Mission Statement

Our mission is to provide each child with the best education possible in a safe environment which is inspirational, fun and nurtures inquisitive minds.

Vision Statement

We aspire to be the very best that we can be with a reputation for excellence because we embrace change, push boundaries and take risks. Our children will be emotionally intelligent individuals who can adapt to an ever changing world.

Agreed between pupils, parents, staff and governors

Summer 2012

Welcome to Year Three 2013 - 2014Welcome to Year 3. The purpose of this booklet is to provide you with information about the curriculum your child will cover during their time in Year 3 and to inform you of the day-to-day routines.

The Year 3 team, Miss Barber, Mrs Van Spelde and Miss Barker are looking forward to working closely with you to ensure that your child receives an inspirational and exciting year. Our aim is to ensure the children develop their learning and enjoy themselves. Also, we want to ensure they attain a sound foundation on which to build as they move into Year 4.

It is important that the children gain an increasing level of independence, perseverance and responsibility as they enter Key Stage 2.

Our inspirational texts this year provide the children with many ways in which to develop their learning. These are our Year 1 themes:

Autumn Term Wishes and Dreams

Spring Term

DetectivesSummer TermLiving be the SeaThey will be involved in a variety of stimulating first hand learning experiences, which will help to create a positive and enjoyable learning atmosphere.

We value the support we receive from parents and we are sure that with your help and continued interest the children will experience a very fulfilling Year 3. Please do not hesitate to contact us if you have any concerns or questions.

Purpose

To provide an overview of the Year 3 curriculum for parents.

To provide information about uniform, PE kit, homework.

To provide information about behaviour expectations, reward systems and sanctions.

The Curriculum

Teaching and learning is the core purpose of our work in school. It is the method through which we offer a curriculum which is broad and balanced and which meets the Governments legal requirements relating to the National Curriculum whilst catering for the interests and needs of all our pupils. It is a process which is constantly developing and which reflects the changing needs of society.

Aims

We want the children to

Achieve their full potential in terms of academic attainment, aesthetic appreciation, personal, social, emotional development and spiritual awareness.

Enjoy learning and understand the benefits being a learner can bring to individuals.

Become independent learners.

Have a full understanding of their individual learning styles.

Be tolerant and understanding and be able to demonstrate respect for the rights, opinions and property of others.

Have a full understanding of the skills they require to learn how to learn.Four Pillars of Education

Learning to be

Learning to know

Learning to do

Learning to live together

UNESCO 1996

How do we plan the curriculum?

Reception classes are taught within the Early Years Foundation Stage framework.

The National Curriculum subjects are planned across a six-year programme from Year 1 to Year 6.

All year group teaching teams use either the Early Years Foundation Stage framework or the National Curriculum to plan appropriate learning experiences.

Weekly planning is completed by year group teams to ensure progression and continuity. Learning objectives build on prior attainment and progress.

Topics and themes are used to deliver the curriculum objectives in a creative and relevant format.

Lessons are delivered in a cross-curricular way where appropriate to enable children to use the skills they learn in other subject areas.

First hand learning activities, including educational visits and visitors, are used to ensure the children are engaged in effective and dynamic learning. Curriculum coverage is provided through the six areas of learning:

1. Communication, language and literacy

2. Mathematical development

3. Knowledge and understanding of the world

4. Physical development

5. Creative development

6. Personal, social and emotional developmentInclusion

Children with SEN and/or learning difficulties or disabilities

Where possible through the use of appropriate access strategies and support, Year 3 children with SEN will be working towards the same learning objectives as their peers. From time to time those working well below the level of the whole class may be working towards related objectives chosen from the relevant progression strand from an earlier year.

We undertake to meet the needs of all children. Sometimes this involves support from internal and external specialists. Some children may need additional support in the form of separate programmes of work matched to their ability and requirements (this will form part of an Individual Education Plan (IEP)). The progress of those children who have been identified as having special educational needs is reviewed regularly and parents are kept fully informed at all times. Further information on the schools approach to Special Educational Needs provision is available in the form of a Special Needs Policy and a Graduated Response document outlining the schools approach to identifying SEN. Please feel free to contact school for copies.We take our responsibilities under the 2010 Equality Act very seriously. The act defines disability as:

'Aphysical or mental impairment which has a substantial and long-term adverse effect on a person's ability to carry out day-to-day activities.'

Please refer to our Equality Policy, Inclusion policy, Disability Equality Scheme and Accessibility Plan for more information.

