Year Three Post Covid Curriculum Recovery
Sequential, Purposeful and Spiritual Curriculum PlannerLearning that will require greater time to recover due to missed learning during school closure.
Consideration that children had a prolonged period out of school and retention of previously taught objectives must be factored into teaching and learning.
Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2Theme Our Local Area WWII WWII Greece Ancient Greece Chocolate
R.E. Missed topic of The Mass in Y2.
Children will require pre-teaching on the
significance of a Christian Mass and the understanding of the
Church.
The Christian Family
Belong, Christian, Family, Church, Parish,
Priest, celebrate, Baptised, Christian
name, signof the cross, baptismal
font, anointed, godparents, baptismal promises, child of God,water, white garment,
baptismal candle, Paschal Candle, oil, Our
Father, Holy Spirit,Sacrament
KNOWLEDGE SEQUENCE
• Belonging to a family is important because a
Mary Our Mother
Annunciation, Angel Gabriel, Mary, Elizabeth, Saint, Mother, Hail Mary,
Blessed, Grace,statue, feast, saviour, Advent Wreath, Crib,
Bethlehem, Shepherds, stable, Wise Men,
worship, swaddling clothes
KNOWLEDGE SEQUENCE• The Christmas story is
made up of various stories from the Gospel of Luke and Matthew• Jesus is Son of God
and a real human being who was born in
Bethlehem. Christians call
this the Incarnation• Mary was chosen by
God to be the Mother of his son at the Annunciation
• The Visitation was when Mary visited
Elizabeth and they both
Jesus the Teacher
Jewish, Jew, Synagogue, Sabbath, Temple, Ark, scrolls, Torah, Old Testament, Rabbi,
teacher, presentation, Simeon, light of the world, mission,
Good News, parable
KNOWLEDGE SEQUENCE• Jesus brought the Good News that God loves us so much that
He sent his Son to open theway to heaven for everyone.• Jesus chose his friends (the Disciples) to help him spread
the Good News.• Know that Jesus came to
show the way to live.• We can be modern day
Disciples.• A parable is a story that Jesus
uses to teach people about living in God’s kingdom
• Jesus’ teachings on how to respond to the Gospel: The
Beatitudes, The Parable of theSower and The Unforgiving
Servant.
Reconciliation
** Sacramental Preparation**
Jesus, Zacchaeus, Levi, change, behaviour,
sinner, celebration, love, forgive, sorrow, sorry,
forgiveness, reconciliation, confess,
sacrament, Reconciliation, act of
sorrow
KNOWLEDGE SEQUENCE• God is a loving Father
and will always forgive us, e.g. The Lost Sheep
• Reconciliation is one of the seven Sacraments which can be received
more than once.• The Sacrament of Reconciliation has a
sequence and have some understanding of that
sequence.• Jesus’ teachings on
forgiveness are found in the Gospels.
Missed topic of Eastertide in Y2.
Children will require pre-teaching on the
meaning of Easter and the significance of the
story.
Celebrating Easter and Pentecost
Holy Saturday, Easter Vigil, Easter Sunday,
Paschal Candle, feast, rose from the dead,Bible, Resurrection, celebrate, new life, spring, Jesus, empty
tomb, appear, Emmaus,
doubt, Thomas, presence, hope, peace, Holy Spirit, fruits, gifts,
symbols
KNOWLEDGE SEQUENCE
• Christians believe, and celebrate, that Jesus rose from the
dead on Easter Sunday.
Being a Christian
Christian, Baptism, family, Jesus, Parable,
Good Samaritan, neighbour, Peter,
fisherman,promise, eternal life,
Saul, Paul, Damascus, persecute, love,
unique, gifts, sacraments,
God’s gifts, dreams, hopes
KNOWLEDGE SEQUENCE
• The Greatest Commandment sums up being a Christian.
• Our love must extend beyond our friends and
family – to all.• St Peter and St Paul
are key figures in Christianity.
• God calls us to use our gifts and talents to
live as a Christian.
family provides love, care and helps give asense of who you are
(identity)• The Church is a
family of people called Christians who love
God by following Jesus• A Sacrament is a very
important gift from Jesus when we receive special help from the
Holy Spirit.• The Sacrament of
Baptism makes someone a member of
the Church• In Baptism, signs are
used to show what Christians believe
• Promises made in Baptism are important
to keep
shared their good news• Christians celebrate
Jesus’ birth at Christmas, and Advent is a time to prepare for
Jesus’birth
• We can ask Mary to help us, she is our mother in heaven
• Jesus calls us to change: Zacchaeus and The Lost
Son.• Ash Wednesday is the beginning of Lent and Lent is a time for new
beginnings andchange.
• The resurrection teaches Christians that death is not the end so they are able to share
inthe new life of Jesus: hope of eternal life.
• The story of Emmaus shows us how the sadness of Jesus’
friends changed to happiness
when they saw Jesus was truly alive.
• The story of Doubting Thomas teaches
Christians to trust in God even when it is
difficult• Following Jesus’
Ascension, God sent His Holy Spirit at
Pentecost to help and support us.
Other Faiths
Judaism – Keeping Kosher
Judaism –Festivals
Judaism – The Synagague
PHSE & RSE
Mental health and emotional wellbeing:
strengths and challenges
Drug, alcohol and tobacco education: Tobacco is a drug
Physical health and wellbeing: What helps me choose?
Keeping safe and managing risk:
Bullying – see it, say it, stop it
Careers, financial capability and
economic wellbeing: Saving, spending and
budgeting
RSE
MindMate Feeling good and being me
Friends and family Life changes Strong emotions Being the same, being different
English Cold writing task to assess where children’s areas to develop and strengths are following school closure.
Chd to be able to use the following terminology: noun, noun phrase, statement, question, command, compound word, suffix, adjective, adverb, verb, past & present tense,
Chd to be able to use the following terminology: noun, noun phrase, statement, question, command, compound word, suffix, adjective, adverb, verb, past & present tense, apostrophe, comma.
Spelling & Transcription
To know the spelling rules listed in N.C
Chd to be able to use the following terminology: noun, noun phrase, statement, question, command, compound word, suffix, adjective, adverb, verb, past & present tense, apostrophe, comma.
Spelling & TranscriptionTo know the spelling rules
listed in N.C Appendix one (link at bottom) for Y3.
Prefixes & Suffixes: Prefixes to form nouns
Chd to be able to use the following terminology: noun, noun phrase, statement, question, command, compound word, suffix, adjective, adverb, verb, past & present tense, apostrophe, comma.
