Year 3

 Autumn Spring Summer
English Book Led Curriculum – Ancient Egypt KEY TEXTS: Autumn 1: The Egyptian Cinderella (Shirley Climo): compare with other versions of Cinderella from around the world. (Can link with Spring: ‘I Was a Rat (Philip Pullman) Autumn 2: The Search for Tutankhamun (range of information texts), List Poems and Calligrams Suggested Texts: Hansel and Gretel (Anthony Browne) Cat Tales: Ice Cat (Linda Newberry), The Sheep-Pig (Dick King Smith), The Scarab’s Secret ( Nick Would & Christina Balit), Pharaoh’s Fate (Camille Gautier & Stephanie Vernet), The Story of Tutankhamun (Patricia Cleveland-Peck et al), The Search for the Tomb of Osiris (Emily Sands), Meet the Ancient Egyptians (James Davies), So you think you’ve got it bad: A kid’s life in Ancient Egypt – (Chae Strathie & Marisa Morea) Poetry: Paint Me a Poem (Grace Nicholls), The Puffin Book of Utterly Brilliant Poetry Writing Opportunities Comparisons of Cinderella Recount Diary Description (settings – use senses) Character description Write a myth or traditional tale linked to Egypt. List poems, calligrams Letter Instructions Information text – chronological)Book Led Curriculum – China and Continents – Asia, Europe KEY TEXTS: Spring 1: The Magic Paintbrush, link with other tales from China Spring 2: The Firework Maker’s Daughter (Philip Pullman) Suggested Texts: The Lion, The Witch and The Wardrobe (CS Lewis), The Iron Man (Ted Hughes), The Willow Pattern Story (Alan Drummond), The Great Race: Story of the Chinese Zodiac (Christopher Corr), Baby Panda (Susan Hellard), The Emperor’s New Clothes (Chinese Version), Tales from China (Retold by Cyril Birch), Stories from the Silk Road (Cherry Gilchrist) Poetry: The World’s Greatest Space Cadet Writing Opportunities – Non-chronological report Retelling – recount events Diary Fable Play script Character description Setting description Narrative - mythBook Led Curriculum - Maya KEY TEXTS: Summer 1: The Great Kapok Tree – Lynne Cherry- link to other rainforest information texts Summer 2: Rain player – David Wisniewski Suggested Texts: The Abominables (Dick KingSmith), (The Battle of Bubble and Squeak (Philippa Pearce), The Chocolate Tree: A Mayan folktale (Linda Lowery), The Hero Twins: Against The Lords of Death (A Mayan Myth), The Corn Grown Ripe (Dorothy Rhoads), Avoid Being a Mayan Soothsayer: Danger Zone (Rupert Matthews), The History Detective Investigates Mayan Civilization (Clare Hibbert) Poetry: Quick, Let’s Get out of Here Writing Opportunities - Non-chronological report Formal and informal letters Persuasive writing Descriptive writing Write a narrative in role diary Explanation (Pok a Tok, chocolate) Instructions
MathsNumber sense and exploring calculation strategies Place Value Graphs Addition and Subtraction Length and perimeterMultiplication and division Deriving multiplication and division facts Time FractionsAngles and shapes Measures Securing multiplication & division Exploring calculation strategies and place value
Science

A1: Animals Including Humans

A2: Forces and Magnets

Sp1: Plants

Sp2: Light

S1: Light cont/d

S2: Rocks

 

 

 Autumn Spring Summer 
Theme‘Ancient Egypt’ Ancient Egypt‘China and the Continents’ Asia and Europe‘Mexico and the Maya’

History

Pupils should continue to develop a chronologically secure knowledge and understanding of British, local and world history, establishing clear narratives within and across the periods they study. They should note connections, contrasts and trends over time and develop the appropriate use of historical terms. They should regularly address and sometimes devise historically valid questions about change, cause, similarity and difference, and significance. They should construct informed responses that involve thoughtful selection and organisation of relevant historical information. They should understand how our knowledge of the past is constructed from a range of sources.

