2. Home
  3. Curriculum
  4. Curriculum Objectives
  5. Curriculum Objectives for Year 3

Year 3 children will be working to master these curriculum skills during the current academic year.

Learning objectives are categorised by colour and describe the level of knowledge, skill and understanding that each child should acquire during the course of the topic:

Knowledge
Knowledge: facts, information, and skills acquired through experience or education
Skills
The ability to do something
Understanding
Understanding: the combination of knowledge and skills, applied together in order to comprehend a subject

Select a Term with the buttons below.

Autumn
Spring
Summer

Autumn Term: Global Warriors

A mountain covered in rainforest

During the Autumn Term, Year 3 will be developing a sense of global responsibility for the world around them. As a Global Warrior they will examine the concept of discovery through immersion in the animal and plant life of the world’s rainforests.

Through exploration, the children will discover the locations of rainforests worldwide, the importance of rainforest growth on the rest of the world and understand the cultures and traditions associated with these magnificent places. They will also explore the concept of responsibility when considering how rainforests are being threatened by a variety of human activities.

As part of Science and Geography, the children will learn about the physical and human aspects of this environment and create their own investigations of the conditions for the plant-life cycle. The rainforest theme will extend through all aspects of the curriculum including a samba workshop as part of music and within Art the children will be exploring a range of styles, creating logos from recycled materials and tribal artwork using bright and colourful patterns.

The Global Warriors will also investigate Fairtrade, in particular the journey of chocolate. They will then apply this understanding in Design and Technology to create their own Fairtrade snacks to serve at our café Learning Event.

Knowledge
  • Gather and review information, references and resources related to their ideas and intentions.
  • Use a sketchbook for different purposes, including recording observations, planning and shaping ideas.
  • Develop practical skills by experimenting with, and testing the qualities of a range of different materials and techniques.
  • Select, and use appropriately, a variety of materials and techniques in order to create their own work.
  • Take the time to reflect upon what they like and dislike about their work in order to improve it (for instance they think carefully before explaining to their teacher what they like and what they will do next)
  • By the end of Yr. 3 pupils should know:
  • About and describe the work of some artists, craftspeople, architects and designers
  • Be able to explain how to use some of the tools and techniques they have chosen to work with.
Skills
  • Sketching. Various artists
  • To make marks and line with a range of tools.
  • To experiment with a range of grades of pencils to create lines and marks.
  • To draw for a sustained period of time applying initial sketching skills.
  • Sculpture Nick Mc Mann
  • To plan models of sculpture from observation and imagination.
  • To design models of sculpture from observation and imagination.
  • To join clay using appropriate skills.
  • To construct a base for extending and modelling of other shapes.
  • To create surface patterns and textures.
  • Painting Kim Wang
  • To experiment with different effects and textures within painting.
  • To work in a range of scales.
  • To use paint to create different effects and textures.
  • Combine outcomes of sculpture and painting
Understanding
  • Can they use their sketches to produce a final piece of work?
  • Can they write an explanation of their sketch in notes?
  • Can they use their sketches to produce a final piece of work?
  • Can they write an explanation of their sketch in notes?
  • Can they use different grades of pencil shade, to show different tones and texture?
  • Can they predict with accuracy the colours that they mix?
  • Do they know where each of the primary and secondary colours sits on the colour wheel?
  • Can they use a range of brushes to create different effects?
  • Can they use their sketch books to express feelings about a subject and to describe likes and dislikes?
  • Can they make notes in their sketch books about techniques used by artists?
  • Can they suggest improvements to their work by keeping notes in their sketch books?
  • Can they explore work from other cultures?
  • Can they explore work from other periods of time
Knowledge
  • That food is grown (such as tomatoes, wheat and potatoes), reared (such as pigs, chickens and cattle) and caught (such as fish) in the UK, Europe and the wider world
  • How to prepare and cook a variety of predominantly savoury dishes safely and hygienically including, where appropriate, the use of a heat source
  • How to use a range of techniques such as peeling, chopping, slicing, grating, mixing, spreading, kneading and baking
  • That a healthy diet is made up from a variety and balance of different food and drink, as depicted in The eat well plate
  • That to be active and healthy, food and drink are needed to provide energy for the body
Skills
  • Start to know that food is grown (such as tomatoes, wheat and potatoes), reared (such as pigs, chickens and cattle) and caught (such as fish) in the UK, Europe and the wider world.
  • Understand how to prepare and cook a variety of predominantly savoury dishes safely and hygienically including, where appropriate, the use of a heat source.
  • Begin to understand how to use a range of techniques such as peeling, chopping, slicing, grating, mixing, spreading, kneading and baking.
  • Start to understand that a healthy diet is made up from a variety and balance of different food and drink, as depicted in ‘The Eat well plate’
  • Begin to know that to be active and healthy, food and drink are needed to provide energy for the body.
Understanding
  • Work confidently within a range of contexts, such as the home, school, leisure, culture, enterprise, industry and the wider environment
  • Describe the purpose of their products
  • Indicate the design features of their products that will appeal to intended users
  • Explain how particular parts of their products work gather information about the needs and wants of particular individuals and groups
  • Develop their own design criteria and use these to inform their ideas
  • Share and clarify ideas through discussion
  • Model their ideas using prototypes and pattern pieces
  • Use annotated sketches, cross-sectional drawings and exploded diagrams to develop and communicate their ideas
  • Use computer-aided design to develop and communicate their ideas
  • Generate realistic ideas, focusing on the needs of the user
  • Make design decisions that take account of the availability of resources
Knowledge
  • To identify and locate the continents and oceans of the world.
  • To identify the continent of South America.
  • To understand where in the world rainforests lie and to make connection between these places.
  • To identify the climate needed for a rainforest and to compare the similarities and differences between that and the UK.
  • To locate countries in the world where rainforests lie.
Skills
  • Focus on Amazon rainforest – identify the climate, the habitats, the plant and animal types and how people live in the rainforest.
  • Study life in the Amazon rainforest through primary sources – recounts/photographs, and ask questions, make comparisons to life in the UK and consider how life in the UK may be similar.
  • Discuss how the rainforest may be linked to us e.g. trade.
  • Locate other rainforests using Google earth and maps, identifying patterns in their location
Understanding
  • To be able to name and locate the continents and oceans of the world.
  • To be able to identify where in the world rainforests lie.
  • To notice similarities and differences between the climate of Rainforest and the climate in the UK.
  • To understand how people and animals adapt to their environment.
Knowledge
  • Use common words and phrases relating to the passing of time, singularly and in comparison to more than one time in history.
  • Identify similarities, differences and progression between time periods.
Skills
  • Use a wide variety of everyday historical terms.
  • Use specific historical terms linked to the historical time period studied.
Understanding
  • Ask and answer historical questions
  • Understand a range of ways we can find out about the past

