Overview for Year 3

YEAR 3 Autumn Spring Summer
Reading Word Reading Apply their growing knowledge of root words, prefixes and suffixes both to read aloud and to understand the meaning of any new words they meet. Read further common exception words, noting unusual correspondences between spelling and sound and where they occur in the word.
Comprehension Listening to/discussing/ increasing their familiarity with all genres of fiction/nonfiction – identify themes and conventions within them Reading books structured in different ways and reading for a range of purposes.  Using dictionaries for meaning. Recognising and performing different forms of poetry. Predicting, checking that the text makes sense, asking questions to improve their understanding, summarising ideas from more than one paragraph, identifying how language, structure and presentation contribute to meaning.
Writing SPAG Daily spelling and grammar at appropriate Yr group NC expectations
Composition Termly narrative (all genres) non-fiction and poetry composition as NC expectations
Handwriting Daily to establish new cursive style of writing – then 3 x weekly
Speaking and Listening Listen and respond appropriately, ask relevant questions, maintain attention, participate in discussions and increase ability to speak audibly and fluently. Articulate and justify answers.
Maths Place value, four operations, shape, space and measures, fractions, data handling – using and applying reasoning and problem solving across all areas
Science  

Forces & Magnets/ Plants
*compare how things move on different surfaces

*notice that some forces need contact between 2 objects, but magnetic forces can act at a distance

*observe how magnets attract or repel each other and attract some materials and not others

*compare and group together a variety of everyday materials on the basis of whether they are attracted to a magnet, and identify some magnetic materials

*describe magnets as having 2 poles

*predict whether 2 magnets will attract or repel each other, depending on which poles are facing.

 

*identify and describe the functions of different parts of flowering plants: roots, stem/trunk, leaves and flowers

 

*explore the requirements of plants for life and growth (air, light, water, nutrients from soil, and room to grow) and how they vary from plant to plant

 

*investigate the way in which water is transported within plants

 

*explore the part that flowers play in the life cycle of flowering plants, including pollination, seed formation and seed dispersal

 

Animals including humans

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

 

*identify that humans and some other animals have skeletons and muscles for support, protection and movement.

 

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Rocks & Soils / Light
* compare and group together different kinds of rocks on the basis of their appearance and simple physical properties

*describe in simple terms how fossils are formed when things that have lived are trapped within rock

*recognise that soils are made from rocks and organic matter.

*recognise that they need light in order to see things and that dark is the absence of light

*notice that light is reflected from surfaces

*recognise that light from the sun can be dangerous and that there are ways to protect their eyes

*recognise that shadows are formed when the light from a light source is blocked by a solid object

*find patterns in the way that the size of shadows change.

 

Working Scientifically – on going through the year.

*asking relevant questions and using different types of scientific enquiries to answer them
*setting up simple practical enquiries, comparative and fair tests making systematic and careful observations and, where appropriate, taking accurate measurements using standard units, using a range of equipment, including thermometers and data loggers

*gathering, recording, classifying and presenting data in a variety of ways to help in answering questions

*recording findings using simple scientific language, drawings, labelled diagrams, keys, bar charts, and tables

*reporting on findings from enquiries, including oral and written explanations, displays or presentations of results and conclusions

*using results to draw simple conclusions, make predictions for new values, suggest improvements and raise further questions

* identifying differences, similarities or changes related to simple scientific ideas and processes

*using straightforward scientific evidence to answer questions or to support their findings.

Computing We are programmers / We are bug fixers

E Safety
*design, write and debug programs that accomplish specific goals, including controlling or simulating physical systems; solve problems by decomposing them into smaller parts

*use sequence, selection, and repetition in programs; work with variables and various forms of input and output

*use logical reasoning to explain how some simple algorithms work and to detect and correct errors in algorithms and programs

*use technology safely, respectfully and responsibly; recognise acceptable/unacceptable behaviour; identify a range of ways to report concerns about content and contact

We are presenters / We are network engineers.

E Safety
*understand computer networks including the internet; how they can provide multiple services, such as the world-wide web; and the opportunities they offer for communication and collaboration

*select, use and combine a variety of software (including internet services) on a range of digital devices to design and create a range of programs, systems and content that accomplish given goals, including collecting, analysing, evaluating and presenting data and information.