• Know about, and name, some of the advanced societies that were in the world around 3000 years ago • Know about the key features of: Ancient Egypt – understand the abstract word ‘civilisation’ – compare practises in Ancient Egypt to modern day • Know why they were considered an advanced society in relation to that period of time in Europe and identify the characteristic features of nonEuropean societies. • Learn about burial practises. • Study the historical importance of the tomb of King Tut in 1922 (Howard Carter) • Learn about the importance of the Rosetta stone and how to read hieroglyphics •Learn about the importance of Gods in Ancient Egyptian times. • Learn about the importance of the River Nile to Egyptian civilisation both now and then• Know about, and name, some of the advanced societies that were in the world around 3000 years ago (Shang Dynasty) • Know about the Great Wall of China and its historical importance • Understand how our knowledge of the past is constructed from a range of sources and that different versions of past events may exist • Construct informed responses that involve thoughtful selection and organisation of relevant historical information • Continue to develop a chronologically secure knowledge and understanding of world history, establishing clear narratives within and across time periods • Compare China to the UK (capital cities)• Know about the impact that the Mayan society has had on the world – understand that there are still living Maya people today: • Know why they were considered an advanced society in relation to that period of time in Europe. • Regularly address and sometimes devise historically valid questions about change, cause, similarity and difference and significance • Explore what life was like for the ancient Maya including family roles, their jobs, their diet • Study artefacts from Mayan times • Explore the possible reasons for the decline of the civilisation • Explore the life of K’inich Janaab Pakal, the Greatest Maya King in history – link to our monarchy and compare and contrast

Geography

Pupils should extend their knowledge and understanding beyond the local area to include the United Kingdom and Europe, North and South America and the wider world. This will include the location and characteristics of a range of the world’s most significant human and physical features. They should develop their use of geographical knowledge, understanding and skills to enhance their locational and place knowledge.

• Know at least five differences between living in the UK and a country with a warmer climate (compare climate of Egypt with climate in the UK) • Know and name the eight points of a compass. (Link to Egypt – learn compass points around an Egyptian city.) • Know the name of and locate a number of the world’s longest rivers (Nile) • Know why most cities are located by a river (Nile) • Describe and understand key aspects of physical and human geography (irrigation, flooding)• Know the names of and locate at least eight countries and their capital cities (look at our bordering countries and the bordering countries of China) • Know what causes an earthquake (China has been the location of some of the most deadly earthquakes) • Label the different parts of a volcano (Link to China there are active volcanoes in China currently) • Know the names of a number of the world’s highest mountains (Mount Everest, Himalayas, Nepal/Tibet Autonomous Region, China – 8848m. ... K2, Karakoram, Pakistan/China – 8611m.) • Compare the landscape of China to that of a European country • Use google maps to examine the great wall of China• Know where the equator, Tropic of Cancer, Tropic of Capricorn and the Greenwich Meridian are on a world map • Know what is meant by the term ‘tropics’. • Learn about the organisation of Maya cities – study different types of buildings – human geography • Know how the Maya transported goods and what they did to trade – explore the logistics and geography they had to overcome • Explore methods of farming practised by the Maya – find out why farming was so important to their civilisation and what they grew

 

 

 

 

 Autumn SpringSummer
DTPhotograph Frames (link to Egyptian burial tombs)Chinese Inventors (Link to theme topic)Packaging (link to Mayans – chocolate packaging.)
Art 

Art skills are taught through projects during the last week of each half term to allow children to build on prior skills and knowledge in quick succession.

 

Projects:

Autumn 1 'Quentin Blake'

 

Autumn 2 'Animal Sculptures'

 

 

 

 

 

 

Art skills are taught through projects during the last week of each half term to allow children to build on prior skills and knowledge in quick succession.

 

Projects:

Spring 1 'Generating Ideas and Drawing Cartoon Characters'

 

Spring 2 'Making Pictures Move'

 

 

 

 

Art skills are taught through projects during the last week of each half term to allow children to build on prior skills and knowledge in quick succession.

 

Projects:

Summer 1 'Print Making and Mayan Masks'

 

Summer 2 'Guatamalan Worry Dolls'

 

 

 

 

 

Music

Charanga: 

-Let Your Spirit Fly

Charanga: 

-The Dragon Song

Charanga: 

-Bringing Us Together

Computing

coding

Online Safety 

Spreadsheets

Touch typing 

Email

Branching databases

Simulations 

Graphs 

PE

Outdoor: Invasion Games

Indoor: Throwing and catching

Outdoor: Running and relays

Outdoor: Bat and ball skills

Indoor: Gymnastics

Indoor: Dance

Outdoor: Athletics

Indoor: Jumping and balance

Indoor: Aerobics

Outdoor: Athletics

Indoor: PE assessments

Outdoor: Athletics, rounders

RE

What do people believe about God?

Why is the Bible important to Christians today?

Why is Jesus inspiring to some people?Why do people pray?
PSHCEThe Taking Care Project Money Matters Aiming HighThe Taking Care Project Team BritainThe Taking Care Project Be Yourself It’s My Body