Spelling & TranscriptionTo know the spelling rules
listed in N.C Appendix one (link at bottom) for
Chd to be able to use the following terminology: noun, noun phrase, statement, question, command, compound word, suffix, adjective, adverb, verb, past & present tense, apostrophe, comma, colon.
Spelling & Transcription
To know the spelling
Chd to be able to use the following terminology: noun, noun phrase, statement, question, command, compound word, suffix, adjective, adverb, verb, past & present tense, apostrophe, comma, colon.
Spelling & Transcription
To know the spelling rules listed in N.C
apostrophe, comma.
Spelling & Transcription
To know the spelling rules listed in N.C
Appendix one (link at bottom) for Y3.
Prefixes & Suffixes: Prefixes
Un- Dis- Mis- Re- Pre-
Suffixes Use -ment
Use -ness Use -ful Use -less Use -ly Morphology word
and sentence play with root words, suffixes
and prefixes from Y1 &y2.
Creation of compound words using two words
combined. Use of etymology
to create word families from root
words using prefixes and
suffixes. Silent letters :
Use word play to identify & spell
words with silent letters such as g,
k Homophones:
Understand the alternate
Appendix one (link at bottom) for Y3.
Prefixes & Suffixes: Prefixes to form nouns
Super Anti auto
Suffixes Use -ment
Use -ness Use -ful Use -less Use -ly Morphology word
and sentence play with root words,
suffixes and prefixes from Y1
&y2. Creation of compound words using two words
combined. Use of etymology
to create word families from root
words using prefixes and
suffixes. Silent letters : Use
word play to identify & spell
words with silent letters such as w,
g, k Homophones:
Understand the alternate meaning and spellings for homophone pairs
and trios. Use them correctly in
writing, particularly
common ones like there/their,
Super Anti auto
Suffixes Use -ment
Use -ness Use -ful Use -less Use -ly
Morphology word and sentence play with root
words, suffixes and prefixes
Creation of compound words using two words
combined. Use of etymology to create word families from root words using prefixes
and suffixes. Silent letters : Use word
play to identify & spell words with silent letters
such as t, w, g, k Homophones:
Understand the alternate meaning and spellings
for homophone pairs and trios. Use them correctly
in writing, particularly common ones like
there/their, we’re/wear/were/ where.
Dictionary skills Use the first two letters of a word to find its meaning in a dictionary.
Spell words with contracted forms
Spell using the singular possessive apostrophe e.g. girl’s
Handwriting Use diagonal and horizontal
strokes to join all letters in the handwriting scheme.
Y3.
Prefixes & Suffixes: Prefixes to form nouns
Super Anti auto
Suffixes Use -ment
Use -ness Use -ful Use -less Use -ly
Morphology word and sentence play with root words,
suffixes and prefixes
Creation of compound words using two words
combined. Use of etymology to
create word families from root words
using prefixes and suffixes.
Silent letters : Use word play to
identify & spell words with silent
letters such as b, t, w, g, k
Homophones: Understand the
alternate meaning and spellings for homophone pairs
and trios. Use them correctly in writing,
particularly common ones like
there/their, we’re/wear/were/
where. Dictionary skills Use the first three letters of a word to
rules listed in N.C Appendix one (link at
bottom) for Y3.
Prefixes & Suffixes: Prefixes to form nouns
Re Sub inter
Suffixes Use -ment
Use -ness Use -ful Use -less Use -ly Morphology word
and sentence play with root words, suffixes and prefixes
Creation of compound words using two words
combined. Use of etymology
to create word families from root
words using prefixes and
suffixes. Silent letters :
Use word play to identify & spell
words with silent letters such as b,
t, w, g, k Homophones:
Understand the alternate
meaning and spellings for
homophone pairs and trios. Use
them correctly in writing,
particularly common ones
like there/their,
Appendix one (link at bottom) for Y3.
Prefixes & Suffixes: Prefixes to form nouns
Re Sub inter
Suffixes Use -ment
Use -ness Use -ful Use -less Use -ly Morphology word
and sentence play with root words, suffixes and prefixes
Creation of compound words using two words
combined. Use of etymology
to create word families from root
words using prefixes and
suffixes. Silent letters :
Use word play to identify & spell
words with silent letters such as b,
t, w, g, k Homophones:
Understand the alternate
meaning and spellings for
homophone pairs and trios. Use
them correctly in writing,
particularly common ones
like there/their, we’re/wear/were/
meaning and spellings for
homophone pairs and trios. Use
them correctly in writing,
particularly common ones
like there/their, we’re/wear/were/
where. Dictionary skills
Use the first two letters of a word to find its meaning in a dictionary.
Spell words with contracted forms
Spell using the singular possessive apostrophe e.g. girl’s
Handwriting Use diagonal and
horizontal strokes to join all letters in the
handwriting scheme.
Know which letters are break letters
within the scheme and do not need to
be joined. Use the correct
spacing between letters and words
CompositionTo use the plan>
draft> edit & evaluate> proof read>
neat write model to create a finished piece of work. Elements of
this can be used individually or can be
we’re/wear/were/ where.
Dictionary skills Use the first two letters of a word to find its meaning in a dictionary.
Spell words with contracted forms
Spell using the singular possessive apostrophe e.g. girl’s
Handwriting Use diagonal and
horizontal strokes to join all letters in the handwriting scheme.
Know which letters are break letters
within the scheme and do not need to
be joined. Use the correct
spacing between letters and words
CompositionTo use the plan> draft> edit & evaluate> proof read> neat write model
to create a finished piece of work. Elements
of this can be used individually or can be
combined. Vocabulary To use the
relevant curricular linked vocabulary
to their topic areas
To use word banks modelled by their
teachers To use simplified
modelled versions
Know which letters are break letters within the
scheme and do not need to be joined.
Use the correct spacing between letters and words
CompositionTo use the plan> draft> edit &
evaluate> proof read> neat write model to create a finished piece of work.
Elements of this can be used individually or can be
combined. Vocabulary
To use the relevant curricular linked
vocabulary to their topic areas
To use word banks modelled by their
teachers To use a thesaurus to
find more adventurous word choices
GrammarRe-read their own work and be
able to identify if it isn’t grammatically accurate and make the necessary changes
where needed. Q: ‘Does it make sense?’
Use co-ordinating (or, and, but) and subordinating (because, if) conjunctions to join clauses.
Understand different sentence types and how to define them: question/ command/ statement/ exclamation.
Use expanded noun phrases to describe a noun. Be able to find the adjective & noun within the phrase.
Correctly use a and an before a noun for grammatical
find its meaning in a dictionary.
