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Long Term Planning

Lower Key Stage 2 Year 3 2019-2020

Term Autumn Spring Summer

English

Fiction: Stories by the same Author (eg. I’ll Take you to Mrs Cole/Dinosaurs and All That Rubbish by Michael Foreman) Poetry: Creating Images – poems provided by Hamilton Non-Fiction: Chronological Recount (Police Crime Scene!) Science link – Poem/rap on bones

Fiction: Stories from other Cultures (linked to Black History Month) Poetry: Performance Poetry/Humorous Poetry by Neal Zetter Non-Fiction: Information Texts Science link – Poster – ways to be healthy

Fiction: Myths & Legends: Greek Myths by Marcia Williams/The Orchard Book of Greek Myths by Geraldine McCaughrean Poetry: Traditional Poetry: A Children’s Garden of Verse by R.L.Stevenson Non-Fiction: Newspaper Reports Science link -

Fiction: Stories about Imaginary Worlds (Fantastic Mr Fox by Roald Dahl) Poetry: Performance Poetry Non-Fiction: Non-Chronological Reports (using a selection of Harry Potter Books) Science link – Newspaper report on eclipse

Fiction: Adventure Stories: The Hodgeheg by Dick King-Smith Poetry: Michael Rosen’s A to Z by Michael Rosen Non-Fiction: Persuasive Writing Science link – Diary entry by a plant

Fiction: Plays and Dialogue: The Witches by Roald Dahl Poetry: Shape Poems Non-Fiction: Non-Chronological Reports Science link – Interview of a rock

Narrative Writing

Story Openings Character Descriptions

Poetry- reciting, rehearsing, preparing and performing poetry

Story settings – based on Myths and Legends

Story Dilemma based on the fantastic Mr Fox

Alternative endings to stories Classical Poetry

Plan 1: Stories by the same author Required texts: I’ll Take You to Mrs Coles by Nigel Gray and

Plan 1: Stories about imaginary worlds Required texts: Fantastic Mr Fox by Roald Dahl (plus DVD)

Plan 1: Adventure stories Required texts: The Hodgeheg by Dick King-Smith


Michael Foreman Dinosaurs and All that Rubbish by Michael Foreman Other books by Michael Foreman Description: Using the delightful illustrations and books of Michael Foreman, children have many opportunities to practice simple, compound and complex sentences with powerful verbs. They then create their own stories based around I'll Take You to Mrs Cole, by Nigel Gray and Michael Foreman. Grammar focus: 1. Extending the range of sentences with more than clause 2. Use and understand the grammatical terminology in Appendix 2 3. Use and punctuate direct speech

Description: Using Fantastic Mr Fox, chn familiarise themselves with features of narrative; finding examples from the book & through role play & hot-seating. Focus on direct speech & use the features & format they have seen to plan & write their own fantastic stories! Grammar focus: 1. Introduce the idea of tense in verbs. 2. Use pronouns for cohesion and to avoid repetition and ambiguity. 3. Use dialogue punctuation.

Selection of reference books about animals Description: Using The Hodgeheg by Dick King-Smith, children look for examples of adverbs and adverbial phrases. They memorise a section of dialogue and use it as a basis for their own writing. In the second week the focus is on complex and compound sentences as children write an animal adventure story. Grammar focus: 1. Use fronted adverbs. 2. Use commas after fronted adverbials. 3. Extend the range of sentences with more than one clause by using a wider range of connectives, e.g. when, if, because, although.

Plan 2: Stories from other cultures Required texts: Seasons of Splendour by Madhur Jaffrey The Tiger Child by Joanna Troughton The Old Man the Magic Bowl – Hamilton Group Reader Description: Children have plenty of opportunities to explore Indian folk tales and myths, read Seasons of Splendour by Madhur Jaffrey, and The Tiger Child by Joanna Troughton, before performing their own oral re-telling and written adaptations. They will learn about adverbial clauses to make their writing more interesting and use commas to organize their writing. Grammar focus:

Plan 2: Myths and legends – Greek Myths Required texts: The Orchard Book of Greek Myths by Geraldine McCaughrean Greek Myths by Marcia Williams The Hamilton Book of Traditional Tales Description: Become familiar with a range of Greek Myths. Use them to study powerful verbs, verb tenses, use of 1st & 3rd person, paragraphs & ways of showing dialogue. Chn draw story maps to learn a Greek Myth off by heart & to retell another myth in written form. Grammar focus: 1. Use powerful verbs/ Begin to recognise the concept of a verb.

