Magpie, Nightingale and Owl
WHAT IS MY CHILD LEARNING?
Summer Term Curriculum 2023
YEAR THREE CURRICULUM PLAN
Monday 17th April – TAD day.
Tuesday 18th April
Campaign week – This will be an off-timetable week, during which pupils will be learning more about the impact that single-use plastic has on our environment. During the week, we will be learning more about activism and what we can actually do to help reduce the problem, as well as producing environmental work for display to showcase our learning.
In Maths this week, we will be continuing to learn about fractions including how to add fractions, subtract fractions and how to partition the whole.
Monday 24th April
Friday 28th April – Trip to Kew Gardens.
In English this week, we will start learning about fables. Children will identify key features of a fable and role play events.
In Maths this week, we will be learning how to find unit fractions (a fraction whose numerator is 1) and non-unit fractions of a set of objects. Children will also be using their knowledge of fractions to find fractions of an amount and apply this to a range of contexts, including multi-step calculations.
In Science this half term, we will be studying plants. This week we will be learning about the function of the different parts of the flowering plant.
Special event: we will be going on a trip to Kew Gardens on Friday 28th April to inspire and enrich the children’s learning about this half-term’s Science topic of plants.
In DT we are learning about shell structures i.e. protective cases. This week we will start by evaluating the packaging used for eggs. We will also be investigating the nets of cubes and cuboids and learning how to strengthen and stiffen construction materials.
(Monday 1st May- Bank Holiday)
Tuesday 2nd May
In English, children will continue learning about fables. This week, they will be writing their own fable with a moral.
In Maths this week, we will be learning about money. Children will be counting money, converting money into pounds and pence and adding money.
In Science this week, we will be investigating how light, air, water and nutrients from the soil are all important for plant growth.
In DT this week, we will be using a computer to help design our product, then making and evaluating a keep safe box.
(King’s Coronation Monday 8th May)
Tuesday 9th May
Friday 12th May – Owl class assembly
In English this week, children will be learning about persuasive letter writing. We will be focusing on writing in the first person, using persuasive language and formal language.
In Maths this week, we will continue learning about money including how to subtract money and find change.
In Science, we will be investigating how water is transported within a plant.
In History this week, we will be learning more about how Britain changed between the end of the Stone Age and the Bronze Age.
Monday 15th May
Friday 19th May – Nightingale class assembly
In English this week, children will be writing and editing their persuasive letter so that they can send it to the relevant person or organisation.
In Maths this week, we will be learning about time including converting numbers to and from Roman numerals, telling the time to the minute, reading the time on a digital clock and using a.m. and p.m.
In Science, we will be learning about the part that flowers play in the life cycle of a flowering plant. We will also be learning about pollination, seed formation and seed dispersal.
In History this week, we will continue learning about life in Britain after the Stone Age, learning about how life changed from the Bronze Age to the Iron Age.
Monday 22nd May
Friday 26th May – Magpie class assembly
In English this week, we will be learning about the structure of Haiku poems, performing them and writing our own. We will focus on the importance of word choice, including interesting adjectives and how to use a thesaurus to find synonyms.
In Maths this week, we will continue learning about time including how to use calendars to answer questions about days, months and years and calculating the duration of events.
In Science, we will be focussing on observing and explaining our results from our plant experiments.
In History this week, we finish learning about the Iron Age and will consolidate all our learning in History this academic year.
In Reading (DR), the children will use our core text, The Wild Robot by Peter Brown, to explore the reading skills of prediction, inference, questioning, clarifying, summarising and evaluating. We will explore non-fiction texts and poetry too.
In Music, the children will continue to learn recorders. Pupils will be reading, performing and composing melodies aurally and using staff notation. We will be focusing on the notes B, A, G, E and F.
In PE lessons with the class teacher, the children will be learning about orienteering. We will learn to use a basic map and key compass points, make a simple map, problem solve within a team and take part in orienteering games. With PE staff, the children will develop their racket and ball control skills in tennis.
In Computing, we will be learning about Desktop Publishing.
In PSHE, we will be learning about how to help others, who we can trust and how to stay safe online.
In French – L’ancienne histoire de la Grande Bretagne, we will be learning about the six key periods of ancient Britain.
|Monday 5th June||
In English this week, we will begin focusing on adventure stories. We will start by studying a range of adventure texts and identifying key features, including investigating the thoughts, feelings and actions of different characters.
In Maths this week, we will be completing our unit learning about time and applying what we have learnt to solve word problems.
In Science this half term, we will be studying Light – pupils will explore how they need light in order to see things and recognise that dark is the absence of light.
