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Year 3

We are committed to safeguarding; if you have any concerns about the well being of a child in school please contact a member of staff.

Welcome to Year 3, where lots of fun and exciting learning takes place. Year 3 is an exciting year as we make the transition from Key Stage 1 to Key Stage 2. We have many new skills to develop and topics to explore, we cannot wait to see what we will be learning and to share our new learning with you at home. Mr Elliot is our class teacher and in the mornings we are joined by Mrs Wood. On this page you will find our class news and lots of interesting pictures showing you what we have done. We hope everyone has a lovely summer break and are ready for September.

Picture 1 Mr Elliot
Picture 2 Mrs Wood
Picture 3 Mrs Questa

Welcome to Year 3

 

A very warm welcome to Year 3.  We hope you enjoy reading our class page, especially finding out about all the wonderful things we have and will be doing throughout the year; latest news will be updated fortnightly on a Thursday. Photographs will be updated after an event.

 

During the Autumn Term, it will be important to both consolidate and build upon progress made thus far and continue to aid the children in continuing to become confident, happy and well-rounded people.

 

Any concerns or queries that you may have are hugely valued so please feel free to approach me after school. Additionally, I am available for more formal meetings by appointment which can be arranged by emailing the school office or by catching me outside.

 

Please take the time to read our class page.

Topic information will be updated ready for the start of each half term. Latest news will be updated fortnightly on a Thursday. Photographs will be updated after an event.

 

Your teaching team will be Mr Elliot, Mrs Wood and Mrs Questa. Mrs Woodwill be our teaching assistant and she will be with us Monday – Friday mornings. Mrs Questa will teach Year 3 on a Wednesday and Friday afternoon. PE will be on a Tuesday and Thursday. The first PE session will be Tuesday 3rd September so children will need to come to school in their PE kit on the first day back. Please continue to scroll down for further information regarding our PE coverage.

 

So that you can take your learning as far as possible, this page will be updated regularly with all the learning and events that will be taking place. Each half term our learning objectives will be put up so that you know what we will be doing and fortnightly we will be updating you on all the latest news from class and any upcoming events that you need to be aware of.

 

We are really looking forward to our time in year 3 this year, and hope that you are too!

 

Mr Elliot, Mrs Wood and Mrs Questa 

The Year 3 Team

Upcoming Events:

 

Thursday 21st November - Parent Consultation Evening [2]

Tuesday 26th November - PTA Movie Night

Wednesday 4th December - Year 3 Open Afternoon

Monday 9th December - Key Stage Two Nativity Dress Rehearsal

Wednesday 11th December - Flu Vaccination Programme

Thursday 12th December - Key Stage Two Nativity Performances [Afternoon & Evening]

Friday 13th December - Christmas Jumper Day

Tuesday 17th December - Christmas Carol Service at St Oswalds

Friday 20th December - Last Day of Autumn Term

 

Latest News

07/10/2019 - Extreme Earth - Earthquakes

Last week, as part of our Extreme Earth topic the children had to design and create a building which could withstand an earthquake. The children could only use cocktail sticks and marshmallows to create their buildings which were then tested on our highly official earthquake simulator (a large roasting tin of jelly)! The children had a great time constructing and testing their buildings and learning all about earthquakes. Make sure you take at a look at the pictures at the bottom of the page. 

 

03/10/2019 - Volcano Homework Project

For their homework project, year 3 had to go and research about volcanoes. The children then chose ho they wanted to present their new learning, with some choosing to create posters, models, powerpoints and some even made erupting volcanoes; using a variety of coke and mentos or bicarbonate of soda with food colouring. We shared each others projects before heading outside to then set the erupting volcanoes off on the playground! Take a look at some pictures and videos at the bottom of the page. We'll think you'll agree they are pretty epic!

24/09/2019 - Friction Investigation

 

Last week, in science the children were learning all about the force, friction. We carried out an experiment to test how different surfaces create different amounts of friction. We found out that the rougher or bumpier a surface, the more friction is created and the smoother a surface is, the less friction is created. This means that a toy car moves quicker along smoother surfaces such as plastic, and slower on a more bumpy surface like carpet. I was really impressed with the children’s scientific language when discussing our investigation. The children are looking forward to investigating more forces as we dive deeper into our topic.