More able learnersChildren who are working well above the overall level of their class or group will be engaging with a range of experiences designed to broaden or deepen their learning while working on the same learning objectives as their peers. From time to time they may also be accelerating the pace of their learning by working towards objectives chosen from the relevant progression strand from a later year. In the summer term of 2012 the school was recognised for its provision for all pupils, including those with high abilities (catered for through our Pupil Enrichment Programmes) and earned the prestigious NACE Challenge award.Children learning EAL

Year 3 children learning EAL will be accessing curriculum content while also developing cognitive and academic language within whole-class, group and independent contexts. Through the use of appropriate access strategies and support, they will be experiencing a level of cognitive challenge consistent with that provided for their peers. Those Year 3 children who have become conversationally fluent will continue to receive support to develop the academic language and vocabulary associated with the subject and the language and grammar used to express ideas and thinking within the subject.

Whole School Reading Scheme

All children work through a progressive reading scheme matched to their reading ability. From September 2012, Following advice from Ofsted, this also includes Key Stage 2. All Key Stage 2 children will be using a tailor-made Reading Scheme consisting of a wide range of level-appropriate reading material that will build on the progress made in Key Stage 1 and the Early Years Foundation Stage (EYFS).

This scheme will run alongside the books chosen from our school library or from home. Your childs Class Teacher will direct your child to books at an appropriate level or colour band based on assessments made during guided and individual reading sessions. The focus will be on comprehension, particularly the areas of inference and deduction, to avoid a race through colour bands. Your childs Class Teacher will decide when it is appropriate for your child to move to the next level.

Working with parents and carersGorsey Bank School is committed to working with parents and under section 405 of the Education Act 1996, parents may opt to withdraw their children from Sex and Relationships Education lessons:

if any parent of any pupilrequests that s/he may be wholly or partly excused from receiving sex education at the school, the pupils shall, except in so far as the education is comprised in The National Curriculum, be so excused accordingly until the request is withdrawn.Parents wanting to exercise this right are invited to see the Head Teacher, who will explore their concerns and discuss any impact that such action may have on the child including the possible negative feelings or experiences that might result.We would ask that you do the same if you would like your child to be withdrawn from school assemblies and Religious Education lessons.Annual Overview 2013 to 2014

Year Group 3

Autumn 1

Starlight SailorAutumn 2Spring 1

Paper CaperSpring 2Summer 1

Three by the seaSummer 2

Personal and Social Development

PHSCEDeveloping good relationships and respecting the differencesDeveloping confidence and responsibility and making the most of their abilitiesDeveloping a healthy, safer lifestylePreparing to play an active role as citizens

Communication, Language and Literacy

LiteracyPoems to Perform

Myths and Legends Instructions

Stories with familiar settings.

Playing with language.Information texts

Shape poetry and calligrams.

Adventure and mystery stories;

Authors and letters

Reports

Dialogue and plays;

Mathematical Development

NumeracyBlock A Unit 1: Counting, partitioning and calculating (2 weeks)

Block B Unit 1: Securing number facts, understanding shape (2 weeks)

Block C Unit 1: Handling data and measures (2 weeks)Block D Unit 1: Calculating, measuring and understanding shapes (3 weeks)

Block E Unit 1: Securing number facts, relationships and calculating (3 weeks)Block A Unit 1: Counting, partitioning and calculating (2 weeks)

Block B Unit 1: Securing number facts, understanding shape (2 weeks)

Block C Unit 1: Handling data and measures (2 weeks)Block D Unit 1: Calculating, measuring and understanding shapes (3 weeks)

Block E Unit 1: Securing number facts, relationships and calculating (3 weeks)Block A Unit 1: Counting, partitioning and calculating (2 weeks)

Block B Unit 1: Securing number facts, understanding shape (2 weeks)

Block C Unit 1: Handling data and measures (2 weeks)Block D Unit 1: Calculating, measuring and understanding shapes (3 weeks)

Block E Unit 1: Securing number facts, relationships and calculating (3 weeks)

The following curriculum overview and trips/visits table may be subject to change. At Gorsey Bank we are constantly evolving our curriculum in response to the needs of learners and national strategies. For the most up-to-date information of what your child is learning please visit our class blogs which are regularly updated throughout the year.

ScienceMaterials

Rocks an d SoilsLight, dark and shadow.Teeth and Healthy EatingMagnets and springs Plants and growing

ICTWord processing

Multimedia and DT

e safetyWord Processing, multimedia and DTPFinding things out handling information

Communications and collaborating.

