year group: 3 term: spring
TRANSCRIPT
Year Group: 3 Term: Spring
Geography – (T1) Volcanoes and Earthquakes
Key Vocabulary
volcano An opening in the Earth’s surface through which magma is released.
earthquake Sudden shaking of the ground caused by movements in the Earth’s crust.
tectonic plate Large pieces of land that connect together on the Earth’s crust.
lava Molten rock that has erupted from the Earth’s surface.
magma Molten rock within the Earth’s surface.
epicentre The point on the Earth’s surface above the focus of an earthquake.
active A volcano that still erupts.
dormant A volcano that hasn’t erupted in a long time.
extinct A volcano that will not erupt again.
Geography – (T2) The United Kingdom
Key Vocabulary
UK The United Kingdom of Great Britain and Northern Ireland.
Great Britain An island containing the countries of England, Scotland and Wales.
city A large human settlement.
county An area of land within a country containing towns and cities.
town A human settlement larger than a village but smaller than a city.
landmark A feature of the landscape or area that is easily recognised.
land use What land is used for.
Science – (T1) Forces and Magnets
Key Vocabulary
force A push or a pull. A force can change the movement of an object.
friction A force between two moving objects that are moving or trying to move across each other.
magnet An object that produces a magnetic force that pulls certain objects towards it.
magnetic Objects which are produce a magnetic force.
poles The north and south poles are found at opposite ends of a magnet.
attract Attraction is a force that pulls objects together.
repel Repulsion is a force that pushes objects away.
Science – (T2) Light
Key Vocabulary
light A form of energy that travels in waves and makes things visible.
light source An object that makes its own light.
dark The absence of light.
reflection When light hits the surface of an object and bounces back into our eyes.
ray Waves of light are called rays. They can also be called beams.
shadow An area of darkness where light has been blocked.
Art – (T1) Volcano Art
Key Vocabulary
watercolour A type of paint activated by water.
tone The lightness or darkness of a colour.
light/lighter A softer tone of colour.
dark/darker A deeper tone of colour.
blend Mixing colours together.
primary colours
Red, yellow, blue.
secondary colours
Purple, orange, green.
collage Using different materials to layer an art work.
Design and Technology – (T2)
Key Vocabulary
bread A staple food made of a dough of flour and water.
savoury A salty rather than sweet food.
texture How something feels or how it holds together.
appearance What something looks like.
taste The sensation of flavour.
smell The sensation of odour.
dough A thick mixture of flour and liquid that can be shaped, used for baking into bread or pastry.
yeast A type of microscopic fungus used to help bread rise.
proving The process where the bread rises to shape before baking.
National Curriculum
Human and physical geography: Children should be taught to describe and understand key aspects of volcanoes and earthquakes.
Key knowledge
The Earth has four main layers: the crust, the
mantle, the outer core, and the inner core.
Volcanoes erupt when there is pressure
underneath the Earth’s surface. Earthquakes
occur due to movement in the Earth’s tectonic
plates.
Children will: o Identify and name the layers of the Earth. o Name some parts of a volcano. o Name some parts of an earthquake. o Use maps and atlases to locate some of the
world’s volcanoes. o Consider positive and negative aspects of living
near volcanoes.
Key knowledge
The UK is made up of England, Scotland, Wales
and Northern Ireland. It is made up of islands,
with seas and oceans surrounding it.
Different maps show human and physical land
characteristics, like cities, towns, mountains,
hills, rivers and coasts. The UK is split up into
different areas of land called counties.
National Curriculum Locational knowledge: Name and locate counties and cities of the United Kingdom, geographical regions and their identifying human and physical characteristics, key topographical features (including hills, mountains, coasts and rivers), and land-use patterns; and understand how some of these aspects have changed over time.
Children will: o Identify countries that make up the UK. o Use maps to locate and name some
counties within the UK. o Use maps to locate seas and rivers
within the UK. o Use maps to compare how land is used
in different parts of the UK, being able to identify key features such as cities, towns, hills, mountains, rivers and coasts.
Key knowledge Primary colours can be mixed together to create secondary colours. Watercolours can be lighter or darker depending on how much water is added.
