Year 3Calverton Creative Curriculum Long Term Overview
Topic / Autumn 1 / Autumn 2 / Spring 1 / Spring 2 / Summer 1 / Summer 2Rule
Britannia
/ London
Life
/ The Age of Technology
/ Health &
Growth
/ Our Global
Community
/ The World
of Work
Science / Forces and magnets
May the ‘Force’ be with you!
*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 describe magnets as having two poles
*Predict whether two magnets will attract or repel each other, depending on which poles are facing.
*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 / Plants
How did that blossom become an apple?
*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 / Light
Where has my shadow gone?
*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
/ Animals, including humans
Can I grow as big as a tyrannosaurus?
*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 / Rocks
Is the moon made out of cheese?
*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 / Enterprise/World of Work
Application of Knowledge and skills
*Ask relevant questions and use scientific enquiries to answer them
*Make systematic and careful observations while taking accurate measurements using a range of equipment
*Identify differences similarities or changes related to scientific ideas and processes
*Use straightforward scientific evidence to answer questions/support their findings
History/
Geography / History: Early Britain
Who were the first to live in Britain?
*Describe events and periods using the words BC, AD and decade
*Use a timeline within a specific time in history to set out the order things may have happened
*Appreciate that early Brits would not have communicated as we do or have eaten as we do
*Begin to picture what life would have been like for the early settlers / Geography: Our River Thames
Where does the River Thames begin and where does it end?
*Beginning to use a 4 figure grid references
*Accurately plot NSEW on a map
*Use basic ordinance survey map symbols
*Recognise the 8 points of the compass(N, NW, W, S, SW, SE, E,NE)
*Explain why a locality has certain features
*Name and locate some well know European Countries
*Name the capital cities of our Neighbouring European Countries / Geography: Volcanos & Earthquakes
What makes the earth angry?
*Identify key features of a locality by using a map
*Describe how volcanoes are created
*Describe how earthquakes are created
*Describe how volcanoes have an impact on people’s lives
*Locate and name some of
the world’s most famous volcanoes / History: Battle of Britain WWII
How did the Battle of Britain Change our local area?
*Describe events form the past using dates when things happened
*Use my mathematical knowledge to work out how long ago events would have happened
*Recognise that Britain has been invaded by several different groups over time
*Realise that invaders in the past would have fought fiercely, using hand to hand combat / History: Ancient Egyptians
How can we rediscover the wonders of Ancient Egypt?
*Describe events and periods using the words ancient and century
*Recognise the part archaeologists have had in helping us understand more about what happened in the past
*Use various sources to piece together information about a period in history
*Through research identify similarities and differences between given periods in history / Enterprise/World of Work: Why Work?
Why do we need to work?
*Find out why people have jobs
*Develop budgeting skills
*Match jobs with interests and priorities
Enterprise Skills
Attitude –
competitiveness, self-
belief, determination, aspiration, motivation
Creativity –
problem solving, innovation, generating ideas, spotting and creating opportunities
Relationships –
managing difficult situations, working with others, communication, negotiation, presentation
Organisation –
planning, goal setting, decision making, research, managing risk, managing resources
Art /
Design Technology / Art
Painting: Early Britain Art
Exploring and developing ideas
*Collect visual and other information to help them develop their ideas about the environment
*Explore ideas for different purposes
*Use black and white to mix a range of shades and tones.
Investigating and making
*Iinvestigate and combine visual and tactile qualities of materials and processes and to match these qualities to the purpose of their work
to develop their control of tools and techniques
Evaluating and developing their work
*Compare ideas, methods and approaches in their own and others’ work and say what they think and feel about them
*Describe how they might develop their work further / Design Technology
Structures: Design and make a water wheel
Designing
*Generate realistic ideas and design criteria collaboratively through discussion, focusing on the needs of the user and purpose of the product.
*Develop ideas through the analysis of existing products and use annotated sketches and prototypes to model and communicate ideas
Making
* Order the main stages of making
*Select and use appropriate tools to measure, mark out, cut, score, shape and assemble with some accuracy
*Explain their choice of materials according to functional properties and aesthetic qualities
*Use finishing techniques suitable for the product they are creating
Evaluating
*Investigate and evaluate a range of existing shell structures including the materials, components and techniques that have been used.
*Test and evaluate their own products against design criteria and the intended user and purpose
Technical knowledge
• Develop and use knowledge of how to construct strong, stiff shell structures.
