Hawthorns (Year 3)

SP Curriculum

 Year 3 Autumn 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

Statement: In the first half term the children will continue to develop their confidence making marks and lines to describe a wide range of textures using graphite and charcoal. In the second half term we will continue to develop drawing skills as well as painting skills as the children work from observation of still life objects. We will focus on the still life artists Clara Peeters and Maya Kpisteva.

Knowledge: A boy discovered over 600 paintings that are over 20,000 years old in a cave in Lascaux in South West France in 1940. 

They had been created using natural pigments and charcoal to paint the images. The cave was closed in 1963 to protect the paintings.

Charcoal is formed when wood is burnt. Charcoal can be used to create lines of different thicknesses and tones and can be rubbed onto paper and smudged. 

A still life painting or sculpture is anything that does not move or is dead. Contrasting colours, also known as complementary colors, are colors from opposing segments of the color wheel. Colors that are directly across from one another on a basic color wheel provide maximum contrast.

Maya Kopitseva  (1924 - 2005) was a Russian artist who was inspired by the colours and textures of fruits, dishes and other objects found and often played with complementary and contrasting colours within her works, giving these dominance over the actual subject.

Clara Peeters (1594 - 1657) Flemish artist. Painted valuable objects such as bowls and vases along with food. Her work was very realistic and detailed. Often she would include a self portrait reflected in one of the objects.

DT

Statement: For the first half term our unit is Electrical systems: Electric posters, in which the children will be understanding the purpose of information design as well as designing an electric poster to meet the design criteria. Finally, they will assemble their final product and incorporate a simple circuit within it. In the second half term the unit will be Textiles:cushions. In this unit the children will learn how to sew cross-stitch and to appliqué as well as develop and use a template. They will decorate fabric using appliqué and cross-stitch. Finally, they will assemble and complete their own cushion.

Knowledge:Electrical systems

• I know that an electrical system is a group of parts (components) that work together to transport electricity around a circuit 

• I know common features of an electric product (switch, battery or plug, dials, buttons etc.) 

• I can list examples of common electric products (kettle, remote control etc.) 

• I know that an electric product uses an electrical system to work (function) 

• I know the name and appearance of a bulb, battery, battery holder and crocodile wire to build simple circuits 

• I know the importance and purpose of information design 

• I know how material choices (such as mounting paper to corrugated card) can improve a product to serve its purpose (remain rigid without bending when the electrical circuit is attached). 

Knowledge: Textiles

• I  know that applique is a way of mending or decorating a textile by applying smaller pieces of fabric. 

• I know that when two edges of fabric have been joined together it is called a seam.

• I know that it is important to leave space on the fabric for the seam.

• I know that some products are turned inside out after sewing so the stitching is hidden.

Geography

Statement: 

For our first half term we will be looking at ‘The World Jigsaw’. We will expand upon our pre-existing knowledge of the UK by looking into the counties and major cities within the UK and identify some human and physical features. We will then expand our viewpoint to looking at countries within Europe and key physical and human features. Later we will be introduced to the concepts of latitude and longitude and demonstrate understanding by locating significant places using the eight-pointed compass. Toward the end of the half term we will identify climate zones across the world.

Knowledge: 

Locational Knowledge.

• Counties of the United Kingdom include Buckinghamshire, Northamptonshire and Warwickshire. Major cities of the United Kingdom include London, Birmingham, Edinburgh, Cardiff, Manchester and Newcastle.

• Countries in Europe include the United Kingdom, France, Spain, Germany, Italy and Belgium. Russia is part of both Europe and Asia.

• Latitude is the distance north or south of the equator and longitude is the distance east or west of the Prime Meridian.

Place Knowledge.

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

Human and Physical Geography.

• The Earth has five climate zones: desert, equatorial, polar, temperate and tropical.

Fieldwork.

• 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.

Science

Statement:The children will be learning about rocks this term. They will be exploring rocks, classifying them by their physical properties, and learning about metamorphic, igneous and sedimentary rocks, as well as how fossils are formed! They will also be investigating soil formation, and know that soils are made up of rock and organic matter.

Knowledge:

• There are Igneous, sedimentary and metamorphic rocks.

• Granite and basalt are types of igneous rock and igneous rocks form from molten rock below the Earth’s crust

• Limestone and sandstone are types of sedimentary rock formed when small, weathered fragments of rock / shell settle and stick together

• Marble and slate are types of metamorphic rock formed when rocks in Earth’s crust get squashed / heated e.g. when tectonic plates press against each other

• Fossils form when a plant / animal dies and is quickly covered with silt / mud so that it cannot be rotted by microbes / eaten

• Layers of sediment build, squashing the mud and turning it to stone around the dead plant or animal

• The materials in the body are replaced by minerals that flow in water, leaving a rock in the shape of the animal / plant 

• Soil is a mixture of tiny particles of rock, dead plants and animals, air and water.

• Different soils have different properties depending on their composition.

• Types of soil: sandy soil, clay soil, chalky soil, peat.

PE

Statement:This term, in our hockey unit, we will be learning to develop our understanding of the attacking and defending principles of invasion games. In all games activities, we will have to think about how we use skills, strategies and tactics to outwit the opposition. In hockey we will do this by maintaining possession and moving the ball towards the goal to score. In the second half term, in our gymnastics unit, we will be learning to develop different types of jumping, jump with a stable, safe landing, link jumps with other gymnastics actions, to work cooperatively to create complex shapes at different levels and to analyse our own and others’ performance.

Knowledge:

Hockey

•  Sending & receiving: know that pointing my hand/foot/stick to my target on release will help me to send a ball accurately.

• Dribbling: know that dribbling is an attacking skill which helps us to move towards a goal or away from defenders.

• Space: know that by spreading out as a team we move the defenders away from each other.

