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Year Three

Sequential, Purposeful and Spiritual Curriculum Planner

Autumn 1

Autumn 2

Spring 1

Spring 2

Summer 1

Summer 2

Theme

Our Local Area

WWII

WWII

Greece

Ancient Greece

Chocolate

R.E.

The Christian Family

Belong, Christian, Family, Church, Parish, Priest, celebrate, Baptised, Christian name, sign

of the cross, baptismal font, anointed, godparents, baptismal promises, child of God,

water, white garment, baptismal candle, Paschal Candle, oil, Our Father, Holy Spirit,

Sacrament

KNOWLEDGE SEQUENCE

• Belonging to a family is important because a family provides love, care and helps give a

sense of who you are (identity)

• The Church is a family of people called Christians who love God by following Jesus

• A Sacrament is a very important gift from Jesus when we receive special help from the

Holy Spirit.

• The Sacrament of Baptism makes someone a member of the Church

• In Baptism, signs are used to show what Christians believe

• Promises made in Baptism are important to keep

Mary Our Mother

Annunciation, Angel Gabriel, Mary, Elizabeth, Saint, Mother, Hail Mary, Blessed, Grace,

statue, feast, saviour, Advent Wreath, Crib, Bethlehem, Shepherds, stable, Wise Men,

worship, swaddling clothes

KNOWLEDGE SEQUENCE

• The Christmas story is made up of various stories from the Gospel of Luke and Matthew

• Jesus is Son of God and a real human being who was born in Bethlehem. Christians call

this the Incarnation

• Mary was chosen by God to be the Mother of his son at the Annunciation

• The Visitation was when Mary visited Elizabeth and they both shared their good news

• Christians celebrate Jesus’ birth at Christmas, and Advent is a time to prepare for Jesus’

birth

• We can ask Mary to help us, she is our mother in heaven

Jesus the Teacher

Jewish, Jew, Synagogue, Sabbath, Temple, Ark, scrolls, Torah, Old Testament, Rabbi,

teacher, presentation, Simeon, light of the world, mission, Good News, parable

KNOWLEDGE SEQUENCE

• Jesus brought the Good News that God loves us so much that He sent his Son to open the

way to heaven for everyone.

• Jesus chose his friends (the Disciples) to help him spread the Good News.

• Know that Jesus came to show the way to live.

• We can be modern day Disciples.

• A parable is a story that Jesus uses to teach people about living in God’s kingdom

• Jesus’ teachings on how to respond to the Gospel: The Beatitudes, The Parable of the

Sower and The Unforgiving Servant.

Reconciliation

** Sacramental Preparation**

Jesus, Zacchaeus, Levi, change, behaviour, sinner, celebration, love, forgive, sorrow, sorry,

forgiveness, reconciliation, confess, sacrament, Reconciliation, act of sorrow

KNOWLEDGE SEQUENCE

• God is a loving Father and will always forgive us, e.g. The Lost Sheep

• Reconciliation is one of the seven Sacraments which can be received more than once.

• The Sacrament of Reconciliation has a sequence and have some understanding of that

sequence.

• Jesus’ teachings on forgiveness are found in the Gospels.

• Jesus calls us to change: Zacchaeus and The Lost Son.

• Ash Wednesday is the beginning of Lent and Lent is a time for new beginnings and

change.

Celebrating Easter and Pentecost

Holy Saturday, Easter Vigil, Easter Sunday, Paschal Candle, feast, rose from the dead,

Bible, Resurrection, celebrate, new life, spring, Jesus, empty tomb, appear, Emmaus,

doubt, Thomas, presence, hope, peace, Holy Spirit, fruits, gifts, symbols

KNOWLEDGE SEQUENCE

• Christians believe, and celebrate, that Jesus rose from the dead on Easter Sunday.

• The resurrection teaches Christians that death is not the end so they are able to share in

the new life of Jesus: hope of eternal life.

• The story of Emmaus shows us how the sadness of Jesus’ friends changed to happiness

when they saw Jesus was truly alive.

• The story of Doubting Thomas teaches Christians to trust in God even when it is difficult

• Following Jesus’ Ascension, God sent His Holy Spirit at Pentecost to help and support us.

Being a Christian

Christian, Baptism, family, Jesus, Parable, Good Samaritan, neighbour, Peter, fisherman,

promise, eternal life, Saul, Paul, Damascus, persecute, love, unique, gifts, sacraments,

God’s gifts, dreams, hopes

KNOWLEDGE SEQUENCE

• The Greatest Commandment sums up being a Christian.

• Our love must extend beyond our friends and family – to all.

• St Peter and St Paul are key figures in Christianity.

• God calls us to use our gifts and talents to live as a Christian.

