St George's Catholic Primary School

Religious Education

Our school follows the Come and See RE programme

Autumn	Spring	Summer
Domestic Church HOMES God's vision for every family	Local Church JOURNEYS Christian family’s journey with Christ	Pentecost ENERGY Gifts of the Holy Spirit
Baptism/Confirmation PROMISES Promises made at Baptism	Eucharist LISTENING & SHARING Jesus gives himself to us	Reconciliation/Anointing of the sick CHOICES Importance of examination of conscience
Judaism Synagogue		Islam The Mosque
Advent / Christmas VISITORS Waiting for the coming of Jesus	Lent/Easter GIVING ALL Lent: remembering Jesus’ total giving	Universal Church SPECIAL PLACES Holy places for Jesus and the Christian community

Autumn

Spring

Summer

Domestic Church

HOMES
God's vision for every family

Local Church

JOURNEYS
Christian family’s journey with Christ

Pentecost

ENERGY
Gifts of the Holy Spirit

Baptism/Confirmation

PROMISES
Promises made at Baptism

Eucharist

LISTENING & SHARING
Jesus gives himself to us

Reconciliation/Anointing of the sick

CHOICES
Importance of examination of conscience

Judaism

Synagogue

Islam

The Mosque

Advent / Christmas

VISITORS
Waiting for the coming of Jesus

Lent/Easter

GIVING ALL
Lent: remembering Jesus’ total giving

Universal Church

SPECIAL PLACES
Holy places for Jesus and the Christian community

English

Spoken Language	Text Types
Listen and respond appropriately to adults and their peers Ask relevant questions to extend their understanding and knowledge Use relevant strategies to build their vocabulary Articulate and justify answers, arguments and opinions Give well-structured descriptions, explanations and narratives for different purposes, including for expressing feelings. Maintain attention and participate actively in collaborative conversations, staying on topic and initiating and responding to comments. Use spoken language to develop understanding through speculating, hypothesising, imagining and exploring ideas Speak audibly and fluently with an increasing command of Standard English Participate in discussions, presentations, performances, role play/improvisations and debates Gain, maintain and monitor the interest of the listener(s) Consider and evaluate different viewpoints, attending to and building on the contributions of others. Select and use appropriate registers for effective communication	Myths and legends Folk tales Reference books Textbooks Dictionaries Non-fiction texts with contents and index pages Plays Letters Diary Instructions Poetry (free verse, narrative poetry)

Spoken Language

Text Types

Listen and respond appropriately to adults and their peers
Ask relevant questions to extend their understanding and knowledge
Use relevant strategies to build their vocabulary
Articulate and justify answers, arguments and opinions
Give well-structured descriptions, explanations and narratives for different purposes, including for expressing feelings.
Maintain attention and participate actively in collaborative conversations, staying on topic and initiating and responding to comments.
Use spoken language to develop understanding through speculating, hypothesising, imagining and exploring ideas
Speak audibly and fluently with an increasing command of Standard English
Participate in discussions, presentations, performances, role play/improvisations and debates
Gain, maintain and monitor the interest of the listener(s)
Consider and evaluate different viewpoints, attending to and building on the contributions of others.
Select and use appropriate registers for effective communication

Myths and legends

Folk tales

Reference books

Textbooks

Dictionaries

Non-fiction texts with contents and index pages

Plays

Letters

Diary

Instructions

Poetry (free verse, narrative poetry)

Vocabulary, Grammar and Punctuation	Spelling
✔ Form nouns using a range of prefixes, e.g. super–, anti–, auto– ✔ Use ‘a’ or ‘an’ according to whether the next word begins with a consonant or a vowel, e.g. a rock, an open box ✔ Understand word families based on common words, showing how words are related in form and meaning, e.g. solve, solution ✔ Express time, place and cause using conjunctions, e.g. when, before, after, while, so, because, adverbs, e.g. then, next, soon, therefore, or prepositions, e.g. before, after, during, in, because of ✔ Understand paragraphs as a way to group related material ✔ Understand how headings and subheadings aid presentation ✔ Use the present perfect form of verbs instead of the simple past, e.g. ‘He has gone out to play’ contrasted with ‘He went out to play’ ✔ Begin to use inverted commas to punctuate direct speech See appendix 2 Terminology: preposition, conjunction, word family, prefix, clause, subordinate clause, direct speech, consonant, consonant letter, vowel, vowel letter, inverted commas (Formally introduce time adverbs (rather than time words)	✔ Add prefixes dis-,mis-, re-, prefix ‘b’ and ‘re’ ✔ Add suffix ‘-ly’ with no change root, root words ending in ‘le’ and ‘ic’ & ‘al’ & exceptions ✔ Words with sounds spelt, ei, eigh, ey ✔ Sounds spelt ‘ou’, word with ‘k’ spelt ‘ch’, words with ‘ch’ ✔ Words ending ‘sure’ and ‘ture’ ✔ Words ending ‘g’ spelt ‘gue’ and ‘k’ spelt ‘que’ ✔ Words ending ‘y’ not at end of word ✔ Add suffixed beginning with vowels to words of more than one syllable ✔ Spell homophones & near-homophones See annotated appendix 1 for year 3 spelling focus Handwriting ✔ Use the diagonal and horizontal strokes that are needed to join letters and understand which letters, when adjacent to one another, are best left unjoined ✔ Increase the legibility, consistency and quality of their handwriting (for example, by ensuring that the downstrokes of letters are parallel and equidistant; that lines of writing are spaced sufficiently so that the ascenders and descenders of letters do not touch)

