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Year 3S

One of the basic uses of Cuisenaire Rods is to provide a model for the numbers 1 to 10. If the white rod is assigned the value of 1, the red rod is assigned the value of 2 because the red rod has the same length as a “train” of two white rods. Similarly, the rods from light green through orange are assigned values from 3 through 10, respectively. By using these rods, the children of 3S have been investigating patterns, comparing different length, their relationships as fractions and as parts of a whole with starling results.

One of the basic uses of Cuisenaire Rods is to provide a model for the numbers 1 to 10. If the white rod is assigned the value of 1, the red rod is assigned the value of 2 because the red rod has the same length as a “train” of two white rods. Similarly, the rods from light green through orange are assigned values from 3 through 10, respectively.  By using these rods, the children of 3S have been investigating patterns, comparing different length, their relationships as fractions and as parts of a whole with starling results. 1 Investigating height order.
One of the basic uses of Cuisenaire Rods is to provide a model for the numbers 1 to 10. If the white rod is assigned the value of 1, the red rod is assigned the value of 2 because the red rod has the same length as a “train” of two white rods. Similarly, the rods from light green through orange are assigned values from 3 through 10, respectively.  By using these rods, the children of 3S have been investigating patterns, comparing different length, their relationships as fractions and as parts of a whole with starling results. 2 Working out different rod lengths.
One of the basic uses of Cuisenaire Rods is to provide a model for the numbers 1 to 10. If the white rod is assigned the value of 1, the red rod is assigned the value of 2 because the red rod has the same length as a “train” of two white rods. Similarly, the rods from light green through orange are assigned values from 3 through 10, respectively.  By using these rods, the children of 3S have been investigating patterns, comparing different length, their relationships as fractions and as parts of a whole with starling results. 3 The basic ladder to work out differences.
One of the basic uses of Cuisenaire Rods is to provide a model for the numbers 1 to 10. If the white rod is assigned the value of 1, the red rod is assigned the value of 2 because the red rod has the same length as a “train” of two white rods. Similarly, the rods from light green through orange are assigned values from 3 through 10, respectively.  By using these rods, the children of 3S have been investigating patterns, comparing different length, their relationships as fractions and as parts of a whole with starling results. 4 Checking out the differences in size.
One of the basic uses of Cuisenaire Rods is to provide a model for the numbers 1 to 10. If the white rod is assigned the value of 1, the red rod is assigned the value of 2 because the red rod has the same length as a “train” of two white rods. Similarly, the rods from light green through orange are assigned values from 3 through 10, respectively.  By using these rods, the children of 3S have been investigating patterns, comparing different length, their relationships as fractions and as parts of a whole with starling results. 5 Parts of a fraction measured against a whole.
One of the basic uses of Cuisenaire Rods is to provide a model for the numbers 1 to 10. If the white rod is assigned the value of 1, the red rod is assigned the value of 2 because the red rod has the same length as a “train” of two white rods. Similarly, the rods from light green through orange are assigned values from 3 through 10, respectively.  By using these rods, the children of 3S have been investigating patterns, comparing different length, their relationships as fractions and as parts of a whole with starling results. 6 Using the bar method to introduce quarters.
One of the basic uses of Cuisenaire Rods is to provide a model for the numbers 1 to 10. If the white rod is assigned the value of 1, the red rod is assigned the value of 2 because the red rod has the same length as a “train” of two white rods. Similarly, the rods from light green through orange are assigned values from 3 through 10, respectively.  By using these rods, the children of 3S have been investigating patterns, comparing different length, their relationships as fractions and as parts of a whole with starling results. 7 Beginning to understand fractions of a whole.
One of the basic uses of Cuisenaire Rods is to provide a model for the numbers 1 to 10. If the white rod is assigned the value of 1, the red rod is assigned the value of 2 because the red rod has the same length as a “train” of two white rods. Similarly, the rods from light green through orange are assigned values from 3 through 10, respectively.  By using these rods, the children of 3S have been investigating patterns, comparing different length, their relationships as fractions and as parts of a whole with starling results. 8 Another method of measuring the rods.