Other Faiths

Judaism –

Keeping Kosher

Judaism –

Festivals

Judaism –

The Synagague

PHSE & RSE

Mental health and emotional wellbeing: strengths and challenges

Drug, alcohol and tobacco education: Tobacco is a drug

Physical health and wellbeing:

What helps me choose?

Keeping safe and managing risk:

Bullying – see it, say it, stop it

Careers, financial capability and economic wellbeing: Saving, spending and budgeting

RSE

MindMate

Feeling good and being me

Friends and family

Life changes

Strong emotions

Being the same, being different

English

Chd to be able to use the following terminology: noun, noun phrase, statement, question, command, compound word, suffix, adjective, adverb, verb, past & present tense, apostrophe, comma.

Spelling & Transcription

To know the spelling rules listed in N.C Appendix one (link at bottom) for Y3.

Prefixes & Suffixes:

Prefixes

· Un-

· Dis-

· Mis-

· Re-

· Pre-

Suffixes

· Use -ment

· Use -ness

· Use -ful

· Use -less

· Use -ly

· Morphology word and sentence play with root words, suffixes and prefixes from Y1 &y2.

· Creation of compound words using two words combined.

· Use of etymology to create word families from root words using prefixes and suffixes.

· Silent letters : Use word play to identify & spell words with silent letters such as g, k

· Homophones: Understand the alternate meaning and spellings for homophone pairs and trios. Use them correctly in writing, particularly common ones like there/their, we’re/wear/were/ where.

· Dictionary skills

Use the first two letters of a word to find its meaning in a dictionary.

· Spell words with contracted forms

· Spell using the singular possessive apostrophe e.g. girl’s

Handwriting

· Use diagonal and horizontal strokes to join all letters in the handwriting scheme.

· Know which letters are break letters within the scheme and do not need to be joined.

· Use the correct spacing between letters and words

Composition

To use the plan> draft> edit & evaluate> proof read> neat write model to create a finished piece of work. Elements of this can be used individually or can be combined.

Vocabulary

· To use the relevant curricular linked vocabulary to their topic areas

· To use word banks modelled by their teachers

· To use simplified modelled versions of a thesaurus

Grammar

Re-read their own work and be able to identify if it isn’t grammatically accurate and make the necessary changes where needed.

Q: ‘Does it make sense?’

Use co-ordinating (or, and, but) and subordinating (because, if) conjunctions to join clauses.

Understand different sentence types and how to define them: question/ command/ statement/ exclamation.

Use expanded noun phrases to describe a noun. Be able to find the adjective & noun within the phrase.

Punctuation

To know and understand how to use the following punctuation marks in a variety of written formats:

full stop, capital letters to start a sentence & for proper nouns, exclamation marks, question marks, speech marks, commas in lists and apostrophes to mark possession and contractions.

Text Types

· Poetry

· Description – The Twits

· Diary recount

· Linked to Science – writing up an experiment using headings, subheadings and technical language





Prefixes to form nouns

· Super

· Anti

· auto

Suffixes

· Use -ment

· Use -ness

· Use -ful

· Use -less

· Use -ly

· Morphology word and sentence play with root words, suffixes and prefixes from Y1 &y2.



· Silent letters : Use word play to identify & spell words with silent letters such as w, g, k






Handwriting




Composition


Vocabulary



· To use simplified modelled versions of a thesaurus

Grammar






Correctly use a and an before a noun for grammatical correctness.

Punctuation


full stop, capital letters to start a sentence & for proper nouns, exclamation marks, question marks, speech marks, commas in lists and apostrophes to mark possession and contractions.

Text Types

· Performance Poetry – war inspired

· Instructional writing – war inspired

· Autobiographical Writing






· Super

· Anti

· auto

Suffixes

· Use -ment

· Use -ness

· Use -ful

· Use -less

· Use -ly

· Morphology word and sentence play with root words, suffixes and prefixes



· Silent letters : Use word play to identify & spell words with silent letters such as t, w, g, k






Handwriting




Composition


Vocabulary



· To use a thesaurus to find more adventurous word choices

Grammar







Punctuation


full stop, capital letters to start a sentence & for proper nouns, exclamation marks, question marks, speech marks, commas in lists, commas for pauses and apostrophes to mark possession and contractions. Introduce

Use commas after fronted adverbials.

Punctuate direct speech.

Use the possessive apostrophe with plural nouns.

Text Types

· Persuasive writing – visit a place of worship

· Writing own adventure stories (literacy shed based)

· Traditional poetry






· Super

· Anti

· auto

Suffixes

· Use -ment

· Use -ness

· Use -ful

· Use -less

· Use -ly




· Silent letters : Use word play to identify & spell words with silent letters such as b, t, w, g, k



Use the first three letters of a word to find its meaning in a dictionary.



