IAA Primary Curriculum Guide

Grade 3 Term 3

Welcome to Term 3

It’s the Summer term. The weather is getting warmer and all of the end of year fun with Trips week and Sports day is about to begin. However, there is still plenty of work to be done.

In the pages that follow you will find the units that your child will study this term along with the expectations at the end of each unit. Not every child progresses at the same rate so please compare your child’s ability at the end of the unit to what he or she could do at the start.

If you have any questions about your child’s levels of attainment, please speak to the class teacher, who is the person who know your child best of all.

Term 3 OverviewLiteracy Numeracy Science Humanities DT/Art ICT PSHE

NarrativeStories set in imaginary worldsPlays

Non-FictionExplanation texts Information texts

Based on Revised Framework for Numeracy

Block A3, C3, D3, E3

QCA Unit 4F Circuits and conductors

QCA Unit 4D Solids Liquids and how they can be separated

QCA Unit 9G Village settlers

QCA Unit 18H What was it like to live here in the past?

QCA Unit 4C Torches OR QCA Unit 4D Alarms ORQCA Unit 4E Lighting it up (all DT)

QCA Unit 4A Money Containers

QCA Unit 4C Branching Databases

Resolving Conflict

Achieving

Changes

Literacy

We will focus on two specific genres this term: Narrative and Non-fiction

Narrative Stories set in imaginary worlds Stories from other cultures

Non-Fiction Explanation texts Information texts

We follow the Renewed Primary Framework for England. For further information please see:

www.nationalstrategies.standards.dcsf.gov.uk/node/1502635

NumeracyNumeracy teaching is divided into 5 Blocks of study:A Counting, Partitioning and Calculating

B Securing number facts and Understanding Shape

C Handling Data and Measure

D Calculating, Measuring and Understanding Shape

E Securing Number facts, relationships and Calculating

These blocks are then divided into 3 Units of study.

This term, children will cover Blocks A1, B1, C1, D1, E1 and A2.

Further information on the content of these blocks , including objectives, can be found at:

Our teachers use the Abacus Evolve scheme to support their teaching.

www.abacusevolve.com

Please be aware that this scheme supports practical learning and our teachers use the pages that are appropriate rather than following the scheme page by page.

www.nationalstrategies.standards.dcsf.gov.uk/node/18537

ScienceQCA Unit 4D – Solids, Liquids and how they can be separated

About this UnitIn this unit children learn about the differences between solids and liquids and recognise that the same material can exist as both solid and liquid. They identify changes that occur when solids and liquids are mixed and how to separate undissolved solids from a liquid. They learn that melting and dissolving are different and recognise that when a solid dissolves it is still there. Experimental and investigative work focuses on: deciding what apparatus to use making and recording observations and measurements drawing conclusions. Work in this unit also offers opportunities for children to explain everyday observations about processes such as dissolving and filtering using scientific ideas.

EXPECTATIONS: at the end of this unit

most children will: describe the differences between solids and liquids; describe melting and dissolving and give everyday examples of each; name some materials that will and some that will not dissolve in water; explain why undissolved solids can be separated from a solution by filtering and show how to do this; recognise that although it is not possible to see a dissolved solid it remains in the solution

some children will not have made so much progress and will:

name some solids and liquids; describe that when ice melts it turns to a liquid, that salt or sugar dissolves in water but sand won’t and separate an undissolved solid from a liquid by filtering

some children will have progressed further and will also:

state that some materials eg metals have to be heated to a very high temperature before they melt and explain that when solids dissolve they break up so small they pass through the holes in the filter paper

VocabularyIn this unit children will have opportunities to use: terms relating to states of matter and to separation eg solid, liquid, melt, freeze, solidify, dissolve, solution, filter, undissolved, dissolved expressions for making suggestions using ‘if’, ‘might’, ‘could’ descriptions using a sequence of ideas.

Science 2QCA Unit 4F Circuits and Conductors

About this UnitThis unit builds on children’s previous practical experience of making circuits and extends their understanding of circuits, conductors and insulators and the need for a complete circuit in order for a device to work. Children are introduced to ways in which they can vary the current in a circuit. Experimental and investigative work focuses on: using ideas about circuits to construct circuits and investigate how they work using results to draw conclusions. Work in this unit also offers opportunities for children to relate their knowledge about electricity to everyday contexts and to recognise and take action to avoid hazards and risks to themselves.

