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Rockland St Mary and Surlingham Primary Schools

3Year - ____3_____ / Class - ____________Science Computing History GeographyKey Objectives Key Objectives Key Objectives Key ObjectivesSkills

Ownership of own enquiries Use different types of enquiry to answer

questions Accurate measurement Record and present/report data Use results to make simple conclusions Make predictions Identify similarities/differences Use scientific evidence to answer

questions or support arguments

Knowledge Identify parts of a plant Name requirements of plants to keep

healthy Identify that humans and some animals

have skeletons/muscles Compare rocks’ similarities/differences Light and dark, shadows Forces and magnets

NC expectations Plants –

Can identify and describe the functions of different parts of flowering plants: roots, stem/trunk, leaves and flowers

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

Can investigate the way in which water is transported within plants

Skills Recognise and define

cyberbullying, identify safe people to report to.

Identify features of a strong password.

Use Microsoft word to cut, copy and paste text, take screenshots and insert images, begin to use keyboard shortcuts and use paragraph features.

Create a presentation using slide transitions, audio and video files and hyperlinks to other slides.

Use search technologies effectively and explain how results are ordered.

Understand the different types of online communications.

Using Publisher create a poster identifying the best layout of text and images, grouping objects together and inserting and editing images.

Program Turtle Logo to draw regular polygons using the PenUp and PenDown instruction and debug an algorithm.

Knowledge

design and debug an algorithm. understand what cyberbullying is

Knowledge Changes in Britain from the Stone

Age to the Iron Age The Roman Empire and its impact

on Britain

Skills Place the time studied on a timeline Sequence events or artefacts Use dates related to the passing of time Identify and give reasons for different

ways in which the past is presented Distinguish between different sources –

compare different versions of the same story

Look at representations of the period – cartoons, museums etc

Use a range of sources to find out about a period

Observe small details – artefacts, pictures

Select and record information relevant to the study

Begin to use the library and internet for research

NC Expectations Continue to develop a chronologically

secure knowledge and understanding of British, local and world history

Establish clear narratives within and across periods studied

Note connections, contrasts and trends over time

Skills use four points of the compass,

introducing the 8 points. use an atlas to locate countries use an atlas to name and locate

physical features of the UK explain why some places may

change over time measure distances

Knowledge

Understand how volcanoes are formed and how they affect people’s lives

Understand what causes earthquakes and how they are measured

Understand the water cycle exploring the processes of evaporation and condensation through a range of practical activities.

Understand the cause and effects of flooding.

Understand about the needs and requirements early settlers had when choosing their home

NC expectations

extend their knowledge and

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Can explore the part that flowers play in the life cycle of flowering plants, including pollination, seed formation and seed dispersal

Animals including humans – Can identify that animals, including

humans, need the right types and amounts of nutrition, and that they cannot make their own food; they get nutrition from what they eat

Can identify that humans and some other animals have skeletons and muscles for support, protection and movement

Rocks – Can compare and group together

different kinds of rocks on the basis of their appearance and simple physical properties

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

Can recognise that soils are made from rocks and organic matter

Light – Can recognise that they need light in

order to see things and that dark is the absence of light

Can notice that light is reflected from surfaces

Can recognise that light from the sun can be dangerous and that there are ways to protect their eyes

Can recognise that shadows are formed when the light from a light source is

and how to stay safe online. use a variety of Microsoft Office

software purposefully.

NC expectations

design, write and debug programs that accomplish specific goals, including controlling or simulating physical systems; solve problems by decomposing them into smaller parts

use sequence, selection, and repetition in programs; work with variables and various forms of input and output

use logical reasoning to explain how some simple algorithms work and to detect and correct errors in algorithms and programs

understand computer networks including the internet; how they can provide multiple services, such as the world wide web; and the opportunities they offer for communication and collaboration

use search technologies effectively, appreciate how results are selected and ranked, and be discerning in evaluating digital content

select, use and combine a variety of software (including internet services) on a range of digital devices to design and create a range of programs, systems and content that accomplish given

Develop the appropriate use of historical terms

Address and sometimes devise historically valid questions about change, cause, similarity and difference and significance

Understand how knowledge of the past is constructed from a range of sources

Construct informed responses by selecting and organising historical information

understanding beyond the local area to include the United Kingdom and Europe, North and South America.

