Curriculum Summary Year 3
Head’s Welcome Welcome to the Junior King’s Curriculum Handbook. At Junior King’s, we believe that education should do far more than prepare children for examinations. It should inspire curiosity, foster a love of learning and help young people develop the confidence, character and resilience needed to thrive in an ever-changing world. Our aim is to provide an education that challenges and supports every child to achieve their personal best. Through high academic standards, exceptional pastoral care and a wealth of opportunities beyond the classroom, we encourage pupils to discover their strengths, pursue their interests and develop a strong senseof purpose. Central to this is a community built on kindness, respect and ambition. We want our pupils to
think independently, contribute positively to the lives of others and approach the future with confidence and optimism. I hope this Curriculum Summary provides a valuable insight into the rich educational experience available at Junior King’s, and I look forward to working in partnership with you as your child continues their journey through the school.
Andrew Murfin Head
Deputy Head (Academic) As Deputy Head (Academic), I am pleased to share this Curriculum Summary, which has been designed to give parents a clear overview of teaching and learning across Junior King’s. The curriculum is carefully planned to ensure that pupils develop secure knowledge, strong subject understanding and the learning habits that underpin academic success. As children progress through the school, they are encouraged to think critically, communicate effectively, solve problems creatively and become increasingly independent learners. Within these pages, you will find information about the subjects your child studies, the skills they will develop and the expectations that guide their learning. While no handbook can capture every aspect of daily school life, it provides an introduction to the breadth, depth and progression of our curriculum.
We know that children achieve most when home and school work together. Your encouragement, interest and support make a significant difference to your child’s learning, and we greatly value the partnership we share with families. Should you have any questions about the curriculum or your child’s progress, your child’s Form Teacher is usually the best first point of contact and will be pleased to help or direct you to the appropriate member of staff. Thank you for your continued support.
Rob Stonier Deputy Head (Academic)
General Information Home-School Communication It is crucial to our success that channels of communication between home and school are clear and that parents feel confident in using them. The cycle of assessments, written reports and staff-parent meetings/interviews establishes the framework within which a child’s progress is monitored and discussed. It is important that all parents should feel able to have access to the staff, and appointments can be arranged through the school office. Parents are, wherever possible, encouraged to make use of the many other informal opportunities for discussion that exist throughout the School.
Assessment A pupil’s performance is carefully monitored throughout the year. Continuous assessment, through classroom work, tests and activities, provides important sources of information for reporting. Regular staff discussions of individual pupils enable staff to track individual progress and may be discussed with the pupil, through the Form Teacher, or the Senior Academic Staff. Parents are informed of any significant difficulty of which we are aware and invited to discuss the possible ways forward.
Prep Prep is given to encourage pupils to work on their own, to exercise self-discipline in their approach to learning and will provide an opportunity for further development of skills and knowledge. Work conditions are important. A quiet place in which to work will make a considerable difference – free from the distractions of siblings, pets and television. For some, complete silence is daunting and it may be allowable to have music playing quietly in the background. Tables, spelling and reading are the key areas of the prep curriculum and we encourage and welcome parents’ involvement to reinforce the work done in class. After a long day at school, prep should not overwhelm the evening and should take no longer than 15-20 minutes to complete. If your child is regularly not coping with the workload within the given times (or it is too easy) then you are encouraged to inform the Form Teacher. Pupils will be issued with a prep diary and are expected to record each assignment. Daily reading at home is strongly encouraged and a reading record is issued to all children who should enter the details of each evening’s reading. We would be grateful if you would sign this record book. Messages or comments can be added if you so wish.
Illness and Missed Lessons When a child is absent due to a short-term illness, teachers will not send work home, as the priority should be rest and recovery. If they feel well enough, pupils may access one of the school’s online learning platforms, such as MyMaths, Mathletics, Active Learn or Educake, or spend some time reading a good book. Similarly, if a pupil misses a lesson because of a medical appointment, school visit or any other
commitment, the work covered during that lesson will not be sent home. In cases of longerterm illness, appropriate arrangements for learning will be considered on an individual basis in consultation with the family.
