Curriculum Map Giraffes 2021-2022

Curriculum Map Annual Overview Class: Year 3 Giraffes

2021-2022

Subject

Autumn 1

Autumn 2

Spring 1

Spring 2

Summer 1

Summer 2

6th September – 22nd

1st November – 17th

4th January – 10th

21st February – 1st

19th April – 27th

6th June – 20th

October

December

February

April

May

July

(7 Weeks)

(7 Weeks)

(5 Weeks)

(6 Weeks)

(6 Weeks)

(6 Weeks + 3)

“Values Week” 6th September – 10th

Theme

September

“The Iron Man Is Coming!” 

English

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Science

“Romans On The Rampage!” 

Design Technology

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“From Stone to Steel!”

Computing

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History

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Science

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History Geography

Art and Design

Art and Design Design Technology

“There’s No Place Like Home!”  

English Geography

Design Technology

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Key Dates

th

th

15 October – The Big Draw

12 November – Poetry Recital Day TH W/b 6 December- Christmas Concerts

th

14 January – RE/Faith Day th 26 January – Language Day th 8 Feb – Safer Internet Day

rd

3 March – World Book Day th 11 March – TTRS Day th 14 March – Science Week

rd

23 May – Platinum Jubilee Week 27 June – Sports Days and Outdoor Learning Week th

English Target Tracker

Class Job Application Letters – 1 Week  Persuasive Features

TBC

TBC

TBC

TBC

Lancashire Bridging Unit – A Bear Called Paddington  Outcome 1: Narrative based on a model text with innovated plot structure.  Outcome 2: Non-fiction – a newcomer’s information leaflet/guide to London.

Number and Place Value – Numbers to 1000  Counting in hundreds, tens and ones  Place value  Comparing and ordering numbers  Counting in 50s  Number patterns  Counting in 4s and 8s

Maths Target Tracker

TBC

Calculations: Addition and Subtraction:  Simple adding  Adding with renaming  Simple subtraction  Subtracting with renaming  Using Models

Calculations: Multiplication and Division  Multiplying by 3  Multiplying by 4  Multiplying by 8  Dividing by 3  Dividing by 4  Dividing by 8  Solving Word Problems Calculations: Further Multiplication and Division  Multiplying 2-digit numbers  Multiplying with regrouping  Dividing 2-digit numbers  Dividing with regrouping  Solving World Problems Measurement: Length  Writing length in m and cm  Comparing length  Solving word problems

Measurement: Mass  Reading weighing scales with different increments  Solving word problems Measurement: Volume  Measuring volume in millilitres  Measuring capacity in millilitres  Measuring volume in millilitres and litres  Measuring capacity in millilitres and litres  Writing volume and capacity in litres and millilitres  Solving Word Problems Measurement: Money  Naming amounts of money  Showing amounts of money  Adding and subtracting money  Calculating change  Solving word problems

Measurement: Time  Telling the time  Measuring and comparing time in seconds.  Measuring time in seconds, hours and minutes  Changing minutes to seconds  Changing seconds to minutes  Finding number of days Statistics : Picture and Bar Graphs  Drawing picture graphs  Drawing bar graphs  Reading bar graphs

Fractions, Decimals and Percentages  Counting in tenths  Making number pairs  Adding fractions  Subtracting fractions  Finding equivalent fractions  Finding the simplest fraction  Comparing fractions  Finding part of a set  Finding a fraction of a number  Sharing 1  Sharing more than 1  Solving word problems

Geometry – Angles  Making angles  Finding angles in shapes  Finding right angles  Comparing angles  Making turns Geometry – Lines and Shapes  Identifying perpendicular lines  Identifying parallel lines  Finding vertical and horizontal lines  Describing twodimensional shapes  Drawing twodimensional shapes  Making threedimensional shapes  Describing threedimensional shapes Measurement: Perimeter of Figures  Measuring total length around a shape  Measuring perimeter  Calculating perimeter

Science Target Tracker

Autumn 2: Y2/Y3 Animals Inc. Humans Subject Content:  Identify that animals, including humans, need the right types and amount of nutrition, and that they cannot make their own food; they get nutrition from what they eat  Identify that humans and some other animals have skeletons and muscles for support, protection and movement.

TAPs Assessments:  Investigating the human skeleton

Autumn 1: Theme Link Forces and Magnets Subject Content:  Compare how things move on different surfaces  Notice that some forces need contact between two objects, but magnetic forces can act at a distance  Observe how magnets attract or repel each other and attract some materials and not others  Compare and group together a variety of everyday materials on the basis of whether they are attracted to a magnet, and identify some magnetic materials  Describe magnets as having two poles  Predict whether two magnets will attract or repel each other, depending on which poles are facing.

