St Gerard's Catholic Primary & Nursery School: St Gerard's Catholic Primary & Nursery School
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St Gerard’s Catholic Primary & Nursery School:
Home Learning 2020-2021
Year 3
St Gerard’s Catholic Primary & Nursery School
“Guided by God, St Gerard's Catholic Primary and Nursery School is an inspiring and
aspirational community where we learn to love, hope, dream and achieve.”What to do today
IMPORTANT Parent or Carer – Read this page with your child and check that you are happy with
what they have to do and any weblinks or use of internet.
If you have a version of Fantastic Mr Fox (book, e-book, audio book or film) it
would be great for children to read, listen to or watch the rest of the book
after today’s session.
1. Read the extracts from Fantastic Mr Fox
o Read chapter one which introduces the three farmers, Boggis, Bunce and
Bean.
o Underline any words in the text which describe the characters – you could
use a different colour for each farmer.
o Read chapter two which introduces Mr Fox. Underline any words in the text
which describe him.
2. Characterisation
o Draw a picture of each of the characters and label each one with the words
and phrases which Roald Dahl uses to describe them. Or, if you prefer, label
the set of character images provided.
Try the Fun-Time Extras
o If you have it, watch the rest of the Fantastic Mr Fox film.
o The book’s name Fantastic Mr Fox is alliterative (uses the same letter at the
beginning of the words for effect). Can you give yourself an alliterative
name that describes your character? For example, Amazing Anya or Brave
Bella. Try doing this for other friends and family too.
Explore more Hamilton Trust Learning Materials at https://wrht.org.uk/hamilton Week 3 Day 1Chapter One – The Three Farmers Down in the valley there were three farms. The owners of these farms had done well. They were rich men. They were also nasty men. All three of them were about as nasty and mean as any men you could meet. Their names were Farmer Boggis, Farmer Bunce and Farmer Bean. Boggis was a chicken farmer. He kept thousands of chickens. He was enormously fat. This was because he ate three boiled chickens smothered with dumplings every day for breakfast, lunch and supper. Bunce was a duck-and-goose farmer. He kept thousands of ducks and geese. He was a kind of pot-bellied dwarf. He was so short his chin would have been underwater in the shallow end of any swimming- pool in the world. His food was doughnuts and goose-livers. He mashed the livers into a disgusting paste and then stuffed the paste into the doughnuts. This diet gave him a tummy-ache and a beastly temper. Bean was a turkey-and-apple farmer. He kept thousands of turkeys in an orchard full of apple trees. He never ate any food at all. Instead, he drank gallons of strong cider which he made from the apples in his orchard. He was as thin as a pencil and the cleverest of them all. ‘Boggis and Bunce and Bean One fat, one short, one lean. These horrible crooks So different in looks Were none the less equally mean.’ That is what the children round about used to sing when they saw them. Explore more Hamilton Trust Learning Materials at https://wrht.org.uk/hamilton Week 3 Day 1
Chapter 2 Mr Fox
On a hill above the valley there was a wood.
In the wood there was a huge tree.
Under the tree there was a hole.
In the hole lived Mr Fox and Mrs Fox and their four Small Foxes.
Every evening as soon as it got dark, Mr Fox would say to Mrs Fox,
‘Well, my darlings, what shall it be this time? A plump chicken from
Boggis? A duck or a goose from Bunce? Or a nice turkey from Bean’
And when Mrs Fox had told him what she wanted, Mr Fox would
creep down into the valley in the darkness of the night and help
himself.
Boggis and Bunce and Bean knew very well what was going on, and it
made them wild with rage. They were not men who liked to give
anything away. Less till did they like anything to be stolen from them.
So every night each of them would take this shotgun and hide in a
dark place somewhere on his own farm, hoping to catch the robber.
