WANSDYKE SCHOOL’S CURRICULUM
SUBJECT CONTRIBUTIONS
YEAR 3
Year 3 is the first Year of learning in Key Stage 2.
We are moving in to learning towards Milestone 2
as well as building on learning from Milestone 1
and the end of Key Stage 1 expectations. The
children are becoming increasingly independent
learners and are starting to make choices about
their learning and how they learn and also
evaluating their work and their feelings about their
learning.
KEY LEARNING
Learn to use text books independently
To underline the date and ‘Can I?’
To take responsibility for resources
To change reading books independently
Begin to use increased independent
techniques for learning
 To complete ‘steps to success’ and explain
learnings dots in response to work completed.
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WOW MOMENTS
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ENGLISH
Resources
• Somerset Literacy Network resources
• Sue Palmer
• Ros Wilson
• Skeletons for Teaching English Grammar
• Big Write
• Clicker
MATHEMATICS
Resources
• Abacus
• Mathletics
• Numicon
• Dienes
• Wansdyke Counting Progression
HISTORY
Context
 Changes in Britain from the Stone Age to the
Iron age including: Avebury and Stonehenge
(visit)
 British history: Britain’s settlement by AngloSaxons and Scots
 Ancient Egyptians (visit)
 Evidence (e.g. documents, printed sources,
databases, pictures, photographs, music,
artefacts, historic buildings, visits to sites)
 Place events, artefacts and historical figures on
a time line using dates.
Knowledge
 Dates and vocabulary relating to the passing
of time, (inc. ancient, modern, BC, AD,
century, decade)
 Characteristic features and significant events
of periods and societies studied (e.g. ideas,
beliefs, attitudes, experiences of men, women
and children in the past)
 • Describe changes that have happened in
the locality of the school throughout history.
 • Give a broad overview of life in Britain from
ancient until medieval times.
Resources
•
History KS folder on Staff Share
GEOGRAPHY
Context
 Underground, Over ground topic (Volcanoes,
Earthquakes, Tsunami’s and Mining)
 World Weather (?)
 Compare and contrast two regions of the
United Kingdom
 River Nile (Egyptians)
 Fairtrade and The Gambia
Geographical Skills and Fieldwork
 Fieldwork: inc. surveys, field sketches,
photographs, plans, graphs, and digital
technologies. Measurements (e.g. rain gauge)
 Use atlases, globes, maps and plans at a range
of scales (e.g. contents, keys, grids); Draw
plans and maps at a range of scales (e.g.
sketch map)
 Use secondary sources, inc. aerial photographs
 Use an eight point compass (use N, NE, E, SE, S,
SW, W, NW)
Place Knowledge
 Location (e.g. by region/country, whether near
rivers or hills, what the nearest towns or cities
are…)
 Name and locate key countries and capital
cities in Europe
 Understand similarities and differences
between regions of the United Kingdom
 Interdependence (e.g. food)
Locational Knowledge
 Recognise how places fit within a wider
geographical context
 Locate the world’s continents and countries.
Know, and locate on a world map: Africa,
Asia, Europe, North America, Oceania, South
America, Antarctica, The Sahara and the
principal oceans: Arctic, Atlantic, Indian,
Pacific
 Identify the position and significance of
latitude, longitude, Equator, Northern
Hemisphere, Southern Hemisphere the Tropics
of Cancer and Capricorn, Arctic and Antarctic
Circle.
Resources
Text
Skills
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 Place events, people, changes into correct
periods, on a time-line
 How to find out about events, people and
changes from a range of sources
 Use dates
 Use evidence to ask questions and find
answers to questions about the past.
 Suggest suitable sources of evidence for
historical enquiries.
 Use more than one source of evidence for
historical enquiry in order to gain a more
accurate understanding of history.
