Our teacher is Miss Lloyd and our wonderful teaching assistants are Mrs Bones and Mrs Holley.
On this page you will find information about how things work in Maple Class and some useful resources that you can use to help us in our learning.
This page will be updated termly with information that may be of interest to you regarding projects, timetables, curriculum maps, videos, pictures and more. It will be useful to keep checking this page for any helpful documents and pages that will keep you informed about this year. We have another exciting year ahead!
In the event of your child needing to self-isolate please use the links above that your child can do in any of the subjects. In the event of our class bubble isolating or a school closure lockdown, we will be using Teams online. Your child will need their username and password to access Teams.
In writing this term, we have used 'The Tempest' as our inspiration to create our own character descriptions. We began the topic by exploring the language used to describe the tempest at the start of the play. We then continued to use our fantastic understanding of similes, metaphors, alliteration and even onomatopoeia to write our own imaginative storm poems. After this, we once again used our dramatic acting skills to get into character and perform each chapter to the class. We were able to summarise and sequence each event in the play having really got into role. Consequently, we were able to create our own 'Top Trumps' descriptions for key characters in the play. This has been essential to the lead up for our writing of our in-depth character descriptions. We initially chose Caliban to write about as he became many children's favourite character.
This term, Maple have been learning about plants and have been able to identify parts of plants and explain their functions as well as identifying what plants need to grow and how a plant transports water to survive. We were able to use our observation skills to predict and then conclude some of our findings to explain how water is transported. We have also used our research skills to explore the different parts of a flower and the essential fertilisation and pollination processes. Further to this, we have been able to summarise and order the stages of the life cylce of a flowering plant. We have used our scientific language to explain the reasoning behind these processes as well as scientific diagrams to illustrate our ideas. Learning about plants this term has linked really well with our visits to Fir Tree Forest and in some of our reading sessions where we have looked at a range of texts that feature environmental issues and the Earth's eco-system. A particular book we have enjoyed has been 'The Great Kapok Tree' by Lynee Cherry.
During Athletics this term, the children have continued to focus on practising their throwing skills in a range of activities. In Javelin, we learnt to aim using our non throwing hand and to release the javelin at the correct moment to achieve the furthest throw. Then, we learnt how to hold and release the discus, which some of us found unusual having held it for the first time using the correct hand grip. We enjoyed seeing our progress improve with each practise. After this, we had a go at using our coordination again during shot putt to use our strength and force from our bodies to project the ball into the air and away from us. We used our sequencing skills and aim to carry threw the throw and throw it where he anticipated it would land. Look out Tokyo 2021!!
This term, Maple have enjoyed exploring our properties of shape unit. We began by looking at obtuse, acute and right angles and how we can recognise them by comparing and contrasting. We are now spotting them everywhere in the classroom! We have also had a lot of fun playing our ‘paras and perps’ game to identify and create our own parallel and perpendicular lines, which has been brilliant for outdoor learning. Alongside exploring vertical and horizontal lines. We are also using our mathematical language to describe properties of 2D and 3D shapes in detail. We finished this unit with extra fun by recreating some of the 3D shapes we had made using our own paper nets by working as a team to build shapes using spaghetti and marshmallows!
This term, we have been super excited to welcome back class singing in the hall. We have enjoyed learning so many new songs already, including a range of actions too. We are very lucky to have Sandy come into to sing and play the piano with us. We have learnt to open our lungs by standing and sitting up straight, to keep our necks high by imaging balloons are pulling us up and to keep our eyes looking up so they twinkle! It has been a complete joy to hear such beautiful voices and witness the children having so much fun.
To fuel our writing, we have used music and acting to inspire the sounds and feelings from the beginning of The Tempest. Maple have used the sound of the storm and shipwreck to inspire their creative actions. This helped us to plan fantastic soundscapes. The children were able to use their describing, experimenting and discussion skills to mimic the feeling of the tempest at the beginning of the play. As a result, we later used these ideas to include in our storm poems.