The magnetic compass is an ancient navigational tool used to indicate the four cardinal directions: north, south, east and west. It's composed of a magnetised needle that aligns itself with the earth's magnetic field to point north. If you find yourself lost without a compass, you can easily make your own using a piece of magnetised metal and a bowl of water. Whether you're using a sewing needle or another metal item, rub the item with the magnet. Stroke the needle in the same direction, rather than back and forth, using steady, even strokes. After 30-40 strokes, the needle will be magnetised. Fill a bowl or jar with a few inches of water and place the compass on a leaf in the water. The magnetised needle will align itself with the earth's magnetic field to point north to south. The children of Year Three followed these simple steps and the results were amazing.

The magnetic compass is an ancient navigational tool used to indicate the four cardinal directions: north, south, east and west. It's composed of a magnetised needle that aligns itself with the earth's magnetic field to point north. If you find yourself lost without a compass, you can easily make your own using a piece of magnetised metal and a bowl of water. Whether you're using a sewing needle or another metal item, rub the item with the magnet. Stroke the needle in the same direction, rather than back and forth, using steady, even strokes. After 30-40 strokes, the needle will be magnetised. Fill a bowl or jar with a few inches of water and place the compass on a leaf in the water. The magnetised needle will align itself with the earth's magnetic field to point north to south. The children of Year Three followed these simple steps and the results were amazing. 1 Aligned north and south.
The magnetic compass is an ancient navigational tool used to indicate the four cardinal directions: north, south, east and west. It's composed of a magnetised needle that aligns itself with the earth's magnetic field to point north. If you find yourself lost without a compass, you can easily make your own using a piece of magnetised metal and a bowl of water. Whether you're using a sewing needle or another metal item, rub the item with the magnet. Stroke the needle in the same direction, rather than back and forth, using steady, even strokes. After 30-40 strokes, the needle will be magnetised. Fill a bowl or jar with a few inches of water and place the compass on a leaf in the water. The magnetised needle will align itself with the earth's magnetic field to point north to south. The children of Year Three followed these simple steps and the results were amazing. 2 After a lot of rubbing, it works!
The magnetic compass is an ancient navigational tool used to indicate the four cardinal directions: north, south, east and west. It's composed of a magnetised needle that aligns itself with the earth's magnetic field to point north. If you find yourself lost without a compass, you can easily make your own using a piece of magnetised metal and a bowl of water. Whether you're using a sewing needle or another metal item, rub the item with the magnet. Stroke the needle in the same direction, rather than back and forth, using steady, even strokes. After 30-40 strokes, the needle will be magnetised. Fill a bowl or jar with a few inches of water and place the compass on a leaf in the water. The magnetised needle will align itself with the earth's magnetic field to point north to south. The children of Year Three followed these simple steps and the results were amazing. 3 True magnetic alignment.
The magnetic compass is an ancient navigational tool used to indicate the four cardinal directions: north, south, east and west. It's composed of a magnetised needle that aligns itself with the earth's magnetic field to point north. If you find yourself lost without a compass, you can easily make your own using a piece of magnetised metal and a bowl of water. Whether you're using a sewing needle or another metal item, rub the item with the magnet. Stroke the needle in the same direction, rather than back and forth, using steady, even strokes. After 30-40 strokes, the needle will be magnetised. Fill a bowl or jar with a few inches of water and place the compass on a leaf in the water. The magnetised needle will align itself with the earth's magnetic field to point north to south. The children of Year Three followed these simple steps and the results were amazing. 4 Magnetic needles!
The magnetic compass is an ancient navigational tool used to indicate the four cardinal directions: north, south, east and west. It's composed of a magnetised needle that aligns itself with the earth's magnetic field to point north. If you find yourself lost without a compass, you can easily make your own using a piece of magnetised metal and a bowl of water. Whether you're using a sewing needle or another metal item, rub the item with the magnet. Stroke the needle in the same direction, rather than back and forth, using steady, even strokes. After 30-40 strokes, the needle will be magnetised. Fill a bowl or jar with a few inches of water and place the compass on a leaf in the water. The magnetised needle will align itself with the earth's magnetic field to point north to south. The children of Year Three followed these simple steps and the results were amazing. 5 Alignment of homemade and school compass.
