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Shirley Avenue

Gomersal

Cleckheaton

Bradford

BD19 4NA

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Year 3: Autumn 2 Curriculum


1920-Year-3-Mission-Statement

Autumn 2: Rainforests Children will learn where rainforests are located in the world, what the different layers in the rainforest are like, who and what lives in the rainforest and the threats faced to rainforests.

Create A Spark

Each unit of work will begin with a stimulating activity to inspire curiosity and launch the unit.

Steps To Success

  • Love: develop a love of and wonder about the natural world
  • Respect: Realise how we need to respect the world and look after it to preserve it for future generations

Mathematics

We follow the White Rose Maths Hub scheme of work.

National Curriculum Objectives covered throughout the second half of the Autumn term:

 

Science

Plants

Working scientifically:

  • Asking relevant questions and using different types of scientific enquiries to answer them
  • Setting up simple practical enquiries, comparative and fair tests
  • Making systematic and careful observations and, where appropriate, taking accurate measurements using standard units, using a range of equipment, including thermometers and data loggers
  • Gathering, recording, classifying and presenting data in a variety of ways to help in answering questions
  • Recording findings using simple scientific language, drawings, labelled diagrams, keys, bar charts, and tables
  • Using results to draw simple conclusions, make predictions for new values, suggest improvements and raise further questions

National Curriculum Objectives:

  • 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 (air, light, water, nutrients from soil, and room to grow) 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

RE & SMSC

Key Bible Story: The Tower Of Babel

Discuss how the people disobeyed God’s command and how he punished that. Discuss how we all speak different languages and how this can make communication difficult. How else can we communicate with each other? Can actions speak louder than words?

Key Bible passages:

  • Ecclesiastes 4:9
  • 1 Peter 4:10
  • Ephesians 4:32
  • Hebrews 10:24
  • 1 Corinthians 1:10

Spiritual: Is it possible to make a change with a simple idea? What would happen if there were no more rainforests?

Moral: Why should we care about the rainforests?  Why do some people care more about money than the environment?

Social: Why are there so many animals/plants and how do they work together to create a world that works? How can we make changes here that will have an impact on the rainforests there?

Cultural: Where do we find rainforests and how do the people who live there live?

What is spirituality and how do people experience this?

  • Observe and respond thoughtfully to the ways beliefs and spirituality are expressed through various art forms
  • Express their beliefs and values through creating a piece of expressive art

Computing

To follow

WE Schools

WE take charge

How can we make sure that we are looking after our world by making our school a more eco-friendly place?

English

English in Year 3 will focus on:

  • Sparky!, Jenny Offill (Descriptive passage, ‘how to’ guide, letter, discussion, non-chronological report)
  • Cinnamon, Neil Gaimon (Diary entries, informal letters, dialogue, adverts, limericks and other poetry forms, and ‘stories in the style of’)
  • The Tin Forest, Helen Ward (Non-fiction)

Geography

Rainforests

National Curriculum Objectives:

  • Describe and understand key aspects of physical geography, including: climate zones, biomes and vegetation belts, rivers, mountains, volcanoes and earthquakes, and the water cycle
  • Describe and understand key aspects of human geography, including: types of settlement and land use, economic activity including trade links, and the distribution of natural resources including energy, food, minerals and water
  • Use maps, atlases, globes and digital/computer mapping to locate countries and describe features studied

Essential skills:

  • I can use the correct geographical words to describe a place.
  • I can use grid references on a map.
  • I can use an atlas by using the index to find places.
  • I can locate the Tropic of Cancer and Tropic of Capricorn.

Music

Charanga: Glockenspiel, Stage 1

National Curriculum Objectives:

  • Play and perform in solo and ensemble contexts, using their voices and playing musical instruments with increasing accuracy, fluency, control and expression
  • Improvise and compose music for a range of purposes using the inter-related dimensions of music

Essential skills:

  • I can play clear notes on instruments.
  • I can use different elements in my composition.
  • I can create repeated patterns with different instruments.
  • I can compose melodies and songs.
  • I can create accompaniments for tunes.
  • I can improve my work; explaining how it has been improved.

Design Technology

Pneumatics: Moving creatures

National Curriculum Objectives:

  • Use research and develop design criteria to inform the design of innovative, functional, appealing products that are fit for purpose, aimed at particular individuals or groups
  • Generate, develop, model and communicate their ideas through discussion, annotated sketches, cross-sectional and exploded diagrams, prototypes, pattern pieces and computer-aided design
  • Evaluate their ideas and products against their own design criteria and consider the views of others to improve their work
  • Understand and use mechanical systems in their products [for example, gears, pulleys, cams, levers and linkages]

Essential skills:

  • I can prove that my design meets some set criteria.
  • I can follow a step-by-step plan, choosing the right equipment and materials.
  • I can design a product and make sure that it looks attractive.
  • I can work accurately to measure, make cuts and make holes.

PE

To follow

French

To follow

Enrich Drivers

  • Experiences: Stone Age reenactment visitor
  • Preparedness for modern life & independence: Care for the environment- how can we make our outdoor environment more beautiful?
  • Wellbeing: Emotional literacy; building resilience the stone age way – how can we follow their example?
  • Aspiration & Curiosity: No specific focus during this half term.

Let Your Light Shine

The unit will culminate with a piece of work designed to celebrate the pupils’ learning.

End Of Year Expectations