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Pole to Pole Year 3 - spring 2, 2021

Welcome to the Spring Term

Work will continue to be set on Purple Mash.

You will find the weekly timetable both on Purple Mash in your list of 2Dos and also on our Federation website under the heading 'Remote Learning'.

Our daily blog will be live from 9:30 - 9:45am every day from Monday to Friday. Join us for a new challenge each day and an opportunity to talk to your friends and teachers! You can also visit the blog for any help you might need with your remote learning.

Our Covid Rules

Other important things to remember after the children return to school...

Children will need to come to school wearing their PE kits on their PE days. Please ensure that all children wear the correct PE kit with the school logo.

Children in 3NW have PE on a Tuesday and Wednesday.

Children in 3BE have PE on a Monday and Wednesday.

Children in 3EE have PE on a Wednesday and Thursday.

Reading Planners should be recorded in every time your child reads. Parents, please read with your child at least three times per week and sign their planner.

Good To Be Green. Children with a green stamp in their planner have been green all week — well done! Children receive house point rewards for being green.

The Independent Me

This is the vocabulary we will be focusing on this half term...

In English, the Independent Me will be inspired by the book ‘A Big Blue Whale’ by Nicola Davies.

We will be using our imagination when we think about what whales might say if they could talk to humans. At the end of this topic, we will show confidence in our new knowledge about whales as we write an informative article. We will try to persuade others to take vital steps to help protect the blue whale.

This book will inspire us to:

  • Write with purpose, use imaginative description, organise writing appropriately, use paragraphs, use sentences appropriately, present neatly, spell correctly, punctuate accurately and analyse writing.
  • Apply a growing knowledge of root words, prefixes and suffixes.
  • Read further exception words, noting the spellings.
  • Draw inferences from reading. Predict from details stated and implied.
  • Recall and summarise main ideas.
  • Discuss words and phrases that capture the imagination.
  • Retrieve and record information from non-fiction, using titles, headings, sub-headings and indexes. Prepare poems and plays to read aloud with expression, volume, tone and intonation.
  • Identify recurring themes and elements of different stories (e.g. good triumphing over evil).
  • Recognise some different forms of poetry.
  • Explain and discuss understanding of reading, maintaining focus on the topic.
  • Draw inferences such as inferring characters’ feelings, thoughts and motives from their actions, and justifying inferences with evidence.
  • Predict what might happen from details stated and implied.
  • Identify main ideas drawn from more than one paragraph and summarise these. Identify how language, structure and presentation contribute to meaning.
  • Ask questions to improve understanding of a text.

In our reading lessons, the Independent Me will explore the book 'This Morning I Met A Whale' by Michael Morpurgo.

This book will give us the confidence to...

  • Apply a growing knowledge of root words, prefixes and suffixes. Read further exception words, noting the spellings.
  • Draw inferences from reading. Predict from details stated and implied.
  • Recall and summarise main ideas.
  • Discuss words and phrases that capture the imagination.
  • Retrieve and record information from non-fiction, using titles, headings, sub-headings and indexes.
  • Prepare poems and plays to read aloud with expression, volume, tone and intonation.
  • Identify recurring themes and elements of different stories (e.g. good triumphing over evil).
  • Recognise some different forms of poetry.
  • Explain and discuss understanding of reading, maintaining focus on the topic.
  • Draw inferences such as inferring characters’ feelings, thoughts and motives from their actions, and justifying inferences with evidence.
  • Predict what might happen from details stated and implied.
  • Identify main ideas drawn from more than one paragraph and summarise these.
  • Identify how language, structure and presentation contribute to meaning.
  • Ask questions to improve understanding of a text.

In geography, the Independent Me will use a study of the Arctic and Antarctic to promote our sense of wonder and fascination.

  • We will have confidence as we name and locate the Equator, Northern Hemisphere, Southern Hemisphere, the Tropics of Cancer and Capricorn, Arctic and Antarctic Circle and date and time zones.
  • Describe some of the characteristics of these geographical areas.
  • We will have good self-esteem as we practise using maps, atlases, globes and digital/computer mapping to locate countries and describe features.

In modern foreign languages, the Independent Me will develop the use of vocabulary linked to music and musical instruments through oral and visual games. We will learn the nouns for a range of instruments and talk about what instruments we can play or would like to play. This will help to develop confidence and promote self-esteem. We will:

  • Read and understand the main points in short written texts.
  • Write a few short sentences using familiar expressions.
  • Understand the main points from spoken passages.
  • Ask and answer simple questions and talk.

The Inquisitive Me

In mathematics, the Inquisitive Me will:

  • Show curiosity as we recognise, find and write fractions of a discrete set of objects: unit fractions and non-unit fractions with small denominators.
  • We will need our reasoning skills as we recognise and use fractions as numbers: unit fractions and non-unit fractions with small denominators.
  • Count up and down in tenths; recognise that tenths arise from dividing an object into 10 equal parts and in dividing one-digit numbers or quantities by 10.
  • Will will be problem solving when we measure, compare, add and subtract: lengths (m/cm/mm); mass (kg/g); volume/capacity (l/ml).
  • Measure the perimeter of simple 2-D shapes.

In science, the Inquisitive Me will study forces and magnets to:

  • Make accurate measurements using standard units, using a range of equipment, e.g. thermometers and data loggers.
  • Gather, record, classify and present data in a variety of ways to help in answering questions.
  • Record findings using simple scientific language, drawings, labelled diagrams, bar charts and tables. Report on findings from enquiries, including oral and written explanations, displays or presentations of results and conclusions.
  • Use results to draw simple conclusions and suggest improvements, new questions and predictions for setting up further tests.
  • Identify differences, similarities or changes related to simple, scientific ideas and processes.
  • Use straightforward, scientific evidence to answer questions or to support their findings.
  • Compare how things move on different surfaces.
  • Notice that some forces need contact between two objects, but magnetic forces can act at a distance.
  • Observe how magnets attract or repel each other and attract some materials and not others.
  • Describe magnets as having two poles.
  • Predict whether two magnets will attract or repel each other, depending on which poles are facing.

