Year 3 - Curriculum Topic Plan (Wonderful Waterways) - Spring Term 2019

English (from N.C. Statutory Requirements)

Spelling

  • Spell words containing the i sound spelt y elsewhere than at the end of words, eg: myth, gym
  • Write, from memory, simple sentences dictated by the teacher than include words and punctuation taught so far
  • Spell words with endings which sound like zhun eg: division, decision
  • Spell words with endings sounding like zhure and chure eg: treasure, pleasure, picture, nature
  • Use the first two or three letters of a word to check its spelling in a dictionary
  • Spell words with the sh sound spelt ch eg: chef, machine
  • Spell words with the k sound spelt ch eg: scheme, school echo
  • Identify word families based on common root words, eg: solve, solution, solver, dissolve, insoluble

Written Composition

  • Evaluate and edit by proposing changes to grammar and vocabulary, linked to using a/an, conjunctions, adverbs and prepositions
  • Draft and write non-narrative material, using headings and sub-headings to organise texts
  • Draft and write by using a rich vocabulary and varied sentence structures

Vocabulary, Grammar and Punctuation

  • Express time, place and cause using prepositions eg: before, after, during, in, because of
  • Identify and use subordinate clauses
  • Begin to use inverted commas to punctuate direct speech.

Maths (from N.C. Statutory Requirements)

  • Recall and use multiplication facts for the 3  times table
  • Recall and use multiplication facts for the 4 times table
  • Recall and use multiplication facts for the 8 times table
  • Recall and use division facts for the 3 times table
  • Recall and use division facts for the 4 times table
  • Recall and use division facts for the 8 times table
  • Understand the distributive law applied to a multiplication of a two-digit number by a one-digit number
  • Create mathematical statements for multiplication and division
  • Use known and derived facts when multiplying and dividing mentally
  • Use efficient methods to multiply a two-digit number by a one-digit number
  • Identify the correct operation(s) required in order to solve a problem
  • Identify when a scaling (or correspondence problem) can be solved using multiplication (or division)
  • Read Roman numerals up to XII
  • Know the vocabulary of telling the time
  • Know the number of seconds in a minute
  • Know the number of days in each month, year and leap year
  • Tell the time from a 12-hour analogue clock to the nearest minute
  • Tell the time from a 24-hour analogue clock to the nearest minute
  • Tell the time from a clock using Roman numerals to the nearest minute
  • Write times using 12-hour format
  • Estimate times
  • Compare times given in seconds, minutes and (or) hours
  • Calculate the time taken by particular events or tasks
  • Exploring fractions
  • Recognise a unit fraction of a set of objects
  • Recognise a non-unit fraction of a set of objects
  • Write a fraction of a set of objects
  • Understand a unit fraction as a number
  • Understand a non-unit fraction as a number
  • Understand the concept of equivalent fractions
  • Recognise equivalent fractions from diagrams
  • Complete diagrams to show equivalent fractions
  • Create diagrams to show equivalent fractions
  • Compare a set of unit fractions
  • Compare a set of fractions which have the same denominator
  • Measuring space
  • Use a ruler to measure lengths to the nearest millimetre
  • Use a ruler to measure lengths to the nearest centimetre
  • Use measuring equipment to measure lengths to the nearest metre
  • Use digital and mechanical scales to measure mass to the nearest kg
  • Use digital and mechanical scales to measure mass to the nearest g
  • Use measuring vessels to measure a volume of liquid
  • Choose appropriate units to state the result of a measurement
  • Compare the length of two or more objects
  • Compare the mass of two or more objects
  • Compare the volume of two or more objects
  • Compare the capacity of two or more objects
  • Find the perimeter of a 2-D shape by measuring
  • Investigating angles
  • Understand that angle is a description of turn
  • Understand that angles are a feature of shapes
  • Identify a right angle as a quarter turn and when a shape has a right angle
  • Recognise that two right angles make a half-turn
  • Recognise that three right angles make three quarters of a turn
  • Recognise that four right angles make a complete turn
  • Identify angles that are less than right angle
  • Identify angles that are greater than a right angle.

Science (from N.C. Statutory Requirements)

Forces and Magnets

  • Compare how things move on different surfaces
  • Notice that some forces need contact between 2 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 2 poles
  • Predict whether 2 magnets will attract or repel each other, depending on which poles are facing.

Art and Design (from N.C. Subject Content)

  • To improve their mastery of art and design techniques, including drawing, painting and sculpture with a range of materials [for example, pencil, charcoal, paint, clay]
  • To learn about great artists, architects and designers in history.
  • Become competent in a range of cooking techniques [for example, selecting and preparing ingredients; using utensils and electrical equipment; applying heat in different ways; using awareness of taste, texture and smell to decide how to season dishes and combine ingredients; adapting and using their own recipes].

Computing (from N.C. Subject Content)

Coding

Animation

  • Use sequence, selection, and repetition in programs; work with variables and various forms of input and output
  • Use technology safely, respectfully and responsibly; recognise acceptable/unacceptable behaviour; identify a range of ways to report concerns about content and contact
  • Use sequence, selection, and repetition in programs; work with variables and various forms of input and output.

