Spring Term 2014 Curriculum Plan
The following topics will be covered by the majority of the children during the Spring term. We have provided this information to help you support your child at home, should you wish to do so.
|Number and place value
- count from 0 in multiples of 4, 8, 50, 100
- Find 10 or 100 more or less than a number
- Recognise the place value of each digit in a three-digit number (Hundreds, Tens, Ones)
- Compare and order numbers up to 1000
- Read and write numbers up to 1000 in numerals and words
- Identify, represent and estimate numbers using different representations
- Solve number problems and practical problems involving these
|Addition and subtraction
- Add and subtract mentally including 3 digit numbers
- Add and subtract number swith up to 3 digits, using formal written methods (Partitioning and numberline moving to column method addition and subtraction)
- Estimate the answer to a calculation and use inverse to check answers
- Solve problems, including missing number facts, place value
|Multiplication and Division
- Recall and use multiplication facts for the 3, 4 and 8 times tables
- Multiply using mental methods, using one-digit numbers times two-digit numbers
- Identify fractions of shapes
- Count up and down in tenths
- Recognise tenths arise from dividing an object into 10 equal parts
- Recognise , find and write fractions of a set of objects with small denominators
- Measure, compare, add and subtract: lengths (m/cm/mm), mass (kg/g), volume/capacity (l/M)
- Measure the perimeter of simple 2d shapes
- Add and subtract amounts of money to give change, using both £ and p in practical contexts
|Geometry: Properties of shape
- Draw 2d shapes and make 3d shapes using modelling materials
- Recognise 3d shapes in different orientations and describe them
Identify horizontal and vertical lines and pairs of perpendicular and parallel lines
- Interpret and present data using bar charts, pictograms and tables
||In line with the recent changes to the Year 3 curriculum we will be putting greater emphasis on the formal teaching of grammar ensuring the use and understanding of the correct terminology; i.e. parts of speech, sentence construction and punctuation.
|Poetry: Vocabulary building
- Using senses and imagery to describe
- Poetic tools: rhyme, free verse, structure, repetition, alliteration, similies, onomatopoeia
- Read a range of myths and legends identify and discuss common themes, for example good over evil, wise over foolish.
- Sequence the key events using lists and maps
- Describe the key characters with reference to the text.
- Using a familiar story theme, children plan and write own stories in style of myth.
- Read a range of recounts – identify key features of recounts (language and structural features)
- Plan and write a recount
|Take One Book
- Reading and sharing a focus class novel
- Completing drama and writing activites based on the novel
|Poetry: Structure & Reciting
- Limericks focus
- Structure of limericks – pattern, length, rythm and rhyme
- Recite exising limericks
- Write and recite own limericks
- Identify key features of instruction writing
- Evaluate a range of instructions,
- Write a set of instructions
- Carry out and evaluate own instructions
- Edit and improve instructions
|Playscripts (linked to Christmas Production)
- Recognise features of playscripts, such as punctuation and terminology.
- Reading and performing playscripts
- Write and perform a play based on a familiar story
|The Christian Family: to know that we all belong to a family; to know what it means to belong to the family of the Church; to know that we join the Church when we receive the Sacrament of Baptism; to know some of the signs and symbols used in the Sacrament of Baptism and to know about the promises made at Baptism.
Mary, Mother of God: to know that God chose Mary to be the mother of His Son; to know that Mary went to visit her cousin Elizabeth; to know about the Mystery of Incarnation; to understand that Advent is a time to prepare to celebrate the birth of Jesus; to know about the birth of Jesus and the visit from the Three Wise men.
- 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
- what happens when light reflects off a mirror or other reflective surfaces, including playing mirror
- recognise that light from the sun can be dangerous and that there are ways to protect their eyes – Sun safety
- ecognise 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.
Forces and Magnets:
- compare how things move on different surfaces
- notice that some forces need contact between two objects, but magnetic forces can 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.
||Touch typing: to improve keyboard skills for accuracy and increased speed.
||The Ancient Egyptians:
In this unit we look at where and when the Ancient Egyptians lived. We examine their beliefs, Gods, their homes, their clothes and their alphabet. This learning is brought to life by an Egyptian Day on 1st October 2014.
|Design & Technology
|Structures: Egyptian Sarcophagi Making
Exploring packaging as a structure, design and create Sarcophagi before painting and decorating in Ancient Egyptian symbolism.
||Related to History topic using pastels, foil, paper, paint. Skills: Sketching, painting, smudging pastels. Focus on use of colour and symbolism.
- Egyptian silhouettes
- Egyptian headdress
- 3d Mummy (for sarcophagi)
|Games: We will be working on ball skills and hand and eye coordination when throwing and catching.
Dance: Egyptian Dance – reflecting life in Ancient Egypt
Gym: We look at different movements, stretches and turns.)
PE is on Monday afternoon and Thursday afternoons.
||New Beginnings: starting in a new school/class, settling in, making new people feel welcome, make new friends and understand what it is to be a good friend, understand how we can make ourselves feel physically happier – part one, : understand emotions and new strategies to cope with them
Getting On & Falling Out: friendships, being a good friend, being a good listener, know what triggers for anger are, ways to stay calm, peaceful problem solving
||Unit 1: Moi (All about me)
- Simple greetings
- To make simple statements (about name and age)
- To ask simple questions (about name and age)
- Numbers 1–10
- To describe their family
Unit 2: Jeux et chansons (Games and songs)
- Numbers 11–20
- To follow simple instructions and commands
- To express preference
- Song and words for Le Fermier dans son Pré (The farmer in his den)
At home: Children may use, practice and play on the ‘Babelzone’ website units from 1&2.