Vocabulary, Grammar and Punctuation

Spelling

✔ Form nouns using a range of prefixes, e.g. super–, anti–, auto–

✔ Use ‘a’ or ‘an’ according to whether the next word begins with a consonant or a vowel, e.g. a rock, an open box

✔ Understand word families based on common words, showing how words are related in form and meaning, e.g. solve, solution

✔ Express time, place and cause using conjunctions, e.g. when, before, after, while, so, because, adverbs, e.g. then, next, soon, therefore, or prepositions, e.g. before, after, during, in, because of

✔ Understand paragraphs as a way to group related material

✔ Understand how headings and subheadings aid presentation

✔ Use the present perfect form of verbs instead of the simple past, e.g. ‘He has gone out to play’ contrasted with ‘He went out to play’

✔ Begin to use inverted commas to punctuate direct speech

See appendix 2

Terminology: preposition, conjunction, word family, prefix, clause, subordinate clause, direct speech, consonant, consonant letter, vowel, vowel letter, inverted commas

(Formally introduce time adverbs (rather than time words)

✔ Add prefixes dis-,mis-, re-, prefix ‘b’ and ‘re’

✔ Add suffix ‘-ly’ with no change root, root words ending in ‘le’ and ‘ic’ & ‘al’ & exceptions

✔ Words with sounds spelt, ei, eigh, ey

✔ Sounds spelt ‘ou’, word with ‘k’ spelt ‘ch’, words with ‘ch’

✔ Words ending ‘sure’ and ‘ture’

✔ Words ending ‘g’ spelt ‘gue’ and ‘k’ spelt ‘que’

✔ Words ending ‘y’ not at end of word

✔ Add suffixed beginning with vowels to words of more than one syllable

✔ Spell homophones & near-homophones

See annotated appendix 1 for year 3 spelling focus

Handwriting

✔ Use the diagonal and horizontal strokes that are needed to join letters and understand which letters, when adjacent to one another, are best left unjoined

✔ Increase the legibility, consistency and quality of their handwriting (for example, by ensuring that the downstrokes of letters are parallel and equidistant; that lines of writing are spaced sufficiently so that the ascenders and descenders of letters do not touch)

Word Reading	Writing: Composition, Cohesion and Effect
Word Reading ✔ Apply their growing knowledge of root words, prefixes and suffixes (etymology and morphology), both to read aloud and to understand the meaning of new words they meet ✔ Read further exception words, noting the unusual correspondences between spelling and sound, and where these occur in the word. Reading Comprehension Develop positive attitudes to reading, and an understanding of what they read. Listen to and discuss a wide range of fiction, poetry, plays, non-fiction and reference books or textbooks Read books that are structured in different ways and read for a range of purposes Use dictionaries to check the meaning of words that they have read. Increase their familiarity with a wide range of books, including fairy stories, myths and legends, and retelling some of these orally Identify themes and conventions in a wide range of books Prepare poems and play scripts to read aloud and to perform, showing understanding through intonation, tone, volume and action. Discuss words and phrases that capture the reader’s interest and imagination Recognise some different forms of poetry In books read independently: Check that the text makes sense to them, discussing their understanding and explaining the meaning of words in context. Ask questions to improve their understanding of a text Draw inferences such as inferring characters' feelings, thoughts and motives from their actions, and justify inferences with evidence. Predict what might happen from details stated and implied Identify main ideas drawn from more than 1 paragraph and summarise these Identify how language, structure, and presentation contribute to meaning Retrieve and record information from non-fiction Participate in discussion about both books that are read to them and those they can read for themselves, taking turns and listening to what others say	Write in a range of genres/forms, taking account of different audiences and purposes. Planning Compose and rehearse sentences orally, using a range of sentence structures Rehearse dialogue, discuss and record ideas Identify key features in similar texts (structure, vocabulary and grammar) Make decisions about how the plot will develop. Drafting and writing Narrative Create settings, characters and plot Identify a clear structure for the story (opening, dilemma, resolution, ending) Write an effective ending for a story Organise paragraphs around a theme Using a range of sentence structures Begin to use figurative language Use some detail in the description of the setting or characters’ feelings or motives. Use dialogue to reveal detail about character/ move the narrative forward. Attempt to adopt a viewpoint Imitate authorial techniques gathered from reading narrative Poetry Writing poems using the features of poetic forms studied Non-narrative Use simple organisational devices in non-narrative materials, e.g. headings Make notes from various sources of information and turn them into sentences. Group information, often moving from general to more specific detail Begin to use paragraphs to group related materials Use organisational devices to aid conciseness, e.g. numbered lists or headings Attempt to adopt a viewpoint Imitate authorial techniques gathered from reading Select and use formal and informal styles and vocabulary appropriate to the purpose/reader Proofreading, editing and evaluating Proofreading for spelling and punctuation errors. Evaluate and edit by proposing changes to vocabulary to improve consistency, showing awareness of the reader. Evaluate and edit by assessing the effectiveness of their own and others' writing and suggesting improvements. Presenting Read aloud own writing, to a group or the whole class, using appropriate intonation and controlling the volume so that the meaning is clear.

