Autumn Term 2

Welcome back! I hope you all had a restful half term. Keep a look out on this page to see what we have been learning about. This half term Year 3 have a prehistoric theme following on from the Stone Age. We will travel back in time to learn more about the Bronze Age through to the Iron Age.

Collective Worship

In Year 3, we have collective worship monitors who help prepare the collective worship table in class. They dressed the table with the purple cloth to symbolise that it is the start of advent. Year 3 revisited what Advent is and what it symbolises for Christians. We discussed what we do to prepare for Christmas and to celebrate the birth of Jesus. Year 3 wrote their own advent promises.

 

 

Collective Worship.

Year 3 held a collective worship in class for Remembrance day. They reflected on what it means, why the poppy is a symbol and why we held a 2 minute silence as a mark of respect. The collective worship monitors decorated our prayer table with poppies and some of the children wrote and read prayers for worship.

 

R.E. – Mary, Our Mother

We began our learning journey by making links to previous learning in Key Stage 1 on the topic ‘Mary our Mother’. We looked at different pictures of the Annunciation (we weren’t told this). We had to look at the picture clues and decide what we thought was happening. We drew on our previous learning and sticky knowledge. We then had say everything we knew about the pictures and make a list of key words about it.

Following this, we continued our new learning journey by reading the story of the Annunciation (Luke 1:26-38) and discussed how Mary must have felt when the Angel Gabriel told her she was going to have a special baby. In pairs we role-played this scene and gave reasons as to why we Mary agreed to have Baby Jesus. Take a look at Year 3 being Mary and the Angel Gabriel.

 

In pairs we role-played this scene and gave reasons as to why we Mary agreed to have Baby Jesus. We also discussed what we can learn as Christians from Mary’s actions. We used our working wall in R.E to support us with our learning. We discussed how hard it must have been for Mary,as a young girl, to make such a brave decision to follow God’s wishes, but she had faith and trust in God to ultimately guide her. Just as Mary put her faith and trust in God we discussed how we can put our faith and trust in God to guide us when we are faced with worries or problems. We wrote about Mary’s thought and feelings.

‘ I can do everything through Christ who gives me strength.’ Philippians 4:13.

‘ For nothing is impossible with God.’ Luke 1:26-38

Year 3 then wrote a letter to Joseph imaging that they were Mary. They told Joseph what had happened to them when the Angel Gabriel announced that Mary was going to have a baby, how they felt and gave reason for their actions. The children really enjoyed this and it also gave them the opportunity to reflect on what they has learnt form Mary’s actions, as well as explain when they put their trust and faith in God. The children also peered assessed one another’s learning.

English – The Iron Man by Ted Hughes

 

In English we are using the narrative story The Iron Man by Ted Hughes, as inspiration to write.  We began by reading the story in guided reading and discussing what had happened as well as making predictions. The children are thoroughly engrossed in the story. We began by identifying expanded noun phrase and similes in the text and discussing how we knew this.

Click to watch The Iron Man

His great iron head, shaped like a dustbin but as big as a bedroom, slowly turned to the right, slowly turned to the left. His iron ears turned, this way, that way. He was hearing the sea. His eyes,like headlamps, glowed white, then red, then infrared, searching the sea.

Year 3 then enjoyed going on a treasure hunt around school to locate and find a variety of expanded noun phrases and similes. They had to sort them with their talk partners and give reasons for their choices.

 

Year 3 are building up to writing a wanted poster about The Iron Man. To scaffold this, Year 3 worked in pairs to read and highlight everything they thought was good about a wanted poster for the big bad wolf. The children picked out the expanded noun phrases and similes to describe The Big Bad wolf not just on the outside but inside too. They also found other words used to name the wolf such as beast and creature. As a class, they highlighted all the worthy words and we added them to out working wall. The children also removed a sentence and added it to a different part of the text where it was better suited. We discussed the meaning of worthy words such as menacing, cunning and witnesses and how they could be used. The children also agreed that the WAGOLL (what a good one looks like) wanted poster included what The Big Bad wolf had done wrong and what to do if you saw him. Year 3 said they would need to include this on their wanted posters when they come to write them.

Following this Year 3 watched some modelled writing of the wanted poster for The Iron Man. The children listened to ensure that all the top tips were met and one that they noticed was just how many times I kept reading the work to check it made sense. The children then wrote their own wanted poster for the Iron Man. They made sure that they included similes and expanded noun phrases to describe the giant.

