The teachers in Year 3 are:
Miss Hall (3H)
Miss Fudger (3F)
The Teaching Assistants in Year 3 are:
Mrs. Capper (3H) and Mrs. Rowley (3F)
Science: The curriculum areas covered in Y3 are:
Autumn term - Animals including Humans: skeletons, bones, muscles and diet
Spring term - Forces and Magnets; Rocks and Soils
Summer term - Helping Plants Grow Well; Light and Shadows
Organisation of the curriculum: Mornings are given to the teaching and learning of skills in English (reading; writing; spelling; punctuation and grammar; speaking and listening) and Mathematics. Through the Creative Curriculum approach, we aim to introduce the children to a very wide range of knowledge, skills and understanding by making as many cross-curricular links through our topics as possible. For example, after investigating different rocks and their formation in Science, the children learn about volcanoes and earthquakes in Geography and also find out about historic cataclysmic events such as the eruption of Mount Vesuvius. They follow an extended unit in English based on the text 'Escape from Pompeii,' which helps provide a rich background context to the 'Romans in Britain' focus in History, as well as having the opportunity to create an exploding volcano in Design and Technology, and perform volcano mimes and dances.
Reading, Phonics and Spelling: These are taught in groups organised around the children's needs. Reading diaries should be signed by an adult three times a week. The signature will inform the teacher that you have listened to your child read at home - the reading can be their Accelerated Reader (AR) book, their class library book or their group Guided Reading text.
Homework: In addition to regular reading, your child will have 2 homework tasks per week which consist of ten to fifteen spellings - which follow a spelling pattern - and a focus Times Table with its related division facts. The children stick their new spellings (and new times table if appropriate) into the front of their Homework book on a Monday morning, with the whole week to practise them at school as well as at home. The children are tested on their spellings and tables the following Monday; this is recorded in the back of the Homework book so that parents can keep track of how their child is doing. The children self-mark their own spellings and tables tests in red pen: this gives the children instant feedback and involves them actively in the learning process, encouraging them to assess their own strengths and identify the areas on which they need to work next.
Tables facts need to be recalled very quickly rather than worked out: your child may not necessarily move on to a new times table each week, but will probably need to repeat a set of number facts until their speedy mental recall develops securely. The aim is for a response time of 7 seconds or less. In Y3, the main focus is learning the 4, 8 and 3 times tables, in addition to the 2s, 5s and 10s from KS1. Many children will also securely reach the 6s, while some will go further and complete all or most of their tables facts up to 12x. Related division facts also need to be learned and are a tricky challenge.
In addition, your child will be asked to do one homework task each term in researching, creating and presenting a project linked to a particular area of learning. Further information will be sent out in due course.
· Children need to bring a water bottle filled with fresh water every day.
· Inhalers should be clearly labelled and will be kept in the classroom: please come in to
check expiry dates on ventolin regularly.
· Book bags, with all reading books and diaries, should be brought to school every day.
Routines and expectations: You may find that some routines and expectations are different from KS1; this is because we aim to start building greater independence in Year 3. For example the children are expected to remember to hand in all reply slips and forms at the beginning of the day, ready to go down to the office in the class bag at 9 a.m, and those children who go to Care Club after school will walk around to the Care Club building by themselves after the first week in September. However, we think that it is very important that all children are still released to an adult by a staff member at the end of the day for safety reasons, and the class teacher will also remain on the playground for a few minutes to be available to talk to parents informally after school.
We would ask that the class teacher or Teaching Assistant is informed verbally (on the playground door, or via a message from the office) - or through a note handed in by your child - of any information which the teacher needs to know that day, such as a change about who is picking up your child, medical or other issues, appointments etc.
Tuck money should be brought to school in a named purse and not loose in pockets.
Expectations of behaviour remain high. There are several ways that you will know when your child’s behaviour is good: they will receive certificates from the class teacher or Head teacher or they may receive special stickers
and class rewards. The school follows the 'Good to be Green' behaviour system, whereby children earn Golden Time through their good behaviour all week and join in with fun activities on a Friday afternoon. However there are also Warnings and Consequence cards for repeated misbehaviour: afternoon 'Golden Breaks' and Friday afternoon Golden Time may be lost and cannot be redeemed, to reinforce the consequences of making poor choices. In the case of repeated undesirable behaviour by a child, the class teacher may ask parents to come in, discuss issues and formulate a way forward to best address the situation. If you would like any further information, please come in for a chat.
