Autumn Spring Summer Ages and Ages Ancient Egypt Invasion Force Feel the force Food glorious food!

Transcription

1 New Year 3 Curriculum Map Final Version Topic Title Texts WOW Day SFA WINGS Spoken Word Debbie Hepplewhite Autumn Spring Summer Ages and Ages Ancient Egypt Invasion Force Feel the force Food glorious food! Ago Varjak Paw Iron Man Roman Invaders Gregory Cool Charlotte s Web Stig of the Dump and Settlers- David Thorold SFA Wings is taught by age not Stage. Children are grouped according to ability. For information about Reading, Writing and Grammar Modules taught, please see GMS Wings Overview, Wings 2 to 5 Children will develop their command of standard English through in-class group work, presentation and performances. Children will also be taught through the year to listen and respond appropriately to adults and their peers, ask relevant questions and articulate and justify answers and arguments across the curriculum. From year 2. Some revision, some new learning: url, irl, irt, ir, er, ur, or, ws, sh,si,su se, sp, sm, rs fu, fr, ft, fl qu, rr, ss, ff Revising joins in a long word: long vowel phonemes le ing HFW New words un, de To and from s: dis To and from r: re, pre To and from f: ff Revise joins: qu Introduce: Joining b and p: diagonal join, no ascender: bi, bu, pi, pu Practise b and o to anticlockwise letter: ba, bo, pa, po Practise: b and p: diagonal join to ascender: bl, ph Relative sizes of letters: silent letters Parallel ascenders: HFW Parallel descenders to: adding y t words Relative size and consistency: ly, less, ful Relative size and consistency: capitals Speed and fluency: er, est Speed and fluency: opposites Consistency in spacing: mus, anti, ex Consistency in spacing: non, co Consistency in spacing: apostrophes Layout, speed and fluency practice: address Layout, speed and fluency practice:dialogue Layout, speed and fluency practice: poem Layout, speed and fluency practice: letter styles: calligrams Assessment

2 Revise Silent k and g (knock, gnaw) Contractions (don t, can t) Y at the end of words (cry, fly, dry, try) y change to i add ed/er/est drop e when adding ing, ed, er, est, -y doubling last consonant of root word to keep vowel sound short eg pat patting the or sound is ususally spelt as a before l and ll (all, always, walk) u sound as o (Monday, brother, other) Revise Their/there/they re Too/two/to Which/witch Were/where Our/are Know/no Possessive apostrophe - singular Teach Possessive apostrophe with plural words Revise ck Teach Ch (scheme, chorus) and ch (chef, machine) Soft (science, scene, discipline) /i/ sound spelt y elsewhere than at the end of the word, eg mystery The /^/ sound spelt ou, eg touch, young Words with the ai sound spelt ei, eigh or ey Teach suffixes beginning with a vowel (-ed, -ing, -er etc) Homophones and near homophones break/break, grate/great, here/hear, knot/not, meat/meet suffix ly, Suffix sure (treasure), -ture (creature), -er (stretcher) Prefixes in-, un-, dis-, mis-, in-, il-, im-, ir, re- Grammar and Punctuation Mathematics Grammar/Punctuation Re-cap from Year 2:Apostrophes, Present tense/past tense, Comma, Adjective/adverb/verbs, Use of the present perfect form of verbs instead of the simple past [for example, He has gone out to play contrasted Grammar/Punctuation Teach: Use of the forms a or an Word families based on common words, showing how words are related in form and meaning [for example, solve, solution, solver, dissolve, insoluble] Introduction to inverted commas Grammar/Punctuation adverbs [for example, then, next, soon, therefore], or prepositions [for example, before, after, during, in, because of Expressing time, place and cause using conjunctions [for example, when, before, after, while, so, because], Science Classification of living things To identify that most living things live in habitats to which they are suited. To describe how different habitats provide for the basic needs of different kinds of animals and plants, Rocks To compare and group together different kinds of rocks on the basis of their appearance and simple physical properties. To describe in simple terms how fossils are formed when things that have lived are trapped within rock. FORCES AND MAGNETS To notice that some forces need contact between two objects, but magnetic forces can act at a distance To observe how magnets attract or repel each other and attract some materials and not others To compare and group together a variety of everyday materials on the Light To recognise that they need light in order to see things and that dark is the absence of light. To notice that light is reflected from surfaces. Plants To identify and describe the functions of different parts of flowering plants: roots, stem, leaves and flowers. To 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 Animals including humans To 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. To identify that humans and some animals have skeletons and muscles for

