Finborough School Learning Programme
Year Group: 3
Subject: NUTRITION & THE BODY
Week Commencing
Learning (Objective)
07/09
Autumn Term 2015
14/09
21/09
FOOD GROUPS
DIGESTION
ANIMAL DIETS
What different types of food are there?
What does digestion mean?
What types of animal diets are there?
Begin to understand how we digest food
Use the terms; omnivore, carnivore and herbivore and
make own suggestion about which animals fall into which
category
Can name the common food groups
Know that we need a varied diet to keep us healthy
Know some words associated with digestion
Use the terms; omnivore, carnivore and herbivore and
state which animals fall into which category
Can name the common food groups and what they are
needed for
Use some detail to explain how we digest food and
recognise that some people have different diets due to
intolerances
Explain the terms; omnivore, carnivore and herbivore and
explain why certain animals belong to this group
What is a balanced diet?
Success
Criteria
Can name the common food groups and state some foods
that belong to each food type
Core
Can explain what is meant by a balanced diet and provide
examples
Support
Challenge
Homework (s)
Can explain what is meant by a balanced diet and can
describe the consequences of eating too much of one food
type
Finborough School Learning Programme
Year Group: 3
Subject: NUTRITION & THE BODY
Week Commencing
Learning (Objective)
28/09
Core
MUSCLES & BONES INVESTIGATION
What are bones like?
Do people with the longest legs jump the furthest and
highest?
Explain what bones are like and why we have them
Name some common bones
Explain that in order to move ,a muscle, attached to a bone
has to contract(shorten)
Recognise that skeletons can be found on the inside or the
outside of an organism
Make a sensible prediction, collect data and evaluate the
evidence
Use scientific vocabulary to describe bones
Know that muscles are attached to bones and help us to
move
Explain where skeleton could be found
Support
Challenge
Homework (s)
05/10
BONES & THE SKELETON
Are skeletons always found on the inside?
Success
Criteria
Autumn Term 2015
Make a prediction, collect data and with support evaluate
the evidence
Explain what bones are like and why we have them
Name and locate some common bones
Explain that in order to move, a muscle, attached to a bone
has to contract and know that muscles work in pairs
Use the terms skeleton and exo-skeleton to describe
different types of skeletons
Make a prediction, collect & present data and evaluate the
evidence
12/10
EVALUATION AND ASSESSMENT
Finborough School Learning Programme
Year Group: 3
Subject: ROCKS, FOSSILS & SOILS
Week Commencing
Learning (Objective)
02/11
Autumn Term 2015
09/11
WHAT ARE ROCKS & WHERE DO THEY COME FROM?
HOW ARE ROCKS DIFFERENT?
WHAT IS THE DIFFERENCE BETWEEN ROCKS AND SOIL?
WHAT ARE THE PROPERTIES OF ROCKS?
HOW DO ROCKS CHANGE?
PLAN AN INVESTIGATION: WHY DO SOME SOILS DRY
OUT MORE THAN OTHERS?
THE RIGHT ROCK FOR THE JOB?
Success
Criteria
Core
16/11
Can explain that rocks are a natural material found in the
ground and can identify that rocks are made up of grains
Name some rocks and state if they are permeable or
impermeable
Know that small pieces of rocks are called stone, pebbles or
gravel
Know that some rocks erode faster than others and state
causes of erosion
Know that soil is made from tiny particles of rock mixed
with other materials and that rocks lay underneath the
surface
Can use appropriate language to describe the colour, size
& appearance of rocks
Can state that rocks are a natural material found in the
ground and can identify that rocks are made up of grains
Support
Challenge
Can describe some properties of rocks
Can explain what erode means and know that some rocks
erode faster than others
Can explain that rocks are a natural material found in the
ground and know that rocks are made up of grains
Name some rocks and suggest reasons why they are
permeable or impermeable
Know that small pieces of rocks are called stone, pebbles or
gravel
Know that some rocks erode faster than others and state
causes of erosion. Explain why some rocks are more suited
to specific purposes.
Can use appropriate language to describe the colour, size,
texture & appearance of rocks
Homework (s)
Know the meaning of; permeable, impermeable and erode
Know that soil is made from tiny particles of rock mixed
with other materials and that rocks lay underneath the
surface
Know that soil is made from tiny particles of rock mixed
with other materials and can explain why rocks lay
underneath
Finborough School Learning Programme
Year Group:
Subject:
Week Commencing
23/11
Autumn Term 2015
30/11
Learning (Objective)
INVESTIGATION: WHY DO SOME SOILS DRY OUT MORE
THAN OTHERS?
WHAT ARE FOSSILS AND HOW ARE THEY MADE?
Success
Criteria
Can explain why water flows through sand easily but only
very slowly through clay
Can explain what a fossil is and how it is made. Know that
they are thousands of years old.
Can explain that water flows through sand easily but only
very slowly through clay
Can explain what a fossil is and how it is made
Can explain why water flows through sand easily but only
very slowly through clay and can describe the impact this
might have on different environments (e.g. flooding)
Can explain what a fossil is and how it is made and provide
examples of where they can be found
Core
Support
Challenge
Homework (s)
07/12
EVALUATION AND ASSESSMENT