identify the location and characteristics of a range of the world’s most significant human and physical features

develop their use of geographical knowledge, understanding and skills to enhance their locational and place knowledge

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blocked by a solid object Can find patterns in the way that the size

of shadows change

Forces and magnets - Can compare how things move on

different surfaces Can notice that some forces need

contact between two objects but magnetic forces can act at a distance

Can observe how magnets attract or repel each other and attract some materials and not others describe magnets as having two poles

Can predict whether two magnets will attract or repel each other, depending on which poles are facing

Can 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

goals, including collecting, analysing, evaluating and presenting data and information

use technology safely, respectfully and responsibly; recognise acceptable/unacceptable behaviour; identify a range of ways to report concerns about content and contact

Vocabulary – Enquiry, evaluation, prediction, pollination, seed formation/dispersal, skeleton/muscle, (non) contact force

Vocabulary – Cyberbullying, report, strong password, cut, copy, paste, screenshot, slide transitions, hyperlink, search, grouping, algorithm, debugging

Vocabulary – AD, BCE, Chronology, chronological, sequence, source, evidence, artefact, representation, Stone-age, Iron-age, empire, civilisation, monarch

Vocabulary – North, east, south, west, north-east, north-west, south-east, south-west, evaporation, condensation, volcano, eruption, flood

SMSC ideas – How to look after ourselves and others – our bodies and diets; understanding about the importance of plants and biodiversity to society

SMSC ideas – S: By promoting self esteem throughopportunities to present their work toothers.M: children are taught good etiquette when using digital technology, including

SMSC ideas – S: Lessons should provide a sense of awe and wonder, and will raise questions about how things could have been different if events and/or individuals had been different

SMSC ideas – S: By finding out about people in otherparts of the world and the way theylive, then finding similarities anddifferences between us.M: By learning about extreme

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mobile devices, with due regard to e-safetyS: By encouraging collaborative learningthrough paired activities.C: By empowering pupils to apply theircomputing skills and knowledge to thewider curriculum.

M: Pupils will be asked to consider ‘big questions’ or moral dilemmas highlighting how events and/or beliefs in the past are often at odds with what would be considered acceptable today.

S: Pupils will study social issues by comparing the similarities and differences between past and present societies.

C: Children will learn about people from different cultural backgrounds and their impact on the development of ‘British’ culture. They will develop a better understanding of multiculturalism.

environments and how animals, plantsand people survive in these parts ofthe worldS: By exploring sustainable living,C: Cultural understandingof how people adaptthe landscape and howthey use the naturalenvironment.

Enrichment ideas – Making a pinhole camera/kaleidoscope or magnet

Enquiry types –Comparative, pattern seeking

Enrichment ideas – Presenting work to other pupils/parents

Using computing throughout the curriculum e.g. creating a poster for persuasive writing

Safer Internet Day

Enrichment ideas – Immersive school trip e.g. historical enactment (Time & Tide)

Drama sessions to create a sense of the period/events being studied

Exploration of historical artefacts

Enrichment ideas – Immersive trip e.g. local area or going further afield.

Year - _______3_________ / Class - __________________Art Design Technology Music MFLKey Objectives Key Objectives Key Objectives Key ObjectivesArtists to be coveredWinston ChurchhillMichael skrepnickAndy Warhol

Design: Developing Planning and communicating ideas

Draw/sketch products to help analyse and

Skills Learn and use musical notation Learn what a stave is Continue to listen with increasing

Skills Revision of colours Be able to understand and

interpret French speaking for:

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Exploring and developing ideas

Record and explore ideas from first-hand observations, experience and imagination, and explore ideas for different purposes

Question and make thoughtful observations about starting points and select ideas to use in their work

Explore the differences and similarities within the work of artists, craftspeople and designers in different times and cultures

Evaluating and developing work

Compare ideas, methods and approaches in their own and others work and say what they say what think and feel about them using language of art, craft and design

Adapt their work according to their views and describe how they might develop it further

Drawing

Experiment with different grades of pencil and other implements

Plan refine and alter their drawings as necessaryUse drawings to collect and record visual information from different sources

Draw for a sustained period of time at their own level

understand how products are made

Think ahead about the order of their work and decide upon tools and materials

Record the plan by drawing (labelled sketched) or writingCommunicate their ideas through discussion and add notes to drawings to help explanations