Greetings, numbers 1-30, all about me and your family inc Birthdays, French Christmas

Knowledge
  • Listen attentively to spoken language and show understanding by joining in and responding.
  • Children confidently join in with actions to show they recognise learnt vocabulary.
  • Engage in conversations; ask and answer questions
  • Children to use model to answer familiar questions
  • Appreciate stories, songs, poems and rhymes in the language.
  • Children join in with stories, songs poems etc.
  • Key phonemes/graphemes: silent ‘s’ usually at the end of words
Skills
  • Read carefully and show understanding of words, phrases and simple writing.
  • Children can read familiar words with understandable accuracy
  • Broaden their vocabulary and develop their ability to understand new words that are introduced into the familiar written material, including through using a dictionary.
  • Children can find new words in a bi-lingual dictionary.
Understanding
  • Write phrases from memory, and adapt these to create new sentences, to express ideas clearly
  • Children to write simple words using a model and using some words from memory with understandable accuracy:
    • Je suis…
    • As-tu?
    • Comment tu t’apelles?
    • Quel age as-tu?
    • J’ai

Listen To Me - Ukelele

Knowledge
  • Maintain a part within a simple ensemble
  • Play notes on instruments clearly and including steps / leaps in pitch.
Skills
  • Compose and perform melodies using two or three notes.
Understanding
  • Know the difference between pulse and rhythm.
  • Know the number of beats in a minim, crotchet, quaver and semibreve and recognise symbols (duration) – applying to playing a musical instrument.
  • Use silence for effect and know the symbol for a rest (duration)
  • Play with a sound-then-symbol approach.

