Your class teacher is Miss Parks and your TA is Mrs Denton.
Thank you so much to all the children and parents who have worked so hard to help make this first half term a productive one! The children have learned a lot and have made so much progress in their subjects already! Bring on the second half!
Useful things to know
What have we got up to?
We have returned from a very successful residential trip to Grafham Water! This year the children had the opportunity to climb great heights, kayak, paddle board, go mountain biking and try their hands at map-reading. Everybody had a fantastic time and many were sad to leave. I believe the food was also a great highlight!
We began Autumn term by looking at the work of Michael Foreman, a fantastic children's author. The children analysed his books and trie to recreate his writing style by writing stories of their own. The main book we were working from is called, "I'll take you to Mrs Cole!" Our next unit was "Stories from Other Cultures". We were looking chiefly at Indian folktales and comparing them to our own. In this unit the children worked on using adverbs and prepositional phrases more effectively and created stories that contained all the features of a traditional tale.
The children wrote some fantastic scenes from Rama and Sita, focusing on using a variety of well-chosen adjectives and verbs. They then used what they practised in their own tales, which they planned in detail and then edited themselves after writing. I am so proud of all the progress they have made - their latest stories, compared to their first stories this term, demonstrate all the skills we have gained and the vocabulary that they have been expanding!
Here is a reminder of the expectations, when learning multiplication tables:
By the end of year 2, they should know their 2x, 5x and 10x table.
By the end of year 3, they should know their 3x, 4x, 6x and 11x table
By the end of year 4, they should know their 7x, 8x, 9x, and 12x table.
Please, please help your child to learn their times tables. Knowing these by heart and being able to recall them quickly is invaluable to their learning. It helps them to progress more quickly with problem solving and multiplying and dividing larger numbers.
In 2019, a national times tables test will be introduced to year 4, to ensure that these expectations are being met.
Knowing their times tables means being able to answer an out-of-order multiplication question without thinking very long, such as: 5 x 5 = 25. 9 x 10 = 90. If your child is only able to count up in jumps of 2 or 10, make sure that they begin to apply each jump to a finger, and that they are aware that they are counting multiples.
It also means that they are able to solve the inverse, such as: 90 divided by 10 is 9. There are five 5s in twenty-five.
~ ~ ~ ~ ~ ~ ~
For the first four weeks of this term, the children will be focusing entirely on Place Value.
That is reading, writing and ordering numbers, building numbers with physical objects, drawing representations and understanding the value of each digit, then adding 10, 100, 1000 or multiples of 10, 100, 1000, usually without crossing into the next column, unless it's a question like 989 + 100 and reading and writing Roman Numerals to 100 and 1000.
Year 4 are starting with 4-digit numbers, progressing towards 5-digit numbers. Year 3 are starting with 3-digit numbers, progressing towards 4-digit numbers.
To help your child, why not ask them questions such as:
- What value is the digit 5 in the number, 652? Your child should be able to answer that it is 50 or 5 tens.
- How many hundreds are in the number 1563? Your child should answer, 5
- Partition this number: 8951. Your child should answer with 8000 + 900 + 50 + 1
They should also be able to add and subtract multiples of 10 from any given number.
- What is ten more than 783? Your child should know that the tens digit is the only one changing: 793
- What is thirty more than 137? Your child should know that the tens digit is the only one change: 167
There has been a jewelry theft in a theatre in Moorgate, during the dress rehearsal of "In the Lime Light". DC Harris (Known as "DC Dave" in class) is a friend of Miss Parks and has heard that Kestrel class is doing a unit on light in science. The children are going to use their findings to help DC Dave bring the culprit to justice!
Update 1: The children have recreated the crime scene using cardboard boxes, images of furniture, torches and their observations have shown that the strange beams of light were coming from the person holding the torch. The reason that the identify of the person holding the torch is unknown is that, as the children have observed, the light was in front of that person, not shining backwards! The class have determined that light travels only in straight lines and as such, the witnesses in the case had very narrow fields of vision during the blackout.
Update 2: The children have used a blacked-out "cave" and a torch to test the reflective properties of colours and objects - discovered that the glass vase, filled with white lillies, would have reflected the light of the torch quite well on stage. They also found that one of the suspect's dresses would be easily spotted too - along with a white striped cushion! They also conducted their own experiments either by testing coloured letters in their Stage-Boxes or by recreating the suspects' clothing and testing each one in their Stage-Boxes.
Update 3: The officers involved on the case sent the children strange writing found on torn up paper in a waste paper bin. The children very cleverly worked out that it was Mirror Writing! "All done. They are in a C U" They have discovered that light reflects off mirrors at angles; learned how to write in mirror writing (it's harder than it looks!) and that a reflection changes depending on how polished the surface is, how transparent, and how curved. There was much amazement over the effects of concave and convex curvature in spoons! Try it at home!
Update 4: One witness kept going on about the "strange, swirly shadow" on the stage, once the protection screen was dropped and the stage manager had brought a lantern. The children, through their investigations and discovered many things, among which include: The lamp was translucent and either had a patterned material for the base or it was hollow and something was inside (perhaps the ear rings?); shadows change in size and quality the further from the light source an object is - depending on where the things and people casting a shadow were, how accurately the witness could say which shadow belonged to which person is in question; opaque objects cast the best shadows; glasses lenses reflect light in a peculiar way at certain angles to the light, which would indicate where certain suspects were at the time.
Art and Design Technology
This term. the children will have a look at capturing facial expressions on the page, in clay and we hope to create our own Roman statues!
So far we have designed and created our own mosaics. The children recreated their designs either by cutting up and sticking squares of sugar paper in place or by using finger painting to create a dotty design.
The class have decided that some designs worked better for each style of art than others.
On Thursdays the children will be working with Premier Sport. They will be doing dance with me, with the weekly day to be confirmed.
Please ensure your child's PE kits are in school every day. Sometimes time tables change or need to be moved around and your children need to be prepared for any eventuality!