Curriculum Offer 2016 - 17

Year Group: 3 / Term 1 Term 2 Term 3 Term 4 Term 5 Term 6
Literacy
Numeracy
Science / Working Scientifically
- I can pose my own questions to investigate
- I can choose an appropriate form of enquiry to investigate a question
- I can choose my own criteria when sorting and classifying
- I can set up simple enquiries (including fair tests)
- I can identify the variables in a fair test
- I can decide what data to collect in an enquiry
- I can make careful observations
- I can use a range of equipment (including thermometers and data loggers) to take accurate measurements
- I can choose how to record and present my findings
- I use scientific vocabulary to discuss my findings
- I recognise patterns in my results
- I can draw simple conclusions from my results
- I can use my findings to pose new questions
- I can suggest ways to improve an experiment
- I can use secondary sources to find information.
Plants
- I know what plants need to grow and survive
- I can identify how this varies from plant to plant (e.g. some need less light, some need more room)
- I can describe the function of different parts of flowering plants (including roots, stem/trunk, leaves, flowers)
- I can explain how water is transported within plants
- I can describe the life cycle of a flowering plant
- I can explain the role of the flowers at different stages of the plant life cycle
- I know that seeds can be dispersed in different ways
Animals, Including Humans
- I know that humans and animals cannot make their own food (like plants) so get nutrition from what they eat
- I know that humans need to eat a varied and balanced diet in order to be healthy
- I can name the different food groups and give examples of each
- I can explain the purpose of each food group (e.g. for vitamins/energy/healthy bones…)
- I can plan meals which contain the right proportion of each food group
- I know that humans and some animals have skeletons
- I can identify animals which do have skeletons and animals which do not have skeletons
- I can label key parts of the human skeleton (including skull, spine, rib cage, pelvis)
- I can explain the purpose of different parts of the skeleton (e.g. rib cage protects lungs and heart)
- I know that humans and animals have muscles and that these help us to move
Rocks
- I can describe rocks based on their appearance, recognising grains, crystals and fossils within them
- I know that there are three main types of rock (sedimentary, igneous, metamorphic)
- I know that these three types of rocks have different properties
- I can classify rocks using their appearance and simple tests (e.g. rubbing, scratching)
- I can describe how fossils are formed
- I know that soil is made up of rocks and organic matter
- I can compare the composition of different types of soil
Light
- I know that we need light to be able to see things
- I know that dark is the absence of light
- I can name different sources of light
- I can describe what happens when light is reflected
- I can explain why it is dangerous to look directly at bright lights (such as the sun)
- I can suggest ways to protect our eyes from bright lights
- I can explain how shadows are formed
- I can investigate how the size of shadows can be changed
- I can identify patterns in how the size of shadows change (e.g. the closer the light source, the smaller the shadow)
Forces and Magnets
- I can compare how objects move on different surfaces
- I recognise that most forces need direct contact between two object (e.g. hand pushing a ball)
- I recognise that magnets can act at a distance (do not need direct contact)
- I can group objects according to whether they are magnetic or not
- I know that magnets have two poles
- I can predict whether magnets will attract or repel each other depending on which poles are facing
- I can compare how different magnets behave (including bar, ring, button, horseshoe)
- I can suggest ways that magnets are used in everyday life
History / Key Skills / Early Settlers / Romans / Ancient Egypt
Pupils should be taught to
a. place events, people and changes into correct periods of time
b. use dates and vocabulary relating to the passing of time, including ancient, modern, BC, AD, century and decade.
2. Pupils should be taught:
a. about characteristic features of the periods and societies studied, including the ideas, beliefs, attitudes and experiences of men, women and children in the past
b. about the social, cultural, religious and ethnic diversity of the societies studied, in Britain and the wider world
c. to identify and describe reasons for, and results of, historical events, situations, and changes in the periods studied
d. to describe and make links between the main events, situations and changes within and across the different periods and societies studied.
3. Pupils should be taught to recognise that the past is represented and interpreted in different ways, and to give reasons for this.
4. Pupils should be taught:
a. how to find out about the events, people and changes studied from an appropriate range of sources of information, including ICT-based sources (for example, documents, printed sources, CD-ROMS, databases, pictures and photographs, music, artefacts, historic buildings and visits to museums, galleries and sites)
b. to ask and answer questions, and to select and record information relevant to the focus of the enquiry.
6. During the key stage, pupils should be taught the knowledge, skills and understanding through a local history study, three British history studies, a European history study and a world history study.
7. A study investigating how an aspect in the local area has changed over a long period of time, or how the locality was affected by a significant national or local event or development or by the work of a significant individual. / Why was this time called the Stone age?
Why was Stone important to settlements and people?
What were Stone age settlements like?
What were the different kingdoms in the early settlers of Britain (Stone/Iron/Bronze Age)?
How did the settlements feed their people?
Did the settlements create any form of art?
How did the settlements defend themselves?
What would an iron age/Bronze Age settlement look like?
What were the main religions in the Bronze/Iron age?
LOCAL FOCUS: Stonehenge – Where is it, what do we know about it?
Who were the main leaders of the Iron age? / Who was Caesar?
Who was Augustus?
Who was Claudius?
Who was Boadicea and why was she important?
Hadrian builds a wall on the Scottish border.
What was it like to be a Roman Soldier?
What was it like to be Roman senator?
Why did the Romans build roads?
What gods did the Romans believe in?
What was it like to be a child in Rome?
