“Life starts all over again when it gets crisp in the fall.”

– F. Scott Fitzgerald


In the first half of the term Year 3 were working on place value. The learnt about 3-digit numbers up to 1000 and improved their knowledge of thousands, hundreds, tens and ones by playing games such as: roll it, draw it!



This term, in their music lessons, Year 3 were working on reading, writing and following notes. They learnt about crotchets and quavers and the difference between them in terms of the length of the notes. The children worked in pairs to write their own rhythms, using crotchets and quavers. 

Mr Johnson got out the Glockenspiels and chime bars and the children formed a class ensemble, reading the notes from the board and playing together. It was a great opportunity to use and apply what they’ve learnt so far and practise playing together. It really reinforced for the children the importance of timing and length of notes, which was needed to ensure that they were all playing the same notes at the same time!



Year 3’s first unit of RE was spent looking at the sacraments. The class started this unit off by learning about the first sacrament, Baptism. The children were lucky to be able to visit the church to act out a baptism on one of the school dolls. The children took on all of the roles bringing their learning to life. 


Design Technology

The children worked with Mrs Breakwell to investigate bags and how they are constructed, in particular ‘bendy bags’ and their purpose. They then designed, made and evaluated their own bendy bags. Lots of great opportunities to develop their sewing and construction skills.


In  Geography we took a local focus, as part of building up the children’s knowledge and understanding of place, by starting with somewhere familiar to them. In early years the children start by thinking about the school and its site and this focus then widens out as they go up the school, with the children in Year 6 focussing their local study on Worcester.

Year 3 investigated Wyre Piddle, its location in relation to Pershore, and a comparison of its human and geographical features. A vital element of this learning was a field trip, to see what it is like to be in that place and to make observations of what they found there.