Digital imagery

Control and sensing. Communications and collaborating.

HistoryLocal History Study

World History Study.

GeographyGeographical skills

Local area study

Environmental change and sustainable development.

DTMoving Monsters QCA Unit 3C

Boats origamiPackaging QCA Unit 3APhoto Frames QCA Unit 3D

Pop ups and origami.

MFLGreetings. Giving and asking names.Numbers 1 - 20Age, months, dates, birthdaysPetsParts of the body

REJudaism Unit 2

Practices and Ways of Life

Jewish Celebrations

Identity Diversity and Belonging

Jewish Lives

Christianity Unit 2

Beliefs Teachings and Sources/Expressing Meaning The Bible Jesus the Healer, Christmas Perspectives

(parables & miracles)

Christianity Unit 2

Meaning Purpose and Truth

Descriptions of God

Expressing Meaning

How beliefs are expressed

PE IndoorDance

Badminton

SwimmingSwimming

DanceGymnasticsDance

SwimmingGymnasticsDance

Olympics

PE OutdoorNetballTag RugbyGolfTennis

RoundersAthletics

ArtCollage 3D dragons

Watercolour painting

Illustrator Jackie Morris.Observation drawings Christmas Cards!

Textiles

Painting Andy Warhol.Observational drawing.

Landscape

Printing - Leaf prints

MusicExploring Descriptive SoundExploring rhythmic patternsExploring arrangementsExploring pentatonic scalesExploring sound coloursExploring singing games

PSHCEPersonal Challenges and GoalsRules and LawsRisks and Responsibility

TRIPS/VISITSAutumn

Synagogue - tripChristmas Pantomime

SpringGeography investigation of Wilmslow

Residential visit to The Conway Centre

Summer

Visit to Chester Linked to Romans topic.

Please note that these may be subject to change.

THE GLOBAL DIMENSION TO LEARNINGOne of the duties placed upon schools by the Race Relations Amendment Act (RRAA) 2000 is to promote good relations between persons of different racial groups. The statutory inclusion statement within the National Curriculum supports the modification of the programmes of study to meet the needs of all learners. In light of the RRAA 2000 and the inclusion statement, schools have a responsibility to provide a broad and balanced curriculum for all children and young people.For some years there has been a national Government agenda requiring schools to make links with schools in other countries, with a view to promoting good race relations. One of the ways that Gorsey Bank is responding to this agenda is through a partnership with Thabisang Primary School in South Africa. This partnership will help to develop the global dimension of our curriculum as required by the Government. We agreed that it is important to provide opportunities that will widen our pupils horizons through real relationships with children and adults from another country.

CITIZENSHIP SCHOOL COUNCIL - Each class elects two representatives to the Council who attend regular meetings to discuss school issues which affect the children. This provides a forum for childrens views to be represented.

CLASS RULES - Each class decides a code of conduct, which helps form behaviour and class management expectations throughout the year.

COLLECTIVE WORSHIP

Class Assemblies take place once a year to showcase what your child has been learning. Parents are encouraged to come and watch their childs class and join other parents for light refreshments afterwards.

Whole School Assemblies take place on a Wednesday morning and offer the opportunity for the whole school to come together to engage in a program of themes linked to seasonal events, topical issues and curriculum learning.

Year Group Assemblies (Pupil led) take place several times a week and complement the PSHCE, SRE and RE curricula.

BEHAVIOURExpectationsAt Gorsey Bank the principles of care, courtesy and consideration underpin all aspects of school life. We work hard as a team to develop well-rounded children who are happy and comfortable with themselves. An essential part of our teaching and learning policy is the development of their emotional intelligence and literacy which gives them the skills required to understand themselves and others. We develop and nurture not only their intrapersonal and interpersonal skills and knowledge, but also their attitudes and behaviour.

We expect all children to:

Avoid language and behaviour that is offensive to others.

Respect other people.

Refrain from physically harming or interfering with other people or their belongings.

Treat others as they would wish to be treated themselves.

Be considerate of other peoples feelings and emotions.

Abide by class and school rules.

RewardsChildren are rewarded for good work and behaviour in a variety of ways in Key Stage 2. They also receive house points which can be earned when children demonstrate both social and academic excellence. The winning house in the school will be awarded the 'house cup' on a half-termly basis. We hope this will encourage children to demonstrate care, courtesy and consideration and to work to the best of their ability throughout the year. In addition, pupils who have produced an excellent piece of work, made excellent progress, demonstrated excellent behavior and manners may either be made Star of the Week or will be invited to visit the Head Teacher to share their success. Look out for these children in the Friday Issue!

