Year 3- Long term plan - Church Cowleychurchcowley.org/.../Year-3-Long-Term-Plan-2016-17.pdf · Year 3- Long term plan ... Kensuke’s Kingdom Text: Sock Snowmen! Text: Diary of a

Year 3- Long term plan

English- Writing Phonic and whole word

spelling

• spell further homophones

• spell words that are often misspelt (Appendix 1)

Other word building spelling • use further prefixes and suffixes and understand how to add them

• place the possessive apostrophe accurately in words with regular plurals and in words with irregular plurals

• use the first 2 or 3 letters of a word to check its spelling in a dictionary

Transcription • write from memory simple sentences, dictated by the teacher, that include words and punctuation taught so far.

Planning writing • discussing and recording ideas

• composing and rehearsing sentences orally (including dialogue), progressively building a varied and rich vocabulary and an increasing range of sentence structures

Drafting writing • organising paragraphs around a theme

• in narratives, creating settings, characters and plot

• in non-narrative material, using simple organisational devices (headings & subheadings)

Editing writing • assessing the effectiveness of their own and others’ writing and suggesting improvements

• proposing changes to grammar and vocabulary to improve consistency, including the accurate use of pronouns in sentences

• proofread for spelling and punctuation errors

Performing writing • read their own writing aloud, to a group or the whole class, using appropriate intonation and controlling the tone and volume so that the meaning is clear.

Vocabulary • extending the range of sentences with more than one clause by using a wider range of conjunctions, including when, if, because, although

• choosing nouns or pronouns appropriately for clarity and cohesion and to avoid repetition

• using conjunctions, adverbs and prepositions to express time and cause (and place)

Grammar • using the present perfect form of verbs in contrast to the past tense

• form nouns using prefixes (super-, anti-)

• use the correct form of 'a' or 'an'

• word families based on common words (solve, solution, dissolve, insoluble)

Punctuation • using and punctuating direct speech (i.e. Inverted commas)

Grammatical terminology adverb, preposition conjunction, word family, prefix, clause, subordinate clause, direct speech, consonant, consonant letter vowel, vowel letter, inverted commas (or

‘speech marks’)


English- Reading Decoding apply their growing knowledge of root words, prefixes and suffixes, both to read aloud and to understand the meaning of new words they meet

read further exception words, noting the unusual correspondences between spelling and sound and where these occur in the word

Range of reading 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

Familiarity with texts increasing their familiarity with a wide range of books, including fairy stories, myths and legends, and retelling some of these orally

identifying themes and conventions in a wide range of books

Poetry and performance preparing poems and play scripts to read aloud and to perform, showing understanding through intonation, tone, volume and action

recognising some different forms of poetry

Word meanings using dictionaries to check the meaning of words that they have read

Understandings checking that the text makes sense to them, discussing their understanding and explaining the meaning of words in context

asking questions to improve their understanding of a text

identifying main ideas drawn from more than one paragraph and summarising these

Inference drawing inferences such as inferring characters’ feelings, thoughts and motives from their actions, and justifying inferences with evidence

Prediction predicting what might happen from details stated and implied

Authorial intent discussing words and phrases that capture the reader’s interest and imagination

identifying how language, structure, and presentation contribute to meaning

Non-fiction retrieve and record information from non-fiction

Discussing reading participate in discussion about both books that are read to them and those they can read for themselves, taking turns and listening to what others say


Storytelling Heroes!

(6 weeks)

PHSE focus

RE week

(1 week)

RE focus

Take One Book

(4 weeks)

English focus

Enterprise project

(3 weeks)

DT focus

History topic

(6 weeks)

History focus

Local to me!

(7 weeks)

Local history

and geography

Science week

(1 week)

Science focus

21st Century

Technology

(4 weeks)

Computing focus

The World of Work

(1 week )

PHSE focus

Shakespeare

(6 weeks)

English focus

Narrative

(3 weeks)

Religion stories

(1 week)

Narrative

(2 weeks)

Instructions (3

weeks)

Diary entries (3

weeks)

Narrative

(3 weeks)

Instructions (1

week)

Instructions

(3 weeks)

Explanation text

(1 week)

Narrative (3

weeks)

Text:

The Sory of

Rosa Parks

Text:

Traditional

stories of Islam

Text:

Kensuke’s

Kingdom

Text:

Sock Snowmen!

