Key Stage 3

Autumn Term 2017

3E

Miss El- Habti

Subject: EnglishTopic: Shakespeare; Macbeth

Teacher: Ms. El

Skills students will be developing: Interaction with others, negotiating plans and activities, taking turns in conversation. The ability to contribute to a class discussion/ brainstorming activity. Knowledge of famous writers like Shakespeare and his play Macbeth To develop an awareness of vocabulary used in Shakespearean time and compare it to modern language. To use drama and props to help the understanding of the Macbeth plot. Enjoy listening to and using spoken and written language, readily use it in their play and learning. Sustain attention by listening responding to what they have heard by using relevant comments, questions or

actions. Use their phonic knowledge to write simple regular words and make phonetically plausible attempts at more

complex words. Phonetic knowledge and its use. Retell narratives in the correct sequence, drawing on language pattern of stories and plays. Read a range of familiar and common words and simple sentences independently. Show an understanding of the elements of plays, such as main characters, scenes, sequence of events,

openings, how information can be found in non-fiction texts to answer questions about where, who, why and how.

Attempt writing for different purposes, using features of different forms such as lists, stories and scripts. Be able to write their name as well as other things such as labels and captions. Begin to form simple sentences using punctuation. Reading of either symbols, high frequency words and/or graded reading books. Pencil grip and other fine motor skills. Sentence structure.

Brief Description of Activities: Reading, listening to and roleplaying Shakespeare’s Macbeth. Making props to accompany texts. Acting out stories and scenes from the play using a range of props and puppets. Sequencing events from the play. Visiting the Globe theatre. Read, shop for and prepare a range of Tudor recipes. Considering key information about characters, including how they feel at different times during the play and

the consequences of their actions. Making predictions about how a text will end and developing their own endings. Answering simple questions about the text using writing or symbols. Reading at individual levels using the Oxford Reading Tree scheme and/or a range of other short stories. A range of OT activities to improve pencil and fine motor skills.

Subject vocabulary: Play, writer, theatre, Shakespeare, Tudor, long ago, first, next, last, what comes next, predict, author, title,

capital letter, full stop, sentence, fear, greed, kill, murder, king, royal, old, modern, present, quill, strong, scared, angry, terrified, sad, lonely, fair, unfair, crazy, insane, witches.

Subject: MathsTopic: Number, Problem Solving, Money, & Time

Teacher: Ms. El

Skills students will be developing: An understanding of sequencing and individual number skills. The use and purpose of a clock (analogue and digital) The ability to develop awareness and use a range of time associated terms, including clock, hour, minute,

second. The ability to calculate and solve simple time associated word problems Develop their mathematical ideas and methods to solve practical problems. Talk about, identify, recognise and recreate simple patterns. To develop our understanding of why we need and use money To identify, match and sort coins To begin to recognise different denominations/ notes and use these when out in the community To use knowledge of numbers, time and fractions to identify 100%, 50% and 25%.

Brief Description of Activities: Use a small analogue clock to show the time to the closest minute/ 15 minutes and begin to solve time

associated word problems. Comparing numbers (more and less), sequencing numbers to 30 and beyond, finding missing numbers in a

sequence. Through a range of practical and worksheet based activities, begin to add and subtract objects/ numbers and

identify how many are left. Make/match and continue simple repeat patterns e.g. threading coloured beads on string, creating and

extending number patterns, shape patterns etc. Use money in a variety of contexts.

Subject vocabulary: Time, clock, analogue, digital, day, hour, minute, second, month, week, year, add, takeaway, more, less,

matching, sort, pattern, colour, before, after, next, day, night, morning, afternoon, o’ clock, half past, fast, quarter past, slow, first, second, third last, money, pound, pence, coin, note, penny, more, less, problem solve, difference, fraction, percent.

CURRICULUM INFORMATIONSubject: Computing

Topic: Multimedia Presentations or Mouse and Keyboard skillsTeacher: Mr Adrian Pascu

Class: 3E

Skills students will be developing: Mouse skills using 2Simple draw, purple mash and help kidz learn. Problem solving Communication skills Technical skills

Brief Description of Activities: Learning about the basic computer system. Researching about computer systems With support, creating presentations about preferred electronic device. Taking part in quizzes Saving and storing work to the school network

Subject vocabulary: Computer system, inputs, outputs, storage, save, safety, network, drag and drop, viruses.

Subject: Religious Education Topic: Domestic Church, Myself & Families Teacher: Ms. El

Skills students will be developing: Their listening and confidence to try new activities, initiate ideas and speak in a familiar group about

themselves and their families. Their ability to respond to significant experiences showing a range of feelings when appropriate. The awareness of their own needs, views and feelings and the ability to be sensitive to the needs, views and

feelings of others. To have a developing respect for their own cultures and beliefs and those of their peers. The ability to work as part of a group or class, taking turns and sharing fairly, understanding that there needs

to be agreed values and codes of behaviour for groups of people, including adults and children, to work together harmoniously.

