CURRICULUM MAP OF TOPICS FOR YEAR 3 – 2017/2018
Autumn 17 weeks / Autumn 2
8.5 weeks / Spring 1
5 weeks / Spring 2
5 weeks / Summer 1
7 weeks / Summer 2
6 weeks
Reading Comprehension / COMPREHENSION: 2 x 30 mins per week (whole class)
RECIPROCAL READING x 3 per week (reading a wide range of stories, poetry, plays & non-fiction, using level appropriate books of interest with a focus on accuracy, speed & understanding NOT decoding). Use of dictionary/thesaurus
CLASS BOOK: To hear, share & discuss a wide range of literature (including reference & text books), justifying views about what read at least x 2/3 per week
ERIC x 2/3 per week
Writing / Recount
Diary entry
Instructions
Science Week (Wk 4) / Autobiography
Mystery Story
Non-chronological report
Poetry
Science Week (Wk 5)
RE Week (Wk 1) / Descriptive writing
Poetry
Fact file
Science Week (Wk 3) / Adventure stories
Letter to inform
Science Week (Wk1)
RE Week (Wk 5) / Poetry
Persuasive writing
Interviews
Science Week (4) / Non-chron report
Descriptive writing
Newsletter
Science Week (1)
RE Week (Wk 5)
G & P / From Appendix 2 of new framework:
Extension of sentences using when, if, so, because. Choice of nouns & pronouns for clarity, cohesion & to avoid repetition
Past tense (_ed + irregular). Speech marks. Use & understand grammatical terminology
Begin to understand the difference between Standard English & non-Standard English
Grammar of word structure & grammatical terminology
Spelling / From Appendix 1 of new framework: Further prefixes & suffixes. Homophones. Misspelt words. Dictation
Handwriting / Reinforce using diagonal/horizontal strokes to join letters appropriate for joining. Increase the legibility, consistency, quality and SPEED of writing
Maths / Numbers to at least 1000
Place value HTU
Comparing & ordering Addition
Subtraction
Recall & use x3, x4 tables & ÷ facts
Mental methods & written methods for the 4 rules
Inverse
Money
2D shapes: drawing shapes, angles, lines
Recognise & write fractions, equivalent fractions
Solve one-step problems / Numbers to 1000
Place value HTU
Addition
Subtraction
Recall & use x3, x4 & x8 tables & ÷ facts
Mental methods & written methods for the 4 rules
Measure, compare, add & subtract length, mass & capacity
Time (analogue, digital)
Problem solving
Data Handling: bar charts, pictograms, tables + simple scales / Numbers to 1000
Place value
Addition Subtraction
Recall & use x3, x4 & x8 tables & ÷ facts
Mental methods & written methods for the 4 rules
Counting on in 50s & 100s over 1000
Money
3D shapes : making & recognising
Problem solving (simple 2 step problems) / Numbers to 1000
Place value
Addition Subtraction
Recall & use x3, x4 & x8 tables & ÷ facts
Mental methods & written methods for the 4 rules
Time (to 1 min)
Measure, compare, add & subtract length, mass & capacity
Data Handling: bar charts, pictograms, tables + simple scales / Add & subtract & compare fractions
Identify right angles & other angles
Identify parallel & perpendicular lines
AfL to close the gap
Problem solving/
using & applying / Revision
Testing
Data Handling *linked to science topic
Time (24 hr clock)
Open-ended maths investigations
Science
weeks / AT1: Ask relevant qns; set up practical enquiries, comparative & fair tests; make predictions; make careful observations & accurate measurements; gather, record, classify & present data; record findings using diags/keys/charts; give explanations/presentations on findings using scientific evidence; draw simple conclusions; raise further qns;
Light
We need light to see
Dark is absence of light
Light is reflected from surfaces
Light from the sun can be dangerous
How shadows are formed
Find patterns in the way the sizes of shadows change / Forces & Magnets
Compare how things move on different surfaces
Some forces need contact bet 2 objects; some forces act at a distance (magnets)
Some magnets attract/repel; they attract some materials, not others
Classify magnetic/non-magnetic materials
Predict whether a magnet will attract/repel depending on poles / Rocks
Classify rocks according to physical properties
Describe simply how fossils are formed
Recognise that soils are made from rock & organic matter / Animals including humans
Identify that some animals have skeletons & muscles
Know that animals get nutrition from food
Animals need the right type & amount of nutrition
Animals cannot make their own food / Plants (incl trees)
Investigate the requirements of plants for healthy life & growth (light, air, water, space, nutrients)
Investigate the transportation of water within plants / Plants (incl trees)
Identify the different parts of a flowering plant & their functions
Understand the part flowers play in the lifecycle of a flowering plant (pollination, fertilisation, seed dispersal)
S.R.E.