 Use appropriate historical vocabulary to
communicate, including: dates, time period,
era, change, chronology
SCIENCE
Concepts
 Reasons for, and results of, historical events,
situations, and changes in the periods studied
 Social, cultural, religious and ethnic diversity
 Links between main events, situations,
changes, within and across periods and
societies
 The past is represented and interpreted in
different ways and why this is so
Skills
 Scientific inquiry skills: See unit plans
Knowledge
Programmes of Study:
Plants [Green Plants: What would we do
without them?]
 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.
Light [Light]
 Recognise that they need light to see things
and that dark is the absence of light
 Notice 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 a solid
object
 Find patterns in the way that the size of
shadows change
Forces and Magnets [Contact Forces and
Forces that work at a Distance]
 Compare how things move on different
surfaces
 Notice that some forces need contact
between two objects, but magnetic forces
can act at a distance
 Observe how magnets attract or repel each
other and attract some materials and no
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 two poles
 Predict whether two magnets will attract or
repel each other, depending on which poles
are facing
Rocks [Rocks, Fossils and Soil]
 Compare and group together different kinds of
rocks on the basis of their simple physical
properties.
 Describe in simple terms how fossils are formed
when things that have lived are trapped within
sedimentary rock
 Recognise that soils are made from rocks and
organic matter.
Animals, including Humans [What goes in
must come out]
 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 animals have
skeletons and muscles for support, protection
and movement.
Resources
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ART & DESIGN
 Use experiences, other subjects across the
curriculum and ideas as inspiration for artwork.
 Develop and share ideas in a sketchbook and
in finished products.
 Improve mastery of techniques.
 Learn about the great artists, architects and
designers in history.
To Develop Ideas
 Develop ideas from starting points throughout
the curriculum.
 Collect information, sketches and resources.
 Adapt and refine ideas as they progress.
 Explore ideas in a variety of ways.
 Comment on artworks using visual language.
To Master Techniques of Drawing
 Use bold lines to draw a simple shape.
 Develop a drawing from something observed
into something abstract but obviously related
 Combine drawing and collage elements to
make a simple, effective picture.
 Use different hardnesses of pencils to show line,
tone and texture.
 Annotate sketches to explain and elaborate
ideas.
To Master Techniques of Sculpture
 To be able to build a base structure to cover, using wir
masking tape, card and junk.
 To develop layering skills in construction when layers ar
placed uniformly and evenly to create a solid structure
i.e. papier-mache.
 To use design ideas from artefacts they have researched
Timbre: identify
to
a range of non-percussion
create a 3D object closely related to the design. instruments by name; distinguish different ways of
 Use clay and other mouldable materials.
playing percussion instruments
 Add materials to provide interesting detail.
Structure: develop understanding of a range of
repetition and contrast structures, including use of
To Master Techniques of Painting
ostinati
 Develop skills in mixing skin tones through paint mixing
and
Context
using ready mix paints.
 As above using water colour paints.
 Identify how combinations of elements are
 To wash out paintbrushes and water pots in correct way
used
a in a variety of musical styles, and to
 To match colour to mood or temperature.
communicate musical effects
 To play with paint in creative way but still showing
control
Identify different families of instruments and
of materials.
their qualities
 Use a number of brush techniques using thick andthinUse
brushes
and explore
to
notations which are linked to
produce shapes, textures, patterns and lines.
understanding of elements to communicate
 Mix colours effectively.
own musical ideas, including relative pitch

Identify composers' intent in music heard and
To Master Techniques of Printing
performed
 To be able to make a poly print.

 To be able to make a block print using card and usingIdentify
press. how music is produced in different
ways including the use of ICT
 To add detail to a print using another medium.
 Make printing blocks (e.g. from coiled string glued Introduction to playing a tuned instrument:
weekly recorder tuition, developing
to a block).
understanding and use of staff and other
To Master Techniques of Mixed Media
notation.
 To be able to use two mediums and comment on effect.