The magnetic compass is an ancient navigational tool used to indicate the four cardinal directions: north, south, east and west. It's composed of a magnetised needle that aligns itself with the earth's magnetic field to point north. If you find yourself lost without a compass, you can easily make your own using a piece of magnetised metal and a bowl of water. Whether you're using a sewing needle or another metal item, rub the item with the magnet. Stroke the needle in the same direction, rather than back and forth, using steady, even strokes. After 30-40 strokes, the needle will be magnetised. Fill a bowl or jar with a few inches of water and place the compass on a leaf in the water. The magnetised needle will align itself with the earth's magnetic field to point north to south. The children of Year Three followed these simple steps and the results were amazing. 6 It works!
The magnetic compass is an ancient navigational tool used to indicate the four cardinal directions: north, south, east and west. It's composed of a magnetised needle that aligns itself with the earth's magnetic field to point north. If you find yourself lost without a compass, you can easily make your own using a piece of magnetised metal and a bowl of water. Whether you're using a sewing needle or another metal item, rub the item with the magnet. Stroke the needle in the same direction, rather than back and forth, using steady, even strokes. After 30-40 strokes, the needle will be magnetised. Fill a bowl or jar with a few inches of water and place the compass on a leaf in the water. The magnetised needle will align itself with the earth's magnetic field to point north to south. The children of Year Three followed these simple steps and the results were amazing. 7 Both compasses aligned.
The magnetic compass is an ancient navigational tool used to indicate the four cardinal directions: north, south, east and west. It's composed of a magnetised needle that aligns itself with the earth's magnetic field to point north. If you find yourself lost without a compass, you can easily make your own using a piece of magnetised metal and a bowl of water. Whether you're using a sewing needle or another metal item, rub the item with the magnet. Stroke the needle in the same direction, rather than back and forth, using steady, even strokes. After 30-40 strokes, the needle will be magnetised. Fill a bowl or jar with a few inches of water and place the compass on a leaf in the water. The magnetised needle will align itself with the earth's magnetic field to point north to south. The children of Year Three followed these simple steps and the results were amazing. 8 Both compasses aligned.
The magnetic compass is an ancient navigational tool used to indicate the four cardinal directions: north, south, east and west. It's composed of a magnetised needle that aligns itself with the earth's magnetic field to point north. If you find yourself lost without a compass, you can easily make your own using a piece of magnetised metal and a bowl of water. Whether you're using a sewing needle or another metal item, rub the item with the magnet. Stroke the needle in the same direction, rather than back and forth, using steady, even strokes. After 30-40 strokes, the needle will be magnetised. Fill a bowl or jar with a few inches of water and place the compass on a leaf in the water. The magnetised needle will align itself with the earth's magnetic field to point north to south. The children of Year Three followed these simple steps and the results were amazing. 9 Using a compass to check alignment.
The magnetic compass is an ancient navigational tool used to indicate the four cardinal directions: north, south, east and west. It's composed of a magnetised needle that aligns itself with the earth's magnetic field to point north. If you find yourself lost without a compass, you can easily make your own using a piece of magnetised metal and a bowl of water. Whether you're using a sewing needle or another metal item, rub the item with the magnet. Stroke the needle in the same direction, rather than back and forth, using steady, even strokes. After 30-40 strokes, the needle will be magnetised. Fill a bowl or jar with a few inches of water and place the compass on a leaf in the water. The magnetised needle will align itself with the earth's magnetic field to point north to south. The children of Year Three followed these simple steps and the results were amazing. 10 Magnet mayhem!

