Summerseat Methodist Primary School Steps in Learning, Skills for Life

Expectations for Class Three (Cycle A, Year Three)

What knowledge and skills will you gain on your learning journey this year?

Summerseat Methodist Primary School’s Steps in Learning

This booklet provides information for parents and carers on the end of year exceptions for children in our school for all subject areas.

All the objectives will be worked on throughout the year and will be the focus of direct teaching. Any support you can provide in helping your child to achieve these is greatly valued.

There is information about subject content and also particular learning skills and values we will focus on within the year group.

Please find below an overview of our enquiry based topics that your child will cover this year in Class Three:

If you have any queries regarding the content of this booklet or want support in knowing how best to help your child please talk to your child’s class teacher.

‘Love your neighbour the same as you love yourself.’ (Matthew 22 v 39)

Summerseat Methodist Primary School strives

to enable our community to explore in their learning and persevere independently and

collaboratively. Inspired by the words of Jesus, “Love your neighbour”, we welcome and

respect the rights of all in our diverse society. We live by the values of respect, joy, love,

care, trust, forgiveness and equality. Class Three Topics—Cycle A

Autumn 1 Why should we save the Rainforest?

Autumn 2 Why are jungles so wet and deserts so dry?

Spring 1 Why did the Anglo-Saxons invade Britain?

Spring 2 Were the Vikings really vicious?

Summer 1 Is the Croods based on fact?

Summer 2 Is the Croods based on fact?

Summerseat Methodist Primary School – Steps in Learning Class Three – Cycle A

Autumn1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2

Key Question Why should we save the

Rainforest?

Why are jungles so wet

and deserts so dry?

Why did the Anglo-Saxons

invade Britain?

Were the Vikings really vicious?

Is the Croods based on fact?

Hook Exploring a virtual rainforest

Visiting a zoo to meet jungle and desert animals

Becoming readers of runes and writing our own

names

Becoming archaeologist to uncover Viking artefacts

Becoming Stone Age artists and creating our own cave paintings

Visits and Visitors Chester Zoo Time Trip Visitor

Key Texts Gorilla (PoR) The Black Panther (clips) Survival guide Into the jungle The Jungle Book/survival guides The Vanishing Rainforest The Great Kapok Tree (PoR) Green Ship (PoR) Mama Miti (PoR) Wild (PoR) Where the Wild Things Are (PoR)

Beowulf Tales of King Arthur and the Knights of the Round Table Anglo Saxon Boy The King who Threw Away his Throne Freedom for Bron: The Boy who Saved a Kingdom How To Train Your Dragon Viking Long Ship The Time Travelling Cat and the Viking Terror There’s a Viking in my Bed and Other Stories The Saga of Erik the Viking The Dragon’s Hoard: Stories from Viking Sagas

Ug (PoR) How to wash a wooly mammoth The wild girl How to live like a stone age hunter Stone Age Boy The Boy with the Bronze Axe The Secrets of Stonehenge Stone Age Tablet Skara Brae

English Letter writing Narrative recount Conversation between characters Sequel writing Drama and roleplay Poetry writing and performance Explanation text Debate Report writing Writing in role Argument writing Playscript

Narrative recount Non-chronological report Conversation between characters Poetry writing and performance Writing in role Drama and roleplay Newspaper reports and interview writing

Narrative recount Instructional writing Non-chronological report Conversation between characters Poetry writing and performance Writing in role Drama and roleplay Newspaper reports Persuasive writing

Mathematics Place Value Mental calculation 2D shape & length

including perimeter Statistics

Written Addition Written Subtraction

Counting Multiplication Tables 3x 4x

Written and Mental Multiplication

Written and Mental Division

Time 3D Shape

Place Value Mental addition &

subtraction Fractions (recognition &

equivalence) Fractions Division

Volume & capacity/mass Multiplication 8x

Statistics, measure & money

2D & 3D shape incl. sorting

Addition and subtraction Fractions

Position & Direction Time

Multiplication Facts Addition and subtraction

(measures) Multiplication & Division

(measures) Area

Decimals, addition & subtraction

Roman Numerals Counting incl negative

numbers

Place Value (Measures) Mental calculation

Fractions (Equivalence and fractions of a set)

Shape Statistics

Summerseat Methodist Primary School – Steps in Learning Class Three – Cycle A

Autumn1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2

Science Animals Including Humans

- What happens to the

food we eat? (Circle of

Life)

States of Matter - How

could we survive without

water? (What’s the

matter?)