• Develop and use knowledge of nets of cubes and cuboids and, where appropriate, more complex 3D shapes.
• Know and use technical vocabulary relevant to the project / Design Technology
Mechanical systems: Make a pop-up information book on volcanoes
Designing
*Generate realistic ideas and their own design criteria through discussion, focusing on the needs of the user
* Use annotated sketches and prototypes to develop, model and communicate ideas
Making
*Order the main stages of making
*Select from and use appropriate tools with some accuracy to cut, shape and join paper and card
*Select from and use finishing techniques suitable for the product they are creating
Evaluating
*Investigate and analyse books and, where available, other products with lever and linkage mechanisms
*Evaluate their own products and ideas against criteria and user needs, as they design and make
Technical knowledge
*Understand and use lever and linkage mechanisms.
*Distinguish between fixed and loose pivots
*Know and use technical vocabulary relevant to the project / Art
Drawing: WWII posters/postcards
Exploring and developing ideas
*Look at a range of postcards which
1. portray relationships
2.send a message
*Collect visual and other information to help them develop ideas
Investigating and making
*Decide on a theme with the time 1939-1940s in mind
*Use shapes to draw people
Sketch each other in different poses using quick sketches
*Draw people with correct proportions (head, legs, arm length, etc)
*Think of a message to accompany their sketch.
Evaluating and developing their work
*How do children’s artwork compare to what they have researched? / Art
3D: Egyptian Masks
Exploring and developing ideas
*Compare ideas, methods and approaches in others’ work
Investigating and making
*Make simple maquettes.
*Create a 3D object from a 2D piece of work.
*Experiment with mudroc
*Create papier mache
Evaluating and developing their work
*Comment on others work using success criteria for improvement / Enterprise /World of Work
Art/Design Technology
Application of knowledge and skills
*Explore the work of other designers
* Generate initial ideas and simple design criteria through talking and using own experiences
* Investigate the possibilities of a range of materials and processes, including drawing
* Develop and communicate ideas through drawings and mock-ups
* Review what they and others have done and say what they think and feel about it
Computing/Film It / Data Retrieving and Organising
*Review images on camera and delete unwanted images?
*Have experienced downloading images from a camera into files on the computer
*Use photo editing software to crop photos and add effects?
*Manipulate sound when using simple recording story boarding
Film IT
Film It Site
*Watch and evaluate my own film on the Film It website and leave a self-evaluation / Databases
*Input data into a prepared database
*Sort and search a database to answer simple questions
*Use a branching database
Film It
Capture
* Use different camera shots
*Download my captured images to the correct folder / Communicating Safely
*Complete e-safety training and understand safety of personal information
*Use the email address book
*Open and send an attachment
*Develop an awareness of
e-safety when using e-mail
Film It
Animation- Pivot Stickman software
*Make a simple animation using Pivot Stickman software
* Save and retrieve my project / Presentation
*Create a presentation that moves from slide to slide and is aimed at a specific audience
*Combine text, images and sounds and show an awareness of audience
*Know how to manipulate text, underline text, centre text, change font and size and save text to a folder
Film It
Windows Media
*Download film (saved from year 2)
*Add captions and experiment with different effects / Algorithms and Programs
*Experiment with variables to control models
*Use 90 degrees and 45 degree turns
*Give an on-screen robot directional instructions
*Draw a square, rectangle and other regular shapes on screen using commands
*Write more complex programs
Film It
Planning (link to Windows Media or Pivot Stickman Software
* Make a mid-production evaluation and make improvements to my work
*Evaluate my film work and say whether it met the needs of the audience / Using the Internet
*Find relevant information by browsing a menu
*Search for an image, copy and paste it into a document
*Use ‘Save picture as’ to save an image to the computer
*Copy and paste text into a document
*Begin to use note making skills to decide what text to copy
Film It
PhotoStory 3
*Add text and experiment with different colours and position of text
*Re order images and delete any not needed
* Record a narration for digital image
Music / Singing
Sing with confidence using a wider vocal range / Singing
Understand how mouth shapes can affect voice sounds / Rhythmic Patterns
Introduction
*Find out about repeated rhythmic patterns
Exploration
*Recognise rhythmic patterns
*Know how rhythms can be described through rhythmic symbols (notations)
*Recognise that repeated patterns are often used in music
Performance
*Compose music using rhythmic ostinati based on spoken phrase / Exploring Descriptive Sounds
Introduction
