Avengers – Y3

There is a Hero in all of Us!

Class teacher – Mrs Dempsey

Miss Hosker and Mrs Angelone also help us with our learning


Our school day starts with Cyber Coach which helps to energise us ready for learning.  After registration,  we usually have assembly followed by either a spelling, grammar or Big Maths lesson.  After this, we carry out our daily Maths lesson.  Once playtime has finished, we have our daily English lesson.  Our afternoons consist of History, Geography, Computing, Music, Art, D&T, Spanish, PSHE, Science, P.E. and R.E.

Our P.E. lessons take place on Wednesdays and Thursdays.  It is important that our full P.E. kit is kept in school.

Homework consists of a menu of activities to complete over a full term. This will give pupils more freedom to choose which of the activities to complete over a greater number of weeks.


Useful documents to download

Spring 1


This half term, we have combined our English and History lessons.  Our History topic poses the question ‘What is the secret of the standing stones?’ In order to answer our first ancillary question ‘Why did the Stone Age come to an end about six thousand years ago?’ we researched the process of smelting (making bronze) and then wrote a set of instructions about the process.  After this, we identified and described the likely use of a range of Bronze Age artefacts.  Our next ancillary question was ‘Why was the Amesbury Archer so important?’  We researched about how he was discovered and discussed reasons for how he got there and why he might have been important.  We imaged we were one of the archaeologists who discovered the Amesbury Archer and wrote a diary entry about the amazing find.  After that, we re-told his life in the form of a story board.  In addition to this, we applied our knowledge of subordinate clauses by writing sentences about the life o the Amesbury Archer and ensuring we included a subordinate clause to add more detail.  The third ancillary question we have studied this half term was ‘Why do people build monuments?’ In groups, we discussed what the word ‘Monument’ meant.  Next, we looked at a variety of images of different monuments and discussed in our groups whether we recognised them, could name them and what they represented.  We had to listen to each other’s thoughts and opinions.  Finally, we compared modern day monuments to monuments from the past and Bronze Age monuments.  In addition to our history focus, we have also identified word classes and created new words from root words.  We have applied our work on subordinate clauses to some test type questions and produced some creative writing about settings.  Also, this half term, we identified two children to represent our class for the Spelling Bee.  We also spent time during Story Telling Week discussing our favourite stories and creating freeze frames of them.


In Maths this half term, our topic has been ‘Multiplication and Division.’  First of all, we spent time multiplying and dividing by 3 and applying this knowledge through problem solving and investigations.  We also did the same with the 4 and 8 times tables.  We looked at patterns and understood that multiplication is commutative whereas division is not.  Throughout the unit, we used the CPA approach.  


In Science this half term, our topic has been ‘Animals including Humans.’ During this topic, we have been able to state why animals, including humans, need the right type of nutrients.  We then described the difference between food groups and types of nutrients and created our own pie charts to compare and group animals by their diet.  After that, we differentiated between vertebrates and invertebrates and then sorted animals based on their skeletons (endoskeletons, exoskeletons and hydrostatic skeletons) Near the end of our unit, we compared and labelled skeletons.  We used the scientific names of bones, which were quite tricky to learn! We then made our own models of skeletons, ensuring we attached the correct bones to each other.  Finally, we identified parts of the skeleton that protects and supports the body.



This half term, we are beginning to answer the question ‘How and why is my local area changing?’  Our first ancillary question was ‘Why do places change?’  We studied the village of Glenridding in the Lake District.  We looked at photographs of the village and then learned about how it suffered a devastating flood in December 2015.  We watched news reports about it and compared and contrasted how the village looked before and after the damage.  We talked about how it was a natural disaster and the people of Glenridding couldn’t help how their village changed.  We then looked at a Borough of London called Newham.  There were lots of derelict sites that were then used for the London Olympics in 2012.  By creating a poster, we compared and contrasted the difference between the change in Glenridding to the change in Newham.  Our next ancillary question was ‘How has my local area changed in the past?’  We analysed photographs of Turf Moor from many years ago and compared it to photographs of the modern stadium.  It was interesting to see how the surrounding area is more built up now compared to the past.  We also looked at maps of the surrounding area by school and compared them to many years ago.  Our school building was only built fifteen years ago, so it only appears on more recent maps. 


This half term, we have taken part in a street art exhibition.  We have looked at lots of examples of street art, researched famous street artists such as Banksy and Keith Haring and tried to sketch in the style of street artists.  We are in the process of creating our own street art piece which will be framed and displayed in an exhibition in our school hall.  Our creations are top secret though so look out for photographs when the exhibition takes place!   