Relationships

Knowledge
  • Know that differences and similarities between people arise from a number of factors, including family, cultural, ethnic, racial and religious diversity, age, sex, gender identity, sexual orientation, and disability (see ‘protected characteristics’ in the Equality Act 2010)
  • To recognise and manage ‘dares’
  • To recognise and challenge stereotypes"
Skills
  • Individual Liberty
  • Support pupils to develop their self-knowledge, self-esteem and self confidence
  • Encourage pupils to take responsibility for their behaviour, as well as knowing their rights.
  • Implement a strong anti-bullying culture.
Understanding
  • Respect and Tolerance
  • Promote respect for individual differences
  • Develop links with faith communities
  • Discuss differences between people such as differences of faith, ethnicity, disability, gender
Knowledge
  • Describe their own and others roles in activities.
  • Use simple dance vocabulary to describe movement.
  • Display good awareness of space.
  • Can play safely and abide by simple rules of play.
  • Knows the importance of safety rules when using a bat or racket.
Skills
  • To work well with a partner
  • To begin to play competitively, aiming to win.
  • To begin to work in a small group.
  • Work co-operatively with others on a task.
  • Perform the basic actions of traveling, rolling, jumping, and climbing and stillness.
  • Make up and perform simple movement phases.
  • Link and repeat basic gymnastic actions.
  • Can repeat a gymnastic sequence accurately displaying smooth transitions.
  • Perform a range of actions with control and co-ordination.
  • Devise, repeat and perform a short sequence with a clear beginning, middle and end.
  • Responds to different stimuli with a range of actions.
  • Copy and explore basic body actions and movement patterns.
  • Choose movements to make up their own phases with beginnings, middles and ends.
  • Be able to practise and repeat and perform in a controlled way.
  • Can explore ideas, moods, feelings/ experiment with actions, dynamics, direction and levels.
  • Can recall and repeat a short phrase showing control, co-ordination and special awareness.
  • Pupils can show how to hold a tight posture (core strength)
  • Can respond to the mood of the music.
  • Can explore different ways of throwing, showing awareness of space and safety.
  • Can show the difference between running at speed and jogging.
  • Can repeat simple jumping actions with safe landings.
  • Can demonstrate running at different speeds and know when to use them.
  • Can explore different ways of passing and receiving.
  • Show control and accuracy with the basic actions for striking a ball and kicking.
  • Can travel with the ball using different pathways and directions.
  • Show control and accuracy with the basic actions rolling, underarm throwing and striking a ball.
  • Find space in their games to make it difficult for their opponents.
  • Can direct a ball with a degree of accuracy towards a target.
  • Can find space within appropriate situations and time.
  • Can send a ball towards a target.
  • Can strike a ball using a variety of equipment.
  • Can stop and return a ball over a variety of distances and directions.
Understanding
  • Children understand the need to run at different speeds over various distances.
  • To show an awareness of both winning and losing.
  • Pupils can talk about differences between their own and others’ performance and suggest improvements.
  • Observe and describe what they have done and say why it is good.
  • Identify what was completed well and what different approaches could have been used.
  • Learn from watching others and use what they have seen to improve their performance.
  • Use the repeated trials, courses and challenges to develop and change the approaches they use.
  • Understands some simple tactics to be used in a game situation.
Knowledge
  • Autumn 1:
  • Ideas of God: The Christian idea of God as Father, Son and Holy Spirit and as Creator, Saviour, Comforter, Almighty, eg:– in stories, songs, pictures, prayers, creeds.
  • Hinduism
  • Ideas of God
  • That Brahman (God) is one but can be worshipped in many forms, eg:
  • Vishnu, Shiva, Krishna, Rama, Hanuman, Lakshmi, Ganesh, Kali, Durga
  • the concept of avatar (incarnations of Vishnu).
  • Autumn 2 (Christmas):
  • Festivals and celebrations Christmas, Holy Week and Easter, eg: the story, celebrations, symbols and meanings associated with Christmas, Holy Week and Easter.
  • Hinduism
  • Festivals: the stories, symbols and celebrations associated with important festivals, eg:)
  • Divali
Skills
  • Reflect on their own experience of, and responses to, the concept.
  • Respond to others’ ideas and situations.
  • Recognise human experience which may be different from their own.
  • Express how their responses to the concept may be applied in specific situations.
  • Identify the issues raised in applying their responses to specific situations.
  • Recognise some of the difficulties or problems involved in developing a coherent set of beliefs and values.
  • Recognise the complexity of concepts.
  • Frame questions (problematising the concept).
  • Define and analyse concepts by forming criteria.
  • Construct explanations.
  • Give good reasons and distinguish good from bad reasons.
  • Construct inferences (if … then …).
  • Explore the interpretation of concepts. demand further engagement.
  • Recognise that differing religious, social and cultural contexts influence interpretations and raise sometimes controversial issues that demand further engagement.
  • Express and communicate their understanding of why context influences interpretation of a concept.
  • Build capacity to compare different interpretations of concepts by giving examples.
  • Show sensitivity to the interpretations of the concept in the context.
  • Form an evaluative judgement about the significance of the concept within the given context and without.
  • Discern and clarify the reasons behind different judgements, including their own and those of others.
  • Recognise specific characteristics which make a difference in forming a judgement.
  • Express the value the concept has beyond the context.
Understanding
  • Describe concepts that are important to both religious and non-religious people (for example, sacrifice, peace, freedom, community, reflection)
  • Explain how a concept is expressed in one or more religions (for example, how Buddhists and Christians create situations in which to feel peaceful)
  • Explain their views about how a concept is expressed in religions (for example, what do pupils think about meditation or confession as a way to help a person to feel at peace?)
  • Describe and explain their own responses to a concept (for example, what do pupils think about peace and being peaceful?)
  • Describe when and how a concept has applied to experiences in their own or others’ lives (for example, do pupils have times when they want to feel peaceful and how do they achieve it? What stops them feeling peaceful?).
Knowledge
  • 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
Skills
  • Scientific enquiries to answer them
  • Setting up simple practical enquiries, comparative and fair tests
  • Making systematic and careful observations and, where appropriate, taking accurate measurements using standard units, using a range of equipment, including thermometers and data loggers
  • Gathering, recording, classifying and presenting data in a variety of ways to help in answering questions
Understanding
  • Plants make their own food to provide them with growth, energy, repair and reproduce.
  • Leaves absorb sunlight and carbon dioxide through leaves.
  • Plants have roots to provide support and to draw moisture from the soil.
  • The plants make food from water and carbon dioxide, using sunlight as energy.

Spring Term: Wonderland and Meet the Flintstones

Children will learn the importance of the Stone Age to human development and will become immersed in the surreal world of Lewis Carroll through the concept of responsibility and respect.

Exploring and analysing the fictional tale of 'Alice in Wonderland' they will recreate their own chapters including illustrations from the book.

