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As part of the ongoing learning about the human body, the pupils of Year Three have been making their own skeletal legs out of Knex and using elastic bands to mimic the flexing and lengthening of muscles. Here are a few pictures of the finished articles.

As part of the ongoing learning about the human body, the pupils of Year Three have been making their own skeletal legs out of Knex and using elastic bands to mimic the flexing and lengthening of muscles.  Here are a few pictures of the finished articles. 1
As part of the ongoing learning about the human body, the pupils of Year Three have been making their own skeletal legs out of Knex and using elastic bands to mimic the flexing and lengthening of muscles.  Here are a few pictures of the finished articles. 2
As part of the ongoing learning about the human body, the pupils of Year Three have been making their own skeletal legs out of Knex and using elastic bands to mimic the flexing and lengthening of muscles.  Here are a few pictures of the finished articles. 3
As part of the ongoing learning about the human body, the pupils of Year Three have been making their own skeletal legs out of Knex and using elastic bands to mimic the flexing and lengthening of muscles.  Here are a few pictures of the finished articles. 4
As part of the ongoing learning about the human body, the pupils of Year Three have been making their own skeletal legs out of Knex and using elastic bands to mimic the flexing and lengthening of muscles.  Here are a few pictures of the finished articles. 5
As part of the ongoing learning about the human body, the pupils of Year Three have been making their own skeletal legs out of Knex and using elastic bands to mimic the flexing and lengthening of muscles.  Here are a few pictures of the finished articles. 6
As part of the ongoing learning about the human body, the pupils of Year Three have been making their own skeletal legs out of Knex and using elastic bands to mimic the flexing and lengthening of muscles.  Here are a few pictures of the finished articles. 7
As part of the ongoing learning about the human body, the pupils of Year Three have been making their own skeletal legs out of Knex and using elastic bands to mimic the flexing and lengthening of muscles.  Here are a few pictures of the finished articles. 8
As part of the ongoing learning about the human body, the pupils of Year Three have been making their own skeletal legs out of Knex and using elastic bands to mimic the flexing and lengthening of muscles.  Here are a few pictures of the finished articles. 9
As part of the ongoing learning about the human body, the pupils of Year Three have been making their own skeletal legs out of Knex and using elastic bands to mimic the flexing and lengthening of muscles.  Here are a few pictures of the finished articles. 10
As part of the ongoing learning about the human body, the pupils of Year Three have been making their own skeletal legs out of Knex and using elastic bands to mimic the flexing and lengthening of muscles.  Here are a few pictures of the finished articles. 11
As part of the ongoing learning about the human body, the pupils of Year Three have been making their own skeletal legs out of Knex and using elastic bands to mimic the flexing and lengthening of muscles.  Here are a few pictures of the finished articles. 12
As part of the ongoing learning about the human body, the pupils of Year Three have been making their own skeletal legs out of Knex and using elastic bands to mimic the flexing and lengthening of muscles.  Here are a few pictures of the finished articles. 13
As part of the ongoing learning about the human body, the pupils of Year Three have been making their own skeletal legs out of Knex and using elastic bands to mimic the flexing and lengthening of muscles.  Here are a few pictures of the finished articles. 14
As part of the ongoing learning about the human body, the pupils of Year Three have been making their own skeletal legs out of Knex and using elastic bands to mimic the flexing and lengthening of muscles.  Here are a few pictures of the finished articles. 15
As part of the ongoing learning about the human body, the pupils of Year Three have been making their own skeletal legs out of Knex and using elastic bands to mimic the flexing and lengthening of muscles.  Here are a few pictures of the finished articles. 16

In maths, the pupils have been learning about symmetry, using mirrors to ensure accuracy. They have come on leaps and bounds when recognising lines of symmetry!

In maths, the pupils have been learning about symmetry, using mirrors to ensure accuracy.  They have come on leaps and bounds when recognising lines of symmetry! 1
In maths, the pupils have been learning about symmetry, using mirrors to ensure accuracy.  They have come on leaps and bounds when recognising lines of symmetry! 2
In maths, the pupils have been learning about symmetry, using mirrors to ensure accuracy.  They have come on leaps and bounds when recognising lines of symmetry! 3
In maths, the pupils have been learning about symmetry, using mirrors to ensure accuracy.  They have come on leaps and bounds when recognising lines of symmetry! 4
In maths, the pupils have been learning about symmetry, using mirrors to ensure accuracy.  They have come on leaps and bounds when recognising lines of symmetry! 5
In maths, the pupils have been learning about symmetry, using mirrors to ensure accuracy.  They have come on leaps and bounds when recognising lines of symmetry! 6
In maths, the pupils have been learning about symmetry, using mirrors to ensure accuracy.  They have come on leaps and bounds when recognising lines of symmetry! 7

The children have been discovering the make up and composition of the human skeletal system, drawing life-size skeletons and trying to get all the bone proportion to scale!

The children have been discovering the make up and composition of the human skeletal system, drawing life-size skeletons and trying to get all the bone proportion to scale! 1
The children have been discovering the make up and composition of the human skeletal system, drawing life-size skeletons and trying to get all the bone proportion to scale! 2
The children have been discovering the make up and composition of the human skeletal system, drawing life-size skeletons and trying to get all the bone proportion to scale! 3
The children have been discovering the make up and composition of the human skeletal system, drawing life-size skeletons and trying to get all the bone proportion to scale! 4
The children have been discovering the make up and composition of the human skeletal system, drawing life-size skeletons and trying to get all the bone proportion to scale! 5

The children have been exploring the tomb of the pharaoh Tutankhamen, navigating their way through twisting tunnels, antechambers and finally finding the resting place of King Tut.

The children have been exploring the tomb of the pharaoh Tutankhamen, navigating their way through twisting tunnels, antechambers and finally finding the resting place of King Tut. 1 Navigating the mat maze!
The children have been exploring the tomb of the pharaoh Tutankhamen, navigating their way through twisting tunnels, antechambers and finally finding the resting place of King Tut. 2 Here lies King Tut!
The children have been exploring the tomb of the pharaoh Tutankhamen, navigating their way through twisting tunnels, antechambers and finally finding the resting place of King Tut. 3 Finally, after 3000 years!
The children have been exploring the tomb of the pharaoh Tutankhamen, navigating their way through twisting tunnels, antechambers and finally finding the resting place of King Tut. 4 Guardians defend the king’s burial chamber.

As part of a cross-curricular approach, the children are learning about ancient Egypt and also writing about the famous archaeologist, Howard Carter. Here we can see pictures of the class using drama to act out how Howard Carter found the tomb of King Tut!

As part of a cross-curricular approach, the children are learning about ancient Egypt and also writing about the famous archaeologist, Howard Carter.  Here we can see pictures of the class using drama to act out how Howard Carter found the tomb of King Tut! 1
As part of a cross-curricular approach, the children are learning about ancient Egypt and also writing about the famous archaeologist, Howard Carter.  Here we can see pictures of the class using drama to act out how Howard Carter found the tomb of King Tut! 2
As part of a cross-curricular approach, the children are learning about ancient Egypt and also writing about the famous archaeologist, Howard Carter.  Here we can see pictures of the class using drama to act out how Howard Carter found the tomb of King Tut! 3
As part of a cross-curricular approach, the children are learning about ancient Egypt and also writing about the famous archaeologist, Howard Carter.  Here we can see pictures of the class using drama to act out how Howard Carter found the tomb of King Tut! 4
As part of a cross-curricular approach, the children are learning about ancient Egypt and also writing about the famous archaeologist, Howard Carter.  Here we can see pictures of the class using drama to act out how Howard Carter found the tomb of King Tut! 5
As part of a cross-curricular approach, the children are learning about ancient Egypt and also writing about the famous archaeologist, Howard Carter.  Here we can see pictures of the class using drama to act out how Howard Carter found the tomb of King Tut! 6
As part of a cross-curricular approach, the children are learning about ancient Egypt and also writing about the famous archaeologist, Howard Carter.  Here we can see pictures of the class using drama to act out how Howard Carter found the tomb of King Tut! 7

Year Three have had a special visitor today, giving gifts to all across the school. See if you can spot your child!