ROLL UP! ROLL UP!
CIRCUS WEEK ARRIVES AT LANGDALE!
The children have been involved in a range of circus-themed activities in the run-up to our Summer Fayre Extravaganza, which has been inspired by the 250th anniversary of the very first circus created by Newcastle man, Philip Astley!
The children have learned about circuses past and present from around the world in Geography and History; in English lessons they debated the pros and cons of having live animals in shows and also designed posters persuading people to come to a circus; in Maths they used data handling skills to carry out a survey of favourite circus acts and present results; and in Science they carried out investigations into balancing and gravity and also made balancing clown toys. Through drama, music, movement and dance the children practised mime, mirroring, silly walks, juggling and gymnastics to perform little shows for each other's entertainment on the outdoor area and stage - inspired by Barnum's 'Come follow the band' and 'The Greatest Showman' - to create our very own Big Finish to a really fun week!
Road Safety Training
This week, Y3 is having road safety training over 2 mornings. The first session is practical training in how to cross many different roads safely, including zebra crossings, T junctions, busier roads and places with impeded vision such as parked cars and driveways. The second session involves an observed walk, with the children being assessed on a range of road safety criteria. We are delighted to be able to offer this invaluable training for our children - and many thanks to Mr. Cope, the Road Safety Training Officer.
Shake, Rattle and Roll!
Our brilliant Geography unit on volcanoes around the world came to a fantastic and dramatic conclusion this week, when the children designed and built volcano models out of newspaper covered in mod roc around a plastic bottle. Once dry, the models were painted then filled with bicarb, washing up detergent, water, red food dye and vinegar . . . and we stood back to watch some epic eruptions! Take a look and see how this cross-curricular project, combining Geography, D&T, English and Science, developed over the week.
Romans in Newcastle morning
This week, we enjoyed a wonderful visit organised by Alison from the Brampton Museum, in which Y3 found out about the impact of Roman occupation locally. Learning that significant evidence has been found so close by, in the Chesterton and Wolstanton areas*, really made our learning come alive! We all had the opportunity to dress up either as local Celts (the Cornovii tribe inhabited this area - see www.romanobritain.org/4-celt/clb_tribe_cornovii.htm), wealthy Romans who lived in villas, or the Roman elite who wore fetching togas! We handled genuine artefacts excavated locally such as pottery and jugs as well as the most extraordinary roof tile, in which were the actual 2, 000 year-old finger prints of the craftsman who made it! The children felt as if they could actually touch the hand of someone across time! Finally the children investigated coprolites - fossilised poo! - just like real archaeologists, to find out about the diet of local people back in Roman times . . . only we didn't tell the children until right at the end of the investigation that the coprolites were just playdoh with bits of 'evidence' mixed inside! This was a fantastic experience all round; history really came alive for the children and many thanks to Alison and the Brampton Museum.
Please look at the photos below to see us in action.
*History note for anyone interested! The sites in Newcastle lie within an area rich in Roman archaeology. The Historic Environment Record for Staffordshire indicates that the area is close to the known site of Holditch Roman settlement and the site of Chesterton Roman fort. The Roman road from Littlechester to Chesterton runs just to the north-east of the site and there are other known sites of interest, including a Roman coin hoard and a temporary camp. An archaeological report from 2012 states that a twenty-foot wide buried road surface of thick sandstone blocks on foundation of clay on gravel laid in typical Roman method was found in excavations at Wolstanton High School in the 1960s. Excavations in 1995 revealed another section of what was thought to be the same road in a back garden close to Wolstanton Golf Course! The Roman road would have been significant in troop movements to Chester.
