Year 3

Magpie, Nightingale and Owl

Value of the Month

Courtesy

We all lead busy lives don’t we? I bet you’re frantically running around trying to organise things for the festive season, be a great parent, friend and partner whilst desperately trying to find an opportunity for a run or the chance to play your guitar (very averagely) for a bit aren’t you?

WHAT IS MY CHILD LEARNING?

CURRICULUM PLAN

Autumn Term Curriculum 2022

CURRICULUM PLAN – WHAT IS MY CHILD LEARNING?

YEAR 3

TERM: Autumn 2022

English: We will be writing across a range of fiction and non-fiction genres including: poetry, narrative, instructions and recounts. The work will be based on two key texts for the term: ‘Ug – Boy Genius of the Stone Age’ by Raymond Briggs and ‘Ways to Make Sunshine’ by Renée Watson.  There will be a focus on drawing inferences about characters’ feelings, thoughts and motives and making predictions based on evidence from the text.

Children will improve their writing through focussed grammar activities, oral rehearsal of model texts and using a range of sentence types such as short, compound and complex to make their writing engaging for the reader.   They will use a range of punctuation including exclamation marks, question marks and inverted commas for speech. Spelling will be delivered through the Support for Spelling programme and using the Year 3/4 spelling list from the National Curriculum.

The children will begin whole class Destination Reader sessions whereby they are given a range of challenging reading activities to develop their comprehension and general reading skills. They will be exposed to a wide range of texts including fiction, poetry and non-fiction. During these sessions they will develop reading skills such as: skimming, scanning, prediction, summarising, inference and deduction.

Maths: We are continuing to use the resources from White Rose Maths. These resources are influenced, inspired and informed by the work of leading maths researchers and practitioners across the world. We use a mixture of concrete, pictorial and abstract representations of the subject matter taught, to develop mastery of the objectives. Problem solving is built into every lesson. We also have regular opportunities for children to practise their times tables and every child will receive their own login for Times Tables (TT) Rock Stars which is a carefully sequenced programme for times tables practice. There are three areas of learning this Autumn:

Place value: Children will learn to represent and partition numbers up to 1,000 in different ways. They will identify the number of hundreds, tens and ones in numbers and find 1, 10 or 100 more or less. Children will be exposed to a variety of number lines with different start and end point values, and be asked to position numbers and estimate values. They will compare numbers to 1,000 using the greater than (>) and less than (<) symbols and practise ordering numbers to 1,000. Finally they will practise counting in 50s.

Addition and subtraction: The children will learn how to apply their number bonds to 10. They will practise, then explore adding and subtracting 1s, 10s and 100s, looking for patterns. Children will learn to add and subtract two numbers, either both 2-digit or both 3-digit, using the formal written method. Children will find complements (number bonds) to 100, learn the importance of estimating answers and practise checking their work using inverse operations. Finally, they are asked to make decisions about what operation and what method is appropriate to solve a problem.

Multiplication and division: Children will be learning to use arrays to enhance their knowledge of the link between repeated addition and multiplication and to explore commutativity. They will be learning to identify multiples of 2, 4, 5 and 10 and they will learn how to multiply and divide by 3, 4 and 8. Finally they will learn the 3, 4 and 8 times-tables.

Science: Our first science topic will be Rocks, where we will be comparing and grouping different kinds of rocks on the basis of their appearance and simple physical properties. Pupils will learn how fossils are formed when things that have lived are trapped within rock and recognise that soils are made from rocks and organic matter.

Our second topic will be animals (including humans). Children will learn about the right types and amount of nutrition different species need, how some animals have skeletons and what function skeletons serve.

History/Geography: In our first half term, our focus will be History and how Britain has changed since the Stone Age through to the Iron Age, looking in particular at the invention of the wheel and the discovery of iron ore.

Geography:  In the second half term, we will be learning about the main features of the UK, including counties, special features such as the Lake District and holiday destinations.

Computing

In computing, the children will be learning about computing systems and networks as well as stop-frame animation.

MFL (French)

In French, we will be following the Language Angels scheme. We will be learning core vocabulary including saying how you feel, counting from 1-10 and learning colours before moving on to animal names.

Art & Design

Children will learn about the life and works of Frank Bowling, the Guyana-born British artist. They will practise using a range of materials and techniques in their artwork and learn how to improve and evaluate each other’s work.

Design and Technology

Children will create a money container. After designing their purse, they will learn how to sew and stitch components together.

Music

The children will be learning the recorder with Ms Vetch. Their learning will focus on instrumental technique, learning to read and play from notation, playing as an ensemble, listening and evaluating pieces of music and composing their own musical patterns.

