Yr 3 Home Learning W/C July 13th


I hope you are all well and are looking forward to the summer holidays. It all seems a little strange for those of us who haven’t been at school for a while.

I hope you enjoyed the class Zoom meeting. Unfortunately, I have a number of meetings this week, so won’t be able to hold one this week. Hopefully, you will now be meeting up again with your friends before too long.

This is also the last home learning pack. Don’t forget, that if you find some of the work a little tricky or too easy, then you can always have a go at the work on another class page that is more appropriate for you.

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


I hope you have enjoyed the work over the last few weeks. Have a good summer, and I look forward to seeing you all in September.


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.


Hopefully, you have had a chance to access Cornerstones. There is so much good material on there if you have run out of books. 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 statutory spellings from the Year 3.

  1. heart
  2. natural
  3. potatoes
  4. strength
  5. actual
  6. century
  7. exercise
  8. height
  9. naughty
  10. pressure


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.

Some of the pages this week are too large to post as an attachment.

Video link

Lesson 1 – Compare capacity

Lesson 2 – Add and subtract capacity

Lesson 3

Lesson 4

Year 3 Tables Tests

See if you can beat your time and score from previous weeks

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, I like to take the opportunity to write creatively and use my imagination. I would therefore like you to write a story around the following image.

The Mysterious Door

Question time!

What will emerge from the tiny door?

How will the boy react to seeing it emerge?

‘The Borrowers’ is a book by Mary Norton about little people called ‘Borrowers’ who borrow things from people’s houses. What do you think the difference is between borrowing and stealing? Have you ever borrowed something, but then forgotten to give it back? Is that stealing?

If we borrow every single book from a library, is that borrowing? Is it still a library?

If I ask you if I can steal your pencil case and you say yes, is that stealing?

Sentence challenge!

Can you use relative clauses to add extra information to a sentence using who, which, where, when, whose or that?

E.g. He could see the mysterious door at the bottom of the garden, which had troubled him for so long.

The young boy, who had been sitting there all morning, was delighted when the door began to open.

The tiny creature, whose eyes were the size of peas, emerged from the stone door.

The door, which___________, creaked slowly open.

Story starter!

On a quiet day, you can sometimes hear them. Every now and then, there’s be a tapping or a scraping or a rustling from behind the door. Occasionally (if you’re patient enough to sit for the whole day and watch), movement can be glimpsed through the dark windows. Once, just once, the faint sound of whispering in hushed tones was heard.

The boy had spent his entire summer holidays wishing for something to emerge from the mysterious door. He had spent yet another sunny morning hiding in the tall grass at the bottom of his garden just staring at the door, hoping to catch a glimpse of something or someone extraordinary.

The moment he had been waiting for had finally arrived…The door began to slowly creak open…


I hope got a chance to make some Maya head dresses.

This week we will:-

Discover the modern culture and struggles of the Maya people; learn about a modern Maya school and research modern Maya celebrations.

You will:

  • Understand that the Maya people are still in existence in modern culture and that Maya children go to school in some areas.
  • Organise and host a Maya celebration.

Before you start, collect together the items you have made in previous sessions. You will be preparing and hosting a Maya celebration.  Before we do this, it is important that we learn about the modern Maya so we can tell your guests facts and stories of their struggles. Search for ‘modern Maya’ on the internet and spend some time researching using the questions from the presentation on Modern Maya research questions.

Be prepared to share your research with your guests.

Try playing music, make and serve the Maya food and drink and draw glyphs and Maya images. You could make flour tortillas.

Place the woven place mats on the tables and  wear your head dresses. When the guests are ready, invite them to sit down and try the tortillas and hot chocolate.  Play the video clip of the mystic music of the Maya when appropriate.


Modern Maya struggling to cope in the modern world from bbc.co.uk
The Maya today from historymuseum.ca
Maya artists and textile workers talking about their craft and how Fairtrade has helped them from mayanhands.org
Information about the Maya, including 3d reconstructions of the different Maya temples and pyramids from maya-3d.com
Modern Maya from maya.nmai.si.edu
Mystic music of the Maya – YouTube clip


This week, you will:

  • Understand that the function of a fruit is to produce and disperse seeds.
  • Know the different ways that seeds can be dispersed.
  • Investigate wind dispersal by setting up a fair test to compare the flight of different paper spinners.


  1. Sort a variety of fruits according to observable features.
  2. List the different ways seeds are dispersed.
  3. Investigate wind dispersal by setting up fair tests to determine the best type of paper spinner.
  4. Record and report back on results.
  5. Use results to generate further questions and possible enquiries.

Fruits are simply amazing aren’t they? What questions about fruits from last session did you come up with? Hopefully some of these will relate to the huge variation between fruits, e.g. shape, texture, number of seeds, arrangement of seeds.


Although all fruits are different, there is something the same about them. What is it that they all have in common? Yes! They all have seeds. Why do plants make seeds? Yes, to make new plants (reproduce). Watch the film clip on seed dispersal. Let’s make a list of all the different ways we saw seeds being dispersed – wind (light seeds that spin, drift or glide), water (seeds that float), explosion (seeds that are flicked out from pods), animals (who will carry hooked or hairy seeds in their fur or eat fruits and carry the seeds away).

See if you can collect some seeds before trying this out.

If you have any wind dispersed seeds, e.g. sycamore, thistle down or dandelion clocks, pause at the first slide and ask chn to help by dropping these from an upstretched hand. Discuss the way they fall to the ground. Try and make a paper-copter at the same time using the instructions.

Investigation – exploring/pattern seeking/fair testing
Investigate other types of dispersal e.g. burrs and wind dispersal. Conduct a wind dispersal investigation.

Fruit, seed, parent plant, dispersal, germination, investigate, fair test, record, results

A short clip that shows some of the ways seeds are dispersed from www.bbc.co.uk


Art ties in nicely with your topic and science 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

Lesson 2

Lesson 3

Lesson 4