Class 4 Autumn 1 2022

Dear parents and carers

It was Nelson Mandela who said: “Education is the most powerful weapon you can use to change the world” and this is why I am passionate about teaching and look forward to working with your children this year.

By way of introduction, I am South African, married with two daughters aged 11 and 13 years old. Although I grew up in South Africa, I spent 12 years in London where I trained and worked as a Montessori teacher. I also have a Bachelor of Education degree from the University of South Africa. In order to teach in the UK, the Department of Education wanted me to complete a conversion course before granting me Qualified Teacher Status and I therefore applied in 2021 and was accepted onto the Teach First accelerated program - to complete a 2-year Post Graduate Diploma in Education and Leadership. Having undergone the first year of the course, whilst working as a Year 3 teacher at Calstock Primary School, I now have my Qualified Teacher Status and will be completing the second year of the course whilst teaching the Year 4’s at Stoke-Climsland Primary School.

Although I will go through everything with you in detail at our ‘Meet the Teacher’ event this Friday, 16 September at 3:15pm, please find below a short summary of the important items that are worth taking note of this week.

Staffing: This year, I will be in the classroom every day except on a Thursday because this is my allocated day for study and planning. Most of you will know Ms. Young, who taught your children when they were in Yr2 - she will be teaching Science and Music on a Thursday morning. The children will have PE with Mr.Bain and Outdoor Learning with Mrs. Milne in the afternoon.  We are very fortunate to have Ms. Ticehurst join our class as teacher’s assistant once again this year.

Project: This term our project/topic is: ‘Viva Espana’. Please see the attached Project Map for further details regarding curriculum coverage for this term.   

Weekly schedule: PE lessons will be on Tuesdays and Thursdays.  The children can come to school dressed in their PE kit. We will be taking learning outdoors as often as possible so please could I ask that children keep their wellies and a set of waterproof trousers and a jacket at school. Please be sure to label everything!

Lastly, I believe that communication between school and home is vital to the wellbeing of every student so please feel free to message me on Class Dojo should you have any questions.

I look forward to meeting you all in person this Friday.

 

Kind regards,

Mrs. Bronwyn Fulton

Science and Foundation Subjects Medium Term Plan

 

Week 1

Week 2

Week 3

Week 4

Week 5

Week 6

Geography/History

 

I can identify the Equator, Northern and Southern hemispheres on a globe

 

I can use a range of resources, including maps, a globe, Google Earth, diagrams, photographs, the internet and books to find out about geography

 

I can name and locate all countries within the U.K. and their major cities

 

I can use a range of resources, including maps, a globe, Google Earth, diagrams, photographs, the internet and books to find out about geography

 

I can use the 8 points of the compass to plan a journey from my town or city to another place in the UK

 

I can use a range of resources, including maps, a globe, Google Earth, diagrams, photographs, the internet and books to find out about geography

 

 

 

I can describe how some places are similar and dissimilar in relation to their human and physical features (UK and a contrasting region)

 

I can use a range of resources, including maps, a globe, Google Earth, diagrams, photographs, the internet and books to find out about geography

 

 

I can explain the difference between the British Isles, Great Britain and the United Kingdom

 

I can use a range of resources, including maps, a globe, Google Earth, diagrams, photographs, the internet and books to find out about geography

I can ask geographical questions and communicate my findings (i.e. physical and human features)

 

I can use a range of resources, including maps, a globe, Google Earth, diagrams, photographs, the internet and books to find out about geography

Art/DT

 

Pablo Picasso

I can use oil pastels to create a self-portrait based on cubism

In the Jungle Honey Fair competition

I can cut, make and combine shapes to create recognisable forms

 

Pablo Picasso

I can show an awareness of space when drawing.

Salvador Dali

I can explore ideas from first-hand observations

 

Salvador Dali

I can question and make observations about starting points, and respond positively to suggestions

Salvador Dali

I can adapt and refine ideas

PE

 

I can dribble the ball travelling in different directions keeping the ball under control.