PE

In the first half term we will be developing our football skills. In the second part of the Autumn term we will be learning how to play dodge ball.  With Mr Browning, the children will learn how to play netball and will develop skills in indoor athletics, focussing on how to run, jump and throw.

PHSE/RSE

In PSHE we will be learning about relationships with others, helping others to get help, developing a growth mind-set and mindfulness. In the second half of term we will be learning about self-image, anxiety, anger (including difficult feelings and behaviours) and stress. In RSE we will be learning about how to care for our bodies and about vaccinations and diseases.

RE

We will be looking at ‘what is important to me’, including exploring the idea of what it is to be a human and relating it to religious and other beliefs.

Special events/ enrichment opportunities

Diorama showcase  for parents – we will confirm a date nearer the time when you will be welcome to come in to school to hear and see more about what your child has been learning in history.

How parents can be involved in home learning

Please read daily with your child and practise their spellings which will be uploaded each week to Google Classroom.  Spellings will be uploaded on a Friday, ready for testing the following Friday.  Spellings can be done through dictation, look-cover-write-check, putting them in sentences, playing games with them and so on. Also, practise the multiplication tables as much as possible. This can be done in many different ways but children may well enjoy using the online game the school subscribes to called TT Rockstars (your child will be bringing home their unique password soon).

 

English Key Skills
Speaking and Listening

I can listen and respond appropriately to adults and my peers.

I can ask a range of relevant questions to extend my understanding.

I can answer questions using full sentences and can begin to justify my answers.

I can listen to and remember important points in discussions and stories

I can participate in conversations staying on topic, initiating and responding to comments.

I can use talk to develop understanding through speculating, imagining and exploring ideas.

I have an increasing command of Standard English.

I can participate in discussions, presentations, performances, role play and debates.

Reading (word/comprehension)

I can read all key words from Rec-Yr3.

I can apply my growing knowledge of root words, prefixes and suffixes to read aloud and to understand the meaning of new words.

I can read aloud with expression taking account of grammar and punctuation.

I can sustain silent reading to include longer more complex texts.

I can discuss which authors I like/dislike and give reasons.

I can listen to and discuss a wide range of fiction, poetry, plays, non-fiction and reference books.

I can make predictions based on what I already know about a text.

I can summarise more than one paragraph after I have read a text and give appropriate detail.

I can draw inferences from a text such as inferring how a character feels.

I can ask questions to improve my understanding.

I can retrieve information from a range of texts to answer questions.

I can identify themes in a wide range of texts.

I can evaluate texts looking at language, structure and presentation.

I can prepare poems and play scripts to read aloud.

I can use a dictionary to check meanings of words.

Writing (composition and grammar)

I can write at least one and a half pages of text.

I can write using full stops, capital letters, question marks, exclamation marks and inverted commas for speech.

I can use commas in lists, for description and to mark fronted adverbials.

I can vary the types of sentences I use in my writing (e.g. short sentences, compound sentence), complex sentences, relative clauses who/whom/which/whose/that) e.g. The Great Barrier Reef, which is on the east coast of Australia, is a popular tourist attraction.

I can use conjunctions in sentences to express time and cause (e.g. when, so, before, after, while, because)

I can use a range of sentence openers for interest and effect (e.g. connectives, similes, -ed starters, -ing starters)

I can embellish sentences by including adjectives, adverb starters and fronted adverbials (e.g. Earlier in the week, we carried out a traffic survey.)

I can write in the 1st/3rd person and tense consistently through a piece of writing.

I can write consistently in a range of genres: narrative, poetry, play scripts, reports, instructions, recounts, and letters.

I can identify and use the correct features for each genre.

I can plan what I want in a variety of ways (e.g. flow charts, story maps, story mountains, mind maps…)

I can compose my sentences orally before I write them.

I can use paragraphs as a way to group related material.

I can self correct and edit my writing to make improvements.

Spellings

I can apply spelling rules for adding suffixes (e.g. –ing, -ed, -ation, -ly, -ous, -tion)

I can apply spelling rules for adding prefixes (e.g un-, dis-, mis-, in-, re)

I can begin to place the apostrophe accurately in plurals and understand the rules (girls’, children’s).

I can spell homophones and near homophones (accept/except, affect/effect, rain/rein/reign).

I can generate synonyms for common words.

I can spell words with silent letters.

I can begin to identify and use collective nouns (e.g. The bundle of clothes lay on the bed.)

I can write from memory sentences dictated to me by my teacher containing spellings and punctuation learnt.