EXPECTATIONS: at the end of this unit

most children will: construct simple circuits and use them to test whether materials are electrical conductors or insulators and how switches work; relate knowledge about metals and non-metals to their use in electrical appliances and systematically investigate the effect of changing components in a circuit on the brightness of bulbs

some children will not have made so much progress and will:

construct a simple working circuit, and explain why some circuits work and others do not

some children will have progressed further and will also:

explain how they matched different components for a particular circuit and describe what may happen if the components are not matched

VocabularyIn this unit children will have opportunities to use: words and phrases relating to electrical circuits eg battery, bulb, buzzer, motor, break, electrical conductor, electrical insulator names of types of material eg metal, plastic expressions used to make generalisations expressions for making suggestions using ‘if’, ‘might’, ‘could’.

HumanitiesQCA Unit 9G – Village Settlers

About this UnitThis is a ‘short’ unit which involves work on Romans, in Jordan (Units 6A in the history scheme of work) with geographical work on the development of settlements. It introduces children to how settlements develop over time and how early settlers provided many of the settlements we use today. It can be used as a geographical study within a history unit or later to revisit work previously completed in history.This unit is particularly suited to children who are not skilled at extended writing, but have developed a higher level of geographical skills. Children can work in small groups when using maps and individually when designing their own village, which can provide an assessment activity.The unit offers links to literacy and history.

EXPECTATIONS: at the end of this unit

most children will: identify early settlement patterns and the links between older established settlements and the present landscape; draw fairly logically constructed maps of their own; understand that places are connected to one another

some children will not have made so much progress and will:

draw plan views on their maps with help; understand, at a simple level, the idea of being connected to other places

some children will have progressed further and will also:

work with more complex Ordnance Survey maps of areas where the landscape has been significantly altered and the original settlements are harder to detect

VocabularyIn this unit, children are likely to use:invaders, settlers, Roman, settlements, village, flooding, river, building, features, routeways, motorway, paths, bridlewayThey may also use:words connected with Ordnance Survey map symbols

Humanities 2QCA Unit 18H – What was it like to live here in the past

About this UnitIn this unit, children are introduced to an enquiry-based approach to a local study. It is best to focus on an aspect of the local community in the immediate locality. It might also be part of a field visit, particularly a residential field trip. Children compare two or three periods of time. A house or group of houses, a shopping street, the school, a workplace, civic or service buildings, or an historic site such as a local castle could be selected as the focus of the unit. It gives opportunity for direct access to historical sources and is an excellent chance to develop fieldwork and research skills. The unit also provides an opportunity to consider citizenship issues such as planning for change, conservation, local identity and social responsibility.

EXPECTATIONS: at the end of this unit

most children will: recognise buildings and features in their local area and know that the locality has changed over time; demonstrate factual knowledge and understanding about the history of the locality or about some of the main events and people linked to the area; recognise some of the similarities and differences in living conditions at different times in the area; ask and answer questions and make deductions about the area by using historical sources in a variety of ways

some children will not have made so much progress and will:

understand that their area was different in the past; make some comparisons between their area in the past and today; begin to ask and answer questions about the local area

some children will have progressed further and will:

describe and compare features of the local area and identify changes within and across the periods; select and combine information from several sources to find out about aspects of the past in the locality

VocabularyIn this unit, children will have opportunities to use:words associated with historical sources, eg census, trade/street directories, oral history, documentswords associated with historical research, eg decade, century, generation, ancestorwords associated with buildings, eg factory, industry, storey, semi-detached, detached, gable, lintel, arch, sash window, casement window, bay, dormer, barge board, finial, pediments, lychgate, churchyard, tower, steeple, gargoyle, corbel, nave, aisle

DTQCA Unit 4A – Money containers

About this UnitIn this unit children learn how textiles containers eg purses, wallets and belt bags are designed for different purposes and different users. They design patterns/templates, and join and reinforce fabrics. Children develop their designing skills when evaluating products and use this information to generate their own ideas and identify design criteria. They communicate their early ideas through modelling with paper or inexpensive fabric, and use decorative techniques eg dyeing and embroidery. This unit could be adapted to focus on bags for different purposes eg pencil cases, simple bags, insulated bags for cold drinks, or water-proof bags for swimwear.

