Email: office@grimleyholt.worcs.sch.uk | Telephone: 01905 640325

Year 3 and 4

During the Summer Term, Mr Soley is the class teacher and teaches us every day except Friday when Mrs Patterson joins the class to teach Science and Religious Education. Miss Thompson and Ms Crumpton are the Class Teaching Assistants, supporting every day.

In our class, we all work together to do the best we can and be the best we can be! 

Our School Day

Our mornings always start with the core subjects English and Maths. Lessons that follow include Mantle of the Expert where we learn about Art and Design, PSHEC, Design and Technology, Geography and History through the role of being a company which receives various commissions from clients to carry out in set time frames. In addition, we learn French.

The Summer term Mantle of the Expert theme, involves collaboration with Worcestershire Wildlife Trust. The team have been asked to develop a series of walks that will encourage healthy lifestyles and promote the rich history of the area.

On Fridays, our day consists of Science and R.E. Mrs Patterson ensures our science lessons also build on English and Maths skills. On occasion, the children will share the R.E during whole school celebration assembly.

In our class we experience lots of different learning. We have independent learning; paired learning; small, focussed group learning; and learning as a whole class. This helps us to achieve our best and enjoy our learning experience.

We enjoy P4C (Philosophy for Children) sessions where we discuss BIG questions. In addition, we enjoy opportunities that involve outdoor learning which can also be linked to our Mantle. There are lots of opportunities for pupils to thrive in an exciting learning environment.

Things to Remember

PE

PE days are Tuesday and Thursday, however will be Tuesday and Friday during the first half term. It is important that we have our PE kits in school at all times during the week.

Reading

In Year 3/4, we choose an Oxford level reading book to read at home and also a Bug Club eBook. By visiting the website www.activelearnprimary.co.uk we can use our Bug Club login to access eBooks. We are able to choose which book we read from the level we are currently working at. It is our responsibility to read these books to the best of our ability and then answer a small number of questions on them before moving onto a new text from the same level or next reading level.

In addition, we are encouraged to read our own choice books from home or loaned from our class, or school library.

These different books help us to achieve our Reading Rocket weekly.

Reading Rockets

A Reading Rocket achievement is when we have read at least FOUR times at home each week. We then aim to achieve FIVE weeks of Reading Rockets each half term.

For achieving our Reading Rocket each week, we will be awarded 4 dojo points. These points will be added to a weekly total for our class.

If we achieve our Reading Rocket for five weeks within a half term, then we are awarded a certificate and can celebrate our achievement during an extra play alongside friends throughout the school.

Pupil Planners

We are expected to bring our Pupil Planners into school daily. These books are expected to be used by us, our teachers and our parents/carers. All of us can record messages about the day or messages about our achievements at home and at school. Our parents/carers can also sign our books to help show that we have either read at home independently, read to them or shared a book with them.

Homework

Our homework expectations are:

  • Practising spellings daily and focusing on the rule being learnt.
  • Practising times tables so that we can confidently and rapidly recall multiplication and division facts. We use Times Table Rockstars (TTRS) to support this learning.
  • Reading for pleasure and working towards our weekly Reading Rocket.
  • Carry out Maths or English non-negotiable homework set by our teacher on alternate weeks. For example, this might be work set on MyMaths or grammar work set on Bug Club.
  • Every half term, a list of Mantle-related activities is outlined on a homework topic web. These tasks are negotiable. This means we can choose which we do, when we do them and in whatever order we would like.

All of our homework is set up for us on TEAMs and our teacher gives us feedback online. We are also awarded class dojo points for every piece of homework we complete.

We are a class who are enthusiastic about learning and we are looking forward to an exciting term ahead.

Mantle of the Expert Coverage

Mantle of the Expert

 
 

What is it?

Mantle of the Expert is a teaching approach that uses drama and inquiry to create meaningful and purposeful activities for learning. This method involves the students taking on the role of an expert team that is commissioned by a fictional client to perform specific tasks that involve problem-solving and dealing with a pre-designed situation.

The teacher plays multiple roles, including being a member of the team, to add tension and guide the students’ learning both inside and outside the context. This approach is not a “discovery” approach where the teacher sits back and observes, but one where the teacher guides and supports the students throughout the learning process. It is essential that students are aware from the beginning that they are participating in a fictional context.

Mantle of the Expert was developed by British educator Dorothy Heathcote and is an inquiry-drama-based learning approach that puts the community at its centre. 

The name “Mantle of the Expert” alludes to the Polynesian people of New Zealand, the Māori tribe, and the korowai mantle that the wise members of the tribe wore in celebration of their knowledge. It may also refer to the “mantle of Elijah” passage in the Bible (2 Kings 2:11-14). Heathcote was awarded an MBE for her work in education.

An example task of Mantle of the Expert might involve students taking on the role of scientists and dealing with a dinosaur egg discovered on an uninhabited island. The teacher would lead the creation of the island and facilitate the learning by providing images of islands, habitats, and geographical features.

The context would properly begin when the teacher gathers the students and tells them the story/ commission/ team objective (but in a peer-to-peer tone rather than story time) and guides them on their learning task. The teacher provides various activities designed to develop curriculum learning and reflects on the students’ work while introducing other steps, all while guiding and shaping their journey.

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