Year 3 Curriculum Overview  Year Three: Autumn Term    

Autumn 1 Weeks 1-6 

Autumn 1 Week 7 

Autumn 2 Weeks 1-6 

Autumn 2 Week 7 

Brazil and the rainforest   Art Week (whole school theme) 

 

Tomb Raiders  (Egyptians) 

Christmas (whole school theme) 

 

Year Three: Spring    

Spring 1 Weeks 1-2 

Spring 1 Weeks 3-6 

Spring 2 Weeks 1-3 

Spring 2 Weeks 4-5 

Science Fortnight (whole school theme) 

Scrumdidlyumptious  Bookworms & Easter  (whole school theme incorporating World Book Day) 

 

Year Three: Summer   

Summer 1 Weeks 1-7 

Summer 2 Weeks 1-4 

Summer 2 Week 5-6 

Volcanoes Aspirations Day  

Rotten Romans  

Enterprise Fortnight  

 

 

Year Three Autumn Term       Brazil & the Rainforest    

As geographers we will understand geographical similarities and differences through human and physical geography of a region within South America. We will develop our understanding of world geography by locating different continents and countries within these continents using a range of maps.  As Scientists we will Identify/describe functions of parts (root, stem, leaf, flower). We will explore requirements for growth (air, light, nutrients, room) & how they vary, as well as the role of flowers in life cycle (pollination, seed formation / dispersal). As artists we will study the work of South American artists such as Frida Khalo, Joaquin Torres Garcia and Leonora Carrington and create pieces inspired by their work.            

Geographical Enquiry Begin to ask/initiate geographical questions. Use NF books, stories, atlases, pictures/photos and internet as sources of information. Investigate places and themes at more than one scale. Analyse evidence and begin to draw conclusions e.g. make comparisons between two locations using photos/ pictures, temperatures in different locations.  Communicating in Different ways Writing - poetry, newspaper, email, letter Identify and explain different views of people including themselves. L3 - They develop the use of appropriate vocabulary to communicate their findings  Explore geographical issues through discussion or through drama using role play eg deforestation.  Mapwork Know why a key is needed. Use standard symbols. Locate places on larger scale maps e.g. map of Europe. Begin to match boundaries (E.g. find same boundary of a country on different scale maps.) Use large scale OS maps. Begin to use map sites on internet. Begin to use junior atlases. Begin to identify features on aerial/oblique photographs.  Art 

▪ Exploring and Developing Ideas 

          

o Record from first-hand evidence, experience and imagination for a variety of purposes 

o Question and make thoughtful observations about starting points for work 

o Collect visual and other information to develop ideas, including using a sketchbook 

▪ Investigating and Making o Investigate and combine visual and tactile 

qualities and match them to the purpose of their work 

o Apply and develop use of tools and techniques, including drawing 

o Design and make images and artefacts that communicate observations, ideas and feelings by using a variety of methods 

▪ Evaluating o Compare methods and ideas used in their own 

and others’ work and say what they think and feel 

o Adapt work in response to their feelings about it Art week   

As artist we will be studying the work of Gainsborough. In particular the portrait of Mr and Mrs Smith  We will focus on ………… and learn all about …… the children will discus the artists use of ………………….and we will be discussing how we feel about ………………….. We will interpret the art work studied by …………..       

   Key Stage 2 Skills Exploring and developing Ideas 

o Record from first hand evidence, experience and imagination for a variety of purposes. 

o Question and make thoughtful observations about starting points for work. 

o Collect visual and other information to develop ideas, including using a sketchbook. 

                  

Investigating and Making o Investigate and combine visual and tactile 

qualities and use to match to the purpose of their work. 

o Apply and develop use of tools and techniques, including drawing. 

o Design and make images and artefacts that communicate observations, ideas and feelings using a variety of methods. 

Evaluating o Compare methods and ideas used in their 

own and others’ work and say what they think and feel. 

o Adapt work in response to their feelings about it. 

  

Tomb Raiders  

                   

  

Christmas    

As part of our celebrations around the Birth of Jesus. We will understand the meaning of Christmas and know the Christmas story.  We will act sing and dance in our performance  We will create a card and a calendar as gifts. We will make a placemat for our party and attend a carol service at the local church. We will collect for a charity and write our letters to Santa and cards to friends.  

 

Year Three Spring Term  Science Fortnight             

As scientists we will: ●Compare how things move on 

different surfaces ●Explore push/pull  ●Notice that some forces need contact 

between two objects, but magnetic forces can act at a distance. 

