Happy Half-term!

The children have worked really hard this half-term and are definitely ready for a break.

Mr King and I are not setting any formal homework for the holiday. As always, I would encourage you to read lots, keep your multiplication facts fresh and help your parents.

Have a lovely break and we will see you soon!

Celebrating St Joseph

We enjoyed a themed curriculum day today linked to Pope Francis’s declaration of 2021 as the Year of St Joseph.

We worked together to make mosaics exploring five key facts linked to St Joseph.

  • St Joseph listened to God
  • St Joseph looked after Jesus and Mary.
  • St Joseph trusted God.
  • St Joseph shared his faith with Jesus.
  • Today St Joseph is the patron of God’s worldwide family – the Church.

You can see our mosaics in the gallery below.

Year 4 Class Assembly

This Friday, we will be sharing our class assembly.

We can’t welcome you into school at this time for our assembly, but we would love you to join us online to watch our assembly via YouTube Premiere at 9:00 am on Friday, 30th April 2021.

Our assembly will be removed from YouTube shortly after the premiere.

Welcome to the Summer Term!

It is lovely to welcome the children back to school after the Easter break, even if my sun picture is perhaps more wishful thinking after the frosty mornings of this week.

In the coming week, we will be working hard to prepare our class assembly which we will share with you and the rest of the school on Friday, 30th April.

We have begun the new Relationships and Health curriculum. You can find out more about this area of our learning in the separate blog posted earlier this week.

We have also begun the first of the new RE topics for this term, New Life, exploring the theme of Pentecost and serving. You can find out more about this topic and the associated home learning challenge from the link at the side of this page.

Reading books

The children are encouraged to change their reading books whenever they need and they have the opportunity to do this every day.

Thank you to everyone who has tracked down school reading books that may have been taken home over the course of the lockdowns of the past year. Our school stock is still quite depleted in some of the book bands, so we would be very grateful if you happen upon any of our books and return them to school.

Home learning

Our home learning is published on the Google classroom and should be completed online.

Handwriting pens

The children are making real progress with their handwriting and presentation.

When children first make the transition from pencil to pen, I am pleased to give each of them their first pen to use at school. However, I cannot provide pens after this. Some of the pens are beginning to run out and I would be grateful if you could now provide a pen for your child as part of their school pencil case.

We ask that children use fibre tip pens for school and not biros. The pens that I provide are blue Swash Komfigrip handwriting pens. They are currently available from Amazon for £4.72 for a box of 12. You are, off course, free to source similar pens from your own favourite retailer!

Relationships and Health Education in Year 4

This term, we have begun our learning in Relationships and Health Education.

Our learning follows the ‘Life to the Full’ programme, based on ‘A Model Catholic RSE Curriculum’ issued by the Catholic Education Service.

Across this first week, our learning builds upon our religious understanding and focuses on the belief that we are all created and loved by God. This is LKS2 Module 1, Unit 1, Session 1.

Moving forward, we will have weekly Relationships and Health Education (RHE) lessons and will focus on ‘Me, my body, my health.’ This is LKS2, Module 1, Unit 2. This learning will take us to the half-term break.

You can find out more about our learning in RHE on the ‘Life to the Full’ Parents’ Portal. You can access this resource using the following details.

Username: st-adrian-al1
Password: adrian-1
Parent Portal: https://www.tentenresources.co.uk/parent-portal/

Year 4 News Round-up

We all wore red in support of Comic Relief.

We were a sea of red today as we enjoyed a mufti-day for Red Nose Day in support of Comic Relief. Thank you to all who contributed and helped us to raise over £300.

This week, we have learnt about Julius Caesar and the spread of the Roman empire. We have extended this learning into our design and technology work and learnt to measure, cut and join wood to make our own Roman catapult. The children would be grateful if they could bring in the lid of a plastic milk bottle or juice bottle to carry the load on our catapults.

Our home learning is back on the Google Classroom this week and is due in on Wednesday.

Have a great weekend. Stay safe.

Mr Hayes

English

We are currently revising the content of this page.

Intent

English is at the heart of everything we do.

It opens up endless worlds and helps us share and achieve our dreams. English knits everything we do together and gives us our voice. In our learning across the curriculum, we gain the confidence and skills to use our voice effectively: to share our ideas, to stand up for what is right and to achieve our goals and ambitions.