Text:

Diary of a Viking

warrior

Text:

Alice in

Wonderland

Text:

How to create

friction

Text:

How to use an iPad

Text:

How to do this job

Text:

Much ado about

nothing

Newpapers

(3 weeks)

Setting

description

Instructions

(3 weeks)

Explanation Texts

(3 weeks)

Non-

chronological

report

(3 weeks)

Non-chronological

report

(1 week)

Non-chronological

report

(1 week)

Explanation text

Playscripts

Text:

Rosa Parks’

arrest!

Text:

Text:

Setting

descriptions

from Kensuke’s

Kingdom

Text:

Text:

How the Vikings

invaded England

Text:

A guide to

Oxford

Text:

Friction and

surfaces

Text:

Using an iPad

Text:

Text:

Much Ado about

Nothing

Shared

reading text

Fantastic Mr.

FOx

Shared

reading text

Fantastic Mr.

Fox

Shared reading

text

Kensuke’s

Kingdom

Shared reading

text

Shared reading

text

Horrible Histories

Vicious Vikings

and Angry

Shared

reading text

Alice in

Wonderland

Shared reading

text

Alice in

Wonderland

Shared reading text

Shared reading text

Charlie and the

chocolate factory

Shared reading

text:

Much Ado About

Nothing


Anglo-Saxons


Maths

Year Three

Autumn 1

Wk Strands Weekly Summary

1 Mental addition and subtraction (MAS); Problem solving, reasoning and

algebra (PRA)

Use multiple of 5 and 10 bonds to 100 to solve additions and subtractions; add and subtract 1-

digit numbers to and from 2-digit numbers

2 Number and place value (NPV); Mental addition and subtraction (MAS);

Problem solving, reasoning and algebra (PRA)

Compare and order 2- and 3- digit numbers; count on and back in 10s and 1s; add and

subtract 2-digit numbers; solve problems using place value

3 Mental multiplication and division (MMD); Problem solving, reasoning and

algebra (PRA)

Know multiplication and division facts for the 5, 10, 2, 4 and 3 times-tables; doubling and

halving

4 Problem solving, reasoning and algebra (PRA); Measurement (MEA);

Geometry: properties of shapes (GPS)

Know and understand the calendar, including days, weeks, months, years; tell the time to the

nearest 5 minutes on analogue and digital clocks; know the properties of 3D shapes



Comparing, ordering and understanding place value of 2- and 3-digit numbers; subtracting from

2- and 3-digit numbers; using prediction to estimate calculations

Autumn 2


6 Mental multiplication and division (MMD); Fractions, ratio and proportion

(FRP); Problem solving, reasoning and algebra (PRA)

Doubling and halving numbers up to 100 using partitioning; understanding fractions and

fractions of numbers

7 Measurement (MEA); Problem solving, reasoning and algebra (PRA); Mental

addition and subtraction (MAS)

Use money to add and subtract and record using the correct notation and place value; add and

subtract 2-digit numbers using partitioning; add three 2-digit numbers by partitioning and

recombining.

8 Measurement (MEA) Choose an appropriate instrument to measure a length and use a ruler to estimate, measure and

draw to the nearest centimetre; know 1 litre = 1000 ml; estimate and measure capacity in

millilitres



Place 2- and 3-digit numbers on a number line; round 3-digit numbers to nearest 100; use

counting up to do mental subtractions with answers between 10 and 20, 10 and 30, and either

side of 100

10 Mental multiplication and division (MMD); Problem solving, reasoning and Revise times-tables learned and derive division facts; perform division with remainders; choose a


algebra (PRA); Mental addition and subtraction (MAS) mental strategy to solve additions and subtractions; solve word problems

Spring 1




Rehearse place value in 3-digit numbers, order them on a number line and find a number in

between; compare number sentences; solve additions and subtractions using place value; multiply

and divide by 10 (whole number answers); count in steps of 10, 50 and 100.

