Year Three Curriculum
YEAR 3: WHOLE CURRICULUM OVERVIEW
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SUBJECT |
AUTUMN |
SPRING |
SUMMER |
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SPOKEN LANGUAGE |
At Park Hill, particularly because many of our pupils begin their school life without the oracy skills appropriate for their age, we recognise the importance of spoken language in the development of reading and writing and, indeed, of the whole individual. The skills of speaking and listening are explicitly taught and children are given a wide range of opportunities to practise these skills and develop confidence and competence.
Throughout the School, children talk about their learning, developing ideas and understanding through discussion, asking questions, being able to listen carefully to others’ views and giving them time to respond, sometimes challenging others’ viewpoints, negotiating with others in group work and considering a range of viewpoints. Talk partners are often used as a strategy to encourage discussion in lessons. Relevant vocabulary is explicitly taught in lessons across the curriculum so that our children’s knowledge and understanding of vocabulary increases. Talk for Writing, which is used throughout the school in order to embed key vocabulary in children’s minds, is one such method that is employed on a regular basis. For younger pupils, opportunities to develop their spoken language include role play within the indoor and outdoor learning environments where children can explore language in contexts such as a garage or a hairdresser’s or a café, for example. As the children become older, opportunities are extended with the children preparing to speak to an audience using ICT presentations or posters as prompts. Children in Year 6 learn to use spoken language in a formal debate. Spoken language is also developed through drama activities as children improvise, refine and rehearse scripts and learn to present these to an audience – for example – in their class assemblies. Rehearsing ideas through role play and spoken language enables children to explore different genres, identify with characters and develop vocabulary: teachers often use this approach as preparation to improve the quality of written work. During the year we run poetry performance competitions where children of all ages can showcase their ability to learn off texts by heart and perform poems of their choice with expression and actions. Every week a talk homework topic is sent home for the children to talk about with their families and then come back into school to discuss with their teachers and peers. We promote respect towards all languages and dialects that children may bring into school with them. We value all languages and recognise home languages as a stepping-stone to progress in the use of English. |
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READING |
At Park Hill, reading is taught as a separate lesson from writing. However, we very much try to link reading and writing activities so that often the same genre is being taught in both lessons. The children are taught reading skills, which are based around progression statements connected with:
In Years 1 to 4, reading is taught in five 30 minute sessions, separate from the writing lesson, every week. We use a wide selection of differentiated guided reading books, the class libraries and the two school libraries as a source of books. In Years 3 and 4, some children on the Special Needs Register use the Rapid Reading Scheme. In the reading lessons, our learning is based around the following cycle:
We have close links with our local library, Balsall Heath, and are often involved in projects with them. We make regular visits to the library and the librarians frequently come into school to speak not only to the children but also to their parents to help promote a love of reading and make them aware of the library’s facilities. |
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WRITING |
In writing, we base our learning around the Writing Cycle which takes the following format:
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Year 3 – Year Group Author – Dick King-Smith |
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Autumn Term | Spring Term | Summer Term |
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Roald Dahl: The Magic Finger | E-safety poster | Non-chronological report: How the Skelton works. (Link to science |
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Narrative: The Story of Rama and Sita (Link to topic work) | Non-Chronological Report: Stone age (Link to topic work) | Narrative/Traditional Tales: Dick Whittington |
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Black History Week: Poetry | Purple Attendance | Diary: Pompeii (Link to topic work) |
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Poetry (Shape Poems and Calliagrams) | Narrative: Stone Age Boy (Link to topic work) | Narrative: Marshmellow (Narrative/Visual Literacy) |
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Narrative:Fishing with Sam (Visual Literacy/Link topic work) | Instructions: Making Crazy Cress Heads (Link to topic work) | Poetry |
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Poetry: Dancing with Hippopotami | Letter: How to keep healthy (Link to topic work) | Non-Chronological report: How the Skelton works. (Link to science) |
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Roald Dahl: The Magic Finger | E Safety poster | |
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GRAMMAR AND PUNCTUATION |
Grammar and punctuation points are taught at the beginning of English lessons, where they are relevant to the genre being worked on. There are also discrete lessons in grammar and punctuation from Year 2 upwards. | ||
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PHONICS AND SPELLING |
We use the Letters and Sounds programme for the teaching of phonics.
