Class Three Curriculum Overviews - Spring Term 2014
Literacy
Recounts
Stories about
imaginary worlds
Non-chronological
reports
Traditional poems
Performance poems
News reports
Creating instructions
Explore The Day I Swapped my Dad for Two Goldfish. Act out swap stories; learn about adverbials & recounts using
past tense & 1st person & chronological order. Write a new version of The Diary of a Killer Cat using recount features
& complex sentences.
Big Write: Create own diary (linked to pshe)
Using Fantastic Mr Fox, chn familiarise themselves with features of narrative; finding examples from the book &
through role play & hot-seating. Focus on direct speech & use the features & format they have seen to plan and...
Big Write: To write their own fantastic stories!
Read an online newspaper report about an amazing model of Hogwarts recently opened to the public. Chn design a
poster or leaflet to advertise it and look at school reports Hogwarts style.
Big Write: To design a Hogwarts school prospectus.
Explore the poems of Robert Louis Stevenson and write a class poem using rhyming couplets. Revise verb tenses
and learn about prepositions. Explore the poem Windy Nights and learn it by heart. Produce a class book containing
poems written by the children.
Big Write: Children create their own poems for class book.
Listen to a range of performance poems & explore the features that poets use. Chn identify & use conjunctions that
indicate time & cause. Investigate negative prefixes, informal language & rhymes. Chn write extra lines to one of
poems & then a rap.
Ch collaborate to create news reports on key events during Victorian Times. Using role play and hot seating to
support performance.
Big Write: Children create an information leaflet on life in Victorian Times
Ch discuss when in life they might need instructions. They identify language used in instructional writing and
collaborate to make a list of imperative (bossy) verbs. They demonstrate that they can follow instructions, use a
dictionary to clarify their understanding, orally rehearse instructional sentences and write a clear set of instructions
including additional details. They pick out key language used in cookery clips
Children follow basic instructions to make a Victoria sponge cake whilst been video recorded, using this as an
opportunity to orally practice giving clear and concise instructions before writing them.
Big Write: Apply features of instructional writing to own written instructions
Maths
Number, place
value and money
Mental addition and
subtraction
Written addition and
mental subtraction
MEASURES/DATA
Length, weight, bar
charts
FRACTIONS
Place 3-digit numbers between multiples of 100 on landmarked lines.
Round 3-digit numbers to the nearest 10.
Place 3-digit numbers on a 0-1000 line.
Compare two 3-digit numbers.
Order three 3-digit numbers using place value.
Solve a problem using knowledge of place value.
Add pairs of 2-digit numbers using a variety of strategies.
Add 3 2-digit numbers.
Subtract near multiples of 10 from a 2-digit number.
Subtract any 2-digit number from another, using counting up.
Select an appropriate strategy to subtract.
Add two 3-digit numbers using expanded addition including additions that give a 10 in the 1s column.
Subtract using counting up on the empty number line.
Use addition to check subtraction.
Measure lengths in m and cm and record.
Convert cm into m.
Measure lengths in cm and mm.
Convert lengths from cm to mm.
Establish weight benchmarks (1kg and 100g) and make estimates.
Estimate the order of weights.
Read scales to the nearest 100g.
Record results in a bar chart.
Choose appropriate units of measurement to measure objects.
Collect, record and interpret data in a bar chart when one step represents several units.
Count in halves and quarters.
Locate halves and quarters on a 0–10 number line.
Understand fraction of shapes.
Begin to understand fraction of number.
Understand that fractions are part of a whole.
Understand the larger the denominator the smaller the fraction.
Understand that fractions are part of a whole.
Number, place
value and money
Mental addition and
mental subtraction
Written addition and
mental subtraction
MEASURES/SHAPE
Time, position and
direction
Mental
multiplication and
division
Mental
multiplication and
division
Know what each digit represents in a 3-digit amount of money.
Use 0 as a placeholder.
Multiply and divide by 10 and 100.
Know how to use place value to help with multiplying and dividing.
Multiply and divide amounts of money less than £1 by 10 and 100.
Know that every operation has an inverse.
Perform 2-step operations.
Use number facts to add a single-digit number to a 3-digit number.
Cross the 10s borders when adding.
Use number fact to subtract a single-digit number from a 3-digit number.
Cross the 10s borders when adding.
Add multiples of 10 and 100 to 3-digit numbers, crossing the 10s and 100s barriers.
Subtract multiples of 10 and 100 to 3-digit numbers, crossing the 10s and 100s barriers.
Know what calculation to perform in order to solve a word problem.
Add two 3-digit numbers using expanded addition.
Move digits along columns when adding.
Begin to use compact addition.
