Skip to content ↓

Year 3 - Lion & Tiger Class

Competition time!
The fabulous Mr Innes (of French with Mr Innes on Youtube) is hosting a Paris 2024 Olympics competition that your children might like to participate in.  The winners will have their poster shown and given a shout-out on his French videos channel https://www.youtube.com/@FrenchwithMrInnes.
If your child is interested, please find the details below in this short video clip: https://www.youtube.com/watch?v=8iIO6tXrs24
   

Welcome to Year 3

Mrs Hoppins and Mrs Larson are the class teachers in Lions and are supported by Mrs Searle.

Miss Marsh is the class teacher in Tigers and is supported by Mrs Csete.

Mrs Scholfield, Miss Broom, Miss Kozaj and Mr Collins support both classes.

Mrs Halley supports both classes too.

Teachers can be contacted on the following email addresses:

jlarson@eastoverschool.co.uk

mhoppins@eastoverschool.co.uk

jmarsh@eastoverschool.co.uk

Reading in years 3-6

At the beginning of every new school year(in Key Stage Two) your child will complete a reading assessment called 'The Star Reading Test'. STAR Reading is a computerised reading assessment.

Questions continually adjust to your child’s responses. If the child’s response is correct, the difficulty level is increased. If the child misses a question, the difficulty level is reduced. The test uses multiple-choice questions and takes approximately 20 minutes. Your child will re-test on The Star Reading Test every half term.

The Star Reading Test will give your child a ZPD (Zone of proximal development) The ZPD is the range of books that will challenge a child without causing frustration or loss of motivation. 

Your child then picks a book at his/her own level and reads it at his/her own pace. They will start at the lowest level in the range and read through the levels at their own pace. When finished, your child takes a short quiz on the computer – passing the quiz is an indication that your child has understood what has been read. 

Every time your child passes a quiz their book level will rise by 0.1. The whole process is overseen, monitored and adjusted (where necessary) by your child's class teacher and teaching assistant. 

More information can be found here: https://www.renaissance.com/2016/09/09/parents-guide-renaissance-accelerated-reader-360/

 

Parent's Guide - Accelerated Reader 360 | Renaissance

Parent's guide designed to answer common questions about Accelerated Reader. Explore questions around reading level, reading practice and quiz taking. A comprehensive look at how students use Accelerated Reader in the classroom.

www.renaissance.com

Please speak to your child's class teacher if you have any questions. 

Important Dates:

Friday 19th July - last day of term - school finishes at 1:30

Homework expectations

LKS2 – up to 30 minutes a day

Homework should be a mixture of reading, spelling practice, key words and maths (number bonds or times tables).

Please record all reading and homework in the children's homework diaries.You will find the children's logins in the diaries as well.  

Spellings:

Emile codes for students:
Learn: SY3T3AW5L
Pract: SY3T3AW5P 
Snake: SY3T3AW5S
Frog: SY3T3AW5F
Anag: SY3T3AW5A
Sail: SY3T3AW5Sa
Feast: SY3T3AW5Fe

1. answer
2. question 
3. purpose
4. therefore
5. experiment
6. heart
7. history
8. fruit
9. earth
10. island
11. material
12. science

Useful links to learning:

  • Maths Link Here you can practice your number bonds and times tables.

Curriculum

The Christingle

Thank you to the parents and families who came to join us for the Christingle on Friday. It was a lovely celebration and the children were brilliant! A special thank you to Revd. Lis and her helpers for the teas and coffee and hosting us to celebrate Christingle.

Christingle service at St. John's church

 

On Tuesday 16th March we participated in a range of activities from the Somerset Heritage Trust.

We were introduced to different rocks known as sedimentary, igneous and metamorphic. We learnt that fossils are made from rock but they show the shapes of prehistoric creatures. We loved playing bingo and making fossil rubbings!

Rocks and Fossils Workshop

Blake Museum

Year 3 are learning about a famous Bridgwater resident, Admiral Robert Blake! We took a trip to the Blake museum yesterday where they have a room of information and artefacts about him. We also explored lots of other historical and local points of interest ahead of Bridgwater week next week! More photos to follow.

Blake Museum

Yr3 wedding

The children had a wonderful time celebrating the wedding on Friday. We discovered more about a Christian wedding. Thank you to Revd. Lis and St John's for hosting us and to Mrs Searle for the delicious wedding cakes!

wedding photos

No Outsiders 

What is an outsider? 

Someone who feels left out, who feels like they don't belong and are not welcome. We want schools to be teaching that there are no outsiders because everyone is welcome. A four-year-old understands what it feels like to be left out and does not want to be left out. We need to create classroom environments where no child feels left out; every child needs to be taught that they belong.

Year 3

The Hueys are all the same but one day Rupert knits an orange jumper. This causes much consternation and Rupert is treated as an outsider until Gillespi also wears an orange jumper. Gradually the Hueys learn it's ok to be different.

This is Our House is a story where George shuts people out and gives reasons why: because they wear glasses, because they are girls, because they like tunnels. When it is pointed out to George that he has red hair and could also face discrimination, the penny drops - 'This house is for everyone!' he says.

Beegu gives children an opportunity to explore reasons why the main character, an alien crash-landed on Earth, feels like an outsider.

Some characters in the story think Beegu does not belong and choose to ostracise the alien; other characters try to make Beegu feel welcome. What would we do if Beegu visited us?

We Are All Wonders is a beautiful story about a boy with facial disfigurement who is bullied and dreams of running away.

'What would happen in our school?' the children are asked to consider.

'What would we say if we heard someone being unkind?' We talk about people choosing to be a bystander.

Stereotypes are explored in The Truth About Old People: what is a stereotype, how do we recognise a stereotype, and what can we do if we hear someone being discriminatory?