School Closure Provision - Spring 2021:
If you are reading this it will be due to the fact that, unfortunately, our Year 3 class 'bubble' has had to close because of a further full lockdown of schools.
In response to the feedback of our survey, we have spent a large amount of time reflecting on our provision during the original lockdown and working out how best to amend, adapt and improve our provision, taking account of families individual circumstances and technical capabilities, as well as looking at how best to organise children's learning.
Staff have now created a 2 week 'remote learning' curriculum, closely aligned to what the children would have been learning in school, to ensure a seamless transition. This covers the full curriculum entitlement.
We are conscious that many of you may be trying to balance working from home with caring for your children, so we have provided work which can be accessed in a flexible way.
In order to support you and your child, staff will be available throughout the day to provide support to you and your child/ren via Purple Mash email, the Class Discussion Boards and, as appropriate, in future using other platforms (telephone/Microsoft Teams). Building on the systems introduced previously, staff will now also provide clear expectations over which work needs submitting to them (photos or documents attached) and they will then assess this and provide feedback, as appropriate.
If you are reading this it will be due to the fact that, unfortunately, our Year 3 class 'bubble' has had to close because of a further full lockdown of schools.
In response to the feedback of our survey, we have spent a large amount of time reflecting on our provision during the original lockdown and working out how best to amend, adapt and improve our provision, taking account of families individual circumstances and technical capabilities, as well as looking at how best to organise children's learning.
Staff have now created a 2 week 'remote learning' curriculum, closely aligned to what the children would have been learning in school, to ensure a seamless transition. This covers the full curriculum entitlement.
We are conscious that many of you may be trying to balance working from home with caring for your children, so we have provided work which can be accessed in a flexible way.
In order to support you and your child, staff will be available throughout the day to provide support to you and your child/ren via Purple Mash email, the Class Discussion Boards and, as appropriate, in future using other platforms (telephone/Microsoft Teams). Building on the systems introduced previously, staff will now also provide clear expectations over which work needs submitting to them (photos or documents attached) and they will then assess this and provide feedback, as appropriate.
Year 3 Discussion Board/Blog
For the Discussion board, click on this link to go to the new page set up specifically for you to comment, ask questions and keep in touch with each other and Mrs Briggs or you can access it directly from the menu bar at the top of the page, using the drop down menus.
Please remember our class rules and be respectful and use it in a positive way.
At this point, all comments will be checked and approved before appearing on the website.
For the Discussion board, click on this link to go to the new page set up specifically for you to comment, ask questions and keep in touch with each other and Mrs Briggs or you can access it directly from the menu bar at the top of the page, using the drop down menus.
Please remember our class rules and be respectful and use it in a positive way.
At this point, all comments will be checked and approved before appearing on the website.
Phase 4 Provision
The work provided below covers the period of any extended national lockdown.
18/01/2021
A message from Mrs Hodge Hello Year 3, What a fantastic job you have all been doing at home. It was so lovely to catch up with everybody on Wednesday and to see all your lovely, smiley faces. I miss you all very much and I am very proud of how hard you are working. I have planned some fun activities for you this week. I am particularly excited about seeing all of your beautiful Art creations this week as you are all so creative. I hope to see as many of you as possible join our TEAMS meeting Monday afternoon so that I can go through the work for the week. This will be an opportunity for you to ask any questions about the work and I will be able to show you how to answer some of the questions if you are unsure. Stay safe everyone! Mrs Hodge & Mrs Chamberlain |
General
Online Safety
The current situation means that we find ourselves all spending much more time accessing and/or using online platforms and resources in order to do our job, or to support our children with their 'home learning'. This creates additional worries around Online Safety and so we just wanted to point you in the right direction for guidance and advice when it comes to ensuring that both you, and your children, are as safe as can be.
The government has this week released information about keeping children safe online, which you can read here.
The supplementary guidance, specific to 'what you can do to stay safe online', can be read here.
We would also signpost you to our Online Safety page, which has a wealth of information on it. Click here.
Timetable
You have one lesson per day for Maths and English. These are the same as what we would be covering in school. You have 1 lesson each week in all other subjects, again, this is what we would be covering in school so please try and follow the suggested timetable below as closely as you can as this matches our school timetable.
Day 4 of Maths this week is focusing on the 8 x table. It would be useful for you to practise both the 4 and 8 x table on TT Rockstars so you are confident completing the challenges.
I have made some slight changes to the suggested timetable from this week onwards. I have moved RE and French to Tuesday as Mrs Chamberlain is in that day. This enables her to give you feedback on the RE and French activities she has planned for you.
Online Safety
The current situation means that we find ourselves all spending much more time accessing and/or using online platforms and resources in order to do our job, or to support our children with their 'home learning'. This creates additional worries around Online Safety and so we just wanted to point you in the right direction for guidance and advice when it comes to ensuring that both you, and your children, are as safe as can be.
The government has this week released information about keeping children safe online, which you can read here.
The supplementary guidance, specific to 'what you can do to stay safe online', can be read here.
We would also signpost you to our Online Safety page, which has a wealth of information on it. Click here.
Timetable
You have one lesson per day for Maths and English. These are the same as what we would be covering in school. You have 1 lesson each week in all other subjects, again, this is what we would be covering in school so please try and follow the suggested timetable below as closely as you can as this matches our school timetable.
Day 4 of Maths this week is focusing on the 8 x table. It would be useful for you to practise both the 4 and 8 x table on TT Rockstars so you are confident completing the challenges.
I have made some slight changes to the suggested timetable from this week onwards. I have moved RE and French to Tuesday as Mrs Chamberlain is in that day. This enables her to give you feedback on the RE and French activities she has planned for you.
Make sure you carry on reading every day! You were all doing fantastically in your reading in school so please keep this up. Make sure you can answer questions about what you are reading as well as decoding the words. We have been working lots on inference this term, can you look for clues in the text that tell you how characters are feeling? Can you summarise what you have read so far? Remember, try not to include every single detail, try to summarise in 1 or 2 sentences.
Additionally, practise your 2, 5, 10, 3 and 4 and 8 times tables on TT Rockstars. Do you know the division facts as well? Test yourself! What do you notice about the 2, 4 and 8 times tables?
REMEMBER
It is now possible to upload work done at home on to Purple Mash for it to be looked at. It is not necessary to upload every document although you are more than welcome to do this.
To upload onto Purple Mash
Sign onto Purple Mash and click on the ‘Work Tab’. Select ‘Upload’ and upload the file into the ‘My Work’ folder. Rename the document so that it has your child’s name followed by the relevant day so that I know what work I am looking at. Finally, copy the document into the following folder CLASS/3/Share folder. If you have any problems with this process, let me know.
Please also let me know if you need to move up TT Rockstars (send me a message on the discussion board 😊). Why not try to challenge someone in the class……you can always use a multiplication grid to help you if you need it!
Don't forget that there are also some great resources, including daily lessons, on BBC Bitesize now - Click here - as well as on the new Oak National Academy website - Click here.
Happy remote learning Year 3!
We are incredibly conscious of the difficulties around printing out lots of worksheets and, whilst there will still be a need for this format to be used, we are endeavouring to find alternative ways for children to record their work. This may take the form of emailing their work directly back to us through Purple Mash, just using plain paper and writing their responses themselves or collecting (from the school office) the folder and books that we have put together for each child so that they can record all of their work in there (this would be the preferred suggestion).
Additionally, practise your 2, 5, 10, 3 and 4 and 8 times tables on TT Rockstars. Do you know the division facts as well? Test yourself! What do you notice about the 2, 4 and 8 times tables?
REMEMBER
It is now possible to upload work done at home on to Purple Mash for it to be looked at. It is not necessary to upload every document although you are more than welcome to do this.
To upload onto Purple Mash
Sign onto Purple Mash and click on the ‘Work Tab’. Select ‘Upload’ and upload the file into the ‘My Work’ folder. Rename the document so that it has your child’s name followed by the relevant day so that I know what work I am looking at. Finally, copy the document into the following folder CLASS/3/Share folder. If you have any problems with this process, let me know.
Please also let me know if you need to move up TT Rockstars (send me a message on the discussion board 😊). Why not try to challenge someone in the class……you can always use a multiplication grid to help you if you need it!
Don't forget that there are also some great resources, including daily lessons, on BBC Bitesize now - Click here - as well as on the new Oak National Academy website - Click here.
Happy remote learning Year 3!
We are incredibly conscious of the difficulties around printing out lots of worksheets and, whilst there will still be a need for this format to be used, we are endeavouring to find alternative ways for children to record their work. This may take the form of emailing their work directly back to us through Purple Mash, just using plain paper and writing their responses themselves or collecting (from the school office) the folder and books that we have put together for each child so that they can record all of their work in there (this would be the preferred suggestion).
Week Two (wc January 18th 2021)
Maths
The Maths is organised by Days. Please find Day 1 and then read down to the bottom of each page and then move across on to the page to the right. The next Day will either be on this page or on the page underneath and to the left...
Maths
The Maths is organised by Days. Please find Day 1 and then read down to the bottom of each page and then move across on to the page to the right. The next Day will either be on this page or on the page underneath and to the left...
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English
Spellings
Each week I will send out spellings for you to learn. Every Friday, like we would do at school, I would like you to ask an adult or older sibling to test you on your words. Please let me know your scores and I will keep a record of the spellings you need to practise. Dojo points will be given to children with all their spellings correct.
Group 1 Group 2 Group 3
This week we are looking at shape poems. The attached powerpoint gives an overview of each lesson this week.
Day 1
LO: To identify features of a shape poem.
What is a shape poem? Look at the key concepts of a shape poem identified on the powerpoint.
It is a list of nouns and adjectives. Do you remember the difference between these two word types?
A noun is anything you can touch (person, place thing)
An adjective is a word that describes a noun (e.g. bouncy, soft, spikey, busy)
When we use an adjective to describe a noun, this is called a noun phrase
E.g. The furry cat
When we use two or more adjectives to describe a noun, this is called an expanded noun phrase
E.g. The soft, furry cat.
We also need to remember our learning on the indefinite article from last week (a, an and some).
Short Task
Look at the shape poem Joshua’s Bike on the resource sheet attached.
Here it is:
English
Spellings
Each week I will send out spellings for you to learn. Every Friday, like we would do at school, I would like you to ask an adult or older sibling to test you on your words. Please let me know your scores and I will keep a record of the spellings you need to practise. Dojo points will be given to children with all their spellings correct.
Group 1 Group 2 Group 3
This week we are looking at shape poems. The attached powerpoint gives an overview of each lesson this week.
Day 1
LO: To identify features of a shape poem.
What is a shape poem? Look at the key concepts of a shape poem identified on the powerpoint.
It is a list of nouns and adjectives. Do you remember the difference between these two word types?
A noun is anything you can touch (person, place thing)
An adjective is a word that describes a noun (e.g. bouncy, soft, spikey, busy)
When we use an adjective to describe a noun, this is called a noun phrase
E.g. The furry cat
When we use two or more adjectives to describe a noun, this is called an expanded noun phrase
E.g. The soft, furry cat.
We also need to remember our learning on the indefinite article from last week (a, an and some).
Short Task
Look at the shape poem Joshua’s Bike on the resource sheet attached.
Here it is:
Using the key on the resource sheet. Can you identify the features in this poem and answer the questions?
Alternatively, you can write the answers directly into your book. Don’t forget to write the Date and the LO.
Now, I want you to think about your family’s car.
Can you think of a list of nouns and adjectives to describe it?
You can record your ideas straight into your book like this:
Nouns Adjectives
tyres shiny
steering wheel red
bonnet smooth
Can you use your ideas to think of some expanded noun phrases to describe your car? E.g. smooth, shiny bonnet.
Once you have written your ideas down, make your own car shape poem. You can use the template attached or you can draw a car shape and write directly into your book.
Day 2
LO: To write a shape poem.
Re-cap the key concepts of a shape poem on Day 2 of powerpoint (see yesterday)
Look at the poem ‘My Hand’. Here it is below:
Alternatively, you can write the answers directly into your book. Don’t forget to write the Date and the LO.
Now, I want you to think about your family’s car.
Can you think of a list of nouns and adjectives to describe it?
You can record your ideas straight into your book like this:
Nouns Adjectives
tyres shiny
steering wheel red
bonnet smooth
Can you use your ideas to think of some expanded noun phrases to describe your car? E.g. smooth, shiny bonnet.
Once you have written your ideas down, make your own car shape poem. You can use the template attached or you can draw a car shape and write directly into your book.
Day 2
LO: To write a shape poem.
Re-cap the key concepts of a shape poem on Day 2 of powerpoint (see yesterday)
Look at the poem ‘My Hand’. Here it is below:
What is this poem about?
This poem is all about what the poet’s hand does. It is written in present tense (happening now).
e.g. reaches not reached
waves not waved
Make a list in your book of all the things your hands do. Think about things you always do with your hands. What activities do you like doing? You can make it unique to you. Write down your ideas like this:
My hand …………..
My hand ………….
E.g. My ideas would be:
My hand cooks for my family.
My hand wipes away my children’s tears.
My hand marks lots of books.
My hand holds a tennis racquet.
Extension – can you choose ideas that link together? In the hand poem, the poet tells a story with his ideas of a person taking another person’s hand and walking up a hill. You can choose to do something similar with your poem.
E.g. My ideas would be:
My hand waves to you at the entrance
My hand takes the register
My hand shows you what to do
My hand helps you when you’re stuck
These ideas link to tell the story of my hands on a typical morning in school.
Now draw around your hand directly into your exercise book. Write your ideas around the outline of your hand just like the poet has. Don’t forget to write the date and LO and give your poem a title.
Day 3
LO: To use expanded noun phrases to write a shape poem.
Today we will look at a different shape poem. Here it is below:
This poem is all about what the poet’s hand does. It is written in present tense (happening now).
e.g. reaches not reached
waves not waved
Make a list in your book of all the things your hands do. Think about things you always do with your hands. What activities do you like doing? You can make it unique to you. Write down your ideas like this:
My hand …………..
My hand ………….
E.g. My ideas would be:
My hand cooks for my family.
My hand wipes away my children’s tears.
My hand marks lots of books.
My hand holds a tennis racquet.
Extension – can you choose ideas that link together? In the hand poem, the poet tells a story with his ideas of a person taking another person’s hand and walking up a hill. You can choose to do something similar with your poem.
E.g. My ideas would be:
My hand waves to you at the entrance
My hand takes the register
My hand shows you what to do
My hand helps you when you’re stuck
These ideas link to tell the story of my hands on a typical morning in school.
Now draw around your hand directly into your exercise book. Write your ideas around the outline of your hand just like the poet has. Don’t forget to write the date and LO and give your poem a title.
Day 3
LO: To use expanded noun phrases to write a shape poem.
Today we will look at a different shape poem. Here it is below:
Can you say what this poem is about?
This is a shape poem all about rainbows. For each line, the poet has thought about different aspects of a rainbow and written it in the shape of a rainbow.
What features of a poem can you spot?
Can you find:
Title
Rhyming words
Shape
Words/phrases or both?
Nouns
Adjectives
Linking ideas
Today, I would like you to think of some nouns and adjectives that could describe a rainbow. Remember, nouns are a person, place or a thing. Adjectives are the words that describe the noun.
Organise your ideas in your book like this:
Nouns Adjectives
stripes beautiful
colours mesmerising
people colourful
rain brilliant
sun glowing
Now use your ideas to create some noun phrases and expanded noun phrases.
E.g.
colourful stripes (noun phrase)
glowing, colouring stripes (expanded noun phrase)
Now can you use your expanded noun phrases to write a rainbow poem using the attached template or you can draw your rainbow poem straight into your book. Don’t forget to write the date and LO.
You could write each line in a different colour of the rainbow. You will need 7 lines altogether for the 7 colours of the rainbow.
E.g. Some ideas are:
Brilliant, bright sunshine
Soggy, cold rain
Makes glowing, colourful rainbow
Extraordinary, multi-coloured semi-circle
Excited, gasping children
Cheering, smiling people
Lighting up the day
I am looking forward to reading your poems!
Day 4
LO: To use expanded noun phrases to write a shape poem.
Today is our last lesson on shape poems. Here is another shape poem that we will look at today:
This is a shape poem all about rainbows. For each line, the poet has thought about different aspects of a rainbow and written it in the shape of a rainbow.
What features of a poem can you spot?
Can you find:
Title
Rhyming words
Shape
Words/phrases or both?
Nouns
Adjectives
Linking ideas
Today, I would like you to think of some nouns and adjectives that could describe a rainbow. Remember, nouns are a person, place or a thing. Adjectives are the words that describe the noun.
Organise your ideas in your book like this:
Nouns Adjectives
stripes beautiful
colours mesmerising
people colourful
rain brilliant
sun glowing
Now use your ideas to create some noun phrases and expanded noun phrases.
E.g.
colourful stripes (noun phrase)
glowing, colouring stripes (expanded noun phrase)
Now can you use your expanded noun phrases to write a rainbow poem using the attached template or you can draw your rainbow poem straight into your book. Don’t forget to write the date and LO.
You could write each line in a different colour of the rainbow. You will need 7 lines altogether for the 7 colours of the rainbow.
E.g. Some ideas are:
Brilliant, bright sunshine
Soggy, cold rain
Makes glowing, colourful rainbow
Extraordinary, multi-coloured semi-circle
Excited, gasping children
Cheering, smiling people
Lighting up the day
I am looking forward to reading your poems!
Day 4
LO: To use expanded noun phrases to write a shape poem.
Today is our last lesson on shape poems. Here is another shape poem that we will look at today:
What features should we find in this shape poem? What will we find? Write a list of the features in your books. Don’t forget to write the date and LO first. Try and remember the features yourself first before checking the answers.
Features (answers)
Shape
Words/phrases or both
Nouns
Adjectives
Linking ideas
Today, I would like you to think of some nouns and adjectives that could describe a star or any adjectives/nouns that you associate with stars. Remember, nouns are a person, place or a thing. Adjectives are the words that describe the noun.
Organise your ideas in your book like this:
Nouns Adjectives
star shiny
sky glittering
moon dazzling
night sparkly
Now use your ideas to create some noun phrases and expanded noun phrases.