Reading

Learning to read is one of the most important things that we can do.

Reading unlocks new avenues of knowledge, fires our imaginations, enriches our vocabulary and helps us to understand and value the diversity of the world we live in.

There are two skills we need in learning to read: word reading and comprehension.

Skilled word reading involves swiftly recognising the printed words that we know, whilst rapidly working out how to say those words that are less familiar. To do this, we need to understand that the letters on the page are linked to sounds in spoken words. This is why phonics is so important in our early teaching of reading

Good comprehension brings together our knowledge of language and our knowledge of the world. Our teachers use their skills to help us develop comprehension skills through our shared reading and discussion of stories, poems and non-fiction.

We think it is important to read widely across fiction and non-fiction. Bug Club is our core reading scheme in foundation and key stage one, and Collins’ Big Cat supports us to explore and extend our reading preferences in key stage two.

Our reading scheme helps us to grow as fluent readers. Everyone has a reading book selected from the reading scheme. Our teachers choose the colour band of the book carefully to match the instructional level of reading. This is the level where we have the ‘right’ amount of challenge for developing and practising new reading strategies.

In tandem with our school reading scheme, we choose our own books to read and share. This gives us the chance to explore different story-worlds, topics and authors and to find out what kind of books we really love.

We know that reading for enjoyment is important. We know that there is a strong link between reading for pleasure, how well we do at school and our emotional well-being. The adults in our school regularly share stories, poems and non-fiction with us and this helps to spark different interests and fuel our love of reading.

By the time we leave St Adrian’s, teachers make sure that we can read fluently and with confidence in any subject.

Curriculum map

Our teaching in English is rooted in our shared enjoyment of high quality texts.

We are taught new skills at the start of each year that reflect the expectations of the national curriculum. The cyclical approach of the teaching sequence for writing enables us to practise, secure and master these skills across the year and to build upon the foundational learning of previous year groups.

Through shared reading, we are immersed in the world of the author. We share in their ideas and learn how language is used to transport us with them.

We learn to use such language skills for ourselves. Through our talk and through shared writing, we learn to imitate the authors we read and to innovate with the ideas we encounter. As we grow in confidence, we use our ever-expanding writer’s tool-kit to invent, create, edit and author our own texts.

The books we share in English are chosen to reflect a wide range of genres and to provide a balance between story, poetry and non-fiction. Our teachers choose books that enrich our learning across the breadth of the curriculum.

In the current school year (2020-21), we are teaching a prioritised curriculum supported by the Herts for Learning ‘Back on Track’ programme. Our selection of books has been adapted to reflect this.

Our shared texts by year group

Year 1 (draft)

Year 2 (draft)

Year 3 (draft)

Year 4

Year 5 (draft)

Year 6

Spelling

It is important to be able to spell quickly and accurately.

We learn to spell by knowing the link between letters and sounds and by understanding how words and spellings are structured.

In foundation and key stage one, we have a daily phonics session rooted in Letters and Sounds. Following phase 6, we use ‘No Nonsense Spelling’ which has been written to meet the spelling requirements of the national curriculum for year two through to year six.

Handwriting

Neat and fluent handwriting is an important part of sharing our ideas.

We learn to form our letters using a script developed by Debbie Hepplewhite. This is an all-joined style with two main joins: a diagonal join, which starts on the line, and a washing-line (or smile) join.

You can find more about our handwriting style here.

Tracking attainment and progress in English

The school is focused on formative assessment first and foremost and uses HfL assessment criteria to judge how well individuals and groups of individuals are securing learning and to identify gaps and barriers. AM7 is used for tracking attainment and progress using the HfL steps and phases approach. This allows the swift identification of groups of pupils in danger of not meeting age-related expectations or for whom progress has slowed.

Useful documents

The national curriculum in England: English programmes of study

Further details of the English curriculum for each year group can be found in the following downloads:

The Year 1 learner            Year 1 Grammar Glossary

The Year 2 learner           Year 2 Grammar Glossary

The Year 3 learner           Year 3 Grammar Glossary

The Year 4 learner           Year 4 Grammar Glossary

The Year 5 learner            Year 5 Grammar Glossary

The Year 6 learner            Year 6 Grammar Glossary

Modern Foreign Languages

Intent

French is introduced in Year 3 and studied weekly with a French specialist teacher until the children leave at the end of Year 6.

