Year 3 - Curriculum Topic Plan (Bones, Boulders and Bananas) - Autumn Term 2018

English (from N.C. Statutory Requirements)

Spelling

  • Use the prefixes un-, dis-, mis-, re-, pre
  • Use the suffix -ly
  • Spell words containing the 'u' sound spelt 'ou' e.g. young, touch, double.

Writing

  • Evaluate and edit my work by looking at how effective it is
  • Draft and write in narratives, creating settings, characters and plot
  • Look at writing similar to what I want to write and use it for ideas and structure
  • Plan my writing and discuss and record ideas in a given structure.

SPaG

  • Use headings and subheadings to aid presentation
  • Express time, place and cause using conjunctions eg: when, before, after, while, so, because
  • Express time, place and cause using adverbs eg: next, then, soon, therefore
  • Begin to use paragraphs as a way to group related ideas.

Maths (from N.C. Statutory Requirements)

Numbers and the number system

  • Understand place value in numbers up to 1000
  • Write numbers up to 1000, Read numbers up to 1000
  • Use zero as a place holder in numbers up to 1000
  • Interpret numbers up to 1000 on a number line
  • Represent numbers up to 1000 using a number line
  • Interpret and use scales representing measurements with numbers up to 1000
  • Use scales to represent measurements with numbers up to 1000.

Counting and comparing

  • Order numbers up to 1000
  • Compare numbers up to 1000
  • Count (from 0) in multiples of 4
  • Count (from 0) in multiples of 8
  • Count (from 0) in multiples of 50
  • Count (from 0) in multiples of 100
  • Find 10 more than a given number
  • Find 10 less than a given number
  • Find 100 more than a given number
  • Find 100 less than a given number

Visualising and constructing

  • Identify horizontal (vertical, perpendicular, parallel) lines
  • Draw lines that are horizontal (vertical, perpendicular, parallel)
  • Sketch common 2D shapes
  • Draw and measure a line in centimetres
  • Construct common 2D shapes using a ruler
  • Make 3D shapes using modelling materials
  • Identify 3D shapes
  • Describe 3D shapes using mathematical language.

Calculating – addition and subtraction

  • Add three-digit numbers and ones (or tens, or hundreds) mentally
  • Subtract three-digit numbers and ones (or tens, or hundreds) mentally
  • Use column addition for numbers with up to three digits when carrying is not required
  • Use column addition for three-digit and two-digit numbers when carrying is required
  • Use column addition for numbers with three-digits when carrying is required
  • Use column subtraction for numbers with up to three digits when exchanging is not required
  • Use column subtraction for three-digit and two-digit numbers when exchanging is required
  • Use column subtraction for numbers with up to three-digits when exchanging is required
  • Estimate the answer to a calculation
  • Use inverse operations to check answers to a calculation
  • Identify when addition or subtraction is needed as part of solving a problem
  • Explain why addition or subtraction is needed when solving a problem.

Calculating: multiplication and division

  • Recall and use multiplication facts for the 3  times table
  • Recall and use multiplication facts for the 4 times table
  • Recall and use division facts for the 3 times table
  • Recall and use division facts for the 4 times table
  • Understand the distributive law applied to a multiplication of a two-digit number by a one-digit number
  • Create mathematical statements for multiplication and division
  • Use known and derived facts when multiplying and dividing mentally
  • Use efficient methods to multiply a two-digit number by a one-digit number
  • Identify the correct operation(s) required in order to solve a problem
  • Identify when a scaling (or correspondence problem) can be solved using multiplication (or division).

Science (from N.C. Statutory Requirements)

Rocks

  • 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.

Animals including humans

  • 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.

Art and Design (from N.C. Subject Content)

  • To create sketch books to record their observations and use them to review and revisit ideas
  • To improve their mastery of art and design techniques, including drawing, painting and sculpture with a range of materials.

Computing (from N.C. Subject Content)

Internet safety

  • Use technology safely, respectfully and responsibly; recognise acceptable/unacceptable behaviour; identify a range of ways to report concerns about content and contact Co2/1.4    understand computer networks including the internet; how they can provide multiple services, such as the world-wide web; and the opportunities they offer for communication and collaboration.

Word processing

  • Acquire, store and combine images from cameras or the internet for a purpose
  • Use the print screen function to capture an image
  • Select certain areas of an image and resize, rotate an image
  • Get quicker at typing using both hands
  • Use different fonts sizes, colours and effects to communicate meaning
  • Align text left, right and centre.

Design and Technology (from N.C. Subject Content)

Cooking & Nutrition

  • Understand and apply the principles of a healthy and varied diet
  • Understand seasonality, and know where and how a variety of ingredients are grown, reared, caught and processed.

Design

  • Understand how key events and individuals in design and technology have helped shape the world
  • Investigate and analyse a range of existing products
  • 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.

Technical knowledge

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

History (from N.C. Subject Content)

Changes in Britain from the Stone Age to the Iron Age

Including:
a. Late Neolithic hunter-gatherers and early farmers, for example, Skara Brae
b. Bronze Age religion, technology and travel, for example, Stonehenge
c. Iron Age hill forts: tribal kingdoms, farming, art and culture

Languages (from N.C. Subject Content)

  • Locating France
  • Greetings
  • Numbers up to 31

Music (from N.C. Subject Content)

  • Play and perform in solo and ensemble contexts, using their voices and playing musical instruments with increasing accuracy, fluency, control and expression
  • Improvise and compose music for a range of purposes using the interrelated dimensions of music
  • Listen with attention to detail and recall sounds with increasing aural memory
  • Use and understand staff and other musical notations
  • Appreciate and understand a wide range of high-quality live and recorded music drawn from different traditions and from great composers and musicians develop an understanding of the history of music.

Physical Education (from N.C. Subject Content)

Dance – Hunters

  • Develop flexibility, strength, technique, control and balance
  • Perform dances using a range of movement patterns - compare their performances with previous ones and demonstrate improvement to achieve their personal best.

Games – Ball skills

  • Use running, jumping, throwing and catching in isolation and in combination
  • Play competitive games, modified where appropriate, and apply basic principles suitable for attacking and defending.

Religious Education (from N.C. Subject Content)

Christianity

  • What do Christians learn from the creation story?
  • What is it like for someone to follow God?