‘Fissures’ and ‘Orb rising’ by Margaret Godfrey
National Curriculum Pupils should be taught to create sketchbooks to record their observations and use them to review and revisit ideas; to improve their mastery of art and design techniques, including drawing, painting and sculpture with a range of materials (e.g. pencil, charcoal, paint, clay); about great artists, architects and designers in history
Children will:
o Study the work of Margaret Godfrey, giving their opinions on her work.
o Experiment with watercolour paints. o Mix secondary colours using primary colours
and develop their knowledge of colour mixing using the colour wheel.
o Experiment with different ways of layering tissue paper and painted pieces to create collage.
o Create a sketch book of ideas to inform their ideas for their final piece.
Key knowledge:
Bread is a staple, savoury food prepared from a
dough of flour and water, usually by baking.
It can be made into different shapes before
baking. Ingredients can be added to create
different flavours.
National Curriculum Understand how key events and individuals in design and technology have helped shape the world. Investigate and analyse a range of existing products. 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. Select from and use a wider range of tools and equipment to perform practical tasks for example shaping accurately. Generate, develop, model and communicate their ideas through discussion and annotated sketches. Prepare and cook a variety of predominantly savoury dishes using a range of cooking techniques. Evaluate their ideas and products against their own Design Criteria.
Children will:
o Experience different food ingredients and
cooking methods to help generate ideas.
o Explain why they have chosen certain
foods and processes and link them to their
design criteria.
o Produce an order of work which includes
an annotated diagram and chosen
equipment appropriately.
o Make and evaluate their bread product
against their design criteria.
o Ensure they work hygienically always.
Key knowledge Forces change the motion or movement of an object. They can make it start moving, slow it down, speed it up, or make it stop.
Different surfaces can cause different levels of friction.
Like poles of magnets repel, but opposite poles attract.
National Curriculum Pupils should be taught to: compare how things move on different surfaces; notice that some forces need contact between two objects, but magnetic forces act at a distance; observe how magnets attract or repel each other and attract some materials and not others; 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; describe magnets as having two poles; predict whether two magnets will attract or repel each other, depending on which poles are facing.
Children will: o Observe and identify everyday forces. o Set up simple tests with magnets to
identify magnetic materials. o Group materials according to whether
they are magnetic. o Experiment with attraction between
magnets, and different poles of magnets.
o Set up fair tests to compare the amount of friction created by different surfaces.
Key knowledge
The surfaces that reflect light best are smooth, shiny and
flat.
A shadow is caused when light is blocked by a solid object. The size of shadows can change depending how close or far away an object is from the light source.
National Curriculum Pupils should be taught to: recognise that they need light in order to see things and that dark is the absence of light; notice that light is reflected from surfaces, recognise that light from the sun can be dangerous and that there are ways to protect their eyes; recognise that shadows are formed when the light from a light source is blocked by a solid object; find patterns in the way that the size of shadows change.
Children will: o Understand that light is needed to see things
and dark is the absence of light. o Explore which surfaces are better at reflecting
light. o Understand how shadows are formed, and
experiment to find patterns in how shadows change shape and size.
o Know how they can protect their eyes from the dangers of the sun.
Primary colours: Red, blue, yellow. Secondary colours: Purple, orange, green.
We need light to be able to see things. Light travels in a straight line. When light hits an object it is reflected (bounces off). If the light hits our eyes, we can see the object.
Warburtons is a British
bakery brand that
started in 1876 in Bolton.
Year Group: 3 Term: Spring
Computing – (T1) Internet Research and Presenting Information
Key Vocabulary
internet A global computer network providing lots of information and communication facilities.
research Finding facts through studying information.
search engine A program that searches for items of information based on key words typed.
bookmark A way of recording the address of a website so it can be returned to at another time.
appropriate online conduct
The right way to behave while online.
PE – (T1) Dance
Key Vocabulary
style Design or arrange a dance to your taste.
control The power to direct your body to master dance movements.
rhythm Being able to keep in time with the beat of the music.
choreography Being able to create a dance or sequence of movements.
balance Distribution of weight enabling someone or something to remain upright and steady.
partnership Working together with partners.
