Year 3 Curriculum
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ART
AUTUMN
Cave Paintings: Mixed media
SPRING
Photographic Exhibition: Digital media
SUMMER
Rainforests: Paint and marbling
Still Life: Drawing and composition
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COMPUTING
AUTUMN
Unit 1: Key Skills
In this unit, the children will revise how to perform key skills on the computer, including logging in, saving and retrieving work and using a keyboard and mouse proficiently. These skills will be developed using both the school computers and on our online learning platform. Pupils will revisit key aspects of the platform, including how to find their online classroom, saving, uploading and retrieving work, and sending messages.
Unit 2: Computing systems and networks – Connecting computers
In this unit, our pupils develop their understanding of digital devices, with an initial focus on inputs, processes, and outputs. They start by comparing digital and non-digital devices, before being introduced to computer networks that include network infrastructure devices like routers and switches.
SPRING
Unit 3: Creating media – Digital photography
Our pupils will learn to recognise that different devices can be used to capture photographs and will gain experience capturing, editing, and improving photos. Finally, they will use this knowledge to recognise that images they see may not be real.
Unit 4: Creating media – Photo editing
In this unit, our pupils will continue to develop their understanding of how digital images can be changed and edited, and how they can then be resaved and reused. They will consider the impact that editing images can have, and evaluate the effectiveness of their choices.
SUMMER
Unit 5: Programming A – Sequence in music
This unit explores the concept of sequencing in programming using Scratch. It begins with an introduction to the programming environment, which will be new to most learners. They will be introduced to a selection of motion, sound, and event blocks which they will use to create their own programs, featuring sequences. The final project is to make a representation of a piano. The unit is paced to focus on all aspects of sequences, and make sure that knowledge is built in a structured manner. Pupils also apply stages of program design through this unit.
Unit 6: Programming B – Events and actions
This unit explores the links between events and actions, whilst consolidating prior learning relating to sequencing. Our pupils will begin by moving a sprite in four directions (up, down, left and right). They will then explore movement within the context of a maze, using design to choose an appropriately sized sprite. This unit also introduces programming extensions, through the use of pen blocks. Pupils are given the opportunity to draw lines with sprites and change the size and colour of lines. The unit concludes with pupils designing and coding their own maze tracing program.
- DESIGN TECHNOLOGY (DT)
AUTUMN
Picture Frames
SPRING
Dips and Dippers
The Children’s Parade
SUMMER
- GEOGRAPHY
Brighton
- Name and locate counties and cities of United Kingdom, geographical regions and their human and physical characteristics, key topographical features (hills, coast, and rivers), and land use patterns; and understand how some of these aspects have changed over time.
- Understand geographical similarities and differences between Brighton and other seaside resorts.
- Use atlases, globes and DIGIMAP to describe features studied.
- Use 8 compass points and 4 point grid references, symbols, keys to build their knowledge of the UK.
Rainforests of South America: focussing on Brazil and The Amazon.
- Use maps, atlases, globes and Google Earth to explore where rainforests are found.
- Identify the position and significance of, Equator, Northern Hemisphere, Southern Hemisphere, the Tropics of Cancer and Capricorn, Artic and Antarctic Circle, the Prime/Greenwich Meridian and time zones (including day and night).
- Locate the worlds countries using maps to focus on North and South America concentrating on their environmental regions, key physical and human characteristics, countries and major cities.
Vocabulary: distribution of natural resources including energy, food, minerals and water, types of settlement, land use, economic activity including trade links, biomes (areas of fauna and flora).
- HISTORY
Pupils should continue to develop a chronologically secure knowledge and understanding of British, local and world history, establishing clear narratives within and across the periods they study.
- They should note connections, contrasts and trends over time and develop the appropriate use of historical terms.
- They should regularly address and sometimes devise historically valid questions about change, cause, similarity and difference, and significance.
- They should construct informed responses that involve thoughtful selection and organisation of relevant historical information.
- They should understand how our knowledge of the past is constructed from a range of sources.
In planning to ensure the progression described above through teaching the British, local and world history outlined below, teachers should combine overview and depth studies to help pupils understand both the long arc of development and the complexity of specific aspects of the content.
The changes in Britain from Stone Age to Iron Age
Knowledge/understanding of British history
Changes in Britain from the Stone Age to the Bronze Age.