*Identify how music can be used descriptively, eg to represent different animal characteristics
Exploration
*Use the musical elements to describe animals
*Use movement to describe different animals
*Match sounds and movement descriptively
*Use narration with sounds and movement (multimedia)
Performance
*Select particular ways in which the elements can be combined expressively / Exploring Arrangements
Introduction
*Find out about musical accompaniments
Exploration
*Explore melodic phrases
to explore rhythmic patterns
*Consider the intended effect
about expressive use of elements
about presentation
Performance
*Know how to present a class performance / Singing
Internalise sounds by singing parts of a song in their heads
Physical
Education / Outdoor
Cricket
*Use running and throwing in combination
Children are able to……
*use correct stance for batting
*use team skills for fielding
Indoor
Gymnastics
*Performs rolls and balances on apparatus
*Compose sequence of balance and rolls on apparatus / Outdoor
Golf
*Develop techniques of pitching and putting
Children are able to……
*chip the ball off the ground
*put the ball into target area
Indoor
Gymnastics
*Individual and partner balances
*Vary travel on apparatus / Outdoor
Tag Rugby
*Play competitive games and apply basic tactics of attacking and defending
Children are able to……
*use side swing action for throwing
*pass along a team sideways
*pass sideways whilst running
Indoor
Gymnastics
*Create sequence of body shapes on apparatus
*Mirror movements / Outdoor
Tennis
* Develop technique and control
Children are able to……
*hit ball tactically
*position body to receive ball
Indoor
Dance
Battle of Britain Dance
LCPE: During the Blitz
*Improvise in time with music
*Invent moves to match speech / Outdoor
Athletics (Field)
*Compare performance of self and others and demonstrate improvement to achieve their best
Children are able to……
*perform a standing long jump
*throw a javelin over 5 metres
*chest push a large ball
Indoor
Dance
Ancient Egypt Dance
LCPE: Life on the Nile
*High/middle/low level movements
*Actions to represent character’s chores
*Use canon moves / Outdoor
Athletics (Field)
*Compare performance of self and others and demonstrate improvement to achieve their best
Children are able to……
*sprint over hurdles
*identify personal distance strengths
Indoor
Dance
Carnival Dance
*Perform dances using a range of movement patterns
Foreign Languages
Spanish / *Listen attentively to spoken language and show understanding by joining in and responding
*Explore the patterns and sounds of language through songs and rhymes and link the spelling, sound and meaning of words
*Engage in conversations; ask and answer questions; express opinions and respond to those of others; seek clarification and help*
*Speak in sentences, using familiar vocabulary, phrases and basic language structures
*Develop accurate pronunciation and intonation so that others understand when they are reading aloud or using familiar words and phrases*
*Present ideas and information orally to a range of audiences
*Read carefully and show understanding of words, phrases and simple writing
*Appreciate stories, songs, poems and rhymes in the language
*Broaden their vocabulary and develop their ability to understand new words that are introduced into familiar written material, including through using a dictionary
*Write phrases from memory, and adapt these to create new sentences, to express ideas clearly
*Describe people, places, things and actions orally and in writing
Religious
Education / How do Hindus celebrate Holi/Diwali?
*Ask important questions about life and compare those ideas with ideas of other people
*Reflect on a religious story
*Describe what a believer might learn from a religious story / How did Jesus and Buddha stop and think?
*Explore the power of stories and sayings to challenge people to think about the way they lead their lives / Why are some symbols special for religion?
*Compare religious symbols
*Think about the ways in which symbols are used in different religions
*Reflect on symbols important to them. / What does art symbols tell us about religions?
*Learn about ways in which art, signs and symbols are used in religion to express faith
*Reflect on important signs and symbols in own lives and relate to religious symbols / How do Jews celebrate their belief?
*Compare religious rituals
*Learn about creation stories and beliefs in different religions
*Reflect on own beliefs about how the world began
*Discuss consequences of actions / What is the significance of light in religion?
*Think about and recognise religious symbols in their lives
*Make links between religions and festivals
*Compare own ideas with those of others
P4C/
Ask It / Do we build on others ideas? / Do we speak directly to others? / Do we give reasons for our beliefs? / Do we identify changes in thinking? / Do we achieve whole group tasks? / Do we connect with previous thoughts?
Grow It
Beetroot / Linked to History topic-
Early Britain
*Identify the changes and influences of food in Britain from the Stone Age to the Iron Age
*Research farming and Early Britain. ‘What did people grow in early Britain?’ / Preparation