Letters and Sounds is a focused teaching strategy that teaches children how the alphabet works for reading and spelling and is taught through 6 phases: Phase 1 supports the development of spoken language. Phase 2-5 is a systematic approach to phonics teaching and word recognition skills Phase 6- focuses on word-specific spellings and the rules for spelling alternatives. Phonics is taught as a discrete session every day in Nursery, Reception, Year 1 and Year 2. Each lesson is taught by the teacher to the whole class, although the learning is differentiated according to ability within the lesson. Phonics is still taught to those children in Key Stage 2 who do not have a secure phonic knowledge. Spelling, appropriate to ability and age expectation, is taught for short periods of time on a daily basis in Key Stage 2 in line with statutory guidance. The children are then encouraged to apply the rules they have learned to their independent writing. |
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HANDWRITING AND PRESENTATION |
At Park Hill we aim to equip children with the skills to write in a handwriting style that is fluent, joined and legible. Children throughout the school use a cursive script where all letters start with a lead-in from the line and have a tiny hook on the end of them, which makes it easier to join them. Lower case g, y and j are not joined and neither are capital letters. Some children begin to join their letters in Year 2 but it is expected that all children will be joining their letters by Year 4 when every child is must use a pen for all their writing. | ||
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MATHS (Hamilton Scheme Overview) |
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SCIENCE |
Light & Shadows Identifying Plants, water transportation & seed dispersal |
Rocks, soils & fossils Growing Plants & HEALTHY ME TOPIC Eat up! A study of healthy diet |
Skeletons & muscles Magnets |
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HISTORY |
Changes in Britain from the Stone Age to the Iron Age A study of: late Neolithic hunter-gatherers and early farmers, Bronze Age technology and travel, Stonehenge; Iron Age hill forts: tribal kingdoms, farming, art and culture |
The Roman Empire and its Impact on Britain A study of: successful invasion by Claudius and conquest, Hadrian’s Wall; British resistance, Boudicca; ‘Romanisation’ of Britain& the impact of technology, culture & beliefs, including early Christianity |
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GEOGRAPHY |
Geography links to topic Identifying the continent of Asia and the country of India on a world map, in proximity to Great Britain Places & their WEATHER around the world Describing & understanding key aspects of: human & physical geography, including: climate zones |
Geography links to topic Identifying & locating places of known interest in Britain & abroad where stone age artefacts have been found. Identifying & locating Australia(links to art). |
The U.K & Europe Locating the world’s countries, using maps to focus on Europe (including the location of Russia) and understanding some key geographical similarities and differences through the study of human and physical geography Geography links to topic Identifying Great Britain, Italy & Rome & the reach of the Roman Empire into Europe and beyond
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COMPUTING (Rising Stars: Switched On scheme) |
We are Presenters Videoing Performance (Shadow puppet show/Bollywood dance) Creativity We are meteorologists (*from year 4) Presenting the weather Productivity |
We are bug fixers Finding & correcting bugs in programs Computational Thinking We are programmers Programming an animation Programming |
We are network engineers Exploring computer networks, including the internet Computer networks We are communicators Communicating safely on the internet Communication/collaboration |
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MUSIC (Music Express scheme) |
Animal Magic Exploring descriptive sounds Play it again Exploring rhythmic patterns |
The class orchestra Exploring arrangements Dragon scales Exploring pentatonic scales |
Painting with sound Exploring sound colours Salt pepper vinegar mustard Exploring singing games |
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P.E. |
Dance–Bollywood – links to India Matalan Cards Invasion Games Football Dance Outdoor Ad. Activities |
Gymnastics Invasion Games Netball Gymnastics O.A.A |
Net/wall Games Mini Tennis Striking & Fielding Games Cricket Net/wall Games Badminton Athletics |
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PATHS |
Establishing a Positive Classroom Environment & Basic Emotions Basic Emotions Improving Self-control, Self-Awareness & Anger Management |
Using Our Thinking Skills Friendship & Getting Along with Others 1 |
Feelings in Relationships 1 Getting Along with Others 2 Feelings & Expectations Feelings about School Feelings in Relationships 2 Endings & Transitions |
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F.L: SPANISH (First year of implementation) |
All about me & establishing phrases & vocabulary for classroom routines &objects Understand and say numbers 0-10. Meet and establish common letter strings. Participate in a short exchange greeting someone- asking and saying how you are. Identify rhyming words in a poem. Follow simple classroom instructions. Explore auditory differences between un/una. Ask for and give name. Recognise a question form. Christmas lesson- Nativity play/Letter to the three Kings. |
Revision of numbers. Ask for and state age. Recognise how accents alter pronunciation. Colours. Perform actions to Spanish Song. Experiment with writing by producing short sentences using verb, adjective and connective. Names of fruit. Recognise singular and plural items and how they affect the verb. Reflect on healthy eating habits. |
Easter lesson- Spring time/Weather conditions. Understand Spanish traditions and customs across the various regions of Spain. Days of the week. Join in reading a story. Match sounds to the written word. Re-arrange familiar sentences into the correct word order. Months of the year. Focus on specific key sounds and letter strings. Identify social conventions at home and in other cultures. |
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ART & DESIGN |
Art skills linked to D.T. topic improving mastery of art and design techniques, including drawing |
Art from early civilizations Paint: Cave Painting & Aboriginal art (painting techniques – historical art) |
Historical Art Mosaics: A Study of modern ceramics/ceramicists & Roman mosaics; designing & creating mosaics
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DESIGN & TECHNOLOGY |
Making Shadow Puppets Making puppets and a theatre for a Diwali puppet show Making a Weather Station Use of recyclable modelling materials to create rain gauges, anemometers and weather vanes |
Food Technology Making Yoghurt & preparing food we grow |
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R.E (Birmingham Agreed Syllabus) |
Use of Light symbolism in faith celebrations – culminating in Diwali
Community – Creating Unity & Harmony Community – Participating & Willing to Lead
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Choice – Being Fair & Just Choice – Being Accountable & Living with Integrity Commitment – Remembering Roots Commitment – Being Loyal & Steadfast Contemplation – Being Open, Honest & Truthful
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Contemplation – Being Open, Honest & Truthful Contemplation – Being Silent & Attentive, Cultivating a sense for the Sacred & Transcendence
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