Design innovative, functional, appealing products that are fit for purpose that are aimed at particular individuals or groups

Working with tools, equipment, materials and components to make quality products FOOD

Develop sensory vocabulary/knowledge using smell, taste, texture and feel

Follow instructions

Make healthy eating choices from understanding of a balanced diet

Join and combine a range of ingredients. E.g. snack foods

Work safely and hygienically

Prepare and cook a range of predominantly savoury dishes using a range of cooking techniques

recall Improvise and compose for a range

of purposes Begin to read music on a stave and

follow Knowledge

Know what a time signature is Know what a stave is Be able to read C-C scales on a

stave (Read notation Study on Blues Music- the origins

and the influences Know how to keep an ostinato

going in blues music Know how to use call and response

as in Blues Music.

NC expectations

develop an understanding of the history of music.

play and perform in solo and ensemble contexts, using their voices and playing musical instruments with increasing accuracy, fluency, control and expression

Classroom

instructions My Body Actions Clothes

Knowledge

Be able to listen intently Repeat French words Be able to understand simple

instructions and carry them out. Be able to follow actions

NC expectations

listen attentively to spoken language and show understanding by joining in and responding

explore the patterns and sounds of language through songs and rhymes and link the spelling, sound and meaning of word

engage in conversations; ask and answer questions; express opinions and respond to those of others; seek clarification and help.

develop accurate pronunciation and intonation so that others understand when they are reading aloud or using familiar words and phrases*

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Use different media to achieve variations in line, texture, tone, pattern, texture and shape

Painting

Mix a variety of colours and know which primary colours make secondary colours

Use a developed colour vocabulary

Experiment with different effects and textures inc. blocking in colour, washes, thickened paint etc.

Work confidently on a range of size scales e.g. thin brush on small picture etc.

Printing

Print using a variety of materials objects and techniques including layering

Talk about the process used to produce a simple print

To explore pattern and shape, creating designs for printing

Textiles/Collage

Use a variety of techniques, inc. painting, dying, quilting, weaving embroidery, paper and plastic trappings and applique

Name the tools and materials they have used

Understand seasonality and know where and how ingredients are grown and captured

Working with tools, equipment, materials and components to make quality products CONSTRUCTION

Make structures more stable by giving them a wide base

Prototype frame and shell structures

Use glue gun with close supervision (1:1)

Choose materials based on their functional properties and aesthetic qualities

Working with tools, equipment, materials and components to make quality productsTEXTILES

Create a simple pattern on fabric creations

Understand the need for patterns within fabric creations

Working with tools, equipment, materials and components to make quality productsSHEET MATERIALS

Cut slots

Cut internal shapes

Use lolly sticks/card to make levers and

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linkages

Create nets

Evaluating processes and products

Identify strength and weaknesses of their design ideas

Vocabulary – Analyse, Tool and material names, Explanations, Design, Innovative, Functional, Appealing, Texture, Balanced diet, Non-statutory measures, Prototype frame, Shell structures, Aesthetic qualities, Fabric creations, Cut slots, Internal shapes, Leavers, Linkages, Nets, Strength and weaknesses, Cultures, Compare, Methods, Approaches, Grades of pencil, Alter drawings, Variations in line, Texture, Tone, Developed colour vocabulary, Blocking in colour, Washes, Layering, Dying, Quilting, Trapping, applique

Vocabulary – Forte, piano, dynamics, ostinato, bass, call, response, choral, minor, major, crotchet, quaver, repeat, rest, treble, stave, notation, bars, drone, C,D,E,F,G,A,B,C

Vocabulary – Asseyez vous, levez vous, taisez vous, repetez ,regardez, la tete, les epaules, les genoux, la nez

SMSC / Enrichment ideas – GoGo Hare campaign (Dinosaurs (2019-2021))Sainsbury’s art CentreReligious art work trips (church, Buddhist retreat)Artist visitsEngineering club (Hosted on school site)Art club (Hosted on school site)Scratch club (Hosted on school site)City college Art galleriesContacts with Wymondham College D&T lead to host lessonsArts Festival (Wymondham college)Art projects linked to festivals/calendar dates

SMSC ideas – Big Sing/ St Andrews Hall PerformanceComposer Study (Blues style)Musical EveningKS2 Performance (End of Year)Musical parent visitorsVolunteers and performers into school.

