year 3 - curriculum overview – 2016-2017 - repton abu … · year 3 - curriculum overview –...

Year 3 - Curriculum Overview – 2016-2017

TERM 1 1st Half (8 weeks)

TERM 1 2nd Half (8 weeks)





Area of Learning Title History of Our Land Mountains, Rivers and Coasts Out in Space Rise of the Robots Invaders and Settlers Rainforests

Trips Mina Market (9th November)

Aladdin

(Lollipop theatre)

Saadiyat Beach

Space Walk (Abu Dhabi Country Club)

Creative Robotics

Viking Dress-up Day with Activities

Hamilton Language and Literacy (Unit 1 and 2) Hamilton Language and Literacy

(Unit 3 and 4) Hamilton Language and Literacy (Unit 5 and 6)

English

Text/Genre

Fiction- Traditional tales/Fables (UAE) (BW) Non-fiction- Recounts: Diaries (BW) Poetry- Rhyming and alliteration poetry

Fiction- A story with a familiar setting Play script (BW) Non-fiction- Information texts Instruction texts (BW)

Fiction- Fairy tales - alternative versions (BW) Poetry- Shape/calligrams/haikus/kennings Non-fiction- Biography and autobiography (L&L) (BW)

Fiction- Science Fiction/Fantasy Story (BW) Poetry - Imagery poetry including riddles, nonsense poems and performance poems. Non-fiction- Discussion texts (BW)

Fiction- Adventure Story (BW) One Book Book Study Non-fiction- Persuasive texts (BW)

Fiction- Mystery story Folk tale (BW) Non-fiction- Non-chronological report (BW)

Suggestions for wider reading: The Secret Garden - Based on the story by Frances Hodgson Burnett Saluki, Hound of the Bedouin - Julia Johnson Arabian Star - Julia Johnson Around the World in Eighty Days - based on the story by Jules Verne A Little Princess - based on the story by Frances Hodgson Burnett Black Beauty - based on the story by Anna Sewell Hercules Alice in Wonderland-based on the story by Lewis Carroll Robin Hood Cinderella The Jungle Book The Lion, the Witch and the Wardrobe James and the Giant Peach Diary of a Wimpy Kid-Jeff

Suggestions for wider reading: Katie Morag books - Mairi Hedderwick Buried Alive - Jacqueline Wilson The Shrimp - Emily Smith School According to Humphrey - Betty G. Birney Judy Moody - Megan McDonald A Villain’s Night Out - Margaret Mahy Pippi Longstocking - Astrid Lindgren Sabine - Tim Kennemore Matilda - Roald Dahl The Marble Crusher - Michael Morpurgo Stig of the Dump - Clive King Reading skills Children will:

● Link the key theme of friendship in Sand Wizards to their own

Analyse how Jamila Gavin uses rich language to depict the setting Reading skills Children will:

● Explore the information about Jamila Gavin

● Think about how biographies are structured, and examine their key features

● Compare biography with autobiography

Suggestions for wider reading: Space Race - Malorie Blackman Letters from an Alien Schoolboy - Ros Asquith Dotty Inventions and Some Real Ones Too - Roger Mc Gough How Dogs Really Work - Alan Snow Wendel’s Workshop - Chris Riddell Alienography: Or: How To Spot an Alien Invasion and What To Do About It - Chris Riddell & Paul Stewart The Works - chosen by Paul Cookson The Works 4 - chosen by Pie Corbett and Gaby Morgan We Couldn’t Provide Fish Thumbs - James Berry Mustard Custard Grumble Belly and Gravy - Michael Rosen and Quentin Blake Funky Chickens - Benjamin

Suggestions for wider reading: Who Pushed Humpty Dumpty?: And Other Notorious Nursery Tale Mysteries - David Levinthal and John Nickle Ruby Redfort books - Lauren Child Dead Man’s Cove - Lauren St John The Diamond Brothers Mysteries - Anthony Horowitz Grk and the Hot Dog Trail - Joshua Doder Murder & Chips - Michael Lawrence Grandpa Chatterji and Grandpa’s Indian Summer - Jamila Gavin Folk Tales From Africa: The Baboons Who Went This Way And That - Alexander McCall Smith Where Are You Going Manyoni? - Catherine Stock Folktales from Africa: The Girl Who Married a Lion (Illustrated Children’s Edition) - Alexander McCall Smith Mufaro’s Beautiful Daughters - John Steptoe