Spell words with contracted forms
Spell using the singular possessive apostrophe e.g. girl’s
Handwriting Use diagonal and
horizontal strokes to join all letters in the handwriting scheme.
Know which letters are break letters within the
scheme and do not need to be joined.
Use the correct spacing between letters and words
CompositionTo use the plan> draft> edit & evaluate> proof read> neat write model
to create a finished piece of work. Elements of this can be used individually
or can be combined. Vocabulary
To use the relevant curricular linked
vocabulary to their topic areas
To use word banks modelled by their
teachers To use a thesaurus
to find more adventurous word choices
GrammarRe-read their own work and be able to identify if
it isn’t grammatically accurate and make the
necessary changes where needed.
we’re/wear/were/ where.
Dictionary skills Use the first three letters of a word to find its meaning in a dictionary.
Spell words with contracted forms
Spell using the singular possessive apostrophe e.g. girl’s
Handwriting Use diagonal and
horizontal strokes to join all letters in the
handwriting scheme.
Know which letters are break letters
within the scheme and do not need to
be joined. Use the correct
spacing between letters and words
CompositionTo use the plan>
draft> edit & evaluate> proof read>
neat write model to create a finished piece of work. Elements of
this can be used individually or can be
combined. Vocabulary To use the
relevant curricular linked vocabulary to
their topic areas To use word banks modelled
where. Dictionary skills
Use the first three letters of a word to find its meaning in a dictionary.
Spell words with contracted forms
Spell using the singular possessive apostrophe e.g. girl’s
Handwriting Use diagonal and
horizontal strokes to join all letters in the handwriting scheme.
Know which letters are break letters
within the scheme and do not need to
be joined. Use the correct
spacing between letters and words
CompositionTo use the plan>
draft> edit & evaluate> proof read>
neat write model to create a finished piece of work. Elements of
this can be used individually or can be
combined. Vocabulary To use the
relevant curricular linked vocabulary to
their topic areas To use word banks modelled by their teachers
To use a
combined. Vocabulary To use the
relevant curricular linked vocabulary to
their topic areas To use word banks modelled by their teachers
To use simplified modelled
versions of a thesaurus
GrammarRe-read their own work and be able to identify if it isn’t grammatically accurate and make the
necessary changes where needed.
Q: ‘Does it make sense?’
Use co-ordinating (or, and, but) and subordinating (because, if) conjunctions to join clauses.
Understand different sentence types and how to define them: question/ command/ statement/ exclamation.
Use expanded noun phrases to describe a noun. Be able to find the adjective & noun within the phrase.
Punctuation To know and
understand how to use the following
punctuation marks in a
of a thesaurus Grammar
Re-read their own work and be able to identify if
it isn’t grammatically accurate and make the
necessary changes where needed.
Q: ‘Does it make sense?’Use co-ordinating (or, and, but) and subordinating (because, if) conjunctions to join clauses.
Understand different sentence types and how to define them: question/ command/ statement/ exclamation.
Use expanded noun phrases to describe a noun. Be able to find the adjective & noun within the phrase.
Correctly use a and an before a noun for grammatical correctness.
Punctuation To know and
understand how to use the following
punctuation marks in a variety of written
formats: full stop, capital letters
to start a sentence & for proper nouns,
exclamation marks, question marks, speech marks, commas in lists
and apostrophes to mark possession and
contractions.
correctness.
Punctuation To know and understand how
to use the following punctuation marks in a variety
of written formats: full stop, capital letters to start a sentence & for proper nouns, exclamation marks, question
marks, speech marks, commas in lists, commas for pauses and
apostrophes to mark possession and contractions.
Introduce Use commas after fronted
adverbials. Punctuate direct speech.
Use the possessive apostrophe with plural nouns.
Text Types Persuasive writing – visit
a place of worship Writing own adventure
stories (literacy shed based)
Traditional poetry
Q: ‘Does it make sense?’Use co-ordinating (or, and, but) and subordinating (because, if) conjunctions to join clauses.
Understand different sentence types and how to define them: question/ command/ statement/ exclamation.
Use expanded noun phrases to describe a noun. Be able to find the adjective & noun within the phrase.
Correctly use a and an before a noun for grammatical correctness.
Punctuation To know and understand how to use the following punctuation marks in a
variety of written formats:
full stop, capital letters to start a sentence & for
proper nouns, exclamation marks,
question marks, speech marks, commas in lists commas for pauses and
apostrophes to mark possession and
contractions. Introduce Use commas after fronted
adverbials. Punctuate direct speech.
Use the possessive apostrophe with plural
nouns.
Text Types
by their teachers To use a
thesaurus to find more adventurous word choices Grammar
Re-read their own work and be able to identify if it isn’t grammatically accurate and make the
necessary changes where needed.
Q: ‘Does it make sense?’
Use co-ordinating (or, and, but) and subordinating (because, if) conjunctions to join clauses.
Understand different sentence types and how to define them: question/ command/ statement/ exclamation.
Use expanded noun phrases to describe a noun. Be able to find the adjective & noun within the phrase.
Correctly use a and an before a noun for grammatical correctness.
Punctuation To know and
understand how to use the following
punctuation marks in a variety of written
formats: full stop, capital letters
thesaurus to find more adventurous word choices Grammar
Re-read their own work and be able to identify if it isn’t grammatically accurate and make the
necessary changes where needed.
Q: ‘Does it make sense?’
Use co-ordinating (or, and, but) and subordinating (because, if) conjunctions to join clauses.
Understand different sentence types and how to define them: question/ command/ statement/ exclamation.
Use expanded noun phrases to describe a noun. Be able to find the adjective & noun within the phrase.
Correctly use a and an before a noun for grammatical correctness.
Punctuation To know and
understand how to use the following
punctuation marks in a variety of written
formats: full stop, capital letters to start a sentence &
for proper nouns,
variety of written formats:
full stop, capital letters to start a sentence &
for proper nouns, exclamation marks,
question marks, speech marks, commas
in lists and apostrophes to mark
possession and contractions.
Text Types Poetry Description – The
Twits Diary recount Linked to Science
– writing up an experiment using headings, subheadings and technical language
Text Types Performance
Poetry – war inspired
Instructional writing – war inspired
Autobiographical Writing
• Stories from other cultures – Greek myths and legends• Stories by the same author Writing an information piece – linked to topic work of the Olympics e.g. leaflet / non chronological report
to start a sentence & for proper nouns,
exclamation marks, question marks,
speech marks, commas in lists commas for
pauses and apostrophes to mark
possession and contractions. Introduce
Use commas after fronted adverbials. Punctuate direct
speech. Use the possessive
apostrophe with plural nouns.
