Magpie, Nightingale and Owl
WHAT IS MY CHILD LEARNING?
Spring Term Curriculum 2024
YEAR THREE CURRICULUM PLAN
Monday 8th January TAD
Tuesday 9th January
English, we will be learning about and writing our own question and answer poems. We will write and perform two voice poems using opposites such as day and night.
In Maths – Multiplication and Division, we will continue learning about multiplication and division, we will be multiplying a 2-digit number by a 1-digit number with no exchange, in addition we will be multiplying a 2-digit number by a 1-digit number with exchange and linking multiplication with division.
In History, we will start learning about what the Ancient Greeks brought to the world. We will learn why the Ancient Greeks were more advanced than the Ancient Britons.
In Science, the children will be reviewing previous learning including: naming a variety of common animals including fish, amphibians, reptiles, birds and mammals; common animals that are carnivores, herbivores and omnivores; describing the basic needs of animals including humans, for survival (water, food and air); describing the importance for humans of exercise, eating the right amounts of different types of food, and hygiene. They will create a concept map detailing what they remember.
Monday 15th January
Magpie Class assembly
Friday 19th January
In English, we will be learning the features of a letter. We will plan and write a letter based on a character from The Wind and the Willows.
In Maths – Multiplication and Division, We will be dividing a 2-digit number by a 1-digit number with no exchange and then with flexible partitioning.
In History, we will continue learning about the Ancient Greeks. We will learn about what the Ancient Greeks introduced that we benefit from today and how the Ancient Greeks were influenced by their Gods.
In Science, the children will explore the different foods that animals, including humans, need to survive. They will learn about the different food groups (carbohydrates, sugars, protein, vitamins, minerals, fibre, fat, water); what they do for our bodies and what food they can be found in. The children will use this information to create a healthy food plate.
Monday 22nd January
In English, we will be reading a variety of ‘Myths and Legends’ and then planning a Greek myth of our own. We will be focusing on sentence structure, including simple and compound sentences.
In Maths – Multiplication and Division, we will be dividing a 2-digit number by a 1-digit number with remainders.
In History, we will learn what everyday life was like for the Ancient Greeks. In addition, we will learn about the main characteristics of the Spartans and the Athenians.
In Science, the children will use food labels to explore the nutritional content of a range of food items and compare nutrients across a range of foods. They will use food labels to answer enquiry questions e.g. How much sugar is in soft drinks?
Monday 29th January
Greek Dance Workshop
In English, we will be writing and then editing our Greek myths. We will be focusing on sentence structure, including simple and compound sentences and writing in the third person.
In Maths – Length and Perimeter, we will be measuring in metres, centimetres and millimetres.
In Science, the children will continue to explore nutrition, exploring what nutrients are provided in a slice of pizza. The children will get to try pizzas and discuss the ingredients.
Art, we will be studying Anish Kapoor and using papier-mâché to create abstract, 3D sculptures.
Monday 5th February
Mental Health Awareness Week
Wednesday 7th- Theatre performance at Fortismere School
Valentine’s Disco Friday 9th
In English, we will be writing another myth but this time in the first person. We will be focusing on how the verb changes according to the subject.
In Maths – Length and Perimeter, we will be instigating equivalent lengths e.g. 1metre = 100cm, comparing lengths and adding length. We will then be moving on to subtracting lengths and measuring and calculating the perimeter of shapes.
In Science, the children will explore the function of the skeleton and explore mystery bones to work out which animal they think it might have come from. They will also make a model of a human skeleton and label this.
In Art, we will be painting our Anish Kapoor inspired sculptures.
In Reading (DR), the children will use our core text of Greek Myths by Marcia Williams as well as other versions of Greek myths to explore the reading skills of prediction, inference, questioning, clarifying, summarising and evaluating. We will also explore non-fiction texts to learn how to use a glossary to find out the meaning of new words.
In Music, the children will continue to learn recorders. Now that we have learnt the notes B, A and G we will be moving on to E and F. Pupils will be reading, performing and composing rhythms aurally and using notation.
In PE lessons with the class teacher, the children will develop a range of expressive qualities and movement patterns. Children will learn and create dance phrases, performing with quality and fluency. Children will experiment with speed, tension and continuity, and develop an understanding of the use of stimuli to create narratives. With PE staff, the children will develop their control, flexibility, agility and coordination in gymnastics.
In Computing, we will be learning about sequencing sounds using the program Scratch.
In PSHE, the children will look at examples of people who have overcome challenges to achieve success and discuss what they can learn from these stories. The children will be able to identify their own dreams and ambitions and discuss how it will feel when they achieve them. They will also discuss facing learning challenges and identify their own strategies for how to overcome these. The children will consider obstacles that might stop them from achieving their goals and how to overcome these. They will also reflect on their progress and successes and identify what they could do better next time.
In Green School, we will be learning to identify local birds, and look at where they fit in our local ecosystem. We will take part in the RSPB’s Big Schools Birdwatch and record the birds we see around school. We will discuss the importance of biodiversity and how we can encourage this.
In French – Les Animaux, we will be learning to name animals in French.
Monday 19th February
In English, we will be focusing on stories from a different culture. We will be learning about stories of the Dreamtime which are some of the oldest stories in the world that were told by the Aboriginal people of Australia. We will be focusing on using a range of sentence openers for interest and effect (e.g. connectives, similes, -ed starters, -ing starters).
