WELCOME TO YEAR 3 MEET THE TEAM…

TEACHER – MR WINTER

TEACHING ASSISTANTS – MRS HANLON MRS RUSSELL

PPA COVER – MRS PETTY (PE)

MRS WINTER (FRENCH MFL)

MR. WATTS (MUSIC)

CLASS GOVERNOR – MS DANIELLA MARKHAM

TIMETABLEMONDAY – COLLECT IN HOMEWORK, PE

TUESDAY= PPA COVER, FRENCH AND PE

THURSDAY = MUSIC, HOMEWORK SET

FRIDAY = SPELLING TEST

HOME READING BOOKS – CHANGED ONCE A WEEK

READING CHALLENGE BOOKS – CHANGED AS AND WHEN NEEDED.

(WHEN THE DIARY HAS BEEN SIGNED BY AN ADULT TO SAY IT HAS BEEN READ.)

LEARN YOUR X TABLES

• MATHLETICS !!!!!!

• LOGIN WILL BE SENT OUT SOON!

HOME SCHOOL AGREEMENTS IN ORDER TO MAKE OUR SCHOOL A SAFE AND HAPPY PLACE WHERE THERE

IS A SHARED COMMITMENT TO THE EDUCATION OF ALL CHILDREN WE HAVE

A HOME SCHOOL AGREEMENT.

TO ENSURE EVERY CHILD RECEIVES ONE, WE WILL BE SENDING THE

AGREEMENTS OUT IN BOOK BAGS.

CURRICULUMOUR CURRICULUM IS UNDERPINNED BY OUR VISION FOR ‘THE MOOR HALL CHILD’.

BRIEF CURRICULUM OVERVIEW YEAR 3Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2

Dimensi

ons unit

Operation Pied

Piper World War

II Place and Time

Order! Order!

Ancient Greece

Place and Time

Pupil Voice –

WW 1

commemoration

Come and Join the

Celebration

Festivals and Key

Events Expressive

Arts

Out of the Box

Business Enterprise

Healthy Food

Project Health and

Wellbeing /

Science and

Technology

Let’s Walk the

Timeline: “Ug!”

Stone Age to Celts

Place and Time

The Bee’s Knees

All About Bees /

Plants Science and

Technology

May the Force be

With You Forces

and Magnets

Science and

Technology

Three Giant

Steps… Locality,

UK and Beyond

Place and Time

events WW2 Experience

at Cannock Chase

Museum

Performance of

Pinocchio at the

Old Rep Theatre

Dragon’s Den

Activity

Possible vist to

Sainsburys?

History Stone Age

Day

Visitor from RSPB Trip to Mere

Green

English I’ll take You to

Mrs Cole

The Iron Man-

Story from a

familiar setting.

Poetry Week –

When Daddy

Fellinto the Pond

T4W Should

Football be

banned in the

playground?

Debate and

persuasive writing.

Stories from other

cultures – Rama

and Sita, Tiger

Child etc.

Rhyming Poetry –

Rama and Sita

Pinocchio –

Characters and

settings

Coming Home.

Characters,

thought feelings,

descriptions and

story mapping.

******* – book

week

Fantastic Mr Fox –

Adventure story

Speech and

character study/

debates

Prefix

T4W‘Stig of the

Dump’ -Narrative

Performance

poetry

Homophones

Non-Fiction letter

writing

T4WExplanation

writing how do

bees make honey

Info

Information

Writing,

leaflets/pamphlet

s about local area

BRIEF CURRICULUM OVERVIEW YEAR 3Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2

Maths Number and

Place Value

Addition and

Subtraction

Multiplication and

Division.

Begin word

problems.

Basic fractions.

3D shapes.

Kilograms and

grams.

Multiplication 3,4

and 8 focus

Fractions

Measurement

Time?

Addition and

subtraction –

formal methods.

Fractions

Data handling

Ordering

numbers.

Word problems

involving money

Multiples of 2, 4,

8. 50 and 100

Division

Addition and

subtraction –

formal methods.

