Welcome to Bucharest Class!

Here is what we are going to be learning about during the Autumn Term

Our Full Curriculum can be found under: school information / curriculum overview.

cinnamonbrow-warrington.secure-dbprimary.com/ourcurriculum/curriculum/#LongTerm

English

Our first book this term will be 'Seal Surfer' by Michael Foreman. 

The mastery focus for this unit will be to:

• Group related ideas into paragraphs
• Build a varied and rich vocabulary
• Use prepositions to express time, place and cause
• Use inverted commas to punctuate direct speech Year 4
• Expand noun phrases by the addition of modifying adjectives, nouns and prepositional phrases
• Use fronted adverbials
• Use commas after fronted adverbials
• Organise paragraphs around a theme (using fronted adverbials to introduce or connect paragraphs)

We will follow this with a text called 'Leon and the Place Between' by Angela MacAllister.

The mastery focus for this unit will be to:

• Use conjunctions to express time, place and cause
• Build a rich and varied vocabulary
• In narratives, create characters, settings and plot
• Use punctuation correctly apostrophes for the possessive (singular)

We will also be working on the following:

• Spelling lessons four times a week
• Weekly spellings, grammar, comprehension and whole class reading tasks using the reciprocal reading approach
• Reading Plus in class and at home

Mathematics

In Year 3 and 4 we are teaching for mastery in our maths lessons. Through carefully planned teaching and the support of a 'Power Maths' scheme we enable all children to access the maths curriculum at their level and open up opportunities for all children to work within a mastery approach.

Mastering maths means pupils acquiring a deep, long-term, secure and adaptable understanding of the subject. The phrase ‘teaching for mastery’ describes the elements of classroom practice and school organisation that combine to give pupils the best chances of mastering maths. Achieving mastery means acquiring a solid enough understanding of the maths that’s been taught to enable pupils to move on to more advanced material.

As a teaching team across phase and with teaching assistants, we work closely to plan, assess and evaluate each lesson to ensure the needs of every child are met. Additional time can be given in the afternoons or mornings if a child has struggled with a concept or we feel they need some pre learning to aid them in their understanding.

Science

Sound

• identify how sounds are made, associating some of them with something vibrating -recognise that vibrations from sounds travel through a medium to the ear
• find patterns between the pitch of a sound and features of the object that produced it
• find patterns between the volume of a sound and the strength of the vibrations that produced it
• recognise that sounds get fainter as the distance from the sound source increases

Rocks

• compare and group together different kinds of rocks on the basis of their appearance and simple physical properties
• describe in simple terms how fossils are formed when things that have lived are trapped within rock (M too)
• recognise that soils are made from rocks and organic matter