Due to the current COVID-19 restrictions, regrettably we are unable to invite parents into school for a tour of Berkswich CE primary and nursery. We understand that choosing the right setting for your child is one of the most important decisions that you will make in your child’s learning journey. With this in mind, we hope to provide you with a range of opportunities to allow you to gain an insight into life as part of our special Berkswich community and the chance to ask questions. We certainly welcome the opportunity to support and reassure you as you organise your child’s first steps into Nursery and Reception. We are offering virtual meetings to provide an opportunity for new parents to meet our headteacher, EYFS leader and teaching staff. This will provide a great opportunity for you to ask questions and find out about our community and learning at Berkswich CE. Your child is a vital part of this process, and so we welcome them to join in with the meeting.
Reception slots
Tuesday 17th November 9am – 10:30am
Tuesday 1st December 3:30- 5:30pm
Tuesday 8th December 9am – 10:30am
Nursery slots
Tuesday 19th January 9am– 10:30am
Tuesday 2nd February 3:30—5:30pm
Tuesday 9th March 9am—10:30 am
To book your ten-minute virtual meeting on one of the following days please call the school office on 01785 337360 or send an email to office@berkswich.staffs.sch.uk
Please visit our admissions page to take a closer look at our Nursery and Reception classes, as well as our admissions arrangements. Thank you.
Year 3 programme of study |
Number – number and place value
Statutory requirements |
Pupils should be taught to:
|
Notes and guidance (non-statutory) |
Pupils now use multiples of 2, 3, 4, 5, 8, 10, 50 and 100. They use larger numbers to at least 1000, applying partitioning related to place value using varied and increasingly complex problems, building on work in year 2 (for example, 146 = 100 + 40 and 6, 146 = 130 + 16). Using a variety of representations, including those related to measure, pupils continue to count in ones, tens and hundreds, so that they become fluent in the order and place value of numbers to 1000. |
Number – addition and subtraction
Statutory requirements |
Pupils should be taught to:
|
Notes and guidance (non-statutory) |
Pupils practise solving varied addition and subtraction questions. For mental calculations with two-digit numbers, the answers could exceed 100. Pupils use their understanding of place value and partitioning, and practise using columnar addition and subtraction with increasingly large numbers up to three digits to become fluent (see Mathematics Appendix 1). |
Number – multiplication and division
Statutory requirements |
Pupils should be taught to:
|
Notes and guidance (non-statutory) |
Pupils continue to practise their mental recall of multiplication tables when they are calculating mathematical statements in order to improve fluency. Through doubling, they connect the 2, 4 and 8 multiplication tables. Pupils develop efficient mental methods, for example, using commutativity and associativity (for example, 4 × 12 × 5 = 4 × 5 × 12 = 20 × 12 = 240) and multiplication and division facts (for example, using 3 × 2 = 6, 6 ÷ 3 = 2 and 2 = 6 ÷ 3) to derive related facts (for example, 30 × 2 = 60, 60 ÷ 3 = 20 and 20 = 60 ÷ 3). Pupils develop reliable written methods for multiplication and division, starting with calculations of two-digit numbers by one-digit numbers and progressing to the formal written methods of short multiplication and division. Pupils solve simple problems in contexts, deciding which of the four operations to use and why. These include measuring and scaling contexts, (for example, four times as high, eight times as long etc.) and correspondence problems in which m objects are connected to n objects (for example, 3 hats and 4 coats, how many different outfits?; 12 sweets shared equally between 4 children; 4 cakes shared equally between 8 children). |
Number – fractions
Statutory requirements |
Pupils should be taught to:
5 + 1 = 6 ] 7 7 7
|
Notes and guidance (non-statutory) |
Pupils connect tenths to place value, decimal measures and to division by 10. They begin to understand unit and non-unit fractions as numbers on the number line, and deduce relations between them, such as size and equivalence. They should go beyond the [0, 1] interval, including relating this to measure. Pupils understand the relation between unit fractions as operators (fractions of), and division by integers. They continue to recognise fractions in the context of parts of a whole, numbers, measurements, a shape, and unit fractions as a division of a quantity. Pupils practise adding and subtracting fractions with the same denominator through a variety of increasingly complex problems to improve fluency. |
Measurement
Statutory requirements |
Pupils should be taught to:
|
Notes and guidance (non-statutory) |
Pupils continue to measure using the appropriate tools and units, progressing to using a wider range of measures, including comparing and using mixed units (for example, 1 kg and 200g) and simple equivalents of mixed units (for example, 5m = 500cm). The comparison of measures includes simple scaling by integers (for example, a given quantity or measure is twice as long or five times as high) and this connects to multiplication. Pupils continue to become fluent in recognising the value of coins, by adding and subtracting amounts, including mixed units, and giving change using manageable amounts. They record £ and p separately. The decimal recording of money is introduced formally in year 4. Pupils use both analogue and digital 12-hour clocks and record their times. In this way they become fluent in and prepared for using digital 24-hour clocks in year 4. |
Geometry – properties of shapes
Statutory requirements |
Pupils should be taught to:
|
Notes and guidance (non-statutory) |
Pupils’ knowledge of the properties of shapes is extended at this stage to symmetrical and non-symmetrical polygons and polyhedra. Pupils extend their use of the properties of shapes. They should be able to describe the properties of 2-D and 3-D shapes using accurate language, including lengths of lines and acute and obtuse for angles greater or lesser than a right angle. Pupils connect decimals and rounding to drawing and measuring straight lines in centimetres, in a variety of contexts. |
Statistics
Statutory requirements |
Pupils should be taught to:
|
Notes and guidance (non-statutory) |
Pupils understand and use simple scales (for example, 2, 5, 10 units per cm) in pictograms and bar charts with increasing accuracy. They continue to interpret data presented in many contexts. |