Forces & Magnets - Are you attractive enough?

(Magnetic fun and games)

Plants - How did that blos-

som become an apple?

(Features of Flowers)

Have you got green

fingers? (Greatly Green

Growers)

Sound - Why is the sound

made by … enjoyed by so

many?

(Sounds Spectacular)

History Who were the Anglo-Saxons?

(Connected)

What did the Vikings want? (Connected)

Stone age (Connected) Iron Age / Bronze age (Connected)

Geography Why should the rainforests be

important to all of us? (Focus) /

Deforestation

Why are jungles so wet and deserts so dry?

(Connected)

Computing Internet Legends – lesson 1a

Coding starter (3 sessions)

Internet Legends – lesson 1b

Coding unit 3a: Sequence and

Animations (6 lessons)

Internet Legends – lesson 2a

Coding unit 3b: Selection (7 sessions)

Internet Legends – lesson 2b

Text and images: We are poster designers

Multimedia unit: We are animators

Data & Communication: We are graph drawers

RE Expressions of identity Meanings within

Christmas and Diwali Contents and significance

of the bible Meanings within Easter The meaning of signs and symbols in religion

PSHE New Beginnings

Drugs

Getting On and Falling Out (say no to bullying)

Drugs

Going for Goals

Global Citizenship

Good To Be Me

Global Citizenship

Relationships

Eco-Schools

Changes

Healthy Lifestyles

Enhancement Create a display for show and tell

Learn to sew on a button

Learn a new game Design and make a board

game

Make some biscuits Take part in a treasure hunt

Make up your own game

and teach it to someone

Eat something you have

grown Climb a tree

Make a musical instrument

Compose a piece of

music

Participating in Discussion

• Participate in discussion about what is read to them and books they have read independently.

• Develop and agree on rules for effective discus-sion.

• Take turns and listen to what others say. • Make and respond to contributions in a variety of group situations e.g. whole class, pairs, guided groups, book circles.

Retrieving and recording information from non-fiction • Prepare for research by identifying what is al-

ready known about the subject and key questions to structure the task.

• Evaluate how specific information is organised within a non-fiction text e.g. text boxes, contents, bullet points, glossary, diagrams.

• Quickly appraise a text to evaluate usefulness. • Navigate texts in print and on screen. • Record information from a range of non-fiction

texts.

Word Reading Comprehension

A Year Three Child Reading

• Read books at an age appropriate interest level. • Use knowledge of root words to understand

meanings of words. • Use prefixes to understand meanings e.g. un-, dis-,

mis-, re-, pre-, im-, in-. • Use suffixes to understand meanings e.g. -ly, -ous. • Read and understand words from the Year 3 list

(selected from the statutory Year 3/4 word list)

Developing pleasure in and motivation to read • Listen to and discuss a range of fiction, poetry,

plays and non-fiction, e.g. fables, fairy tales, classic poetry, shape poetry, non-chronological reports, explanations.

• Regularly listen to whole novels read aloud by the teacher.

• Read a range of non-fiction texts, e.g. information, discussion, explanation, biography and persuasion.

• Read books and texts for a range of purposes e.g. enjoyment, research, skills development, reference.

• Recognise some different forms of poetry e.g. narrative, calligrams, shape poems.

• Sequence and discuss the main events in stories. • Orally retell a range of stories, including less

familiar fairy stories, fables and folk tales e.g. Grimm’s Fairy Tales.

• Identify and discuss themes e.g. good over evil, weak and strong, wise and foolish, mean and generous, rich and poor.

• Identify and discuss conventions e.g. numbers three and seven in fairy tales, magical sentence repeated several times.

• Prepare poems and play scripts to read aloud, showing understanding through intonation, tone, volume and action.

Understanding the text

• Identify, discuss and collect favourite words and phrases which capture the reader’s interest and imagination.