E.g.
glittering sky (noun phrase)
dazzling, glittering sky (expanded noun phrase)
Now can you use your noun phrases and expanded noun phrases to write a star shape poem in your book. You can draw a star directly into your book (you may need an adult to help with this) or you can use the star template attached.
Some ideas:
dazzling, glowing star
bright, shining sky
vivid, brilliant night
glittering over our heads
As an extra challenge you may want to include ideas that link together, almost like telling a story.
E.g.
Yawning, sleepy child
Comfy, warm bed
Look out of the window
Bright, shining sky
Vivid, brilliant night
Dazzling, glowing star
Shall we make a wish?
So these ideas link together to tell a story of a child who is ready for bed but looks outside to see bright stars and decides to make a wish upon a star.
Day 5
LO: To answer questions about a story (reading lesson)
Today we will be reading chapter 1 and chapter 2 of ‘The Twits’ by Roald Dahl. Attached below is a recording of myself reading chapter 1 and chapter 2 so please listen to this first.
Features (answers)
Shape
Words/phrases or both
Nouns
Adjectives
Linking ideas
Today, I would like you to think of some nouns and adjectives that could describe a star or any adjectives/nouns that you associate with stars. Remember, nouns are a person, place or a thing. Adjectives are the words that describe the noun.
Organise your ideas in your book like this:
Nouns Adjectives
star shiny
sky glittering
moon dazzling
night sparkly
Now use your ideas to create some noun phrases and expanded noun phrases.
E.g.
glittering sky (noun phrase)
dazzling, glittering sky (expanded noun phrase)
Now can you use your noun phrases and expanded noun phrases to write a star shape poem in your book. You can draw a star directly into your book (you may need an adult to help with this) or you can use the star template attached.
Some ideas:
dazzling, glowing star
bright, shining sky
vivid, brilliant night
glittering over our heads
As an extra challenge you may want to include ideas that link together, almost like telling a story.
E.g.
Yawning, sleepy child
Comfy, warm bed
Look out of the window
Bright, shining sky
Vivid, brilliant night
Dazzling, glowing star
Shall we make a wish?
So these ideas link together to tell a story of a child who is ready for bed but looks outside to see bright stars and decides to make a wish upon a star.
Day 5
LO: To answer questions about a story (reading lesson)
Today we will be reading chapter 1 and chapter 2 of ‘The Twits’ by Roald Dahl. Attached below is a recording of myself reading chapter 1 and chapter 2 so please listen to this first.
We will be practising a variety of different reading skills today when answering the questions. I have included a green,
orange and
red challenge sheet so please pick the appropriate level of challenge.
Attached are photographs of
page 1,
page 2 and
page 3 that you will need to answer the questions.
Top Tips
Write your answers directly into your books. Please answer the questions in full sentences and remember expectations for presentation of your work. Capital letters, full stops, joining letters if you can. Don’t forget to write the date and LO.
orange and
red challenge sheet so please pick the appropriate level of challenge.
Attached are photographs of
page 1,
page 2 and
page 3 that you will need to answer the questions.
Top Tips
- Read the question carefully
- Look for the answer in the text (retrieval questions the answer will be in the text, for inference questions look for clues)
- Use evidence from the text to explain your ideas e.g. I know this because it says….. For example …….
Write your answers directly into your books. Please answer the questions in full sentences and remember expectations for presentation of your work. Capital letters, full stops, joining letters if you can. Don’t forget to write the date and LO.
Science
LO: To identify what friction is
LO: To compare how things move on different surfaces.
What is friction? Read through the attached powerpoint which explains this force in more detail.
Friction is a force that takes place when two surfaces slow an object down (e.g. rubber of wheels/road surface).
The more friction a surface has, the quicker the object will slow down. The less friction a surface has, the longer an object will take to slow down.
We are going to carry out a science experiment today. This is what you will need:
You are going to test the friction of different materials in your house by pushing the toy car across different surfaces and measuring how far it travels each time.
How can we make our test fair?
We need to make sure that we use the same strength to push our toy car each time.
We will test each surface three times.
Below I have given suggestions for different surfaces that you could use but this depends what you have in your house. These can be adapted if necessary.
For the prediction, you need to make a prediction about which surface you think has the most friction (the car will travel the shortest distance) and which surface you think will have the least friction (the car will travel the longest distance).
E.g. I predict that the wooden surface will have the least friction, I think this because it is smooth and shiny and I think the car will travel the furthest. I predict the carpet will have the most friction because it is thick and furry and the car will travel slowly on this.
Write the date and LO into your book. Now copy everything here into your book.
Friction Test
Purpose: To compare how things move on different surfaces.
Prediction: I predict that ……..
LO: To identify what friction is
LO: To compare how things move on different surfaces.
What is friction? Read through the attached powerpoint which explains this force in more detail.
Friction is a force that takes place when two surfaces slow an object down (e.g. rubber of wheels/road surface).
The more friction a surface has, the quicker the object will slow down. The less friction a surface has, the longer an object will take to slow down.
We are going to carry out a science experiment today. This is what you will need:
- A toy car
- A ruler or measuring tape
- Your book to record your results
You are going to test the friction of different materials in your house by pushing the toy car across different surfaces and measuring how far it travels each time.
How can we make our test fair?
We need to make sure that we use the same strength to push our toy car each time.
We will test each surface three times.
Below I have given suggestions for different surfaces that you could use but this depends what you have in your house. These can be adapted if necessary.
For the prediction, you need to make a prediction about which surface you think has the most friction (the car will travel the shortest distance) and which surface you think will have the least friction (the car will travel the longest distance).
E.g. I predict that the wooden surface will have the least friction, I think this because it is smooth and shiny and I think the car will travel the furthest. I predict the carpet will have the most friction because it is thick and furry and the car will travel slowly on this.
Write the date and LO into your book. Now copy everything here into your book.
Friction Test
Purpose: To compare how things move on different surfaces.
Prediction: I predict that ……..
Record your results in the table.
What do your results tell you? Which surface had the most friction?
Write a sentence underneath to explain your findings and how you know.
Computing
LO: To practice and improve typing for home, bottom and top rows.
Success Criteria:
This lesson will be a consolidation of the typing practise you did last week and will move on to practising typing with keys in a mixture of the top, home and bottom rows.
Before you start, remind yourself of the correct posture for typing and the names of the different fingers on your hands.
What do your results tell you? Which surface had the most friction?
Write a sentence underneath to explain your findings and how you know.
Computing
LO: To practice and improve typing for home, bottom and top rows.
Success Criteria:
- I can use two hands to type letters on the keyboard.
This lesson will be a consolidation of the typing practise you did last week and will move on to practising typing with keys in a mixture of the top, home and bottom rows.
Before you start, remind yourself of the correct posture for typing and the names of the different fingers on your hands.
For this lesson, I have set 2Dos in 2type for the activities you practised last week. Complete these activities more than once and see if you can improve your score.
Record your scores on the worksheet attached.
After you have completed these, move on to the Mixed Key activities. I have set 2Dos for these.
1 – Home and Top Keys
2 – Home and Bottom Keys
3 – Home, Top and Bottom Keys
Record your scores on the recording sheet attached.
RE
LO: To reflect upon the bravery shown by Esther.
The story of Esther, part 2
Carrying on from last week...
Esther decided she had to do something to save her people. Her Uncle Mordecai was so upset, he was beside himself with worry and grief. Esther told him to gather all the Jews who lived inside the royal city and to pray for her and fast for three days. Esther did the same and, after three days, she put on her beautiful royal robes and went to the king. Now, nobody ever went to the king unless they were summoned by him, so Esther took a deep breath as she stood before him. What she was doing was against the law and might put her in very grave danger. She might even die as a result... However, the king greeted her warmly and promised to grant her anything she asked.
"If it please Your Majesty," she said, nervously, "I should like to invite you and Haman to a banquet tonight."
So, it was all arranged. Haman, who had no idea what Esther was up to, was delighted. This was more like it, a banquet with the king! Haman thought this was very fitting for someone of his importance. On his way out, he came across Mordecai. Once again, Mordecai refused to bow down and worship Haman and, as a result, the prime minister went home determined to have his revenge. He decided he would kill Mordecai himself, when the time came!
The banquet went very well. It was a glitzy affair with wonderful food, which the king just loved, and Esther invited her husband and Haman to dine with her again the following night. Everyone seemed very happy with the idea. In the meantime, being with Esther reminded King Xerxes of Mordecai and he remembered how this splendid man had saved his life. He decided that Mordecai should be honoured.
"What should I do to honour a brave man, one who has been a true friend to me?" the king asked his prime minister. Haman, thinking that the king meant him, gave a long list of things he would have loved to have for himself. He was utterly furious when he realised just whom the king was planning to honour. King Xerxes asked Haman to dress Mordecai in all the finery he had expected for himself and Haman was consumed with fury and embarrassment.
At the banquet, the king once again asked his beloved Queen Esther what it was that she wanted from him.
"If it please Your Majesty, my wish is that I and my people might live. We have been betrayed and are about to be slaughtered!" she replied.
"Who dares to do such a thing?" asked the king, angrily.
"Haman, who is our enemy. He has betrayed us all."
There was silence in the court as everyone waited for the king's reply...
"Get rid of him!" ordered King Xerxes. So, they took Haman away and he was never heard of again.
So that, Year 3, is the story of Esther, from the Bible, in the Old Testament.
This week, I should like you to make a Magillah, please. A Magillah is a scroll telling the story of Esther. You can tell it in words, or pictures or a combination of the two. It's up to you! If you would prefer, you can write/ draw straight into your books, or you may opt to create a beautiful scroll which you can photograph and show me and Mrs Hodge on Purple Mash. I can't wait to see what you come up with Year 3, and I truly appreciate how hard you are working and all the support you're receiving at home.
Geography
LO: To match the climate with its correct definition (re-cap of last week’s learning)
LO: To use a globe or digital map to suggest which climate zone some countries have.
Last week we looked at the difference between weather and climate. Can you remember the difference between the two?
Watch this video to refresh your memory on the difference between Weather and Climate
https://www.bbc.co.uk/bitesize/guides/zyj9v4j/video
Write the date and LOs in your book and write the definition of weather and climate. Try and think for yourself before you check the answers (below).
Weather – is rain, snow, sunshine and temperature at a particular time or place.
Climate – the usual sort of weather in a particular area.
Now we have refreshed our memory on what climate is, I want you to think back to your learning last week where you coloured the map to show the different climate zones in the world. Here it is
Record your scores on the worksheet attached.
After you have completed these, move on to the Mixed Key activities. I have set 2Dos for these.
1 – Home and Top Keys
2 – Home and Bottom Keys
3 – Home, Top and Bottom Keys
Record your scores on the recording sheet attached.
RE
LO: To reflect upon the bravery shown by Esther.
The story of Esther, part 2
Carrying on from last week...
Esther decided she had to do something to save her people. Her Uncle Mordecai was so upset, he was beside himself with worry and grief. Esther told him to gather all the Jews who lived inside the royal city and to pray for her and fast for three days. Esther did the same and, after three days, she put on her beautiful royal robes and went to the king. Now, nobody ever went to the king unless they were summoned by him, so Esther took a deep breath as she stood before him. What she was doing was against the law and might put her in very grave danger. She might even die as a result... However, the king greeted her warmly and promised to grant her anything she asked.
"If it please Your Majesty," she said, nervously, "I should like to invite you and Haman to a banquet tonight."
So, it was all arranged. Haman, who had no idea what Esther was up to, was delighted. This was more like it, a banquet with the king! Haman thought this was very fitting for someone of his importance. On his way out, he came across Mordecai. Once again, Mordecai refused to bow down and worship Haman and, as a result, the prime minister went home determined to have his revenge. He decided he would kill Mordecai himself, when the time came!
The banquet went very well. It was a glitzy affair with wonderful food, which the king just loved, and Esther invited her husband and Haman to dine with her again the following night. Everyone seemed very happy with the idea. In the meantime, being with Esther reminded King Xerxes of Mordecai and he remembered how this splendid man had saved his life. He decided that Mordecai should be honoured.
"What should I do to honour a brave man, one who has been a true friend to me?" the king asked his prime minister. Haman, thinking that the king meant him, gave a long list of things he would have loved to have for himself. He was utterly furious when he realised just whom the king was planning to honour. King Xerxes asked Haman to dress Mordecai in all the finery he had expected for himself and Haman was consumed with fury and embarrassment.
At the banquet, the king once again asked his beloved Queen Esther what it was that she wanted from him.
"If it please Your Majesty, my wish is that I and my people might live. We have been betrayed and are about to be slaughtered!" she replied.
"Who dares to do such a thing?" asked the king, angrily.
"Haman, who is our enemy. He has betrayed us all."
There was silence in the court as everyone waited for the king's reply...
"Get rid of him!" ordered King Xerxes. So, they took Haman away and he was never heard of again.
So that, Year 3, is the story of Esther, from the Bible, in the Old Testament.
This week, I should like you to make a Magillah, please. A Magillah is a scroll telling the story of Esther. You can tell it in words, or pictures or a combination of the two. It's up to you! If you would prefer, you can write/ draw straight into your books, or you may opt to create a beautiful scroll which you can photograph and show me and Mrs Hodge on Purple Mash. I can't wait to see what you come up with Year 3, and I truly appreciate how hard you are working and all the support you're receiving at home.
Geography
LO: To match the climate with its correct definition (re-cap of last week’s learning)
LO: To use a globe or digital map to suggest which climate zone some countries have.
Last week we looked at the difference between weather and climate. Can you remember the difference between the two?
Watch this video to refresh your memory on the difference between Weather and Climate
https://www.bbc.co.uk/bitesize/guides/zyj9v4j/video
Write the date and LOs in your book and write the definition of weather and climate. Try and think for yourself before you check the answers (below).
Weather – is rain, snow, sunshine and temperature at a particular time or place.
Climate – the usual sort of weather in a particular area.
Now we have refreshed our memory on what climate is, I want you to think back to your learning last week where you coloured the map to show the different climate zones in the world. Here it is
A countries climate is effected by lots of things including:
When you look towards the middle of the map, you can see countries that are mainly yellow (arid) or tropical (red). Arid countries are dry and hot all year. These are countries with lots of desert like Egypt. Tropical countries are very hot but get very wet too. They have lots of rainforests.
Can you find the UK on the map? It is coloured green which means that we have a temperate climate. A temperate climate means we don’t have any extreme weather. Our winters are cold, but not as cold as polar regions. Our summers are hot, but not as hot as tropical or arid countries. They are quite mild in comparison.
Task 1
Print off and cut out the climates and their definitions. They are muddled up at the moment. Can you stick the definition next to the correct climate in your book?
Alternatively, you can write out the climates and their definitions straight into your books.
Task 2
Use a globe or google maps to locate these countries/cities or regions:
Greenland, New York, Jamaica, Brazil, UK, The Alps, Spain, Egypt, India and Australia.
Write each country down in your book and next to each country, write what their climate is. This powerpoint gives information on the climates for each country but it doesn’t name the climates. You have to use the clues to work out what climate each country has.
Set your writing out in your book like this:
UK – temperate
Art
LO: To explore the work of an artist and select ideas to use in own work.
I hope you enjoyed finding out a little bit about Henri Matisse last week.
Over the next few weeks, we are going to be looking closely at some of his paintings, in particular his cut outs. Did you enjoy reading the PowerPoint all about his life and finding out who he was? He had a very striking way of painting using bold and bright colours. However, in the later years of his life, Henri Matisse still produced artwork that was bold and bright but it was made by cutting out paper shapes with scissors. He called these many pieces of artwork ‘drawing with scissors’.
First of all, I would like you to open up this PowerPoint, Matisse PPT and read the first slide. Next, click onto the second slide to play a little game. Look closely at the 2 identical painting by Matisse and try and spot the 10 differences. Once you think you have spotted all 10, click the mouse for each difference to be shown. How many did you find?
Once you get to the third slide, I would like you to pause and focus on Henry Matisse’s cut out picture. Open up this word document Questions and go through each question, looking at the artwork and discussing what you see with your helper.
Activity (If you have access to coloured paper then great but if you don’t, you can colour in pieces of paper and then use those to cut shapes from).
For today’s activity, I would like you to get a plain piece of paper, or use your exercise book.
French (MFL)
Using the powerpoint from last week, please have a go at the accompanying task and practise repeating the vocabulary, using the sound buttons on the powerpoint to guide you.
Music
LO: To find the pulse and rhythm in a piece of music.
Please complete Step 1 for ‘Three Little Birds’ unit in Charanga.
Your log ins for Charanga were emailed to you in Purple Mash last week.
PE
LO: To pass accurately to a partner.
We are focusing on football skills this half term. This week we will focus on passing the ball accurately. You will need a parent or a sibling to help you with this one as it’s a challenge to complete with a partner
- how near or far it is from the Equator (middle of the earth)
- how near or far it is from the sea
- how high or low the ground is
- its position on a continent (group of countries)
When you look towards the middle of the map, you can see countries that are mainly yellow (arid) or tropical (red). Arid countries are dry and hot all year. These are countries with lots of desert like Egypt. Tropical countries are very hot but get very wet too. They have lots of rainforests.
Can you find the UK on the map? It is coloured green which means that we have a temperate climate. A temperate climate means we don’t have any extreme weather. Our winters are cold, but not as cold as polar regions. Our summers are hot, but not as hot as tropical or arid countries. They are quite mild in comparison.
Task 1
Print off and cut out the climates and their definitions. They are muddled up at the moment. Can you stick the definition next to the correct climate in your book?
Alternatively, you can write out the climates and their definitions straight into your books.
Task 2
Use a globe or google maps to locate these countries/cities or regions:
Greenland, New York, Jamaica, Brazil, UK, The Alps, Spain, Egypt, India and Australia.
Write each country down in your book and next to each country, write what their climate is. This powerpoint gives information on the climates for each country but it doesn’t name the climates. You have to use the clues to work out what climate each country has.
Set your writing out in your book like this:
UK – temperate
Art
LO: To explore the work of an artist and select ideas to use in own work.