Handwriting




Composition


Vocabulary




Grammar







Punctuation


full stop, capital letters to start a sentence & for proper nouns, exclamation marks, question marks, speech marks, commas in lists commas for pauses and apostrophes to mark possession and contractions. Introduce




Text Types

•Stories from other cultures – Greek myths and legends

•Stories by the same author

Writing an information piece – linked to topic work of the Olympics e.g. leaflet / non chronological report

Chd to be able to use the following terminology: noun, noun phrase, statement, question, command, compound word, suffix, adjective, adverb, verb, past & present tense, apostrophe, comma, colon.





· Re

· Sub

· inter

Suffixes

· Use -ment

· Use -ness

· Use -ful

· Use -less

· Use -ly










Handwriting




Composition


Vocabulary




Grammar







Punctuation






Use a colon to introduce a list.

Text Types

· Traditional Poetry

· Recounts about a trip to the Jewish place of worship

· Letter writing – linked to R.E – personal reflection on Reconciliation and how this has changed / shaped them months on

Chd to be able to use the following terminology: noun, noun phrase, statement, question, command, compound word, suffix, adjective, adverb, verb, past & present tense, apostrophe, comma, colon.





· Re

· Sub

· inter

Suffixes

· Use -ment

· Use -ness

· Use -ful

· Use -less

· Use -ly










Handwriting




Composition


Vocabulary




Grammar







Punctuation





Use the possessive apostrophe with plural nouns. Use a colon to introduce a list.

Have a go at using bullet points within a list.

Text Types

· Plays and Dialogues – Yorkshire links

· Non-chronological FairTrade Foundation

· Recounts

Shape poems

Reading

Phonics and decoding:

To use their phonic knowledge to decode quickly and accurately (may still need support to read longer unknown words).

Common exception words:

To recognise Y3/Y4 exception words.

Fluency:

Linked to vocabulary development

Understanding and correcting inaccuracies:

To check that the text makes sense to them as they read and to correct inaccurate reading.

Comparing, contrasting and commenting:

Identify and comment on writers’

purposes and viewpoints, and the

overall effect of the text on the

reader.

Words in context and authorial choices:

To check that the text makes sense to them, discussing their understanding.

Inference and prediction:

To ask and answer questions appropriately, including some simple inference questions based on characters’ feelings and thoughts.

Poetry and performance:

To perform poems and play scripts that show some awareness of the audience when reading aloud.

Non-fiction:

To retrieve and record information from given non- fiction text.


To apply their growing knowledge of root words and prefixes, including

in-, im-, il-, ir-, dis-, mis-,

un-, re-, sub-, inter-, super-, anti- and auto- to begin to read aloud.*


To begin to read Y3/Y4 exception words.

Fluency:



To recognise, listen to and discuss a wide range of fiction and non-fiction and reference books or textbooks.

To use appropriate terminology when discussing texts (plot, character, setting).


To check that the text makes sense to them, discussing their understanding and explaining the meaning of words in context.


To ask and answer questions appropriately, including some simple inference questions based on characters’ feelings, thoughts and motives.


To prepare and perform poems and play scripts that show some awareness of the audience when reading aloud.

To begin to use appropriate intonation and volume when reading aloud.

Non-fiction:

To retrieve and record information from non- fiction texts showing a use of the contents page and glossary.

To use a dictionary to check the spelling of words.


To apply their growing knowledge of root words and suffixes/word endings, including -ation,

-ly, -ous, -ture, -sure, -sion,

-tion, -ssion and -cian, to begin to read aloud.*


To begin to read Y3/Y4 exception words.

Fluency:



Draw upon reading experiences discussing different authorial styles from texts used in class e.g. Roald Dahl.

Use aspects of text in discussions referring to the text to explain.


To discuss authors’ choice of words and phrases for effect.


To justify predictions using evidence from the text.


To develop the use of appropriate intonation and volume when reading aloud.

Non-fiction:

Retrieve and order information gained from non-fiction text answering questions and creating own formats.

To use dictionaries and thesaurus to check the meaning of words that they have read.

Fictional Texts

(non-fiction chosen from school library and library service)

The Twits / The Witches

The Little Match Girl

The Railway Children

Goodnight Mr Tom

Blitzcat (extract)

Greek Myths – Icarus and Daedalus / Bausis and Philemon (play)

Charlie and the Chocolate Factory

Maths

Number – Place Value:

Identify, represent and estimate numbers using different representations

Find 10 or 100 more or less than a given number.

Recognise the place value of each digit in a three-digit number (hundred, tens, ones).

Compare and order numbers up to 1000

Read and write numbers up to 1000 in numerals and in words.

Solve number problems and practical problems involving these ideas.

