Giraffes Curriculum Map 2015-2016

SUBJECT Theme(s)

Autumn 1 ‘Havin’ a Giraffe!’

Introductory topic all about giraffe species, habitat locations, skeletal systems and food nutrition.

Curriculum Autumn 2 SpringMap 1

Annual Overview Spring 2 Summer 1 Summer 2 ‘Above Us Only Sky’ ‘Ctrl-Alt-Del’ ‘From Valhalla to ‘They think it’s Year 3 Giraffes – 2015/2016 January 21 2016 – March 5th Asgard’ all over!’

‘Down the Rabbithole…’

150 year anniversary of the publication of ‘Alice’s Adventures in Wonderland’ by Lewis Carroll (1865

First commercial Concorde flight (40 year anniversary)

2016 – Sinclair ZX81 computer released (35 year anniversary)

Focus – DT/ Music/ Geography

Focus – Music/ Art & Design

Focus: Science/ Geography

st

World Inter-faith Harmony Week – Mini theme

Focus – Computing/ History (Extended Chronological Study)

Holy Week (21st24th March)

Anti-Bullying Week - Mini theme

(1140 years since the Vikings permanently settled in Britain)

Focus: Geography – Icelandic study History – Viking settlements Science – Rocks

Shakespeare Week – Mini theme

National Film Week – Mini theme

July 30th 1966 – England World Cup final vs West Germany (50 year anniversary)

‘Citius, Altius, Fortius!’

(Faster - Higher – Stronger) Ancient Greece & Olympic Games Rio Olympic games played from August 5th to August 21st.

Focus – P.E/ History (In-depth Study of an early civilisation)

WOW!

Knowsley Safari Park?

Christmas Performance Mad Hatters Tea Party

Glider/ Paper plane competition

Coding Day/ Challenge/ Lathom High?

Excavation/ Archaeology/ Viking Visitor

Ancient Greek themed Olympic Games/ Greek food tasting

Y3 Classic poetry for

English

Y3 Persuasive Letters (NF) Y3 Fables (N)

Mathematics Number

Place Value:

• count from 0 in

multiples of 4, 8, 50 and 100; find 10 or 100 more or less than a given number.

• recognise the

place value of each digit in a three-digit number (hundreds, tens, ones)

• add and subtract

numbers mentally, including a threedigit number and ones.

• add and subtract

numbers mentally, including a threedigit number and hundreds.

• compare and

order numbers up to 1000.

• solve number

problems and practical problems involving these ideas.

• estimate the

answer to a calculation and use inverse operations to check answers.

Geometry: • draw 2-D shapes and make 3-D shapes using modelling materials;

Y3 Recounts: Diaries (NF) Y3 Poems on a theme (P) Y3 Play scripts (N)

Y3 Discussion & Debates (NF) Y3 Language Play (P)

Y3 Folk Tales (N) Y3 Poems with a structure (shape, calligrams, rhyming) (P)

Y3 NonChronological Reports (NF) Y3 Novel as a theme (N)

Number

Number

Number

Number:

Number:

Place Value:

Multiplication & Division:

Place Value:

Place Value:

Fractions:

and estimate numbers using different representations.

Fractions:

up to 1000 in numerals and in words.

Fractions:

performance (P) Y3 Mystery (N) Y3 Recount: Biography (NF)

• 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 that he/she knows, including for two-digit numbers times one-digit numbers, using mental and progressing to formal written methods.

Addition & Subtraction:

• •

• add and subtract numbers

mentally, including a three-digit number and ones.

• add and subtract numbers

•

mentally, including a three-digit number and hundreds.

• add and subtract numbers with up

to three digits, using formal written methods of columnar addition and subtraction.

• solve problems, including missing number problems, using number facts, place value, and more complex addition and subtraction.

Geometry: • measure the perimeter of simple 2-D shapes.

Statistics: • interpret and present data using

bar charts, pictograms and tables.

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 that he/she knows, 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 objects.

Geometry: • 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.

Measures: • add and subtract amounts of money to give change, using both £ and p in practical contexts.

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• identify, represent

• 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, find and write fractions of a discrete set of objects: unit fractions and nonunit fractions with

small denominators.