Autumn 2


Our enquiry question was: ‘Why do some earthquakes cause more damage than others?’ We have worked through our forth ancillary question which was ‘Why don’t the largest earthquakes always cause the most death and destruction?’ The children have had the opportunity to understand through explanation and reaching conclusions why the most powerful earthquakes in the world do not necessarily cause the most deaths and destruction. They looked at Haiti and Chile.  Even though the two countries experienced earthquakes of the same magnitude, the damage caused was different.  The children looked at a range of sources and discussed the reasons why.  They reached the conclusion that as Haiti is a much poorer country than Chile, the devastation and destruction was far worse.  This was due to many factors such as a poorer rescue care system, the houses being built much closer together and lack of earthquake proof buildings.  This was shown through a comparison table and a poster.  Our fifth and final ancillary question was ‘Why do most volcanoes happen in the same places as earthquakes?’ The children have had the opportunity to identify, describe and explain the causes of volcanoes.  The children compared the location of earthquakes and volcanoes in New Zealand on a variety of maps.  The children also watched video clips about volcano formation and produced a storyboard to show the six stages in the formation of a volcano.  



Our enquiry question was: ‘How did the lives of Britons change during the Stone Age?’ We have worked through our forth ancillary question which was ‘Why did Stone Age Britons spend most of their time living in camps rather than in caves?’ The children described the likely features of Stone Age summer and winter camps in Britain and offered reasons and explained why they were required. Our fifth ancillary question was ‘Why was the Red Lady of Paviland so important?’ The children have had the opportunity to recognise, describe and compare and contrast the difference between historical facts and historical supposition. Our sixth and final ancillary question was ‘How were people living in Britain at the end of the Stone Age compared with the beginning?’ The children have identified, described, compared and contrasted and explained some of the important ways in which life for Ancient Britons changed during The Stone Age. All of our lessons included either discussion, analysing a range of sources and showing our thoughts and ideas through pictures and writing. 



Our enquiry was the British artist Howard Hodgkin. We have created texture through printing.  We created our own pieces of art in the style of Howard Hodgkin.  We used printing to create the colourful background and then sketched our own cave drawings on top in brown as a link to our Stone Age topic in History.


This half term we have continued with our topic of Addition and Subtraction.  We have spent a long time using the CPA approach (Concrete, Pictorial, Abstract) We looked at addition and subtraction in many ways to make it more meaningful, including using Base 10, place value grids and then moving onto column addition and subtraction.  Also this half term, The Problem Solving Company came into school to help us develop our investigative and team building skills.  In groups, we had to work on three activities.  One activity was to build a cube out of softplay material (it was difficult!)  Another activity was to use various shapes to cover an area. The final activity was to make various sized rectangles out of shapes.  We really enjoyed the activities, but we wouldn’t have been able to complete them without working together as a team.



This half term, we have been learning about Fables.  We spent time reading various fables and identified their features such as: they have a moral, they have animal characters with human characteristics, there is a problem and a solution, they have a familiar opening sentence etc.  We spent time during this unit learning how to use inverted commas for speech.  Before writing our own fable, we created a story map and acted it out.  We then used this to help us plan and write our own fables. 



This half term, we have looked at a range of earthquake proof buildings and discovered their features.  We looked at various structures to strengthen a building such as cross bracing.  We then designed our own earthquake proof building.  It had to be at least 30cm tall and able to withstand at least ten seconds of shaking.  We also had to think about the materials we would use and if we would like to include features such as a sprinkler system and window shutters if it were possible.  After designing, we then made our earthquake proof buildings and tested them.  We then spent time evaluating our buildings. 


This half term, we have continued with our topic of Rocks and Soils.  We learned about the paleontologist Mary Anning and wrote a diary entry about an event in her life.  We also went outside to Foundation’s garden and looked at soil.  We had a think about what soil might be made from.  When we were back in class, we then discussed with our partners what we thought makes up soil and why.  We found that soil is composed of different things and described the four processes of soil formation.


This half term, we have continued to work on our throwing and catching skills.  We have continued to improve our chest pass, overarm throw and underarm throw as well as thinking about how we need to stand.  As well as this, we have been developing our team building skills. 

Liverpool World Museum Trip

We travelled to Liverpool World Museum to continue with our History topic about the Stone Age.  We took part in a workshop which travelled through time from the Stone Age to the Bronze Age and then onto the Iron Age. We took part in many activities including looking at artefacts with our peers and discussing their purpose.  We also had the opportunity to wear helmets and hold swords that would have been used in battle.  Some of us had the opportunity to wear slippers from the Stone Age and chain mail that would have been worn in battle in the Iron Age.


