Year 3 Autumn Term Curriculum
Areas of learning
As historians we will be discovering what life was like for the Ancient Egyptians, finding out about the impact of significant individuals, seeking to understand the actions and beliefs of civilisation from the past and realising how the future has been shaped by that time.
As scientists, we will be learning about magnets, investigating how forces work against each other. We will test materials and their magnetism and investigate the magnetic field around the Earth. Children will identify the properties and uses of rocks, the rock family, soils and finally fossils.
Cooking and Nutrition
We will be using our knowledge of rocks and soil from science to create ‘chocolate rock’ to represent igneous rock formations. We will also be making ‘sedimentary sandwiches’ to represent sedimentary rocks.
We will explore natural phenomena around us such as magnetism and rock formation. We will explore how rocks have preserved history through fossils.
- Children will investigate the world around us, looking far back into Ancient civilisation and what has changed in the environment from then to now.
Spiritual & Moral
This term we will be looking at a range of symbols in Christianity. We will be exploring how symbols represent meaning and identifying symbols that are significant to us such as the ‘L’ logo of Latchmere.
- Children will investigate how beliefs have changed over time.
In PSHE we will be agreeing on a class charter to help us follow the school rules. We will consider rules in our wider society and why they are necessary for our safety.
- Children will learn about different communities through the exploration of Ancient Egyptians and their lifestyles.
Year 3 Subject Skills
- ‘Tiddler’, ‘Write Right’ (Time Machine story writing),
- ‘Non-Chronological Reports’,
- ‘Traditional Tales’,
- ‘Performance Poetry’.
- read further exception words, noting the unusual correspondences between spelling and sound, and where these occur in the word.
- listening to and discussing a wide range of fiction, poetry, plays, non-fiction and reference books or textbooks
- reading books that are structured in different ways and reading for a range of purposes
- identifying themes and conventions in a wide range of books
- preparing poems and play scripts to read aloud and to perform, showing understanding through intonation, tone, volume and action
- checking that the text makes sense to them, discussing their understanding and explaining the meaning of words in context
- ρetrieve and record information from non-fiction
- participate in the discussion about both books that are read to them and those they can read for themselves, taking turns and listening to what others say.
- spell words that are often misspelt
- write from memory simple sentences, dictated by the teacher, that include words and punctuation taught so far.
- use the diagonal and horizontal strokes that are needed to join letters and understand which letters, when adjacent to one another, are best left unjoined
- increase the legibility, consistency and quality of their handwriting, e.g. by ensuring that the downstrokes of letters are parallel and equidistant; that lines of writing are spaced
- sufficiently so that the ascenders and descenders of letters do not touch.
- organising paragraphs around a theme
- in narratives, creating settings, characters and plot
- in non-narrative material, using simple organisational devices such as headings and sub-headings
- assessing the effectiveness of their own and others’ writing and suggesting improvements
- to extend the range of sentences with more than one clause by using a wider range of conjunctions, e.g. when, if, because, although
- to using conjunctions, adverbs and prepositions to express time and cause
- using commas after fronted adverbials
- using and punctuating direct speech
- extending the range of sentences with more than one clause by using a wider range of conjunctions, e.g. when, if, because, although
- using conjunctions, adverbs and prepositions to express time and cause
- using and punctuating direct speech
- count from 0 in multiples of 4, 8, 50 and 100 and can find 10 or 100 more or less than a given number
- to recognise the place value of each digit in a three-digit number (hundreds, tens, ones)
- compare and order numbers up to 1000
- identify, represent and estimate numbers using different representations
- read and write numbers to 1000 in numbers and words
- solve number problems and practical problems involving these ideas
- to add and subtract numbers with up to three digits using formal written methods of columnar addition and subtraction
- estimate the answer to a calculation and use inverse operations to check the answer
- solve problems, including missing number problems, using number facts, place value and more complex addition and subtraction
- add and subtract numbers mentally, including a three-digit number and ones
- count up and down in tenths and know that tenths are made from dividing an object into 10 equal parts and in dividing one-digit numbers or quantities by 10
- find and use fractions of numbers such as ¼ of 8 =2 and ¾ of 8 = 6
- identify and show equivalent fractions
- compare and order fractions with the same denominator
- add and subtract amounts of money to give change, using both £ and p in practical contexts
‘Rocks and Soils’, and ‘Magents’ – Magnets
Switched on Science Scheme
- to compare and group together different kinds of rocks on the basis of their appearance and simple physical properties
- to describe in simple terms how fossils are formed when things that have lived are trapped within rock
- to recognise that soils are made from rocks and organic matter.
