Year 3

Home Learning Pack Overview:

Hello Year 3. Please find attached your new learning pack. Every task included can be done in your Exercise book and we have worked to give as much guidance as possible. If you have any queries, check Weduc as we will be messaging weekly to check everyone is safe, well and able to understand the work set. Please message back and let us know.

Handwriting: Based on your Nelson work, remember your joins and letter sizes. Specific focus:

Practising spacing letters consistently: ew Spelling: Key sheets based on key Year 3/4 words, and the suffix –ian.

Reading: Your comprehensions are based upon your reading level and use a range of V.I.P.E.R.S skills

and techniques. In addition, we have included access to some fantastic E-books which we encourage you

to read.

English: Based on your our summer theme ‘The Legacy of Ancient Rome’, we are looking at following and

writing instructions. The children will write their own instructions of how to become a Roman Gladiator!

Maths: The following maths contains activities for money and multiplication and division. WhiteRose

and BBC Bitesize are working together to release maths based on the same subject areas so tasks to

be completed are taken from both of these. From week 4 onwards, WhiteRose no longer publish the

activity sheet to go along with the video lesson, however these will be found in this pack.

Time’s tables: Multiplication and/or division practice for the 3, 4 and 8 times tables.

Humanities: Our summer theme is ‘The Legacy of Ancient Rome’. In this pack you will continue to

develop your knowledge learning about more important historical figures and the influence of Romans

on British life.

Science: The Science continues with our theme: Plants. This learning is a continuation of the activities

the children completed in the last pack. The activities include research and practical investigations

for the children to try.

Helpful links: Please visit our website or click on the links if you would like any further activities.

Handwriting

Remember, the ending that

sounds like shun that goes

at the end of words can be

spelt in different ways…

Spelling

Your spelling focus will be the suffix –ian.

Complete three tasks based upon this:

Dots and Dashes

Word Changers

If the root word

ends in c, we just add

–ian to create a noun

Choose the Right Word

Practice these spellings every day – get your adult to test you

at the end of the week:

Choose 3 words that you are unsure of their meaning.

Write the definition and then use the word in a sentence:

1.

Definition: _____________________________________________________

_____________________________________________________________

_____________________________________________________________

Sentence: _____________________________________________________

_____________________________________________________________

_____________________________________________________________

2.

Definition: _____________________________________________________

_____________________________________________________________

_____________________________________________________________

Sentence: _____________________________________________________

_____________________________________________________________

_____________________________________________________________

3.

Definition: _____________________________________________________

_____________________________________________________________

_____________________________________________________________

Sentence: _____________________________________________________

_____________________________________________________________

_____________________________________________________________

Practice these spellings every day – get your adult to test you

at the end of the week:

Choose 3 words that you are unsure of their meaning.

Write the definition and then use the word in a sentence:

1.

Definition: _____________________________________________________

_____________________________________________________________

_____________________________________________________________

Sentence: _____________________________________________________

_____________________________________________________________

_____________________________________________________________

2.

Definition: _____________________________________________________

_____________________________________________________________

_____________________________________________________________

Sentence: _____________________________________________________

_____________________________________________________________

_____________________________________________________________

3.

Definition: _____________________________________________________

_____________________________________________________________

_____________________________________________________________

Sentence: _____________________________________________________

_____________________________________________________________

_____________________________________________________________

Reading

Please find attached below 2 comprehensions provided for your child. These include

questions using a range of V.I.P.E.R.S skills and techniques, which your child is

accustomed to using.

We have included a selection of comprehensions to choose from, based upon the

children’s reading-book level:

Stage 1 is aimed at children reading Light Blue, Green, Orange and Turquoise

level books.

Stage 2 is aimed at children reading Purple, Gold and White level books.

Stage 3 is aimed at children reading Lime and Brown level books.

Stage 4 is aimed at children reading Grey level books.

If your children would like a challenge, they can always try the next stage up 😊

Remember to use your V.I.P.E.R.S. symbols to help you:

V

I

S

P

E

R

In addition to this, we have provided 2 simple links to ensure your child can access a

variety of books.

A fantastic selection of online books available to read, organised by genre.

https://readon.myon.co.uk/library/browse.html (a simple click, no registration

required)

http://www.oxfordowl.co.uk

How can I access it?

Click on https://www.oxfordowl.co.uk/

Click on “Join us” and fill out the free registration form. It is completely free! Make

sure you click “parent”.

Then, check you email and click on the link to confirm the free account.

Now, when you log onto https://www.oxfordowl.co.uk/ , you will see the picture linked

to this post. Click on this.

Then, click on the pink button “browse eBooks”.

The next page shows you a list of colour books bands on the right hand side. Look at

the books your child took home most recently to find the colour they need. Click on

that.