In Maths – Fractions, we will learn about the denominators of unit fractions i.e. any fraction with 1 as its numerator (top number), and a whole number for the denominator (bottom number). We will also be learning to compare and order unit fractions and understanding the numerators of non-unit fractions.
In Geography, we will begin our topic on rivers. We will begin with the question, ‘how are rivers formed?’. We will carry out a knowledge harvest to discover what children already know about rivers and what questions they want to learn the answers to.
In Science, the children will set up a comparative test to find out about the function of the muscles. They will record their data in a table.
Monday 26th February
In English, we will be focusing on sentence composition, in particular verb tense and the use of punctuation marks. we will use this in our planning of a Dreamtime story.
In Maths – Fractions, we will be consolidating what we have learnt so far.
In Geography, we will learn the key features of rivers and locate a number of the world’s longest rivers using an atlas and iPads.
In Science, we will continue to explore the function of the muscles and explore joints in their bodies; considering whether they move in the same way. They will also make a model of a joint.
Monday 4th March
World Book Day
In English, we will be writing and then editing our Dreamtime stories. We will be focusing on sentence structure, continuing to work on using a range of sentence openers for interest and effect (e.g. connectives, similes, -ed starters, -ing starters). For World Book Day, we will be sharing our favourite books, authors and characters and reading for pleasure.
In Maths – Fractions, we will be applying the learning from previous steps to explore real-life contexts of measure by interpreting scales. We will also be counting in fractions on a number line and investigating equivalent fractions.
In Geography, we will begin to learn about the water cycle. We will learn that there is a finite amount of water on Earth and that it is part of the water cycle.
In Science, the children will be able to identify the correct type of enquiry to answer a question such as: Do people with the longest legs jump the fastest? They will record their data in a graph.
Monday 11th March
Parents’ Evening 13th + 14th
In English, we will start learning about the key features of a non-chronological report, including that they are usually written in the present tense and written in the third person, and practising note taking.
In Maths – Mass and Capacity, we will be using scales and measuring in grams and kilograms.
In Geography, we will continue to learn about the water cycle by labelling and explaining the features of the water cycle and understanding how rivers have shaped landscapes through erosion e.g. canyons and Oxbow Lakes.
In Science, the children will revisit their concept map and add additional learning they have remembered during this topic. They will generate individual questions that they would like to know the answers to.
Monday 18th March
In English, we will continue focusing on non-chronological reports and writing our own. Pupils will practise setting their work out in paragraphs under appropriate subheadings.
In Maths – Mass and Capacity, we will be comparing mass, adding and subtracting mass and measuring capacity and volume in litres and millilitres.
In Geography, we will use our map reading skills to locate cities that are situated close to rivers and learn what causes flooding and how people are trying to prevent it.
In Science, in small groups the children will plan and carry out their own investigation based on the questions they have generated.
Monday 25th March
Opal stay and play 9.00 – 10.30am
In English, we will be learning about performance poems which are poems that are specifically written to be performed out loud by a single voice or a group. Pupils will rehearse these poems so that they can perform them confidently, clearly and with good intonation before attempting to write their own version.
In Maths – Mass and Capacity, we will be investigating equivalent capacities and volumes, comparing capacity and volume and adding and subtracting capacity and volume. In addition, we will be doing some outdoor maths during our Green Day on Monday 27th March.
In Geography, we will learn about estuaries- where the river meets the sea. We will consolidate all of our river learning and water cycle knowledge from this half term through games and quizzes.
In RE, we will be looking into what we can learn from the life and teachings of Jesus.
In Science, we will add to our schema map all of the knowledge we have acquired this term and consolidate our learning through games and quizzes.
In Reading (DR), the children will use our core text of Stories from the Billabong by James Vance Marshall and Francis Firebrace to continue practising the reading skills of prediction, inference, questioning, clarifying, summarising and evaluating. We will explore non-fiction texts linked to our learning in Geography about the main features of the UK.
In Music, the children will continue learning the recorder. They will keep practising the notes B, A, G, E and F. Pupils will be reading, performing and composing rhythms aurally and using notation.
In PE lessons with the class teacher, children will be doing dance. They will develop a range of expressive qualities and movement patterns and create dance phrases, performing with quality and fluency.
With PE staff, the children will continue learning gymnastics working on their flexibility, coordination, strength and sequencing.
In Computing, we will be learning about branching databases and how they can be used as an identification tool. Pupils will be creating physical and on-screen branching databases.
In PSHE, the children will learn about the importance of exercise and how it helps your body to stay healthy. They will also learn about their heart and lungs, what they do and how they are very important. The children will discover facts about calories, fat and sugar; they discuss what each of these are and how the amount they consume can affect their health. The children will also learn about different types of drugs, the ones you take to make you better, as well as other drugs. Children will consider things, places and people that are dangerous and link this to strategies for keeping themselves safe.
In Green School, we will design our own sustainable islands to promote wildlife. We will learn about biodiversity and how to promote this, and sow seeds to grow our own vegetables on the allotment. We will then make scarecrows and learn to tie different knots. Finally, we will take part in the Great Big Schools Clean, carrying out litter picks and analysing the results.
In French – Les Instruments, we will be learning the names of instruments and how to say ‘I play an instrument’.
Supporting Learning at Home
Please make sure that you spend time reading with your child at home. Ask them questions about what they have read, can they summarise what has happened in that page/chapter? Can they infer why certain words were chosen by the author and what mood they may be trying to create for the reader? As well as listening to your child read, we recommend reading aloud to your child as a regular story time session. Please help your child practise their weekly spellings and help them practise their number bonds and/or times tables. 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