St Joseph’s Catholic Primary School Half Term Overview Planner Year Group: 3 2019 - 2020 Spring 2 Theme: Home Sweet Home Teacher: Mrs Hodgson

Wk 1 WK 2 WK 3 WK 4 WK 5 WK 6 Living in Leeds Living in Leeds RE Make links between Give reasons for the Give reasons why Sacrament of Assessment week To learn about about Celebrating the story of the Last actions and symbols Catholics go to Mass. Reconciliation Make links between Buddhism. the Mass Supper and the Mass. used in Mass. preparation beliefs about the Eucharist and behaviour. How do Catholics show that the things they do at Mass affects them after they leave? English Retelling of the story. –Drama, hot seating. Plan, write and edit a story based on the Minpins. Assessment week The Minpins Expanded noun phrases- character descriptions, Use conjunctions such as when, before, after, while; Poetry-Sound collector Roger McGough Living in Leeds conjunctions. (Time, place and cause.) Use adverbs such as then, next and soon; Use poem to create own about Leeds. Poetry. Write a diary as if you are Billy. Use prepositions such as before, after, during, in Personification of buildings. Wanted poster- The Gruncher and because. Plan, write and edit poem.

Maths Recognise angles as a Interpret and present Measure, compare, add and subtract: lengths Assessment week Count up and down in property of shape or data using bar charts, (m/cm/mm); mass (kg/g); volume/capacity (l/ml). Rising Stars tenths; recognise that a description of a pictograms and tables. Measure the perimeter of simple 2- D shapes. tenths arise from turn. Solve one-step and dividing an object into 10 Identify right angles, two-step questions [for equal parts and in recognise that two example, ‘How many dividing one-digit right angles make a more?’ and ‘How many numbers or quantities by half-turn, three make fewer?’] using 10 Recognise and use three quarters of a information presented fractions as numbers: turn and four a in scaled bar charts unit fractions and non- complete turn; and pictograms and unit fractions with small identify whether tables. denominators. angles are greater than or less than a right angle.

Science Rising Stars Milestone 2 Milestone 2 Milestone 2 Rising Stars diagnostic Forces and diagnostic test Compare and group Compare how things move on a surface. Observe how magnets test magnets Milestone 2 together a variety of Make systematic and careful observations and, attract and repel each Complete any outstanding Compare and group everyday materials on where appropriate, take accurate measurements other. learning/feedback together a variety of the basis of whether using standard units, using a range of equipment. describe magnets as everyday materials on or not they are 2.Gather, record, classify and present data in a having two poles the basis of whether attracted to a magnet, variety of ways to help with answering questions. To describe magnets as or not they are and identify some 3. Report on findings from enquiries, including oral having two poles and to attracted to a magnetic materials and written explanations, displays or presentations predict whether two magnet, and identify Set up simple practical of results and conclusions magnets will attract or some magnetic enquiries, comparative To compare how things move on different surfaces repel each other, materials. and fair tests. by investigating the speed of a toy car over depending on which poles Record findings using Record findings using different surfaces. are facing simple scientific simple scientific language, drawings, language, drawings, labelled diagrams, labelled diagrams, keys, keys, bar charts, and bar charts, and tables tables To observe how Sort materials as to magnets attract or whether magnetic or repel each other and not. Use sorting hoops attract some materials and not others by investigating the strength of different magnets. Barcharts Computing Milestone 2 Milestone 2Devise and construct data bases using applications designed for this Sketching- Control the shade of pens purpose in areas across the curriculum. local area Sketches Schools Create spreadsheet using excel. Input cost of items in the art shop to find the Data bases- Children control the size, shape and colour and total following the formula. maths can explore the use of pens whilst also using the pens for a purpose. David Hockney completed many landscape paintings, such as California’s Yosemite National Park, on digital devices such as his iPad. Use Hockney as source of inspiration.

To sketch the local area.