Word Reading

Writing: Composition, Cohesion and Effect

Word Reading

✔ Apply their growing knowledge of root words, prefixes and suffixes (etymology and morphology), both to read aloud and to understand the meaning of new words they meet

✔ Read further exception words, noting the unusual correspondences between spelling and sound, and where these occur in the word.

Reading Comprehension

Develop positive attitudes to reading, and an understanding of what they read.

Listen to and discuss a wide range of fiction, poetry, plays, non-fiction and reference books or textbooks
Read books that are structured in different ways and read for a range of purposes
Use dictionaries to check the meaning of words that they have read.
Increase their familiarity with a wide range of books, including fairy stories, myths and legends, and retelling some of these orally
Identify themes and conventions in a wide range of books
Prepare poems and play scripts to read aloud and to perform, showing understanding through intonation, tone, volume and action.
Discuss words and phrases that capture the reader’s interest and imagination
Recognise some different forms of poetry

In books read independently:

Check that the text makes sense to them, discussing their understanding and explaining the meaning of words in context.
Ask questions to improve their understanding of a text
Draw inferences such as inferring characters' feelings, thoughts and motives from their actions, and justify inferences with evidence.
Predict what might happen from details stated and implied
Identify main ideas drawn from more than 1 paragraph and summarise these
Identify how language, structure, and presentation contribute to meaning
Retrieve and record information from non-fiction
Participate in discussion about both books that are read to them and those they can read for themselves, taking turns and listening to what others say

Write in a range of genres/forms, taking account of different audiences and purposes.

Planning

Compose and rehearse sentences orally, using a range of sentence structures
Rehearse dialogue, discuss and record ideas
Identify key features in similar texts (structure, vocabulary and grammar)
Make decisions about how the plot will develop.

Drafting and writing

Narrative

Create settings, characters and plot
Identify a clear structure for the story (opening, dilemma, resolution, ending)
Write an effective ending for a story
Organise paragraphs around a theme
Using a range of sentence structures
Begin to use figurative language
Use some detail in the description of the setting or characters’ feelings or motives.
Use dialogue to reveal detail about character/ move the narrative forward.
Attempt to adopt a viewpoint
Imitate authorial techniques gathered from reading narrative

Poetry

Writing poems using the features of poetic forms studied

Non-narrative

Use simple organisational devices in non-narrative materials, e.g. headings
Make notes from various sources of information and turn them into sentences.
Group information, often moving from general to more specific detail
Begin to use paragraphs to group related materials
Use organisational devices to aid conciseness, e.g. numbered lists or headings
Attempt to adopt a viewpoint
Imitate authorial techniques gathered from reading
Select and use formal and informal styles and vocabulary appropriate to the purpose/reader

Proofreading, editing and evaluating

Proofreading for spelling and punctuation errors.
Evaluate and edit by proposing changes to vocabulary to improve consistency, showing awareness of the reader.
Evaluate and edit by assessing the effectiveness of their own and others' writing and suggesting improvements.

Presenting

Read aloud own writing, to a group or the whole class, using appropriate intonation and controlling the volume so that the meaning is clear.

Maths

Maths
Number: Number & Place Value	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 a number of problems and practical problems involving these ideas.
Number: Addition & Subtraction	Add and subtract numbers mentally, including: 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 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.
Number: Multiplication & Division	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 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.
Number: 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 with the same denominator within one whole [for example, 5/7 + 1/7 = 6/7] 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 24-hour 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 o’clock, a.m./p.m., morning, afternoon, noon and midnight Know the number of seconds in a minute and the number of days in each month, year and leap year Compare durations of events [for example to calculate the time taken by particular events or tasks].
Geometry: Properties of Shapes	Draw 2-D shapes and make 3-D 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 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.