• Explain the meaning of unfamiliar words by using the context.

• Use dictionaries to check meanings of words they have read.

• Use intonation, tone and volume when reading aloud.

• Take note of punctuation when reading aloud. • Discuss their understanding of the text. • Raise questions during the reading process to deepen

understanding e.g. I wonder why the character. • Draw inferences around characters thoughts, feelings

and actions, and justify with evidence from the text. • Make predictions based on details stated. • Justify responses to the text using the PE prompt

(Point + Evidence). • Discuss the purpose of paragraphs. • Identify a key idea in a paragraph. • Analyse and evaluate texts looking at language,

structure and presentation e.g. persuasive letter, diary and calligram etc.

Comprehension Comprehension

Spelling

• Use further prefixes dis_, mis_, re_, and suffixes

_ly, _ous, and understand how to add them.

• Add suffixes beginning with vowel letters to

words of more than one syllable.

• Spell homophones and near homophones.

• Spell words containing the /ʌ/ sound spelt ou,

e.g. young, touch, double

• Spell words with endings sounding like /ʒə/ e.g.

treasure, enclosure, pleasure.

• Spell words with endings sounding like or /tʃə/,

e.g. creature, furniture, adventure.

• Spell words with the /eɪ/ sound spelt ei, eigh, or

ey, e.g. vein, weigh, eight, neighbour, they, obey

• Identify and spell irregular past tense verbs, e.g.

send /sent, hear / heard, think/ thought

• Identify and spell irregular plurals, e.g goose/

geese, woman/women, potato /es

• Use the first two letters of a word to check its

spelling in a dictionary.

• Write from memory simple sentences, dictated

by the teacher, that include words and punctua-

tion taught so far.

• Spell words from the Year 3 list (selected from the statutory Year 3/4 word list)

Vocabulary, Grammar and Punctuation Composition

A Year Three Child Writing

• Identify clauses in sentences. • Explore and identify main and subordinate clauses

in complex sentences. • Explore, identify and create complex sentences

using a range of conjunctions e.g. when, if because, although, while, since, until, before, after, so.

• Use the comma to separate clauses in complex sentences where the subordinate clause appears first, e.g. Although it was raining, we decided not to take our coats.

• Identify, select, generate and effectively use prepositions for where e.g. above, below, beneath, within, outside, beyond.

• Select, generate and effectively use adverbs e.g. suddenly, silently, soon, next, eventually.

• Use inverted commas to punctuate direct speech (speech marks).

• Use perfect form of verbs using have and has to indicate a completed action e.g. He has gone out to play (present perfect) instead of he went out to play (simple past).

• Use the determiner a or an according to whether the next word begins with a consonant or vowel e.g. a rock, an open box.

• Explore and collect word families e.g. medical, medicine, medicinal, medic, paramedic, medically to extend vocabulary.

• Explore and collect nouns with prefixes super, anti, auto.

Handwriting

• Form and use the four basic handwriting joins.

• Write legibly.

Planning

• Read and analyse narrative, non-fiction and poetry in order to plan and write their own versions.

• Identify and discuss the purpose, audience, structure, vocabulary and grammar of narrative, non-fiction and poetry.

• Discuss and record ideas for planning using a range of formats, e.g. chunking a plot, story maps, flow charts, boxing up.

Drafting and Writing

• Create and develop settings for narrative. • Create and develop characters for narrative. • Improvise, create and write dialogue. • Create and develop plots based on a model. • Generate and select from vocabulary banks e.g. noun

phrases, powerful verbs, technical language, synonyms for said appropriate to text type.

• Use different sentence structures (see VGP). • Group related material into paragraphs. • Use headings and sub headings to organise

information. Evaluating and Editing

• Proofread to check for errors in spelling, grammar and punctuation in own and others’ writing.

• Discuss and propose changes with partners and in small groups.

• Improve writing in the light of evaluation. Performing

• Use appropriate intonation, tone and volume to present their writing to a group or class.

Repeated subtraction

• I can compare and order numbers to 1000 and read and write numbers to 1000 in numerals and words.

• I can count from 0 in multiples of 4, 8, 50 and 100.

• I can find 10 and 100 more or less than a given number.

