Judaism – The Passover Story (Videos)

During RE Week, Year 3 learnt all about Judaism!

One of the main celebrations that we explored was Passover.

Would you like to learn about the Passover story?

London Class’ Video

 

Tower Class’ Video

 

Year 3 – can you explain which food is traditionally served on the Seder Plate and what it symbolises?

Our own Charlie and The Chocolate Factory Characters

As we build up towards writing our own chapter of Charlie and The Chocolate Factory, we have been super creative and generated our own characters.

Our Charlie and The Chocolate Factory characters need to be flawed – just like Veruca Salt, Augustus Gloop and Mike Teevee. They need to have a terrible bad habit (or habits!) that the Factory then punishes them for.

We have had great fun creating our characters and I have to say – some of the ideas that the authors in Year 3 have are as good as Roald Dahl’s creations!

Can you describe your Charlie and The Chocolate Factory character?

Don’t forget to tell us about their name, personality, appearance and bad habits!

Discovery Learning – watercolours, Augustus Gloop and Parliament Week

This week during Discovery Learning, we have been learning all about teeth in order to advice Augustus Gloop on how he can take better care of his health. We have also been making some lovely savoury couscous salads to recommend to him.

As we find Quentin Blake’s artwork so inspiring, we have also been developing our sketching skills and watercolour painting skills to create our own work inspired by Quentin Blake.

The research centre has also be full of children exploring Roald Dahl books, finding some of his best character descriptions to help give us ideas before we start writing next week.

As it is Parliament Week, we have also be using our enquiry skills in order to find out all about parliament by working in pairs to complete a quiz,

What a lot of amazing Discovery Learning this week!

Which activity did you find the most challenging? Why?

STEAM Week – Geodesic Domes!

This week, Year 3 have become engineers! Veruka Salt has commissioned us to build some geodesic domes to protect her golden egg.

Geodesic domes were originally created by Buckminster Fuller. He discovered that creating a structure made up of lots of trianglular modules made the structure very strong and rigid.

With our engineer learning partner, we used cocktail sticks and gummy sweets to create our prototypes. We first had to measure out 35 60mm sticks and 30 54mm sticks so that we could be ready to build.

The next steps involved following Buckminster Fuller’s design to build up the dome. This was very fiddly and challenging. At so many stages we had to stop, check and redo things. Working with our engineer learning partner meant that we could support eachother, making sure that we stay positive when we get stuck and patiently persevere.

I think you’ll agree that the finished products look amazing!

Why are geodesic domes strong?

What did you find challenging when building your dome? How did you overcome that challenge?

 

The Phase 2 History Museum!

On Thursday, we opened the Phase 2 History Museum for the afternoon, showcasing lots of the wonderful learning from Year 3 and Year 4. In the Year 3 wing of the museum, children and parents could explore hieroglyphic wall art, information about Ancient Egyptian gods and goddess and see a real life Ancient Egyptian mummy! Canopic jars and artefacts were also on show, alongside scientists showcasing a Year 3 science experiment in which we mummified tomatoes to see if they would be preserved.

What was your favourite part of the museum?

What did you learn about the Romans in the Year 4 wing of the museum?

Reports on Ancient Egyptian Gods and Goddesses!

This week, Year 3 have been busy writing reports about Ancient Egyptian Gods and Goddesses! We want to make sure that our Museum day on Thursday is full of interesting information for parents to read.

One of the goddesses that we have been writing about is the goddess Isis.

Can anyone explain Isis’ backstory? Remember to use fronted adverbials and adjectives.