Year 3 Curriculum Coverage

Roman Numerals – Maths

Measuring rainfall

D.T. Measuring materials for volcano

. 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 living things that have lived are trapped within rock

. recognise that soils are made from rocks and organic matter

Sort samples of rocks base on appearance/physical properties

Permeable/ impermeable simple test to sort.

Soil analysis –  crumble test (clay soil v sandy soil)

Water in a jar and let layers settle

Creating fossils

. identify that animals, including humans, need the right types and amount of nutrition and identify 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

Making skeletons

Measuring strides and jumps

Creating food pyramid

Sorting food groups

. 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

Shaping clay/playdough  sort vocab into pushes and pulls

Link to forces – can you change size

Contact/non-contact forces

Magnets – non-contact force

What are magnets attracted to – play

Materials they are/aren’t attracted to

Metals? All metals?

Iron filings – linked to Earth

Why does a compass point North

Building compass

Magnet field deflecting solar radiation – real life force field

. 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 a flowering plant, including pollination, seed formation and seed dispersal

. recognise that they need 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 their eyes

. recognise that shadows are formed when light from a light source is blocked by a solid object

. find patterns in the way that the size of shadows change

Identify light sources (luminous/non luminous)

Why can’t my torch shine round corners? Holes in cards/mirrors – hit hidden objects with light. Follow with string etc

Scary shadows – changes sizes

Scary creatures out of card – does it have to be black?

Make little shadows use light source to make it bigger?

Which materials are good for making shadows? – sort a selection of materials

Make shadow puppets

Mixing colours of light

Hinduism – Divali Would celebrating Divali at home and in the community build a feeling of belonging?

Sikhism – The Amrit Ceremony

Christianity – Has Christmas lost its true meaning?

What is good about Good Friday?

Do Sikhs think it is important to share?

What is the best way to show commitment to God?

Use dates and terms accurately, using key dates when describing events.

Use some dates on a time line.

Understand the concept of decades and centuries and use this to divide the past into periods of time.

Use a timeline with dates, including both BC and AD.

Use evidence to describe changes within a time period.

Use more complex sources of primary and secondary information.

Use the internet for research.

Choose and discriminate between a range of information and use this to ask questions. Summarise the main events from a period in history, using their characteristics. Summarise the main events from a period in history, using their characteristics.

1)     Changes in Britain from the Stone Age to the Iron Age

Timeline

Stone Age housing structure

Stone Age animals

Give reasons for main events and changes, begin to understand why some people acted as they did and give reasons.

Interpret the past through role play, example hot seating. Understand that some events from the past affect people’s lives today.

Summarise the main events from a period in history, using their characteristics. Use more complex sources of primary and secondary information.

Use the internet for research.

Choose and discriminate between a range of information and use this to ask questions.

Understand that some events from the past affect people’s lives today.

2)     The Roman Empire and its impact on Britain – Julius Caesar

Roman soldier and Celtic warrior comparison

Application to Roman Army.

Roman place names

Roman roads.

Use more complex sources of primary and secondary information.

Use the internet for research.

Choose and discriminate between a range of information and use this to ask questions.

Guess what objects from the past were used for, using evidence to support answers. Summarise the main events from a period in history, using their characteristics.

3)     Britain’s settlement by the Anglo Saxons and the Scots

Lindisfarne monks – illuminated letters.

Explore Saxon culture.

Structure of Saxon village and society .-jewellery

Use more complex sources of primary and secondary information.

Use the internet for research.

Choose and discriminate between a range of information and use this to ask questions. Guess what objects from the past were used for, using evidence to support answers. Summarise the main events from a period in history, using their characteristics.

4)     The Viking and Anglo Saxon struggle for the Kingdom of England

Artefact analysis.

Lindisfarne attacks – Viking raids and military strategies.

Viking culture, runes , shipbuilding, items from Yorvik

Comparison of ancient gods/housing across the Roman, Saxon and Viking periods.

Use the internet for research.

Choose and discriminate between a range of information and use this to ask questions.

Understand that some events from the past affect people’s lives today.

The story of Pompeii – linked to volcanoes

Children carry out own research and decide on the best way to present their work ( Project ).

