This enables them to compare and contrast lives that are different from their make own. History, we focus on exploring Great Britain between the 5th and 11th Century, learning about the lives of the Anglo-saxons and the vikings. The enthusiasm for learning about this period of history comes from the interesting debates, projects and investigations that we will have throughout the year. Pshee, the pupils well-being is vital to enabling them to reach their full potential. Therefore, in year 3 it is important that we continue to teach the pupils the skills and strategies to manage their relationships with others. The pupils will be guided and supported as they move throughout the school. Irish Dancing, along with many other sports, several of the year 3 pupils have taken part in the Irish Dancing Club offered after school and have shown great enthusiasm and spirit for this style of dancing. Irish Dancing encourages both enjoyment and discipline, as well as team work to produce a fantastic group dance.
It is vital that the children are writing for a purpose, therefore performing and displaying their writing is a key part of their learning. By the end of the year we expect the pupils to be confident in a range of writing styles. For that reason, we also want the pupils to understand that writing is a process, which means there is an expectation of independent planning and drafting. Additionally, we encourage the children to gain confidence in using a variety of punctuation securely, as well as accurate spelling and grammar through weekly Phonics and spag lessons. Maths, throughout year 3 we aim to encourage curiosity and confidence in number, shape and measurement. We focus highly on the children becoming secure in adding and subtracting numbers particularly up to one thousand, inspiring them to try a variety of both mental and written strategies. Also, we want the children to succeed in knowing all of their times tables by the end of the year and we do so by using a variety of games, songs, rewarding certificates and using other resources. Geography, in year 3 we hope to extend the pupils knowledge of the world around them by learning about Europe, north America and comparing these places to their local paperless area.
Whilst the woman chats to the shopkeeper, the little girl looks round. She can hear a mysterious voice echoing from an antique jewellery box, begging her to open the lid. The girl tries to resist the voice but in the end she opens the lid, with explosive results. The clip should be of particular relevance to teachers who are focusing on story setting, plot or the mystery story genre. Read more (source: ). Throughout year 3, we aim to continue to develop creativity, securing knowledge from KS1 and particularly independence; preparing the children for further responsibilities as they move through the school. Predominantly, year 3 is seen as a transitional year group between KS1 and KS2, allowing the children the time to familiarise themselves with the new routine and expectations. English, in year 3, we aim to promote a love of language by enabling the children to access a variety of books and texts. We hope to focus on highlighting key fiction and non-fiction writing genres including; recipes, adventure stories, newspaper articles, poetry and letters to name a few.
Primary English Resources: reading and
Time is allocated for children to draft, revise and edit their writing work as and when required. All children in KS1 and KS2 have specific writing targets and these are displayed at the top of every piece of writing. Children refer to these targets and self assess their work at the end of every writing session against the targets they have been set. Example Writing Targets - 'target Pencil' teachers will 'tickle pink' writing targets that have been achieved within a piece of writing. Children will self assess their own writing and underline examples resume of where they have achieved their targets using a blue pencil crayon. For further information please refer to the school's marking policy or contact Miss McMinn at the school office.
Poetry parade The children in eyfs and KS1 enjoyed a performance poetry workshop entitled: poetry parade. The Actors created a dynamic display of immersive physical theatre, celebrating all kinds of poetry, and showing our young audiences just how much fun poetry can. Early Writing The children in eyfs have been working really hard to develop their writing skills. A stimulus for writing a mystery story in KS1/2 English, these lesson Starters can be played on an interactive whiteboard. A woman enters a sinister-looking antique shop with a little girl.
Year 1, reading 10-15 minutes, 5 x week with an adult, including discussion about the text year 2 reading 10-15 minutes, 5 x week with an adult, including discussion about the comprehension and inference of the text (see suggested questioning) year 3 reading 15-20 minutes. The focus of these sessions is to improve reading fluency and comprehension skills. We use Project X guided reading scheme in conjunction with read, Write, inc. KS1 and KS2 All children have at least two guided reading sessions per week. One session will focus on reading fluency and the other session will focus on improving children's comprehension skills.
