Class: 7 and 8 Year: 3 Teachers: Miss Taylor and Mrs Neale Key Skills Grid Whole School Topic Class Topic Term 3 Term 4 Time Traveller From the Stone Age to The Romans English Genre: Shape Poems and Calligrams Speaking and listening: Choose and prepare poems for performance. Listen and respond to others points of view Reading: Read aloud shape poems and calligrams Writing: Create poems and calligrams Genre: Poetry Speaking and listening: Prepare poems for performance Reading: Recite and read humorous poetry Writing: Write poetry that uses sounds alliteration, onomatopoeia and rhythms to create effect. Genre: Persuasive Letters Speaking and listening: Include and respond to all members in the group Reading: Read letters written for recount, explanation, enquires, complaints, congratulation and comment Writing: Write letters appropriate to purpose and audience. Genre: Non fiction text Speaking and listening:. Present clearly sequenced and detailed information and actively respond to all members of the group. Reading:. Identify how different texts are organised and learn how to locate information quickly and accurately. Writing:. Use the main points in a text to present ideas in paragraphs Genre: Poetry Speaking and listening: Choose and prepare poems for performance Reading: Read aloud and recite poetry Writing: Collect appropriate words and phrases to write poems based on senses and feelings SP&G Handwriting I can use a main clause and a subordinate clause. I can use phrases. I can use and identify noun phrases. I can use and identify homophones. I understand and identify different sentences. Penpals 3 I can join diagonal join no ascender to an anticlockwise letter, joining id and ig. I can join diagonal join, no ascender, to an anticlockwise letter, joining nd, ld. I can join diagonal join, no ascender, to an anticlockwise letter joining ng. I can join diagonal join, no ascender, joining ee. I can join diagonal join, no ascender, joining ai and ay. I can join diagonal join no ascender joining ime and ine. I can horizontally join, no ascender joining op and oy. I can horizontally join, no ascender joining one and ome. I can horizontally join, no ascender to an anticlockwise joining oa and og, I can horizontally join, no ascender to an anticlockwise joining wa and wo. I can use the short /i/ sound. I can use the hard /c/ sound. I can use the soft /c/ sound. I can use the /sh/ sound. I can use the /ay/ sound.
I can horizontally join, to ascender joining ol and ot. I can horizontally join to ascender joining wh and ch. I can horizontally join to ascender to an anticlockwise letter joining of and if. Mathematics I understand the place value of three digit numbers. I can count in 10s and 100s from any two-digit number. I can count in 10s and 100s from any three-digit number. I can write three-digit numbers in digits and words. I can use column addition with carrying. I can use column subtraction with exchange. I can use formal column methods to add and subtract two and three digit numbers. I can use short division to divide numbers by 3, 4 and 8. I can use short division to divide numbers with remainders. I can use rounding when using short division. I can use the grid method to multiply. I can add using monetary value. I can find the amount of change given when using 5 or 10 notes. I can order three digit numbers. I can count in 50 s from 0. I understand that a right angle is 90. I understand that one right turn is 90. I understand that two right turns make 180. I understand that three right turns make 270. I understand that four right turns make 360. I understand that a full turn is 360. I understand that an angle smaller than 90 is an acute angle. I can identify acute angles. I understand that an angle larger than 90 is an obtuse angle. I can identify obtuse angles. I know that a straight line is 180. I understand that an angle larger than 180 is a reflex angle. I can find unit fractions of an amount using division and multiplication. I can find non-unit fractions of an amount using division and multiplication. I can measure in grams and kilograms. I can convert between g and kilograms. I can read bar charts. I can create a bar chart. Mathematics Problem Solving Science Rocks and Soils To ascertain the children s level of understanding of rocks and soils. To recognise the ways in which rocks are used To be able to recognise and describe a range of different rocks. To know that rocks can be tested for their wear To know that rocks can be tested for their permeability.. To know there are different kinds of soil. To know that there is rock beneath soil. To know that different soils have different-sized particles and different colours. To understand that particles of differing sizes can be separated by the use of sieves. To plan a fair test. To make and record measurements of time and volume of water. Forces To understand that a force is a push or a pull To recognise that a force can be shown by an arrow To know that forces can be measured using a force meter To be able to use a force meter. To recognise that forces make objects speed up, slow down, change direction or stop. To know that friction is a force To predict and investigate how different surfaces can affect movement (friction) To know that water resistance slows down the speed of an object and is related to the object s shape. To measure short time spans To know that air resistance can slow down the movement of objects
To use results to make comparisons, and draw and explain conclusions. To design and carry out an investigation independently To begin to understand that air resistance can slow down a moving object To draw conclusions and give explanations for their results Art and Design Computing I can protect my personal information when I do different things online. I can use the safety features of websites as well as reporting concerns to an adult. I can use search tools to find and use an appropriate website. I can think about whether I can use images that I find online in my own work. I can use search tools to find and use an appropriate website. I can use appropriate keyboard commands to amend text on my device. I can evaluate my work and improve its effectiveness. I can post positive comments online. I can collect data to help answer a question. I can talk about the different ways data can be organised. I can use a data logger to monitor changes and talk about the information it collects. I can create different effects with different technology tools. I can combine a mixture of text, graphics and sound to share my ideas and learning. I can evaluate my work and improve its effectiveness. Cross curricular links to topic and Through a variety of creative and practical activities, pupils should be taught the knowledge, understanding and skills needed to engage in an iterative process of designing and making. They should work in a range of relevant contexts [for example, the home, school, leisure, culture, enterprise, industry and the wider environment]. Pupils will design: Iron Age Round Houses, Boudicca Masks, Roman Shield,Celtic Torques When designing and making, pupils should be taught to: Design Design and Technology I can design an innovative, functional, appealing products that are fit for purpose, aimed at particular individuals or groups Make I can select from and use a wider range of tools and equipment to perform practical tasks [for example, cutting, shaping, joining and finishing], accurately Evaluate I can investigate and analyse a range of existing products and my finished product to ensure it is fit for purpose Cooking planning and making food for a Roman feast. Geography History (TOPIC) I can use maps and atlases to locate places I can describe and understand key aspects of physical geography including volcanoes WOW DAY!
