Year 3 Curriculum Summer
Discover and Create
Areas of learning
- As scientists, we will investigate plants and how they contribute to our world. We will consider the various environments plants grow in and how they adapt to different conditions. Additionally, we will think about healthy living, including food, drink, our skeleton and exercise. The aim will be to help children understand what it means to have an all-around healthy life style.
- In English, we will return to non-chronological reports and create leaflets about extreme weather and natural disasters. We will then move onto play scripts. We will also think about how to write emotively by creating particular feelings through descriptive writing and dialogue.
- As geographers, we will explore the attractions of Whitton and the local area and compare it to other British towns or cities. We will then begin looking at other cities around the world and the different experiences they have to offer.
PSHE and Citizenship
- We will be learning about our rights and responsibilities.
- We will explore some of the UN conventions of the Rights of a Child and reflect upon the rights that we may possibly take for granted in our community.
- We will reflect upon the responsibility we have not to remove rights of others.
- We will take part in the Kew Gardens ‘Power of Persuasion’ challenge.
- We will be considering the threats to temperate plants and why this is a problem.
- The children will write and perform a 3-minute speech.
Spiritual & Moral
- This term we will be looking at how we celebrate significant events in our lives such as birthdays and weddings.
- We will look at how a range of faiths celebrate significant events with a particular focus on Jewish celebrations in the second part of the Summer Term.
- We will explore our shared responsibility in taking care of the plants in our local environment through the Kew Gardens ‘Power of Persuasion’ challenge.
- We will also consider how to be a good citizen in Whitton.
Year 3 Subject Skills
Non-chronological reports on natural disasters and extreme weather. Fiction books ‘The Promise’, ‘The Bear King’, ‘Eric’. Filmscripts and humorous poetry.
Speaking and Listening:
• to use spoken language to develop understanding through speculating, hypothesising, imagining and exploring ideas
• to speak audibly and fluently with an increasing command of Standard English
• to participate in discussions, presentations, performances, role play/improvisations and debates
• to gain, maintain and monitor the interest of the listener(s)
• to consider and evaluate different viewpoints, attending to and building on the contributions of others
• listening to and discussing a wide range of fiction, poetry, plays, non-fiction and reference books or textbooks
• reading books that are structured in different ways and reading for a range of purposes
• identifying themes and conventions in a wide range of books
• composing and rehearsing sentences orally (including dialogue), progressively building a varied and rich vocabulary and an increasing range of sentence structures
• in non-narrative material, using simple organisational devices
• assessing the effectiveness of their own and others’ writing and suggesting improvements
• proposing changes to grammar and vocabulary to improve consistency, including the accurate use of pronouns in sentences
• proofread for spelling and punctuation errors
• read their own writing aloud, to a group or the whole class, using appropriate intonation and controlling the tone and volume so that the meaning is clear.
• increase the legibility, consistency and quality of their handwriting
• using commas after fronted adverbials
• extending the range of sentences with more than one clause by using a wider range of conjunctions, including when, if, because, although
• using the present perfect form of verbs in contrast to the past tense
• to recall and use multiplication and division facts for the 3, 4 and 8 multiplication tables
• 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
• solve problems, including missing number problems, using number facts, place value, and more complex addition and subtraction
• 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, am/pm, 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
• add and subtract amounts of money to give change, using both £ and p in practical contexts
• 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
• compare and order unit fractions, and fractions with the same denominators
• solve problems that involve all of the above.
• name and locate Whitton on a map of the United Kingdom
• look at human and physical characteristics and key topographical features of Whitton
• to understand geographical similarities and differences through the study of human and physical geography of Whitton and a contrasting location in Europe or North or South America
• to use maps, atlases, globes and digital/computer mapping to locate Whitton and describe features studied
D.T – ‘Design and make a healthy snack’
• evaluate ideas and products against their design criteria and consider the views of others to improve their work
• understand and apply the principles of a healthy and varied diet
• to be able to use a range of utensils to prepare food
• to be competent in a range of cooking techniques
• to improve and communicate their mastery of art and design techniques, including drawing, painting and sculpture with a range of materials (pencil, charcoal, paint and clay)
• discuss like and dislikes about great artists, architects and designers in history
‘How and why do people mark significant events of life?’ and ‘How do festivals and family life show what matters to Jews?’
• to describe what happens in ceremonies of commitment and say what these rituals mean
• to identify some differences in how people celebrate commitment
• to compare and contrast how two different faiths mark these celebrations
• to identify some Jewish beliefs about God, sin and forgiveness and describe what they mean
• describe how Jews show their belief through worship in festivals both at home and in wider community
‘Rights and Responsibilities’ and ‘Change’
• to understand that there are basic human rights shared by all peoples and all societies and that children have their own special rights set out in the United Nations Declaration of the Rights of the Child
• to learn that children have different kinds of responsibilities, rights and duties at home, at school, in the community and towards the environment; to continue to develop the skills to exercise these responsibilities
• to resolve differences by looking at alternatives, seeing and respecting others’ points of view, making decisions and explaining choices
• to learn about change, including transitions
‘We are communicators’ and ‘We are presenters’
• to use digimaps and google earth to research local and international locations
• to use the internet to research temperate plants and threats to them
• to use information found on the internet to create a presentation to be recorded for ‘Power of Persuasion’ challenge
• to evaluate and present data and information as part of a presentation Music
• to explore and organise musical ideas within musical structures
• to talk about ideas and feelings in relation to music
• to listen attentively to spoken language and show understanding by joining in and responding
• to engage in conversations; ask and answer questions
‘Plants’ and ‘Animals including Humans.’
• to identify and describe the functions of different parts of flowering plants: roots, stem/trunk, leaves and flowers
• to 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
• to investigate the way in which water is transported within plants
• to explore the part that flowers play in the life cycle of flowering plants, including pollination, seed formation and seed dispersal
• identify that animals, including humans, need the right types and amount of nutrition, and that they cannot make their own food; they get nutrition from what they eat
• to identify that humans and some other animals have skeletons and muscles for support, protection and movement.
‘Athletics’ and ‘Rounders’
• play competitive rounders games and apply basic principles of team sports
• take part in outdoor activity challenges both individually and within a team
• to compare their performances with previous ones and demonstrate improvement to achieve their personal best