Amble Links First School - Year 3 Long Term Plan 2024 - 2025
Subject | Autumn 1 | Autumn 2 | Spring 1 | Spring 2 | Summer 1 | Summer 2 |
English | Reading The Lost Spells Arthur and the Golden Rope Writing Leon and the Place Between | Reading The BFG Writing The BFG | Reading The Pied Piper of Hamelin Earth Shattering Events Writing The Pied Piper of Hamelin | Reading Old Possum’s Book of Practical Cats Writing Cloud Tea Monkeys Small in the City | Reading Mr Penguin and the Lost Treasure I am the Seed that Grew the Tree Writing The Mysteries of Harris Burdick How to Live Forever | Reading A Necklace of Raindrops Fortunately, the Milk Writing Jim, A Cautionary Tale Our Tower |
Maths | Number: Place Value Number: Addition and Subtraction | Number: Addition and Subtraction Number: Multiplication and Division | Number: Multiplication and Division Measurement: Length and Perimeter | Number: Fractions Measurement: Mass and Capacity | Number: Fractions Measurement: Money Measurement: Time | Geometry: Properties of Shape. Statistics |
Click here to download detailed Year3 Maths Planning Overview and term by term objectives | ||||||
Science | Animals: Movement and nutrition Studying the human skeleton, children identify key bones and explore how muscle changes result in movement. They learn about how the body uses energy, what constitutes a balanced diet in humans and how research contributes to nutritionist expertise. | Forces and space: Forces and magnets By investigating motion on different surfaces, children learn about friction and compare its uses and disadvantages. They broaden their experience in working scientifically as they investigate contact and non-contact forces. Children explore the properties of different magnets and apply this to understand their uses. | Materials: Rocks and soil Observing the appearance and physical properties of rocks, children compare and group different rock samples. They learn about how fossils and soils are formed and record soil drainage rates in a bar chart. | Energy: Light and shadows Identifying examples of light sources, children learn that light is needed to see and how its absence causes darkness. Children investigate reflection and shadow formation and explore how shadows can be used to entertain in the arts, creating shadow puppets to recount how different people work or experiment with light. | Plants: Plant reproduction Explaining how plants reproduce in the context of the life cycle of a flowering plant, gathering data on plant growth and investigating the structure and function of the parts of a flowering plant. | Making connections: Does hand span affect grip strength? Exploring the relationship between hand span and grip strength through scientific enquiry. They apply their understanding of friction to make predictions and plan and carry out an enquiry. |
Geography | How and why is my local area changing? This enquiry begins with the familiar and known (the pupil’s school and its grounds). It then extends outwards in scale to consider the less familiar (local area) and finally a range of unknown locations at a global scale. In all three contexts pupils apply their enquiry skills to investigate a range of questions which, as they unfold, illustrate the concept of change and the different ways in which it manifests itself. Throughout the enquiries, pupils are also encouraged to reflect on some of the consequences of environmental change and to consider who or what might benefit from such changes and who in turn might be affected negatively by them. | Why are jungles so wet and deserts so dry? Initially pupils revisit their work on weather carried out in the school grounds and local area at Key Stage 1. Following this they are introduced to the concept of climate in the context of the United Kingdom. The focus here is on enabling pupils to see how climate varies, even across a relatively small country in terms of land area as the UK, and to understand some of the reasons for this. From the UK the pupils then begin to look at climate on a global scale and are able to apply a range of geographical skills to identifying the characteristics and distribution of different climate zones across the world. The remainder of the enquiry then focuses on enabling pupils to understand what a biome is and how the landscapes, plants and animals within the different biomes of the world are determined largely by climate. This is achieved by looking in depth at two biomes within the continent of South America – the tropical rainforest biome of the Amazon Basin and the hot desert biome of the Atacama Desert. | Beyond the Magic Kingdom: What is the Sunshine State really like? This enquiry is designed to enable pupils to gain an understanding of the physical and human geographical features of a region in North America with which they can begin to compare and contrast the characteristics of a region of the United Kingdom. It begins by focusing on aspects of leisure and tourism with which pupils may be familiar both in the United Kingdom and overseas. Some may even have direct experience of visiting Florida and the Magic Kingdom. The objective of the investigation is to take the pupils beyond that with which they may be familiar and introduce them to different aspects of Florida’s physical and human geography. | |||