Year Three have had a special visitor today, giving gifts to all across the school. See if you can spot your child! 1
Year Three have had a special visitor today, giving gifts to all across the school. See if you can spot your child! 2
Year Three have had a special visitor today, giving gifts to all across the school. See if you can spot your child! 3
Year Three have had a special visitor today, giving gifts to all across the school. See if you can spot your child! 4
Year Three have had a special visitor today, giving gifts to all across the school. See if you can spot your child! 5
Year Three have had a special visitor today, giving gifts to all across the school. See if you can spot your child! 6
Year Three have had a special visitor today, giving gifts to all across the school. See if you can spot your child! 7

Year Three have been getting into the Christmas spirit, wearing jumpers and with snowballs at the ready!

Year Three have been getting into the Christmas spirit, wearing jumpers and with snowballs at the ready! 1 Ready for a festive Christmas.
Year Three have been getting into the Christmas spirit, wearing jumpers and with snowballs at the ready! 2 Snowballs at the ready!
Year Three have been getting into the Christmas spirit, wearing jumpers and with snowballs at the ready! 3 quickly, teacher isn’t looking!

as part of learning about multiplication, children have been experimenting with number arrays, also ensuring they group equally and organise neatly into rows and columns. As you can see, the children are getting very good at manipulating school equipment to understand better arrays.

as part of learning about multiplication, children have been experimenting with number arrays, also ensuring they group equally and organise neatly into rows and columns.  As you can see, the children are getting very good at manipulating school equipment to understand better arrays. 1 Working out 2 times tables arrays.
as part of learning about multiplication, children have been experimenting with number arrays, also ensuring they group equally and organise neatly into rows and columns.  As you can see, the children are getting very good at manipulating school equipment to understand better arrays. 2 six times three is...
as part of learning about multiplication, children have been experimenting with number arrays, also ensuring they group equally and organise neatly into rows and columns.  As you can see, the children are getting very good at manipulating school equipment to understand better arrays. 3 A great array using cones.
as part of learning about multiplication, children have been experimenting with number arrays, also ensuring they group equally and organise neatly into rows and columns.  As you can see, the children are getting very good at manipulating school equipment to understand better arrays. 4 Books are great for making arrays.
as part of learning about multiplication, children have been experimenting with number arrays, also ensuring they group equally and organise neatly into rows and columns.  As you can see, the children are getting very good at manipulating school equipment to understand better arrays. 5 It is tricky to make arrays with PE bibs!
as part of learning about multiplication, children have been experimenting with number arrays, also ensuring they group equally and organise neatly into rows and columns.  As you can see, the children are getting very good at manipulating school equipment to understand better arrays. 6 Books array of eighteen.
as part of learning about multiplication, children have been experimenting with number arrays, also ensuring they group equally and organise neatly into rows and columns.  As you can see, the children are getting very good at manipulating school equipment to understand better arrays. 7 Getting better with the tricky bibs.
as part of learning about multiplication, children have been experimenting with number arrays, also ensuring they group equally and organise neatly into rows and columns.  As you can see, the children are getting very good at manipulating school equipment to understand better arrays. 8 Cone arrays to aid multiplication understanding.
as part of learning about multiplication, children have been experimenting with number arrays, also ensuring they group equally and organise neatly into rows and columns.  As you can see, the children are getting very good at manipulating school equipment to understand better arrays. 9 Using foam frisbees for arrays.
as part of learning about multiplication, children have been experimenting with number arrays, also ensuring they group equally and organise neatly into rows and columns.  As you can see, the children are getting very good at manipulating school equipment to understand better arrays. 10 Arrays help reinforce multiplication.
as part of learning about multiplication, children have been experimenting with number arrays, also ensuring they group equally and organise neatly into rows and columns.  As you can see, the children are getting very good at manipulating school equipment to understand better arrays. 11
as part of learning about multiplication, children have been experimenting with number arrays, also ensuring they group equally and organise neatly into rows and columns.  As you can see, the children are getting very good at manipulating school equipment to understand better arrays. 12

With December finally upon us, Year Three thought it was high time to get into the festive spirit. I’m sure you’ll all agree, the whole class looks very jolly!

With December finally upon us, Year Three thought it was high time to get into the festive spirit. I’m sure you’ll all agree, the whole class looks very jolly! 1 Deck the halls...
With December finally upon us, Year Three thought it was high time to get into the festive spirit. I’m sure you’ll all agree, the whole class looks very jolly! 2 ...with boughs of holly!

Whilst learning about column subtraction with Dienes blocks, the pupils of Year Three learnt the requisite vocabulary to go with the maths. The concept of ‘exchanging’ 10 ones for 1 ten or vice versa was essential for working out some of the trickier column addition.

Still image for this video

A good understanding of place value (the value of each digit in a number) is vital in Year Three. Pupils have been taught about units, tens, hundreds and thousands with number lines, bead bars and more. The pupils of Year Three are now learning the importance of place value and Deines blocks are used to help children visualise calculations. Place value is the value of each digit in a number. It means understanding that 582 is made up of 500, 80 and 2, rather than 5, 8 and 2. In Year 3, children also need to know what happens to a number when it is multiplied by 10 or 100. It is really important here that they are aware that the number moves to the left, rather than talking about 'adding zeros' (when children move onto dividing by 10 to find a decimal answer, they will not be able to use the strategy of adding or removing zeros) and this is one of the reasons we are spending some great learning time on place value and what it means.