Plan 2: Plays and dialogues Required texts: Proverbs animated tale provided with plan The Witches by Roald Dahl Roald Dahl The Witches: Plays for Children adapted by David Wood A selection of other Roald Dahl books and/or playscripts Description: Define proverb and work out the meanings. Identify and use adverbs and powerful verbs. Create characters using description, stage directions and dialogue. Compare dialogue and playscripts. Write and perform 2 playscripts: based on a proverb and on a Roald Dahl chapter. Grammar focus:


1. Use prepositions to express time, place and cause 2. Use and understand the grammatical terminology in Appendix 2

2. Understand that writing can be 3rd or 1st person. 3. Use and punctuate direct speech.

1. Use and understand the grammatical terminology in Appendix 2. 2. Use adverbs. 3. Use and punctuate direct speech.

Plan 3: Roman Myths Required texts: Orchard Book of Roman Myths by Geraldine McCaughrean Romulus and Remus – Hamilton Group Reader Description: Using The Orchard Book of Roman Myths and Hamilton Group Reader: Romulus & Remus, children read, explore and discuss myths; role-play being Roman gods and retell myths from different perspectives. They research and write their own myths, presenting them to an audience. Grammar includes: punctuating speech; conjunctions for time and cause; using grammatical terminology. Grammar focus: 1. Use and understand the grammatical terminology in Appendix 2 2. Use and punctuate direct speech 3. Express meaning using adverbs 4. Using conjunctions to express time and cause

Plan 3: Myths and legends – Arthurian legends Required texts: King Arthur and the Knights of the Round Table retold and illustrated by Marcia Williams Walt Disney DVD of the Sword in the Stone Director Wolfgang Reitherman Description: Explore Arthurian legends through Marcia Williams book King Arthur and the Knights of the Round Table. Read about The Sword in the Stone, Excalibur and The Round Table. Write a collaborative story, an imaginative recount and a story in the style of a comic book. Grammar focus: 1. Use and punctuate direct speech. 2. Learn the grammar for yrs 3 and 4 in Eng Appendix 2. 3. Choose nouns or pronouns appropriately.

Plan 3: Rivers, mountains and coasts Required texts: Dolphin Boy by Michael Morpurgo The Sandman and the Turtles by Michael Morpurgo Description: Read Michael Morpurgo’s Dolphin Boy and write an imaginative recount about riding a dolphin. Explore characterisation and dilemmas in his book The Sandman and the Turtles and write an alternative ending which includes dialogue. Explore word classes and the perfect tense. Grammar focus: 1. Revise use of adjectives in extended noun phrases. 2. Use conjunctions, adverbs and prepositions to express time and cause. 3. Use the present perfect form of verbs in contrast to the past tense.

Plan 1: Instructions and explanations Required texts: Various instruction and explanation texts Description: Children will learn about instructions and explanations based around the glitzy world

Plan 1: Recounts Required texts: The Day I Swapped my Dad for Two Goldfish by Neil Gaiman & Dave McKean Diary of a Killer Cat by Anne Fine Description:

Plan 1: Persuasive writing Required texts: TV recordings – record a programme such as Milkshake on Channel 5 which features lots of chn’s adverts. Description:


of the game show. They will learn about features of explanations before going on to write their own based on a game show with a special treat at the end. Grammar focus: 1. Use and understand the grammatical terminology in Appendix 2 2. Use conjunctions, adverbs and prepositions to express time and cause

Explore The Day I Swapped my Dad for Two Goldfish. Act out swap stories; learn about adverbials & recounts using past tense & 1st person & chronological order. Write a new version of The Diary of a Killer Cat using recount features & complex sentences. Grammar focus: 1. Use adverbs and adverbials (prepositional phrases which act as adverbs). 2. Create complex sentences. 3. Use commas after or before phrases and clauses. 4. Use and punctuate direct speech.

Children explore and discuss adverts. They find key features of persuasive writing and use these with a twist, to persuade people NOT to buy! Using compound and complex sentences the children will then write a persuasive letter about their bedtime! Grammar focus: 1. Extend a range of sentences with more than one clause by using a wider range of connectives. 2. Use conjunctions.

Plan 2: Non-chronological reports Required texts: Various non-fiction books about sport Example of fictional story about a footballer or dancer, for example Horrid Henry and the Football Fiend Description: Children study the structure and language features of non-chronological reports before planning, researching and finally composing their own sports report. At the end of the plan the class explore persuasive language and different points of view, ending in a debate. Grammar focus: 1. Extend the range of sentences with more than one clause 2. Use and understand the grammatical terminology in Appendix 2 3. Use conjunctions to express time or cause

Plan 2: Non-chronological reports Required texts: Selection of Harry Potter books by J K Rowling Description: Read an online newspaper report about an amazing model of Hogwarts recently opened to the public. Chn design a poster or leaflet to advertise it and look at school reports Hogwarts style. They collaborate to design a Hogwarts school prospectus. Grammar focus: 1. Extend the range of sentences with more than one clause: compound and complex sentences. 2. Use commas after or before phrases and clauses. 3. Use pronouns to avoid repetition or ambiguity and to add clarity and cohesion.

