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Year 3

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  • ArtWindows Year 3

    Published 26/03/18, by David Foster

    Art in Year 3

    Creating with pottery

    To round off our topic of ‘Windows’, we have created some amazing windows using the medium of clay.

    So far, we have learned how to draw a window.  Sounds rather simple doesn’t it? Well, there’s a lot more to it than first meets the eye.  We have also coloured and designed our own windows using lines and pattern.  The artwork is quite spectacular.

    Evie commented, “I liked working with clay because making the prints was easy to do.”

    Ella-Mae thought, “Pressing the stamps down was difficult at first but once I’d had a couple of goes I found it much easier. Mr Hall is going to fire my window in a hot kiln at 900˚C – that nine times hotter than boiling water!”

    Olivia identified, “When we were drawing, we sometimes used shapes so all the windows looked the same and they looked real when we added colour.”

    Ella learned, “The clay was cold because it had to stay firm. But I enjoyed making the shapes and pattern for the bricks and glass.”

    Year 3 have really enjoyed this project.

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  • Growing Plants Year 3

    Published 13/03/18, by David Foster

    Biology – Growing Plants

    This half term we are getting our hands dirty.  We are learning all about the growth of plants.

    So far we have discovered the functions of the main parts of a flowering plant; namely the roots, stem, leaf and flower.

    Shay recognised, “The roots anchor the plant into the soil and take up water too.  The water has lots of dissolved nutrients in it.”

    George suggested, “The water and nutrients travel up the stem to the flower and the leaves.”

    Olivia discovered, “I learned that the leaf absorbs sunlight with a chemical called chlorophyll.  This gives the plant energy.  The process is called photosynthesis

    Sianne identified, “The flower has pollen and nectar and holds the seeds that make new plants. It is brightly coloured to attract pollinators like bees.”

    Year 3 also learned that the leaves turn the nutrients into glucose.

    We have also planted sunflower and radish seeds and will be observing their growth. We will be predicting

    For more pictures click here

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  • Speadsheets - Year 3

    Published 28/02/18, by David Foster

    Computing in Year 3


    This half term we are using spreadsheets to input data.  We are using a mathematics program called 2Graph from our fantastic new scheme called Purple Mash. This is providing us with another ICT skill.

    We started off by finding out what our favourite crisp were.  We put the data onto a simple spreadsheet and created 3 different kinds of graph; namely a block graph and a horizontal and vertical bar graph.

    From this we were able to ask and answer a variety of questions such as ‘Which was the most/least popular flavour?’, ‘How many children chose Cheese and Onion?’ and ‘How many more children chose Salt and Vinegar than Beef?’

    During the second session we were able to input data relating to our favourite pies.  We used a spreadsheet to create a pie chart.  Get it? Pie Chart.  Never mind. This is another way to show and interpret our findings.  We had a really good time.

    Sianne and George said, “We can explain how to create a bar graph and we know that the information on our spreadsheet makes the graph.”

    Leo said, “I found out how to use emojis on my spreadsheet so I didn’t need to write any words.”

    Alexis said, “I explained to Orla how we can make a pie chart and she told me that on the pie chart the big slices means more people while the thin slices means less people.”

    This will feed in very nicely to our maths in the Summer Term.

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  • Pottery at Wardley

    Published 28/02/18, by David Foster

    Art at Wardley

    Peter the Potter

    On Monday 12th February 2018 we welcomed out resident artist, Peter Hall, into school to demonstrate the wonders of the potter’s wheel. Each year group witnessed a masterclass in pottery making. 

    Daniel from Year 1 recognised, “If you want to make a jug then you just have to press down the top of a pot and it makes a little spout. When the jug is dry you can put blue patterns on to make it look beautiful.”

    Mollie from Year 2 discovered, “When the clay goes onto the machine you have to put your hands together and try to mould the clay into a cylinder. Then, Peter pressed his thumbs into the middle to make a circle.  His hands wrapped around the clay and he pulled it up.”

    Shay from Year 3 identified, “Mr Hall used his hands and fingers to make lots of different shapes and made the pot bigger, smaller, taller and shorter. Peter also sliced a jug into half to show us that it was the same thickness all the way through.”

    Alfie from Year 4 learned, “Mr Hall used a sponge and put it against the clay pot while it was turning.  It changed the shape of the pot, making it fatter or thinner and also to make a smooth cylinder.”

    Year 3 will be making windows out of clay early in the new term so watch this space

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  • Shadows Year 3

    Published 16/01/18, by David Foster

    Science in Year 3


    Light and Shadow

    This half term we have been investigation light and seeing.  We already know that light from a source (such as lamps, the sun, torch, candle…) reflects off an object into our eyes.  Our brain tells us what we are looking at. 

    Ashton explained, “Shadows are made when an object blocks the light from a source.”

    Daisy noticed, “Me and Orla made a shadow butterfly because we used two torches that made two shadows.”

    Harley commented, “A shadow can point in different directions because you are angling the source of light in different ways.”

    Stan concluded, “When you point the torch above the object, the shadow is small.  When you point the torch at the side, it makes the shadow longer.”

    All the children agreed that this was a lot of fun and every single scientific conclusion was made by their own observations and reasoning.

    Year 3 will be also studying shadows made by the sun throughout the day.

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  • Design and Technology Year 3

    Published 16/01/18, by David Foster

    Design Technology in Year 3

    Pepparkakor Biscuits

    For more pictures click here

    Pepparkakor is a Swedish ginger cookie, sort of like ginger biscuits, but generally spiced a bit heavier. They are extremely thin with a smooth finish.