SanctionsIf children always do their best, they will be rewarded. However, there are consequences for those children who behave in an unacceptable way. We operate four levels identifying increasing severity and persistence of poor behaviour, and fitting consequences. Behaviour issues are reported in the class behaviour book; appropriate strategies are put in place and parents are informed. In more serious cases, children will be sent to the Head or Deputy Head Teacher on Friday lunchtimes.PoliciesThe following school policies support the behaviour curriculum at Gorsey Bank and are available for on gorseybank.net (paper copies on request):

Behaviour and Anti-Bullying Policy

Home School agreement

HOMEWORK

Year groupReading

Mental MathsWord Level WorkHomework Challenge

Reception

Reading should be encouraged as regularly as possible, preferably daily, without making it an undesirable chore for the child.

Younger children should read for short 10 minute bursts and this should gradually increase to 30 minutes or more each day.

In Year 5 & 6 Guided Reading, homework may be set.Basic number awareness and skills

Counting and number games

Number facts (+ - x / tables)

Games, quizzes and challenges linked to curriculum learning, including the use of online resources such as MyMaths and Sum Dog.

Application of skills

Using all four mathematical operations to solve real life problems across all areas of the curriculum for Maths.High Frequency Word recognition

(Word Wallets)

High Frequency Word recognition and spelling including phonemes linked to phase of learning. Spellings will be assessed through application in independent writing and in periodic teacher assessments.Subject Specific Vocabulary development and the use of words for effect in different contexts. Knowledge and understanding will be assessed through application in independent writing and in periodic teacher assessments.

Differentiated Homework Challenges to develop Literacy, Numeracy or Science skills and/or related to the termly curriculum theme.

Extended projects may also be set from time to time.

Year 1

Year 2

Year 3

Year 4

Year 5

Year 6

Further details can be found in our homework guidance on gorseybank.net. Appropriate tasks to reinforce learning that has taken place in school, including reading, multiplication tables and topic related work, will be set for your child by their teacher on a Friday, to be returned by the following Wednesday. Spellings will be set on Tuesday to be tested the following Tuesday.To access online homework, please follow the steps below

MyMaths

1. Go to www.mymaths.co.uk and log on with the user name gorsey and password square (top of the home page) then click go2. Log in using your 3 letter user name and 3 number password

3. Check your record for the task(s) you have been set and follow any additional instructions from your teacher

4. Write the date and title of your task(s) in your homework book and record any working out you need to do underneath

5. Click on see the lesson? to refresh your memory about the skills you will need to complete the task (jot anything useful down in your homework book to help you later)

6. Complete the task(s) and rate how you found it/them so your teacher can plan your next steps in learning

7. Explore the games section of the website to challenge yourself further!

Sum Dog

1. Go to www.sumdog.com

2. Log in (top right of the home page) using your username and your password.

3. Check if you have been assigned any tasks before accessing other parts of the program.

Details of the new Gorsey Bank uniform - showing specific items for summer and winter, and for each phase. Compulsory from September 2011.

Autumn and Spring Terms (REC Yr 1 & YR2)Autumn and Spring terms (YR 3,4,5 & 6)

Navy V-neck jumper or cardigan with logo boys and girlsNavy V-neck jumper or cardigan with logo boys and girls

Red polo shirt with logo boys and girlsWhite shirt, with pointed collar boys and girls. (Girls not to have decoration and trimmings on shirts)

Navy skirt/pinafore/trousers - girlsSchool tie red and navy diagonal stripe, not elasticated or clip on boys and girls

Grey trousers - long or short - boysNavy skirt/or/pinafore/trousers -girls

Black school shoes not trainers boys and girlsGrey trousers long or short - boys

Grey socks - boysBlack school shoes not trainers boys and girls

Red or navy tights or navy or white socks - girlsGrey socks - boys

Navy tights or navy or white socks -girls

Summer Term (REC Yr 1 & Yr2)Summer Term (Yrs 3,4,5 & 6)

Same as winter uniform with the option for girls to wear a navy and white check summer dressRed polo shirt with logo and otherwise the same as winter uniform with the option for girls to wear a navy and white check summer dress

KS1 and KS2 all year round

Outdoor school coat in PLAIN navy or red Outdoor school coat in PLAIN navy or red

