Year Three

Subject

   Cycle 1

Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2

English

Stig of the dump (link to history)

How to train your dragon

War Game-Michael Rosen (link to history)

War Horse (extracts) (link to history)

Where in the World would you like to live? (link to geography)

The Iron Man- adventure/sci fi

Maths

(Year 3)

Place value 1

Mental calculations 1 - Pairs, doubles and near doubles

Addition and subtraction 1 -inverse and estimation

Geometry 1 -  Properties of shapes

Multiplication and division 1

FDP 1 - Fractions

Measures 1 - Measuring

Problem solving 1 - finding all possibilities

Place value 2

Mental calculations 2 - Adding several small numbers

Addition and subtraction 2 - Formal written method

Measures 2 - Time

Problem solving 2 - rules and patterns

Multiplication and division 2

FDP 2 - Equivalent fractions

Geometry 2 - Position and movement

Place value 3

Mental calculations 3 - Adding one-digit and two-digit numbers and rapid recall

Addition and subtraction 3

Problem solving 3 - logic problems

Multiplication and division 3

FDP 3 - Adding Fractions

Statistics

Money - Financial capability

Geography

(Linked to history Bronze age)

Human & physical geography

Types of settlements in Early Britain linked to History. Why did early people choose to settle there?

(linked to history WW1)

Locational Knowledge

Locate and name the continents on a World Map.

Locate the main countries of Europe inc. Russia.

Identify capital cities of Europe.

Locate and name the countries making up the British Isles, with their capital cities

Human & physical geography

Geographical skills and field work

Use maps, atlases, globes and digital/computer mapping (Google Earth) to locate countries and describe features studied.

Earth

Place knowledge

Compare a region of the UK with a region in Europe, e.g. local hilly area with a flat one or under sea level.

Human & physical geography

Types of settlements in modern Britain: villages, towns, cities

Describe and understand key aspects of:

Physical geography including Rivers and the water cycle, excluding transpiration, brief introduction to Volcanoes and earthquakes.

Geographical skills and field work

Use maps, atlases, globes and digital/computer mapping (Google Earth) to locate countries and describe features studied.

Learn the eight points of a compass, 2 figure grid reference (maths co-ordinates), some basic symbols and key (including the use of a simplified Ordnance Survey maps) to build their knowledge of the United Kingdom and the wider world

Use fieldwork to observe and record the human and physical features in the local area using a range of methods, including sketch maps, plans and graphs, and digital technologies.

History

British History

- Neolithic Period (5000BC – present day)

Stone Age to Iron Age Britain, including:

late Neolithic hunter-gatherers and early farmers, for example, Skara Brae

Bronze Age religion, technology and travel, for example, Stonehenge

Iron Age hill forts: tribal kingdoms, farming, art and culture

WW1

Broader History Study

- A local history study e.g.           

- A depth study linked to a studied period

- A study over a period of a of time

- A post 1066 study of a relevant period in local history

- important historical figure study.

   

RE

(Following agreed syllabus)

Rules & choices

(What is the golden rule?)

Harvest- taking responsibility.

The Bible as literature

(Why is the Bible a best seller?)

Islam

(What do Muslims believe? What does it mean to be a Muslim?)

     Easter

(Why is Easter important to Christians?)

Journeys &

Christian rites of passage

(How do religions celebrate milestones in life?)

What is Worship

Link to open Door

(How is the Christian faith expressed through worship? Why do Christians pray?)

Science

(Yr 3 Science)

Rocks and soils

Rocks used for a

variety of purposes.

Group according to observable

characteristics.

Purpose –

characteristic. Rock is beneath all surfaces. Different

kinds of soil. Use

simple apparatus to measure volumes of liquid. Simple understanding of

fossilisation.

Light and shadows

How shadows are

formed

The shape of

shadows.

How shadows

change over the

course of a day:

length and position.

How the sun

appears to move

across the sky.

The higher the sun the shorter the shadow.

Earth spins on an

axis.

Helping plants grow

well

Plants provide food for us. Observe and measure plants. Water

is taken through the roots. Measure the volume of water and height of plant accurately. Light is needed for healthy growth. Visit an

Organic Farm.

Investigations and Fair testing.

Animals, including humans

Identify that animals, including humans, need the right types and amount of nutrition, and they cannot make their own food, they get nutrition from what they eat.

Identify that humans and some animals have skeletons and muscles for support, protection and movement.

Magnets and springs

Forces between

magnets.

Attract / repel.

Magnetic and non

magnetic materials.

Uses of magnets. Plan a fair test.

Ways in which springs are used.

Predictions: the effect of stretching elastic bands.

Working scientifically (Develop SC1 skills)
Science Skill Focus

Discussing and Questioning:

o Ask questions of other pupils.

o Make relevant contributions to group or class discussions.

Observing and Measuring:

o Use own criteria to group/classify.

Prediction:

o Sometimes predict the outcome of the investigation.

Planning:

o Make a simple plan identifying what observations they will make.

Scientists:

o looking at the part science has played in the development of many useful things.

Health and Safety:

o recognise that there are hazards in living things, materials and physical processes, and assess risks and take action to reduce risks to themselves and others.

Discussing and Questioning:

o Use scientific vocabulary in correct context.

Observing and Measuring:

o With support, begin to use standard measures to the nearest whole number.

Choosing an Approach:

o Begin to make suggestions.

Evaluating Results:

o Compare what happened with what they thought might happen.

