The class teacher is Miss Stock and the learning coaches are Miss Flexen and Miss Silker.
This year has been a challenging one for us all, to say the least.
It is so lovely to see the children's smiling faces back in school and be able to regain some sort of normality.
We would like the children to become more independent this year, so please assist them in learning to tie their own laces and such.
Let's look forward to a year of growth, fun and learning without limits!
This page and seesaw will be updated regularly throughout the year.
Please use the link below as a short cut to our crew page on Seesaw.
Although, at this present moment in time, things from home are not allowed to be brought in to school. We believe that reading books are a vital tool for children's learning, Therefore, these WILL be allowed and expected to be brought to school each day and placed in their individual trays to keep the classroom COVID secure.
It is extremely important to read with your child as much as possible and we will endeavour to read with them at least once a week. They will be rewarded for bringing their books in and also for evidence of reading at home, so please make sure you write in their reading records.
( ANY BOOKS BROUGHT BACK IN TO SCHOOL FROM HOME, WILL BE QUARANTINED FOR AT LEAST 48HRS BEFORE BEING PUT BACK ON THE SHELF OR GIVEN TO ANOTHER CHILD! )
In P.E., we will be doing Judo this will take place on a Friday morning and the children will be able to wear sports kit on this day.
NB. Please make sure it is weather appropriate.
Homelearning will mainly be on our fantastic range of apps, that will cover the majority of skills needed. You will be expected to go on ...
Reading Plus:- at least 3 times per week
Spelling Frame :- at least twice a week ( New spellings will be updated each week culminating in a test every Friday. A tangible version of these spellings will also be given out every monday)
TT Rockstars/ Numbots :- at least twice a week ( we would like you to concentrate predominantly on Numbots for now please).
Alongside the apps and reading, it is vitally important for the children to learn their times tables. They will really struggle further up the school and in their everyday lives if they do not know these.
They are expected to already be secure in their 2, 5 and 10 times tables and by the end of year 3, they are expected to know their 3, 4 and 8's. So, please practise these at every opportunity.
Expeditionary Project Narrative
Hard Rock History
In Spring 2021, the Year 3 crew’s project was called ‘Hard Rock History.’
We had to answer the essential question:
EQ: “What have Prehistoric people ever done for us?” The Learning Targets for this project were:
The Precambrian time
I can investigate the vast bulk of the Earth's history, starting
with the planet's creation about 4.5 billion years ago. The Mezazoic period
• I can investigate whether dinosaurs were real, and how do we know and
what happened to them?
Evolution and inheritance
I can look at changes in animals over time Rocks
I can compare and group together different kinds of
rocks on the basis of their simple physical properties
I can recognise that soils are made from rocks and
I can describe in simple terms how fossils are formed
when things that have lived are trapped within rock The
I can explain why the hunter gatherers moved into
Britain after the last Ice Age.
The Neolithic period.
• I can understand why the hunter-gatherers converted to farming
The Bronze Age
• I can understand the Key Changes in culture from the Neolithic into the Bronze Age
The Iron Age
• I can understand the Key Changes in culture from the Bronze Age into the Iron Age (The period of prehistory in Britain generally refers to the time before written records began.)
Case study 1:
In order to develop chronological understanding, children explored timelines and the linear visuality of history with the ‘Black Ribbon of Earth’s history’ which shows children the timeline of Earth's history in a very impressive way. It consists of a 50 metre long ribbon of black cotton fabric wound upon a wooden spindle where 1 cm represents 1 million years. While unrolling the ribbon, children listened to the story attached to it (“About Life on Earth – the Story of the Black Ribbon”) and they placed images upon the cloth as they appeared in the timeline (from microorganisms to plants, invertebrates, fishes, amphibians, reptiles, birds and mammals). The last 3cm of the ribbon consist of a strip of red fabric depicting human existence (3 million years). The activity helped the children to visualise the development of the earth in the correct order of the known timeline. It enabled them to learn both visually and aurally and helped to understand that, even though dinosaurs (our first object of study) lived millions of years ago, that wasn’t that long ago in relation with the whole Earth history. In the same way, they visually learnt that humans just appeared by the end of the Earth history, there was life before Prehistory (our second object of study in this project) and therefore, before humanity.
Case study 2:
For case study 2 on dinosaurs we wanted it to be meaningful to the children so we briefly explored the dinosaur world that once existed. In science we learnt all about rocks, fossils and soil. We carried out a water drop test to investigate, which rocks were permeable, allowing water to pass into and through them and which were impermeable, not allowing water to pass into or through them. We did this using a range of different types of rock. The children were also set a challenge to explain and find out about sedimentary rock
and where fossils can be found and the sort of rocks likely to contain them.