I hope you enjoyed finding out a little bit about Henri Matisse last week.
Over the next few weeks, we are going to be looking closely at some of his paintings, in particular his cut outs. Did you enjoy reading the PowerPoint all about his life and finding out who he was? He had a very striking way of painting using bold and bright colours. However, in the later years of his life, Henri Matisse still produced artwork that was bold and bright but it was made by cutting out paper shapes with scissors. He called these many pieces of artwork ‘drawing with scissors’.
First of all, I would like you to open up this PowerPoint, Matisse PPT and read the first slide. Next, click onto the second slide to play a little game. Look closely at the 2 identical painting by Matisse and try and spot the 10 differences. Once you think you have spotted all 10, click the mouse for each difference to be shown. How many did you find?
Once you get to the third slide, I would like you to pause and focus on Henry Matisse’s cut out picture. Open up this word document Questions and go through each question, looking at the artwork and discussing what you see with your helper.
Activity (If you have access to coloured paper then great but if you don’t, you can colour in pieces of paper and then use those to cut shapes from).
For today’s activity, I would like you to get a plain piece of paper, or use your exercise book.
- First of all, choose the coloured paper you would like to use.
- Once you have selected the different coloured pieces of paper, I would like you to either tear the paper or use scissors to make different sized shapes, similar to Henri Matisse’s Snail piece.
- I would like you to use the different shaped pieces of paper to create your own abstract animal just like Matisse did with his Snail.
- Assemble the pieces first before you stick anything down as you might want to adjust and change your design.
- Once you are happy with your final design, stick it down and give your artwork a title/a name. Don’t forget to sign it too.
French (MFL)
Using the powerpoint from last week, please have a go at the accompanying task and practise repeating the vocabulary, using the sound buttons on the powerpoint to guide you.
Music
LO: To find the pulse and rhythm in a piece of music.
Please complete Step 1 for ‘Three Little Birds’ unit in Charanga.
Your log ins for Charanga were emailed to you in Purple Mash last week.
PE
LO: To pass accurately to a partner.
We are focusing on football skills this half term. This week we will focus on passing the ball accurately. You will need a parent or a sibling to help you with this one as it’s a challenge to complete with a partner
Please watch the video below which shows how to complete the challenge. If you have no cones at home, you can use any markers to mark out a receiving box for each player. You will need a ruler or measuring tape to mark out 4m.
https://www.youtube.com/watch?v=WOWIVic3uY4&feature=youtu.be
Let me know how many points you scored! I wonder who will get the most points in the class?
https://www.youtube.com/watch?v=WOWIVic3uY4&feature=youtu.be
Let me know how many points you scored! I wonder who will get the most points in the class?
Week One (wc January 11th 2021)
Maths
The Maths is organised by Days. Please find Day 1 and then read down to the bottom of each page and then move across on to the page to the right. The next Day will either be on this page or on the page underneath and to the left...
Day 1 links
Traffic Light Challenge sheets -
Green Green Extra Orange Red
Day 3 links
Venn Diagram sheet
Main activity - ALL
Traffic Light Challenge sheet
Day 2 links
Traffic Light Challenge sheets -
Green Orange Red
Day 4 links
Traffic Light Challenge sheets -
Green Orange Red
Investigation Sheets
Day 5 links
Traffic Light Challenge sheets -
Green Orange Red
English
Day 1
LO: To identify features of a list poem.
This week we will continue our learning on poems that we started on our first day back. Do you remember what poem we looked at? Here it is below. It is a list poem called My Lunch by Ken Nesbitt. A list poem includes a list of nouns (anything you can touch) and the indefinite article (a, an, some). Remember, we use a for nouns that begin with a consonant
e.g a sausage
We use an for nouns that begin with a vowel
e.g. an egg
We use some for plural (more than one) noun
e.g. some jelly beans.
In the poem, the poet makes a list of the food that the child makes for his ‘lunch’. As you can see, it is not a very healthy lunch! We learn at the end that the child’s mum was still in bed and so that was why he was able to get all these treat foods!
Last week, we looked at the features of the poem. Here they are highlighted. The key is underneath.
I would like you to remember the list you made at school of all the items that you would have in your dream lunch. If you can’t remember, make a new list! Choose 6 of your best ideas and try to write these up in the form of this poem.
Steps
Nouns (remember a, an and some)
Think about special things you would like in your lunch (you could make it up!)
It doesn’t need to be in full sentences.
A closing sentence. You could use the same as the poet’s or choose your own.
Extension – think of words that rhyme.
Write directly into your book, don’t forget to write the date and LO.
Day 2
LO: To write a list poem.
We are looking at list poems.
List poems usually have a list of nouns in the middle, a few lines at the beginning and a few lines at the end.
You can think of the top and the bottom lines of a list poem like the top and bottom pieces of bread in a sandwich. The list is like the filling inside the sandwich! It is a list of nouns with the indefinite article (a, an, some)
Read this list poem by Kenn Nesbit.
That Explains It!
I went to the doctor. He x-rayed my head.
He stared for a moment and here’s what he said.
“It looks like you’ve got a banana in there,
an apple, an orange, a peach, and a pear.
I also see something that looks like a shoe,
a plate of spaghetti, some fake doggy doo,
an airplane, an arrow, a barrel, a chair,
a salmon, a camera, some old underwear,
a penny, a pickle, a pencil, a pen,
a hairy canary, a hammer, a hen,
a whistle, a thistle, a missile, a duck,
an icicle, bicycle, tricycle, truck.
With all of the junk that you have in your head
it’s kind of amazing you got out of bed.
The good news, at least, is you shouldn’t feel pain.
From what I can see here you don’t have a brain.”
Using the resource sheet attached, look at the key and highlight the features on the poem in the correct colour.
Now – write down a list of some things you have in your brain. What do you daydream about? What crazy thoughts pop into your head? You can be as silly as you like!
Choose 8 of your best ideas and write these up in the same format as the poem in your best handwriting. You could decorate the page with illustrations of some of your ideas after you have written it up. You can use the same opening and closing lines or you could make up your own.
Try to think of at least two rhyming words in your poem this time.
Write directly into your book. Don’t forget the date and LO.
Day 3
LO: To write a rhyming list poem.
This week we are looking at list poems. Can you remember what a list poem needs to include?
Read this list poem. What is it about?
My Shopping List
My mother said, “Go buy some bread,”
but this is what I got instead.
A half a dozen Nestle’s Crunch.
A gallon of Hawaiian Punch.
Some Cracker Jacks. A box of Dots.
Some Pop Rocks and a jar of Zotz.
Reese’s Pieces. Tootsie Pops.
Hershey Kisses. Lemon drops.
Candy Corn, Milk Duds, and Whoppers.
Skittles, Snickers, and Gobstoppers.
When mother needs things from the store
She never sends me anymore.
Use the resource sheet attached to highlight the features of this poem like yesterday.
Today, can you write a list of things that you would buy if you were sent to the shops? Start with a list of items that you would like to buy. They don’t all have to be chocolate/sweets. It could be toys, clothes, other food/drink items. Can you think of items that rhyme?
E.g. Chocolate cake, strawberry shake.
Milky bar, chocolate star.
Jelly Beans, lots of greens.
You can be as silly as you like! Use this website to help you find rhyming words if you are struggling to think of some.
https://www.rhymezone.com/
Write your ideas up in the same format as the poem. You can use the poet’s opening and closing lines or you can make up your own.
Steps
Nouns (remember a, an and some)
Think about things you would buy if you were let loose in a shop (you could make it up!)
It doesn’t need to be in full sentences.
Opening and closing lines. You may use the poet’s if you like or think of your own.
Think of items that rhyme. Please try and include at least 2 pairs of rhyming words.
Write directly into your book. Don’t forget the date and LO. You can illustrate your poem with pictures of the items you would buy at the shops once you have written out your poem.
I am looking forward to reading them!
Day 4
LO: Use our imagination to create a list poem.
Today we will be reading our final list poem. Watch the video on the powerpoint slide ‘Bleezer’s Ice Cream’ and then read the poem yourself. What is the poem about?
Bleezer's Ice Cream
TAPIOCA SMOKED BALONEY
CHECKERBERRY CHEDDAR CHEW
CHICKEN CHERRY HONEYDEW
TUTTI-FRUTTI STEWED TOMATO
TUNA TACO BAKED POTATO
LOBSTER LITCHI LIMA BEAN
MOZZARELLA MANGOSTEEN
ALMOND HAM MERINGUE SALAMI
YAM ANCHOVY PRUNE PASTRAMI
SASSAFRAS SOUVLAKI HASH
SUKIYAKI SUCCOTASH
BUTTER BRICKLE PEPPER PICKLE
POMEGRANATE PUMPERNICKEL
PEACH PIMENTO PIZZA PLUM
PEANUT PUMPKIN BUBBLEGUM
BROCCOLI BANANA BLUSTER
CHOCOLATE CHOP SUEY CLUSTER
AVOCADO BRUSSELS SPROUT
PERIWINKLE SAUERKRAUT
COTTON CANDY CARROT CUSTARD
CAULIFLOWER COLA MUSTARD
ONION DUMPLING DOUBLE DIP
TURNIP TRUFFLE TRIPLE FLIP
GARLIC GUMBO GRAVY GUAVA
LENTIL LEMON LIVER LAVA
ORANGE OLIVE BAGEL BEET
WATERMELON WAFFLE WHEAT
I am Ebenezer Bleezer,
I run BLEEZER'S ICE CREAM STORE,
taste a flavor from my freezer,
you will surely ask for more.
By Jack Prelutsky
What a crazy list of flavours! I’m not sure I’d like to try any of those. Can you tempt me with some of your own flavours?
Today, I’d like you to use your imagination to create your own ice cream poem based on Bleezer’s Ice Cream.
Think back to the features we have included in our list poems all this week. Can you remember them all?
Nouns
Indefinite article
Opening lines
Closing lines
Rhyming words
You can change the title to include your name. For example, for mine, my title will be:
Mrs Hodge’s Ice Cream Store.
My opening line will be:
I am Mrs C E Hodge
I run Hodge’s Ice Cream Store
There are flavours in my freezer you have never seen before,
Lots and lots of divine creations too delicious to resist,
Why not do yourself a favour, try the flavours on my list.
Next you need to think of some crazy ice cream flavours. These can be as silly as you like, let your imagination run wild! Pick 8 of your best ideas and write them out in the format of the poem
E.g.
Sausage mustard beef steak
Apple pie and slithery snake
If you are struggling to think of rhyming words DON’T WORRY
I would much rather you have some imaginative ideas for your ice cream flavours than worry about them rhyming.
My closing lines will be:
I am Mrs C E Hodge
I run Hodge’s Ice Cream Store
Taste a flavour from my freezer
You will surely ask for more.
Change these for your name.
Write out your poem in your best handwriting straight into your book. Don’t forget the date and LO. If you are feeling brave you can take a video of you performing your poem and email me! I would love to hear them!
Day 5
READING LESSON
LO: To predict what might happen in a story.
This term our class book will be The Twits by Roald Dahl. Here is the front cover and blurb:
We can use clues on the front cover and the blurb to help us make predictions about what we think we will be reading.
What can you see on the front cover?
What sort of characters are they?
How would you describe them?
Read the blurb:
What clues do we have that The Twits are not very nice people?
What do Mr and Mrs Twit like to do to each other?
Use the resource sheet attached to answer the questions. I have included two sheets, one easier and one harder. Choose the appropriate challenge for you.
Please email me your work on PurpleMash.
Science
LO: To understand what a force is and to apply forces.
Think back to last week’s lesson. Can you remember what a force is?
You will need some play dough for today’s lesson. If you don’t already have some at home, attached is the recipe to make some homemade play dough.
Forces can be identified as push, pull or twist.
A force can change the speed, shape or direction of an object.
Force is measured using a newton meter. We will look at these when we are back in school.
Optional Task
Below is a link for how to make your own newtonmeter at home. As you are unlikely to have the weights at home, an alternative is to weigh out individual 100g sandwich bags of rice for this activity.
https://www.youtube.com/watch?v=jwCwwKLa0GE
Your task today is to manipulate the play dough to make a dinosaur (eg, push to make the shape of the head, pull to stretch to make the arms, twist to make a curly tail).
Write down what force is needed to make the shape.
You can take photos as you are making the dinosaur or you can draw a diagram and label what force you used to make the different shapes.
Present your information in the form of instructions. We have learned about instructions in English.
Your title should be:
How to Make a Playdough Dinosaur.
You need to include what you need and the method. When writing the method, make sure you include what force is needed to make the arms/tail etc.
E.g. Pull the playdough out gently to create an arm.
You can write directly into your home learning book. Don’t forget to include the date and LO. You can include your photographs if you like as part of the method to show the step by step instructions.
Computing
This term we will be starting a new computing unit on PurpleMash using 2type. You will be learning how to type quickly and efficiently.
Typing needs regular practise like your handwriting. For this unit you will need access to a keyboard if possible.
LO: To understand typing terminology (vocabulary)
To understand the correct way to sit at the keyboard
To learn how to use the home, top and bottom row keys
Log in to PurpleMash – computing – 2Type.
When in there watch the videos about good posture and introduction to typing. They look like this:
In PurpleMash I have set you some 2dos for activities to practise your touch typing. There are 3 activities to practise the Home Row Keys
1 Home Row Keys
2 Home Row Keys
3 Home Row Keys
Then there are 3 activities to practise the bottom row keys
1 Bottom Row Keys
2 Bottom Row Keys
3 Bottom Row Keys
Then finally there are 3 activities to practise the top row keys
1 Top row keys
2 Top row keys
3 Top row keys
Go through the activities one at a time. You can repeat an activity more than once and see if you can beat your previous score.
Send me your best scores and I will record them. The more you practise the quicker you will become!
RE
LO: To reflect upon the story of Esther.
The Story of Esther
The Book of Esther is found in the Old Testament, in The Bible. It was written in the second century BC and is set at a time when Jewish people suffered severe persecution at the hands of the Persians.
(Persecution - to treat someone cruelly or unfairly, especially because of race or religious or political beliefs.)
Lesson 1.
This is a story about a young woman who was very brave. Jewish people read it on a scroll called the Magillah and it is the basis for the celebration of the Jewish Festival of Purim.
A long time ago, the Persian Emperor, whose name was Xerxes, was very angry with his wife, the queen. He had commanded her to come to his court where his guests were having a feast, because he wanted to show her off to them. But, she refused. Now, King Xerxes was not used to being disobeyed, he usually got his own way. He was furious! Also, he was worried that when they heard about what the queen had done, all the women in his great kingdom would decide they could disobey their husbands too. So, the king decided to banish the queen and choose another wife instead. He also sent out a proclamation to every corner of his kingdom saying that every husband should be the master of his home and be in charge.
A great many women were brought to the king for his approval and, out of all of them, he chose a young woman called Esther. She was Jewish, but nobody realised that. At that time, the Persians were the dominant people in the land and Jewish people were often persecuted and treated very harshly by them. The king married Esther and he gave her much-loved uncle, Mordecai, a job in his court too.
One day, Mordecai overheard two men plotting to kill the king. He warned King Xerxes and, when the story was found to be true, the king was very impressed with Mordecai, who had saved his life. This made Mordecai very popular in the court. But not everyone was so impressed. Haman, the prime minister, was used to being the king’s most trusted advisor. He liked to think he was very important and always insisted that people should bow to him to show their respect. But Mordecai refused to bow to Haman. He proclaimed that he was a Jew and would only bow down and worship God. Hearing this, Haman flew into a rage. He started to make plans to get even with Mordecai and decided upon a way to rid the kingdom of the Jewish people. He decided that they should all be killed!
Haman organised a lottery to decide when it should happen and, in preparation, he persuaded the king to issue an order to kill all foreigners. Haman promised the king this action would bring him a great deal of money. On the decided day, the king’s proclamation was released.
“On the 13th day of the month,” it said, “all Jewish men, women and children are to be killed and their property taken.” When this order reached all the towns and cities of the kingdom, the people could hardly believe it! Surely such a dreadful thing couldn’t be true?
We will learn about the rest of this story next week, so (if you don’t already know it) please try not to read on ahead! I should like you to think about the following questions and then write down your response and answers, in as much detail as you can. I’m really interested in your thoughts and opinions, so it’s not a matter of getting the answers “right”, it’s about your own reflections.
Record your ideas in your home learning book. Don’t forget to write the date and LO.
Geography
LO: To identify the difference between weather and climate.
LO: To identify climate patterns across the world.
Today we will be looking at weather and climate. Watch this video which will explain the difference. The page also gives you lots of information about weather and climate.
https://www.bbc.co.uk/bitesize/topics/z849q6f/articles/z7dkhbk
The weather is what it is like day to day. It determines what we need to wear each day. So in England sometimes it rains. Sometimes it’s sunny and sometimes it snows.
The climate is a description of what the average weather conditions are like over 30 years or so. Different areas of the world have different climates. This is influenced by lots of things including:
The closer a country is to the equator the hotter the climate. You can see when you look at a globe, the countries further away from the equator are the North and South poles which are cold and icy.
Our climate in England is temperate. This means that we have cold winters and mild summers.
Read the attached power point which explains the other climate types across the world.
Using this climate zone map to help you. Can you colour in the attached resource sheet using the key above to show the different climate zones.
Stick your work in your home learning book. You can also take a picture and email it to me on PurpleMash.
Art
LO: To find out about an Artist
Our new unit for this half term is ‘Abstract Art’ We will be looking at one artist in particular but before I share who the artist is, open this file Who am I You can either print it off or type directly onto the sheet and save it.
I would like to imagine that this man is a visitor in Year 3. He is sat in front of you and is waiting for you to ask him questions about who he is and what he does. What sorts of questions might you ask? Is he alive? Is he still an artist? Does he use paint to create his pictures? What nationality is he? Is he from England? What is your name?
Just a few questions you could ask him. Write/type your questions around the outside of the Who Am I sheet.
Once you have thought of as many questions as you can, I would like you to open this PowerPoint Who am I revealed PPT and read through each slide to find out who the artist is.
After you have read each slide, are you able to answer any of the questions you have written down? Use a different colour pen/pencil to record your answers.
As an extension, if you were unable to answer some or many of your questions, perhaps you could refer to an encyclopedia or Google to find the answers.
French (MFL)
LO: To appreciate and follow a familiar story in French, in the context of food.
Please follow and listen to the story of The Greedy Dog on the power point. You will probably notice that it resembles a well-known story in English about a rather greedy caterpillar! This story is in the present tense, as many stories and recounts in French are. If you click on the sound button, you will be able to hear the story with accurate and authentic pronunciation. Please listen carefully, then join in and repeat the phrases as accurately as possible.
Key new Vocabulary:
M= masculine noun (a=un)
F=feminine noun (a=une)
une pomme (f) [1 apple]
deux poires (f) [2 pears]
trois prunes (m) [3 plums]
quatre fraises (f) [4 strawberries]
cinq oranges (m) [5 oranges,
du gâteau (m) [some cake]
un cornet de glace (m) [1 ice cream cornet]
un cornichon (m) [1 gherkin]
un morceau de fromage (m) [a piece of cheese]
du saucisson (m) [some salami]
une sucette (f) [1 lollipop]
de la tarte aux cerises (f) [slice of cherry pie]
une saucisse (m) [1 sausage]
une brioche (f) [1 small brioche bun]
de la pastèque (f) [slice of watermelon
Music
LO: To explore the pulse of a piece of British music.
Last term we focused on Pulse. Can you remember what the pulse is in a piece of music?
The pulse is the steady beat of a piece of music. Watch the video below that explains in more detail.
https://www.bbc.co.uk/bitesize/topics/zcbkcj6/articles/z2mqw6f#:~:text=Pulse%20is%20a%20steady%20beat,you%20move%20through%20the%20song.
As we are looking at the UK for the first part of our Geography topic I would like you to watch this video of an orchestra playing ‘Land of Hope and Glory’
https://www.youtube.com/watch?v=WtY8BYP0mnc