A good understanding of place value (the value of each digit in a number) is vital in Year Three.  Pupils have been taught about units, tens, hundreds and thousands with number lines, bead bars and more.  The pupils of Year Three are now learning the importance of place value and Deines blocks are used to help children visualise calculations. Place value is the value of each digit in a number. It means understanding that 582 is made up of 500, 80 and 2, rather than 5, 8 and 2. In Year 3, children also need to know what happens to a number when it is multiplied by 10 or 100. It is really important here that they are aware that the number moves to the left, rather than talking about 'adding zeros' (when children move onto dividing by 10 to find a decimal answer, they will not be able to use the strategy of adding or removing zeros) and this is one of the reasons we are spending some great learning time on place value and what it means. 1 Understanding place value is essential for pupils.
A good understanding of place value (the value of each digit in a number) is vital in Year Three.  Pupils have been taught about units, tens, hundreds and thousands with number lines, bead bars and more.  The pupils of Year Three are now learning the importance of place value and Deines blocks are used to help children visualise calculations. Place value is the value of each digit in a number. It means understanding that 582 is made up of 500, 80 and 2, rather than 5, 8 and 2. In Year 3, children also need to know what happens to a number when it is multiplied by 10 or 100. It is really important here that they are aware that the number moves to the left, rather than talking about 'adding zeros' (when children move onto dividing by 10 to find a decimal answer, they will not be able to use the strategy of adding or removing zeros) and this is one of the reasons we are spending some great learning time on place value and what it means. 2 Using Dienes blocks really reinforces learning.
A good understanding of place value (the value of each digit in a number) is vital in Year Three.  Pupils have been taught about units, tens, hundreds and thousands with number lines, bead bars and more.  The pupils of Year Three are now learning the importance of place value and Deines blocks are used to help children visualise calculations. Place value is the value of each digit in a number. It means understanding that 582 is made up of 500, 80 and 2, rather than 5, 8 and 2. In Year 3, children also need to know what happens to a number when it is multiplied by 10 or 100. It is really important here that they are aware that the number moves to the left, rather than talking about 'adding zeros' (when children move onto dividing by 10 to find a decimal answer, they will not be able to use the strategy of adding or removing zeros) and this is one of the reasons we are spending some great learning time on place value and what it means. 3 Drawing columns on the table makes learning fun!
A good understanding of place value (the value of each digit in a number) is vital in Year Three.  Pupils have been taught about units, tens, hundreds and thousands with number lines, bead bars and more.  The pupils of Year Three are now learning the importance of place value and Deines blocks are used to help children visualise calculations. Place value is the value of each digit in a number. It means understanding that 582 is made up of 500, 80 and 2, rather than 5, 8 and 2. In Year 3, children also need to know what happens to a number when it is multiplied by 10 or 100. It is really important here that they are aware that the number moves to the left, rather than talking about 'adding zeros' (when children move onto dividing by 10 to find a decimal answer, they will not be able to use the strategy of adding or removing zeros) and this is one of the reasons we are spending some great learning time on place value and what it means. 4 ...and memorable!
A good understanding of place value (the value of each digit in a number) is vital in Year Three.  Pupils have been taught about units, tens, hundreds and thousands with number lines, bead bars and more.  The pupils of Year Three are now learning the importance of place value and Deines blocks are used to help children visualise calculations. Place value is the value of each digit in a number. It means understanding that 582 is made up of 500, 80 and 2, rather than 5, 8 and 2. In Year 3, children also need to know what happens to a number when it is multiplied by 10 or 100. It is really important here that they are aware that the number moves to the left, rather than talking about 'adding zeros' (when children move onto dividing by 10 to find a decimal answer, they will not be able to use the strategy of adding or removing zeros) and this is one of the reasons we are spending some great learning time on place value and what it means. 5 Manipulating the Dienes is essential for learning.
A good understanding of place value (the value of each digit in a number) is vital in Year Three.  Pupils have been taught about units, tens, hundreds and thousands with number lines, bead bars and more.  The pupils of Year Three are now learning the importance of place value and Deines blocks are used to help children visualise calculations. Place value is the value of each digit in a number. It means understanding that 582 is made up of 500, 80 and 2, rather than 5, 8 and 2. In Year 3, children also need to know what happens to a number when it is multiplied by 10 or 100. It is really important here that they are aware that the number moves to the left, rather than talking about 'adding zeros' (when children move onto dividing by 10 to find a decimal answer, they will not be able to use the strategy of adding or removing zeros) and this is one of the reasons we are spending some great learning time on place value and what it means. 6 Children got column addition really fast.
A good understanding of place value (the value of each digit in a number) is vital in Year Three.  Pupils have been taught about units, tens, hundreds and thousands with number lines, bead bars and more.  The pupils of Year Three are now learning the importance of place value and Deines blocks are used to help children visualise calculations. Place value is the value of each digit in a number. It means understanding that 582 is made up of 500, 80 and 2, rather than 5, 8 and 2. In Year 3, children also need to know what happens to a number when it is multiplied by 10 or 100. It is really important here that they are aware that the number moves to the left, rather than talking about 'adding zeros' (when children move onto dividing by 10 to find a decimal answer, they will not be able to use the strategy of adding or removing zeros) and this is one of the reasons we are spending some great learning time on place value and what it means. 7 Ordered columns makes addition easy.
A good understanding of place value (the value of each digit in a number) is vital in Year Three.  Pupils have been taught about units, tens, hundreds and thousands with number lines, bead bars and more.  The pupils of Year Three are now learning the importance of place value and Deines blocks are used to help children visualise calculations. Place value is the value of each digit in a number. It means understanding that 582 is made up of 500, 80 and 2, rather than 5, 8 and 2. In Year 3, children also need to know what happens to a number when it is multiplied by 10 or 100. It is really important here that they are aware that the number moves to the left, rather than talking about 'adding zeros' (when children move onto dividing by 10 to find a decimal answer, they will not be able to use the strategy of adding or removing zeros) and this is one of the reasons we are spending some great learning time on place value and what it means. 8 The key word’ ‘exchanging’ was remembered by all.
A good understanding of place value (the value of each digit in a number) is vital in Year Three.  Pupils have been taught about units, tens, hundreds and thousands with number lines, bead bars and more.  The pupils of Year Three are now learning the importance of place value and Deines blocks are used to help children visualise calculations. Place value is the value of each digit in a number. It means understanding that 582 is made up of 500, 80 and 2, rather than 5, 8 and 2. In Year 3, children also need to know what happens to a number when it is multiplied by 10 or 100. It is really important here that they are aware that the number moves to the left, rather than talking about 'adding zeros' (when children move onto dividing by 10 to find a decimal answer, they will not be able to use the strategy of adding or removing zeros) and this is one of the reasons we are spending some great learning time on place value and what it means. 9 Who realised learning maths could be so much fun?

In Year Three, pupils are becoming increasingly fluent with whole numbers and the four operations, including number facts and the concept of place value. The pupils have been physically manipulating dienes blocks as ones, tens and hundreds to better understand place value.

In Year Three, pupils are becoming increasingly fluent with whole numbers and the four operations, including number facts and the concept of place value. The pupils have been physically manipulating dienes blocks as ones, tens and hundreds to better understand place value. 1 Using columns to order place value.
In Year Three, pupils are becoming increasingly fluent with whole numbers and the four operations, including number facts and the concept of place value. The pupils have been physically manipulating dienes blocks as ones, tens and hundreds to better understand place value. 2 It is easier with a larger space!
In Year Three, pupils are becoming increasingly fluent with whole numbers and the four operations, including number facts and the concept of place value. The pupils have been physically manipulating dienes blocks as ones, tens and hundreds to better understand place value. 3 Working as pairs to ‘exchange’ ten ones into..
In Year Three, pupils are becoming increasingly fluent with whole numbers and the four operations, including number facts and the concept of place value. The pupils have been physically manipulating dienes blocks as ones, tens and hundreds to better understand place value. 4 ...one ten!
In Year Three, pupils are becoming increasingly fluent with whole numbers and the four operations, including number facts and the concept of place value. The pupils have been physically manipulating dienes blocks as ones, tens and hundreds to better understand place value. 5 We love place value!

Year Six dropped by to listen to the children in Year Three read! The reading session was thoroughly enjoyed by all.

Year Six dropped by to listen to the children in Year Three read!  The reading session was thoroughly enjoyed by all. 1
Year Six dropped by to listen to the children in Year Three read!  The reading session was thoroughly enjoyed by all. 2
Year Six dropped by to listen to the children in Year Three read!  The reading session was thoroughly enjoyed by all. 3

As part of mathematics, pupils are learning to measure using the appropriate tools and units, progressing to using a wider range of measures, including comparing and using mixed units, for example, 1 kg and 200g, The class got out the scales and weights and investigated how much everyday classroom items weighed, learning how to compare and mix units to complete their weighing tasks.

