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
* Through the Ages Optional Home Learning Tasks
* Through the Ages Vocabulary Mat
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.
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
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.