Maple have used their problem solving and research skills to help answer the question: who was William the Conquer? The children were given a pack of clues and asked to use their prediction skills to work out what would happen next. Each group worked well as a team to add their own thoughts to the discussion and write down their ideas. This led to a whole class debate to find out what happened at the battle of Hastings. Maple enjoyed being historical detectives for the afternoon.
Maple were very excited to get an opportunity to view the solar eclipse taking place this morning using a pinhole projector. We leant that only the moon passed between the earth and the sun. Consequently, partly obscuring the image of the Sun for a viewer on Earth. During the eclipse, the Moon's apparent diameter was smaller than the Sun's! This sparked lots of discussion around space which Maple are very excited to learn about in year five.
This term Maple have once again had a wonderful time using the forest as a fun place to learn. We were challenged to find the perfect leaf, this was then placed under a square of cotton and hammered gently to create the perfect leaf imprint. We managed to create some very exciting shapes. In addition to this, we learnt the difference between the nettles that sting and the ones that don't - the ones with flowers don't sting. There was further excitement upon discovering two Blue Tits in the bird house which eventually ventured out on to the branch. Maple also enjoyed building a castle den with appointed queens, kings and guards!
This term, we have continued to explore fractions. We have been using our knowledge from last term to help solve problems as well as challenge ourselves with new tasks. We have learnt to add and subtract fractions, find fractions of an amount, compare fractions using comparison symbols as well as identify equivalent fractions. In addition to this, we have explored how to tell the time to five minutes, one minute, measuring time in seconds and using the twenty-four hour clock.
Within our writing this term, we have explored the 'The Iron Man' by Ted Hughes. We have used similes to describe the Iron Man and noun phrases to describe objects. This has helped develop our descriptive writing, where we wrote letters to the farmers and town councillors, urging others to help come up with a plan to stop the Iron Man from wrecking their farms. This was followed by a letter of apology to the Iron Man, for capturing him in a hole. We were able to voice our concerns in role during drama, which helped shape our ideas and write in person. We have also had great fun learning how to use and remember 'FANBOYS' for including co-ordinating conjunctions in our sentences.
During this term we have explored a range of texts. Our class read has been 'The Wild Robot' by Peter Brown, which links nicely with our science and writing work. Maple have enjoyed following the text and using their retrieval skills to answer 'quick quiz' questions based on different events during the book. To support this, we have also used our prediction to predict what might happen next, our explanation skills to explain the reason of why we think something might happen or how the characters might be feeling and summarising skills to identify the events of the story so far. We have also improved our inference skills and using evidence from the text to support our ideas.
We have had a wonderful time learning new skills within Athletics this term. In our jumping sessions, we have focused on jumping using one footed and two footed jumps, skipping and applying change of speed to help jump over obstacles. We have enjoyed using the mini hurdles and ladders for this, alongside creating our own jumping routines and obstacle circuit. In our running sessions, we have explored change of speed again by using our arms and anticipation reaction times. This was particularly fun during relay-racing! In our throwing sessions, we used our coordination skills to help aim and throw our foam javelins for accuracy towards a target. In addition to this, on a rainy day we were able to also put our throwing skills to practise in bench ball - which went down very well!
This term Maple have been exploring the topic of forces and magnets. We have used our investigative and predictive skills to help carry out investigations which look at the forces applied to objects in different settings. During some of our lessons, we used our understanding of friction to carry out an experiment which looked at the forces applied to a car, and whether different surfaces caused more friction than others. We used our experience to record and reflect on what we had learnt from this, which then led to using our explanation skills to write up our investigation and comparing our results. We have also compared and experimented with the varying magnet strength, magnetic materials and the way magnets work by carrying our further investigations.
Maple have had fun creating their own artwork inspired by heroes during the Coronavirus pandemic. The aim was to create a postage stamp design which could be used as one of eight potential designs by the Royal Mail. The artwork competition is part of a UK wide competition for children to demonstrate their creativity. Maple have enjoyed designing and reflecting on the importance of kindness during this time.
We were very excited to try our skipping taster session this term - we were jumping for joy!
We learned many new skills. These included:
Learning to hold the handles properly - it made skipping so much easier.