●Observe how magnets can attract or repel each other and attract some materials but not others 

● Identify/group magnetic materials ●Describe magnets as having two poles ●Predict whether two magnets will 

attract or repel each other depending on which poles are facing 

         

Science Planning Ask questions that can be investigated and decide how to find answers. Consider what sources of information help to answer questions. Think about what might happen or try things out when deciding what to do, what kind of evidence to collect, and what equipment and materials to use Make a fair test or comparison by changing one factor and observing or measuring the effect while keeping other factors the same Observing and presenting evidence Use simple equipment and materials appropriately and take action to control the risks. make systematic observations and measurements, including the use of ICT data logging Communicate in a wide range of ways, including diagrams, drawings, tables, bar charts, line graphs and ICT Considering evidence and evaluating Make comparisons and identify patterns and associations in their own measurements and other data Use observations, measurements and other data to draw conclusions 

  Decide whether these conclusions agree with any prediction made and/or whether they enable further predictions to be made Use their scientific knowledge and understanding to explain observations, measurements or other data or conclusions Review their work and the work of others and describe its significance and limitations 

Scrum-didly-ump- tious           

As design technologists we will use research and develop design criteria to inform the design of appealing products that are fit for purpose, aimed at particular individuals/groups. We will understand and apply the principles of a healthy and balanced diet and lifestyle. We will prepare and cook a variety of savoury dishes using a range of cooking techniques.  As geographers we will look at cuisine around the world and find out where our food comes from.  As artists we will explore the work of Carl Warner and Italian painter Caravaggio (still life fruit).      Visit Tesco – farm to fork trail. 

Understand seasonality and know where and how a variety of ingredients are grown, reared, caught and processed.  Follow and create recipes based on new and existing products Carry out research using IT (iPads, internet sources etc).    

Bookworms  

 As Design Technologists we will be studying stiff and flexible sheet materials – we will be making books, exploring bindings and how to make the pages come to life using a variety of techniques. 

       

 We will be studying the author and their work /t he books they have written  We will be reading ………………………………..and presenting our work in the books we have made.  As Artists we will draw images and sketches to complete the pages of our books.                        

                    

      

Easter   

As part of Easter we will understand the meaning of Easter and know the story of the crucifixion and the resurrection . We will consider how others mark Easter and research other traditions  We will attend a service at the local church We will create a card and an Easter artefact. We will take part in competitions to make either an Easter bonnet for our parade or decorate an Easter egg.  

 

 

Year Three Summer Term       Volcanos   

         As Designers we will be studying mouldable materials. We will have been learning about volcanoes all over the world – their wonder and power. We will have found out about the shapes and landscapes around volcanoes and 

 

have learnt about some famous volcanic eruptions such as Vesuvius, Montserrat and Mount St Helens. We will investigate products that use mouldable materials such as wax, Plaster of Paris and papier mâché. We will then design and make a product that has a volcano theme using one of these materials. 

 As Historians we will be placing significant volcanic eruptions on a timeline. We will also be looking at factual evidence of a past society – Pompeii which was devastated by the eruption of Vesuvius in AD 79. We will discover how archaeologists have discovered a lost city and how tourists now visit to find out more. 

 

As Artists we will communicate our ideas using digital media. 

 Rotten Romans    

As historians we will study the rise of the Roman Empire and the impact on Britain. We will study Julius Caesar’s attempted invasion and the British resistance, e.g. Boudicca. We will look at the Romanisation of Britain.  

Chronological understanding 

● To create time lines. ● To sequence events or artefacts. ● To use dates related to the passing of time.  

● To realise that the past can be divided into different periods of time 

As artists we will look at Roman art, particularly mosaics. We will use our research to design and create our own mosaics using a variety of media.     Visit to Segedunum (Roman fort)   

● To recognise some of the similarities and differences between periods. 

● Use terms related to the period and begin to date events. 

Knowledge and understanding of events, people and changes in the past 

● To describe main events, situations and changes within and across the different periods studied. 

● To show knowledge and understanding of some of the main events, people and changes studied. 

● To begin to give a few reasons for, and results of, the main events and changes. 

● To identify issues and problems facing a historical character or period. 

● To describe and make links between the main events, situations and changes within and across the different periods studied. 

● To explain why key events happened and why historical people acted as they did. 

Historical interpretations 

● To identify and give reasons for different ways in which the past is represented.  

● To look at different representations of the period, e.g. museums, films, Horrible Histories.  

● To question pictures as an interpretation of the past. 

● To distinguish between different sources and evaluate their usefulness. 

● Place problems in order of importance. 

Historical enquiry & Language 

● Begin to use key words and phrases from the time period they are learning about; ancient, modern, BC, AD, century and decade. 

● To use tables to record ideas in categories. ● Develop listening and note-taking skills.  ● To communicate knowledge and understanding in a 

variety of ways, e.g. discussions, pictures, writing, annotations, drama.  

● Use dates when talking about passing of time. ● Identify facts and opinions. ● To use sources of information in ways which go beyond 

simple observations to ask and answer questions about the past, and to build a picture of a past event.  

To present recalled or selected information in a variety of ways using specialist terms.  