EXPECTATIONS: at the end of this unit

most children will: have sufficient understanding and skills in working with textiles to design and make a money container that meets their design criteria; have evaluated existing products, testing fabrics to choose an appropriate one; have applied decorative techniques appropriately

some children will not have made so much progress and will:

have used given techniques and simple patterns/templates when joining fabric to make a money container, although seams and fastenings may not be secure

some children will have progressed further and will:

have developed a greater level of understanding and skill in working with textiles; have modelled their ideas, tested appropriate fabrics and justified choices; have decorated the product choosing from a range of decorative techniques; have made accurate drawings and identified the stages of making their design criteria; have worked independently in designing and making a money container that is well finished, works well and is suitable for the identified user

VocabularyIn this unit, children will use words and phrases relating to: designing eg user, purpose, design criteria, model, evaluating, labelled drawings, stiffening, reinforcing, coins, notes making eg pattern/templates, strength, weaknesses, accurate, finishing knowledge and understanding eg fabric, fastening, compartment, zip, press stud, clasp, hook and eye, button, buckle, seam, seam allowance, reinforce, gusset, dye, embroidery properties eg strength, hard-wearing, stretch, fray

DT2QCA Unit 4E - Lighting it up

About this UnitIn this unit, children apply knowledge about electric circuits that they have acquired in science in a purposeful way. They learn to design and make something that will shine light eg a table lamp, a light in a room, or one that lights up a poster, a Christmas tree or a display. The children will also need to consider what kind of lights are switched on and off by remote control eg in a corridor or in a home so that it looks lived in. While many of the designing and making skills will be used, there will be two particular focuses. The children should be encouraged to define a set of clear specifications for the light by considering who will use it, and the conditions under which it might be used. They may also use ICT tools to support their research into a range of lights and to control their light, switching it on and off when required.

EXPECTATIONSat the end of this unitmost children will: have sufficient understanding and skills in working with textiles to design and make a money

container that meets their design criteria; have evaluated existing products, testing fabrics to choose an appropriate one; have applied decorative techniques appropriately

some children will not have made so much progress and will:

have used given techniques and simple patterns/templates when joining fabric to make a money container, although seams and fastenings may not be secure

some children will have progressed further and will:

have developed a greater level of understanding and skill in working with textiles; have modelled their ideas, tested appropriate fabrics and justified choices; have decorated the product choosing from a range of decorative techniques; have made accurate drawings and identified the stages of making their design criteria; have worked independently in designing and making a money container that is well finished, works well and is suitable for the identified user

VocabularyIn this unit, children will use words and phrases relating to:designing eg user, specific, plan, labelled drawings, decide, list, classify, specification, design criteriamaking eg clip, rectify, fault, screw, join, connectknowledge and understanding eg electricity, circuit, battery, battery holder, bulb, bulb holder, wire, insulation, crocodile connector, aluminium foil, switch, reflector, energy, control, automatic

ICTQCA Unit 4C Branching Databases

About this UnitIn this unit children learn to use and create branching databases to sort and classify information. Children will be introduced to ‘yes/no’ questions which separate a set of objects into two sub-sets. They are shown how to search and create branching databases. Children will apply what they have learnt in this unit when classifying plants and animals in science.

EXPECTATIONS: at the end of this unit

most children will: develop and search a branching database

some children will not have made so much progress and will:

search a branching database

some children will have progressed further and will:

develop and search a branching database using efficient criteria

Vocabularybranch

HomeworkIn Primary, the day is quite intense for children working in two languages. For this

reason we limit our homework to 20 minutes per day in Grade 3. We suggest: 10 minutes - reading 3minutes - spelling 7 minutes – completing homework sheet/finishing off

If you would like to further consolidate this term’s work we would suggest:

www.bbc.co.uk/schools/bitesize

www.woodlands-junior.kent.sch.uk

We also suggest the CGP books:

www.cgpbooks.co.uk