“You place a strong emphasis on developing pupils’ physical and mental well-being.”


Ofsted 2017

Read All About It

Find out what Owls class has been up to.

“Pupils feel safe and have a good understanding of how to keep safe.”


Ofsted 2017

Learning At Home

Find resources to help your child learn at home

Owls Class

Key Stage 2 – Years 3 & 4

Lower Key Stage 2 starts in Year 3 and finishes at the end of Year 4. Children in this class continue to learn through the National Curriculum where their continuing development is reflected by more challenging responsibilities, as well as a wider range of enrichment activities including additional educational visits and sporting opportunities such as swimming lessons.

Mrs Marshall

Owls Class Teacher

Mrs Wyncoll

Teaching Assistant

Mrs Smith

Teaching Assistant

On This Page

On this page you will find news about our class, an overview of the work we are doing this half-term and links to online learning resources.

Latest News From Owls Class

Owls Shared Learning Session

On Thursday 16th May, many of the parents of Owls class came in for a shared learning session. In Science, the children have been working on the topic of Sound and had been looking at high and low sounds and how they are made. With the help of their parents, the...

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Making Smoothies

This half term, the Owls have a DT topic of Edible Garden. We have been learning about where certain types of food come from, how they are grown, why they are good for us and how to cook with them. Most recently, we have been learning all about strawberries. On...

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Pesto Making

This term, Owls class are working on an Edible Garden project for DT. They have already learnt about different kinds of herbs and have planted some. This week, we took one of the herbs, basil, and had a go at using it to make pesto. The children practised their...

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Cross Country at RHS

Recently, 24 children from Owls and Swans braved the rain to compete at a Cross-Country event held at the Royal Hospital School in Holbrook. The year 4 children's course was 1,500m, whereas the Year 5 and 6 children's course was 2,200m long. The children were nervous...

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Goodbye Elmer

On Monday 25th March, we said goodbye to our finished Elmer as he was returned to the Elmer team ready for photographs to be taken for the trail. We have all enjoyed taking part in the decoration of Elmer and are very pleased with how our Elmer looks. We would like to...

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Mother’s Day Lunch

On Wednesday 27th March 2019, we welcomed over 60 mums and grandmothers for our annual Mother's day lunch. Rachel and Georgia prepared a delicious roast dinner, followed by jam sponge and custard, which was enjoyed by all. Thank you mums (and grandmums) for supporting...

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We Are Working On

Spring

Science

Light

• Recognise that we need light in order to see things and that dark is the absence of light by taking part in a ‘feely bag’ investigation.
• Notice that light is reflected from surfaces by choosing the most reflective material for a new book bag.
• Notice that light is reflected from surfaces by playing mirror games.
• Recognise that light from the sun can be dangerous and that there are ways to protect our eyes by designing and advertising a pair of sunglasses or a sun hat.
• Recognise that shadows are formed when the light from a light source is blocked by a solid object by investigating the best material for curtains for a baby’s bedroom.
• Find patterns in the way that the size of shadows change by investigating what happens when you change the distance between the object and the light source.

History

Riotous Royalty
• William the Conqueror – Regularly address and sometimes devise historically valid questions about change, cause, similarity and difference, and significance by learning about the arrival of King William and the Normans in 1066.
• King John – Continue to develop a chronologically secure knowledge and understanding of British, local and world history, establishing clear narratives within and across the periods they study by learning about the significance of the Magna Carta.
• Henry VIII – Continue to develop a chronologically secure knowledge and understanding of British, local and world history, establishing clear narratives within and across the periods they study by learning about the significance of a royal heir in securing the power of a monarchy.
• Queen Anne – Note connections, contrasts and trends over time and develop the appropriate use of historical terms by learning about how Queen Anne helped to create Great Britain as a country.
• Queen Victoria – Construct informed responses that involve thoughtful selection and organisation of relevant historical information by finding out about Queen Victoria’s quest for empire.
• The Modern Royal Family
• Regularly address and sometimes devise historically valid questions about change, cause, similarity and difference, and significance by learning about the modern royal family in Britain.