12 Mental addition and subtraction (MAS); Mental multiplication and division

(MMD); Statistics (STA); Problem solving, reasoning and algebra (PRA)

Add pairs of 2-digit numbers using partitioning (crossing 10s, 100 or both) and then extend to

add two 3-digit numbers (not crossing 1000); recognise and sort multiples of 2, 3, 4, 5, and

10; double the 4 times-table to find the 8 times-table; derive division facts for the 8 times-table;

multiply and divide by 4 by doubling or halving twice

13 Fractions, ratio and proportion (FRP); Problem solving, reasoning and

algebra (PRA)

Identify 1/2s, 1/3s, 1/4,s 1/6s, and 1/8s; realise how many of each make a whole; find

equivalent fractions; place fractions on a 0 to 1 line; find fractions of amounts

14 Geometry: properties of shapes (GPS); Geometry: position and direction

(GPD); Measurement (MEA)

Recognise right angles and know they are 90°; understand angles are measured in degrees;

recognise ° as the symbol for the measurement of degrees; name and list simple properties of 2D

shapes; begin to understand and use the term perimeter to mean the length/distance around the

edge (border) of a 2D shape; begin to calculate using a ruler; know a right angle is a quarter turn;

know 360° is a full turn; begin to understand angles and identify size of angles in relation to 90°

15 Number and place value (NPV); Mental addition and subtraction (MAS) Place 3-digit numbers on empty 100 number lines; begin to place 3-digit numbers on 0-1000

landmarked and empty number lines; round 3-digit numbers to the nearest ten and to the

nearest hundred; use counting up as a strategy to perform mental subtraction (Frog); subtract

pounds and pence from five pounds; use counting up (Frog) as a strategy to perform mental

subtraction of amounts of money; subtract pounds and pence from ten pounds

Spring 2


16 Number and place value (NPV); Problem solving, reasoning and algebra

(PRA); Written addition and subtraction (WAS)

Understand place-value in 3-digit numbers; separate 3-digit numbers into hundreds, tens, and

ones; add two 3-digit numbers using vertical written addition (expanded); add 2- and 3- digit

numbers using vertical written addition (expanded)


17 Mental addition and subtraction (MAS); Written addition and subtraction

(WAS); Problem solving, reasoning and algebra (PRA)

Add two 2-digit numbers mentally; add 2-digit to 3-digit numbers mentally using place value

and rounding; add two 3-digit numbers using expanded written method (answers under 1000);

begin to move tens and hundreds moving towards formal written addition; add two 3-digit

numbers using expanded column addition; investigate patterns in numbers when adding them;

choose to solve addition using a mental method or expanded column addition (written method)

18 Measurement (MEA) Tell the time to the nearest minute on analogue and digital clocks (minutes past and minutes to);

time events in minutes and seconds; find a time after a given interval (not crossing the hour);

calculate time intervals; solve word problems involving time



Order 3-digit numbers and find numbers between; solve subtractions of 3-digit - 3-digit

numbers using counting up (Frog); use counting up and counting back as strategies to perform

mental subtractions; choose to solve a given subtraction by counting up or counting back

20 Mental multiplication and division (MMD); Written multiplication and

division (WMD); Problem solving, reasoning and algebra (PRA)

Double and halve numbers up to 100 by partitioning; solve word problems involving doubling and

halving; multiply numbers between 10 and 25 by 1-digit numbers using the grid method; divide

multiples of 10 by 1-digit numbers using known tables facts; see the relation between

multiplication and division

Summer 1


21 Mental addition and subtraction (MAS); Problem solving, reasoning and

algebra (PRA); Fractions, ratio and proportion (FRP)

Add 3-digit and 1-digit numbers mentally, using number facts; subtract 1-digit numbers from

3-digit numbers mentally using number facts; add and subtract multiples of 10 by counting on

and back in 10s and using number facts to cross 100s; compare and order fractions with the

same denominator; begin to recognise equivalences of 1/2; add and subtract fractions with the

same denominator

22 Mental multiplication and division (MMD); Problem solving, reasoning and

algebra (PRA); Written multiplication and division (WMD)