Use a colon to introduce a list.
Text Types
Traditional Poetry Recounts about a
trip to the Jewish place of worship
Letter writing – linked to R.E – personal reflection on Reconciliation and how this has changed / shaped them months on
exclamation marks, question marks, speech marks, commas in lists
commas for pauses and apostrophes to
mark possession and contractions. Introduce
Use commas after fronted adverbials. Punctuate direct
speech. Use the possessive
apostrophe with plural nouns. Use a colon to
introduce a list. Have a go at using
bullet points within a list.
Text Types
Plays and Dialogues – Yorkshire links
Non-chronological FairTrade Foundation
Recounts Shape poems
Reading Phonics and decoding:To use their phonic knowledge to decode quickly and accurately (may still need support to read longer unknown words).
Common exception words:To recognise and read Y1/Y2 exception words noting unusual correspondences between spelling and sound.
Fluency:To read words accurately and fluently without overt blending in age related texts.
Phonics and decoding:To apply their growing knowledge of root words and prefixes, includingin-, im-, il-, ir-, dis-, mis-,un-, re-, sub-, inter-, super-, anti- and auto- to begin to read aloud.*
Common exception words:To begin to recognise Y3/Y4 exception words.
Fluency:To read aloud books closely matched to their phonic knowledge sounding out unfamiliar words accurately.
Phonics and decoding:To apply their growing knowledge of root words and suffixes/word endings, including -ation,-ly, -ous, -ture, -sure, -sion,-tion, -ssion and -cian, to begin to read aloud.
Common exception words:To begin to read Y3/Y4 exception words.
Fluency:Linked to vocabulary development
Comparing, contrasting and commenting:
Understanding and correcting inaccuracies:To check that the text makes sense to them as they read and to correct inaccurate reading.
Comparing, contrasting and commenting:Participate in discussion about books, poems and other works that are read to them and those that they read by themselves explaining and expressing their views.Identify and comment on writers’ purposes and viewpoints, and the overall effect of the text on thereader.
Words in context and authorial choices: To check that the text makes sense to them, discussing their understanding.
Inference and prediction:To ask and answer questions appropriately, including some simple inference questions based on characters’ feelings and thoughts.
Poetry and performance:To perform poems and play scripts that show some awareness of the audience when reading aloud.
Non-fiction:To retrieve and record information from given non- fiction text.
Comparing, contrasting and commenting:To recognise, listen to and discuss a wide range of fiction and non-fiction and reference books or textbooks.To use appropriate terminology when discussing texts (plot, character, setting).
Words in context and authorial choices:To check that the text makes sense to them, discussing their understanding and explaining the meaning of words in context.
Inference and prediction:To ask and answer questions appropriately, including some simple inference questions based on characters’ feelings, thoughts and motives.
Poetry and performance:To prepare and perform poems and play scripts that show some awareness of the audience when reading aloud.
To begin to use appropriate intonation and volume when reading aloud.
Non-fiction:To retrieve and record information from non- fiction texts showing a use of the contents page and glossary.To use a dictionary to check the spelling of words.
Draw upon reading experiences discussing different authorial styles from texts used in class e.g. Roald Dahl.Use aspects of text in discussions referring to the text to explain.
Words in context and authorial choices:To discuss authors’ choice of words and phrases for effect.
Inference and prediction:To justify predictions using evidence from the text.
Poetry and performance:To develop the use of appropriate intonation and volume when reading aloud.
Non-fiction:Retrieve and order information gained from non-fiction text answering questions and creating own formats.To use dictionaries and thesaurus to check the meaning of words that they have read.
Fictional Texts
(non-fiction chosen from school library
and library service)
Alternative texts if required:Fantastic Mr FoxFlat Stanley
The Twits / The WitchesThe Little Match Girl
The Railway ChildrenGoodnight Mr Tom Blitzcat (extract)
Greek Myths – Icarus and Daedalus / Bausis and Philemon (play)
Charlie and the Chocolate Factory
Maths Revision of partitioning numbers in 100s 10s and 1sNumber – Place Value:Identify, represent and estimate numbers using different representations
Number – Multiplication and Division:Count from 0 in multiples of 4, 8, 50 and 100
Recall and use multiplication and
Number – Multiplication and Division:Recall and use multiplication and division facts for the 3, 4 and 8 multiplication tables.
Write and calculate mathematical statements for multiplication and division
Measurement- length and perimeter: (condense to allow for additional fraction weeks)Measure, compare, add and subtract; lengths (m, cm, mm); mass (kg/g); volume/capacity (l/ml).
Number – fractions: Recognise and show, using diagrams, equivalent fractions with small denominators.
Compare and order unit fractions, and
Geometry – properties of shape (condense to allow for additional fraction weeks)Recognise angles as a property of shape or a description of a turn.
Find 10 or 100 more or less than a given number.
Recognise the place value of each digit in a three-digit number (hundred, tens, ones).
Compare and order numbers up to 1000
Read and write numbers up to 1000 in numerals and in words.
Solve number problems and practical problems involving these ideas.
Count from 0 in multiples of 4, 8, 50 and 100
Fluency fact recap before beginning topic. Phases tests.Number – Addition and Subtraction:Add and subtract numbers mentally, including; a three- digit number and ones; a three-digit number and tens; a three-digit number and hundreds.
Add and subtract numbers with up to three digits, using formal written methods of columnar addition and subtraction.
Estimate the answer to calculation and use
inverse operations to check answers.
division facts for the 3, 4 and 8 multiplication tables.
Write and calculate mathematical statements for multiplication and division using the multiplication tables they know, including for two-digit numbers times one-digit numbers, using mental and progressing to formal written methods.
Solve problems, including missing number problems, involving multiplication and division, including positive integer scaling problems and correspondence problems in which n objects are connected to m objectives.
Consolidation of objectives covered
throughout the term.
using the multiplication tables they know, including for two-digit numbers times one-digit numbers, using mental and progressing to formal written methods.
Solve problems, including missing number problems, involving multiplication and division, including positive integer scaling problems and correspondence problems in which n objects are connected to m objectives.
Measurement – money:Add and subtract amounts of money to give change using both £ and p in practical contexts.
Statistics:Interpret and present data using bar charts, pictograms and tables.
Solve one-step and two-step questions (for example how many more? And how many fewer?) using information
presented in scaled bar chats and pictograms and tables.
Measure the perimeter of simple 2d shapes.
Not taught in Y2 (suggested time to recover 2 weeks)Number- Fractions:Count up and down in tenths; recognise that tenths arise from dividing an object into 10 equal parts and in dividing one-digit numbers or quantities by 10.
