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St Peter’s Church of England Primary Academy Mansfield

Loving, Living and Learning with Jesus

Home Page

St Peter’s Church of England Primary Academy Mansfield

Loving, Living and Learning with Jesus

Hazel Class

You can find the latest home learning tasks on the new pages for each key stage.  Hazel class work can be found in Year 3 and 4.

Times table of the week

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Practice your 3 times table with Mrs Kaluza.

Contact Mrs Eady

If you have any problems with accessing home learning, please let me know. We will add generic items to the class page from feedback but we will not be emailing directly.

Your daily tasks will be displayed here. Here are some other websites that you can access if you would like some more. If you come across anything you enjoy and think your classmates would too, let me know on the contact form and I will add it on.

Joe Wicks will be having kids PE lessons every day on his YouTube channel, Monday to Friday at 9am. This would be a great way to start the day and you can do them all in your living room!

Weekly curriculum tasks

Weekly curriculum tasks 1

If you are unable to come to school, please practice spelling from the year 3 and 4 spelling list and your times tables (you can use the website below). Read for at least 15 minutes each day, make a list of books you have enjoyed so you can recommend them to your class when you come back to school. 

 

https://www.topmarks.co.uk/maths-games/7-11-years/times-tables

Science

To start our new Science topic, we all planted beans to take home.  Throughout the school closure we would like you to take care of your plant and keep  a weekly diary of the changes you see. Each time you observe your plant draw a diagram of what you see, label it and write a sentence eg:  week 1- There is no evidence of any shoots yet then draw the plant pot with the compost in.  Label it plant pot, compost and indicate here the bean is under the compost.

Lookout for first shoots, first leaves, first proper leaves, more new leaves, first flowers, first beans.  Take measurements every week.  When the plant becomes too big for the pot, plant it outside.  You will need to support it with a stick and you will need a grown up to help you with the measurements as it will probably grow taller than you!

We are really trying to improve our times tables skills in school ready for our online Multiplication Tables Check in June 2020 so we are doing work on them every day. The children should know their multiplication and division facts up 12x12 at the end of year 4. 

For further practice at home, please click here http://www.topmarks.co.uk/maths-games/5-7-years/multiplication-and-division and for fun maths games!

Developing the opening of an adventure story using an imagine 3 sentence structure

Developing the opening of an adventure story using an imagine 3 sentence structure  1
Developing the opening of an adventure story using an imagine 3 sentence structure  2
Developing the opening of an adventure story using an imagine 3 sentence structure  3
Developing the opening of an adventure story using an imagine 3 sentence structure  4

Rocks and Soils Science

Rocks and Soils Science 1

Making fossil casts

Making fossil casts 1

Year 4 Learning to play urban hockey

Year 4 Learning to play urban hockey 1
Year 4 Learning to play urban hockey 2
Year 4 Learning to play urban hockey 3

Year 3 and 4 residential trip to Ilam Hall.

Here are a selection of photographs of the children enjoying the various activities. They completed a selection of team building games, made egg rockets, completed a small and large orienteering course, went on a guided walk to find fossils, learned how to walk in mud with only a bit of falling over, made dragonfly beads , designed and made a bag to keep and went on a photographic treasure hunt. While we were there it was sunny, windy, rainy, hail and best of all, when we woke up on Wednesday morning it had snowed. The children have had a fabulous experience.

All last week the children learned about Cubism.  All of our work was related to learning about Cubism.  The artists, the style, the materials.  The children had a great time experimenting with the style and produced some lovely art work that we hope will be displayed around school. Particularly pleasing was a change in attitude from “I can’t draw.” To “We’re all artists now.” Here are some pictures of our fabulous work.
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Cubism paintings

Science- Rocks and Soils -testing our rocks to find out if they are permeable or impermeable

Science- Rocks and Soils -testing our rocks to find out if they are permeable or impermeable  1
Science- Rocks and Soils -testing our rocks to find out if they are permeable or impermeable  2
Science- Rocks and Soils -testing our rocks to find out if they are permeable or impermeable  3
Science- Rocks and Soils -testing our rocks to find out if they are permeable or impermeable  4
Science- Rocks and Soils -testing our rocks to find out if they are permeable or impermeable  5
Science- Rocks and Soils -testing our rocks to find out if they are permeable or impermeable  6
Science- Rocks and Soils -testing our rocks to find out if they are permeable or impermeable  7
Science- Rocks and Soils -testing our rocks to find out if they are permeable or impermeable  8
Science- Rocks and Soils -testing our rocks to find out if they are permeable or impermeable  9
We found out that limestone, sandstone and chalk were permeable. Granite,slate and marble are impermeable. In the scratch test the permeable rocks were also the softest. Added to that, we discovered they were sedimentary rocks. Slate and marble are metamorphic rocks whilst granite is igneous.

