GLF Schools

GLF Schools

GLF Schools was founded in 2012 in order to enable the federation of Glyn School (an academy in 2011) and Danetree Junior School. Together, we began our journey to become a MAT of more than 1000 talented staff working with over 10,000 children in 40 schools across 5 regions in southern England.

Year 3 - Valentina Class and Obama Class

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Valentina Class

Class teachers: Ms Bailey

Learning Assistants: Miss Iarova, Mrs Freitag and Mrs Ray

Obama Class

Class teacher: Miss Loveless

Learning Assistants: Mrs Blakeman and Mrs Hamonda


This term:


This term our STEAM focus is Music and Science and we will be answering the question ‘Can I explore cultures and celebrations from around the world?’ We will be exploring different cultures across Europe.  This will involve exploring food, following recipes, and making pizzas – this will be the Design and Technology part of our project. There will be an opportunity for children to bring food from their own culture to school for the class to learn about. This will sit alongside our Science learning, which will include: 

  • Animals, unlike plants which can make their own food, need to eat in order to get the nutrients they need.  

  • Food contains a range of different nutrients –carbohydrates (including sugars), protein, vitamins, minerals, fats, sugars, water –and fibre that are needed by the body to stay healthy.  

  • A piece of food will often provide a range of nutrients. 

  • Humans, and some other animals, have skeletons and muscles which help them move and provide protection and support. 

Music will be a big part of our curriculum. We will be learning about the following aspects of Music: 

  • how to find and demonstrate the pulse. 

  • the difference between pulse and rhythm. 

  • how pulse, rhythm and pitch work together to create a song. 

  • that every piece of music has a pulse/steady beat. 

  • the difference between a musical question and an answer. 

This will be linked closely to our Geography learning about Europe. Our learning will include: 

  • Europe borders onto the Arctic Ocean in the North, the Atlantic Ocean in the west and the Mediterranean Sea in the South 

  • There are 50 countries in Europe with a total of more than 742 million people living on the continent. About 10% of the world's population lives in Europe. Europe is the continent with the highest population density, which means on the European continent live the biggest number of people per square kilometre or square mile. 

  • Of these 50 countries only 44 have their capital city on the European continent! 

  • Europe is a huge area of land. Europe is 3.931 million square miles. Since it's such a huge area, it's also similarly varied in climate: there are at least eight distinct climates in Europe. 

  • Vatican City is the smallest country not only in Europe, but also in the world.  

  • Highest mountain: Mount Elbrus in Russia (5642 m/ 18510 ft) is the highest mountain in Europe. 

  • Longest river: The Volga River in Russia is Europe's longest river. It is 3692 km/ 2295 miles long. 

  • Most important commercial waterway: Danube. The river that flows through ten countries is the second longest river in Europe with 2860 km/ 1777 miles. 

  • About 39% of the land area in Europe is grassland or used for growing crops.  

We will focus our learning on the geography and culture of Italy, Poland, and Spain.  


A third-person narrative - Characterisation will be key in the narrative and children will spend some time examining how characters are developed through a range of texts. This will build on description of creatures and the settings, as well as using the other writing tools the children have already been taught, such as the use of direct speech and conjunctions. This unit will extend the children’s creative and expressive writing by including some tension in their stories and how to write surprises effectively. 

Advanced Instructional Writing - This unit will continue to build on the work completed in Term 5, when children learned to select precise and appropriate vocabulary. We will consolidate our knowledge of different types of adverbials so that we learn how to make deliberate choices according to the nature of the instruction. 



  • how to add and subtract fractions with the same denominator 

  • that addition and subtraction of fractions are inverse operations, just as they are for whole numbers 

  • how to subtract fractions from a whole by first converting the whole to a fraction 

Parallel and perpendicular lines 

  • How to use the vocabulary of parallel and perpendicular 

  • How to recognise parallel and perpendicular lines in real-life and pictorial contexts 

Right Angles 

  • That perpendicular lines make a right angle 

  • How to recognise right angles in a range of contexts 

  • That a right angle is equal to a quarter turn and is expressed as 90 degrees of a circle 


Programming – Events and Actions 

  • explain how a sprite moves in an existing project 

  • create a program to move a sprite in four directions 

  • adapt a program to a new context 

  • develop my program by adding features 

  • identify and fix bugs in a program 

  • design and create a maze-based challenge 


Media literacy and digital resilience. Pupils learn: 

  • to recognise ways in which the internet and social media can be used both positively and negatively 

  • some of the repercussions of irresponsible use of social media 

  • that connected devices can share information 

Economic wellbeing: Money. Pupils learn: 

  • about the different ways to pay for things and the choices people have about this 

  • to recognise that people make spending decisions based on priorities, needs and wants 

Aspirations, work, and career. Pupils learn: 

  • to recognise positive things about themselves and their achievements; set goals to help achieve personal outcomes 

  • about some of the skills that will help them in their future careers e.g. teamwork, communication and negotiation 

  • that there is a broad range of different jobs/careers that people can have; that people often have more than one career/type of job during their life 

  • the different ways people measure success, e.g. money, impact, product, creativity, happiness 


We will continue our weekly ukulele lessons, culminating in our concert at 2:30pm on Thursday 7th July in the school hall (please see separate letter posted on Class Dojo). 

We will include some Music in our STEAM project – please see above objectives. 



  • How to count 11-31 

  • How to say the days of the week and months of the year 

  • How to say the date of our birthday and use it in a sentence with correct grammar 

  • How to say each day’s date and how to use this in discussion about French festivals 

  • Begin to understand the simple past tense and future tense 



  • We will be expanding our skills to include long jump, vertical high jump, and triple jump. 

Performance Skills 

  • This will be linked to our STEAM topic of celebrations, music, and dance from other cultures. 


This term we will explore how religious beliefs are represented by practices and customs. Pupils will: 

  • explain how beliefs affects what Muslims eat 

  • explain how beliefs affects what Sikhs eat 

  • explain how beliefs affects what Jewish people eat