Optional fleece in red or navy FOR OUTDOOR USE ONLYOptional fleece in red or navy FOR OUTDOOR USE ONLY

PE Kit

White T- shirtWhite T- shirt

Navy shortsNavy shorts

TrainersTrainers

Navy tracksuit bottoms and navy sweatshirtNavy tracksuit bottoms and navy sweatshirt

Jewellery and watches and hair accessories

NO jewellery of any kind may be worn by any pupil in school AT ANY TIME with the exception that studs may be worn for a period of six weeks after ear piercing. In the event of studs being worn they must be removed or taped up during PE and removed during swimming lessons. Watches may be worn but the school cannot take responsibility for the safety of watches. Hair accessories are to be PLAIN red or navy only and hair bands to be no wider than 5cm.

School Bags

Book bags with school logo

Small back packs that are plain navy blue

Navy drawstring bag for PE kit

and house coloured T-shirt for house sporting events.

Uniform order process

http://www.monkhouse.com/category/1131/Gorsey_Bank_Primary_School this will take you directly to the relevant section on the Monkhouse website.

Alternatively the home web address is www.monkhouse.com and you will then need to follow these instructions:

From the home page click on the Schoolwear icon.

Here you will findan alphabet, click on G.

Now you will see a list of schools, click on Gorsey Bank Primary School.

Now you can start shopping.

To purchase the items you require please follow these instructions:

Find the garment you wish to purchase and click on either the name or the picture.

On the drop down menu select the colour and size you would like.

If you want more than one of this item change the amount in the box.

Then click Add. This will place the item/s into your basket.

If you wish to purchase more items click on continue shopping and follow the same process.

When you have all the items your require click on the Checkout button and complete the information required.

Postage Discount

As part of the package negotiated with Monkhouses it has been agreed that Gorsey Bank parents will not have to pay postage for their on-line orders. To achieve this, payment for postage will initially be taken and will be refunded to the card within 48 hours.

Note: when purchasing during one of Monkhouses visits to school it will be possible to pay by card.

HOME SCHOOL LINKS

Curriculum Information Evening

This will take place at the end of the academic year. It is an opportunity for you to meet your childs teacher and to ask any questions you may have about the forthcoming year. The evening will include a number of workshop activities to help you to support your child in reading, writing and basic Numeracy skills development. E-Safety advice will also be discussed.

Parents EveningOur two Parents Evenings take place in the first and fourth half-terms. At each of these you have the opportunity to discuss your childs targets, progress and personal and social development. There is also the opportunity for you to examine your childs work and discuss this with their class teacher.

Appointment times are available for you to book a time slot during the week preceding Parents Evening. These time slots are 10 minutes long. It is advisable to arrive early to allow you time to view your childs work. In the unusual event of you requiring more time, this may be arranged after the meeting. Please phone school if you are unable to attend.

Please do not think this is the only opportunity to discuss your child. We are always willing to arrange a mutually convenient time for an appointment to discuss any concerns you may have.Open Evening

During the Summer Term we invite parents and children into school to share and celebrate the years achievements. Parents have an opportunity to meet informally with their childs class teacher, view their childs work and make contact with their teacher for the next academic year.

Year Three Class BlogsOur class blogs are showcases for childrens work and are the best way to keep up-to-date with what your child is learning in school. They also provide important information from your childs year group team and will outline recent highlights and any forthcoming dates for your diary. Please check your Class Blog on a regular basis at www.gorseybank.net.

ReportsAnnual Reports are sent home towards the end of the Summer Term. These provide a comprehensive overview of your childs progress. Please feel free however, to make an appointment if there is anything you would like to discuss.

Finally, please keep in touch with us. If we have any worries at all, we will ask to speak to you and we ask that you do the same with us.

We are looking forward to working with you and your child in Year 3.

Children Learn What They Live

If children learn with criticism they learn to condemn.

If children learn with hostility they learn to fight.

If children learn with ridicule they learn to be shy.

If children learn with shame they learn to feel guilty.

If children learn with tolerance they learn to be patient.

If children learn with encouragement they learn confidence.

If children live with praise they learn to appreciate.

If children live with humour they learn to smile.

If children live with fairness they learn justice.

If children live with security they learn to have faith.

If children live with approval they learn to like themselves.

If children live with acceptance and friendship they learn to find love in the world.

Gorsey Bank

Primary School

CURRICULUM BOOKLET

Year Three

2013/2014

PAGE R:\Curriculum Booklets\Curriculum Bk Y3 13-14.doc6