This is a very old piece of music; the music was written by a composer called Edward Elgar in 1902. That’s 118 years ago!
Can you find the pulse of the music and clap along while you are listening to it?
After you have listened. Can you draw a picture of what the music makes you think of or how it makes you feel? Remember, this picture can be of anything, there is no right or wrong answer.
You can draw your picture on a plain piece of paper and stick in your home learning book. Don’t forget to write the date and LO.
PE
LO: To dribble accurately.
This term we will be looking at football skills.
Each week we will focus on a different football challenge. See how many points you can score!
This week we will focus on Planets Dribbling.
https://www.youtube.com/watch?v=JYwDcQaIQsQ
The above link is a video tutorial of the activity.
If you don’t have cones at home, you could use any other markers you have available e.g. a plastic plate.
See how many points you can score. You could ask somebody to take a video or picture of you completing the challenge and email to me via PurpleMash or just send me your scores! Let’s see who can score the most in the class!
Maths
The Maths is organised by Days. Please find Day 1 and then read down to the bottom of each page and then move across on to the page to the right. The next Day will either be on this page or on the page underneath and to the left...
Day 1 links
Traffic Light Challenge sheets -
Green Green Extra Orange Red
Day 3 links
Venn Diagram sheet
Main activity - ALL
Traffic Light Challenge sheet
Day 2 links
Traffic Light Challenge sheets -
Green Orange Red
Day 4 links
Traffic Light Challenge sheets -
Green Orange Red
Investigation Sheets
Day 5 links
Traffic Light Challenge sheets -
Green Orange Red
English
Day 1
LO: To identify features of a list poem.
This week we will continue our learning on poems that we started on our first day back. Do you remember what poem we looked at? Here it is below. It is a list poem called My Lunch by Ken Nesbitt. A list poem includes a list of nouns (anything you can touch) and the indefinite article (a, an, some). Remember, we use a for nouns that begin with a consonant
e.g a sausage
We use an for nouns that begin with a vowel
e.g. an egg
We use some for plural (more than one) noun
e.g. some jelly beans.
In the poem, the poet makes a list of the food that the child makes for his ‘lunch’. As you can see, it is not a very healthy lunch! We learn at the end that the child’s mum was still in bed and so that was why he was able to get all these treat foods!
Last week, we looked at the features of the poem. Here they are highlighted. The key is underneath.
I would like you to remember the list you made at school of all the items that you would have in your dream lunch. If you can’t remember, make a new list! Choose 6 of your best ideas and try to write these up in the form of this poem.
Steps
Nouns (remember a, an and some)
Think about special things you would like in your lunch (you could make it up!)
It doesn’t need to be in full sentences.
A closing sentence. You could use the same as the poet’s or choose your own.
Extension – think of words that rhyme.
Write directly into your book, don’t forget to write the date and LO.
Day 2
LO: To write a list poem.
We are looking at list poems.
List poems usually have a list of nouns in the middle, a few lines at the beginning and a few lines at the end.
You can think of the top and the bottom lines of a list poem like the top and bottom pieces of bread in a sandwich. The list is like the filling inside the sandwich! It is a list of nouns with the indefinite article (a, an, some)
Read this list poem by Kenn Nesbit.
That Explains It!
I went to the doctor. He x-rayed my head.
He stared for a moment and here’s what he said.
“It looks like you’ve got a banana in there,
an apple, an orange, a peach, and a pear.
I also see something that looks like a shoe,
a plate of spaghetti, some fake doggy doo,
an airplane, an arrow, a barrel, a chair,
a salmon, a camera, some old underwear,
a penny, a pickle, a pencil, a pen,
a hairy canary, a hammer, a hen,
a whistle, a thistle, a missile, a duck,
an icicle, bicycle, tricycle, truck.
With all of the junk that you have in your head
it’s kind of amazing you got out of bed.
The good news, at least, is you shouldn’t feel pain.
From what I can see here you don’t have a brain.”
Using the resource sheet attached, look at the key and highlight the features on the poem in the correct colour.
Now – write down a list of some things you have in your brain. What do you daydream about? What crazy thoughts pop into your head? You can be as silly as you like!
Choose 8 of your best ideas and write these up in the same format as the poem in your best handwriting. You could decorate the page with illustrations of some of your ideas after you have written it up. You can use the same opening and closing lines or you could make up your own.
Try to think of at least two rhyming words in your poem this time.
Write directly into your book. Don’t forget the date and LO.
Day 3
LO: To write a rhyming list poem.
This week we are looking at list poems. Can you remember what a list poem needs to include?
Read this list poem. What is it about?
My Shopping List
My mother said, “Go buy some bread,”
but this is what I got instead.
A half a dozen Nestle’s Crunch.
A gallon of Hawaiian Punch.
Some Cracker Jacks. A box of Dots.
Some Pop Rocks and a jar of Zotz.
Reese’s Pieces. Tootsie Pops.
Hershey Kisses. Lemon drops.
Candy Corn, Milk Duds, and Whoppers.
Skittles, Snickers, and Gobstoppers.
When mother needs things from the store
She never sends me anymore.
Use the resource sheet attached to highlight the features of this poem like yesterday.
Today, can you write a list of things that you would buy if you were sent to the shops? Start with a list of items that you would like to buy. They don’t all have to be chocolate/sweets. It could be toys, clothes, other food/drink items. Can you think of items that rhyme?
E.g. Chocolate cake, strawberry shake.
Milky bar, chocolate star.
Jelly Beans, lots of greens.
You can be as silly as you like! Use this website to help you find rhyming words if you are struggling to think of some.
https://www.rhymezone.com/
Write your ideas up in the same format as the poem. You can use the poet’s opening and closing lines or you can make up your own.
Steps
Nouns (remember a, an and some)
Think about things you would buy if you were let loose in a shop (you could make it up!)
It doesn’t need to be in full sentences.
Opening and closing lines. You may use the poet’s if you like or think of your own.
Think of items that rhyme. Please try and include at least 2 pairs of rhyming words.
Write directly into your book. Don’t forget the date and LO. You can illustrate your poem with pictures of the items you would buy at the shops once you have written out your poem.
I am looking forward to reading them!
Day 4
LO: Use our imagination to create a list poem.
Today we will be reading our final list poem. Watch the video on the powerpoint slide ‘Bleezer’s Ice Cream’ and then read the poem yourself. What is the poem about?
Bleezer's Ice Cream
- I am Ebenezer Bleezer,
I run BLEEZER'S ICE CREAM STORE,
there are flavors in my freezer
you have never seen before,
twenty-eight divine creations
too delicious to resist,
why not do yourself a favor,
try the flavors on my list:
TAPIOCA SMOKED BALONEY
CHECKERBERRY CHEDDAR CHEW
CHICKEN CHERRY HONEYDEW
TUTTI-FRUTTI STEWED TOMATO
TUNA TACO BAKED POTATO
LOBSTER LITCHI LIMA BEAN
MOZZARELLA MANGOSTEEN
ALMOND HAM MERINGUE SALAMI
YAM ANCHOVY PRUNE PASTRAMI
SASSAFRAS SOUVLAKI HASH
SUKIYAKI SUCCOTASH
BUTTER BRICKLE PEPPER PICKLE
POMEGRANATE PUMPERNICKEL
PEACH PIMENTO PIZZA PLUM
PEANUT PUMPKIN BUBBLEGUM
BROCCOLI BANANA BLUSTER
CHOCOLATE CHOP SUEY CLUSTER
AVOCADO BRUSSELS SPROUT
PERIWINKLE SAUERKRAUT
COTTON CANDY CARROT CUSTARD
CAULIFLOWER COLA MUSTARD
ONION DUMPLING DOUBLE DIP
TURNIP TRUFFLE TRIPLE FLIP
GARLIC GUMBO GRAVY GUAVA
LENTIL LEMON LIVER LAVA
ORANGE OLIVE BAGEL BEET
WATERMELON WAFFLE WHEAT
I am Ebenezer Bleezer,
I run BLEEZER'S ICE CREAM STORE,
taste a flavor from my freezer,
you will surely ask for more.
By Jack Prelutsky
What a crazy list of flavours! I’m not sure I’d like to try any of those. Can you tempt me with some of your own flavours?
Today, I’d like you to use your imagination to create your own ice cream poem based on Bleezer’s Ice Cream.
Think back to the features we have included in our list poems all this week. Can you remember them all?
Nouns
Indefinite article
Opening lines
Closing lines
Rhyming words
You can change the title to include your name. For example, for mine, my title will be:
Mrs Hodge’s Ice Cream Store.
My opening line will be:
I am Mrs C E Hodge
I run Hodge’s Ice Cream Store
There are flavours in my freezer you have never seen before,
Lots and lots of divine creations too delicious to resist,
Why not do yourself a favour, try the flavours on my list.
Next you need to think of some crazy ice cream flavours. These can be as silly as you like, let your imagination run wild! Pick 8 of your best ideas and write them out in the format of the poem
E.g.
Sausage mustard beef steak
Apple pie and slithery snake
If you are struggling to think of rhyming words DON’T WORRY
I would much rather you have some imaginative ideas for your ice cream flavours than worry about them rhyming.
My closing lines will be:
I am Mrs C E Hodge
I run Hodge’s Ice Cream Store
Taste a flavour from my freezer
You will surely ask for more.
Change these for your name.
Write out your poem in your best handwriting straight into your book. Don’t forget the date and LO. If you are feeling brave you can take a video of you performing your poem and email me! I would love to hear them!
Day 5
READING LESSON
LO: To predict what might happen in a story.
This term our class book will be The Twits by Roald Dahl. Here is the front cover and blurb:
We can use clues on the front cover and the blurb to help us make predictions about what we think we will be reading.
What can you see on the front cover?
What sort of characters are they?
How would you describe them?
Read the blurb:
What clues do we have that The Twits are not very nice people?
What do Mr and Mrs Twit like to do to each other?
Use the resource sheet attached to answer the questions. I have included two sheets, one easier and one harder. Choose the appropriate challenge for you.
Please email me your work on PurpleMash.
Science
LO: To understand what a force is and to apply forces.
Think back to last week’s lesson. Can you remember what a force is?
You will need some play dough for today’s lesson. If you don’t already have some at home, attached is the recipe to make some homemade play dough.
Forces can be identified as push, pull or twist.
A force can change the speed, shape or direction of an object.
Force is measured using a newton meter. We will look at these when we are back in school.
Optional Task
Below is a link for how to make your own newtonmeter at home. As you are unlikely to have the weights at home, an alternative is to weigh out individual 100g sandwich bags of rice for this activity.
https://www.youtube.com/watch?v=jwCwwKLa0GE
Your task today is to manipulate the play dough to make a dinosaur (eg, push to make the shape of the head, pull to stretch to make the arms, twist to make a curly tail).
Write down what force is needed to make the shape.
You can take photos as you are making the dinosaur or you can draw a diagram and label what force you used to make the different shapes.
Present your information in the form of instructions. We have learned about instructions in English.
Your title should be:
How to Make a Playdough Dinosaur.
You need to include what you need and the method. When writing the method, make sure you include what force is needed to make the arms/tail etc.
E.g. Pull the playdough out gently to create an arm.
You can write directly into your home learning book. Don’t forget to include the date and LO. You can include your photographs if you like as part of the method to show the step by step instructions.
Computing
This term we will be starting a new computing unit on PurpleMash using 2type. You will be learning how to type quickly and efficiently.
Typing needs regular practise like your handwriting. For this unit you will need access to a keyboard if possible.
LO: To understand typing terminology (vocabulary)
To understand the correct way to sit at the keyboard
To learn how to use the home, top and bottom row keys
Log in to PurpleMash – computing – 2Type.
When in there watch the videos about good posture and introduction to typing. They look like this:
In PurpleMash I have set you some 2dos for activities to practise your touch typing. There are 3 activities to practise the Home Row Keys
1 Home Row Keys
2 Home Row Keys
3 Home Row Keys
Then there are 3 activities to practise the bottom row keys
1 Bottom Row Keys
2 Bottom Row Keys
3 Bottom Row Keys
Then finally there are 3 activities to practise the top row keys
1 Top row keys
2 Top row keys
3 Top row keys
Go through the activities one at a time. You can repeat an activity more than once and see if you can beat your previous score.
Send me your best scores and I will record them. The more you practise the quicker you will become!
RE
LO: To reflect upon the story of Esther.
The Story of Esther
The Book of Esther is found in the Old Testament, in The Bible. It was written in the second century BC and is set at a time when Jewish people suffered severe persecution at the hands of the Persians.
(Persecution - to treat someone cruelly or unfairly, especially because of race or religious or political beliefs.)
Lesson 1.
This is a story about a young woman who was very brave. Jewish people read it on a scroll called the Magillah and it is the basis for the celebration of the Jewish Festival of Purim.
A long time ago, the Persian Emperor, whose name was Xerxes, was very angry with his wife, the queen. He had commanded her to come to his court where his guests were having a feast, because he wanted to show her off to them. But, she refused. Now, King Xerxes was not used to being disobeyed, he usually got his own way. He was furious! Also, he was worried that when they heard about what the queen had done, all the women in his great kingdom would decide they could disobey their husbands too. So, the king decided to banish the queen and choose another wife instead. He also sent out a proclamation to every corner of his kingdom saying that every husband should be the master of his home and be in charge.
A great many women were brought to the king for his approval and, out of all of them, he chose a young woman called Esther. She was Jewish, but nobody realised that. At that time, the Persians were the dominant people in the land and Jewish people were often persecuted and treated very harshly by them. The king married Esther and he gave her much-loved uncle, Mordecai, a job in his court too.
One day, Mordecai overheard two men plotting to kill the king. He warned King Xerxes and, when the story was found to be true, the king was very impressed with Mordecai, who had saved his life. This made Mordecai very popular in the court. But not everyone was so impressed. Haman, the prime minister, was used to being the king’s most trusted advisor. He liked to think he was very important and always insisted that people should bow to him to show their respect. But Mordecai refused to bow to Haman. He proclaimed that he was a Jew and would only bow down and worship God. Hearing this, Haman flew into a rage. He started to make plans to get even with Mordecai and decided upon a way to rid the kingdom of the Jewish people. He decided that they should all be killed!
Haman organised a lottery to decide when it should happen and, in preparation, he persuaded the king to issue an order to kill all foreigners. Haman promised the king this action would bring him a great deal of money. On the decided day, the king’s proclamation was released.
“On the 13th day of the month,” it said, “all Jewish men, women and children are to be killed and their property taken.” When this order reached all the towns and cities of the kingdom, the people could hardly believe it! Surely such a dreadful thing couldn’t be true?
We will learn about the rest of this story next week, so (if you don’t already know it) please try not to read on ahead! I should like you to think about the following questions and then write down your response and answers, in as much detail as you can. I’m really interested in your thoughts and opinions, so it’s not a matter of getting the answers “right”, it’s about your own reflections.
- What do you think will happen next and why?
- What would you do if you received an instruction like the one Haman persuaded Xerxes to agree to?
- What are your views about how the king treated his first wife?
- Why do you think the first queen might have refused to obey Xerxes?
- Can you think of five words to describe Haman, based on what you know of him so far? If you can think of more than five that’s great!
Record your ideas in your home learning book. Don’t forget to write the date and LO.
Geography
LO: To identify the difference between weather and climate.
LO: To identify climate patterns across the world.
Today we will be looking at weather and climate. Watch this video which will explain the difference. The page also gives you lots of information about weather and climate.
https://www.bbc.co.uk/bitesize/topics/z849q6f/articles/z7dkhbk
The weather is what it is like day to day. It determines what we need to wear each day. So in England sometimes it rains. Sometimes it’s sunny and sometimes it snows.
The climate is a description of what the average weather conditions are like over 30 years or so. Different areas of the world have different climates. This is influenced by lots of things including:
- How near or far it is from the Equator (the invisible line that runs around the centre of the earth)
- How near or far it is from the sea
- How high or low to the ground it is
- Its position within a continent (group of countries)
The closer a country is to the equator the hotter the climate. You can see when you look at a globe, the countries further away from the equator are the North and South poles which are cold and icy.
Our climate in England is temperate. This means that we have cold winters and mild summers.
Read the attached power point which explains the other climate types across the world.
Using this climate zone map to help you. Can you colour in the attached resource sheet using the key above to show the different climate zones.
Stick your work in your home learning book. You can also take a picture and email it to me on PurpleMash.
Art
LO: To find out about an Artist
Our new unit for this half term is ‘Abstract Art’ We will be looking at one artist in particular but before I share who the artist is, open this file Who am I You can either print it off or type directly onto the sheet and save it.
I would like to imagine that this man is a visitor in Year 3. He is sat in front of you and is waiting for you to ask him questions about who he is and what he does. What sorts of questions might you ask? Is he alive? Is he still an artist? Does he use paint to create his pictures? What nationality is he? Is he from England? What is your name?
Just a few questions you could ask him. Write/type your questions around the outside of the Who Am I sheet.
Once you have thought of as many questions as you can, I would like you to open this PowerPoint Who am I revealed PPT and read through each slide to find out who the artist is.
After you have read each slide, are you able to answer any of the questions you have written down? Use a different colour pen/pencil to record your answers.
As an extension, if you were unable to answer some or many of your questions, perhaps you could refer to an encyclopedia or Google to find the answers.
French (MFL)
LO: To appreciate and follow a familiar story in French, in the context of food.
Please follow and listen to the story of The Greedy Dog on the power point. You will probably notice that it resembles a well-known story in English about a rather greedy caterpillar! This story is in the present tense, as many stories and recounts in French are. If you click on the sound button, you will be able to hear the story with accurate and authentic pronunciation. Please listen carefully, then join in and repeat the phrases as accurately as possible.
Key new Vocabulary:
M= masculine noun (a=un)
F=feminine noun (a=une)
une pomme (f) [1 apple]
deux poires (f) [2 pears]
trois prunes (m) [3 plums]
quatre fraises (f) [4 strawberries]
cinq oranges (m) [5 oranges,
du gâteau (m) [some cake]
un cornet de glace (m) [1 ice cream cornet]
un cornichon (m) [1 gherkin]
un morceau de fromage (m) [a piece of cheese]
du saucisson (m) [some salami]
une sucette (f) [1 lollipop]
de la tarte aux cerises (f) [slice of cherry pie]
une saucisse (m) [1 sausage]
une brioche (f) [1 small brioche bun]
de la pastèque (f) [slice of watermelon
Music
LO: To explore the pulse of a piece of British music.
Last term we focused on Pulse. Can you remember what the pulse is in a piece of music?
The pulse is the steady beat of a piece of music. Watch the video below that explains in more detail.
https://www.bbc.co.uk/bitesize/topics/zcbkcj6/articles/z2mqw6f#:~:text=Pulse%20is%20a%20steady%20beat,you%20move%20through%20the%20song.
As we are looking at the UK for the first part of our Geography topic I would like you to watch this video of an orchestra playing ‘Land of Hope and Glory’
https://www.youtube.com/watch?v=WtY8BYP0mnc
This is a very old piece of music; the music was written by a composer called Edward Elgar in 1902. That’s 118 years ago!
Can you find the pulse of the music and clap along while you are listening to it?
After you have listened. Can you draw a picture of what the music makes you think of or how it makes you feel? Remember, this picture can be of anything, there is no right or wrong answer.
You can draw your picture on a plain piece of paper and stick in your home learning book. Don’t forget to write the date and LO.
PE
LO: To dribble accurately.
This term we will be looking at football skills.
Each week we will focus on a different football challenge. See how many points you can score!
This week we will focus on Planets Dribbling.
https://www.youtube.com/watch?v=JYwDcQaIQsQ
The above link is a video tutorial of the activity.
If you don’t have cones at home, you could use any other markers you have available e.g. a plastic plate.
See how many points you can score. You could ask somebody to take a video or picture of you completing the challenge and email to me via PurpleMash or just send me your scores! Let’s see who can score the most in the class!