Learning Support Junior King’s is committed to meeting the needs of all pupils. General, or ‘Quality First Teaching’, describes inclusive teaching which takes into account the learning needs of all in the classroom. It is achieved through appropriate differentiation through curriculum planning, learning tasks and teaching strategies. Further to high quality teaching, some children may receive some additional intervention either from the class teacher/teaching assistants, from the respective academic departments or overseen by The Learning Support Department. Some pupils have learning needs which need more targeted and specific provision. The Learning Support Department at Junior King’s, co-ordinated by Mrs Brown, has specialist staff, trained and qualified to support these pupils, throughout the age and ability range. The Department also has strong links with external agencies, such as the KCC Specialist Teaching and Learning Service (STLS), educational psychologists, speech and language therapists and occupational therapists. Parental involvement and pupil voice, where appropriate, is an important part of the process. If any parent is concerned about their child’s progress, they are encouraged to discuss this with their child’s Form Teacher in the first instance. Mrs Brown is also available to speak to should you have any concerns.
English Year 3 will follow an integrated programme of speaking and listening, reading and writing following Year 3 of the National Curriculum.
Pupils will be helped to: •
learn to change the way they speak and write to suit different purposes and audiences
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read a range of texts and respond to different purposes and audiences
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explore the use of language in literary and non-literary texts and learn how language works
Pupils will study a range of genres:
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learn how to speak in a range of contexts, adapting what they say and how they say it to the purpose and the audience
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stories with familiar settings
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myths, legends, fables
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traditional tales
learn to respond appropriately to others, thinking about what has been said and the language used
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stories from different cultures
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adventure and mystery stories
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stories by the same author
read enthusiastically a range of materials and use their knowledge of words, sentences and texts to understand and respond to the meaning
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poems
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increase their ability to read challenging and lengthy texts independently
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non-fiction including informational texts
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thesauruses and dictionaries
reflect on the meaning of texts, analysing and discussing them with others
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instructions
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develop understanding that writing is essential to both thinking and learning, and enjoyable in its own right
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learn the main rules and conventions of written English and start to explore how the English language can be used to express meanings in different ways
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use the planning, drafting and editing process to improve their work and to sustain their fiction and non-fiction writing
Spelling follows the Read, Write, Inc. scheme and is part of the weekly programme of study. Reading is supported by the Junior Library and for some children Oxford Reading Tree materials are available to ensure continuity from KS1.
A Parent’s Guide to Reading Children should: •
read silently for sustained periods
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read an increasingly wide range of books in varying forms (fiction, poetry, non-fiction)
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maintain appropriate expression when reading aloud
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continue to build on their knowledge of phonics to use in both reading and writing
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use ideas from their reading in their own writing
Teachers will: •
continue to guide and encourage the child’s choice of books in varying styles and ensure the child begins to discuss what is read critically
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focus on thorough comprehension but continue to monitor progress in phonic knowledge and the reading of unknown words
Parents can: •
read and discuss books with their children
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let the children see that books and reading are valued in the family
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encourage the children to collect ‘favourite’ books and stories
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be tolerant when a child wants to read or re-read a book for younger readers
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accept the comforting familiarity of a well-loved tale, especially at the end of a tiring day
Mathematics Pupils entering Year 3 in Junior House will usually be taught mathematics in their own forms. Pupils will build on the skills they developed for Key Stage 1 and extend their competence and confidence with number establishing sound skills in counting and calculation. Work on securing an understanding of place value will continue and there will be an emphasis on investigative methods, problem solving and mental mathematics. By the end of the academic year, all times tables will have been taught. Pupils will be following the Abacus Year 3 scheme. This approach follows on directly from what the pupils will have followed in Year 2. Other material will also be used to supplement the teaching syllabus. The aim is that pupils at the end of Year 3 will have a solid and secure foundation to build upon.
Number Topics In Year 3 the emphasis is on developing an understanding of number and building competence in the four operations. The main areas covered are: •
addition and subtraction; mental, linear and column
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read, write and count numbers up to 1000
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understand and use place value in numbers up to 1000
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development of mental methods of calculation
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formal computational methods – addition, subtraction, multiplication and division
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multiplication and division facts of tables to 12
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shape, space, measure
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data handling
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fractions
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time
The work will be tested at various times throughout the year with standardising assessments in the autumn and summer terms.
Science Young children are natural explorers and we encourage this tendency in the teaching of science. The Science Department policy is to instil safe and responsible practices for this exploration from the start, and this remains a priority throughout a pupil’s time in the school. This subject will be taught using practical demonstrations, experiments and, as the children become more familiar with appropriate techniques, the use of investigations. While following the guidance of the National Curriculum, our topic selection is aimed at providing the basis on which children can further explore their surroundings.
