Through the Ages This term our topic is “Through the Ages”. Throughout this topic, we will learn about British prehistory from the Stone Age to the Iron Age, including changes to people and lifestyle caused by ingenuity, invention and technological advancement.
To find out more, view our Through the Ages Knowledge Organiser.
Other helpful documents
From a geographical perspective, we will learn about Stone Age monuments, one planet including our world- maps, locating countries, human and physical features, four-figure grid references, primary data and compass points.
We will also study the Earth's layers, plate tectonics, latitude and longitude, European countries and cities, UK counties and cities, carbon footprints, weather and the local environment, land use, fieldwork and local enquiry
We will focus on the Stone Age, Bronze Age and Iron Age. This will include learning about chronology and timelines, everyday life, tools and weapons, settlements, stonework and metalwork, religion and beliefs, wealth and power, invention and ingenuity, evidence and enquiry.
Reading
Our Class Text and Comprehension
In term 1 and 2, our reading comprehension lessons will be based upon our class text, “Stig of the Dump” by Clive King. We will follow Barney’s adventure which begins when he meets a stone age boy living in a chalk pit near his Grandmother’s house. Our focus will be on predicting events in the story and retrieving information. We will find and explain the meaning of words in context and draw inferences such as characters’ feelings, thoughts and motives for their actions.
To find out more about this text, view our “Stig of the Dump Knowledge Organiser.”
For further information about the reading skills we will focus upon this term, please view “Pankhurst’s Sequential Reading Curriculum”
Independent Reading
In class, we will continue to use the Accelerated Reader program. For further information about this, please view a Parent's Guide to Accelerated Reader. (https://help.renlearn.co.uk/AR/ARParentGuide) If you need your child's AR password, please contact me (Mrs Reeves).
Writing
Grammar, Punctuation and Spelling
Punctuation
This term we will identify and highlight direct speech in written texts, model the use of inverted commas to indicate direct speech and revise the use of comma to separate items in a list. We will also revise questions marks and exclamation marks so that we use them reliably.
Grammar
This term we will learn to identify nouns, revise the function of statement, question, command and exclamation, we will look at sentence structures, past tense and develop our understanding of standard English. We will also express time, place and cause using a range of conjunctions. In term 2 we will introduce noun phrases, study irregular past tense and begin to identify the main clause in a sentence.
Spellings
During our spelling lessons this term, we will learn how to spell words with the “v” sound at the end of words, we will be adding “-ing” and “-ed” to the end of a word, focus on words that end in “y” and introduce the prefix “-un” and “-dis”. In term 2 we will introduce the prefix “-dis”, the “a” sound before “l” and “ll” for example walk, ball etc, adding “-er” and “-est” to a word, the new consonant spellings “wh” and “ph” words and the prefix “re” will be introduced.
To view our weekly breakdown of our spellings, please view our Term 1 and Term 2 Homework Grid.
For further information about the writing skills, we will focus upon this term, please view “Pankhurst’s Sequential Writing Curriculum”
Following the White Rose Maths scheme, year 3 will cover three main blocks of learning over the course of the autumn term: place value, addition and subtraction and multiplication and division. As part of the White Rose Maths scheme, each block is broken down into a series of small learning steps. Combined, these small learning steps then cover all the curriculum content your child needs to know in small related chunks.
| Maths area of learning | Block | Small Learning Steps |
| Number | Place Value | Represent and partition numbers up to 100 and 1000; use a number line to 100 & 1000; find, 1, 10 and 100, more and less; use a number line to 1000; estimate a number on a 1000 line; compare and order numbers to 1000; count in 50’s. |
| Number | Addition and subtraction | Apply number bonds within 10; add and subtract 1’s, 10’s and 100’s; add, 1’s across 10, 10’s across 100.; subtract, 1’s across 10, 10’s across 100; add and subtract two numbers with no exchange. |
| Number | Multiplication and Division | Multiplication – equal groups; use arrays; multiples of 2; multiples of 5 and 10; sharing and grouping; multiply by 3; divide by 3; the 3 times-table; multiply by 4; divide by 4; the 4 times-table; multiply by 8; divide by 8; the 8 times-table; the 2, 4 and 8 times-tables. |
One of the most important things for your child to have mastered and maintain is their knowledge of times tables. For an overview of our weekly times tables focus, please view our Term 1 and Term 2 Homework Grid. To complement their work in lessons reinforcing their fluency, recall and commutativity of these timetables, your child will be set a weekly activity to complete as part of their homework on Sumdog.
Our Calculation Policy: addition and subtraction
Our Calculation Policy: multiplication and division
This term our Science theme is ‘Animal nutrition and the skeletal system.’ In the Animal nutrition and the skeletal system project, children will learn about the importance of nutrition for humans and other animals. They will learn about the role of a skeleton and muscles and identify animals with different types of skeleton. Our focus will be on living things; carnivores, herbivores and omnivores, the human diet including human nutrition and food groups, fatty foods, and also, seasonal changes in animals' diets. When studying the human skeleton, we will study joints, muscles, and then progress our investigations to looking at different skeleton types including endoskeletons and exoskeletons. When working scientifically children will be identifying and classifying, observing changes over time, carrying out comparative tests, Pattern seeking, and research. To find out more, view our Animal Nutrition and the Skeletal System Knowledge Organiser
| Animal nutrition and the skeletal system Lesson Overview Lesson | Learning focus |
| 1 | What I know about living things |
| 2 | Asking questions |
| 3 | Balanced and nutritious (food groups) |
| 4 | Investigating fatty foods |
| 5 | Animal diets |
| 6 | Bones |
| 7 | Joints |
| 8 | Muscles |
| 9 | Skeleton types |
| 9 | Lets’ focus; Ask questions |
| 10 | Lets’ focus; Answer questions |
Other helpful documents
* Animal Nutrition and the Skeletal Glossary
* Animal Nutrition and the Skeletal Vocabulary Mat
Art: Bell Beaker Pottery
Linked to our main topic, “Through the Ages”, our art topic for this term is “Bell Beaker pottery”. Throughout this topic, we will learn about Bell Beaker pottery. It allows the children to explore different clay techniques, which they use to make and decorate a Bell Beaker-style pot.
