 Miss Howard – Class Teacher  Mrs Gruszka – Monday’s Teacher  Mrs Sheldon – Teaching Assistant

 Great start in transition! – Friendship Focus!  Great supportive network  Fab personalities!

Monday – Mrs Gruszka - The BIG Ten! - R.E - Science - Independent Literacy Hour Tuesday AM PE Tue – Fri – Miss Howard Literacy/ Math/ Guided Reading/ individual reading Learning through theme/topic, Geography, History, ICT, Science, Music, Art, D&T Personal, Social & Emotional Development Friday PM Study Time

 PE day is Tuesday Morning.  Class of the week reward – Extra P.E time – so would be ideal to keep PE kit in school throughout week.  PE Kit – White top, black shorts and trainers (long trousers for outdoor PE)

 AIMS - to provide a creative, inclusive, challenging and real-world curriculum that inspires future thinkers, innovators and problem solvers in an immersive environment that stimulates and supports high quality learning.  1 ST KEY ASPECT - Environmental Stimulus– This is a key teaching approach that promotes engagement for all learners. The classrooms have a variety of flexible learning spaces, which allow children to feel empowered to make daily decisions about how they would like to learn, therefore engaging them further.  All across the school  Y3 – Lucky to have already started this last year!  USEFUL, FLEXIBLE, SAFE AND COMFORTABLE SPACES/ AREAS TO LEARN IN!

 2 ND KEY ASPECT - Project based learning– is a teaching method in which students gain knowledge and skills by working over a term to investigate and respond to a complex question, problem, or challenge.  The projects are planned with the children’s interests in mind.  Therefore flexibility is a key point in where the topic and project will go depending on where the children will take their learning.  Children are guided to make choices that will influence the outcome of their exciting project. All work carried out has a real meaning with a significant endpoint in front of a valid audience. (Having a real audience enhances the quality in their work)

 3 RD KEY ASPECT - Critique–The children are empowered to complete multiple drafts of work to ensure that they are proud of their work and that it is of the highest quality possible.  Children are asked to follow three main rules when completing critique sessions; be kind, be helpful and be specific. The children are enthusiastic about making their work the best that it can be.  TGI Assembly – TRIED, GOOFED, IMPROVED!

 Our immersive learning this term - ‘Famous Firsts’  All school has a History (past) focus.  Our key question – What is the best British invention?  Classroom environment – Old inventors laboratory into a new modern inventors workshop.  Exploring inventors throughout the times, as well as uncovering the history behind these times.  This will also help us alongside our project of creating our own inventions.  End Point/ meaningful audience – inventors’ fair – displaying their own inventions

Big Spell Activities  Children will have a specific coded spelling set that they will practice each morning.  Each week day there will be a different activity to undertake with these spellings.  Every Monday, spellings will be checked by an adult in a spelling test but will only be changed if children are using them consistently in their writing.  Independent Literacy Hour – It is up to the child to independently prove to us why they should move on.  Promoting Independence in a morning Morning Tasks

Levels have changed this year. Children’s progress will now be recorded in steps. Year 3 should be at step 24 by the end of Y3.

 Reading every day at home - KS2 do not use reading diaries but any information you or your child would like to tell us regarding their reading can be put in their school diary. -Every child will have an individual reading session once a week – this is an opportunity to change book if needed but please state in diary if this is needed sooner.  Practice spellings  Big Spellings  Look at the tricky parts in the word.  Put into sentences to understand the word in context.