Plan 2: Non-chronological reports Required texts: Chn bring in written material relating to their favourite computer game. Description: Non-chronological report writing is no longer a boring topic! This plan is based around computer and video games where children will read reviews, play games and will be itching to write their own game reports! Grammar activities include work on prepositions, adverbs and conjunctions. Grammar focus: 1. Express time, place and cause using conjunctions and prepositions and adverbs. 2. Identify and use past and present tense correctly. 3. Extend the range of sentences with more than 1 clause.


Plan 3: Newspaper Reports Required texts: The Roman Record by Paul Dowswell Escape From Pompeii by Christina Balit Description: All about the Romans and Pompeii, children will be immersed in what life was like in Roman times by research, role-play, Escape to Pompeii and The Roman Record. They will then write a variety of recounts to create a Roman newspaper. Grammar focus: 1. Use the present form of verbs in contrast to the past tense 2. Use adverbs to express time and cause 3. Use and punctuate direct speech

Plan 3: Instructions and explanations Required texts: The Ink Garden of Brother Theophane by CM Millen Purple is Best Hamilton Group Reader Description: This fun filled busy plan will have the chn learning about explanations & instructions in a practical way! After looking at the lovely story of The Ink Garden of Brother Theophane, they will make their own natural dyes and decorate illuminated letters, creating instructions along the way. Grammar focus: 1. Indicating possession by using the possessive apostrophe. 2. Use prepositions to express time and cause. 3. Use commas correctly.

Plan 3: Recounts Required texts: The Magical Garden of Claude Monet by Laurence Anholt The Journey by Neil Griffiths Description: Linked to our Topic Rivers and Mountains this unit can be taught alongside or discretely. Children learn features of recount writing and write their own recounts based on The Magical Garden of Monet and The Journey, before immersing themselves in the Kumaon region and writing a diary entry as a child living there. Grammar focus: 1. Use conjunctions, adverbs and prepositions to express time and cause. 2. Use and punctuate direct speech. 3. Learn the grammar requirements for Y3 and Y4 in Eng Appendix 2

Plan 4: Letters Required texts: Dear Father Christmas by Alan Durant The Christmas Story – Hamilton Group Reader Description: Christmas is coming. This fun plan builds up to Christmas with writing letters to Father Christmas, learning about tense, writing in the 3rd person and using powerful verbs, and reading Dear Father Christmas by Alan Durant. Hamilton Group Reader, The Christmas Story, demonstrates how to write a good letter. Grammar focus:

Plan 1: Traditional poems Required texts: A Child’s Garden of Verses by Robert Louis Stevenson Description: Explore the poems of Robert Louis Stevenson and write a class poem using rhyming couplets. Revise verb tenses and learn about prepositions. Explore the poem Windy Nights and learn it by heart. Produce a class book containing poems written by the children. Grammar focus: 1. Introduce the idea of tense in verbs. 2. Use prepositions to express time or place.

Plan 1: Traditional poems Required texts: Poems needed are provided. Description: Read a selection of traditional poems by Charles Causley and Eleanor Farjeon with children. Explore the vocabulary of sounds and study the use of adjectives and adverbs/adverbials as descriptions. Children write poetry inspired by Sounds in the Evening and I am the Song. Grammar focus: 1. Use and understand the grammatical terminology in Appendix 2. 2. Recognise and identify prepositions used


1. Use and understand the grammatical terminology in Appendix 2 2. Choose nouns or pronouns appropriately for clarity and cohesion and to avoid repetition 3. Use the perfect form of verbs to mark relationships for clarity and cohesion and to avoid repetition

3. Write sentences with more than one clause using a wider range of connectives.

to indicate time and place. 3. Use fronted adverbials. 4. Use commas after fronted adverbials.

Plan 1: Creating images Required texts: Poems needed are provided. Description: Use a selection of poems to explore how to create images using words, Daddy Fell into the Pond by Alfred Noyes, The Bug Chant by Tony Mitton, and I Like this Poem by Kaye Webb. Children find and use adjectives and adjective phrases to convert a poem to prose. Use their voice to add excitement to a poem performance and compose poems using the themes of animals and weather. Grammar focus: 1. Choose nouns appropriately 2. Use and understand the grammatical terminology in Appendix 2 3. Use adverbs appropriately

Plan 2: Performance poems Required texts: Various performance poems - provided Description: Listen to a range of performance poems & explore the features that poets use. Chn identify & use conjunctions that indicate time & cause. Investigate negative prefixes, informal language & rhymes. Chn write extra lines to one of poems & then a rap. Grammar focus: 1. Use and recognise nouns, adjectives and adjectival phrases. 2. Use conjunctions to express time or cause. 3. Use possessive apostrophe with singular and plural nouns.