Learning to jump into the big rope being swung round with friends and on our own.
Learning to skip backward, but the best bit was learning to do tricks!
This term, Maple have had great fun designing and building their own robots. We have explored the Iron Man by Ted Hughes and The Wild Robot by Peter Brown in much of our writing. This has inspired our imaginative ideas and designs. Maple created four initial designs of potential models, which we then refined down to our favourites and edited based on features we liked most. This design was then planned in greater detail where we considered the type of materials that would be appropriate and needed, alongside the robot's character and function. Some of the children even managed create functional moving parts. We had a fantastic time!
During R.E. this term, Maple have enjoyed learning about Ramadan. We have used the '5W's and How' to help us research the lead up to Eid.
Maple have continued to explore a range of texts from fiction, non-fiction, and lyrics from songs this term. We have been working on our explanation skills by using evidence from the text to support our reasoning. Alongside this, Maple have continued to work on their retrieval skills, particularly during our lessons from our class read 'The Twit's' by Roald Dahl.
To celebrate Easter, this term Maple have explored the meanings behind Passover, the last supper and Easter Sunday during Holy Week. We have used our research skills to discover the symbolism behind the Passover seder plate and what this means in Judaism. In addition, we have explored similar symbolistic meanings within Easter Sunday and how Christian's celebrate.
During our garden session, we began by preparing the bed that will soon grow strawberries, raspberries and gooseberries. The children attacked the weeds with great enthusiasm using garden forks and spades, during which the children found a total 17 worms which they learnt was very good for the soil. We all got to taste freshly picked sorrel, the majority of whom enjoyed it, with some deciding it was a bit too sour!
"I love doing this!" - Jake
"I do this all the time with my Mum" - Millie
"I wish we can do gardening everyday" - Emie
"This is hard work but we're helping Mother Nature. Mother Nature is all around us" - Teddy
"Gardening is one of my favourite things to do!" - Allegra
This term Maple have been exploring explanation texts. We began by looking at the language used within 'Funny Bones' to help us plan our comic strips. Following returning to school we continued to look at explanation phrases that could help us explain different reasons for how something works or why it happens. The children had a great time creating ideas and explanations for where teachers go after school and explaining why Goldy Locks decided to eat the Three Bears' porridge. We have also used drama in a variety of scenarios to aid our writing.
Maple had an exciting visit to the forest and pond this term. The children gathered round the pond where Mrs Thatcher gave each child an opportunity to study the frogspawn in the pond and a jar using a magnifying glass to encourage their inquisitiveness. The children were then shown the stages of a frog growing and developing using models growing from eggs, tadpoles, tadpoles with legs, to a fully grown frog. The children were very interested to learn that a grown frog always comes back to the pond it is born in.
Following this, the children took part in the 'flora picture checklist' and searched for various plants that will bloom in the Spring. Some children enjoyed experimenting by creating interesting beats and rhythms using the musical area. Whilst others added to the den using sticks and branches plus experimenting in the mud kitchen. The children also found many different types of insects, with the most intriguing being a beetle which makes interesting designs on tree trunks.
To use the power of funny to turn laughs into lasting change, year 3 have interpreted Comic Relief's theme this year by holding an outdoors talent show. This opportunity was very exciting for the children as they got to work collaboratively to demonstrate their range of fantastically unique talents! We were able to socially distanced join the show with Willow class who also performed wonderful talents too. The children created a range of activities including magic shows, football skills, poem reading, joke telling, story reading, puppet interpretations, comedy acts, singing and dancing. In addition to this, the children all wrote a joke sealed in an envelope and sent it to someone in Willow class (who also sent jokes to us) decorated beautifully with the aim of making someone smile or laugh. The children really enjoyed this opportunity to work with Willow.
This term we have been continuing to work on our understanding of measurements by looking at length and perimeter. This has been followed by starting our work which explores number fractions. We have been building on our knowledge of halves, quarters and thirds by applying our understanding to problem solving scenarios whilst interpreting a variety of visual representations. This work will support us moving into term 5 where we will continue to build on our number fractions understanding.