Interpreting Results:

o Compare results.

Health and Safety:

o recognise that there are hazards in living things, materials and physical processes, and assess risks and take action to reduce risks to themselves and others.

Fair Testing:

o Show awareness that some aspects should be kept the same.

o Begin to be aware of the idea of fair testing.

Recording tables:

o Present results in a simple pre-headed table.

o Draw a table with suitable headings.

Planning:

o Make suggestions about what can be measured.

Observing and Measuring:

o Measure using non-standard measures.

Interpreting Results:

o Make some statements about what the results show.

Health and Safety:

o recognise that there are hazards in living things, materials and physical processes, and assess risks and take action to reduce risks to themselves and others

Scientists:

o looking at the part science has played in the development of many useful things.

Music

2 Simple music (computer programme on Purple Mash)

Composing:

o record work using ICT/notation.

Appraisal:

o recognise & respond to subtler changes and variations in musical

interpretation and composition (e.g. changes in mood, speed, key).

Performing:

o develop more sophisticated dynamics - louder, softer, very

WW1 Music

Composing:

o improvise more complex musical phrases using a wider range of

instruments and other sound sources.

o use musical phrases and patterns to organise compositions into musical

shape

Appraisal:

o recognise main musical instruments and begin to compare musical

pieces of their own and others’ compositions.

o begin to identify music from different genres; e.g. Pop, classical.

Performing:

o use rhythms/ostinato.

o develop vocal interpretation – speed, dynamics, diction phrasing.

Celebrations (Link to journeys RE)

Composing:

o use instruments/other sources/ elements to create atmosphere/

accompany a piece of prose/ poetry.

Appraisal:

o listen to music from a wide range of styles (classical/pop/ folk) and

cultures/countries.

Performing:

o play tuned/untuned percussion for composition and performance

o begin to develop sophistication in playing techniques, e.g., stopping sounds, varying beats used.

Computing

See computing plan See computing plan See computing plan See computing plan See computing plan See computing plan

Art

Iron Age Art

  • Use experiences, other subjects across the curriculum and ideas as inspiration for artwork.
  • Develop and share ideas in a sketchbook and in finished products.

Pupils should be taught to:

Drawing-

  • Use different hardnesses of pencils to show line, tone and texture.
  • Annotate sketches to explain and elaborate ideas.
  • Sketch lightly (no need to use a rubber to correct mistakes).

Sculpture

  • Create and combine shapes to create
    recognisable forms (e.g. shapes made from
    nets or solid materials).
  • Include texture that conveys feelings,
    expression or movement.

Printing

  • Use layers of two or more colours.
  • Replicate patterns observed in natural or built environments. 
  • Make printing blocks (e.g. from coiled string glued to a block).

Make precise repeating patterns.

Study of an artist from WW1

  • Improve mastery of techniques.
  • Learn about the great artists, architects and designers in history.

Pupils should be taught to:

Painting:

  • Use a number of brush techniques using thick
    and thin brushes to produce shapes, textures,
    patterns and lines.
  • Mix colours effectively.

Collage

  • Select and arrange materials for a striking effect.
  • Ensure work is precise.
  • Use coiling, overlapping, tessellation, mosaic and montage.

Viewpoints- linked to story writing – QCA unit 4A viewpoints for ideas to adapt.

  • Use experiences, other subjects across the curriculum and ideas as inspiration for artwork.
  • Develop and share ideas in a sketchbook and in finished products.

Pupils should be taught to:

Digital Media

  • Create images, video and sound recordings and explain why they were created.

Printing

  • Use layers of two or more colours.
  • Replicate patterns observed in natural or built environments. 
  • Make printing blocks (e.g. from coiled string glued to a block).
  • Make precise repeating patterns.

D&T

 

Create a shoe (link WW1)

Use other sources of information to support ideas and designs, with

support.

o identify shortcomings in her/his design.

Apply previous knowledge to generate new ideas.

o draw a more detailed design, with labels.

Cooking and nutrition

Where food comes from- that food is grown (such as tomatoes, wheat and potatoes), reared (such as pigs, chickens

 and cattle) and caught (such as fish) in the UK, Europe and the wider world

PE

See PE Plan See PE Plan See PE Plan See PE Plan Swimming Year 4

PSHE

(Say no to bullying throughout the year)

WE’RE ALL

STARS!

Community

Rights and

responsibilities

Getting to know

each other

Working

together

BE FRIENDLY, BE

WISE

Making and

sustaining

friendships

Conflict resolution

Anti-bullying

Keeping safe at

home and

outdoors

LIVING LONG,

LIVING STRONG

Growing &

caring for

ourselves;

Valuing

difference &

keeping safe;

Puberty

Healthy eating

and exercise

Goal-setting and

Motivation

DARING TO BE

DIFFERENT

Identity and self

Esteem

Difference and

diversity

 Peer influence

and

assertiveness

DEAR DIARY

Comfortable and

uncomfortable

feelings

Problems in

relationships

Anti-bullying

Help and support

JOINING IN AND

JOINING UP

Needs and

Responsibilities

Participation

Local democracy

Voluntary groups

Fund-raising

activities

St Marys CE (C) First School, Marston Road, Wheaton Aston, Stafford, ST19 9PQ

Tel. Number: 01785 840314 | Fax Number: 01785 841463 | E-Mail: office@st-marys-wheatonaston.staffs.sch.uk

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