Kinney How to Train Your Dragon - Cressida Cowell Keena Ford and the Field Trip Mix-Up - Melissa Thompson Reading skills Children will:

● Link the key theme of friendship in Sand Wizards to their own experiences

● Identify particular words and techniques Jon Blake uses to create contrasting moods

● Think about how the description of the setting in Sand Wizards reflects the characters’ feelings

● Connect and explore the central themes and ideas of friendship and lying in A Tune of Lies by making connections with other texts and their own experience

● Recognise and understand the features of a playscript

● Explore how characters change and develop throughout the play

● Notice key features of information texts and think about how these make the texts clear and informative

experiences ● Identify particular

words and techniques Jon Blake uses to create contrasting moods

● Think about how the description of the setting in Sand Wizards reflects the characters’ feelings

● Connect and explore the central themes and ideas of friendship and lying in A Tune of Lies by making connections with other texts and their own experience

● Recognise and understand the features of a playscript

● Explore how characters change and develop throughout the play

● Notice key features of information texts and think about how these make the texts clear and informative

● Use mind maps and summarise information

● Consider the difference between general information and specific information and think about why both can be useful

● Notice how information is organised and experiment with ordering in different ways e.g. alphabetically or by popularity.

Zephaniah The Stinky Cheese Man and Other Fairly Stupid Tales - Jon Scieszka. Reading skills Children will:

● Connect and explore the central themes and ideas in A Tale of Two Robots of invention and science, by making links with other texts and their own experience

● Explore how Roy Apps develops plot

● Devise questions for the main character to ask and answer in role

● Explore and discuss key features of different types of poems

● Recognise and discuss poetic techniques such as alliteration in ‘Water-cycle’

● Explore a poem and perform it

● Consider what makes a discussion balanced

● Look at the language we use to structure a balanced and discursive argument

● Role-play a debate in order to engage fully with both points of view

The Butterfly Lion - Michael Morpurgo The Gift of the Sun - Dianne Stuart and Jude Daly S is for South Africa - Beverley Naidoo The Great Tug of War - Beverley Naidoo and Peit Grobler Botswana - Sioned V.Hughes The Great Cake Mystery: Precious Ramotswe’s Very First Case - Alexander Mc Call Smith Anna Hibiscus stories - Atinuke Reading skills Children will:

● Explore features of mystery stories by looking at Smash and Grab!

● Explore how the author creates suspense by leaving clues

● Examine how authors build suspense and interest by showing rather than telling

● Explore the structure of folktales, and the archetypes that make up the plot and characters in The Enchantress of the Sands

● Use drama to explore the suspense in the climax of the story


● Use mind maps

and summarise information

● Consider the difference between general information and specific information and think about why both can be useful

● Notice how information is organised and experiment with ordering in different ways e.g. alphabetically or by popularity.

● Consider why people need and use instructions

● Notice how instructions are organised to make them easy to follow

● Evaluate instructions against a set of criteria

● Consider why people need and use instructions

● Notice how instructions are organised to make them easy to follow

● Evaluate instructions against a set of criteria

Specific Writing Skills (to be

covered throughout the

year)

To write a traditional tale/legend which shows adventure in a previous age. Writing should have:

● Identify and use the features of a traditional tale/legend in their writing e.g. good characters, evil characters, special powers, wisdom or courage

● Begin to organise thoughts into

To write two descriptions of a beach setting which show contrasting moods and feelings. Writing should have:

● Different moods because I have chosen my adjectives carefully to describe and create a happy mood and then a threatening mood include a threat which is hinted at but not fully described, so there is suspense

● Plan writing by: ● Discussing writing

similar to that which they are planning to write in order to understand and learn from its structure, vocabulary and grammar

● Discussing and recording ideas

● Draft and write by: ● Composing and

rehearsing sentences orally (including dialogue), progressively building a varied and rich vocabulary and an

To write a new episode for the story. The new episode:

● Has a problem, reaction and resolution

● Has dialogue that sounds convincing because it is based on what i know about the characters

● Shows the characters’ reactions to new situations

Grammar

● Includes correct use of first person (I, we)

● Adventure story based on the adventures of vikings

● Develop their understanding of the concepts set out in English Appendix 2 by:

● Extending the range of sentences with more than one clause by using a wider range of conjunctions, including when, if, because, although

● Using the present perfect form of verbs in contrast to the past

To write a new mystery story. The mystery story:

● Keeps up the suspense and mystery until the end

● Shows how a character feels by giving clues, rather than telling the reader directly

Grammar

● Includes speech which is set out and punctuated correctly

● Uses carefully chosen adverbs, to create accurate images in the


paragraphs

Grammar

● Extend sentences using adverbials, time connectives, various openers

● Include speech, which is set out and punctuated correctly

● Write consistently in the 1st person

● Explore texts written in the 1st and 3rd person

● Revise adjectives, nouns, verbs and adverbs.