Science

Autumn	Spring	Summer
Light it up To recognise that we need light in order to see things and that dark is the absence of light by taking part in a ‘feely bag’ investigation. To notice that light is reflected from surfaces by choosing the most reflective material for a new book bag. To notice that light is reflected from surfaces by playing mirror games. To recognise that light from the sun can be dangerous and that there are ways to protect our eyes by designing and advertising a pair of sunglasses or a sun hat. Making Shadows To recognise that shadows are formed when the light from a light source is blocked by a solid object Changing Shadows To find patterns in the way that the size of shadows change by investigating what happens when you change the distance between the object and the light source.	Invisible Forces To notice that some forces need contact between two objects by identifying the different types of forces acting on objects. To compare how things move on different surfaces by investigating the speed of a toy car over different surfaces. To notice that magnetic forces can act at a distance and attract some materials and not others by sorting materials. To compare and group materials according to whether they are magnetic by sorting materials. To observe how magnets attract or repel each other and attract some materials and not others by investigating the strength of different magnets. To describe magnets as having two poles and to predict whether two magnets will attract or repel each other, depending on which poles are facing by making a compass to hunt for treasure. To observe how magnets attract or repel each other and attract some materials and not others by making, playing and evaluating a magnetic game. I can observe how magnets attract some materials.	Flower Power To identify and describe the functions of different parts of flowering plants: roots, stem/trunk, leaves and flowers by labelling the parts of a plant. To explore the requirements of plants for life and growth (air, light, water, nutrients from soil, and room to grow) by investigating what plants need to grow well. To record findings using simple scientific language, drawings, labelled diagrams, keys, bar charts and tables by observing and recording plant growth. explanations and presentations of results and conclusions by presenting findings to the class. To investigate the way in which water is transported within plants by observing the transport of food colouring through a flower stem. To explore the part that flowers play in the life cycle of flowering plants, including pollination, seed formation and seed dispersal by understanding pollination and fertilisation. To explore the part that flowers play in the life cycle of flowering plants, including pollination, seed formation and seed dispersal by ordering and describing the stages of the life cycle of a flowering plant.
Rock and Roll Compare different kinds of rocks based on their appearance in the context of understanding the difference between natural and human-made rocks. Making systematic and careful observations by examining different types of rocks. Group together different kinds of rocks on the basis of their simple physical properties in the context of natural rocks. Describe in simple terms how fossils are formed when things that have lived are trapped within rock by explaining the fossilisation process and by comparing fossils to the animals they belong to Identifying changes related to simple scientific ideas in the context of theories about fossils. Recognise that soils are made from rocks and organic matter by explaining how soil is formed. Making systematic and careful observations in the context of investigating the permeability of different soils Recording findings using simple scientific language. Reporting on findings from enquiries, including presentations of results and conclusions.	Inside out To sort foods into food groups and find out about the nutrients that different foods provide. Gathering, recording, classifying and presenting data in a variety of ways to help in answering questions. 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. To explore the nutritional values of different foods by gathering information from food labels. Gathering, recording, classifying and presenting data in a variety of ways to help in answering questions. Identify that humans and some other animals have skeletons and muscles for support, protection and movement. To sort animal skeletons into groups, discussing patterns and similarities and differences. To investigate an idea about how the human skeleton supports movement Identify that humans and some other animals have skeletons and muscles for support, protection and movement. Recording findings using simple scientific language, drawings, labelled diagrams, keys, bar charts, and tables. To explain how bones and muscles work together to create movement.	Innovative Inventors To identify differences, similarities or changes related to simple scientific ideas and processes by finding out about the men and women who introduced new plants to our gardens. To 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 by exploring the way that non-native plants have been discovered, transported and introduced. To find out about the way new plants arrived in our country. To identify changes related to scientific ideas by describing Marie Curie’s research into x-rays. To identify that humans have skeletons for support, protection and movement by identifying and explaining the bones shown in x-rays. To explain how Marie Curie’s work on x-rays helps us identify bones To identify changes related to scientific ideas by describing the achievements of George Washington Carver. Exploring William Smith’s principle of fossil succession. Learn about about Inge Lehmann’s discovery of the Earth’s solid core and how this creates igneous rocks.

Autumn

Spring

Summer

Light it up

To recognise that we need light in order to see things and that dark is the absence of light by taking part in a ‘feely bag’ investigation.

To notice that light is reflected from surfaces by choosing the most reflective material for a new book bag.
To notice that light is reflected from surfaces by playing mirror games.
To recognise that light from the sun can be dangerous and that there are ways to protect our eyes by designing and advertising a pair of sunglasses or a sun hat.

Making Shadows

To recognise that shadows are formed when the light from a light source is blocked by a solid object

Changing Shadows

To find patterns in the way that the size of shadows change by investigating what happens when you change the distance between the object and the light source.

Invisible Forces

To notice that some forces need contact between two objects by identifying the different types of forces acting on objects.
To compare how things move on different surfaces by investigating the speed of a toy car over different surfaces.
To notice that magnetic forces can act at a distance and attract some materials and not others by sorting materials. To compare and group materials according to whether they are magnetic by sorting materials.
To observe how magnets attract or repel each other and attract some materials and not others by investigating the strength of different magnets.
To describe magnets as having two poles and to predict whether two magnets will attract or repel each other, depending on which poles are facing by making a compass to hunt for treasure.