Alice in Wonderland
Knowledge
  • Gather and review information, references and resources related to their ideas and intentions.
  • Use a sketchbook for different purposes, including recording observations, planning and shaping ideas.
  • Develop practical skills by experimenting with, and testing the qualities of a range of different materials and techniques.
  • Select, and use appropriately, a variety of materials and techniques in order to create their own work.
  • Take the time to reflect upon what they like and dislike about their work in order to improve it (for instance they think carefully before explaining to their teacher what they like and what they will do next)
  • By the end of Yr. 3 pupils should know:
  • About and describe the work of some artists, craftspeople, architects and designers
  • Be able to explain how to use some of the tools and techniques they have chosen to work with.
Skills
  • Painting Piet Mondrian
  • To apply my prior knowledge of painting techniques from the Autumn term.
  • To understand primary and secondary colours
  • Sketching Cynthia Gregor
  • To experiment with different grades of pencils and implements to draw different forms and shapes.
  • To begin to show an awareness of objects having a third dimension.
  • To apply tone within drawings.
  • To create textures within my drawings.
  • To apply different patterns and textures within drawing.
  • Printing Sam Hundley
  • To create printing blocks by simplifying an initial sketch book idea.
  • To use relief or impressed methods.
  • To create prints with multiple overlays
  • ICT
  • To record and collect visual information using digital cameras.
  • To record and collect visual information using video recorders.
  • To present visual images using software.
  • To use a graphics to create images with effects.
Understanding
  • Can they use their sketches to produce a final piece of work?
  • Can they write an explanation of their sketch in notes?
  • Can they use different grades of pencil shade, to show different tones and texture?
  • Can they predict with accuracy the colours that they mix?
  • Do they know where each of the primary and secondary colours sits on the colour wheel?
  • Can they use a range of brushes to create different effects?
  • Can they use their sketch books to express feelings about a subject and to describe likes and dislikes?
  • Can they make notes in their sketch books about techniques used by artists?
  • Can they suggest improvements to their work by keeping notes in their sketch books?
  • Can they explore work from other cultures?
  • Can they explore work from other periods of time?
Knowledge
  • How to use learning from science to help design and make products that work
  • How to use learning from mathematics to help design and make products that work
  • That materials have both functional properties and aesthetic qualities
  • That materials can be combined and mixed to create more useful characteristics
  • That mechanical and electrical systems have an input, process and output
Skills
  • Construction
  • With growing confidence generate ideas for an item, considering its purpose and the user/s.
  • Start to order the main stages of making a product.
  • Identify a purpose and establish criteria for a successful product.
  • Understand how well products have been designed, made, what materials have been used and the construction technique.
  • Start to understand that mechanical systems such as levers and linkages or pneumatic systems create movement.
  • Measure, mark out, cut, score and assemble components with more accuracy.
  • Start to work safely and accurately with a range of simple tools.
  • Start to think about their ideas as they make progress and be willing to change things if it helps them to improve their work.
  • Start to evaluate their product against original design criteria e.g. how well it meets its intended purpose
Understanding
  • Work confidently within a range of contexts, such as the home, school, leisure, culture, enterprise, industry and the wider environment
  • Describe the purpose of their products
  • Indicate the design features of their products that will appeal to intended users
  • Explain how particular parts of their products work gather information about the needs and wants of particular individuals and groups
  • Develop their own design criteria and use these to inform their ideas
  • Share and clarify ideas through discussion
  • Model their ideas using prototypes and pattern pieces
  • Use annotated sketches, cross-sectional drawings and exploded diagrams to develop and communicate their ideas
  • Use computer-aided design to develop and communicate their ideas
  • Generate realistic ideas, focusing on the needs of the user
  • Make design decisions that take account of the availability of resources
Knowledge
  • To name and locate the countries within the UK and their capital cities.
  • To understand the types of settlement and land use within the UK.
  • Identify key landmarks within the countries of the UK.
  • Identify the impact the landmarks have on tourism.
Skills
  • To use maps, atlases, globes and digi maps to locate countries in the UK and their features.
  • Identify key landmarks to the country and make suggestions as to how landmarks affect the country (tourism, economy) E.g Stonehenge.
  • Complete research on the tourism economy and present their findings.
  • Label the UK countries on a map.
Understanding
  • To confidently name and locate the countries that are part of the UK and their capital cities.
  • Present findings using a variety of methods and confidently speak about the findings of their research.
Knowledge
  • Develop awareness of the order of past events including AD and BC.
  • Know where specific people/events studied fit into a chronological framework.
  • And continue to:
  • Use common words and phrases relating to the passing of time, singularly and in comparison to more than one time in history.
  • Identify similarities, differences and progression between time periods.
Skills
  • Continue to:
  • Use a wide variety of everyday historical terms.
  • Use specific historical terms linked to the historical time period studied.
Understanding
  • Choose and use parts of stories and other sources to show understanding
  • And continue to:
  • Ask and answer historical questions
  • Understand a range of ways we can find out about the past.
Knowledge
  • Speak in sentences, using familiar vocabulary, phrases and basic language structures.
  • Children can name nouns and use a model to prepare a simple sentence (E.G. Je m’ appelle)
  • Develop accurate pronunciation and intonation so that others understand when they are reading aloud or using familiar words and phrases.
  • Children identify words with the same sound and how English and French phonemes differ (E.G ch makes a sh sound in French)
  • Key phonemes/graphemes: ‘ch’ makes ‘sh’ sound, silent ‘t’ at end of some French words
Skills
  • Read carefully and show understanding of words, phrases and simple writing.
  • Children can read familiar words with understandable accuracy
  • roaden their vocabulary and develop their ability to understand new words that are introduced into the familiar written material, including through using a dictionary.
  • Children can find new words in a bi-lingual dictionary.
Understanding
  • Write phrases from memory, and adapt these to create new sentences, to express ideas clearly.
  • Children to write simple words using a model and using some words from memory with understandable accuracy.
  • Animals (phoneme ch)
  • Adjectives (Colours)
  • J’aime
  • Je n’aime pas
  • Je voudrais
Knowledge
  • Sing songs from aural memory with accurate pitch and in tune.
  • Show control in voice and pronounce the words in a song clearly (diction).
  • Improvise (including call and response) within a group using 1 or notes
Skills
  • Compose and perform melodies using two or three notes (inspired from Alice in Wonderland)
Understanding
  • Hear, identify and internalise the pulse in music.
  • Start to use musical dimensions vocabulary to describe music – duration, timbre, pitch, dynamics, tempo, texture, structure.
