In English, Class 2 have planned their own fiction story surrounding a creature that causes natural disasters. The children have enjoyed being creative with their characters and settings.
In maths, we have been multiplying 2- and 3-digit numbers by 1 digit. The children used part-whole models to represent the steps to solve the multiplications.
In science, the children have been investigating the permeability of different soil samples. The children enjoyed conducting fair experiments measuring the amount of water passed through the soil in ml.
In English, we have begun our innovate part of our sequence. This is where as a class we generate our own adventure story. The children have enjoyed being creative with their characters and settings.
In maths, we have been converting between pounds and pence. Class 2 have worked hard and are now moving onto adding and subtracting money.
In science, the children have been exploring natural and man-made rocks. The children sorted them into groups and explained their uses.
In English, children have been exploring different types of poetry. They have looked at a conversation poems and humour poems.
In maths, we have been applying our knowledge of fractions to solve worded problems and find fraction of amounts.
In science, the children have been grouping rocks based on their properties. The children conducted different experiments on rock samples and recorded their observations.
In English, we have begun our next sequence exploring poetry. The children looked at the poem ‘Don’t’ by Michael Rosen. This is a humorous poem that looks at all the things' adults tell children not to do throughout the day.
In maths, we have been adding and subtracting fractions with the same denominator. Year 3 have been adding to make a whole. Year 4 have been adding crossing a whole.
In science, the children have been introduced to their new topic ‘Rocks and soil.’ The children enjoyed sorting the scientific vocabulary into various levels of difficulty.
In English, children have been comparing different opinions about Boudicca rebellion. They have sorted them into a Venn diagram to show how people can have different opinions about a historical event.
In maths, we have been exploring different types of graphs and presenting data in different ways. Children have been interpreting data from pictograms, line graphs and bar charts to solve multi-step problems.
In science, the children have been exploring the different ways habitats change and the impact this can have on living things.
In English, children have been comparing different opinions about the Great Fire of London. They have sorted them into a Venn diagram to show how people can have different opinions about a historical event.
In maths, we have been exploring different types of graphs and presenting data in different ways. Children have been interpreting data from pictograms, line graphs and bar charts.
In science, the children have been using a dichotomous key to classify and group living things based of their characteristics.
In English, children have written their Volcanic eruption experiments. They enjoyed using scientific language to explain the chemical reaction between the acid and alkali. The children worked hard on their presentations by using titles and subheadings.
In maths, we have been exploring tenths (Yr 3) and hundredths (YR 4). They have been converting between decimals and fractions.
In science, the children have been classifying invertebrates and grouping animals into arachnids, insects or annelids. The children enjoyed learning about their characteristics and how scientists group living things.
In English, we have begun our invent stage. The children have been generating their own scientific word bank for their explanation of their volcanic eruption experiments.
In maths, we have been exploring directional and positional language. The children have been describing turns and angles using a variety of language. this links with our compass work in geography.
In science, the children have been classifying vertebrates and grouping animals into the five main groups (amphibians, reptiles, fish, mammals and birds). The children enjoyed learning about their characteristics and how scientists group living things.