French – (T1) Classroom objects/Weather
Key Vocabulary
Un stylo/crayon A pen/pencil
Une gomme A rubber
Une regle A ruler
Un cahier Exercise book
Un livre A reading book
Des ciseaux scissors
Il pleut It’s raining
Il fait du soleil It’s sunny
Il fait un arc en ciel
A rainbow
Il neige It’s snowing
Il fait du vent It’s windy
Il fait chaud It’s hot
Il fait froid It’s cold
Computing – (T2) Coding
Key Vocabulary
sequence To place programming instructions in order, each executed one after the other.
animation An object that is made up of a series of frames.
algorithm A precise step-by-step guide to solve a problem or achieve an object.
condition Statements created by the programmer which help decide whether an action will be executed or not.
debug Correcting mistakes in a computer code.
event Something that can happen when a program is running.
PE – (T2) Cricket
Key Vocabulary
batting A skill which allows the bat to contact the ball.
throwing A technique to field the ball to the correct position at the correct pace and direction.
catching The ability to get in then correct position to field the ball.
bowling A technique to deliver the ball in the correct position for the batter to hit.
match play A skill used to understand the basics of the game, the scoring, the rules and the player’s positions.
French – (T2) Family/food
Key Vocabulary
Une mere A mum
Un pere A dad
Une soeur A sister
Un frere A brother
Un grandpere/une grandmere
A grandad/a grandma
Un oncle/une tante
An uncle/an auntie
Du pain Bread
fromage Cheese
gateau cake
pomme Apples
banane bananas
National Curriculum
Children will learn to understand the
opportunities that computer networks offer
for communication; and use technologies
effectively, appreciate how search results
are ranked and be discerning in evaluating
digital content.
Key knowledge
Google is a popular search engine which searches the
internet for specific information inputted through
typing.
Pages can be saved by bookmarking, so they can be
returned to at a later date.
Hector the Internet Safety dolphin can block
uncomfortable online content.
Information found online on a topic can then be
presented in different ways using programs like
Microsoft Word or Microsoft PowerPoint.
Children will: o Know how word order affects the results
returned when using a search engine. o Be able to assess the validity of sources o Know what to do if they see uncomfortable
content online. o Know how to bookmark a page.
o Know what appropriate online conduct is.
Key knowledge
There are many different styles of dance.
Dance is a unique art form that can be used as a
form of expression. It often involves a series of steps
and movements that match the speed and rhythm
of a piece of music.
National Curriculum
Children will develop flexibility, strength,
technique, control and balance [for
example, through athletics and gymnastics].
They will perform dances using a range of
movement patterns and dynamics. Students
will compare their performances with
previous ones and demonstrate
improvement to achieve their personal best.
Children will: o Choreograph their own dance routines
individually and in groups to music of their choice.
o Perform in front of an audience. o Evaluate their performances and improve on
them. o Perform controlled acrobatic skills with the
guidance and support of an instructor. o Develop balance, flexibility and co-ordination
through dance movement. Dance to a rhythmic beat and keep time.
o Learn about different styles of dance and their country of origin.
Key knowledge
National Curriculum
Children will be taught to speak in
sentences, using familiar vocabulary,
phrases and basic language structures.
Students will develop accurate
pronunciation and intonation so that
others understand when they are reading
aloud or using familiar words and phrases
Children will:
o To recognise and be able to say the names
for common classroom equipment.
o Be able to respond appropriately to basic
instructions.
o Recognise words for the most common
classroom words and label a picture of
classroom equipment.
o Recognise and be able to say words for most
common weather types.
o Label a weather diagram.
Key knowledge Discovery Education Coding is a tool used to create algorithms and programs.
Steps can be put into sequence and the programmer can control the order of steps in a program.
Conditions can be applied to a code to help decide the next steps of the program.
National Curriculum Children will learn to understand what algorithms are; understand that algorithms are implemented as programs on digital devices; and understand relevant vocabulary.
Children will:
o Be taught to make things happen in a
sequence.
o Create simple animations and
simulations.
Key knowledge
Cricket is played by two teams of 11.
One side takes a turn to bat a ball and score runs,
while the other team will bowl and field the ball to
restrict the opposition from scoring.
The main objective in cricket is to score as many
runs as possible against the opponent.
National Curriculum
Children will use running, jumping, throwing and
catching in isolation and in combination; play
competitive games, modified where appropriate
[for example, badminton, basketball, cricket,
football, hockey, netball, rounders and tennis], and
apply basic principles suitable for attacking and
defending; develop flexibility, strength, technique,
control and balance; compare their performances
with previous ones and demonstrate improvement
to achieve their personal best.