Now, you should see a number of book covers. Each can be clicked on to read like a

normal book! Remember it is good for your child to read each book several times to

gain fluency and familiarity and for older children developing fluency, re-reading

particular pages and or chapters.

English

Over the next two weeks, you will practice using the

grammar and punctuation skills which are features of

Instructions. You will follow instructions to make a Roman

road and write your own instructions of how to become a

Roman Gladiator!

Day 1 Using and following verbal instructions.

Day

2 Using prepositions to add detail to instructions.

Day

3 Read and follow written instructions.

Day

4 Identifying the features of instruction texts.

Day

5 Identifying and using a range of imperative verbs.

Day

6 Research – find out as much as you can about what Roman gladiators did.

Day

7

Mind map the steps needed to become a gladiator.

Plan your instructions.

Day

8 Draft the first version of your instructions. Make sure you use your plan.

Day

9

Review your work. Begin by checking you have included all aspects of your

success criteria. Then, move on to check your use of capital letters to start

a sentence and for proper nouns (names of places, people etc.) and your

punctuation. Finally check your spelling.

Day

10 Check through your work once more before you publish it.

Day 1

Think of all of the different uses of instructions. How

many can you think of? Talk to someone else at home –

make a list of as many as you can.

Activity 1:

1. Choose one of the cards below. Give someone else at home instructions of how to

draw the image on the card. DO NOT let them see the card.

2. Compare what they have drawn with what it should look like. Were they able to

accurately draw the image?

3. Have another try – this time, make sure you are really precise about what you want

them to do, but do not use too many words – it will confuse them!

e.g. ‘draw a small circle in the top left corner’ is more effective than ‘draw a circle’.

4. Take it in turns to give instructions while the other person draws. How can you

make it most effective? What type of language are you using?

Activity 2:

Look at this diagram of how Roman roads were

built. Starting by digging a ditch and then laying

down the four layers. Give verbal instructions

to someone at home on how to build a Roman

road. Remember to use precise details and not

use too many words.

What makes good

instructions?

Day 2

Use as many of these

prepositions as you can in

sentences – you can do this

verbally or written (5 minutes).

What do you think the five main stages of

building a Roman road are?

Do you think it is important to give

instructions in the right order? Why?

Activity:

Write instructions of how to build a Roman

road. One sentence for each stage is fine.

Make sure your instructions are in order.

Try to use a different preposition in each

instruction.

1. ______________________________________________________________

______________________________________________________________

2. ______________________________________________________________

______________________________________________________________

3. ______________________________________________________________

______________________________________________________________

4. ______________________________________________________________

______________________________________________________________

5. ______________________________________________________________

______________________________________________________________

Prepositions are really useful

words for giving detail about where

or when something should happen.

Time

Prepositions

Place

Prepositions

Day 3

Watch this video: https://www.bbc.co.uk/bitesize/topics/z2yycdm/articles/zws9tv4

Today, you are going to follow a set of

written instructions. There are two sets

of instructions below to choose from:

What do you think are

the most important

features of instructions?

How to make a Roman Helmet

You will need

Balloons, newspaper, wallpaper paste, paints

(white, brown, black, grey, metallic colours),

red wool, crayons, cold tea/coffee, matches

What to do

Blow a balloon up to bigger than your head – use string to

measure if necessary.

Use a permanent marker to draw the shape of the helmet on

the balloon.

Cut/tear newspaper into strips (approx 4x15cm).

Mix wallpaper paste and water to make thick gloopy solution.

Stick strips to balloon by soaking them in the paste. Try to

stay to the drawn shape, make sure the helmet is completely

covered and thick all over to stay strong.

Add details such as ridges, etc, by using smaller pieces of

paper, scrunching, making balls, etc, and sticking on.

Leave to dry.

Decorating

Check helmet fits and cut edges to neaten it – try it again to

ensure it still fits.

Paint the helmet white and let dry.

Use paints to mix appropriate overall colour – use browns,

greys, and metallic paints. Paint helmet. When paint is dry add marks, scratches and details using

black paints, crayons.

Paint with cold tea/coffee solution to age.

Can rub with metallic crayon to add shine and warn look.

Adult can singe edges using matches to give it battered look.

Which features of good

instructions helped you to clearly

know what to do today?

Day 4

Look at these text features – which do you think are features of good instructions

and which are not? ** Answers at the end of the English section **

Activity:

Look at the instructions from yesterday. Can you spot some of these features there?

Use coloured crayons and a key to label all of the good instruction features.

Key

Day 5

Read through the slides to remind yourself about imperative verbs:

List as many

imperative verbs

as you can that

you could use in

these sentences.