3 and how they depend on each other To recognise that living things can be grouped in a variety of ways. To recognise that living things can be grouped in a variety of ways. To explore and use classification keys to help group, identify and name a variety of living things in their local and wider environment. To recognise that soils are made from rocks and organic matter basis of whether they are attracted to a magnet, and identify some magnetic materials. To describe magnets as having two poles. To predict whether two magnets will attract or repel each other depending on which poles are facing To recognise that light from the sun can be dangerous and that there are ways to protect their eyes. To recognise that shadows are formed when the light from a light source is blocked by an opaque object. To find patterns in the way that the size of shadows change. To investigate the way in which water is transported within plants. To explore the part that flowers play in the life cycle of flowering plants, including pollination, seed formation and seed dispersal. support, protection and movement. To recognise that living things can be grouped in a variety of ways. To recognise that environments can change and that this can sometimes pose dangers to living things. Computing E-safety Algorithms Programming and Development Data and Data Representation Hardware and Processing Communication and Networks Information Technology Geography Local Fieldwork To be able to speak about the local area. To know about the local area around the school. Local Fieldwork use of compass directions To compare human and physical features found in a given area. To use locational and directional language to describe the location of features

4 To produce a land use map. To suggest questions and use a range of geographical skills to help me investigate places and environments. people affect the environment. and routes on a map. To use locational and directional language to find places on a map. To use aerial photographs and plan perspectives. To describe and compare features of different localities. To offer explanations for the locations of some of these features. History Changes in Britain from the Stone Age to the Iron Age To ask questions about the past To understand timelines and chronological order To know about The British Isles separating from the rest of Europe physically. To know about cave paintings. To understand about the discovery of flint and its importance. To understand about the significance of Ancient Egypt Locate Ancient Egypt in time and place. importance of the Nile to Ancient Egypt. flooding of the Nile was important to farming in Egyptian society. and why the ancient Egyptians built pyramids and temples. processes involved in mummification. Romans and Roman Life time conventions BC and AD To order BC and AD dates in chronological order To know when and why Julius Caesar came to England reasons why Claudius invaded Britain To know what made Claudius so successful in battle Roman Empire and its impact on Britain To know about Boudicca To understand that characters are portrayed in different ways in history To understand why Hadrian s Wall was built the Roman invasion affected Britain and give reasons as to why To compare life now to

5 pottery. To sort and identify a mixture of objects. ancient Egyptians beliefs of life after death. To use sources to draw conclusions about historical beliefs. ancient Egyptians beliefs of life after death. To learn about the key features of Roman equipment and training To ask important historical questions and then research lines of enquiry life during the Roman Invasion To make inferences and deductions about the past from the things that have survived. difference between primary and secondary sources To observe and investigate objects and record information To consider the feelings of Howard Carter and Lord Carnarvon on finding Tutankhamun s tomb. other cultures created their own systems of writing. we can learn about past societies from the writing they leave behind. archaeologists might have first deciphered hieroglyphics. Learn how hieroglyphs

6 RE represent symbols, words and sounds; and write their own names in hieroglyphs. Compare and contrast Ancient Egypt to Modern Egypt PHSCE SEAL New beginnings Developing skills of communication and participation Getting on a Falling out Relationships (special people Going for goals Financial capability Looking after my money Drugs, alcohol and tobacco education Healthy Lifestyles Healthy eating and keeping fi Good to be me Changes SRE Art Colour mixing (paint) - to recreate Egyptian art - introduce primary and secondary colours with the addition of black and white and other hues. 3D art- recycled materials including metal- show an awareness of texture, form and shape by recreating an image in 3D form Andy Goldsworthy - 3D plus non-3d - looks at 3D work from a variety of genres and cultures and develops own response through experimentation. Design Technology Design Use research and develop design criteria to inform the design of innovative, functional, appealing products that are fit for purpose, aimed at particular individuals or groups. Make Select from and use a wider range of tools and equipment to perform practical tasks, such as cutting, shaping, joining and finishing, accurately. Evaluate Investigate and analyse a range of existing products. Design a model of a coast using a shoe box showing physical and man-made features. Sewing, eg. Animal masks, cats eyes or sewing name in hieroglyphics Make Roman shields/jewellery Food technology-make healthy dishes such as fruit salad

7 Evaluate their ideas and products against their own design criteria and consider the views of others to improve their work. Music Music to describe movement Repeated rhythmic patterns Accompaniment and melody Pentatonic scales Exploring sound colours Exploring singing games PE Multi-skills Gym and dance Invasion Games Netball/Basketball/Uni-Hoc French Counting to 20 My family Trips to enrich learning Invasion Games Tag Rugby Striking and Fielding Cricket/Tennis/Rounders The British Museum Suntrap-rocks Museum of London Hawkwood Plant Nursery/visit a bee keeper Athletics Suntrap- Compass work