This then gave us the opportunity to study famous palaeontologist Mary Anning and to investigate how fossils are formed and what they are made of.
Case study 3:
This led into our next case study ‘The Stone Age’ The children used a time line to understand when the stone age began and when it ended. First we learnt about the Mesolithic period and why the hunter gatherers moved into Britain after the last
Ice Age. We learnt that in Liverpool 15,000 years ago, no one lived there because it was covered with sheets of ice and snow. It was 12,000 years ago, that the first people arrived. They were called hunter gatherers because that is how they lived, hunting animals such as the Giant Elk and collecting wild fruits and wild berries. The hunter gatherers were a very mobile tribe and they would live in no more than one or two houses which we refer to as base camps. They would then travel to far off places to gather food and hunt animals. When we weighed up all the evidence we concluded this was because the forests of Britain provided the hunter gatherers plenty of food to live and animals to hunt. Also there were not many people living in Britain at that time so there was plenty of food for everyone.
Hunter gatherer tribes were very mobile so their tribes never contained more than 50 people.
Using this knowledge the children went on to draw a map of their own, showing where the hunter gatherers would go to collect berries and nuts, hunt animals and go fishing.
Case study 4:
In case study 4, the children studied the Neolithic period, which started when the Mesolithic period ended around 4000BC. They learnt that this new period marked the arrival of farming. We looked at Archaeological evidence, which suggested the hunter gatherers lived side by side with the first farmers and that within a few generations the hunters became farmers themselves. This led into the children
discussing why this happened and would it have been less dangerous to farm.
One famous settlement is the Scottish Skara Brae found on Mainland Orkney and this would have housed up to one hundred people on a site not much bigger than the size of our school.
We then weighed up the evidence:
Hunting was a dangerous activity for the tribe. The forests contained wild boars; bears and wolves.
Gathering fruits & nuts takes people away from their homes (leaving homes undefended) whereas Farming keeps the people together – easier to protect their homes
Farmers can also store their food all year round – so they never go hungry.
Then we asked ourselves the question,
Why did the hunter gatherers adopt farming?
To demonstrate what they had learnt about the Neolithic period the children wrote a letter from a Neolithic farmer to a Hunter gatherer in order to convince them to take up farming rather than the dangerous activity of hunting.
We also looked at Stonehenge, which was another important discovery from the Neolithic period, and how the stone circles look very different today than when it was first built.
Case Study 5:
For our next case study we examined the Bronze Age and the great changes that occurred in Britain.
We learnt that the people in Britain started to use metal – Copper, Gold and Bronze and that metal tools allowed for more farming. Communal Graves were replaced by single graves and rich grave goods such as pottery, jewellery and weapons accompanied these single graves. Horses became domesticated and were ridden rather than eaten.
The children were very lucky when studying the Bronze Age because an expert, Dr John Hill who is an archaeologist joined us and he brought into school artefacts for the children to see first hand. We looked at jewellery discovered from a burial mound. We learnt that the copper mines at
Llandudno were mined from about 2000 BC right through to the end of the Bronze Age, about 800 BC.
It was interesting to learn that some of the mine shafts at the copper mines are so small and tight that is was only possible for children as young as five to work at them.
Case Study 6:
For our final case study we examined the Iron Age. We discussed that by 700 BC the people of Britain started using a new metal – Iron. Iron was much stronger than bronze, both for the use of weapons and tools.
We learnt that one of the Key Changes in culture from the Bronze Age into the Iron Age was Iron Technology and this allowed for greater farming opportunities.
We also learnt that towards the end of the Bronze Age the weather / climate across the British Isles deteriorated. There were several factors involved but the major one was volcanoes and how this caused devastation to the farming lands in Britain. This meant because there wasn’t much land left it had to be defended so the people began to live in defended ditches.
We also know that because of classical writers that Iron Age society in Britain was complex with its kings, warriors, druids and craftsmen.
The children were very excited to learn that if you lived in Liverpool during the Iron Age then you would be a member of the Brigantes Tribe.
We looked at Celtic Art, which is a distinctive style of curves, swirls and various circular patterns and motifs.
Following on from this we researched information about a large stone found
Link to Global goals:
Quality Education: (Mary Annings influence on Darwin) Reduced Inequalities: Our planet has provided us with an abundance of natural resources. But we have not utilized them responsibly and currently consume far beyond what our planet can provide. We must learn how to use and produce in sustainable ways that will reverse the harm that we have inflicted on the planet.
The Presentation of Learning:
The children wrote and performed a class film to inform their parents and school audience about prehistoric times – as experts in their own right.
English across the curriculum: Anchor texts
We used a variety of texts throughout the project but for English we read, Stone Age Boy and Ugg, which led into our story narratives.
We also read Stig of the Dump for our playscripts.