Fractions

Lines – parallel,

perpendicular,

vertical and

horizontal.

Ordering numbers

Addition and

subtraction

Time

Fractions

PE Multi Skills, cross

country,

Dudgeball

Invasion Games

Hockey/Football

Invation Games

Basketball/Netbal

l

Gymnastics

Swimming

Field Strike

Games

Net and Wall

games

OAA

Athletics

French Moi/ Ma famille/

Quel age as-tu?

On fait la fete/

Pastimes

Portraits (body

parts)

Hair and eye

descriptions

Describing a

monster.

Les Quatre Amis

(The Four Friends)

Ca Pousse (Jack

and the Beanstalk)

PSHE and

SEAL

New Beginnings Getting on and

falling out.

Say NO to

bullying!

Going for goals British Values Moving on

BRIEF CURRICULUM OVERVIEW YEAR 3

RE Sharing and Being

Generous

Caring for others

and looking after

animals and the

environment

What is good

about taking

part?

Know that being a

Christian involves

doing things

together, including

worship.

How do Christians

worship together

at Christmas?

Lent

Christianity

Focus on the

Christian faith, key

beliefs, festivals.

What do we know

about Jesus?

What is the Bible?

Creating Unity

and Harmony

Explore the idea

of similarity and

difference.

Friendship

What sort of

friend are you?

Importance of

being loyal and

steadfast.

Link to Easter

story – what kind

of friend was

Jesus? Judas?

Does it matter if

people are

unfair?

Begin to expose

the children to the

reality of

prejudice.

Truth and honesty

Can you let

yourself down?

Introduce the idea

that God and

Allah are

omniscient (all

knowing) and how

this helps

Christians and

Muslims to admit

what they have

done wrong.

What is it like

when you are

really quiet?

Exploring the

idea, reason and

purpose for being

quiet and

reflective through

the story of Elijah.

The value of

silence and time

for reflection.

AGE RELATED EXPECTATIONS (ARE)• THESE REFER TO THE EXPECTATIONS THAT EACH CHILD IN YEAR 3 SHOULD ACHIEVE.

• THEY HAVE BEEN DECIDED BY THE GOVERNMENT AND ARE BASED ON THE NEW NATIONAL

CURRICULUM, INTRODUCED IN 2014.YEAR 3 WRITING

Transcription

3.T1 I can spell further homophones

3.T2 I can spell words that are often misspelt

3.T3 I can place the possessive apostrophe accurately

3.T4 I can use some prefixes and understand how to add them

3.T5 I can use some suffixes and understand how to add them

3.T6 I can use the first two or three letters of a word to check its spelling in a dictionary

3.T7 I can write simple sentences dictated by the teacher

Handwriting

3.H1 I can use the diagonal and horizontal strokes that are needed to join letters

3.H2 I can increase the quality of my handwriting

Composition

3.C1 I can discuss writing, similar to that which I am planning to write, in order to understand and learn from its

structure, vocabulary and grammar

3.C2 I can discuss and record my ideas

3.C3 I can compose and rehearse sentences orally (including dialogue)

3.C4 I can organise paragraphs around a theme

3.C5 I can create settings, characters and plot in a narrative

3.C6: I can use simple organisational devices: e.g. as headings and subheadings in non-narrative.

3.C7 I can assess the effectiveness of my own and others’ writing and suggest improvements

3.C8 I can propose changes to grammar and vocabulary to improve consistency, including the accurate use of pronouns

in sentences

3.C9 I can proof-read for spelling and punctuation errors

3.C10 I can read aloud my own writing clearly

Vocabulary, grammar and punctuation

3.V1 I can use prefixes (super-, anti-)

3.V2 I can make word families based on common words (solve, solution, dissolve, insoluble)

3.V3 I can use a wider range of conjunctions, including when, if, because

3.V4 I can use the present perfect form of verbs

3.V5 I can choose nouns or pronouns appropriately to avoid repetition

3.V6 I can use some conjunctions, adverbs and prepositions to express time and cause

