Year 3 National Curriculum Non Core Subjects Knowledge

Year 3 National Curriculum. Non Core Subjects

Knowledge History Anglo Saxons Vikings Geography Art DT Computing Science Settlements How settlements change over time N/A Viking settlement Oldham settlement Unit 3. 3 We are Presenters Unit 3. 6 We are opinion pollsters Topic 4 How does your garden grow? Topic 1 Rocks, soils and fossils PSHE RE Music

Vocabulary History Geography Settlement North, South, East, West, Art N/A DT Computing Design brief Design process Names of materials used to build settlements Names of materials used to replicate settlements Equipment Evaluation Malleable Model Modify Rigid Flexible Three dimensional Join Construct Score Structure Software Animation Video Presentation Storyboard Jigsaw approach Video editor Digitised sounds and images world wide web Opinion poll Data – presenting and interpreting internet Science Carpal Flower Germinate Life cycle Nutrients Ovary Ovule Petal Photosynthesis Pollen Pollination Dispersal Sepals Stamen Stigma Mineral Rock Permeable Impermeable Crystals Magma Sedimentary Humus Fossil Extinct Palaeontology Granite Igneous Metamorphic Soil PSHE Perseverance Challenge Success Obstacles Dreams Goals Oxygen Heartbeat Lungs Heart Fitness RE Music

Skills History Geography Art DT Computing Science Pupils should be taught about Britain’s settlement by Anglo. Saxons and Scots 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 Name and locate counties and cities of the United Kingdom, geographical regions and their identifying human and physical characteristics, key topographical features (including hills, mountains, coasts and rivers), and landuse patterns; and understand how some of these aspects have changed over time To create sketch books to record their observations and use them to review and revisit ideas To improve their mastery of art and design techniques, including drawing, painting and sculpture with a range of materials To generate, develop, model and communicate their ideas through discussion, annotated sketches, crosssectional and exploded diagrams, prototypes, pattern pieces and computeraided design Select from and use a wider range of tools and equipment to perform practica l tasks accurately Select from and use a wider range of materials and components, including construction materials, textiles and ingredients, according to their functional properties and aesthetic qualities Select, use and combine a variety of software (including internet services) on a range of digital devices to design and create a range of programs, systems and content that accomplish given goals, including collecting, analysing, evaluating and presenting data and information. Use sequence, selection, and repetition in programs; work with variables and various forms of input and output Use technology safely, respectfully and responsibly; recognise acceptable/unaccepta ble behaviour; identify a range of ways to report concerns about content and contact Understand computer networks including the internet: how they can provide multiple services such as world wide web and opportunities they offer for communication and collaboration. NC Working Scientifically + Identify and name a variety of common wild and garden plants, including deciduous and evergreen trees Identify and describe the basic structure of a variety of common flowering plants, including trees Describe how seeds grow into mature plants and the conditions needed for growth Identify how water is transported within plants Life cycle of flowering plants Compare and group together different kinds of rocks on the basis of their appearance and 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 matters. This could include: Roman withdrawal from Britain in c. AD 410 and the fall of the western Roman Empire Scots invasions from Ireland to north Britain (now Scotland) Anglo-Saxon invasions, settlements and kingdoms: place names and village life Anglo-Saxon art and culture Christian conversion – Canterbury, Iona and Lindisfarne Pupils should be taught about the Viking and Anglo-Saxon struggle for the Kingdom of England to the time of Edward the Confessor This could include: Viking raids and invasion resistance by Alfred the Great and Athelstan, first king of England further Viking invasions and Danegeld Anglo-Saxon laws and justice Edward the Confessor and his death in 1066 PSHE RE Music

Explanation During this unit, History will be taught incidentally through the texts, but the main curriculum focus will be Geography The final showcase will be… An invitation for parents/carers to come and share the work that has taken place.

Geography Knowledge I can identify an a map, globe and atlas where Saxons/Vikings came from, where they travelled to and explain why they settled in the UK. I can create a plan of a Saxon/Viking settlement and talk about land use. I can use fieldwork to observe, measure and record the human and physical features of the local area and compare with a Saxon or Viking settlement. I can identify where and how Saxons/Vikings sourced food and compare with how we source food in the local area. I can locate and name places where the Vikings raided Britain, identifying key topographical features which may have impacted on raids. I can identify how land use has changed over time – anglo saxon/Viking/today. Vocabulary Atlas Globe Map Rural Urban Saxon/anglo saxon Greenbelt Viking Settlement Physical features Artificial Costal Land use/function/patterns Topographical features National Curriculum Skills Use maps, atlases, globes and digital/computer mapping to locate countries and describe features studied 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. Name and locate counties and cities of the United Kingdom, geographical regions and their identifying human and physical characteristics, key topographical features (including hills, mountains, coasts and rivers), and land-use patterns; and understand how some of these aspects have changed over time 6

