Year 3 Spring Term 2018

At Moorside Community Primary School our approach to our teaching and learning is through a skill based curriculum. Below are the subjects and skills being taught in the Spring term:

 

Science – Animals including humans

Essential skills and knowledge

  • To 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
  • To identify that humans and some other animals have skeletons and muscles for support, protection and movement

Communication skills

  • To ask relevant questions and use different types of scientific enquiries to answer them gathering, recording, classifying and presenting data in a variety of ways to help in answering questions
  • To report on findings from enquiries, including oral and written explanations, displays or presentations of results and conclusions

Working together – collaborative skills

  • To work with a small group to carry out an experiment and ensure that the principles of fair testing are in place

Problem solving

  • To identify differences, similarities or changes related to simple scientific ideas and processes

Application of number

  • To identify and group animals with and without skeletons and observe and compare their movement
  • To record results in tables, charts, graphs and pictograms

 

Science – Plants

Essential skills and knowledge

  • To identify and describe the functions of different parts of flowering plants: roots, stem/trunk, leaves and flowers
  • To explore the requirements of plants for life and growth, air, light, water, nutrients from soil, room to grow, and how they vary from plant to plant
  • To investigate the way in which water is transported within plants
  • To explore the part that flowers play in the life cycle of flowering plants, including pollination, seed formation and seed dispersal

Communication skills

  • To ask relevant questions and use different types of scientific enquiries to answer them gathering, recording, classifying and presenting data in a variety of ways to help in answering questions
  • To report on findings from enquiries, including oral and written explanations, displays or presentations of results and conclusions

Working together – collaborative skills

  • To work with a small group to carry out an experiment and ensure that the principles of fair testing are in place

Application of number

  • To record findings using simple scientific language and labelled diagrams
  • To interpret data about the factors that affect plant growth

 

Computing – Keeping safe

Keeping safe

  • To use technology safely, respectfully and responsibly; know a range of ways to report concerns and inappropriate behavior
  • To keep information safe and private
  • To understand the importance of email safety
  • To keep my own personal information private
  • To begin to understand how to keep safe when sharing information online
  • To know how to report online problems, discuss cyberbullying
  • To recognise the need to choose age appropriate online sites
  • To discuss viruses and malware

 

Physical Education

Swimming

  • To swim competently, confidently and proficiently over a distance of at least 25 metres
  • To use a range of strokes effectively
  • To perform safe self-rescue in different water based situations

 

Invasion Games – developing skills

  • To  use a range of skills to keep possession and control of the ball
  • To pass, receive and dribble the ball, keeping control and posession

Invasion Games – Making and applying

  • To keep possession and make progress towards the goal
  • To make good decisions on what to do/where to pass
  • To know how to use space in games

Invasion Games – evaluate and improve

  • To identify what I do best and what I find difficult
  • To identify players who do well in games and explain why

 

Net/wall – developing skills

  • To perform basic skills with control and consistency
  • To vary the speed and direction of the ball

Net/wall – making and applying

  • To choose good places to stand when receiving and give reasons for choice

 

Main progression points

  • To develop new actions with partner or small group

 

History – Bronze age to Iron age

Historical knowledge (constructing the past and sequencing the past)

  • To make some comments about features, events, people and themes from the past                                            
  • To sequence a few events, objects or pieces of information on a timeline
  • To demonstrate an understanding of British and local history                                                      
  • To demonstrate an understanding of British, local and world history

History concepts (change and development, cause and effect, significance and interpretations)

  • To recognize that Britain has been invaded by several different groups over time
  • To realise that invaders in the past would have fought fiercely
  • To demonstrate an understanding of British and local history

Historical enquiry (planning and carrying out historical enquiry/using sources of evidence)

  • To  use information from more than one source in answers
  • To recognize the part that archaeologists have had in helping us understand more about what happened in the past

 

Geography – Human and physical features of a region of the United Kingdom

Location and place knowledge

  • To use prediction and prior knowledge to find out about unknown places, and combine this with observation
  • To use a range of primary and secondary sources, including the internet, Google Earth, and questionnaires
  • To suggest own ways of presenting information, including graphically and in writing

Physical and human geography

  • To understand that different places may have similar / different characteristics and give reasons for these
  • To understand and use the concept of reciprocal link between physical and human features
  • To describe and identify how a place has changed
  • To understand how economic development can change a place
  • To express views and recognise how people affect the environment, summarising the issues
  • To suggest ways of improving local environment
  • To describe and understand key aspects of human geography linked to types of settlement and land use
  • To describe economic activity including trade links and the distribution of natural resources including energy and food, minerals and water
  • To demonstrate an understanding of geographical similarities and differences of a region of the UK

 

Art and design – Sculptor – Anthony Gormley

Developing, planning and communicating ideas

  • To collect visual and other information

Working with tools, equipment, materials and components to make quality products

  • To use a sketch book to sort ideas

3D/ Textiles and collage

  • To use mosaic, montage and other effects
  • To use a range of techniques and materials in 3D work

Knowledge

  • To evaluate and analyse creative works using the language of art
  • To explore and discuss great artists, craft makers and designer
  • To find out about local artist

 

Design and Technology – Nutrition

Developing, planning and communicating ideas

  • To use equipment and tools accurately  

Evaluating processes and products

  • To explain what I changed which made my design even better
  • To alter and adapt original plans following discussion and evaluation

Cooking and nutrition

  • To choose the right ingredients for a product.
  • To use equipment safely.
  • To make my product look attractive.
  • To describe how my combined ingredients come together.
  • To set out to grow plants such as cress and herbs from seed with the intention of using them for my food product
  • To understand safe food storage
  • To select my own ingredients when cooking or baking
  • To make good presentation of food

 

Music – composer – Hans Zimmer

Applying understanding

  • To identify how combinations of elements are used in a variety of musical styles.
  • To identify how combinations of elements are used in a variety of musical styles, and to communicate musical effects.
  • To identify different families of instruments and their qualities
  • To identify composers' intent in music heard and performed

Responding and reviewing

  • To compare and contrast music heard and performed with an awareness of the music's context and purpose
  • To use a variety of art forms to respond to character, mood and other elements of music
  • To build an appropriate musical vocabulary and use when talking about music and developing the ability to express an aesthetic response.

 

Spring 1 RE – Contents and significance of the Bible

 

Spring 2 RE - Meanings within Easter

 

 

Modern Foreign Languages – French

Literacy

  • To follow a short familiar text, listening and reading at the same time

Intercultural Understanding

  • To know about some aspects of everyday life and I can compare these to my own life

Real life contexts

  • To take part in conversational skills in role play to develop conversational skills needed for shopping

 

PHSE – Relationships

  • To recognise and respond appropriately to a wider range of feelings in others
  • To know that their actions affect themselves and others
  • To judge what kind of physical contact is acceptable or unacceptable and how to respond
  • To know the concept of ‘keeping something confidential or secret’, when they should or should not agree to this and when it is right to ‘break a confidence’ or ‘share a secret’
  • To listen and respond respectfully to a wide range of people, to feel confident to raise their own concerns, to recognise and care about other people's feelings and to try to see, respect and if necessary constructively challenge others’ points of view
  • To work collaboratively towards shared goals
  • To develop strategies to resolve disputes and conflict through negotiation and appropriate compromise and to give rich and constructive feedback and support to benefit others as well as themselves
  • To 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 and disability
  • To realise the nature and consequences of discrimination, teasing, bullying and aggressive behaviours (including cyber bullying, use of prejudice-based language, ‘trolling’, how to respond and ask for help)
  • To know how to recognise bullying and abuse in all its forms (including prejudice-based bullying both in person, online and through social media)