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Kennington CE Academy

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This week at Kennington CE Academy: children return to school on Wednesday 4th September 2019

Yr3 Coventry 2017/18

Welcome to Year 3 Coventry Class!



Term 5 
Term 4


Co-parenting 1
Co-parenting 2
Co-parenting 3
Co-parenting 4
Co-parenting 5
Co-parenting 6
Children were put into random pairs and given an egg baby to look after for the week. We discussed responsibilities of having to look after someone else, and ways we can show love and care. They shared ideas on what they could do to keep their egg baby safe. Each child took it in turns to look after the egg baby at home each night. Here are the proud parents on the first day. I wonder home many survive the week?
Eggciting Theme Week

Easter Egg Maths

Easter Egg Maths 1
Easter Egg Maths 2
Easter Egg Maths 3
Easter Egg Maths 4
Easter Egg Maths 5
Easter Egg Maths 6
Easter Egg Maths 7
Easter Egg Maths 8
Easter Egg Maths 9
Easter Egg Maths 10
Children compared the weight of different Easter eggs. They have used symbols to compare and ordered the eggs from lightest to heaviest to find out which egg would give them the most chocolate on Easter Sunday.  They then used the balance scales to check the weight, they realised the overall weight was different to that on the box because it also included the box and other wrappers.
Children created dioramas based on egg (ex) words like egg-terrestrial, eggsam, eggercise, eggciting and eggsterminate. They each made an egg character for their scene and made the box match the  theme. Can you work out what words these dioramas show?

Year 3 Team ready for World Book Day

Year 3 Team ready for World Book Day  1
Term 3


Mummification  1
Mummification  2
Mummification  3
Mummification  4
Mummification  5
Mummification  6
Mummification  7
Mummification  8
Mummification  9
Mummification  10
Mummification  11
Mummification  12
Mummification  13
Mummification  14
Mummification  15
Mummification  16

After learning about the steps to mummification children gave each other oral instructions to be able to mummify their dolls/ action figures. During this activity children understood the importance of giving clear detailed instructions for each step to be carried out correctly. One of the steps they liked the best was pretending to use a hook (paper clip) to poke up the nostrils and remove the brain.

After all these activities children wrote their own instructions on how to mummify a person.


Mummification of a tomato

Mummification of a tomato  1
Mummification of a tomato  2
Mummification of a tomato  3
Mummification of a tomato  4
Mummification of a tomato  5
Mummification of a tomato  6
Mummification of a tomato  7
Mummification of a tomato  8
Mummification of a tomato  9
Mummification of a tomato  10
Mummification of a tomato  11
Children read and followed instructions on how to mummify a tomato. They followed each step closely and learnt how it was similar to how they mummified bodies during Ancient Egyptian times. In particular they found the step of removing the guts (inside flesh and seeds) the most gruesome. After cleaning the tomato to remove germs they packed and filled it with Natron (salt and bicarbonate of soda) to aid the drying out process. It is now a waiting game for the process to work. We wonder what they will look like when the process is finished and if the tomato has been preserved?
We had an amazing Ancient Egypt workshop. After dressing up and adding black eye make-up we completed many activities like those the ancient Egyptians would have done. We ground chalk into a fine powder that could be used to make paint and decorate the papyrus paper or stone walls. As no instructions have ever been found we tried to work out how some games would have been played and then tried playing them with each other using our rules. We wonder if we got them right and played them just like people during the ancient Egyptian times. Another skills was to weave wool through a loom to be able to create cloth, this was how they made the fabric for their cloths, we needed help to try and make sure it stayed together and didn't make any holes. Imagine if we had made clothes but they had holes in them! Using papyrus paper, just like the paper used in that time period, we wrote and drew spells that could go in our year group book of the dead. One of the hardest skills was trying to carve a small turtle amulet. This was placed inside the bandages when a person was mummified. We were using hard wax not stone but it was still very difficult to carve and make the correct shapes. We examined actual artefacts that have survived over 4000 - years we shared ideas about what they were made of and what they might have been used for. We also had to work out which were the fake artefacts and the reasons why they were modern replicas, which we were very good at finding and explaining. Another skill was to weave reeds to make a small reed blind or mat. We all made our own amulets, to give us luck, using a nail we engraved a piece of metal with hieroglyphics of our name and patterns. We acted out an Egyptian story and finally became archaeologists to discover tombs, we learnt about the curses that people thought we put on the tombs and what amazing treasures were discovered.    
Term 2

Our Roman Army

Our Roman Army  1
Our Roman Army  2

Roman Invasion

Roman Invasion 1
Roman Invasion 2
Roman Invasion 3
Roman Invasion 4
Roman Invasion 5
Roman Invasion 6
Roman Invasion 7
Roman Invasion 8
Roman Invasion 9

Drama has helped us to remember the events of the Roman invasion from a Celt's point of view. There were people in shock at seeing the Roman ships sailing towards them. Hearts were pounding at the sound of the steady taunting drum beat. We pointed to our friends what we could see as we couldn't believe our eyes at the sight of dozens of ships heading straight for us, some of us even shivered in fear. We dashed back to the village to warn the others, looking back to check they hadn't landed yet. Then we lay in wait, hiding among the bushes. The last bits of war paint were added to our faces to make us look fierce. Then we charged!

Celt Life

Linked to our topic 'Who Settled Here?' children learned about what daily life might have been like for the Celts. They acted out different daily life events to help them understand. First they built their round house from wood, mud and dung! Then the men went out hunting for food like wild boar, bear and deer while most of the women stayed back at the village, some went out gathering berries and plants. They cooked on the fire in their round house, dyed wool and wove it into fabric clothes,  ground corn to make bread and looked after the animals. They then ate nettle soup, which some were a bit unsure about, even though they were just pretending! 

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Maths Place Value

Maths Place Value 1

We practiced ordering 3 digit numbers. Lots of discussion about how we knew the correct order took place by explaining and looking at the place value of the digits. We were able to compare the numbers by explaining how many more hundreds, tens or ones our numbers had compared to a partners.



In RE we have been studying the story of Noah and why it is important to Christians. After discussing what a covenant was, what the covenant God made with Noah was and why it is important we thought of our own covenants we could make to make places on Earth better. We used coloured cubes to guide a class discussion each green cube was an idea that was agreed, a red cube meant someone disagreed with what was last said and a black cube meant someone had a question to further the discussion or changed the topic. The class came up with many ideas about what they could do to try and make the world a better place such as using less electricity, recycling more, picking up rubbish and helping wild animals.


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Term 1 Letters
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