As part of the National Curriculum, the pupils of 3S have been learning about the four cardinal points of the compass and directional language. The class have been using Ordnance Survey maps to study the geographical layout of Plymouth and Dartmoor. They have also begun to investigate key topographical features such as Plymouth Sound, The River Plym and the River Tamar. The children are beginning to understand how to orientate a map to the ground with the aid of a magnetic compass and are developing an understanding of scale.

As part of the National Curriculum, the pupils of 3S have been learning about the four cardinal points of the compass and directional language.  The class have been using Ordnance Survey maps to study the geographical layout of Plymouth and Dartmoor.  They have also begun to investigate key topographical features such as Plymouth Sound, The River Plym and the River Tamar.  The children are beginning to understand how to orientate a map to the ground with the aid of a magnetic compass and are developing an understanding of scale. 1
As part of the National Curriculum, the pupils of 3S have been learning about the four cardinal points of the compass and directional language.  The class have been using Ordnance Survey maps to study the geographical layout of Plymouth and Dartmoor.  They have also begun to investigate key topographical features such as Plymouth Sound, The River Plym and the River Tamar.  The children are beginning to understand how to orientate a map to the ground with the aid of a magnetic compass and are developing an understanding of scale. 2
As part of the National Curriculum, the pupils of 3S have been learning about the four cardinal points of the compass and directional language.  The class have been using Ordnance Survey maps to study the geographical layout of Plymouth and Dartmoor.  They have also begun to investigate key topographical features such as Plymouth Sound, The River Plym and the River Tamar.  The children are beginning to understand how to orientate a map to the ground with the aid of a magnetic compass and are developing an understanding of scale. 3
As part of the National Curriculum, the pupils of 3S have been learning about the four cardinal points of the compass and directional language.  The class have been using Ordnance Survey maps to study the geographical layout of Plymouth and Dartmoor.  They have also begun to investigate key topographical features such as Plymouth Sound, The River Plym and the River Tamar.  The children are beginning to understand how to orientate a map to the ground with the aid of a magnetic compass and are developing an understanding of scale. 4
As part of the National Curriculum, the pupils of 3S have been learning about the four cardinal points of the compass and directional language.  The class have been using Ordnance Survey maps to study the geographical layout of Plymouth and Dartmoor.  They have also begun to investigate key topographical features such as Plymouth Sound, The River Plym and the River Tamar.  The children are beginning to understand how to orientate a map to the ground with the aid of a magnetic compass and are developing an understanding of scale. 5
As part of the National Curriculum, the pupils of 3S have been learning about the four cardinal points of the compass and directional language.  The class have been using Ordnance Survey maps to study the geographical layout of Plymouth and Dartmoor.  They have also begun to investigate key topographical features such as Plymouth Sound, The River Plym and the River Tamar.  The children are beginning to understand how to orientate a map to the ground with the aid of a magnetic compass and are developing an understanding of scale. 6
As part of the National Curriculum, the pupils of 3S have been learning about the four cardinal points of the compass and directional language.  The class have been using Ordnance Survey maps to study the geographical layout of Plymouth and Dartmoor.  They have also begun to investigate key topographical features such as Plymouth Sound, The River Plym and the River Tamar.  The children are beginning to understand how to orientate a map to the ground with the aid of a magnetic compass and are developing an understanding of scale. 7
As part of the National Curriculum, the pupils of 3S have been learning about the four cardinal points of the compass and directional language.  The class have been using Ordnance Survey maps to study the geographical layout of Plymouth and Dartmoor.  They have also begun to investigate key topographical features such as Plymouth Sound, The River Plym and the River Tamar.  The children are beginning to understand how to orientate a map to the ground with the aid of a magnetic compass and are developing an understanding of scale. 8
As part of the National Curriculum, the pupils of 3S have been learning about the four cardinal points of the compass and directional language.  The class have been using Ordnance Survey maps to study the geographical layout of Plymouth and Dartmoor.  They have also begun to investigate key topographical features such as Plymouth Sound, The River Plym and the River Tamar.  The children are beginning to understand how to orientate a map to the ground with the aid of a magnetic compass and are developing an understanding of scale. 9

The class has been learning how to use the decomposition method to solve subtraction problems as a pre-cursor to formal column subtraction. The children are now secure with this aspect and have started to exchange ten ones for one ten when carrying out column addition and exchanging one ten for ten ones when carrying out column subtraction. They are well on their way to being able to solve complex two-digit column methods independently. This is thanks to all the effort the class has made whilst learning how important place value is.