● Identify and use prepositions

● Spell further homophones

● Write from memory simple sentences, dictated by the teacher, that include words and punctuation taught so far.

To write a diary entry. The diary entry:

● L Grammar

● I

Grammar ● Use adverbs and

adverbials of a time to show when things happen (At that instant, Suddenly)

● Include speech, which is set out and punctuated correctly

To write a new ending to the play, including some new ideas for action, stage directions and dialogue. The new ending:

● Shows what the characters are thinking and feeling through dialogue and stage directions

● Is set out as a playscript

● Sounds convincing because the dialogue is based on what i know about the characters in the play

Grammar

● Includes the suffix -ing for stage directions which are verbs, e.g. laughing, whispering

To write an entry for an A to Z travel guide that gives the reader clear, useful and interesting information. The A to Z entry:

● Gives useful information to the reader e.g. about places to go, activities to do, where to stay

● Lays out the text clearly to make it easy for the reader to find

increasing range of sentence structures (English Appendix 2)

● Organising paragraphs around a theme

● in narratives, creating settings, characters and plot

● in non-narrative material, using simple organisational devices [for example, headings and subheadings]

To write a biography using notes taken from audio accounts and fact files. Each biography:

● Includes interesting information, developed from the notes taken, about journeys people have made from one country to another.

● Organise information clearly, e.g. using headings and subheadings

Grammar

● Uses paragraphs to help the reader follow my biography easily

for a short part of the episode written by a first-person narrator.

To write a water-cycle poem, and participate in a class poetry performance. Each poem:

● Uses at least two of the special poetic techniques we have studied, e.g. rhyme, rhythm, alliteration, repetition, onomatopoeia

● Ues some unusual combinations of two words to build interesting descriptions of water

● Is presented in an interesting shape that helps the reader imagine what i am describing

Grammar

● Uses punctuation and line breaks to show how each poem should be read

To write a balanced discussion text about whether break times are too short. The discussion text:

● Is balanced ● Shares information

with the reader in clear sentences that make sense

● Shows clearly what is a fact and what is an opinion

Grammar

● Includes adverbs and adverbials to show that I am considering

tense ● Choosing nouns or

pronouns appropriately for clarity and cohesion and to avoid repetition

● Using conjunctions, adverbs and prepositions to express time and cause

● Using fronted adverbials

● Learning the grammar for years 3 and 4 in English Appendix 2

reader’s mind To write a new folktale with a vivid setting, atmosphere and an exciting climax. The folktale:

● Has a vividly described setting that the reader can imagine

● Includes dialogue and action that moves the story on

● Is tense and suspenseful, because the characters have secrets

Grammar

● Includes adverbs and adverbials to explain when and where things happened (The next evening … On the far side …)


information

Grammar

● Includes a variety of sentence starters to engage the reader

To write clear instructions about how to make a fruit salad/smoothie (Link to Mina Market trip). The instructions:

● Lay out information clearly (e.g. with subheadings, pictures, list of equipment) so the reader can follow the instructions easily

● Use precise language so the reader knows exactly what to do.

Grammar

● Includes imperative verbs.

● Uses adverbs of time e.g. First, Then, Next.

both sides of the argument, e.g. Some people think that, However, On the other hand.

Student Competences

CT / C / SC / GEW / DC / CI IL / CTH






Language and Literacy

Read Write Inc. Literacy and Language is a complete literacy programme for fluent readers - all children in Years 2 to Year 6 read, write and discuss texts with maturity. The programme is totally aligned to the new National Curriculum in a fun and meaningful way.

Student Competences

CT / C / SC / LR / ISD CAC / DC / CI IL /

CT / C / SC / LR / ISD / CAC / DC / CI IL /





Maths

● Number and Place Value ● Addition and Subtraction (UAE - word problems) ● Handling Data and Measures (UAE - distances and

mapping, weight - what a camel can carry) ● Multiplication and division (UAE - word problems) ● Securing number facts, relationships and calculating ● Geometry (shape) (repetitive, symmetrical patterns)

● Number and Place Value ● Addition and Subtraction ● Handling Data and Measures ● Multiplication and division ● Securing number facts, relationships and calculating ● Geometry (shape) - UAE - plotting constellations ● Statistics

● Number and Place Value ● Addition and Subtraction ● Handling Data and Measures ● Multiplication and division ● Securing number facts, relationships and calculating ● Geometry (shape) ● Statistics


● Statistics (demographics of class/school)

Use UAE orientated problems in Maths. Situations, animals, places that associated with the UAE. Note: See medium-term plan for further details.