Writing with an author

 

Today, four children attended a writing workshop with the author Colin R Parsons. They had a thoroughly great day.

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More music

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Happy Christmas from everyone in Hazel class.

Happy Christmas from everyone in Hazel class. 1 We all had bubbles as a little surprise present.
Happy Christmas from everyone in Hazel class. 2 Can you see us in the bubbles?
Happy Christmas from everyone in Hazel class. 3 Look at the colours you can see.
Happy Christmas from everyone in Hazel class. 4 Light can’t pass through us.
Happy Christmas from everyone in Hazel class. 5 Do you know how shadows are formed? We do.

Look at the concentration of the children in Hazel class copying up their “hot” write. # proud teacher.

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So, this week, in Maths we have been multiplying and dividing by 10 and 100. We were supposed to stick to whole numbers but look what we did!

So, this week, in Maths we have been multiplying and dividing by 10 and 100. We were supposed to stick to whole numbers but look what we did! 1
So, this week, in Maths we have been multiplying and dividing by 10 and 100. We were supposed to stick to whole numbers but look what we did! 2
So, this week, in Maths we have been multiplying and dividing by 10 and 100. We were supposed to stick to whole numbers but look what we did! 3
So, this week, in Maths we have been multiplying and dividing by 10 and 100. We were supposed to stick to whole numbers but look what we did! 4
So, this week, in Maths we have been multiplying and dividing by 10 and 100. We were supposed to stick to whole numbers but look what we did! 5
So, this week, in Maths we have been multiplying and dividing by 10 and 100. We were supposed to stick to whole numbers but look what we did! 6
So, this week, in Maths we have been multiplying and dividing by 10 and 100. We were supposed to stick to whole numbers but look what we did! 7

Learning Three Little Birds by Bob Marley in Music.

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Think it’s safe to say we like this song.

Playing the recorders to Three Little Birds

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Ilam Hall Residential

For those of you who were unable to attend the meeting about the residential on 04.12.19 here is the Power Point and additional information that was given out.  You will be sent a copy of the paperwork to fill in and return to school.

 

Kind Regards

 

Year 3 and 4 Team

Coastline Investigation

We carried out an investigation to find out the effect of waves on a sandy beach. The first picture shows our beach before wave action. We used an empty 500ml bottle to create waves for 1 minute. We looked at the effect on the beach and made observations. We continued with the wave action for another minute then observed any further changes.

 

Next, we set up the beach again but this time we added a headland using gravel. This is the only thing we changed so this was our variable ​​​​. 

 

The first picture shows our starting beach, the second the effect of waves after 1 minute, the third shows the effect of waves after another minute.

 

What we think this shows is that the sand was prevented from being swept out as easily by the waves but we did notice that the pebbles moved.  More about what that means later.

Learning about coastlines.

Learning about coastlines. 1 Our beach
Learning about coastlines. 2 After 1 minute of wave action
Learning about coastlines. 3 After 2 minutes of wave action

Our beach with headland

Our beach with headland 1 Our starting beach.
Our beach with headland 2 One minute of wave action .
Our beach with headland 3 Two minutes of wave action.

Coastal erosion. Erosion of cliffs begins with a crack, further erosion creates caves, followed by an arch. Sometimes the arch erodes so much that it collapses and leaves a stack, which finally erodes to a stump.