- Begin to use key dates as markers of events, changes or eras
- Understand that people in the past had a range of different ways of looking at their world and can explain ideas
- Realise that events usually happen for a combination of reasons
- Realise that history is continuously being rewritten; if we find more we have to rewrite the past
- Make increasing use of subject-specific precise vocabulary
- Start to raise questions about what the evidence tells us. They are aware of the need not to rush to conclusions based on flimsy evidence. Will use phrases such as, We cannot tell for sure. Most evidence suggests…
Ancient Egypt
Knowledge/understanding of wider world history
The achievement of the earliest civilisations and a depth study of Ancient Egypt
- Begin to use key dates as markers of events, changes or eras
- Begin to make links between different features of a society to make sense of the world lived in by people in the past.
- Understand that people in the past had a range of different ways of looking at their world and can explain ideas
- Realise that events usually happen for a combination of reasons
- Realise that history is continuously being rewritten; if we find more we have to rewrite the past
- Make increasing use of subject-specific precise vocabulary
- Start to raise questions about what the evidence tells us. They are aware of the need not to rush to conclusions based on flimsy evidence. Will use phrases such as, We cannot tell for sure. Most evidence suggests…
- LITERACY
AUTUMN
Fiction: Adventure Stories - The Tunnel by Anthony Browne
Poetry: Concrete/Shape poems/Calligrams, focus similes
Non-Fiction: Non-chronological report – linked to Stone Age history topic (Hands On History workshop)
Performance Poetry: Christmas Concert poem by Michael Rosen
SPRING
Fiction: Quest Story – Ice Palace by Robert Swindells
Non-Fiction: Instruction writing linked to history topic- How to mummify a body (Brighton Museum visit)
Photo Stories: Linked to visit to Brighton and Photo Exhibition
Non-Fiction: Persuasive writing
Significant author study: see Reading Roots authors
SUMMER
Fiction: Stories from other cultures linked to geography topic of South America – The Great Kapok Tree by Lynne Cherry and The Vanishing Rainforest by Richard Platt (visit to Kew Gardens)
Non-Fiction: Discussion based on Rainforest topic
Poetry: Classic Narrative poem - The Pied Piper of Hamelin by Robert Browning
- MATHS
Add and subtract amounts of money to give change using pounds and pence.
Compare durations of events.
Draw 2D shapes.
Identify horizontal, vertical, perpendicular & parallel lines.
Identify right angles.
Know that 2 right angles make a half turn, 3 make 3/4 and 4 make a full.
Know the number of seconds in a min, and the days in a month and year.
Make 3D shapes using modelling materials.
Measure the perimeter of simple 2D shapes.
Measure, compare, add and subtract lengths (m/cm/mm).
Measure, compare, add and subtract mass (kg/g).
Measure, compare, add and subtract volume/ capacity (l/ml)
Recognise and decribe 3D shapes in different orientations.
Recognise and write the Roman numerals from I to XII.
Recognise angles as a property of shapes and turning.
Say if angles are greater than or less than a right angle.
Tell and write the time from an analogue clock and 24hr clock.
Add and subtract numbers mentally (3-digit number & hundreds).
Add and subtract numbers mentally (3-digit number & ones).
Add and subtract numbers mentally (3-digit number & tens).
Add numbers with up to 3-digits using a written method.
Calculate mathematical statements for x and / facts I know.
Estimate the answer to a calculation and use inverse to check.
Recall and use x and / facts for the 3 times table.
Recall and use x and / facts for the 4 times table.
Recall and use x and / facts for the 8 times table.
Solve missing number problems for addition and subtraction.
Solve missing number problems using multiplication and division.
Solve problems using multiplication and division.
Solve word problems for addition and subtraction.
Subtract numbers with up to 3-digits using a written method.
Use efficient written methods to times a 2-digit and 1-digit number.
Use mental strategies to multiply a 2-digit and 1-digit number.
Add and subtract fractions with the same denominator.
Compare and order fractions with the same denominator.
Compare and order numbers up to 1000.
Count from 0 in multiples of 4 and 8.
Count from 0 in multiples of 50 and 100.
Count up and down in tenths.
Find 10 or 100 more or less of any given number.
Identify, represent and estimate numbers in different contexts.