Use UAE orientated problems in Maths. Situations, animals, places that associated with the UAE. Note: See medium term plan for further details and for new objectives to be covered this term.

Use UAE orientated problems in Maths. Situations, animals, places that associated with the UAE. Note: See medium term plan for further details and for new objectives to be covered this term.

Student Competences CT / C / SC / LR / ISD / DC / PS / CI IL / CTH

CT / C / SC / LR / ISD / DC / PS / CI IL / CTH CT / C / SC / LR / ISD / DC / PS / CI IL / CTH

Science (Arab scientists and explorers)

Animals Including Humans Types of Nutrition

● by investigating the range of foods available, discuss how they contribute to a healthy diet. Begin to understand that nutritional needs change at different stages of life.

● Food pyramid/plate

● research different food groups and how they keep us healthy and design meals based on what they find out.

● identify that animals, including humans, need the right types and amount of nutrition, and that they cannot make their own food; they get nutrition from what they eat

● compare and contrast the diets of different animals (including their pets and different animals)

● learn about the importance of nutrition (sources

Rocks ● compare and group

together different kinds of rocks on the basis of their appearance and simple physical properties

● describe in simple

terms how fossils are formed when things that have lived are trapped within rock

● recognise that soils

are made from rocks and organic matter.

● explore different

kinds of rocks and soils, including those in the local environment. (UAE) - Geologist visit

Light ● 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

● recognise that light from the sun can be dangerous and that there are ways to protect

● their eyes

● recognise that shadows are formed when the light from a light source is blocked by

● an opaque object ● find patterns in the way

that the size of shadows change.

● explore what happens

when light reflects off a mirror or other reflective surfaces

● think about why it is

important to protect their eyes from bright lights.

● look for, and measure,

shadows, and find out how they are formed and what might cause the shadows to change.

Forces and Magnets 1

● 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

● 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.

Forces and Magnets 2

● explore the behaviour and everyday uses of different magnets (for example, bar, ring, button and horseshoe).

● Compare how different things move and group them;

● raise questions and carry out tests to find out how far things move on different surfaces and gather and record data to find answers their questions;

● explore the strengths of different magnets and finding a fair way to compare them;

● sort materials into those that are magnetic and those that are not;

● look for patterns in the way that magnets behave in relation to each other and what might affect this

● identify how these properties make magnets useful in everyday items and suggesting creative uses for different magnets.

Plants

● identify and describe the functions of different parts of flowering plants: roots, stem/trunk, leaves and flowers

● explore the requirements of plants for life and growth and how they vary from plant to plant

● investigate the way in which water is transported within plants

● explore the part that flowers play in the life cycle of flowering plants, including pollination, seed formation and seed dispersal.

● Know the relationship between structure and function

● explore questions that focus on the role of the roots and stem in nutrition and support, leaves for nutrition and flowers for reproduction.

● Desert environments and plants (UAE)

● Know the idea that plants can make their own food


of nutrition of people in the UAE in the past)

Types of Skeleton

● Describe the position and function of the skeleton and major organs of the human body (support, protection, movement) and discuss what is needed to keep them healthy

● explore ideas about what would happen if humans did not have skeletons.

● Sort animals based on their skeletons

● Identify and group animals with and without skeletons and observe and compare their movement; (include camels)

Naming Bones

● Identify and name bones.

Mighty Muscles

● Examine how muscles work

● Set up simple, practical enquiries in the context of investigating pairs of muscles

● Record findings using simple


scientific language by writing the results of the practical investigation.

● find out how different parts of the body have special functions.

Student Competences

CT / C / SC / LR / ISD / DC / PS / CI IL / CTH






Humanities (History and Geography)

UAE Clothing and Crafts

● History of the GCC. ● History of the

establishment of the UAE.

● Recognise the UAE flag, anthem, currency.

● Identify the similarities and differences between various homes in the UAE e.g. coastal homes, farms, desert homes/camps.

● Recognise the use of forts in the past.

● Identify examples of these forts.

