YEAR 3 – LONG TERM PLAN
TERM 1 - OLYMPICS
TERM 2 - STONE AGE TO IRON AGE
o Locate world’s countries, using maps, concentrating on their environmental
regions, key physical and human characteristics, countries, and major cities
o Changes in Britain from Stone Age to Iron Age
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o Forces and Magnets
o compare how things move on different surfaces
o notice that some forces need contact between two objects, but magnetic forces
can act at a distance
o observe how magnets attract or repel each other and attract some materials
and not others
o 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
o describe magnets as having two poles
o predict whether two magnets will attract or repel each other, depending on
which poles are facing.
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Late Neolithic hunter-gatherers and early farmers, for example,
Skara Brae
Bronze Age religion, technology and travel, for example,
Stonehenge
Iron Age hill forts: tribal kingdoms, farming, art and culture
TERM 3 - WORLD WAR 2
o Locate World’s countries using maps to focus on Europe (including Russia)
concentrating on their environmental regions, key physical and human
characteristics, countries, and major cities
o a study of an aspect or theme in British history that extends pupils’
chronological knowledge beyond 1066
o a significant turning point in British history, for example, the first railways or the Battle
of Britain
o Animals including humans
o identify that animals, including humans, need the right types and
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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.
identify the different types of teeth in humans and their simple
functions
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stem/trunk, leaves and flowers
o 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
o investigate the way in which water is transported within plants
o explore the part that flowers play in the life cycle of flowering plants, including
pollination, seed formation and seed dispersal.
o evaluate their ideas and products against their own design criteria and
consider the views of others to improve their work
o to create sketch books to record their observations and use them to review
and revisit ideas
o to improve their mastery of art and design techniques, including drawing,
painting and sculpture with a range of materials [for example, pencil,
charcoal, paint, clay]
TERM 4 - INDIA
Plants
o identify and describe the functions of different parts of flowering plants: roots,
to create sketch books to record their observations and use them to review and
revisit ideas
o to improve their mastery of art and design techniques, including drawing, painting
and sculpture with a range of materials [for example, pencil, charcoal, paint, clay]
o
TERM 5&6 - ANGLO SAXONS & VIKINGS
o Locate world’s countries using maps to focus on
Asia concentrating on their environmental
regions, key physical and human
characteristics, countries, and major cities
o Name and locate counties and cities of Scotland(study a region of the UK –not local area), geographical regions and their identifying human and physical characteristics, key
topographical features (including hills, mountains, coasts and rivers), and land-use patterns; and understand how some of these aspects have changed over time
o describe and understand key aspects of physical geography, including: climate, rivers, mountains
o Use 8 points of compass, symbols and keys
o Rocks
o Britain’s settlement by Anglo-Saxons and Scots
o compare and group together different kinds of
rocks on the basis of their appearance and
simple physical properties
o describe in simple terms how fossils are formed
when things that have lived are trapped within
rock
o recognise that soils are made from rocks and
organic matter.
to create sketch books to record their
observations and use them to review and
revisit ideas
o to improve their mastery of art and design
techniques, including drawing, painting and
sculpture with a range of materials [for
example, pencil, charcoal, paint, clay]
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Roman withdrawal from Britain in c. AD 410 and the fall of the western Roman Empire
Scots invasions from Ireland to north Britain (now Scotland)
Anglo-Saxon invasions, settlements and kingdoms: place names and village life
Anglo-Saxon art and culture
Christian conversion – Canterbury, Iona and Lindisfarne
o the Viking and Anglo-Saxon struggle for the Kingdom of England to the time of Edward the Confessor
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Viking raids and invasion
resistance by Alfred the Great and Athelstan, first king of England
further Viking invasions and Danegeld
Anglo-Saxon laws and justice
Edward the Confessor and his death in 1066
o Light
o recognise that they need light in order to see things and that dark is the absence of light
o notice that light is reflected from surfaces
o recognise that light from the sun can be dangerous and that there are ways to protect their eyes
o recognise that shadows are formed when the light from a light source is blocked by a solid object
o find patterns in the way that the size of shadows change.
o select from and use a wider range of tools and equipment to perform practical tasks [for example, cutting, shaping, joining and finishing], accurately
o select from and use a wider range of materials and components, including construction materials, textiles and ingredients, according to their functional properties and aesthetic
qualities
o apply their understanding of how to strengthen, stiffen and reinforce more complex structures