Coastal erosion. Erosion of cliffs begins with a crack, further erosion creates caves, followed by an arch. Sometimes the arch erodes so much that it collapses and leaves a stack, which finally erodes to a stump. 1
Coastal erosion. Erosion of cliffs begins with a crack, further erosion creates caves, followed by an arch. Sometimes the arch erodes so much that it collapses and leaves a stack, which finally erodes to a stump. 2
Coastal erosion. Erosion of cliffs begins with a crack, further erosion creates caves, followed by an arch. Sometimes the arch erodes so much that it collapses and leaves a stack, which finally erodes to a stump. 3
Coastal erosion. Erosion of cliffs begins with a crack, further erosion creates caves, followed by an arch. Sometimes the arch erodes so much that it collapses and leaves a stack, which finally erodes to a stump. 4
Coastal erosion. Erosion of cliffs begins with a crack, further erosion creates caves, followed by an arch. Sometimes the arch erodes so much that it collapses and leaves a stack, which finally erodes to a stump. 5
Coastal erosion. Erosion of cliffs begins with a crack, further erosion creates caves, followed by an arch. Sometimes the arch erodes so much that it collapses and leaves a stack, which finally erodes to a stump. 6
Coastal erosion. Erosion of cliffs begins with a crack, further erosion creates caves, followed by an arch. Sometimes the arch erodes so much that it collapses and leaves a stack, which finally erodes to a stump. 7
Coastal erosion. Erosion of cliffs begins with a crack, further erosion creates caves, followed by an arch. Sometimes the arch erodes so much that it collapses and leaves a stack, which finally erodes to a stump. 8
Coastal erosion. Erosion of cliffs begins with a crack, further erosion creates caves, followed by an arch. Sometimes the arch erodes so much that it collapses and leaves a stack, which finally erodes to a stump. 9
Coastal erosion. Erosion of cliffs begins with a crack, further erosion creates caves, followed by an arch. Sometimes the arch erodes so much that it collapses and leaves a stack, which finally erodes to a stump. 10
Coastal erosion. Erosion of cliffs begins with a crack, further erosion creates caves, followed by an arch. Sometimes the arch erodes so much that it collapses and leaves a stack, which finally erodes to a stump. 11

Today we learned about the journey of a river from the source to the mouth.

Today we learned about the journey of a river from the source to the mouth. 1
Today we learned about the journey of a river from the source to the mouth. 2
Today we learned about the journey of a river from the source to the mouth. 3

We also made our own models of a river, although we still need to add labels.

We also made our own models of a river, although we still need to add labels. 1
We also made our own models of a river, although we still need to add labels. 2
We also made our own models of a river, although we still need to add labels. 3
We also made our own models of a river, although we still need to add labels. 4
We also made our own models of a river, although we still need to add labels. 5
We also made our own models of a river, although we still need to add labels. 6
We also made our own models of a river, although we still need to add labels. 7
We also made our own models of a river, although we still need to add labels. 8
We also made our own models of a river, although we still need to add labels. 9
We also made our own models of a river, although we still need to add labels. 10
We also made our own models of a river, although we still need to add labels. 11
We also made our own models of a river, although we still need to add labels. 12
We also made our own models of a river, although we still need to add labels. 13
We also made our own models of a river, although we still need to add labels. 14
We also made our own models of a river, although we still need to add labels. 15
We also made our own models of a river, although we still need to add labels. 16
We also made our own models of a river, although we still need to add labels. 17

After that, we carried out some research about rivers around the world.

After that, we carried out some research about rivers around the world. 1 River names were hidden around the classroom
After that, we carried out some research about rivers around the world. 2 Someone was pleased with the information he found
After that, we carried out some research about rivers around the world. 3 The information was hidden everywhere!

Some of us made a graph with blocks. The red blocks are 1000’s, the white are 100’s of km

Some of us made a graph with blocks. The red blocks are 1000’s, the white are 100’s of km 1

Finding out about the differences between Great Britain, the United Kingdom and the British Isles.

Finding out about the differences between Great Britain, the United Kingdom and the British Isles. 1
Finding out about the differences between Great Britain, the United Kingdom and the British Isles. 2
Finding out about the differences between Great Britain, the United Kingdom and the British Isles. 3
Finding out about the differences between Great Britain, the United Kingdom and the British Isles. 4
Finding out about the differences between Great Britain, the United Kingdom and the British Isles. 5
Finding out about the differences between Great Britain, the United Kingdom and the British Isles. 6
Finding out about the differences between Great Britain, the United Kingdom and the British Isles. 7
Finding out about the differences between Great Britain, the United Kingdom and the British Isles. 8
Finding out about the differences between Great Britain, the United Kingdom and the British Isles. 9

COMING LATER THIS WEEK- Coastlines and mountains.

Questions we are looking to answer:-

How are mountains formed?

Where are the most famous mountains in the world?

Are there any mountains in England? What about Scotland, Wales, Ireland?

What is the difference between Great Britain, Uk and the British Isles?

What is the name for where a river starts?

What is the longest river in the world and where is it?

What is the longest river in England and where is it?

Why have people always settled close to rivers?

What are the rivers in our region?

How do we get water to drink?  Is there a great big tap in the sky that just gives water when we need it?