Coasts ● Recognise the links

between different rock types and erosion - sandstone in the UAE. (UAE).

● Study the effects of

coastal erosion such as cliffs, caves, islands, beaches, etc.

● Observe the coastal

formations in the UAE. Discuss the use of wave breakers in the UAE and the difference between natural and

Out in Space

● Explore the largest planet in our Solar System – Giant Jupiter.

● Study Jupiter’s ‘marbled’ surface and create their own marbled planets.

● Use ‘comb painting’ effects to recreate images of Saturn’s famous rings.

● Learn out about the planet Uranus- who discovered it and how it was the first to be discovered.

● Explore how it was named, before creating an information page to present the facts.

Rise of the Robots

● Discuss the use of purpose of robots and how them came to be so central in our lives.

● Explore robots in toys.

● Children find out how artist Eric Joyner’s work is inspired by toy robots and toys of a certain era.

● Find out how science and science fiction have developed alongside each other, recording the key facts as a webpage.

Viking Invaders

● Learn about Viking raids and invasion. Discover the chronological place of this key era in the history of Britain. Find out how we know about the Vikings.

● Find out where the Vikings came from and why they invaded.

● Through map work, learn about Viking routes and settlements in the Britain, Ireland and Europe. Discover what made the Vikings successful.

Saving the Rainforest

● Develop geographical knowledge of the rainforests, especially their location in the world.

● Learn the key information about rainforests through a Senses Journey and a word definition game.

● Learn about the destruction of the rainforest;

● Research fact files about the endangered species of the rainforest.

●


● Identify the roles

of souks in the past.

● Modes of transport in the UAE - camel, dhow boats.

● Repetitive and symmetrical pattern printing.

● Geography skills - grid reference. (Create a 3D map of Abu Dhabi using grid references to place famous landmarks and buildings e.g. The Grand Mosque, Al Bahar Towers (pineapple buildings), Louvre Museum, Emirates Palace, Presidential Palace.

man-made islands. (UAE)

● Astronomy - Arab astronomers (UAE)

● Create their own artwork in the style of Eric Joyner.

● Consider the experience of a Viking raid from the Anglo-Saxon perspective.

● Design posters and write letters based on knowledge.

● UAE - why trees which are not natural to the area are planted here.

Student Competences


CT / C / SC / LR / ISD / CAC / GEW / DC / PS / CI IL / CTH

CT / C / SC / LR / ISD / / GEW / DC / PS / CI IL / CTH

CT / C / SC / LR / ISD / GEW / DC / PS / CI IL / CTH



Creati

Art and Design

● Drawing and

pencil work - draw and shade a dhow boat.

● Clay construction of a fort.

● Printing of repetitive and symmetrical patterns.

● Learn how to use

watercolours correctly

● Further their skills in colour mixing

● Create paintings of underwater plant and animal life through watercolours - reefs and marine life of UAE (UAE)

● Create ‘marbled’ planets after studying Jupiter’s marbled surface.

● Comb paintings to create Saturn’s famous rings

● Create portraits in the style of Julien Opie using Ipad apps.

● Create collage showing what the Vikings wore, ate, etc using a range of materials.

● Carousel activities on Dress-up Day.

● Chalks and pastel artwork of rainforest areas - focus on blending and tone of artwork.

Design and Technology

● ● Create a 3D model of various coastal erosion formations

● National Day art/craft activities.

● Create solar system

mobiles in groups

● Junk modeling- build a robot

● Construct and evaluate Viking longships

● Create a maze using Hopscotch based around the Vikings.

● Design and create tribal art works

● Design and make masks and headdresses


Student Competences

CT / C / SC / LR / ISD / E CAC / GEW / PS / CI IL / CTH



CT / C / SC / LR / ISD / E CAC / GEW / PS / CI / DC / IL / CTH



Computing

● Locate the contact us link ● Recognise a phishing site ● Know who to contact when having troubles online ● How to recognise cyber bullying

When using Google Classroom:

● Children know they have an account ● Children are aware of the synchronistic

relationship between different devices logged into

an account.

● Children add at least 6 pieces of work to the

classroom in tern 1.

Use the Google Search tool to:

● Access and retrieve online information..

● Create, capture and manipulate sounds and images.

● Recognise and link the importance of the

information retrieved to their learning at school

and at home.

Use software programmes to control machines.

● Children use a programming software application

to control software devices.

Use Hopscotch to develop simple programming skills;

● Finish any unfinished levels from Year 2 in

Hopscotch.