To understand why churches and other religious buildings are important places and what they can be used for.

The ability to create a range of crafts representing and symbolising religious events and occasions. Their role play and acting skills. Their understanding of celebrations including, but not limited to Christmas and Advent. Their ability to reflect on the entire thing they have been blessed with in life, including family, friends,

teachers, love, a home, school, etc.

Brief Description of Activities: Visit a local church Use a range of toys and props to re-enact the story of Jesus’ birth, the story of the prodigal son, and others

from the Bible. Sort objects/ materials and resources into those we use during celebrations and those we do not. Use clay, wax, scented oils and a range of other sensory materials to create a range of crafts and re-enact a

baptism. To take part in a class celebration, preparing cards, food and a range of other arrangements. To create paper bag puppets and take part in a puppet show. Purchase, wrap and present gifts to their friends. Create advent wreaths, Christingles and Christmas cards using a range of materials. Create an advent calendar using a range of materials. Take part in the school Christmas production. Dress up and explore different costumes used for different celebrations. Take part in a prayer/reflection time at the end of each session.

Subject vocabulary: God, love, Jesus, family, friends, Church, Altar, candle, pews, font, stained glass, baby, family, group,

community, belong, light, water, priest, welcome, bless, robes, lectern, message, forgive, cleanse, forgive, new beginning, advent, Christmas, waiting, celebration, happy, community, presents, gift, patience, shepherds, star.

Subject: P.S.H.E./CTopic: People Who Help Us, Mobility, Staying Safe At Home or Out & About

Teacher: Ms. El

Skills students will be developing: To work as part of a group, taking turns and sharing fairly, understanding that there need to be agreed

values and codes of behaviour for groups of people to work together harmoniously. To develop an awareness of the different chores/tasks these individuals do. To appreciate all of the help we receive on a daily basis from adults who assist us. Develop confidence to try new activities, initiate ideas and communicate in familiar groups. Maintain attention for short periods of time and contribute to small group and whole class

discussions/activities. To select and use resources with independence. To develop an awareness of their own safety and gain a better understanding of how to keep themselves

safe at home and when out and about. To practise crossing the road safely using the green cross code. To recognise vehicles and personnel from the emergency services. To identify a range of professionals within the community, including nurses, doctor, firefighters, vets and

develop an awareness of how they do their job. To understand what the terms dangerous, safe and emergency mean. To understand when the emergency services can help and how to call them. To develop an understanding of basic dangers such as hot/ sharp objects, strangers etc.

Brief Description of Activities: Interact with members of the community who help us, including a vet, police officer, firefighter and a

librarian. Visit the local post office, purchase stamps and mail a letter/postcard to a friend at Pield Heath. Practice crossing the road on the school mobility track. Use a range of toys and props to re-enact crossing the road safely. Practise making an emergency call and learn how to keep themselves safe in the event of an emergency. Refer to the green cross code when out on class trips and visits. Explore the duties of various emergency service personnel and dress up/re-enact the different services. Sort objects/activities into safe and dangerous and identify why some objects can be dangerous. Sort people into those they know and strangers who may pose a danger.

Subject vocabulary: Help, adult, community, doctor, nurse, hospital, ambulance, pain, dressing, bandage, dentist, fireman, fire

engine, fire extinguisher, police officer, police car, puppet, safe, dangerous, emergency, gentle, kind, friends, sensible, traffic, road, highway code, pavement, road sign, stop, look both ways, wait, listen, bus stop, bus, paramedic, medicine, sharp, hot, burn, heavy, hospital, hurt, stranger, warning, sensible, responsible.

Subject: ScienceTopic: Electricity, Energy Use & Safety

Teacher: Ms. El

Skills students will be developing: Develop an understanding of what electricity is; a form of energy used to power everyday appliances Identify sources of electricity To develop an awareness of electrical dangers

Differentiate between appliances which are mains operated and those which are battery operated Experience inserting and replacing batteries Develop curiosity and ask questions about why things happen and how things work. Knowledge and understanding of the different ways in which energy is produced. Knowledge and understanding of how simple circuits are constructed and the purpose and use of batteries.

