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Bernadette Soubirous was born in Lourdes, France to Francois and Louise Casterot who were very poor. She was the oldest of six children but was frail and often sick. On Thursday, February 11, 1859, around the time of her First Communion, Bernadette was sent with her younger sister and a friend to gather firewood. And this is the story she had to tell, which was taken from a letter she wrote:

"I had gone down one day with two other girls to the bank of the river Gave when suddenly I heard a kind of rustling sound. I turned my head toward the field by the side of the river, but the trees seemed quite still and the noise was evidently not from them. Then I looked up and caught sight of the cave where I saw a lady wearing a lovely white dress with a bright belt. On top of each of her feet was a pale yellow rose, the same colour as her rosary beads. At this I rubbed my eyes, thinking I was seeing things, and I put my hands into the fold of my dress where my rosary was. I wanted to make the sign of the cross, but for the life of me I couldn't manage it, and my hand just fell down. Then the lady made the sign of the cross herself, and at the second attempt I managed to do the same, though my hands were trembling. Then I began to say the rosary while the lady let her beads clip through her fingers, without moving her lips. When I stopped saying the Hail Mary, she immediately vanished."

The beautiful lady who appeared to Bernadette above a rosebush in the grotto of Massabielle was God's Mother, the Blessed Virgin Mary. She appeared to Bernadette eighteen times and spoke with her. She told Bernadette that she should pray for sinners and do penance. The Lady also told her to have a chapel built there in her honor. Many people did not believe Bernadette when she spoke of her vision. She had to suffer very much. But one day Our Lady told Bernadette to dig in the mud. As she did, a spring of water began to flow. The next day it continued to grow larger and larger. Many miracles happened when people began to use this water. When Bernadette was older, she became a sister. She was always very humble and did not want to be praised. She did not want to receive special treatment just because she had actually seen the Blessed Virgin. Although her own health was poor, she helped care for the sick and elderly sisters. She died in 1879 at the age of thirty-six. Her last words were: "Holy Mary, pray for me, a poor sinner."


Panto Pandomonium



Welcome to Year 3 St Bernadette's website page. 

Firstly,  I would like to wish you all a Happy New Year! Many thanks for the lovely Christmas gifts and I hope that you and the children have had a good break over the holidays.

During the forthcoming term the focus in particular is on the quality and presentation of the children’s work in all subjects.    

As you are aware, we aim to develop thinking skills at St Mary’s to assist the children in their current and future learning.  Regular reference is made during lessons to Edward De Bono’s Thinking Hats, Habits of Mind and Thinking Maps.  Ask your child to tell you about which one/s they have used in class today!

This newsletter gives details on the areas of the curriculum to be covered during the spring term. PE sessions will be on Tuesdays.   As usual, hair needs to be tied back and no earrings should be worn on P.E. days.   Please ensure that your child has a complete P.E. kit in school, with correct size plimsolls and all items clearly labelled with their name.   Please continue to send in boxes of tissues so they are always available for the children to use in class.  Many thanks to those of you who responded to this request in the autumn!


We continue to use De Bono’s Thinking Hats, Habits of Mind and a variety of Thinking Maps to develop the children’s thinking skills.  Over the coming weeks, ask your child to draw one of the thinking maps and explain how we use them or what the habit of mind is for the week!


We look forward to working in partnership with you and your child this year. Please do not hesitate to contact us if you wish to discuss anything.


We have discussed the rules that we feel will help the children to learn and work in a happy and positive environment. Additionally, the rules reflect the ethos and mission statement of St. Mary’s school. These will be displayed in our classroom. The school’s rewards and sanctions for good and bad behaviour have also been discussed with the children and displayed in the classroom.


Spellings, X Tables, Literacy, Numeracy, Mental Maths and Handwriting homework will be given every Wednesday to be handed in on Monday of the next week. Your child can hand in their homework earlier if they wish.   The purpose of the homework is to reinforce learning that has taken place in class. It is also an opportunity for you to see what your child is learning.  Each week the work will be explained and we will discuss any questions that they may have. The weekly spelling test will take place during the week to allow your child to practise the spelling pattern that they have focused on in lessons. Please ensure your child has practised and learnt their spellings during the week.  Other homework may also be given relating to either RE, Science or history if required.


Now that the children are moving into KS2, a greater emphasis will be placed on being more independent and responsible. Your child’s homework is therefore an opportunity for them to take responsibility themselves; ensuring homework is always completed and handed in on time. 




Topics to be covered this term:

Counting, partitioning and calculating

Securing number facts and understanding shape

Handling data and measures

Calculating, measuring and understanding shape

Securing number facts, relationships and calculating.

In addition:  daily multiplication tables practice and weekly mental maths test.





Myths and Legends

Adventure Stories


Information text; report writing (linked with History).


In addition:  weekly spellings and test, guided reading, creative writing, grammar work and handwriting practice three times each week.



Please try to read with your child for around 20 minutes each night, in order to develop fluency.  Reading Records are provided so that the date, book and comments can be added by you or your child.  Please encourage your child to fill in their Records regularly.  When we have Guided Reading sessions in school, the children will be given a question which has an Assertive Mentoring focus for them to answer. Please encourage your child to complete this task as it is a way of showing what they have understood about the text. Also, whenever you read with your child it will be of great benefit if you spend a little time discussing what they have read by encouraging them to think about the content of the text and asking them some questions.  This is appropriate with both fiction and non-fiction texts and will greatly help to improve reading comprehension skills. We have encouraged the children to use a dictionary to help learn the meaning and spelling of unknown words as they undertake their literacy homework.  Please help support them in this.


Big Writing – develop beginnings to stories, plot developments and endings. Improve use of adjectives. To develop writing different styles e.g. diary entries, recounts, poetry, letters and descriptions.