Count from 0 in multiples of 4, 8, 50 and 100

Number – Addition and Subtraction:

Add and subtract numbers mentally, including; a three- digit number and ones; a three-digit number and tens; a three-digit number and hundreds.

Add and subtract numbers with up to three digits, using formal written methods of columnar addition and subtraction.

Estimate the answer to calculation and use inverse operations to check answers.

Number – Multiplication and Division:

Count from 0 in multiples of 4, 8, 50 and 100

Recall and use multiplication and division facts for the 3, 4 and 8 multiplication tables.

Write and calculate mathematical statements for multiplication and division using the multiplication tables they know, including for two-digit numbers times one-digit numbers, using mental and progressing to formal written methods.

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 objectives.

Consolidation of objectives covered throughout the term.

Number – Multiplication and Division:

Recall and use multiplication and division facts for the 3, 4 and 8 multiplication tables.

Write and calculate mathematical statements for multiplication and division using the multiplication tables they know, including for two-digit numbers times one-digit numbers, using mental and progressing to formal written methods.

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 objectives.

Measurement – money:

Add and subtract amounts of money to give change using both £ and p in practical contexts.

Statistics:

Interpret and present data using bar charts, pictograms and tables.

Solve one-step and two-step questions (for example how many more? And how many fewer?) using information presented in scaled bar chats and pictograms and tables.

Measurement- length and perimeter:

Measure, compare, add and subtract; lengths (m, cm, mm); mass (kg/g); volume/capacity (l/ml).

Measure the perimeter of simple 2d shapes.

Number- Fractions:

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.

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.


Number – fractions:

Recognise and show, using diagrams, equivalent fractions with small denominators.

Compare and order unit fractions, and fractions with the same denominators.

Add and subtract fractions with the same denominator within one whole [for example, 5/7 + 1/7 = 6/7 ]

Solve problems that involve all of the above.

Measurement – time

Tell and write the time from an analogue clock, including using Roman numerals from I to XII and 12-hour and 24-hour clocks.

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, a.m./p.m., 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 [for example to calculate the time taken by particular events or tasks].

Geometry – properties of shape

Recognise angles as a property of shape or a description of a turn.

Identify right angles, recognise that two right angles make a half-turn, three make three quarters of a turn and four a complete turn; identify whether angles are greater than or less than a right angle.

Identify horizontal and vertical lines and pairs of perpendicular and parallel lines.

Draw 2-D shapes and make 3-D shapes using modelling materials.

Recognise 3-D shapes in different orientations and describe them.

Measurement – mass and capacity

Measure, compare, add and subtract lengths (m/cm/mm); mass (kg/g); volume/capacity (l/ml).


Science

Plants – Sc3/2.1

Sc3/2.1a identify and describe the functions of different parts of flowering plants: roots, stem/trunk, leaves and flowers

Sc3/2.1b 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

Sc3/2.1c investigate the way in which water is transported within plants

Sc3/2.1d explore the part that flowers play in the life cycle of flowering plants, including pollination, seed formation and seed dispersal.

Plants – Skills and Knowledge

Asking Questions:

Functions of a plants and how to test these.

Why these parts of the plants work for their function.

Measuring and recording:

Plants rate of growth

How water moves around a plant (coloured water experiment)

Concluding:

What a plant needs for life

What conditions are required for seed dispersal.

Evaluating:

Best conditions for plant growth

Best conditions for seed dispersal

Vocabulary

Roots

Leaves

Stem

Flower

Stamen

Ovule

Sepal

Petal

Nutrients

Seeds

Life cycle

Germination

Pollination

Seed dispersal

Pollen

Animals including Humans – Sc3/2.2

Sc3/2.2a 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

Sc3/2.2b identify that humans and some other animals have skeletons and muscles for support, protection and movement.

Animals including humans – Skills and knowledge

Asking Questions:

Functions of the skeleton and muscles

Question nutrition from food


Concluding:

What humans need for life

Skeletons and muscles support movement

Humans can not make their own food

Evaluating:

Efficient nutrition for life

Healthy choices

Vocabulary

Protein

Carbohydrates

Minerals

Fats

Fibre

Vitamins

Skeleton

Exoskeleton

Endoskeleton

Support

Protect

Joints

Muscles

Contract

Relax

Body organs

Main bones in the body

Rocks – Sc3/3.1

Sc3/3.1a compare and group together different kinds of rocks on the basis of their appearance and simple physical properties

Sc3/3.1b describe in simple terms how fossils are formed when things that have lived are trapped within rock

Sc3/3.1c recognise that soils are made from rocks and organic matter.

Rocks – Knowledge and skills

Asking Questions:

How are fossils made?

How is soil made?