History | Stone Age How did the lives of Ancient Britons change during the stone age? The primary aim of the investigation is for pupils to understand that, although the lives of early humans in Britain remained much the same for long periods of time during the Stone Age, this period was also marked by perhaps the greatest change ever to occur in British society – that of the creation of permanent farming-based settlements and the birth of agriculture and the gradual decline of a hand-to-mouth subsistence existence. In addition, this investigation also supports pupils to appreciate that, without written evidence of how people lived in the Stone Age, so much of what archaeologists think occurred is little more than supposition based on the subjective interpretation of artefacts. | Bronze Age What is the Secret of the Standing Stones? This investigation allows pupils to understand some of the key changes that occurred in Britain towards the end of the Neolithic period of the Stone Age and the progress these brought about in society. The first of these was the arrival of metal-smelting skills carried by Bell Beaker people from Europe and the ability of communities to create alloys such as bronze. The enquiry also enables pupils to reflect upon the reasons why Bronze Age people may have constructed the large number of stone monuments that still exist in many parts of the country. | Iron Age How do artefacts help us understand the lives of people in Iron Age Britain? Through this enquiry pupils first identify the common features of hill forts and then investigate their likely function, not only as a defensive structure but also as a trading, meeting and ceremonial place. The Iron Age was the most violent period of prehistory in Britain, and another important focus of this enquiry is to support pupils to reflect on why this was the case. | |||
Art | Focus: Sculpture This term our focus will be sculpture. The children will be working alongside local artist Kath Renton and RSPB to learn about local wildlife. They will observe, draw and paint seals. The children will learn how to work with clay to sculpt then paint seals. The children will develop their creativity with a drawing activity to focus on observational drawing. We will look at some well known Impressionist art and talk about the Impressionist movement, looking carefully at brushstrokes and colours. The children will have the opportunity to select from different materials to create their own art. Finally we will look at the role of designers, thinking particularly about patterns used in home furnishings by comparing William Morris and modern designers. | Focus: Painting This term our focus is painting. The children will refresh their drawing skills with observational drawings. Then they will recap their earlier learning about primary and secondary colours before learning about complimentary colours, looking at how artists have used colour combinations. Then they will create their own paintings and digital art using these colours. The children will have the opportunity to select from different materials to create their own art. | Focus: Drawing This term our focus will be drawing. The children will recap earlier learning about shading to create tone and learn how to use hatching, cross hatching and stippling to show tone and texture. We will look at the work of Igor Lukyanov to identify his use of these techniques then apply skills learnt to create a pencil drawing. The children will apply prior learning about complementary colours to create Puffin Paintings for display at the Amble Puffin Festival. We will then look at artwork by botanical artists and create observational drawings in this style. Finally the children will have the opportunity to select from different materials to create their own art. | |||
DT | Food Healthy Flatbread Consider the eatwell plate/ food groups for a healthy diet. Evaluate healthy meals against the eatwell plate. Learn how to make flatbread. Follow a recipe to make a flatbread. Learn about healthy, seasonal choices. Select from a range of seasonal vegetables to design a healthy topping for their flatbread. Evaluate their finished product against design criteria. | Structures and Mechanisms Moon buggies.