But Mr Fox was too clever for them. He always approached a farm
with the wind blowing in his face, and this meant that if any man
were lurking in the shadows ahead, the wind would carry the smell of
that man to Mr Fox’s nose from far away. Thus, if Mr Boggis was
hiding behind his Chicken House Number One, Mr Fox would smell
him out from fifty yards off and quickly change direction, heading for
Chicken House Number Four at the other end of the farm.
‘Dang and blast that lousy beast!’ cried Boggis.
‘I’d like to rip his guts out!’ said Bunce.
‘He must be killed!’ cried Bean.
‘But how?’ said Boggis. ‘How on earth can we catch the
blighter?’
Explore more Hamilton Trust Learning Materials at https://wrht.org.uk/hamilton Week 3 Day 1Bean picked his nose delicately with a long finger. ‘I have a plan,’
he said.
‘You’ve never had a decent plan yet,’ said Bunce.
‘Shut up and listen,’ said Bean. ‘Tomorrow night we will all hide just
outside the hold where the fox lives. We will wait there until he
comes out. Then…Bang! Bang-bang-bang.’
‘Very clever,’ said Bunce. ‘But first we shall have to find the
hole.’
‘My dear Bunce, I’ve already found it,’ said the crafty Bean. ‘It’s
up in the wood on the hill. It’s under a huge tree…’
Explore more Hamilton Trust Learning Materials at https://wrht.org.uk/hamilton Week 3 Day 1Character Images Explore more Hamilton Trust Learning Materials at https://wrht.org.uk/hamilton Week 3 Day 1
What to do today
IMPORTANT Parent or Carer – Read this page with your child and check that you are happy with
what they have to do and any weblinks or use of internet.
1. Prepositions and sequencing instructions
o Read the learning reminders about prepositions (these are the same as
yesterday – just included here for reference).
o Look at the two pages of Cabbage Cards. Together they make up a set of
instructions for making cabbage dye but the main sentences and
prepositions have become separated and muddled.
o Cut out the cards and match the main sentences with the correct
prepositional phrases.
o Order the instructions correctly and stick them on a piece of paper.
o Challenge yourself to identify what sort of preposition is being used in each
sentence (time, place or cause), you could underline each type in a different
colour. Can you suggest a possible alternative for the prepositions?
Now work with a grown-up to check the answers.
Discuss any answers which you didn’t quite get. Can you see what went
wrong?
Try the Fun-Time Extras
o Write your own set of instructions for something – it could be making a
Lego model, drawing a particular picture, planting a seed. Try to include a
preposition for each instruction. You could type your instructions up on the
computer and add pictures to illustrate each step.
o Try playing ‘Simon Says’ with other family members – the challenge is to
include a preposition in each instruction, e.g. ‘Simon says put your hand
under your foot’.
Explore more Hamilton Trust Learning Materials at https://wrht.org.uk/hamilton Week 3 Day 5Learning Reminder Prepositions Explore more Hamilton Trust Learning Materials at https://wrht.org.uk/hamilton Week 3 Day 5
Cabbage Cards (main sentence)
Chop the cabbage the liquid will be colourful.
Put the chopped cabbage Place the cabbage liquid
Add baking soda Leave your cloth
Hang your cloth rinse any surplus dye.
Boil the cabbage pieces Place your chosen material
Use disposable gloves Add vinegar
Explore more Hamilton Trust Learning Materials at https://wrht.org.uk/hamilton Week 3 Day 5Cabbage Cards (prepositional phrases)
After 4-8 hours of boiling, in the dye.
for a pink dye. in a large pot.
for at least 24 hours. for 4-8 hours.
from a washing line. After 24 hours,
for a blue dye. on a chopping board.
due to the strong pigment. in a sieve.
