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Year 3

Year 3

 

Due to the mixed-age classes we have at Fairhaven, learning is organised and taught on a two year rolling programme.

 

Below is a working version of our curriculum.  Our curriculum is constantly reviewed and updated.  This page will be added to each half-term.

Cycle: 2 – 2018/19            Term: Autumn (1)

Topic:

Potions.

History

  • Study an aspect or theme in British history that extends pupils’ chronological knowledge beyond 1066.

Geography

  •  

Art

  • Improve mastery of art and design techniques including drawing, painting and sculpture with materials (e.g. pencil, charcoal, paint, clay);
  • Learn about great artists, architects and designers in history.

Design Technology

  • Select from and use a wider range of tools and equipment to perform practical tasks 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;
  • 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;
  • Evaluate their ideas and products against their own design criteria and consider the views of others to improve their work.

 

Science

  • 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
  • identifying differences, similarities or changes related to simple scientific ideas and processes
  • Using straightforward scientific evidence to answer questions or to support their findings.
  • 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.

 

Computing

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

 

R.E.

  • Describe and make connections between different features of the religions and worldviews they study, discovering more about celebrations, worship, pilgrimages and the rituals which mark important points in life, in order to reflect on their significance.
  • Describe and understand links between stories and other aspects of the communities they are investigating, responding thoughtfully to a range of sources of wisdom and to beliefs and teachings that arise from them in different communities.
  • Explore and describe a range of beliefs, symbols and actions so that they can understand different ways of life and ways of expressing meaning.
  • Observe and understand varied examples of religions and worldviews so that they can explain, with reasons, their meanings and significance to individuals and communities.
  • Observe and consider different dimensions of religion, so that they can explore and show understanding of similarities and differences within and between different religions and worldviews.

 

 

P.S.H.E.

  • Discuss and apply their own and others’ ideas about ethical questions, including ideas about what is right and wrong and what is just and fair, and express their own ideas clearly in response.
  • how to make informed choices (including recognising that choices can have positive, neutral and negative consequences) and to begin to understand the concept of a ‘balanced lifestyle’
  • . to recognise how their increasing independence brings increased responsibility to keep themselves and others safe
  • school rules about health and safety, basic emergency aid procedures, where and how to get help

 

P.E.

  • 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
  • take part in outdoor and adventurous activity challenges both individually and within a team
  • swim competently, confidently and proficiently over a distance of at least 25 metres
  • use a range of strokes effectively [for example, front crawl, backstroke and breaststroke]

 

Music

  • play and perform in solo and ensemble contexts, using their voices and playing musical instruments with increasing accuracy, fluency, control and expression

 

Curriculum Newsletters for each class are available on the class web pages.

 

Cycle: 2 – 2018/19            Term: Autumn (2)

Topic:

Predator.

History

  •  

Geography

  • Use fieldwork to observe, measure, record and present the human and physical features in the local area using a range of methods, including sketch maps, plans and graphs, and digital technologies;
  • Use maps, atlases, globes and digital/computer mapping to locate countries and describe features studied.

Art

  • Improve their mastery of art and design techniques, including drawing, painting and sculpture with a range of materials (e.g. pencil, charcoal, paint, clay).

Design Technology

  • 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.

 

Science

  • gathering, recording, classifying and presenting data in a variety of ways to help in answering questions
  • recording findings using simple scientific language, drawings, labelled diagrams, keys, bar charts, and tables
  • recognise that living things can be grouped in a variety of ways
  • describe the simple functions of the basic parts of the digestive system in humans
  • identify the different types of teeth in humans and their simple functions
  • Construct and interpret a variety of food chains, identifying producers, predators and prey.

 

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

 

R.E.

  • Describe and understand links between stories and other aspects of the communities they are investigating, responding thoughtfully to a range of sources of wisdom and to beliefs and teachings that arise from them in different communities.
  • Explore and describe a range of beliefs, symbols and actions so that they can understand different ways of life and ways of expressing meaning.
  • Observe and understand varied examples of religions and worldviews so that they can explain, with reasons, their meanings and significance to individuals and communities.
  • Observe and consider different dimensions of religion, so that they can explore and show understanding of similarities and differences within and between different religions and worldviews.

