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Aldbury C of E Primary and Nursery School

Class 3

Hello. My name is Mrs Kinsey and I teach Class 3 (Years 3 and 4) supported by Mrs Kyte, our Learning Support Assistant. 

This is my tenth year of teaching at Aldbury Primary School. I aim to foster independence in children as they move out of KS1, enabling them to be more resilient as they meet the new demands of KS2. 

I am passionate about teaching Maths and helping children to enjoy and understand this important and often challenging subject. I also love teaching music and in Class 3 we sing regularly and with enthusiasm! 

 I hope that this page will keep parents and carers up to date with all the exciting things that are happening in Class 3. I am keen for the children to continue to discover all of the wonderful things that make Class 3 so enjoyable. 

Outside of school, I enjoy taking part in musical theatre productions, singing in a choir, playing the flute, reading and visiting historic homes and palaces. 

If you have any questions or concerns, do feel free to see me after school or leave me a message on Class Dojo.

 

Meet the Teacher September 2024 Presentation

Spring 2025 Subjects/Topics

English

One of the first books we will be exploring in Class 3 is Winter's Child, we will engage in various learning activities focusing on language and comprehension. We will begin by making predictions about the story's themes and events, linking these to our own experiences, using conjunctions to form predictions, and discussing the consequences of wishes. We will learn about possessive apostrophes by working with sentence strips and also write descriptive poems using possessive noun phrases, and exploring plural possessives We will use prepositional phrases to describe the positions of objects and write a postcard recounting an adventure. We will develop an understanding of dialogue and character feelings by writing speech using reporting clauses and inverted commas. We will identify, use, and classify noun phrases of different types and consider their effect on the reader, then write letters using our knowledge of noun phrases. We will identify topic-specific vocabulary related to both winter and spring, and use these words in thought bubbles. Finally, we will identify the main events and themes of the story, preparing to write our own simple sequel.

 

Later in the term we will look at the book Escape from Pompeii, we will engage in a variety of learning activities focused on language, comprehension, and historical context. We will start by making inferences about the past using artefacts and asking questions. We will learn to identify and group verbs, including present progressive forms, and discuss the difference between historical fiction and factual events. We will write setting descriptions using prepositional phrases, present progressive verbs and sensory details, enhancing their ability to create vivid imagery. We will explore how to switch clauses in sentences and how this affects meaning. We will explore powerful verbs and use conditional sentences to give advice, incorporating modal verbs, and learning how to change verbs to past and present progressive tenses. Furthermore, we will learn to write vivid descriptions using powerful verbs, noun phrases, and prepositional phrases and will look at an animation of what happened in the story, comparing the animation to the descriptions they have written. We will identify the features of a newspaper article, create catchy headlines and learn to include direct quotes in their writing. We will summarise main events and record them in chronological order on a timeline, which will improve our ability to retell the story orally. Finally, we will edit our writing for clarity, use adverbials of time to aid cohesion and use fronted adverbials, using commas correctly. 

Computing

We start the new year with a topic called 'We are software developers'. Pupils learn to develop an educational computer game using selection and repetition, understand and use variables, start to debug programs, and recognise the importance of user interface design, including consideration of input and output. They design and develop an interactive game, put Scratch blocks in the correct order, use the if/then/else block correctly, and use the keyboard for input and the screen for output. Most pupils will also learn to use a repeat block correctly, keep track of random numbers and the score, integrate sound, and correct errors in their game. They will also improve the game's interface by changing the sprite, adding a backdrop, and adding sound effects. The unit involves analysing existing educational games, creating simple programs, adding repetition and messages, and building in progression, testing and refining their games.

 

After half term the unit is called 'We are makers'. Pupils learn about the input-process-output model of computation and the inputs and outputs available on a BBC micro:bit. They learn to program using the MakeCode block-based environment, test and debug programs using an on-screen simulator and the micro:bit, and transfer programs written on screen to the micro:bit. Pupils will analyse and modify existing micro:bit projects before writing and testing their own, and will also learn to identify inputs and outputs, predict what a program does, and implement algorithms. They will also design a program for the micro:bit, working out how a program has been written and how to modify it to create a different game.

Maths

We start the year looking at Multiplication and Division. In this unit, Year 3 and Year 4 students focus on multiplication and division, progressing through a series of structured steps. They begin by understanding factor pairs and move on to multiplying and dividing by 10 and 100.