 

More questions

What is a coastline?

How is it made?

What is the physical geography of a coastline, mountain, river?

How do we find out where things are located in the world?

How can we get from here to there? What transport would you need?

 

We are all looking forward to this topic and have planned lots of exciting activities to make the learning as practical and exciting as possible.  Photographs and videos to follow.

 

 

 

Sharing a book ready for Topic theme week. So proud of the children who shared their favourite page and read to the class.

Sharing a book ready for Topic theme week. So proud of the children who shared their favourite page and read to the class. 1
Sharing a book ready for Topic theme week. So proud of the children who shared their favourite page and read to the class. 2
Sharing a book ready for Topic theme week. So proud of the children who shared their favourite page and read to the class. 3

Science. Collecting data

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We really enjoyed collecting data to try and find out if the people who did more exercise each week were able to complete more swap jumps than those who exercised less. However, we learned a valuable lesson. When you’re gathering data you must be accurate or your data is not reliable, so you can’t prove or disprove your theory.

RE. Learning about The Fall.

RE. Learning about The Fall.  1 Temptation
RE. Learning about The Fall.  2 We all wanted to eat the chocolates.
RE. Learning about The Fall.  3 They smelled so good.
RE. Learning about The Fall.  4 We made a bar chart.
RE. Learning about The Fall.  5 We asked different questions.
RE. Learning about The Fall.  6 Sometimes we needed to make different decisions.
RE. Learning about The Fall.  7 Doing the right thing is not always easy.
RE. Learning about The Fall.  8 This helped us think about Adam and Eve.

Anti- Bullying Week

This week is anti- bullying week.  In Hazel class we have been acting out scenarios, deciding whether it is bullying or conflict (falling out).  We have also discussed the feelings and emotions people might be feeling depending on whether they are the bully, the bullied or a person who stands by and does nothing. We hope you enjoy looking at our work.

At the end of the week we all played the anti bullying game. Look how well the children are interacting with each other.

At the end of the week we all played the anti bullying game. Look how well the children are interacting with each other. 1
At the end of the week we all played the anti bullying game. Look how well the children are interacting with each other. 2
At the end of the week we all played the anti bullying game. Look how well the children are interacting with each other. 3
At the end of the week we all played the anti bullying game. Look how well the children are interacting with each other. 4
At the end of the week we all played the anti bullying game. Look how well the children are interacting with each other. 5
At the end of the week we all played the anti bullying game. Look how well the children are interacting with each other. 6
At the end of the week we all played the anti bullying game. Look how well the children are interacting with each other. 7
At the end of the week we all played the anti bullying game. Look how well the children are interacting with each other. 8
At the end of the week we all played the anti bullying game. Look how well the children are interacting with each other. 9
At the end of the week we all played the anti bullying game. Look how well the children are interacting with each other. 10
At the end of the week we all played the anti bullying game. Look how well the children are interacting with each other. 11

The colour of emotions.

The colour of emotions. 1
The colour of emotions. 2
The colour of emotions. 3
The colour of emotions. 4
The colour of emotions. 5
The colour of emotions. 6
The colour of emotions. 7
The colour of emotions. 8
The colour of emotions. 9

Starting a new English block. Here we are, working hard to internalise the text and activate the vocabulary.

Starting a new English block. Here we are, working hard to internalise the text and activate the vocabulary. 1
Starting a new English block. Here we are, working hard to internalise the text and activate the vocabulary. 2
Starting a new English block. Here we are, working hard to internalise the text and activate the vocabulary. 3
Starting a new English block. Here we are, working hard to internalise the text and activate the vocabulary. 4
Starting a new English block. Here we are, working hard to internalise the text and activate the vocabulary. 5
Starting a new English block. Here we are, working hard to internalise the text and activate the vocabulary. 6
Starting a new English block. Here we are, working hard to internalise the text and activate the vocabulary. 7
Starting a new English block. Here we are, working hard to internalise the text and activate the vocabulary. 8
Starting a new English block. Here we are, working hard to internalise the text and activate the vocabulary. 9
Starting a new English block. Here we are, working hard to internalise the text and activate the vocabulary. 10

We are learning the words menacing, pounding and scrambling. Can you tell which is which?

Ancient Egypt themed week. Handling real artefacts brought in by Mr Egypt.

Making mummys.

Making pulleys...just like an Egyptian.

