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.

Our Schools

Year 3 - Valentina Class and Obama Class

Valentina Tereshkova | Wiki | LGBT+ Amino250 President Barack Obama ideas | obama, barack obama, barack

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:

In Year 3, we deliver the National Curriculum as well as following the whole school STEAM curriculum.

STEAM

This term our STEAM focus is engineering and we will be answering the question is ‘Can I design and construct a product using my knowledge and understanding of the engineering process?’

We will be using our knowledge and skills to design and build a bridge based on one of the 6 types of bridges that spans a gap and holds a load. Keep an eye on Class Dojo as we may need some junk modelling supplies – we'll let you know!

Our curriculum focus disciplines are Geography, History, and Design & Technology.

Children will be learning:

  • Different bridges are used for different reasons, for example it can be determined by how far the bridge needs to stretch. A very short span (over a small river, road, or rail track) could merit just a low-cost beam or truss; suspension and cable-stayed bridges will generally be unnecessarily complex and expensive; and arched bridges are built much less often than they were in the Middle Ages, partly because other types of bridges use the available space more efficiently.
  • The four main materials used for bridges have been wood, stone, iron, and concrete.
  • Iron has had the greatest effect on modern bridges because it can be used to make steel; steel can then be used to reinforce concrete.
  • The exact location of a bridge is carefully chosen to simplify construction, reduce cost, and ensure the bridge is strong and durable.
  • There are six basic bridge forms: the beam, the truss, the arch, the suspension, the cantilever, and the cable-stay.
  • Explore the basic bridge forms by learning about famous bridges: Millau Bridge(cable-stayed), Clifton Suspension Bridge(suspension),Si-o-se Pol(arch), Forth Bridge(cantilever),Donghai Bridge (beam), Ikitsuki Bridge (truss).
  • When bridges collapse, it is always because they are unable to balance the forces (pushes and pulls) acting on them.
  • Engineers can protect against bridge failure by building in a factor of safety—designing them so they can cope with forces several times larger than they're ever likely to encounter.
  • To create prototypes of their chosen bridge design individually from junk modelling equipment.
  • use research and develop design criteria to inform the design of innovative, functional, appealing products that are fit for purpose, aimed at particular individuals or groups
  • To generate, develop, model and communicate their ideas through discussion, annotated sketches, cross-sectional and exploded diagrams, prototypes, pattern pieces and computer-aided design.

 

Our topic will include some PSHE learning, such as:

  • If bridges are damaged, we need to report it to the police. All railway bridges have a sign with the location of the bridge and a telephone number to call.
  • Bridges help us to be safe because they often cross hazards that we could not otherwise get around (roads, railway lines, rivers, canals, steep valleys). We should stay away from the edge of bridges whenever possible and be aware of our surroundings to help us stay safe.
  • Jumping from bridges into water can be dangerous.

English

Children will be writing a section of a narrative and building on the skills of:

  • Identifying and writing in the first person
  • Using adjectives to modify nouns
  • Writing expanded noun phrases
  • Using conjunctions
  • Sustaining a mood and atmosphere throughout a narrative.

 

Children will then be performing poetry on a theme and working on the following skills:

  • Recognising the theme of a poem
  • Using pace and intonation to convey meaning in performing a poem
  • Using volume and expression to convey meaning in performing a poem

Maths

Securing mental strategies and calculations up to 999

  • This includes completing addition and subtraction calculations using known number facts and prior knowledge to limit the amount of actual working out required. For example, to calculate 52 + 37, we can use our knowledge that 5 + 3 = 8 to work out that 50 + 30 = 80, and 2 + 7 = 9 so the answer is 89.

Multiplication and division (2, 4 and 8)

  • Children will recognise connections between the 2, 4, and 8 times tables.
  • Children will use their knowledge to solve word problems, including problems with more than one step.

Column Addition

  • Children will be learning their first written method for calculating addition using the column method. Please wait until the children have had their first lesson on column addition before trying it at home so that we can make sure our language is consistent when they are practising.

7 times tables patterns

  • We will work on memorising our 7 times table by chanting the facts and seeing if we can spot any patterns. If you want to get ahead on your 7 times table, do give it a go at home!

Computing

Programming using Scratch

HRE

Relationships – families and positive relationships

Children will learn:

  • to recognise that there are different types of relationships (e.g. friendships, family relationships, romantic relationships, online relationships)
  • about marriage and civil partnership is a decision some people make as a legal declaration of commitment made by two adults who love and care for each other.
  • that a feature of positive family life is caring relationships; about the different ways in which people care for one another
  • to recognise other shared characteristics of healthy family life, including commitment, care, spending time together; being there for each other in times of difficulty
  • how to seek help or advice if family relationships are making them feel unhappy or unsafe
  • that it is important to tell someone (such as their teacher) if something about their family makes them unhappy or worried
  • about the importance of friendships; strategies for building positive friendships
  • what constitutes a positive healthy friendship (e.g. mutual respect, trust, truthfulness, loyalty, kindness, generosity, sharing interests and experiences, support with problems and difficulties); that the same principles apply to online friendships as to face-to-face relationships
  • the importance of seeking support if feeling lonely or excluded
  • to recognise what it means to ‘know someone online’ and how this differs from knowing someone face-to-face; risks of communicating online with others not known face-to-face
  • that friendships have ups and downs; strategies to resolve disputes and reconcile differences positively and safely.
  • about the impact of bullying, including offline and online, and the consequences of hurtful behaviour
  • about discrimination: what it means and what it can look like. E.g. racism, sexism, ableism, xenophobia

Music

We will continue with our ukulele lessons on a Thursday afternoon.

MFL

“Food Glorious Food”.  We will learn to name different foods, identify quantities and make polite requests.

PE

Health and fitness (circuits)

RE

This term we will:

  • explain the symbolism of the Sikh khanda 
  • explain the symbolism of the Jewish Star of David 
  • explain Humanist beliefs about the universe