3.V7 I can use fronted adverbials

3.V8 I can use the correct form of ‘a’ or ‘an’

3.V9 I can use commas after fronted adverbials

3.V10 I can indicate possession by using the possessive apostrophe with singular and plural nouns

3.V11 I can use and punctuate direct speech

YEAR 3 READING

Word Reading - decoding

3.W1 Apply their growing knowledge of root words, prefixes and suffixes (etymology and morphology) as listed in

English Appendix 1, both to read aloud and to understand the meaning of new words they meet

3.W2 Read further exception words, noting the unusual correspondences between spelling and sound, and where

these occur in the word

Comprehension

3.C1 Develop positive attitudes to reading and understanding of what they read by: listening to and discussing a wide

range of fiction, poetry, plays, nonfiction and reference books or textbooks

3.C2 Develop positive attitudes to reading and understanding of what they read by: reading books that are structured

in different ways and reading for a range of purposes

3.C3 Develop positive attitudes to reading and understanding of what they read by: increasing their familiarity with a

wide range of books, including fairy stories, myths and legends, and

retelling some of these orally

3.C4 Develop positive attitudes to reading and understanding of what they read by: identifying and discussing themes

and conventions in a wide range of writing

3.C5 Develop positive attitudes to reading and understanding of what they read by: preparing poems and play scripts

to read aloud and to perform, showing understanding through intonation, tone, volume and action

3.C6 Develop positive attitudes to reading and understanding of what they read by: recognising some different forms

of poetry, (e.g. free verse, narrative poetry )

3.C7 Develop positive attitudes to reading and understanding of what they read by: using dictionaries to check the

meaning of words that they have read

3.C8 Understand what they read, in books they can read independently, by: checking that the text makes sense to

them, discussing their understanding and explaining the meaning of words in context

3.C9 Understand what they read, in books they can read independently, by: asking questions to improve their

understanding of a text

3.C10 Understand what they read, in books they can read independently, by: identifying main ideas drawn from more

than one paragraph and summarising these

3.C11 Understand what they read, in books they can read independently, by: drawing

inferences such as inferring characters' feelings, thoughts and motives from their actions, and justifying inferences

with evidence

3.C12 Understand what they read, in books they can read independently, by: predicting what might happen from

details stated and implied

3.C13 Develop positive attitudes to reading and understanding of what they read by: discussing words and phrases

that capture the reader’s interest and imagination

3.C14 Understand what they read, in books they can read independently, by: identifying

how language, structure, and presentation contribute to meaning

3.C15 Retrieve and record information from non-fiction

3.C16 Participate in discussion about both books that are read to them and those they can read turns and listening to

what others say

LITERACY

GUIDED READING EVERY MORNING 9:00 AM - 9:30AM.

LITERACY LESSON EVERY DAY (1 HOUR).

FOCUS CAN BE:

•WRITING (INCLUDING SPELLING, PUNCTUATION AND GRAMMAR )

•SPEAKING AND LISTENING INCLUDING DRAMA

•READING INCLUDING READING COMPREHENSION

•PHONICS

•HANDWRITING

HOME READERS - PLEASE SEND READING DIARIES AND READING BOOKS IN EVERY DAY. YOUR COMMENTS ARE VITAL, PLEASE SIGN THEM WHEN YOU HEAR YOUR CHILD READ.

THE EXPECTATION IS THAT YOU WILL HEAR YOUR CHILD READ AT LEAST 3 TIMES A WEEK.

MARKING – LITERACY KS2

WRITTEN WORK FOR LITERACY + CURRICULUM AREAS

FANTASTIC PHRASES / SENTENCES HIGHLIGHTED IN GREEN.

ERRORS (GRAMMAR / POOR VOCABULARY CHOICES) HIGHLIGHTED IN YELLOW.

= ESPECIALLY GOOD USE OF VOCABULARY OR PUNCTUATION. CHILDREN NEED TO IDENTIFY THE REASON WHY AT THE END OF A PIECE OF WORK.