Design and Technology (from N.C. Subject Content)

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
  • Generate, develop, model and communicate their ideas through discussion, annotated sketches, cross-sectional and exploded diagrams, prototypes, pattern pieces and computer-aided design.

Make

  • Select from and use a wider range of tools and equipment to perform practical tasks accurately
  • Select from and use a wider range of materials and components, including construction materials, textiles and ingredients, according to their functional properties and aesthetic qualities.

Evaluate

  • Investigate and analyse a range of existing products
  • Evaluate their ideas and products against their own design criteria and consider the views of others to improve their work
  • Understand how key events and individuals in design and technology have helped shape the world.

Technological Knowledge

  • Apply their understanding of how to strengthen, stiffen and reinforce more complex structures
  • Understand and use mechanical systems in their products.

Cooking & Nutrition

  • Understand and apply the principles of a healthy and varied diet
  • Cook a repertoire of predominantly savoury dishes so that they are able to feed themselves and others a healthy and varied diet
  • Become competent in a range of cooking techniques [for example, selecting and preparing ingredients; using utensils and electrical equipment; applying heat in different ways; using awareness of taste, texture and smell to decide how to season dishes and combine ingredients; adapting and using their own recipes]
  • Understand the source, seasonality and characteristics of a broad range of ingredients

Geography (from N.C. Subject Content)

  • Locate the world’s countries, using maps to focus on Europe (including the location of Russia) and North and South America, concentrating on their environmental regions, key physical and human characteristics, countries, and major cities 
  • Name and locate counties and cities of the United Kingdom, geographical regions and their identifying human and physical characteristics, key topographical features (including hills, mountains, coasts and rivers), and land-use patterns; and understand how some of these aspects have changed over time
  • Understand geographical similarities and differences through the study of human and physical geography of a region of the United Kingdom, a region in a European country, and a region in North or South America
  • Describe and understand key aspects of human geography, including: types of settlement and land use, economic activity including trade links, and the distribution of natural resources including energy, food, minerals and water
  • Use maps, atlases, globes and digital/computer mapping to locate countries and describe features studied
  • Use fieldwork to observe, measure, record and present the human and physical features in the local area using a range of methods, including sketch maps, plans and graphs, and digital technologies.

History (from N.C. Subject Content)

Local History

Pupils should be taught about an aspect of local history

For example:

  1. a depth study linked to one of the British areas of study listed above
  2. a study over time tracing how several aspects of national history are reflected in the locality (this can go beyond 1066)
  3. a study of an aspect of history or a site dating from a period beyond 1066 that is significant in the locality.

Languages (from N.C. Subject Content)

Listening & Comprehension

  • listen attentively to spoken language and show understanding by joining in and responding
  • explore the patterns and sounds of language through songs and rhymes and link the spelling, sound and meaning of words

Speaking

  • engage in conversations; ask and answer questions; express opinions and respond to those of others; seek clarification and help
  • speak in sentences, using familiar vocabulary, phrases and basic language structures
  • develop accurate pronunciation and intonation so that others understand when they are reading aloud or using familiar words and phrases
  • present ideas and information orally to a range of audiences

Reading & Comprehension

  • read carefully and show understanding of words, phrases and simple writing
  • appreciate stories, songs, poems and rhymes in the language
  • broaden their vocabulary and develop their ability to understand new words that are introduced into familiar written material, including through using a dictionary

Writing

  • write phrases from memory, and adapt these to create new sentences, to express ideas clearly
  • describe people, places, things and actions orally and in writing
  • understand basic grammar appropriate to the language being studied, including (where relevant): feminine, masculine and neuter forms and the conjugation of high-frequency verbs; key features and patterns of the language; how to apply these, for instance, to build sentences; and how these differ from or are similar to English.

Music (from N.C. Subject Content)

  • play and perform in solo and ensemble contexts, using their voices and playing musical instruments with increasing accuracy, fluency, control and expression
  • improvise and compose music for a range of purposes using the interrelated dimensions of music
  • appreciate and understand a wide range of high-quality live and recorded music drawn from different traditions and from great composers and musicians.

Physical Education (from N.C. Subject Content)

  • use running, jumping, throwing and catching in isolation and in combination
  • play competitive games, modified where appropriate, and apply basic principles suitable for attacking and defending
  • develop flexibility, strength, technique, control and balance
  • compare their performances with previous ones and demonstrate improvement to achieve their personal best.

Religious Education (from N.C. Subject Content)

To identify:

  • The significant and spiritual places in their own lives and why these are special
  • The meaning and main features, rituals and sounds that are used in worship to express beliefs and feelings
  • Similarities and differences in the way believers worship.

Key Drivers

  1. The Arts (music, Drama and Art) Arts Week, Drama and news reports linked to Power of Reading.
  2. Knowledge and Understanding of the World – Canal visits, comparison to Venice and Panama
  3. Personal Well-being Thrive Week, ImPact with parents, Canal safety, Internet Safety.