Grouping rocks on appearance and physical properties

Concluding:

Compare and group together types of rocks

Evaluating:

How are rocks fit for different purposes e.g. buildings

Vocabulary

Igneous

Sedimentary

Metamorphic

Metamorphosis

Granite

Lava

Pumice

Marble

Slate

Sandstone

Limestone

Permeable

Impermeable

Particle

Properties (physical)

Layers

Ocean bed

Volcano

Intrusive

Extrusive

Texture

Appearance

Light – Sc3/4.1

Sc3/4.1a recognise that they need light in order to see things and that dark is the absence of light

Sc3/4.1b notice that light is reflected from surfaces

Sc3/4.1c recognise that light from the sun can be dangerous and that there are ways to protect their eyes

Sc3/4.1d recognise that shadows are formed when the light from a light source is blocked by a solid object

Sc3/4.1e find patterns in the way that the size of shadows change.

Light – Skills and knowledge

Asking Questions:

Most effective light reflecting surfaces

Most effective light absorbers

What effects the formation of shadows?


Shadow formation changes

Material transparency

Concluding:

We need light to see

Darkness is the absence of light

Sunlight is dangerous to our eyes

Evaluating:

Materials impact on light absorbency

Efficiency of light sources

Vocabulary

Light source

Angle

Direction

Travels in straight lines

Shadow

Reflect

Mirror

Transparent

Translucent

Opaque

Torch

High Vis

Forces – Sc3/4.2

Sc3/4.2a compare how things move on different surfaces

Sc3/4.2b notice that some forces need contact between 2 objects, but magnetic forces can act at a distance

Sc3/4.2c observe how magnets attract or repel each other and attract some materials and not others

Forces & Magnets – skills and knowledge

Asking Questions:

What materials are attracted and repelled by magnetic forces?

What surfaces cause the most friction?


Frictional investigation

Distance of attraction of magnetic forces

Concluding:

Grouping materials into magnetic / not

Describe magnets as having two poles

Evaluating:

Material properties on forces and magnets

Vocabulary

Force

Push

Pull

Friction

Gravity

Float

Sink

Stretch

Squash

Opposite forces

Pairs

Magnets – Sc3/4.2

Sc3/4.2d 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

Sc3/4.2e describe magnets as having 2 poles

Sc3/4.2f predict whether 2 magnets will attract or repel each other, depending on which poles are facing.

Vocabulary

Magnetic

[poles

North

South

Attract

Repel

Horseshoe

Brass

Nickel

Copper

Steel

Aluminium

Iron

Friction

History

Local History

Rothwell Market Town

NC objective

A local history study

- a study of an aspect of history or a site dating from a period beyond 1066 that is significant in the locality

· local churches and sites of significance

Linked to R.E – the Christian Family – St. Mary’s Church and Holy Trinity Church

Link with R.E.

Appropriate use of historical terms

Use an increasing range of common words and phrases relating to the passing of time (Chronological understanding) Year 3

Describe memories of key events in his/her life using historical vocabulary (Chronological understanding) Year 3

Use historic terms related to the period of study. (Chronological understanding)

WWII Battle Of Britain

NC objective

A study of an aspect or theme in British history that extends pupils’ chronological knowledge beyond 1066

· a significant turning point in British history, for example, the first railways or the Battle of Britain

· life in WWII – rationing

· evacuation

· the events of the battle of Britain

Link with English

Describe a study of an aspect or theme in British history that extends his/her chronological knowledge beyond 1066 (Understanding of events people and changes) YEAR 6


Evacuee, rationing trenches, bomb shelter,




Ancient Greece

NC objective

Ancient Greece

-a study of Greek life and achievements and their influence on the western world

A study of an aspect or theme in British history that extends pupils’ chronological knowledge beyond 1066

- the legacy of Greek or Roman culture (art, architecture or literature) on later periods in British history, including the present day

· where and when the first civilizations appeared

· Who were they? How did they live

· Olympics

· Greek Literature

Link with Geography

Describe a study of Ancient Greek life and achievements and their influence on the western world (Understanding of events people and changes) YEAR 6


Olympics, Athens




Geography

Locational Knowledge:

A local study – mapping our local area and the changes over time

Name and locate counties and cities of the United Kingdom, geographical regions and their identifying human and physical characteristics

Place Knowledge

Yorkshire study - Study of human and physical geography in Yorkshire – Rothwell market town

Our local area

Human and physical Geography

physical geography, including: climate zones, biomes and vegetation belts

- human geography, including: types of settlement and land use,

Geographical skills and fieldwork

Ask geographical questions

-Use appropriate terminology

Map Skills:

- Follow a route on a map with some accuracy


locate the world’s countries, using maps to focus on Europe

understand geographical similarities and differences through the study of human and physical geography of a region in a European country (Greece)