To observe how magnets attract or repel each other and attract some materials and not others by making, playing and evaluating a magnetic game.
I can observe how magnets attract some materials.

Flower Power

To identify and describe the functions of different parts of flowering plants: roots, stem/trunk, leaves and flowers by labelling the parts of a plant.
To explore the requirements of plants for life and growth (air, light, water, nutrients from soil, and room to grow) by investigating what plants need to grow well.
To record findings using simple scientific language, drawings, labelled diagrams, keys, bar charts and tables by observing and recording plant growth. explanations and presentations of results and conclusions by presenting findings to the class.
To investigate the way in which water is transported within plants by observing the transport of food colouring through a flower stem.
To explore the part that flowers play in the life cycle of flowering plants, including pollination, seed formation and seed dispersal by understanding pollination and fertilisation.
To explore the part that flowers play in the life cycle of flowering plants, including pollination, seed formation and seed dispersal by ordering and describing the stages of the life cycle of a flowering plant.

Rock and Roll

Compare different kinds of rocks based on their appearance in the context of understanding the difference between natural and human-made rocks.
Making systematic and careful observations by examining different types of rocks.
Group together different kinds of rocks on the basis of their simple physical properties in the context of natural rocks.
Describe in simple terms how fossils are formed when things that have lived are trapped within rock by explaining the fossilisation process and by comparing fossils to the animals they belong to
Identifying changes related to simple scientific ideas in the context of theories about fossils.
Recognise that soils are made from rocks and organic matter by explaining how soil is formed.
Making systematic and careful observations in the context of investigating the permeability of different soils
Recording findings using simple scientific language. Reporting on findings from enquiries, including presentations of results and conclusions.

Inside out

To sort foods into food groups and find out about the nutrients that different foods provide.
Gathering, recording, classifying and presenting data in a variety of ways to help in answering questions. 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.
To explore the nutritional values of different foods by gathering information from food labels.
Gathering, recording, classifying and presenting data in a variety of ways to help in answering questions. Identify that humans and some other animals have skeletons and muscles for support, protection and movement.
To sort animal skeletons into groups, discussing patterns and similarities and differences.
To investigate an idea about how the human skeleton supports movement
Identify that humans and some other animals have skeletons and muscles for support, protection and movement. Recording findings using simple scientific language, drawings, labelled diagrams, keys, bar charts, and tables. To explain how bones and muscles work together to create movement.

Innovative Inventors

To identify differences, similarities or changes related to simple scientific ideas and processes by finding out about the men and women who introduced new plants to our gardens.

To 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 by exploring the way that non-native plants have been discovered, transported and introduced.
To find out about the way new plants arrived in our country.
To identify changes related to scientific ideas by describing Marie Curie’s research into x-rays. To identify that humans have skeletons for support, protection and movement by identifying and explaining the bones shown in x-rays.
To explain how Marie Curie’s work on x-rays helps us identify bones
To identify changes related to scientific ideas by describing the achievements of George Washington Carver.
Exploring William Smith’s principle of fossil succession.
Learn about about Inge Lehmann’s discovery of the Earth’s solid core and how this creates igneous rocks.

Computing

We use the Teach Computing scheme of work to deliver the computing curriculum to ensure full coverage and progression in this specialised area. The children are also given opportunities to use their computing skills in other areas of the curriculum using desktop computers, laptops, chromebooks and tablets.

To find out more about the Teach Computing curriculum visit www.teachcomputing.org

Computing systems and networks	Creating media	Programming A	Data and Information	Creating media	Programming B
Connecting computers Identifying that digital devices have inputs, processes, and outputs, and how devices can be connected to make networks.	Stop-frame animation Capturing and editing digital still images to produce a stop-frame animation that tells a story	Sequencing sounds Creating sequences in a block-based programming language to make music.	Branching databases Building and using branching databases to group objects using yes/no questions.	Desktop publishing Creating documents by modifying text, images, and page layouts for a specified purpose.	Events and actions in programs Writing algorithms and programs that use a range of events to trigger sequences of actions.

Computing systems and networks

Creating media

Programming A

Data and Information

Creating media

Programming B

Connecting computers

Identifying that digital devices have inputs, processes, and outputs, and how devices can be connected to make networks.

Stop-frame animation

Capturing and editing digital still images to produce a stop-frame animation that tells a story

Sequencing sounds

Creating sequences in a block-based programming language to make music.

Branching databases

Building and using branching databases to group objects using yes/no questions.

Desktop publishing

Creating documents by modifying text, images, and page layouts for a specified purpose.

Events and actions in programs

Writing algorithms and programs that use a range of events to trigger sequences of actions.

