1. Mrs Fairnington Mrs Steven
Year 3 Autumn Forum 2016
Mrs Fairnington
Mrs Steven

2. Year 3
We work hard to ensure all children in the class can reach their full potential
We encourage the children to become independent and motivated learners
We have high expectations of all the children
We use a range of teaching strategies throughout the day
It is a big move from Year 2 to Year 3 due to the new curriculum.
In year three I aim to teach so every child reaches their full potential giving them the appropriate opportunities needed in order to do this. This includes differentiated activities, different teaching strategies, include more interactive hands on activities etc.
When children reach year three, I feel they do get a shock as I expect them to become independent do things for themselves – this trains them to become more confident in there skills both socially and academically.
Finally I have very high expectations. Your child may have already said that they have to do a lot of work or have had to finish work in their own time this is not because they didn’t have enough time but because I have high expectations and they soon get used to the fast pace of the class.
At the moment I would like to see the children reading every night, learn their spellings ready for a spelling dictation, put three of they spelling words onto three different sentences and I am also giving them handwriting homework until I see the children forming their letters correctly.
In year 2 I aim to teach so every child reaches their full potential giving them the appropriate opportunities needed in order to do this. This includes differentiated activities, different teaching strategies, include more interactive hands on activities etc.
When children reach year 2, I feel they do get a shock as the lessons I teach are more formal then in previous year, the pace of learning is quick and they don’t get as much structure play and of course there is SATs!

3. Reading/Spelling ERIC Spelling Guided Reading Read Write Inc Spelling
Individual test on High Frequency words
Year 3 spelling list

4. Spelling
use further prefixes and suffixes and understand how to add them
spell further homophones
spell words that are often misspelt
place the possessive apostrophe accurately in words with regular plurals [for example, girls’, boys’] and in words with irregular plurals [for example, children’s]

5. appear
arrive
believe
bicycle
build
busy/business
calendar
caught
centre
century
certain
circle
complete
consider
difficult
disappear
eight/eighth
enough
exercise
experience
experiment
extreme
favourite
February
grammar
group
guard
guide
heard
heart
height
history
imagine
increase
important
interest
island
knowledge
learn
length
library
material
medicine
mention
minute
natural
naughty
notice
occasion(ally)
often

6. Pie Corbett We complete a long piece of writing every week.
We are currently working on a new method of teaching writing devised by Pie Corbett. His ethos is ‘Talk for Writing’.
The children complete a ‘Cold Task’ and then we teach the skills children will need in order to up level their work. They then complete a ‘Hot Task’.
We look at VCOP: Vocabulary, Conjunctions, Openers and Punctuation.
We mark it using ‘Pink for Think’ and ‘Green is for Great’.
This term I am focusing on:
Recounts and fictional stories.

7. Numeracy USING AND APPLYING MATHEMATICS
Solve one-step and two-step problems involving numbers, money or measures, including time, choosing and carrying out appropriate calculations
Describe and explain methods, choices and solutions to puzzles and problems, orally and in writing, using pictures and diagram
COUNTING AND UNDERSTANDING NUMBER
Read, write and order whole numbers to at least 1000 and position them on a number line; count on from and back to zero in single-digit steps or multiples of 10
Partition three-digit numbers into multiples of 100, 10 and 1 in different ways
Round two-digit or three-digit numbers to the nearest 10 or 100 and give estimates for their sums and differences
Read and write proper fractions (e.g. 37, 910), interpreting the denominator as the parts of a whole and the numerator as the number of parts; identify and estimate fractions of shapes; use diagrams to compare fractions and establish equivalents

8. KNOWING AND USING NUMBER FACTS
Derive and recall all addition and subtraction facts for each number to 20, sums and differences of multiples of 10 and number pairs that total 100
Derive and recall multiplication facts for the 2, 3, 4, 5, 6 and 10 times-tables and the corresponding division facts; recognise multiples of 2, 5 or 10 up to 1000
Use knowledge of number operations and corresponding inverses, including doubling and halving, to estimate and check calculations
CALCULATING
Add or subtract mentally combinations of one-digit and two-digit numbers
Develop and use written methods to record, support or explain addition and subtraction of two-digit and three-digit numbers
Use practical and informal written methods to multiply and divide two-digit numbers (e.g. 13 × 3, 50 ÷ 4); round remainders up or down, depending on the context
Find unit fractions of numbers and quantities (e.g. 12, 13, 14 and 16 of 12 litres)

9. UNDERSTANDING SHAPE
Relate 2-D shapes and 3-D solids to drawings of them; describe, visualise, classify, draw and make the shapes
Read and record the vocabulary of position, direction and movement, using the four compass directions to describe movement about a grid
MEASURING
Know the relationships between kilometres and metres, metres and centimetres, kilograms and grams, litres and millilitres; choose and use appropriate units to estimate, measure and record measurements
Read the time on a 12-hour digital clock and to the nearest 5 minutes on an analogue clock; calculate time intervals and find start or end times for a given time interval
HANDLING DATA
Answer a question by collecting, organising and interpreting data; use tally charts, frequency tables, pictograms and bar charts to represent results and illustrate observations; use ICT to create a simple bar chart

10. Big Maths

11. P.E. This half term with Mrs Pick on a Monday. Next half term
Ball Skills with Newcastle United Foundation.
Next half term
Gymnastics
Swimming on a Thursday.

12. Topic Victorians History Detectives
Study of Tweedmouth over the last 100 years.
Time lines
Photographs
Census data
Map work (old and present day)
Study of a Tweedmouth family

13. Science
Plants
Identify and describe the functions of different parts of flowering plants: roots, stem/trunk, leaves and flowers. Explore the requirements of plants for life and growth (air, light, water, nutrients from soil, and room to grow) and how they vary from plant to plant
Investigate the way in which water is transported within plants
Explore the part that flowers play in the life cycle of flowering plants, including pollination, seed formation and seed dispersal.

14. Art Pupils should be taught:
to create sketch books to record their observations and use them to review and revisit ideas
to improve their mastery of art and design techniques, including drawing, painting and sculpture with a range of materials [for example, pencil, charcoal, paint, clay]
about great artists, architects and designers in history.

15. Homework Daily reading of their guided reading book School 360
Learning Logs
Mathletics
Spellings
Times Tables
Big Maths sheet

16. Learning Logs Handed in on a Thursday
The children are expected to produce a piece of work each week and it must be to the same high standard as we expect in school. Mrs Rutherford will mark it with ‘green for good’ and ‘pink for think’. If the children receive a ‘pink’ they need to make the correction for the following week.
The children can write about any topic that interests them or a fictional story.
They can also complete maths work, spellings or art.
If children are struggling to find something to write about then we are happy to provide a list of ideas to help them.