History Milestone 2 Milestone 2 Milestone 2 Milestone 2 Complete any outstanding Step back in Use evidence to ask Place events on a timeline line using dates Describe the changes Describe the social, learning. time-looking questions and find To place significant events about Wetherby on to a that happened in the ethnic, cultural or at the history evidence to answer time line. locality of the school religious diversity of the of Wetherby questions about the Wetherby established as a market town, bridge throughout history. past. past. built, town hall built, first houses and shops, great Use more than one http://wetherby.localstats.co.uk/c ensus- fire of Wetherby, St Joseph’s church and school source of evidence for demographics/england/yorkshire- Hook for learning- built.) historical enquiry in and-the-humber/leeds/wetherby historical photo of order to gain a more Wetherby/video Describe the changes that happened in the locality accurate understanding Compare and contrast of the school throughout history. of history. To compare demographics of To ask questions To write a diary about the Great Fire of Wetherby. and contrast the human Wetherby with Harehills. about the past. features of Wetherby from the 1900’s and Show selection of present day. photos from the past (Field work-walk around Wetherby looking at services.) Focus on human features Venn diagram comparing and contrasting human features in 1800’s and today. Discuss why some of these services no longer exist e.g. black smith, drapers, iron mongers. Geography Milestone 2: Explain own views about locations, giving reasons-linked to field work. Art Milestone 2 Milestone 2 Milestone 2 Local artist Replicate some of the techniques used by Replicate some of the techniques used by Replicate some of the techniques used by noticeable David noticeable artists. noticeable artists. artists. Hockney. Recreate a Comment on favourite Hockney landscape Use a number of brush techniques using thick and Use a number of brush techniques using thick and landscape painting and explain why. thin brushes to produce shapes, textures, patterns thin brushes to produce shapes, textures, patterns painting of Milestone 2 and lines. and lines. Wetherby in Mix colours effectively. To add depth and texture to his landscape painting, Practise painting a landscape in the style of David the style of Replicate mixing range of colours warm/cool David Hockney used different techniques: Hockney David colours • a spectrum of one colour; Milestone 2 Hockney. • tools or brushstrokes to add detail. Create original pieces that re in the style of others Where can you see evidence of these techniques on Recreate a landscape painting of Wetherby in the the painting The Road Across The Wolds? style of David Hockney. Review painting. Investigate with brush strokes and tools to develop texture? use toothpicks, a dry brush or a toothbrush. What different effects and details can be achieved?

DT Music Milestone 2 Milestone 2 Milestone 2 Use the terms duration, timbre, pitch, beat, Evaluate music using musical vocab to explain likes To perform from memory with accurate control, pitch temp, texture and use of silence to describe and dislikes. and tune. music. Evaluate famous composers music using musical To maintain a simple part in group. To understand and describe musical terms. vocab- duration, timbre, pitch etc. B2L –match terms to definition. Use songs on screens and words on screen to perform Activity and songs to the tune of twinkle songs in tune and maintain a simple part. twinkle. Listen to songs and describe them using musical vocab

MFL Milestone 2 Milestone 2 Milestone 2 Understand Milestone 2 Demonstrate a growing vocab. Ask and answer Demonstrate a growing vocab. Take part in the main points from Demonstrate a growing simple questions discussions and tasks. Ask others to repeat words spoken words vocab Session 11/12 of New Primary French Also build or phrases expressions Session 15 of New Understand the main in learning to count – use song and repeat Session 13/14 of New Primary French Also build in Primary French Also points from spoken words regularly throughout the weeks learning to count – use song and repeat regularly build in learning to count Session 16 of New throughout the weeks – use song and repeat Primary French Also regularly throughout the build in learning to count weeks – use song and repeat

regularly throughout the weeks PE Milestone 2 Milestone 2 Milestone 2 Milestone 2 Milestone 2 Milestone 2 Throw and catch with Follow the rules of the Pass to team mates at Sprint over a short Maintain possession of a Strike a ball and field. control and accuracy. game and play fairly appropriate times distance upto 60m ball Strike a bouncing ball Throw a ball 10 yards with a racket on my Accurately throw a Understand the role (with both arms) Perform 4 x 10m Repeatedly and forehand and dodge ball at a static each player has in shuttles in under 10 successfully perform backhand (both sides) target from cricket (batter, seconds upward facing 3m (with either hand) bowler, fielder, wicket basket catches keeper) PSHE LESSON ONE Mindmate LESSON TWO LESSON THREE Hot task Pupils learn about ‘British values.’- diversity and Careers, Cold task Pupils learn about the Pupils learn how people tolerance of others financial world of work capability can keep track of their and money economic Pupils learn about wellbeing what influences people’s choices about Mindmate spending and saving money

Planned Historical tour of Trip to Buddhist centre. Trip or Wetherby Workshops

Speaking and Listening skills are embedded in all subject areas of the curriculum as well as explicit teaching of these skills within any curriculum area. Please note this overview is a guide and may change in reaction to daily observations and assessments of the children’s learning.