- to compare how things, move on different surfaces
- to notice that some forces need contact between 2 objects, but magnetic forces can act at a distance
- to observe how magnets, attract or repel each other and attract some materials and not others
- to 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
- to describe magnets as having 2 poles
Earth, Rocks and Soils
- 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 a rock.
- Recognise that soils are made from rocks and organic matter.
History – ‘The Ancient Egyptians’
- to place events, people and changes into correct periods of time
- to use dates and vocabulary relating to the passing of time, including ancient, modern, BC, AD, CE, BCE, century and decade
- to explore ideas, beliefs, attitudes and experiences of men, women and children in the past
- to describe and make links between main events, situations and changes within and across the different periods studied.
- Use a variety of sources to find out about events, people and changes
- Ask and answer questions; select and record relevant information
- Use dates and historical vocabulary to describe the periods studied.
- to communicate their knowledge and understanding of history in a variety of ways.
Religious Education – ‘Christian Creation’ and ‘The Trinity and Christmas’
- children will be able to place the concepts of God and creation on a timeline of the Bible’s ‘big story’
- to look at Genesis 1 to understand what Christians believe about God and creation
- recognise that the story of ‘the Fall’ in Genesis 3 gives Christians an explanation of why things go wrong in the world
- explore the symbolism of the baptism ceremony
- look at ways in which the Trinity is used in worship
- children will understand what a ‘Gospel’ is and learn some of the stories it contains
Art / DT/ PSHE
- Select tools, techniques and materials from a range selected by the teacher.
- Explore the sensory qualities of materials.
- Measure, mark out, cut and shape.
- Assemble, join and combine materials.
- Use simple finishing techniques.
- Follow safe procedures for food safety and hygiene.
- to learn about the artist Mark Rotnko; to study his paintings so as to inspire ‘warm’ and ‘cool’ colour images
- to identify primary, secondary and tertiary colours on the colour wheel
- to draw from observation in ‘new’ sketchbooks
- to learn about the artist Paul Cézanne, to study his still life paintings; to set up still life arrangements to draw
- to learn about the ways in which rules and laws keep people safe
- to take part in making and changing rules
- to learn what anti-social behaviour is and how it can affect people
- to learn how to get help or support
- to learn about managing risk in familiar situations and keeping safe
- to learn about the role of money and ways of managing money (budgeting and saving)
- to learn about what is meant by ‘interest’ and ‘loan’
Swimming, Football and Gymnastics
- children will continue to apply and develop a broader range of skills, learning how to use them in different ways and to link them to make actions and sequences of movement
- they will learn to communicate, collaborate and compete with each other
- they will develop an understanding of how to improve in different physical activities and sports and learn how to evaluate and recognise their own success
Pupils will be taught the following through gymnastics and football:
- to play competitive games, modified where appropriate, and apply basic principles suitable for attacking and defending
- to develop flexibility, strength, technique, control and balance
- to compare their performances with previous ones and demonstrate improvement to achieve their personal best
- in swimming, pupils will be taught to swim competently, confidently and proficiently over a distance of at least 25 meters while using a range of strokes effectively [for example, front crawl, backstroke and breaststroke]
‘We are researchers’ and ‘We are comic writers’
- 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
- use sequence, selection, and repetition in programs; work with variables and various forms of input and output
- to sing songs in unison and 2 parts with clear diction, accurate pitch
- to explore, choose, combine and organise musical ideas within musical structures
- to improve their work
- to learn to internalise and recall sounds with increasing aural memory
- to consolidate and expand the topics covered in years 1 and 2, including reading and writing; correctly copying familiar single words.