Week Zero (January 5th 2021)
Online Safety
The current situation means that we find ourselves all spending much more time accessing and/or using online platforms and resources in order to do our job, or to support our children with their 'home learning'. This creates additional worries around Online Safety and so we just wanted to point you in the right direction for guidance and advice when it comes to ensuring that both you, and your children, are as safe as can be.
The government has this week released information about keeping children safe online, which you can read here.
The supplementary guidance, specific to 'what you can do to stay safe online', can be read here.
We would also signpost you to our Online Safety page, which has a wealth of information on it. Click here.
General
I have planned an English and Maths lesson for you every day this week. Please try and complete these to the best of your ability. Remember we have been focusing on our presentation in school, please join your writing if you can. If not, please make sure your letters are consistent in size and you are writing neatly on the lines. Presentation expectations for home learning are the same as they would be in school.
There is one activity this week for each of the other subjects therefore, as per last week, please choose one activity to do each day. As always, I’m looking forward to seeing your work! If you have any questions about any of the work please do not hesitate to email me on PurpleMash and I will make sure I get back to you with support!
Make sure you carry on reading every day! You were all doing fantastically in your reading in school so please keep this up. Make sure you can answer questions about what you are reading as well as decoding the words. We have been working lots on inference this term, can you look for clues in the text that tell you how characters are feeling?
Additionally, practise your 2, 5, 10, 3 and 4 and 8 times tables on TT Rockstars. Do you know the division facts as well? Test yourself! What do you notice about the 2, 4 and 8 times tables?
It is now possible to upload work done at home on to Purple Mash for it to be looked at. It is not necessary to upload every document although you are more than welcome to do this.
To upload onto Purple Mash
Sign onto Purple Mash and click on the ‘Work Tab’. Select ‘Upload’ and upload the file into the ‘My Work’ folder. Rename the document so that it has your child’s name followed by the relevant day so that I know what work I am looking at. Finally, copy the document into the following folder CLASS/3/Share folder. If you have any problems with this process, let me know.
Please also let me know if you need to move up TT Rockstars (send me a message on the discussion board 😊). Why not try to challenge someone in the class……you can always use a multiplication grid to help you if you need it!
Don't forget that there are also some great resources, including daily lessons, on BBC Bitesize now - Click here - as well as on the new Oak National Academy website - Click here.
Happy remote learning Year 3!
Maths
Day 1
LO: To tell the time to the nearest 5 minutes in analogue and digital.
Re-cap:
How many seconds in a minute? How many minutes in one hour? How many hours in a day?
In school, we have been telling the time to quarter to, quarter past, half past and o’clock. We have moved on to telling the time to the nearest 5 minutes but would benefit from more practise with this!
Look at this website:
www.topmarks.co.uk/time/teaching-clock
Can you move the hands to make these times?
Half past 3, Quarter to 6, Quarter past 11, 4 o’clock.
Can you write what those times would be on a digital clock? Remember on a digital clock the hour goes first then the minutes past the hour.
E.g. Quarter to 6 would be 5:45 as the hour is still on 5, it has not yet got to 6. 45 minutes have past the hour.
Now count in 5s all the way around the clock. Between each number 5 minutes has passed. Can you move the hands to show 10 minutes past 6? 20 minutes past 7? 25 minutes past 11?
Now show:
10 minutes to 11 (remember for ‘to’ times you have to count backwards from 12). 25 minutes to 2, 20 minutes to 5.
Can you write these times in digital?
Click on the link below which is for a game where you need to match the analogue and digital clocks
https://www.topmarks.co.uk/Flash.aspx?f=matchingpairstimev3
Make sure you click the 5-minute interval version. If this is too difficult, choose the quarter hour version.
Day 2
LO: To partition 2 and 3digit numbers in more than one way.
Today we are going to look at 2 and 3digit numbers and partition them into their hundreds, tens and ones.
E.g. 42 has 4 tens and 2 ones.
138 has 1 hundred, 3 tens and 8 ones.
We can show this on a part whole model.
We can partition 42 in more than one way.
E.g.
Online Safety
The current situation means that we find ourselves all spending much more time accessing and/or using online platforms and resources in order to do our job, or to support our children with their 'home learning'. This creates additional worries around Online Safety and so we just wanted to point you in the right direction for guidance and advice when it comes to ensuring that both you, and your children, are as safe as can be.
The government has this week released information about keeping children safe online, which you can read here.
The supplementary guidance, specific to 'what you can do to stay safe online', can be read here.
We would also signpost you to our Online Safety page, which has a wealth of information on it. Click here.
General
I have planned an English and Maths lesson for you every day this week. Please try and complete these to the best of your ability. Remember we have been focusing on our presentation in school, please join your writing if you can. If not, please make sure your letters are consistent in size and you are writing neatly on the lines. Presentation expectations for home learning are the same as they would be in school.
There is one activity this week for each of the other subjects therefore, as per last week, please choose one activity to do each day. As always, I’m looking forward to seeing your work! If you have any questions about any of the work please do not hesitate to email me on PurpleMash and I will make sure I get back to you with support!
Make sure you carry on reading every day! You were all doing fantastically in your reading in school so please keep this up. Make sure you can answer questions about what you are reading as well as decoding the words. We have been working lots on inference this term, can you look for clues in the text that tell you how characters are feeling?
Additionally, practise your 2, 5, 10, 3 and 4 and 8 times tables on TT Rockstars. Do you know the division facts as well? Test yourself! What do you notice about the 2, 4 and 8 times tables?
It is now possible to upload work done at home on to Purple Mash for it to be looked at. It is not necessary to upload every document although you are more than welcome to do this.
To upload onto Purple Mash
Sign onto Purple Mash and click on the ‘Work Tab’. Select ‘Upload’ and upload the file into the ‘My Work’ folder. Rename the document so that it has your child’s name followed by the relevant day so that I know what work I am looking at. Finally, copy the document into the following folder CLASS/3/Share folder. If you have any problems with this process, let me know.
Please also let me know if you need to move up TT Rockstars (send me a message on the discussion board 😊). Why not try to challenge someone in the class……you can always use a multiplication grid to help you if you need it!
Don't forget that there are also some great resources, including daily lessons, on BBC Bitesize now - Click here - as well as on the new Oak National Academy website - Click here.
Happy remote learning Year 3!
Maths
Day 1
LO: To tell the time to the nearest 5 minutes in analogue and digital.
Re-cap:
How many seconds in a minute? How many minutes in one hour? How many hours in a day?
In school, we have been telling the time to quarter to, quarter past, half past and o’clock. We have moved on to telling the time to the nearest 5 minutes but would benefit from more practise with this!
Look at this website:
www.topmarks.co.uk/time/teaching-clock
Can you move the hands to make these times?
Half past 3, Quarter to 6, Quarter past 11, 4 o’clock.
Can you write what those times would be on a digital clock? Remember on a digital clock the hour goes first then the minutes past the hour.
E.g. Quarter to 6 would be 5:45 as the hour is still on 5, it has not yet got to 6. 45 minutes have past the hour.
Now count in 5s all the way around the clock. Between each number 5 minutes has passed. Can you move the hands to show 10 minutes past 6? 20 minutes past 7? 25 minutes past 11?
Now show:
10 minutes to 11 (remember for ‘to’ times you have to count backwards from 12). 25 minutes to 2, 20 minutes to 5.
Can you write these times in digital?
Click on the link below which is for a game where you need to match the analogue and digital clocks
https://www.topmarks.co.uk/Flash.aspx?f=matchingpairstimev3
Make sure you click the 5-minute interval version. If this is too difficult, choose the quarter hour version.
Day 2
LO: To partition 2 and 3digit numbers in more than one way.
Today we are going to look at 2 and 3digit numbers and partition them into their hundreds, tens and ones.
E.g. 42 has 4 tens and 2 ones.
138 has 1 hundred, 3 tens and 8 ones.
We can show this on a part whole model.
We can partition 42 in more than one way.
E.g.