Grammar, Punctuation – on going revision and consolidation of capital letters, full stops, speech marks, commas, question marks, exclamation marks etc.

Weekly spellings – to develop children’s store of vocabulary. Each week follow a different spelling pattern.

Handwriting – exercises to practise and improve letter formation, presentation. We will focus on writing words which we have been studying for our spelling focus. 



Animals Including Humans:

  • To identify the important things that need to be considered in order to survive.
  • To classify food and understand a balanced diet
  • To identify the similarities and differences between skeletons and explore their functions
  • To apply knowledge of skeletons to design a

           vertebrate and its            skeleton

  • To identify different muscles in our body and what they do
  • To plan a pattern-seeking investigation related to the human body
  • To draw conclusions based on data gathered in an investigation
  • To use different sources of information to plan a menu to meet particular dietary needs





Working Scientifically:

  • To explore
  • To group and classify
  • To use secondary sources of information
  • Look for patterns in data



  • To examine different rocks in order to describe, compare and contrast their properties
  • To sort rocks according to their properties using a key
  • To investigate how rocks change over time
  • To explain that soils are made partly from rock that has broken down into smaller particles and describe some of the properties of different types of soils
  • To investigate and test different kinds of soils to see how quickly water drains through
  • To explore fossils to find out what they are
  • To explain how fossils came to be formed
  • To identify where and how fossils are found

Working Scientifically:

  • To group and classify
  • To ask relevant questions and using different types of scientific enquiries to answer them
  • To observe changes over time
  • To carry out comparative and fair tests
  • To use secondary sources of information
  • Finding things out using secondary sources of information


Have a look at our Ducklings!

Geography - Weather:

In this topic children will learn about modern weather patterns and climate zones using world maps and atlases. They will learn about how certain weather patterns are formed like, hurricanes and tornadoes.

Children will conduct independent research to find information about these weather patterns and links will be made to ICT. They will present their findings and presentations to the class. The children will focus on the effect these weather patterns have on human life.


 (Link with Literacy, ICT, Art and D&T)

Year 3 pupils will receive PE lessons by trained PE experts from a company called ‘Non-Stop Action’.

They will begin the term learning the skills of each sport learnt and how to warm up their muscles through a range of games and exercises.

Every lesson will begin with the objectives and aims shared and discussed with the pupils.

Throughout and at the end of the lesson, the children will learn to evaluate their performance and that of others and suggest ways that they can improve.

This term, the children will be focuisng on learning the skills for volleyball.


The children will be learning French each week where they will be taught vocabulary to help them begin to converse with each other. They will be focusing in particular on learning vocablulary about: members of the family, parts of the body; the weather; vocabulary connected with school work and the curriculum.


Sacramental People:

The focus of this unit will be to:

  • Allow the pupils to appreciate God’s presence in the world.
  • Have a respect for relationships which bring God’s presence to us.
  • Have an attitude of openness to the Sacraments: words, actions and symbols.
  • Have a willingness to seek God in their own lives.
  • Have a recognition of the need for healing in the world.


From Lent to Easter:

We will be understanding why Lent is an important time of the Liturgical Year for Christians and what we can do during this time of preparation. The children will be describing the events which took place in the Easter story and how this has an impact on our lives today. 



We have been learning about another faith: Judaism




This term the children will be continuing to work on the coding topic:

  • Conditional Events

The children will be building up their knowledge of how computer programming works.

They will be experimenting ways of programming commands to make bubbles pop on the screen

And make an alien move up and down.


Introduction to databases:

In this unit, the children will:

  • Collecting and sorting information.
  • Exploring record cards.
  • Creating and searching databases.
  • Using database information to create bar charts.



Weather in Art:

In this unit, the children will explore the artwork from different artists who were inspired by different weather patterns. They will use different media such as: paint, water colours and clay to create pieces of art inspired by the weather. This unit links to the Geography unit of Weather so the children will have a good background understanding of the artist’s inspiration.

D&T- Weather Biscuits:

In this unit the children will research existing biscuits and create suitable weather inspired biscuits linked to our Weather topic in Geography. This topic will develop children’s skills, knowledge and understanding of food.  Children will follow a simple recipe to make this their biscuits.


(Link to Geography, Art and English.)


(Link to Geography, Art and English.)


This term the children will be learning to play the recorder during their lessons, to include:

-history of the instrument;

-care of the instrument;

-reading music notation;

-writing music notation.

A tutor from the EASS will be coming to teach the children. 

Have a look at our Recorder Concert: March 2018

(following the SEAL programme of study)


(following the SEAL programme of study)


Good to be me:

This theme is focusing on feelings. It explores feelings in the context of the child as an individual, developing self-awareness and helping the child to realise that it really is “Good to be me.” The theme is about understanding our feelings as well as considering our strengths and weaknesses as learners. It aims to develop knowledge, understanding and skills in three key social and emotional aspects of learning: self-awareness, managing feelings and empathy.


Going for Goals:                

This theme focuses primarily on the key aspects of motivation, with a subsidiary focus on self-awareness. It gives an important opportunity for all children’s abilities, qualities and strengths to be valued. This theme provides opportunities for the children to reflect on themselves as individuals, particularly their strengths as learners and how they learn most effectively.


We continue to use De Bono’s Thinking Hats, Habits of Mind and a variety of Thinking Maps to develop the children’s thinking skills.  Over the coming weeks, ask your child to draw one of the thinking maps and explain how we use them or what the habit of mind is for the week!

Visual Maps
The children are now using visual tools in all areas of their learning. These tools help the children map out their ideas and organize their thinking.


We look forward to working in partnership with you and your child this year. Please do not hesitate to contact us if you wish to discuss anything.

 Thank you in advance for your support,

Mrs Falzone












Cooking Club