Year 3 - Term 3 Plan 2016
Week
Subject
Week 1
Week 3
Week 4
Magic objects in myths.
Characters, settings and
events, writing own quest
myth
Explore ways stories are
started and ended
Create a story map
Recognise a familiar
story theme
Understand the role of
objects in myths
Use speech marks
Find interesting and
descriptive language
Plan a story
Use paragraphs
Write a draft
GSP – Special focus –
‘orange’ words
Paragraphs
Features of Newspaper
reports
Headlines
Recounts
Understand why we
have newspapers
Begin to recognise
features of newspaper
reports
Read and make simple
annotations about
features in newspaper
articles
Understand the
purpose of headlines
Multiplication and division
GSP – Adding im- to root
words beginning with m
or p
Inverted commas
(speech marks)
Multiplication and
Using 10s, 100s and
Using 10s, 100s and
Using 10s, 100s and
Problem solving -
word problems
division word problems
1000s to multiply and
1000s to multiply and
1000s to multiply
Measurement
divide large numbers
divide large numbers
and divide large
I can multiply and divide
I can use partitioning
number by 10 and 100
to calculate
Literacy
Week 2
Narrative: Myths and Gods
Features of myths and
legends.
Roman Gods, heroes,
monsters and quests
To identify themes and
conventions.
To predict what might
happen.
To draw inferences such as
characters’ feelings.
To listen to and discuss a
wide range of fiction.
Participate in a wide range
of drama activities and to
evaluate their own and
others’ contributions.
GSP – Adding the prefixes
dis- and inSubordinate clauses
Romulus and Remus
Retelling stories
Rags to riches theme
Writing conversations
To choose and prepare
stories for performance
To tell stories
effectively
Understand there are a
number or basic story
themes
To use layout, format,
graphics and illustrations
for different purposes
To develop and refine
ideas in writing using
planning strategies
Compose a speech
between two characters
Make contributions
relevant to the topic
and take turns in
discussion.
Numeracy
I can count on and back in
I can solve problems
3s
involving missing numbers
I can count on and back in
I can solve problems
4s
which involve scaling
Week 5
Week 6
Non Fiction: information texts
I can multiply and divide
GSP – adding the suffix
- ous
Present perfect
multiplication problems
2-digit times 2digit.
Newspaper reports
Facts and opinions
Understand the
purpose of facts
Locate facts within
an article
Understand the
difference between
fact and opinion
Know how to use to
4W words – When?
Where? Who? What?
To analyse reports
Use the 4Ws to
recall key details
about a report
Assessment
Researching and
writing a newspaper
report.
Work in partners/small
groups to create an
oral report
Work in pairs to
research articles to
use in a class
newspaper.
Use the 4Ws to
establish the main
facts in a report
Think about the style
of report writing
GSP – Adding the
suffix -ly
Apostrophe for
possession versus
plural s
numbers
Assessments
I can solve problems
involving missing
I know the roman
symbols for numbers
1,5,10,50,100, 500,
1000
I understand how
Year 3 - Term 3 Plan 2016
I understand that
I can solve problems
multiplication is
where n objects are
commutative
connected to m objects
numbers by 1000
I can solve problems
involving multiplication
I can recall multiplication
and division facts for the
and division facts for the 3
3 and 4 times tables.
knowledge to solve
when dividing numbers
Opposites Attract
Opposites Attract
Opposites Attract
Opposites Attract
To observe the forces that
magnets produce.
To name some materials
that magnets can attract
and some they cannot.
To list at least ten uses
of magnets in everyday
life.
Working scientifically
skills: To predict
whether two magnets
will attract or repel
each other.
The Founding of Rome
Comparing 2 versions of
the same event.
Chronological
understanding of the
Roman Empire.
To understand how our
knowledge of the past is
constructed from a
range of sources
To develop a
chronologically secure
knowledge and
understanding of world
Britain before the
Romans
To understand what
sort of homes Celtic
people lived in learning
key terms: Celts, Celtic,
I can say some ways
Roman numbers are
still used today
I can solve problems
multiplication and division
Expansion of the Roman
Empire
To identify areas of the
world and label them
using a children’s atlas.
To recognise Rome on a
map of Italy.
To understand how Rome
was settled and how the
Romans came to occupy
other areas in Europe.
Woodstock museum trip?