Plan 2: Shape poems Required texts: Various performance poems - provided Description: During this unit chn will be immersed in shape poems. They read, recite and discuss a variety before writing their own, including poems using possessive apostrophes and relative clauses. Grammar focus: 1. Indicate possession by using the possessive apostrophe with singular and plural nouns. 2. Extend the range of sentences with more than one clause by using a wider range of connectives.

Plan 2: Humorous poems Required texts: Poems needed are provided. Description: Children will enjoy these humorous poems about teachers which will inspire learning about powerful verbs, verb tenses, adverbs and adverbial phrases. Children use the

Plan 3: Poetry to express emotions Required texts: Michael Rosen’s A to Z Description: Using Michael Rosen’s A to Z, chn explore how poetry is used to express emotion. Develop an understanding how poets carefully select adjectives, verbs and

Plan 3: Animal poems Required texts: The Works published by Macmillan Description: Animals! Animals! Animals! Chn will be fully immersed in poems all about animals. They read, discuss and perform different styles of poems, comparing then collecting ones they


poems they read as models for writing their own verses and poems. Grammar focus: 1. Identify and use verbs correctly 2. Use adverbs appropriately 3. Use and understand the grammatical terminology in Appendix 2

adverbs to evoke different emotions in the reader. Know how to use speech punctuation accurately and understand how to write consistently about the past, present and future. Chn will experience performing poetry and using familiar poems as the model for their own writing. Grammar focus: 1. Use and understand the grammatical terminology in Appendix 2. 2. Punctuate direct speech. 3. Use the past tense consistently in contrast to the present. 4. Use adverbs to express cause.

like to create their own anthologies. They even write their own additions to their poetry collection. Grammar focus: 1. Use grammatical terminology outlined in Appendix 2. 2. Use conjunctions and prepositions to express time and cause. 3. Extend range of sentences with more than one clause by using conjunctions.

Plan 3: Poems from Around the World Required texts: The Works published by Macmillan Let’s Celebrate! Festival Poems from Around the World edited by Debjani Chatterjee and Brian D’Arcy Description: Children are immersed in a diverse range of festival and celebration poems from around the world. Read Let’s Celebrate! edited by Debjani Chatterjee and Brian D’arcy as you learn how to discuss, edit and improve a poem. Revise and learn about the function of adjectives, nouns, verbs and adverbs. Grammar focus: 1. Using conjunctions, adverbs and prepositions to express time and cause 2. Use and understand the grammatical terminology in Appendix 2 3. Use fronted adverbials appropriately


Non-Narrative Writing

Diary Entries Recounts - from

characters’ point of view.

Instructions How to make DT link.

Newspaper report Children to write individual reports

based on Myths and Legends

Writing persuasive letters,

Persecution of foxes.

Biography

Non-chronological report about Stone

Age tools.

Preparing play scripts to perform.

Reading

Children to identify the features of the stories. Predicting what might happen from evidence supplied. Draw inferences such as inferring character’s feelings, thoughts and motives from their actions and justifying inferences with evidence. Using dictionaries to check meaning of words they have used and read. Children to discuss words and phrases that capture the reader’s interest and imagination. Class Reader – To be agreed with Enco

Preparing poems to read aloud and perform, showing understanding through intonation, tone, volume and action. Children to recognise some different forms of poetry [for example, free verse, narrative and poetry Reciprocal Reading introduction using text – The Hodegheg By Dick King Smith. Class Reader – To be agreed with Enco

Children to discuss words and phrases that capture the reader’s interest and imagination in newspaper reports. Identifying how language, structure and presentation contribute to meaning in newspaper reports. Class Reader – To be agreed with Enco

Children learn how to understand what they read, in books they can read independently, by: checking that the text makes sense to them, discussing their understanding, and explaining the meaning of words in context, asking questions to improve their understanding of a text drawing inferences such as inferring characters’ feelings, thoughts and motives from their actions, and justifying inferences with evidence predicting what

Increasing familiarity with traditional fairy stories and retelling some of these orally. Identifying themes and conventions in a wide range of books. Identifying main ideas drawn from more than 1 paragraph and summarising these identifying how language, structure, and presentation contribute to meaning retrieve and record information from non-fiction Reciprocal Reading Text All Because of Jackson By Dick King Smith

Retrieve and record information from non-fiction texts related to Stone Age Britain. Listening to and discussing plays, non-fiction and reference books or textbooks. Showing understanding through intonation, tone, volume and action Using dictionaries to check the meaning of words that they have read. Class Reader – To be agreed with Enco


might happen from details stated and implied Class Reader – To be agreed with Enco

Class Reader – To be agreed with Enco

Vocabulary, Punctuation

and Grammar

All key content covered in the Autumn Term is a revisit of Year 2 objectives Demarcate sentences using capital letters at the start and full stops, exclamation or question marks at the end. Use commas in making lists Use adjectives to describe nouns Use conjunctions to join ideas in longer sentences Co-ordination: using ‘and’, ‘or’ and ‘but’ (Compound) Subordination: using ‘when’, ‘where’, ‘if’, ‘that’ and ‘because’ (Complex) Use and distinguish past and present text Use adjectival

