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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


Spelling & TranscriptionTo know the spelling rules

listed in N.C Appendix one (link at bottom) for Y3.

Prefixes & Suffixes: Prefixes to form nouns


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.


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.



apostrophe, comma.



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



Super Anti auto

Suffixes Use -ment


and sentence play with root words,

suffixes and prefixes from Y1

&y2. Creation of compound words using two words




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


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.


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


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.


Re Sub inter

Suffixes Use -ment


and sentence play with root words, suffixes and prefixes







words with silent letters such as b,

t, w, g, k Homophones:


meaning and spellings for

homophone pairs and trios. Use

them correctly in writing,

particularly common ones

like there/their,



Re Sub inter

Suffixes Use -ment


and sentence play with root words, suffixes and prefixes







words with silent letters such as b,

t, w, g, k Homophones:






like there/their, we’re/wear/were/





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.



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.




horizontal strokes to join all letters in the handwriting scheme.





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


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.





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


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.




horizontal strokes to join all letters in the

handwriting scheme.










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.















their topic areas To use word banks modelled by their teachers

To use a



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


Q: ‘Does it make sense?’




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


Q: ‘Does it make sense?’Use co-ordinating (or, and, but) and subordinating (because, if) conjunctions to join clauses.



Correctly use a and an before a noun for grammatical correctness.



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.




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










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










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.



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).



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





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





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





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


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


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


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


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


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


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.




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 – Miss Kitson (weekly sessions across all terms)

See individual half term planning from Miss Kitson Focus:1) Posture2) Breath3) Diction 4) Vocal

Playing & Listening


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.

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