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Learning in Year 3

Click below to find out what Year 3 are learning about.

 English

This week we are looking at the story that the illustrator of Biff and Chip created for us and writing our own stories.

 Maths

This week Year 3 are working on written methods for short division (bus stop method).

 Science

Autumn 1 - Earth Rocks

Year 3 learn to compare and group rocks, test for and describe some properties of rocks, decide the best way to record and present their results and describe some ways that rocks are made.

Focus area - Rocks


Autumn 2 - Food and our bodies

Year 3 learn to identify different food groups and how they make up a balanced diet, compare the diets of different animals, explain the importance of the skeleton and muscles, know the names of different parts of the skeleton and identify and group animals with and without skeletons.

Focus area - Animals, including humans


Spring 1 -  Mirror, mirror

Year 3 learn to sort materials into those that are good and bad reflectors of light, describe what a reflection in a mirror looks like, name some sources of light, build a mirror maze and make light change direction, draw a diagram that explains how shadows are formed, sort materials into those that are opaque, translucent and transparent.

Focus area - Light


Spring 2 - How does your garden grow?

Year 3 learn to identify the different parts of a plant and explain their functions, record their findings with simple drawings, labelled diagrams and neat tables and describe how water is transported in plants.

Focus area - Plants


Summer 1 - Opposites attract

Year 3 learn to explain the difference between a contact and a non-contact force, plan comparative and fair tests and collect accurate results, use the results of their tests to explain some properties of magnets, name the three metals that can be made into a magnet, explain the difference between a magnetic and a non-magnetic material and list ten uses of magnets.

Focus area - Magnets


Summer 2 - We are astronauts

Year 3 learn to describe the appearance of the near and far side of the Moon, investigate a model rocket to see what makes it work well, design and build a shock absorber for a model Moon lander and name many foods that you could eat in space.

Focus area - Working scientifically

 Computing

Computer Science

  • design, write and debug programs that accomplish specific goals, including controlling or simulating physical systems; solve problems by decomposing them into smaller parts
  • use sequence, selection, and repetition in programs; work with variables and various forms of input and output
  • use logical reasoning to explain how some simple algorithms work and to detect and correct errors in algorithms and programs
  • understand computer networks including the internet; how they can provide multiple services, such as the World Wide Web
  • appreciate how [search] results are selected and ranked.

Information Technology

  • use search technologies effectively
  • select, use and combine a variety of software (including internet services) on a range of digital devices to design and create a range of programs, systems and content that accomplish given goals, including collecting, analysing, evaluating and presenting data and information.

Digital Literacy

  • understand the opportunities [network] offer for communication and collaboration
  • be discerning in evaluating digital content
  • use technology safely, respectfully and responsibly; recognise acceptable/unacceptable behaviour; identify a range of ways to report concerns about content and contact.

History

Our history curriculum in year 3 aims to begin to develop the children’s chronological understanding, starting with the History of the British Isles.


Autumn

In the autumn term, the children will be learning about British history from the Stone Age to the Iron Age. The children will start to build their chronological understanding by considering changes in the UK starting over 10,000 years ago. They will start by exploring the life in the Neolithic period and what it would have been like for some of the first farmers. They then consider the construction and significance of Stonehenge before moving on to explore the changes between the different time periods: Stone Age to Bronze Age and Bronze Age to Iron Age. Throughout the topic, the children will be questioning how we know about those time periods and assessing the validity and reliability of evidence including artefacts.


Spring

In the spring term, the children develop their enquiry skills as they explore similarities and differences between the UK, parts of Europe and South America. The children will also explore significant individuals and their artistic contribution to our society.


Summer

In the summer term, the children will extend their learning about British history by studying the period of time when the Romans were present in Britain. The children will build on their chronological understading of the transition from the Iron Age to the Roman occupation. They will consider the changes that occured in the UK and explore the impact of the Romans on Britain and the new inovations that they brought with them. They will investigate Roman catapults and how they were used in battle as well as Roman culture, including religion. They will learn about Boudicca and the circumstances that led to the construction of Hadrian's wall. Throughout the topic, the children will be questioning how we know about those time periods and assessing the validity and reliability of evidence including artefacts.

 Geography

This page is in the process of being updated.

 Art

Autumn Term - The Stone Age to the Iron Age

This term our children will explore Stone Age art

  • Create a model of Stonehenge using clay to scale (design in sketch books)
  • Children explore the shape and dimensions of Stonehenge and create a model as close to reality as possible
  • Cave paintings etc. are one way that people learn about what life was like in the Stone Age
  • Examine cave painting examples, what can you learn from them?
  • Children make their own Stone Age art pieces (design in sketch books)
  • Focus on art techniques e.g. shading
  • Children share their art work and see what they can tell about someone from their picture

Spring - Famous Artist Picasso

This term our children will examine some of his most famous pieces

  • Examine some of his most famous pieces
  • When did he live?
  • Explore complementary colours, tone, warm and cold colours etc
  • Colour mixing
  • Design (sketch books)/create a piece of art in the style of Picasso

Summer - Mosaics

This term our children will discover what a mosaic is

  • How did the Romans use them?
  • How did the Romans make them?
  • Examine some existing Mosaics. What do you notice about them?
  • Children design their own mosaic (design in sketch books)
  • Make a mosaic by cutting up bits of paper

 DT

This page is in the process of being updated.

 Music

Year 3 have music lessons in Autumn 1, Spring 1 and Summer 1 with a specialist music teacher.

