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Hauxton Primary School

Being The Best We Can Be

Kestrels

Welcome to Kestrel!

 

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! 

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no Useful things to know mail

 

  • P.E will be on Monday and Thursday afternoons.
  • Each child needs both an indoor and outdoor PE kit, to be kept in school all week:
    • Indoor: Plain white t-shirt, plain black shorts or bottoms.  
    • Outdoor: Plain white t-shirt, a long sleeved jumper, plain black long bottoms, trainers and spare socks for children in tights.
  • A water bottle is required every day. The children are welcome to leave their bottles in school during the week, to refill at the fountain.  The children are not permitted to drink squash or juice from these bottles.
  • Spelling tests will be on Fridays. It is vital that your child practices a little bit every day.
  • Please ensure homework is handed in on time. The deadline for My Maths and English work is Thursday morning. 
    Activities from the Homework Menu may be presented to the class on a Wednesday of your choice.

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! 

 

 

English

 

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!   

Maths 

 

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.

 

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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

Working hard in Maths!

Calculation methods in Years 3 and 4

Science

 

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.

 

Our crime investigations

History and Geography

 

Our first topic this year is "What did the Romans do for us?"

 

This will take us up to Christmas - there's a lot to study!

 

So far we have learned: about the founding of Rome, both the historically accurate and the mythological; what an Empire is and the extent of which the Roman Empire spread across the world; about mosaics; the social structure of ancient Rome both before the Republic (we've learned what  Republic and Monarchy are!), during the Republic and after Caesar's self-assigned Dictator for Life. The children have also learned a lot about Roman entertainment and were riveted by the various kinds of Gladiator  and weapons or adversaries they were expected to fight. 

 

We were extremely lucky that a time travelling Roman Soldier had visited our area! He came into class and answered the multitude of questions that the children had!  He also imparted many new nuggets of information.

 

Highlights include:  

 - A battle would last as long as the stamina of the two armies.

 - A soldier might kill up to 100 people per battle

 - Some spears were pointless (literally - the point was squared off.)

 - Romans would be given their bread, which was made en masse in a giant donkey-powered bread maker

 - Shields were glued together using cheese (The class's favourite fact)

 

 

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. 

Our artwork

P.E

 

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!

Fun in PE

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