Experiment with size and shape of card to make a prototype of a basic chassis that will travel as far as possible. Investigate whether wheel size makes a difference to how far the buggy will travel. Learn to measure, mark, cut and join wood to make a basic chassis based on results of their prototype experiment. Measure how far their finished buggy will travel down a ramp compared to peers’, ie evaluate their own and others’ buggies based on design criteria. | Mechanisms Moving Monsters Learn about pneumatics and hydraulics in industry. Explore the principles of pneumatics. Apply knowledge of pneumatics to design a moving monster. Refine work and techniques as work progresses, continually evaluating the product design. Improve upon existing designs giving reasons for choices. Evaluate their finished product against design criteria | Structures Pencil Pots Disassemble products to understand how they work - investigate how a range of pencil pots are designed, evaluate how they fit their purpose. Design with a purpose, designing own pencil pot for use at home. Make products by working efficiently. Refine work and techniques as work progresses, continually evaluating the product design. Improve upon existing designs giving reasons for choices. Evaluate their finished product against design criteria. | Textiles Cushions The children will learn how to sew a cross stitch ready to design, make and decorate a cushion using applique. The children will design, make and decorate a cushion for one of their toys using applique. | |
Computing | Computing systems and networks: Connecting computersChildren will develop their understanding of digital devices, with an initial focus on inputs, processes, and outputs. They will start by comparing digital and non-digital devices, before introducing computer networks that include network infrastructure devices like routers and switches. | Creating media - Stop-frame animation Children will use a range of techniques to create a stop-frame animation using tablets. Next, they will apply those skills to create a story-based animation. This unit will conclude with children adding other types of media to their animation, such as music and text. | Programming A - Sequencing sounds Children will explore the concept of sequencing in programming through Scratch. It begins with an introduction to the programming environment. They will be introduced to a selection of motion, sound, and event blocks which they will use to create their own programs, featuring sequences. The final project is to make a representation of a piano. The unit is paced to focus on all aspects of sequences, and make sure that knowledge is built in a structured manner. Children also apply stages of program design through this unit. | Creating media – Desktop publishing Children will become familiar with the terms ‘text’ and ‘images’ and understand that they can be used to communicate messages. They will use desktop publishing software and consider careful choices of font size, colour and type to edit and improve premade documents. They will be introduced to the terms ‘templates’, ‘orientation’, and ‘placeholders’ and begin to understand how these can support them in creating their own content by adding text and images. Children will look at a range of page layouts thinking carefully about the purpose of these and evaluate how and why desktop publishing is used in the real world. | Data and information – Branching databases Children will develop their understanding of what a branching database is and how to create one. They will use yes/no questions to gain an understanding of what attributes are and how to use them to sort groups of objects. Children will create physical and on-screen branching databases. To conclude the unit, they will create an identification tool using a branching database, which they will test by using it. They will also consider real-world applications for branching databases. | Programming B - Events and actions in programs This unit explores the links between events and actions, whilst consolidating prior learning relating to sequencing. Children will begin by moving a sprite in four directions (up, down, left and right). They will then explore movement within the context of a maze, using design to choose an appropriately sized sprite. This unit also introduces programming extensions, through the use of pen blocks. Children are given the opportunity to draw lines with sprites and change the size and colour of lines. The unit concludes with designing and coding their own maze tracing program. |
RE | What is it like for someone to follow God? Children will learn about the Old Testament people of God and how they lived their lives. They will learn the story of Noah, considering what it was like for him to follow God. They will learn about the covenant that Christians believe Noah made with God, making links to the promises that Christians make at a wedding ceremony and spend time looking at several texts that share stories from the Old Testament people of God in detail. They will consider the importance of returning to the original text for meaning rather than learning the story from videos or children’s books. Later in the unit, pupils will learn about the story of Abram/Abraham and the covenant that he made with God. They will consider why following God might sometimes feel hard for believers. | What is the 'Trinity' and why is it important for Christians? Children will find out about the baptism of Jesus and where this is found in the Bible. They will study the text in detail and find out what it means for Christians today. They will investigate how Christians show their beliefs about God and the Trinity and how these impact their lives. They