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
Rocks, Relics and Rumbles Optional Home Learning Tasks
Rocks, Relics and Rumbles Vocabulary Mat
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.
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
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.