‘How humans work’
Year: 3 Term: 1
Overview
During this topic, the children will be looking at the how the body works and how the body can be used to
create different poses during our sculpture work. The children will learn about Music from around the
world linked to our Literacy text ‘Gregory Cool’.
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Subject Focus:
 Science
 Art
 Music
 Computing
Enrichment:
 Going out into local environment to look at
sculptures
Home Learning:
 Science- healthy meals sheet
Key Questions:
 How do our bodies work?
 What do we need for a balanced diet?
 What instruments can be used for create a
chosen sound?
 How can chalk/pastels/clay be used to create a
sculpture?
SMSC & British Values:
 Link with Boston St. Mary’s – writing letters
 Cultural- focus on the Caribbean (link to Literacy
book Gregory Cool)
 Social- thinking about communities (local and
global)
Speaking and Listening:
Throughout this topic, children will be encouraged to:
 Work collaboratively
 Develop strategies to work independently
 To design, make and evaluate a sculpture
Links to English, including genres:
 Explanation- writing how our bodies work
 Art- evaluating designs
Environment:
 Topic display designed by the children
 Reading corner display created by the children
Key Skills for Learning:
 Aspirations – what the children aspire to be
when they are older and the qualities that they
will need to achieve this
Programmes of Study
English:
Science
Writing
Human skeleton and nutrition:
 To discuss and record ideas
 Identify that animals, including humans, need
the right types and amount of nutrition, and that
 To organise paragraphs around a theme
they cannot make their own food; they get
 To assess the effectiveness of their own and
nutrition from what they eat
others’ writing and suggest improvements
 Identify that humans and some other animals
 To create settings, characters and plot
have skeletons and muscles for support,
 Handwriting- use the diagonal and horizontal
protection and movement
strokes that are needed to join letters and
understand which letters, when adjacent to one
another, are best left unjoined
Grammar
 To choose nouns or pronouns appropriately for
clarity and cohesion and to avoid repetition
 To use fronted adverbials
 To indicate possession by using the possessive
apostrophe with plural nouns
 To use and punctuate direct speech
Reading
 To listen and discuss a wide range of fiction,
poetry, plays, non-fiction and reference
books or textbooks
 To read books that are structured in
different ways and reading for a range of
purposes
 To use dictionaries to check the meaning of
words that they have read
Maths:
Number and place value:
 Identify, represent and estimate numbers in
different ways
 Recognise place value of each digit in a 3 digit
number
 Compare + order numbers to 1000
 Read and write numbers to 1000 in numerals
and words
 Find 10 or 100 more or less with different 2 and
3 digit numbers
 + - up to 3 digits using a written method
Art:
Sculpture:
 Create sketch books to record observations and
use them to review and revisit ideas
 Henry Moore- finding out who he was, looking at
examples of his work and recreating his work
using our bodies
 Improve Art and design techniques (sculpture)
using different materials
Computing:
 Select and use digital devices to present
information (word processing)
 Use technology safely, respectfully and
responsibly
Music
 Play and perform in solo and ensemble contexts, using voices and playing musical instruments with
increasing accuracy, fluency, control and expression
 Improvise and compose music for a range of purposes
 Appreciate and understand a wide range of high-quality live and recorded music drawn from different
traditions and from great composers and musicians
 Develop an understanding of the history of music
How you can help at home:
 Practise mental maths methods learnt in class (1 minute tests)
 Practise times tables
 Practise spellings
 Complete reading diary entries