Messy job of the week...making canopic jars

Mummifying apples

Mummifying apples 1
Mummifying apples 2
Mummifying apples 3

Our science experiment after the two week half term holiday. Oops! Mummified apple and mouldy, rotten apples 🍏

Our science experiment after the two week half term holiday.  Oops! Mummified apple and mouldy, rotten apples 🍏  1
Our science experiment after the two week half term holiday.  Oops! Mummified apple and mouldy, rotten apples 🍏  2
Our science experiment after the two week half term holiday.  Oops! Mummified apple and mouldy, rotten apples 🍏  3
Our science experiment after the two week half term holiday.  Oops! Mummified apple and mouldy, rotten apples 🍏  4
Our science experiment after the two week half term holiday.  Oops! Mummified apple and mouldy, rotten apples 🍏  5

Designing and making Ancient Egyptian jewellery

Designing and making Ancient Egyptian jewellery 1
Designing and making Ancient Egyptian jewellery 2
Designing and making Ancient Egyptian jewellery 3
Designing and making Ancient Egyptian jewellery 4
Designing and making Ancient Egyptian jewellery 5
Designing and making Ancient Egyptian jewellery 6
Designing and making Ancient Egyptian jewellery 7

Mummification

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Here’s what we found out

More mummification

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F2D7D2C6-D797-4085-B4FD-4198764302E5.MOV

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Team Work Table Challenge- who can make the tallest tower from newspaper and sellotape?

Team Work Table  Challenge- who can make the tallest tower from newspaper and sellotape? 1
Team Work Table  Challenge- who can make the tallest tower from newspaper and sellotape? 2
Team Work Table  Challenge- who can make the tallest tower from newspaper and sellotape? 3
Team Work Table  Challenge- who can make the tallest tower from newspaper and sellotape? 4
Team Work Table  Challenge- who can make the tallest tower from newspaper and sellotape? 5
Team Work Table  Challenge- who can make the tallest tower from newspaper and sellotape? 6
Team Work Table  Challenge- who can make the tallest tower from newspaper and sellotape? 7
Team Work Table  Challenge- who can make the tallest tower from newspaper and sellotape? 8
Team Work Table  Challenge- who can make the tallest tower from newspaper and sellotape? 9
Team Work Table  Challenge- who can make the tallest tower from newspaper and sellotape? 10
Team Work Table  Challenge- who can make the tallest tower from newspaper and sellotape? 11
Team Work Table  Challenge- who can make the tallest tower from newspaper and sellotape? 12
Team Work Table  Challenge- who can make the tallest tower from newspaper and sellotape? 13
Team Work Table  Challenge- who can make the tallest tower from newspaper and sellotape? 14
Team Work Table  Challenge- who can make the tallest tower from newspaper and sellotape? 15
Team Work Table  Challenge- who can make the tallest tower from newspaper and sellotape? 16

Here we are, looking at “The big frieze” in RE, learning about the creation and the fall.

Here we are, looking at “The big frieze” in RE, learning about the creation and the fall. 1
Here we are, looking at “The big frieze” in RE, learning about the creation and the fall. 2
Here we are, looking at “The big frieze” in RE, learning about the creation and the fall. 3
Here we are, looking at “The big frieze” in RE, learning about the creation and the fall. 4

Who knew Maths could be so much fun?

English- Here is our text map for The Day the Crayons Quit. Ask your child to tell you the story using the text map.

English- Here is our text map for The Day the Crayons Quit.  Ask your child to tell you the story using the text map. 1

This week, we have spent time getting to know each other.  We have done lots of PSHE and team building activities.  We have also learned how to walk around school, how to behave in the classroom and agreed a set of rules to keep everyone safe and happy this year.  

 

1. Keep your hands and feet to yourself.

2. Listen when others are speaking.  They will know you are listening because we will not speak and we will make eye contact or look towards the speaker.

3.Take turns.

4. Try your best.  Sometimes, when we are stuck, that is when learning takes place.

Welcome to Hazel Class.

This year we aim to keep you informed of everything we have been up to via our class page.  Please feel free to drop by and have a look at what is new.  Mrs Lawrence and myself are looking forward to a fabulous year, welcoming back the previous Year 3 children, who will now be my super grown up Year 4's and the new Year 3's who will have their first taste bof Key Stage 2.  If you or your child has any worries or problems, please don't hesitate to come and find us.  

Mrs Eady and Mrs Lawrence

Wow! Look how busy the teachers have been over the summer creating exciting places for children to enjoy their favourite books. If you have any favourite books, bring them in and share them with your class. 
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