Recognise and use fractions as numbers: unit fractions and non-unit fractions with small denominators.
Recognise, find and write fractions of a discrete set of objects; unit fractions and non-unit fractions with small denominators.
Solve problems that involve all of the above.
Consolidation of objectives covered
throughout the term.
fractions with the same denominators.
Add and subtract fractions with the same denominator within one whole [for example, 5/7 + 1/7 = 6/7 ]
Solve problems that involve all of the above.
Not taught in Y2 (suggested time to recover 1 week)Measurement – time Tell and write the time from an analogue clock, including using Roman numerals from I to XII and 12-hour and 24-hour clocks.
Estimate and read time with increasing accuracy to the nearest minute.
Record and compare time in terms of seconds, minutes and hours.
Use vocabulary such as o’clock, a.m./p.m., morning, afternoon, noon and midnight.
Know the number of seconds in a minute and the number of days in each month, year and leap year.
Compare durations of events [for example to
calculate the time taken by particular
Identify right angles, recognise that two right angles make a half-turn, three make three quarters of a turn and four a complete turn; identify whether angles are greater than or less than a right angle.
Identify horizontal and vertical lines and pairs of perpendicular and parallel lines.
Draw 2-D shapes and make 3-D shapes using modelling materials.
Recognise 3-D shapes in different orientations and describe them.
Not taught in Y2 (suggested time to recover 1 week)Measurement – mass and capacity Measure, compare, add and subtract lengths (m/cm/mm); mass (kg/g); volume/capacity (l/ml).
Consolidation of objectives covered
throughout the term.
events or tasks].Science Additional pre-teaching
required as topic not covered in Y2)Plants – Sc3/2.1
Sc3/2.1a identify and describe the functions of different parts of flowering plants: roots, stem/trunk, leaves and flowersSc3/2.1b explore the requirements of plants for life and growth (air, light, water, nutrients from soil, and room to grow) and how they vary from plant to plantSc3/2.1c investigate the way in which water is transported within plantsSc3/2.1d explore the part that flowers play in the life cycle of flowering plants, including pollination, seed formation and seed dispersal.
Plants – Skills and KnowledgeAsking Questions:Functions of a plants and how to test these.Why these parts of the plants work for their function. Measuring and recording:Plants rate of growthHow water moves around a plant (coloured water experiment)Concluding:What a plant needs for life
Additional pre-teaching required as topic not covered in Y2)
Animals including Humans – Sc3/2.2
Sc3/2.2a identify that animals, including humans, need the right types and amount of nutrition, and that they cannot make their own food; they get nutrition from what they eat
Sc3/2.2b identify that humans and some other animals have skeletons and muscles for support, protection and movement.
Animals including humans – Skills and knowledgeAsking Questions:Functions of the skeleton and musclesQuestion nutrition from foodMeasuring and recording:
Concluding:What humans need for lifeSkeletons and muscles support movement Humans can not make their own food
Evaluating:Efficient nutrition for lifeHealthy choices
Vocabulary
Rocks – Sc3/3.1Sc3/3.1a compare and group together different kinds of rocks on the basis of their appearance and simple physical propertiesSc3/3.1b describe in simple terms how fossils are formed when things that have lived are trapped within rockSc3/3.1c recognise that soils are made from rocks and organic matter.
Rocks – Knowledge and skillsAsking Questions:How are fossils made?How is soil made?Measuring and recording:Grouping rocks on appearance and physical properties Concluding:Compare and group together types of rocksEvaluating:How are rocks fit for different purposes e.g. buildings
Vocabulary
IgneousSedimentaryMetamorphicMetamorphosisGraniteLavaPumiceMarbleSlateSandstoneLimestonePermeableImpermeableParticleProperties (physical)
Light – Sc3/4.1
Sc3/4.1a recognise that they need light in order to see things and that dark is the absence of lightSc3/4.1b notice that light is reflected from surfacesSc3/4.1c recognise that light from the sun can be dangerous and that there are ways to protect their eyesSc3/4.1d recognise that shadows are formed when the light from a light source is blocked by a solid objectSc3/4.1e find patterns in the way that the size of shadows change.
Light – Skills and knowledgeAsking Questions:Most effective light reflecting surfacesMost effective light absorbers What effects the formation of shadows?Measuring and recording:Shadow formation changes Material transparency Concluding:We need light to seeDarkness is the absence of lightSunlight is dangerous to our eyesEvaluating:Materials impact on light absorbency Efficiency of light sources
Forces – Sc3/4.2
Sc3/4.2a compare how things move on different surfacesSc3/4.2b notice that some forces need contact between 2 objects, but magnetic forces can act at a distanceSc3/4.2c observe how magnets attract or repel each other and attract some materials and not others
Forces & Magnets – skills and knowledgeAsking Questions:What materials are attracted and repelled by magnetic forces?What surfaces cause the most friction?Measuring and recording:Frictional investigationDistance of attraction of magnetic forces Concluding:Grouping materials into magnetic / notDescribe magnets as having two poles Evaluating:Material properties on forces and magnets
Vocabulary
ForcePushPullFriction
Magnets – Sc3/4.2
Sc3/4.2d compare and group together a variety of everyday materials on the basis of whether they are attracted to a magnet, and identify some magnetic materialsSc3/4.2e describe magnets as having 2 polesSc3/4.2f predict whether 2 magnets will attract or repel each other, depending on which poles are facing.
VocabularyMagnetic[polesNorthSouthAttractRepelHorseshoeBrassNickelCopperSteelAluminiumIronFriction
What conditions are required for seed dispersal. Evaluating:Best conditions for plant growthBest conditions for seed dispersalVocabulary
RootsLeavesStemFlowerStamenOvuleSepalPetalNutrientsSeedsLife cycleGerminationPollinationSeed dispersalPollen
ProteinCarbohydratesMineralsFatsFibreVitaminsSkeletonExoskeletonEndoskeletonSupportProtectJointsMusclesContractRelaxBody organsMain bones in the body
LayersOcean bedVolcanoIntrusiveExtrusiveTexture Appearance
Vocabulary
Light sourceAngleDirectionTravels in straight linesShadowReflectMirrorTransparentTranslucentOpaqueTorchHigh Vis
GravityFloatSinkStretchSquashOpposite forcesPairs
History Local History Rothwell Market TownNC objective A local history study- a study of an aspect of history or a site dating from a period beyond 1066 that is significant in the locality
local churches and sites of significance
Linked to R.E – the Christian Family – St. Mary’s Church and Holy Trinity ChurchLink with R.E.
