What have year 3A been up to at home?

Come see what amazing learning 3A have been doing at home.

Yoosuf’s Final Write

Yoosuf having a go at short division

Ryan doing craft activites with his brother
Reading books
Making yummy pizzas
Keeping in touch with the community with positive messages
Rose’s writing
Keeping in touch with our friends online
Luke learning his times tables in his back garden
Iqras writing

Well done!

Congratulations for completing your first week of learning at home. Well done to all your parents who have not only helped you with your home learning, but who’ve also been making the most of these precious times with you and teaching you how to be wonderful human beings. They’ve organised ingenius ways to keep you entertained whilst also trying to work form home .

We understand that the Easter break is going to be very different. Sometimes education takes on different forms and life skills are so important and often things we don’t get time to do so we have put together a grid with a few activities you may like to do.

I am going to try to teach my son how to tie his shoe laces and learn how to make me a cup of tea! I am going to try to learn how to hulahoop. Which might you do first?

I hope you have a lovely break and look forward to hearing from you after Easter and would love to see the outcomes of any activities you have done.

Working from home

Good morning, 

I hope you are all well and day 3 is going ok. Thank you for the photos you have sent in.  It has been lovely to hear all the different ways you have been learning and spending time with your families alongside the reading, writing and maths work.

Keep up all the excellent work!

Here are a few photos showing what you have been up to.


Geography – Home learning


Below are some links to support your child revising/learning content. I have also included some suggested activities below:








Paid for school subscription: https://www.oddizzi.com/schools/login/

I have put the username and password for this on your initial email.


Key learning:

Locational knowledge

  • Locate the world’s countries, using maps to focus on Europe (including the location of Russia)
  • identify the position and significance of latitude, longitude, Equator, Northern Hemisphere, Southern Hemisphere, the Tropics of Cancer and Capricorn, Arctic and Antarctic Circle, the Prime/Greenwich Meridian and time zones (including day and night)

Place knowledge

  • understand geographical similarities and differences through the study of human and physical geography of a region of the United Kingdom and a region in a European country

Human and physical geography

Describe and understand key aspects of:

  • physical geography, including: climate zones, biomes and vegetation belts, rivers, mountains, volcanoes and earthquakes, and the water cycle
  • human geography, including: types of settlement and land use, economic activity, including trade links, and the distribution of natural resources including energy, food, minerals and water

Geographical skills and fieldwork

  • use maps, atlases, globes and digital/computer mapping to locate countries and describe features studied
  • use the eight points of a compass, four and six-figure grid references, symbols and key (including the use of Ordnance Survey maps) to build their knowledge of the United Kingdom and the wider world
  • use fieldwork to observe, measure, record and present the human and physical features in the local area using a range of methods, including sketch maps, plans and graphs, and digital technologies.

Suggested activities:

Use Google Earth https://www.google.co.uk/intl/en_uk/earth/ to find interesting places around the world. Can children record their lines of longitude and latitude in degrees? Get them to use street view (click on the person) when they find significant places. What human/physical features can they see?

Get the children to explore Mapzone. It is a fun interactive site they can use, with map quizzes and tests. https://www.ordnancesurvey.co.uk/mapzone/map-skills

Use Odizzi https://www.oddizzi.com/schools/login/ (username and password in initial email) to compare the human and physical features of the UK to different countries. When they have logged in click on the ‘Country Close Up’ tab. They could create tables, fact sheets, posters etc highlighting similarities and differences. They could create a travel brochure.

Download a compass app for your phone or tablet. Children can use it to explore the direction of different things in their house/garden. They could draw a floor plan of their house/garden and label where different things are and what direction they are from say facing the front door. Example- The shed is North-East etc

Get the children to watch weather reports on TV and look online at: https://www.bbc.co.uk/weather

Search for different cities in different countries. How does the weather differ? Why do you think this is? Scroll down to watch the weather report for that region.

Explore the different time zones around the world https://www.timeanddate.com/time/map/ and discuss why this is (lines of longitude/Earth’s rotation).

Create an island map of their life so far with a key to explain key people/events. See example below

Science – Home learning

Science- Skeletons and Muscles

Below are some links to support your child revising/learning content. I have also included some suggested activities below:

Skeletons and Muscles






Key Vocabulary

Words relating to skeletons and muscles e.g. ribs, spine, skull, contract, relax, vertebrate

Features of skeletons: movement, support, protection (organs)

Words which have other meanings in other contexts e.g. relax

Animal groups: vertebrates and invertebrates, insects, minibeasts, mammals, reptiles, fish, birds, amphibians

Key Questions

  • What if humans didn’t have a skeleton?
  • Do all animals have a skeleton?
  • Which are the most important bones in our body and why?
  • Does our skeleton grow the older we get? How do we know?
  • How does our skeleton help with movement?
  • Why do we have muscles and how do they work?
  • Do we all grow at the same rate?
  • Is our body in proportion



True / False / Maybe: All animals have a skeleton. Consider how scientists found out this answer (dissection, x ray, observations of movements).


Make a model of the human skeleton (without a picture to help) using different sized ‘bone shaped’ dog biscuits laying the bones out flat on a table. Then on sticky notes, annotate with the pros and cons of your dog biscuit skeleton compared with a real skeleton. What were the dog biscuits good at representing, what were they not so good at showing? Encourage the children to ask any questions about parts of the skeleton about which they are not certain, e.g. how many rib bones do we have? Is the skull just one bone? How are the bones in a human skeleton joined together?

Sorting / Grouping / Comparing / Classifying:

Rank the 5 or 6 most important bones in the human body (add more bones for further challenge). Which are the most important and which are the least important? Explain your reasoning.

Sort animals into vertebrate and invertebrate – Produce a non fiction text about vertebrates and invertebrates, write a definition and provide examples of animals within each category. Write sub-sections of the vertebrate group – mammals, amphibians, birds, reptiles and fish. Children could use the dog biscuits to make a skeleton of an animal from one of these sections – they will need to do some research for the group they are representing