Has the portrayal of superheroes changed over time?

Use the internet for research well known superheroes

Give reasons for main events and changes, begin to understand why some people acted as they did and give reasons.

Understand that some events from the past affect people’s lives today.

Low Fell past and present.  Local history study of Low Fell

Choose and discriminate between a range of information and use this to ask questions.

Looking at the development of comics and origins of well-known superheroes.  When were they written and how did characters develop over time.

-suggest ways of presenting information, including graphically and in writing

-Use maps to draw a simple key

Looking at the Roman roads/ place names

Saxon Kingdoms – mapwork.

Viking sea routes to Britain.

use prediction and prior knowledge to find out about unknown places, and combine this with observation

-use a range of primary and secondary resources, including the internet, Google Earth and questionnaires.

– make field measurement over time

-collect statistics and present them appropriately

-record information on charts and graphs and tables

-collect temperature and rainfall using a range of instruments and compare these with information from the internet to discuss weather and climate.

-suggest ways of presenting information, including graphically and in writing. -express views and recognise how people affect the environment, summarising the issues

-suggest ways of improving local environment

-understand how weather changes an environment

-know the differences between weather and climate change.

identify the parts of a river, and land use around and how these can change peoples’ lives

-compare information from atlases with that from a globe

-use atlases which show physical and human features

-use contents and index pages of an atlas.

-work out a location using a range of information

-understand the different uses of different places

-understand that different places may have a similar/different characteristics and give reasons for these

-understand and use the concept of links between physical and human features

from atlases with that from a globe

-use atlases which show physical and human features

Fault lines.

Climate zones.

How do volcanoes work?

The difference between weather and climate.

Rivers and mountains of Britain.

Using an atlas.

Collect rainfall and temperature measurements over a week/2 weeks. Collate and present data using charts, graphs and tables.

Identify and label physical and human features of Great Britain using an atlas.

Work out a location using a range of information – through design of own compass in Science.

Researching storms.

Use grid references on an aerial photo of the school and use around the school.

Research tsunamis, rainforest, desert, arctic – compare and contrast. Animal life and plant adaptation to extreme environments.

Describe and understand key aspects of human geography, including: types of settlement

-suggest ways of presenting information, including graphically and in writing

1.Where do super heroes live what is the difference between a hamlet/village/town/city/ metropolis?

Colour

Apply colour with dotting, splashing and scratching.

Drawing

Creating initial sketches as preparation for painting.

3D

To show understanding of adhesive through mosaic design.

Texture

Use running stitches in sewing

Painting

Use watercolours to create a wash.

Soldier collages

Making mosaics

Illuminated letters

Clay coins

Saxon broach – sketch and make using clay

Stone age Silhouettes

Cave paintings

To create sketch books to record their observations and use them to review and revisit ideas

Take time to reflect (in their sketch books) upon what they like and dislike about their work in order to improve it.

Colour

Apply colour with dotting, splashing and scratching.

Drawing

Creating initial sketches as preparation for painting.

3D

To show understanding of adhesive through mosaic design.

Texture

Use running stitches in sewing

Painting

Use watercolours to create a wash.

About great artists, architects and designers in history

Say how other artists/craftmakers/designers have used colour, pattern and shape in their work.  Create a piece of work in response to another artist’s work.

Volcano splash pictures

Hokusai the wave painting

Tornado abstract art pictures

Pastel drawing of dragon eye

To create sketch books to record their observations and use them to review and revisit ideas

Take time to reflect (in their sketch books) upon what they like and dislike about their work in order to improve it.

Say how other artists/craftmakers/designers have used colour, pattern and shape in their work.  Create a piece of work in response to another artist’s work.

Famous superheroes/animators

Create animations

Andy Warhol

Stan Lee

Imitate Lichtenstein’s Artwork

To create sketch books to record their observations and use them to review and revisit ideas

Take time to reflect (in their sketch books) upon what they like and dislike about their work in order to improve it.

