Hawthorns (Year 3)

SP Curriculum

 Year 3 Summer Term

In this section, you will find a brief summary of what children will be learning in each subject in the SP Curriculum this term. In addition to this, you will find the key knowledge the children should know for each unit. It would be helpful if you could discuss your child's learning with them in each subject area.

ART

The first unit in our art lessons this term is Narrative Art. The children will create and decorate vases in the the contrasting styles of Ancient Greek art and the contemporary artist Grayson Perry. 

We will finish the term with a printing unit in which we will focus on the work of William Morris

Knowledge: 

• Narrative art depicts a story. Greek  artists depicted  myths and important events on vases. To produce the characteristic red and black colors found on vases, Greek craftsmen used liquid clay as paint termed “slip” The black-figure uses incision. Incision involves the removal of the black  slip with a sharp instrument, leaving the red pot showing.

• Sir Grayson Perry CBE RA (born 1960) is an English contemporary artist, He is known for his ceramic vases, tapestries. Perry's vases have classical forms and are decorated in bright colours, depicting narratives that are often autobiographical

• William Morris (1834-1896) was one of the most influential designers of the 19th century. His work included wallpaper design and print, furniture, stained glass windows, tiles and tapestries. He was also a writer and campaigner for environmental and social change.

DT

In the first and second part of the term the children will be doing Structures: castles. They will be designing and making a castle using 3D shapes.

Knowledge - Castles:

• To recognise how multiple shapes (2D and 3D) are combined to form a strong and stable structure. 

•  I can identify different features of castles. 

•  I can design my own castle. 

•  I can label the features of my castle. 

•  I can explain why a castle needs to be strong and stable.

•  To design a castle 

• I know the features of a castle 

•  I can add two design points to the Design Specification to appeal to the person/purpose of my castle 

•  I can draw the design of my castle using 2D shapes, labelling: the 3D shapes that will create the features, materials I need and colours I will use. 

• To construct 3D nets 

• I know that a net is what a 3D shape would look like if it were opened out flat 

• I can construct a range of 3D geometric shapes using a net by: Cutting along the bold lines, folding along the dotted lines, keeping the tabs the correct size, making crisp folded edges and  constructing the net using glue to make a geometric shape. 

• To construct and evaluate my final product 

• I can construct my castle to meet the requirements of my brief by: -making neat 3D shapes using nets -stacking shapes and recyclable materials to make the structures of my castle -creating a castle base to secure my structures to -adorning my castle with facades and other decorative features.

• I can evaluate my work and the work of others .

Geography

For the first half term, the topic for Geography is ‘settlement.’Over the course of this half term, we  will be developing our understanding of place, human and physical geography and our fieldwork skills. We will investigate different types of settlement whilst considering the patterns of settlement in rural and urban areas. Later in the half term, we will understand the concept of trade and why different countries need to import and export certain goods. We will then proceed to compare Sulawesi, London and Sunderland.. By the end of the half term, we  will develop our fieldwork skills by consolidating their understanding of maps, geographical features and compass points before they are introduced to four figure grid references. 

Knowledge:

• Different types of settlement include rural, urban, hamlet, town, village, city and suburban areas. A city is a large settlement where many people live and work. Residential areas surrounding cities are called suburbs.

• Pupils will know different areas import and locally produce different products. They will know ‘globalisation’ in that the economies of different countries are connected. They will know consumer choice can impact the economic activities of other countries. They will understand export and import.

• Geographical features created by humans are called human features. Human features include houses, factories and train stations. Geographical features created by nature are called physical features. Physical features include beaches, cliffs and mountains.

• A four-figure grid reference contains four numbers. The first two numbers are called the easting and are found along the top and bottom of a map. The second two numbers are called the northing and are found up both sides of a map. Four-figure grid references give specific information about locations on a map. Maps, globes and digital mapping tools can help to locate and describe significant geographical features.

• The eight points of a compass are north, south, east, west, north-east, north-west, southeast and south-west. Maps, globes and digital mapping tools can help to locate and describe significant geographical features.

Science

Light

This unit introduces the relationship between light, an object and the formation of shadows. We will observe the apparent movement of the Sun and the associated changes in shadows. Experimental and investigative work focuses on making and recording measurements and observations then drawing conclusions.

Work in this unit also offers opportunities to explain shadows using scientific knowledge and to recognise the hazards and risks in looking at the Sun. We will explain that shadows are formed when light from a source is blocked; recognise that shadows are similar in shape to the objects forming them; describe how a shadow from the Sun changes over the course of a day; make predictions about the shadows formed by different objects or materials and make careful observations and measurements of the shadows .

Forces and magnets

This unit gives children experience of forces, including attraction and repulsion between magnets. They learn that these forces have direction and can vary in size. They also learn which materials are attracted to magnets.