The children had a fantastic time involved in a range of activities linked to the Caribbean. First of all everyone joined in a discussion about key geographical aspects of the many Caribbean islands, learning about their location in the world, weather, seasons and temperatures, as well as significant tourist attractions, food and homes. The children watched video clips of Caribbean carnivals, listened to the distinctive music and marvelled at the exotic costumes, masks and headdresses. The children then designed and made their own carnival masks which they could decorate with feathers - the results look fantastic. Also during the morning, the children enjoyed a drumming workshop with Caribbean steel band musicians. Take a look at the photos to get a flavour of day!
Artefact hunt - finding clues about the Bronze Age
To introduce the next aspect of our History topic about Prehistoric Britain, Y3 went on a treasure hunt to find relics from the ancient past which would help them begin to find out about the new Age which swept across the country around 2,500 BC: the Bronze Age. The children read clues which sent them all over the school grounds in search of hidden artefacts - bronze objects and knives, gold earrings and pottery beakers and plates, which were new and wonderful innovations brought across by travellers and traders from what we now call Europe. The children were very surprised to find familiar artefacts such as stone and bone tools and weapons, and were encouraged to consider how these aspects of life from the Stone Age did not suddenly disappear at a particular point in time - in fact, they continued to play an important part in the lives of ordinary people for a very long time. The children were required to practise a range of skills as historians, looking at evidence, suggesting reasons and listening to others' opinions. Take a look at the photos below of our 'wow starter' for a great topic!
The children learned about prehistoric cave art from all over the world, including the Altamira Cave in Spain, the Lascaux Cave and Chauvet Cave in France, the Magura Cave in Bulgaria, Las Cuevas de las Manos in Venezuela and Creswell Crags in England. The children considered how little cave art there is in the UK compared with other places in the world and came up with the possibility that fantastic sites in this country could still be hidden, as many famous caves have only been discovered by accident in the last 100-150 years.
The children studied the cave paintings closely and began to appreciate how truly astonishing they are in their detail about life in prehistoric times. Some of the paintings capture the movement of animals, many long extinct, and somehow almost create the sound of stampeding hooves and the cries of the hunt with simple line drawings on uneven surfaces using a few natural colours.
The children decided that the paintings may have been a way to record an exciting day or event, or possibly allowed people to leave messages for others to find. Amazingly, cave art has also enabled an ancient people, who could neither read nor write, to communicate with us across the millennia, allowing us to peep through the curtain of time into their lost world. Who doesn't feel an eerie shiver at the sight of hundreds of hand prints in the Cuevas de las Manos, as if ghosts of the past are waving to us still?
The children couldn't wait to begin their own project, which was to design and create some cave art in the style of prehistoric people and recreate the elements which would have inspired the original artists up to 50,000 years ago. The children completed their cave art using pastels for background colour, and added an authentic touch with berry juice and mud painting with sticks. Please take a look at the art gallery below.
Stone Age artefacts unearthed at Langdale Primary!
Steve, the caretaker, was astonished to find some unusual objects last week when digging in the flower and vegetable beds at school. He realised that these objects could be very significant so informed Miss Hall and Keele University, Department of Archaeology. Steve has since cordoned off the area with cones and tape to prevent the site being touched or trampled.
Dr Harrison Jones, head of the department at Keele, emailed Miss Hall in great excitement later that night to ask for Y3's help in excavating the site, since the staff at Keele are very busy with their research at the moment and need extra hands to join in with this significant find.
The dreadful wet weather last Friday made it very hard for our Y3 archaeologists and the children discovered that 'field work' out in the open can be difficult, cold, muddy and damp! However, the children were real troopers and battled on, finally unearthing 9 amazing Stone Age artefacts with great care. Miss Hall and Mr Warrillow have the feeling that there may be more small items still to discover, so we will wait for the ground to dry out a little and then return to the dig site for more painstaking sifting and searching - just like at a real archaeological dig.
Back in class, the children explored and discussed the find, using all their skills and powers of deduction as historians and archaeologists to try and work out what each item could be, and its purpose back in the past. We think that we have discovered small arrow heads, a larger spear head, large stones for making fires or chopping wood, knives and a bracelet made out of sinew and some sort of teeth.
Finally, the children read the email sent from Dr Jones at Keele and helped Miss Hall compose and send an email back, listing the find and asking for advice. We hope Dr Jones will have time to reply soon, and that we can keep him posted with further developments as they happen.