Children will: o Learn tactical skills such as: changing
speed and direction, having awareness of others, timing, decision making and team work.
o Develop physical fitness, coordination, agility, reaction time, strength, speed and flexibility.
o Use the correct equipment and understand the safety value in each piece.
Key knowledge
National Curriculum
Children will be taught to speak in sentences,
using familiar vocabulary, phrases and basic
language structures. They will develop accurate
pronunciation and intonation so that others
understand when they are reading aloud or
using familiar words and phrases. Students will
present ideas and information orally to a range
of audiences, and read carefully and show
understanding of words, phrases and simple writing.
Children will:
o Recognise and say who is in their immediate
family.
o Recognise words for immediate family
members.
o Label a family tree.
o Recognise and be able to say words for
common foods.
o Read words for common foods.
o Label a picture of various foods.
Year Group: 3 Term: Spring
Music – (T1) Three Little Birds
Key Vocabulary
intro The start of a song.
chorus The catchy part of a song that is often repeated.
backing vocals
Extra vocals to embellish song.
elements of music
Pulse, rhythm, pitch, tempo, dynamics, duration and structure.
improvise Creating own tunes to fit in.
reggae A style of music popularised by Bob Marley.
pentatonic Recall
Use 5 notes to create own tune (C,D,E,G,A)
hook The catchy part which draws you in.
RE – (T1) Why and how do different faiths use prayer?
Key Vocabulary
prayer A way of talking to or communicating with a God.
church A Christian place of worship.
mosque A Muslim place of worship.
Bible The Christian holy book.
Quran The Islamic holy book.
PSHE – (T1) Healthy Friendships
Key Vocabulary
friendship The state of being friends.
cooperation Working together for the same result.
community Sharing certain attitudes and having interests in common.
Koinonia Communion with God and fellow Christians.
Mother Tongue Day
Celebration of our first language.
personal hygiene
How to care for your body.
Respect in friendships
Being a friend to someone means you care about that person and you wouldn't do anything to hurt that person, and they should have the same respect for you.
Music – (T2) The Dragon Song
Key Vocabulary
elements of music
Pulse, rhythm, pitch, tempo, dynamics, duration and structure.
compose Create own tunes using notes: G,A,B
improvise To create your own variations on the theme to fit in.
hook The memorable, catchy part of the song that draws you in.
RE – (T2) What does the Easter story tell us about hope and despair?
Key Vocabulary
Easter The Christian celebration of Jesus rising from the dead.
hope A feeling of expectation or desire for something to happen.
despair A feeling of loss or of having no hope.
cross The main symbol of Christianity. Where Jesus was crucified.
crucifixion The killing of Jesus.
resurrection The rising of Jesus from the dead.
Palm Sunday The Sunday before Easter.
Good Friday The Friday before Easter Sunday. The day Jesus was crucified.
Easter Sunday The day that marks Jesus’ resurrection.
PSHE – (T2) Fundamental British Values
Key Vocabulary
Fundamental British Values
democracy, rule of law, individual liberty, mutual respect & tolerance (June 2014)
Global Learning
Linking peoples’ lives throughout the world.
Lent time of preparation before Easter
Easter most important Christian festival celebrating Jesus’ resurrection
reverence to honour or respect
National Curriculum
Children will be taught to play and perform
in solo and ensemble contexts, using their
voices and playing musical instruments with
increasing accuracy, fluency, control and
expression. Students will be taught to
improvise and compose music for a range
of purposes using the inter-related
dimensions of music; listen with attention
to detail and recall sounds with increasing
aural memory; and develop an
understanding of the history of music.
Key knowledge
Reggae is a style of music that originated in
Jamaica in the 1960s. It was popularised by
Bob Marley.
Reggae usually uses a four-beat rhythm with
drums, bass guitar and electric guitar.
Children will:
o Learn to identify the song’s structure,
including the intro, verse and chorus. o Learn to identify songs, voices, and
instruments such as bass guitar, electric
guitar, keyboard and vocals. o Develop their ability to find the ‘pulse’ –
including funky rhythms, tempo changes and
dynamics (loud and soft). o Develop an awareness of the different
between pulse and rhythm. o Some children will know how pulse, rhythm
and pitch work together to form a song.