The class has been learning how to use the decomposition method to solve subtraction problems as a pre-cursor to formal column subtraction. The children are now secure with this aspect and have started to exchange ten ones for one ten when carrying out column addition and exchanging one ten for ten ones when carrying out column subtraction.  They are well on their way to being able to solve complex two-digit column methods independently.  This is thanks to all the effort the class has made whilst learning how important place value is. 1
The class has been learning how to use the decomposition method to solve subtraction problems as a pre-cursor to formal column subtraction. The children are now secure with this aspect and have started to exchange ten ones for one ten when carrying out column addition and exchanging one ten for ten ones when carrying out column subtraction.  They are well on their way to being able to solve complex two-digit column methods independently.  This is thanks to all the effort the class has made whilst learning how important place value is. 2
The class has been learning how to use the decomposition method to solve subtraction problems as a pre-cursor to formal column subtraction. The children are now secure with this aspect and have started to exchange ten ones for one ten when carrying out column addition and exchanging one ten for ten ones when carrying out column subtraction.  They are well on their way to being able to solve complex two-digit column methods independently.  This is thanks to all the effort the class has made whilst learning how important place value is. 3
The class has been learning how to use the decomposition method to solve subtraction problems as a pre-cursor to formal column subtraction. The children are now secure with this aspect and have started to exchange ten ones for one ten when carrying out column addition and exchanging one ten for ten ones when carrying out column subtraction.  They are well on their way to being able to solve complex two-digit column methods independently.  This is thanks to all the effort the class has made whilst learning how important place value is. 4
The class has been learning how to use the decomposition method to solve subtraction problems as a pre-cursor to formal column subtraction. The children are now secure with this aspect and have started to exchange ten ones for one ten when carrying out column addition and exchanging one ten for ten ones when carrying out column subtraction.  They are well on their way to being able to solve complex two-digit column methods independently.  This is thanks to all the effort the class has made whilst learning how important place value is. 5
The class has been learning how to use the decomposition method to solve subtraction problems as a pre-cursor to formal column subtraction. The children are now secure with this aspect and have started to exchange ten ones for one ten when carrying out column addition and exchanging one ten for ten ones when carrying out column subtraction.  They are well on their way to being able to solve complex two-digit column methods independently.  This is thanks to all the effort the class has made whilst learning how important place value is. 6

3S have been learning all about place value and its place as the building blocks for all future maths learning. Using counters, they have been making up 3 digit numbers.

3S have been learning all about place value and its place as the building blocks for all future maths learning. Using counters, they have been making up 3 digit numbers. 1
3S have been learning all about place value and its place as the building blocks for all future maths learning. Using counters, they have been making up 3 digit numbers. 2
3S have been learning all about place value and its place as the building blocks for all future maths learning. Using counters, they have been making up 3 digit numbers. 3
3S have been learning all about place value and its place as the building blocks for all future maths learning. Using counters, they have been making up 3 digit numbers. 4
3S have been learning all about place value and its place as the building blocks for all future maths learning. Using counters, they have been making up 3 digit numbers. 5
3S have been learning all about place value and its place as the building blocks for all future maths learning. Using counters, they have been making up 3 digit numbers. 6

As part of geography, the pupils of 3S are learning about true and magnetic north. Armed with magnetic compasses, the pupils drew their own compass in chalk, marking off the four cardinal points, whilst ensuring they were orientated to magnetic north.

As part of geography, the pupils of 3S are learning about true and magnetic north.  Armed with magnetic compasses, the pupils drew their own compass in chalk, marking off the four cardinal points, whilst ensuring they were orientated to magnetic north. 1
As part of geography, the pupils of 3S are learning about true and magnetic north.  Armed with magnetic compasses, the pupils drew their own compass in chalk, marking off the four cardinal points, whilst ensuring they were orientated to magnetic north. 2
As part of geography, the pupils of 3S are learning about true and magnetic north.  Armed with magnetic compasses, the pupils drew their own compass in chalk, marking off the four cardinal points, whilst ensuring they were orientated to magnetic north. 3
As part of geography, the pupils of 3S are learning about true and magnetic north.  Armed with magnetic compasses, the pupils drew their own compass in chalk, marking off the four cardinal points, whilst ensuring they were orientated to magnetic north. 4
As part of geography, the pupils of 3S are learning about true and magnetic north.  Armed with magnetic compasses, the pupils drew their own compass in chalk, marking off the four cardinal points, whilst ensuring they were orientated to magnetic north. 5

As part of understanding the Stone Age, the pupils of 3S have been learning about the Paleolithic period and how hunter-gatherers followed the herds and lived off the land. One of the strengths of our ancestors was communication and teamwork. This allowed them to thrive in a hostile world. Making tents out of sticks, vines and animal skins was key to their survival. We replicated this hard task by making our own tents, but used Clingfilm for the waterproof layer instead of mammoth fur!