  • Know number of beats in a minim, crotchet, quaver and semibreve and recognise symbols (duration) – applying to singing given music.
  • Describe different purposes of music in History / other cultures – How is singing different throughout the world? What different techniques are used to sing? What is the value of singing in different cultures? When is singing used? Famous singers past and present that have influenced music.
Knowledge
  • To recognize and respond appropriately to a wider range of feelings in other.
  • To recognise what constitutes a positive, healthy relationship and develop the skills to form and maintain positive and healthy relationships
  • To recognise ways in which a relationship can be unhealthy and who to talk to if they need support.
  • The concept of ‘keeping something confidential or secret’, when we should or should not agree to this and when it is right to ‘break a confidence’ or ‘share a secret’
  • To work collaboratively towards shared goals
Skills
  • Support pupils to develop their self-knowledge, self-esteem and self confidence
  • Encourage pupils to take responsibility for their behaviour, as well as knowing their rights.
  • Implement a strong anti-bullying culture.
Understanding
  • Promote respect for individual differences.
  • Develop links with faith communities.
  • Challenge prejudicial or discriminatory behaviour.
  • Community/Changing Emotions.
Knowledge
  • Describe their own and others roles in activities.
  • Use simple dance vocabulary to describe movement.
  • Display good awareness of space.
  • Can play safely and abide by simple rules of play.
  • Knows the importance of safety rules when using a bat or racket.
Skills
  • To work well with a partner.
  • To begin to play competitively, aiming to win.
  • To begin to work in a small group.
  • Work co-operatively with others on a task.
  • Perform the basic actions of traveling, rolling, jumping, and climbing and stillness.
  • Make up and perform simple movement phases.
  • Link and repeat basic gymnastic actions.
  • Can repeat a gymnastic sequence accurately displaying smooth transitions.
  • Perform a range of actions with control and co-ordination.
  • Devise, repeat and perform a short sequence with a clear beginning, middle and end.
  • Responds to different stimuli with a range of actions.
  • Copy and explore basic body actions and movement patterns.
  • Choose movements to make up their own phases with beginnings, middles and ends.
  • Be able to practise and repeat and perform in a controlled way.
  • Can explore ideas, moods, feelings/ experiment with actions, dynamics, direction and levels.
  • Can recall and repeat a short phrase showing control, co-ordination and special awareness.
  • Pupils can show how to hold a tight posture (core strength).
  • Can respond to the mood of the music.
  • Can explore different ways of throwing, showing awareness of space and safety.
  • Can show the difference between running at speed and jogging.
  • Can repeat simple jumping actions with safe landings.
  • Can demonstrate running at different speeds and know when to use them.
  • Can explore different ways of passing and receiving.
  • Show control and accuracy with the basic actions for striking a ball and kicking.
  • Can travel with the ball using different pathways and directions.
  • Show control and accuracy with the basic actions rolling, underarm throwing and striking a ball.
  • Find space in their games to make it difficult for their opponents.
  • Can direct a ball with a degree of accuracy towards a target.
  • Can find space within appropriate situations and time.
  • Can send a ball towards a target.
  • Can strike a ball using a variety of equipment.
  • Can stop and return a ball over a variety of distances and directions.
Understanding
  • Children understand the need to run at different speeds over various distances.
  • To show an awareness of both winning and losing.
  • Pupils can talk about differences between their own and others’ performance and suggest improvements.
  • Observe and describe what they have done and say why it is good.
  • Identify what was completed well and what different approaches could have been used.
  • Learn from watching others and use what they have seen to improve their performance.
  • Use the repeated trials, courses and challenges to develop and change the approaches they use.
  • Understands some simple tactics to be used in a game situation.
Knowledge
  • Spring 1:
  • How buildings, artefacts, rituals and symbols play a part in different forms of Christian worship, eg: icons, stations of the cross, baptistry, rosary, chalice, pulpit.
  • Hinduism
  • Worship
  • Puja at home and in the mandir (temple), eg: the family shrine, the Arti ceremony, the role of murtis (divine images) in worship, the Havan (fire ceremony), yoga, meditation and mantras.
  • Spring 2 (Easter):
  • Festivals and celebrations Christmas, Holy Week and Easter, eg: the story, celebrations, symbols and meanings associated with Christmas, Holy Week and Easter.
Skills
  • Communicate
  • Reflect on their own experience of, and responses to, the concept.
  • Respond to others’ ideas and situations.
  • Recognise human experience which may be different from their own.
  • Apply
  • Express how their responses to the concept may be applied in specific situations.
  • Identify the issues raised in applying their responses to specific situations.
  • Recognise some of the difficulties or problems involved in developing a coherent set of beliefs and values.
  • Enquire
  • Recognise the complexity of concepts.
  • Frame questions (problematising the concept).
  • Define and analyse concepts by forming criteria.
  • Construct explanations.
  • Give good reasons and distinguish good from bad reasons.
  • Construct inferences (if … then …).
  • Contextualise
  • Explore the interpretation of concepts. demand further engagement.
  • Recognise that differing religious, social and cultural contexts influence interpretations and raise sometimes controversial issues that demand further engagement.
  • Express and communicate their understanding of why context influences interpretation of a concept.
  • Build capacity to compare different interpretations of concepts by giving examples.
  • Evaluate
  • Show sensitivity to the interpretations of the concept in the context.
  • Form an evaluative judgement about the significance of the concept within the given context and without.
  • Discern and clarify the reasons behind different judgements, including their own and those of others.
  • Recognise specific characteristics which make a difference in forming a judgement.
  • Express the value the concept has beyond the context.
Understanding
  • Describe concepts that are important to both religious and non-religious people (for example, sacrifice, peace, freedom, community, reflection)
  • Explain how a concept is expressed in one or more religions (for example, how Buddhists and Christians create situations in which to feel peaceful)
  • explain their views about how a concept is expressed in religions (for example, what do pupils think about meditation or confession as a way to help a person to feel at peace?)
  • describe and explain their own responses to a concept (for example, what do pupils think about peace and being peaceful?)
  • describe when and how a concept has applied to experiences in their own or others’ lives (for example, do pupils have times when they want to feel peaceful and how do they achieve it? What stops them feeling peaceful?).
Knowledge
  • 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.
  • 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
Skills
  • Using results to draw simple conclusions, make predictions for new values, suggest improvements and raise further questions
  • Identifying differences, similarities or changes related to the scientific idea being investigated.
  • Starting to apply their scientific evidence to answer questions or to support their findings
Understanding
  • Light comes from a source.
  • Transparent items let light through and opaque items do not.
  • Beams of light bounce off some materials (reflection).
  • There must be light for us to see. Without light it is dark.