How many other ways can you think of to partition 42? Use the blank part-whole models to find 2 other ways of partitioning 42.
We can partition 138 in another way:
E.g.

How many other ways can you think of to partition 138? Use the blank part-whole models (resources) to find 2 other ways of partitioning 138.
Choose another 3 numbers (they could be 2digit numbers or 3digit numbers.) For each of these numbers find 2 different ways of partitioning them.
Email me your work.
Day 3
LO: To represent 3digit numbers in different ways.
Yesterday, we used part-whole models to partition 3digit numbers in different ways. However, we can represent (show) the value of 3digit numbers in other ways.

What number is being represented here? (143). It is being represented in a place value chart using base 10 equipment.

What number is being represented here? (606). It is being represented using place value cards.
https://www.ictgames.com/mobilePage/arrowCards/index.html
(The above link is a great interactive tool that demonstrates how place value cards work).

What number is being represented here? (150). It is being represented using a part whole model.

What number is being represented here? (627). It is being represented by being partitioned into its 100s, 10s and 1s.

This number is being represented in a place value chart but with counters this time. Can you work out what number it is representing?
For today’s lesson I would like you to pick a 3 digit number and make a poster to represent this number in as many different ways as you can. You can write the number in the middle like a mind map, and around the outside show this number using the examples above, or any other ways you can think of!
Take a photograph of your poster and email to me on PurpleMash.
Day 4
LO: To solve problems involving place value.
Today, we will use our knowledge of place value to solve some problems.
Have a look at this problem.

Using a set of 0-9 number cards, use 3 cards only to write down as many 3digit numbers that are more than 950.
How many did you find? What number did you choose for the 100s? Why did you choose that number?
What is the largest number you can make using 3 cards? What is the smallest number you can make?
To make the largest number, your hundreds have to be big so you need to choose 9 hundred. 987 is the largest number you can make. To have the smallest number you need to have 0 hundreds but how many tens and how many ones? 12 is the smallest number you can make as you need 0 hundreds, 1 ten and 2 ones.
Try this problem now:

Have a go at the traffic light challenges in resources, make sure you choose the appropriate level for you.
Green
Orange
Red
Email me your work on PurpleMash!
Day 5
LO: To compare numbers up to 1000 recognising greater amounts.
Today, we will use our knowledge of place value to compare 3digit numbers.
Take a look at this problem to get your brain going!

Mrs Hodge says that Shop B has more rubbers because she counted all the pictures and there were more than in shop 1. Do you agree? Why/why not?
Mrs Hodge is wrong. Why is it important that we check the value of the images? How do you know Shop A has more? (because it has more 100s).
When we order 3digit numbers, we need to look at the 100s first. If the hundreds are greater, we know it is worth more. If the 100s are the same, we look at the 10s. If the 100s AND 10s are the same we look at the 1s.
Have a go at ordering these numbers from greatest to smallest.

Which one had the most 100s? (671) so this is the greatest.
Which one had the least 100s? (138) so this is the smallest.
When we compare two numbers we use the greater than (>) and less than (<) signs to compare the numbers. The crocodile always wants to eat the biggest number!