Key knowledge Praying is a way of talking to or communicating with a God. People use prayer for lots of different reasons,
like saying thank you, or asking for help.
People pray in different ways. It can be personal or public. Christians can pray in a church, but they may
also pray other places, like home or school.
Muslims can pray in a mosque, but they also might pray at home or school.
Sometimes people use special objects to help them
focus on their prayer.
National Curriculum
Saint Paul’s follows the
Carlisle Diocesan scheme of
work which covers all of the
Cumbria agreed syllabus
content for KS2.
Children will:
o Explore why and how people prayer. o Recognise that prayer can be done in many ways, both
personally and with others. o Know some special objects that Christians use in prayer. o Know some special objects that Muslims use in prayer. o Make comparisons between Christian and Islamic
prayer. o Explore why prayer is important to some people and
how it makes a difference in their lives.
Key knowledge This topic explores friendships: their importance,
what being a good friend means, and how to keep
friendships positive and healthy. Pupils investigate
their own values and identity (including their
online identity), and develop skills to resolve
difficulties within friendships, including
maintaining and respecting personal boundaries
managing peer pressure and the effects on
friendships of change.
National Curriculum
Pupils should know how important friendships
are at making us feel happy & secure. What the
characteristics of a good friendship are. That
friendships are welcoming not exclusive.
Respect other peoples’ differences
Understand the importance of being a good
citizen.
Children will:
o Through circle time discussion know that
caring friendships are important.
o Understand what a healthy friendship looks
and feels like.
o Know that the characteristics of a caring
friendship are mutual respect, truthfulness,
trust, loyalty, kindness and generosity.
o Pupils will have an opportunity to participate
in Mother Tongue day in February.
Key knowledge
The Dragon song is a pop song that
tells a story. It explores the theme of
celebrating differences and being kind
to one another.
National Curriculum
Children will be taught to play and perform
in solo and ensemble contexts, using their
voices and playing musical instruments with
increasing accuracy, fluency, control and
expression. Students will be taught to
improvise and compose music for a range of
purposes using the inter-related dimensions
of music; listen with attention to detail and
recall sounds with increasing aural memory;
and develop an understanding of the history
of music.
Children will: o Explore folk tunes from around the world. o Listen to songs and music that reflect the
theme of different and understanding. o Deepen their musical knowledge by
listening to music with different backgrounds from around the world.
o Develop an understanding of what folk music is.
o Most children will become aware of the difference between pulse and rhythm.
o Some children will begin to understand how pulse, rhythm and pitch work together to create a song.
Key knowledge
Easter is one of the most important festivals
in the Christian calendar. It celebrates Jesus
rising from the dead, three days after he was
crucified.
Many followers of Jesus felt hope as he
arrived in Jerusalem, then later despair as he
was crucified on the cross.
His followers had their hope restored when
Jesus rose from the dead. Many Christians
today celebrate Easter with eggs, as a symbol
of new life.
National Curriculum
Saint Paul’s follows the Carlisle
Diocesan scheme of work which covers
all of the Cumbria agreed syllabus
content for KS2.
Children will: o Become familiar with the Easter story. o Explore what the Easter story means to
Christians. o Consider feelings of hope and despair
within the Easter story. o Link some of these feelings with
experiences and feelings of their own. o Suggest what the Easter story might mean
to Christians today.
Key knowledge
Fundamental British values:
Democracy. The Rule of Law. Individual Liberty.
Mutual Respect. Tolerance of those with different
faiths, cultures and beliefs, and for those without
faith.
We will also look at the Christian celebration of
Easter within collective worship.
National Curriculum
Fundamental British Values must be taught in
schools. According to the DfE these are:-
Democracy, Rule of Law, Individual Liberty,
Mutual Respect and tolerance. (June 2014)
Understand the significance of Easter.
Children will: o Discuss in circle time their understanding of
Fundamental British values. o Compare and contrast these to our Christian
values. o Apply these values to our understanding of
our place in the global community.
o Learn the Key features of the Easter festival, celebrated around the world.
*We will also be
focussing on
personal hygiene
due to the
ongoing covid19
pandemic.