As part of mathematics, pupils are learning to measure using the appropriate tools and units, progressing to using a wider range of measures, including comparing and using mixed units, for example, 1 kg and 200g, The class got out the scales and weights and investigated how much everyday classroom items weighed, learning how to compare and mix units to complete their weighing tasks. 1 Weighing pens can be tricky.
As part of mathematics, pupils are learning to measure using the appropriate tools and units, progressing to using a wider range of measures, including comparing and using mixed units, for example, 1 kg and 200g, The class got out the scales and weights and investigated how much everyday classroom items weighed, learning how to compare and mix units to complete their weighing tasks. 2 Getting the correct weights ensure accuracy.
As part of mathematics, pupils are learning to measure using the appropriate tools and units, progressing to using a wider range of measures, including comparing and using mixed units, for example, 1 kg and 200g, The class got out the scales and weights and investigated how much everyday classroom items weighed, learning how to compare and mix units to complete their weighing tasks. 3 Old-fashioned weights!
As part of mathematics, pupils are learning to measure using the appropriate tools and units, progressing to using a wider range of measures, including comparing and using mixed units, for example, 1 kg and 200g, The class got out the scales and weights and investigated how much everyday classroom items weighed, learning how to compare and mix units to complete their weighing tasks. 4 Scissors are a tricky item to weigh.
As part of mathematics, pupils are learning to measure using the appropriate tools and units, progressing to using a wider range of measures, including comparing and using mixed units, for example, 1 kg and 200g, The class got out the scales and weights and investigated how much everyday classroom items weighed, learning how to compare and mix units to complete their weighing tasks. 5 It’s hard to get the scales to balance!

The Year Three children have been sponsoring Children in Need. Here are a couple of colourful pictures!

The Year Three children have been sponsoring Children in Need.  Here are a couple of colourful pictures! 1
The Year Three children have been sponsoring Children in Need.  Here are a couple of colourful pictures! 2

As part of our ongoing science studies, the children in Year Three have noticed that some forces need contact between two objects, but magnetic forces can act at a distance. This is particularly true of a magnetic compass and its unique magnetic properties. Today, the children have been learning more about magnets having two poles (north and south) and as a result of this property, they are able to determine the four cardinal points of a compass. Once the children had learnt the theory, it was time to practice!

As part of our ongoing science studies, the children in Year Three have noticed that some forces need contact between two objects, but magnetic forces can act at a distance.  This is particularly true of a magnetic compass and its unique magnetic properties.  Today, the children have been learning more about magnets having two poles (north and south) and as a result of this property, they are able to determine the four cardinal points of a compass.  Once the children had learnt the theory, it was time to practice! 1 Does this point east?
As part of our ongoing science studies, the children in Year Three have noticed that some forces need contact between two objects, but magnetic forces can act at a distance.  This is particularly true of a magnetic compass and its unique magnetic properties.  Today, the children have been learning more about magnets having two poles (north and south) and as a result of this property, they are able to determine the four cardinal points of a compass.  Once the children had learnt the theory, it was time to practice! 2 Definitely north!
As part of our ongoing science studies, the children in Year Three have noticed that some forces need contact between two objects, but magnetic forces can act at a distance.  This is particularly true of a magnetic compass and its unique magnetic properties.  Today, the children have been learning more about magnets having two poles (north and south) and as a result of this property, they are able to determine the four cardinal points of a compass.  Once the children had learnt the theory, it was time to practice! 3 Checking their final answer.
As part of our ongoing science studies, the children in Year Three have noticed that some forces need contact between two objects, but magnetic forces can act at a distance.  This is particularly true of a magnetic compass and its unique magnetic properties.  Today, the children have been learning more about magnets having two poles (north and south) and as a result of this property, they are able to determine the four cardinal points of a compass.  Once the children had learnt the theory, it was time to practice! 4 A lovely, sunny November day.
As part of our ongoing science studies, the children in Year Three have noticed that some forces need contact between two objects, but magnetic forces can act at a distance.  This is particularly true of a magnetic compass and its unique magnetic properties.  Today, the children have been learning more about magnets having two poles (north and south) and as a result of this property, they are able to determine the four cardinal points of a compass.  Once the children had learnt the theory, it was time to practice! 5 Trying to get ahead of other children!
As part of our ongoing science studies, the children in Year Three have noticed that some forces need contact between two objects, but magnetic forces can act at a distance.  This is particularly true of a magnetic compass and its unique magnetic properties.  Today, the children have been learning more about magnets having two poles (north and south) and as a result of this property, they are able to determine the four cardinal points of a compass.  Once the children had learnt the theory, it was time to practice! 6 Do we think this is west?
As part of our ongoing science studies, the children in Year Three have noticed that some forces need contact between two objects, but magnetic forces can act at a distance.  This is particularly true of a magnetic compass and its unique magnetic properties.  Today, the children have been learning more about magnets having two poles (north and south) and as a result of this property, they are able to determine the four cardinal points of a compass.  Once the children had learnt the theory, it was time to practice! 7 Double checking this is north.
As part of our ongoing science studies, the children in Year Three have noticed that some forces need contact between two objects, but magnetic forces can act at a distance.  This is particularly true of a magnetic compass and its unique magnetic properties.  Today, the children have been learning more about magnets having two poles (north and south) and as a result of this property, they are able to determine the four cardinal points of a compass.  Once the children had learnt the theory, it was time to practice! 8
As part of our ongoing science studies, the children in Year Three have noticed that some forces need contact between two objects, but magnetic forces can act at a distance.  This is particularly true of a magnetic compass and its unique magnetic properties.  Today, the children have been learning more about magnets having two poles (north and south) and as a result of this property, they are able to determine the four cardinal points of a compass.  Once the children had learnt the theory, it was time to practice! 9 A sunny day outside.
As part of our ongoing science studies, the children in Year Three have noticed that some forces need contact between two objects, but magnetic forces can act at a distance.  This is particularly true of a magnetic compass and its unique magnetic properties.  Today, the children have been learning more about magnets having two poles (north and south) and as a result of this property, they are able to determine the four cardinal points of a compass.  Once the children had learnt the theory, it was time to practice! 10 Nearly there.
As part of our ongoing science studies, the children in Year Three have noticed that some forces need contact between two objects, but magnetic forces can act at a distance.  This is particularly true of a magnetic compass and its unique magnetic properties.  Today, the children have been learning more about magnets having two poles (north and south) and as a result of this property, they are able to determine the four cardinal points of a compass.  Once the children had learnt the theory, it was time to practice! 11 Definitely south!
As part of our ongoing science studies, the children in Year Three have noticed that some forces need contact between two objects, but magnetic forces can act at a distance.  This is particularly true of a magnetic compass and its unique magnetic properties.  Today, the children have been learning more about magnets having two poles (north and south) and as a result of this property, they are able to determine the four cardinal points of a compass.  Once the children had learnt the theory, it was time to practice! 12 double checking their compass.
As part of our ongoing science studies, the children in Year Three have noticed that some forces need contact between two objects, but magnetic forces can act at a distance.  This is particularly true of a magnetic compass and its unique magnetic properties.  Today, the children have been learning more about magnets having two poles (north and south) and as a result of this property, they are able to determine the four cardinal points of a compass.  Once the children had learnt the theory, it was time to practice! 13 learning as a team!
As part of our ongoing science studies, the children in Year Three have noticed that some forces need contact between two objects, but magnetic forces can act at a distance.  This is particularly true of a magnetic compass and its unique magnetic properties.  Today, the children have been learning more about magnets having two poles (north and south) and as a result of this property, they are able to determine the four cardinal points of a compass.  Once the children had learnt the theory, it was time to practice! 14 A resounding thumbs up!