• I can recognise the value of each digit in a 3-digit number.

• I can count up and down in tenths, and know that tenths are made from dividing an object into 10 equal parts and in dividing one-digit numbers or quantities by 10.

• I can write and find fractions for a set of data and can recognise fractions with small denominators.

• I can identify and show equivalent fractions • I can add and subtract fractions with a common

denominator.

• I can derive and recall multiplication facts for 3, 4 and 8x tables.

• I can add and subtract numbers in my head: including a three digit number and ones. including a three digit number and tens. including a three digit number and

hundreds. • I can add and subtract numbers with up to 3-digits

using formal written methods.

• I can write and calculate mathematical statements for multiplication and vision using the 2x, 3x, 4x, 5x, 8x and 10x tables.

• I can calculate multiplication and division prob-lems, both mentally and in writing, using the times tables, including two digit numbers times one digit numbers.

• I can solve number and word problems using one and two step problems

Being a mathematician Number

• I can identify right angles and can compare oth-er angles stating whether they are greater or smaller than a right angle.

• I know that two right angles make a half-turn, three make three quarters of a turn and four make a full turn

• I can identify horizontal and vertical lines and pairs of perpendicular and parallel lines.

• I can tell and write the time on a clock face. I can do this if I use Roman numerals from I to XII, and I can use 12-hour or 24-hour clocks.

• I can measure, compare, add and subtract using common metric measures:

lengths (m/cm/mm) mass (kg/g) volume and capacity (l/ml)

• I can add and subtract money giving, change and using pounds and pence. I can do this with real coins and notes.

• I can interpret and present data using bar charts, pictograms and tables.

Being a mathematician Measurement, geometry & statistics

A Year Three Child Mathematics

Using an addition frame Expanded column

Addition strategies

Using a subtraction frame Expanded column

Arrays linking to Grid Multiplication 14 x 6

Subtraction strategies

Multiplication strategies

Division strategies

Geography

Science History

A Class Three Child

• I can recognise that I need light in order to see things and that dark is the absence of light.

• I can recognise that shadows are formed when the light from a light source is blocked by a solid object.

• I can compare and group materials together, according to whether they are solids, liquids or gases.

• I can observe that some materials change state when they are heated or cooled, and measure or research the temperature at which this happens in degrees Celsius (°C).

• I can identify how sounds are made, associating some of them with something vibrating.

• I can recognise that vibrations from sounds travel through a medium to the ear.

• I can compare how some things move on different surfaces.

• I can notice that some forces need contact between two objects but magnetic forces can act at a distance.

• I can identify and describe the functions of different parts of flowering plants: roots, stem/trunk, leaves and flowers.

• I can 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.

• With support/as a group, I can set up simple practical enquiries incl. comparative and fair tests e.g. make a choice from a list of at least one variable that needs to be kept the same when conducting a fair test.

• I can collect data from my own observations and measurements, using notes/ simple tables/standard units.

• I can identify the position and significance of features of maps

• I can explain physical geography • I can explain human geography, including: types

of settlement and land use and economic activity

• I can use a wider range of maps (including digital), atlases and globes to locate countries and features studied.

• I can use the index and contents page of atlases.

• I can link features on maps to photos and aerial views.

• I can make links between features observed in the environment to those on maps and aerial photos.

• I can make comparisons with their own lives and their own situation.

• I can show increasing empathy and describe similarities as well as differences.

• I can identify and describe geographical features, processes (changes), and patterns.

• I can express opinions and personal views about what they like and don’t like about specific geographical features and situations e.g. a proposed local wind farm.

• Make use of geography in the news – online reports & websites.

• I can use specialist dates and terms, and by placing topics studied into different periods.

• I can make some links between and across periods, such as the differences between clothes, food, buildings or transport.

• I can identify where some periods studied fit into a

chronological framework by noting connections,

trends and contrasts over time.

• I can understanding some of the ways in which people's lives have shaped this nation.

• I can construct informed responses that involve thoughtful selection and organisation of relevant historical information.

• When doing this, I should use specialist terms like settlement, invasion and vocabulary linked to chronology.