Know that tenths arise from dividing an object into 10 equal parts.
Read and write numbers to at least 1000 in numerals and words.
Recognise and show, using diagrams, equivalent fractions.
Recognise and use fractions as numbers. 1/4 + 3/4 = 1
Recognise the place value of each digit in a 3-digit number.
Recognise, find and write fractions for a set of objects.
Solve number problems and practical problems.
Solve problems that involve fractions.
Interpret and present data using bar charts.
Interpret and present data using pictograms.
Interpret and present data using tables.
Interpret data presented in many contexts.
Interpret and construct simple tally charts.
- MODERN FOREIGN LANGUAGES (FRENCH)
YEAR 3 AUTUMN TERM
This term in French I will:
· Learn how to greet people
· Learn to count to 12
· Learn common colours and shapes
· Explore phonic patterns and sounds
· Begin building simple phrases
· Learn about Christmas in France
YEAR 3 SPRING TERM
This term in French I will:
· Learn and use the verb ‘avoir’ (to have) and begin to build sentences
· Use avoir to talk about age
· Use common colours, adjectives and adjectival endings to write and speak accurately
· Learn the numbers 1-20
· Learn about Easter and Mardi Gras in France
YEAR 3 SUMMER TERM
This term in French I will:
· Learn and use the verb ‘avoir’ (to have) and begin to build sentences
· Use avoir to talk about my family and pets
· Use avoir to talk about how people look
· Use common colours, adjectives and adjectival endings to write and speak accurately
· Begin to add connectives in my work
- MUSIC
AUTUMN
Exploring Descriptive Sounds
- Create, perform and analyse short descriptive compositions that combine sounds, movements and words.
- Become familiar with staff notation & use as appropriate.
Exploring Rhythm Patterns
- Create simple rhythmic patterns and perform them rhythmically.
- Learn to layer rhythm patterns.
SPRING
Exploring Pentatonic Scales
- Recognise and use pentatonic scales.
- Create short melodies and accompaniments.
- Improvise short pieces using pentatonic scales.
Exploring Composing Chants & Singing Games
- Recognise and explore some characteristics of singing games.
- Demonstrate an ability to compose & perform with others.
SUMMER
Exploring Sound Colours
- Create, perform and analyse expressive compositions.
- Continue to extend a sound vocabulary.
- Compose descriptive pieces inspired by various images.
Exploring Arrangements
- Understand the purpose of arrangements / accompaniments.
- Create, combine and perform rhythmic and melodic material as part of a class / group performance.
- Compose a group piece using plants as the theme.
- PERSONAL, SOCIAL & HEALTH EDUCATION (PSHE)
Autumn
Global citizenship: Being a global citizen and finding out about the British values of democracy, rule of law, mutual respect, individual liberty and tolerance.
Internet safety: Taught through computing
New beginnings: Creating a class charter and exploring ways to welcome and value others
Protective behaviours: Exploring when we feel safe and how to manage risks
Getting on and falling out: Recognising how our bodies respond to anger and how to calm down
Say no to bullying: Taught during anti-bullying week
Spring
Gender equality: Exploring gender identity and stereotyping
Healthy eating: Taught through science, PE and DT
Going for goals: Taking responsibility for behaviour and learning
Family diversity: Celebrating similarities and differences
Money management: Taught during Finance fortnight
Good to be me: Exploring feeling surprise, worry and ways to relax
Summer
Drugs and alcohol education: The dangers and effects of smoking
Relationships: Exploring shame, guilt and how to make amends
Growing and out body: Naming body parts and feeling safe
Changes: Coping with different types of change and the difficult feelings around this
- PHYSICAL EDUCATION (PE) & SPORT
AUTUMN
INDOOR
- Indoor Athletics – Indoor Pentathlon
OUTDOOR/GAMES
- Multi-skills activities focussing on development of the fundamental movement skills of agility, balance and coordination.
SPRING
INDOOR
- Gymnastics – Floor work & low – high level apparatus
OUTDOOR/GAMES
- Invasion style games skill development.
- Net style games skill development.
SUMMER
INDOOR
- Dance skill development – topic based
OUTDOOR/GAMES
- Athletics activities skill development.
- Striking and fielding style games skill development.