PE

Year 3 PE Objectives
Communication	Communicate and compete with each other Begin to show an understanding of how to improve own and others’ performances
Competence	Begin to use running, jumping, throwing and catching in isolation and in combination Further develop flexibility, strength, control and balance
Participate	Participate in team games understanding the rules Develop a wider range of tactics for attacking and defending Participate in outdoor and adventurous activities
Performance	Perform dances and gymnastics routines on own and with others using movement patterns Compare performances with previous ones Begin to demonstrate improvement to achieve personal best

	TERM 1	TERM 2	TERM 3
First half-term	Outdoor Adventurous Activities	Swimming	Athletics
Second half-term	Gymnastics	Swimming	Tennis

Music

Year 3 Music Objectives
Composition	Begin to compose music on their own and with others, using the linked dimensions of music, e.g. pitch, tempo, dynamics, musical notations Use some staff and other musical notation
Listen to	Listen to and begin to recall sounds with aural memory
Play and performance	Begin to play and perform in solo and ensemble contexts
Review and evaluate	Appreciate and discuss a range of high quality live and recorded music Begin to develop an understanding of the history of music

Art

Autumn Term

Topic (Taken from Long Term Plan)	Media and Materials	Skills	Vocabulary	Significant Artists
Cave art	Create sketchbooks to record and revisit observations. Observing movements of running/hunting and put into animated storyboard?	Use and apply art and design techniques and improve their control and use of materials. Charcoal
Stonehenge Art	In collage, consider the effect of chosen materials and technique. Stonehenge	Use and apply art and design techniques and improve their control and use of materials. Charcoal
Real life art	Create sketchbooks to record and revisit observations. In painting, use white to make tints and black to make shades. In painting, create a colour wheel.	Use and apply art and design techniques and improve their control and use of materials.	Use a range of artistic vocabulary to discuss and evaluate work e.g. observe, perspective, technique, palette.
Christmas Wrapping Paper	In print, press, roll, rub and stamp and create print from environment. Eg wrapping paper.	Use and apply art and design techniques and improve their control and use of materials.	Use a range of artistic vocabulary to discuss and evaluate work e.g. observe, perspective, technique, palette.
African art/Black History	In painting, use white to make tints and black to make shades. In painting, create a colour wheel.	Use and apply art and design techniques and improve their control and use of materials. Pastels, oil pastels & choice of medium		Know about great artists, architects and designers and how their art/ design reflected and shaped our history. Ndebele Art Ester Mahalngu Evaluate work of some artists and analyse creative works. Tingatinga

Spring Term

Topic (Taken from Long Term Plan)

Media and Materials

Skills

Vocabulary

Significant Artists

Landscapes

In painting, use white to make tints and black to make shades.

Use and apply art and design techniques and improve their control and use of materials.

Zentangles, watercolour, pastels

Evaluate work of some artists and analyse creative works.

Albert Bierstadt Nicholas Roerich

Bob Ross

Summer Term

Topic (Taken from Long Term Plan)

Media and Materials

Skills

Vocabulary

Significant Artists

Egyptian Gods

Use and apply art and design techniques and improve their control and use of materials. Oil Pastels

Roman Coins

Create sketchbooks to record and revisit observations.

Observing artefacts and recreating using clay

Design Technology

Autumn Term

Topic (Taken from Long Term Plan)	Designing Objective	Making Objective	Evaluating Objective	Technical Knowledge Objective	Cooking and Nutrition Objective
Hot Chocolate Stirrers – Look at existing packaging for food. Design and make a box to contain the stirrer.	Communicate ideas using different strategies eg discussion, sketch Use research to inform design.	Select from and use a wide range of tools, equipment, materials and components accurately.	Evaluate own ideas and designs against given criteria and consider the views of others to improve their work Investigate a range of existing products that address real/ relevant problems, in a range of contexts eg home, leisure, school.	Apply understanding of how to strengthen, stiffen and reinforce structures.
Christmas bunting decoration – sewing (Use Twinkl Fabric bunting Unit)	Communicate ideas using different strategies eg discussion, sketch Use research to inform design.	Select from and use a wide range of tools, equipment, materials and components accurately.	Evaluate own ideas and designs against given criteria and consider the views of others to improve their work. Investigate a range of existing products that address real/ relevant problems, in a range of contexts eg home, leisure, school.

Topic (Taken from Long Term Plan)

Designing Objective

Making Objective

Evaluating Objective

Technical Knowledge Objective

Cooking and Nutrition Objective

Hot Chocolate Stirrers – Look at existing packaging for food. Design and make a box to contain the stirrer.

Communicate ideas using different strategies eg discussion, sketch

Use research to inform design.

Select from and use a wide range of tools, equipment, materials and components accurately.

Evaluate own ideas and designs against given criteria and consider the views of others to improve their work

Investigate a range of existing products that address real/ relevant problems, in a range of contexts eg home, leisure, school.

Apply understanding of how to strengthen, stiffen and reinforce structures.