Day 6

Next week, you will be writing instructions for becoming Roman gladiator champions!

Today, you need to find out as much as you can about what Roman gladiators did.

Activity 1:

Go to: https://www.salariya.com/web_books/gladiator/introduction/pages/intro.html

Read the first four pages of the gladiator section: ‘Your fate awaits!’, ‘Gotcha’, ‘Sold!’

and ‘Oh no!’

Make two lists:

1. Any technical vocabulary relating to the gladiator’s clothes and weapons.

2. All the things that gladiators did, remembering to start each one with an

imperative verb – underline the imperative verb in each sentence.

(E.g. Exercise every day. Practice with your wooden sword.)

Activity 2

Create a word bank of adverbs to match your actions

Challenge: put these into some sentences you could use in your instructions (e.g.

Carefully carve a sharp point on your sword. Diligently practice your close combat.)

Day 7

Look at these example instructions of how to become a Roman gladiator.

Find the prepositions, technical vocabulary and useful details (10 minutes).

‘Do not cover up your eyes’

This is a ‘negative command’

– something the reader is

instructed not to do!

Activity 1

Think about how a normal person would become a gladiator champion. Be as

imaginative as you can. Create a simple mind map to develop your ideas (similar to

below). Don’t forget to include the technical vocabulary from yesterday’s list.

Think about all the steps that you might have to take, such as: going to gladiator

school, building muscle strength and training with a wooden sword.

Which skills would you need to develop in order to defeat other stronger

gladiators and becoming the best fighter?

What equipment would you need to acquire?

In what order would these things need to happen?

Activity 2:

Use the ideas you generated in your mind map to help you plan your own instructions

about how to become a Roman gladiator champion.

Look back at what you have already done, as you may be able to re-use some of the

prepositions, imperative verbs and technical vocabulary in your plan.

How to become a

Roman gladiator

champion.

Instructions Plan

Title What You Need

Draw/ Write each step of your instructions

Useful words and phrases

Day 8

Read through these instructions again.

Today, you will be using your plan to write

your own instructions about how to become

a Roman gladiator champion.

You need to ensure you use your plan, and

include all of the skills we have been

working on.

Success Criteria:

A clear title

Sub headings: ‘You will need’ and ‘What to do’

A range of different imperative verbs

Prepositions of time and place

Helpful details

Technical vocabulary

Adverbs

2nd person (you, your)

Present tense

Year 3/4 spellings

A picture/ diagram

Challenge: can you

incorporate negative

instructions in your

writing?

Day 9

Begin reviewing your work:

Begin by checking you have included all aspects of your success criteria.

Next, check your use of capital letters to start a sentence and for proper

nouns (names of places, people etc.)

Check your punctuation.

Check you have used powerful descriptive language – can you improve it with a

thesaurus?

Finally check your spelling. Have you included some y3/ 4 spellings?

***************************************************************************

Day 10

Check through your work once more before you publish it.

Decide how you would like to publish it – by hand or on a computer?

Remember to take your time to get it right. If you are doing it by hand, use your best

handwriting.

ANSWERS

Day 4

White Rose Maths

Please follow the below link (also available on our website) using your computer, tablet

or phone to access the White Rose daily lessons. We are looking at weeks 3 and 4

which focus on money and multiplication and division. You will find tasks to accompany

the lessons in this pack – WhiteRose are no longer releasing worksheets on the site

from week 4 onwards. If you have missed any previous learning, all of them are

available here.

https://whiterosemaths.com/homelearning/year-3/

Follow the link below to access the bbc bitesize activities:

https://www.bbc.co.uk/bitesize/tags/zmyxxyc/year-3-and-p4-lessons

Lesson 1

Lesson 2

Lesson 3

Lesson 4

Lesson 6

Lesson 7

Lesson 8

Lesson 9

Humanities

Our summer theme is ‘The Legacy of Ancient Rome’.

Carry out the following tasks in you home learning exercise book.

Activity 1 – Take part in a Roman Banquet

Activity 2 – Roman Menu

Use the following link to find out about the food and drink that the Romans

introduced to Britain. See if you can create a tasty menu using a variety of these

foods.

Activity 3 – Fact file

Create a fact file using all the knowledge you have developed about Roman Britain.

Try to include:

- Important people

- Important places

- New technology/inventions

- Roman soldiers

Activity 4 – Create a mosaic/design a shield for a Roman Soldier

Time to get creative! Choose between creating a Roman mosaic or designing a shield

for a Roman Soldier. You may want to draw, paint, collage or build using cardboard….it

is up to you. Use these images for inspiration.

Science

Lesson 1: To know how water is transported in plants.