As a class, we decided to try different types of Mexican food and have a go at breaking apart a piñata and rescuing the contents from the grass. Great fun was had by everybody!

As a class, we decided to try different types of Mexican food and have a go at  breaking apart a piñata and rescuing the contents from the grass.  Great fun was had by everybody! 1 A fine swing sent the piñata airborne!
As a class, we decided to try different types of Mexican food and have a go at  breaking apart a piñata and rescuing the contents from the grass.  Great fun was had by everybody! 2 A lovely British November day!
As a class, we decided to try different types of Mexican food and have a go at  breaking apart a piñata and rescuing the contents from the grass.  Great fun was had by everybody! 3 Another great hit!
As a class, we decided to try different types of Mexican food and have a go at  breaking apart a piñata and rescuing the contents from the grass.  Great fun was had by everybody! 4 Enjoying the sunshine and Mexican food.
As a class, we decided to try different types of Mexican food and have a go at  breaking apart a piñata and rescuing the contents from the grass.  Great fun was had by everybody! 5 A fine strike.
As a class, we decided to try different types of Mexican food and have a go at  breaking apart a piñata and rescuing the contents from the grass.  Great fun was had by everybody! 6 A resounding thumbs up to the chefs!
As a class, we decided to try different types of Mexican food and have a go at  breaking apart a piñata and rescuing the contents from the grass.  Great fun was had by everybody! 7 We still haven’t opened the tricky piñata!

As part of our Mexican topic, the children have been learning how and why some Mexicans celebrate The Day of the Dead. One of the traditions in Mexico, is to bake a special bread called ‘Pan de Puerto’. The children of Year Three made their own version of this special bread, with one lucky pupil finding a pound coin inside his finished loaf!

As part of our Mexican topic, the children have been learning how and why some Mexicans celebrate The Day of the Dead. One of the traditions in Mexico, is to bake a special bread called ‘Pan de Puerto’. The children of Year Three made their own version of this special bread, with one lucky pupil finding a pound coin inside his finished loaf!   1 Sticky dough!
As part of our Mexican topic, the children have been learning how and why some Mexicans celebrate The Day of the Dead. One of the traditions in Mexico, is to bake a special bread called ‘Pan de Puerto’. The children of Year Three made their own version of this special bread, with one lucky pupil finding a pound coin inside his finished loaf!   2 kneading the dough.
As part of our Mexican topic, the children have been learning how and why some Mexicans celebrate The Day of the Dead. One of the traditions in Mexico, is to bake a special bread called ‘Pan de Puerto’. The children of Year Three made their own version of this special bread, with one lucky pupil finding a pound coin inside his finished loaf!   3 flour stops the dough sticking.
As part of our Mexican topic, the children have been learning how and why some Mexicans celebrate The Day of the Dead. One of the traditions in Mexico, is to bake a special bread called ‘Pan de Puerto’. The children of Year Three made their own version of this special bread, with one lucky pupil finding a pound coin inside his finished loaf!   4 Fun preparation.
As part of our Mexican topic, the children have been learning how and why some Mexicans celebrate The Day of the Dead. One of the traditions in Mexico, is to bake a special bread called ‘Pan de Puerto’. The children of Year Three made their own version of this special bread, with one lucky pupil finding a pound coin inside his finished loaf!   5 Finishing touches.
As part of our Mexican topic, the children have been learning how and why some Mexicans celebrate The Day of the Dead. One of the traditions in Mexico, is to bake a special bread called ‘Pan de Puerto’. The children of Year Three made their own version of this special bread, with one lucky pupil finding a pound coin inside his finished loaf!   6 Preparing outside, like the Great British Bakeoff!
As part of our Mexican topic, the children have been learning how and why some Mexicans celebrate The Day of the Dead. One of the traditions in Mexico, is to bake a special bread called ‘Pan de Puerto’. The children of Year Three made their own version of this special bread, with one lucky pupil finding a pound coin inside his finished loaf!   7 The finished product.

Carved Pumpkin Competition

Carved Pumpkin Competition 1 The glorious pumpkins...
Carved Pumpkin Competition 2 ...and their creators!

The children have been sorting irregular and regular 2 dimension shapes by ordering them with the same number of sides.

The children have been sorting irregular and regular 2 dimension shapes by ordering them with the same number of sides. 1 Sorting shapes according to sides.
The children have been sorting irregular and regular 2 dimension shapes by ordering them with the same number of sides. 2 Deciding how to sort was a key problem...
The children have been sorting irregular and regular 2 dimension shapes by ordering them with the same number of sides. 3 ...Solved in a variety of ways.
The children have been sorting irregular and regular 2 dimension shapes by ordering them with the same number of sides. 4 Some children opted for like with like.
The children have been sorting irregular and regular 2 dimension shapes by ordering them with the same number of sides. 5 Other groups used regular and irregular to sort.
The children have been sorting irregular and regular 2 dimension shapes by ordering them with the same number of sides. 6 Sometimes children had to reassess their ideas.
The children have been sorting irregular and regular 2 dimension shapes by ordering them with the same number of sides. 7 Various groupings worked here.
The children have been sorting irregular and regular 2 dimension shapes by ordering them with the same number of sides. 8 Irregular versus regular shapes.
The children have been sorting irregular and regular 2 dimension shapes by ordering them with the same number of sides. 9 Checking the number of sides helped accuracy.
The children have been sorting irregular and regular 2 dimension shapes by ordering them with the same number of sides. 10 Writing the number of sides on each shape.
The children have been sorting irregular and regular 2 dimension shapes by ordering them with the same number of sides. 11 Many different ways to group the same shapes.
The children have been sorting irregular and regular 2 dimension shapes by ordering them with the same number of sides. 12 Lots of different shapes to be sorted.
The children have been sorting irregular and regular 2 dimension shapes by ordering them with the same number of sides. 13 Mass shape sorting!
The children have been sorting irregular and regular 2 dimension shapes by ordering them with the same number of sides. 14 Overlapping shape properties works!
The children have been sorting irregular and regular 2 dimension shapes by ordering them with the same number of sides. 15 Thinking about cross-country and shapes!

The children of Year Three were given a Scrapyard Challenge today. They had to plan how to compare and group materials according to whether they are magnetic and then sort them into appropriate piles according to types of materials. The children were not allowed to touch any of the materials by hand and were armed with only one magnet, a straw, a set of tweezers and a blob of blu-tac. The children had ten minutes to solve the problem of how to move the objects from the tray and the children devised a storage system to place like with like items together. The children really enjoyed being to problem-solve by using whiteboard pens on the table (Their plans were far too grand to be constrained by a whiteboard!) and the results were fabulous.