Geography

Extreme Earth

• Describe and understand key aspects of physical geography in the context of what is under the Earth’s surface.
• Describe and understand key aspects of physical geography in the context of volcanoes.
• Describe and understand key aspects of physical geography in the context of earthquakes.
• Describe and understand key aspects of physical geography in the context of tsunamis.
• Describe and understand key aspects of physical geography in the context of tornadoes.

Art

British Artists
• Great artists, architects and designers in history in the context of Paula Rego, Gainsborough, Sonia Boyce, Lucien Freud, Howard Hodgkin & Anish Kapoor.
• Improve mastery of art and design techniques, including drawing in the context of illustrating a story, a painting and a portrait.

Design & Technology

Battery Operated Lights
• Understand how key events and individuals in design and technology have helped shape the world in the context of looking at technological developments in the way we light our homes.
• Understand and use electrical systems in their products (for example, series circuits, incorporating switches, and bulbs) in the context of understanding how a series and parallel circuit can be used to light a bulb.
• Understand and use electrical systems in their products (for example, incorporating switches) in the context of understanding how switches can be made and used in circuits.
• Select from and use a wider range of materials and components, including construction materials, textiles and ingredients, according to their functional properties and aesthetic qualities in the context of choosing materials and components to make the main structure of the light.
• Select from and use a wider range of materials and components, including construction materials, textiles and ingredients, according to their functional properties and aesthetic qualities in the context of selecting materials and components which will create a well finished light.
• Evaluate their ideas and products against design criteria and consider the views of others to improve their work in the context of evaluating a battery operated light.

P.E

Invasion Games
Handball

• Play competitive games, modified where appropriate and apply basic principles suitable for attacking and defending.
• Develop flexibility, strength, technique, control and balance and to move with a ball.
• Play competitive games, modified where appropriate and apply basic principles suitable for attacking and defending.
• Use a range of techniques to pass the ball.
• Understand the basic principles of defending in invasion games.
• Understand the basic principles of attacking in invasion games
• Apply the basic principles of invasion games.

Basketball
• Develop flexibility, strength, technique, control and balance in the context of the basketball dribbling technique.
• Use running, jumping, throwing and catching in isolation and in combination in the context of basketball passing techniques; of pivoting and footwork; of keeping possession and of marking and dodging.
• To play competitive games, modified where appropriate, and apply basic principles suitable for attacking and defending in the context of basketball

Swimming

Computing

Logo and Scratch
• Design, write and debug programs that accomplish specific goals, including controlling or simulating physical systems
• Solve problems by decomposing them into smaller parts
• Use sequence, selection, and repetition in programs
• Work with variables and various forms of input and output
• Use logical reasoning to explain how some simple algorithms work and to detect and correct errors in
algorithms and programs

French

Food
• Appreciate stories, songs, poems and rhymes in the language in the context of food.
• Understand key features and patterns of basic grammar in the context of requesting something to eat and stating preferences.
• Describe people, places, things and actions orally and in writing in the context of describing food by colour.
• Describe people, places, things and actions orally and in writing in the context of describing objects by size.
• Engage in conversations; ask and answer questions; express opinions and respond to those of others; seek clarification and help in the context of preparing, eating and talking about food.

Family and Friends
• Present ideas and information orally to a range of audiences; in the context of family.
• Broaden their vocabulary and develop their ability to understand new words that are introduced into familiar written material, including through using a dictionary; explore the patterns and sounds of language through songs and rhymes and link the spelling, sound and meaning of words; conjugate high-frequency verbs; in the context of pets.
• Explore the patterns and sounds of language through songs and rhymes and link the spelling, sound and meaning of words; develop accurate pronunciation and intonation so that others understand when they are reading aloud or using familiar words and phrases; in the context of the alphabet.
• Understand basic grammar and conjugate high-frequency verbs; write phrases from memory, and adapt these to create new sentences, to express ideas clearly; in the context of introducing people.
• Speak in sentences, using familiar vocabulary, phrases and basic language structures; develop accurate pronunciation and intonation so that others understand when they are reading aloud or using familiar words and phrases; in the context of spelling familiar words and names.
• Broaden their vocabulary and develop their ability to understand new words that are introduced into familiar written material, including through using a dictionary; say or write phrases from memory, and adapt these to create new sentences, to express ideas clearly; in the context of rooms in the home

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