Languages Music I can begin to use my thinking skills to explore events in history. Wasn t the Stone Age just a bunch of cavemen? I can put events in chronological order and I can understand how the period from the Stone Age fits into a wider picture of British history. I can understand how art was used to record life in the stone age. I can understand some achievements of stone age society I can examine non- written sources of evidence about the stone age I can make deductions from primary sources How did life change in the Bronze and iron Age? I can understand how the Bronze Age was different to the Stone age. I can explain the process of making bronze. I can understand how grave goods can give us information about the past. I can explain what some of the bronze age burial practices were I can understand how British society changed in the Iron Age. I can imagine what life was like in an Iron age hill fort. I can describe some artefacts that tell us about the Iron Age I can design ideas from Iron Age art. Why did the Romans invade Britain? I can understand why people move away from where they were born. I can explain that the Romans invaded and settled in Britain. I can investigate who the Romans were and why they came to Britain Who was Boudicca and The Celts? I can understand who the Celtic people were I can establish who Boudicca was and why she was important What was the life of a Roman Soldier like? I can find out how the Roman army was involved in the occupation of Britain I can familiarise myself with the Roman army drill I can understand how and why the Romans built their roads Where is Pompeii and why did it Erupt? ( Geography focus on Volcanoes) I can say and respond to taisez-vous, ecoutez, regardez, levez-vous and asseyez-vous. I understand that French has silent letters and that z is always silent when at the end of a word. I can say and respond to bonjour, salut and au revoir. I can say and respond to Ca va? And Et toi? Using tres bien, pas tres bien and comme ci, comme ca. I can understand the convention of kissing on the cheek when greeting. I can say and respond to eight colours: bleu, rouge, jaune, vert, marron, rose, orange and gris. I can give simple opinions j adore or je deteste about a colour. I can use le with a colour when giving an opinion about it. I understand pitch. I can read simple pitch notation. I can understand and use pitch notation. I can read simple rhythm notation. I can learn a Tudor dance.
Physical Education I can represent sounds with symbols. I can use voices creatively and expressively. I can create and perform from a symbol score. I can explore tuned and untuned percussion to create soothing, repetitive music based on ostinato. I can sing a song and accompany it with tuned percussion ostinato. I can explore musical phrases, melodic imitation and rounds. I can perform a round in three parts. I can arrange an accompaniment with attention to balance and musical effect. I understand the pentatonic scale. I can use graphic notation with the pentatonic scale. I understand pitch through composing, notating and reading graphic notation. I can perform a pentatonic song with tuned and untuned accompaniment. I can play in steps using graphic notation. Delivered by Dr Brown @ University of Gloucestershire Games skills Gymnastic skills Athletics skills Orienteering Cricket: I can send and receive a ball I can strike a ball I can send, strike and receive. I can use team tactics. I can apply tactics to a game situation. Cross curricula Dance linked to topic The Romans Are Coming Shape Direction Travel Levels Speed Sequencing actions/ individually/pairs/groups situations Rounders: I can send and receive a ball I can strike a ball I can send, strike and receive. I can use team tactics. I can apply tactics to a game situation Religious Education PSHCE Outdoor Learning Other I understand how events from the media can affect our feelings. I can decide what media events are factual and not. I can engage with what we see through the media. I understand how to stay safe online. I understand how to manage appropriate relationships online To know that rocks are chosen for particular purposes because of their characteristics. To understand that rock is below all surfaces. To understand how fossils are formed I can manage my pocket money. I understand where money comes from. I understand what is happening in my community. I understand I can make a positive change in my local community. I understand the importance of respect within a local community including school. Science link - refer to above