Please look below to see some photos of our exciting day!
Smoky Stoke Art
The children have been looking closely at the art of Sid Kirkham, our own Staffordshire Superstar from Clayton and a granddad of our school. Sid is well-known for his paintings of the Potteries of 50-60 years ago, full of bottle ovens, smoke, pot banks, canals, terraced streets and corner shops. He kindly allowed us to borrow his original note book and we were fascinated looking at his plans and sketches, then finding the finished pieces of art on the internet to see how line drawings become wonderful art. The children were inspired to sketch their own bottle oven scenes, adding a sooty, smoky, smoggy atmosphere by using charcoal and graphite pencil. The finished art will go up on display in the corridor outside the Y3 classes.
Gladstone Pottery Museum Trip - November 2017
As part of our Local History project about the Pottery Industry, Y3 visited Gladstone Pottery Museum in Longton to experience at first hand what a traditional pottery factory used to be like. The museum offers a fascinating insight into the history of Stoke-on-Trent, famous the world over for the quality of its pottery.
The Gladstone China Works, as it was known, was not a famous pottery manufacturer like Doultons, Wedgwood, Minton, Beswick, Spode and others. However, it was typical of hundreds of other similar small factories in the area making everyday ceramics for the mass market.
The Gladstone Works opened as a museum in 1974, the buildings we visited today having been saved from demolition at the last minute in 1970 when the factory doors finally closed some ten years after its coal-fired bottle ovens were last operational.
The children had a wonderful day at Gladstone Pottery, finding out how bone china tableware was made in original workshops with actual bone (hence the name!), going inside giant bottle ovens, seeing how pots were 'thrown' and marveling at the speed with which skilled craftswomen could make delicate clay flowers and decorations! The children also gained an insight into how hard life would have been in those far-off days, finding out about the long hours and gruelling nature of the work - even for young children. Suddenly, having to go to school every day didn't seem like such a bad option!
The highlight for many children (apart from visiting the museum shop!) was having the chance to design and make a product - either a plate inspired by the famous local paintress, Clarice Cliff, or a clay coil pot. The children's pots are currently drying out back at school prior to painting, then all the artwork will be put on display in the Link Corridor. We will inform you when the display is up and you will be welcome to come and visit one day after school. In the meantime, please take a look at some photos to give you a flavour of our brilliant day!
Y3 spent the morning finding about the geography and history of Germany, learning the German words for common colours, practising how to count to ten and trying out some common German phrases. We also found out about the German composer, Richard Wagner, and listened to his epic piece, 'Ride of the Valkyries.' We had the chance to respond creatively, talking about the feelings and images which the music evoked in our imagination and then drawing pictures to share these ideas with each other - from battles between Darth Vader and Obi Wan Kinobi,to flying machines swarming in the sky, cavalry charges and Superman flying around the world! Follow the link below to listen again and see what you think!
In the afternoon, we were very lucky to have a visit from a German teacher from Clayton High School who helped us with our pronunciation of sounds and words so that we could say simple phrases correctly to each other. We found out that a 'w' is always pronounced as a 'v' and that there are 27 letters in the German alphabet compared to our 26 letters! We also played some colour and counting games.
Here are a few photos of us on German day!
Science - skeletons and muscles
Our Science unit this half term has focused on understanding the functions of a skeleton and how muscles work in pairs to allow movement. We have also considered how a balanced diet is necessary as 'fuel' for a healthy body and strong bones, designing an 'Eatwell' plate by combining the right amounts of the 5 food groups. Finally, we considered how animal skeletons are similar to and different from human skeletons, and suggested reasons for this. During the unit, we were delighted to have a visit from a Y3 mum who is a Personal Trainer, who talked very knowledgeably to us about bones, muscles and the importance of exercise. The session finished with an active 'warm-up' - which made us all very warm indeed! Look at the photos to see us in action.
Active maths - investigating multiples of 4 and keeping fit!
We took our learning outside to practise counting in multiples of 4 and solving challenges. Here we are in action, creating our multiples track using whiteboards then jumping on and back to answer questions based on the 4x table.