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Classroom displays:

Behaviour class rules: use one of the parables as a discussion point from which you build and agree your class rules.

Bloom’s Taxonomy display: this should be clearly be displayed and referred to throughout the year helping pupils to identify the different ways in which they can use what they have learnt in order to progress in their learning.

Religious Education:

Creation: This concept explores the understanding that the universe and human life can be viewed as God’s good creation. Humans are made in the image of God. Humans have a tendency to go their own way rather than keep their place in relation to their Creation. This attitude is called sin, and Genesis 3 gives an account of this rebellion, popularly known as ‘the Fall’. This describes a catastrophic separation between God and humans, between humans and each other and the environment; setting out the root cause for many of humanity’s problems. The programme also allows for an understanding based purely on a scientific and humanist worldview – recognising that creation can be seen solely as a scientific phenomenon and that human beings have it within their capacity to successfully look after the planet and themselves.

Remembering and Understanding:  The learner will know that Christians believe that humans should care for the world because it belongs to God and that they do best when listening to Him.

Applying:  The learner will know that the Bible shows that God wants to help people to be close to him – he keeps His relationship with them, gives them guidelines on good ways to live (e.g. the Ten Commandments) and offers them forgiveness even when they keep on falling short.

Analysing, Creating & Evaluating:  The learner will know that Christians show that they want to be close to God too, through obedience and worship, which includes saying sorry when falling short.

English:

English assessments:

·         NFER Single word spelling test x 2.

Sept and end of autumn term. Please send updated results to SL

·         NFER Single word spelling test x 2.

Sept and end of autumn term. Please send updated results to SL.

N.B: Speaking and Listening opportunities via World Poetry Day

English procedures:-

§  Daily phonics lesson.

§  Reading books changed as often as needed.

§  Individual reading with an adult x

§  Daily spelling practise –Early Morning Work and weekly spelling test. (Should include spelling patterns identified from SWST and spellings from the NC programmes of study for the relevant year group.)

§  Guided reading – Cracking comprehension used to teach pupils vocabulary and specific reading skills with follow up tasks x 4 sessions a week.

§  Handwriting- 1 EMW a week to teach letter formation; 2 x other in week to practise handwriting at the start of an English lesson. (Link to spelling – with use of Charles Cripps handwriting scheme.)

§  Weekly idiom.

§  Priority reading list – identifying those pupils needing adult intervention more often.  EFSM pupils heard every day.

Reading:

Guided reading – Cracking comprehension used to teach pupils vocabulary and specific reading skills with follow up tasks x 4 sessions a week.

Priority reading list – identifying those pupils needing adult intervention more often.  EFSM pupils heard every day.

Accelerated reader introduced to pupils as they leave the reading scheme.

Writing Genres for assessment supported by grammar focus:

Traditional Tales – The Phoenix of Persia

Grammar focus to improve writing.

S1, S2, S3, T1, P1

Recount

Grammar focus to improve writing.

S1, S2, S3, T1, T3

Instructions - giving directions.

Grammar focus to improve writing.

S1, S2, S3, T1, W2, W3, T2, W2, W3, T2

Poetry – Vocabulary building – one week

Year 3 Grammar and Spellings - see detailed English medium term plan Year 3

Maths:

Week 1 – 2: Number and Place Value: Numbers up to 1000

Week 3 - 7: Calculations: Addition and Subtraction

Week 8 – 10: Calculations: Multiplication and Division

Week 11-12:  Calculations: Further Multiplication and Division

Science:

Science:

Physics – 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.

Working scientifically

·         Devise a simple fair test

·         Take accurate measurements

·         Record data in a simple suitable format

·         Use results to draw conclusions

·         Identify similarities and differences between objects or processes studied

·         Use of concept cartoons

KeVocabulary

·         Attract

·         Repel

·         Friction

·         Surface

·         Magnet

·         Gravity

·         Magnetic pole

Design and Technology:

Design: the generation and communication of a proposed solution to a need or problem.

e.g. Magnet maze game

·         Key concept - Design: the generation and communication of a proposed solution to a need or problem.

·         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.

Remembering and Understanding:   The learner can generate ideas by collecting other peoples’ ideas, taking users views about aesthetics into account.

Applying:   The learner can produce step-by-step plans using words, labels and sketches.

Analysing, Creating & Evaluating:  The learner can analyse how their product might need to change in order to accommodate different users and can communicate alternative design features.

Computing:

Technology and the environment - the responsible use of automation within society.

Remembering and Understanding: A learner understands that there can be pros and cons to having machines, e.g. additional use of energy and that waste is produced.

Applying: A learner can apply solutions to reduce the cons of using machines.

Analysing, Creating & Evaluating: A learner can analyse whether a machine is being used in an eco-friendly manner.

Physical Education:

Movement – the control of a person’s travel and specific gestures in response to changing and challenging scenarios when trying to achieve a specific goal or target.

Sequence - the fitting together of a series of increasingly complex movements and patterns

Agility – the ability to use a range of skills

Art – 2^nd half-term:

Line: A mark on a surface.

Focus artist:   Alexander Calder

Remembering and Understanding: A learner can independently use outline and sketch and exercise care and control over the range of materials they use.

Applying: A learner can use gesture and other concepts to demonstrate the characteristics of line e.g strong, energetic lines that reflect movement or emotions with emphasis on focus (sharp, blurry, fuzzy, choppy) and feeling.

Analysing, Creating & Evaluating: A learner can describe the work of some artists and designers focusing on concepts and characteristics of line e.g outline, gesture, sketch, focus and feeling. A learner can explain how to use these techniques they have chosen and take time to reflect upon their own work in order to improve it.

Music:

Pitch - the melodic aspect of sound; higher or lower.

Remembering and Understanding: A learner is developing greater accuracy in matching pitch in familiar age appropriate songs.

Applying: A learner shows an increasing ability to change and compare differences in pitch. They can match their pitch to a wide variety of age appropriate songs.

Analysing, Creating & Evaluating: A learner can compare different levels of pitch and is able change the starting pitch of a wide variety of age appropriate songs. They are exploring singing as a group in a two-part piece.

Time and Place – 1^st half-term:

Topic: Egyptians

History:

Chronology - the arrangement of events according to dates of occurrence.

Remembering and Understanding: A learner can identify relevant features of particular historical themes, events and people from local, national and global history and independently order them chronologically using a number of everyday time terms and discuss the similarities and differences between them.

Applying: A learner can demonstrate knowledge and understanding, give reasons and the results of some of the main events, people and changes and sequence these e.g. within Egyptian times.

Analysing, Creating & Evaluating: A learner can describe characteristics and use these to analyse past and present societies and periods and begin to make links between them, in addition to making comparisons.

Geography:

Place – the features that give a region its identity.

Remembering and Understanding: The learner understands that different localities can have different geographical features.

Applying: The learner can describe the physical and human geography of a distant place and how it is different to their own locality.

Analysing, Creating & Evaluating: The learner can give explanation as to the similarities and differences of a distant place to their own locality.