Frizinghall Primary School

Frizinghall Primary School

Year 3 Long Term Plan

  

 

The Ancient Greek Legacy

 

May The Force Be With You!

 

Dem Bones Dem Bones

 

Linking Project

 

Plant Life

 

Switch It On!

 

From scavengers to settlers

Science

 

Forces and Magnets

Compare how things move on different surfaces

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 based on 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.

Scientific Skills

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.

Recording findings using simple scientific language, drawings, labelled diagrams, keys, bar charts, and tables.

Reporting on findings from enquiries, including oral and written explanations, displays or presentations of results and conclusions.

Using results to draw simple conclusions, make predictions for new values, suggest improvements and raise further questions.

Using straightforward scientific evidence to answer questions or to support their findings.

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.

Scientific Skills

Asking relevant questions and using different types of scientific enquiries to answer them.

Making systematic and careful observations and, where appropriate, taking accurate measurements using standard units, using a range of equipment. Recording findings using simple scientific language and drawings, labelled diagrams.

Reporting on findings from enquiries, including oral and written explanations, displays or presentations of results and conclusions.

Identifying differences, similarities or changes related to simple scientific ideas and processes.

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 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.

Scientific Skills

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.

Gathering, recording, and presenting data in a variety of ways to help in answering questions.

Recording findings using simple scientific language, drawings and labelled diagrams.

Reporting on findings from enquiries, including oral and written explanations, displays or presentations of results and conclusions. Identifying differences, similarities or changes related to simple scientific ideas and processes.

Using straightforward scientific evidence to answer questions or to support their findings.

 

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 an opaque object.

Find patterns in the way that the size of shadows change.

Electricity

Identify common appliances that run on electricity

Construct a simple series electrical circuit, identifying and naming its basic parts, including cells, wires, bulbs, switches and buzzers

Identify whether or not a lamp will light in a simple series circuit, based on whether or not the lamp is part of a complete loop with a battery

Recognise that a switch opens and closes a circuit and associate this with whether or not a lamp lights in a simple series circuit

Recognise some common conductors and insulators, and associate metals with being good conductors.

Scientific Skills

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.

Recording findings using simple scientific language, drawings and labelled diagrams.

Reporting on findings from enquiries, including oral and written explanations, displays or presentations of results and conclusions.

Using results to draw simple conclusions.

Using straightforward scientific evidence to answer questions or to support their findings.

 

Geography

Locational knowledge

Locate the world’s countries, using maps - focus on Europe.

 

 

 

Geographical skills and fieldwork

Use fieldwork to observe, measure, record and present the human and physical features in the local area using a range of methods, including sketch maps, plans and graphs, and digital technologies.

 

 

 

Locational Knowledge

Name and locate counties and cities of the United Kingdom, 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

History

A study of Greek life and achievements and their influence on the western world.

Develop a chronologically secure knowledge and understanding of world history, establishing clear narratives within and across the period.

Note connections, over time and develop the appropriate use of historical terms. Construct informed responses that involve thoughtful selection and organisation of relevant historical information.

Understand how our knowledge of the past is constructed from a range of sources.

 

 

A study of an aspect of history or a site dating from a period beyond 1066 that is significant in the locality (e.g. canal)

Develop a chronologically secure knowledge and understanding of local history, establishing clear narratives within and across the period.

Note trends over time and develop the appropriate use of historical terms.

Address historically valid questions about change, cause, similarity and difference, and significance.

Construct informed responses that involve thoughtful selection and organisation of relevant historical information. Understand how our knowledge of the past is constructed from a range of sources.

 

 

Changes in Britain from the Stone Age to the Iron Age late Neolithic hunter-gatherers and early farmers, for example, Skara Brae

Iron Age hill forts: tribal kingdoms, farming, art and culture,

Develop a chronologically secure knowledge and understanding of British history, establishing clear narratives within and across the periods, they study.

Note contrasts and trends over time and develop the appropriate use of historical terms. 

Address historically valid questions about change, cause, similarity and difference, and significance. Construct informed responses that involve thoughtful selection and organisation of relevant historical information.

Understand how our knowledge of the past is constructed from a range of sources.

Art

Create sketch books to record their observations and use them to review and revisit ideas

Improve their mastery of art and design techniques, including drawing, painting and sculpture with a range of materials - clay

About great artists, architects and designers in history.

 

 

 

 

 

Create sketch books to record their observations and use them to review and revisit ideas

Improve their mastery of art and design techniques, including drawing, painting and sculpture with a range of materials

 

Design 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

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

Evaluate

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

Technical knowledge

Use mechanical systems in their products [for example, gears, pulleys, cams, levers and linkages]

 

 

Cooking 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.

 

 

 

 

 

 

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

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

Evaluate

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

Technical knowledge

Use mechanical systems in their products [for example, gears, pulleys, cams, levers and linkages]

Music

Play and perform in solo and ensemble contexts, using their voices

Listen with attention to detail and recall sounds with increasing aural memory

Develop an understanding of the history of music.