Skillsinto
 To be able to use two created artworks and combine
 piece)
Extend accuracy of vocal range (use low A-C'
one (e.g. a pastel work cut out and stuck onto a collage
a
guide)
To Master Techniques of Collage

Continue
to develop expressive effect and
 To be able to weave a regular design with paper
quality
of
sound when singing through
 To work in a collaborative way on a weaving.
increased
control of diction, dynamics and
 To make simple stitches on binca.
tempi
To Master Techniques of Textiles

Sing rounds and partner songs, maintaining
 Shape and stitch materials.

Demonstrate
accuracy and control of
 Use basic cross stitch and back stitch.
technique
on
full range of untuned percussion
To Master Techniques of Digital Media
and
begin
use
classroom keyboards and own
 Create images, video and sound recordings and explain
instruments
why they were created.
 Practise use of two beaters on tuned
To take inspiration from the greats
percussion
(classic and modern)
 Maintain steady beat, and copy and match
 Replicate some of the techniques used by
rhythm patterns in 2, 3 and 4 metre
notable artists, artisans and designers.
 Use and follow hand and eye signals to and
Skills
lead
 Record from first-hand observation, and
 Improve their own work
experience and imagination
 Rehearse and perform individually, in pairs,
 Use a sketchbook to collect visual and other
groups and as a class with increasing
information (e.g. images, materials)
awareness of balance
 Represent observations, ideas and feelings
Creating
 Explore and investigate ideas, materials, tools,
 Explore the way sounds can be combined and
techniques, processes; Develop control of tools
used expressively
and techniques; Select for use in own work
 Improvise short repeated rhythmic patterns,
 Design and make images and artefacts
building a repertoire of patterns and
 Review and compare what they and others
sequences
have done (e.g. ‘Gallery’) and say what they
 Begin to combine layers of sound with
think and feel about different ideas, methods
awareness of the combined effect
and approaches
 Experiment with capturing, repeating and re Identify what they might change or add in
ordering patterns and sections music
their current work, or develop in their future
 Devise non-standard symbols to indicate when
work
to play and rest.
Concepts
 Colour, pattern, texture, line and tone, shape,
form & space
Knowledge
 Differences and similarities in the work of artists,
craftspeople, designers in different times,
cultures
 Materials and processes used in art and
design; How these are matched to ideas and
intentions
 Roles and purposes of artists, craftspeople and
designers working in different times and
cultures
Topics:
Look at Me
Favourite Lines
Amulete and Armour
Natural Environment
Shine and Drip
Texture & printing (TBC)
MUSIC
Pupils should be taught:
Pitch: distinguish between steps, leaps and repeats
in melodies; major and pentatonic scales
Duration: consolidate understanding of how
rhythmic patterns fit to the steady beat; begin to
understand 2, 3 and 4 metre
Dynamics: understand and identify getting louder
and quieter
Tempo: understand and identify getting faster and
slower
Texture: recognise the density of different textures
Responding and reviewing
 Compare and contrast music heard and
performed with an awareness of the music's
context and purpose
 Use a variety of art forms to respond to
character, mood and other elements of music
 Build an appropriate musical vocabulary and
use when talking about music and developing
ability to express an aesthetic response
 Improve their own and others' work with an
awareness of music's context and purpose
Focus Composers and Genres
 GENRES: Medieval/ Renaissance (a
comparison between the two eras), Egyptian
music
 COMPOSERS: J Dunstable/ Claude de Jeune
(comparitively), Zakariya Ahmad
 Begin to develop and an understanding of the
history of music and great composers.
Resources
•
Application of learning to sharing assemblies
and other performances, including Christmas
production
D&T
See Chris Quigley for Mastery of Practical Skills
Concepts
 Design and make process: develop ideas→
plan→ make product→ evaluate
 Product ‘fit-for-purpose’ (user, purpose,
appearance)
Context
 Investigating and evaluating a range of
familiar products
 Focused practical tasks that develop a range
of techniques, skills, processes and knowledge
 Design and make assignments using a range of
materials, including food, items that can be
put together to make products, and textiles
 ‘Structures’, ‘Food’, ‘Mechanisms’
 Select and arrange materials for a striking
effect.
