Year 3 Home Learning W/C June 29th


What a difference in the weather this last week. I hope you have been able to enjoy it and haven’t been suffering from hay-fever.

Remember, if you have any comments on the work, want to send anything to me or just share work with your classmates then feel free to email me at

There is now a new way of accessing Twinkl materials. You will need to type in a pin number in order to gain access to any materials that have been posted.


I see that Joe Wicks  is only putting out video content a couple of times a week. That’s not a problem, as you can revisit any of the older sessions on his webpage.


I hope you have had a chance to access Cornerstones. I’ve used them a lot in the past and they provide good reading materials. Perhaps you could review something that you have read recently. You could also look at  Twinkl. You’ll find that they are often topical and will be differentiated. Pick the one that is most appropriate for your reading level.


I hope you managed to practise your spellings from last week. See if you can work through the spellings below. At the end of the week see if someone in the family can test you on them.

This week we will be looking at words ending in the prefix super- and a couple of words that are commonly misspelt.

  1. superhuman
  2. supermarket
  3. superman
  4. supersize
  5. superwoman
  6. superstar
  7. supernatural
  8. supervise
  9. because
  10. address


I hope you have been enjoying the White Rose Maths. Don’t forget, if you get stuck on any of it, BBC Bitesize is a good place to find help.

Video link

Lesson 1 – Draw accurately

Lesson 2 – Recognise and describe 2D shapes

Lesson 3 – Recognise and describe 3D shapes

Lesson 4 – Telling the time to 5 minutes

Year 3 Tables Tests

The times tables sheets are for 3 weeks. Just complete the second one.

The answers for the White Rose maths are too large to upload so are shown as screen grabs at the bottom of this page.


BBC Bitesize continues to have some useful activities that are usually linked to punctuation and grammar. However, some of you might like the chance to do some story writing. There are so many ways you could take your writing that I wouldn’t like to restrict you by saying you have to do it in a particular way. There are a few ideas to start you off from talk4writing but then it’s up to your fantastic imagination and creativity.


I hope you enjoyed learning about the Maya numerals, their maths system and the Dresden Codex.

This week, I would like you to learn about the childhood of the Maya and how skills were passed down from parents; draw murals of everyday life; weave simple and elaborate mats.

You will:

  • Learn about the differences between childhoods for the rich and for the poor Maya.
  • Understand that life and trade skills were passed down from parents to children and that family life was extremely important.
  • Gain an understanding of Maya life and draw scenes of everyday life on a mural.

Try carrying a large book on their heads across the living room. Have a look at the presentation on Maya daily life.

The first scene, from a market place, shows someone carrying a large vase on their head.  This is the sort of thing ordinary Maya children would be very good at. They would have helped carry water and other items on their heads from the market to their homes. Archaeologists believe that a typical Maya family would probably get up before dawn and have hot chocolate and tortillas for breakfast. The Maya family all lived together. The woman and girls ground corn for tortillas and wove clothing. The men farmed and hunted. The children helped out in the home and only went to school if they were from noble families.

Because the Maya lived together, they also learnt from each other and skills were passed down from parents to children. Can you think of a skill that you use at home that you have learnt to do from older people? Cooking breakfast? Making a cup of tea? Knitting? If not, why not?

Have a look at the second image on Maya murals, which talks about the mural found in Mexico depicting scenes from everyday Maya life. Think of a scene you might want to depict on a mural. Consider any skills or activities you do involving older members of your family. Perhaps you could use a cardboard box and draw a scene on the edge of the box and colour it in felt tip. The children would have learnt many skills from the women in the homes and one of those skills was how to weave. Look at the image on how to weave a Maya mat, and the coloured card.

If you have access to the materials, you could weave a place mat each, in the style of traditional Maya weaving.



This week, I’d like you to:

  • Make first hand observations of the development of fruits from flowers.
  • Use evidence to form theories.
  • Understand the process of how fruits develop from pollinated flowers.


  1. Consolidate knowledge on pollination by doing a sequencing puzzle in pairs.
  2. Examine plant specimens that show the development of fruits from pollinated flowers.
  3. Discuss observations, generate questions and form theories on the process.
  4. Learn how pollen grains fertilize ovules by watching a film clip and an explanatory PowerPoint.
  5. Make illustrated Zigzag books that explain the development of fruits.

I hope you enjoyed creating the flowers and bees from the last session. Last session we also learnt a lot about how bees and other creatures pollinate flowers. Let’s have a go at a sequencing puzzle to help remind us of what happens.

 Why do you think the petals shrivel and drop off once a flower has been pollinated?  “The flower is dying” or “The flower is finished.” What do you think happens next? Scientists are always asking the question “Why?” When they have a difficult question to answer, they try to gather evidence from observations. Let’s try to work out what happens after pollination by looking at different plants.

Check your answers from the PowerPoint Artful_Flowers_2

Hopefully, you can get the chance to have a close look at a plant to see what is happening. With a bit of luck you will have noticed that the pods and fruits seemed to develop and grow from the centre of the pollinated flower –directly beneath the stigma and style. Remember this is the female part of the flower. Below the stigma and style there is an ovary, and it is this that grows into a fruit. Watch Runner bean plants growing from Did you notice how the flower dies and the fruit (the runner bean pod) grows from where the flower was. Let’s discover exactly what happens. Artful_flowers_fruits

Hopefully, you’ll be able to create a zigzag book which will illustrate and explain the process by which fruits and seeds are made after flowers have been pollinated.

Stigma, style, ovary, ovules, pollination, fertilisation, fruit, pod, seeds

Runner bean plants growing from


Art ties in nicely with your topic work.


If you can, take a  look at Scratch

Explore some of the tasks to familiarise yourself with how to use the programming software.

Remember, if you want to send any of your work through to Miss Taylor or me, we would really like to see it.

Keep smiling,

Mr Chiverton:)

Maths answers

Lesson 1 – As some answers require accurate drawing you will need to ask a parent to check your work

Lesson 2

Lesson 3

Lesson 4