The aim is to foster enjoyment of foreign language learning from an early age and to promote awareness of the culture of France. Learning a foreign language is a liberation from insularity and provides an opening to other cultures. We aim to foster pupils’ curiosity and deepen their understanding of the world. The teaching should enable pupils to express their ideas and thoughts in another language and to understand and respond to its speakers, both in speech and in writing. It should also provide opportunities for them to communicate for practical purposes, learn new ways of thinking and hear stories, poems and rhymes in the original language. Language teaching should provide the foundation for learning for further languages and, in the long term, equip pupils to study and work in other countries.

At St Adrian’s we endeavor to make lessons stimulating and enjoyable and build confidence through lots of praise. We aim to foster an interest in language learning by introducing children to the French language in an inclusive way that is accessible to all pupils.

We aim to develop children’s confidence in speaking in the target language by encouraging them to join in songs, rhymes stories and games, which enable them to practise the language in an enjoyable and non-threatening way.

We strive to help our pupils develop their awareness of cultural similarities and differences. We seek to lay the foundations for future language study by our pupils whilst supporting linguistic understanding of their first language.

Curriculum Map and skills progression

Aims

The National Curriculum for Languages aims to ensure that all pupils:

– Understand and respond to spoken and written language from a variety of authentic sources

– Speak with increasing confidence, fluency and spontaneity, finding ways of communicating what they want to say, including through discussion and asking questions, and continually improving the accuracy of their pronunciation and intonation.

– Write at varying length for different purposes and audiences, using the variety of grammatical structures that they have learnt

– Discover and develop an appreciation of a range of authentic writing in the language studied including rhymes, stories, poems and songs.

Impact

Speaking and listening

In developing oracy in the target language, children will learn to:

· Understand longer and more challenging texts on a range of topic areas.

· Engage in longer conversations, expressing opinions and giving reasons for them, as well as asking for clarification when necessary.

· Compose their own sentences in conversation, using knowledge of basic sentence structure.

· Use pronunciation and intonation effectively to accurately express meaning and engage an audience.

Reading and writing

Through reading and writing in the target language, children will learn to:

· Read aloud and understand a short text containing unfamiliar words, using accurate pronunciation through applying understanding of phonemes and spelling.

· Recite a song or poem using the written text for support.

· Read a range of texts independently, using different strategies to make meaning.

· Use vocabulary learnt from reading in different writing contexts and use dictionaries to find a wide range of words.

· Write a range of phrases and sentences from memory and adapt them to write their own sentences on a similar topic.

· Select appropriate adjectives to describe a range of things, people and places; appropriate verbs to describe actions and begin to use adverbs to enhance description.

Language structure

In developing an understanding of the structure of the target language, children will learn to:

· Conjugate a range of high frequency verbs.

· Make changes to an adjective in accordance with the gender or number of the noun.

· Understand how to use some adverbs in sentences.

· Adapt sentences to form negatives and form questions.

· Have an awareness of similarities and differences in grammar between different languages.

Intercultural understanding and social development

Children will learn to identify similarities and differences in everyday life, social conventions, traditional stories and celebrations with their own, whilst understanding and respecting cultural diversity.

The five fundamental British values of democracy, the rule of law, individual liberty, mutual respect for and tolerance of those with different faiths and beliefs and for those without faith are interwoven into the teaching of Primary Languages, in particular how it relates to the intercultural understanding elements of French and Francophone culture and its similarities and differences to life in Britain.

Recommended resources  for practising French at home

http://www.bbc.co.uk/schools/primarylanguages/french

For mobiles and tablets: Mindsnacks French – fun interactive French games on a downloadable app.

Welcome back, Year 4!

It has been lovely to see all of the children back in school this week and to share their learning with them. I have been pleased to give out more pens and to recognise and support the care the children are taking with their work. It has also been a real joy just to see the children playing together once more.

As Mr Bedford has said, there will be no home learning this week. Spoil your mums on Sunday and show them how much you love them this Mother’s Day.

Have a happy and safe weekend!

Mr Hayes

Christmas Lunch

It was lovely to enjoy Christmas lunch together today. Whilst there are many things that have been different this year, it is good to be able to sit down with our friends and eat together.

The children enjoyed Christmas crackers and looked forward to an afternoon of fun!