Quick Links

Useful Links

Countess-Anne

Year Group 3 

Spring Term

Year Group: 3

Corridor displays: there are two for the Spring Term; one to explore Epiphany and the other focused around the Easter narrative; both are based on the work of Jan Richardson. The displays should be a mix of a whole class piece of art work and written reflections/ thoughts:

https://janrichardsonimages.com/gallery.php?gid=62

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:

Incarnation: To begin with the programme focuses on how the New Testament presents this as a Christian concept, Jesus as the answer: the Messiah and Saviour, who will repair the effects of sin and the Fall, offering a way for humans to be at one with God again. For Christians incarnation means that Jesus is God in the flesh, and that, in Jesus, God came to live among humans. The programme goes on to support pupils in their learning of how the concepts of incarnation and being saved are used in the religion of Hinduism. 

Developing: The learner will know that Christians believe that the bible points out that the birth of Jesus showed that he was extraordinary, for example he is worshipped as a king.

The learner will know that Christians celebrate Jesus’ birth, and Advent for Christians is a time for getting ready for Jesus’s coming.

Application: The learner will know that Christians believe that Jesus is one of three persons of the Trinity: God the Father, God the Son, and God the Holy Spirit.

The learner will know that Christians worship God as Trinity; the Father creates, His Son who saves, who in turn sends the Holy Spirit to His followers.

Mastery: The learner will know that Christians believe the Holy Spirit is God’s power at work in the world and in their lives today, enabling them to follow Jesus.

English:

English assessments:

·         NFER Single word spelling test x 2.

Jan and end of Spring term. Please send updated results to SL

·         NFER Single word spelling test x 2.

Jan and end of Spring term. Please send updated results to SL.

 

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 – Alternative Fairy Tales e.g. The true story of the three little pigs.

The Lost Happy Endings – Carol Ann Duffy.

Write a traditional tale from a key character’s perspective.

(3 weeks)

Grammar focus to improve writing.

S1, S2, S3, T1, P1

Explanations. (Link to STEM week.)

Create and use a flowchart to write an explanation of a process, ensuring relevant details are included and accounts are effectively ended.

(2-3 weeks)

Grammar focus to improve writing.

S1, S2, S3, T1, W3

Report.

Teacher demonstrates research and note-taking techniques using information and texts on a subject, perhaps using a spidergram to organise the information. 

(3 weeks)

Grammar focus to improve writing.

S1, S2, S3, T1, W2, T2.

Poetry- haiku or tanka or kennings.

Read and write haiku, tanka and kennings.         

 

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

 

Maths:

Weeks 1 – 2: Measurement: Length

Week 3: Measurement: Mass

Weeks 4 - 5: Measurement: Volume

Week 6: Mid –year tests and remediation

Weeks 7 – 9: Measurements: Money

Weeks 9 – 12: Measurements: Time  

Science:

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

 

Physics based – 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 an opaque object.

·         Find patterns in the way that the size of shadows change.

 

Spring STEM Week:

Chemistry based – 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.

 

Ke Vocabulary:

·         Organic matter

·         Fossil

·         Opaque, translucent, transparent

·         Reflected

·         source

 

Design and Technology:

Making: the manipulation of materials and tools to create a product.

Remembering and Understanding:    The learner can work with a range of tools and equipment.

Applying:  The learner can work with a variety of materials and components with some accuracy paying attention to the quality of finish and function.

Analysing, Creating & Evaluating:   The learner can identify features of precision in order to analyse if the tools have been used accurately.

Computing:

Programming – the automation of a process.

Remembering and Understanding:  A learner can understand that a program is a sequence of coded instructions and can identify the instructions within a program.

A learner can understand the differences between inputs and outputs on a computer.

Applying:  A learner can apply a program with a sequence of commands and basic block instructions in an appropriate order to make a simple scripted animation, (an output on screen).

Analysing, Creating & Evaluating:  A learner can evaluate how a repeated loop could be used within a program in order to create an animation with sound.

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 – 2nd half-term:

Shape and form: Shape - Formed when a line or lines cross to enclose a space, giving an object height and width but no depth .Form -A 3-dimensional shape.

Focus artist:  Alexander Calder and Wassily Kandinsky

Remembering and Understanding: A learner can independently use geometric, organic and positive shapes and exercise care and control over the range of materials they use. A learner can experiment with negative space (the shape of an area around an object).

Applying: A learner can use positive and negative space and other concepts to demonstrate the characteristics of shape. A learner can apply these when experimenting with real form (an actual 3-D object that can be held, walked around or walked inside of).

Analysing, Creating & Evaluating:  A learner can describe the work of some artists and designers focusing on concepts of shape (e.g. geometric, organic, positive, and negative) and the form used (real and implied). 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:

Tempo - the rate of pace at which the pulse (heartbeat) moves.

Remembering and Understanding: A learner can tap the pulse to a steady beat. They can sing a song faster or slower than the original and recognise the change in tempo.

Applying: A learner can mark the pulse as they sing a song. They are showing increased ability to control and identify changes in tempo.

Analysing, Creating & Evaluating: A learner has the ability to control and identify changes in tempo accurately. They are beginning to understand the concept of metre.

Time and Place – 1st half-term:

Topic: Egyptians

History:

Significance – to ‘carry’ a level of importance/distinctiveness:

Remembering and Understanding: A learner can identify a range of significant aspects of a theme or society, period or person and offer some comments on why they have selected these aspects.

Applying: A learner can provide some valid reasons for selecting an event, development or person as significant.

Analysing, Creating & Evaluating: A learner can select what is most significant in an historical account.

 

Geography:

Physical Processes – how natural processes form our landscapes and local environments:

Remembering and Understanding: The learner can locate different physical features around the world and use appropriate vocabulary to describe them.

Applying: The learner can describe and name the key landscape features e.g. of rivers or mountains.

Analysing, Creating & Evaluating:  The learner can analyse how some physical features are located in certain parts of the world and why this might be.