Pictures of people in motion

Use of digital cameras to record people in motion

Flip books

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

Keep cost constraints in mind when selecting materials in design

Use their knowledge of e.g. Science and Art when designing

Be aware of commercial aspects and incorporate these into their designs

Draw scaled diagrams with increasing use of ratio

Calculate the amount of materials needed, use this to estimate cost

Design including hydraulics and pneumatics when/where appropriate

Make

Select from and use a wider range of tools and equipment 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

Measure and cut out in precise detail and make sure that finished products are carefully finished

Make separate elements of a model before combining into the finished article

Understand how an article might be mass produced

Produce a simple instruction manual or handbook for their product

Viking Long ships

Technical knowledge

Apply their understanding of how to strengthen, stiffen and reinforce more complex structures

Research products using the internet

Design and make Roman Shields

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

generate, develop, model and communicate their ideas through discussion, annotated sketches, cross-sectional and exploded diagrams, prototypes, pattern pieces and computer-aided design

See Previous

Make

Select from and use a wider range of tools and equipment 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

See Previous

Make a model volcano

understand and use mechanical systems in their products [for example, gears, pulleys, cams, levers and linkages]

Evaluate

Evaluate their ideas and products against their own design criteria and consider the views of others to improve their work

Test and evaluate commercial products, understanding how this information supports their own designs

Evaluate a range of different sources of information such as advertising and handbooks

Making puppets

Superhero badges

Understand and use electrical systems in their products [for example, series circuits incorporating switches, bulbs, buzzers and motors]

Making lightsabres

-Follow instructions when performing.

-Gain a sense of occasion when performing, showing an awareness of others.

-Perform with increasing expression and control.

-Sing with good intonation to accompany.

-Repeat short rhythmic and melodic patterns.

-Sustain a rhythmic accompaniment.

-Play clear notes on instruments and use them to make a range of sounds.

-Sing songs from memory.

-Sing with a sense of the shape of the melody.

-Make a range of vocal sounds: tone, timbre, volume.

-Hold a part in a more complex round.

-Begin to control the way sounds are made through breathing.

-Control both long and short sounds.

-Work to improve their own work.

-Recognise and explore how sounds can be organized.

-Create a range of musical patterns.

-Improvise within a group.

-Improvise repeated patterns.

-Carefully choose and order sounds to create an effect.

-Order sounds within simple structures (beginning, middle, end)

-Use sound to create abstract images.

-Compose simple melodies and songs.

-Sequence long and short sounds.

-Use pitch to communicate ideas.

-Listen with greater attention to detail.

-Recognise well defined changes in sounds.

-Identify mood in music.

-Identify beat and pulse in music.

-Recognise pattern in music.

-Describe music using appropriate vocabulary.

-Read a simple stave.

-Create own simple notation.

-Begin to compare different kinds of music.

-Recognise differences between music of different cultures.

-Begin to recognise some differences between music of different times.

Digital Literacy – understand that not all information online is trustworthy

Know and understand the SMART rules

Understand what information is personal and the importance of passwords

Respect online

Select, use and combine a variety of software (including internet services) on a range of digital devices to design and create a range of programs, systems and content that accomplish given goals, including collecting, analysing, evaluating and presenting data and information

Information Technology – typing, printing documents, present text with different effects, cut, copy and paste, spell checker, delete, insert and replace text

Map out and create a mood board/ad for Arbeia visit using word/powerpoint. Use photos they have taken from their visit.

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

Computer Science Programming – Explain what computer programming is and how algorithms work

Control an object to move along a route

Follow a code or sequence using scratch cards

ALEX app on iPads. Record and debug programs.

Select, use and combine a variety of software (including internet services) on a range of digital devices to design and create a range of programs, systems and content that accomplish given goals, including collecting, analysing, evaluating and presenting data and information

Information Technology – typing, printing documents, present text with different effects, cut, copy and paste, spell checker, delete, insert and replace text

Computer Science Theory – Identifying computing components

Understand how computers store data

Select, use and combine a variety of software (including internet services) on a range of digital devices to design and create a range of programs, systems and content that accomplish given goals, including collecting, analysing, evaluating and presenting data and information

Information Technology – typing, printing documents, present text with different effects, cut, copy and paste, spell checker, delete, insert and replace text

(3D Dimensions)