Homework Expectations - Please see the front of Learning Logs

 

Every Week the Learning Log homework will be stuck into your child's Learning Log. On there will be Maths, English and Topic work. We also ask that you practise spellings with your children and listen to them read daily. 

 

Topic homework will be shared with the class. Completed homework will be shared with the class or marked in the way highlighted on the learning log page. We will go through the maths and English homework during the maths and English lesson on the due date and any questions can be asked then. It is really important that the homework is completed and in class on the due date to ensure we can go through it with the work in front of the children so that we can help with any questions.

Curriculum this Term:

Maths:

This term in maths we will be covering the following national curriculum objectives:

Place Value:

  • Identify, represent and estimate numbers using different representations
  • Find 10 or 100 more or less than a given number
  • Recognise the place value of each digit in a three-digit number (hundreds, tens, ones).
  • Compare and order numbers up to 1000.
  • Read and write numbers up to 1000.
  • Solve number problems and practical problems involving these ideas.
  • Count from 0 in multiples of 4, 8, 50 and 100.

 

Addition and Subtraction:

  • Add and subtract numbers mentally, including: a three-digit number and ones; a three-digit number and hundreds.
  • Add and subtract numbers with up to three digits, using formal written methods of columnar addition and subtraction.
  • Estimate the answer to a calculation and use inverse operations to check answers.
  • Solve problems, including missing number problems, using number facts, place value, and more complex addition and subtraction.

 

Multiplication and Division

  • Count from 0 in multiples of 4,8, 50 and 100.
  • Recall and use multiplication facts for the 3,4 and 8 multiplication tables.
  • Write and calculate mathematical statements for multiplication and division using the multiplication tables the know, including for two-digit numbers times one-digit numbers, using mental and progressing to formal written methods.
  • Solve problems, including missing number problems, involving multiplication and division, including positive integer scaling problems and correspondence problems in which n objects are connected to m objects. 

 

English:

READING (Word reading) - Children will be taught to:

  • apply their growing knowledge of root words, prefixes and suffixes (etymology and morphology) as listed in Appendix 1, both to read aloud and to understand the meaning of new words they meet
  • read further exception words, noting the unusual correspondences between spelling and sound, and where these occur in the word.

READING (Comprehension)

Children will be taught to develop positive attitudes to reading and understanding of what they read by:

  • listening to and discussing a wide range of fiction, poetry, plays, non-fiction and reference books or textbooks
  • reading books that are structured in different ways and reading for a range of purposes
  • increasing their familiarity with a wide range of books, including fairy stories, myths and legends, and retelling some of these orally
  • identifying themes and conventions in a wide range of books
  • discussing words and phrases that capture the reader’s interest and imagination

 

Children will be taught to understand what they read, in books they can read independently, by:

  • checking that the text makes sense to them, discussing their understanding and explaining the meaning of words in context
  • asking questions to improve their understanding of a text
  • identifying main ideas drawn from more than one paragraph and summarising these
  • identifying how language, structure, and presentation contribute to meaning
  • retrieve and record information from non-fiction
  • participate in discussion about both books that are read to them and those they can read for themselves, taking turns and listening to what others say.

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​​​​​​​WRITING (Composition) - Children will be taught to plan, draft, evaluate and edit their writing by:

  • discussing writing similar to that which they are planning to write in order to understand and learn from its structure, vocabulary and grammar
  • discussing and recording ideas
  • composing and rehearsing sentences orally (including dialogue), progressively building a varied and rich vocabulary and an increasing range of sentence structures
  • organising paragraphs around a theme
  • in non-narrative material, using simple organisational devices such as headings and sub-headings
  • assessing the effectiveness of their own and others’ writing and suggesting improvements
  • proposing changes to grammar and vocabulary to improve consistency, e.g. the accurate use of pronouns in sentences
  • proof-read for spelling and punctuation errors

 

Vocabulary, grammar and punctuation - Children will be taught to:

  • use and understand the grammatical terminology accurately and appropriately when discussing their writing and reading.

