Radipole Primary

School An introduction to your child's year

The Team Year 3 and 4 Phase Leader

Karen Ireland

3P Teachers

Tamasine Price

Natalie Hilton

3I Teacher

Karen Ireland

Teaching Assistant

Kathy Westhead

Teaching Assistant

Charlie Squibb Other important adults in our year.

Mrs Tilsed

Mrs Beale

Mrs Wade

Mrs Richardson

Topics 1 2 3 4 5 6 7 8 9 10 11 12 13 14

Autumn Stone age to

iron age

Australia Science -

Magnets

Volcanoes and earthquakes The world of

Nick Parks

Christmas

traditions

Spring Anglo Saxons and

Scotts – Britain’s

Settlements

Animals,

nutrition and

skeletons -

Science

China Light - Science Jurassic Coast

Summer Rocks -

Science

The Lost

Thing-

designer

Shaun Tan

Arts

Week

Plants -

Science

Andy Warhol

Tour de France.

Year 3 production – Thursday 30th March

Timetable Monday Tuesday Wednesday Thursday Friday

Session 1

9.00-

10.00 English English English English English

Session 2

10.00-

10.20

Assembly

Whole School /

Intervention Groups

Ukelele/Guided

Reading

SPaG

Assembly

Singing /

Intervention Groups

Assembly

Key Stage 2 /

Intervention Groups

Break

10.20 –

10.35 Break Break Break

Guided Reading

10.20 – 10.50 Break

Session 3

10.35 –

11.30 Maths Maths Maths

Late Break 10.50 –

11.05 Maths

Session 4

11.30 –

12.05 Guided Reading

Ukelele/Guided

Reading Guided Reading

Maths

11.05 – 12.05 Guided Reading

Lunch 12.05 – 1.00

Session 5

1.00- 1.20

Silent Reading /

Targets / Edit and

Improve

Change for PE

Silent Reading /

Targets / Edit and

Improve

Change for PE

Silent Reading /

Targets / Edit and

Improve

1.20 –

2.10 Topic/French

PPA

News/Reflection/PE ICT/Topic

PPA

Topic / PE Topic/Jigsaw/RE

2.10 –

3.00 Topic/French

PPA

News/Reflection/PE

ICT/Topic

Topic / PE Topic/Jigsaw/RE

3.00 –

3.15 Story Change for PE Story Change for PE Story

Trips and Visits

Routines Indoor PE: Tuesday

Outdoor PE –Thursday Afternoons

(until October) from then on

Wednesday Afternoons

Mathletics will be set fortnightly

Pupils must bring their reading record book and reading

book with them every day

Please ensure your child has a drink of water

with them each day.

Please ensure that all of your child’s property

is clearly labelled.

Interventions

Interventions are small focused groups that are designed to

support children to reach their full potential. These include;

spellings, times tables, phonics, handwriting, reading and

maths.

Some interventions are delivered during morning assembly

time and others in the afternoon

Padlett

A Padlett will be sent home at the start of each topic.

It will contain information about our current

topic and have links to useful resources for your children

to explore.

https://padlet.com/karenjireland/stone

Home Learning

Daily reading

Times tables

Spellings

Mathletics

Topic task: one task per topic (excluding science topics).

Spellings Year 3/4 statutory spellings

We select ‘Words of the Week’, and these will be learnt

within English lessons every day.

Spelling rules

These will also be learnt on a Friday and practised at

home.

Reading

We expect you to listen to your child read at least 5 times

a week, this should be recorded in your child's little blue

reading diary.

An essential part of listening to your child read is questioni

ng them on their understanding about the text.

You can do this by asking them questions about character

intentions, plot and their own thoughts on the story.

Reading

By the end of year 6 student ‘A’ will have read the equivalent of 60 whole school days.

Student ‘B’ will have read only 12 school days.

Which child would you expect to have a better vocabulary?

Which child would you expect to be more successful in school…..and in life?

Reading

.

Applying phonic knowledge/

decoding (otherwise known as

‘reading aloud’).

Reading

.