Computing

Online Privacy – The Secrets Jar

Computing

Online Privacy – E-Protection

Computing

Online Privacy – It’s Personal

Computing

Rules – I’m In Charge

Thinking Ahead – Lesson Planning

Taking The Lead – Learning Time

Loss / Separation – Found

Money Choices – A Million Dollars

Maths

Managing Money – Design Choices

Maths

Science

A Balanced Diet – Balancing Act

Science

Working With Food – Master Chef

Science/DT

Working With Food – Our Food Hall

Science/DT

Physical, Emotional and Mental – Hearts and Minds

Physical, Emotional and Mental – Three In One

A Balanced Approach – Define Healthy

Physical Exercise – Active Kids?

PE

Lifestyle Choices – It’s Your Choice

Science

Visible Changes – Mind The Gap

How To Help – Who To Call

Emergency Calls – Calling 999

Emergency Calls – Ambulance Now

Family Links – Family Tree

Religious Views – Faith Findings

RE

Celebrate Diversity – Inside Outside

RE

Ongoing

Talk about the differences in their own and others’ actions.

-Comment on the skills and techniques used in their own and others’ work.

_refine movements after evaluation from others.

-Understand the importance of practice.

-Describe what effects exercise has on their bodies.

-Understand the importance of warming up and cooling down.

-Move across the room indifferent ways with an awareness of space.

-Make increasingly clear and fluid movements.

-Understand the different uses of tense, relax, stretch, curl in movement.

-Improvise with ideas and movements.

-Copy, remember, repeat, and explore simple actions and movements with control and coordination.

-Begin to sequence moves and link actions.

-Begin to choose movement to show ideas.

-Move across the room indifferent ways with an awareness of space.

-Make increasingly clear and fluid movements.

-Understand the different uses of tense, relax, stretch, curl in movement.

-Improvise with ideas and movements.

-Copy, remember, repeat, and explore simple actions and movements with control and coordination.

-Begin to sequence moves and link actions.

-Begin to choose movement to show ideas.

-Control, their breathing and are comfortable on the surface and under water swimming fluently and with control when using back crawl, front crawl and breast stroke.

-To swim at least 25m

-Swim on their front and back using arm and leg actions with smooth coordination.

-Control, their breathing and are comfortable on the surface and under water swimming fluently and with control when using back crawl, front crawl and breast stroke.

Use personal surviving techniques including floating, sculling and surface diving.

-Control, their breathing and are comfortable on the surface and under water swimming fluently and with control when using back crawl, front crawl and breast stroke.

-To swim at least 25m

-Swim on their front and back using arm and leg actions with smooth coordination.

-Control, their breathing and are comfortable on the surface and under water swimming fluently and with control when using back crawl, front crawl and breast stroke.

Use personal surviving techniques including floating, sculling and surface diving.

Use running, jumping, throwing and catching in isolation

Compare their performances with previous ones and demonstrate improvement to achieve their personal best.

-Move across the room indifferent ways with an awareness of space.

-Make increasingly clear and fluid movements.

-Understand the different uses of tense, relax, stretch, curl in movement.

-Improvise with ideas and movements.

-Copy, remember, repeat, and explore simple actions and movements with control and coordination.

-Begin to sequence moves and link actions.

-Begin to choose movement to show ideas.

Use running, jumping, throwing and catching in isolation

Compare their performances with previous ones and demonstrate improvement to achieve their personal best.

-Move across the room indifferent ways with an awareness of space.

-Make increasingly clear and fluid movements.

-Understand the different uses of tense, relax, stretch, curl in movement.

-Improvise with ideas and movements.

-Copy, remember, repeat, and explore simple actions and movements with control and coordination.

-Begin to sequence moves and link actions.

-Begin to choose movement to show ideas.

Take part in outdoor Play competitive games, modified where appropriate – hockey, and apply basic principles suitable for attacking and defending

Move a ball with control and accuracy

-Show increasing confidence when rolling, hitting or kicking a ball.

-Understand the importance of rules and fairness

-Follow rules in games

-Understand the concept of both team and opponent.

-Develop and use simple tactics in team games.

