🌟 Primary 3/4 Weekly Round-Up – Term 3 (Weeks 1 & 2)
We’ve had a slightly unusual start to Term 3 with three snow days in Week 1, meaning we were only in school for two days that week. Despite this, the children settled back into school routines brilliantly and packed lots of learning into the time we had together. Here’s a look at what we’ve been working on across Weeks 1 and 2.
✏️ Literacy & Writing
This term, our new writing focus is Julia Donaldson texts, with a different book inspiring our learning each week.
In Week 1, we focused on Charlie Cook’s Favourite Book. The children enjoyed watching a special video created by Mrs Teale for Shetland Arts during the Covid period, which brought the story to life and sparked lots of discussion about books, storytelling, and imagination.
In Week 2, our focus text was Room on the Broom. The children:
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Took part in hot-seating, questioning one of the animals from the broom
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Wrote from the animal’s perspective
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Invented and illustrated a new passenger for the broom
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Practised sequencing the story, developing important organisational skills
We ended the week with an exciting literacy activity — creating exploding potions in mini cauldrons, linking perfectly to the magical theme of the story!
Across both weeks, we also:
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Continued learning about prefixes and suffixes
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Practised independent reading and comprehension tasks
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Learned our spelling focus, the ‘ore’ sound
🔢 Maths
In maths, we revisited and developed our understanding of comparing two-digit numbers, using:
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Greater than (>)
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Less than (<)
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Equal to (=)
The children worked hard to explain their thinking and justify their answers. This learning will continue to be reinforced through games, particularly during our ICT sessions.
💻 ICT
We introduced a new ICT slot on Thursdays, which will be used across the curriculum. During these sessions, we will:
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Develop typing skills
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Improve mouse control
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Use ICT to support maths games and literacy activities
We have also been learning about QR codes and how they can be used to access information quickly and safely. As part of this, we introduced a new classroom reading wall display, featuring weekly QR codes that link directly to books and reading material. This has been a brilliant way to encourage independent reading and build confidence in navigating digital texts.
Alongside this, we launched our new book review and recommendation area. The children have been sharing their thoughts about books they’ve read and recommending them to others, helping to develop important evaluation, communication, and recommendation skills — and inspiring each other to try new texts.
💖 Health & Wellbeing
In Health and Wellbeing, we read The Magical Yet, exploring goal setting, perseverance, and the importance of believing in ourselves. The children created thoughtful goal-setting artwork, thinking about things they would like to work towards in 2026.
We also read The Sour Grape, which led to some lovely discussions about being “grapeful”. The children reflected on the people, experiences, and things they feel grapeful for, sharing positive thoughts and showing great kindness towards one another.
🌍 Topic – Vikings
We kicked off our exciting new topic on the Vikings by:
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Exploring who the Vikings were
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Locating Viking lands on a map
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Beginning a timeline to understand when the Vikings lived
To help bring our learning to life, the children also worked together to create a Viking longship (galley) and Viking figures for our classroom wall display. These have really helped us visualise Viking life and have brightened up our learning space.
🧭 Cross-Curricular Learning
We also explored compass points using a fun Harry Potter theme, helping the children practise direction skills in an engaging way that linked nicely with literacy and topic learning. We also enjoyed a fun class teacher PE session playing compass games to consolidate our learning.
Despite the snowy start to the term, it’s been a fantastic first two weeks, full of creativity, discussion, and enthusiasm. We’re really looking forward to what the rest of Term 3 brings!