 

P.S.H.E.

  • Discuss and apply their own and others’ ideas about ethical questions, including ideas about what is right and wrong and what is just and fair, and express their own ideas clearly in response.
  • how to make informed choices (including recognising that choices can have positive, neutral and negative consequences) and to begin to understand the concept of a ‘balanced lifestyle’
  • . to recognise how their increasing independence brings increased responsibility to keep themselves and others safe
  • school rules about health and safety, basic emergency aid procedures, where and how to get help

 

P.E.

  • play competitive games, modified where appropriate, and apply basic principles suitable for attacking and defending
  • develop flexibility, strength, technique, control and balance
  • perform dances using a range of movement patterns
  • take part in outdoor and adventurous activity challenges both individually and within a team
  • Compare their performances with previous ones and demonstrate improvement to achieve their personal best.
  • swim competently, confidently and proficiently over a distance of at least 25 metres
  • use a range of strokes effectively [for example, front crawl, backstroke and breaststroke]

 

Music

  • play and perform in solo and ensemble contexts, using their voices and playing musical instruments with increasing accuracy, fluency, control and expression

 

Curriculum Newsletters for each class are available on the class web pages.

 

Cycle: 2 – 2018/19            Term: Spring (1)

Topic:

Heroes and Villains.

History

  •  

Geography

  • 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
  • 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
  • identify the position and significance of latitude, longitude, Equator, Northern Hemisphere, Southern Hemisphere, the Tropics of Cancer and Capricorn, Arctic and Antarctic Circle, the Prime/Greenwich Meridian and time zones (including day and night)
  • 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 North or South America
  • describe and understand key aspects of:
  • physical geography, including: climate zones, biomes and vegetation belts, rivers, mountains, volcanoes and earthquakes, and the water cycle
  • human geography, including: types of settlement and land use, economic activity including trade links, and the distribution of natural resources including energy, food, minerals and water
  • use maps, atlases, globes and digital/computer mapping to locate countries and describe features studied

Art

  • Improve their mastery of art and design techniques, including drawing, painting and sculpture with a range of materials (e.g. pencil, charcoal, paint, clay);
  • Create sketch books to record their observations and use them to review and revisit ideas.

Design Technology

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

 

Science

  • asking relevant questions and using different types of scientific enquiries to answer them
  • setting up simple practical enquiries, comparative and fair tests
  • gathering, recording, classifying and presenting data in a variety of ways to help in answering questions
  • recording findings using simple scientific language, drawings, labelled diagrams, keys, bar charts, and tables
  • 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.
  • identify how sounds are made, associating some of them with something vibrating
  • recognise that vibrations from sounds travel through a medium to the ear
  • find patterns between the pitch of a sound and features of the object that produced it
  • Find patterns between the volume of a sound and the strength of the vibrations that produced it.
  • Recognise that sounds get fainter as the distance from the sound source increases.

 

Computing

  • 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
  • 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
  • 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.

 

R.E.

  • Describe and understand links between stories and other aspects of the communities they are investigating, responding thoughtfully to a range of sources of wisdom and to beliefs and teachings that arise from them in different communities.
  • Explore and describe a range of beliefs, symbols and actions so that they can understand different ways of life and ways of expressing meaning.
  • Observe and understand varied examples of religions and worldviews so that they can explain, with reasons, their meanings and significance to individuals and communities.
  • Observe and consider different dimensions of religion, so that they can explore and show understanding of similarities and differences within and between different religions and worldviews.

 

P.S.H.E.

  • Discuss and apply their own and others’ ideas about ethical questions, including ideas about what is right and wrong and what is just and fair, and express their own ideas clearly in response.
  • to recognise opportunities and develop the skills to make their own choices about food, understanding what might influence their choices and the benefits of eating a balanced diet

 

P.E.