This massive, metal mechanical creature was last seen stood on the brink of the cliffs.” Jack

The children then self assessed their own posters and then they chose a friend to peer mark their learning. This gave the children a further opportunity to deepen their understanding as to their next steps.

 

 

Maths – Multiplication and Division

We’ve been learning about multiplication this week. We practised recalling 3x’s table facts and used these to recall the 6x’s table facts. Similarly, we practised recalling 4x’s table facts and used these to recall 8x’s table facts. The children have enjoyed lots of different Burn2Learn games, singing songs, dancing and tennis times tables to recall these facts confidently and fluently.

One of Year 3’s favourite ways to learn their times tables is to dance and sing along to BBC supermovers.

BBC supermovers 3x’s time table BBC supermovers 6x’s table

Year 3 have been discussing alternative words for multiplying  and recognising this as being repeated addition.

Year 3 loved practising their times tables by playing a fun burn 2 learn game, called hoop hop. The required the children to answer questions about times table facts and to win points for their teams. The children loved polishing their skills of quick recall of facts. Year 3 then reflected on which times tables they need to improve practise more.

We have been making links between the 3x’s times table to the 6x’s table and 9x’s table. We practised recalling the 3x’s table and then used this to help us write the other tables. We looked for number patterns as well. This helped deepen our understanding of using known number facts.

Year 3 have using known multiplication facts to support their understanding of dividing into equal groups. We spoke about dividing the whole number into equal parts. Year 3 enjoyed solving some division problems to deepen their understanding of this.

The children made their own KIRFS games to practise and polish their quick recall of facts. They really enjoyed designing and making these games and wrote their own questions.

 

Science – Magnets and Forces

This half term in Science we will began by thinking about questions we want to find the answers to. We added these questions to our Science working wall.

Some of these questions were:

What is a force?

How does a magnet work?

What are magnets used for?

What sticks to a magnet?

How are magnets made?

Year 3 then completed a word search of scientific vocabulary related to the topic. They used the ipads to find the meaning of words they were unsure of and then wrote them in a sentence.

Working scientifically, Year 3 loved investigating comparing everyday materials on the basis of whether or not they are attracted to a magnet or not. They chose a magnet to explore which materials in the classroom were magnetic. They then used the sorting hoops to group the objects together in a practical Venn diagram.

Next in Year 3’s learning journey they worked scientifically to investigate the strength of magnets. The children made a prediction first before carrying out this investigation. They were given a range of magnets and were told they could use paper clips to investigate how many each magnet could hold. Year 3 absolutely loved this experiment ad record their results in a table. Following this they used and applied their maths skills to transfer this information on a bar chart. They recalled the skills they has used in key stage 1 to do this and polished them even further.

” I predict the strongest magnet will be the round magnet because it is chunky.” Alfred

” I think the red and blue magnet will be the strongest because it is longer than the other magnets.” Martha

“I think the horse show magnet is the strongest because it is quite big.” Logan

Year 3 worked scientifically to investigate and compare how a toy car moves on different surfaces. The children predicted which surface would allow the car to travel the furthest and also discussed how they planned to keep the investigation fair. The children used and applied their maths skills to measure the distance the car travelled each time it travelled along a different surface.

The children discussed that friction from some certain surfaces meant that the car didn’t travel as far. Some surfaces that were smooth and shiny allowed the car to travel further due to less friction. The children analysed their results and discussed their reasoning.

 

History – Changes in Britain The Bronze Age-The Iron Age

 

In History this half term, the children have continued exploring and finding out all about prehistoric life. Year 3 looked at why the time period The Bronze Age is called the Bronze Age and how bronze was made. We discussed how technology was now changing after the Stone Age.

 

Geography links

Following this Year 3 identified the countries in Europe were Bronze was made. We used the atlas to locate these countries. Before we did this, we made links to previous learning about what we knew already about atlases and Europe. We discussed how to use the contents page of the atlas to find the most appropriate map to use. We also discussed what a key is on a map and its purpose. We found different keys in the atlas’ and practised being able to read and understand them. Year 3 then used a blank map of Europe to locate the countries in Europe where bronze was made. We also created our keys to add to our maps. We really enjoyed using the atlases and spoke about when they are used and who might need to use them as part of their profession.

Following this, Year 3 developed their historical enquiry skills by looking at a range of prehistoric pictures and discussing what they could see, what they thought and what they wondered. The children read a WAGOLL first and then had to use and apply their english skills to ensure they wrote fully developed answers, giving reasons for their ideas.

