Students will be learning about prehistoric cave painting this term. Studying the examples of cave art discovered at Lascaux caves, pupils will learn about the types of animals who were depicted, and practise drawing their own prehistoric animals, using charcoal. Observing the earth tones used, students will paint a prehistoric colour palette and make their own pigments. After creating a textured cave wall canvas, pupils will refer to their studies and utilise their ancient pigments to depict their own prehistoric story.
Term
Autumn 1
Autumn 2
Spring 1
Spring 2
Summer 1
Summer 2
What are we studying?
Cave art: studies about prehistoric art forms, observation and drawing skills, learning about the origins of paint pigments and the ancient palette Learning the story of the discoveries at Lascaux caves to inspire pupils in creating a cave wall on which to paint
Quentin Blake / Roald Dahl: Pupils will learn to make art using a reed pen and ink, inspired by children’s book illustrator Quentin Blake and artist Ellsworth Kelly
Ancient Egyptians: Pupils will learn about paper making and make studies of hieroglyphs to design their own Cartouche Looking at Ancient Egyptian headdresses worn by royalty, pupils will learn how to use a lightbox to create their own crown on a self-portrait
Ancient Egyptians: Clay canopic jars Revisiting previous skills, pupils will use clay to create canopic jars, complete with lids in the form of Egyptian Gods
Underwater sea creatures: Learning about Jacques Cousteau, making studies of his underwater base and submersibles, looking at the rich diversity of underwater life to make a series of drawings and paintings in various media
Underwater sea creatures: Inspired by their previous studies, pupils will create a three-dimensional sea creature of their choice, learning about papier-mâché and its properties
Découverte du Monde (Discovering the World)
DDM is split into discrete subjects in order to cover a wide range of knowledge across humanities and sciences. Whilst it is an interlinked curriculum, we ensure that the essential foundation of knowledge needed for the later years of prep in each subject and senior are covered.
History
In Year 3 this term, we will explore the chronological order of significant historical events through topics exploring ‘Black History Month’ and our other historical topic, ‘Prehistoric times’. We will learn the meaning of prehistoric period names. Introduction to Stone Age (Palaeolithic and Neolithic civilization). We will explore how life, society and tool making developed. Introduction to ‘metal ages’
Geography
We will revise continents and oceans of the world. We will then explore 5 different landscapes and their natural and manmade features. We will finish by investigating an area of the United Kingdom and relating this in particular to our landscape studies.
Découverte du Monde, continued
Term
Autumn 1
Autumn 2
Spring 1
Spring 2
Summer 1
Summer 2
What are we studying?
Locate our school’s position in the world by reflecting on cities, countries, continents, planets
Revising names of continents and oceans from last year, ensuring chn can actively name these
Explore 5 different landscapes and their natural and man made features
Explore an area of the UK and relate this in particular to our landscape studies
To learn the meaning of ‘prehistory’
To learn prehistoric period names
Introduction to Stone Age (Palaeolithic and Neolithic civilisations) to Iron Age
Britain
Study of how everyday life and tool making developed during the stone age
Introduction to ‘Metal Ages’ to prepare for next term’s work
To explore the beginnings of ancient great cultures- focusing on Egypt and mesopotamia
Why were they located near rivers?
Comparison of everyday life and buildings in E and M
Comparison of gods and religion
Comparison of society
Comparison of writing
To explore the use of maps and plans
Use of a grid to locate places on a map
Revise compass points and use to locate places
Use of a compass
Creations of details plans of the classroom and the school
To explore Gaul – which peoples came together to create the nation
Exploration of society
Everyday life – how were houses made?
What was the oppidum?
Religion and gods – fete du Samain
Roman invasion of Gaul including life of Vercingetorix
Completion of Gaul topic
Learning focus for geography competition – countries capitals and flags of the world
Creation and presentation of posters on a country of their choice – map, capital, food, climate, famous person, flag, other interesting details
English
The Autumn Term in Year 3 starts with a unit of work which explores several stories by the author Michael Foreman. The children will be reading the books ‘I’ll Take You to Mrs Cole’ which has a surprise ending and ‘Dinosaurs and all that Rubbish’ which has a thoughtful message about looking after our planet The children will look at characters, setting, dialogue and plot and will be writing diary entries as well as learning about how to create longer more complex sentences.
The next unit in Year 3 looks at instructions and explanations and the children will be learning the conventions of this type of text through game shows and quizzes. They will learn the difference between explanations and instructions and will be writing their own set of clear instructions. Our final topic before half term looks at poems about animals and the weather – Year 3 will be reading and performing a range of poems and will be writing one of their own.
After half term we will be reading a range of Traditional Tales from India. Using the book, Seasons of Splendour by Madhur Jaffrey the children will be looking at a range of writing styles to add interest and detail to their own. We then move on to a non-fiction unit which explores the conventions and style of non-chronological reports. The children will read and enjoy the DK Children’s Book of Sports. They will identify the different features and will write their own reports. Just before Christmas Year 3 will be reading funny poems about school and teachers! They will write their own and will be looking at use of powerful language to convey feelings and thoughts.