So 354 < 567 and 875 > 581
Look at the resource sheets attached and have a go at comparing the numbers.
Green
Orange
Red
Please email me your work.
English
Day 1
LO: To add the suffix ‘ness’ on to words correctly.
What is an adjective? What is a noun? Can you tell an adult what these are and give some examples?
To refresh your memory, watch these videos:
www.bbc.co.uk/bitesize/topics/z4hrt39/articles/zj33rwx
www.bbc.co.uk/bitesize/topics/z4hrt39/articles/znddqhv
When we add the suffix ‘ness’ onto adjectives, they change into nouns.
E.g.
Kind (adjective) becomes kindness (noun)
Happy (adjective) becomes happiness (noun)
Forgetful (adjective) becomes forgetfulness (noun)
Rules for adding ‘ness’
If the adjective ends in a consonant you just add ‘ness’ e.g. kind becomes kindness
If the adjective ends in a y you change the y to and i then add ‘ness’ e.g. lonely becomes loneliness.
There are a few exceptions e.g. dry becomes dryness.
Look at the resource sheet attached. Can you change the adjectives into nouns and then choose the right noun for the sentences?
Email me your work on PurpleMash.
Day 2
LO: To add the suffixes ‘ment’ on to words correctly.
What is a verb? Can you tell an adult what a verb is and give some examples?
To refresh your memory, watch this video:
www.bbc.co.uk/bitesize/topics/zrqqtfr/articles/zpxhdxs
When we add the suffix ‘ment’ onto verbs or adjectives, they change into nouns.
E.g.
Enjoy (verb) becomes enjoyment (noun)
Merry (adjective) becomes merriment (noun)
Excite (verb) becomes excitement (noun)
There are some rules we have to follow when we add ‘ment’ suffix onto the end of words
Rules for adding ‘ment’
Add this on to the end of any verb or adjective without changing anything. E.g. Enjoy becomes enjoyment. Content becomes contentment.
Watch this video which explains the rules and some exceptions to the rule.
www.bbc.co.uk/teach/class-clips-video/english-ks2-wonderful-words-suffixes-part-2/zvjvrj6#:~:text=It's%20explained%20that%20both%20suffixes,root%20word%20remaining%20the%20same.
Look at the resource sheet attached. Can you change the adjectives into nouns and then choose the right noun for the sentences?
Email me your work on PurpleMash.
Day 3
LO: To plan a fractured tale.
In school, we have looked at a variety of traditional tales and changed them into our own fractured tales.
Last week, you explored Goldilocks and the Three Bears and Diamondilocks and explored the changes. Using the story map template provided, can you plan your own version of Goldilocks and the Three Bears?
Remember what we have discussed that you can change:
The characters
The setting
The problem
The ending.
Try not to change too much as you want to keep to the main idea of the story, the more you change the harder it gets however, let your imagination run wild!
Draw pictures in the story map provided and add any time adverbials in the boxes on the top of each square which will remind you how to start your sentences. E.g. Once upon a time, suddenly, before long, eventually.
What expanded noun phrases can you add to the different parts of the story. Remember, you don’t need lots of these, but whenever you wish to describe a character e.g. cheeky, rude, girl. Angry Daddy Bear.
Take a picture of your story map and email this to me on PurpleMash.
Day 4
LO: To write the beginning and middle of a fractured tale.
Using your story map from yesterday, re-tell your story to an adult. When you are re-telling your story, make sure you use the time adverbials and expanded noun phrases that you added to your map.
E.g. Suddenly, Goldilocks woke up to see three angry bears stood over her.
On the lined paper provided, I would like you to write a title for your story and the beginning and middle of your story. Please underline your title. Remember to say your sentences out loud before you write them down to check they make sense!
Success Criteria:
Capital Letters
Finger Spaces
Full stops
Time adverbials
Commas (after time adverbials)
Adjectives (noun phrases and expanded noun phrases)
Joined Handwriting (some)
Consistent letter size with ascenders and descenders (all)
You can type your story if you like or you can write by hand.
If writing by hand, please remember, we have high expectations for presentation of your work at school and we are expecting your writing to be of the same standard.
Day 5
LO: To write the ending of a fractured tale.
Today I would like you to write the ending of your fractured tale using your story map. Think carefully about the ending and make sure it isn’t rushed.
Think about:
What is your main character doing when the others find him/her?
How do they react?
How does your main character react?
Does your main character run away or stay?
Do they end up friends or do the other character’s stay cross like in the traditional tale?
Using lined paper from yesterday, carry on your story remembering the success criteria from yesterday and presentation guidelines.
If typed, please email me your work on PurpleMash. If written by hand, take a photograph and email to me. I’m really looking forward to reading all of your creative ideas!
Science
We have learned all about fossils in school as part of our learning on Rocks, Soils and Fossils.
Can you tell an adult at home what a fossil is?
Watch this video to refresh your memory.
www.bbc.co.uk/bitesize/articles/z6r6wnb
Can you make your own fossil at home following the instructions in this video?
www.bbc.co.uk/cbeebies/makes/presenters-making-a-fossil
Take a picture of your creation and email to me on PurpleMash!
Computing
Continuing your learning from last week, log in to PurpleMash and into 2code under the Gibbon section again. Retrieve your saved work from last week. Can you insert a timer into your Egyptian scene to make one of the characters move or speak after a certain time? Can you include a collision detection so your characters avoid an object in your scene?
Email me your scene in PurpleMash.
History
We have been learning all about Ancient Egypt but how much do you know about the country of Egypt today?
I would like you to research Egypt on the computer or using any atlases/ information books you have at home and answer these questions.
- Where is Egypt? Which continent?
- Which countries boarder Egypt?
- What is the climate (weather patterns) like there?
- What is the capital city?
- What is the landscape like?
- If you visited Egypt today, what landmarks could you go and visit and which oceans could you swim in?
- What other interesting facts can you tell me about Egypt?
Here are some links to some useful websites with some information about Egypt. See attached resource sheet for some facts about Egypt to help you.
https://facts.kiddle.co/Egypt
www.natgeokids.com/uk/discover/history/egypt/ten-facts-about-ancient-egypt/#modernegypt
Please present your information as a poster, make it bright, colourful and informative. You must include:
- A title
- Facts
- Images of Egypt (either printed images or drawn images)
Take a photograph of your posters and email to me on PurpleMash. I look forward to seeing them!
Art
We practised our skills in sculpture in school and used clay to make Ancient Egyptian Canopic Jars. (See attached sheet for examples of these).
Can you tell an adult at home what these words mean?
Slip
Score
Press
Roll
Smooth
Can you use playdoh at home to create an Egyptian jug? (See images on resource sheet). Think about the techniques we used in school to create the bowl shape. Rolling the clay into a ball first, then pushing down with your thumb. Can you press, smooth and flatten the playdoh into the shape you would like? Use a toothpick or other sharp instrument to carve images on to your Egyptian jug. It could be a message in Hieroglyphics or some images from Ancient Egypt. Look at the resource sheet for some inspiration!
I am looking forward to seeing your finished work! Take a picture of your jug and email to me on PurpleMash!
MFL
Last week we started to learn vocabulary for the colours of the rainbow. Let’s revise them now and add a few extras.
Red - Rouge
Orange - Orange
Yellow - Jaune
Green - Vert
Blue - Bleu
Purple - Violet
Pink - Rose
Black - Noir
White - Blanc
Grey – Gris
Marron – Brown
Please would you complete the attached word search, paying careful attention to how the words are spelled. Have a listen to the power point presentation from last week to help you practise pronouncing them.
RE
Last week we learned about Brother Andrew. We discovered how he valued the Precious Words of the Bible so much that he was willing to risk great danger in order to share God’s word. Trusting in God, he travelled hundreds of miles to take the Bible into countries where, at that time, many Christians were unable to worship openly, because their governments did not allow it. In Andrew’s home country of Holland (The Netherlands), people were freely able to read the Bible whenever they wanted, but in the countries he travelled to, Bibles were rare and so they were precious and treasured.
This week, I should like you to make a treasure chest which you can use to keep all your most precious things safe. It can be as large, or as small, as you like. Inside, you might store the things you value the most or you might use it to keep pictures (photos or drawings) of your treasures. You might decide to keep memories of favourite days inside your box, a few lines of writing perhaps about the people who mean the most to you, a ticket from a wonderful day out with your family or friends – the choice is yours! Please try to decorate the box and make it as special as possible.
PE
We have been practising different athletics events in schools as part of Solihull’s Virtual Athletics Competition.
Look at the attached file which details the different events we have been practising in school. Can you practise these at home and take note of your best scores? Send your best scores to me and we will send them off. The deadline is the 20th November for these.
We will also see who is the best in the class!
Links to KS2 specific activities/games
Suggested Reading List - Year 3 (Also look on the Year 4 page for more challenging texts)
KS2 Reluctant Readers
A range of educational resources - www.topmarks.co.uk
A range of activities, covering different topics - www.bbc.co.uk/bitesize/primary
A range of activities, covering different topics - www.crickweb.co.uk/Key-Stage-2.html
Maths Skills - https://uk.ixl.com/math/year-3
English Skills - https://uk.ixl.com/ela/year-3
Educational Companies offering free access to their resources:
A list of educational companies offering free access to their software - https://kidsactivitiesblog.com/135609/list-of-education-companies-offering-free-subscriptions/
Twinkl- https://www.twinkl.co.uk/blog/how-to-utilise-twinkl-during-the-coronavirus-shutdown-a-guide-for-schools
TTS Home Learning Activity Booklets - https://www.tts-group.co.uk/home+learning+activities.html
Classroom Secrets - https://classroomsecrets.co.uk/home-online-learning/
Teacher’s Pet - https://tpet.co.uk/latest-resources/
Tutortastic - www.tutortastic.co.uk/blog/homelearning
The Body Coach (Daily PE Workouts) - https://www.youtube.com/channel/UCAxW1XT0iEJo0TYlRfn6rYQ
12 Museums/Art Galleries Virtual Tours A set of museums that are offering their virtual tours for free, allowing you/your children to visit without leaving home - https://www.travelandleisure.com/attractions/museums-galleries/museums-with-virtual-tours
As well as the structured/guided learning provided, or downloaded, there are many things you could do with, or get your child to do. Click on the link below for some ideas.
https://parentzone.org.uk/article/10-ways-safely-entertain-your-kids-home?utm_source=Parent+Zone+Newsletter&utm_campaign=d7c5afa46e-EMAIL_CAMPAIGN_2020_03_13_05_02&utm_medium=email&utm_term=0_1ee27d9000-d7c5afa46e-179516521
A list of educational companies offering free access to their software - https://kidsactivitiesblog.com/135609/list-of-education-companies-offering-free-subscriptions/
Twinkl- https://www.twinkl.co.uk/blog/how-to-utilise-twinkl-during-the-coronavirus-shutdown-a-guide-for-schools
TTS Home Learning Activity Booklets - https://www.tts-group.co.uk/home+learning+activities.html
Classroom Secrets - https://classroomsecrets.co.uk/home-online-learning/
Teacher’s Pet - https://tpet.co.uk/latest-resources/
Tutortastic - www.tutortastic.co.uk/blog/homelearning
The Body Coach (Daily PE Workouts) - https://www.youtube.com/channel/UCAxW1XT0iEJo0TYlRfn6rYQ
12 Museums/Art Galleries Virtual Tours A set of museums that are offering their virtual tours for free, allowing you/your children to visit without leaving home - https://www.travelandleisure.com/attractions/museums-galleries/museums-with-virtual-tours
As well as the structured/guided learning provided, or downloaded, there are many things you could do with, or get your child to do. Click on the link below for some ideas.
https://parentzone.org.uk/article/10-ways-safely-entertain-your-kids-home?utm_source=Parent+Zone+Newsletter&utm_campaign=d7c5afa46e-EMAIL_CAMPAIGN_2020_03_13_05_02&utm_medium=email&utm_term=0_1ee27d9000-d7c5afa46e-179516521
Phase 2 Provision
The work provided below covers the 2 weeks of any isolation period.
School Closure Provision - Autumn 2020:
If you are reading this it will be due to the fact that, unfortunately, our Year 3 class 'bubble' has had to close because of either a 14 day isolation period as a result of a confirmed case or there has been a further partial/full lockdown of schools.
In response to the feedback of our survey, we have spent a large amount of time reflecting on our provision during the original lockdown and working out how best to amend, adapt and improve our provision, taking account of families individual circumstances and technical capabilities, as well as looking at how best to organise children's learning.
Staff have now created a 2 week 'remote learning' curriculum, closely aligned to what the children would have been learning in school, to ensure a seamless transition. This covers the full curriculum entitlement.
We are conscious that many of you may be trying to balance working from home with caring for your children, so we have provided work which can be accessed in a flexible way.
In order to support you and your child, staff will be available throughout the day to provide support to you and your child/ren via Purple Mash email, the Class Discussion Boards and, as appropriate, in future using other platforms (telephone/Microsoft Teams). Building on the systems introduced previously, staff will now also provide clear expectations over which work needs submitting to them (photos or documents attached) and they will then assess this and provide feedback, as appropriate.
If you are reading this it will be due to the fact that, unfortunately, our Year 3 class 'bubble' has had to close because of either a 14 day isolation period as a result of a confirmed case or there has been a further partial/full lockdown of schools.
In response to the feedback of our survey, we have spent a large amount of time reflecting on our provision during the original lockdown and working out how best to amend, adapt and improve our provision, taking account of families individual circumstances and technical capabilities, as well as looking at how best to organise children's learning.
Staff have now created a 2 week 'remote learning' curriculum, closely aligned to what the children would have been learning in school, to ensure a seamless transition. This covers the full curriculum entitlement.
We are conscious that many of you may be trying to balance working from home with caring for your children, so we have provided work which can be accessed in a flexible way.
In order to support you and your child, staff will be available throughout the day to provide support to you and your child/ren via Purple Mash email, the Class Discussion Boards and, as appropriate, in future using other platforms (telephone/Microsoft Teams). Building on the systems introduced previously, staff will now also provide clear expectations over which work needs submitting to them (photos or documents attached) and they will then assess this and provide feedback, as appropriate.
Christmas Week Closure (07/12/20)
Unfortunately, we find ourselves with the majority of the class now having to self-isolate at home for this last week of the Autumn term. We are very conscious that in - school we would have been completing numerous Christmas themed activities (cards, calendars, decorations and engaging in fun games etc) therefore, so they don't miss out, we will be providing a range of these for those at home to do, alongside our detailed remote learning provision. Whilst staff will, in line with our policy, be available during the school day to support children and offer feedback they will, in these most unusual circumstances, also have children in class to support, therefore we would suggest that any completed work be bought back into school in January so that staff can fully assess it properly.
Unfortunately, we find ourselves with the majority of the class now having to self-isolate at home for this last week of the Autumn term. We are very conscious that in - school we would have been completing numerous Christmas themed activities (cards, calendars, decorations and engaging in fun games etc) therefore, so they don't miss out, we will be providing a range of these for those at home to do, alongside our detailed remote learning provision. Whilst staff will, in line with our policy, be available during the school day to support children and offer feedback they will, in these most unusual circumstances, also have children in class to support, therefore we would suggest that any completed work be bought back into school in January so that staff can fully assess it properly.
Spiritual Thoughts
Christmas Service
As we cannot have our Church Service this year, Reverend Stuart has knindly recorded a short Christmas message for the children and families of George Fentham. Click on the link to watch his message. www.youtube.com/watch?v=ORu4n3fE3Rs Church of England - 'Comfort & Joy' video As we approach Christmas, celebrate the greatest story of all. Wherever you are, however you can celebrate, the Christ Child's promise of comfort and joy is for you. www.youtube.com/watch?v=zTtYrCqBnhg&feature=youtu.be Shared by Reverend Stuart. |
Week One (December 2020)
Online Safety
The current situation means that we find ourselves all spending much more time accessing and/or using online platforms and resources in order to do our job, or to support our children with their 'home learning'. This creates additional worries around Online Safety and so we just wanted to point you in the right direction for guidance and advice when it comes to ensuring that both you, and your children, are as safe as can be.
The government has this week released information about keeping children safe online, which you can read here.
The supplementary guidance, specific to 'what you can do to stay safe online', can be read here.
We would also signpost you to our Online Safety page, which has a wealth of information on it. Click here.
General
This week we would have had a focus on Christmas and in particular, the Christmas story. Please make sure you complete the RE activities that I have set.
Additionally, please make sure you complete the History tasks set as we would have been completing these in school too. These either need to be emailed to me or given to me on your first day back after the holidays.
It’s really important to keep practising your times tables, including the division facts. You need to be really confident with the 2x, 5x, 10x, 3x and 4x tables. After the holidays we will begin to learn the 8x table. Please go on TT rockstars daily. If you have forgotten your log in details please get in touch.
You have one lesson per day for Maths and English. These are linked to what we have been covering in school.
I have set one lesson per week in all the other subjects so you can choose one subject a day.
Make sure you carry on reading every day! You were all doing fantastically in your reading in school so please keep this up. Make sure you can answer questions about what you are reading as well as decoding the words. We have been working lots on inference this term, can you look for clues in the text that tell you how characters are feeling?
Additionally, practise your 2, 5, 10, 3 and 4 and 8 times tables on TT Rockstars. Do you know the division facts as well? Test yourself! What do you notice about the 2, 4 and 8 times tables?
It is now possible to upload work done at home on to Purple Mash for it to be looked at. It is not necessary to upload every document although you are more than welcome to do this.
To upload onto Purple Mash
Sign onto Purple Mash and click on the ‘Work Tab’. Select ‘Upload’ and upload the file into the ‘My Work’ folder. Rename the document so that it has your child’s name followed by the relevant day so that I know what work I am looking at. Finally, copy the document into the following folder CLASS/3/Share folder. If you have any problems with this process, let me know.
Please also let me know if you need to move up TT Rockstars (send me a message on the discussion board 😊). Why not try to challenge someone in the class……you can always use a multiplication grid to help you if you need it!
Don't forget that there are also some great resources, including daily lessons, on BBC Bitesize now - Click here - as well as on the new Oak National Academy website - Click here.
I have added in a 'proposed' timetable that you could use to help you structure your week, but realise that everybody's home learning situation is different.
Online Safety
The current situation means that we find ourselves all spending much more time accessing and/or using online platforms and resources in order to do our job, or to support our children with their 'home learning'. This creates additional worries around Online Safety and so we just wanted to point you in the right direction for guidance and advice when it comes to ensuring that both you, and your children, are as safe as can be.
The government has this week released information about keeping children safe online, which you can read here.
The supplementary guidance, specific to 'what you can do to stay safe online', can be read here.
We would also signpost you to our Online Safety page, which has a wealth of information on it. Click here.
General
This week we would have had a focus on Christmas and in particular, the Christmas story. Please make sure you complete the RE activities that I have set.
Additionally, please make sure you complete the History tasks set as we would have been completing these in school too. These either need to be emailed to me or given to me on your first day back after the holidays.
It’s really important to keep practising your times tables, including the division facts. You need to be really confident with the 2x, 5x, 10x, 3x and 4x tables. After the holidays we will begin to learn the 8x table. Please go on TT rockstars daily. If you have forgotten your log in details please get in touch.
You have one lesson per day for Maths and English. These are linked to what we have been covering in school.
I have set one lesson per week in all the other subjects so you can choose one subject a day.
Make sure you carry on reading every day! You were all doing fantastically in your reading in school so please keep this up. Make sure you can answer questions about what you are reading as well as decoding the words. We have been working lots on inference this term, can you look for clues in the text that tell you how characters are feeling?
Additionally, practise your 2, 5, 10, 3 and 4 and 8 times tables on TT Rockstars. Do you know the division facts as well? Test yourself! What do you notice about the 2, 4 and 8 times tables?
It is now possible to upload work done at home on to Purple Mash for it to be looked at. It is not necessary to upload every document although you are more than welcome to do this.
To upload onto Purple Mash
Sign onto Purple Mash and click on the ‘Work Tab’. Select ‘Upload’ and upload the file into the ‘My Work’ folder. Rename the document so that it has your child’s name followed by the relevant day so that I know what work I am looking at. Finally, copy the document into the following folder CLASS/3/Share folder. If you have any problems with this process, let me know.
Please also let me know if you need to move up TT Rockstars (send me a message on the discussion board 😊). Why not try to challenge someone in the class……you can always use a multiplication grid to help you if you need it!
Don't forget that there are also some great resources, including daily lessons, on BBC Bitesize now - Click here - as well as on the new Oak National Academy website - Click here.
I have added in a 'proposed' timetable that you could use to help you structure your week, but realise that everybody's home learning situation is different.