Use maps and atlases to locate countries and continents

Locate deserts, rivers and mountain ranges

Place Knowledge

understand geographical similarities and differences through the study of human and physical geography of a region in a European country (Greece)


physical geography, including: climate zones, rivers and mountains (Greece focus)

human geography, including: types of settlement and land use



Record findings from fieldtrips

Use appropriate terminology

Draw an annotated sketch from observation including descriptive / explanatory labels

Name and locate countries in Europe (including Russia)


Understand geographical similarities and differences through the study of human and physical geography of a region of the United Kingdom

Name and locate counties and cities of the united kingdom

Place Knowledge

Describe and understand key aspects of biomes and vegetation belts (climate zones):

Study of human and physical geography in Yorkshire

Understand geographical similarities and differences through the study of human and physical geography of a region of the United Kingdom


human geography, including: types of settlement and land use,


Begin to match boundaries (e.g. find same boundary of a country on different scale

maps).

Use 4 figure compasses, and letter/number co-ordinates to identify features on a map




Record findings from fieldtrips


Draw an annotated sketch from observation including descriptive / explanatory labels

Fairtrade Foundation learning – cocoa

· Where are foods grown?

· Where does coco come from?

Computing

Year 1

Year 2

iJam (level 1)

iSong:

Introduction to basic song writing on a programme, ‘GarageBand’.

Skills:

-Use and select software

- Capture video for a purpose.

-Choose which clips to keep and which to discard.

NC Objectives:

1)Use technology safely, respectfully and responsibly; know a range of ways to report concerns and inappropriate behaviour.

2)Select, use and combine a variety of software (including internet services) on a range of digital devices to accomplish given goals, including collecting, analysing, evaluating and presenting data and information.

E-Safety – PSHE:

Keeping safe and managing risk:

Bullying – see it, say it, stop it

iJam (level 2)

iDance:

Through their composition children will use the concept of ‘Audio Spectrum’ participants will begin to use stereo-panning and level controls to improve their music’s balance and texture.

Skills:

-Capture video for a purpose.

-Choose which clips to keep and which to discard.

-Trim and arrange clips to convey meaning.

NC Objectives:

1) Use technology safely, respectfully and responsibly; know a range of ways to report concerns and inappropriate behaviour.

2)Select, use and combine a variety of software (including internet services) on a range of digital devices to accomplish given goals, including collecting, analysing, evaluating and presenting data and information.

iProgram (level 1)

iLogic:

Student with use games to learn key coding skills. They will use steps, loops, basic logic and functions such as ‘if statements. This will progress into using code to create ‘Spyrograph’ style artwork.

Skills:

-Create simple functions

-Write code in a simple sequence to produce a desired product

NC Objectives:

1)Design, write and debug programmes that accomplish specific goals, including controlling or simulating physical systems; solve problems by decomposing them into smaller parts.

2)Use sequence, selection and repetition in programmes; work with variables and various forms of input and output.

3)Use logical reasoning to explain how some algorithms work and to detect and correct errors in algorithms and programs.

iProgram (level 2)

Advances iFunction:

iFunction looks at creating programs to solve real world problems. Learners will create games, control solutions and other problems mimicking real application of programming.

Skills:

-Create simple functions

-Write code in a simple sequence to produce a desired product

NC Objectives:

1)Design, write and debug programmes that accomplish specific goals, including controlling or simulating physical systems; solve problems by decomposing them into smaller parts.

2)Use sequence, selection and repetition in programmes; work with variables and various forms of input and output.

3)Use logical reasoning to explain how some algorithms work and to detect and correct errors in algorithms and programs.

iAnimate (level 1)

iStop Motion:

Students will create their own cartoon strip using the app ‘iStopMotion’.

Skills:

-Use images that they have sourced / captured / manipulated as part of a bigger project

NC Objectives:

1)Use search technologies effectively, appreciate how results are selected and ranked, and be discerning in evaluating digital content.


3) Select, use and combine a variety of software (including internet services) on a range of digital devices to accomplish given goals, including collecting, analysing, evaluating and presenting data and information.

E-Safety:

D:Side

iAnimate (level 2)

Advances iFX:

Learners will be taught how to create an animation using chroma key and how to record and edit their own sound effects ready to be included in their finished animations.

Skills:

-Use images that they have sourced / captured / manipulated as part of a bigger project. Begin to edit these where appropriate.

NC Objectives:

1)Use search technologies effectively, appreciate how results are selected and ranked, and be discerning in evaluating digital content.


3) Select, use and combine a variety of software (including internet services) on a range of digital devices to accomplish given goals, including collecting, analysing, evaluating and presenting data and information.