• I can produce structured work that makes some

connections, draws some contrasts, frame historically

-valid questions involving thoughtful selection and

organisation of relevant historical information using

appropriate dates and terms.

• I can understand some of the methods of historical enquiry, and how evidence is used to make detailed observations, finding answers to questions about the past.

• I can use some sources to start devising historically valid questions about change, cause, similarity and difference, and significance.

• I can use sources as a basis for research from which I

will begin to use information as evidence to test

hypotheses.

• I can understand how our knowledge of the past is

constructed from a range of different sources and

that different versions of past events may exist, giving

some possible reasons for this.

A Class Three Child

Art and Design

• I can select and record from first hand observation, experience and imagination, and explore ideas for different purposes.

• I can explore the roles and purposes of artists, craftspeople and designers working in different times and cultures.

• I can compare ideas, methods and approaches in my own and others’ work and say what I think and feel about them.

• I can use journals to collect and record visual information from different sources.

• I can experiment with different grades of pencil and other implements to create lines and marks.

• I can begin to show an awareness of objects having a third dimension.

• I can apply tone in a drawing in a simple way. • I can apply a simple use of pattern and texture

in a drawing. • I can record and collect visual information

using digital cameras and video recorders. • I can change the type of brush to an

appropriate style • I can create shapes by making selections to

cut, duplicate and repeat. • I can experiment with different effects and

textures including blocking in colour, washes, thickened paint creating textural effects.

• I can work on a range of scales e.g. thin brush on small picture etc

• I can create different effects and textures with paint according to what I need for the task.

• I can mix colours and know which primary colours make secondary colours.

• I can mix and use tints and shades. • I can create printing blocks using a relief or

impressed method.

Design and Technology

• I can develop more than one design or adaptation of an initial design.

• I can plan a sequence of actions to make a product.

• I can record the plan by drawing using annotated sketches.

• I can cut slots.

• I can select from a range of tools for cutting shap-ing joining and finishing.

• I can use tools with accuracy.

• I can select from techniques for different parts of the process.

• I can select from materials according to their functional properties.

• I can plan the stages of the making process.

• I can use appropriate finishing techniques.

• I can investigate similar products to the one to be made to give starting points for a design.

• I can draw/sketch products to help analyse and understand how products are made.

• I can consider and explain how the finished product could be improved.

• I can discuss how well the finished product meets the design criteria of the user.

• I can follow instructions/recipes.

• I can make healthy eating choices – use the Eatwell plate.

• I can join and combine a range of ingredients

• I can join fabrics using running stitch, over sewing, blanket stitch.

• I can sew appropriate decoration techniques.

• I can develop vocabulary related to the project.

• I can create shell or frame structures.

Computing

• I can use search technologies effectively. • I can collect and present information. • I can use technology responsibly. • I can acquire, store and retrieve images from cameras,

scanners and the internet for a purpose. • I can identify a range of ways to report concerns about

content. • I can collect data and enter it into a database under

appropriate field headings. • I can work with various forms of input and output. • I can design and create programs that accomplish specific

goals.

Languages

• I can listen attentively and understand instructions. • I can listen and respond to simple rhymes, stories and

songs. • I can listen attentively and show understanding by

joining in and responding. • I can listen for specific words and phrases. • I can speak with increasing confidence. • I can perform simple communicative tasks using single

words, phrases and short sentences. • I can recognise questions and negatives and politeness

conventions.

• I can ask and answer questions on several topics.

Music

• I can sing songs, speak chants and rhymes in unison and two parts, with clear diction, control of pitch, a sense of phrase and musical expression.

• I can play tuned and untuned instruments with control and rhythmic accuracy.

• I can practise, rehearse and present performances with an awareness of the audience.

• I can listen with attention to a range of high quality live and recorded music, to detail and to internalise and recall sounds with increasing aural memory.

• I can experience how the combined musical elements of pitch, duration, dynamics, tempo, timbre, texture and silence can be organised within musical structures (for example, ostinato) and used to communicate different moods and effects.

• I can improvise and develop rhythmic and melodic material when performing.

• I can explore and explain their own ideas and feelings about music.

A Class Three Child

Religious Education

• I can understand that religious people belong to faith communities and express their faith in different ways.