To find out more, view our Bell Beaker Pottery Knowledge Organiser.
Art: Contrast and compliment
This project teaches children about colour theory by studying the colour wheel and colour mixing. It includes an exploration of tertiary colours, warm and cool colours, complementary colours and analogous colours, and how artists use colour in their artwork.
To find out more, view our Colour and contrast Knowledge Organiser.
Design and Technology: Cook well, Eatwell
Over the course of this project children will learn about food groups and the Eatwell guide. They will learn about methods of cooking and explore these by cooking potatoes and ratatouille. The children choose and make a taco filling according to specific design criteria.
To find out more, view our Cook well, Eatwell Knowledge Organiser.
Following the Purple Mash scheme of learning, our two main computing topics for term 1, will be Coding and Online safety, for Term 2 we will be looking at Spreadsheets and Touch Typing.
Coding
In term 1, we will be focussing upon coding. We will learn about:
- Using flow charts
- Using timers
- Using repeat
- Using code, test and debug
- Design and make an interactive scene
To find out more, view our coding Knowledge Organiser.
Online safety
Also, in term 1, our work will focus upon online safety. We will learn:
- Passwords
- Fact or fiction (online)
- Appropriate content and ratings
To find out more, view our Online safety Knowledge Organiser.
Spreadsheets
In term 2 we will learn about spreadsheets:
- Pie and bar charts
- Using < > = tools
- Using the spin button
To find out more, view our Spreadsheets Knowledge Organiser.
Touch-typing
In the latter part of term 2, we will develop our touch-typing skills. We will learn:
- Keys
- Hand positions
To find out more, view our Touch-typing Knowledge Organiser.
Our Religious Education lessons will continue to be based upon our “Love to Celebrate” projects. Basing the “Love to Celebrate” projects around festivals, gives a real-life context to the children’s learning and a structure to the projects. However, the celebration itself is only a small part of each “Love to Celebrate” project. Each set of projects covers all major aspects of each religion including worship, belief, leadership and belonging.
Please view our “World festivals and Celebrations Calendar”.
Term 1: Buddhism – Vesak
Vesak is an important Buddhist festival, which commemorates the birth, enlightenment and sometimes death of Prince Siddhartha, who became known as Buddha. Most Buddhists celebrate Vesak when there is a full moon in May or June because they believe his birth, enlightenment and death all happened at this time.
Buddhists may bathe a statue of Buddha with scented water, light lanterns, bring offerings to the template, meditate and learn more about the Buddha's life and teachings during Vesak.
For the key words and vocabulary associated with this topic, please view our “Vesak Glossary”.
Term 2 Sikhism - Gurpurab
Gurpurabs are celebrations which commemorate the anniversaries of the Sikh Gurus. Guru Nanak's Gurpurab is usually celebrated in November.
Guru Nanak is the founder of the Sikh religion. He was born a Hindu in 1469 but when he was 30 years old, he bathes in the Kali Bein, the Black River and disappeared. He returned after three days and declared he had been with God. He taught his followers that all religions worshipped the same God, and everyone on Earth should be treated equally and with respect.
All Gurpurabs are celebrated in a similar way. The whole of the Guru Granth Sahib may be read over a period of two days, finishing on the day of the festival. There may also be a Nagar Kirtan, a parade of the Guru Granth Sahib, through the streets accompanied by music and dancing. Many Sikhs will also help to prepare langar, which is free food. Langar may be served on the streets during the Nagar Kirtan or in the langar hall.
For the key words and vocabulary associated with this topic, please view our “Sikhism Glossary”.
Over the course of term 1 and 2, we will continue to follow our Jigsaw PSHE scheme of learning. Jigsaw, the mindful approach to PSHE is a progressive and spiral scheme of learning. In planning the lessons, Jigsaw PSHE ensures that learning from previous years is revisited and extended, adding new concepts, knowledge and skills, year on year as appropriate.
For more information regarding the knowledge and skills progression, please view the Jigsaw Knowledge Skills and Progression Document for ages 7-8
Term 1: Being me in my world
In this Puzzle, we will be considering What are choices and consequences and why do we need them? Pupils will learn how to use their Jigsaw Journal, what the rights and responsibilities as a member of our class are, we will consider how everyone’s views are valued and contribute our school Learning Charter. We will explore the idea that the choices that we make can have consequences, understand our rights and responsibilities within our Learning Charter (class rules).
Term 2: Celebrating difference
In this Puzzle, we will think about how everyone and their families are different. We will explore family conflict, how to help someone if they are being bullied, and what to do to help the situation. We will focus on the importance of using kind words and giving compliments to others, but also how to receive them.
Following the GetSet4PE scheme of learning, our Physical Education (PE) lessons for term 1 and 2 will focus on fitness and invasion games. Our PE lessons will be on Thursdays and Forest school will be on a Wednesday for outdoor and adventurous activities; children can wear their PE into school on Thursdays.
Invasion games
Netball is an invasion game. In this unit pupils develop their understanding of the attacking and defending principles of invasion games. In all games activities, pupils have to think about how they use skills, strategies and tactics to outwit the opposition. In netball pupils do this by maintaining possession and moving the ball towards goal to score. Pupils develop their understanding of the importance of fair play and honesty while self-managing games and learning and abiding by key rules, as well as evaluating their own and others’ performances.This unit links to the following strands of the NC: use running, jumping, throwing and catching in isolation and in combination. Play competitive games, modified where appropriate and apply basic principles suitable for attacking and defending.
Fitness
In this unit pupils will take part in a range of activities that explore and develop different areas of their health and fitness. Pupils will be given opportunities to work at their maximum and improve their fitness levels, recognising how the activities make them feel. They will need to persevere when they get tired or when they find a challenge hard and are encouraged to support others to do the same. Pupils are asked to recognise areas for improvement and suggest activities that they could do to do this. Pupils will be encouraged to work safely and with control.
This unit links to the following strands of the NC: use running, jumping and throwing in isolation and in combination. Develop flexibility, strength, technique, control and balance.
To find out more, view our GetSet4PE Knowledge Organisers
Following the Charanga Musical School scheme of learning, these units are organised into 3 main parts:
- Listen and Appraise the songs.