Year 3 then learnt all about Iron age hillforts and identified where they were built in the Uk. They have to find the size of a range of iron age fort and then record this. They used their geographical map skills to identify where they are on a map and created their own key to show this. Year 3 then used and applied their maths skills to record the size of hill forts onto a bar chart and answered questions about the data they had gathered. 

DT – Designing and making prehistoric jewellery

Plan

Linking to our History topic, in DT this half term year 3 will be making their own salt dough to mold into prehistoric jewellery. To begin with Year 3 used the computers to find images prehistoric jewellery that they liked and would use as a source of inspiration. Following the children sketched their designs. They thought carefully about whether they would be able to their designs too.

 

Once Year 3 had decided upon a final design they reflected on what they liked about their design before making it.

Do

Year 3 had to follow a recipe to make the salt dough. They mastered practical skills of being able to measure the ingredients to the nearest gram, the children used scales to do this. They also used a measuring jug to ensure that the correct amount of water was measured in ml. Once the salt dough was made, Year 3 rolled it to form the shapes of small bones. They used their final designs to replicate this. The salt dough bones were then put in the oven to bake for 3 hours. Once the salt dough bones had cooled the children then threaded them onto string to create the necklaces.

Review

Once the necklaces were made the children reviewed them and evaluated their final pieces.

 

 

Computing- Coding

This half term in Computing, we have been developing our coding skills. We have been thinking about ‘computational thinking’ and why specific instructions are really important. We first started by giving instructions to each other to instruct our partner to move from one place to another place. In order to move from A to B, one partner had to give really explicit instructions such as how many steps to take, how large/small the steps were, how to turn etc. This is just like on a computer, iPad or phone – technology needs really clear and explicit instructions.

Following this,we continued to further develop our understanding of computational thinking through the use of the app ‘A.L.E.X’ using our iPads. Pupils had to work through a number of levels with increasing complexity. The levels required pupils to move the robot forward or to the left or the right. As the levels increased in complexity, portals were introduced and having to turn a multiple number of times to face the right direction. Pupils would have to input all of the instructions before they could ‘run their code’. This then allowed pupils to further explore the concept of ‘debugging’ – thinking about what didn’t quite work and going back and attempting to fix it before running the code again. This deepened the understanding of the need for clear step by step instructions.

Online Safety

We discussed as a class how to keeo safe whilst using the internet. The key message that we took from this 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 safeand 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 wordsyou use on the internet.
  • If you see something you feel uncomfortable with, STOP, BLOCK AND TELL! 
  • Always speak to a trusted adult.

PE

In P.E. the children have been practising passing a football to a partner and kicking it  back to them. They thought about their aim, power and and the accuracy of the controlled pass. The children really enjoyed doing this. Afterwards, the lesson progressed onto using and applying these skills in a game. At the end of the lesson, the children reflected on the skills they had used and how they could improve them.

In PE with Mrs Powell, the children have been practicing their basket ball skills. They have been focusing passing the ball accurately, bounce passes, defending and intercepting the ball. The children practised all of these skills working in small groups. They challenged themselves to practise defending in different teams.

PSHE

We have started our PHSE journey off this half term by reflecting on accepting that we might have different opinions to our friends. We discussed what makes a good friend and how to we can work together to solve problems but it was also important to share our opinions on the things that matter to us. We discussed that even when we have a difference of opinion this does not mean that we do not like one another. The children worked with a talk partner to discuss their common interests and opinions but also to discuss what made them different, including any opinions. We also recapped what to do if we had an problem and who we can talk to including our class worry monster Nom Nom.

Music

 

In music, Year 3 have been looking at body percussion. We have used a graphic score to help guide us through the moves and also to help us with the timing. It can get quite tricky when it speeds up but we didn’t panic and just calmly picked the beat back up. We did body percussion to ‘I just Can’t Wait to be King ‘ and ‘Under the Sea.’ We developed our skills of  maintaining a simple part in a group performance. We had so much fun doing this!

MFL-French

Year 3 have been practising saying colours in French. They used the ipads to create a key note presentation about them. They had to made sure the words were spelt correctly and that they could read them too.

In addition to counting and learning colours, Year 3 have started to learn words, phrases and sentences linked to French greetings and saying what the weather is.  Year 3 played games to support our learning with this and worked with talked partners too. The children have a willing attitude towards languages which is excellent and therefore are happy to have a good go at any of the tasks, which is particularly helpful as people can often feel awkward trying to pronounce words in another language. Well done Y3.