Within science this term, Maple have had fun exploring the functions of the skeleton and muscles within animal and human bodies. We have used our research skills to find out the types of skeleton and why they are appropriate for different species. We have used our understanding to explain and make comparisons between humans and different animals, alongside interpreting these ideas of what would happen if we did not have a specific type of skeleton or muscle. This has led us to understand the functional importance of the skeleton which is to provide protection, movement and support. We have developed our understanding of the importance of the skeletal system further by examining the functions of our joints and how these are appropriate for a range of movements and activities. We have used our prediction skills to create initial ideas for discussion in relation to the appropriateness of a variation of joints for different parts of the body and then compared and contrasted the need for these, having carried out our own test. In addition, we have worked collaboratively to further our understanding of the names of the bones in the skeletal system and why each is importance alone and as part of a structure.
This term Maple have had a wonderful opportunity to test their coordination skills within hockey, tennis and cricket. In our hockey sessions we have practised our ball handling skills by passing and receiving the ball in a variety of situations. This has incorporated small game scenarios where the children have had to work as a team to communicate and encourage each other with their passing. Additionally, in tennis Maple have practised their ball control skills with the racket by using a variety of shots under and over arm. We have explored how changing the force behind our shots can enable us to hit and receive the ball with more control. Further to this, we were able to have our cricket taster session which focused on our throwing and catching skills. Maple have worked independently and as part of a team to practise how we receive the ball as well as working on our reaction times during small game exercises. This was followed by small team challenges to bat and ball to each other, practising our control.
Maple have started the term by exploring the artwork of Julian Opie. We have identified what makes Opie's work stand out including; bold colours, flat colour, bold lines, simplified characteristics and portraits. Our research began with looking at what influences Opie and what materials he uses to create his own artworks. We practised Opie's technique by recreating some of his own artworks first by using our observation skills. This was followed by our own interpretation of Opie's work by creating our own self portraits in the same style. Our artwork linked nicely with the beginning of our Science project 'Amazing Bodies' where we look at how the body functions using muscles and the skeleton.
To celebrate world book day this year, Maple have used their fantastic imaginations to come up with some creative potato book character models! The children chose a book and character of their choice, using the only essential requirement for this challenge: a potato. Together we discussed why we liked our chosen characters and books, and what captured our interest about them. We asked ourselves why reading is important and how it makes us feel. Following this, we used our planning and design skills to draw our character on paper, labelled with the materials we intended to use and how we were going to make them. This enabled us to be ready for the making process.
Within our science work this term, Maple have use their skills to plan and prepare two experiments by working scientifically. First, we defined and named the experiment we were conducting by identifying what we wanted to find out. This included preparing equipment, organising results tables, naming our experiment, and identifying variables we need to monitor to allow for a fair test result. We also made predictions by hypothesizing our results and later compared this to our collected results by summarising what we have discovered. We used our results table to outline our findings, which aided our evaluation of how we could carry out the experiment differently in the future. We also compared our results to others, and began to ask questions why there may have been differences. We also had tremendous fun doing something new and exciting!
P.E. this term has included encouraging the children to stay active at home. We have used the Oxfordshire school's bingo grid which provide a range of activities to test a range of skills such as co-ordination and balance using items of equipment that may be found at home. Some of these have been quite inventive, for example, using their bed's as a 'high jump' the children have enjoyyyed challenging themselves to stay active and think creatively about exercise challenges.
This term Maple have used their fantastic creative skills to design, plan and construct their own Roman Mosaic's. Maple have applied their understanding of the importance of size, pattern and colour to compose their own pieces using a range of different materials.
This term, Maple class have used their skills to explore, identify and explain their understanding within Hinduism. We have examined the five daily duties by acknowledging the similarities and differences to our own lives and others following the Hindu faith. We have recognised that Hindu's follow the five daily duties to help guide a person in everyday life by: worshipping god, studying the Vedas and Scriptures, contemplate the teachings of Holy Men, providing alms and showing hospitality. We have also used Hindu stories to evaluate and summarise actions, choices and consequences made by others and interpreted how these link to our researched knowledge of the 'Four Purposes of Life' which are Dharma, Kama, Artha and Moksha.
