The children are all settling well and becoming versed in the routines and expectations for Year 4.
We were glad that the coach turned up for swimming this week, and the children were excellent role models for the younger children as we headed off to the pool.
I am very happy (and would encourage) the children to read regularly and choose a new reading book whenever they need. The first fifteen minutes of each day provide a great opportunity for this without interrupting our learning in other lessons. I would also encourage the children to read other books alongside our school reading books to explore their interests as they develop their own reading preferences.
Don’t forget to check out the Google Classroom for this week’s home learning.
We started this week with an unusual discovery: a strange silver object on top of the PTA container on the field. Once we had brought it back into class, the children speculated on what it might be. Thankfully, the answer to the question, ‘Is it a bomb?’ turned out to be, ‘No.’ but it certainly got us thinking before we started to read ‘The Iron Man’ by Ted Hughes in English.
In maths, we have been learning about numbers to 10,000, counting in steps of different sizes and getting to grips with place-value and ordering numbers.
In other subjects, we have been learning about the geography of Europe in relationship to other continents and designing our own slingshot cars in DT. In RE, we are learning about families as an introduction to learning about the ancestors of Christ.
The children have made a great effort through their first full week of year four and I am looking forward to the weeks ahead.
It was great to welcome the children back to school and to year four this week. Whilst we are still encouraging plenty of hand-washing and ensuring lots of ventilation through the classroom, much of what we have missed during the pandemic has returned and school is getting back to normal. The children have really enjoyed going out to play without the barriers and bubbles! It’s also lovely to have the children working in groups rather than sitting in the rows of desks of the last eighteen months.
This week, we have learnt about strategies for learning and reflected on what our school mission statement and our golden rules mean to us. We’re looking forward to our full timetable in the week ahead and beginning swimming lessons on Thursday.
The children should each have brought home their school reading book today. I would encourage them to read this alongside their own choice of book from home/ the library/ the class library, etc. and invite them to use their reading record as diary of their reading. It would still be great if the children had the chance to read with someone at home and talk about the books they are enjoying too.
We will start our formal home learning via the Google Classroom next Friday.
Learning to read is one of the most important things that we can do.
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.
The teaching sequence for writing
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.
Children’s progress through the curriculum is summarised in the following documents.
Through shared reading, we are immersed in the world of the author. 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.
Our Strands Tracker tracks the development of our writer’s tool-kit across the key stages.
Click on each year group’s bookshelf to view our curriculum map.
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 5, 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.
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.
Our Grammar Glossary details the grammatical concepts taught in each year group. You will see that new learning for each year is identified and sits alongside learning from previous classes.
French is introduced in Year 3 and studied weekly with a French specialist teacher until the children leave at the end of Year 6.
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.