Singing

Sing songs with confidence in a variety of styles

  • Sing songs in a variety of styles
  • Show increasing accuracy of pitch
  • Show an awareness of the shape of the melody
  • Imitate increasingly longer phrases
  • Understand that posture, breathing and diction are important
  • Demonstrate an awareness of character or style in performance
  • Chant or sing a song (or round) in 2 simple parts
  • Follow simple hand directions from a leader
  • Recognise simple structures of songs (verse/chorus)
  • Recognise longer-shorter/faster-slower/higher-lower sounds
  • Compose actions (and words) to go with songs
  • Listen with concentration to longer pieces/extracts of music

Instruments

Sing, clap and play a variety of tunes made of up minims, crotchets and pairs of quavers, and confidently play at least 4 notes on the recorder

 

Year 3 will have a term of recorder lessons this year

  • Keep a steady beat on an instrument in a group or individually
  • Copy a variety of rhythms
  • Read a variety of rhythms using simple notations
  • Play a number of tunes on the recorder, using at least 4 notes
  • Begin to recognise notes on the treble staff
  • Copy a short melodic phrase by ear
  • Perform as an individual (in class)
  • Perform as a group to an audience
  • Recognise simple structures of songs (verse/chorus)
  • Recognise longer-shorter/faster-slower/higher-lower sounds
  • Identify repetition in music, both by ear and by notation
  • Compose short phrases of music

Terminology to be covered

Pitch, tempo, melody, harmony, dynamics, rests, ostinato, beat/pulse, rhythm

 PE

Autumn 1 - Invasion and target games (netball) / Cross country / Dance / Football / Tag Rugby

  • Play competitive games modified where appropriate.
  • Apply basic principles suitable for attacking and defending.
  • Perform dances using simple movement patterns.

Autumn 2 -  Invasion and target games (hockey) / Cross country / Dance / Football / Tag Rugby

  • Play competitive games modified where appropriate.
  • Apply basic principles suitable for attacking and defending.
  • Perform dances using simple movement patterns.

Spring 1 - Invasion and target games (football) / Cross country / Dance / Football / Tag Rugby

  • Play competitive games modified where appropriate.
  • Apply basic principles suitable for attacking and defending.
  • Perform dances using simple movement patterns.

Spring 2 - Invasion and target games (cricket) / Cross country / Gymnastics / Football / Tag Rugby

  • Play competitive games modified where appropriate.
  • Apply basic principles suitable for striking and fielding.
  • Perform simple gymnastics sequences.

Summer 1 - Striking and fielding (cricket and rounders) / Gymnastics  / Athletics

  • Play competitive games modified where appropriate.
  • Apply basic principles suitable for attacking and defending.
  • Perform simple gymnastics sequences.

Summer 2 - Striking and fielding (cricket and rounders) / Gymnastics  / Athletics

  • Play competitive games modified where appropriate.
  • Apply basic principles suitable for attacking and defending.
  • Perform simple gymnastics sequences.

 MFL

Year 3 have French lessons in Autumn 2, Spring 2 and Summer 2 with a specialist music teacher.

 RE

Autumn 1 - Hinduism

Would celebrating Divali at home and in the community bring a feeling of belonging to a Hindu child?

Year 3 learn to investigate what happens during the festival of Divali and whether the celebrations bring a sense of belonging to Hindus.


Autumn 2 - Christianity

Has Christmas lost its true meaning?

Year 3 learn about what the true meaning of Christmas is for Christians and compare this with what Christmas means to us.


Spring 1 - Christianity

Could Jesus really heal people? Were these miracles or is there some other explanation?

Year 3 learn to re-tell Bible stories when miracles have happened and question whether Jesus really did perform miracles.


Spring 2 - Christianity

What is ‘good’ about Good Friday?

Year 3 learn to recall key events in the Easter story and understand why Jesus' crucifixion symbolises hope for Christians.


Summer 1 - Sikhism

Do Sikhs think it is important to share?

Year 3 learn to explore how Sikh beliefs affect their way of life and the imortance they place on sharing.


Summer 2 - Hinduism

Would visiting the River Ganges feel special to a non- Hindu?

Year 3 learn to understand the significance of the River Ganges both for a Hindu and non-Hindu.

 PSHE

Autumn 1 - Relationships

  • I can recognise and respond appropriately to a wide range of feelings in others.
  • I can recognise and manage ‘dares’.
  • I can recognise and challenge stereotypes - focus on boys and girls in school. 

Autumn 2 - Health and Wellbeing

  •  I can identify and differentiate between the terms ‘risk,’ ‘danger,’ and ‘hazard.’
  • I can recognise how to make informed choices (including recognising that choices can have positive, neutral and negative consequences).
  • I can explain what positively and negatively affects my physical health.

Spring 1  - Living in the Wider World

  • I understand that the UN rights of the child are there to protect everyone and have primacy both over national law and family and community practices.
  • I understand that there are different kinds of responsibilities, rights and duties at home, at school, in the community.
  • I understand why class and school rules are important.

Spring 2 - Relationships

  • I understand the nature and consequences of discrimination, teasing, bullying and aggressive behaviours (including cyber bullying, use of prejudice-based language, how to respond and ask for help).
  • I know that my actions affect myself and others.
  • I can recognise bullying in all its forms.

Summer 1 - Health and Wellbeing

  • I understand how the pressure to behave in an unacceptable, unhealthy or risky way can come from a variety of sources, including people I know and the media.
  • I understand what is meant by the term ‘habit’ and why habits can be hard to change.
  • I can recognise, predict and assess risk in different situations and decide how to manage situations responsibly.

Summer 2  - Living in the Wider World

  • I know what being part of a community means, and about the varied institutions that support communities locally and nationally.
  • I understand that everyone has human rights, 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. (Rights Respecting). (Transition Year 4)
  • I understand my responsibilities towards the environment.