TAPs Assessments:  Cars down ramps  Shoe grip  Testing strength of magnets  Balloon Rockets

Spring 1: Theme Link Rocks Subject Content:  Compare and group together different kinds of rocks on the basis of their appearance and simple physical properties  Describe in simple terms how fossils are formed when things that have lived are trapped within rock  Recognise that soils are made from rocks and organic matter TAPs Assessments:  Rock Reports

Spring 2: Light Subject Content:  Recognise that he/she needs light in order to see things and that dark is the absence of light  Notice that light is reflected from surfaces  Recognise that light from the sun can be dangerous and that there are ways to protect eyes  Recognise that shadows are formed when the light from a light source is blocked by a solid object  Find patterns in the way that the size of shadows change TAPs Assessments:  Shadow Investigation Explaining Light

Summer 1: Y2/Y3 Plants Subject Content:  Identify and describe the functions of different parts of flowering plants: roots, stem/trunk, leaves and flowers  Explore the requirements of plants for life and growth (air, light, water, nutrients from soil, and room to grow) and how they vary from plant to plant  Investigate the way in which water is transported within plants  Explore the part that flowers play in the life cycle of flowering plants, including pollination, seed formation and seed dispersal.

TAPs Assessments:  How much water do plants need?

Function of a plant stem

Computing PPA AMW

My Online Life

Dancing Robot

Rainforests

Online Detectives

Be Digitally Awesome

Turtle Logo and Scratch (Twinkl)

Music PPA AMW

Let Your Spirit Fly

Glockenspiel

Three Little Birds

The Dragon Song

Bringing Us together

Reflect, Rewing & Replay

3.2 Christmas – God With Us

3.3 Jesus – The Man Who Changed Lives

3.4 Exploring the Sadness and Joy of Easter

PHSE Target Tracker

Being Me in My World

Celebrating Difference

Dreams and Goals

Healthy Me

Relationships

Changing Me

Spanish

Los Comandos En Clase (C)

Puedo

La historia de la antigua Gran Bretaña (E)

Caperucita Roja (E)

Las Formas (E)

Los Romanos (I)

(The Shapes)

(The Romans)

RE

3.1 Called By God

History Target Tracker

PE BM PE Milestones

3.6 Harvest

(Classroom commands)

(I can) (E)

WSLP Unit – Striking and Fielding Extra Unit – Gymnastics

(Little Red Riding Hood)

3.5 Which rules should we follow?

WSLP Unit – Athletics Extra Unit – OAA

WSLP Unit – Dance Extra Unit - Invasion Games

Changes in Britain from the Stone Age to the Iron Age Stone, Bronze & Iron Age (3 periods)

The Roman Empire and its impact on Britain.

Geography Target Tracker

AUTUMN 1: Geographical Skills and Fieldwork: -Ask and respond to geographical questions, e.g. Describe the landscape. Why is it like this? How is it changing? What do you think about that? What do you think it might be like if…continues?

-Recognise that different people hold different views about an issue and begin to understand some of the reasons why – AIR POLLUTION -Communicate findings in ways appropriate to the task or for the audience -Use fieldwork instruments e.g. camera, rain gauge -Make more detailed fieldwork sketches/diagrams -Use and interpret maps, globes, atlases and digital / computer mapping to locate countries and key features -Make plans and maps using symbols and keys -Use the 8 points of a compass and four figure grid references Locational Knowledge: -Identify where counties are within the UK and the key topographical features -Name and locate the cities of the UK Human and Physical Geography: -Identify physical and human features of the locality Place Knowledge: -Recognise there are similarities and differences between places -Develop an awareness of how places relate to each other.

N/A

N/A

N/A

SUMMER TERM: Geographical Skills and Fieldwork: -Analyse evidence and draw conclusions e.g. make comparisons between locations using aerial photos/pictures e.g. population, temperatures etc.

-Understand and use a widening range of geographical terms e.g. specific topic vocabulary - meander, floodplain, location, industry, transport, settlement, water cycle etc.

-Use and interpret maps, globes, atlases and digital / computer mapping to locate countries and key features Human and Physical Geography: -Explain about weather conditions / patterns around the UK and parts of Europe Place Knowledge: -Recognise there are similarities and differences between places -Develop an awareness of how places relate to each other.

Autumn 1:

Autumn 2:

Spring Term :

Summer Term:

Painting and Drawing

Drawing Iron Man –

Cave Paintings - Painting

Printing & Collage

Stone Age Jewellery – 3D Clay/ Sculpture

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Looking at examples of Roman mosaics and reading and learning about who had these and what they indicated about the owners place in society.

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Thinking about printing techniques and practising these as well as investigating further the importance of Roman mosaics to historians.

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Studying the borders of mosaics, and starting to design a border for their own mosaic.

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Carrying out further research into the different types of Roman mosaic and what they depicted.

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Designing and printing a central motif & Designing a Roman-style mosaic and using printing techniques practised earlier to create their own mosaic.

Art and Design

Watercolour Giraffe Silhouettes I can talk about and identify complementary colours, colour as tone, warm and cold colours.

Lesson 1 Warm/Cool Colours Lesson 2 Experimenting with template shapes, giraffe, grass, trees Lesson 3 Creating African Sunset using warm colours.

Giraffe Sketches I can use shading, using different media.

Lesson 1 Shade using a pencil.

Lesson 2 Shade & blend using chalk and charcoal.