• read and write numbers

• compare and order unit fractions, and fractions with the same denominators.

• recognise and use

• add and subtract

• recognise and show,

• solve fraction problems.

Measures: • estimate and

fractions as numbers: unit fractions and non-unit fractions with small denominators. using diagrams, equivalent fractions with small denominators.

Geometry: • identify horizontal and

vertical lines and pairs of perpendicular and parallel lines.

Measures: • tell and write the time

from an analogue clock, including using Roman numerals from I to XII, and 12-hour and 24-hour clocks

Statistics: • solve one-step and two-

step questions e.g. 'How many more?' and 'How many fewer?' using information presented in scaled bar charts and pictograms and tables.

fractions with the same denominator within one whole e.g. 5/7 + 1/7 = 6/7

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 e.g. to calculate the time taken by particular events or tasks

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

Science

• Identify that animals, including humans, need the right balance of nutrition • Identify why humans and some other animals have skeletons and muscles.

Study flowering plants: plant parts, requirements for life/growth, how water is transported, and role of flowers in life cycle.

Use simple search technologies, appreciate how results are selected and ranked, and discern some issues of reliability when evaluating digital content.

Computing

Select, use and combine a variety of software (including internet services), with support, on a range of digital devices to design and create programs, systems and content that accomplish given goals.

RE

3.1 Called by

Know some forces act only on contact, but magnetism acts at a distance • Observe magnetic attraction and repulsion • Sort materials into magnetic and nonmagnetic • Describe magnets as having two poles and predict whether two magnets will attract or repel each other.

• Notice that light is reflected from surfaces • Know that it is dangerous to look at the Sun • Know shadows are formed when light is blocked • Find patterns in changes of shadow size • Compare how things move on different Surfaces

• Describe fossilisation in simple terms • Recognise that soils are made from rocks and organic matter Classify rock types.

• Know that you

need light to see and that darkness is the absence of light Select, use and combine a variety of software (including internet services), with support, on a range of digital devices to design and create programs, systems and content that accomplish given goals.

Use technology safely and responsibly; recognise acceptable/ unacceptable behaviour; report concerns about content and contact using school policies and procedures.

Use technology safely and responsibly; recognise acceptable/ unacceptable behaviour; report concerns about content and contact using school policies and procedures.

3.2 God with Us

Design, write and debug programs that control or simulate virtual events; decompose programs into smaller parts.

Work with various forms of input and output.

Understand and differentiate between computer networks including the internet; how they can provide multiple services, such as the world wide web; and identify computer network systems in use in the world around him/ her.

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

3.3 Jesus the man

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3.4 Easter-

3.5 Rules for

3.6 Harvest who changed lives

Sadness and Joy

Living

Getting on and falling out

Going for goals

Relationships

Changes

Unit 2 - Mi ciudad My Town

Unit 3 - A la izquierda o a la derecha?

Left or Right ?

Unit 4 - Mi colegio

Unit 5 - Tienes un boli ?

Have you got a pen ?

God

PHSE/SEAL

New Beginnings Unit 11 &16 En la clase

•

Listen and respond to simple rhymes, stories and songs

Spanish

PE History

Bullying (Anti-Bullying week) Good to be me Unit 1 - Donde vives?

Where do you live?

• • •

Invasion Games

Locate countries where the language is spoken Know some facts about one country that speaks the language

•

Listen and respond to simple rhymes, stories and songs

• •

Make direct / indirect contact with the country

Recognise and respond to sound patterns and words Retain and use vocabulary to ask and answer simple questions.