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SPOKEN LANGUAGE - Children will be taught to:

  • listen and respond appropriately to adults and their peers
  • ask relevant questions to extend their understanding and build vocabulary and knowledge
  • articulate and justify answers, arguments and opinions
  • give well-structured descriptions and explanations
  • maintain attention and participate actively in collaborative conversations, staying on topic and initiating and responding to comments
  • use spoken language to develop understanding through speculating, hypothesising, imagining and exploring ideas
  • speak audibly and fluently with an increasing command of Standard English
  • participate in discussions, presentations, performances and debates
  • gain, maintain and monitor the interest of the listener(s)
  • consider and evaluate different viewpoints, attending to and building on the contributions of others
  • select and use appropriate registers for effective communication.

 

Science:

Light - Lights & Shadows

  • Recognise that they need light in order to see things and that dark is the absence of light
  • Notice that light is reflected from surfaces
  • Recognise that light from the sun can be dangerous and that there are ways to protect their eyes
  • Recognise that shadows are formed when the light from a light source is blocked by an opaque object
  • Find patterns in the way that the size of shadows change

 

Working scientifically

  • Asking relevant questions and using different types of scientific enquiries to answer them
  • Setting up simple practical enquiries, comparative and fair tests
  • Making systematic and careful observations and, where appropriate, taking accurate measurements using standard units, using a range of equipment, including thermometers and data loggers
  • Gathering, recording, classifying and presenting data in a variety of ways to help in answering questions
  • Recording findings using simple scientific language, drawings, labelled diagrams, keys, bar charts, and tables
  • Reporting on findings from enquiries, including oral and written explanations, displays or presentations of results and conclusions
  • Using results to draw simple conclusions, make predictions for new values, suggest improvements and raise further questions
  • Identifying differences, similarities or changes related to simple scientific ideas and processes
  • Using straightforward scientific evidence to answer questions or to support their findings

Computing:

 

Topic:

Geography (Links to Science) - Extreme Earth

 

Under Our Feet 

To describe and understand key aspects of physical geography in the context of what is under the Earth’s surface. 

• I can describe what you find underground 

 

Volcanoes 

To describe and understand key aspects of physical geography in the context of volcanoes. 

• I can explain how volcanoes are formed. 

 

More Volcanoes 

To describe and understand key aspects of physical geography in the context of volcanoes. 

• I can explain how volcanoes affect people’s lives. 

 

Earthquakes

To describe and understand key aspects of physical geography in the context of earthquakes. 

• I can explain what causes earthquakes and how they are measured. 

 

Tsunamis 

Describe and understand key aspects of physical geography in the context of tsunamis. 

• I can explain what causes tsunamis and how they affect people. 

 

Under Our Feet 

Describe and understand key aspects of physical geography in the context of tornadoes. 

• I can explain what causes tornadoes and the effects they have. 

 

PE:

Our PE days for the Autumn term will be Tuesday and Thursday. Please ensure that you are wearing your School PE uniform, have long hair tied up and earrings either removed or covered with a plaster.

 

Times tables

As some you may be aware, the National curriculum requires that by the end of year 4 children should know their times tables up to 12 x 12. So this is the term to really push this at home and help children to master their multiplication and division facts. Learning by rote is one option (the old fashioned way!) and we use Numberlink boards at school (more information on the school website under the ‘About us’ and then ‘Curriculum’ tab). There are lots of great interactive games/ apps available on the net too. This is a good place to start: https://www.topmarks.co.uk/maths-games/7-11-years/times-tables  

 

Reading

It has been wonderful to see so many of the children develop a love for reading this year and we have some very competent and independent readers out there. Reading must continue to be recorded at home and we would ask that listen to your child read aloud to you on a regular basis. Many children enjoy this and it also gives you the opportunity to check their comprehension, discuss vocabulary, make inferences and develop opinions of their own. We ask that children read at least three times a week at home and that this is recorded in their Reading Records (and signed weekly by parents weekly). Reading Records will continued to be checked on a regular basis. 

 

Lost uniform and equipment

Please ensure all clothes, lunch boxes, bottles etc are labelled. There is a box of lost property in the Y3 classroom which is never empty and a cloakroom which is always scattered with lost items. Please encourage children to take responsibility for looking after their belongings, and to check that lunch boxes and bottles in particular are taken home daily.

End of Year 3 expectations for Reading, Writing and Maths

Earthquake Simulator

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Volcano Homework Project

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Erupting Volcanoes

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Friction Investigation

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African Drumming

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