As part of understanding the Stone Age, the pupils of 3S have been learning about the Paleolithic period and how hunter-gatherers followed the herds and lived off the land.  One of the strengths of our ancestors was communication and teamwork.  This allowed them to thrive in a hostile world.  Making tents out of sticks, vines and animal skins was key to their survival.  We replicated this hard task by making our own tents, but used Clingfilm for the waterproof layer instead of mammoth fur! 1
As part of understanding the Stone Age, the pupils of 3S have been learning about the Paleolithic period and how hunter-gatherers followed the herds and lived off the land.  One of the strengths of our ancestors was communication and teamwork.  This allowed them to thrive in a hostile world.  Making tents out of sticks, vines and animal skins was key to their survival.  We replicated this hard task by making our own tents, but used Clingfilm for the waterproof layer instead of mammoth fur! 2
As part of understanding the Stone Age, the pupils of 3S have been learning about the Paleolithic period and how hunter-gatherers followed the herds and lived off the land.  One of the strengths of our ancestors was communication and teamwork.  This allowed them to thrive in a hostile world.  Making tents out of sticks, vines and animal skins was key to their survival.  We replicated this hard task by making our own tents, but used Clingfilm for the waterproof layer instead of mammoth fur! 3
As part of understanding the Stone Age, the pupils of 3S have been learning about the Paleolithic period and how hunter-gatherers followed the herds and lived off the land.  One of the strengths of our ancestors was communication and teamwork.  This allowed them to thrive in a hostile world.  Making tents out of sticks, vines and animal skins was key to their survival.  We replicated this hard task by making our own tents, but used Clingfilm for the waterproof layer instead of mammoth fur! 4
As part of understanding the Stone Age, the pupils of 3S have been learning about the Paleolithic period and how hunter-gatherers followed the herds and lived off the land.  One of the strengths of our ancestors was communication and teamwork.  This allowed them to thrive in a hostile world.  Making tents out of sticks, vines and animal skins was key to their survival.  We replicated this hard task by making our own tents, but used Clingfilm for the waterproof layer instead of mammoth fur! 5
As part of understanding the Stone Age, the pupils of 3S have been learning about the Paleolithic period and how hunter-gatherers followed the herds and lived off the land.  One of the strengths of our ancestors was communication and teamwork.  This allowed them to thrive in a hostile world.  Making tents out of sticks, vines and animal skins was key to their survival.  We replicated this hard task by making our own tents, but used Clingfilm for the waterproof layer instead of mammoth fur! 6
As part of understanding the Stone Age, the pupils of 3S have been learning about the Paleolithic period and how hunter-gatherers followed the herds and lived off the land.  One of the strengths of our ancestors was communication and teamwork.  This allowed them to thrive in a hostile world.  Making tents out of sticks, vines and animal skins was key to their survival.  We replicated this hard task by making our own tents, but used Clingfilm for the waterproof layer instead of mammoth fur! 7
As part of understanding the Stone Age, the pupils of 3S have been learning about the Paleolithic period and how hunter-gatherers followed the herds and lived off the land.  One of the strengths of our ancestors was communication and teamwork.  This allowed them to thrive in a hostile world.  Making tents out of sticks, vines and animal skins was key to their survival.  We replicated this hard task by making our own tents, but used Clingfilm for the waterproof layer instead of mammoth fur! 8
As part of understanding the Stone Age, the pupils of 3S have been learning about the Paleolithic period and how hunter-gatherers followed the herds and lived off the land.  One of the strengths of our ancestors was communication and teamwork.  This allowed them to thrive in a hostile world.  Making tents out of sticks, vines and animal skins was key to their survival.  We replicated this hard task by making our own tents, but used Clingfilm for the waterproof layer instead of mammoth fur! 9
As part of understanding the Stone Age, the pupils of 3S have been learning about the Paleolithic period and how hunter-gatherers followed the herds and lived off the land.  One of the strengths of our ancestors was communication and teamwork.  This allowed them to thrive in a hostile world.  Making tents out of sticks, vines and animal skins was key to their survival.  We replicated this hard task by making our own tents, but used Clingfilm for the waterproof layer instead of mammoth fur! 10

As part of understanding the Stone Age, Year 3S drew timelines back 35,000 years. Starting in 2019, we went back to the 0AD and then headed into the BC era! The timelines we used were 1 metre represents 1000 years. The timelines were 37 metres long once complete!