- Musical Activities - learn and/or build on our knowledge and understanding about the interrelated dimensions of music.
- Perform the Song - perform and share our learning as we progress through the unit of work.
Term 1: Writing down music
During this unit the children will learn that long and short (rhythm) and high and low (pitch) sounds can be represented by musical symbols. These
symbols can be written on a stave and named with special musical names. During this unit the children will learn that this helps us to remember what we are going to sing and play.
Term 4: Playing in a band
All the learning in this unit will be based on finding out that playing together in a band is fun and exciting! Pupils will try to read the notation of one of the easy instrumental parts when playing together in this unit. In music, the steady beat is organised by time signatures which tell us how many beats there are in each bar. We will investigate such questions as; What are the time signatures of the music you are playing? We will also explore that when people sing or use instruments to play two or more different pitches that sound at the same time, we can hear harmony in music. Finally, we will explore singing and playing instruments together to create these beautiful sounds.
For more information, please view our Charanga musical school year 3 knowledge organisers
We are delighted to continue our French lessons with Mrs Cackett, our resident native French speaker.
Over the course of the spring term, our theme will be ‘All about me.’
Term 1 : Greetings
Throughout this topic, we will practice introducing ourselves, greeting others, our family, numbers 0-12 and how to tell people or age.
Term 2: Talking about myself
During this topic, we will learn the song ‘the farmers in the den’, numbers 11-20, our favourite playground games, describing myself and my birthday.
| Pankhurst Class Term 1 and 2 Resources | |
| Topic | |
 |
Through the Ages Organiser |
|
Home Learning Workbook |
|
Vocabulary Mat |
| English, Reading, Writing and Spelling | |
|
Stig of the Dump Knowledge Organiser |
|
Sequential Reading Curriculum |
|
Sequential Writing Curriculum |
|
Spelling Word List for Year 3 |
| Maths | |
|
Our Calculation Policy: addition and subtraction |
|
Our Calculation Policy: multiplication and division |
| Science | |
|
Animal nutrition and the skeletal system Knowledge Organiser |
|
Animal nutrition and the skeletal system Glossary |
|
Animal nutrition and the skeletal system Vocabulary Mat |
| Art & Design | |
|
Bell Beaker Pottery Knowledge Organiser |
|
Contrast and compliment Knowledge Organiser |
|
Cook well, Eatwell Knowledge Organiser |
| Computing | |
|
Coding Organiser |
|
Online Safety Organiser |
|
Spreadsheets Organiser |
|
Touch Typing Organiser |
| Religious Education | |
|
World Festivals and Celebrations Calendar |
|
Buddhism – Vesak Glossary |
|
Sikhism – Gurpurab Glossary |
| PSHE | |
|
Year 3 Jigsaw Skills and Knowledge Progression for ages 7-8 |
| Physical Education | |
|
GetSet4PE Knowledge Organisers |
| Music | |
|
Organiser : Writing Music Down |
|
Organiser : Playing in a Band |
In this topic we will explore the different layers of the Earth, right down to the core, including plate tectonics and their potential effects on the Earth’s surface. Once we’ve journeyed to the centre of the Earth, we will explore how these layers and shifts can create environmental disasters such as volcanoes, earthquakes and tsunamis and the long and short-term consequences that these can have. We will use our history knowledge to help research a significant volcanic eruption and the impact it had on the area. With this in depth understanding of the Earth, we will use our geography skills to look at maps and learn about the lines of latitude and longitude. We will also begin to learn how to use a compass and about cardinal and intercardinal points. To find out more, view our Rocks, Relics and Rumbles Knowledge Organiser.
(Please refer to the Downloadable Resources Page for PDF copies of all highlighted/underlined documents)
Other helpful documents
From a geographical perspective, we will learn about the layers of the earth; rocks; plate tectonics; ring of fire; features of volcanoes; lines of latitude and longitude; volcanic eruptions; earthquakes and tsunamis; compass points and maps.
From a historical perspective, we will learn about a significant person – Mary Anning; Pompeii.
Reading
Our Class Text and Comprehension
In term 3 and 4, our reading comprehension lessons will be based upon our class text, “The Firework Makers Daughter”, which is an award-winning novel written by Phillip Pullman. The story centres around a young girl called Lila who longs to become a Firework-Maker, like her father. Against his wishes, she runs away to the volcano, Mount Merapi, to find Royal Sulphur, a task all Firework-Makers must complete. Lila meets many challenges during her journey up the mountain. Her encounter with the Fire-Fiend determines once and for all whether she will become a Firework-Maker.
To find out more about this text, view our “Firework-Maker's Daughter Knowledge Organiser.”
For further information about the reading skills we will focus upon this term, please view “Pankhurst’s Sequential Reading Curriculum”
Independent Reading
In class, we will continue to use the Accelerated Reader program. For further information about this, please view a Parent's Guide to Accelerated Reader. (https://help.renlearn.co.uk/AR/ARParentGuide) If you need your child's AR password, please contact me (Mrs Reeves).
Writing
Over the course of the term, we will be writing character descriptions; non-chronological reports; poetry; newspaper reports; diaries and playscripts.
Firstly, we will be writing descriptions of the main characters in, ‘The Firework-Maker's Daughter’, with a focus on extending vocabulary and making our writing detailed and interesting for the reader.
Following on from this, we will be writing a diary entry from the perspective of the main character in our class text. When writing a diary entry, we will be; writing in the past tense; in the first person, including details in chronological order and including personal feelings and emotions.
‘The Firework-Makers Daughter’ will be the starting point to study playscripts and their features and even have a go at writing our own version of a playscript.
We will also be writing a non-chronological report about the Earth’s crust, using presentational features. Non-chronological report writing will teach the children how to select relevant information and group related ideas into paragraphs. The children will carry out research into the Earth’s crust to write non-chronological reports that use topic-specific vocabulary and presentational features, such as subheadings and images.
After that, we will be writing a shape poem about a volcano, using expanded noun phrases and using this opportunity to encourage children’s creativity and develop their use of language. At the end of the task pupils will read their poems aloud to check for sense and rhythm.