    Pepparkakor is usually eaten around St. Lucia's Day on December 13, a celebration of St. Lucia, the martyr who brought food and aid to Christians hiding in catacombs, lighting her way with a wreath of candles on her head. We studied this saint during our RE lessons and thought it tied in nicely with the Christmas theme.

    If you would like to make Pepparkakor, here are the ingredients and recipe.


    • writing icing
    • cake decorations


      1.      Sift together the flour, bicarbonate of soda, ginger and cinnamon and pour into a large bowl. Mix thoroughly.  Add the butter and blend until the mix looks like breadcrumbs. Stir in the sugar.

      2.      Lightly beat the egg and golden syrup together, add to the mixture until it clumps together. Tip the dough out, knead briefly until smooth, wrap in clingfilm and leave to chill in the fridge for 15 minutes.

      3.      Preheat the oven to 180C/350F/Gas 4. Line two baking trays with greaseproof paper (or dust lightly with flour).

      4.      Roll the dough out to a 0.5cm/¼in thickness on a lightly floured surface. Using cutters, cut out the shapes and place on the baking tray, leaving a 2cm gap between them.

      5.      Bake for 12-15 minutes, or until lightly golden-brown. Leave on the tray for 10 minutes and then move to a wire rack to finish cooling. When cooled decorate with the writing icing and cake decorations.


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  • Year 3 Geography

    Published 01/11/17, by David Foster

    Geography in Year 3

    Where in the world are we?

    We have kicked off this half term by using an atlas (a book of maps) to look at some features of the world.  We have studied the equator, the tropics, the Arctic and Antarctic Circles and discovered that the world is divided into hemispheres.

    We were let loose with an atlas and, with a partner, located these features by using the contents and index pages.

    Sianne recognised, “There is a line around the middle of the earth and it is called the equator.”

    Orla discovered, “The climate around the tropics is very warm because it gets lots of sun. However there is also lots of rain so it is wet.”

    Stan learned, “A book of maps is called an atlas.  It also has flags and information about different places in the world.”

    Sophie identified, “The Arctic and Antarctic Circles are very cold because they don’t get as much sun so it is very snowy and icy.”

    Year 3 will also be learning about the continents and oceans of the world as well as identifying the different climates and landscapes we find in different places.


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  • Science Year 3 - Rocks

    Published 17/10/17, by David Foster

    Science in Year 3


    Rocks and Soils

    This half term we have been investigation the properties of rocks.  We have already compared the colour and texture of different rocks and have recently examined rocks to test for hardness.  We used a scratch test to do this.

    Bella commented, “It was very interesting because I thought all rocks were hard.  I never knew they could be soft as well.”

    Sophie explained, “When I scratched the sandstone it made a pile of sand on the table.”

    Kai noticed, “One of the rocks was magnetic.  The nail was attracted to it.”

    Kian concluded, “Chalk was very soft and Mr T put some white chalk dust on our nose.”

    Year 3 has also created a fantastic investigation to test the permeability of rocks as well as learning about the terms ‘metamorphic’, ‘sedimentary’ and ‘igneous’.

    Next, Year 3 will be learning about the human body.

    For more pictures click here

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  • Computing Year 3 - Coding

    Published 17/10/17, by David Foster


    This half term we have been coding.  We are using a fantastic new scheme called Purple Mash which will provide us with all the ICT skills we need.

    We have discussed e-safety and are now trying our skills with coding; controlling sprites and decoding bugs are the order of the day.

    Layla summarised, “The coding on Fun with Fish was really fun because I created my own aquarium with fish and crabs.”

    Evie identified, “I controlled the sea creatures by moving the up, down, left and right.”

    Olivia explained, “It took me a few attempts to complete the Level 2 challenge on Bubbles. But I kept inputting a new code and it worked in the end.”

    Year 3 will be developing their coding skills next half term…watch out NASA!

    For more pictures click here

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  • Maths - counting Year 3

    Published 17/10/17, by David Foster

    Maths in Year 3

    Maths No Problem

    Counting in Hundreds, Tens and Ones

    Today we have used the dienes blocks to practise making 3 digit numbers.  We have partitioned numbers into hundreds (100s), tens (10s) and ones (1s). We used many different strategies to add these numbers too.

    Riley commented, “It was really good to use the dienes because they helped us check our answers.”

    Heidi explained, “You can make the numbers from you textbook with dienes.  You can see what that number looks like.”

    Olivia explained, “Alexis and I made up our own numbers like 753.  It was good to work with a partner too as we talked about the problem.”

    For more pictures click here


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  • Year 3 trip to Chester Zoo

    Published 13/06/17, by David Foster
    For more picture click here   On Tuesday 13th June 2017, Year 3’s intrepid explorers ventured to Chester Zoo.  This tied in very nicely with our current core book, Jumanji, and reminded us of our studies with History, Geography,
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  • Year 3 Science

    Published 23/05/17, by David Foster

    Magnets and Forces

    Year 3

    Over the last few weeks, we have been discovering the properties of magnets and forces. A force is either a push or a pull.

    We learned that we could change the distance a toy car travelled by simply pushing them on different surfaces and thought of many ways to make the car travel even further.

    Jessica explained, “You could use more force or a slope to make the car go further.” 

    Alfie summarised, “I think you could use some kind of elastic band to propel it really far over the hall floor.”

    Lexie recognised that the smoother the surface the further the car travelled.  On the rough grass, the car travelled less than one metre?

    Jacob applied his observational skills. “The opposite poles (south and north) of a magnet attract whereas the same poles repel each other.”

    Aiden knows that iron and steel are magnetic. 

    We also had great fun spinning their magnets round; without even touching them.  They found great hilarity as they moved their magnets on top of the table using the force of the magnet underneath…spooky!


    By Year 3



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