Skills
 Generate, develop, plan and communicate
ideas, inc. use of models
 Select tools, techniques, materials to make
product
 Explore the qualities of materials
 Measure, mark out, cut, shape a range of
materials accurately
 Assemble, join and combine materials and
components accurately
 Use simple finishing techniques to strengthen
and improve appearance, using a range of
equipment
 Follow safe procedures for food safety and
hygiene
 Reflect on the progress of work; Identify ways
to improve it, carrying out appropriate tests
before making improvements
 Evaluate by saying what they like and dislike,
what they could have done differently or how
they could improve in the future
Knowledge
 The working characteristics of materials inc.
how they can be combined to make more
useful properties (e.g. reinforcing card triangles
on a wooden structure)
 How mechanisms can be used in different
ways, inc. ICT control
 How electrical circuits, inc. those with simple
switches, can be used to achieve results that
work.
Resources
•
Text
COMPUTING
Concepts & Context
Pupils should be taught to:
 design, write and debug programs that
accomplish specific goals, including controlling
or simulating physical systems; solve problems
by decomposing them into smaller parts
 use sequence, selection, and repetition in
programs; work with variables and various
forms of input and output
 use logical reasoning to explain how some
simple algorithms work and to detect and
correct errors in algorithms and programs
 understand computer networks including the
internet; how they can provide multiple
services, such as the world wide web; and the
opportunities they offer for communication
and collaboration
 use search technologies effectively,
appreciate how results are selected and
ranked, and be discerning in evaluating digital
content
 select, use and combine a variety of software
(including internet services) on a range of
digital devices to design and create a range
of programs, systems and content that
accomplish given goals, including collecting,
analysing, evaluating and presenting data and
information
 use technology safely, respectfully and
responsibly; recognise
acceptable/unacceptable behaviour; identify
a range of ways to report concerns about
content and contact
Knowledge
 Not all internet information is accurate or
factual
 Know about different ways to communicate
online (e.g. email, blogs, instant messaging)
 e-Safety: How to make a safe decision if
receiving an unwanted communication
Skills
 Save, retrieve, print documents independently
 Use online communication safely (e.g. email,
blog, learning platform)
 Use ‘Save as’ to keep draft copies
 Edit text: use cut, copy, paste; add border
 Control: use pen up, pen down
 Modelling: predict, explain consequences of
choosing different options, be systematic
 Contribute to blogs that are moderated by
teachers.
 Give examples of the risks posed by online
communications.
 See Chris Quigley for Coding skills
 Use some of the advanced features
of applications and devices in order
to communicate ideas, work or
messages professionally.
 Devise and construct databases using
applications designed for this purpose in areas
across the curriculum.
Resources
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Year 3 Skills Wall
iPads
Website Blog
E-safety Week
RE
Context
 Christianity and Hinduism
 Local religious communities: visiting places of
worship, listening and responding to visitors
 A range of religious stories and sacred writings
 Times of quiet reflection
Skills
 Use a range of religious words
 Reflect on and consider religious/spiritual
feelings, experiences, concepts (e.g. worship,
wonder, praise, thanks, concern, joy, sadness)
 Ask and respond imaginatively to puzzling
questions
 Identify what matters to them and others
 Reflect on how values relate to their own
behaviour
 Develop the attitudes of: self-awareness,
respect for all, open mindedness, curiosity,
empathy and appreciation.
 Recognise diversity of the religions studied,
comparing similarities and differences
between religions and beliefs.
Knowledge
 Beliefs, celebrations, worship and rituals of the
religions studies
Topics:
•
‘Discovery RE’: ‘Divali’, ‘Christmas’, ‘Jesus’
Miracles’, ‘Easter – Forgiveness’, ‘Hindu Beliefs’,
‘Pilgrimage to the River Ganges’
PE
Real PE- One unit equivalent to one lesson per
week for one term.