Appropriate use of
WWII Battle Of Britain Great fire of London – missed in Y2 (historical event)NC objective A study of an aspect or theme in British history that extends pupils’ chronological knowledge beyond 1066
a significant turning point in British history, for example, the first railways or the Battle of Britain
life in WWII – rationing evacuation the events of the battle of Britain
Link with English
Describe a study of an aspect or theme in British history that extends his/her chronological knowledge beyond 1066 (Understanding of events people and changes) YEAR 6
Appropriate use of historical termsEvacuee, rationing trenches, bomb shelter, Use an increasing range of common words and phrases
Ancient GreeceNC objective Ancient Greece -a study of Greek life and achievements and their influence on the western worldA study of an aspect or theme in British history that extends pupils’ chronological knowledge beyond 1066- the legacy of Greek or Roman culture (art, architecture or literature) on later periods in British history, including the present day
where and when the first civilizations appeared Who were they? How did they live Olympics Greek Literature
Link with Geography
Describe a study of Ancient Greek life and achievements and their influence on the western world (Understanding of events people and changes) YEAR 6
Appropriate use of historical terms
historical terms
Past and presentSequencing of chronological events on a timelineUse an increasing range of common words and phrases relating to the passing of time (Chronological understanding) Year 3Describe memories of key events in his/her life using historical vocabulary (Chronological understanding) Year 3Use historic terms related to the period of study. (Chronological understanding)
relating to the passing of time (Chronological understanding) Year 3Describe memories of key events in his/her life using historical vocabulary (Chronological understanding) Year 3Use historic terms related to the period of study. (Chronological understanding)
Olympics, Athens Use an increasing range of common words and phrases relating to the passing of time (Chronological understanding) Year 3Describe memories of key events in his/her life using historical vocabulary (Chronological understanding) Year 3Use historic terms related to the period of study. (Chronological understanding)
Geography
Locational Knowledge: Name, locate and identify different characteristics of the four countries and capital cities of the UK. A local study – mapping our local area and the changes over timeName and locate counties and cities of the United Kingdom, geographical regions and their identifying human and physical characteristics
Place KnowledgeLocations around a seaside town. Yorkshire study - Study of human and physical geography in Yorkshire – Rothwell market townOur local area
Human and physical Geographyphysical geography, including: climate zones, biomes and vegetation belts- human geography, including: types of settlement and land use,Geographical skills and fieldworkUse of atlases and globes.
Locational Knowledge: locate the world’s countries, using maps to focus on Europeunderstand geographical similarities and differences through the study of human and physical geography of a region in a European country (Greece)Use maps and atlases to locate countries and continentsLocate deserts, rivers and mountain ranges
Place Knowledgeunderstand geographical similarities and differences through the study of human and physical geography of a region in a European country (Greece)
Human and physical Geographyphysical geography, including: climate zones, rivers and mountains (Greece focus)human geography, including: types of settlement and land useGeographical skills and fieldworkAsk geographical questions
Locational Knowledge: Understand geographical similarities and differences through the study of human and physical geography of a region of the United KingdomName and locate counties and cities of the united kingdom
Place KnowledgeDescribe and understand key aspects of biomes and vegetation belts (climate zones):Study of human and physical geography in YorkshireUnderstand geographical similarities and differences through the study of human and physical geography of a region of the United Kingdom
Human and physical Geographyhuman geography, including: types of settlement and land use,
Ask geographical questions-Use appropriate terminologyMap Skills:- Follow a route on a map with some accuracy
Record findings from fieldtripsUse appropriate terminologyDraw an annotated sketch from observation including descriptive / explanatory labelsName and locate countries in Europe (including Russia)
Geographical skills and fieldworkBegin to match boundaries (e.g. find same boundary of a country on different scalemaps).Use 4 figure compasses, and letter/number co-ordinates to identify features on a mapAsk geographical questionsUse appropriate terminologyAsk geographical questionsRecord findings from fieldtripsUse appropriate terminologyDraw an annotated sketch from observation including descriptive / explanatory labels
Fairtrade Foundation learning – cocoa Where are foods grown? Where does coco come from?
Computing
Year 1 Year 2iJam (level 1)
iSong:Introduction to basic song writing on a programme, ‘GarageBand’.
Skills:-Use and select software- Capture video for a purpose.-Choose which clips to keep and which to discard.
NC Objectives:1)Use technology safely, respectfully and responsibly; know a range of ways to report concerns and inappropriate behaviour.
2)Select, use and combine a variety of software (including
internet services) on a range of digital devices
E-Safety – PSHE:Keeping safe and managing risk: Bullying – see it, say it, stop it
iJam (level 2)
iDance:Through their composition children will use the concept of ‘Audio Spectrum’ participants will begin to use stereo-panning and level controls to improve their music’s balance and texture.
Skills:-Capture video for a purpose.-Choose which clips to keep and which to discard.-Trim and arrange clips to convey meaning.
NC Objectives:1) Use technology
iProgram (level 1)
iLogic:Student with use games to learn key coding skills. They will use steps, loops, basic logic and functions such as ‘if statements. This will progress into using code to create ‘Spyrograph’ style artwork.
Skills:-Create simple functions-Write code in a simple sequence to produce a desired product
NC Objectives:1)Design, write and debug programmes that accomplish specific goals, including controlling or simulating physical systems; solve problems by decomposing them into smaller parts.2)Use sequence, selection and repetition in programmes; work with variables and various forms of input and output.
3)Use logical reasoning to
iProgram (level 2)
Advances iFunction:iFunction looks at creating programs to solve real world problems. Learners will create games, control solutions and other problems mimicking real application of programming.
Skills:-Create simple functions-Write code in a simple sequence to produce a desired product
NC Objectives:1)Design, write and debug programmes that accomplish specific goals, including controlling or simulating physical systems; solve problems by decomposing them into smaller parts.2)Use sequence, selection and repetition in
iAnimate (level 1)
iStop Motion:Students will create their own cartoon strip using the app ‘iStopMotion’.
Skills:-Use images that they have sourced / captured / manipulated as part of a bigger project
NC Objectives:1)Use search technologies effectively, appreciate how results are selected and ranked, and be discerning in evaluating digital content. 2)Use technology safely, respectfully and responsibly; know a range of ways to report concerns and inappropriate
E-Safety:D:Side
iAnimate (level 2)
Advances iFX:Learners will be taught how to create an animation using chroma key and how to record and edit their own sound effects ready to be included in their finished animations.
Skills:-Use images that they have sourced / captured / manipulated as part of a bigger project. Begin to edit these where appropriate.