Why did the Roman empire spread?
Why did the Roman empire collapse? / I know when Ancient Egypt is on a timeline.
I know where Egypt is in relation to other countries.
I understand the importance of the river Nile.
I understand that farming was important to the ancient Egyptians
I know what life was like for farmers in ancient Egypt
I know about different jobs in Egypt
I know why the pyramids were important,
I know about life after death.
I know about the different Gods in Ancient Egyptians.
I know who Howard Carter is
I can describe the process of mummification.
I know about hieroglyphic messages.
Geography / Investigate Place:
• Ask and answer geographical questions about the physical and human characteristics of a location.
• Use maps, atlases, globes and digital/computer mapping to locate countries and describe features.
• Use fieldwork to observe and record the human and physical features in the local area using a range of methods including sketch maps, plans and graphs and digital technologies.
• Use a range of resources to identify the key physical and human features of a location.
Investigate Patterns:
• Name and locate the Equator, Northern Hemisphere, Southern Hemisphere, the Tropics of Cancer and Capricorn, Arctic and Antarctic Circle and date time zones. Describe some of the characteristics of these geographical areas.
Communicate Geographically:
• Describe key aspects of:
• Physical geography, including: rivers, mountains, volcanoes and earthquakes and the water cycle.
• Human geography, including: settlements and land use.
Key Skills:
• Consolidate a sense of place and direction.
• Show awareness (through gestures, signs, symbols or words) of significant differences between specific physical/natural and human/made features of places.
• Answer simple questions about places and people.
• Start to sort and classify objects in terms of simple features or properties.
Computing / Online Safety / Programming / IT/Multimedia / Digital Literacy
Use technology safely and keep personal information private.
(I know I need to keep my password and personal information secure)
Use technology safely and recognise acceptable and unacceptable behaviour.
(I can recognise acceptable and unacceptable behavior online)
Understand where to go for help and support when he/she has concerns about content or contact on the internet and other online technologies.
( I know that I need to report things that make me uncomfortable) / design, write and debug programs that simulate virtual events
(I can produce a simple program that completes a task)
use logical reasoning to explain how some simple algorithms work
(I can explain how an algorithm works) / recognise familiar forms of input and output devices and how they are used.
(I know what input and output devices are and how they are used)
make efficient use of familiar forms of input and output devices
(I can use a range of input and output devices efficiently)
with support select and use a variety of software to accomplish goals
(I can make choices about which program is best for a given task) / Understand that computer networks enable the sharing of data and information.
(I understand that the internet is a large network that enables computers to share information)
understand that the network is a large network of computers and that information can be shared between computers
(I understand that computer networks enable the sharing of data and information)
use simple search technologies
(I can use a search engine to find web pages)
Use simple search technologies and recognise that some sources are more reliable than others.
(I understand that not all websites are as reliable as others)
MFL (FRENCH) / O: Oracy L: Literacy IU: Intercultural Understanding
O3.1 Listen and respond to simple rhymes, stories and songs
O3.2 Recognise and respond to sound patterns and words
O3.3 Perform simple communicative tasks using single words, phrases and short sentences
O3.4 Listen attentively and understand instructions, everyday classroom language and praise words
L3.1 Recognise some familiar words in written form
L3.2 Make links between some phonemes, rhymes and spellings, and read aloud familiar words
L3.3 Experiment with the writing of simple words
IU3.1 Learn about the different languages spoken by children in the school
IU3.2 Locate country/countries where the language is spoken
IU3.3 Identify social conventions at home and in other cultures
IU3.4 Make indirect or direct contact with the country/countries where the language is spoken
PE
Through each unit children must be given the opportunity to play competitive games, modified where appropriate and apply basic principles suitable for attacking and defending / Dance (Ballet)
Improvise freely with a partner translating ideas from stimuli to movement.
Show an imaginative response to different stimuli through their use of language and choice of movement. Incorporate different qualities and dynamics into their movement. Explore and develop new actions while working with a partner or a small group.
Apply basic compositional ideas to create dance which convey feelings and emotions
Link actions to make dance phrases. Working with a partner and in a small group perform short dances with expression.
Show an awareness of others when moving describe what makes a good dance phrase. / Gymnastics
Consolidate and improve the quality of their actions, body shapes and balances, and their ability to link movements
Improve their ability to select appropriate actions and use simple compositional ideas
Recognise and describe the short term effects of exercise on the body during different activities
Know the importance of suppleness and strength
Describe and evaluate the effectiveness and quality of a performance
Recognise how their own performance has improved / Net games – tennis/badminton
Perform the basic skills needed for the games with control and consistency
Keep a game going using a range of different ways of throwing
Vary the speed and direction of the ball
Play games using a racket, getting their body into good positions, hitting a ball fed to them accurately, and increasingly keeping a rally going using a small range of shots.
Choose good places to stand when receiving, and give reasons for their choice
Try to make things difficult for their opponent by directing the ball to space, at different speeds and heights
Use the rules and keep games going without disputes.
Describe what is successful in their own and others' play
Identify aspects of their game that need improving, and say how and where they could go about improving them / Invasion games – Basketball/Netball
Consolidate and improve the quality of their techniques and their ability to link movements
·Develop the range and consistency of their skills in all games
Improve their ability to choose and use simple tactics and strategies
Keep, adapt and make rules for striking and fielding and net games
Know and describe the short term effects of different exercise activities on the body
Know how to improve stamina