• I can understand the Christmas story and the meaning it conveys is important to Christians.

• I can understand that the events of the first Easter are the foundations upon which Christianity is built.

• I can explain that the Bible is composed of a range of different types of writing and sources over time.

• I can explain that symbols and symbolism is important to religious people as a means of understanding, meaning and beliefs.

• I can understand and explain the work of John Wesley.

Physical Education

Dance

• I can to perform dances with an awareness of rhythmic, dynamic and expressive qualities, on my own, with a partner and in small groups.

• I can to create movement using a stimulus.

• I can to perform dances expressively, using a range of performance skills.

General

• I can identify what I do best and what I find difficult.

• I can explain the tactics and skills that I am confident with and use well in games.

• I can to evaluate, refine and develop my own and others' work.

Games

• I can change speed and direction easily i.e. dodging and swerving.

• I can travel with an object i.e. running or dribbling a ball with/without equipment.

• I can use a range of skills to keep possession and make progress towards a goal or target on my own and with others.

Gymnastics

• I can focus on developing quality of shape and stillness. E.g. extended feet, hands, arms, legs.

• I can focus on developing balances on 1,2,3 or 4 points and large body parts.

• I can focus on developing quality in all the different rolling actions from KS1.

Outdoor and adventurous

• I know how to keep the map “set or “orientated” when I move around a simple course.

• I know the eight points of a compass.

• I can run safely with a map around a simple orienteering course.

PSHE • I can recognise my own likes / dislikes, traits and

individual preferences. • I can demonstrate that I can work in a pair and a

small group.

• I can demonstrate active listening skills. • I can speak in front of others.

• I can negotiate in small groups. • I understand that accidents happen and I don’t

always have to blame someone but I need to consider what the risks are before I do something.

Learning Qualities

Class Three

The following outlines the key year group skills that we are committed to developing which will help our

children to become successful life long learners. It is helpful to see these as ‘Learn to Learn’ skills.

Building Resilience • Begin to talk about ‘Growth Mindset’ and ‘Fixed Mindset’

• Keep emotions in check when tasks get tough

• Enjoy challenges, especially open ended or deeper thinking ones

• Try different ways to solve a problem • Start to understand the power of ‘yet’

• Know we can learn from mistakes and recognise the difference between stretch mistakes and sloppy

mistakes

Developing Confidence • Work harmoniously and constructively with others in joint activity sharing ideas with confidence

• Communicate capably as a team member

• Describe own strengths and weaknesses

• Say who or what helps them learn; and how and why they know

• Understand the factors that stop them from learning effectively

• Gauge when a task has been completed to the best of their ability

Gaining Independence • Begin to take increased responsibility for organising

their own things, including resources and belongings

• Welcome opportunities to take an added responsibility

• Work within a time frame and prioritise the most im-portant things that need doing

• Set and review learning targets • Explain who helps them learn and why

• Not put off by changes to normal routine

Becoming Collaborative • Work harmoniously and constructively with others in

joint activity

• Make sure that everybody takes a turn when speaking

• Give feedback to others in a group on their perfor-mance

• Work readily in different teams • Listen to and follow instructions independently

• Take on a specific allocated role in a group

• Respect and tolerate values and beliefs of others in a joint activity

• Communicate capably as a team member

Being Inquisitive

• Devise sensible questions to ask different people

• Suggest a question which can be investigated

• Follow up a question to gain clarification

• Show thinking in different ways, e.g. mind maps • Use more than one piece of evidence to support findings

• See the relationship between things and use to explain to others

• Sort information and choose what is most relevant

Staying Safe

• Children recognise the need to keep personal infor-mation and passwords private.

• They recognise the need for a secure password.

• Children understand that an adult needs to know what they are doing online and understand how to report concerns, including cyberbullying.

• Children understand that any personal information they put online can be seen and used by others.

• Children recognise the need to choose age-appropriate games to play on their devices, and when to limit use.

• Children recognise the effect their writing or images might have on others.

• Children recognise that they can use online tools to collaborate and communicate with others and the importance of doing this responsibly, choosing age-appropriate websites.

SRE / Drugs & Alcohol / ?