Work in this unit also offers many opportunities to relate science to everyday things eg magnets for toys and household appliances, and to discuss sorting materials for recycling. Children will recognise that a force acts in a particular direction; describe the direction of forces between magnets and classify materials as magnetic or non-magnetic and describe some uses of magnets. We will learn to decide how to test an idea, explaining how to make a simple test fair then identify patterns in results and use these to draw conclusions 

Knowledge:

Light

• Sc3/4.1a recognise that they need light in order to see things and that dark is the absence of light

• Light travels in straight lines

• Light is a form of energy

• Energy comes in different forms and can be neither created, nor destroyed, only changed from one form to another 

• Many light sources give off light and heat

• Filaments in traditional bulbs heat up until they glow, giving off light and heat

• Fluorescent bulbs glow when electricity adds energy to a gas within the bulb

• Sc3/4.1b notice that light is reflected from surfaces

• Everything that we can see is either a light source or something that is reflecting light from a light source into our eyes

• The Sun is a light source, but that the Moon is not and is merely reflecting light from the Sun

• The Sun gives off light and heat when hydrogen turns into helium

• Sc3/4.1c recognise that light from the Sun can be dangerous and that there are ways to protect their eyes.

• Some UV rays are blocked by the ozone layer, but most of the UV light from the sun reaches us on earth.

• Causes sunburn

• Causes wrinkles

• Damages the eyes

• Can cause skin cancer

• Protect yourself from the sun by using sun cream(skin), sunglasses (eyes), a hat (head and eyes). Never look directly at the sun.

• Sc3/4.1d recognise that shadows are formed when the light from a light source is blocked by a solid object

• Opaque objects block light creating shadows and that light passes through transparent objects

• Sc3/4.1e find patterns in the way that the size of shadows change.

• As objects move towards a light source, the size of the shadow increases

• Use a data logger to track light levels over the course of a day 

• A shadow is larger when an object is closer to the light source. This is because it blocks more of the light. 

• A shadow is smaller when it is farther from the light source.

Forces and magnets

• Sc3/4.2a compare how things move on different surfaces

• Objects move differently on rough / smooth surfaces; objects resist movement more on rough surfaces because of higher friction

• Sc3/4.2b notice that some forces need contact between 2 objects, but magnetic forces can act at a distance

• Force: pull or push

• Three types of contact force: impact forces, frictional forces and strain forces

• There are also non-contact forces that can act between objects without them touching e.g. magnetism 

• Sc3/4.2c observe how magnets attract or repel each other and attract some materials and not others

• Like poles repel

• Opposite poles attract

• Not all metals are magnetic

• Objects that contain iron, nickel or cobalt are magnetic

• 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 materials

• Magnetic materials: contain iron, nickel or cobalt

• Non-magnetic materials: do not contain these

• Sc3/4.2e describe magnets as having 2 poles

• Magnets have two poles called north and south

• Sc3/4.2f predict whether 2 magnets will attract or repel each other, depending on which poles are facing.

• Like repel: south-south and north-north

• Opposites attract: north-south

PE

In the striking and fielding unit, we will learn how to score points by striking a ball into space and running around cones or bases. When fielding, we will learn how to play in different fielding roles. We will focus on developing our throwing, catching and batting skills. In all games activities, we will have to think about how we use skills, strategies and tactics to outwit the opposition

In the athletics unit, we will develop basic running, jumping and throwing techniques. We will be set challenges for distance and time that involve using different styles and combinations of running, jumping and throwing. As in all athletic activities, we will think about how to achieve our greatest possible speed, distance or accuracy and learn how to persevere to achieve our personal best.

Knowledge:

• Striking and fielding

• Striking: know that striking to space away from fielders will help me to score.

• Fielding: know to look at where a batter is before deciding what to do. Know to communicate with teammates before throwing them a ball.

• Throwing: know that overarm throwing is used for long distances and underarm throwing for shorter distances.

• Catching: know to move my feet to the ball.

• Tactics: know that using simple tactics will help my team to achieve an outcome e.g. we will spread out to deny space.

• Rules: know the rules of the game and begin to apply them.

Athletics

• Running: understand that leaning slightly forwards helps to increase speed. Leaning my body in the opposite direction to travel helps to slow down.

• Jumping: know that if I jump and land in quick succession, the momentum will help me to jump further.

• Throwing: understand that the speed of the movement helps to create power.

• Rules: know the rules of the event and begin to apply them.

RE

In the first part of the term, we will learn about the question, ‘Why is water symbolic?’ The children will start the unit by exploring how water is important to life practically and symbolically and exploring where some prayers come from. They will then  understand the concept of purity in relation to water, and investigate water’s symbolism and role in various religious rituals. The children will then explore how water is considered precious in different cultures and religions, and finally investigate how water is connected to special places through poetry and images. In the second part of the term, the children will investigate the question, ‘Why is fire used ceremonially?’ 