We use Project X guided reading scheme to improve reading fluency and a range of engaging, high-quality texts that focus on developing children's comprehension skills. These sessions ensure coverage of the content domains for reading and give the opportunity to further address the speaking, listening, language and grammar content of the programmes of study. Writing The national curriculum for English aims to ensure that all pupils: write clearly, accurately and coherently, adapting their language and style in and for a range of contexts, purposes and audiences A high quality text is always at the heart of our planning. This emphasis on a text allows us to engage children and provide the setting for them to articulate their ideas and structure them in their writing. We provide opportunities for children to study and produce a wide variety of short and long pieces in response to the text. These writing opportunities include shared writing, modelled writing, supported composition, guided writing and independent writing. . The long-term plan for English ensures a wide variety of genres are covered throughout the school. We ensure that the knowledge and understanding of vocabulary, punctuation and grammar is addressed and children have the opportunity to practise these skills through writing. .
2018 teacher assessment exemplification: ks 1, english writing
We use the Oxford reading Tree scheme to support reading at home. This scheme covers a wide range of genres and supports early readers with a series of phonetically decodable books. This scheme is supplemented with short chapter books (Reading Ladders) for developing readers and a wide range of library books for fluent readers. Children are given a reading diary so that there is an opportunity for a conversation to take place between school and home regarding reading. If you have any concerns or questions regarding home reading, please speak to your childs class teacher or alternative contact Miss McMinn. Reading Expectations at Home, year Group. Reading Expectations at Home, nursery, sharing stories and rhymes together, promoting a love for stories. Reception, reading 5-10 minutes, 5 x week with an adult, essay including discussion about the text.
It is the cornerstone of our teaching, each half term carefully chosen texts or authors are identified for all classes and consequently all reading and writing experiences stem from these books. All of our children are exposed to a wide range of high quality fiction and non-fiction texts that excite and challenge them. Opportunities for shared reading, exploration and response to the text, development of comprehension skills and identification of language/genre features are carefully planned for. We also use the book to capture ideas for writing opportunities and explore grammar in context. We firmly believe that the right choice of text encourages children to become enthusiastic readers who enjoy reading for pleasure. Home reading, we feel that a childs 'reading journey' can be enhanced through regular reading at home. Reading to and with a child every evening for at least ten minutes can make a dramatic difference to a child's achievement within school. A report from the Oxford University Press highlighted the importance jane of parents reading with their children. 'Children who read outside of class are 13 times more likely to read above the expected level for their age'.
dependent on having prior knowledge of families of words. Phonemes Pronunciation guide dvd. This video from Ruth Miskin shows you how to pronounce sounds in a pure way. Find out more about read Write Inc: children from Nursery to year 2 take part in small group sessions daily. These sessions are vertically streamed so that the needs of all children are addressed. When the children are secure with all of the sounds a spelling scheme is introduced (Spelling Mastery). The scheme focuses on spelling rules and patterns and meets the requirements of the ks1 curriculum for spelling. Reading, the national curriculum for English aims to ensure that all pupils: read easily, fluently and with good understanding develop the habit of reading widely and often for both pleasure and information acquire a wide vocabulary, an understanding of linguistic conventions Primary national Curriculum 2014. We believe that it is essential for children to be given the opportunity to develop a love of reading, so we firmly place it at the core of our English curriculum at Rimrose hope ce primary School.
Using advantages rwi, the children learn to read effortlessly so that they can put all their energy into comprehending what they read. It also allows them to spell effortlessly so that they can put all their energy into composing what they write. When using rwi to read the children will: learn 44 sounds and the corresponding letter/letter groups using simple picture prompts learn to read words using Fred Talk read lively stories featuring words they have learned to sound out show that they comprehend the stories. When using rwi to write the children will: learn to write the letters/letter groups which represent 44 sounds. learn to write words by saying the sounds in Fred Talk write simple sentences compose stories based on picture strips compose a range of stories based on writing frames. How Phonics works, phonics focuses on sounds rather than, for example, having children try to recognise whole words. In analytic phonics, words are broken down into their beginning and end parts, such as 'str-' and 'eet with an emphasis on 'seeing' the words and analogy with other words. In synthetic phonics, children start by sequencing the individual sounds in words for example, 's-t-r-ee-t with an emphasis on blending them together. Once they have learned all these, they progress to reading books.
Visit, ks 1
English Curriculum, the English curriculum Rimrose hope ce primary School aims to ensure that all of our children leave school fluent in the fundamentals of reading, writing, speaking and listening. Phonics, at Rimrose hope we essay use the read Write Inc (RWI) programme to get children off to a flying start with their literacy. Rwi is a method of learning centred round letter sounds and phonics, and we use it to aid children in their reading and writing. Reading opens the door to learning. A child who reads a lot will become a good reader. A good reader will be able to read more challenging material. A child who reads challenging material is a child who will learn. The more a child learns, the more he or she will want to find out.