Maple have had great fun exploring Roman Britain this term. Some of the things we have explored include: Roman Roads, Hadrian's Wall, Roman food, the life of a Gladiator, Mosaic's, the Roman Empire, Boudicca, the Roman Army, Julius Caesar and Roman Emperor's. We have used our knowledge of Roman life to fuel our writing as well as artwork and design skills. Here are some examples of our project work:
Our writing work this term has used 'Escape from Pompeii' as our writing stimulus. We have used our five senses to help us construct and imagine what it would be like before and after the eruption. We have gathered ideas through discussion online and mind mapping key vocabulary together. Having used the pictures as inspiration, we demonstrated our understanding of what it might feel like by composing our ideas within a setting description. We have collected key verbs, adverbs and adjectives to use within our descriptive language. As well as applying our knowledge of prepositional phrases to help set the scene.
Within Maths this term we have continued to compare statements, multiply and divide two digits by one digits and applying this knowledge to solving scaling problems. We have also explored pounds and pence by converting, adding and subtracting money plus also giving change. We applied our knowledge of money to problem solve and discuss problems. Finally, we ended the term by looking at pictograms and bar charts. This work involved comparing and interpreting the data shown and applying our number knowledge to different types of tables.
Within reading this term, Maple have explored a range of texts applying their prediction, summarising, explaining, inference and retrieval skills. We have explored songs and lyrics as well as fiction and non-fiction texts. These lessons have included retrieval of information from within the text, followed by discussion and individual thinking questions. Our sessions have then concluded with either writing our response by apply our practised skills of predicting, summarising, explaining, inferring and retrieving for our chosen text.
Maple have started term three by exploring the musical work of Johannes Brahms. We have used our research skills and the 5W's to retrieve information about the composer and musician. In addition to this, we have focused our work on Brahms' piece 'Hungarian Dance No.5'. Together we have mind mapped our ideas and visual imagery related to the music and have used this to fuel inspiration for our Hakiu poems. The choice of vocabulary we have been able to generate, was followed by carefully selecting how we would plan and write our own Haiku poems responding to the music. Maple had great fun sharing their poem ideas by clapping the ssyllables of each line to each other on screen.
To celebrate the end of term and the fantastic work the children have made, we began decorating the classroom by challenging ourselves to see how long we could make a paper chain from our scrap paper. Maple really worked as a team to create the decorations and were so proud of each other for contributing towards a goal. We then sat down to enjoy our Christmas lunches with some festive music in the background. This was later followed by a silent disco in the hall, which the children were incredibly excited about! Merry Christmas Maple Class and a Happy New Year!
This term Maple have been learning about Christianity and in particular the story of the nativity. Maple have also enjoyed learning about Christingle and it's symbol of the Christian faith. We have identified that the orange represents the world; the red ribbon around it is the love of God; the fruits/sweets symbolise God's creation and the candle represents Jesus, the light of the world.
In relation, Maple have also relished the opportunity to learn about Diwali which intertwined with Maths week. To bring these two subject areas together, the children designed and created their own Rangoli patterns to display in class. Rangoli patterns are colourful designs made on the floor using coloured rice powder and are used by Hindus during Diwali celebrations to traditionally welcome good luck. Within Maths, Rangoli patterns have been a great way to explore symmetry, reflection and tessellation.
During our reading this term, we have formulated, described, predicted, retrieved and explained ideas relating to our class read 'Oliver and the Seawigs' by Philip Reeves. During our lessons the children have begun by using their retrieval skills to answer 'quick quiz questions' about the text such as 'Who is Stacey de Lacey?' and 'What is the Hallowed Shallows Seawig Competition?'. This has been followed by opportunities to discuss with a partner and the class, questions relating to the text. These often form discussion about the way the text is written as well as exploring unfamiliar vocabulary. Our lessons have then concluded with written answers which challenge the children to predict what might happen using inference skills, explain their answers and reasoning using evidence from the text. I have been very impressed byy the discussions within class during these lessons.