Applying phonic knowledge/

decoding (otherwise known as

‘reading aloud’)

-Checking text makes sense to them.

-Asking questions to improve understanding.

-Discussing a wide range of fiction/non-fiction.

-Drawing inferences such as a character’s feelings (and

backing this up with evidence from the text).

-Predicting what might happen from details stated and

implied.

-Identifying main ideas drawn from more than one

paragraph and then summarising them.

-Discussing words and phrases that capture the reader’s

interest and imagination.

-Identify how language, structure and presentation

contribute to meaning.

Reading

Times Tables Times tables are part of the National Curriculum – children are

expected to know all of the times tables (up to 12x table) by the end of

Year 4. In year 3 children are expected to know 2, 5, 10,

Quick recall is essential in order for children to solve problems, both

mentally and when using written methods.

We will continue to practise and revise these, focusing on being able

to do it in any order and knowing the division facts for those tables.

Children will be tested weekly.

Targets

Targets are given to children for both writing and maths.

These are specific to your child

Maths Objectives 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).

Solve number problems and practical problems involving working with and estimating numbers up to 1000 in a variety of

units.

Add and subtract numbers mentally, including three-digit number and ones.

Add and subtract numbers mentally, including three-digit number and tens.

Add and subtract numbers mentally, including three-digit number and hundreds.

Recall and use multiplication and division facts for the 3, 4 and 8 multiplication tables.

Write and calculate mathematical statements for multiplication and division using the multiplication tables that they know,

including for two-digit numbers times one-digit numbers, using mental and progressing to formal written methods.

Count up and down in tenths.

Recognise that tenths arise from dividing an object into 10 equal parts and in dividing one-digit numbers or quantities by 10.

Recognise, find and write fractions of a discrete set of objects: unit fractions and non-unit fractions with small denominators.

Recognise and show, using diagrams, equivalent fractions with small denominators.

Measure, compare, add and subtract: lengths (m,cm,mm); mass (kg,g); volume,capacity (l,ml).

Tell and write the time from an analogue clock, including using Roman numerals from I to XII, and 12-hour and 24-hour

clocks.

Identify right angles, recognise that two right angles make a half-turn, three make three quarters of a turn and four a

complete turn.

Identify whether angles are greater than or less than a right angle.

Interpret and present data using bar charts, pictograms and tables.

Reading Objectives Beginning to read further exception words, noting the unusual correspondences

between spelling and sound, and where these occur in the word.

Develop positive attitudes to reading and understanding of what they read by

listening to and discussing a range of fiction, poetry, plays, non-fiction and

reference books or textbooks.

Develop positive attitudes to reading and understanding of what they read by

beginning to use dictionaries to check the meaning of words that they have read.

Develop positive attitudes to reading and understanding of what they read by

identifying themes and conventions in a range of books.

Understand what they read, in books they can read independently, by drawing

simple inferences such as inferring characters' feelings, thoughts and motives from

their actions, and justifying inferences with evidence.

Understand what they read, in books they can read independently, by beginning to

predict what might happen from details stated and implied [based on content,

simple themes or text types].

Retrieve and record simple information from non-fiction.

Writing Objectives

Draft and write by organising simple paragraphs around a theme.

Draft and write by creating simple settings, characters and a basic plot in narratives.

Draft and write by beginning to use simple organisational devices in non-narrative material [for

example, headings and sub-headings].

Proof-read for some spelling and punctuation errors.

Develop their understanding of the concepts set out in English Appendix 2 by using the present

perfect form of verbs in contrast to the past tense.

Develop their understanding of the concepts set out in English Appendix 2 by using

conjunctions, adverbs and prepositions to express time and cause.

Use grammatical terminology for Year 3 understanding the use of the forms a or an according

to whether the next word begins with a consonant or a vowel [for example, a rock, an open

box].

Use grammatical terminology for Year 3 beginning to use inverted commas to punctuate direct

speech.

IEPs

Some children have individual educational plans with

more detailed targets designed to give your child great

er support. These will be discussed with you at a later

date on a one-to-one basis.