Sports taught in Year 3:
Swimming, Netball, Dance, Rugby, Gym, Tennis,
Athletics
Context
 Individual, pair, small-group and small-team
activities
 Games (play and make up small-sided and
modified competitive net, striking/fielding and
invasion games)
 Gymnastics (create and perform fluent
sequences on the floor and using apparatus,
inc. variations in level, speed, direction)
 Dance (create and perform using range of
movement patterns, inc. from different times,
places, cultures)
 Swimming (25m)
 ‘Athletics’ (take part in and design challenges
and competitions that call for precision, speed,
power, stamina; use running, jumping, throwing
skills; pace themselves)
 ‘Outdoor and adventurous activities’ (inc.
following trails, in familiar, unfamiliar and
changing environments; use orienteering and
problem solving skills; work with others)
Skills
 Perform actions and skills with more consistent
control and quality
 Plan, use and adapt strategies, tactics and
compositional ideas
 Develop and use knowledge of principles
behind strategies, tactics and ideas to improve
effectiveness
 Apply rules and conventions for different
activities
 Evaluate and improve performance
Knowledge
 Rules, conventions and tactics for different
activities
 How exercise affects the body in the short
term; Why physical activity is good for health
and well-being
 How to warm up and prepare appropriately
 Why wearing appropriate clothing and being
hygienic is good for their health and safety
Resources
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•
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Real PE
‘Devizes Schools’ Sports Network’
Application of athletic and games skills to intraschool and inter-school tournaments and
competitions and dance skills to sharing
assemblies and other performances, including
Christmas production
PSHE
Context
 Discussions, day-to-day school experience
Skills
 Maintain personal hygiene
Concepts
 Likes and dislikes, fair and unfair, right and
wrong
 Feelings, opinions, rules, choices (good and
bad)
 Communities, contributing
Knowledge
 Growing up, body parts, medicines, road
safety
Resources
• SEAL
• Real PE
• Anti-bullying Week
• Living and Growing
• Kindness Cup
• House Points
• School Council
• 5 Rs Learnability Wheel
• Wiltshire Learning for Life
• Jigsaw
LANGUAGES
 Locating France within Europe
 Greetings, What is your name? Numbers 1-20
.Classroom commands and objects
.Responding to register in French. Christmas
traditions.
 Francophone world and nationalities.
 Days of the week. Alphabet. Weather. Where
do you live? How old are you? Easter traditions.
 Family members .Days, months, date. When is
your birthday? Colours. Numbers 20-31.I like/do
not like?
 Story ‘Jacques le Gourmande’ ‘Les Trois
Cabris’
 Songs eg.’Mon Beau Sapin’ ‘Les jours de la
Semaine’’Mon Pique nique’
 Continue link with school
 Understand the main points from spoken
passages.
 Ask others to repeat words or phrases if
necessary.
 Ask and answer simple questions and talk
about interests.
 Take part in discussions and tasks.
 Demonstrate a growing vocabulary.
 Describe with some interesting details some
aspects of countries or communities where the
language is spoken.
 Make comparisons between life in countries or
communities where the language is spoken
and this country.
Resources
•
•
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Southend SoW:Year 3 Units 1,2,3. ‘Bonjour, je
parle français’, ‘Je me présente’, ‘En Famille’
‘J’aime Chanter’
‘Storymaking in French’ ILRC
OUTDOOR LEARNING
Science units:
Plants: What would we do without them?
Rocks, Fossils and soils
Geography:
Fieldwork: including surveys, field sketches,
photographs, plans, graphs, and digital
technologies. Measurements e.g rain gauge,
temperature and wind speed/direction
History:
Visits e.g. Roman Baths/Devizes Museum (Romans).
Highclere Castle, (Egyptians), Big Pit, South Wales
(Mining). Avebury/Stonehenge (Stone Age)
Art:
Using a range of mediums in outdoor locations e.g.
Sketching/painting objects in our environment
Focus Artists: Georgia O’Keefe, Andy Goldsworthy
Drama/Music/Performance:
Staging