*use technology safely, respectfully and responsibly; recognise acceptable/unacceptable behaviour; identify a range of ways to report concerns about content and contact

We are communicators / We are opinion pollsters

E Safety
*understand computer networks including the internet; how they can provide multiple services, such as the world-wide web; and the opportunities they offer for communication and collaboration

*use search technologies effectively, appreciate how results are selected and ranked, and be discerning in evaluating digital content

*use technology safely, respectfully and responsibly; recognise acceptable/unacceptable behaviour; identify a range of ways to report concerns about content and contact

The Big Questions What is magnetic? / Where are we?

How do we stay fit and healthy?

Did the Flintstones really exist?

 

 

Were the Romans rotten?
History Pupils continue to develop a chronologically secure knowledge and understanding of British, local and world history, establishing clear narratives within and across the periods they study. They note connections, contrasts and trends over time and develop the appropriate use of historical terms. They regularly address and sometimes devise historically valid questions about change, cause, similarity and difference and significance.  They construct informed responses that involve thoughtful selection and organisation of relevant historical information. They begin to understand how our knowledge of the past is constructed from a range of sources
Pupils will be taught about changes in Britain from the Stone Age to the Iron Age  

 

Pupils will be taught about the Roman empire and its impact on Britain
Geography Pupils extend their knowledge and understanding beyond the local area to include the UK and Europe, North and south America.  This includes location and characteristics of the world’s most significant human and physical features.  They develop their use of geographical knowledge, understanding and skills to enhance their locational and place knowledge.
  Objectives linked to the big question –

* locate the world’s countries, using maps to focus on Europe (including the location of Russia) and North and South America, concentrating on their environmental regions, key physical and human characteristics, countries, and major cities

 

* name and locate counties and cities of the United Kingdom, geographical regions and their identifying human and physical characteristics, key topographical features (including hills, mountains, coasts and rivers), and land-use patterns; and understand how some of these aspects have changed over time

 

*understand geographical similarities and differences through the study of human and physical geography of a region of the United Kingdom, a region in a European country, and a region in North or South America

*describe and understand key aspects of physical geography – the water cycle

 

*use maps, atlases, globes and digital/computer mapping to locate countries and describe features studied. Use symbols and key (including the use of Ordnance Survey maps) to build their knowledge of the United Kingdom and the wider world.

 

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

D&T Magnetic Games

Design
*use research and develop design criteria to inform the design of innovative, functional, appealing products that are fit for purpose, aimed at particular individuals or groups

*generate, develop, model and communicate their ideas through discussion, annotated sketches, cross-sectional and exploded diagrams, prototypes, pattern pieces and computer-aided design

Make:
*select from and use a wider range of tools and equipment to perform practical tasks accurately

*select from and use a wider range of materials and components, including construction materials, textiles and ingredients, according to their functional properties and aesthetic qualities

Evaluate:
*investigate and analyse a range of existing products

*evaluate their ideas and products against their own design criteria and consider the views of others to improve their work

*understand how key events and individuals in design and technology have helped shape the world

Technical knowledge:
*apply their understanding of how to strengthen, stiffen and reinforce more complex structures

* understand and use mechanical systems in their products

* understand and use electrical systems in their products

*apply their understanding of computing to programme, monitor and control their products.

Sandwiches

Cooking and Nutrition;
*understand and apply the principles of a healthy and varied diet

*cook a repertoire of predominantly savoury dishes so that they are able to feed themselves and others a healthy and varied diet

*become competent in a range of cooking techniques [for example, selecting and preparing ingredients; using utensils and electrical equipment; applying heat in different ways; using awareness of taste, texture and smell to decide how to season dishes and combine ingredients; adapting and using their own recipes]

*understand the source, seasonality and characteristics of a broad range of ingredients

Levers

 

Design
*use research and develop design criteria to inform the design of innovative, functional, appealing products that are fit for purpose, aimed at particular individuals or groups

*generate, develop, model and communicate their ideas through discussion, annotated sketches, cross-sectional and exploded diagrams, prototypes, pattern pieces and computer-aided design

Make:
*select from and use a wider range of tools and equipment to perform practical tasks accurately

*select from and use a wider range of materials and components, including construction materials, textiles and ingredients, according to their functional properties and aesthetic qualities

Evaluate:
*investigate and analyse a range of existing products

*evaluate their ideas and products against their own design criteria and consider the views of others to improve their work

*understand how key events and individuals in design and technology have helped shape the world

Technical knowledge:
*apply their understanding of how to strengthen, stiffen and reinforce more complex structures

* understand and use mechanical systems in their products

* understand and use electrical systems in their products

*apply their understanding of computing to programme, monitor and control their products.

