Curriculum Map Y3 2017-18

Curriculum Map Annual Overview Year 3 Giraffes – 2017/2018 SUBJECT Theme(s)

Autumn 1 ‘The Giraffe and the Pelly and Me’

Autumn 2

Spring 1

Spring 2 Down Memory Lane

Ancient Secrets

Summer 1 Born Survivor

They think it’s all over…

When in Rome…

FocusHistory Focus- History FocusHistory/Music

FocusEnglish/ Geography

Summer 2

FocusGeography/ English/DT FocusScience

Mini themeMini themesValues week Focus- RE Harvest.

Focus- RE

Mini themesRemembrance Day Focus- Art/History

Internet Safety Day Focus- Computing

Anti-bullying Week FocusPSHE/Spoken Language

Mini themesScience Week FocusScience Holy Week Focus- RE

WOW!

Roald Dahl Party

Christmas Performance

Chester Zoo trip Museum trip

Class assembly

Building Shelters

Sports Day

English

Mathematics

Y3 Fables (N) Y3 Novel as a theme (N) Y3 Poems with a structure (shape, calligrams, rhyming) (P)

Y3 Classic poetry for performance (P) Y3 Play scripts (N)

Y3 Mystery (N) Y3 Folk Tales (N)

Language Play (P) Y3 Poems on a theme (P) Y3 Discussion & Debates (NF) Y3

Y3 Recounts: Diaries (NF) Y3 Non-Chronological Reports (NF)

Y3 Recount: Biography (NF) Y3 Persuasive Letters (NF)

Number

Number

Number

Number

Number:

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

Place Value:  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 threedigit number and ones.  add and subtract numbers mentally, including a threedigit 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.

Multiplication & 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 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.

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, find and write fractions of a discrete set of objects: unit fractions and non-unit fractions with small denominators.

Place Value:  identify, represent and estimate numbers using different representations.

Fractions:  recognise and use fractions as numbers: unit fractions and nonunit fractions with small denominators.  recognise and show, using diagrams, equivalent fractions with small denominators.

Place Value:  read and write numbers up to 1000 in numerals and in words.

Fractions:  compare and order unit fractions, and fractions with the same denominators.  add and subtract fractions with the same denominator within one whole e.g. 5/7 + 1/7 = 6/7  solve fraction problems.

check answers.

Statistics:  interpret and present data using bar charts, pictograms and tables.

Geometry:  draw 2-D shapes and make 3-D shapes using modelling materials; recognise 3-D shapes in different orientations and describe them.  measure the perimeter of simple 2-D shapes.

Measures: 

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

Measures:  tell and write the time from an analogue clock, including using Roman numerals

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Geometry: 

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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.

Geometry:  identify horizontal and vertical lines and pairs of perpendicular and parallel lines.

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.

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

from I to XII, and 12-hour and 24hour clocks

Science

• 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  Know that you need light to see and that darkness is the absence of light

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.

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

Computing

Work with 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. .

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

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

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

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 God 3.6 Harvest

3.2 God with Us

3.3 Jesus the man who changed lives

3.4 EasterSadness and Joy

PHSE/SEAL

Being Me In My World

Celebrating Difference

Dreams and Goals

Relationships

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

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

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.

3.5 Rules for Living

Changes

Healthy Me

Unit 11 &16 En la clase  Listen and respond to simple rhymes, stories and songs

Spanish

PE

Unit 1 - Donde vives?

Where do you live?  Locate countries where the language is spoken  Know some facts about one country that speaks the language  Make direct / indirect contact with the country

Gymnastics

Unit 2 - Mi ciudad My Town  Listen and respond to simple rhymes, stories and songs

Dance 

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History 

The achievements of the earliest civilizations – an overview of where and when the first civilizations appeared and a depth study of one of the following: Ancient Sumer; The Indus Valley; Ancient Egypt; The Shang Dynasty of Ancient China 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

Target Games  

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The Roman Empire and its impact on Britain Construct informed 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 Be able to describe some of the main events, people and periods they have studied.

Unit 3 - A la izquierda o a la derecha?

Left or Right ?  Recognise and respond to sound patterns and words  Retain and use vocabulary to ask and answer simple questions.

Invasion Games 

A study of an aspect or theme in British history that extends pupils’ chronological knowledge beyond 1066 Show their increasing knowledge and understanding of the past by:

 Use an increasing range of common words and phrases relating to the passing of time Describe memories of key events in his/her life using historical vocabulary

Unit 4 - Mi colegio My School Recognise some familiar words in the written form  Make links between phonemes , rhymes and spellings, and read aloud unfamiliar words  Experiment with writing familiar words using and model and some from memory

Striking and Fielding

Unit 5 - Tienes un boli ?

Have you got a pen ?  Recognise and respond to sound patterns and words  Retain and use vocabulary to ask and answer simple questions.

Athletics

difference and significance.

 physical geography,

 name and locate counties and cities of the United



Kingdom  human geography, including: types of settlement and land

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use

Geography

Art and Design

Design Technology

 Create maps of small areas with features in the correct place Ask more searching questions including, ‘how?’ and, ‘why? as well as, ‘where?’ and ‘what?’ when investigating places and processes

 Use sketchbooks to collect and record visual information from different sources.  Draw for a sustained period of time at an appropriate level.  Make marks and lines with a 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.

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 Experiment with a 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

Safely measure, mark out, cut, assemble and join with some accuracy -Understand seam allowance -Join fabrics using running stitch, over sewing, back stitch

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Understand how mechanical systems such as levers and linkages or pneumatic systems create movement

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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.

Make and use simple route maps Use a wider range of maps (including digital), atlases and globes to locate countries and features studied Use the zoom facility on digital maps to locate places at different scales View a range of satellite images Add photos to digital maps Draw & follow routes on digital maps Experiment with different effects and textures including. blocking in colour, washes, thickened paint creating textural effect.

Mix colours and know which primary colours make secondary colours Use more specific colour language.

Mix and use tints and shades Media)

Use knowledge of existing products to design his/her own functional product -develop their own design criteria and use these to inform their ideas -generate realistic ideas, focusing on the needs of the user -investigate similar products to the one to be made to give starting points for a design

 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.

• Talk about different food groups and name foods from each group -that all food comes from plants or animals • Understand that food has to be grown, farmed or caught in Europe and the wider world -that food has to be farmed, grown elsewhere (e.g. home) or

Create designs using annotated sketches, crosssectional diagrams and simple computer programmes develop more than one design or adaptation of an initial design Make suitable choices from a wider range of tools and unfamiliar materials and plan out the main stages of using them -think ahead about the order of their work and decide upon tools and materials record the plan by drawing (labelled sketches) or writing Investigate and analyse existing products and those he/she has made, considering a wide range of factors - refer to their design criteria as they design and make - use their design criteria to evaluate their completed products Strengthen frames using diagonal struts

Music

 Begin to show an 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

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.  Recognise & explore different combinations of pitch sounds.  Identify melodic phrases and play them by ear.  Listen to a range of pieces of music & begin to explain how it makes them feel.

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

Ongoing skills - Singing

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 Listen to a range of 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.

caught • Use a wider variety of ingredients and techniques to prepare and combine ingredients safely -work safely and hygienically -join and combine a range of ingredients e.g. snack foods - measure and weigh ingredients appropriately

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