Year 3 Curriculum Map

Click here to view the Year 3 Timetable for 2016-17 

 

Autumn 1

Autumn 2

Spring 1

Spring 2

Summer 1

Summer 2

RE

Responses to Creation (R1)

Celebration of significant events in peoples’ lives (CE1)

Signs and symbols and their significance in the liturgy (CE3)

Role of Mary as Mother (C1) linked to month of October

2016/2017 During the Year of Mercy the first half term will be spent on the Acts of Mercy.

Shelter the Homeless

The role of Mary as mother of Jesus and first disciple of the Church (C1)

Ways in which people of today can hear and respond to God’s call (R2)

The Gospel accounts of key events in the Life of Jesus:

The Nativity (R3)

ADVENT preparation/CAFOD link – Universal church

The Gospel accounts of key events in the Life of Jesus:

The presentation, the finding in the temple, Jesus’ baptism. (R3)

Gospel accounts which show the love and complete self-giving of Jesus. (L2)

The Gospel accounts of the temptations of Jesus (R3)

Signs and symbols and their significance in the Liturgy. (CE3)

Prayer in the life of Jesus. (CE4)

The way Jesus proclaimed Good News to everyone he met and the variety of responses made. (C2)

Gospel accounts of the Passion, death and resurrection of Jesus. (R3)

The joys and challenges that freedom and responsibility bring. (L3)

The Gospel accounts of the Ascension (CE4)

The Gospel accounts of the coming of the Holy Spirit at Pentecost and the transformation of the disciples. (R4)

Sin as a failure of love and the love and mercy of God which calls people to sorrow and forgiveness. (L4)

Responses to creation (in prayer, art, music etc.) (R1)

Ways in which people of today can hear and respond to God’s call. (R1)

English

PDF Files

See separate document: English Scheme of Learning

Mathematics

PDF files

Overview

Click to read separate document: Mathematics Scheme of Learning

Science

 

Plants

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

Rocks

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

Rocks

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

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

Study – African Animals

Forces and Magnets

compare how things move on different surfaces

notice that some forces need contact between two 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 two poles

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

This is the first time in the science curriculum that electricity is studied

Light

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

This is the first time in the science curriculum that light is studied

TOPIC Theme

Butterflies and Bees Crown Jewels Volcanoes UK Explorers How strong are you? Shattered!

History

 

Continue to develop chronologically secure knowledge of history

Develop the appropriate use of historical terms

Identify historically significant people and events in situations

Address and devise historically valid questions

Tudor Times – Tower of London

Continue to develop chronologically secure knowledge of history

Develop the appropriate use of historical terms

Identify historically significant people and events in situations

Address and devise historically valid questions

Pompei and Romans

     

Geography

 

To 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.

Linked to pond area within school grounds

Comparison of ideal butterfly landscapes

 

To 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

To 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.

To 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

To 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.

 

Art

 

Painting – colour, shades on the face to support dance performance

Review techniques on colour. Use of colour wheel to develop understanding of primary and secondary colours. Use shades in own work to increase depth and tone

Materials – texture, pattern

Use a range of materials creatively to develop knowledge of texture and pattern.

Materials – texture, pattern

Use a range of materials creatively to develop knowledge of texture and pattern.

Drawing – pencil, charcoal

Develop drawing skills including the use of different mediums i.e charcoal, and the effect that can be achieved. To use and build upon previously learned techniques, line and shape.

Artists  - inspiration

Use the work of famous artist throughout history for inspiration and comparison.

Study – African Arty and Printing

Sculpting -  comparing, analysing

Introduce children to a range of work by famous sculptures. Choose one for in depth analysis. Replicate work to gain an understanding and improve own technique and control.

DT

 

Generating, developing, modelling and communicating ideas.

Share and clarify ideas through discussion.

Model ideas using prototypes.

Use annotated sketches.

Generate realistic ideas.

Make design decisions that take account of the availability of resources.

 

Own ideas and products

Refer to the design criteria as they design and make.

Use the design criteria to evaluate their completed products.

Identify the strengths and areas for development in their ideas and products.

Consider the views of others, including intended users, to improve their work.

Volcano Making

Key Events and Individuals

About inventors, designers, engineers, chef and manufacturers who have developed ground-breaking products – explore famous palaeologists

Own ideas and products

Refer to the design criteria as they design and make.

Use the design criteria to evaluate their completed products.

Identify the strengths and areas for development in their ideas and products.

Consider the views of others, including intended users, to improve their work.

Making healthy breakfasts on a Tesco Farm to Fork Trail 

Key Events and Individuals

About inventors, designers, engineers, chef and manufacturers who have developed ground-breaking products.

Velcro

Making products work

Develop a greater understanding of how to strengthen, stiffen and reinforce more complex structures.

Understand how mechanical systems such as leavers and linkages create movement.

How simple electrical circuits and components can be used to create functional products.

Existing Products

How well products have been designed and made

Why materials have been chosen

What methods of construction have been used?