T = A TARGET TO WORK ON

SP = SPELLING ERROR IDENTIFIED

WWWT = WHAT’S WRONG WITH THIS? - FIND THE ERROR ( E.G. CAPITAL LETTER MISSING OR IN THE WRONG PLACE / PUNCTUATION MISSING OR INCORRECT)

VF = VERBAL FEEDBACK RECEIVED FROM AN ADULT (CHILDREN TO INITIAL ALONGSIDE)

NUMERACY

NUMERACY LESSON EVERY DAY (1 HOUR).

CHILDREN WILL BE TAUGHT AT THE APPROPRIATE LEVEL FOR THEIR AGE GROUP.

•COUNTING, PARTITIONING AND CALCULATING.

•SECURING NUMBER FACTS AND UNDERSTANDING SHAPE.

•HANDLING DATA AND MEASURES.

•CALCULATING, MEASURING AND UNDERSTANDING SHAPE.

•SECURING NUMBER FACTS, RELATIONSHIPS AND CALCULATING.

MARKING NUMERACY KS2

= CORRECT ANSWER

. = INCORRECT ANSWER

FANTASTIC WORK HIGHLIGHTED IN GREEN IF APPROPRIATE.

ERRORS HIGHLIGHTED IN YELLOW.

WWWT = FIND THE ERROR

VF = VERBAL FEEDBACK RECEIVED FROM AN ADULT (CHILDREN TO INITIAL ALONGSIDE)

INCORRECT ANSWERS TO BE TARGETED AT THE END OF A PIECE OF WORK TO ADDRESS MISCONCEPTIONS

DATES FOR THE DIARYTRIP TO CANNOCK CHASE

THURSDAY 27TH SEPTEMBER 2018

TRIP TO PINOCCHIO

THURSDAY 27TH NOVEMBER 2018

CHRISTMAS PERFORMANCES

KS2 = AFTERNOON MONDAY 18TH DECEMBER

MORNING TUESDAY 19TH DECEMBER

TIMEZONE VISITOR FOR STONE AGE TOPIC

WEDNESDAY 13TH FEBRUARY

SWIMMING LESSONS

WEEK BEGINNING 26TH MARCH - TUESDAY – FRIDAY INCLUSIVE FROM 12.30PM-1.15PM

WEEK BEGINNING 2ND APRIL- TUESDAY – FRIDAY INCLUSIVE FROM 1.15PM – 3.00PM

THERE MAY BE MORE…WATCH THIS SPACE!!

SAFEGUARDINGMOOR HALL PRIMARY SCHOOL IS COMMITTED TO SAFEGUARDING AND PROMOTING THE WELFARE OF CHILDREN AND YOUNG PEOPLE AND EXPECTS ALL STAFF AND VOLUNTEERS TO SHARE THIS COMMITMENT.

IF YOUR CHILD IS GOING HOME WITH ANOTHER ADULT, WE CAN ONLY ALLOW THIS IF SCHOOL HAVE HAD PRIOR NOTIFICATION, THIS CAN EITHER BE WRITTEN OR AN ORAL MESSAGE TO A MEMBER OF STAFF.

WE ARE ONLY ALLOWED TO ADMINISTER PRESCRIBED MEDICATION. ANY MEDICATION SHOULD BE HANDED INTO THE SCHOOL OFFICE AND THE NECESSARY DOCUMENTATION COMPLETED. IF YOU CHILD USES AN INHALER OR EPIPEN, PLEASE CAN YOU CHECK THE EXPIRY DATES.

RISK ASSESSMENTS WILL BE COMPLETED PRIOR TO VISITS ETC.

MOOR HALL SCHOOL GOLDEN RULES

DO BE GENTLE

DO LISTEN

DO LOOK AFTER PROPERTY

DO BE KIND AND HELPFUL

DO BE POLITE

DO WORK HARD

DO BE HONEST

INDIVIDUAL REWARD – GOLDEN PLATE

EVERY CHILD HAS A ‘PLATE’ TEMPLATE WHICH IS DIVIDED INTO 7

SECTIONS – EACH SECTION RELATES TO A GOLDEN RULE.