  • 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
  • develop flexibility, strength, technique, control and balance
  • perform dances using a range of movement patterns
  • take part in outdoor and adventurous activity challenges both individually and within a team
  • Compare their performances with previous ones and demonstrate improvement to achieve their personal best.
  • swim competently, confidently and proficiently over a distance of at least 25 metres
  • use a range of strokes effectively [for example, front crawl, backstroke and breaststroke]

 

Music

  • 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 inter-related 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.

 

Curriculum Newsletters for each class are available on the class web pages.

 

Cycle: 2 – 2018/19            Term: Spring (2)

Topic:

Tribal Tales

History

  • Learn about the changes in Britain from the Stone Age to the Iron Age.

Geography

  • Use fieldwork to observe, measure, record and present the human and physical features in the local area using a range of methods, including sketch maps, plans and graphs, and digital technologies;
  • Describe and understand key aspects of physical geography, including: climate zones, biomes and vegetation belts, rivers, mountains, volcanoes and earthquakes, and the water cycle;
  • Describe and understand key aspects of human geography including: types of settlement and land use, economic activity including trade links, and the distribution of natural resources including energy, food, minerals and water;
  • Use maps, atlases, globes and digital/computer mapping to locate countries and describe fractures studied.

Art

  • Find out about great artists, architects and designers in history;
  • Improve their mastery of art and design techniques, including drawing, painting and sculpture with a range of materials (e.g. pencil, charcoal, paint, clay).

Design Technology

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

 

Science

  • Identify how sounds are made, associating some of them with something vibrating.
  • Recognise that vibrations from sounds travel through a medium to the ear.
  • Find patterns between the pitch of a sound and features of the object that produced it.
  • Fid patterns between the volume of a sound and the strength of the vibrations that produced it.
  • Recognise that sounds get fainter as the distance from the sound source increases.

 

Computing

  • 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.
  • 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.
  • 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.

 

R.E.

  • Describe and make connections between different features of the religions and worldviews they study, discovering more about celebrations, worship, pilgrimages and the rituals which mark important points in life, in order to reflect on their significance.
  • Describe and understand links between stories and other aspects of the communities they are investigating, responding thoughtfully to a range of sources of wisdom and to beliefs and teachings that arise from them in different communities.
  • Consider and apply ideas about ways in which diverse communities can live together for the well-being of all, responding thoughtfully to ideas about community, values and respect.

 

P.S.H.E.

  • To recognise how images in the media (and online) do not always reflect reality.
  • To critically examine what is presented to them in social media and why it is important to do so; understand how information contained in social media can misrepresent or mislead; the importance of being careful what they forward to others.
  • To deepen their understanding of good and not so good feelings, to extend their vocabulary to enable them to explain both the range and intensity of their feelings to others.

 

P.E.

  • 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.
  • Develop flexibility, strength, technique, control and balance.
  • Compare their performances with previous ones and demonstrate improvement to achieve their personal best.
  • Compare their performances with previous ones and demonstrate improvement to achieve their personal best.
  • Swim competently, confidently and proficiently over a distance of at least 25 metres.
  • Use a range of strokes effectively [for example, front crawl, backstroke and breaststroke].

 

Music

  • 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 inter-related 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.

 

MFL

  • Listen attentively to spoken language and show understanding by joining in and responding.
  • Explore the patterns and sounds of language through songs and rhymes and link the spelling, sound and meaning of words.
  • Engage in conversations; ask and answer questions; express opinions and respond to those of others; seek clarification and help.
  • Develop accurate pronunciation and intonation so that others understand when they are reading aloud or using familiar words and phrases.
  • Present ideas and information orally to a range of audiences.
  • Read carefully and show understanding of words, phrases and simple writing.
  • Appreciate stories, songs, poems and rhymes in the language.
  • Broaden their vocabulary and develop their ability to understand new words that are introduced into familiar written material, including through using a dictionary.
  • Describe people, places, things and actions orally and in writing.

 

 

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