Christmas bunting decoration – sewing (Use Twinkl Fabric bunting Unit)

Communicate ideas using different strategies eg discussion, sketch

Use research to inform design.

Select from and use a wide range of tools, equipment, materials and components accurately.

Evaluate own ideas and designs against given criteria and consider the views of others to improve their work.

Investigate a range of existing products that address real/ relevant problems, in a range of contexts eg home, leisure, school.

Spring Term

Topic (Taken from Long Term Plan)	Designing Objective	Making Objective	Evaluating Objective	Technical Knowledge Objective	Cooking and Nutrition Objective
Roman Aqueduct	Take risks to become innovative and resourceful. Communicate ideas using different strategies eg discussion, sketch Use research to inform design	Select from and use a wide range of tools, equipment, materials and components accurately.	Evaluate own ideas and designs against given criteria and consider the views of others to improve their work.	Apply understanding of how to strengthen, stiffen and reinforce structures.
Roman Catapult	Take risks to become innovative and resourceful. Communicate ideas using different strategies eg discussion, sketch Use research to inform design	Select from and use a wide range of tools, equipment, materials and components accurately.	Evaluate own ideas and designs against given criteria and consider the views of others to improve their work.	Apply understanding of how to strengthen, stiffen and reinforce structures. Identify a range of mechanical systems and how they work (gears, pulleys, cams, levers and linkages)
Roman Food – Twinkl Edible Garden. Grow herbs and make a pesto sauce for pasta. Evaluate existing pesto sauces.	Use research to inform design		Evaluate own ideas and designs against given criteria and consider the views of others to improve their work Investigate a range of existing products that address real/ relevant problems, in a range of contexts eg home, leisure, school.		Apply principles of a healthy varied diet when preparing a variety of savoury food. Apply understanding of seasonality and its link to ingredients.

Topic (Taken from Long Term Plan)

Designing Objective

Making Objective

Evaluating Objective

Technical Knowledge Objective

Cooking and Nutrition Objective

Roman Aqueduct

Take risks to become innovative and resourceful.

Communicate ideas using different strategies eg discussion, sketch

Use research to inform design

Select from and use a wide range of tools, equipment, materials and components accurately.

Evaluate own ideas and designs against given criteria and consider the views of others to improve their work.

Apply understanding of how to strengthen, stiffen and reinforce structures.

Roman Catapult

Take risks to become innovative and resourceful.

Communicate ideas using different strategies eg discussion, sketch

Use research to inform design

Select from and use a wide range of tools, equipment, materials and components accurately.

Evaluate own ideas and designs against given criteria and consider the views of others to improve their work.

Apply understanding of how to strengthen, stiffen and reinforce structures.

Identify a range of mechanical systems and how they work (gears, pulleys, cams, levers and linkages)

Roman Food – Twinkl Edible Garden. Grow herbs and make a pesto sauce for pasta. Evaluate existing pesto sauces.

Use research to inform design

Evaluate own ideas and designs against given criteria and consider the views of others to improve their work

Investigate a range of existing products that address real/ relevant problems, in a range of contexts eg home, leisure, school.

Apply principles of a healthy varied diet when preparing a variety of savoury food.

Apply understanding of seasonality and its link to ingredients.

Summer Term

Topic (Taken from Long Term Plan)

Designing Objective

Making Objective

Evaluating Objective

Technical Knowledge Objective

Cooking and Nutrition Objective

Canopic Jars

Building Pyramids

Fabric Headdress

Communicate ideas using different strategies eg discussion, sketch

Use research to inform design.

Select from and use a wide range of tools, equipment, materials and components accurately.

Evaluate own ideas and designs against given criteria and consider the views of others to improve their work

Apply understanding of how to strengthen, stiffen and reinforce structures.

History

History
Autumn	Stone Age to Iron Age	This could include: late Neolithic hunter-gatherers and early farmers, for example, Skara Brae Bronze Age religion, technology and travel, for example, Stonehenge Iron Age hill forts: tribal kingdoms, farming, art and culture
Spring	The Roman Empire	This could include: Julius Caesar’s attempted invasion in 55-54 BC The Roman Empire by AD 42 and the power of its army Successful invasion by Claudius and conquest, including Hadrian’s Wall British resistance, for example, Boudica ‘Romanisation’ of Britain: sites such as Caerwent and the impact of technology, culture and beliefs, including early Christianity
Summer	Egyptians	This could include: the achievements of the earliest civilizations – an overview of where and when the first civilizations appeared

Autumn

Stone Age to Iron Age

This could include:

late Neolithic hunter-gatherers and early farmers, for example, Skara Brae
Bronze Age religion, technology and travel, for example, Stonehenge
Iron Age hill forts: tribal kingdoms, farming, art and culture

Spring

The Roman Empire

This could include:

Julius Caesar’s attempted invasion in 55-54 BC
The Roman Empire by AD 42 and the power of its army
Successful invasion by Claudius and conquest, including Hadrian’s Wall
British resistance, for example, Boudica
‘Romanisation’ of Britain: sites such as Caerwent and the impact of technology, culture and beliefs, including early Christianity

Summer

Egyptians

This could include:

the achievements of the earliest civilizations – an overview of where and when the first civilizations appeared

Geography

Geographical skills and fieldwork to be completed throughout KS2

Use maps, atlases, globes and digital/computer mapping to locate countries and describe features studied.
Use the eight points of a compass, four and six-figure grid references, symbols and key (including the use of Ordnance Survey maps) to build their knowledge of the United Kingdom and the wider world.
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, plan sand graphs, and digital technologies.