Use apostrophes for contracted forms – relate this to differences between spoken & written English. Use apostrophes to mark singular possession in nouns. Use of the progressive forms of verbs in the present and past tense to mark actions in progress. Recognise simple sentences and begin to recognise compound and complex sentences Recognise simple sentences and begin to recognise compound and complex sentences Use and recognise nouns, adjectives

Use and recognise nouns, adjectives and adjectival phrases Use powerful verbs Introduce the idea of a verb Expressing time, place and cause using conjunctions. Expressing time, place and cause using conjunctions. Expressing time, place and cause using conjunctions. Introduce the idea of tense in verbs

Use dialogue in narrative or in drama Use dialogue in narrative or in drama Use of the present perfect form of verbs instead of the simple past. Use the forms of ‘as’ or ‘an’ according to whether the next word begins with a consonant or a vowel. Extend the range of sentences with more than one clause. Co-ordination: using ‘and’, ‘or’ and ‘but’ (compound) Subordination: using a wider range of conjunctions to add subordinate clauses (complex).

Word Families based on common words, showing how words are related in form and meaning.

Consolidation and Revisit of previous objectives based on need of children.


phrases to describe nouns and adjectival

phrases Use and recognise nouns, adjectives and adjectival phrases

Spelling

Words with the long /eI / sound spelt with ei Words with the long /eI / sound spelt with ey Words with the long /eI/ sound spelt with ai Words with / / sound spelt with ear Homophones & near homophones

Creating adverbs using the suffix -ly (no change to root word) Creating adverbs using the suffix -ly (root word ends in ‘y’ with more than one syllable) Creating adverbs using the suffix -ly (root word ends in ‘le’) Creating adverbs using the suffix -ly (root word ends in ‘ic’ or ‘al’) Creating adverbs using the suffix -ly (exceptions to the rules) Statutory Spelling Challenge Words

Words with short /i/ sound spelt with ‘y’ Adding suffixes beginning with a vowel (er/ed/ing) to words with more than one syllable (unstressed last syllable - DO NOT double the final consonant) Adding suffixes beginning with a vowel (er/ed/en/ing) to words with more than one syllable (stressed last syllable - double the final consonant) Creating negative meanings using prefix mis- Creating negative meanings using prefix dis- Words with a /k/

Homophones & Near Homophones Adding the prefix bi- (meaning ‘two’ or ‘twice’) and Adding the prefix re- (meaning ‘again’ or back’) Words ending in the /g/ sound spelt ‘gue’ and the /k/ sound spelt ‘que’ Words with a /sh/ sound spelt with ‘ch’ Statutory Spellings Challenge Words

Words ending in -ary Words with a short /u/ sound spelt with ‘o’ Words with a short /u/ sound spelt with ‘ou’ Word families based on common words, showing how words are related in form and meaning.

Words ending in the suffix -al Words ending with an /zher/ sound spelt with ‘sure’ Words ending with a /cher/ sound spelt with ‘ture’ Words ending with a /cher/ sound spelt as ‘ture’ Silent Letters Revision


sound spelt with ‘ch’

Maths

Key Concepts

Number – Number and place value • recognise the place value of each digit in a three-digit number (hundreds, tens, ones) • compare and order numbers up to 1000 • read and write numbers up to 1000 in numerals • solve number problems and practical problems involving these ideas Number – Multiplication and division • recall and use multiplication and division facts for the 3 multiplication table • solve problems, including missing number problems, involving multiplication and division, including positive integer

Number – Multiplication and division • recall and use multiplication and division facts for the 3 multiplication table • 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 objects Number – Number and place value • find 10 more or less than a given number Number – Fractions • recognise, find and write fractions of a discrete set of objects: unit

Number – Number and place value • recognise the place value of each digit in a three-digit number (hundreds, tens, ones) • compare and order numbers up to 1000 • identify, represent and estimate numbers using different representations • read and write numbers up to 1000 in numerals and in words • solve number problems and practical problems involving these ideas Number – Multiplication and division • recall and use multiplication and division facts for the 4 and 8 multiplication tables

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 a calculation and use inverse operations to check answers • solve problems, including missing number problems, using number facts, place value, and more complex addition and

Number – Number and place value • recognise the place value of each digit in a three-digit number (hundreds, tens, ones) • compare and order numbers up to 1000 • identify, represent and estimate numbers using different representations • read and write numbers up to 1000 in numerals and in words • solve number problems and practical problems involving these ideas Number – Addition and subtraction • add and subtract numbers mentally, including: – a three-digit number and ones – a three-digit