NC Objectives:1)Use search technologies effectively, appreciate how results are
to accomplish given goals, including
collecting, analysing, evaluating and
presenting data and information.
safely, respectfully and responsibly; know a range of ways to report concerns and inappropriate behaviour.
2)Select, use and combine a variety of software (including
internet services) on a range of digital devices
to accomplish given goals, including
collecting, analysing, evaluating and
presenting data and information.
explain how some algorithms work and to detect and correct
errors in algorithms and programs.
programmes; work with variables and various forms of input and output.3)Use logical reasoning to
explain how some algorithms work and to
detect and correct errors in algorithms and
programs.
behaviour.3) Select, use and
combine a variety of software (including
internet services) on a range of digital devices
to accomplish given goals, including
collecting, analysing, evaluating and
presenting data and information.
selected and ranked, and be discerning in evaluating digital content. 2)Use technology safely, respectfully and responsibly; know a range of ways to report concerns and inappropriate behaviour.
3) Select, use and combine a variety of software (including
internet services) on a range of digital devices
to accomplish given goals, including
collecting, analysing, evaluating and
presenting data and information.
Art Skill focus:Water colours –
Rothwell Landscape
Sketching linked to creative writing
DrawingExperiment with the potential of various
pencilsClose observational
drawingAccurate drawings of people – particularly faces (self-portrait to
come back to in Summer 2)
Printing Relief and impressed
printingRecording
textures/patternsMono-printing
Artist focus: Harry Lieberman
Experiment with different surfaces for effects.
Skill focus:Collage – light and dark
Sketching linked to creative writing
DrawingExperiment with the potential of various pencilsClose observational drawing
ColourColour mixing – using colour wheels Introduce different types of brushesTechniques- apply colour, using dotting,
Artist focus: Lowry
Skill focus:Chalks and pastels
Sketching linked to creative writing
DrawingExperiment with the potential of various pencilsClose observational drawing
ColourColour mixing – using colour wheels Introduce different types of brushesTechniques- apply colour, using dotting, scratching, splashing
TextilesUse smaller eyed needles and finer threadsWeaving
Skill focus:Painting Greek vase designs.
Pre sketching designs
Sketching linked to creative writing
Drawing:Experiment with the potential of various pencilsInitial sketches as a preparation for paintingDraw both the positive and negative shapes
ColourIntroduce different types of brushesTechniques- apply colour, using dotting, scratching, splashing
SculptureShape, form, model and
Artist Focus:Phidias – The Parthenon
Skill focus:Sculpture: Clay – temples
Sketching linked to creative writing
DrawingExperiment with the potential of various
pencilsInitial sketches as a
preparation for paintingDraw both the positive and negative shapes
ColourIntroduce different types of brushes
Techniques- apply colour, using dotting, scratching, splashing
Artist focus:Jason Mecier
Skill focus:Drawing and mixed media
Sketching linked to creative writing
DrawingExperiment with the potential of various pencilsInitial sketches as a preparation for paintingAccurate drawings of people – particularly faces (self-portrait from Autumn 1)
TextureUse smaller eyed needles and finer threadsTie dying, batik
PatternPattern in the environment
scratching, splashing
TextilesUse smaller eyed needles and finer threadsWeaving
SculptureShape, form, model and construct (malleable and rigid materials)Plan and developUnderstanding of different adhesives and methods of construction
SculptureShape, form, model and construct (malleable and rigid materials)Plan and developUnderstanding of different adhesives and methods of construction
construct (malleable and rigid materials)Plan and developUnderstanding of different adhesives and methods of constructionAesthetics
Printing Recording textures/patternsMono-printing
PatternPattern in the environment (as observed)DesignMake patterns on a range of surfaces
SculptureShape, form, model
and construct ( malleable and rigid
materials)Plan and developUnderstanding of
different adhesives and methods of constructionAesthetics
Printing Recording
textures/patternsMono-printing
PatternPattern in the
environment (as observed)
DesignMake patterns on a range of surfaces
PrintingColour mixing throughoverlapping colour prints
PatternUsing ICTSymmetry
DT Cooking and Nutrition
In this term, children will be focusing on understanding that food has to be grown, caught or reared in Europe, or imported from the wider world.
During this term, children will focus on understanding where and how a variety of foods are grown.
Potential focus: Kosher food
Design Understand that food has to be grown,
farmed or caught in Europe and the wider world
Understand and apply the principles of a healthy and varied diet
Understand seasonality, and know where and how a variety of ingredients are grown, reared, caught and processed.
Make
Processes
This term, children will be focusing on refining their measuring skills, working towards making a stable structure. Children will start to look at the need for more exact measurements.
The focus for this term will be on understanding the need for accuracy in measurement.
Potential topic: Anderson shelters
Design use research and develop design criteria to inform
the design of innovative, functional, appealing products that are fit for purpose, aimed at particular individuals or groups
generate, develop, model and communicate their ideas through discussion, annotated sketches, cross-sectional and exploded diagrams, prototypes, pattern pieces and computer-aided design
Make Apply techniques he/she has learnt to strengthen
Processes – TextilesBasic stiches not taught in Y2.
During this term, children will be focusing on understanding how different materials have different purposes and may need different ways to join them.
The focus for this term will be on safely measuring and marking out material, making a suitable choice for its intended purpose.
Potential topic: Greek costumes
Design
Use his/her knowledge of techniques and the functional and aesthetic qualities of a wide range of materials to plan how to use them
Use knowledge of existing products to design a functional and appealing product
Children to describe which tools/ingredients they are using and why.
Use knowledge of existing products to design a functional and appealing product for a particular purpose and audience.
Prepare simple dishes hygienically and safely, where needed with a heat source.
Use cooking techniques such as: chopping, peeling, grating slicing, mixing, spreading, kneading and baking.
Evaluate Consider the different audience and
purpose of a specific type of food (e.g. kosher)
Investigate and analyse a range of existing food products.
Evaluate their ideas and final product against their own design criteria and consider the views of others to improve their work.
Consider how existing products and his/her own finished products might be improved and how well they meet the needs of the intended user.
Technical Knowledge Understand which foods are reared, caught,
or grown and that this happens in the UK and across the globe
Understand that recipes can be changed by adding or taking away ingredients
Understand that the seasons can affect food produce.
Vocabulary Reared CaughtGrown SeasonalLocal Variety Purpose Function
structures and explore his/her own ideas. Use techniques which require more accuracy to cut,
shape, join and finish his/her work e.g. Cutting internal shapes, slots in frameworks.
