Great Preston VC C of E Primary School

Headteacher: Mrs Katie Pashley
Chair of Governors: Mr David Jordan

Preston Lane, Leeds, West Yorkshire, LS26 8AR

0113 232 0034

admingreatpreston@brigshawtrust.com

Year 3

 

Year Three             Long Term Curriculum Planner

Theme

 

Autumn 1
The Romans
Autumn 2
Romans
TRIP: Yorkshire Museum
DRAWING
(intricate patterns)
Spring 1
Mythical Creatures
English & DT & Music
Spring 2
Farming
PAINTING
(landscapes)
Summer 1
Stone age to iron age
Summer 2
Andy Goldsworthy
3D ART
TRIP: Sculpture Park
English

 

Mystery story -  unit 5

Non-chronological report

SMSC: Moral (recognise right and wrong)

Science - unit 3

fiction/fantasy story

Discussion texts

SMSC: Social

Poem - unit 4

Explanation text

Story with a familiar setting - unit 1

Information text

SMSC: Social

(friendships and sharing)

Play script - unit 2

Instruction text

SMSC: Moral (recognise right and wrong)

Folktale - unit 6

Biography/autobiography

SMSC: Cultural and spiritual

Reading
(Inc. love of reading

 

Whole class reading book - The Iron Man;

The Twits; and Gangster Granny.

Whole class reading book

Whole class reading book

Whole class reading book

Whole class reading book

Whole class reading book

Maths basic skills
Mathematical Enquiry

 

Number -place value

Addition subtraction

Division, Multiplication

Addition/ subtraction

Fractions

Place value

Shape

Position and direction

Statistics

Fractions

Science
Indoor & Outdoor Y3

 

FORCES and MAGNETS

- 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.

ANIMALS

-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.

SMSC: Social

ANIMALS

-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.

SMSC: Social

PLANTS

-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.

SMSC: Social and Spiritual.

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

LIGHT

-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 the light from a light source is blocked by a solid object

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

Computing

 

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

design, write and debug programs that accomplish specific goals, including controlling or simulating physical systems; solve problems by decomposing them into smaller parts

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

History

 

2.THE ROMAN EMPIRE AND ITS IMPACT ON BRITAIN

e.g. Julius Caesar’s attempted invasion; Claudius & Hadrian’s Wall; British Resistance – Boudicca

SMSC: Cultural

2.THE ROMAN EMPIRE AND ITS IMPACT ON BRITAIN

e.g. Julius Caesar’s attempted invasion; Claudius & Hadrian’s Wall; British Resistance – Boudicca

SMSC: Cultural

1.CHANGES IN BRITAIN FROM THE STONE AGE TO THE IRON AGE

e.g. skara brae; Stonehenge; iron age hill forts

SMSC: Social, Spiritual and cultural.  

Geography

 

Name & Locate countries and cities of UK, geographical regions and their identifying human & physical features.

SMSC: Cultural

Farming - UK (not local) STUDY to include TYPES OF SETTLEMENT AND LAND USE

Understand geographical sims & diffs through the study of a region of UK

EUROPEAN STUDY (FRANCE)

Locate world’s countries, concentrate on environmental regions, key physical & human characteristics, countries and major cities

Understand geographical sims & diffs through the study of a region In a European country

SMSC: Cultural

Music

 

Develop an understanding of the history of music.

Appreciate and understand a wide range of high quality live and recorded music drawn from different traditions and from great composers and musicians.

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 notation

Develop an understanding of the history of music.

Appreciate and understand a wide range of high quality live and recorded music drawn from different traditions and from great composers and musicians.

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 notation

Art & Design

 

DRAWING

(intricate patterns)

PAINTING

(landscapes)

3D ART

Design Technology

 

Technical Knowledge

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

Technical Knowledge

understand and use mechanical systems in their products for example, levers and linkages

Context:

industry and the wider environment (farming equipment) Technical Knowledge

understand and use mechanical systems in their products for example, gears, pulleys and cams

Context:

culture, enterprise

Food

Understand seasonality, and know where and how a variety of ingredients are grown, reared, caught and processed

Understand and apply the principles of a healthy and varied diet

Prepare and cook a variety of predominantly savoury dishes using a range of cooking techniques

Physical Education

 

Gymnastics

Develop flexibility, strength, technique, control and balance [for example, through

athletics and gymnastics

Athletics

Use running, jumping, throwing and catching in isolation and in combination Compare their performances with previous ones and demonstrate improvement to achieve their personal best.

Gymnastics

Develop flexibility, strength, technique, control and balance [for example, through

athletics and gymnastics

Athletics

Use running, jumping, throwing and catching in isolation and in combination Compare their performances with previous ones and demonstrate improvement to achieve their personal best.

Dance

Perform dances using a range of movement patterns

Invasion Games

Play competitive games, modified where appropriate [for example, badminton,

basketball, cricket, football, hockey, netball, rounders and tennis

Dance

Perform dances using a range of movement patterns

Rounders

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].

Perform safe self-rescue in different water-based

Striking and Fielding

Rounders

Apply basic

principles suitable for attacking and defending

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].

Perform safe self-rescue in different water-based

Striking and Fielding

Rounders

Apply basic

principles suitable for attacking and defending

PSHCE (inc. British values& SMSC)

 

Drug, alcohol and tobacco education

(tobacco is a drug)

SMSC: Moral and Social

Keeping safe and managing risk

(making choices)

SMSC: Moral and Social

Mental health and emotional well-being

(strengths and challenges)

SMSC: Spiritual and Social

Identify, society and equality

(celebrating differences)

SMSC: Moral, Social and cultural

Careers, financial capability and economic well-being

SMSC: Moral and Social

Physical health and well-being

(what helps me choose?)

SMSC: Spiritual and Social

MFL

 

Listen attentively to spoken language and show an understanding by joining in.

Numbers

Greetings

Classroom Instructions

Engage in conversations.

Ask and answer questions.

Name

Age

Identify social conventions at home and in other cultures

Christmas

Appreciate stories in the language.

Express opinions

Food

Understand how different countries celebrate events

Easter

Explore the sounds of languages.

Speak in sentences.

Colours

Read carefully and show an understanding of words and phrases.

Days of the Week

Months of the year

Religious Education

 

What does it mean to be a Jew?

SMSC: Spiritual

What does it mean to be a Jew?

SMSC: Spiritual

Who can inspire us?

SMSC: Spiritual

Who can inspire us?

SMSC: Spiritual

How are beliefs expressed through the arts?

SMSC: Spiritual

What do Christians believe about a  good life?

SMSC: Spiritual and moral

 

History objectives

  • Develop a chronologically secure knowledge & understanding of British, local and world history, establishing clear narratives within and across the periods they study.
  • Note connections, contrasts and trends over time and develop the use of appropriate historical terms.
  • Regularly address and sometimes devise historically valid questions about change, cause, similarity and difference, and significance.
  • Construct informed responses that involve thoughtful selection and organisation of relevant historical information.
  • Understand how our knowledge of the past is constructed from a range of sources.

 

Geography objectives

  • Extend knowledge and understanding beyond the local area to include the UK and Europe, North and South America.
  • Know the location and characteristics of a range of the worlds’s most significant human and physical features.
  • Develop geographical knowledge, understanding and skills to enhance locational and place knowledge
Geographical skills and fieldwork
  • use maps, atlases, globes and digital/computer mapping to locate countries and describe features studied
  • use the eight points of a compass, four and six-figure grid references, symbols and key (including the use of Ordnance Survey maps) to build their knowledge of the United Kingdom and the wider world
  • 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.