Use function machines to multiply by 2, 3, 4, 5 and 8 and understand the inverse; use scaling to

multiply heights and weights by 2, 4, 8, 5 and 10; use known facts to multiply multiples of 10

by 2, 3, 4 and 5; multiply numbers between 10 and 30 by 3, 4 and 5 using the grid method;

multiply 2-digit numbers by 3, 4, 5 and 8 using the grid method

23 Mental multiplication and division (MMD); Written multiplication and

division (WMD)

Divide without remainders, just beyond the 12th multiple; division using chunking, with

remainders; use the grid method to multiply 2-digit numbers by 3, 4 ,5 and 8; begin to estimate

products


24 Statistics (STA); Problem solving, reasoning and algebra (PRA);

Measurement (MEA)

Draw and interpret bar charts and pictograms where one square/symbol represents two units;

compare and measure weights in multiples of 100g; know how many grams are in a kilogram;

estimate and weigh objects to the nearest 100g; draw and interpret bar charts where one square

represents one hundred units


(WAS); Problem solving, reasoning and algebra (PRA)

Add 3-digit and 2-digit numbers using mental strategies; add two 3-digit numbers using mental

strategies or by using column addition; use reasoning, trial and improvement to solve problems

involving more complex addition

Summer 2


26 Written addition and subtraction (WAS); Mental addition and subtraction

(MAS)

Use column addition to add three 2- and 3-digit numbers together and four 2- and 3-digit

numbers together; subtract 3-digit numbers using counting up; solve word problems choosing an

appropriate method

27 Written addition and subtraction (WAS); Measurement (MEA); Mental

addition and subtraction (MAS); Problem solving, reasoning and algebra

(PRA)

Add 3-digit numbers using column addition; solve problems involving measures; solve subtractions

of 3-digit numbers using counting up on a line and work systematically to find possibilities;

choose an appropriate strategy to solve addition or subtraction

28 Geometry: properties of shapes (GPS); Measurement (MEA) Identify, name and draw horizontal, vertical, perpendicular, parallel and diagonal lines, angles

and symmetry in 2D shapes; measure the perimeter of 2D shapes by counting and measuring

with a ruler; tell the time on analogue and digital clocks to the minute, begin to tell the time 5,

10, 20 minutes later, recognise am and pm and 24-hour clock times

29 Written multiplication and division (WMD); Problem solving, reasoning and

algebra (PRA); Mental multiplication and division (MMD); Fractions, ratio

and proportion (FRP); Decimals, percentages and their equivalence to

fractions (DPE)

Use the grid method to multiply 2-digit numbers by 3, 4, 5, 6 and 8; estimate products; divide

using chunking, with and without remainders; decide whether to use multiplication or division to

solve word problems; recognise tenths and equivalent fractions; find one-tenth and several tenths

of multiples of 10 and begin to find one-tenth of single-digit numbers


(WAS); Problem solving, reasoning and algebra (PRA); Written

multiplication and division (WMD); Mental multiplication and division

(MMD)

Revise column addition for adding three 3-digit numbers; revise mental strategies for addition;

subtract 3-digit numbers using written and mental methods; find change using counting up;

check subtraction using addition; multiply numbers between 10 and 40 by 1-digit numbers using

grid method; solve division problems just beyond the known tables facts


Heroes! Resources for topic Art ad10 I can show in my sketch book how I have developed techniques and ideas

ad11 I can describe the range of materials I have used since being in KS1

ad12 I can show examples of drawing using pencil and charcoal.

ad13 I can show examples of painting with different kinds of paint

ad15 I can talk about some famous artists, architects and designers from the past

Design Design

dt25 I can talk about my product and explain my design ideas and where they came from

dt26 I can tell you for whom I have designed my product and why I think my product would be useful to them

dt27 I can communicate my ideas through annotated sketches

Make

dt32 I can select and use appropriate tools and techniques for my product

dt33 I can measure, mark, cut and shape a range of materials accurately

dt34 I can join, assemble and combine components with precision

dt36 I can describe the properties of a variety of materials including construction materials, textiles and ingredients and explain my choices in relation to these properties

dt37 I can discuss the aesthetic qualities of my product in relation to the properties of the materials etc I am intending to use