- RELIGIOUS EDUCATION (RE)
AUTUMN
What do signs and symbols mean in religion.
Children will consider and learn:
- About the meaning of everyday signs and symbols
- To consider religious symbolism
- To make comparisons between different religions.
- That religious beliefs and ideas about God can be shown as symbols.
- To be introduced to Hinduism as a religion.
- To make comparisons and contrast ways in which ideas are expressed symbolically in different religions.
- To consolidate knowledge of religious symbols
- How and why do Hindus celebrate Divali?
Children will consider and learn:
- About the key events and have an overview of the story of Rama and Sita.
- About the symbolic significance of a Diva and how it relates to the Divali story.
- About the purpose of sending Divali cards.
- To imagine what sort of card/message a Hindu friend might like.
- About the purpose of creating Rangoli patterns
- To consider the feelings the patterns might create in others.
- That some Hindus worship Lakshmi , the goddess of wealth.
- Identify some of the customs and practices relating to celebrating Divali.
- That Divali is the start of the new year fro Hindus.
SPRING
‘A Gift to the Child’: Ganesha
Children will consider and learn:
- To use imagination and senses to envisage figure of Ganesha.
- To understand that God can be expressed in many forms.
- To understand that chn can adopt many masks and can be many people.
- To empathise with how Ganesha felt.
- To encourage chn to be aware of their own emotions.
- That Ganesha is special to some people who worship him.
- That ‘puja’ means worship.
- To understand what happens in ‘puja’
- To consider the sense of belonging.
- To remember and identify key points.
Laws and rules.
Children will consider and learn:
- What rules are and why we have them.
- That rules of behaviour are not always straightforward.
- To imagine self in a dilemma of right and wrong.
- That laws should be binding.
- To consider own set of laws for a happy society.
- To become aware of the overlap of religions.
- To consider the application of the 10 Commandments in a modern world in modern world.
- To consider what 10 commandments might be suitable for the present day.
- To compare with the Ten Commandments from the Bible.
- To compare own ideas with those of others looking for common themes.
SUMMER
What is the bible and why is it important for Christians?
Children will consider and learn:
- That the Bible is a sacred/holy book which forms the basis of the Christian faith.
- To consider own views on the use of time and money.
- About what is in the Bible.
- About the composition of the Bible.
- How religious beliefs, ideas and feelings can be expressed through the Bible.
- How best to write /convey own piece of writing
- That OT books were written on scrolls.
What is faith and what difference does it make?
Children will consider and learn:
- To understand what ‘faith’ means in a religious sense.
- To reflect on the emotional impact of the story.
- To understand that Abraham’s life was like a journey with God.
- To empathise on the difficulties of the journey.
- To understand the sequence of events of Abraham’s life.
- To understand that it was Abraham’s faith being tested.
- To understand why Abraham is revered in three world faiths
- To reflect on present day idols.
- SCIENCE
AUTUMN
Brighton - From Fishing to Fashion
Rocks: linked to local environment
- compare and group together different kinds of rocks on the basis of their appearance and simple physical properties
- describe in simple terms how fossils are formed when things that have lived are trapped within rock
- recognise that soils are made from rocks and organic matter.
Light
- recognise that they need light in order to see things and that dark is the absence of light
- notice that light is reflected from surfaces( or other reflective surfaces, including playing mirror games to help them to answer questions about how light behaves.)
- recognise that light from the sun can be dangerous and that there are ways to protect their eyes
- recognise that shadows are formed when the light from a light source is blocked by a solid object
- find patterns in the way that the size of shadows change.
SPRING
Can you pull a Pyramid?
Forces and Magnets
- compare how things move on different surfaces
- notice that some forces need contact between two 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 two poles
- predict whether two magnets will attract or repel each other, depending on which poles are facing.
SUMMER
Where does it always rain?
Animals and Humans
- 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
- Identify that humans and some other animals have skeletons and muscles for support, protection and movement.
Identifying and grouping animals with and without skeletons and observing and comparing their movement; exploring ideas about what would happen if humans did not have skeletons.
Plants
- identify and describe the functions of different parts of flowering plants: roots, stem/trunk, leaves and flowers
- 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
- investigate the way in which water is transported within plants
- explore the part that flowers play in the life cycle of flowering plants, including pollination, seed formation and seed dispersal.