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Year 3

Topic Letters 2016-17

Term 1 – Land, Sea and Sky

Subject

NC objective (statutory coverage)

Guidance / Topic related ideas

Science

Plants:

Pupils should be taught to:

  • 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.

Thinking scientifically:

  • asking relevant questions and using different types of scientific enquiries to answer them
  • setting up simple practical enquiries, comparative and fair tests
  • making systematic and careful observations and, where appropriate, taking accurate measurements using standard units, using a range of equipment, including thermometers and data loggers
  • recording findings using simple scientific language, drawings, labelled diagrams, keys, bar charts, and tables

 

 

Geography

Place knowledge

  • understand geographical similarities and differences through the study of human and physical geography of a region of the United Kingdom, a region in a European country, and a region within South America

Describe and understand key aspects of:

  • physical geography, including: climate zones, biomes and vegetation belts

 

 

Learn about all the different biomes: plants animals and climates that are there and locate on a map.

 

Focus on Brazillian rainforest - Compare rainforest in Brazil to forests in the UK

 

Art

Pupils should be taught:

  • 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 [for example, pencil, charcoal, paint, clay]

about great artists, architects and designers in history.

Sketching flowers and plants

Pastel

Georgia O’Keefe

Computing

  • 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
  • use technology safely, respectfully and responsibly; recognise acceptable/unacceptable behaviour; identify a range of ways to report concerns about content and contact

Present information on rainforests using various software e.g. word, PowerPoint

 

Term 2 – Scavengers and Settlers

Subject

NC objective (statutory coverage)

Guidance / Topic related ideas

Science

Living things and their habitats:

Pupils should be taught to:

  • recognise that living things can be grouped in a variety of ways
  • explore and use classification keys to help group, identify and name a variety of living things in their local and wider environment
  • recognise that environments can change and that this can sometimes pose dangers to living things.

Thinking scientifically:

  • gathering, recording, classifying and presenting data in a variety of ways to help in answering questions
  • identifying differences, similarities or changes related to simple scientific ideas and processes
  • using straightforward scientific evidence to answer questions or to support their findings

 

 

History

  • Pupils should continue to develop a chronologically secure knowledge and understanding of British, local and world history, establishing clear narratives within and across the periods they study.
  • They should note connections, contrasts and trends over time and develop the appropriate use of historical terms.

Pupils should be taught about:

  • changes in Britain from the Stone Age to the Iron Age

 

 

DT

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

Cooking and nutrition

  • understand seasonality, and know where and how a variety of ingredients are grown, reared, caught and processed.

Make Cavemen tools

And cavemen food?

 

Term 3 – Digital Gamers

Subject

NC objective (statutory coverage)

Guidance/ Topic related ideas

Science

Electricity:

Pupils should be taught to:

  • identify common appliances that run on electricity
  • construct a simple series electrical circuit, identifying and naming its basic parts, including cells, wires, bulbs, switches and buzzers
  • identify whether or not a lamp will light in a simple series circuit, based on whether or not the lamp is part of a complete loop with a battery
  • recognise that a switch opens and closes a circuit and associate this with whether or not a lamp lights in a simple series circuit
  • recognise some common conductors and insulators, and associate metals with being good conductors.

Thinking scientifically:

During years 3 and 4, pupils should be taught to use the following practical scientific methods, processes and skills through the teaching of the programme of study content:

  • asking relevant questions and using different types of scientific enquiries to answer them
  • setting up simple practical enquiries, comparative and fair tests
  • reporting on findings from enquiries, including oral and written explanations, displays or presentations of results and conclusions
  • using results to draw simple conclusions, make predictions for new values, suggest improvements and raise further questions

 

Computing

Pupils should be taught to:

  • design, write and debug programs that accomplish specific goals, including controlling or simulating physical systems; solve problems by decomposing them into smaller parts
  • use sequence, selection, and repetition in programs; work with variables and 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

Scratch on laptops

Geography

Geographical skills and fieldwork

  • use digital/computer mapping to locate countries and describe features studied

 

DT

Evaluate

  • investigate and analyse a range of existing products

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

 

Design their own game

 

Term 4 – Material World

Subject

NC objective (statutory coverage)

Guidance / Topic related ideas

Science

States of matter:

Pupils should be taught to:

  • compare and group materials together, according to whether they are solids, liquids or gases
  • observe that some materials change state when they are heated or cooled, and measure or research the temperature at which this happens in degrees Celsius (°C)
  • identify the part played by evaporation and condensation in the water cycle and associate the rate of evaporation with temperature.