Knowledge:

• Rituals are a way of expressing beliefs and ideas about God.

• Water is often used in ceremonies and rituals to symbolise cleansing and purity.

• Worship can take many forms and often involves symbolism.

• Ceremonies involving water and fire are important occasions for some communities.

• People who follow the Muslim worldview generally believe that water has a special meaning and purpose.

• People who follow the Muslim worldview may use water to perform Wudu before prayer and worship.

•  People who follow the Christian worldview may use water for baptism, following the example of Jesus in the bible.

• People who follow the Christian worldview may take part in baptism ceremonies.

• People who follow the Shinto worldview may use water for ritual cleaning and as a symbol of nature.

Computing

In the first part of the term, learners will develop their understanding of what a branching database is and how to create one. They will gain an understanding of what attributes are and how to use them to sort groups of objects by using yes/no questions. The learners will create physical and on-screen branching databases. Finally, they will evaluate the effectiveness of branching databases and will decide what types of data should be presented as a branching database.

In the second part of the term, the children will explore the links between events and actions, while consolidating prior learning relating to sequencing. Learners begin by moving a sprite in four directions (up, down, left, and right). They then explore movement within the context of a maze, using design to choose an appropriately sized sprite. This unit also introduces programming extensions, through the use of Pen blocks. Learners are given the opportunity to draw lines with sprites and change the size and colour of lines. The unit concludes with learners designing and coding their own maze-tracing program.

Knowledge:

Data and information – Branching databases

• To create questions with yes/no answers

• To identify the object attributes needed to collect relevant data

• To create a branching database

• To explain why it is helpful for a database to be well structured

• To identify objects using a branching database

• To compare the information shown in a pictogram with a branching database

Programming B – Events and actions

• To explain how a sprite moves in an existing project

• To create a program to move a sprite in four directions

• To adapt a program to a new context

• To develop my program by adding features

• To identify and fix bugs in a program

• To design and create a maze-based challenge

History

The topic for history this term is ‘Glorious Greeks’. We will be learning about ancient Greek life, their achievements and their legacy. The children will ask questions and find answers about the past from a variety of sources considering aspects of change and cause. We will also explore primary and secondary sources to develop historical understanding. 

Knowledge:

• Ancient Greece empire spread over Europe as far as France in the East. The Greek Empire was most powerful between 2000 BC and 146 BC.

• The Ancient Greeks lived in Greece and the countries that we now call Bulgaria and Turkey.

• Ancient Greece was split into many different states, each one was ruled in its own way. Each state had its own laws, government and money but they shared the same language and religion. The two most important city states were Athens and Sparta.

• Legacy of the Ancient Greeks - (How Ancient Greece influenced modern day culture.)

• The ancient Greeks developed new ideas for government, science, philosophy, religion, and art. The influence of the Ancient Greeks is still felt by us today. 

• Democracy

• Around 508 BC, democracy was introduced to ancient Athens.The word 'democracy' means 'government by the people. Listening to

• the opinions of other people and debating issues was an important part of this system. After debating issues, the ancient Athenians would vote. At that time, the only people allowed to take part in democracy were adult males who were citizens of Athens.We have a form of democracy in Britain, and this is a legacy of the Athenians and their assemblies and councils.

• For many years only men could vote in Britain. Women got the vote in 1918.

• Trial by Jury

• The word 'theatre' is Greek. Most modern theatres follow the Greek plan.

• The first Olympic Games were held in 776 BC at the Greek city of Olympia.

• Battle of Marathon

• Pheidippides ran from Athens to Sparta to ask for help against the Persians just before the Battle of the Marathon (490 BC).

• Building styles (Architecture)

• Throughout the world, buildings have been constructed in the style of Ancient Greece. The British Museum is an example of this.

• The first alphabet with vowels

• The Ancient Greeks played an important part in the development of the alphabet. The first two letters of the Greek alphabet - alpha and beta - have given us the word 'alphabet'

• Alexander the Great was the leader of the kingdom of Northern Greece called Macedonia. Conquered many Greek states before conquering other countries including Egypt. Created the city of Alexandria. Moved the capital city there. Died when he was 32 in 323 BC.

Music

In the first half of this term we will be learning to use the Garageband app on iPads. We will input, edit and save our work; selecting and combining loops and textures to create specific moods. The second half of the summer term will be time to ‘Revise and review’, in which all skills developed over the year will be revisited and improved upon. Instrumental techniques always require a regular refreshing and strategies for developing creative compositions will be further advanced in this way.

Knowledge:

• How to use a DAW (Digital Audio Workstation) to create a loop-based composition.

Reminders

PE Kits: Our PE day is Thursday. Please ensure children come into school in their PE kit on a Thursday. 

Reading books: Please make sure your child has their reading books in school every day. 

Water bottles: Please make sure your child has a water bottle in class every day.