Explore more Hamilton Trust Learning Materials at https://wrht.org.uk/hamilton Week 3 Day 5ANSWERS Cabbage Cards: instructions in order
1. Chop the cabbage on a chopping board. (place)
2. Put the chopped cabbage in a large pot. (place)
3. Boil the cabbage pieces for 4-8 hours. (time)
4. After 4-8 hours of boiling, the liquid will be colourful. (time)
5. Use disposable gloves due to the strong pigment. (cause)
6. Place the cabbage liquid in a sieve. (place)
7. Add vinegar for a pink dye. (cause)
8. Add baking soda for a blue dye. (cause)
9. Place your chosen material in the dye. (place)
10. Leave your cloth for at least 24 hours. (time)
11. After 24 hours, rinse any surplus dye. (time)
12. Hang your cloth from a washing line. (place)
Explore more Hamilton Trust Learning Materials at https://wrht.org.uk/hamilton Week 3 Day 5What to do today
IMPORTANT Parent or Carer – Read this page with your child and check that you are happy with
what they have to do and any weblinks or use of internet.
1. Read Hamilton Group Reader Purple is Best
o This is a non-fiction (information) text and tells us about how people have
used dyes to colour their clothes for many centuries.
2. Prepositions
o Watch the PowerPoint presentation on prepositions OR read the learning
reminders about prepositions (keep these to help you with tomorrow’s
work).
o On the ‘Purple is Best’ extracts sheet underline the prepositions. (Tip: use
the list of prepositions on the first learning reminder card to help you).
o Write five sentences of your own about Purple is Best using prepositions.
Can you use each type (time, place, cause) at least once?
Now work with a grown-up to check the answers.
Discuss any answers which you didn’t quite get. Can you see what went
wrong?
Try the Fun-Time Extras
o Explore prepositions on BBC Bitesize
https://www.bbc.co.uk/bitesize/topics/zwwp8mn/articles/zw38srd
Explore more Hamilton Trust Learning Materials at https://wrht.org.uk/hamilton Week 3 Day 4Learning Reminder Prepositions Explore more Hamilton Trust Learning Materials at https://wrht.org.uk/hamilton Week 3 Day 4
Purple is Best: extracts
Underline the prepositions in these sentences.
(Tip: use the list of prepositions on the learning reminder cards to help you)
1. A group of plants called Indigofera were used across Asia.
2. The blue dye has to be extracted from the plant leaves.
3. The leaves must be picked in the first year.
4. Due to their similar results, it is not always easy to say whether indigo or
woad were used.
5. You need to reduce the wood and soak it, for the right colour.
6. Imperial Purple was an immensely valuable dye in the ancient world.
7. Imperial Purple was obtained from a small shellfish.
8. The colour gets deeper and more colourful after a long time.
Now write five sentences of your own about Purple is Best using prepositions,
can you use each type (time, place, cause) at least once?
Explore more Hamilton Trust Learning Materials at https://wrht.org.uk/hamilton Week 3 Day 4Purple is Best: extracts (answers)
1. A group of plants called Indigofera were used across Asia.
(place)
2. The blue dye has to be extracted from the plant leaves. (place)
3. The leaves must be picked in the first year. (time)
4. Due to their similar results, it is not always easy to say whether
indigo or woad were used. (cause)
5. You need to reduce the wood and soak it, for the right colour.
(cause)
6. Imperial Purple was an immensely valuable dye in the ancient
world. (place)
7. Imperial Purple was obtained from a small shellfish. (place)
8. The colour gets deeper and more colourful after a long time.
(time)
Explore more Hamilton Trust Learning Materials at https://wrht.org.uk/hamilton Week 3 Day 4What to do today
IMPORTANT Parent or Carer – Read this page with your child and check that you are happy with
what they have to do and any weblinks or use of internet.
If you have a version of Fantastic Mr Fox (book, e-book, audio book or film) it
would be great for children to read, listen to or watch the rest of the book.
1. Reading Fantastic Mr Fox
o If you haven’t been able to read, watch or listen to the whole book read the
summary of events in the story.
2. Composition
o Look at the story curve for Fantastic Mr Fox.
o Write your own story along the same lines as Fantastic Mr Fox. Use the
story prompts to structure your story which will focus on an animal family
and their enemies.