To communicate the need for help when electrical equipment is not working, and attempt to problem solve

Brief Description of Activities: Go on ‘electrical appliance’ walks around the school and within the local community. Visit the Science museum and explore the range of electrical activities available. Experiment with making and changing circuits by selecting the tools and techniques they need to shape,

assemble and connect materials. Identify and sort electrical appliances which create heat, movement or sound Work in small teams to create and alter circuits, experiment with inserting switches and potatoes to identify

electrical conductors. Investigate and experiment with different electronic ways of producing and changing light, movement and

sound.

Subject vocabulary: Electricity, power, energy, appliance, mains, socket, switch, battery, flow, travel, connect, circuit, bulb,

buzzer, wire, battery, danger, safety, harm, hurt, fire, discuss explore, investigate, experiment, consider, alternative, change, function, sound, light, movement, heat

CURRICULUM INFORMATIONSubject: ART

Teacher: Mrs NayyarClass: 3E

Skills students will be developing: To identify different colours in the environment. To discover natural and man-made colours. To identify colours used in works of art. To analyse works of art. To take part in classroom discussions. Will contribute to class room routines by setting up and putting away materials. To work both independently and collaboratively. To mix secondary and tertiary colours using primary. To understand the difference between warm and cool colours. To discover the difference between colour and tones. To learn to make light and dark shades. To increase their proficiency in the handling of different materials. To analyse and evaluate their own work, and that of others, in order to strengthen the visual impact or

applications of their work.

Brief Description of Activities: To observe primary colours in the environment. To match, label, name different colours. To analyse works of art- look at Picasso’s blue period and Van Gogh’s use of warm and cool colours. To paint examples of secondary and tertiary colours using primary colours. Will use water to make light shades of black. To look at works of art and answer questions about the colours they can observe. To paint a colour wheel using primary, secondary and tertiary colours. To paint a monochrome bar.

Subject vocabulary: Primary, Secondary, Tertiary, colour wheel, warm and cool colours, Picasso, Van Gogh, artists, colours,

monochrome, light, dark, tones, monochrome, water, watercolours, paint brush.

CURRICULUM INFORMATION Subject: DT

Teacher: Mrs Nayyar Class: 3E

Skills students will be developing: To analyse different products. To take part in classroom discussions. Will contribute in class room routines by setting up and putting away materials. To work both independently and collaboratively. To design and create a product to meet ‘needs’ and ‘wants’. Develop an understanding of ways to critique, evaluate and test their ideas and products and the work of

others. Use research and exploration, such as the study of different cultures, to identify and understand user needs. To discover ways of modify products. To meet the demands of a brief. To discover different types of jewellery and art from Egypt. To respond to an artist’s exhibition. To test, evaluate and refine their ideas and products against a specification, taking into account the views of

intended users and other interested groups.

Brief Description of Activities: To design create a robot wall hanging for the Science Museum shop. To cut shapes and join them together to

create parts of a robot. To tie together pieces of wood to create a wall hanging. Will cut and combine shapes to create a 2d paper robot. To cut and assemble various sponges shapes to create a bath toy shaped like a robot. To join lollipop sticks together to create different parts of a robot. To print on a canvas bag, to create a printing block by cutting and sticking pieces of string on a cardboard

block. To print geometric patterns on a on a scarf. To model their creations: jewellery and scarves. To look at various jewellery from Egypt and join various materials such as paper, sequins, cardboard and

string together to create a choker necklace and bracelet.

Subject vocabulary: Robot, design, product, museum, wood, colour, testing, British Museum, Tate museum, exhibition, artists,

canvas bags, pencil case, jewellery, Egypt.

CURRICULUM INFORMATIONSubject: History

Topic: Making of the United Kingdom 1500 – 1750Instructor or Teacher: Mr Tomasz Kacperski

Class: 3E

Skills students will be developing: Chronological understanding; using dates, vocabulary and conventions that describes historical periods and

the passage of time. Historical inquiry; asking questioning about the past.

An understanding of experiences, ideas, beliefs and attitudes of men, women and children in past societies and how this have shape the world.

Use a range of sources to communicate about the past and present. Visual recognition of people and events in the past. Reading skills including use of symbols and picture cues to identify events and people in the past.

Brief Description of Activities: Use images/CD ROMs/Role-play/discussions to investigate major events and personalities e.g. Henry VIII. Use images/CD ROM/Role-play/discussions to explore the way of life of people at different levels of society

e.g. Rich and poor people in 1500. Use images/CD ROMs/Role-play/discussions to explore some of the major political, social and religious

changes that shaped the history of Britain e.g. Civil War, formation of the United Kingdom, different groups in society and the religious tension between Catholics and Protestants.

Subject vocabulary: words associated with time, e.g. old, new, leading to older, oldest, newer, newest, today, a long time ago,

ancient, history, next, before, after, now, then, the past, the present, key words associated with the United Kingdom 1500-1750, e.g. King, Queen, beheaded, Henry 8, Charles 1,

rich, poor, Catholic, Protestant, Civil War, Parliament, ruffle, corset, executioner, royalist, parliamentarians, roundheads, Cavaliers.