Evaluate

dt38 I can talk about existing products similar to my own

dt39 I can compare my design to those of existing products and can suggest improvements I could make in the light of those comparisons

dt40 I have asked for the views of others, especially the intended users, to help to improve my design

Technical knowledge

dt43 I can strengthen, stiffen and reinforce more complex structures

Computing Co14-22 More complex programming, involving variables and different imputs/outcomes. If children are still struggling with these objectives, may

need to backtrack and start with some KS1 activities before moving onto these. Equipment: Netbooks Resources: https://studio.code.org/s/course3

(on completion of Course 2 – may need to do this first).

RE Communion

PHSCE Jigsaw Unit- Being in my world

PE

Music Voices Scheme of Work

Outdoor L DT/Forest School


RE Week

Resources for topic

RE RE - Learning From Religion

rf21 Reflect on what it means to belong to a faith community.

rf22 Respond to the challenges of commitment in their own lives.

rf23 Identify how commitment to a religion is shown.

rf24 Discuss their own religious beliefs.

Learning About Religion

ra19 Begin to describe the key aspects of religions, especially the people, stories and traditions that influence the beliefs and values of others.

ra20 Begin to describe the variety of practices and ways of life in religions.

ra21 Identify and begin to describe the similarities in religions.

ra22 Investigate the importance of religion in the local community

ra23 Begin to consider the meaning of a range of forms of religious expression.

ra24 Begin to learn specialist vocabulary to communicate their knowledge and understanding.

ra25 Begin to use information about religions from a range of sources.

Computing Co14-22 More complex programming, involving variables and different imputs/outcomes.

Equipment: Netbooks Resources: https://studio.code.org/s/course3 (on completion of Course 2 – may need to do this first).

PHSCE Jigsaw Unit- Celebrating difference

PE




Take One Book

Resources for topic

Geography Location knowledge

ge31 I can name and locate the counties and major cities in the UK

ge32 I can talk about the human and physical characteristics of some of the geographical regions of the UK

ge33 I can identify key topographical features of the UK (e.g. hills, coastal features, rivers, mountain ranges etc)

ge34 I can identify patterns of land-use and describe how these shape the landscape

ge35 I know how and why human and physical features in the landscape change over time (e.g. river courses or patterns of settlement)

Place knowledge

ge38 I can describe the geographical similarities and differences of the physical features of contrasting locations in the UK, Europe and a region of North and South

America

Human and physical geography

ge39 I understand physical geography in relation to climate zones, biomes and vegetation belts

ge40 I understand physical geography in relation to rivers, mountains, volcanoes and earthquakes

ge42 I understand human geography in relation to types of settlement and land-use

ge43 I can talk about goods and produce; where it is sold and how it is transported and how trading nations are interdependent.

ge44 I can talk about natural resources including energy, food, minerals and water and their importance nationally and globally

ge45 I can explain why the distribution of natural resources is important both within the UK and worldwide

Science Working scientifically

sc31 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:

sc32 asking relevant questions and using different types of scientific enquiries to answer them

sc33 setting up simple practical enquiries, comparative and fair tests

sc34 making systematic and careful observations and, where appropriate, taking accurate measurements using standard units, using a range of equipment, including

thermometers and data loggers

sc35 gathering, recording, classifying and presenting data in a variety of ways to help in answering questions

sc36 recording findings using simple scientific language, drawings, labelled diagrams, keys, bar charts, and tables

sc37 reporting on findings from enquiries, including oral and written explanations, displays or presentations of results and conclusions

sc38 using results to draw simple conclusions, make predictions for new values, suggest improvements and raise further questions

sc39 identifying differences, similarities or changes related to simple scientific ideas and processes

sc40 using straightforward scientific evidence to answer questions or to support their findings.