● Revise Levels 20-30.

● Begin self paced tutorials on Hopscotch.

● Link Hopscotch home and school accounts for

every student.

● Creating subject oriented code.

● Design code to develop game play.

Use Skoolbo effectively including:

● Creating and adapting characters.

● Finding specific tasks.

Use Hopscotch to develop simple programming skills: ● Finish any unfinished levels from Year 2 in Hopscotch. ● Revise Levels 20-30 ● Begin self paced tutorials on Hopscotch. ● Link Hopscotch home and school accounts for every

student. ● Creating subject oriented code. ● Design code to develop a game.

Continue to use Seesaw as e-portfolio across all subjects.

● Explain Everything

❏ Use Explain Everything as a solution for recording existing

content e.g. voiceover on screenshots and photos of work.

❏ Begin to use Explain Everything to create blogs on issues

of cultural relevance to the UAE. Blogs are to be

fortnightly of approximately 3 mins in length and contain

video footage of the child and increasingly interesting

photos, videos, exploration of apps etc. throughout the

year. (UAE)

❏ Create blogs of UAE cultural relevance with a view to these

being share on Google Classroom and a selection on the

Repton blog page.

Begin creating games on Hopscotch:

● Students begin to create games independently based on

self paced tutorials.

● Children augment and improve the games.

● Children begin to use built in recorder on Hopscotch or

Explain Everything to record projects and export to

eportfolio.

Demonstrate the understanding of hostnames and network

topology:

● Students understand that hostnames (@football.com)

allow for a network to be organised, and the transmission

of information needs to be carefully planned (how do

networks communicate with each other?)

Use Book Creator to communicate learning and create

content:

● Use simple organisational devices in non-fiction.

● Adopt features of existing texts to shape own writing.

● Organise paragraphs around a theme.

● Edit text to make it suitable and visually appealing.

● To continue to develop typing speed and accuracy to

enable independent and efficient access to a computer.

● Export books to iBooks and begin personal collection.

Continue to use Seesaw as e-portfolio across all subjects.


❏ Use Explain Everything as a solution for recording existing

content e.g. voiceover on screenshots and photos of work.

❏ Begin to use Explain Everything to create blogs on issues

of cultural relevance to the UAE. Blogs are to be

fortnightly of approximately 3 mins in length and contain

video footage of the child and increasingly interesting

photos, videos, exploration of apps etc. throughout the

year.


● Understanding the mastering system.

● Recognising the difficult levels.

Continue to use Seesaw as e-portfolio across all

subjects.


❏ Use Explain Everything as a solution for recording

existing content e.g. voiceover on screenshots and

photos of work.

❏ Begin to use Explain Everything to create blogs on

issues of cultural relevance to the UAE. Blogs are to

be fortnightly of approximately 3 mins in length

and contain video footage of the child and

increasingly interesting photos, videos, exploration

of apps etc. throughout the year. (UAE)

❏ Create blogs of UAE cultural relevance with a view

to these being share on Google Classroom and a

selection on the Repton blog page.

❏ Create blogs of UAE cultural relevance with a view to

these being share on Google Classroom and a selection on

the Repton blog page.

Student Competences

CT / C / SC / LR / ISD / E DC / PS / CI IL / CTH






PSHE

● We’re All Stars ● Be Friendly, Be Wise ● Living Long, Living Strong ● Daring to be Different ● Dear Diary ● Joining in and Joining up

On-going provision for supporting personal development learning is maintained throughout all aspects of school life and supported through a sequence of themes, which have been planned to ensure continuity and progression.

Student Competences CT / C / SC / LR / ISD / CT / C / SC / LR / ISD / CT / C / SC / LR / ISD / CT / C / SC / LR / ISD / CT / C / SC / LR / ISD / CT / C / SC / LR / ISD /

UAE - Links made to UAE culture. CT – Collaboration/teamwork C – Communication SC – Self confidence LR – Leadership and responsibility ISD – Initiative and self-direction E – Entrepreneurship CAC – Cultural awareness/citizenship GEW – Global and environmental awareness PS - Problem Solving CI - Creativity and innovation


IL – Independent learning CTH – critical thinking DC – Digital competence Student Competences Key Personal and Social skills National and Global Citizenship skills Learning and Innovation skills (BW) - Big Write - Writing Assessment for this unit

Date Reviewed: June 2016 Next Review Date: June 2017

year 3 - curriculum overview – 2016-2017 - repton abu … · year 3 - curriculum overview –...

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