Hawthorns (Year 3)

SP Curriculum

 Year 3 Spring 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: The first unit in our art lessons this term is Narrative Art. The children will create and decorate vases in 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

Statement: This term the children will be doing Structures: castles. They will be designing and making a castle using 3D shapes.

Knowledge:

Castles:

• know that wide and flat based objects are more stable

• know the importance of strength and stiffness in structures

• know the following features of a castle: flags, towers, battlements, turrets, curtain walls, moat, drawbridge and gatehouse - and their purpose 

• know that a façade is the front of a structure 

• know that a castle needed to be strong and stable to withstand enemy attack 

• know that a paper net is a flat 2D shape that can become a 3D shape once assembled 

• know that a design specification is a list of success criteria for a product

Geography

Statement: 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

Statement: 

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 

PE

Statement: 

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

Statement: 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 analyse the importance of water in some Christian, Jewish and Muslim stories.The children will then explore the significance of water at the Hindu Kumbh Mela festival, and finally explore why water is considered precious by analysing quotes and actions.

 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

Statement: 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

Statement: 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

Statement: 

In this unit we will be learning to identify the musical style of Antonio Vivaldi, and developing an understanding of Programme Music. Will will be exploring sounds and creating our own piece of music inspired by The Four Seasons. In the second half of term we will be assembling a classroom orchestra. We will apply our understanding of staff notation to read, learn and practice one of three different musical parts to two popular songs. We will develop our ensemble skills and explore ways of presenting a performance with style and confidence. 

Knowledge:

To know that Antonio Vivaldi composed The Four Seasons

To know that repeating patterns can used to suggest patterns in nature;

To know that a Concerto involves a soloist and ensemble.

To know how to follow a musical score;

To know how to play each instrument featured on a musical score;

To know how to play within a group.

Timetable

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