Later in the term we will be writing Newspaper reports; grouping ideas into paragraphs and write in a clear, concise style. Eyewitnesses reports of the earthquake and quotations will be used in their newspaper reports. We will edit and redraft the reports, using them to create a class newspaper about the earthquake.
Grammar, Punctuation and Spelling
Punctuation
This term we will learn to use the apostrophe for regular plural nouns; edit deliberate punctuation errors; to know how to use the comma before closing inverted commas, in direct speech.
Grammar
This term we will revise coordinating and subordinating conjunctions; revisit commas in a list; introduce prepositions; recap adverbials; introduce prepositions; use a variety of conjunctions.
Spellings
During our spelling lessons this term, we will introduce the suffixes “ment, -ness, -ful, -less, -ly"; diagraph and trigraph focus; focus on words beginning with “w”; introduce words with: “-le”, “-el”, “-al” and “-il” at the end; adding “-es” to verbs and nouns ending in “y”. To view our weekly breakdown of our spellings, please view our Term 3 and Term 4 Homework Grid.
In addition to these weekly spelling rules, we will continue to learn and spell words from the Year 3 and 4 statutory spelling list. For an overview of these spellings, please view the Spelling word list for Year 3 and Year 4.
Following the White Rose Maths scheme, year 3 will cover six main blocks of learning over the course of the spring term: ratio; algebra; decimals; fractions; decimals and percentages; perimeter, area and volume; and statistics. The blocks of learning for ratio and algebra have been moved to earlier in the year to give more time to consolidate these new concepts. As part of the White Rose Maths scheme, each block is broken down into a series of small learning steps. Combined, these small learning steps then cover all the curriculum content your child needs to know in small related chunks.
| Maths area of learning | Block | Small Learning Steps |
| Number | Multiplication and division | Multiples of 10; related calculations; reasoning about multiplication; multiply a 2-digit number by a 1-digit number – no exchange; multiply a 2-digit number by a 1-digit number – with exchange; link multiplication and division; divide a 2-digit number by a 1-digit number – no exchange; divide a 2-digit number by a 1-digit number – flexible partitioning; divide a 2-digit number by a 1-digit number – with remainders; scaling; how many ways? |
| Number | Fractions | Understand the denominators of unit fractions; compare and order unit fractions; understand the numerators of non-unit fractions; understand the whole; compare and order non-unit fractions; fractions and scales; fractions on a number line; count in fractions on a number line; equivalent fractions on a number line; equivalent fractions as bar models. |
| Measurement | Length and perimeter | Measure in metres, centimetres and millimetres; equivalent lengths (metres and centimetres); equivalent lengths (centimetres and millimetres); compare lengths; add lengths; subtract lengths; what is perimeter? measure perimeter; calculate perimeter. |
| Measurement | Mass, capacity and measurement | Use scales; measure mass in grams; measure mass in kilograms and grams; equivalent masses (kilograms and grams); compare mass; add and subtract mass; measure capacity and volume in millilitres; measure capacity and volume in litres and millilitres; equivalent capacities and volumes (litres and millilitres); compare capacity and volume; add and subtract capacity and volume. |
One of the most important things for your child to have mastered and maintain is their knowledge of times tables. For an overview of our weekly times tables focus, please view our Term 3 and Term 4 Homework Grid. To complement their work in lessons reinforcing their fluency, recall and commutativity of these timetables, your child will be set a weekly activity to complete as part of their homework on Sumdog.
Our Calculation Policy: addition and subtraction
Our Calculation Policy: multiplication and division
This term our topic is ‘Rocks, Relics and Rumbles’. In the Forces and Magnets project, children will learn what forces are and what they do. They will learn about pushing and pulling forces and sort different actions into pushes and pulls. Also, they will identify and explain contact forces, this will be consolidated by investigating frictional forces. We will use force meters to measure the forces needed to carry out everyday tasks and record their measurements. Later in the term, they will learn about magnetism (a non-contact force) and explore bar magnets. Through practical investigations we will find out about magnetic attraction, repulsion and magnetic fields. They will test the magnetic properties of different objects and learn about the magnetism of the Earth and how this enables compasses to work. They will use this knowledge to make compasses. In conclusion to the topic, children will learn about the uses of friction and magnetism and carry out research. To conclude, they will use different methods to investigate the strength of magnets. To find out more, view our Forces and Magnets Knowledge Organiser
Forces and Magnets Lesson Overview
| Lesson | Learning focus |
| 1 | What is a force? |
| 2 | Points of contact |
| 3 | Frictional forces |
| 3 | Exploring force meters |
| 4 & 5 | Measuring and recording frictional forces |
| 6 | Magnetic forces |
| 7 | Exploring magnets |
| 8 | Magnetic fields |
| 9 | Grouping and sorting magnetic materials |
| 10 | Magnetic Earth |
| 11 | Uses of magnetic friction |
Other helpful documents
Forces and Magnets Vocabulary Mat
Art: Ammonite
Linked to our main topic, “Rocks, Relics and Rumbles”, our art topic for this term is “Ammonite”. Throughout this topic, we will learn about artistic techniques used in sketching; printmaking and sculpture. We will begin by looking carefully at ammonites and then we will study ‘Fibonacci’ and imitate his use of pattern, form and shape. At the end of the unit, we will make prints of our own motifs. To find out more, view our Ammonite Knowledge Organiser.
Design and Technology: Making it move
Over the course of this project children will be taught about cam mechanisms. We will be experimenting with different shaped cams before designing, making, and evaluating our own automaton toy. To find out more, view our Making it Move Knowledge Organiser.
Following the Purple Mash scheme of learning, our two main computing topics, this term, will be email and branching data bases.
In term 3, we will be focusing upon email. We will learn about:
- Different types of communication
- How to compose emails
- Email safety
- Online safety around attachments
- Emails solutions and how to report any concerns
To find out more, view our Email Knowledge Organiser.
Branching data bases
Over the course of term 4, our work will focus upon branching data bases. We will learn:
- About the diffeent ways data bases can be organised
- How to search a ready-made data base
- How to collect data to answer a question
- To add to a data base
- To make a branching data base
- Make a class data base with yes/ no questions.