How it will be assessed
Assessment will be through daily marking and feedback Through discussion and questioning At the end of each unit the children will be writing in the style of the author or poet they have been reading There will also be informal assessment of writing, reading and SPaG at the end of each term
FLAM
During this first term of CE1, the students will discover an exciting text titled "Le Cornivore" by Bruno Heitz. They will learn how to write vowel sounds accurately, memorise invariant words and understand sentence structures Next, they will delve into a captivating new text called "Le Pyjama du Gorille" by Michel Piquemal. They will discover the importance of alphabetical order and how to use it effectively. The students will invent an original text and create a sequel to an existing one. They will practise writing regularly to improve their skills. Then, they will read and comprehend an engaging text titled "C’est ta faute !" while discovering the writing of the sounds [é] and [è] The students will also develop their skills in reading aloud, enhancing their pronunciation and fluency.
Students will be assessed at the start of the year and at the end of each module In addition, students will be expected to write two book reviews during the term.
Autumn 1
Spring 1
Projet de lecture : Les animaux
Les consonnes et les voyelles
Ordre alphabétique
Passé - Présent - Futur
Récitation : Jeux de lettres
Projet de lecture : Les contes
Le sujet et le déterminant
Les familles de mots
Nom propre / Nom commun
Récitation : Un arbre
Projet de lecture : les contes détournés
Le groupe nominal
Préfixes et suffixes
Summer 1
Conjuguer “être” et “avoir” au présent
Ecrire un résumé
Récitation : L’Aurore en chaperon rose
Autumn 2
Spring 2
Projet de lecture : Les ogres
Récitation : L’Ogre
Verbes à l’infinitif
La ponctuation
Projet de lecture : les portraits
Les verbes en –er au présent
L’adjectif
Inventer une description
Récitation : Le Clown
Summer 2
Projet de lecture : L’école
Le féminin et le masculin ‘Faire’, ‘aller’ et ‘voir’ au présent
Récitation : Hep! Taxi!
Francophone Culture
Our aim is to continue to explore the francophone world, whilst also remember and celebration culture in France, by marking some of the big celebrations and festivals of the year.
In the autumn term, Year 3 will begin by remembering how important French is as a world language We will look at which countries speak French. We will then begin to explore Canada – specifically Quebec in more detail. We will explore why French is spoken in the area, and look at the origins of the Canadian and Quebequois flags We will locate the states of Canada on a map We will also learn that other languages, including English and Inuit are spoken in Canada. Finally we will explore Halloween and Christmas traditions in Canada.
A u t u m n c o n t e n t
Y e a r s u m m a r y
Organised physical activity is vital to child development, both in terms of strength and growth cognitive, motivational and social skills. The Year 3 children will focus on the core skills of two invasion games, football and netball.
In football, the children will develop their understanding of the core skills to play the game. This will include passing, shooting, dribbling, agility and small sided conditioned games.
In netball, they will learn to expand their knowledge of catching, throwing and movement. Students will be taught the basic positions, how to shoot and the different types of passes they can use in competitive game situations.
Benchball: throwing, catching, positions and attack vs defence.
Cricket: throwing, catching, batting, bowling and fielding
Athletics: shuttle relay, 60m sprint, 200m sprint, hurdles, long jump, javelin throw and shot-put throw.
Performing Arts
At Hampton Court House, we believe that the performing arts are integral to our school community. Therefore, our curriculum is built upon actively participating in various performances throughout the year. We are committed to offering inclusive opportunities that allow every student to showcase their talents.
In our lessons, to prepare for these performances students will focus on developing spatial awareness, musicality, vocal, physical, and character skills to enhance their performance abilities. They will learn stage craft and understand how to engage an audience.
Additionally, we place a strong emphasis on collaborative and creative skills, which are essential for every child's growth. Our classes incorporate engaging games and activities designed to foster teamwork, improve peer interaction, and develop the ability to follow directions. Students are encouraged to contribute creative suggestions through music, movement, and dialogue, ensuring a well-rounded arts education at Hampton Court House.
We begin the year by preparing for our Christmas show, Year 3 students will focus on developing their ballet skills, alongside incorporating singing into their performance.
In Year 3, Drama will be taught in French, enhancing language skills through theatrical expression. By the Easter term, students will have the opportunity to showcase their talents in a dedicated showcase event.
Throughout the year, there will also be numerous recitals and concerts, providing students with platforms to display their musical abilities and talents.
PSHE (Personal, Social, Health and Economic Education)
Our PSHE curriculum in provides pupils with a broad and balanced programme that nurtures their personal development, emotional wellbeing, and understanding of the world around them. It encompasses all areas of PSHE, including the statutory elements of Relationships and Sex Education (RSE) and Health Education.
The curriculum is structured into six key learning themes, delivered across the academic year. These themes are revisited annually, allowing children to deepen and extend their understanding as they progress through the school. This spiral approach ensures that each topic is explored with increasing maturity and relevance, building pupils' confidence, empathy, and resilience at every stage of their development.
Parents have a right to request to withdraw their child from sex education delivered as part of RSE up to three terms before their child turns 16. At this point, if the child themselves wishes to receive sex education rather than be withdrawn, the school will make arrangements for this to happen in one of the three terms before the child turns 16 - the legal age of sexual consent. More information on this will be provided in the parent information meeting in September.
How it will be assessed
PSHE lessons are predominantly discussion based, with some written tasks for deeper comprehension and application At the end of the lesson, the students will complete selfreflection sheets for teachers to monitor understanding and adapt future teaching Teachers keep track of the students’ levels and understanding of the different elements of PSHE across the year