How well a product works

How well a product achieves their purpose

How well a product meets user needs and wants

Theme – Glass Products: Blowing

Lower KS2 should also investigate and analyse:

Who designed and made the products

Where/when products were designed and made

Whether products can be recycled or reused.

Key Events and Individuals

About inventors, who have developed ground-breaking products.  Thomas Edison Lightbulb Invention

Modern Foreign Languages

 

All About Me

• Greetings

• Introducing yourself

• Simple greetings

• Making simple statements (about name and age)

• Asking simple questions (about name and age)

• Numbers 1–10

Songs and Games

• Responding to a song in the subject

• Understanding simple

instructions

• Making a game

• Numbers 11–20

• Simple instructions

• Expressing preference

Celebrations

• Saying what you can do well

• Celebrating achievements

and special occasions

• Making simple statements

(about activities)

• Expressing praise

• Months of the year

• Writing an invitation

• Asking permission

Portraits

• Parts of the body

• Colours

• Descriptions of people

• Making simple statements

(about appearance)

• Giving a simple

description (of a person)

Four Friends

• Responding to a story

• Understanding simple

instructions

• Descriptions of animals

• Giving a simple

description (of an animal)

• Making simple statements

(about movement)

Growing Things

• Responding to a story

• Buying things

• Ordering in a restaurant

• Expressing likes and dislikes (about food)

• Saying what you would like

PHSE

 

See separate document: PHSE Curriculum Map

See separate document: PHSE Curriculum Map

See separate document: PHSE Curriculum Map

See separate document: PHSE Curriculum Map

See separate document: PHSE Curriculum Map

See separate document: PHSE Curriculum Map

PE

Rugby

Reteach time

Boccia

Dance

Reteach time

O&A

Music

To improvise and compose music for a range of purposes using the inter-related dimensions of music

Excellence Outcome:  to choose, order and combine sounds to create repeated patterns (ostinati) with a range of instruments

Flight of the bumblebee Kovskov

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

To develop an understanding of the history of music –

Classical –Mozart, Henry VIII Composer

Jazz – Louis Armstrong

Pop – Spice Girls

Excellence Outcome: to use some musical dimensions vocabulary to describe music– duration, pitch, dynamics, tempo and mood.

Experiment with, create select and combine sounds using the inter-related dimensions of music

To play and perform in solo and ensemble contexts with increasing accuracy, fluency, control and expression.

Excellence Outcome:  to sing/play notes on instruments clearly and include steps/ leaps in notes and changes of pitch.

Volcano Tune

To use and understand stave and other musical notations

To play and perform in solo and ensemble contexts combining the use of their voices with playing musical instruments with increasing accuracy, fluency, control and expression

Excellence Outcome: to interpret and write simple melodies using non-standard notation, exploring rhythm through crotchet and quaver beats.

African Tribal Music

To perform in solo and ensemble contexts with increasing accuracy, fluency, control and expression.

Excellence Outcome: to follow signals introduced for change of pitch and volume in order to sing in time with others.(unison, call and response and rounds)

Use and understand stave and other musical notations

Experiment with, create select and combine sounds using the inter-related dimensions of music

Excellence Outcome: to use non-standard notation to record melodies.

Educational Visits and Showcase

Williamson Park – Butterfly House

Lancaster

Turton Tower

Bolton

Volcanoes Exhibition and Competition to see who can make the best volcano model (according to selected criteria).  Exhibition in school for parents, parish and pupils.  Voting takes place on the one that meets criteria

Blackpool Zoo

Launch a Sandwich Pop Up Shop for one day only

Visit a variety of venues to explore forces and magnets, structure and water

(Splash Park Fleetwood/Park View 4 U at Lytham, Beach Visit to Fleetwood (Sand) or Cleveleys (Rocks), Playground (Fleetwood/Stanley Park)

Glass Blowing Museum

Ongoing Themes

Science

During Years 3 and 4, pupils should be taught to use the following practical scientific methods, processes and skills through the teaching of the programme of study content:

  • asking relevant questions
  • setting up simple practical enquiries, comparative and fair tests
  • making accurate measurements using standard units, using a range of equipment, for example 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, 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 and suggest improvements, new questions and predictions for setting up further tests
  • identifying differences, similarities or changes related to simple scientific ideas and processes
  • using straightforward scientific evidence to answer questions or to support their findings.

Music - To develop and understanding of dynamics and begin to use terminology to describe a range of music styles.
To perform with confidence.

Design Technology

Planning, Practical skills and techniques

Select tools and equipment suitable for the task.
Select materials and components suitable for the task.
Begin to explain and justify the choice of materials and components.
Begin to order the main stages of making.
Measure, mark out, cut and shape materials and components with some accuracy.
Assemble, join and combine materials with some accuracy.
Follow procedures for safety and hygiene.

Understanding contexts, users and purposes

Work with greater confidence within a range of contexts such as leisure, culture, enterprise and the wider environment.
Describe the purpose of their products.
Use research and develop design criteria to inform the design of innovative, functional and appealing products.

RE

Learn about the value of sharing, showing respect and care for others,  Jesus’ prayer to his Father (responses within Mass)

ICT

See separate document for scheme of learning