Select from and use a wider range of materials and components, including construction materials, textiles and ingredients, according to their functional properties and aesthetic qualities.
Evaluate Investigate and analyse a range of existing products. Evaluate their ideas and products against their own
design criteria and consider the views of others to improve their work.
Understand how key events and individuals in design and technology have helped shape the world.
Consider how existing products and his/her own finished products might be improved and how well they meet the needs of the intended user.
Technical Knowledge apply their understanding of how to strengthen,
stiffen and reinforce more complex structures understand and use mechanical systems in their
products [for example, gears, pulleys, cams, levers and linkages]
Vocabulary FunctionAccuracyPurposeStructureEquipment Develop Material ToolChanges
for a particular purpose and audience generate, develop, model and
communicate their ideas through discussion, annotated sketches, cross-sectional and exploded diagrams, prototypes, pattern pieces and computer-aided design
Make Use techniques which require more
accuracy to cut, shape, join and finish his/her work e.g. Cutting internal shapes, slots in frameworks.
Select from and use a wider range of materials and components, including construction materials, textiles and ingredients, according to their functional properties and aesthetic qualities.
Evaluate Consider how existing products and his/her
own finished products might be improved and how well they meet the needs of the intended user
Investigate and analyse a range of existing products.
Evaluate their ideas and products against their own design criteria and consider the views of others to improve their work.
Technical Knowledge apply their understanding of how to
strengthen, stiffen and reinforce materials
Vocabulary StitchRunning stitchJoin FunctionPurposeAudienceCostumeStyleAppropriatePractical
Music Year One Year TwoJunior Jam – Singing Focus & Musical Theory
Junior Jam – Music Theory
Junior Jam – African Drumming
Singing & Listening
Choral Singing – Miss KitsonRecorders – Kathy
Junior Jam-Play and perform in solo ensemble contexts using voice and playing musical instruments with increasing accuracy, fluency, control and expression. -Improvise and compose music for a range of purposes using their inter-related dimensions of music.-Listen with attention to detail and recall sounds with increasing aural memory.-Use and understand staff and other musical notations.-Develop an understanding of the history of music.
Choral Singing: see individual half term planning from Miss Kitson
Recorders: see individual half term planning from KathyFocus – notation and performance
Choral Singing – Miss KitsonRecorders – Kathy
Junior Jam-Play and perform in solo ensemble contexts using voice and playing musical instruments with increasing accuracy, fluency, control and expression. -Improvise and compose music for a range of purposes using their inter-related dimensions of music.-Listen with attention to detail and recall sounds with increasing aural memory.-Use and understand staff and other musical notations.-Develop an understanding of the history of music.
Choral Singing: see individual half term planning from Miss Kitson
Recorders: see individual half term planning from KathyFocus – notation and performance
Choral Singing – Miss KitsonRecorders – Kathy
Junior Jam-Appreciate and understand a wide range of high-quality live and recorded music drawn from different traditions and from great composers and musicians. -Develop an understanding of the history or music.
1) Introduction to Djembe2) Basic Rhythms3) Confidence in performance4) Aural memory and recognising sounds5) Duets and trios6) Polyrhythms
Choral Singing: see individual half term planning from Miss Kitson
Recorders: see individual half term planning from KathyFocus – notation and performance
Choral Singing – Miss Kitson (weekly sessions across all terms)
See individual half term planning from Miss Kitson Focus:1) Posture2) Breath3) Diction 4) Vocal
Playing & Listening
Recorders: see individual half term planning from KathyFocus – notation and performance
Improvising & Composing
Understand that improvisation is when a composer makes up a tune within boundaries
Understand that composition is when a composer writes down and records a musical idea
P.E. Invasion game Handball and Netball Improve Improve skills of travel, send chase, receive, dodge, avoid, attack, defend, control accuracy; movement into/out of space
Experience Experience small sided and simplified versions of different types of games, (i.e. invasion/net & wall/strike & field); a variety of common skills and game principles; team work; working towards tasks set by themselves and the teacher, competition.
Develop Develop team games,
making up games, own game practices,
understanding of game principles.
Gymnastics / invasion Floor / ultimate Frisbee Improve
Improve skills of rolling, jumping, swinging, balancing, taking weight on hands; changing speed, direction, shape levels; using different combinations of floor and apparatus, working alone/ with partner.
Experience Experience performing and remembering sequences, with control; responding to set tasks, short sequences, selecting apparatus
Develop Develop an understanding of actions ending one movement – starts next; making decisions to affect their actions.
Gymnastic/ Net and wall Bars/ Tennis ImproveImprove skills of travel, send chase, receive, dodge, avoid, attack, defend, control accuracy; movement into/out of space.
Experienced Experience small sided and simplified versions of different types of games, (i.e. invasion/net & wall/strike & field); a variety of common skills and game principles; team work; working towards tasks set by themselves and the teacher, competition.
Develop Develop team games, making up games, own game practices, understanding of game principles.
OAA – Outdoor adventurous activities. Archery and dodgeball. Improve Improve skills of principles of safety in the outdoors, planning and recording in different activities, problem solving Experience Experience OAA in different environments; working individually/small groupsDevelop
Develop responding to challenges in different
environments, correct use of appropriate equipment, understanding of safety
practices.
Athletics Improve Improve skills of running, throwing, jumping; refine basic technique by emphasis on accuracy, time, measurement, length, distance.Experience Experience outdoor areas, measuring and timing activities, competition, activities and equipment which support refining basic technique
Develop Develop understanding of safe practice linked to activities, comparing and improvement of own performance
Strike and field Rounder’s/Danish long ball.
ImproveImprove skills of travel, send chase, receive, dodge, avoid, attack, defend, control accuracy; movement into/out of spaceExperience Experience small sided and simplified versions of different types of games, (i.e. invasion/net & wall/strike & field); a variety of common skills and game principles; team work; working towards tasks set by themselves and the teacher, competition. Develop
Develop team games, making up games, own
game practices, understanding of game
principles
French Greetings & Numbers Level 1 Unit 1 Student will learn basic greetings and gain an understanding of the numbers 1-10 so they can use them in a context. They will take part in role-playing activities and number of games such as bingo.
Colours & Animals Level 1 Unit 2 Learners will continue to practice greetings and numbers and begin to learn the names of colours and the names of some animals. They will be able to match the numbers and colours to their written word and learn to recognise and answer some question words.
Cultural Diversity Level 1 Unit 6 Pupils will learn about French culture and life in France. They will also continue to practice numbers and colours whilst revising everything that they’ve learnt so far this year/ There will be more games and singing activities to aid learning.