To find out more, view our Branching Databases Knowledge Organiser.
Our Religious Education lessons will continue to be based upon our “Love to Celebrate” projects. Basing the “Love to Celebrate” projects around festivals, gives a real-life context to the children’s learning and a structure to the projects. However, the celebration itself is only a small part of each “Love to Celebrate” project. Each set of projects covers all major aspects of each religion including worship, belief, leadership and belonging.
Please view our “World festivals and Celebrations Calendar”.
Term 3: Islam - Hajj
The Hajj is a pilgrimage Muslims make to the holy city of Mecca. Pilgrims spend five days praying and worshipping both in Mecca and the surrounding desert. It is a spiritual pilgrimage that every adult Muslim must perform at least once in their lives if they are physically able and can afford it.
During the Hajj, pilgrims wear simple clothes and try not to argue. The pilgrims walk around the Kaaba, drink water from the Zamzam Well and stone the pillars at Mina.
The key themes we will consider and examine are: important journeys, going to Mecca; how it would feel to be part of Hajj; Hajj customs and the Five Pillars of Islam.
For the key words and vocabulary associated with this topic, please view our “Hajj Glossary”.
Term 4: Christianity - lent
Lent is a time for Christians to fast, think about God, say sorry for the things they have done that they regret, pray, and learn more about the life of Jesus. It lasts for 40 days (excluding Sundays), because this is the same amount of time that Jesus spent fasting and thinking about God in the desert before he started teaching and performing miracles.
The last week of Lent is called ‘Holy Week’. During ‘Holy Week’, Christians remember Jesus' crucifixion on Good Friday and celebrate his rising from the dead three days later on Easter Sunday.
The key themes we will consider and examine are: Ash Wednesday; the 30 days of lent; switch off, switch on; symbolism and exploring prayer.
For the key words and vocabulary associated with this topic, please view our “Lent Glossary”.
Over the course of term 3 and 4, we will continue to follow our Jigsaw PSHE scheme of learning. Jigsaw, the mindful approach to PSHE is a progressive and spiral scheme of learning. In planning the lessons, Jigsaw PSHE ensures that learning from previous years is revisited and extended, adding new concepts, knowledge and skills, year on year as appropriate.
For more information regarding the knowledge and skills progression, please view the Jigsaw Knowledge Skills and Progression Document for ages 7-8 and 8-9.
Term 3: Dreams and Goals
In this Puzzle, we will talk about our own strengths and stretch ourselves by setting challenging and realistic goals. We will discuss the learning steps we will need to take as well as talking about how to stay motivated. We will explore ways we can keep trying even when it is difficult, think about how to tackle a new challenge with a positive mindset and support others to meet their own goals. In conclusion we will be reflecting upon or feelings about our own achievements.
Term 4: Healthy Me
In this Puzzle, we will discuss taking responsibility for our own physical and emotional health and the choices linked to this. We will think about the importance of a healthy body, and how exercise keeps vital organs in good shape. We will develop our knowledge of eating a healthy and balanced diet. We will also think about the impact of drugs on our bodies, and think about how we must stay safe, using people and places around us and what we should do if we feel unsafe.
Netball
During the netball sequence of lessons, we will be encouraging pupils to persevere when developing competencies in key skills and principles such as; defending; attacking; throwing; catching and shooting. They will learn to use a range of different passes in different situations to keep possession and attack towards goal. We will learn about defending and attacking play as they begin to play even-sided versions of 5-a-side Netball. In addition to this we will learn key rules of the game such as footwork; held ball; contact and obstruction.
Gymnastics
During our gymnastics lessons, we will focus on improving the quality of their gymnastic movements. We will be introduced to the term's ‘extension’ and ‘body tension.' Also, we will develop the basic skills of rolling, jumping, and balancing and use them individually and in combination. Eventually we will develop their sequence work, collaborating with others to use matching and contrasting actions and shapes and develop linking sequences smoothly with actions that flow. Pupils develop their confidence to perform, considering the quality and control of their actions.
Tennis
In this unit pupils develop the key skills required for tennis such as the ready position; racket control and hitting a ball. They learn how to score points and how to use skills; simple strategies and tactics to outwit the opposition. Pupils are given opportunities to play games independently and are taught the importance of being honest whilst playing to the rules.
Hockey
Throughout the unit of work on Hockey, pupils will learn to contribute to the game by helping to keep possession of the ball; use simple attacking tactics using sending, receiving, and dribbling a ball. We will start by playing uneven and then move onto even sided games. Then we will begin to think about defending and winning the ball. Pupils will be encouraged to think about how to use skills, strategies, and tactics to outwit the opposition. In addition to this, pupils will understand the importance of playing fairly and keeping to the rules. They will be encouraged to be a supportive teammate and identify why this behaviour is important.
To find out more, view our GetSet4PE Knowledge Organisers
Term 3: Unit 3 – How Does Music Make the World a Better Place?
During this unit we will be composing, using our imagination; and learning about all the foundational elements of music with a focus on composition.
Term 4: Unit 4 – How Does Music Help Us Get to Know Our Community?
During this unit, we will explore culture and identity, this will link to learning topics such as community; nationality; where we come from; team building and sport.
Following the Charanga Musical School scheme of learning, these units are organised into 3 main parts:
- Listen and Appraise the songs.
- Musical Activities - learn and/or build on our knowledge and understanding about the interrelated dimensions of music.
- Perform the Song - perform and share our learning as we progress through the unit of work.
For more information, please view our Charanga musical school year 3 and 4 knowledge organisers
We are delighted to continue our French lessons with Mrs Cackett, our resident native French speaker.
Over the course of the spring term, we will be thinking about two main topics: birthdays and food.
Term 3: Colours
Throughout this topic, we will revise and learn numbers 1-20. We will also learn the days of the week; months of the year; and colours.