Design and technology Knowledge 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 choose a material for both its suitability and its appearance. I can select the most appropriate tools and techniques for a given task. I can make a product which uses both electrical and mechanical components. I can work accurately to measure, make cuts and make holes. **Year 4 have worked on electrical components. Year 3 Summer medium term plan will have mechanical components. Cutting and making holes will also be in the Summer medium term plan. Vocabulary Design brief Design process Names of materials used to build settlements Names of materials used to replicate settlements Equipment Evaluation Malleable Model Modify Rigid Flexible Three dimensional Join Construct Score Structure National Curriculum Skills To generate, develop, model and communicate their ideas through discussion, annotated sketches, cross-sectional and exploded diagrams, prototypes, pattern pieces and computer-aided design Select from and use a wider range of tools and equipment to perform practical tasks accurately Select from and use a wider range of materials and components, including construction materials, textiles and ingredients, according to their functional properties and aesthetic qualities 7

Computing – Unit 2. 6 We are zoologists Knowledge I use a range of software for similar purposes. I collect information. I design and create content. I present information. I search for information on the web in different ways. I manipulate and improve digital images I use technology respectfully and responsibly. I know different ways I can get help if I am concerned. I understand what computer networks do and how they provide multiple services. I discern where it is best to use Vocabulary Software Animation Video Presentation Storyboard Jigsaw approach Video editor Digitised sounds and images world wide web Opinion poll Data – presenting and interpreting internet National Curriculum Skills Select, use and combine a variety of software (including internet services) on a range of digital devices to design and create a range of programs, systems and content that accomplish given goals, including collecting, analysing, evaluating and presenting data and information. Use sequence, selection, and repetition in programs; work with variables and various forms of input and output Use technology safely, respectfully and responsibly; recognise acceptable/unacceptable behaviour; identify a range of ways to report concerns about content and contact Understand computer networks including the internet: how they can provide multiple services such as world wide web and opportunities they offer for communication and collaboration. technology and where it adds little or no value. 8

Science – Topics 5 and 6 Switched on Science Knowledge I can describe the function of different parts of flowing plants and trees. I can explore and describe the needs of different plants for survival. I can explore and describe how water is transported within plants. I can describe the plant life cycle, especially the importance of flowers. I can compare and group rocks based on their appearance and physical properties, giving a reason. I can describe how fossils are formed. I can describe how soil is made. I can describe and explain the difference between sedimentary and igneous rock. **This will be covered at the start of Summer 1. Vocabulary Carpal Flower Germinate Life cycle Nutrients Ovary Ovule Petal Photosynthesis Pollen Pollination Dispersal Sepals Stamen Stigma Mineral Rock Permeable Impermeable Crystals Magma Sediment/sedimentary Fossil Extinct Palaeontology Granite Igneous Metamorphic National Curriculum Skills NC Working Scientifically + Identify and name a variety of common wild and garden plants, including deciduous and evergreen trees Identify and describe the basic structure of a variety of common flowering plants, including trees Describe how seeds grow into mature plants and the conditions needed for growth Identify how water is transported within plants Life cycle of flowering plants Compare and group together different kinds of rocks on the basis of their appearance and 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 matters. 9

RE Knowledge Vocabulary National Curriculum 10

PSHE Knowledge To value myself and know how to make someone else feel welcome and valued. To recognise how it feels to be happy, sad or scared and be able to identify if other people are feeling these emotions. To know how to make others feel valued. Tu understand that my behaviour brings rewards/consequences. To work cooperatively in a group. To choose to follow the Learning Charter. To set a fitness challenge. To identify how I feel towards drugs. To express how being anxious or scared feels. To take responsibility for keeping myself and others safe at home. To respect my body and appreciate what it does for me. Vocabulary Perseverance Challenge Success Obstacles Dreams Goals Oxygen Heartbeat Lungs Heart Fitness National Curriculum To recognise my worth and identify positive things about myself and my achievements. To set personal goals. To face new challenges positively, make responsible choices and ask for help when it is needed. To understand why rules are needed and how they relate to rights and responsibilities. To understand that my actions can affect myself and others and to care about other people’s feelings. To make responsible choices and take action. To understand my actions affect others and to try to see things from their point of view. To understand how exercise affects my body and know why the heart and lungs are such important organs. To state my knowledge and understanding about drugs. To identify things, people and places that I need to keep safe from, and can state some strategies for keeping myself safe including who to go to for help. To understand that, like medicines, some household substances can be harmful if not used correctly. To understand how complex my body is and how important it is to take care of it. 11

Music Knowledge Vocabulary National Curriculum 12

Assessment for learning • The assessments should take place at the end of each taught unit or and the end of the topic • Assessments need to be linked to the knowledge objectives that have been taught. 13