Autumn	Locational knowledge	Name and locate counties and cities of the United Kingdom and key European countries, 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.
Spring	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.

RSHE

Year 3 Relationships and Health Education

You can access the parent portal for further information on each session by clicking on the title of the session.

Username: st-geroge-ss3

Password: red-3

We don’t have to be the same Children will learn: Similarities and differences between people arise as they grow and make choices, and that by living and working together (‘teamwork’) we create community	Respecting our bodies Children will learn: About the need to respect and look after their bodies as a gift from God through what they wear, what they eat and what they physically do	What am I feeling? Children will learn: That emotions change as they grow up (including hormonal effects) To deepen their understanding of the range and intensity of their feelings; that ‘feelings’ are not good guides for action What emotional well-being means That positive actions help emotional well-being (beauty, art, etc. lift the spirit) That talking to trusted people helps emotional well- being (e.g. parents/carer/teacher/parish priest etc.)	What am I looking at? Children will learn: To recognise that images in the media do not always reflect reality and can affect how people feel about themselves.	I am thankful Children will learn: Some behaviour is wrong, unacceptable, unhealthy and risky Thankfulness builds resilience against feelings of envy, inadequacy and insecurity, and against pressure from peers and the media

We don’t have to be the same Children will learn:

Similarities and differences between people arise as they grow and make choices, and that by living and working together (‘teamwork’) we create community

Respecting our bodies Children will learn:

About the need to respect and look after their bodies as a gift from God through what they wear, what they eat and what they physically do

What am I feeling?

Children will learn:

That emotions change as they grow up (including hormonal effects)
To deepen their understanding of the range and intensity of their

feelings; that ‘feelings’ are not good guides for action

What emotional well-being means
That positive actions help emotional well-being (beauty, art, etc. lift the spirit)
That talking to trusted people helps emotional well- being (e.g. parents/carer/teacher/parish priest etc.)

What am I looking at?

Children will learn:

To recognise that images in the media do not always reflect reality and can affect how people feel about themselves.

I am thankful

Children will learn:

Some behaviour is wrong, unacceptable, unhealthy and risky
Thankfulness builds resilience against feelings of envy, inadequacy and insecurity, and against pressure from peers and the media

Cultural Capital

Cultural capital is the essential knowledge, skills and behaviours that children need to prepare them for their future success. It is about giving children the best possible start to their early education with a wide range of enriching experiences. These experiences reflect the child’s environment and develop their many skills such as resilience and confidence, as well as promoting their social interactions, their relationships and culture.

Examples of some of the experiences are:

Find where you live on a street map
Find where the school is on a street map
Construct a Family Tree
Investigate your family genealogy
Produce fossil rubbings
Write in hieroglyphics
Create a pinhole camera
Sing as part of the school choir
Take part in a carol service
Visit the War Memorial in Shoebury
Listen to music from a different continent and compose a piece of music linked to the sound
Prepare a snack from your own culture
Design and make a board game
Learn a French song
Tell your class about a favourite book
Prepare a fruit kebab
Take part in a Roman banquet
Create a mosaic
Find a geographical world record to share with your class
Make ice cream
Visit a castle

MFL

French is taught in key stage 2. The skills listed below are taught across the year groups and regularly revisited.

French
Listening & Comprehension	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.
Speaking	Engage in conversations; ask and answer questions; express opinions and respond to those of others; seek clarification and help. Speak in sentences, using familiar vocabulary, phrases and basic language structures Develop accurate pronunciation and intonation so that others understand when they are reading aloud or using familiar words and phrases* Present ideas and information orally to a range of audiences*
Reading & Comprehension	Read carefully and show understanding of words, phrases and simple writing Appreciate stories, songs, poems and rhymes in the language Broaden their vocabulary and develop their ability to understand new words that are introduced into familiar written material, including through using a dictionary.
Writing	Write phrases from memory, and adapt these to create new sentences, to express ideas clearly Describe people, places, things and actions orally* and in writing Understand basic grammar appropriate to the language being studied, including (where relevant): feminine, masculine and neuter forms and the conjugation of high-frequency verbs; key features and patterns of the language; how to apply these, for instance, to build sentences; and how these differ from or are similar to English.