Autumn 1


This half term our topic has been a novel as a theme.  We have read the story ‘Stig of the Dump’ by Clive King as it links to our Stone Age History topic. We immersed ourselves in the text and identified the features and language used.  We spent a lot of time learning about how to use a wide range of adjectives, verbs and adverbs and how these can improve our writing. After writing character and setting descriptions from the story, we wrote descriptions about our own characters and settings for our own stories which we have written in the style of Stig of the Dump.  In addition to this, we created and performed a story map of the story.



Library Trip:

To further encourage us to read, we visited Burnley Central Library.  We had an enjoyable afternoon being shown around and one of the librarians read a story to us before we left.  We were amazed to see so many books.  It was a great opportunity to spend time enjoying books with our friends and the adults that work with us.  We were also shown around the basement where there is a hologram of a witch telling a story linked to Halloween.  At the moment, there is a Harry Potter theme on the first floor of the library.  It was mind blowing seeing all the resources linked to the books.  Finally, we were given the opportunity to explore the Lego themed gaming room.  It has pods where you can play video games and there a regular Lego clubs which happen.    



This half term, we have spent the majority of our time learning about Place Value.  We have been using the CPA approach in our lessons.  This includes us selecting the equipment that we think will be most useful to help us.  We have also developed our reasoning skills and continued to practise our times tables using Tackling Tables.  We have just started our next topic, Addition and Subtraction, which we will continue after the half term break. 



Our enquiry is: Why do some earthquakes cause more damage than others? We have worked through our first ancillary question which was ‘Why won’t Paula and Richard forget 22 February 2011?’ We have had opportunities through the application and analysis of a wide range of geographical skills and resources to locate and describe the effects of the Christchurch earthquake of 2011 from a range of sources.  This was carried out through discussion and using a world map to locate the continents and oceans of the world.  Our second ancillary question was ‘Who left their footprints on the beach and what were they doing there?’ We have had the opportunity to observe and record the distribution of earthquakes in New Zealand over the past two hundred years.  This has included interpreting data about the magnitude of earthquakes in New Zealand over a period of time and locating the earthquake’s epicentres on a map.  Our third ancillary question was ‘Why does New Zealand have so many earthquakes?’  We identified, described and explained the causes of earthquakes.



Our enquiry is: How did the lives of Britons change during the Stone Age? We have worked through our first ancillary question which was ‘How do people often imagine the Stone Age to be like?’ We have had opportunities through the application and analysis of a wide range of historical skills and resources to describe the ways of life which are typically associated with the Stone Age period of history and identify and give reasons for those which are likely to be accurate and those that are anachronisms (simply could not have occurred then) Our second ancillary question was ‘Who left their footprints on the beach and what were they doing there?’ We have had the opportunity to recognise that the Stone Age in Britain is a period of prehistory which began when the first modern humans arrived in Britain and ended with the beginning of the Bronze Age.  We have also used primary and secondary sources to describe and suggest reasons for the presence of a small family group of people from the Old Stone Age on a beach in Norfolk and compare and contrast this with how most people use beaches today. Our third ancillary question was ‘What clues help archaeologists reconstruct how people might have lived in Stone Age Britain?’ We described and explained how archaeologists use a great variety of artefacts, including monuments, to try to understand how ancient Britons lived during the Stone Age.  This has been achieved through analysing a range of sources and artefacts and sharing our thoughts and opinions through discussion with each other. 



Our Science topic this half term is Rocks.  At the beginning of the topic we discovered the different types of rocks and their properties.  We also learned about how the types of rocks – igneous, sedimentary and metamorphic are formed.  We then investigated whether different rocks were permeable, durable and had a high density.  We then moved onto looking at fossils.  We learned about how fossils are formed and that palaeontologists are scientists that study rocks.  Lots of us have been finding a variety of rocks when we have been out with our families and brought them into school to share.  



This half term, we have been studying the British artist Howard Hodgkin.  His paintings mainly consist of plain colour.  We have been giving our thoughts and opinions about his paintings and experimenting with different mediums such as pencil crayon and pastel.  By the end of the topic, we aim to create our own backgrounds in the style of Howard Hodgkin using printing and draw cave drawings on top to link with our Stone Age topic in History. 



In P.E. we have been developing our interception skills.  We have been learning how to chest pass the ball and bounce pass the ball.  We understand that the ball needs to travel from our chest and how to make the letter ‘W’ with our hands on the ball to pass it.  To practise using the chest and bounce pass, we have played a variety of team games.




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