Subtract using counting up on the empty number line (Frog).
Use addition to check subtraction.
Interpret a word problem.
Use addition or counting up subtraction to solve a word problem.
Tell the time to the nearest minute, past and to.
Read analogue and digital time and convert between the two.
Tell the time on analogue and digital clocks and match corresponding times.
Convert between reading analogue and digital times.
Find a time a number of minutes later some crossing the hour.
Calculate time intervals, some crossing the hour.
Work out time problems.
Understand angles as degrees of turn.
Use the language clockwise and anticlockwise.
Know that a right angle is a quarter turn and four a complete turn.
Know the 4 times table.
Use the 4 times table to learn the 8 times table.
Know the 2, 3, 4, 5, 8, 10 times tables off by heart.
Understand that multiplication can be done in any order.
Divide whole numbers by 2, 3, 4, 5, 8 or 10, using times tables.
Know which calculation to perform (multiplication or division) in order to solve a word problem.
Use multiplication or division to solve a word problem.
Know multiplying by 4 is the same as doubling twice.
Know dividing by 4 is the same as halving and halving again.
Find unit-fractions using knowledge of multiplication and division: 1/2, 1/4, 1/3, 1/5, 1/8, 1/10.
Find non-unit fractions using knowledge of multiplication and division: halves, quarters, thirds, fifths, eights and tenths.
Science
Magnets & Springs
Light & Shadows
This unit gives children experience of forces, including attraction and repulsion between magnets, compression and
stretching of springs and stretching of elastic bands. They learn that these forces have direction and can vary in size.
They also learn which materials are attracted to magnets.
Experimental and investigative work focuses on:
 making simple predictions
 planning what evidence to collect
 interpreting evidence and using it to draw conclusions.
Work in this unit also offers many opportunities to relate science to everyday things eg magnets for toys and household
appliances, and to discuss sorting materials for recycling.
This unit introduces the relationship between light, an object and the formation of shadows. Children observe the
apparent movement of the Sun and the associated changes in shadows.
Experimental and investigative work focuses on:
 making and recording measurements and observations
 drawing conclusions
 suggesting explanations for observations and conclusions.
Work in this unit also offers children opportunities to explain shadows using scientific knowledge and to recognise the
hazards and risks in looking at the Sun.
RE
Why do religions
celebrate important
moments in life?
Why do people need
special buildings to
worship in?
Chn describe the rites of passage in religions and understand how they are connected to beliefs and teachings. Chn
identify and describe the similarities and differences between the rites of passage in different religions. Chn reflect on
what it means to belong to a faith community and how it is demonstrated through a rite of passage. Chn discuss their
views of religious belief expressed through rites of passage, expressing their own ideas.
Chn describe how places of worship help to express beliefs and values. Chn describe the features of and practices
within a place of worship. Chn identify and describe the similarities and differences of different religions and their place
of worship. Chn consider the symbols in the place of worship and why they are important.chn respond to the
challenges of commitment in their own lives, recognising how commitment to a religion is shown through attendance at
a place of worship.
PSHE
Going for goals
Good to be me
To recognise their worth as individuals, by identifying positive things about themselves and their achievements, seeing
their mistakes, making amends and setting personal goals;
To resolve differences by looking at alternatives, making decisions and explaining choices;
To recognise the different risks in different situations and then decide how to behave responsibly.
To talk and write about their opinions, and explain their views, on issues that affect themselves and society;
To recognise their worth as individuals, by identifying positive things about themselves and their achievements, seeing
their mistakes, making amends and setting personal goals;
To reflect on spiritual, moral, social and cultural issues, using imagination to understand other people’s experiences;
That their actions affect themselves and others, to care about other people’s feelings and to try to see things from their
points of view;
To be aware of different types of relationships, including marriage, and those between friends and families, and to
develop the skills to be effective in relationships.
Topic
Victorians
As Historians:
Research into their family tree.
Experience school and work life as a Victorian child.
Put the Victorians onto their time line.
Understand the vast difference between rich children and poor children.
As Artists and Scientist:
Create silhouettes demonstrating the Victorian era.
As Designers:
Design and create own Victorian toy.
As Mathematicians:
Understand when the Victorians lived in relation to prior knowledge of other eras.
As Writers:
To report on the Victorians.
To develop instructional writing.
Enterprise
To develop independent and group researching skills to be able to present new found knowledge to the class
Perseverance
To persevere on plans and designs when applying research into practical lessons.
Knowledge of the World
To compare Victorian Britain with the 21st century. To identify what we have learnt/gained from the Victorians.
Technology
To use our new laptops to support designs and research the Victorians.
To experiment with ICT to produce shadows.