Year 3
| Autumn | Spring | Summer | |
| English | Narrative Write stories that include mythical, legendary or historical characters and events (within Egyptian adventure story) Write stories of adventure. (Egyptian story) Write letters. (within recount) Non-fiction Write recounts. (Howard Carter's diary - informal) Write explanations. (Egyptians?) Write non-chronological reports. Write biographies. (Egyptians?) Write formally. |
Narrative Write stories of mystery and suspense. (Iron Man?) Non-fiction Write instructions. Write non-chronological reports. (Binfield) Write in a journalistic style. (Newspaper report linked to Class text) Write formally. Poetry Write cinquain poems. |
Narrative Write stories set in places pupils have been. Write letters. (Formal) Non-fiction Write recounts. (Informal) Write persuasively. Write formally. |
| Maths | Place Value Addition and Subtraction Multiplication and Division Understand the properties of shapes (taught through lesson starters in Maths and PE) Describe position, direction and movement (taught through lesson starters in Maths and PE) Use algebra (Covered as part of the “Add and subtract” threshold concept in the form of missing number problems and as part of the “Multiply and divide” threshold concept in the form of missing number problems) |
Multiplication and Division Money Statistics Length and Perimeter Fractions Understand the properties of shapes (taught through lesson starters in Maths and PE) Describe position, direction and movement (taught through lesson starters in Maths and PE) Use algebra (Covered as part of the “Add and subtract” threshold concept in the form of missing number problems) |
Fractions Time Properties of Shape Mass and Capacity Describe position, direction and movement (taught through computing) |
| Science | Mostly integrated through the theme of Ancient Egyptians Taught discretely: Autumn 1: Light and seeing - sources, reflections, light travels in a straight line, how it affects seeing and shadows. Taught discretely: Autumn 1: Earth and Space - movement of the Earth relative to the sun and the Moon relative to the earth. Autumn 2: Forces - compare how things move on different surfaces, pyramid stones. |
Mostly integrated through the theme of Binfield - a local study Spring 1: Animals and humans - identify the need for the right food types and amount of nutrition - identify that humans and some animals have skeletons and muscles for support, protection and movement (look at animals in Binfield). Taught discretely: Spring 2: Forces -magnets, attract and repel, compare and group according to magnetic / non-magnetic. |
Taught discretely: Summer 1: Plants - functions of each part, requirements for life, pollination and their life cycle. Taught discretely: Summer 1: Evolution and inheritance - how plants resemble their parents and adapt to their environment. Mostly integrated through the theme of Stone Age to Iron Age Summer 2: Materials - rocks, fossils and how they are made, soil - made from rocks and other matter. (How the Stone Age to Iron Age people used materials for tools, weapons and making fire). |
| RE | Taught discretely. Autumn 1: Christianity Following the Discovery RE scheme of work: Jesus' Miracles - Could Jesus heal people? Where these miracles or is there some other kind of explanation? Jesus and the Blind Man, The Paralysed Man, Miracles Autumn 2: Christianity Following the Understanding Christianity scheme of work: The Christmas Story - What is the Trinity? The Trinity, Jesus' baptism by John the Baptist, The Grace (Corinthians), Beliefs about God the Trinity , The idea of God in Christianity, Own ideas about what the God of Christianity is like, Descriptions of God (symbols, similes, metaphors, songs, stories, poems, art) |
Taught discretely. Spring 1: Sikhism Following the Discovery RE scheme of work: The Amrit Ceremony and the Khalsa - Does joining the Khalsa make a person a better Sikh? Khalsa, Amrit, 5 Ks Spring 2: Christianity Following the Understanding Christianity scheme of work: The Easter Story - Why do Christians call the day Jesus died 'Good Friday'? Holy Week, Resurrection, Entry into Jerusalem and the death and resurrection of Jesus, How Christians mark the Easter events in their church communities, Palm Sunday, Good Friday and Easter Sunday |
Taught discretely. Summer 1: Sikhism Following the Discovery RE scheme of work: Sharing and Community - Do Sikhs think it is important to share? Vaisakhi, Divali, Guru Hargobind, Gurdwara, Guru Granth Sahib, Langar Summer 2: Sikhism Following the Discovery RE scheme of work: Prayer and Worship - What is the best way for a Sikh to show commitment to God? 5 Ks, Amrit and Khalsa Recap, Worship, Guru Granth Sahib, Mool Mantar, 3 Golden Rules, Gurdwara |
| History | Mostly integrated through the theme of Ancient Egyptians Autumn 1 & 2: Early civilization achievements. History that is of an interest to pupils (Ancient Egyptians) |
Mostly integrated through the theme of Binfield Spring 1 & 2: Local history study. (Linked to Geography, looking at maps from different eras) |
Mostly integrated through the theme of Stone Age to Iron Age Summer 1: Changes in Britain from Stone Age to Iron Age, Themes in British history. (Stone Age) Summer 2: Changes in Britain from Stone Age to Iron Age, Themes in British history. (Bronze Age & Iron Age) |
| Geography | Mostly integrated through theme of Ancient Eyptians Autumn 1 & 2: Use maps, atlases, globes and digital computer mapping to locate Egypt and describe its features using the language of physical and human geography (settlements, land use, economic activity including trade links and the distribution of natural resources including energy, food, minerals and water supplies) |
Mostly integrated through theme of Binfield Local Study Spring 1 & 2: Use fieldwork to observe, measure and record 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 to show how Binfield has changed over time. Use the 8 points of the compass, four figure grid references, symbols and keys (including the use of OS maps)to build knowledge of the local area. |