The children of Year Three were given a Scrapyard Challenge today.    They had to plan how to compare and group materials according to whether they are magnetic and then sort them into appropriate piles according to types of materials. The children were not allowed to touch any of the materials by hand and were armed with only one magnet, a straw, a set of tweezers and a blob of blu-tac.  The children had ten minutes to solve the problem of how to move the objects from the tray and the children devised a storage system to place like with like items together. The children really enjoyed being to problem-solve by using whiteboard pens on the table (Their plans were far too grand to be constrained by a whiteboard!) and the results were fabulous. 1 Problem-solving is more fun on a table!
The children of Year Three were given a Scrapyard Challenge today.    They had to plan how to compare and group materials according to whether they are magnetic and then sort them into appropriate piles according to types of materials. The children were not allowed to touch any of the materials by hand and were armed with only one magnet, a straw, a set of tweezers and a blob of blu-tac.  The children had ten minutes to solve the problem of how to move the objects from the tray and the children devised a storage system to place like with like items together. The children really enjoyed being to problem-solve by using whiteboard pens on the table (Their plans were far too grand to be constrained by a whiteboard!) and the results were fabulous. 2 Testing the plan works.
The children of Year Three were given a Scrapyard Challenge today.    They had to plan how to compare and group materials according to whether they are magnetic and then sort them into appropriate piles according to types of materials. The children were not allowed to touch any of the materials by hand and were armed with only one magnet, a straw, a set of tweezers and a blob of blu-tac.  The children had ten minutes to solve the problem of how to move the objects from the tray and the children devised a storage system to place like with like items together. The children really enjoyed being to problem-solve by using whiteboard pens on the table (Their plans were far too grand to be constrained by a whiteboard!) and the results were fabulous. 3 Taking in turns was part of the planning process.
The children of Year Three were given a Scrapyard Challenge today.    They had to plan how to compare and group materials according to whether they are magnetic and then sort them into appropriate piles according to types of materials. The children were not allowed to touch any of the materials by hand and were armed with only one magnet, a straw, a set of tweezers and a blob of blu-tac.  The children had ten minutes to solve the problem of how to move the objects from the tray and the children devised a storage system to place like with like items together. The children really enjoyed being to problem-solve by using whiteboard pens on the table (Their plans were far too grand to be constrained by a whiteboard!) and the results were fabulous. 4 Trial and error helped refine the plan!
The children of Year Three were given a Scrapyard Challenge today.    They had to plan how to compare and group materials according to whether they are magnetic and then sort them into appropriate piles according to types of materials. The children were not allowed to touch any of the materials by hand and were armed with only one magnet, a straw, a set of tweezers and a blob of blu-tac.  The children had ten minutes to solve the problem of how to move the objects from the tray and the children devised a storage system to place like with like items together. The children really enjoyed being to problem-solve by using whiteboard pens on the table (Their plans were far too grand to be constrained by a whiteboard!) and the results were fabulous. 5 Starting from small ideas...
The children of Year Three were given a Scrapyard Challenge today.    They had to plan how to compare and group materials according to whether they are magnetic and then sort them into appropriate piles according to types of materials. The children were not allowed to touch any of the materials by hand and were armed with only one magnet, a straw, a set of tweezers and a blob of blu-tac.  The children had ten minutes to solve the problem of how to move the objects from the tray and the children devised a storage system to place like with like items together. The children really enjoyed being to problem-solve by using whiteboard pens on the table (Their plans were far too grand to be constrained by a whiteboard!) and the results were fabulous. 6 ...Led to massive solutions to the problem.
The children of Year Three were given a Scrapyard Challenge today.    They had to plan how to compare and group materials according to whether they are magnetic and then sort them into appropriate piles according to types of materials. The children were not allowed to touch any of the materials by hand and were armed with only one magnet, a straw, a set of tweezers and a blob of blu-tac.  The children had ten minutes to solve the problem of how to move the objects from the tray and the children devised a storage system to place like with like items together. The children really enjoyed being to problem-solve by using whiteboard pens on the table (Their plans were far too grand to be constrained by a whiteboard!) and the results were fabulous. 7 Testing the straw will work!
The children of Year Three were given a Scrapyard Challenge today.    They had to plan how to compare and group materials according to whether they are magnetic and then sort them into appropriate piles according to types of materials. The children were not allowed to touch any of the materials by hand and were armed with only one magnet, a straw, a set of tweezers and a blob of blu-tac.  The children had ten minutes to solve the problem of how to move the objects from the tray and the children devised a storage system to place like with like items together. The children really enjoyed being to problem-solve by using whiteboard pens on the table (Their plans were far too grand to be constrained by a whiteboard!) and the results were fabulous. 8 From small acorns grew big ideas!

The children have been making Calavara “Day of the Dead” festival masks, allowing their creativity to run wild! Here are some different examples of masks made as homework!

The children have been making Calavara “Day of the Dead” festival masks, allowing their creativity to run wild!  Here are some different examples of masks made as homework! 1

God's Eyes originate from the Huichol Indians of Mexico's Sierra Madre. The Huichol bring flowers, arrows, feathers, prayer bowls, god's eye (tsikuri), and other symbolic gifts to deities in sacred caves in the hope of the return of favour and protection. The Huichol not only make wonderfully colorful God’s Eyes from yarn, they also make yarn paintings by gluing yarn to wooden boards in nature-inspired shapes. Year Three made their own version of God’s Eyes and found the process challenging and tricky, but rewarding!