Thank you for

being honest

Thank you for

being gentle

Thank you for

working hard

Thank you for

being polite

Thank you for

being kind and

helpful

Thank you for

looking after

property

Thank you for

listening

INDIVIDUAL REWARD –GOLDEN PLATE

CHILDREN WILL BE AWARDED A STICKER FOR SPECIFIC SECTION

WHEN THEY HAVE DEMONSTRATED THAT RULE EXCEPTIONALLY WELL.

CHILDREN WHO COMPLETE THEIR PLATE WILL RECEIVE AN AWARD AT

THE END OF EACH TERM.

PLATE 1 – CERTIFICATE AND MOOR HALL PENCIL.

PLATE 2 – CERTIFICATE AND MOOR HALL PEN

PLATE 3 – CERTIFICATE AND MOOR HALL RULER

IF A CHILD IS AWARDED ALL 3 PLATES WITHIN AN ACADEMIC YEAR THEY

WILL BE REWARDED WITH A MOOR HALL ENAMEL BADGE.

GOLDEN RULES REWARDSTHERE WILL BE A GOLDEN RULES ASSEMBLY EACH HALF TERM.

CLASS TEACHERS NOMINATE 7 CHILDREN, ONE FOR EACH GOLDEN RULE, WHO HAS DEMONSTRATED CONSISTENT, POSITIVE BEHAVIOUR.

THESE CHILDREN WILL RECEIVE A SPECIAL CERTIFICATE.

UNIFORM• PLEASE ENSURE THAT ALL ITEMS (CLOTHING / BAGS / BOOKS ETC) ARE

NAMED.

• LONG HAIR SHOULD BE TIED BACK, ESPECIALLY FOR PE DAYS.

• ANY HAIR ACCESSORIES SHOULD BE IN SCHOOL COLOURS (RED /

WHITE / BLACK)

• JEWELLERY – SMALL STUD EARRINGS, RELIGIOUS JEWELLERY ONLY.

• NO COLOURED NAIL VARNISH IS ALLOWED.

• ONE KEY RING ATTACHED TO BOOK BAGS HELPS YOUR CHILD TO

IDENTIFY THEIR BELONGINGS.

SNACKS (KEY STAGE 2 ONLY)WATER BOTTLES MUST CONTAIN WATER ONLY PLEASE

NO NUTS OR PEANUT BUTTER PRODUCTS PLEASE.

MORNING:

-TOAST/JUICE AVAILABLE IN SCHOOL

-CEREAL BAR/FRUIT FLAKES

-YOGURT COVERED RAISINS

AFTERNOON:

-PIECE OF FRUIT

-CEREAL BAR/FRUIT FLAKES

- RAISINS / RICE CAKES

(NO CRISPS, BISCUITS, CAKES, SWEETS ETC.)

PACKED LUNCHES - SUGGESTIONS

NO NUT OR PEANUT BUTTER PRODUCTS PLEASE.A GOOD PORTION OF STARCHY FOOD, E.G. WHOLEGRAIN BAP, THICK SLICED WHOLEMEAL BREAD, CHAPATTI, PITTA POCKET, PASTA OR RICE SALAD.

PLENTY OF FRUIT AND VEGETABLES, E.G. AN APPLE, SATSUMA, HANDFUL OF CHERRY TOMATOES OR CARROT STICKS, MINI-CAN OF FRUIT CHUNKS IN NATURAL JUICE OR SMALL BOX OF RAISINS.

A PORTION OF SEMI SKIMMED MILK OR DAIRY FOOD, E.G. INDIVIDUAL CHEESE PORTION OR POT OF YOGHURT.

A PORTION OF LEAN MEAT, FISH OR ALTERNATIVE, E.G. HAM, CHICKEN, BEEF, TUNA, EGG, OR HUMMUS.

A DRINK, E.G. A FRUIT JUICE, SEMI SKIMMED MILK OR WATER.

NO SWEETS / CHOCOLATE BARS OR BISCUITS PLEASE.