Summer Term: Superheroes

Children will explore the concept of power, from modern day heroes to crime fighting heroes.

Through their work on the Romans, they will be challenged to discover the most valuable qualities of a fictional and a non-fictional hero, exploring the concepts of freedom and identity.

Spiderman
Knowledge
  • Gather and review information, references and resources related to their ideas and intentions.
  • Use a sketchbook for different purposes, including recording observations, planning and shaping ideas.
  • Develop practical skills by experimenting with, and testing the qualities of a range of different materials and techniques.
  • Select, and use appropriately, a variety of materials and techniques in order to create their own work.
  • Take the time to reflect upon what they like and dislike about their work in order to improve it (for instance they think carefully before explaining to their teacher what they like and what they will do next)
  • By the end of Year 3 pupils should know about and describe the work of some artists, craftspeople, architects and designers
  • Be able to explain how to use some of the tools and techniques they have chosen to work with.
Skills
  • Sketching - Bernard Dumaine
  • To experiment how surface detail can be added within drawing.
  • To use my sketchbook to collect and record visual information from a range of sources.
  • To reflect and annotate my work within my sketchbook.
  • Sculpture - Anonymous
  • To apply my knowledge and understanding of techniques in sculpture.
  • To use papier mache to create 3D objects.
  • Painting - Jan Flamank
  • To use appropriate language when referring to colour.
  • To mix and use to tints and shades within painting.
  • Textiles
Understanding
  • Can they use their sketches to produce a final piece of work?
  • Can they write an explanation of their sketch in notes?
  • Can they use different grades of pencil shade, to show different tones and texture?
  • Can they predict with accuracy the colours that they mix?
  • Do they know where each of the primary and secondary colours sits on the colour wheel?
  • Can they use a range of brushes to create different effects?
  • Can they use their sketch books to express feelings about a subject and to describe likes and dislikes?
  • Can they make notes in their sketch books about techniques used by artists?
  • Can they suggest improvements to their work by keeping notes in their sketch books?
  • Can they explore work from other cultures?
  • Can they explore work from other periods of time?
Knowledge
  • How to program a computer to control their products
  • How to make strong, stiff shell structures that a single fabric shape can be used to make a 3D textiles product
  • That food ingredients can be fresh, pre-cooked and processed
  • The correct technical vocabulary for the projects they are undertaking
  • How mechanical systems such as levers and linkages or pneumatic systems create movement how simple electrical circuits and components can be used to create functional products
Skills
  • Textiles
  • Learn about inventors, designers, engineers, chefs and manufacturers who have developed ground-breaking products.
  • Start to understand whether products can be recycled or reused.
  • Know to make drawings with labels when designing.
  • When planning explain their choice of materials and components including function and aesthetics
  • Select a wider range of tools and techniques for making their product i.e. construction materials and kits, textiles, food ingredients, mechanical components and electrical components.
  • Explain their choice of tools and equipment in relation to the skills and techniques they will be using.
  • Start to measure, tape or pin, cut and join fabric with some accuracy.
  • Begin to disassemble and evaluate familiar products and consider the views of others to improve them.
  • Evaluate the key designs of individuals in design and technology and how it has helped shape the world.
Understanding
  • Work confidently within a range of contexts, such as the home, school, leisure, culture, enterprise, industry and the wider environment
  • Describe the purpose of their products
  • Indicate the design features of their products that will appeal to intended users
  • Explain how particular parts of their products work gather information about the needs and wants of particular individuals and groups
  • Develop their own design criteria and use these to inform their ideas
  • Share and clarify ideas through discussion
  • Model their ideas using prototypes and pattern pieces
  • Use annotated sketches, cross-sectional drawings and exploded diagrams to develop and communicate their ideas
  • Use computer-aided design to develop and communicate their ideas
  • Generate realistic ideas, focusing on the needs of the user
  • Make design decisions that take account of the availability of resources
Knowledge
  • To undertake Geographical fieldwork within the local area.
  • To identify the physical features of the local area.
  • Undertake surveys and conduct investigations of the local area.
  • Make comparisons between the local area in past time and the modern day. How has the villiage/school changed over time? Can you spot your house on the map?
Skills
  • Use the 8 compass points N, NE, E, SE, S, SW, W, NW using a compass.
  • Use grid referencing, symbols and keys to build knowledge of the UK and the wider world.
  • Choose effective recordings and choose an appropriate method of presentation.
  • Identify local features on a map.
Understanding
  • Present your findings in a range of way.
