In these workshops, students will learn how to;

Shape
1) Classify plane shapes and prisms by their spatial features.
2) Represent objects with drawings and models.

Transformation
3) Describe the transformations (reflection, rotation, translation, or enlargement) that have mapped one object onto another.

This will be achieved through using mathsbuddy three times a week, and three sessions in groups to recognise and identify features of 2 and 3-dimensional shapes. We will create nets to represent this new learning.

In these workshops, students will learn how to;

Shape
1) Sort objects by their spatial features, with justification.
2) Identify and describe the plane shapes found in objects.

Transformation
3) Predict and communicate the results of translations, reflections, and rotations on plane shapes.

This will be achieved through using mathsbuddy three times a week, and three sessions in groups to recognise and identify features of 2 and 3-dimensional shapes. We will create nets to represent this new learning.

We will focus on one text in depth three times a week.
The LA will read with the children and support the modelling of decoding and comprehension strategies.
Students also use independent reading skills, where they apply the strategies they have learned over the week.
Guided reading session will use the Sharp Reading strategy to support students to read aloud together and individually share comprehension and then one of four follow up strategies:
visualization, links to prior learning, links to text, predictions.

We will focus on one text in depth three times a week.
The LA will read with the children and support the modelling of decoding and comprehension strategies.
Students also use independent reading skills, where they apply the strategies they have learned over the week.
Guided reading sessions will use the Sharp Reading strategy to read aloud together and for students to individually share comprehension and then one of four follow up strategies:
visualization, links to prior learning, links to text, predictions.

We will focus on one text three times week in depth to support learning from structured lit workshops.
I will read to the children and model decoding and comprehension strategies.
We will read together out loud and discuss the text.
Finally, students will end the week with independent reading, where they apply the strategies they have learned over the week.

This term our inquiry and special interest learning will look like many things! As we start the term it will focus on Core Value exploration as we settle into our new group dynamic. We will also look to answer specific questions on a range of contexts, that come from the children as the term progresses. Our focus will be on small, manageable "mimi inquiries" where we identify a specific question and work to answer it, developing our understanding of the inquiry process and of tools we can use to help these explorations.

We will start our maths exploration this year by looking at aspects of geometry, with a focus on symmetry (reflective, translation and rotational) and 2 and 3 dimensional shapes. We will also engage in learning around fractions, building our understandings around fractions as a parts of a whole, be it a singular unit or a set.
For details on specific lessons taught, see here https://docs.google.com/document/d/1xM-4tGfa2j89MimhIop3VOIV6KZuqKAenqMO...

Little Learners Love Literacy® Sequence
Stages 1-4 (After 2 Terms)
Phonological
Awareness
Identify syllables in words.
Identify phonemes in words.
Blend and segment (break sounds up) in single-syllable CVC words e.g. cat / mat.
Identify and produce rhyme.
Reading
Learn the ‘simple alphabetic code’ (26 sounds of the alphabet - one letter, one sound) and letter names:
Consonants: m s f p t c b h n d g l v y r z j k w (plus qu – two letters, two sounds, x – one letter, two sounds)
Short vowels: a i o e u.

Little Learners Love Literacy® Sequence
Stages 1-4 (After 2 Terms)
Phonological
Awareness
Identify syllables in words.
Identify phonemes in words.
Blend and segment (break sounds up) in single-syllable CVC words e.g. cat / mat.
Identify and produce rhyme.
Reading
Learn the ‘simple alphabetic code’ (26 sounds of the alphabet - one letter, one sound) and letter names:
Consonants: m s f p t c b h n d g l v y r z j k w (plus qu – two letters, two sounds, x – one letter, two sounds)
Short vowels: a i o e u.