Use running, jumping, throwing and catching in isolation and in combination

Move a ball with control and accuracy

-Show increasing confidence when rolling, hitting or kicking a ball.

-Understand the importance of rules and fairness

-Follow rules in games

-Understand the concept of both team and opponent.

-Develop and use simple tactics in team games.

Use running, jumping, throwing and catching in isolation and in combination

Move a ball with control and accuracy

-Show increasing confidence when rolling, hitting or kicking a ball.

-Understand the importance of rules and fairness

-Follow rules in games

-Understand the concept of both team and opponent.

-Develop and use simple tactics in team games.

Use running, jumping, throwing and catching in isolation and in combination

Move a ball with control and accuracy

-Show increasing confidence when rolling, hitting or kicking a ball.

-Understand the importance of rules and fairness

-Follow rules in games

-Understand the concept of both team and opponent.

-Develop and use simple tactics in team games.

Use running, jumping, throwing and catching in isolation

Compare their performances with previous ones and demonstrate improvement to achieve their personal best.

-Move across the room indifferent ways with an awareness of space.

-Make increasingly clear and fluid movements.

-Understand the different uses of tense, relax, stretch, curl in movement.

-Improvise with ideas and movements.

-Copy, remember, repeat, and explore simple actions and movements with control and coordination.

-Begin to sequence moves and link actions.

-Begin to choose movement to show ideas.

Can you think of 3 questions about the Stone Age? Can you research your own questions and think of a way to present your findings? You may be asked to present this to the class.

Art and Design

Imagine you are a cave man trying to explain what you want to say using only your fingers, natural objects and paint.

Can you research cave art then design and paint your own cave art painting? Remember to use only colours that were common in cave paintings.

History

Using the QR codes, what can you find out about Stone Age tools? What do they use them for? What do they look like? How do they make them? Can you make your tool using cutting tools and a bar of soap?

Geography

The Romans were some of the first people to name different places within the United Kingdom. Can you research the Roman place names, locate them on a map and label them with both the Roman name and their current name?

Can you research the methods of travel used by the Vikings? Can you paint, sketch or build your own picture or model?

Art

Can you research the different mythical beasts of the Viking periods? Use your findings to design and create your own creature.

History

Who were the famous leaders and kings of the Vikings and Anglo-Saxons time? What stories are told about them? Can you discover the secrets of the great rulers and kings?

History

Take a look at Yorvik museum artefacts, what information can you gather about Viking life and history? Organise your findings and present your evidence in a way that could be shown in a museum.

Geography

Can you find out about some of the different Viking voyages? Can you plot some of these routes on a map? Use a key to show the different routes.

What is a storm and why do they occur? Research a famous, destructive storm. Can you present your findings using map work to show the path of the storm, explain how it began and the devastation it caused? You could present your research through a newspaper report, a TV programme, leaflet or fact sheet

Science/ DT

Can you design and create your own buildings? Test how long they can withstand the force of a Year 3 earthquake. Record your experiment and findings.

Art

Examine the work of the Japanese artist Hokusai, focussing on his print of ‘The Great Wave’. How does the picture make you feel? Describe what you think the artist was trying to show. Create your own interpretation of this piece using materials of your choice.

Geography

Research two contrasting climate zones and find as much information as you can to compare similarities and differences.

Can you tell a visiting French friend some information about yourself in French?

Science / Geography

What is a compass? Can you create your own working compass and then test it?

Art

Experiment with different mediums to choose the best way to show the power of tornados in your art work.

Geography and History

A

Research and explain the ancient Pompeii disaster. Can you find out about Pompeii today?

Can you design and create your own explosion picture based on the work of Roy Lichtenstein?

Science

Using your understanding of shadows and light create and test your own Batman symbol. Record your findings and explain how shadows can change.

Literacy

Design your own superhero and villain. Create your own story using these characters.

Art

Can you use shadow art to represent a super hero of your choice?

DT

Look at the work of Alberto Giacometti. Can you create your own 3D model that clearly shows an emotion of your choice?

Computing

Using your coding and programming skills, design a maze for the Incredible Hulk to go through. Write an algorithm to help him find his way. Practise your programming and debugging skills using Alex