  • To create links and draw conclusions form the studies.
  • To be confident when referring to the 8 compass points.
  • Develop their understanding of how to use grid referencing.
  • Identify the meaning of keys and symbols of maps.
Knowledge
  • Continue to develop awareness of the order of past events including AD and BC.
  • Know where specific people/events studied fit into a chronological framework.
  • Use common words and phrases relating to the passing of time, singularly and in comparison to more than one time in history.
  • Identify similarities, differences and progression between time periods.
Skills
  • Continue to use a wide variety of everyday historical terms.
  • Use specific historical terms linked to the historical time period studied.
Understanding
  • Identify different ways in which the past is represented.
  • Begin to consider the reliability of these historical sources.
  • Choose and use parts of stories and other sources to show understanding
  • Ask and answer historical questions.
  • Understand a range of ways we can find out about the past.
Knowledge
  • Describe people, places, things and actions orally and in writing.
  • Children can give an appropriate adjective to describe a noun
  • Listen attentively to spoken language and show understanding by joining in and responding.
  • Children confidently join in with actions to show they recognise learnt vocabulary.
  • Engage in conversations; ask and answer questions
  • Children to use model to answer familiar questions
  • Appreciate stories, songs, poems and rhymes in the language.
  • Children join in with stories, songs poems etc.
  • Speak in sentences, using familiar vocabulary, phrases and basic language structures.
  • Children can name nouns and use a model to prepare a simple sentence (e.g. Je m’ appelle Sam)
  • Develop accurate pronunciation and intonation so that others understand when they are reading aloud or using familiar words and phrases.
  • Children identify words with the same sound and how English and French phonemes differ (E.G ch makes a sh sound in French)
  • Key Phonemes/graphemes: ‘oi’, ‘ain’
Skills
  • Read carefully and show understanding of words, phrases and simple writing.
  • Children can read familiar words with understandable accuracy
  • Broaden their vocabulary and develop their ability to understand new words that are introduced into the familiar written material, including through using a dictionary.
  • Children can find new words in a bi-lingual dictionary and attempt to say them
Understanding
  • Describe people, places, things and actions orally and in writing.
  • Children can add an adjective to describe a noun.
  • Write phrases from memory, and adapt these to create new sentences, to express ideas clearly
  • Children to write simple sentences using some words from memory with understandable accuracy.
  • Children can identify which parts of sentences can be adapted.
Knowledge
  • Maintain a simple part within an ensemble.
  • Improvise (including call and response) within a group 1 or 2 notes.
  • Create / improvise repeated patterns (ostinato) with a range of instruments.
  • Effectively choose, order, combine and control sounds (texture / structure)
  • Use sound to create abstract effects (including using ICT)
  • Use musical dimensions vocabulary to describe music – duration, timbre, pitch, dynamics, tempo, texture, structure.
  • Use these words to identify where music works well / needs improving
  • Use musical dimensions together to compose music.
  • Describe different purpose of music in history / other cultures.
Knowledge
  • Describe their own and others roles in activities.
  • Use simple dance vocabulary to describe movement.
  • Display good awareness of space.
  • Can play safely and abide by simple rules of play.
  • Knows the importance of safety rules when using a bat or racket.
Skills
  • To work well with a partner
  • To begin to play competitively, aiming to win.
  • To begin to work in a small group.
  • Work co-operatively with others on a task.
  • Perform the basic actions of traveling, rolling, jumping, and climbing and stillness.
  • Make up and perform simple movement phases.
  • Link and repeat basic gymnastic actions.
  • Can repeat a gymnastic sequence accurately displaying smooth transitions.
  • Perform a range of actions with control and co-ordination.
  • Devise, repeat and perform a short sequence with a clear beginning, middle and end.
  • Responds to different stimuli with a range of actions.
  • Copy and explore basic body actions and movement patterns.
  • Choose movements to make up their own phases with beginnings, middles and ends.
  • Be able to practise and repeat and perform in a controlled way.
  • Can explore ideas, moods, feelings/ experiment with actions, dynamics, direction and levels.
  • Can recall and repeat a short phrase showing control, co-ordination and special awareness.
  • Pupils can show how to hold a tight posture (core strength)
  • Can respond to the mood of the music.
  • Can explore different ways of throwing, showing awareness of space and safety.
  • Can show the difference between running at speed and jogging.
  • Can repeat simple jumping actions with safe landings.
  • Can demonstrate running at different speeds and know when to use them.
  • Can explore different ways of passing and receiving.
  • Show control and accuracy with the basic actions for striking a ball and kicking.
  • Can travel with the ball using different pathways and directions.
  • Show control and accuracy with the basic actions rolling, underarm throwing and striking a ball.