 

Art and Design Objectives covered throughout the year during PPA:

Pupils should be taught:

*to create sketch books to record their observations and use them to review and revisit ideas

* to improve their mastery of art and design techniques, including drawing, painting and sculpture with a range of materials

*about great artists, architects and designers in history.

Music Rhythm Work (across all terms)

Singing together

*play and perform in solo and ensemble contexts, using their voices and playing musical instruments with increasing accuracy, fluency, control and expression

 

*improvise and compose music for a range of purposes using the interrelated dimensions of music

*listen with attention to detail and recall sounds with increasing aural memory

*use and understand staff and other musical notation

*appreciate and understand a wide range of high-quality live and recorded music drawn from different traditions and from great composers and musicians

*develop an understanding of the history of music.

 

Singing and performing  (across all terms)

Listening and appraising

*play and perform in solo and ensemble contexts, using their voices and playing musical instruments with increasing accuracy, fluency, control and expression

 

*improvise and compose music for a range of purposes using the interrelated dimensions of music

*listen with attention to detail and recall sounds with increasing aural memory

*use and understand staff and other musical notation

*appreciate and understand a wide range of high-quality live and recorded music drawn from different traditions and from great composers and musicians

*develop an understanding of the history of music.

Listening and appraising  (Across all terms)

Composing

*play and perform in solo and ensemble contexts, using their voices and playing musical instruments with increasing accuracy, fluency, control and expression

 

*improvise and compose music for a range of purposes using the interrelated dimensions of music

*listen with attention to detail and recall sounds with increasing aural memory

*use and understand staff and other musical notation

*appreciate and understand a wide range of high-quality live and recorded music drawn from different traditions and from great composers and musicians

*develop an understanding of the history of music.

P.E. Invasion Games/ Dance

* use running, jumping, throwing and catching in isolation and in combination

 

*play competitive games, modified where appropriate, and apply basic principles suitable for attacking and defending

 

*compare their performances with previous ones and demonstrate improvement to achieve their personal best.

develop flexibility, strength, technique, control and balance

 

* perform dances using a range of movement patterns

 

 

 

 

 

Gymnastics/ Fitness

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*compare their performances with previous ones and demonstrate improvement to achieve their personal best.

 

*develop flexibility, strength, technique, control and balance

 

Team Games / Athletics

*use running, jumping, throwing and catching in isolation and in combination

 

* play competitive games, modified where appropriate, and apply basic principles suitable for attacking and defending

 

*develop flexibility, strength, technique, control and balance

 

*take part in outdoor and adventurous activity challenges both individually and within a team

 

*compare their performances with previous ones and demonstrate improvement to achieve their personal best.

R.E. What is the Bible?

*pupils will explore aspects of The Bible and consider why it is important; they will identify different types of writing in The Bible and examine the story of St Bede and the Lindisfarne Gospels to demonstrate the early importance of The Bible.

 

Christian Symbols

* Pupils will consider the symbols associated with Christmas, identifying key symbols and their meanings, paying particular attention to the Christingle.

Buddhism

*Pupils will explore a range of Buddhist festivals, examining how and why they are celebrated.

 

How is Easter celebrated?

*pupils will explore how the events of the Easter story continue to be prescient in the lives of Christians today by examining how Easter is celebrated in church.

Why are Mosques important?

*pupils will explore what a mosque looks like and what happens inside it.  They will consider the central role of the mosque in the wider Muslim community.  This unit provides an ideal opportunity to visit a mosque as part of their studies.

 

Eid

*Use some appropriate religious vocabulary to describe the impact of the Pillars on Muslims and make links between their way of life and the Muslim practice of the Pillars

PSHCE Health and Wellbeing: Healthy lifestyles, Growing and Changing, Keeping Safe

 

 

Relationships: Valuing Difference, respecting the feelings of others. Healthy Relationships Living in the Wider World: Rights and Responsibilities, Respecting the environment, Money Matters
All Units overlap and are cross curricular therefore will not be discrete to a school term/topic or week but will underpin all our teaching and will be integrated within existing subjects and topics.