Term 4: Food
During this topic, we will learn the vocabulary for lots of different types of food. We will also learn about food related objects, such as cutlery.
| Pankhurst Class Term 3 and 4 Resources | |
| Topic | |
|
Rocks, Relics and Rumbles Organiser |
|
Home Learning Workbook |
|
Vocabulary Mat |
| English, Reading, Writing and Spelling | |
|
Firework-Maker's Daughter Knowledge Organiser |
|
Year 3 Sequential Reading Curriculum |
|
Year 4 Sequential Reading Curriculum |
|
Spelling Word List for Year 3 |
| Maths | |
|
Our Calculation Policy: addition and subtraction |
|
Our Calculation Policy: multiplication and division |
| Science | |
|
Forces and Magnets Knowledge Organiser |
|
Forces and Magnets Glossary |
|
Forces and Magnets Vocabulary Mat |
| Art & Design | |
|
Amonite Knowledge Organiser |
|
Making it Move Knowledge Organiser |
| Computing | |
|
Year 3 Databases Organiser |
|
Year 3 E-Mail Organiser |
| Religious Education | |
|
World Festivals and Celebrations Calendar |
|
Hajj Glossary |
|
Lent Glossary |
| PSHE | |
|
Year 3 Jigsaw Skills and Knowledge Progression for ages 7-8 |
| Physical Education | |
|
GetSet4PE Knowledge Organisers |
| Music | |
|
Year 3 - Charanga Knowledge Organiser - Composing Using Your Imagination |
|
Year 3 - Charanga Knowledge Organiser - Sharing Musical Experiences |
This term our topic is “Emperors and Empires”. Throughout this topic, we will learn about the history and structure of ancient Rome and the Roman Empire, including a detailed exploration of the Romanisation of Britain. To find out more, view our Emperors and Empires Knowledge Organiser.
Other helpful documents
From a geographical perspective, we will use maps to investigate the locations of the first invasions in Britain, the Roman conquest, Boudicca’s rebellion, Hadrian’s wall and Roman forts.
From a historical perspective, we will learn about chronology; Everyday life in ancient Rome, the founding of Rome, power and rule, the Roman Empire. We will study significant emperors and their social hierarchy. Following on from this we will learn about the Roman army, the Roman invasion of Britain.
We will also be learning about further significant people including Boudicca and what everyday life in Roman Britain consisted of, also, finding out details of the Romanisation of Britain, how Roman withdrawal occurred and finally the Roman legacy.
Reading
Our Class Text and Comprehension
In term 5 and 6 our reading comprehension lessons will be based upon our class text, “The Goose Guards - Roman Tales”, which is a novel written by Terry Deary. In the story we will hear about when Fabia embarrasses Brutus in a lesson, he’s determined to have revenge on her. He’s distracted from his plans when the Gauls attack Rome. Many Romans are killed but others are safe in the temples, with a sheer cliff on one side and Roman soldiers defending them on the other. Brennus, the king of the Gauls, plans to attack the remaining Romans, while Brutus comes up with a plan to upset Fabia.
To find out more about this text, view our “The Goose Guards - Roman Tales Knowledge Organiser.”
For further information about the reading skills we will focus upon this term, please view “Pankhurst’s Sequential Reading Curriculum”
Independent Reading
In class, we will continue to use the Accelerated Reader program. For further information about this, please view a Parent's Guide to Accelerated Reader. (https://help.renlearn.co.uk/AR/ARParentGuide) If you need your child's AR password, please contact me (Mrs Reeves).
Writing
Over the course of the term, we will be writing a biography about a Roman emperor, also, we will write a letter of reply about life in Roman times.
Furthermore, we will write a Roman myth using settings, characters, plot and direct speech. Writing myths will help children to understand the purpose behind many of the famous myths that we know today. The children will create characters, setting and a plot that either explains a natural phenomenon or teaches a lesson
Before the Romans came to Britain, very few people could read or write. The Romans kept written records, which is how we know so much about them and their life in Britannia. Later in the term we will analyse the original written accounts in this journal and use them as evidence to compose a historical report, about life in Roman Britannia.
Grammar, Punctuation and Spelling
Punctuation
This term we will recap the use of exclamation marks and introduce commas to separate main clause from subordinate clause. Furthermore, we will focus on demarcating sentences with increased security, including capital letters, full stops, exclamation marks and question marks.
In addition to this we will use an apostrophe for omission and possession and continue to use apostrophes in a range of contexts.
Grammar
This term we will revisit standard English and consolidate conjunctions and also, revisit adverbials. Furthermore, we will be consolidating using consistent tenses.
Spellings
During our spelling lessons this term, we will introduce Revisit diagraphs and trigraphs, revisit compound words, words ending in “-tion”. We will introduce the prefix “auto”
“sub” and “super”. In addition, we will introduce “k” for the “k” sound, revisit “ph” and “wh” words, and words with the “k” sound spelt “ch”.
To view our weekly breakdown of our spellings, please view our Term 5 and Term 6 Homework Grid.
In addition to these weekly spelling rules, we will continue to learn and spell words from the Year 3 and 4 statutory spelling list. For an overview of these spellings, please view the Spelling word list for Year 3 and Year 4.
Following the White Rose Maths scheme, year 3 will cover six main blocks of learning over the course of the spring term: ratio; algebra; decimals; fractions; decimals and percentages; perimeter, area and volume; and statistics. The blocks of learning for ratio and algebra have been moved to earlier in the year to give more time to consolidate these new concepts. As part of the White Rose Maths scheme, each block is broken down into a series of small learning steps. Combined, these small learning steps then cover all the curriculum content your child needs to know in small related chunks.
| Maths area of learning | Block | Small Learning Steps |
| Number | Fractions | Add fractions; subtract fractions; partition the whole; unit fractions of a set of objects; non-unit fractions of a set of objects; reasoning with fractions of an amount. |
| Measurement | Money | Pounds and pence; convert pounds and pence; add money; subtract money; find change. |
| Measurement | Time | Roman numerals to 12; tell the time to 5 minutes; tell the time to the minute; read time on a digital clock; use am and pm; years, months and days; days and hours; hours and minutes – use start and end times. |
| Measurement | Mass, capacity and measurement | Use scales; measure mass in grams; measure mass in kilograms and grams; equivalent masses (kilograms and grams); compare mass; add and subtract mass; measure capacity and volume in millilitres; measure capacity and volume in litres and millilitres; equivalent capacities and volumes (litres and millilitres); compare capacity and volume; add and subtract capacity and volume. |
| Geometry | Shape | Turns and angles; right angles; compare angles; measure and draw accurately; horizontal and vertical; parallel and perpendicular; recognise and describe 2-D shapes; draw polygons; recognise and describe 3-D shapes; make 3-D shapes. |
| Statistics | Statistics | Interpret pictograms; draw pictograms; interpret bar charts; draw bar charts; collect and represent data; two-way tables. |
One of the most important things for your child to have mastered and maintain is their knowledge of times tables. For an overview of our weekly times tables focus, please view our Term 5 and Term 6 Homework Grid. To complement their work in lessons reinforcing their fluency, recall and commutativity of these timetables, your child will be set a weekly activity to complete as part of their homework on Sumdog.