Lesson 3 - Shade and blend using pastels.

Using Pastels, Chalk and Charcoal.

Stone Age Dinosaurs – 3D Sculpture

DT Kapow Milestones

Autumn 1 DT Week:

Autumn 2

Spring 1 - DT Week:

Spring 2

Food: Eating Seasonally (Theme Link - Seasonality in the UK

Mechanisms: Pneumatic Toys (Theme Link - Iron Man Toy)

Digitial World – Electronic Charm

Design: Creating a healthy and nutritious recipe for a savoury tart using seasonal ingredients, considering the taste, texture, smell and appearance of the dish.

Design: Designing a toy which uses a pneumatic system.

Developing design criteria from a design brief.

Generating ideas using thumbnail sketches and exploded diagrams.

Learning that different types of drawings are used in design to explain ideas clearly.

Structures : Constructing A Castle (Theme Link - Beeston Castle- Bronze Age Roundhouse)

Make: Knowing how to prepare themselves and a work space to cook safely in, learning the basic rules to avoid food contamination.

Following the instructions within a recipe.

Evaluation: Establishing and using design criteria to help test and review dishes.

Describing the benefits of seasonal fruits and vegetables and the impact on the environment.

Suggesting points for improvement when making a seasonal tart.

Technical Knowledge: Learning that climate affects food growth.

Working with cooking equipment safely and hygienically.

Learning that imported foods travel from far away and this can negatively impact the environment.

Learning that vegetables and fruit grow in certain seasons.

Learning that each fruit and vegetable gives us nutritional benefits.

Learning to use, store and clean a knife safely.

Design: Designing a castle with key features to appeal to a specific person/purpose.

Drawing and labelling a castle design using 2D shapes, labelling the 3D shapes that will create the features , the materials needed and colours.

Make: Creating a pneumatic system to create a desired motion.

Building secure housing for a pneumatic system.

Using syringes and balloons to create different types of pneumatic systems to make a functional and appealing pneumatic toy.

Selecting materials due to their functional and aesthetic characteristics.

Manipulating materials to create different effects by cutting, creasing, folding and weaving.

Make: Constructing a range of 3D geometric shapes using nets.

Creating special features for individual designs.

Making facades from a range of recycled materials.

Evaluation: Using the views of others to improve designs.

Testing and modifying the outcome, suggesting improvements.

Technical Knowledge: Identifying features of a castle.

Identifying suitable materials to be selected and used for a castle, considering weight, compression, tension.

Extending the knowledge of wide and flat based objects as more stable.

Understanding the terminology of strut, tie, span, and beam.

Understanding the difference between frame and shell structure.

Technical Knowledge: Understanding how pneumatic systems work.

Learning that mechanisms are a system of parts that work together to create motion.

Understanding that pneumatic systems can be used as part of a mechanism.

Learning that pneumatic systems force air over a distance to create movement.

Evaluation: Evaluating own work and the work of others based on the aesthetic of the finished product and in comparison to the original design.

Suggesting points for modification of the individual designs.

Summer 1 – DT Week

Sum1 - DT Week:

Electronics: Static Electricity – Game

Textiles: Roman Shield Cushion Art - Textiles (Theme Link – Romans)

Design: Use research and develop design criteria to inform the design of innovative, functional, appealing products that are fit for purpose, aimed at particular individuals or groups

Design: Designing a game that works using static electricity, including the instructions for playing the game.

Identifying a design criteria and a target audience.

Make: Select from and use a wider range of tools and equipment Items and objects which are needed to complete a task. to perform practical tasks [for example, cutting, shaping, joining and finishing], accurately Select from and use a wider range of materials and components, including construction materials, textiles and ingredients, according to their functional properties and aesthetic qualities

Make: Making an electrostatic game, referring to the design criteria.

Using a wider range of materials and equipment safely.

Using electrostatic energy to move objects in isolation as well as in part of a system.

Evaluation: Understand how key events and individuals in design and technology have helped shape the world Evaluate their ideas and products against their own design criteria and consider the views of others to improve their work.

Technical Knowledge: Apply their understanding of computing to program, monitor and control their products.

Evaluation: Learning to give constructive criticism on own work and the work of others.

Testing the success of a product against the original design criteria and justifying opinions.

Technical Knowledge: Understanding what static electricity is and how it moves objects through attraction or repulsion.

Generating static electricity independently.

Using static electricity to make objects move in a desired way.

Design: Designing and making a template from an existing cushion and applying individual design criteria.

Make: Following design criteria to create a cushion.

Selecting and cutting fabrics with ease using fabric scissors.

Sewing cross stitch to join fabric Decorating fabric using appliqué.

Completing design ideas with stuffing and sewing the edges.

Evaluation: Evaluating an end product and thinking of other ways in which to create similar items.

Technical Knowledge:: Threading needles with greater independence.

Tying knots with greater independence.

Sewing cross stitch and appliqué.

Understanding the need to count the thread on a piece of even weave fabric in each direction to create uniform size and appearance.

Understanding that fabrics can be layered for affect