Handwriting

I can hold a pencil with the correct grip, sit up straight and steady my work.

I can use correctly formed cursive script in all areas of the curriculum.

I can present my work neatly in all areas of the curriculum.

Consolidate: finger spaces, letter, word, sentence, statement, question, exclamation, command, full stops, capital letter, question mark, exclamation mark, speech bubble, speech marks, bullet points, apostrophe, commas for lists and descriptions, singular/plural, suffix, adjective, noun, noun phrase, verb, adverb, imperative verbs, tense (past/present/future, connective, alliteration, simile –‘as’/ ‘like’

Introduce: word family, conjunction, adverb, preposition, direct speech, inverted commas, prefix, consonant/vowel, clause, subordinate clause, determiner, synonyms. Relative clause, pronoun, imperative, colon for instruction.

Maths Key Skills

Number – number and place value

Pupils should be taught to:

  • count from 0 in multiples of 4, 8, 50 and 100; find 10 or 100 more or less than a given number; recognise the place value of each digit in a three-digit number (hundreds, tens, ones)
  • compare and order numbers up to 1000;
  • identify, represent and estimate numbers using different representations;
  • read and write numbers up to 1000 in numerals and in words;
  • solve number problems and practical problems involving these ideas.

Number – addition and subtraction

Pupils should be taught to:

  • add and subtract numbers mentally, including:

a three-digit number and ones

a three-digit number and tens

a three-digit number and hundreds

  • add and subtract numbers with up to three digits, using formal written methods of columnar addition and subtraction
  • estimate the answer to a calculation and use inverse operations to check answers solve problems, including missing number problems, using number facts, place value, and more complex addition and subtraction.

Number – multiplication and division

Pupils should be taught to:

  • recall and use multiplication and division facts for the 3, 4 and 8 multiplication tables;
  • write and calculate mathematical statements for multiplication and division using the multiplication tables that they know, including for two-digit numbers times one-digit
  • numbers, using mental and progressing to formal written methods;
  • solve problems, including missing number problems, involving multiplication and division, including positive integer scaling problems and correspondence problems in which n objects are connected to m objects.

Number – fractions

Pupils should be taught to:

  • count up and down in tenths; recognise that tenths arise from dividing an object into 10 equal parts and in dividing one-digit numbers or quantities by 10;
  • recognise, find and write fractions of a discrete set of objects: unit fractions and non unit fractions with small denominators;
  • recognise and use fractions as numbers: unit fractions and non-unit fractions with small denominators;
  • recognise and show, using diagrams, equivalent fractions with small denominators;
  • add and subtract fractions with the same denominator within one whole for example, 5/7 + 1/7 = 6/7
  • compare and order unit fractions, and fractions with the same denominator and solve problems that involve all of the above.

Measurement

Pupils should be taught to:

  • measure, compare, add and subtract: lengths (m/cm/mm); mass (kg/g); volume/capacity (l/ml);
  • measure the perimeter of simple 2-D shapes;
  • add and subtract amounts of money to give change, using both £ and p in practical Contexts;
  • tell and write the time from an analogue clock, including using Roman numerals from I to XII, and 12-hour and 24-hour clocks;
  • estimate and read time with increasing accuracy to the nearest minute; record and compare time in terms of seconds, minutes and hours; use vocabulary such as o’clock, a.m./p.m., morning, afternoon, noon and midnight know the number of seconds in a minute and the number of days in each month, year and leap year;
  • compare durations of events [for example to calculate the time taken by particular events or tasks].

Geometry – properties of shapes

Pupils should be taught to:

  • draw 2-D shapes and make 3-D shapes using modelling materials; recognise 3-D shapes in different orientations and describe them;
  • recognise angles as a property of shape or a description of a turn;
  • identify right angles, recognise that two right angles make a half-turn, three make, three quarters of a turn and four a complete turn; identify whether angles are greater than or less than a right angle;
  • identify horizontal and vertical lines and pairs of perpendicular and parallel lines.

Statistics

Pupils should be taught to:

  • interpret and present data using bar charts, pictograms and tables
  • solve one-step and two-step questions [for example, ‘How many more?’ and ‘How many fewer?’] using information presented in scaled bar charts and pictograms and tables.
Letter-Join home access (Writing)

Ms Bunston

Year Team Leader

Miss Taylor

Class Teacher

Ms Macaldowie

Trainee Teacher

Mrs Arslan

Teaching Assistant

Mr Nuzzoli

Teaching Assistant

Ms Da'Costa

Teaching Assistant