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 a calculation and use inverse operations to check answers • solve problems, including missing number problems, using number facts, place value, and more complex addition and


scaling problems and correspondence problems in which n objects are connected to m objects Number – Addition and subtraction • practise solving varied addition and subtraction questions. For mental calculations with two-digit numbers, the answers could exceed 100. * • add and subtract numbers mentally, including: – a three-digit number and ones – a three-digit number and tens Number – Number and place value • find 10 more or less than a given number Number – Fractions • recognise, find and write fractions of a discrete set of objects: unit

fractions and non-unit fractions with small denominators • add fractions with the same denominator within one whole [for example, ] • solve problems that involve all of the above Number – Multiplication and division • recall and use multiplication and division facts for the 4 and 8 multiplication tables • 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 objects

• 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 objects Number – Addition and subtraction • solve problems, including missing number problems, using number facts, place value, and more complex addition and subtraction Number – Fractions • recognise, find and write fractions of a discrete set of objects: unit and non-unit fractions with small denominators • recognise and use fractions as numbers: unit and non-unit fractions

subtraction Number – Multiplication and division • recall and use multiplication and division facts for the 3, 4 and 8 multiplication tables • 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 objects Number – Fractions • recognise and show, using diagrams, equivalent fractions with small denominators • subtract fractions with the same denominator within one whole • compare and order

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 a calculation and use inverse operations to check answers • solve problems, including missing number problems, using number facts, place value, and more complex addition and subtraction 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, find and

subtraction Number – Multiplication and division • write and calculate mathematical statements for multiplication and division using the multiplication tables that 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 objects Measurement


fractions and non-unit fractions with small denominators • add fractions with the same denominator within one whole [for example, 5/7 + 1/7 = 6/7] • solve problems that involve all of the above Geometry – Properties of shape • make 3-D shapes using modelling materials; recognise 3-D shapes in different orientations and describe them Measurement (mass) • measure, compare, add and subtract mass (kg/g)

Number – Number and place value • count from 0 in multiples of 4 and 8 Measurement (mass) • measure, compare, add and subtract mass (kg/g) 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; use vocabulary such as o’clock, a.m./p.m., morning, afternoon, noon and midnight

with small denominators • compare and order unit fractions, and fractions with the same denominator • solve problems that involve all of the above Number – Number and place value • count from 0 in multiples of 4 and 8 Measurement (money) • add and subtract amounts of money to give change, using both £ and p in practical contexts Geometry – Properties of shape • draw 2-D shapes and describe them • recognise angles as a property of shape Measurement (length) • measure, compare, add and subtract lengths (m/cm/mm)

unit fractions, and fractions with the same denominator • solve problems that involve all of the above Number – Number and place value • count from 0 in multiples of 50 and 100; find 100 more or less than a given number 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

write fractions of a discrete set of objects: unit fractions and non-unit fractions with small denominators • recognise and show, using diagrams, equivalent fractions with small denominators • solve problems that involve all of the above Number – Multiplication and division • write and calculate mathematical statements for multiplication using the multiplication tables that 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,

(money) • add and subtract amounts of money to give change, using both £ and p in practical contexts 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


bar charts and pictograms and tables Measurement (perimeter) • measure the perimeter of simple 2-D shapes Geometry – Properties of shape • draw 2-D shapes and make 3-D shapes using modelling materials; recognise 3-D shapes in different orientations and describe them • identify horizontal and vertical lines and pairs of perpendicular and parallel lines

involving multiplication and division, including positive integer scaling problems and correspondence problems in which n objects are connected to m objects Measurement (volume & capacity) • measure, compare, add and subtract volume/capacity (l/ml)

of events [for example to calculate the time taken by particular events or tasks] 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 charts and pictograms and tables

Science

Animals Including Humans (skeleton)

To identify that animals, including humans, need the

right types and amount of nutrition, and that they cannot

make their own

Animals Including Humans (digestion)

To identify that animals, including humans, need the

right types and amount of nutrition, and that they cannot

make their own

Forces and Magnets To observe how

magnets attract or repel each other and

attract some materials and not

others.

To compare how

Light

To recognise that shadows are formed when the light from

a light source is blocked by a solid

object.

Plants To investigate the

way in which water is transported within

plants.

To identify and describe the

Rocks To compare different kinds of rocks based on their appearance

in the context of understanding the

difference between natural and man-

made rocks.


food; they get nutrition from what

they eat.

To identify that humans and some other animals have

skeletons and muscles for Animals including humans.

Identify that animals,

including humans, need the right

amount of nutrition in the context of

identifying differences and

similarities related to simple scientific

processes by grouping animals according to their

diets.


muscles for movement by

examining how muscles work.

food; they get nutrition from what

they eat.


skeletons and muscles for Animals including humans.

Identify that animals,

including humans, need the right

amount of nutrition in the context of

identifying differences and

similarities related to simple scientific

processes by grouping animals according to their

diets.


muscles for movement by

examining how muscles work.

things move on different surfaces.