Body parts (incl male/female)
Personal space
Inappropriate touching
Who to go to for help
Different families
History / Develop a chronologically secure knowledge & understanding of British, local & world history. Understand how knowledge of the past comes from a range of sources. Develop appropriate use of historical language. Regularly address questions about change, cause, similarity/difference, significance
(Alternate years)
2017/18 / Combine overview & in-depth studies to help pupils understand content & chronology:
Ancient Egyptians & their achievements / Combine overview & in-depth studies to help pupils understand content & chronology:
Changes in Britain from the Stone Age to the Bronze/Iron Ages
2018/19 / Combine overview & in-depth studies to help pupils understand content & chronology:
A study tracing how aspects of national history are reflected in Leicester, e.g. Richard 111 / Combine overview & in-depth studies to help pupils understand content & chronology:
The Roman Empire & its impact on Britain
Read Roman numerals to 100 (I to C) and know that over time, the numeral system changed to include the concept of zero and place value. / Combine overview & in-depth studies to help pupils understand content & chronology:
Britain’s settlement by Anglo-Saxons & Scots
Geography / Use fieldwork to observe, measure & record the human & physical features in the local area, using sketch maps, plans & graphs & digital technologies / Focusing on the UK:
- Name & locate the major countries, counties and cities
- Compare geographical regions across the UK, identifying human and physical characteristics (key topographical features i.e. coasts & hills and mountains) and land-use patterns and understand how some aspects have changed over time
Understand geographical similarities & differences between Leicester and another area of the UK
Use world maps, atlases, globes & aerial photos to identify the UK & countries studied
Use basic geographical vocabulary to describe key physical features (coast, hill, valley) & key human features (city, factory, office block, canal)
Computing / Understand computer networks, including the internet
E-safety / Use search technologies effectively / Algorithms / Select, use and combine a variety of software (word, PPT, and i-pad software) on a range of digital devices to collect and present data and information
Art & Design / Develop their techniques, including their control & use of materials, with creativity, experimentation and an increasing awareness of different kinds of art, craft and design
Create sketch books to record observations & use them to review & revisit ideas,
Improve their mastery of art and design techniques including drawing, painting and sculpture / Know about great artists, craft makers and designers and understand the historical and cultural development of their art forms
D & T
Music / Play & perform in solo and ensemble contexts, playing instruments with increasing accuracy, fluency, control and expression. / Understand & explore: pitch, duration, dynamics, tempo, timbre,
Begin to use and understand staff and other musical notations
Begin to improvise and compose music for a range of purposes / Understand the history of music
Listen with attention to detail and recall sounds with an increasing aural memory
Appreciate, review and evaluate a wide range of high-quality music from different traditions/cultures including the work of great composers/musicians
Descriptive sounds / Understand & explore: pitch, duration, dynamics, tempo, timbre,
Begin to use and understand staff and other musical notations
Begin to improvise and compose music for a range of purposes
Play & perform in solo and ensemble contexts, using voices with increasing accuracy, fluency, control and expression
P.E. / Gymnastics
Develop flexibility, strength, technique, control and balance through Gymnastics / Dance
Perform dances using a range of movement patterns / SWIMMING
To increase water confidence
To work towards swimming confidently, competently and proficiently further – towards EKS2 25 metres
To begin to use a range of strokes / Develop flexibility, strength, technique, control and balance through Athletics and SAQ (Speed Agility & Quickness
Games / Play competitive games using running, jumping, throwing, catching in combination
Develop confidence to excel in a wide range of physical activities
Play competitive games (modified where appropriate), e.g. basketball, football, hockey, netball and apply basic principles suitable for attacking and defending / Play competitive games (modified where appropriate), e.g. basketball, football, hockey, netball and apply basic principles suitable for attacking and defending / Take part in outdoor and adventurous activity challenges both individually and as a team / Play competitive games using running, jumping, throwing, catching in combination
Play competitive games (modified where appropriate), e.g. basketball, badminton, cricket, rounders and tennis and apply basic principles suitable for attacking and defending
Develop confidence to excel in a wide range of physical activities
R.E.
LKS2
Alternate Years
2017/18 / Religion within the family and community
How people practice their faith/beliefs and how this contributes to the local community (includes all religions and non-religious views)
Teachings & Sacred Texts
What do Christian and Sikh teachings and sacred texts say about God, the world and human life? / Symbols and Religious Expression
How religious symbols and ideas are expressed (e.g. clothes, music, food, objects) / The Journey of Life & Death
The origins of human life, ceremonies, life after death, mysteries of life and death
Compare ALL 4 Leicester SACRE religions (Christianity, Islam, Hinduism, Sikhism)
2018/19 / Religion & the Individual
What is expected of a person following a religion or a belief? (includes all religions and non-religious views)
Inspirational Religious Leaders
Christian and Sikh (e.g. MLK, Guru Nanak) / Beliefs & Questions
How Christians and Sikhs beliefs about God, the world and others impact on their lives?
(Key beliefs and traditions, how God is represented, impact of religious ideals on lifestyles and behaviour) / Places of Worship & Sacred Places
Compare ALL 4 Leicester SACRE religions (Christianity, Islam, Hinduism, Sikhism)
Visit to Ghudwara
PSHE / See PHSE Whole school Programme of Study