Year Three curriculum Map Autumn: London Landmarks; Spring: Egypt; Summer: Greek Life Literacy Math Reading: Number, Place calculation: Pupils should be taught to: Apply growing knowledge of root words and prefixes and suffixes both to read aloud and to understand the context and meaning of the word. Read further exception words, noting the unusual correspondences between spelling and sound, and where these occur in the word. Listen to and discuss a range of fiction, non-fiction, reference and text books. Read books that have a different structure and for a range of different purposes. Retell a range of stories orally – myths, legends, traditional tales. Identify general themes and conventions across range of genre. Prepare and perform poetry and plays using words, volume and action to portray meaning. Value and Pupils should be taught to: count from 0 in multiples of 4, 8, 50 and 100; find 10 or 100 more or less than a given number recognise the place value of each digit in a three-digit number (hundreds, tens, ones) compare and order numbers up to 1000 identify, represent and estimate numbers using different representations read and write numbers up to 1000 in numerals and in words solve number problems and practical problems involving these ideas. add and subtract numbers Science Cross curricular Working scientifically: Art and Design: Drawing/Mark making asking relevant questions and using different types of scientific enquiries to answer them setting up simple practical enquiries, comparative and fair tests making systematic and careful observations and, where appropriate, taking accurate measurements using standard units, using a range of equipment, including thermometers and data loggers gathering, recording, classifying and presenting data in a variety of ways to help in answering questions recording findings using simple scientific language, drawings, labelled diagrams, keys, bar charts, To create sketch books to record their observations and use them to review and revisit ideas - Make marks and lines with a wide range of drawing implements e.g. charcoal, pencil, crayon, chalk pastels, pens etc. Experiment with different grades of pencil and other implements to create lines and marks - Mix colours and know which primary colours make secondary colours. Use more specific colour language. Mix and use tints and shades - Mix colours to match an example eg. Skin tone - identify warm and cool colours - explore blending and washing using watercolours - use different types of brushes for specific purposes - Begin to show an awareness of objects having a third dimension - Apply tone in a drawing in a simple way -Apply a simple use of pattern and texture in a drawing Draw familiar objects from a range of viewpoints Printing Experiment with different effects and textures inc. blocking in colour, washes, thickened paint creating textural effects - Create repeating patterns with printing blocks and print with two colour overlays - Make and print with impressed designs on plasticine, clay and polystyrene press print tiles - Use rollers with printing inks Textiles Use a variety of techniques to explore different textures, e.g. printing, Begin to recognise different forms of poetry (e.g. free verse, narrative poetry, etc). Discussing words and phrases that capture the reader’s imagination. Participate in discussions of books read to them or from independent reading. Retrieve and record information from nonfiction books or sources (runs across all strands). Use simple inference to infer characters actions citing evidence from text. Use reciprocal reading strategies such as clarifying (making sure words make sense), summarising, questioning and prediction to ensure text makes sense. Identify language, structure and presentation of a text, beginning to link to meaning. Apply growing knowledge of root words and prefixes and suffixes both to read aloud and to understand the context and meaning of the word. read further exception words, noting the unusual correspondences between spelling and sound, and where these occur in the word. Listen to and discussing mentally, including: and tables a three-digit number and ones a three-digit number and tens a three-digit number and hundreds add and subtract numbers with up to three digits, using formal written methods of columnar addition and subtraction using results to draw simple conclusions, make predictions for new values, suggest improvements and raise further questions identifying differences, similarities or changes related to simple scientific ideas and processes estimate the answer to a calculation and use inverse operations to check answers solve problems, including missing number problems, using number facts, place value, and more complex addition and subtraction. recall and use multiplication and division facts for the 3, 4 and 8 multiplication tables write and calculate mathematical statements for multiplication and division using the multiplication tables that they know, including for two-digit numbers times one-digit numbers, using mental and reporting on findings from enquiries, including oral and written explanations, displays or presentations of results and conclusions using straightforward scientific evidence to answer questions or to support their findings. Plants: 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 dyeing, weaving and stitching to create different textural effects - Use contrasting colours in stitching and weaving - Dye fabrics using tye-dye show awareness of natural environment through colour matching 3D Plan, design and make models from observation or imagination - Join clay adequately and construct a simple base for extending and modelling other shapes - explore clay-stabbing and coiling - Create surface patterns and textures in a malleable material - Use papier-mâché to create a simple 3D object - Build structures using rolled or scrunched up newspaper and masking/parcel tape Collage Experiment with a range of collage techniques such as tearing, overlapping and layering to create images and represent textures - use scissors to cut complex shapes - explore cutting skills through paper collage, low relief, fabric collage -apply glue accurately Digital media Use IT to explore collage, cut and paste - Record and collect visual information using digital cameras and ipads - Present recorded visual images using software e.g. Photostory, PowerPoint - Use a graphics package to create images and effects with; Lines by controlling the brush tool with increased precision - Changing the type of brush to an appropriate style e.g. charcoal - Create shapes by making selections to cut, duplicate and repeat - Experiment with colours and textures by making an appropriate choice of special effects and simple filters to manipulate and create images for a particular purpose Famous artists Through links in creative lessons children should be familiar with a range of artists, craft makers and designers and make links/comparisons to their a wide range of fiction, non-fiction, reference and text books. Begin to use dictionaries effectively (using two letter strings) to understand the words they have read. Read a range of books that have different structures and read for different purposes with understanding of why these structures or purposes influence reading choice. Retell a range of stories orally with the key parts or structure included – myths, legends and traditional tales. Identify general themes and conventions across different genre. Prepare and perform poetry and plays using words, volume, action and intonation. Begin to recognise different forms of poetry (e.g. free verse, narrative poetry, etc) and understand features of it. Discuss words and phrases that capture the reader’s imagination and how these effect feelings and emotions of the reader. Participate in discussions of books read to them or from independent reading and listening to others progressing to formal written methods solve problems, including missing number problems, involving multiplication and division, including positive integer scaling problems and correspondence problems in which n objects are connected to m objects. Fractions: count up and down in tenths; recognise that tenths arise from dividing an object into 10 equal parts and in dividing one-digit numbers or quantities by 10 recognise, find and write fractions of a discrete set of objects: unit fractions and non-unit fractions with small denominators recognise and use fractions as numbers: unit fractions and non-unit fractions with small denominators recognise and show, using diagrams, equivalent fractions with small denominators add and subtract fractions 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. own work. Children should be able to describe the differences and similarities between different practices and disciplines and start to make links to their own work. Evaluation Question and make thoughtful observations about starting points and select ideas to use in their work - to use sketch books to record their observations and use them to review and revisit ideas - Compare ideas, methods and approaches in their own and others’ work and say what they think and feel about them. Adapt their work according to their views and describe how they might develop it further. Annotate work in sketchbook. Animals including Humans: 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 other animals have skeletons and muscles for support, protection and movement. Rocks: compare and group together different kinds of rocks on the basis of their appearance and simple physical properties Autumn: Famous London painter such as John Hogarth or joseph Turner – create a London scene involving London Bridge, Junk modelling of a famous London Landmark Spring: Stories through image – collage – look at Egyptian art and printing Summer: design and decorate a Greek water pot. Design and Technology: Design use research and develop design criteria to inform the design of innovative, functional, appealing products that are fit for purpose, aimed at particular individuals or groups generate, develop, model and communicate their ideas through discussion, annotated sketches, cross-sectional and exploded diagrams, prototypes, pattern pieces and computer-aided design Make select from and use a wider range of tools and equipment to perform practical tasks [for example, cutting, shaping, joining and finishing], accurately viewpoints. Infer characters actions, emotions, feelings, or meaning of non-fiction paragraph using evidence from text. Use reciprocal reading strategies such as clarifying (making sure words make sense), summarising (for up to two paragraphs), questioning and prediction to ensure text makes sense in individual and shares sessions. Retrieve and record information from nonfiction books or sources (runs across all strands). Writing Use further prefixes and suffixes and understand how to use them, when to use them and the rules for spelling them (appendix one) Write from memory simple sentences dictated by the teacher that includes words and punctuation taught so far (cover all three sub levels). Become more fluent in cursive script with the majority of letters and words legible and joins being used in the majority of letter strings – with with the same denominator within one whole [for describe in simple terms how fossils are formed when things that have lived are trapped within rock recognise that soils are made from rocks and organic matter. example, 57 + 71 = 76 ] compare and order unit fractions, and fractions with the same denominators solve problems that involve all of the above. Measurement: measure, compare, add and subtract: lengths (m/cm/mm); mass (kg/g); volume/capacity (l/ml) measure the perimeter of simple 2-D shapes add and subtract amounts of money to give change, using both £ and p in practical contexts tell and write the time from an analogue clock, including using Roman numerals from I to XII, and 12-hour and 24hour clocks estimate and read time with increasing accuracy to the nearest minute; record and compare time in terms of seconds, minutes and hours; use vocabulary such as Evaluate investigate and analyse a range of existing products evaluate their ideas and products against their own design criteria and consider the views of others to improve their work understand how key events and individuals in design and technology have helped shape the world Light: recognise that they need light in order to see things and that dark is the absence of light notice that 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: compare how things move on different surfaces 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 