I can solve problems
I can use the grid
I can find remainders
Geography
Roman numbers worked
division problems.
relationship between
Working scientifically
skills:
To report and present
findings from enquiries.
numbers
which involve scaling
larger numbers
I understand the inverse
History – The
Romans
counting/times tables
method to multiply
and 4 times tables
Science (Magnets
and Springs)
I can use
where n objects are
connected to m
objects
Opposites
Attract
To explain what a
magnetic pole is and
what it can do.
Britain before the
Romans
The rise of the
To understand
people lived in Iron
Age Britain including
clothes, food and
jobs.
To understand how
Roman Empire
the Roman Empire
emerged and
expanded in the 3
I can solve problems
involving Roman
numbers
Assessment
Year 3 - Term 3 Plan 2016
history, establishing
clear narratives within
the periods they study.
centuries before the
Iron Age, archaeology,
round house, thatch,
wattle and daub.
birth of Christ and
why they were so
successful in their
conquests.
Art
Link to literacy, drawing
Roman Gods
Creating images to go
with Quest story.
Designing and making a
Roman Shield
Roman collage mosaic
Understand the
historical and cultural
development of art
forms (mosaics).
To begin to evaluate
and analyse their
work.
Develop their
techniques, including
their control and
their use of materials
and to understand
the historical and
cultural development
of their art form.
DT
Designing and making a
Roman Shield
Use research to
inform the design of
a shield that is fit-forpurpose.
Develop ideas
through discussion,
annotated sketches
and prototypes.
PE
Games –Tag Rugby: passing
I can throw and catch with
control.
Gymnastics
I can adapt sequences to
suit different types of
apparatus and criteria.
Games –Hockey/tag
rugby : passing whilst
moving
I can throw and catch
with control.
Gymnastics
I can explain how
strength and suppleness
affect performance.
Games –Hockey/tag
rugby : marking
I am aware of space and
use it to support teammates and to cause
problems for the
opposition.
Gymnastics
I can adapt sequences to
suit different types of
apparatus and criteria.
Games –Hockey/tag
rugby: tactics
I am aware of space
and use it to support
team-mates and to
cause problems for the
opposition.
Gymnastics
I can compare and
contrast gymnastic
Tasting different
breads.
Making Roman Bread
I can describe how
food ingredients
come together.
I can describe
different tastes
and textures.
I know about food
hygiene.
Games –Hockey/tag
rugby: practising
learnt skills
I know and use rules
fairly.
Games –Hockey/tag
rugby: practising learnt
skills
I know and use rules
fairly.
Gymnastics
I can compare and
contrast gymnastic
sequences.
Gymnastics
Year 3 - Term 3 Plan 2016
sequences.
RE - Is a Jewish
child free to
choose how to
live?
PSHE – Getting on
and falling out
Computing
Music
French
Is a Jewish child free to
choose how to live?
Engage: Rules at home
Ask questions about their
own and others’
experiences (L2) and
identify what influences
them (L3)
Is a Jewish child free to
Is a Jewish child free to
choose how to live?
choose how to live?
Enquire & Explore:
Enquire & Explore:
Jewish family rules.
Jewish life and practices
Moses and the Ten
the Shema, the mezuzah,
Commandments
and Shabbat.
AT1 Knowledge about
AT1 Knowledge about
religion – Belonging;
religion – Belonging;
Behaving
Behaving
Educate and celebrate
Troll Swap
Good to be me
I know what being
assertive means.
I know I can be what I
want when I grow up.
Educate and celebrate
The Paper Dolls
Say no to bullying
I know ways to support
someone who is being
hurt.
I know what standing
together means.
We are programmers
scratch – Broadcasting
I know what an algorithm is
I can write a program in
scratch.
We are bug fixers –
Multiplication game, off
by 1 bugs.
I can debug programmes
that accomplish specific
goals.
Educate and celebrate
Nanny Fox
I can see things from
someone else’s point of
view.
I know people don’t
always behave how we
expect.
I can accept people for
who they are.
We are bug fixers –
circle script,
performance bugs.
I can debug programmes
that accomplish specific
goals.
See subject teachers plans
Is a Jewish child free
to choose how to live?
Evaluate:
Evaluate the impact
these rules have on
children in Jewish
families.
AT2 Learning from
religion – Making sense
of who we are
Setting personal goals
I can identify and set
goals to challenge
myself.
Internet research –
Roman Soldiers
I can use the web to
facilitate data
collection.
Is a Jewish child
free to choose how
to live?
Assessment
Reflect &
Communicate:
Are there rules that
the class want to
change? Are there
things they can learn
from the Jewish
rules?
AT2 Learning from
religion – Making
sense of who we are
Reviewing goals
I can review my
progress towards my
goals