if necessary, and as ever it is vital that every child reads to an adult at home every day/evening and that the book is discussed to ensure full understanding.  It is also clear that children benefit hugely from being read to by an adult.  Hearing the language of stories is a crucial developmental asset!  I ask that adults fill in the reading record, noting date, pages read and adding any comments.  In addition to reading for homework, there will be a list of spellings to learn each week for a test every Friday.  Daily practice of these is most important.  I have some ideas for games and fun activities for this learning, so if you need to, just ask!

Image result for cave boy                               Image result for stig of the dump                           Image result for cave boy

In MATHS we will be working on learning a set of weekly skills during Morning Maths and throughout the term we will be following the programme below: 

Number - place value

Identify, represent and estimate numbers using different representations.

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, and ones).

Compare and order numbers up to 1000

Read and write numbers up to 1000 in numerals and in words.

Solve number problems and practical problems involving these ideas.

Count from 0 in multiples of 50 and 100.

Number - addition and subtraction

Add and subtract numbers mentally, including: a three-digit number and ones; a three-digit number

and tens; a three digit number and hundreds.

Add and subtract numbers with up to three digits, using formal written methods of columnar addition and subtraction.

Estimate the answer to a calculation and use inverse operations to check answers.

Solve problems, including missing number problems, using number facts, place value, and

more complex addition and subtraction.

Add and subtract amounts of money to give change, using both £ and p in practical contexts.

Number - multiplication and division

Recall and use multiplication and division facts for the 2, 3, 4 and 8 multiplication tables. There will be a test on these every week (I usually progress through from 2- 12 in order and you’ll be informed of the test results in order that preparations for the following week’s test is clear).

Calculate mathematical statements for multiplication and division within the multiplication tables and write them using the multiplication (x), division (÷) and equals (=) signs.

Solve problems involving multiplication and division, using materials, visual arrays, repeated addition, mental methods, and multiplication and division facts, including problems in context.

Show that multiplication of two numbers can be done in any order (commutative) and division of one number by another cannot.


Measure, compare, add and subtract: lengths (m/cm/mm).

Solve problems, including missing number problems, using number facts, place value, and more complex addition and subtraction.

Measure the perimeter of simple 2D shapes.

Continue to measure using the appropriate tools and units, progressing to using a wider range of

measures, including comparing and using mixed and simple equivalents of mixed units.

In addition, any help you can give your child in learning how to tell the time would be invaluable!

Image result for ruler clipart               Image result for numbers clipart              Related image              Image result for 2d shape clipart


I hope all this information helps and look forward to getting to know you all over the term!

Parents and carers - Please let the office know if you require any further information and I will be happy to contact you to assist in any way I can!

Watch this space for additional updates, images and information over the term!


Mrs Farey

Below - 2 views of our fabulous water-themed corridor display


Below - our terrific 'Stone Age To The Iron Age' classroom display

Below - 2 views of our fantastic corridor display of 'Cave Paintings'