Thinking scientifically:

During years 3 and 4, pupils should be taught to use the following practical scientific methods, processes and skills through the teaching of the programme of study content:

  • asking relevant questions and using different types of scientific enquiries to answer them
  • setting up simple practical enquiries, comparative and fair tests
  • making systematic and careful observations and, where appropriate, taking accurate measurements using standard units, using a range of equipment, including thermometers and data loggers
  • gathering, recording, classifying and presenting data in a variety of ways to help in answering questions
  • using results to draw simple conclusions, make predictions for new values, suggest improvements and raise further questions

 

Art

Pupils should be taught:

  • 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 [for example, pencil, charcoal, paint, clay]

about great artists, architects and designers in history.

 

Use sketch books to practice with different paints, colour washes

Different paints – different effects- watercolours, poster paint

Artist - Monet

Geography

Locational Knowledge:

  • name and locate counties and cities of the United Kingdom, geographical regions and their identifying human and physical characteristics, key topographical features (including hills, mountains, coasts and rivers), and land-use patterns; and understand how some of these aspects have changed over time

Learn about physical geography including: water cycle

UK – find rivers and seas –explain the water cycle (link to science)

Computing

  • 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
  •  use search technologies effectively, appreciate how results are selected and ranked, and be discerning in evaluating digital content

Research based on topic

 

Term 5 – Ancient Greece

Subject

NC objective (statutory coverage)

Guidance / Topic related ideas

Science

Thinking scientifically:

  • asking relevant questions and using different types of scientific enquiries to answer them
  • setting up simple practical enquiries, comparative and fair tests

 

History

  • They should regularly address and sometimes devise historically valid questions about change, cause, similarity and difference, and significance.
  • They should construct informed responses that involve thoughtful selection and organisation of relevant historical information.
  • They should understand how our knowledge of the past is constructed from a range of sources.

Pupils should be taught about:

Ancient Greece – a study of Greek life and achievements and their influence on the western world

 

Art

Pupils should be taught:

  • 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 [for example, pencil, charcoal, paint, clay]

Sketch book for designs

Clay – greek vases

 

Citizenship

  • To  recognise their worth as individuals by identifying positive things about themselves and their achievements, seeing their mistakes, making amends and setting personal goals.
  • To know why and how rules and laws are made and enforced, why different rules are needed in different situations and how to take part in making and changing rules.

 

 

 

Term 6 – Gateways to the World

Subject

NC objective (statutory coverage)

Guidance / Topic related ideas

Science

Forces and magnets:

Pupils should be taught to:

  • 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.

Thinking scientifically:

  • setting up simple practical enquiries, comparative and fair tests
  • reporting on findings from enquiries, including oral and written explanations, displays or presentations of results and conclusions
  • using results to draw simple conclusions, make predictions for new values, suggest improvements and raise further questions
  • using straightforward scientific evidence to answer questions or to support their findings

 

 

Geography

Locational knowledge

  • locate the world’s countries, using maps to focus on Europe (including the location of Russia) and North and South America, concentrating on their environmental regions, key physical and human characteristics, countries, and major cities

 

Locate holiday destinations

DT

Evaluate

  • investigate and analyse a range of existing products
  • evaluate their ideas and products against their own design criteria and consider the views of others to improve their work
  • understand how key events and individuals in design and technology have helped shape the world

Technical knowledge

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

 

Making Gliders

Citizenship

  • To know that bacteria and viruses can affect health and that following simple, safe routines can reduce their spread.
  • To know the school rules about health and safety, basic emergency aid procedures and where to get help.
  •  

 

 

Music and PE taught through providers in PPA

French, RE and PSHE to be taught discretely.

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