** This will need to be completed in stages over several days.

You will need:

2 sticks of celery

2 white flowers

Red and blue food colouring

1. Fill 2 glasses with water.

2. Add red food colouring to both glasses

3. Cut the end of a piece of celery and a white flower.

4. Place the cut end into each glass.

5. Leave for 2 days.

After 2 days:

Cut the celery stem into cross sections. What has happened?

How has the white flower changed?

A scientist said:

Do you think the statement is true or false? Why?

How could we find out?

You are going to do an experiment to see how water is transported in plants.

1. Fill 4 glasses with water.

2. Add red food colouring to 2 glasses and blue food

colouring to the other 2 glasses.

3. Divide the stem lengthways of a piece of celery and a

white flower.

4. Place one side into blue and the other side into red.

5. Leave for 2 days before completing the below

** There will be a better result if the flowers are left in a warm, sunny spot.

Key Vocabulary:

Root, stem, petals, trunk,

predict, water, nutrients,

explanation

“Water goes up the left of the stem to the

left-hand side of the plant, and the right of

the stem to the right-hand side of the plant.”

Activity 1: Prediction

Draw a labelled diagram to show what you think will happen to the flower and the

celery.

Explain what this shows about the transport of water in plants. It should include a

cross section of the celery.

Why do you think this will happen?

Leave for 2 days or until you can see visible changes.

What has happened?

Was your prediction correct?

Cut slices of the celery above and below the split so that you can see where the

different colours are.

Take photos or draw pictures of what you can see.

What is the same? Annotate your photos/ pictures.

What is different? Annotate your photos/ pictures.

If you need some help to understand how this has worked, watch this video:

https://www.youtube.com/watch?v=Rz7zmSIvrtA

Activity 2: Present your findings

Choose how you will present what you have learned about ‘Why plants need stems’.

A page for a website

To include:

Labelled photographs

Descriptions of the functions of the

stem

A summary of what you found out

about stems from your investigation.

A Poster

To include:

Labelled drawings or photographs and

diagrams

Annotations describing the functions

of the stem

A summary of what you have found

out about stems you’re your

investigations.

Think about:

Why does the root grow first?

Why does the plant not need

leaves straight away?

What does the seed need in

order to germinate?

Lesson 2: To know how to name the main stages of a

flowering plant’s life cycle.

Where did the apple come from?

How can I get more apples from it?

Will the seeds grow into an apple tree?

Will that tree produce more apples?

https://www.youtube.com/watch?v=TE6xptjgNR0U

Watch this video to remind yourself

what happens when a seed germinates.

Activity

Research the life cycle of a plant to complete the diagram.

Choose challenge 1 or challenge 2 based upon how confident you feel. Either

complete below or draw your own life cycle.

Challenge 1: Complete the life cycle of an apple tree -

write the words next to the pictures in the correct

places in the sequence.

growth pollination

seed dispersal flowering

germination seed formation

Key Vocabulary:

Seed, germination, seedling,

growth, mature plant, flowering,

pollination, seed formation, fruit

Challenge 2: Sequence and complete the life cycle of a runner bean

Where would you put the label ‘fruit’?

Cut out the words and pictures below, following the dotted lines. Stick the pictures in

the correct place in the cycle. Use the words to label the pictures and the arrows to

show what happens at each stage of the cycle.

Where can I learn more?

In addition to your learning packs, there are many more opportunities to learn. Not

only is the website full of code breakers, fluency work, challenges and other material,

there are also links below for Bitesize and Oak Academy, both of which provide a

wide range of home learning opportunities.

What if my child needs support?

If your child requires further support, look out for our weekly contact message.

Teachers are able to access messages via Weduc and may be able to provide useful

guidance on a particular task, on grammar and much more.

Can I share the work we do at home?

There are options on Weduc to upload pictures in our Home Learning section

(accessed via the website, not the application) and this means you can easily share

anything your child may be proud of during this time.

https://www.bbc.co.uk/bitesize

https://www.thenational.academy/

Helpful links

BBC Bitesize Learning

https://www.bbc.co.uk/bitesize/primary

Websites and Applications: Maths and Science

www.topmarks.co.uk

www.dragonbox.com

https://apps.apple.com/gb/app/bee-bot/id500131635

www.bbc.co.uk/cbeebies/shows/numberblocks

www.explorify.wellcome.ac.uk

www.ictgames.co.uk

www.prodigygame.com

Websites and Applications: Mindfulness and Keeping Active

https://app.smilingmind.com.au/

www.youtube.com/user/CosmicKidsYoga

www.bbc.co.uk/teach/supermovers

www.plprimarystars.com

www.bbc.co.uk/newsround

Theme:

https://www.bbc.co.uk/bitesize/topics/zwmpfg8/articles/zqbnfg8