Try the Fun-Time Extras
o Illustrate your story.
o Practise reading your story aloud. (You can see lots of celebrities reading
stories on the CBeebies website
https://www.bbc.co.uk/iplayer/episodes/b00jdlm2/cbeebies-bedtime-
stories and see how they use expression as they read). Read your story
aloud via FaceTime, Skype or Zoom to another member of your family. Can
they guess which story gave you inspiration?
Explore more Hamilton Trust Learning Materials at https://wrht.org.uk/hamilton Week 3 Day 3Summary of events in Fantastic Mr Fox
The farmers have the The story ends with
Mr Fox suggests that
hill surrounded and Boggis, Bunce and
Meeting the farmers he has an idea and so
the foxes begin to Bean still waiting for
the foxes keep digging
starve Mr Fox to come out...
The foxes dig under They take all the food
The farmers set up
Boggis' chicken house home and have a
Meeting Mr Fox camp to try and starve
and steal some great feast with all
Mr Fox out
chickens their friends.
Mrs Fox begins to feel
Mr Fox, the Smallest
better at the sight of
The diggers dig and Fox and Badger
Mr Fox’s tail is shot off food and Mr Fox
the foxes dig almost get caught in
invites Badger to his
the cellar.
feast
The farmers start to The foxes dig under
The farmers bring in Next, they move on to
dig with shovels. Mr Bunce's storehouse to
diggers Bean's cider cellar.
Fox digs further down get more food
Explore more Hamilton Trust Learning Materials at https://wrht.org.uk/hamilton Week 3 Day 3Story Curve for Fantastic Mr Fox
Caught out,
trapped – the
family begin
to starve
Make a plan… a
fantastic plan! Escape.
Farmers dig down – trying to catch Mr Fox
A big feast… a toast
to Mr Fox.
Meet the characters - The farmers are
nasty and mean, the Fox family seem
nice but do lots of stealing.
Explore more Hamilton Trust Learning Materials at https://wrht.org.uk/hamilton Week 3 Day 3Story writing
o Plan your own story using Fantastic Mr Fox as inspiration.
o Decide on the family of animals you will write about and the setting for
your story.
o Draw your own story curve and make notes for each section.
o Think about what might happen in each section of your story.
o Now write your story!
Explore more Hamilton Trust Learning Materials at https://wrht.org.uk/hamilton Week 3 Day 3MY INSTINCTS
Most instincts are
driven by the need to
survive, either in
response to something
When I feel hungry...
that is happening
WHAT IS AN INSTINCT?
around us, or internal
All creatures are born with an signals from within our
instinct to live and grow strong. body.
Instinct is linked to different sensations
in our body, it tells us what we need.
If we learn to trust our
own feelings about
Tuning into our natural instincts our bodies, it can help
can help keep our body us tune into our
and mind healthy. I might eat food instincts and keep our
body healthy and
balanced.
When I feel thirsty... When I feel tired...
USE THIS MANTRA:
My Body,
My Choice.
I might take a rest or sleep (From: Lulastic Hippyshake)
I might have a drink
Trusting instincts
helps develop
autonomy, self-
confidence and
independence.
When I feel cold... When I feel bored or restless...
TUNING IN
Draw, Write (or cut
Pictures out of a
magazine) to show how
you listen to what your
body needs and how you
keep yourself healthy and
growing strong.
I might put another layer of clothing on
I might run around or play a game
or snuggle under a blanket.
WWW.UNDERCOVERHIPPYBUS.COMEMOTIONS
Why Are Emotions Important?
My Emotions
happy embarrassment angry suprise
fear disgust guilt sad
WWW.UNDERCOVERHIPPYBUS.COMEmotions help us to Emotions help us to Emotions help us to
make decisions avoid danger understand
others
Emotions help us to
Emotions help us to
understand
stay healthy
ourselves
Why Are Emotions Important?
Write your own answers or cut & stick
in the answers above.
My Emotions
Draw the expressions on your face
when you feel each of these
emotions.