Light and Dark

sc50 recognise that they need light in order to see things and that dark is the absence of light

sc51 notice that light is reflected from surfaces

sc52 recognise that light from the sun can be dangerous and that there are ways to protect their eyes


sc53 recognise that shadows are formed when the light from a light source is blocked by a solid object

sc54 find patterns in the way that the size of shadows change.

RE Light

Computing Co29-30 using equipment and the internet safely

Resources: https://www.thinkuknow.co.uk

http://www.bbc.co.uk/cbbc/topics/stay-safe


PE Term 1 - Tennis



https://www.thinkuknow.co.uk/


Enterprise Project

Resources for

topic Design Design




dt60 I can make pattern pieces for my design

Make




dt35 I can use appropriate finishing techniques to strengthen and improve the appearance of my product

dt36 I can describe the properties of a variety of materials including construction materials, textiles and ingredients and explain my choices in relation to these properties


Evaluate

dt41 I know about some significant developments in technology that have helped to shape the world

dt42 I can talk about some significant designers through history




Technical knowledge

dt44 I know how to use gears and pulleys in my designs

Computing Co27-28 Collect and use a range of information and present it: photos, tables and graphs, posters, newspaper reports, video and audio recording. Can

work across the curriculum.

Equipment: Netbooks, functioning learnpads (possibly), cameras (for video and photos), audio recorders.

RE Light


PE




History Topic- The Vikings and Anglo Saxons

Resources for topic

Science Working scientifically


content:











Forces and magnets

sc55 compare how things move on different surfaces

sc56 notice that some forces need contact between two objects, but magnetic forces can act at a distance

sc57 observe how magnets attract or repel each other and attract some materials and not others

sc58 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

sc59 describe magnets as having two poles

sc60 predict whether two magnets will attract or repel each other, depending on which poles are facing.

History hi18 I can place events, people and changes into correct periods of time (British, local and world history)

hi19 I can describe key features and events in the periods and societies I have studied

hi20 I can recognise similarities and differences between periods of time

hi21 I can use a range of appropriate historical vocabulary including abstract terms such as 'empire' or peasantry'

hi22 I can ask and answer questions about change and cause and effect

hi23 can ask and answer questions about similarities and differences and their significance

hi24 I can draw informed conclusions by using a range of research skills

hi25 I can produce structured work from an appropriate range of resources relevant to the focus of enquiry

hi26 can use sources of information, including ICT, to find out about events, people and changes in the past

hi27 I understand that the same event in the past can be interpreted or represented differently by different people

hi28 I can describe reasons for the different interpretations of historical events, significance of individuals or changes in the periods and societies I have studied

hi42 I can describe Anglo-Saxon life and identify some place names, of their settlements, that exist today


hi43 I know about Anglo-Saxon art and culture

hi44 I can locate some significant places that were important in early Christian times in Britain

hi45 I have studied the conflict in Britain up to the time of Edward the Confessor

hi46 I can describe and give reasons for the Viking raids

hi47 I can explain about the resistance to the Viking invasion and talk about significant British leaders of the time

hi48 I understand about the Viking invasion and Danegeld

hi49 I can describe the system of Anglo-Saxon laws and justice

Computing Co23-26 Use the internet to search for information – choosing sources carefully, how to use a search engine effectively. Can do research for current

topic. Can be paired with Co29 – using the internet safely.

Equipment:

Netbooks, functioning learnpads

RE Childhood and belief

PHSCE Jigsaw Unit- Dreams and Goals

PE




Local to Me!