Pupils will study the following topics this year: •
the human body – nutrition and skeleton
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light
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rocks and soils
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forces and magnets
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plants
Pupils will learn to: •
adopt safe practice in a scientific environment.
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recognise and make appropriate use of data and scientific vocabulary
French This experience of a foreign language is delivered by a specialist language teacher. The lessons will focus on listening skills and oral participation in class. Year 3 will be studying topics including greetings, classroom, the body and emotions, animals, family, birthdays and dates, hair and eyes, colours and opinions and the weather. Grammar and skills will include the use of questions and answers, gender, cognates, word order, pronunciation, adjectives, the definite article, simple description, negatives, numbers, positive and negative opinions, prepositions and the verbs avoir and être. Lessons will include a variety of activities to practise Listening, Reading, Speaking and Writing including: Linguascope interactive whiteboard, songs, games and written worksheets where appropriate. There will also be regular revision of topics from Year 2.
History Year 3 will learn about the Ancient Greece and Ancient Egypt during our History lessons. We will also undertake a focus relating to the local area and investigate a time period of more recent history. We will use a range of primary and secondary sources to learn about these periods.
Pupils will learn to: •
recognise and make appropriate use of dates and historical vocabulary
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describe and analyse different features of an historical period
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develop an understanding about the cultural, religious and ethnic diversity of the societies studied
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describe and make links between the main events, situations and changes within and across the different periods and societies
Geography This year’s work introduces the same themes and topics as the National Curriculum Key Stage Two and builds upon the progress made in the Pre Prep.
Topics to be covered:
Pupils will learn to:
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rivers
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think independently
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maps and plans
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improve mapping skills
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farming
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the local environment
use appropriate geographical vocabulary to describe, compare and contrast
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locations and directions
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overseas localities- e.g. Greece, India
Religious Studies As children join the Junior School, the syllabus is designed to build on the Christian traditions of the school, as well as looking at the beliefs and culture of other world religions.
Topics covered: •
founders of world religions
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the Religions of India – Hinduism, Sikhism, Buddhism and Islam
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Jesus – his teachings and the people he met.
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big ideas in philosophy
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faith heroes and what we can learn from them
Key concepts investigated: •
belonging
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knowing right and wrong
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respect for other people
Computing Topics covered: •
Computer Networks, including the internet
The children will also be helped to develop the following skills:
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What happens inside a computer
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Coding skills
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Coding in Scratch
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Word Processing
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The safe and effective use of Email
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Touch Typing
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Databases – what are they and how do they work?
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Presentation skills
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Collaborative skills
In addition, regular, dedicated eSafety lessons are spread throughout the year at the start of each topic.
Art Art in Year 3 is taught in the dedicated art room. We aim to enhance confidence and enjoyment in Art for all pupils as they become acquainted with the environment and routine of the main school. The art taught will link to the curriculum being taught in Junior House and is featured in our artroom displays. The range of tasks and experiences in Year 3 will build upon the skills and creativity developed in Pre-Prep.
Year 3 projects this year will include: •
Egyptian art and hieroglyphics
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Mask/headdress sculptural pieces
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Ancient Greek art project, looking at Greek pots
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Colour mixing
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Composition and drawing plants and botanical illustrations
Music There are two 30-minute lessons per week for class music. In addition, individual instrumental lessons are offered from a team of 26 visiting music teachers. Pupils are encouraged to practise at home and may be entered for Associated Board and Trinity College exams which are held each term at the school. Many musicians will be involved in the concerts and workshops that take place during the year, as well as joining ensembles that meet each week. There is also the Junior House Choir, for all children in Junior House, which meets each week. The choir performs in the Junior House Concert as well as the annual Carol Service in Canterbury Cathedral.
Curriculum We develop some fundamental musical skills through songs and musical games. These include pulse, rhythm, melodic shape, rests, notation and time signatures. We also learn to read and write short rhythms and melodies. Songs will be drawn from a wide variety of sources, times and places and a great emphasis will be placed on finding a controlled, clear and healthy singing sound and developing a confident solo and class voice. We will listen to a great deal of music, centred around the idea of ‘Musical Landscapes’, including a broad range of musical styles from many different countries. Classes are encouraged to respond to the music with sensitivity and understanding. Pupils who play musical instruments will be given an opportunity to play to the class.