God's Eyes originate from the Huichol Indians of Mexico's Sierra Madre. The Huichol bring flowers, arrows, feathers, prayer bowls, god's eye (tsikuri), and other symbolic gifts to deities in sacred caves in the hope of the return of favour and protection. The Huichol not only make wonderfully colorful God’s Eyes from yarn, they also make yarn paintings by gluing yarn to wooden boards in nature-inspired shapes. Year Three made their own version of God’s Eyes and found the process challenging and tricky, but rewarding! 1 The finished version.
God's Eyes originate from the Huichol Indians of Mexico's Sierra Madre. The Huichol bring flowers, arrows, feathers, prayer bowls, god's eye (tsikuri), and other symbolic gifts to deities in sacred caves in the hope of the return of favour and protection. The Huichol not only make wonderfully colorful God’s Eyes from yarn, they also make yarn paintings by gluing yarn to wooden boards in nature-inspired shapes. Year Three made their own version of God’s Eyes and found the process challenging and tricky, but rewarding! 2 A lot of cutting was involved.
God's Eyes originate from the Huichol Indians of Mexico's Sierra Madre. The Huichol bring flowers, arrows, feathers, prayer bowls, god's eye (tsikuri), and other symbolic gifts to deities in sacred caves in the hope of the return of favour and protection. The Huichol not only make wonderfully colorful God’s Eyes from yarn, they also make yarn paintings by gluing yarn to wooden boards in nature-inspired shapes. Year Three made their own version of God’s Eyes and found the process challenging and tricky, but rewarding! 3 So was knot tying.
God's Eyes originate from the Huichol Indians of Mexico's Sierra Madre. The Huichol bring flowers, arrows, feathers, prayer bowls, god's eye (tsikuri), and other symbolic gifts to deities in sacred caves in the hope of the return of favour and protection. The Huichol not only make wonderfully colorful God’s Eyes from yarn, they also make yarn paintings by gluing yarn to wooden boards in nature-inspired shapes. Year Three made their own version of God’s Eyes and found the process challenging and tricky, but rewarding! 4 An impressive eye.
God's Eyes originate from the Huichol Indians of Mexico's Sierra Madre. The Huichol bring flowers, arrows, feathers, prayer bowls, god's eye (tsikuri), and other symbolic gifts to deities in sacred caves in the hope of the return of favour and protection. The Huichol not only make wonderfully colorful God’s Eyes from yarn, they also make yarn paintings by gluing yarn to wooden boards in nature-inspired shapes. Year Three made their own version of God’s Eyes and found the process challenging and tricky, but rewarding! 5 A satisfied weaver!
God's Eyes originate from the Huichol Indians of Mexico's Sierra Madre. The Huichol bring flowers, arrows, feathers, prayer bowls, god's eye (tsikuri), and other symbolic gifts to deities in sacred caves in the hope of the return of favour and protection. The Huichol not only make wonderfully colorful God’s Eyes from yarn, they also make yarn paintings by gluing yarn to wooden boards in nature-inspired shapes. Year Three made their own version of God’s Eyes and found the process challenging and tricky, but rewarding! 6 A fab job!
God's Eyes originate from the Huichol Indians of Mexico's Sierra Madre. The Huichol bring flowers, arrows, feathers, prayer bowls, god's eye (tsikuri), and other symbolic gifts to deities in sacred caves in the hope of the return of favour and protection. The Huichol not only make wonderfully colorful God’s Eyes from yarn, they also make yarn paintings by gluing yarn to wooden boards in nature-inspired shapes. Year Three made their own version of God’s Eyes and found the process challenging and tricky, but rewarding! 7 Concentrating on weaving.
God's Eyes originate from the Huichol Indians of Mexico's Sierra Madre. The Huichol bring flowers, arrows, feathers, prayer bowls, god's eye (tsikuri), and other symbolic gifts to deities in sacred caves in the hope of the return of favour and protection. The Huichol not only make wonderfully colorful God’s Eyes from yarn, they also make yarn paintings by gluing yarn to wooden boards in nature-inspired shapes. Year Three made their own version of God’s Eyes and found the process challenging and tricky, but rewarding! 8 A great finished product.
God's Eyes originate from the Huichol Indians of Mexico's Sierra Madre. The Huichol bring flowers, arrows, feathers, prayer bowls, god's eye (tsikuri), and other symbolic gifts to deities in sacred caves in the hope of the return of favour and protection. The Huichol not only make wonderfully colorful God’s Eyes from yarn, they also make yarn paintings by gluing yarn to wooden boards in nature-inspired shapes. Year Three made their own version of God’s Eyes and found the process challenging and tricky, but rewarding! 9 A rather large God’s Eye!
God's Eyes originate from the Huichol Indians of Mexico's Sierra Madre. The Huichol bring flowers, arrows, feathers, prayer bowls, god's eye (tsikuri), and other symbolic gifts to deities in sacred caves in the hope of the return of favour and protection. The Huichol not only make wonderfully colorful God’s Eyes from yarn, they also make yarn paintings by gluing yarn to wooden boards in nature-inspired shapes. Year Three made their own version of God’s Eyes and found the process challenging and tricky, but rewarding! 10 A fabulously weaved eye.
God's Eyes originate from the Huichol Indians of Mexico's Sierra Madre. The Huichol bring flowers, arrows, feathers, prayer bowls, god's eye (tsikuri), and other symbolic gifts to deities in sacred caves in the hope of the return of favour and protection. The Huichol not only make wonderfully colorful God’s Eyes from yarn, they also make yarn paintings by gluing yarn to wooden boards in nature-inspired shapes. Year Three made their own version of God’s Eyes and found the process challenging and tricky, but rewarding! 11 Concentration is needed!
God's Eyes originate from the Huichol Indians of Mexico's Sierra Madre. The Huichol bring flowers, arrows, feathers, prayer bowls, god's eye (tsikuri), and other symbolic gifts to deities in sacred caves in the hope of the return of favour and protection. The Huichol not only make wonderfully colorful God’s Eyes from yarn, they also make yarn paintings by gluing yarn to wooden boards in nature-inspired shapes. Year Three made their own version of God’s Eyes and found the process challenging and tricky, but rewarding! 12 Having fun whilst learning.
God's Eyes originate from the Huichol Indians of Mexico's Sierra Madre. The Huichol bring flowers, arrows, feathers, prayer bowls, god's eye (tsikuri), and other symbolic gifts to deities in sacred caves in the hope of the return of favour and protection. The Huichol not only make wonderfully colorful God’s Eyes from yarn, they also make yarn paintings by gluing yarn to wooden boards in nature-inspired shapes. Year Three made their own version of God’s Eyes and found the process challenging and tricky, but rewarding! 13 Learning how to knot wool is tricky.
God's Eyes originate from the Huichol Indians of Mexico's Sierra Madre. The Huichol bring flowers, arrows, feathers, prayer bowls, god's eye (tsikuri), and other symbolic gifts to deities in sacred caves in the hope of the return of favour and protection. The Huichol not only make wonderfully colorful God’s Eyes from yarn, they also make yarn paintings by gluing yarn to wooden boards in nature-inspired shapes. Year Three made their own version of God’s Eyes and found the process challenging and tricky, but rewarding! 14 Enjoying weaving!

Netball

Still image for this video
The children have been learning invasion games, in particular, netball. This game includes, passing, situational awareness of team members, communication, stamina, teamwork, but most importantly, enjoyment of the game. Here is a short video of the children learning new ball skills and techniques.

One of the best ways to ‘remember’ a story is to act it out. The class put on their acting hats and told the story about Maria in their own special way. If you ask the children, I’m sure they will remember the actions!

One of the best ways to ‘remember’ a story is to act it out.  The class put on their acting hats and told the story about Maria in their own special way.  If you ask the children, I’m sure they will remember the actions! 1 Acting is very tricky...
One of the best ways to ‘remember’ a story is to act it out.  The class put on their acting hats and told the story about Maria in their own special way.  If you ask the children, I’m sure they will remember the actions! 2 Especially when everybody wants the leading role!
One of the best ways to ‘remember’ a story is to act it out.  The class put on their acting hats and told the story about Maria in their own special way.  If you ask the children, I’m sure they will remember the actions! 3 A director is needed...
One of the best ways to ‘remember’ a story is to act it out.  The class put on their acting hats and told the story about Maria in their own special way.  If you ask the children, I’m sure they will remember the actions! 4 Some directors are more laid back than others!
One of the best ways to ‘remember’ a story is to act it out.  The class put on their acting hats and told the story about Maria in their own special way.  If you ask the children, I’m sure they will remember the actions! 5 May need to rethink my director role!
One of the best ways to ‘remember’ a story is to act it out.  The class put on their acting hats and told the story about Maria in their own special way.  If you ask the children, I’m sure they will remember the actions! 6 Here we go!
One of the best ways to ‘remember’ a story is to act it out.  The class put on their acting hats and told the story about Maria in their own special way.  If you ask the children, I’m sure they will remember the actions! 7 Trying to find the perfect action.

The pupils are learning about forces in the context of pushing and pulling, and have been identifying different actions as pushes or pulls using the north and south polarity of magnets.