To notice that some forces need contact

between two objects, but

magnetic forces can act at a distance.

To compare and group together a

variety of everyday materials on the basis of whether

they are attracted to a magnet, and identify some

magnetic materials

To describe magnets as having two poles Predict whether two magnets will attract or repel each other, depending on which

poles are facing.

To explore the part flowers play in the

life cycle of flowering plants including, pollination, seed

formation and seed dispersal.

To recognise that we need light in order to see things and that dark is the absence

of light

To find patterns in the way that the size of shadows changes.

To notice that light is

reflected from surfaces.

To recognise that light from the sun can be dangerous and that there are

ways to protect their eyes.

functions of different parts of flowering plants:

roots, stem/trunk, leaves and flowers.

To 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 plant.

To describe in simple terms how fossils are formed when things that have lived are trapped within rock

by explaining the fossilisation process and by comparing

fossils to the animals they belong to.

To recognise that

soils are made from rocks and organic

matter by explaining how soil is formed.


Computing

CS Coding Espresso Unit 3A

CS Simulations Create a duck and fly it (2 lessons) DL Searching Would I lie to you? (2 lessons) CS Words words words (1 lesson)

IT Data Handling Finding out about healthy habits (3 lessons) DL Internet Scenario: Messaging strangers (1 lesson) CS Programming Devices How does that Work? (See Year 2)

CS Programming I can use block coding (5 lessons) DL e safety Safe surfing with dongle (3 lessons)

DL Blogging Do you like my presentation (4 lessons)

History

The Egyptians The achievements of the earliest civilizations – an overview of where and when the first civilizations appeared and an in depth study of Ancient Egypt. To regularly address and sometimes devise historically valid questions about change, cause, similarity and difference, and significance Chronological understanding Developing an awareness of the past using common words and phrases to relate to the passing of time. Begin to understand the meaning of the word ‘ancient’. Through the study of the ancient Egyptians the children can gain historical perspective

Iron Age Celtic Culture To understand the changes in Britain from the Stone Age to the Iron Age, including Iron Age hill forts: tribal kingdoms, farming, art and culture. To develop a chronologically secure knowledge and understanding of British, local and world history, establishing clear narratives within and across the periods they study.

Stone/Bronze Age To understand the changes in Britian from the Stone Age to the Iron Age, including Bronze Age religion, technology and travel, fro example Stonehenge Chronological understanding Continue to develop a chronologically secure knowledge and understanding of British and world history, establishing clear narratives within and across the periods they study. Knowledge and understanding of people in the past They should know where people they study fit within a chronological framework and identify similarities and differences. Knowledge and understanding of events in


by placing their growing knowledge into different contexts, understanding the connections between local, regional, national and international history. Knowledge and understanding of events in the past They show knowledge and understanding of aspects of the past beyond living memory. The children should understand historical concepts such as continuity and change, cause and consequence, similarity, difference and significance, and use them to make create their own written narratives. To be able to describe the mummification process Knowledge and understanding of people from the past They should know where people they study fit within a chronological framework and identify similarities and differences. The children should understand how the ancient Egyptians have shaped this nation and how Britain has influenced and been influenced by the wider world. Historical interpretations They are beginning to identify some of the different ways in which the past is represented. Understand the methods of historical enquiry, including how evidence is used to make historical claims. Historical enquiries They observe or handle sources of information to answer questions about the

the past Regularly address and sometimes devise historically valid questions about change, cause, similarity and difference and significance. Historical Interpretation Construct informed responses that involve thoughtful selection and organisation of historical information by learning about the religious beliefs and the gods and goddesses the Bronze Aged people worshipped. This could also be achieved by studying Stonehenge. Historical Enquiries They observe or handle sources of information to answer questions about the past on the basis of simple observations. The children should use the internet, reference book, online museums and artefacts to understand historical concepts.


past on the basis of simple observations. The children should use the internet, reference book, online museums and artefacts to understand historical concepts.

Geography

Where does our lunch come from

Extreme Earth - Where and why does the Earth rumble Why do some earthquakes cause more damage than others? Locational Knowledge South America Latitude and Longitude Climate zones Northern and Southern hemisphere and time zones Human and Physical Geography Physical including: volcanoes and earthquakes. Map Skills Location using four figure grid references and simple keys. Matching more complex pictures to maps and using maps of different scales. Index and contents pages of atlases. Identifying continents, oceans and physical features (locating volcanoes). Contour lines on maps – identifying mountains and volcanoes. Geographical Skills and Fieldwork Use maps, atlases, globes to locate countries

What on Earth? – International Space Station .


and continents where there are volcanoes and earthquakes. Devise a simple map and use and construct basic symbols in a key. Use aerial maps to study explore earthquakes and volcanoes.

Physical Education

Swimming To swim competently, confidently and proficiently over a distance of at least 25 meters. To use a range of strokes effectively [for example, front crawl, backstroke and breaststroke] To perform safe self-rescue in different water-based situations.