Mostly integrated through theme of Stone Age to Iron Age Summer 1 & 2: Name and locate countries and cities of the UK and use geographical language to decribe them. In terms of human geography, describe settlements and land use. |
| PSHCE | Autumn 1: Being Me in My World - Setting personal goalsSelf-identity and worth - Positivity in challenges - Rules, rights and responsibilities - Rewards and consequences - Responsible choices - Seeing things from others’ perspectives Autumn 2: Celebrating differences - Families and their differences - Family conflict and how to manage it (child-centred) - Witnessing bullying and how to solve it - Recognising how words can be hurtful - Giving and receiving compliments |
Spring 1: Dreams and Goals - Difficult challenges and achieving success - Dreams and ambitions - New challenges - Motivation and nthusiasm - Recognising and trying to overcome obstacles - Evaluating learning processes - Managing feelings - Simple budgeting Spring 2: Healthy Me - E xercise - Fitness challenges - Food labelling and healthy swaps - Attitudes towards drugs - Keeping safe and why it’s important online and off line scenarios - Respect for myself and others - Healthy and safe choices |
Summer 1: Relationships - Family roles and responsibilities - Friendship and negotiation - Keeping safe online and who to go to for help - Being a global citizen - Being aware of how my choices affect others - Awareness of how other children have different lives - Expressing appreciation for family and friends Summer 2: Changing Me - How babies grow - Understanding a baby’s needs - Outside body changes - Inside body changes - Family stereotypes - Challenging my ideas - Preparing for transition |
| PE | Taught discretely Autumn 1 & 2: REAL PE Personal and social cogs Taking part in Athletic activities:Indoor Athletics & Cross Country To perform dances - Egyption Dance Play competitive games, and apply basic principles for attacking and defending Games: tag rugby |
Taught discretely Spring 1 & 2: REAL PE Cognitive and creative cogs Play competitive games, and apply basic principles for attacking and defending Games: basketball, football, tennis Taking part in Gymnastics Activites |
Taught discretely Summer 1 & 2 REAL PE Applying physical skills and health and fitness cogs Taking part in Outdoor Adventurous Activities. Play competitive games, and apply basic principles for attacking and defending Games: tennis, cricket Taking part in Athletics activities. |
| Computing | Mostly integrated through theme of Egyptians Autumn 1: To use Scratch to create a game which involves movement, sound and variables. Autumn 2: To create a timestable quiz on scratch using reporter operators. |
Mostly integrated through theme of Binfield Spring 1: To devise and construct a database which shows the population growth over time. Taught discretely: Spring 2: To explore and create shapes sequences using Scratch |
Mostly integrated through theme of Iron Age to Stone Age Summer 1 & 2: To use some advance features of an application (word) in order to contribute to online blogs/pages. E-Safety- give clear examples of therisks in posting online and to understand 'copyright'. |
| Art | Mostly integrated through theme of Ancient Egyptians Autumn 1: Textiles: • Shape and stitch materials. • Use basic cross stitch and back stitch. • Colour fabric. • Create weavings. • Quilt, pad and gather fabric. (Taught alongside DT Textiles Banners) Autumn 2: Sculpture: • Create and combine shapes to create recognisable forms (e.g. shapes made from nets or solid materials). • Include texture that conveys feelings, expression or movement. (Egyptian cartouches) |
Mostly integrated through theme of Binfield Local Study Spring 1 & 2: Painting: • Use a number of brush techniques using thick and thin brushes to produce shapes, textures, patterns and lines. • Mix colours effectively. • Use watercolour paint to produce washes for backgrounds then add detail. • Experiment with creating mood with colour. (Sketch and paint landscapes) |
Mostly integrated through theme of Stone Age to Iron Age Summer 1 & 2: Drawing: • Use different hardnesses of pencils to show line, tone and texture. • Annotate sketches to explain and elaborate ideas. • Sketch lightly (no need to use a rubber to correct mistakes). • Use shading to show light and shadow. • Use hatching and cross hatching to show tone and texture. (Use charcoal and pastels to create cave paintings of the stone age) |
| DT | Mostly integrated through the theme of Ancient Egyptians Autumn 1 & 2: Textiles: • Understand the need for a seam allowance. • Join textiles with appropriate stitching. • Select the most appropriate techniques to decorate textiles. (Egyptian Banners) |
Mostly integrated through the theme of Binfield Local Study Spring 1 & 2: Food Tech • Prepare ingredients hygienically using appropriate utensils. • Measure ingredients to the nearest gram accurately. • Follow a recipe. • Assemble or cook ingredients (controlling the temperature of the oven or hob, if cooking). (Sandwiches) |
Mostly integrated through the theme of Stone Age to Iron Age Summer 1 & 2: Construction • Choose suitable techniques to construct products or to repair items. • Strengthen materials using suitable techniques. (Making a roundhouse) Extra: Ufton Court Trip |
| Music | Taught discretely using Charanga Scheme alongside the theme of Ancient Egyptians Autumn 1: Let your spirit fly (R&B) Autumn 2: Glockenspiels (stage 1) |
Taught discretely using Charanga Scheme alongside the theme of Binfield Spring 1: Three Little Birds – Reggae – Bob Marley Spring 2: Dragon Song Alongside Spring 2: Easter production |
Taught discretely using Charanga Scheme alongside Stone Age to Iron Age Summer 1: Bringing us together – Disco Music Summer 2: Reflect, Rewind and Replay |
| MFL | Taught discretely using Salut! Scheme Autumn 1 & 2: Greetings (core units 1-3) At School Cultures of countries/languages. |
Taught discretely using Salut! Scheme Spring 1 & 2: Cultures of countries / languages Food (DT) (core units 1-3) |
Taught discretely using Salut! Scheme Summer 1 & 2: Animals (core units 1-3) |