Resources for topic

Art ad10 I can show in my sketch book how I have developed techniques and ideas

ad11 I can describe the range of materials I have used since being in KS1

ad12 I can show examples of drawing using pencil and charcoal.

ad13 I can show examples of painting with different kinds of paint

History hi18 I can place events, people and changes into correct periods of time (British, local and world history)

hi19 I can describe key features and events in the periods and societies I have studied

hi20 I can recognise similarities and differences between periods of time

hi21 I can use a range of appropriate historical vocabulary including abstract terms such as 'empire' or peasantry'

hi22 I can ask and answer questions about change and cause and effect

hi23 can ask and answer questions about similarities and differences and their significance

hi24 I can draw informed conclusions by using a range of research skills

hi25 I can produce structured work from an appropriate range of resources relevant to the focus of enquiry

hi26 can use sources of information, including ICT, to find out about events, people and changes in the past

hi27 I understand that the same event in the past can be interpreted or represented differently by different people

hi28 I can describe reasons for the different interpretations of historical events, significance of individuals or changes in the periods and societies I have studied

hi51 I know about the history of my local area, how it has changed over time and some of the major events and significant people associated with it

Geography Geographical skills and fieldwork

ge46 I can use a variety of paper-based and digital resources to locate and identify places and features around the world

ge49 I understand keys and the symbols on an O.S. map

ge50 I have done a local study which included the digital collection and presentation of data as well as drawing sketch maps and plans to support my observations

Computing Co27-28 Make a digital record of any trips or activities and use these to create a multimedia presentation.

Equipment:

Netbooks, learnpads, cameras, audio recorders

RE Easter and Passover

PHSCE Jigsaw Unit- Healthy Me

PE




Science week

Resources for

topic Science Working scientifically


content:











Rocks

sc47 compare and group together different kinds of rocks on the basis of their appearance and simple physical properties

sc48 describe in simple terms how fossils are formed when things that have lived are trapped within rock

sc49 recognise that soils are made from rocks and organic matter.

Plants

sc41 identify and describe the functions of different parts of flowering plants: roots, stem/trunk, leaves and flowers

sc42 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

sc43 investigate the way in which water is transported within plants

sc44 explore the part that flowers play in the life cycle of flowering plants, including pollination, seed formation and seed dispersal.

RE The authority of Jesus

Computing Review objective already covered

PHSCE Jigsaw Unit- Relationships

PE




21st Century Technology

Resources for topic

Design Design




dt60 I can make pattern pieces for my design

Make




dt35 I can use appropriate finishing techniques to strengthen and improve the appearance of my product

dt36 I can describe the properties of a variety of materials including construction materials, textiles and ingredients and explain my choices in relation to these

properties


Evaluate

dt41 I know about some significant developments in technology that have helped to shape the world

dt42 I can talk about some significant designers through history




Technical knowledge

dt44 I know how to use gears and pulleys in my designs

Computing Co23-26 Use the internet to search for information– could be scientific data,. Equipment: Netbooks

PE Swimming

RE The authority of Jesus

PHSCE Jigsaw Unit- Relationships




The World of Work Resources for topic PHSE Begin to develop negotiating strategies

Be able to identify the range of jobs carried out by people they know

RE Stories and truth

PE

Music Voices


Shakespeare Resources for topic Science Animals, including humans

sc45 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

sc46 identify that humans and some other animals have skeletons and muscles for support, protection and movement.

Design Cooking and nutrition

dt49 I can describe a healthy diet and explain its importance

dt50 I can prepare a variety of savoury meals

dt51 I can use a variety of cooking techniques

dt52 I can that foods are seasonal and can give examples

dt53 I can talk about the way crops and animals are grown and produce is obtained from the sea

dt54 I can describe how some foods are processed

Computing Co27-28 Use Excel or other appropriate programme to collect and present data.

Equipment: Netbooks

RE Stories and truth

PHSCE Jigsaw Unit- Changing Me

PE Swimming

Music mu11 I can sing in a group, or on my own, with expression, awareness of others and in tune

mu12 I can play instruments with accuracy and control

mu13 I can play instruments with fluency and expression to reflect the intentions of the music

mu14 I can compose pieces of music for a specific purpose, choosing and combining sounds to achieve the effect I desire

mu16 I can listen carefully and perform accurately from memory

mu19 I can describe, compare and evaluate different kinds of music

mu20 I can identify music from different traditions


Documents

Year 3- Long term plan - Church Cowleychurchcowley.org/.../Year-3-Long-Term-Plan-2016-17.pdf · Year 3- Long term plan ... Kensuke’s Kingdom Text: Sock Snowmen! Text: Diary of a