• Attacking and defending: know my role as an attacker and defender.

• Tactics: know that using simple tactics will help my team to achieve an outcome e.g. we will each mark a player to help us to gain possession.

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

Gymnastics

• Shapes: understand how to use body tension to make my shapes look better.

• Balances: understand that I can make my balances look interesting by using different levels.

• Rolls: understand the safety considerations when performing more difficult rolls.

• Jumps: understand that I can change the take-off and shape of my jumps to make them look interesting.

• Strategy: know that if I use different levels it will help to make my sequence look interesting.

RE

Statement: For the first part of term, the children will be thinking about the question ‘What makes us human?’ They will start the topic with an introductory lesson on worldviews, with those in the class having the opportunity to share their own worldviews. After this, they will move on to explore the idea of humans having a soul, understanding the similarities and differences between what people believe regarding this. Additionally, they will look at how religious beliefs about the soul are represented in art. The children will then be able to describe what people who follow different worldviews believe about being human. Before finishing the unit by answering the enquiry question ‘What makes us human,’ they will explain how and why some Buddhists meditate. 

In the second part of the term, the children will move on to questioning where morals come from. Firstly, they will begin by explaining what morals, rules and guidance are, and identify some of the ways people decide what is right and wrong. They will then evaluate the importance of religious guidance to some Christian and Jewish people. After this, the children will explore how people apply moral and religious guidance in daily life. They will finish the unit by analysing religious and non-religious guidance, and justify opinions about moral guidance. 

Knowledge:

• To know that soul means a person’s spiritual and emotional sense of identity.

• To know that some people believe all living things have a soul and that it is immortal and unique to humans. 

• To know that spirituality is connecting with the inner self, immaterial things and belief of something beyond oneself.

• To summarise the similarities and differences between what people believe about the soul.

• To know that prayer, meditation and rituals are used to connect spiritually.

• To state benefits and challenges relating to Buddhist meditation, and give examples of Buddhist meditation practices.

• To explain what morals, rules and guidance are, and identify some of the ways people decide what is right and wrong.

• Explain how some people remember important guidance using physical items. 

• To Identify similarities and differences between different religious guidance. 

• That many religious and non-religious worldviews express the idea of a ‘Golden Rule’ relating to how we treat others.

• To Identify common themes across religious and non- religious guidance.

Computing

Statement: For the first part of the term the children will learn how to become safe and responsible digital citizens by only sharing personal information with people they trust and keeping their computers safe. They will also learn about the importance of seeking guidance from a trusted adult when they feel unsafe or uneasy online or if they experience cyberbullying. 

 In the second part of the term the children will develop their understanding of digital devices, with an initial focus on inputs, processes, and outputs. They will be introduced to computer networks, including devices that make up a network’s infrastructure, such as wireless access points and switches. 

• 
  Cyberbullying is bullying which takes place online.

• Different types of bullying (including cyber-bullying), the impact of bullying, responsibilities of bystanders (primarily reporting bullying to an adult) and how to get help.

• People can be identified by only knowing a few things about them

• Very rarely are we offered something online without something expected in return.

• Passwords can help protect computer files and information

• A file called a virus can make a computer stop working.

• information can be shared through multiple connections

• There are benefits of computer networks

• A network is made up of a number of components

• Devices in a network are connected to one another

• A computer system can change the way that we work 

• Know what an input is 

• Processes act on inputs to produce an output

• Changing the process can affect the output

History

Statement: For the second half term, learning will be focused around the topic ‘Hunter Gatherers.’ Over the course of the half term, we will compare the changes in Britain from the Stone Age to the Iron age. We will consider changes in life (tools, weapons, housing, hunting and various inventions) throughout the Palaeolithic, Mesolithic and Neolithic eras of the Stone Age before considering life for Britons in the Bronze Age and the Iron Age.

In every unit of history children will be learning and utilising skills in: historical enquiry; historical interpretation; chronological understanding; knowledge and understanding of past events, people and changes in the past; and presenting, organising and communicating knowledge.

Knowledge:

• The Stone Age to Iron Age covers around 10,000 years, between the last Ice Age and the coming of the Romans. People moved from hunter gatherer to farmer, from rural to urban, from fighting for survival to sophisticated society. 

• Stone age - Palaeolithic - Nomadic people were hunters, found food by moving from place to place in different seasons. Britain was geographically part of mainland Europe.

• Mesolithic - during this period sea levels rose, Britain became an island. Tools developed becoming smaller and finer. The invention of canoes led to fish hunting. 

• Neolithic - people settled into villages and began farming. Began to look after animals and grow their own crops. 

• Bronze age - people discovered how to extract metal from rocks. Bronze replaced stone as the best material to make tools. Able to build better equipment. 

• Iron age (Celts and Picts) - iron replaced bronze as the main material. Began to protect themselves by building hill forts which were groups of buildings protected by stone walls.

• Stonehenge:A prehistoric monument in Wiltshire, England. It consists of a ring of standing stones, with each standing stone around 13 feet high (the height of two doors), 7 feet wide and weighing around 25 tons (about 2 double decker busses).

Music

Statement:

In this unit we will be learning the basics of ukulele technique and how to play in time with others. We will learn two chords and play 'Best Day of My Life', then add a third chord and play 'I Still Haven't Found What I'm Looking For'. We will learn to read graphic chord shapes, as used in all ukulele and guitar tuition. Lessons will start with a focus on Musicianship and the development of musical literacy: reading rhythms from staff notation.

Knowledge

: How to hold the ukulele and how to refer to the various parts;

: How to play the ‘C’, ‘F’ and ‘G’ chords

: How to play alongside others whilst maintaining our own part

Timetable

This is a typical week timetable for Year 3. Please, be aware this is subject to change.