In Geography, we will begin learning about the main differences between living in the UK with France. We will start by investigating the main differences between the climate of the UK and that of France. We will also be learning about differences in language, currency, food etc.
Monday 12th June
14th June – The Hobbit show at Coldfall
In English this week, we will be focusing on sentence composition, in particular verb tense and the use of conjunctions to extend sentences.
In Maths this week, we will be consolidating what we have learnt so far.
In Science, we will be observing how light is reflected from surfaces and how shadows are formed when the light from a light source is blocked by a solid object.
In Geography, we will be learning about the main landmarks in the UK and France and learning about the main mountains and rivers in Europe.
Monday 19th June
19th June – Matilda West End Musical Theatre Workshop
In English this week, we will continue learning about adventure stories. Children will be learning how to recount an incident from a story maintaining a first person viewpoint. We will also be focusing on varying the types of sentences used (e.g. short sentences, compound and complex sentences) for effect.
In Maths this week, we will be learning about shape including learning about fractions and directions of a turn i.e. clockwise or anticlockwise. We will also learn about right-angles, compare the size of angles and revisit drawing lines accurately using a ruler.
In Science, we will be designing and conducting a fair test to investigate patterns in the way that the size of shadows changes.
In Geography, we will be learning that Europe is in the Northern Hemisphere and investigating what that means.
Monday 26th June
Friday 30th June- TAD day
In English this week, children will be planning, writing and editing their own adventure story.
In Maths this week, we will continue learning about shapes including identifying parallel and perpendicular lines, recognising and describing 2D and 3D shapes and drawing polygons.
In Science, we will continue to investigate patterns in the way that the size of shadows changes.
In Art, we will start taking inspiration from the work of Beatrix Potter and identifying techniques she used to create her drawings.
|Monday 3rd July||
In English this week, we will be focusing again on persuasive writing. This week, pupils will investigate the use of persuasive language in advertising.
In Maths this week, we will be learning about statistics. Children will be interpreting pictograms and bar charts and drawing their own.
In Science, we will continue to investigate patterns in the way that the size of shadows changes and making shadow poles outside.
In Art, we will continue studying the work of Beatrix Potter and replicate the techniques she used.
Monday 10th July
Thursday 13th July- Exhibition Evening
In English this week, we will be applying what we have learnt about persuasive language and the layout of adverts to write our own adverts.
In Maths this week, we will continue leaning about statistics and pupils will be collecting their own data and representing it in bar charts. They will also learn how to interpret the data in two-way tables.
In Science, we will continue to investigate patterns in the way that the size of shadows changes and making a shadow clock.
In R.E we will be learning about how people express their beliefs, identity and experience.
Monday 17th July
Friday 21st July- End of school year – collection at 1.30p.m.
In English this week, we will be comparing and contrasting what we learnt last half-term about Haikus with Tanka poems. Pupils will rehearse and perform their poems.
In Maths, we will be consolidating our learning by doing lots of practical activities linked to the units we have covered this year. In particular, we will be focusing on addition, subtraction, multiplication and division.
In Science, we will be consolidating what we have learnt about light this half term.
In D.T., we will be learning about a healthy and varied diet. This will culminate in pupils making their own sandwiches to enjoy at an end of term picnic!
In Reading (DR), the children will use our core text The Breakfast Club by Marcus Rashford to continue practising the reading skills of prediction, inference, questioning, clarifying, summarising and evaluating. In addition, we will explore non-fiction texts and poetry.
In Music, now that we have learnt the notes B, A, G, E and F we will be moving on to C and D. All of their hard work and skills of playing as an ensemble will culminate in a recorder concert towards the end of the summer term (the date of which will be communicated nearer the time).
In PE lessons with the class teacher, the children will play team games and prepare for sports day. With PE staff, the children will develop their throwing, catching and hitting skills playing cricket and rounders.
In Computing, we will be learning about events and actions in programs.
In PSHE, we will be covering the units: Growth Mindset, Sun Safety and Problem Solving & Time Management.
In French – Je Peux (I can), we will be learning to say the things that children can do, for example sing, eat, cook etc.
Supporting Learning at Home
Please make sure that you spend time reading with your child at home, we recommend 15 minutes of your child reading aloud each night. As well as listening to your child read, we recommend reading aloud to your child as a regular story time session will help them to hear the importance of intonation and fluency. Please help your child to practise their weekly spellings using Spelling Shed and help them to practise their number bonds and/or times tables using TT Rock Star. Homework is set on Fridays on Google Classroom. You may wish to use this overview to see what your child is learning each week so that you can discuss this learning with your child at home.
English Key Skills
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.
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.
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.
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.
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.
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.
Year Team Leader