Our learning so far...


Science


So far...

In Science we have been learning about Rocks and Soils. In this unit children recognise that below the surface of Earth is rock which they may not be able to see. They understand that over time rocks have been broken down to form smaller rocks, pebbles, stones and eventually soils. They recognise that there are different rocks and different soils which have different properties and appearances. Children have identified, named and described different rocks. They have compared and grouped different rocks and soils based on appearance and properties, e.g. hardness. They have considered the impact of worms in making soils. Children have also described in simple terms how fossils are formed when living things have been trapped in rock. They have made a model fossil and looked at the work of early palaeontologists, such as Mary Anning.


Next....


In Science we will be looking at movement and feeding. Do you remember the seven life processes we learnt about last year?




In this unit we will learn that animals including humans need the right types and amounts of nutrition to thrive and grow, and that eating the wrong types and amounts can lead to health problems. We will identify that we cannot make our own food and that we need to eat a varied diet including meat and fish, beans and lentils, fats, starchy foods, fruit and vegetables. We will construct a balanced food plate and describe what happens if we don’t eat a balanced diet. We will identify that animals have different dietary requirements and some foods that humans eat may be poisonous to animals. We will also explain the role of the muscles and skeleton and describe what would happen if we didn’t have a skeleton.


As practical Science investigations, we will identify similarities and differences between ourselves and other children, and look for patterns between physical attributes and ability to perform tasks.


At Home You Could:

• Investigate e.g. can children with longer legs jump further? You could have a jumping competition with your brothers!

• You could carry out pattern-seeking investigations, take results and construct scatter graphs of your findings.


Useful websites:

https://www.bbc.co.uk/bitesize/clips/zgspyrd

https://classroom.thenational.academy/units/diet-and-lifestyle-f893




HISTORY


So far...

In this unit, the children have explored how life changed for people during different periods of the StoneAge, including the Early, Middle and New Stone Ages. They have covered why the period was called the Stone Age, and what archaeological evidence there is from the period, particularly in the form of artefacts and monuments. The main focus has been on the New Stone Age and how that contrasts with the earlier periods. The children have looked in detail at the Neolithic settlement at Skara Brae and the conclusions we can reach from the evidence found at the site.


Next...

In History our topic is called The Bronze Age and the Iron Age.

In this unit, the we will explore the key features of the Bronze and Iron Ages, and come to conclusions about the developments within the periods. Links will be made to the Stone Age period, which they may have studied in the autumn term. Throughout the unit, we will will use a variety of sources of evidence to investigate the period, including archaeological evidence with a focus on the Amesbury Archer, the Lindow Man, Roman written accounts of the Celts and reconstruction drawings of both periods. Differing interpretations of evidence will be considered.

At Home You Could:

• You may decide to incorporate a visit to a local museum into the unit, and some ideas have been included on potential locations.

. Make your own news report on the Iron/Bronze Age using imovie.

. Make a fact file on the key facts during these periods.

Useful links:

https://www.history.org.uk/primary/categories/the-stone-age-to-the-iron-age

https://www.bbc.co.uk/bitesize/topics/z82hsbk



ART


In Art we will be making Christmas art. We will be making a variety of Christmas cards, tree decorations and other festive things!





Maths


So far...

In adding and subtracting - This unit builds on children’s work in Year 2 on 2-digit numbers. The work in this unit is essential for the work in the rest of this year when they look at the four rules of number, fractions and measure. In the next unit, children move on to adding and subtracting 3-digit numbers. Before they start this unit, it is expected that children: • know that a 2-digit number is made up of 10s and 1s • can represent 2-digit numbers in di erent ways, such as base 10 equipment, place value grids and counters, partwhole models and number lines • can fi nd 1 and 10 more and less than a 2-digit number • can compare and order 2-digit numbers • know where a 2-digit number lies on a number line.



Next...

This unit deepens children’s understating of formal addition and subtraction.

Through further exposure to formal addition and subtraction, we will become more confident with the concept of making an exchange when solving addition and subtraction calculations.


We will continue to use familiar mathematical structures and representations from Key Stage 1, and from the previous unit.

(A number line, number track and blank part-whole model appear on screen.)

We will use place value grids extensively, to help us partition numbers and make exchanges when adding and subtracting.

It can be useful to use base 10 equipment alongside place value grids, so we can model additions and subtractions physically. This helps children to understand why exchanges are so important, and how they work.

The column method will also be used, to show us how to structure additions and subtractions.


Place value grids can be used to scaffold examples, but it’s important that children become familiar with writing calculations directly into columns.


Useful Links:

https://whiterosemaths.com/homelearning/year-3/

https://www.bbc.co.uk/bitesize/topics/zy2mn39/articles/z3kmrwx

https://www.bbc.co.uk/bitesize/topics/zvrr97h/articles/zwqs6yc



English


So far....


The children listen to the story (Storm) and predict what may happen at various points. They focus on character, setting and mood, asking questions as the story progresses and locating evidence in the text to answer specific questions. They understand why descriptive sentences are important and how setting affects mood. They revise and develop punctuating direct speech and then work on nouns, adjectives and expanded noun phrases. The writing tasks involve planning and writing a description of setting, and planning and writing a conversation using direct speech and correct punctuation.


Reading text - Storm

Writing an Autobiography for class Presentations


Next...

Reading text - Dragon Slayer

In this unit, we will explore and compare legends. We will read a variety of texts on myths and legends and watch a film, understanding plots and features of legends then recall and retell main events. We will use drama to explore characters and dilemmas. We can discuss punctuation, learning how to write dialogue. We will plan, edit and write our own legends, following a familiar structure.


Useful Links

https://www.bbc.co.uk/bitesize/topics/zx339j6/articles/zcxmb82

https://classroom.thenational.academy/units/how-to-train-your-dragon-mixed-outcomes-50a0

In school we are also using iPads. We use these to help us learn and also a place to store our work. We have apps on our iPads that help with spellings, reading and maths.


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