Autumn
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Year 3 - Autumn term –Swords and sandals |
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Science |
Rocks - Learn about fossils/ comparing and grouping different types of rocks/ understanding how soil is made Plants (this topic is taught through the whole year and linked to Forest School)- Know and describe the functions of different parts of flowering plants. Investigate the best conditions for different plants to grow and understand what they need to do this. Understand how water is transported in different plants. Explore the part that flowers play in their life cycle, learn about pollination, seed formation and seed dispersal |
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Computing |
Computing Systems and networks/ Connecting Computers- Learn about the computer network at the Juniors and using the computing room. Creating Media - Stop Frame animation- Use a stop frame amination app to create own stories. E-safety/ technology in our lives- Understand how to use technology respectfully and responsibly and ways to report concerns. Understand more about the internet and other networking systems, their benefits and how to stay safe when using these |
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Geography |
Locational knowledge- Can you name and locate counties (Sussex) and some of the cities of the UK? Human and physical geography- Learn about volcanoes and earthquakes. Geographical skills and fieldwork- How to use a compass and 4 figure grid references, understanding what symbols and keys on maps mean to build our knowledge of the UK. |
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History |
Swords and Sandals- The Roman Empire and its impact on Britain Chronology- Timeline of the Roman Empire Assessing Evidence- Understanding what a source is and begin to understand what the difference is between primary and secondary sources. Using Evidence - Learn to use evidence to help us answer questions about the Roman Empire and Roman Britian. Know similarities and differences between life in the past and now and begin to give reasons for these. Begin to answer questions such as why did this happen or why was life like this using evidence. |
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Art
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Great artists- Learn about Alberto Giacometti, explore and evaluate his work. Sculpture: Create our own foil figures inspired by the artist's work to develop our own sculpting skills. Mosaics: explore Roman mosaics then design and create our own ceramic tiles |
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DT |
Cooking and baking: Welcome to the juniors! - Prepare and cook crumble using ingredients from the school garden. learn about a healthy diet and nutrition. |
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PE |
Circuits and Multi skills |
Gymnastics/ Throwing and Catching |
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French |
Greetings - How are you? Ages - How old are you? Family |
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Music |
Performance poetry- Practice rhythmic skills and creating lyrics/ poems Singing- Prepare and perform for Christmas Production |
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RE |
Year Gp focus on Christianity and Judaism Ten Commandments/ Mitzvah Christians- God Do we need rules? Are some rules more important than others? |
Christmas – light Is seeing believing? Do some symbols mean the same to everyone? |
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PSHE |
Equality- Gender |
Feeling good, feeling safe |
Spring
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Year 3 -Spring term – Rise of the machines |
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Science |
Animals Including Humans - Identify that humans and some other animals have skeletons and muscles for support, protection and movement. Forces and Magnets- What are forces? Testing friction, how things move on different surfaces. Learn about and exploring magnetic forces. |
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Computing |
Programming A, Sequencing Sounds - Design, write, and debug programs. Use sequence, selection, and repetition in programs. Explain how some simple algorithms work. |
Data and Information, Branching Databases--use a variety to software to collect, analyse, evaluate, and presenting data and information. E-safety/ technology in our lives- -Use technology safely, respectfully, and responsibly. |
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Geography |
Place Knowledge- Boxgrove Man linked to Local history study. |
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History |
Boxgrove Man-Local history study |
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Art |
Drawing and painting, Aboriginal Art- Study the cultural significance of art to communicate stories through symbolism. Evaluate and analyse creative works using the language of art. Replicate techniques used using oil pastels and paint to create our own works of art in Aboriginal style. |
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DT |
Mechanisms, Pneumatic models- moving monsters, explore, design, make and evaluate our own moving monsters. |
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PE |
Robot Dancing/ Swimming |
Striking and fielding games/ Tri golf |
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French |
Days of the week, colours and numbers to 20/ Names of countries/ I like ... I don't like.... |
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Music |
Saint Saens' Carnival of The Animals- Learning about the orchestra, different instruments and layers of sound. Understanding pitch, tempo and note duration. Experimenting with Sounds- Create sound to represent machinery using a graphic score. |
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RE |
Christian and Jewish ceremonies and rites of passage- What does it mean to commit? What does commitment look like? |
Moses / festivals marking his story- Do we need leaders?What does a good leader do? |
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PSHE |
RSE - naming body parts/ family diversity |
Global citizenship- being a global citizen |
Summer
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Year 3 -Summer term – Village Greens to City Scenes |
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Science |
Light - Learn about light and the part it plays in what we see. Explore shadows and reflections Animals Including Humans- Identify that animals, including humans, need the right types and amount of nutrition and where this comes from. |
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Computing |
Creating Media – Desktop publishing E-safety/ technology in our lives- Understand and use search technologies effectively and safely. |
Programming B, Events and Actions- Design, write and debug programs that accomplish specific goals. Use logical reasoning to explain how some simple algorithms work and to detect and correct errors in algorithms and programs. |
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Geography |
Location knowledge- Focus on Sussex (cities- settlements/ urban-rural) Place knowledge- Compare and contrast Brighton/Hollingdean with the rural East Sussex location of Glynde. Human and physical geography- Learn about types of settlement and land use in Hollingdean and Glynde. Geographical skills and fieldwork- Use fieldwork to observe, measure, record and present the human and physical features in the local area using a range of methods inc sketch maps, plans and graphs and digital technologies |
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History |
Context - Learn about changes in Britain from the Stone Age to the Iron Age. Chronology- Timeline of Stone Age to Iron Age in relation to Roman Empire. Assessing Evidence- Know what a source is and begin to understand what the difference is between primary and secondary sources. Using Evidence- Know what a historical question looks like. Use evidence to start to generate my own questions about the past and help me answer questions about the past. |
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Art |
Great Artists: Jeannie Baker- Look at and evaluate Jeannie Baker’s work. Create mixed media collage using natural and man-made materials. Evaluate our own creative works using the language of art. |
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DT |
Building Structures- Design and make a Forest School Den, drawing sketches and creating prototypes. Use tools to cut and join natural resources. Test dens for weatherproofing and evaluate products. |
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PE |
Tennis |
Summer games - Striking and Fielding/ Athletics |
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French |
Parts of the body/ Months of the year / Numbers to 31/ Clothes |
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Music |
Compose and Perform- Create melodies and play them on tuned percussion, for example Boom Whackers Prepare and perform at Hertford’s got Talent (Biannual) |
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RE |
Jewish Traditions- What does it mean to belong? How do you know you belong? |
What is our role on Earth? Why should we be good? |
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PSHE |
Healthy living- balanced diet, exercise and emergency calls |
Drugs, alcohol and tobacco education- focus on smoking |