  • Find space in their games to make it difficult for their opponents.
  • Can direct a ball with a degree of accuracy towards a target.
  • Can find space within appropriate situations and time.
  • Can send a ball towards a target.
  • Can strike a ball using a variety of equipment.
  • Can stop and return a ball over a variety of distances and directions.
Understanding
  • Children understand the need to run at different speeds over various distances.
  • To show an awareness of both winning and losing.
  • Pupils can talk about differences between their own and others’ performance and suggest improvements.
  • Observe and describe what they have done and say why it is good.
  • Identify what was completed well and what different approaches could have been used.
  • Learn from watching others and use what they have seen to improve their performance.
  • Use the repeated trials, courses and challenges to develop and change the approaches they use.
  • Understands some simple tactics to be used in a game situation.
Knowledge
  • Summer 1:
  • Jesus
  • Aspects of Jesus’ life as told in the Gospel stories, eg: baptism and temptations
  • Rites of passage in different churches, eg: the way different Christians celebrate rites of passage: birth.
  • Hinduism:
  • The cycle of life
  • The ideas associated with the cycle of life, eg: atman (the idea of the individual soul), the endless cycle of creation, preservation and destruction, samsara (reincarnation, the cycle of birth and death).
  • Summer 2:
  • Hinduism:
  • Respect for life
  • The importance of respect for life, eg: respect for God, other people, the cow and all forms of life, ahimsa (non-violence) and its implications (eg: vegetarianism).
  • Religious symbols
  • The significance and meaning of important symbols, eg: Aum (the sacred sound of the universe), the lotus flower (purity emerging from impurity), the swastika (representing well-being and good fortune).
Skills
  • Communicate
  • Reflect on their own experience of, and responses to, the concept.
  • Respond to others’ ideas and situations.
  • Recognise human experience which may be different from their own.
  • Apply
  • Express how their responses to the concept may be applied in specific situations.
  • Identify the issues raised in applying their responses to specific situations.
  • Recognise some of the difficulties or problems involved in developing a coherent set of beliefs and values.
  • Enquire
  • Recognise the complexity of concepts.
  • Frame questions (problematising the concept).
  • Define and analyse concepts by forming criteria.
  • Construct explanations.
  • Give good reasons and distinguish good from bad reasons.
  • Construct inferences (if … then …).
  • Contextualise
  • Explore the interpretation of concepts. demand further engagement.
  • Recognise that differing religious, social and cultural contexts influence interpretations and raise sometimes controversial issues that demand further engagement.
  • Express and communicate their understanding of why context influences interpretation of a concept.
  • Build capacity to compare different interpretations of concepts by giving examples.
  • Evaluate
  • Show sensitivity to the interpretations of the concept in the context.
  • Form an evaluative judgement about the significance of the concept within the given context and without.
  • Discern and clarify the reasons behind different judgements, including their own and those of others.
  • Recognise specific characteristics which make a difference in forming a judgement.
  • Express the value the concept has beyond the context.
Understanding
  • Describe concepts that are important to both religious and non-religious people (for example, sacrifice, peace, freedom, community, reflection)
  • explain how a concept is expressed in one or more religions (for example, how Buddhists and Christians create situations in which to feel peaceful)
  • explain their views about how a concept is expressed in religions (for example, what do pupils think about meditation or confession as a way to help a person to feel at peace?)
  • describe and explain their own responses to a concept (for example, what do pupils think about peace and being peaceful?)
  • describe when and how a concept has applied to experiences in their own or others’ lives (for example, do pupils have times when they want to feel peaceful and how do they achieve it? What stops them feeling peaceful?).
Knowledge
  • Compare how things move on different surfaces
  • notice that some forces need contact between 2 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 2 poles
  • predict whether 2 magnets will attract or repel each other, depending on which poles are facing
  • 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
Skills
  • Apply the skills from Autumn and Spring term with a focus on:
  • using results to draw simple conclusions, make predictions for new values, suggest improvements and raise further questions
  • recording findings in a variety of ways including labelled diagrams and written explanations using PEE (Point, Evidence and Explain).
Understanding
  • Magnets exert attractive and repulsive forces on each other.
  • Magnets exert non-contact forces, which work through some materials.
  • Magnets exert attractive forces on some materials.
  • Magnet forces are affected by: magnet strength, object mass, distance from object and material
  • Different animals are adapted to eat different foods.
  • Animals have teeth to help them eat. Different types of teeth do different things.
  • Many animals have skeletons to support their bodies and vital organs.
  • Movable joints connect bones.