Summer 2 2021

Welcome back! This last summer term is full of exciting opportunities to be learning about the Tudors as part of our new topic! Keep checking back to see what we get up to in Year 3!

Photo Credit:

Collective Worship

As part of our collective worship time, we like to gather together and listen to Bible Scriptures and discuss their meaning for us. We listen well and respond to God’s word. Reflection also plays a big part in our everyday lives as it lets us think about our choices. We like pray, listen to songs and get active as part of our worship time. We also like to express our gratitude to God for all the special people and things in our lives. Each week we have daily collective worship monitors who are responsible for leading our daily prayers of thanks. They change the collective worship statement and colour of cloth on our collective worship table to reflect the church calendar.


During Refugee Week, Year 3 read around this important subject and learnt lots of new vocabulary such as asylum seekers, refugees, refugee camp and what persecuted means. We learnt about Ali is a ten year old boy from Afghanistan who had  to leave his home and become a refugee. We had a discussion about how it could feel when someone has to leave their beloved home. The children really felt that they would like to include the refugees in their prayers and we all wrote our thoughts down and collected them on our prayer table.

To link our learning to other faiths and ‘Living in Leeds week’, the children looked at census data about the religious population of Leeds. This was also a great link to our key core maths skills of reading numbers and interpreting data. We discussed what a census is and that this also took place when Jesus was born.

We discussed what the data represented first. The children studied the worthy word of the week ‘ diversity.’ We practised saying this word, whispering it, singing it, shouting it, acting it out and writing this word in a sentence to show our understanding.

We then talked about the origin of Buddhism and made  similarities and differences between this religion and Christianity. We agreed that both religions teach us about the importance of love and showing love for other in our words and actions


Living in Leeds poetry

As part of our living in Leeds week the children focused on their word of the week ‘diversity’. We said it, whispered it, sang it, acted it, drew it and then wrote what it means. The children then had to write this word in a sentence. We discussed the cultural and social diversity of Leeds as a city and looked at different pictures of Leeds. Using the city as inspiration the children read a poem about a city.

Listen and read ‘Last Night, I Saw the City Breathing’ Copyright: from The Moon is on the Microphone (Sherbourne, 1997), copyright © Andrew Fusek Peters 1997, used by permission of the author

The children loved reading this poem and discussed what their favourite parts were. Year 3 learnt about personification and what this means. We discussed how the author had given the city human like features. Year 3 highlighted where they could see evidence of this.

Following this, the children used an ipads to alternative words for city sleeping, eating, dancing and crying. They used these words to help them plan a poem based on a city from one they had read. The children loved coming up with their own personification. Once the children were happy with their plans they wrote their own poems.


This half term, we are using ‘The Minpins’ as a stimulus for our guided reading and writing. The children absolutely loved reading the start of this, in our whole class guided reading sessions. We unpicked and discussed the meaning of unfamiliar vocabulary such as ‘stench’ and ‘billowing’ and added these to our ‘word worthy wall’. The children enjoyed freeze framing scenes from the story to show how the main character Billy was feeling when he ventured into the Forest of Sin. Year 3 played ‘conscience alley’. This help us to think about the conflicting feelings Billy had before going into the forest despite his Mum’s warnings.  The children decided whether they thought Little Billy should go into the Forest of Sin our not and pretended to be the trees in the forest whispering advice. The children wrote their own diaries as if they were Little Billy going into the Forest.

The children acted out Little Billy going into the forest and being chased through the woods by the Spittler. They acted out Little Billy managing to escape by climbing a tree. We also hot seated little Billy about his thoughts and feelings. Following this, Year 3 looked at examples of informal and formal letters. We discussed when you might write a formal or an informal letter. The children worked with a partner to read the letters and identify which one was formal and informal. The children then discussed what was the same about them and what was different. They used their highlighters to show this. The children planned a letter as if they were Little Billy writing to his friend to tell them all about the Minpins. The children knew that they had to write informally and in a chatty manner.


Year 3 have been practising telling the time to o’clock, half past, quarter past and quarter to. When we felt confident with this we practised telling the time to 5 minute intervals and then solved time problems. We ventured outside too to play lots of Burn 2 learn games as well.

Following this Year 3 revisited saying the months of the year and how many days are in each month. We discussed how many days are in one year and a leap year. We learnt a song to help us! We added the number of days to our working wall.


Following this, Year 3 continued their maths learning jouneys by recognising angles as a property of shape or a description of a turn. We started by recognise angles as a measure of a turn. The children practiced making 1/2,1/4,3/4 and whole turns from different starting points in both clockwise and anti clockwise directions. They listened to and had to follow  instructions making these turns. They also had to give  instructions using the correct mathematical language, this was very tricky remembering which way was clockwise and anti clockwise. We added this mathematical vocabulary to our ‘word worthy wall.’ We discussed that an angle is created when 2 straight lines meet at a point. We looked around school for right angles and discussed whether we could see any that were smaller or greater than a right angle.

Online Safety

We had a work shop, delivered by Sarah Lynch to remind all children of the very important tips to stay safe whilst using the internet. The key message that we took from the morning was that if we are unsure of anything on the internet we should ‘STOP, BLOCK AND TELL!’ 


Internet safety key message.Stop, block,tell!

Here were the key top tips we learned for staying safe online:

  • Keep your personal information safe and private (don’t share it with anyone).
  • People online are not always who they say they are(don’t become friends with someone online that you haven’t met before in real life and never meet up with anyone you speak to online).
  • Ask before you share– think carefully about the photos you post on the internet. You need to have permission before you post photos of other people online.
  • Think carefully about the words you use on the internet.
  • If you see something you feel uncomfortable with, STOP, BLOCK AND TELL! 
  • Always speak to a trusted adult.
  • Think about your digital footprint– that is what you say and put online stays online.

The Tudors

We began our topic by looking closely at various pictures of The Tudors.  Year 3 used them to investigate and interpret the past. They discussed what they could see, what they thought was happening and what they wondered.

Some of the comments were:

“I wonder what they are thinking.”-Joseph

“I think this lady is very important because it looks like her servants are carrying her.”-Flynn

“The clothes the people are wearing look really different to what we wear.”-Shelby

“I think that is a picture of Henry V111. I wonder if that is his wife and son?.” Evie

” I wonder what they ate?.”- Maddie

We challenged ourselves to select the evidence carefully and ask relevant questions that could be explore possible answers to.

 Some of the questions were:

“Why did they eat?”-Maddie

“When was the Tudor period?”-Harry

“What clothes did they wear?.”-Ellie-Mae

“What was Henry VIII son called?”-Erika

” Who were Henry VIII’s wives?”- Alfred

The children then used the Ipads to answer their questions and develop historical understanding of the history of the Tudors. Year 3 loved being active learners to challenge themselves to do this.