WWW.UNDERCOVERHIPPYBUS.COMSeptember 2020 WALT: explain how forces make things move. Look at these images. Explain how these objects move. Try and use as much scientific vocabulary as you can and draw an ar- row to show the force.
September 2020
WALT: to compare how things move on different surfaces.
Draw 4 everyday objects that need a force to make them move.
Put an arrow on to show the direction of the force, push or pull.
Look at the objects in the classroom.
Move them across the floor with your fingers and decide wheth-
er they
needed a small, medium or large force to make them move.
Small Medi- Large
force um force
Name of object Push Pull
force
Toy carPlace Value to 3 Digits
Number Words Expanded Form Picture
hundreds
500 + 40 + 1
tens
ones =
2 hundreds
+ +
6 tens
1 ones =
hundreds
+ +
824 tens
ones =
hundreds
+ +
tens
ones =
hundreds
+ +
156 tens
ones =
hundreds
300 + 70 + 7
tens
ones =
8 hundreds
+ +
9 tens
3 ones =Place Value to 3 Digits Answers
Number Words Expanded Form Picture
5 hundreds
500 + 40 + 1
541 4 tens
= 541
1 ones
2 hundreds
200 + 60 + 1
261 6 tens
= 261
1 ones
8 hundreds
800 + 20 + 4
824 2 tens
= 824
4 ones
3 hundreds
300 + 60 + 5
365 6 tens
= 365
5 ones
1 hundreds
100 + 50 + 6
156 5 tens
= 156
6 ones
3 hundreds
300 + 70 + 7
377 7 tens
= 377
7 ones
8 hundreds
800 + 90 + 3
893 9 tens
= 893
3 onesWALT: Partition 2 digit numbers
Number Words Number Representation using
sentence Dienes
____
13 ___ + ___ = ____
tens
_____ ones
____
25 ___ + ___ = ____
tens
_____ ones
____
42 ___ + ___ = ____
tens
_____ ones
____
56 ___ + ___ = ____
tens
_____ ones
____
34 ___ + ___ = ____
tens
_____ ones
____
___ + ___ = ____
21
tens
_____ ones
What do
you write
here?
67 ___ + ___ = ____
What ___4_
number tens ___ + ___ = ____goes
here? ___8 __
ones
Number Words Number Representation using
sentence Dienes
____ tens
___ + ___ = ____
53 _____ ones
____ tens
35 _____ ones
____ tens
42 _____ ones
______
120
hundreds
____ tens
_____ ones
______
151
hundreds
____ tens
_____ ones
______
231
hundreds
____ tens
_____ ones
What do you
write here?103
What __2___
number hundreds
goes
here?
__1_ tens
__3__ ones
Number Words Number Representation using Dienes
sentence
____
13 ___ + ___ = ____
tens
_____
ones
____
___ + ___ = ____
15
tens
_____
ones
____
22 ___ + ___ = ____
tens
_____
ones
____
36 ___ + ___ = ____
tens
_____
ones
____
tens ___ + ___ = ____44 _____
ones
____
31 ___ + ___ = ____
tens
_____
ones
____
57 ___ + ___ = ____
tens
_____
ones
Do
your ____
own: tens ___ + ___ = ____
___ __
onesMad Maths Minutes Mad Maths Minutes
Count the hundreds Set A Count the hundreds Set B
______ ______
______ ______
______ ______
______ ______
______ ______
______ ______
______ ______
______ ______
______ ______
______ ______
www.snappymaths.com www.snappymaths.comName Date
COUNT AND COLOR ONES AND TENS SHEET 1
Color in the correct number of cubes for each question.
Color Color
1) 14
5) 46
Color Color
2) 22
6) 35
Color Color
3) 31
7) 53
Color Color
4) 17
8) 48Name Date
COUNT AND COLOR ONES AND TENS SHEET 1 ANSWERS
Color Color
1) 14
5) 46
Color Color
2) 22
6) 35
Color Color
3) 31
7) 53
Color Color
4) 17
8) 48You can also read