Design & Technology The Junior King’s Design and Technology department prepares pupils to be creative problem solvers, to work as individuals and as members of a team, to participate in tomorrow’s rapidly changing technologies and to enjoy expressing their ideas using a wide range of media. Students are engaged in using computer aided design and manufacture, and use wood, metal and plastic to communicate their unique ideas. Year 3 are given the opportunity to develop a variety of practical techniques as they explore their imaginative thinking. Working in stimulating contexts they engage in a continuous course of personal development, learning to use today’s technologies so they can participate in developing tomorrows. Year 3 focused practical tasks and open projects this year will include designing and making: •
dye Sublimation bag and keyring
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a laser cut acrylic vase
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‘Masterpiece of the week’ plaque
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a novelty pen
Drama The aim of the Year 3 curriculum is to introduce exploratory and devising skills whilst building on the performance skills learnt in Pre-Prep. The focus of the year is storytelling, using a wide range of techniques and strategies to bring plot, theme and character to life. There are various links with the wider curriculum. Pupils will develop detail in their acting and character portrayal in the context of the Junior House production. Pupils will explore, develop and perform within the following areas of drama: devising scenes based on traditional stories, working with script, exploring themes from other areas of the curriculum, using expressive movement, speaking, listening and learning to evaluate.
Physical Education All pupils are taught by one of three specialist teachers of physical education. The programme is divided into the following units, which aim to promote physical development in a variety of areas: •
gymnastics: to include varieties of movement and travelling, floor work, vaulting and balance
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net and wall: to develop hitting and striking skills practised in games of short tennis and badminton, and to improve overall hand – eye coordination levels
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striking and fielding: to develop batting, throwing, catching and fielding skills
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general fitness work to develop and improve overall health and fitness levels whilst also improving agility, mobility and dodging skills
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athletics: to develop and improve technique alongside performance in running (speed, endurance and stamina), jumping (height and distance) and throwing (distance and power), tested and recorded throughout the summer term
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swimming: to improve technique and develop performance in the four major swimming strokes
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Plus invasion games: general games skills are introduced and developed through participation in major team games (during twice weekly afternoon games sessions)
Health related exercise/fitness The six curriculum units combined enhance the health related exercise/fitness programme; particular attention in exercise and fitness classes is given to speed, stamina, endurance and strength.
Year 3 Plan Autumn General fitness through running activities and chasing games
Autumn Gymnastics and creative movements
Lent Swimming
Lent Mini tennis
Summer Athletics
Summer Swimming / striking & fielding games
Games Programme Year 3 pupils receive two one-hour Games sessions each week throughout the year, participating in major team sports while developing core skills and a basic understanding of tactics and rules. Through training and competition, they build teamwork, communication, confidence and enjoyment, learning resilience and sportsmanship while fostering positive attitudes towards participation, physical activity and healthy lifestyles.
The sports covered are: Girls – Hockey, Netball and Cricket Boys – Football, Tag Rugby, Hockey, Cricket Competitive opportunities are gained through house matches, which take place during their weekly games time, whole school, house events, including swimming galas, cross country and sports day, and through a full programme of inter school fixtures and tournaments which take place on Wednesday and Saturday afternoons.
Life Skills Our Life Skills curriculum aims to promote the spiritual, physical and social development of pupils and to prepare them for some of the opportunities, responsibilities and experiences of later life. This preparation for life involves self-knowledge; an understanding of the needs and motives of human beings; knowledge about their own health and bodies, and the importance of choice. Life Skills education is a planned programme of learning though which pupils acquire the knowledge, understanding and skills they need to manage their lives now and in the future. As part of a whole school approach, it develops the qualities and attributes pupils need to thrive as individuals, family members and members of society. The values promoted in our Life Skills curriculum are inherently incorporated into the fabric of our school through assemblies, community events and the support of charities and in our day-to-day living. Our Life Skills curriculum is a spiral curriculum based on the three core themes of “Health, Relationships and The wider world”.
Autumn Term •
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Being in my world Celebrating difference
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Lent Term
Summer Term
Dreams and goals • Healthy me
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Relationships Changing me
The Life Skills curriculum will be taught in a variety of ways that will involve discussion, reflection, roleplay, collaboration and team-work, multi-media and outside speakers.