will find out about infant and believer’s baptism in the church and what this means for Christians today. | How do festivals and worship show what matters to a Muslim? Children will identify some beliefs about God in Islam, expressed in Surah 1. They will also make clear links between beliefs about God and ibadah (worship) and how this links to prayer, fasting, celebrating and the intention to live out the five pillars of Islam. They will have opportunities to ask questions and suggest answers about the value of submission and self-control to Muslims, and whether there are benefits of these for all people. | How do festivals and family life show what matters to Jewish people? Children will build on their knowledge about Jewish worldviews and way of life. They will recap work on Shabbat and deepen it by considering how different Jews today mark it. They will understand that Jews are diverse – beginning to use the language of Orthodox and Progressive. They will explore Shabbat, Rosh Hashanah, Yom Kippur, and Pesach to build up their understanding of festivals and ideas of forgiveness, remembering, and freedom. | What do Christians learn from the creation story? This unit focuses on the stories of Creation and the Fall as two parts of the ‘Big Story’ of the Bible. Children will familiarise themselves with the first Creation story from Genesis and key messages within it for many Christians about the world being good and how Christians are called to look after God’s world. They move on to think about the story of Adam and Eve and how the Fall fits into the ‘Big Story’ of the Bible. | How and why do people try to make the world a better place? Children will find out about how Jewish, Christian, Muslim, and non-religious people try to care for the world. They will consider what motivates people from these worldviews to care for the world, basing their knowledge on scripture and religious teachings. They will consider why the world is not always good and make simple links to religious (e.g Christian, Jewish, Muslim) and non-religious (e.g Humanist) worldviews. They will find out about the Jewish idea of Tikkun Olam and consider how charities like Tzedek help Jewish people to live out ideas and teachings, considering diversity of views. Children will have opportunities to raise their own questions about caring for the world and consider the responsibility that everyone must care for the world. |
Music | Oak: Pulse and Metre 1 Timbre 1 Ocarina: Zero to Hero Songs 7-10 | Oak: Rhythm 1 Pitch Ocarina: Zero to Hero Songs 11-14 | Oak: Texture Ocarina: Zero to Hero Songs 15-20 | |||
PE | OAA Problem Solving (Pt1) I can communicate, collaborate and co-operate with my team taking on responsibility. Games Dodgeball I can use effective throwing, catching, dodging and move with agility during a game. I understand the rules of dodgeball and can work with my team to play a game tactically. Dance Wild Animals I can work by myself and with others to perform a range of animal inspired movements showing drama and emotion. I can perform a longer sequence with others including more complex actions e.g. rolling, swinging and a range of dance terms e.g. canon, expression. | Gymnastics Symmetry and Asymmetry I can explain what is meant by the term ‘Excellent Gymnastics’. I can move and balance in a symmetrical and an asymmetrical way. I can perform a sequence on apparatus including symmetrical and asymmetrical balancing, travelling and linking movements. I can watch my partner and offer feedback on their performance. Dance Weather I can add drama and emotion to my dance when responding to different stimuli. I can work with a partner to perform extended sequences based on multiple themes and while executing a variety of movements. I can perform a dance which includes stage presence, timing, rhythm and sustaining character. | Games Handball I can pass and receive a ball and keep possession of it. I can pass, move and create space to move the ball up the court (attack) in a game situation. I can shoot using the correct technique and know where to shoot from to score points in a game. Athletics Running I can run using the correct sprinting technique for maximum speed. I can pace myself and use the correct technique when running for distance. I can run tactically as part of a team. Striking & Fielding Games Cricket I can explain what the role of the batting and the fielding team is. I can throw overarm over a long distance with power and I know when and why to do this. I can throw accurately underarm. I can catch the ball. I can strike the ball with varying speed and direction away from the fielders to score runs. I can play a mini game of cricket. | |||
French | Language Angels I’m Learning French Speak Pronounce words showing a knowledge of sound patterns. Understand a range of spoken phrases Read Read out loud everyday words and phrases. Read out loud familiar words and phrases Write Write or copy everyday words correctly. | Language Angels Colours and Numbers Speak Pronounce words showing a knowledge of sound patterns. Understand a range of spoken phrases Read Read out loud everyday words and phrases. Read out loud familiar words and phrases Write Write or copy everyday words correctly. | Language Angels Shapes Speak Pronounce words showing a knowledge of sound patterns. Understand a range of spoken phrases Read Read out loud everyday words and phrases. Read out loud familiar words and phrases Write Write or copy everyday words correctly. | |||
PSHE | Being Me in My World | Celebrating Difference | Dreams and Goals | Healthy Me | Relationships | Changing Me |
Visits and Visitors | Geography - local area fieldwork Local Artist - Kath Renton | Wooler Children’s Countryside Day | ||||