In design and technology, the Inquisitive Me will...

  • Master practical skills in food technology, including knife skills and basic food hygiene.
  • Design, make and evaluate our own healthy sandwich snack.
  • Suggest ways in which our product could be improved.
  • Take inspiration from design throughout history.

In computing, the Inquisitive Me will...

  • Code motion, looks, sound, draw, events, control, sensing, variables and lists, operators.
  • Develop our understanding of using technology to connect, communicate and collect information.
  • Select, use and combine a variety of software (including internet services) on a range of digital devices to design and create a range of programs, systems and content that accomplish given goals, including collecting, analysing, evaluating and presenting data and information.

This is Me

I will show responsibility by modelling:

  • democracy
  • rule of law
  • individual liberty mutual
  • respect
  • tolerance of those of different faiths and beliefs
  • In English, we will explore the global Rules of Law on whaling and protecting ocean habitats.
  • We will research why such laws have to be put in place to protect the Blue Whale.
  • We will exercise our freedom of speech and individual liberty to write and publish persuasive articles encouraging people to take action to protect the species from extinction.
  • We will answer the big question: How do people at school show responsibility?

The Creative Me

In art, the Creative Me will be inspired by the artwork of Henri Matisse to:

  • Develop ideas from starting points throughout the curriculum.
  • Replicate and interpret some of the techniques used by notable artists, artisans and designers.
  • Create original pieces that are influenced by studies of others.
  • Explore, select and arrange materials for a striking effect.
  • Ensure work is precise.
  • Use coiling, overlapping, tessellation, mosaic and montage.

In music, the Creative Me will:

We will use Charanga to learn and perform 'The Dragon Song'. We will also...

  • Play notes on an instrument with care so that they are clear.
  • Perform with control and awareness of others.
  • Create repeated patterns with a range of instruments.
  • Create accompaniments for tunes.
  • Recognise the notes EGBDF and FACE on the musical stave.
  • Recognise the symbols for a minim, crotchet and semibreve and say how many beats they represent.

The Healthy Me

In RE, the Healthy Me will use our spirituality as we study Salvation.

We will order Creation and Fall, Incarnation, Gospel and Salvation within a timeline of the Bible’s ‘big story’.

• Offer suggestions for what the texts about the entry into Jerusalem, and the death and resurrection of Jesus might mean.

• Give examples of what the texts studied mean to some Christians.

• Make simple links between the Gospel texts and how Christians mark the Easter events in their church communities.

• Describe how Christians show their beliefs about Palm Sunday, Good Friday and Easter Sunday in worship.

• Make links between some of the stories and teachings in the Bible and life in the world today, expressing some ideas of their own clearly.

• Understand why Christians see Holy Week as the culmination of Jesus’ earthly life, leading to his death and resurrection.

• Identify the various events of Holy Week, such as the Last Supper, were important in showing the disciples what Jesus came to earth to do.

• Understand Christians today trust that Jesus really did rise from the dead, and so is still alive today.

• Understand Christians remember and celebrate Jesus’ last week, death and resurrection.

In PSHE, the Healthy Me will think about our well-being as we:

• Recognise the changing dynamics between people in different groups, see who takes on which role, e.g. leader, follower, and understand the roles we take on in different situations.

• Understand the facts about smoking and its effects on health, and also some of the reasons some people start to smoke.

• Understand the facts about alcohol and its effects on people's health, particularly the liver, and also some of the reasons why some people drink alcohol.

• Recognise when people are putting me under pressure and can explain ways to resist this when I want to.

• Know myself well enough to have a clear picture of what I believe is right and wrong.

In PE we will be improving our physical fitness and well-being by developing practical skills in order to participate, compete and lead a healthy lifestyle.

In striking and fielding games, we will:

  • Throw and catch with control and accuracy.
  • Strike a ball and field with control.
  • Choose appropriate tactics to cause problems for the opposition.
  • Follow the rules of the game and play fairly.
  • Maintain possession of a ball (with, e.g. feet, a hockey stick or hands).
  • Pass to team mates at appropriate times.
  • Lead others and act as a respectful team member.

In Outdoor Adventurous Activities we will:

  • Use maps and diagrams to orientate ourselves and successfully navigate around a simple course.
  • Undertake simple orienteering exercises both indoors and in the school grounds.
  • Apply the safety considerations required when participating in a particular activity.
  • Participate in a range of activities which involve working with and trusting others.
  • Respond to simple challenges and problem solving tasks in a familiar environment.
  • Listen and follow instructions and recognise what is needed to keep ourselves safe.

Visit us on social media or get in touch by email...

Credits:

Created with images by Jonathan Ybema - "untitled image" • Bryan Goff - "When I was on the USCGC Polar Sea (WAGB-11) we went down to Antarctica on Operation Deep Freeze. Our mission was to break the ice and create a shipping lane for the fuel and cargo ship to resupply the base in McMurdo. While we were breaking ice these killer whales were following us looking for food. If you look at the top of the photo you can see some penguins on the sheet ice, that’s who they were looking for. I hope you enjoyed! I’m on IG @65_bomber Stop by and say hi!" • ulleo - "crocus spring purple" • Sebastian Pena Lambarri - "untitled image" • bluebudgie - "globe map countries" • EdiNugraha - "tower architecture landmark" • NOAA - "South Pole station seen from the air. " • Adam Bouse - "Blue and white aerial view of the snow-covered Rocky Mountains" • geralt - "human google polaroid"