The pupils are learning about forces in the context of pushing and pulling, and have been identifying different actions as pushes or pulls using the north and south polarity of magnets.  1 Tricky to handle large magnets that are ‘pulling’.
The pupils are learning about forces in the context of pushing and pulling, and have been identifying different actions as pushes or pulls using the north and south polarity of magnets.  2 Opposites attract.
The pupils are learning about forces in the context of pushing and pulling, and have been identifying different actions as pushes or pulls using the north and south polarity of magnets.  3 A magnetic meeting of opposites.
The pupils are learning about forces in the context of pushing and pulling, and have been identifying different actions as pushes or pulls using the north and south polarity of magnets.  4 Trying to control magnets is tricky!
The pupils are learning about forces in the context of pushing and pulling, and have been identifying different actions as pushes or pulls using the north and south polarity of magnets.  5 Poles apart!
The pupils are learning about forces in the context of pushing and pulling, and have been identifying different actions as pushes or pulls using the north and south polarity of magnets.  6 Feeling the ‘pull’ of the magnets.

Year Three has been learning about fractions. In particular, the word ‘equal’ has been used a lot as nobody wants half a biscuit that isn’t actually a half, do they?

Year Three has been learning about fractions. In particular, the word ‘equal’ has been used a lot as nobody wants half a biscuit that isn’t actually a half, do they? 1 Trying to ensure the cut is ‘equal’.
Year Three has been learning about fractions. In particular, the word ‘equal’ has been used a lot as nobody wants half a biscuit that isn’t actually a half, do they? 2 Measure twice, cut once!
Year Three has been learning about fractions. In particular, the word ‘equal’ has been used a lot as nobody wants half a biscuit that isn’t actually a half, do they? 3 The initial halving.
Year Three has been learning about fractions. In particular, the word ‘equal’ has been used a lot as nobody wants half a biscuit that isn’t actually a half, do they? 4 Working the plasticine.
Year Three has been learning about fractions. In particular, the word ‘equal’ has been used a lot as nobody wants half a biscuit that isn’t actually a half, do they? 5 Very pleased with my equal thirds.
Year Three has been learning about fractions. In particular, the word ‘equal’ has been used a lot as nobody wants half a biscuit that isn’t actually a half, do they? 6 Ensuring all pieces are equal.
Year Three has been learning about fractions. In particular, the word ‘equal’ has been used a lot as nobody wants half a biscuit that isn’t actually a half, do they? 7
Year Three has been learning about fractions. In particular, the word ‘equal’ has been used a lot as nobody wants half a biscuit that isn’t actually a half, do they? 8 This plasticine has come straight out the fridge!
Year Three has been learning about fractions. In particular, the word ‘equal’ has been used a lot as nobody wants half a biscuit that isn’t actually a half, do they? 9 Enjoying a 'hands on' lesson about fractions.
Year Three has been learning about fractions. In particular, the word ‘equal’ has been used a lot as nobody wants half a biscuit that isn’t actually a half, do they? 10 Making a bit of a mess.
Year Three has been learning about fractions. In particular, the word ‘equal’ has been used a lot as nobody wants half a biscuit that isn’t actually a half, do they? 11 Working the fractions out.
Year Three has been learning about fractions. In particular, the word ‘equal’ has been used a lot as nobody wants half a biscuit that isn’t actually a half, do they? 12 We feel all pieces are equal!
Year Three has been learning about fractions. In particular, the word ‘equal’ has been used a lot as nobody wants half a biscuit that isn’t actually a half, do they? 13 Working together (Two brains are better than one).

Year Three is currently learning about ‘Forces and Magnets’. The children will work scientifically and collaboratively to investigate friction, by exploring the movement of a toy car over different surfaces.

Year Three is currently learning about ‘Forces and Magnets’. The children will work scientifically and collaboratively to investigate friction, by exploring the movement of a toy car over different surfaces.  1 The class used a variety of different surfaces.
Year Three is currently learning about ‘Forces and Magnets’. The children will work scientifically and collaboratively to investigate friction, by exploring the movement of a toy car over different surfaces.  2 Sandpaper was used during testing.
Year Three is currently learning about ‘Forces and Magnets’. The children will work scientifically and collaboratively to investigate friction, by exploring the movement of a toy car over different surfaces.  3 Synthetic materials caused friction problems!
Year Three is currently learning about ‘Forces and Magnets’. The children will work scientifically and collaboratively to investigate friction, by exploring the movement of a toy car over different surfaces.  4 Wood and wheels seemed to work fine.
Year Three is currently learning about ‘Forces and Magnets’. The children will work scientifically and collaboratively to investigate friction, by exploring the movement of a toy car over different surfaces.  5 The smooth table offered least resistance.
Year Three is currently learning about ‘Forces and Magnets’. The children will work scientifically and collaboratively to investigate friction, by exploring the movement of a toy car over different surfaces.  6 Measuring the constant (The same car).
Year Three is currently learning about ‘Forces and Magnets’. The children will work scientifically and collaboratively to investigate friction, by exploring the movement of a toy car over different surfaces.  7 Three different tests resulted in an average.
Year Three is currently learning about ‘Forces and Magnets’. The children will work scientifically and collaboratively to investigate friction, by exploring the movement of a toy car over different surfaces.  8
Year Three is currently learning about ‘Forces and Magnets’. The children will work scientifically and collaboratively to investigate friction, by exploring the movement of a toy car over different surfaces.  9 Measuring the distance (and drawing on the table!)

Welcome to Year Three!

Welcome to Year Three! 1

Welcome to Year Three

 

Daily Routine

 

Children will line up in the infants playground at 9 o’clock in the morning and will enter the school via the car park into the main hall where they will hang up their bags and coats.

 

Reading
Your child should bring a reading book and reading diary home with them everyday. To develop comprehension skills, it would be useful if you could read with your child two or three times a week and question them about what they have read. Please sign the reading diary when you have worked with your child or, if the child is reading independently, they can write a capital ‘H’ denoting they have read at home.

Spellings
Your child should bring a list of spellings home with them on a Monday. They are tested on these words the following Monday so please ensure they practice the words at home and have their spelling books in school every day. A good way of practising spellings is by using: look, say, cover, write, check- reading the word, saying the word, covering it and then having a go at writing it. The children also can use the pyramid way of spelling their words as well.

Homework
Homework is given to your child every other Friday and children are given nearly two weeks to complete this. It should be returned on a Wednesday. Homework is set in a menu format where there are a number of optional activities to complete. Homework that is expected to be completed by everyone is as follows: spellings, learning of tables, /key number facts and reading.


Times Tables
Please continue to encourage your child to learn their times tables. Knowing them really helps in many aspects of maths. They are tested on their times table knowledge regularly. This includes knowing the division facts that relate to the multiplication. Children should also be able to ‘wire it up’ and carry out division operations as well as multiplication.

 

MyMaths

 

MyMaths.co.uk is an online homework for children in Year Three. Normally, three sets of homework is set on Friday and it is due in the following Friday. The maths is self-marking so the children can instantly see how well they have done and can re-take the homework for a better final result. If using an iPad, then download Puffin Academy from iTunes. This will then allow access via iPad without the use of a Flash Media Player. Children have their own login and passwords.

 

IXL

 

Children also have access to IXL, a online homework that is all about grammar and will really help the children develop their understanding of grammar. Children have their own login and passwords. We will be using this program in school this year for learning and children are able to use it at home as well.

 

P.E


P.E. is usually on Mondays and Fridays. However, please ensure your child has their P.E. kit in school at all times as we often have specialist teachers that visit on different days which involves extra P.E.!


If you have any concerns about your child, please don't hesitate to get in touch with either Mr Spamer, Mrs Hurst or Mrs Whitley.

 

We hope your child really enjoy their time in Year Three!

 

  • Pomphlett Primary School,
  • Howard Road, Plymstock,
  • Plymouth, Devon, PL9 7ES
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