Swimming To swim competently, confidently and proficiently over a distance of at least 25 meters. To use a range of strokes effectively [for example, front crawl, backstroke and breaststroke] To perform safe self-rescue in different water-based situation

Swimming To swim competently, confidently and proficiently over a distance of at least 25 meters. To use a range of strokes effectively [for example, front crawl, backstroke and breaststroke] To perform safe self-rescue in different water-based situations.

Indoor Dance and

Movement Patterns (enrichment)

Outdoor Throwing and

Catching (skills)

Indoor

Outdoor Running and

Jumping

Indoor Balance, Agility and

Co-ordination

Outdoor Throwing and

Catching (Netball)

Indoor Running and

Jumping

Outdoor Games – Attacking

and Defending, Striking and Fielding (Tennis enrichment)

Indoor Dance and

Movement Patterns (enrichment)

Outdoor

Games – Attacking and Defending,

Striking and Fielding (skills)

Indoor Balance, Agility and

Co-ordination (Gym enrichment)

Outdoor

Sports day preparation -

Athletics

FRENCH

Instructions • Greetings • Intercultural understanding (France) • Comment t’appelles tu? • How are you? • Colours • Numbers 1 to 12 • Recap & revision.

Age • Months • Numbers 13 to 31 • Birthday • Days of the week • Date • Easter • Recap & revision

Brothers and sisters • Pets • Body parts • Toe song • Recap & revision • Holiday • Recap & revision

MUSIC Ukulele Sticks and Songs

Recorders, Sticks & Songs

Recorders, Sticks & Songs


Musical Elements: Skills explored Understanding definition of pulse, beat and rhythms Follow simple rhythms Playing recorders wand ukulele with songs Follow fingering holes to create pitch in recorder playing Using sticks and egg shakers to the performance Learning different types of folk music and instruments Songs: Pipe and Drum Listen Duration -Steady beat -Ostinati -Accompaniments -Stave rhythm notation -Stave -Crotchets; quavers; crotchet rests; treble clef; 4/4 Pitch -High / low -Steps -Jumps -Melodic patterns -Writing tunes -Pentatonic scales -Pitch stave notation: C to C on stave

Musical Elements: Skills explored; Duration of the notes, 1,2 & 4 Understanding importance of the rest in music Genre of the music; jazz & Bossa Nova Kodaly method of understanding Do re mi fa sol Musical words; Articulation, Notation, Temo (Slow-fast) Andante, Allegro, Vivace Dynamics -Louder / softer -Crescendo -Diminuendo -Forte -Piano Timbre and Texture -Sound quality -Instrument families -Combination of sounds Perform compositions and record / evaluate

Musical Elements: Skills explored; Tempo -Slower / faster -Accelerando / ritardando Structure -Verse and chorus -ABA -Call and response -Rondo -Analysing structures in music -Create and record ABA pieces using graphic or grid score


ART

The World of Colour -

Can Buildings speak? Explore ideas about shape and pattern; make prints based on pattern in buildings; work with others to develop a relief panel based on observations of patterns in buildings; say what they feel and think about their own and others’ work

Journeys To explore ideas about journeys. To collect information about signs & symbols for their work. To investigate lines, shapes, colours & textures to produce work on the theme of journeys. To combine a variety of painting, print-making & collage techniques to enhance their work. To comment on ideas, methods & approaches used in their own & others’ work. To adapt & improve their work.

DT Packaging – QCA 3a

Moving monster – QCA 3c

The Art of Hospitality

RE

The Bible

What makes a Christian? How do Advent and Epiphany show us what Christmas is really about?

What does it mean to be a Muslim?

Jesus’ new commandment and the two greatest commandments Easter people – who is the most

What do Sikhs believe in?

People form the old testament


important person in the Easter story?

PSHCE

Health and Well Being • to recognise opportunities to make their

own choices about food, what might influence their choices and the benefits of eating a balanced diet

• to reflect on and celebrate their achievements, identify their strengths, areas for improvement, set high aspirations and goals

• to deepen their understanding of good and not so good feelings, to extend their vocabulary to enable them to explain both the range and intensity of their feelings to others

• school rules about health and safety, basic emergency aid procedures, where and how to get help

• about people who are responsible for helping them stay healthy and safe and ways that they can help these people

Relationships • to recognise and respond appropriately

to a wider range of feelings in others • to work collaboratively towards shared

goals • to develop strategies to resolve disputes

and conflict through negotiation and appropriate compromise and to give rich and constructive feedback and support to benefit others as well as themselves

Living in the Wider World • to research, discuss and debate topical

issues, problems and events concerning health and wellbeing and offer their recommendations to appropriate people

• that there are different kinds of responsibilities, rights and duties at home, at school, in the community and towards the environment

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