Enterprise Fortnight   

 

 

Science, IT, PE  

Autumn Term Science  

Science - Plants ● Identify/describe functions of parts 

(root, stem, leaf, flower) ●Explore requirements for growth (air, 

light, nutrients, room) & how they vary  ● Investigate transport of water Role of flowers in life cycle (pollination, seed formation / dispersal) 

Working scientifically  Planning Ask questions that can be investigated and decide how to find answers. Consider what sources of information help to answer questions. 

Science - Rocks ●Compare/group on physical properties ●Fossil formation (trapped in rock) Recognise soils are made from rocks & organic matter  

Think about what might happen or try things out when deciding what to do, what kind of evidence to collect, and what equipment and materials to use Make a fair test or comparison by changing one factor and observing or measuring the effect while keeping other factors the same  Observing and presenting evidence Use simple equipment and materials appropriately and take action to control the risks. make systematic observations and measurements Communicate in a wide range of ways, including diagrams, drawings, tables, bar charts, line graphs and ICT   Considering evidence and evaluating Make comparisons and identify patterns and associations in their own measurements and other data Use observations, measurements and other data to draw conclusions Decide whether these conclusions agree with any prediction made and/or whether they enable further predictions to be made Use their scientific knowledge and understanding to explain observations, measurements or other data or conclusions Review their work and the work of others and describe its significance and limitations. 

Spring Term Science   Human nutrition and body  

● 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. 

● Identify that humans and some other animals have skeletons and muscles for support, protection and movement. 

● Learn about the importance of nutrition. 

● Investigate the main body parts associated with the skeleton and muscles, finding out how different parts of the body have special functions.  

● Work scientifically by identifying and grouping animals with and without skeletons and observing and comparing their movement. 

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

● Compare and contrast the diets of different animals (including their pets) and decide ways of grouping them according to what they eat. 

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

Summer Term  Science  

Science - Light (link to local inventor of matches John Walker, street lighting)  ●Recognise need light to see things; 

dark is absence of light ●Light can be reflected ●Light from sun can be dangerous to 

eyes ●Shadows (light blocked) ●Patterns in the size of shadow 

Autumn term IT   Digital Research E-communication  

 Digital Research:   Understanding Different Forms of Information   Locating & Publishing Information   Evaluating Information for Accuracy & Reliability   Understanding Plagiarism & Copyright   E-communication:    Composing & Sending Messa Creating & Publishing Blog En

Video Conferencing   Contributing to Online ForumCollaborative Documents   

  

Spring Term IT  Text and Graphics Digital Media 

Text and Graphics:     Keyboard & Typing Skills   Composing, Editing & Formatting Text   Importing & Editing Graphics   Publishing & Presenting Text/Graphics   

 Digital Media   Recording, Composing & Editing Sound   Creating Animations   Capturing & Editing Digital Video   Publishing Video Online & Copyright   

 Summer Term IT   Data handling 

Models and Simulations Coding 

  Data Handling   Understanding & Collecting Data  

Creating & Interpreting Graphs   Creating & Interrogating Databases   Presenting Data & Search Results   Models and Simulations:   Computer models   Simulations   

Coding:    Coverage:   Algorithms   Programs   Control & Data Logging   

  

 Autumn Term  PE  

Dance Gymnastics  

Dance skills: * improvise freely on their own and with a partner, translating ideas from a stimulus into movement; * create and link dance phrases using a simple dance structure or motif; * perform dances with an awareness of rhythmic, dynamic and expressive qualities, on their own, with a partner and in small groups; * keep up activity over a period of time and know they need to warm up and cool down for dance; 

* describe and evaluate some compositional features of dances performed and talk about how they might be improved.  Gymnastics skills: * consolidate and improve the quality of their actions, body shapes and balances; * improve their ability to link phrases of movement; * improve their ability to select appropriate actions and use simple compositional ideas; * recognise and describe the short-term effects of exercise on the body during different activities;  * know the importance of suppleness and strength;  * describe and evaluate the effectiveness and quality of a performance; * recognise how their own performance has improved. 

Spring Term  PE 

Games   

Games skills: * develop batting, bowling, throwing and catching skills and perform these with control; * develop their ability to select from a range of skills they have acquired when playing competitive striking and fielding games; * develop a greater understanding of attack and defence in striking and fielding games; * understand and apply rules in striking and fielding games; * understand the importance of warming up before physical activity; * develop an appreciation of the importance of fitness and health; * recognise what is successful in their own and others’ performance and suggest how they can improve it. 

Summer Term  PE 

Athletics Outdoor and adventurous 

Athletics/outdoor skills: * repeat and explore simple running, jumping and throwing actions with control and coordination; 

* select appropriate actions and link them in ways that suit the activities; * discuss their own and others’ running, jumping and throwing actions and suggest improvements; * suggest reasons why warming up and cooling down are important and why exercise is good for health.