CURRICULUM INFORMATIONSubject: Music

Topic: African Music and ChristmasTeacher: Petra Voniatis

Class: 3E

Skills students will be developing: Instrument specific skills – African drums and other tuned/unturned percussions, Piano keyboards. Singing and signing - Social skills promote self-expression, develop communication skills. Develop rhythmic ability. Listening and recognising salient features in music. Performance skills – develop self - confidence, role of the audience. Learning how to read a simple graphic score using letters and colours – literacy skills. Improvisational and compositional skills.

Brief Description of Activities: Rhythmic circle activities using percussions and African drums, incorporating, call and response, creating

their own rhythms, revising the musical elements, tempo, dynamics, pitch, timbre. Listening/watching extracts of African traditional music and identifying instruments through choices of

pictures. Singing traditional African songs and dancing/ making movement to African music. Play African percussions and drums – keeping a beat, call and response, dynamics and tempo. Performing and rehearsing as a group using tuned and un-tuned percussion, following simple music notation

using colours and letters to represent different notes and keys and following a leader.

Subject vocabulary:

Instruments: African Percussions- Djembe drum, Piano keyboards, Xylophone - Balafon, Glockenspiel, Maracas (shakers), claves, guiro (scraper).

Musical elements: Pitch (high/low), tempo (fast/slow), dynamics (loud/quiet), melody (tune), call and response (copy), rhythm, performance.

Master drummer, A cappella, gospel, Musical instruments: Djembe, Sakara, Talking drum, Double bells, Shekere

CURRICULUM INFORMATIONSubject: Cookery

Topic: Making breakfastMs Yasmine Bouabdallah

Class: 3E

Skills students will be developing: Knowledge of ingredients used to make breakfast Awareness of techniques used to make porridge boiled eggs and omelette Measuring oats using a table spoon Awareness of basic hygiene Listening and communication skills when working in the kitchen Count to 3 when measuring oats Awareness of the use of utensils and electrical equipment Take turns when measuring ingredients Team work when clearing up and washing up utensils Develop fine motor skills when cracking up eggs

Brief Description of Activities: Mixing milk with oats Wash hands and use of apron before manipulating ingredients Follow health and safety when making breakfast Follow visual and verbal instructions when following recipes Chop and slice fruits to make smoothie Use the blender with an adult Use the hob or cooker safely with an adult Mix ingredients using a wooden spoon Use the timer to boil an egg Manipulate the cook or hob safely Clear out and tidy up after cooking Experience and taste various ingredients Peel and chop fruits in small pieces

Subject vocabulary: Health and safety, healthy snacks Preparing, ingredients, chopping, washing, juicing, squeezing, cutting,

tasting, blending, smoothie, fruit kebabs, chopping boards, aprons, wash hands

CURRICULUM INFORMATION Subject: Personal Care

Topic: Personal Hygiene Ms Yasmine Bouabdallah

Class: 3E

Skills students will be developing: Awareness of ways to enhance ourselves Awareness of skincare products available for them to use Awareness of looking after skin, hair and part of face Understanding of ways to look after our body Experience ways to look after hair, skin and part of face such as eyes and ears Awareness of good appearance from a bad appearance Communication skills and vocabulary related to toiletries products Take turns when experiencing products Pair work when using toiletry products

Brief Description of Activities: Match and label face features Take part in role plays and demonstrations when using products Cut and paste features of the face into the correct place Experience use of products to enhance our face Match letter to pictures Copy letters to pictures using captions Take part in lotto and matching activities Explore products used to treat skincare conditions Select products used to treat skin conditions from a small selection

Subject vocabulary: Skincare, face , cotton buds, cotton wool, water, soap, wipes, flannel , cream, face mask, brush, comb

CURRICULUM INFORMATIONSubject: PE

Topic: Touch Rugby Skills Teacher: Ms Donaldson and Mr Pedrosa

Class: 3E

Skills students will be developing: Ability to play and interact with the group and be part of a team. Ability to wait, share and take turns. Explore and use basic ball skills individually and in combination. An ability to recognise and describe how their bodies feel during exercise. An ability to recognise good performance.

Brief Description of Activities: Individual ball skills and practices.

A range of ball handling and kicking activities to develop technique. Passing skill practices individually, in pairs and small groups. Relays, competitions to develop speed and control. Conditioned games to help learn the rules of touch rugby. Observing others performance and thinking about their own.

Subject vocabulary: Key words associated with rugby, e.g. Team, try, kick, tackle, and ball.