Our Calculation Policy: addition and subtraction
Our Calculation Policy: multiplication and division
This first focus of learning in Science this term is ‘Plant nutrition and reproduction’. This project teaches children about the requirements of plants for growth and survival. We will describe the parts of flowering plants and relate structure to function, including the roots and stem for transporting water, leaves for making food and the flower for reproduction.
To find out more, view our Plant nutrition and reproduction Knowledge Organiser
Plant nutrition and reproduction Lesson Overview
| Lesson | Learning focus |
| 1 | Focus on roots |
| 2 | Focus on stems |
| 3 | Investigating plant vessels – Breadth and depth |
| 4 | Focus on leaves |
| 5 | Flowering plant life cycle |
| 6 | Flower anatomy |
| 7 | Pollination |
| 8 | Seeds and seed dispersal |
Other helpful documents
Plant nutrition and reproduction Glossary
Plant nutrition and reproduction Vocabulary Mat
In addition to this project we will also cover the theme ‘Light and shadow’. This project teaches children about light and dark. We will investigate the phenomena of reflections and shadows, looking for patterns in collected data. Also, the risks associated with the sun are also explored.
To find out more, view our Light and shadow Knowledge Organiser
Light and shadow Lesson Overview
| Lesson | Learning focus |
| 1 | Exploring light |
| 2 | Identify and classify |
| 3 | Investigating reflective materials – Breadth and depth |
| 4 | Exploring shadows |
| 5 | Opaque, transparent and translucent |
| 6 | Observing changes in shadows |
Other helpful documents
Light and shadow Vocabulary Mat
Art: Mosaic Masters
Linked to our main topic, “Emperors and Empires”, our art topic for this term is “Mosaic Masters”. Throughout this topic, we will learn about the history of mosaics, before focusing on the colours, patterns and themes found in Roman mosaic. The children will learn techniques to help them design and make a mosaic border tile.
To find out more, view our Mosaic Masters Knowledge Organiser.
Art: Beautiful Botanicals
Following the Mosaic Masters lesson sequence, we move onto ‘Beautiful Botanicals’. This project teaches children about the genre of botanical art. We will create natural weavings, two-colour prints and beautiful and detailed botanical paintings of fruit.
To find out more, view our Beautiful Botanicals Knowledge Organiser.
Design and Technology: Greenhouse
Over the course of this project children will be taught about the purpose, structure and design features of greenhouses, and compare the work of two significant greenhouse designers. We will learn techniques to strengthen structures and use tools safely. We will then use our key learning to design and construct a mini greenhouse.
To find out more, view our Greenhouse Knowledge Organiser.
Following the Purple Mash scheme of learning, our two main computing topics, this term, will be email and branching data bases.
Simulations
In term 5, we will be focusing upon Simulations. We will learn about:
- To find out what a simulation is and understand the purpose of simulations.
- To explore a simulation, making choices and discussing their effects.
- To work through and evaluate a more complex simulation.
To find out more, view our Simulations Knowledge Organiser.
Graphing
Over the course of term 5, our work will also focus upon graphing. We will learn:
- How to make a graph using a given number of fields
- Add data to a graph
- Using 2Graph to Solve an Investigation; solving a maths investigation; present the results in a range of graphical formats; use the sorting option to make analysis of their data easier.
To find out more, view our Graphing Knowledge Organiser.
Presenting with Microsoft PowerPoint
Over the course of term 6, the children will focus on presenting with Microsoft PowerPoint. We will be:
- Making a Presentation from a Blank Page
- Adding media
- Adding animation
- Presenting with timings
- Creating our won presentations using all the skills we have learnt throughout this unit.
To find out more, view our Presenting with Microsoft PowerPoint Knowledge Organiser.
Presenting with Google Slides
At the end of term 6, our work will focus upon presenting with Google Slides. We will learn:
- To create a page in a presentation.
- To add media to a presentation
- To add shapes and lines to a presentation.
- To add animations into a presentation.
- To use the skills learnt in previous weeks to design and present an effective presentation.
To find out more, view our Presenting with Google slides Knowledge Organiser.
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Our Religious Education lessons will continue to be based upon our “Love to Celebrate” projects. Basing the “Love to Celebrate” projects around festivals, gives a real-life context to the children’s learning and a structure to the projects. However, the celebration itself is only a small part of each “Love to Celebrate” project. Each set of projects covers all major aspects of each religion including worship, belief, leadership and belonging.
Please view our “World festivals and Celebrations Calendar”.
Term 5: Judaism – Shavuot
The word Shavuot means 'weeks' and the festival of Shavuot is celebrated 50 days (seven weeks) after Passover. Practising Jews celebrate the gift of the Torah and the Ten Commandments by visiting the synagogue, studying the Torah scrolls (sometimes all night) and possibly eating cheesecake. Shavuot is also a harvest festival that celebrates the end of the barley harvest and the beginning of the wheat harvest in Israel.
For the key words and vocabulary associated with this topic, please view our “Shavuot Glossary”.
Term 6 Hinduism – Ganesh Chaturthi
Hindus celebrate the birthday of Lord Ganesh during Ganesh Chaturthi. They pray to Ganesh to remove obstacles when starting something new and mention his name first when they perform puja to make sure nothing will get in the way of their worship and prayer.
Ganesh Chaturthi celebrations vary around the world and last between one and 10 days. Statues of Ganesh are made from clay and placed in homes, temples and even in the street! At the end of the festival, the statues are put into water and left to disintegrate. Sweets are also a big part of the festival. They remind worshippers of the good things in life and Ganesh's sweet tooth.
