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Welcome to KS2!. Year 3 New Parents’ Evening. Introducing the Staff. PNMN (Based in Willow Class) - Mrs. Nethercott and Mrs. Newark ESST (Based in Lime Class) - Mrs. Spincer and Miss Tang Mrs. Godwin (Inclusion Lead) Mrs. Arden Mrs Dixon (based in PNMN supporting a child 1:1)
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Welcome to KS2! Year 3 New Parents’ Evening
Introducing the Staff • PNMN (Based in Willow Class) - Mrs. Nethercott and Mrs. Newark • ESST(Based in Lime Class) - Mrs. Spincer and Miss Tang • Mrs. Godwin (Inclusion Lead) • Mrs. Arden • Mrs Dixon (based in PNMN supporting a child 1:1) • Head teacher – Mrs. Sage • Deputy Head – Mrs. Spincer • LKS2 Leader – Mrs. Nethercott
Other Teachers • Mr. Jenkins • Mr. Baker • Mr Bowkett • Mr. Boyle • Mr. Styles • Mr. Godwin (UKS2 Leader) • Bath Spa Teachers
About Year 3 • Independence • Golden Time • Responsibilities (Home/School Agreement) • Communication and support between children, parents and teachers. • Social media – Facebook, Instagram, Twitter. • Routine • Timetables
Playtimes • 8.40 – 8.50 • Once you have put your things in the classroom you can go out onto the playground to meet your friends and do some Wake and Shake before Mrs Sage blows the whistle. • 10.45 – 11am • Morning break. As the morning is slightly longer than in KS1, you are encouraged to bring a healthy snack to eat during this break. • Dinner times – school meals
Food at Saltford – we are a “Sugar Smart” school! Healthy mid-morning snack - children can bring in a piece of fruit from home. Something they enjoy to keep them going until lunchtime. Low sugar – 5g of total sugars or less per 100g (high – over 22.5g of total sugars per 100g). Packed lunch – balanced and healthy. Alternatives for crisps and chocolate: baked savoury crackers, breadsticks, rice cakes, vegetable sticks served with hummus/dip are also a good choice. Confectionery such as chocolate bars, chocolate-coated biscuits and sweets should not be included. Cakes and biscuits are allowed but these should be part of a balanced meal. NO NUTS please. Water bottles – children should bring in a named water bottle each day. These will be stored centrally in the classroom. They are available to the children at various points throughout the day and will be refilled at lunchtime if necessary. Birthdays – As a sugar smart school, we are asking you not to send sweets, cakes or other treats into school when it is your child’s birthday. You may wish to consider an Amazon voucher so the class can buy a book or a game for wet play as an alternative but there is no obligation to do this.
School Dinners! KS2 children are no longer entitled to a free school meal and so we ask that payment be made through the school gateway system. There is a new menu for September. Please can we ask that you go through the menu carefully with your child so that they are clear about the choice of meal. You are of course more than welcome to provide a healthy packed lunch for your child.
Homework: – Reading – Daily please. House points to be given for regular home reading. Please continue to hear your child read even if they are fluent and on free choice as it is really important to ensure they are understanding what they are reading in terms of both vocabulary and content.
Child A reads for 20 minutes at home every school day. That is 3800 minutes per year. From EYFS- Y6 that is 73 ½ complete school days. Who will decode quicker? Who will have the better vocabulary? Who will be able to access more of their learning? Who is more likely to achieve higher results at school? Child B reads for 5 minutes at home every school day. That is 950 minutes per year. From EYFS- Y6 that is 18 ½ complete school days. Child C reads for 1 minute at home every school day. That is 190 minutes per year. From EYFS- Y6 that is ½ a complete school day.
Parental Comments • Those linked to ability to decode (if the child is in the early stages of learning to read), fluency (if this is developing) and understanding of what has been read/ discussions around the content the most useful (as well as indicating how much of the text has been read). • Comprehension questions placed in reading records to support parents with asking more focused questions • Please remember to include details of anything your child reads that is not from the scheme.
Useful Links • https://www.oxfordowl.co.uk/for-home/advice-for-parents/reading-at-home/ • http://www.wordsforlife.org.uk/ • https://www.pearson.com/uk/learners/primary-parents/learn-at-home/help-your-child-to-enjoy-reading/top-10-tips-to-help-children-enjoy-reading.html • https://www.lovereading4kids.co.uk/ • https://www.booktrust.org.uk/books-and-reading/our-recommendations/100-best-books/
What else do we learn? • Spellings – No Nonsense scheme. 5 – 8 spellings a week, to be practised using the methods shown in the front of homework books and 5 sentences incorporating the spellings. Please note, the presentation of the homework book should be exactly as we would expect in school. Neatly presented, correctly punctuated. • Doodle Maths – the expectation is for your child to spend 10 minutes 3 times a week on this at home and to earn at least 15 stars. This will be monitored. • English and Maths (Year Group Expectations) • Times Tables – New Government Expectations. How can you help? • TT Rockstars – Please ensure your child is regularly logging into this resource.
What do we learn? • Fluency: Recall vs. Reason A Mastery Approach • Myth: Children need to be fluent in the ‘basics’ before they can reason mathematically. • Evidence: There is a relationship between becoming fluent and reasoning, each being supported by the other. 3 Forms of Knowledge: • Factual – I know that • Procedural – I know how • Conceptual – I know why
What do we learn? • How can we support children to become more fluent? • By helping them to make the links!
What does it mean to know your tables? • … pieces of information like 7 x 8 = 56 are not isolated facts. They are parts of the landscape, the territory of numbers, and that person knows them best who sees most clearly how they fit into the landscape and all the other parts of it. The mathematician knows from this that: • 7 x 8 is the same as 14 x 4 or 28 x 2 or 56 x 1 • 7 x 8 is (8 x 8) – 8 • • (7 x 7) + 7 • • and so on. (How Children Fail, John Holt)
What does it mean to know your tables? • He also knows that 7 x 8 = 56 is a way of expressing in symbols a relationship that may take many forms in the world of real objects; thus he knows that a rectangle 8 units long and 7 units wide will have an area of 56 square units. • But the child who has learned to say like a parrot, “Seven times eight is fifty-six” knows nothing of its relation either to the real world or to the world of numbers. He has nothing but blind memory to help him. • (How Children Fail, page 110, revised edition, page 178)
What does it mean to know your tables? • Regular practice vs Intelligent practice: 5x3= 7x5= 5x7= 3x5= 5x30= 7x50= 5x70= 3x50= 5x300= 7x500= 5x700= 3x500= 180÷2= 160÷4= 480÷6= 500÷5= 180÷20= 160÷40= 480÷60= 500÷50= Help your child to make the links!
What does it mean to know your tables? • If you know this, what else do you know? 60 x 70=4200 0.6 X 70=42 6x70=420 6 x 7=42 £42 ÷ 6=£7 420÷6=70 0.6x7=4.2 0.6 x 0.7=0.42 1/6 of 42= 7
Anything else? • Music Tuition • Mrs. Rich- clubs
Equipment • Stationery – pencils, colouring pencils, ruler, rubber, sharpener • PE Kits • School uniform orders through website • Named water bottle
What do the children say?! • ‘It’s lots of fun in KS2 and the teachers are very nice, so don’t worry!’ • ‘Our trips are really good fun and we have lots of visitors.’ • ‘You only have playtime in the morning, but the afternoons go so quickly you don’t even notice!’ • ‘The KS2 shows are all different and amazing.’