Maths
Day 1
LO: To derive number bonds to 100.
Re-cap the 6 number pairs to 10. Can you write the related subtraction facts? What do you need to remember for subtraction facts? (Largest number first).
How does your knowledge of these help you to derive number pairs to 100?
Watch this video:
www.youtube.com/watch?v=SOtkHvRQ7CU
Can you describe the relationship between number bonds to 10 and 100? Can you write the 6 number pairs to 100 and their related subtraction facts? What do you need to remember for subtraction facts? (Largest number first).
How will you derive other number pairs to 100 using your knowledge of multiples of 10 pairs to 100?
E.g. 45 + = 100
I know the next multiple of 10 is 50 and 50 + 50 = 100. So now I need to add another 5. So 45 + 55 = 100.
36 + = 100
I know the next multiple of 10 is 40 and 40 + 60 = 100. So now I need to add another 4 to 60. So 36 + 64 = 100.
Look at the resource sheets attached and complete one.
Green Orange Red
In Year 3 we use the traffic light challenge to choose the appropriate level of challenge in Maths.
Email me your work on Purple Mash.
Day 2
LO: To solve missing number problems using known facts or the inverse.
We use the bar model in school to help us solve missing number problems.
In this example we see that the 2 parts (45 and 55) make up the whole number (100). So we know that
45 + 55 = 100
55 + 45 = 100
100 – 45 = 55
100 – 55 = 45
We can use this knowledge of related facts to work out missing number sentences and use the inverse to work out missing numbers.
Day 1
LO: To derive number bonds to 100.
Re-cap the 6 number pairs to 10. Can you write the related subtraction facts? What do you need to remember for subtraction facts? (Largest number first).
How does your knowledge of these help you to derive number pairs to 100?
Watch this video:
www.youtube.com/watch?v=SOtkHvRQ7CU
Can you describe the relationship between number bonds to 10 and 100? Can you write the 6 number pairs to 100 and their related subtraction facts? What do you need to remember for subtraction facts? (Largest number first).
How will you derive other number pairs to 100 using your knowledge of multiples of 10 pairs to 100?
E.g. 45 + = 100
I know the next multiple of 10 is 50 and 50 + 50 = 100. So now I need to add another 5. So 45 + 55 = 100.
36 + = 100
I know the next multiple of 10 is 40 and 40 + 60 = 100. So now I need to add another 4 to 60. So 36 + 64 = 100.
Look at the resource sheets attached and complete one.
Green Orange Red
In Year 3 we use the traffic light challenge to choose the appropriate level of challenge in Maths.
Email me your work on Purple Mash.
Day 2
LO: To solve missing number problems using known facts or the inverse.
We use the bar model in school to help us solve missing number problems.
In this example we see that the 2 parts (45 and 55) make up the whole number (100). So we know that
45 + 55 = 100
55 + 45 = 100
100 – 45 = 55
100 – 55 = 45
We can use this knowledge of related facts to work out missing number sentences and use the inverse to work out missing numbers.

E.g. 35 + ? = 100
In this example, we can know the whole (100) and we know one of the parts (35) we don’t know the other part. We can use our knowledge of number pairs to 100 to work out the missing number OR we can use the inverse 100 – 35 to work out the answer.
64 + ? = 120
In this example, we can know the whole (100) and we know one of the parts (35) we don’t know the other part. We can use our knowledge of number pairs to 100 to work out the missing number OR we can use the inverse 100 – 35 to work out the answer.
64 + ? = 120

In this example, we can know the whole (120) and we know one of the parts (64) we don’t know the other part. We can use the inverse to work out the other part. 120 – 64.
Look at the traffic light challenge sheets and complete one at the appropriate level of challenge.
Green Orange Red
Please email me your work on Purple Mash.
Day 3
LO: To solve worded problems related to addition and subtraction.
What words can you think of that mean the same as addition and subtraction? Mind map as many as you can. If you need reminding look at the resource sheet attached.
When we read word problems we have to look for clues that tell us what Maths we need to do. Let’s have a look at this problem.
Mrs Hodge does the register. She counts that there are 14 girls and 13 boys in today. What is the total number of children in today?
The key word is total. This tells us we need to add the numbers together. The number sentence will be:
14 + 13 = 27
So there are 27 children in.
Mrs Hodge gives out 30 rubbers and 12 go missing. How many rubbers are left?
The key word is left. She will have less than she had before. So the number sentence will be 30 – 12 = 18
So there are 18 rubbers left.
Look at the traffic light challenge sheets and complete one at the appropriate level of challenge.
Green Orange Red
Challenge: Can you write your own worded problem for a friend to solve?
Please email me your work on Purple Mash.
Day 4
LO: To re-call multiplication and division facts for the 4 x table.
www.youtube.com/watch?v=8QU_E0u-tP4
Re-call the 4 x table and write it down. Watch the video above to refresh your memory!
If you know your 2 x table, how does it help you with your 4 x table?
1 x 2 = 2 1 x 4 = 4
2 x 2 = 4 2 x 4 = 8
3 x 2 = 6 3 x 4 = 12
Have you spotted that the 4 x table is double the 2 x table?
Remember that multiplication is communitive, this means that it doesn’t matter which way round the numbers are, the answer is still the same. So 3 x 4 is the same as 4 x 3.
If you know 3 x 4 = 12 and 4 x 3 = 12, what division facts do you know?
12 ÷ 4 = 3 and 12 ÷ 3 = 4 (remember when you divide you MUST start with the biggest number).
Can you write 1 more multiplication fact and 2 division facts for this multiplication sentence:
5 x 4 = 20
Complete the multiplication and division facts for the 4 x table. You will need these for tomorrows lesson, they will help you!
Day 5
LO: To solve multiplication and division problems for the 4 x table.
What words can you think of that mean the same as multiplication and division? Mind map as many as you can. If you need reminding look at the resource sheet attached.
When we read word problems we have to look for clues that tell us what Maths we need to do. Let’s have a look at this problem.
Mrs Chamberlain wants 28 gel pens for Year 3 to use. The pens come in packs of 4. How many packs will she need to buy?
The key word is packs; a pack of pens is a group of pens. They come in groups of 4. This is a division question.
28 ÷ 4 = 6
Mrs Chamberlain will need to buy 6 packs.
Mrs Hodge eats 4 chocolates a day. How many chocolates does she eat in 7 days?
Will I eat more in 7 days than in one day? Yes, so this is a multiplication, the answer will be bigger.
4 x 7 = 28
I will eat 28 chocolates.
Complete the word problems and email to me on PurpleMash.
English
Day 1
LO: To use Christmas vocabulary to write an explanation of the tradition of Christmas.
https://www.literacyshed.com/bearandhare.html
Watch this beautiful animation called ‘Bear and the Hare’. In the video, Bear and Hare are best friends and enjoy sharing everything together. However, Christmas time comes and Bear is ready to hibernate. Hare feels sad that he will not be able to share the joy of Christmas with his best friend. Bear wakes up just in time to see the Christmas tree and everyone exchanging gifts. He is amazed as he has never seen or experienced this time of year before.
Imagine you were Hare. How would you explain Christmas to somebody who had never seen/experienced it before? Write a paragraph on the resource sheet provided to explain what Christmas is and what Bear should expect.
Please use this vocabulary in your explanation:
Jesus, Christmas, celebration, advent, Christians/Christianity, Bible, Church, family, gifts.
Day 2
LO: To write from the perspective of a person from the Christmas story.
https://www.bbc.co.uk/teach/class-clips-video/religious-studies-ks1-the%20christian-story-of-the-first-christmas/z7fp382
Watch the above video to remind yourselves of the Christmas story that you discussed in school last week.
Today, I would like you to imagine you are the inn keeper that saw Mary and Joseph arriving in Bethlehem and had to tell them there was no room. How did they look when they arrive? How did you feel when you had to tell them that there wasn’t any room? What about when you offered them your stable?
Write a short paragraph in first person (I, my, we, me) explaining what happened in the story from the inn keeper’s point of view. Use the template provided.
Example starter:
I had a very busy day, my inn was completely full, there were lots of people travelling to Bethlehem and I had to look after all the guests. I was just taking a break when I spotted a young man and his wife on a donkey walking towards me with a hopeful look in their eyes… they looked incredibly tired.
Art
Last week we explored the lifecycle of a snowflake and created some paper snowflakes ready for our Science display. This week, we would have decorated our snowflakes using glitter.
Can you create some more paper snowflakes at home? If you have craft materials such as glitter and glue, can you decorate them using glitter and bring them in with you on the first day back after the holidays? I would love to display these.
If you have forgotten how to make a snowflake here are some instructions:
www.instructables.com/How-to-Make-6-Pointed-Paper-Snowflakes/
History
Day 1
LO: To research Tutankhamun.
In our last lesson, we explored how the British Egyptologist Howard Carter discovered Tutankhamun’s hidden tomb in the Valley of the Kings. We used a variety of historical sources to work out who Tutankhamun was. We discovered that he was young, a pharaoh and very rich but what else can you find out about this Ancient Egyptian pharaoh?
Use the website links below to answer these questions:
How old was Tutankhamun when he became pharaoh?
Between which years did he reign?
Who was his father? Why was his father unpopular?
What was his original name?
What did his original name mean?
How many items were found in his tomb?
What was painted on the soles of his golden sandals?
Find out at least 5 things that were found in his tomb.
https://www.bbc.co.uk/bitesize/topics/zg87xnb/articles/zvmkhbk
https://www.bbc.co.uk/bitesize/clips/z8j76sg
https://www.historyforkids.net/tutankhamun.html
https://www.natgeokids.com/uk/discover/history/egypt/tutankhamun-facts/
Please present your findings on the resource sheet attached and email this to me. This will be printed off and stuck in your topic book.
Day 2
LO: To compare modern day life to life in Ancient Egypt.
What do we already know about life in Ancient Egypt? Think back to your previous learning in class. (Pyramids, Society, Pharoahs, River Nile, Jobs)
https://www.bbc.co.uk/bitesize/topics/zg87xnb/articles/zr4s8xs/
Clink on the link above, watch the video and read the information below.
What do you think living/daily life in Egypt was like? Do you think it was easy or hard? Why?
How was Egyptian life different to ours? What food did the Egyptians eat? What were the houses like?
Please do some research on life in Ancient Egypt using any of these websites:
https://www.ducksters.com/history/ancient_egyptian_food_daily_life.php
https://www.historyforkids.net/egyptian-daily-life.html
https://egypt.mrdonn.org/dailylife.html
I would like you to create a report all about life in Ancient Egypt. Think back to our work in English on non-chronological reports. Here is an example:
Please make sure your report has a bold title like the one above. You must include these sub-headings.
Remember expectations on presentation and basic grammar. Please complete this to the best of your ability. This can be your task for a whole day. I would love to display some of these on our Ancient Egypt display board when you return to school. They will also go in your Topic book. You can include any pictures you like and any other interesting facts you’d like to include.
Music
Write out the words of your favourite Christmas carol in your best handwriting. Around the outside, could you decorate it. I have attached some examples.
Please take a picture and email to me. I look forward to seeing these or your videos!
- Jobs
- Food
- Housing
- How is life different now?
Remember expectations on presentation and basic grammar. Please complete this to the best of your ability. This can be your task for a whole day. I would love to display some of these on our Ancient Egypt display board when you return to school. They will also go in your Topic book. You can include any pictures you like and any other interesting facts you’d like to include.
Music
Write out the words of your favourite Christmas carol in your best handwriting. Around the outside, could you decorate it. I have attached some examples.
Please take a picture and email to me. I look forward to seeing these or your videos!
RE
Day 1
LO: To reflect upon what Christmas means to you.
https://www.youtube.com/watch?v=ORu4n3fE3Rs
Reverend Stuart has prepared a lovely Christmas assembly for all of you, use the link above to watch it. In it, he creates a nativity scene and ends by reinforcing the message that Christmas is all about God’s love and our love for each other.
Today, I’d like you to reflect on Christmas and what it means to you. Think about:
What is the most important part of Christmas to you?
How do you show each other you care at Christmas time?
What are you and your families’ Christmas traditions?
Will it be different for you and your family this year? If so, how will you keep in contact and show your love for family members you won’t see this year?
I’d like you to write a page using the resource sheet attached to tell me all about what Christmas means to you. You can type or handwrite - choose whether you want to use half lined paper or fully lined paper (click on the links). I have attached an example that I have written. You can draw a picture underneath your writing that shows how you and your family celebrate Christmas.
Please email this to me or print off and bring into your school on your first day back. This will go in your RE book.
Day 2
LO: To explore the tradition of giving gifts at Christmas time.
In the Christmas story, the three wise men bring gifts to baby Jesus but why do people give gifts at this special time?
One of the main reasons we have the custom of giving and receiving presents at Christmas, is to remind us of the presents given to Jesus by the Wise Men.
Gold is associated with Kings and Christians believe that Jesus is the King of Kings.
Frankincense is sometimes used in worship in Churches and showed that people would worship Jesus.
Myrrh is a perfume that is put on dead bodies to make them smell nice. Christians believe it showed that Jesus would suffer and die.
Christmas is about a big gift that God gave to the world about 2000 years ago. Jesus! One of the most famous Bible verses, John 3:16, says: “God loved the world so much, that he gave his one and only Son, so that whoever believes in him may not be lost but have eternal life.
What could be the greatest gift anybody could get at Christmas time?
https://www.literacyshed.com/greatestgift.html
Use the link above to watch this video about a busy Dad at Christmas time. Why is having your loved ones around you more important than any material gift?
Why is having the people you love around you more important at Christmas time? (Make links to yesterday’s RE lesson).
Who may miss Christmas with their families this year and why?
Create a Christmas Card for somebody who may have to work through Christmas this year and so will not see their families (e.g. NHS worker, paramedic, firefighter, police officer) with an appreciative message inside.
The decoration and message inside is completely up to you!
You could make one using craft materials and paper at home, or use PurpleMash to create one on the computer.
PE
In school, we would have been participating in the ’12 days of Fitmas’ this week. These are great, short activities you can complete at home which encourage movement, particularly important if you are having to isolate.
Attached is the document. Try and complete one activity a day. Let me know how you get on!
Day 1
LO: To reflect upon what Christmas means to you.
https://www.youtube.com/watch?v=ORu4n3fE3Rs
Reverend Stuart has prepared a lovely Christmas assembly for all of you, use the link above to watch it. In it, he creates a nativity scene and ends by reinforcing the message that Christmas is all about God’s love and our love for each other.
Today, I’d like you to reflect on Christmas and what it means to you. Think about:
What is the most important part of Christmas to you?
How do you show each other you care at Christmas time?
What are you and your families’ Christmas traditions?
Will it be different for you and your family this year? If so, how will you keep in contact and show your love for family members you won’t see this year?
I’d like you to write a page using the resource sheet attached to tell me all about what Christmas means to you. You can type or handwrite - choose whether you want to use half lined paper or fully lined paper (click on the links). I have attached an example that I have written. You can draw a picture underneath your writing that shows how you and your family celebrate Christmas.
Please email this to me or print off and bring into your school on your first day back. This will go in your RE book.
Day 2
LO: To explore the tradition of giving gifts at Christmas time.
In the Christmas story, the three wise men bring gifts to baby Jesus but why do people give gifts at this special time?
One of the main reasons we have the custom of giving and receiving presents at Christmas, is to remind us of the presents given to Jesus by the Wise Men.
Gold is associated with Kings and Christians believe that Jesus is the King of Kings.
Frankincense is sometimes used in worship in Churches and showed that people would worship Jesus.
Myrrh is a perfume that is put on dead bodies to make them smell nice. Christians believe it showed that Jesus would suffer and die.
Christmas is about a big gift that God gave to the world about 2000 years ago. Jesus! One of the most famous Bible verses, John 3:16, says: “God loved the world so much, that he gave his one and only Son, so that whoever believes in him may not be lost but have eternal life.
What could be the greatest gift anybody could get at Christmas time?
https://www.literacyshed.com/greatestgift.html
Use the link above to watch this video about a busy Dad at Christmas time. Why is having your loved ones around you more important than any material gift?
Why is having the people you love around you more important at Christmas time? (Make links to yesterday’s RE lesson).
Who may miss Christmas with their families this year and why?
Create a Christmas Card for somebody who may have to work through Christmas this year and so will not see their families (e.g. NHS worker, paramedic, firefighter, police officer) with an appreciative message inside.
The decoration and message inside is completely up to you!
You could make one using craft materials and paper at home, or use PurpleMash to create one on the computer.
PE
In school, we would have been participating in the ’12 days of Fitmas’ this week. These are great, short activities you can complete at home which encourage movement, particularly important if you are having to isolate.
Attached is the document. Try and complete one activity a day. Let me know how you get on!