This term, pupils will complete the narrative of St Peter as they look at the Resurrection from St John’s gospel and make links with St Matthew’s account of Peter’s declaration of faith and subsequent betrayal. In St John’s gospel, Jesus asks Peter if he loves him three times which links with the three times Peter denied knowing Jesus. Through the story of St Peter, they will look at the role of the Pope as St Peter’s successor and begin to understand the structure of the Church and why it is called ‘apostolic’. All members of the Church are of equal dignity, everyone is welcomed and valued, and everyone has the same mission to build the Kingdom of God. In addition, pupils need to learn about the role of clergy and how they have organisational (governance) roles, are teachers and bring people closer to God through the sacraments (sanctify). One of the titles of the Pope is ‘servant of the servants of God’, which makes it clear that he should follow Jesus’ example of servant leadership. ‘Wherever Jesus went, heaven touched earth’ (YC 123). It is easy to focus on the Church’s visible rather than invisible dimensions. The Church is made up of all people who have ‘placed their hope in Christ and belong to him through baptism, whether they have already died or are still alive’. (YC 146). All are part of the body of Christ. Pupils will look at the Apostles’ Creed, which summarises the beliefs of the Christian faith. Pupils are not expected to learn this creed (though they can) but rather to study it as a text as it summarises the faith of the Apostles. In saying their creed, Christians today profess their faith and affirm their belief just as they did at baptism. The whole human experience is open to the love of God. May is a Marian month where Catholics pay particular attention to asking for the Virgin Mary’s prayers.

 Year 3 and 4 children have Maths in their year groups. Year 3 start the term by learning about fractions, looking at non-unit fractions and adding and subtracting fractions with the same denominator. They finish the term learning about units of time, including, minutes, hours, days, and weeks. They will also solidify their learning with calculating time and being able to read an analogue clock.

Year 4 start the term with geometry, identifying and comparing angles. Then they move onto looking at place value of numbers up to 2 decimal places. Towards the end of the spring term, they learn fractions, and equivalent fractions, and how they relate to whole numbers. 

Children will be basing their learning on a text inspired from the book, 'An Anthology Of Intriguing Animals',  by Ben Hoare (a non-fiction book).

Within this, children will develop their learning through a sequence of sentence stacking to create effective sentences for a similar non fiction text. They will also be using this to create some 'short writes.'

Children are learning about 'Living things and their habitats'. It takes children through six lessons where they learn how to recognise that living things can be grouped in a variety of ways; and explore and use classification keys to help group, identify and name a variety of living things in their local and wider environment.

The three classes have PE twice a week: one session with the class teacher, and one with our PE coach, Mr Ero.

Lemur Class have PE on Mondays with Mrs Gee, and Tuesdays with Mr Ero.

Gazelle Class have PE on Tuesdays with Mr Ero, and Wednesdays with Mrs Hurley.

Crocodile Class have PE on Thursdays with Miss Fernandes, and Fridays with Mr Ero. 

This term the children are learning two different sports: Tennis skills with Mr Ero, and Rounders with their class teacher.

 We are singing with Mr Robinson, someone who works for the diocese National Schools Singing Programme. The children are enjoying this and are learning valuable skills including improvisation, playing and performing in solo and ensemble contexts and are learning to use their voices with increasing accuracy, fluency, control. They are listening with attention to detail and recall sounds with increasing aural memory.

As a school, we also offer children the opportunity to pay for additional music lessons through 'Rocksteady'. 

 There are whole class guided reading sessions that occur each week. Children are exposed to different types of text, and retrieval, inference, and prediction questions are completed within each session. 

 Some children have phonics input throughout the week where they are explicitly taught key sounds from Reception and Year 1. Some children engage in Reading Fluency inputs and others are listened to making use of their own reading book.  Other children may be on a 'reading catch up' programme.

This term in Computing we are focusing on Desktop Publishing.  The children will become familiar with the terms ‘text’ and ‘images’ and understand that they can be used to communicate messages. They will use desktop publishing software and consider careful choices of font size, colour and type to edit and improve premade documents. Learners will be introduced to the terms ‘templates’, ‘orientation’, and ‘placeholders’ and begin to understand how these can support them in making their own template for a magazine front cover. They will start to add text and images to create their own pieces of work using desktop publishing software. Learners will look at a range of page layouts thinking carefully about the purpose of these and evaluate how and why desktop publishing is used in the real world.

In French this term, we are learning 'My Family'. By the end of this unit pupils will have the knowledge and skills to make a presentation about their own/a fictitious family in both spoken and written form in French. Pupils will start to integrate previously learnt language with newly acquired language, encouraging more confident use of their growing bank of vocabulary. Pupils will demonstrate an increasing knowledge of grammar and the use of the possessive in French to manipulate language, thus starting to create more personalised responses as the unit supports the change from 1^st person singular to 3^rd person singular.

This term we are looking at different settlements. The pupils will learn to:

• Locate some cities in the UK.
• Describe the difference between villages, towns and cities.
• Identify features on an OS map using the legend.
• Describe the different types of land use.
• Follow a route on an OS map.
• Discuss reasons for the location of human and physical features.
• Locate some geographical regions in the UK.
• Identify and begin to offer explanations about changes to features in the local area.
• Describe the location of New Delhi.
• Identify some human and physical features in New Delhi.
• State some similarities and differences between land use and features in New Delhi and the local area.

We will also be exploring our local area on a geography field trip, looking at the physical and human features in our community, and how that is depicted on a map. 

Last term, we were learning about History. We were answering the question 'What was important to Ancient Egyptians?'

Pupils who were secure in their learning were able to:

• Identify where and when ancient civilisations first appeared.
• Ask historically valid questions about sources.
• Identify Ancient Egypt’s location and its key geographical features.
• Explain why the River Nile was important to ancient Egyptians. 
• Explain the significance of the Rosetta Stone.
• Explain the importance of gods and goddesses to people in Ancient Egypt.
• Analyse mummification’s connection to Ancient Egyptian beliefs about the afterlife.
• Decide what was important to people in Ancient Egypt. 

 This term, pupils are learning about sculpture: Structures: constructing a castle.

Pupils who are secure in their learning will be able to:

• Draw and label a simple castle that includes the most common features.
• Recognise that a castle is made up of multiple 3D shapes.
• Design a castle with key features which satisfy a given purpose.
• Score or cut along lines on the net of a 2D shape.
• Use glue to securely assemble geometric shapes.
• Utilise skills to build a complex structure from simple geometric shapes.
• Evaluate their work by answering simple questions.

In Art last term, our topic was about Egyptian Ancient Scrolls.

Pupils who were secure in their learning were able to:

• Recognise and discuss the importance of Ancient Egyptian art.
• Consider the suitability of a surface for drawing.
• Record colours, patterns and shapes through observational drawing.
• Choose and use tools and materials confidently.
• Begin to experiment with drawing techniques.
• Create a selection of sketches that show idea exploration.
• Produce a final design with a clear purpose.
• Follow instructions with minimal support.
• Discuss and evaluate the process and outcome of their work.
• Produce a complete painted or drawn piece from a design idea.
• Use colours and materials appropriately, showing an understanding of effective composition.
• Have a clear idea of the subject of their zine, including a range of images and information.