Year 3. See Separate Document

Transcription

1 Year 3 Maths and Literacy Science See Separate Document Working Scientifically (ongoing skills) Planning: asking relevant questions and using different types of scientific enquiries to answer them setting up simple practical enquiries, comparative and fair tests Observing: making systematic and careful observations and, where appropriate, taking accurate measurements using standard units, using a range of equipment, including thermometers and data loggers Recording: gathering, recording, classifying and presenting data in a variety of ways to help in answering questions recording findings using simple scientific language, drawings, labelled diagrams, keys, bar charts, and tables Concluding: reporting on findings from enquiries, including oral and written explanations, displays or presentations of results and conclusions identifying differences, similarities or changes related to simple scientific ideas and processes using straightforward scientific evidence to answer questions or to support their findings. Evaluating: using results to draw simple conclusions, make predictions for new values, suggest improvements and raise further questions Plants (biology) Botanist: David Bellamy 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

2 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. Rocks (chemistry) 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. Forces and Magnets (physics) 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 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 describe magnets as having two poles - predict whether two magnets will attract or repel each other, depending on which poles are facing. History Britain s settlement by Anglo-Saxons Roman withdrawal from Britain in c. AD 410 and the fall of the western Roman Empire Scots invasions from Ireland to north Britain (now Scotland) Anglo-Saxon invasions, settlements and kingdoms: place names and village life Anglo-Saxon art and culture Christian conversion Canterbury, Iona and Lindisfarne ons and Scots Include West Stow as a local history study the Viking and Anglo-Saxon struggle for the Kingdom of England to the time of Edward the Confessor Viking raids and invasion

3 resistance by Alfred the Great and Athelstan, first king of England further Viking invasions and Danegeld Anglo-Saxon laws and justice Edward the Confessor and his death in 1066 Geography -Geographical regions of UK- hills, mountains, coasts, rivers, land use (OS map skills (digimap), compass points, grid reference, symbols and keys). -North America - human/physical - countries, major cities (recap map work vocabulary from cycle 2). - Geographical similarities and differences - human and physical between UK region (or EU) in North America (cover time zones). Computing Whole school coverage P.E. *Swimming may also be taught in blocks for certain year groups Blue = cluster/local competition Music During the year children should given the opportunity to: Play and perform Improvise and compose - Introduction to Garageband. Listening Use and understand - Focus on introduction to musical terms; tempo, pitch, duration, timbre, dynamic etc. History

4 D & T Bread Investigating and Making. Braiding (see CB). Books with moving parts - levers, linkages and sliders. Art Drawing Suggested Artist Vincent Van Gogh (artists for London and Washington class names). Suggested Skills investigate mark making, develop understanding of tone, develop an image using imagination, and explore pattern using line, colour and shape, experiment with different colour combinations, mixing glue with paint will make it thicker and allow marks to be seen clearer (try using different tools to apply paint, dabbing with card etc). Suggested Outcomes Patterned and imaginative drawings. 3D Suggested Artist Howard Hodgkin, Anthony Frost, Anglo-Saxon/Viking art. Suggested Skills respond to the work of a famous artist, understanding the process of inlaid clay designs, forming clay slabs, develop forming and sticking techniques (scratch and wiggle). Suggested Outcomes Clay slabs inlayed with a different colour- 3D paper surfaces Collage Suggested Artist Paul Klee, Victor Vasarely, Henri Matisse. Suggested Skills mixing primary colours to make complementary colours, transposing ideas from painting to collage, modifying and adapting work as it progresses, cutting and sticking, arranging and assembling paper strips, developing an understanding of positive and negative imagery. Suggested Outcomes Abstract landscapes, responses to work of Victor Vasarely, response to work of Matisse. Printing Suggested Artist Printmakers Suggested Skills inking up a polystyrene slab using a roller in different ways to make a variety of marks, understand how materials placed under the printing surface can show texture, understanding the monoprinting process, responding to animal markings and use as a starting point for creating monoprints, using plasticine to produce a relief stamp. Suggested Outcomes monoprints in different colours and on different surfaces, repeated patterns, animal prints. Painting Suggested Artist Sean Scully, Vincent Van Gogh, Leonardo Da Vinci, John Constable, J.M.W. Turner, Peter Lanyon, Maggie Hambling Suggested Skills colour mixing light and dark colours from primary and secondary range, using thick paint and short brush strokes like Van Gogh, respond to ideas and techniques used by artists, comparing artists images, using direct observation as a starting point for work, understanding abstract art, tonking and sgraffito techniques. Suggested Outcomes Paint charts, sky paintings responding to artists, landscapes, respond to work of Van Gogh and Scully, tonking and sgraffito paintings Sculpture Suggested Artist Textile artists, Tudor art/textiles. Suggested Skills Explore patterning from the Tudor period, develop dipping and dyeing techniques, understanding Collographs- cutting and assembling a relief

5 surface, developing block printing techniques onto pre dyed fabric, developing understanding of rotation and reflection, exploring own patterns through ICTsymmetry and resizing. Suggested Outcomes Tudor pattern drawings, Tudor knot gardens, Collograph block printings and plasticine printings on dyed fabric PSHE R.E. MFL Class council should highlight issues to address within class. New beginnings/managing change (new school), class rules, respect for others and the importance of behaviours and actions, anti-bullying, developing healthy relationships within a range of social/cultural contexts, what is a healthy lifestyle, staying safe including online safety. SRE summer term (year 3) - self esteem, challenging gender stereotypes, differences, differences between male and female, family differences, decision making. See separate document In all areas phonics and grammar should be introduced and revisited in the context of the language being learned. Greetings/ Social conventions, Asking and answering questions (What s your name?), Numbers to 10, Classroom objects (Notion of gender), Classroom instructions, Age, Colours (Basic word order), Parts of the body, describing physical characteristics (hair and eyes), describing personality(adjective agreements), days of the week.