Art

Artist focus:

Skill focus:

Water colours – Rothwell Landscape

Sketching linked to creative writing

Drawing

Experiment with the potential of various pencils

Close observational drawing

Accurate drawings of people – particularly faces (self-portrait to come back to in Summer 2)

Printing

Relief and impressed printing

Recording textures/patterns

Mono-printing

Pattern

Pattern in the environment

Artist focus:

Harry Lieberman

Skill focus:

Collage – light and dark


Drawing



Colour

Colour mixing – using colour wheels

Introduce different types of brushes

Techniques- apply colour, using dotting, scratching, splashing

Textiles

Use smaller eyed needles and finer threads

Weaving

Sculpture

Shape, form, model and construct (malleable and rigid materials)

Plan and develop

Understanding of different adhesives and methods of construction

Artist focus:

Lowry

Skill focus:

Chalks and pastels


Drawing



Colour

Colour mixing – using colour wheels



Textiles


Weaving

Sculpture


Plan and develop


Artist focus:

Skill focus:

Painting Greek vase designs.


Drawing:


Initial sketches as a preparation for painting

Draw both the positive and negative shapes

Colour



Sculpture


Plan and develop


Aesthetics

Printing


Mono-printing

Pattern

Pattern in the environment (as observed)

Design

Make patterns on a range of surfaces

Artist Focus:

Phidias – The Parthenon

Skill focus:

Sculpture: Clay – temples


Drawing



Draw both the positive and negative shapes

Colour



Sculpture

Shape, form, model and construct ( malleable and rigid materials)

Plan and develop


Aesthetics

Printing


Mono-printing

Pattern

Pattern in the environment (as observed)

Design

Make patterns on a range of surfaces

Artist focus:

Jason Mecier

Skill focus:

Drawing and mixed media


Drawing



Accurate drawings of people – particularly faces (self-portrait from Autumn 1)

Texture


Tie dying, batik

Printing

Colour mixing through

overlapping colour prints

Pattern

Using ICT

Symmetry

DT

Cooking and Nutrition

In this term, children will be focusing on understanding that food has to be grown, caught or reared in Europe, or imported from the wider world.

During this term, children will focus on understanding where and how a variety of foods are grown.

Potential focus: Kosher food

Design

· Understand that food has to be grown, farmed or caught in Europe and the wider world

· Understand and apply the principles of a healthy and varied diet

· Understand seasonality, and know where and how a variety of ingredients are grown, reared, caught and processed.

Make

· Children to describe which tools/ingredients they are using and why.

· Use knowledge of existing products to design a functional and appealing product for a particular purpose and audience.

· Prepare simple dishes hygienically and safely, where needed with a heat source.

· Use cooking techniques such as: chopping, peeling, grating slicing, mixing, spreading, kneading and baking.

Evaluate

· Consider the different audience and purpose of a specific type of food (e.g. kosher)

· Investigate and analyse a range of existing food products.

· Evaluate their ideas and final product against their own design criteria and consider the views of others to improve their work.

· Consider how existing products and his/her own finished products might be improved and how well they meet the needs of the intended user.

Technical Knowledge

· Understand which foods are reared, caught, or grown and that this happens in the UK and across the globe

· Understand that recipes can be changed by adding or taking away ingredients

· Understand that the seasons can affect food produce.

Vocabulary

Reared

Caught

Grown

Seasonal

Local

Variety

Purpose

Function

Processes

This term, children will be focusing on refining their measuring skills, working towards making a stable structure. Children will start to look at the need for more exact measurements.

The focus for this term will be on understanding the need for accuracy in measurement.

Potential topic: Anderson shelters

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

· Apply techniques he/she has learnt to strengthen structures and explore his/her own ideas.

· Use techniques which require more accuracy to cut, shape, join and finish his/her work e.g. Cutting internal shapes, slots in frameworks.

· 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.

· Consider how existing products and his/her own finished products might be improved and how well they meet the needs of the intended user.

Technical Knowledge

· apply their understanding of how to strengthen, stiffen and reinforce more complex structures

· understand and use mechanical systems in their products [for example, gears, pulleys, cams, levers and linkages]

Vocabulary

Function

Accuracy

Purpose

Structure

Equipment

Develop

Material

Tool

Changes

Processes – Textiles

During this term, children will be focusing on understanding how different materials have different purposes and may need different ways to join them.

The focus for this term will be on safely measuring and marking out material, making a suitable choice for its intended purpose.

Potential topic: Greek costumes

Design

· Use his/her knowledge of techniques and the functional and aesthetic qualities of a wide range of materials to plan how to use them

· Use knowledge of existing products to design a functional and appealing product for a particular purpose and audience

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

Make

· Use techniques which require more accuracy to cut, shape, join and finish his/her work e.g. Cutting internal shapes, slots in frameworks.