For the key words and vocabulary associated with this topic, please view our “Ganesh Chaturthi Glossary”.
Over the course of term 5 and 6, we will continue to follow our Jigsaw PSHE scheme of learning. Jigsaw, the mindful approach to PSHE is a progressive and spiral scheme of learning. In planning the lessons, Jigsaw PSHE ensures that learning from previous years is revisited and extended, adding new concepts, knowledge and skills, year on year as appropriate.
For more information regarding the knowledge and skills progression, please view the Jigsaw Knowledge Skills and Progression Document for ages 7-8.
Term 5: Relationships
In this Puzzle, we will identify the roles and responsibilities of each member of our family and can reflect on the expectations for males and females. We will also identify and put into practice some of the skills of friendship e.g. taking turns, being a good listener and how we can use some strategies for keeping ourselves safe online. Following on from this we will discuss how some of the actions and work of people around the world help and influence our lives. At the end of this unit children will understand how their needs and rights are shared by children around the world and that they can identify how everyone’s lives may be different. Furthermore, we will explore how to express our appreciation to our friends and family
Term 6: Changing me
In this Puzzle, we will develop our understanding that in animals and humans, lots of changes happen from birth to fully grown, and that usually it is the female who has the baby. We will discuss how babies grow and develop in the mother’s uterus and explore what a baby needs to live and grow. After that, we will discuss that boys’ and girls’ bodies need to change so that when they grow up their bodies can make babies. We will identify how boys’ and girls’ bodies change on the outside during this growing up process. Following on from this, we will identify how boys’ and girls’ bodies change on the inside during the growing up process and why these changes are necessary so that our bodies can make babies when they grow up. Furthermore, we will start to recognise stereotypical ideas we might have about parenting and family roles.
Finally, we will identify what the children are looking forward to when they move to their next class.
Striking and Fielding
Rounders: Pupils will learn how to score points by striking a ball into space and running around cones or bases. When fielding, they learn how to play in different fielding roles. They focus on developing their throwing, catching and batting skills. In all games activities, pupils have to think about how they use skills, strategies and tactics to outwit the opposition. Pupils are given opportunities to work in collaboration with others, play fairly demonstrating an understanding of the rules, as well as being respectful of the people they play with and against.
Athletics
During our Athletics unit, pupils will develop basic running, jumping and throwing techniques. They are set challenges for distance and time that involve using different styles and combinations of running, jumping and throwing. As in all athletic activities, pupils think about how to achieve their greatest possible speed, distance or accuracy and learn how to persevere to achieve their personal best. Pupils are also given opportunities to measure, time and record scores.
To find out more, view our GetSet4PE Knowledge Organisers
Term 5: Unit 5– How Does Music Make shape our way of life?
This Unit of Work celebrates a wide range of musical styles. The clearly sequenced lessons support the key areas of the English Model Music Curriculum; Listening, Singing, Playing Composing and Performing.
Term 6: Unit 6 – How Does Music Connect Us with The Environment?
During this unit, we will explore how Music links us to our environment.
Following the Charanga Musical School scheme of learning, these units are organised into 3 main parts:
- Listen and Appraise the songs.
- Musical Activities - learn and/or build on our knowledge and understanding about the interrelated dimensions of music.
- Perform the Song - perform and share our learning as we progress through the unit of work.
For more information, please view our Charanga musical school year 3 knowledge organisers
We are delighted to continue our French lessons with Mrs Cackett, our resident native French speaker.
Over the course of the summer term, we will be consolidating vocabulary and sentence structure linked to ourselves.
Term 3: All about me
During this unit we will take part in a story in French; recognise masculine and feminine nouns, understand and use numbers to 20 understand and use numbers to 20. We will then talk about the activities we are good or bad at, both in and out of school; respond with a short phrase, action, or oui /non to questions about activities and use praise words. By the end of the unit we will be able to join in with a simple song, and recognise our birthday month and also, create a party invitation.
Term 4: My Body
During this topic, we will understand and take part in some simple party games. Following on from that we will recap the parts of the body in French and take part in a song about the body in French. We will also revisit the colours in French and sing a simple song using colours. At the end of the term we will describe a monster using the appropriate language structures and using all the vocabulary we have learnt this term.
| Pankhurst Class Term 5 and 6 Resources | |
| Topic | |
|
Emperors and Empires Organiser |
|
Home Learning Workbook |
|
Vocabulary Mat |
| English, Reading, Writing and Spelling | |
|
The Goose Guards - Roman Tales Knowledge Organiser |
|
Year 3 Sequential Reading Curriculum |
|
Year 4 Sequential Reading Curriculum |
|
Spelling Word List for Year 3 |
| Maths | |
|
Our Calculation Policy: addition and subtraction |
|
Our Calculation Policy: multiplication and division |
| Science | |
|
Plant nutrition and reproduction Knowledge Organiser |
|
Plant nutrition and reproduction Glossary |
|
Plant nutrition and reproduction Vocabulary Mat |
|
Light and shadow Knowledge Organiser |
|
Light and shadow Glossary |
|
Light and shadow Vocabulary Mat |
| Art & Design | |
|
Mosaic Masters Knowledge Organiser |
|
Beautiful Botanicals Knowledge Organiser |
|
Greenhouse Knowledge Organiser |
| Computing | |
|
Year 3 Simulations Organiser |
|
Year 3 Graphing Organiser |
|
Year 3 Presenting with Powerpoint Organiser |
|
Year 3 Presenting with Google Slides Organiser |
| Religious Education | |
|
World Festivals and Celebrations Calendar |
|
Judaism – Shavuot Glossary |
|
Hinduism – Ganesh Chaturthi Glossary |
| PSHE | |
|
Year 3 Jigsaw Skills and Knowledge Progression for ages 7-8 |
| Physical Education | |
|
GetSet4PE Knowledge Organisers |
| Music | |
|
Year 3 - Organiser : How Does Music Shape Our Way of Life? |
|
Year 3 - Organiser : How Does Music Connect Us with the Environment? |