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Y3 / Key Objectives/Skills / Key Objectives/Skills
Week 1-3
Instructional Texts
Writing Composition:
- identify the common features of instructional texts
- discuss and record ideas
- use simple organisational devices [for example, headings and sub-headings]
- plan, draft and write own instructional text
- proof-read for spelling and punctuation errors
- read books that are structured in different ways and read for a range of purposes using dictionaries to check the meaning of words that they have
- read checking that the text makes sense to them, discussing their understanding and explaining the meaning of words in context
- ask questions to improve their understanding of a text
- spell words that are often misspelt (English Appendix 1)
- use the first two or three letters of a word to check its spelling in a dictionary
- write from memory simple sentences, dictated by the teacher, that include words and
- use conjunctions, adverbs and prepositions to express time and cause
- use the diagonal and horizontal strokes that are needed to join letters and understand which letters, when adjacent to one another, are best left unjoined
Poetry
Writing composition:
- discuss writing (poems) similar to that which they are planning to write in order to understand and learn from its structure, vocabulary and grammar
- draft and write (own poems) by: composing and rehearsing sentences orally progressively building a varied and rich vocabulary and an increasing range of sentence structures
- read aloud their own writing, to a group or the whole class, using appropriate intonation and controlling the tone and volume so that the meaning is clear
- discuss words and phrases that capture the reader’s interest and imagination
- recognise some different forms of poetry [for example, free verse, narrative poetry]
- participate in discussion about both books that are read to them and those they can read for themselves, taking turns and listening to what others say.
- extend the range of sentences with more than one clause by using a wider range of conjunctions, including when, if, because, although
- spell further homophones
- place the possessive apostrophe accurately in words with regular plurals [for example, girls’, boys’] and in words with irregular plurals [for example, children’s]
- increase the legibility, consistency and quality of their handwriting, ensure that lines of writing are spaced sufficiently so that the ascenders and descenders of letters do not touch
3.8 multiplicative Reasoning
Fractions
- Count up and down in tenths; recognise that tenths arise from dividing an object into ten equal parts and dividing one-digit numbers or quantities by ten.
- Recognise, find and write fractions of a discrete set of objects; unit fractions and non-unit fractions with small denominators.
- Solve problems that involve all of the above.
3.7 Number Sense
Number and place value
- Identify, represent and estimate numbers using different representations.
- 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 and use fractions as numbers: unit fractions and non-unit fractions with small denominators.
- Add and subtract fractions with the same denominators within one whole [for example, 5/7 + 1/7 = 6/7].
- Compare and order unit fractions and fractions with the same denominator.
- Solve problems that involve all of the above.
3.9 Geometric Reasoning
- Draw 2-D shapes and make 3-D shapes using modelling materials; recognise 3-D shapes in different orientations and describe them.
- Recognise that angles are a property of a shape or a description of a turn.
- Identify right-angles, recognise that two right-angles make a half turn, three make a three quarters of a turn and four a complete turn; identify whether angels are greater than or less than a right angle.
- Identify horizontal and vertical lines and pairs of perpendicular or parallel lines.
3.10 Number Sense
Number and place value
- 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 (HTU)
- 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 words.
- Solve number problems and practical problems involving these ideas.
I can:
• talk about some of the things that that are the same for different religious people
• talk about what is important to me and to others with respect for their feelings
•describe some of the things that are the same and different for religious people
•ask important questions about life and compare my ideas with those of other people
•link things that are important to me and other people with the way I think and behave
• use the right religious words to describe and compare what practices and experiences may be involved in belonging to different religious groups
• express religious beliefs (ideas, feelings, etc) in a range of styles and words used by believers and suggest what they mean
• ask questions about who we are and where we belong, and suggest answers which refer to peoplewho have inspired and influenced myself and others
• ask questions about the moral decisions I and other people make, and suggest what might happen as a result of different decisions, including those made with reference to religious beliefs / values
Pupils should learn:
- To understand that musicconveys messages and affects people’s emotions
- To identify elements of prayer inreligious music and writings
- To consider meanings conveyedby language
Festival Matters – Easter Y3 / Active planet
Earthquakes And Volcanoes
The big idea
The tectonic plates that form the Earth’s crust are always moving. Even the smallest movement can cause huge earthquakes, volcanoes and tsunamis that devastate communities across wide areas. If we can understand what is happening underground we can learn to predict and protect ourselves in the future.
In Geography,we’ll be finding out:
- About how the Earth is formed
- What a volcano island is and where they are in the world
- What causes an earthquake
- How earthquakes can be measured
- What makes buildings strong
- About protective clothing and equipment
- About how to put together a survival kit
- What happens when a volcano erupts
- What happens when rock melts
- How volcanoes can give off poisonous gas
- How to use instruments to make sound pictures
- How to compose our own piece of music
- About the devastation of Pompeii
- About hot and cold colours
- About using different materials and techniques to represent a volcano
- How to use lots of different sequences of movement to show the story of volcanoes
- About legends associated with volcanoes
- Why people continue to live in volcanic areas despite the dangers
- About international organisations that work after natural disasters
- About the knock-on effects of earthquakes and volcanic activity
Plants
In Science, we’ll be finding out:
- About plants in our local area
- What plants need in order to grow
- How to grow a flowering plant
- About local food chains
- Why plants have leaves
- About the life cycle of a plan
- How to make a garden obelisk
- Where the plants we eat come from
- About cash crops
All schools must provide swimming instruction either in key stage 1 or key stage 2.
In particular, pupils should be taught to:
- swim competently, confidently and proficiently over a distance of at least 25 metres
- use a range of strokes effectively [for example, front crawl, backstroke and
- perform safe self-rescue in different water-based situations.
- develop flexibility, strength, technique, control and balance [for example, through
Music
Charanga Music School
There Was a Monkey
A Friday Afternoons Song by Benjamin Britten
Unit Overview
This is a six-week Unit of Work that builds on previous learning. It is supported by weekly lesson plans and assessment. All the learning is focused around one song from Benjamin Britten’s Friday Afternoons: There Was a Monkey.
Other learning within the unit gives your class the opportunity to research Benjamin Britten’s life and to listen to many of his other works through links to Britten100.org and
Fridayafternoonsmusic.co.uk.
How this Unit is Organised
A. Listen and Appraise: There Was a Monkey and some more of Britten’s Friday
Afternoons songs with their cover versions
B. Musical Activities learn about the interrelated dimensions of music through
1. Games
2. Singing
3. Playing instruments with or without notation`
C. Perform and Share
Internet Safety
Children use the Internet to undertake independent purposeful research, gathering appropriate text and image and attempt to distinguish between fact and fiction.
British Values
What does it mean to be British?