Year 4 Spellings: WC 12.01.26

 

	A	B	C
1	toughest	double	enough
2	rougher	trouble	rough
3	youngest	toughest	touch
4	cousin	country	tough
5	flourish	younger	young
6	courage	rougher	enough
7	nourish	enough
8	encourage	touch
9	couple	couple
10	trouble	southern

Year 3 Spellings - WC 12th Jan 2026

 

Here are the Year 3 spellings for the WC 12.01.26

Year 3 WILD Passport (Forest School)

 

The Year 3 children had a  fantastic session of the WILD Curriculum this week. They used a technique called Nordic Sling Braiding to create a braided friendship bracelet.  One piece of Nordic Sling Braiding was made into a pair of friendship bracelets.  The children worked together to pass the coloured cord to each other diagonally and watched the braided cord appear.  Teamwork was essential to produce a neatly braided cord.  They called the colours of the cord alternatively to ensure they both knew which colour to exchange.This activity formed part of the 'Rope' strand of the WILD Passport - 'I can braid a friendship bracelet'.

Moreover, the children learnt how to safely use their first Forest School tool.  After listening carefully to the safety instructions the children put on a safety glove, sat in the correct position, with lots of space around them and used a peeler to peel the skin/bark from each end of a stick.  This is the first stage of learning how to whittle.  The children found it quite difficult at first to get the blade in the correct position, but soon got the hang of it.  They had to concentrate very hard to ensure they completed the activity safely.  The children then put 4 faces on their stick - One to represent each of the 4 zones of regulation - Red, Blue, Green and Yellow.  Next, the  children completed their emotion stick by wrapping the remaining part of the stick with wool.  

This activity covered objectives in both the 'Rope' and 'Tools' strands of the WILD Passport - I can safely use a peeler to peel the bark from a stick and 'I can wrap a stick with coloured wool.

The children were very excited to do these activities and were proud of their friendship bracelets and emotion sticks.  They had great fun making them and there were lots of smiles and laughter all around, along with great concentration.  Lots of children were heard saying, "This is so much fun."

Maths Masters Club 2026

 

 

Year 3 Certificates

The children have settled back into school and routine really well, and it has been lovely to see them back together. They have returned with smiles, enthusiasm, and a genuine excitement for learning and being with their friends. The classrooms are already full of curiosity, creativity, and positive energy. We are looking forward to a happy and engaging term as the children continue to grow and learn together.

Cherry

E for Excellence- Aditi

Star writer- Kevin

Reflectivness- Mujtaba

Cedar

E for Excellence- Noura

Star writer- Adelina

Recourcefulness- Daisy & Maya-M

Ash

E for Excellence- Tommy

Star writer- Jack & Happiness

Reflectivness- Alayna

Happy Teacher- Kayaan

Year 3 Spring Curriculum Letter

 

Finding Factor Pairs in Year 4

This week, Year 4 children were introduced to finding factor pairs. The aim of the week was to help children develop a clear understanding of what factor pairs are and how they can be found, first through practical exploration and then by using a more systematic method.

The week began with a practical approach. Children used concrete resources such as counters and cubes to represent numbers. They were asked to arrange a given number of objects into equal groups and rows. Through these activities, children were able to see that factor pairs are two numbers that multiply together to make a total. For example, when working with the number 12, children created equal rows to show 1 × 12, 2 × 6 and 3 × 4. This hands-on stage supported children in visualising multiplication and understanding factor pairs as equal groupings.

"I love how the antennas are always 1 and itself. Ot so much easier to go smallest highest to count all those pairs." Elsie, Elm

" I really enjoyed finding all the arrays for each numbers. The pairs made it easy to remember all the factors." Poppy, Maple 

"We had to use the multilink to make towers to find factor pairs of 20"- Dija, Willow

Once children were confident using practical resources, they moved on to recording factor pairs more formally. They were shown how to find factor pairs in a systematic way by starting with 1 and working upwards in order. This approach helped children to ensure that all factor pairs were found without repetition. 

Throughout the week, children were encouraged to explain their thinking and justify their answers.