Children will be learning about the sixth branch, ‘Dialogue and Encounter’. These lenses set out the requirements on relation to the teaching of other religions and worldviews. The firsts lens is ‘Dialogue’. In year 3, it exemplifies the Church’s teaching on the relationship between Catholicism and other Christian traditions, between Catholicism and Judaism, between Catholicism and other religions. Dialogue reflects the Church’s belief in the importance of entering into dialogue with the world in which it lives; the Church calls Catholics to dialogue with those encountered. The second lens is ‘Encounter’. Through ‘Encounter’, pupils are expected to engage in a discrete study of other faiths, religions, and worldviews. This is rooted in the Church’s commitment to dialogue and the call to love one another by respecting and esteeming another’s culture. The ground between us is holy ground – we stand together and come together. Entering into dialogue is a means of learning how to live peaceably with difference. It is important to avoid a comparative approach: the study of other religions is a study of how those who profess that religion understand it on their own terms. Encountering other religious beliefs should be a first-hand experience where possible, allowing people to speak about their religious beliefs.

In Year 3, children will be learning about fractions, time, measurement, geometry and statistics.

In Year 4, children will be learning about decimals, fractions, measurement, geometry and statistics.

Please make sure that your child is practising their times tables at least three times a week. They can practice these through a fun interactive game on the following website: https://www.topmarks.co.uk/maths-games/hit-the-button . Alternatively they could practise their times tables on times tables rockstars (ttrockstars.com), where they each have their own log in details and they can even win certificates at school for this. and it is a great resources to practise times tables

Throughout the summer term, children will develop their English skills by studying fiction (based on ‘A Stone Age Boy’ by Satoshi Kitamura) and non-fiction (in the form of a letter, based on the book ‘The Gardener’ by Sarah Stewart and a play script called ‘The Plague’).

This term, children are learning Biology- Living things and their Habitats (Conservation). 

This unit ‘Living things and their habitats – Conservation’ takes children through six lessons where they learn how to recognise that environments can change and that this can sometimes pose dangers to living things.

The lessons have been written in sequence and are designed to challenge children to recall the knowledge and skills they have covered in the previous lesson(s). Although this is the fourth time children will visit the topic of living things and their habitats this is the first time a focus has been placed on conservation.

For ten weeks, from the start of the term, all Year 4 children will attend swimming lessons at Dorcan. Year 3 will also have PE on this day and will be together in Crocodile Class, in the mornings, for Tennis and Sports Day activities.

In 'Reflect, Rewind and Replay'  children will be able to:

• Listen and Appraise Classical music
• Continue to embed the foundations of the interrelated dimensions of music using voices and instruments
• Sing
• Play instruments within the song
• Improvisation using voices and instruments
• Composition
• Share and perform the learning that has taken place

Children's word level and comprehension skills will be developed through whole class guided reading sessions and one to one reading.

This term, some children will be having phonic sessions twice a week as well as small intervention groups based on the ability of the child. These are regularly assessed and we follow Little Wandle for these. If your child receives phonics they will also have three practise reading sessions during the week; sessions, with just a few children, that focus on word reading and some comprehension. We have also started Fluency sessions this term, where children will receive two extra reading sessions focusing on improving their fluency (accuracy, automaticity and prosody). 

 Children will be learning As Tu Animal (Do you have a pet)? By the end of this unit pupils will have the knowledge and skills to present both orally and in written form about the pets they have and/or do not have in French. They will move from 1^st person singular to 3^rd person singular verb usage so they are able to say what the pet is called and use conjunctions more confidently.  

Last term we learned about Geography and  tried to answer the question "Who lives in Antarctica?"

Pupils who are secure will be able to:

• Describe what lines of latitude and longitude are, giving an example.
• Understand that the Northern and Southern Hemispheres experience seasons at different times.
• Define what climate zones are.
• Understand Antarctica has a polar climate made up of ice sheets, snow and mountains.
• Describe Antarctica’s location in the far south of the globe.
• State that tourism and research are the two main reasons people visit Antarctica.
• Describe equipment researchers might use and clothes they wear.
• List some of the research carried out in Antarctica.
• State the outcome of Shackleton’s expedition.
• Successfully plot four-figure grid references at the point where the vertical and horizontal line meet.
• Describe a similarity and difference between life in the UK and life in Antarctica.
• Confidently use the zoom function on a digital map.
• Begin to recall the eight points of a compass, following at least four of them.
• Recognise and describe features on their school grounds from an aerial map.
• Draw a map of the route they take on an expedition.
• State one thing that went well on the expedition and one aspect that did not go as hoped.

This term we will study History. We are trying to answer the question- 'How did the achievements of the Maya civilisation influence their society and beyond?'

Pupils who are secure will be able to:

• Sequence the key periods of the Ancient Maya civilisation.
• Identify periods that were happening in Britain at the same time.
• Explain how the Ancient Maya settled in the rainforest and the challenges they faced.
• Describe Ancient Maya beliefs.
• Name the features of the Ancient Maya cities.
• Make deductions about the Ancient Maya cities.
• Evaluate the reasons for the decline of the Maya civilisation.
• Understand the importance of archaeologists, archivists and historians in constructing our understanding of the past.

We made torches in Design Technology last term. 

Pupils who are secure will be able to:

• Identify electrical products and explain why they are useful.
• Help to make a working switch.
• Identify the features of a torch and how it works.
• Describe what makes a torch successful.
• Create suitable designs that fit the success criteria and their own design criteria.
• Create a functioning torch with a switch according to their design criteria.

We are studying the unit called 'Craft and Design- Fabric of Nature.'

Pupils who are secure will be able to:

• Describe objects, images and sounds with relevant subject vocabulary.
• Create drawings that replicate a selected image.
• Select imagery and colours to create a mood board with a defined theme and colour palette.
• Complete four drawings, created with confident use of materials and tools to add colour.
• Understand the work of William Morris, using subject vocabulary to describe his work and style.
• Create a pattern using their drawing, taking inspiration from mood boards and initial research to develop it.
• Identify and explain where a pattern repeats.
• Follow instructions to create a repeating pattern, adding extra detail.
• Understand different methods of creating printed fabric in creative industries.
• Use sketchbooks to evaluate patterns.
• Produce ideas to illustrate products using their designs.