Can you pass and receive the ball to/from another player?

Can you pass/receive the ball whilst moving?

Can you select the best ways to defend?

Can you select the best ways to attack and defend?

Can you select the best ways to attack and defend?

Computing

 

I can use a digital device to research Spain and collect facts about the country.

I can use a digital device to collect data automatically

I can choose how often to collect data samples

 

I can use PowerPoint to create a non-chronological report about Spain.

I can analyse information and

differentiate between opinions,

beliefs and facts.

 

I can use PowerPoint to create a non-chronological report about Spain.

I can describe ways technology can

affect healthy sleep and can describe

some of the issues.

 

Spanish

 

I can ask and answer simple questions with correct intonation.

 

I can express opinions.

 

I can understand words displayed in the classroom.

 

I can write familiar words and simple

phrases from a model.

 

I can investigate aspects of lifestyle in Spain:

Leisure

Sport

Art

 

I can investigate aspects of lifestyle in Spain:

Leisure

Sport

Art

 

RE

 

Identify some Hindu deities and say how they help Hindus describe God.

 

 

 

 

Make clear links between some stories (e.g. Svetaketu, Ganesh, Diwali) and what Hindus believe about God.

 

Offer informed suggestions about what Hindu murtis express about God.

Make simple links between beliefs about God and how Hindus live (e.g. choosing a deity and worshipping at a Home Shrine; celebrating Diwali).

 

 

 

Identify some different ways in which Hindus worship

 

Raise questions and suggest answers about whether it is good to think about the cycle of create/preserve/destroy in the world today.

 

Make links between the Hindu idea of everyone having a ‘spark’ of God in them and ideas about the value of people in the world today, giving good reasons for their ideas

RSHE

 

What makes a good friend?

I can identify the qualities of a good friend (on/offline)

I understand that friendships change over time

 

 

What makes a good friend?

I can describe the effects of loneliness

What makes a good friend?

I can learn how to manage conflict in friendships positively

Respecting others

I can explain what respect means

I can show respect in a debate

Respecting others

I understand that there are limits to having freedom of opinion and speech

Respecting others

I understand that we can disagree with an opinion but still respect someone

 

Week 1

Week 2

Week 3

Week 4

Week 5

Week 6

Week 7

Science

 

REVISION

Describe what is meant by the property of a substance

 

Name the properties of solids, liquids and gases

 

Explain which state of matter a substance is in based on its properties

Define a dependent, independent and control variable

Know how to plan a 'fair test'

Identify the variables in a range of experiments

 

Know the difference between a diagram and an illustration

Identify good scientific diagrams

Draw a range of scientific diagrams

 

Identify a good method

Follow the instructions in a method

Write a method for an investigation

 

Describe how to collect results

Draw a results table

Know how to present results

 

Know how to interpret results

Write a conclusion

Know how to present a conclusion

 

Draft an investigation report

Know how to edit an investigation report

Redraft an investigation report

 

Music

 

Listen to Mamma Mia. Answer questions and start to learn the song.

 

Practise clapping in time and keeping pace.

Practise keeping in time and keeping pace.

Continue to learn the song Mamma Mia.

Play an instrument to the song.

 

 

Practise keeping in time and keeping pace.

Continue to learn the song Mamma Mia.

Play an instrument to the song.

 

Start to add improvisations to the song Mamma Mia.

 

 

 

 

Compose with the song Mamma Mia

Compose with the song Mamma Mia

Record a performance of Mamma Mia with improvisations and instrumental sections.

 

I can identify rhythmic patterns, instruments and repetitions of sound/pattern.

 

Sing, perform rhythmically straightforward parts (i.e. minims, crotchets, quavers in simple common meter).

 

 I can create and control sounds on instruments (including tempo/speed-dynamics/volume and pitch).

 

I can create sequences of sound - musical structures which express ideas or moods using lyrics, sound, movements- actions

Autumn 1 Project Map

Capture