 

 

 

 

Play and perform in solo and ensemble contexts, using their voices and playing musical instruments with increasing accuracy, fluency, control and expression

Improvise and compose music for a range of purposes using the inter-related dimensions of music

Appreciate and understand a wide range of high-quality live and recorded music drawn from different traditions and from great composers and musicians

Play and perform in solo and ensemble contexts, using their voices and playing musical instruments with increasing accuracy, fluency, control and expression

Use and understand staff and other musical notations

 

PE

Dance

Perform dances using a range of movement patterns

Use running, jumping, throwing and catching in isolation and in combination

Compare their performances with previous ones and demonstrate improvement to achieve their personal best.

 

Gymnastics

Develop flexibility, strength, technique, control and balance [for example, through athletics and gymnastics]

Play competitive games, modified where appropriate [for example, badminton, basketball, cricket, football, hockey, netball, rounders and tennis], and apply basic principles suitable for attacking and defending

Compare their performances with previous ones and demonstrate improvement to achieve their personal best.

Outdoor and Adventurous

Take part in outdoor and adventurous activity challenges both individually and within a team Compare their performances with previous ones and demonstrate improvement to achieve their personal best.

 

RE

What do different people believe about God?

Religions: Islam  Christianity Judaism

Respond to questions about meaning and purpose.

Talk or write about key teachings with increased depth. Identify the key details of some stories.

Respond to others’ identity and experiences.

Explain why stories and symbols are significant to believers.

How do faith communities demonstrate what is sacred?

Religions: Islam Christianity Judaism* main focus

Talk or write about special places/days/objects and their significance to believers.

Recognise that values, attitudes, and commitments are often rooted in religious teachings and authority.

Explain why stories and symbols are significant to believers.

How do believers use symbolism to show their beliefs?

Religions: Islam  Christianity Judaism

Explain why stories and symbols are significant to believers.

Respond to others’ identity and purpose.

Respond to questions about meaning and purpose.

Recognise that values, attitudes, and commitments are often rooted in           religious teachings and authority.

 

Computing

E-safeguarding – throughout the year

Identify the dangers of clicking links they receive when using technology.

Identify personal information about themselves and others.

Explain the possible consequences of sharing personal information online.

Know that bullying using technology is called online bullying and know how to report it.

Understand that not all information you access online is accurate or reliable.

Information Literacy

Use search technologies effectively by identifying specific keywords.

Find and choose appropriate information and use it in other digital forms.

Locate specific information online and recognise that web pages can be organised in different ways.

 

 

Digital Media

Combine and refine text, sound and graphics to communicate information for a given audience.

Recognise the key features of different types of information/genres and use appropriate layouts.

Understand how audio can enhance multimedia projects including radio and films by creating/choosing appropriate audio to fit a given context.

Capture, create and enhance new and existing digital images to communicate ideas.

Plan and create a simple animation.

Understand that evaluation and improvement is a vital part of a design process and technology allows changes to be made quickly and efficiently.

Data Handling

Collect and organise information to find answers to questions.

DH7 Create different graphs that show data for different purposes across the curriculum.

Store and access data using a database.

 

 

 

 

 

 

 

 

 

 

 

 

 

Computer Science Programming

Create, refine and debug a series of commands (algorithm) for virtual programmable devices.  Understand and identify simple input and outputs.

Create simple algorithms combining inputs and outputs.

Use repetition in programs to write code using the least number of lines and improving efficiency.

 

 

 

 

 

 

 

 

 

PSHE

LWW: Rights: As a rule

Health and wellbeing – Healthy lifestyles

Relationships – Valuing differences

Health and wellbeing – Keeping safe

Living in the Wider World – Money

Caring for the environment

Relationships – Healthy relationships

Relationships – Growing and Changing

Feelings and Emotions

Language

C’est Moi!

Listen attentively to spoken language and show understanding by joining in and responding

Explore the patterns and sounds of language through songs and rhymes and link the spelling, sound and meaning of words

Engage in conversations; ask and answer questions

Appreciate songs and rhymes in the language

Broaden their vocabulary and develop their ability to understand new words that are introduced

Describe people, places, things and actions orally

Dans l’école

Listen attentively to spoken language and show understanding by joining in and responding

Explore the patterns and sounds of language through songs and rhymes and link the spelling, sound and meaning of words

Engage in conversations; ask and answer questions

Appreciate songs and rhymes in the language

Broaden their vocabulary and develop their ability to understand new words that are introduced

Describe people, places, things and actions orally

Mon Monde

Listen attentively to spoken language and show understanding by joining in and responding

Explore the patterns and sounds of language through songs and rhymes and link the spelling, sound and meaning of words

Engage in conversations; ask and answer questions

Appreciate songs and rhymes in the language

Broaden their vocabulary and develop their ability to understand new words that are introduced

Describe people, places, things and actions orally