· 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

· Consider how existing products and his/her own finished products might be improved and how well they meet the needs of the intended user

· 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.

Technical Knowledge

· apply their understanding of how to strengthen, stiffen and reinforce materials

Vocabulary

Stitch

Running stitch

Join

Function

Purpose

Audience

Costume

Style

Appropriate

Practical

Music

Year One

Year Two

Junior Jam – Singing Focus & Musical Theory

Choral Singing – Miss Kitson

Recorders – Kathy

Junior Jam

-Play and perform in solo ensemble contexts using voice and playing musical instruments with increasing accuracy, fluency, control and expression.

-Improvise and compose music for a range of purposes using their inter-related dimensions of music.

-Listen with attention to detail and recall sounds with increasing aural memory.

-Use and understand staff and other musical notations.

-Develop an understanding of the history of music.

Choral Singing: see individual half term planning from Miss Kitson

Recorders: see individual half term planning from Kathy

Focus – notation and performance

Junior Jam – Music Theory


Recorders – Kathy

Junior Jam

-Play and perform in solo ensemble contexts using voice and playing musical instruments with increasing accuracy, fluency, control and expression.

-Improvise and compose music for a range of purposes using their inter-related dimensions of music.

-Listen with attention to detail and recall sounds with increasing aural memory.

-Use and understand staff and other musical notations.

-Develop an understanding of the history of music.




Junior Jam – African Drumming


Recorders – Kathy

Junior Jam

-Appreciate and understand a wide range of high-quality live and recorded music drawn from different traditions and from great composers and musicians.

-Develop an understanding of the history or music.

1)Introduction to Djembe

2)Basic Rhythms

3)Confidence in performance

4)Aural memory and recognising sounds

5)Duets and trios

6)Polyrhythms




Singing & Listening

Choral Singing – Miss Kitson (weekly sessions across all terms)

See individual half term planning from Miss Kitson

Focus:

1)Posture

2)Breath

3)Diction

4)Vocal

Playing & Listening



Improvising & Composing

Understand that improvisation is when a composer makes up a tune within boundaries

Understand that composition is when a composer writes down and records a musical idea

P.E.

Invasion game Handball and Netball

Improve Improve skills of travel, send chase, receive, dodge, avoid, attack, defend, control accuracy; movement into/out of space

Experience

Experience small sided and simplified versions of different types of games, (i.e. invasion/net & wall/strike & field); a variety of common skills and game principles; team work; working towards tasks set by themselves and the teacher, competition.

Develop

Develop team games, making up games, own game practices, understanding of game principles.

Gymnastics / invasion

Floor / ultimate Frisbee

Improve

Improve skills of rolling, jumping, swinging, balancing, taking weight on hands; changing speed, direction, shape levels; using different combinations of floor and apparatus, working alone/ with partner.

Experience

Experience performing and remembering sequences, with control; responding to set tasks, short sequences, selecting apparatus

Develop

Develop an understanding of actions ending one movement – starts next; making decisions to affect their actions.

Gymnastic/ Net and wall

Bars/ Tennis

Improve

Improve skills of travel, send chase, receive, dodge, avoid, attack, defend, control accuracy; movement into/out of space.

Experienced


Develop

Develop team games, making up games, own game practices, understanding of game principles.

OAA – Outdoor adventurous activities.

Archery and dodgeball.

Improve

Improve skills of principles of safety in the outdoors, planning and recording in different activities, problem solving

Experience

Experience OAA in different environments; working individually/small groups

Develop

Develop responding to challenges in different environments, correct use of appropriate equipment, understanding of safety practices.

Athletics

Improve

Improve skills of running, throwing, jumping; refine basic technique by emphasis on accuracy, time, measurement, length, distance.

Experience

Experience outdoor areas, measuring and timing activities, competition, activities and equipment which support refining basic technique

Develop

Develop understanding of safe practice linked to activities, comparing and improvement of own performance

Strike and field

Rounder’s/Danish long ball.

Improve

Improve skills of travel, send chase, receive, dodge, avoid, attack, defend, control accuracy; movement into/out of space

Experience


Develop

Develop team games, making up games, own game practices, understanding of game principles

French

Greetings & Numbers

Level 1 Unit 1

Student will learn basic greetings and gain an understanding of the numbers 1-10 so they can use them in a context. They will take part in role-playing activities and number of games such as bingo.

Colours & Animals

Level 1 Unit 2

Learners will continue to practice greetings and numbers and begin to learn the names of colours and the names of some animals. They will be able to match the numbers and colours to their written word and learn to recognise and answer some question words.

Cultural Diversity

Level 1 Unit 6

Pupils will learn about French culture and life in France. They will also continue to practice numbers and colours whilst revising everything that they’ve learnt so far this year/ There will be more games and singing activities to aid learning.

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