Technical knowledge apply their understanding of how to strengthen, stiffen and reinforce more complex structures understand and use mechanical systems in their products [for example, gears, pulleys, cams, levers and linkages] understand and use electrical systems in their products [for example, series circuits incorporating switches, bulbs, buzzers and motors] apply their understanding of computing to program, monitor and control their products. Food and Nutrition: understand and apply the principles of a healthy and varied diet prepare and cook a variety of predominantly savoury dishes using a range of cooking techniques understand seasonality, and know where and how a variety of ingredients are grown, reared, caught and processed. Autumn: design a bridge that can take a certain weight capital letters not being joined (across all three sublevels). Children should draft work orally and in writing using a wider range of sentences beginning to use complex sentences. Use a variety of ways to record ideas – written, diagrams, pictures, oral rehearsal, visual and audio (ICT). Use examples to identify vocabulary, structure, grammar that should be used in writing. Begin to create paragraphs around a theme. Understand character, plot and setting in a narrative. Use simple organisational devices in non-narrative material. Evaluate writing – assess effectiveness of own and others suggesting improvements. Vocabulary, punctuation: Grammar o’clock, a.m./p.m., morning, afternoon, noon and midnight Identify and improve own compare durations of events [for example to calculate the time taken by particular events or tasks]. draw 2-D shapes and make 3D shapes using modelling materials; recognise 3-D shapes in different orientations and describe them recognise angles as a property of shape or a description of a turn identify right angles, recognise that two right angles make a half-turn, three make three quarters of a turn and four a complete turn; identify whether angles are greater than or less than a right angle identify horizontal and vertical lines and pairs of 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 not 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. Geometry: and Use a wider range of conjunctions in writing – e.g. when, because, if, although. Punctuate direct speech. know the number of seconds in a minute and the number of days in each month, year and leap year Spring: Traditional Egyptian dishes – design a water carrier (ropes and pulley system) Summer: Design and create a sandal – materials, weaving, sewing, evaluation Computing: Create music and record sound using ICT Use advanced word processing skills to present newspaper reports Create computer programs Work collaboratively online and start improving research skills Evaluate computer simulations Will achieve this through: Can use online tools (e.g. google docs) to collaborate together (Y3) Can send and reply to online messages Can use an internet search engine to find relevant facts Can filter search results (e.g. to find different types of medias) Can use online tools (e.g. google docs) to collaborate together (Y3) Can send and reply to online messages Can align text to suit the purpose Can choose an appropriate layout (e.g. columns for newspaper reports) and colour scheme Can combine words into a collage Can change the text style and colour Can change the background colour or image Can select and record virtual instruments Can use a range of instrument elements can set the properties for the recording (e.g. file name) Can edit an audio recording (e.g. trim it) Understand how why composition is important in photography Can take photographs for a specific project Can add text labels to photos/ videos Can sequence commands to create a program with a purpose grammatical and spelling errors with rules and words already learned. Construct and use sentences with more than one clause. Differentiate between perfect present tense and past tense. Use commas to demarcate lists and clauses. Genre: Autumn: Narrative - science fiction, Information, Leaflet/brochure Ghost/ Mystery story Letters formal/informal perpendicular and parallel lines. Statistics: interpret and present data using bar charts, pictograms and tables solve one-step and two-step questions [for example, ‘How many more?’ and ‘How many fewer?’] using information presented in scaled bar charts and pictograms and tables. using different inputs can describe an algorithm with one decision in Can describe and algorithm with two or more decisions in Can use a database to create a graph Can design a database and sort records I can explain the function and sequence of commands in a program Autumn: Use of graphs – 2graphs – 2calculate and excel – emails can be linked to geography, history and literacy. Spring: Espresso coding – unit 3a and 3b- research – creating reports using computer packages Summer: use sound manipulation in computer package – Traditional Greek Music – presentations – multimedia – insert sounds Geography: Autumn: London Bridge: Why is where it is? – How is it used? – How is the river used? – Mapping the river’s journey through London and tributaries – how might use of river change – what economic or social changes might occur (e.g bridges and other infrastructure). Spring: Stories from other cultures, information text Spring: Egypt: Mountains, hills, coast and topography – links with rocks and soils – modern Egypt – The Nile – cities (Cario) – social and economic aspects of the country (housing, culture, tourism, jobs, schooling, etc) Summer: Narrative-Myths and Legends Non-Chronological Report, play script Summer: Greece: Comparative study – Greece with UK – land use, economic activity, social construction, culture, natural resources. Short Burst: Shape and Calligram poetry; debate; note taking; adverts; short leaflet. History: Autumn: well-known historical landmarks in London. London Bridge/Tower Bridge: The changes to the bridge from Celts to modern day – how it has been used and why did it change? – How has the city changed as a result? – How people have used the river over time? Spring: Egypt: Ancient Egypt – pharaohs, pyramids, mummies, timeline, culture, importance, social and economic Summer: Greece: Ancient Greece – demos, culture, important individuals, Olympics, economy, importance.