My School Recognise some familiar words in the written form

• •

Make links between phonemes , rhymes and spellings, and read aloud unfamiliar words

Dance KS1 – Invasion Games

KS2 – Cricket

Net & Wall

2.2 Extended Chronological Study (WW1)

Show their increasing knowledge and understanding of the past by: • Using specialist dates and terms and by placing topics studied into different periods (century, decade, Roman, Egyptian, BC, AD…

Show their increasing knowledge and understanding of the past by: • Using specialist dates and terms and by placing topics studied into different periods (century, decade, Roman, Egyptian, BC, AD…) • Making some links between and across periods

Vikings and Anglo-Saxons in Britain (to 1066) Be able to describe some of the main events, people and periods they have studied by: • Understanding some of the ways in which people's lives have shaped this nation • Describing how Britain has influenced and been influenced by the wider word • Identify some of the different ways in which the past can be represented, and that different versions of the past may exist (artist's pictures, museum displays, written sources) • Construct informed

Making some links between and across periods

Be able to describe some of the main events, people and periods they have studied by: • Understanding some of the ways in which people's lives have

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•

Recognise and respond to sound patterns and words Retain and use vocabulary to ask and answer simple questions.

Experiment with writing familiar words using and model and some from memory

Gymnastics

•

•

Athletics + Orienteering • Identify some of the

•

different ways in which the past can be represented, and that different versions of the past may exist (artist's pictures, museum displays, written sources) Understand some of the methods of historical enquiry, and how evidence is used sources to make detailed observations, finding answers to questions about the past.

Use some sources to start devising historically valid questions about change, cause, similarity and

shaped this nation

•

•

•

Geography

responses that involve thoughtful selection and organisation of relevant historical information When doing this they should use specialist terms like settlement, invasion and vocabulary linked to chronology

Describing how Britain has influenced and been influenced by the wider word

• Make and use simple route

physical geography, including: climate zones, biomes and vegetation belts Express opinions and personal views about what they like and don’t like about specific geographical features and situations eg a proposed local wind farm.

• name and locate

maps

counties and cities of the

• Use a wider range of maps

United Kingdom

(including digital), atlases and globes to locate countries and features studied

• a region in a European country

• Use the zoom facility on

• human geography,

digital maps to locate places at different scales

including: types of

• View a range of satellite

settlement and land use

• Create maps of small

images

• Add photos to digital maps • Draw & follow routes on digital

areas with features in the correct place

maps

• Ask more searching questions including, ‘how?’ and, ‘why? as well as, ‘where?’ and ‘what?’ when investigating places and processes

• Use sketchbooks to collect and

• Experiment with a

Art and Design

range of collage techniques such as tearing, overlapping and layering to create images and represent textures

• Use collage as a

means of collecting ideas and information and building a visual vocabulary.

Design Technology

record visual information from different sources.

• Mix colours and know which primary

• Draw for a sustained period of

• Use more specific colour language.

• Mix and use tints and shades Media)

• Make marks and lines with a

colours make secondary colours

time at an appropriate level.

wide range of drawing implements e.g. charcoal, pencil, crayon, chalk pastels, pens etc.

• Experiment with different grades of pencil to create lines and marks.

• gather information about the

needs and wants of particular individuals and groups

• use annotated sketches,

cross-sectional drawings and exploded diagrams to develop and communicate their ideas

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• Record and collect

visual information using digital cameras and video recorders

• Present recorded

visual images using software e.g.

Photostory, PowerPoint

• Use a graphics

package to create images and effects.

• Experiment with different

effects and textures including. blocking in colour, washes, thickened paint creating textural effect.

difference and significance.

• a region in a European country

• use computer-aided design to

develop and communicate their ideas.

DT1/1.2a • select tools and equipment suitable for the task identify the strengths and areas for development in their ideas and products DT1/1.4a • how to make strong, stiff shell structures

• Begin to show an

Music

awareness of the expressive elements eg timbre, tempo, dynamics when singing.

• Listen to a range

of pieces of music & begin to explain how it makes them feel

• Sing in tune using a wider range.

• Begin to show an awareness of the expressive elements eg timbre, tempo, dynamics when singing.

• Listen to a range of Listen to a range of pieces of music & begin to explain how it makes them feel.

• Recognise & explore different

Listen to a range of pieces of music & begin to explain how it makes them feel.

pieces of music & begin to explain how it makes them feel.

• In a small group improvise simple tunes/percussion pieces based on the pentatonic scale.

combinations of pitch sounds.

• Identify melodic phrases and play them by ear.

Ongoing skills - Singing

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Listen to a range of pieces of music & begin to explain how it makes them feel.