As part of understanding the Stone Age, Year 3S drew timelines back 35,000 years. Starting in 2019, we went back to the 0AD and then headed into the BC era!  The timelines we used were 1 metre represents 1000 years.  The timelines were 37 metres long once complete! 1
As part of understanding the Stone Age, Year 3S drew timelines back 35,000 years. Starting in 2019, we went back to the 0AD and then headed into the BC era!  The timelines we used were 1 metre represents 1000 years.  The timelines were 37 metres long once complete! 2
As part of understanding the Stone Age, Year 3S drew timelines back 35,000 years. Starting in 2019, we went back to the 0AD and then headed into the BC era!  The timelines we used were 1 metre represents 1000 years.  The timelines were 37 metres long once complete! 3
As part of understanding the Stone Age, Year 3S drew timelines back 35,000 years. Starting in 2019, we went back to the 0AD and then headed into the BC era!  The timelines we used were 1 metre represents 1000 years.  The timelines were 37 metres long once complete! 4
As part of understanding the Stone Age, Year 3S drew timelines back 35,000 years. Starting in 2019, we went back to the 0AD and then headed into the BC era!  The timelines we used were 1 metre represents 1000 years.  The timelines were 37 metres long once complete! 5
As part of understanding the Stone Age, Year 3S drew timelines back 35,000 years. Starting in 2019, we went back to the 0AD and then headed into the BC era!  The timelines we used were 1 metre represents 1000 years.  The timelines were 37 metres long once complete! 6
As part of understanding the Stone Age, Year 3S drew timelines back 35,000 years. Starting in 2019, we went back to the 0AD and then headed into the BC era!  The timelines we used were 1 metre represents 1000 years.  The timelines were 37 metres long once complete! 7
As part of understanding the Stone Age, Year 3S drew timelines back 35,000 years. Starting in 2019, we went back to the 0AD and then headed into the BC era!  The timelines we used were 1 metre represents 1000 years.  The timelines were 37 metres long once complete! 8

Knowledge Organiser. The Stone Age.

Knowledge Organiser. The Stone Age. 1

Welcome to Year Three

 

Daily Routine

 

Children will enter the school via one of the two entrances available (Front or rear gate), then into the classroom where they will hang up their bags and coats, ready for registration at nine o’clock.

 

Our school homework policy states that all children are expected to complete the following home learning: reading, spelling and learning maths facts. In addition, there is a menu of activities from which they can choose to complete a range of tasks. Although this work is not compulsory, we would strongly advise that home learning becomes a regular feature of all children’s experiences. This is to build successful lifelong learners and a strong partnership with school.

 

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 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. On a Monday, we will test children by getting them to put their practiced spellings into sentences.

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.

 

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. Logins have been provided to your child.

 

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.

 

Scintilla Spark

 

Children have access to an app called Scintilla SparkSPARK is an adaptive spaced-repetition learning platform that tracks how well pupils remember knowledge. The adaptive AI algorithm automatically tailors questions to suit each pupil so that their forgetting is interrupted at the optimal time. Pupils then use Spark to help them remember knowledge via quizzes and games. Logins have been provided to your child.

 

TT Rockstars

 

Each week, TT Rockstars concentrates on a different times table, with a recommended consolidation week for rehearsing the tables that have recently been practised every third week or so. This format has very successfully boosted times tables recall speed for hundreds of thousands of pupils over the last 8 years in over 14,000 schools - both primary and secondary - worldwide. Pupils have been provided with their own passwords and are encouraged to logon at home. 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.

 

P.E


P.E. is usually on Mondays and Tuesdays. 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 on every alternating Wednesday Mrs Tighe or Mrs Luscombe.

 

We hope your child (Or twins!) really enjoy their time in Year 3S!

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