Students then develop reasoning skills about multiplication, learn to multiply three numbers, and explore efficient multiplication methods. They also tackle scaling and correspondence problems. ​ The unit includes multiplying up to a 3-digit number by a 1-digit number, both with and without exchange, and related calculations involving multiplication and division. Students practice dividing by a 1-digit number using flexible partitioning, and progress to dividing up to a 3-digit number by a 1-digit number, with and without exchange, and with remainders. Throughout, they use various representations like arrays, place value charts, and part-whole models to solidify their understanding and ensure they can apply these skills in different contexts.

 

We move on to explore Length and Perimeter. In this unit, children progress through a series of steps to understand and measure lengths and perimeters. They start by measuring in centimetres and millimetres, then move on to kilometres and metres, and learn to convert between these units. They practice adding and subtracting lengths and explore the concept of perimeter, beginning with simple shapes and advancing to rectilinear shapes and polygons. Children learn to calculate perimeters using various strategies, including identifying equal sides and using multiplication for efficiency. They also work on finding unknown side lengths and comparing regular and irregular polygons. Throughout, they are encouraged to use practical activities and reasoning to solidify their understanding.

After length and perimeter we are looking at fractions. In this unit, students explore various aspects of fractions, starting with understanding denominators and comparing unit fractions. They learn to identify and compare fractions by examining the part-whole relationship and using diagrams and bar models. The unit progresses to understanding numerators, recognizing the whole, and placing fractions on a number line. Students then compare and order non-unit fractions, find equivalent fractions, and count beyond 1. They also learn to partition mixed numbers, compare and order them, and understand improper fractions. The unit concludes with converting between mixed numbers and improper fractions and exploring equivalent fraction families. Throughout, students use visual aids and practical examples to solidify their understanding of fractions.

Our final unit is Mass and Capacity. In this unit, students learn to measure, compare, add, and subtract mass and capacity using grams, kilograms, millilitres, and litres. They start by measuring mass in grams, progressing to kilograms and grams, and understanding equivalent masses. They then compare masses and perform addition and subtraction of mass. The unit also covers measuring capacity and volume in millilitres and litres, understanding equivalent capacities, and comparing and ordering capacities and volumes. Students use visual estimation and inequality symbols to compare measurements and solve problems involving addition and subtraction of capacities and volumes. The unit emphasizes interpreting scales, understanding the relationship between units, and using practical activities to reinforce concepts.

 

Music

We will start the term looking at the ‘March’ from The Nutcracker by Tchaikovsky. It follows the rondo form structure, embracing its repeating nature of musical themes. Veering away from the nutcracker story, this unit explores the character and flow of each musical section and focuses on showing how the music might look or move if it were visible. Drawing on different pieces of art, as well as varying styles of movement, children will discover how the abstract nature of music can be analysed and experienced. 

Most children will be able to: 

  • Develop active listening skills by responding to musical themes through movement.
  • Understand the structure of rondo form (A-B-A-C-A).
  • Develop a sense of beat and rhythmic pattern through movement.
  • Experience call-and-response patterns through moving with a partner.

 

After half term we will be learning the songs for our MEGA assembly!

Physical Education (PE)

Mrs Kinsey will taking the class swimming on a Wednesday. On a Friday Game On sports coaches will be teaching hockey to Year 4 whilst Year 3 are at forest school with Mrs Murphy. 

After half term we will be having Tag Rugby lessons from Saracens foundation alongside basketball with Mrs Kinsey.

Personal, Social and Health Education (PSHE)

We start the half term exploring our dreams and goals. We will explore the power of hopes and dreams and how to stay motivated through challenges. By reflecting on our aspirations, we’ll learn how it feels to have goals and what to do when things don’t go as planned. We’ll develop resilience, learning to cope with disappointment and help others do the same. Together, we’ll set new goals, understanding the value of determination and a positive attitude. Through teamwork, we’ll take steps to achieve group goals, creating projects like Potato People. Finally, we’ll celebrate our successes, recognizing our strengths and cherishing the joy of shared achievements in our “internal treasure chest.”

 

After half term our topic is Healthy Me. This learning journey focuses on developing healthy friendships and inner strength. We will explore how friendships form, identify our roles in different groups, and understand the feelings tied to our social dynamics. We will learn about the health impacts of smoking and alcohol, gaining the knowledge and assertiveness to resist peer pressure. By creating "Healthy Friendships", we will practice recognising and managing anxiety and fear in challenging situations. Finally, the celebration of inner strength and assertiveness will help us to form a strong sense of our values, enabling us to confidently stand up for what we believe is right.

Religious Education

This term we will be looking at two units in RE. We start the year looking at the Hindu religion and hoping to answer the question ' Why do Hindus want to collect good karma? '. We then move on, after half term, to look at the Christian faith and hope to answer the question 'What kind of world did Jesus want?'

Science

This term we are learning about Living things and their habitats and then after half term: solids, liquids and gases.

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