SMSC ideas – Bastille DayHigh School StudentsFrench Parent Volunteer

Enrichment ideas – Musical EveningKS2 PlaySharing Assembly PerformancesMusic to listen to in class

Enrichment ideas – Bastille DayFrench Volunteers

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RE

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Key ObjectivesSkills * Self-awareness * Respect for all * Open mindedness * Appreciation and wonder* To ask questions about life.* To express your own views about religious beliefs, stories and practices.* To consider right and wrong.* To begin to understand that religion shapes world views differently, and listen to these.* To understand it is acceptable to hold different opinions to others. * To talk about spiritual beliefs and God with respect.

Knowledge

Christianity * Christmas: Has Christmas lost its true meaning?

Hinduism * Divali: Would celebrating Divali at home and in the community bring a feeling of belonging to a Hindu child? * Pilgrimage to the River Ganges: Would visiting the River Ganges feel special to a non-Hindu?

NC expectations‘All state schools are also required to make provision for a daily act of collective worship and must teach religious education to pupils at every key stage and sex and relationship education to pupils in secondary education.’

Norfolk Agreed SyllabusAim 1: The curriculum should enable all children and young people to become successful learners who enjoy learning, make progress and achieve well.Aim 2: The curriculum should enable all children and young people to become confident individuals who are able to live safe, healthy and fulfilling lives.Aim 3: The curriculum should enable all children and young people to become responsible citizens who make a positive contribution to society. ‘Religious Education has a significant role in the promotion of spiritual, moral, social and cultural development. It provokes challenging questions about the meaning and purpose of life, beliefs about God, the nature of reality, ethical issues and what it means to be human. Religious Education seeks to enable children and young people to appreciate their own and others’ beliefs and cultures, and how these impact on individuals.’

Vocabulary – Belief, belonging, bible, celebrate, Chanukah, Christian, Christianity, Christmas, church, commitment, community disciple, divali, Easter, gift, God, Hindu, Hinduism, Jesus, Mandir, Muslim,

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Nativity, pilgrimage, practices, pray/prayer, religion, resurrection,SMSC ideas – Modelled and open discussion of key questions of meaning and purpose such as the origins of the universe, life after death, good and evil, the being of God and values such as justice, honesty and truth.Exploring literature, the creative and expressive arts, sciences and resources from and influenced by differing cultures (Darwin, mandalas, geometric designs, choral and gospel music…). Taking time to value and care for human beings, the natural world and, for some, God (including actively caring for the environment and supporting a wide range of charities).Taking opportunities to develop a sense of belonging and community through shared experiences (visits locally, links with the Trust and village, celebrating achievements of individuals and groups in school).Engaging in issues of truth and justice through votes, rule setting, councils, debates and experiences.Learning about and experiencing religious, non-religious and philosophical traditions, customs and practices (Harvest festival, Christingle, yoga, visits to and by religious leaders…)Sharing stories, songs and assemblies which reflect diverse religious teachings, sacred texts and guidance. Discussing the shared vision, values and ethos of the school and how we put this into practice.Following and discussing news stories, current issues and social and moral questions, using appropriate sources (Primary News, CBBC Newsround). Promoting personal and collective integrity and respect through shared values, rules and reparative discussions.Considering the importance of rights and responsibilities and the development of a sense of conscience.Encouraging debate and discussion through circle times, lessons, discussion and councils, recognising diverse and shared perspectives (Jigsaw Charter).Learning about historic and modern individuals with a sense of social responsibility that have worked for social change (Martin Luther King, William Wilberforce, Rosa Parks, Dr Ambedkar, Malala Yousafzai, Emily Pankhurst, Helen Keller, Desmond Tutu…).Participating in wider community events, which promote interaction, and respect, particularly if these reflects religious or cultural and diversity and cohesion.Enrichment ideas – Harvest festival, Nativity, Christingle, church and temple visits, trying food from different celebrations and cultures, natural objects and art exploration, festival songs and hymns.

PSHE

Being me in my world

Celebrating difference

Dreams and goals Healthy me Relationships Changing me

Year 3 why rules and responsibilities are needed and how they relate to rights

Identify how words affect people’s feelings and what the consequences

Evaluating and improving learning processes

Strategies for keeping safe including who to go to for help

How actions and work of people around the world are influential

Bodies change as we grow up, both on the inside and outside

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and responsibilities are

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