As a result of Maple's love for reading 'Oliver and the Seawigs' we decided to design and interpret our own 'Seawig Competition' posters by summarising some of the key features of an event poster. We managed to compose some very creative ideas together. I was so impressed with Maple's enthusiasm, that I promised the class I would 'Tweet' Philip Reeves and Sarah McIntyre our designs to see what they thought. We were fortunate enough to get such a wonderful response...
Maple have shown great passion for exploring different texts within our reading lessons. It has been exciting to hear each others' thoughts and opinions on a variety of books. Consequently, some of the children were very eager to use their summarising, explaining and evaluating skills to write short book reviews for texts they have read to help other children choose new books. In order to further boost this enthusiasm and a love of reading, I asked the children to provide descriptive words for how they would like their book corner to look. Taking this important feedback on board we managed to design and apply these changes to the area to make it more inviting and exciting with a focus on the 5W's and how. What? Where? Why? Who? When? and How? The idea was to summarise that reading can take you on many adventures and journeys!
Within our writing this term we have focused on interpreting ideas related to William Grill's 'Shackleton's Journey' book which tells of an Antarctic explorer and his crew. Maple have taken role as a crew member and imagined they are taking part on this voyage. Our writing has first consisted of constructing instructions for how to pack a bag for an Antarctic expedition. This included using sequencing words, imperative verbs (bossy verbs) and adjectives to provide really detailed and informative instruction writing.
Following this, Maple have used drama, freeze framing and hot seating to get into character and imagine they are stranded in the Antarctic. Shackleton's ship the 'Endurance' finally became stuck and began to disintegrate by the harsh icy conditions. The children used their senses to express how they might be feeling in their writing by questioning what they might hear, see, taste, feel and smell. We have used class discussion to collate these ideas which have then been selected and applied in their own writing. This writing took the form of a diary entry before and after the 'Endurance' became stranded. The children explored questions about what they would do next, how the might feel, what do they think their crew members might be feeling and how will the survive? This was followed by understanding the features of a diary entry and practicing this with our own ideas independently.
Maple have continued their enthusiasm for learning about light and dark through their writing and designing skills. The children first planned and used their imagination to write a short story about an Antarctic expedition within 'Writer's Workshop'. We then used these ideas to design shadow puppet characters to be used to present their story to the class using a shadow puppet theatre.
To link this learning together, Maple have explored how light travels differently through a variety of materials by using comparison and observation skills. We have learnt that opaque, translucent and transparent materials can also affect an objects shadow. To secure this understanding, the children were able to visualise the effect of using the puppets against the baking paper screen and projected light from behind.
Maple enjoyed getting active for children in need by challenging themselves to see how many laps of the field they could run. Altogether, including the teachers, we managed to run 215 laps!! We are very impressed with how determined and up for the challenge everyone was. The most amazing part of this activity was how smiley and excited the children were to be outside having fun to support a good cause. Well done Maple Class!!
Our science work this term has been all to do with light! To kick start our learning journey, Maple had a go at experimenting with how light travels using a light box, glass prism and different coloured filters. We have learnt that light travels in straight lines and what can happen when we try to bend it. We were able to create our own rainbows by breaking up the white light with the prism to aid our understanding of how this is mimicked with raindrops and light with rainbows we see in the sky.
We have also experimented with mixing different coloured filters whilst predicting and writing up our findings, just like scientists. Maple were very excited to take part in this experiment. It has been fantastic to see such brilliant eagerness to learn.
The children enjoyed their first visit to the garden. We learnt about what sort of things the school grows, including some of the veg we use in our school meals. It was very exciting to see a variety of jobs we can hep with as a class throughout the year.
Maple Class have settled into their first term at Fir Tree by creating wonderful work relating to our Take One Picture project. 'Starry Night' by Vincent Van Gogh was our chosen piece and the children have enjoyed experimenting with pastels to recreate their own Starry Night artwork.
Following this, we have started our History Project about The Stone Age. The children enjoyed using their pastel skills to create their own messages through Stone Age cave art.