English Language Term 3 Mathematics Reading Computing Mathematics

English Language Text: I Was a Rat! or The Scarlet Slippers By Philip Pullman Term 3 Mathematics Reading Computing Mathematics develop positive attitudes to reading, and an understanding of what they read, by: listening to and discussing a wide range of fiction, poetry, plays, non-fiction and reference books or textbooks reading books that are structured in different ways and reading for a range of purposes using dictionaries to check the meaning of words that they have read increasing their familiarity with a wide range of books, including fairy stories, myths and legends, and retelling some of these orally identifying themes and conventions in a wide range of books preparing poems and play scripts to read aloud and to perform, showing understanding through intonation, tone, volume and action discussing words and phrases that capture the reader’s interest and imagination recognising some different forms of poetry [for example, free verse, narrative poetry] understand what they read, in books they can read independently, by: checking that the text makes sense to them, discussing their understanding, and explaining the meaning of words in context Spreadsheets To add and edit data in a table layout To find out how spreadsheet programs can automatically create graphs from data To introduce the 'more than,' 'less than' and 'equals' tools To introduce the 'spin' tool and show how it can be used to count through times tables To introduce the Advanced mode of 2Calculate To learn about describing cells using their addresses Touch Typing To introduce typing terminology. Year 3: Multiplication and Division recall and use multiplication and division facts for the 3, 4 and 8 multiplication tables write and calculate mathematical statements for multiplication and division using the multiplication tables that they know, including for two-digit numbers times one-digit numbers, using mental and progressing to formal written methods solve problems, including missing number problems, involving multiplication and division, including positive integer scaling problems and correspondence problems in which n objects are connected to m objects Length and Perimeter measure, compare, add and subtract: lengths (m/cm/mm)

asking questions to improve their understanding of a text drawing inferences such as inferring characters’ feelings, thoughts and motives from their actions, and justifying inferences with evidence predicting what might happen from details stated and implied identifying main ideas drawn from more than 1 paragraph and summarising these identifying how language, structure, and presentation contribute to meaning retrieve and record information from non-fiction participate in discussion about both books that are read to them and those they can read for themselves, taking turns and listening to what others say To understand the correct way to sit at the keyboard. To learn how to use the home, top and bottom row keys. To practice and improve typing for home, bottom, and top rows. To practice the keys typed with the left hand. To practice the keys typed with the right hand. Year 4: Multiplication and Division recall multiplication and division facts for multiplication tables up to 12 12 use place value, known and derived facts to multiply and divide mentally, including: multiplying by 0 and 1; dividing by 1; multiplying together 3 numbers recognise and use factor pairs and commutativity in mental calculations multiply two-digit and three-digit numbers by a one-digit number using formal written layout solve problems involving multiplying and adding, including using the distributive law to multiply two-digit numbers by 1 digit, integer scaling problems and harder correspondence problems such as n objects are connected to m objects Word reading apply their growing knowledge of root words, prefixes and suffixes both to read aloud and to understand the meaning of new words they meet read further exception words, noting the unusual correspondences between spelling and sound, and where these occur in the word Art and Design Sculpture Focus artist: Antony Gormley Question and make thoughtful observations about starting points and select ideas to use in their work. Compare ideas, methods and approaches in their measure the perimeter of simple 2-D shapes Length and Perimeter

Writing Plan their writing by: discussing writing similar to that which they are planning to write in order to understand and learn from its structure, vocabulary and grammar discussing and recording ideas. Draft and write by: composing and rehearsing sentence orally (including dialogue), progressively building a varied and rich vocabulary and an increasing range of sentence structures introduce the paragraph as a way to group related material; begin to organise information around a theme in narratives, develop understanding of ‘setting’, ‘character’ and ‘plot’ and begin to use in own writing in non-narrative writing, understand and use simple organisational device [e.g. heading, sub-headings]. Evaluate and edit by: assessing the effectiveness of their own and others’ writing, and suggesting improvements suggesting changes to grammar and vocabulary, which improve writing, including the accurate use of pronouns. own and others’ work and say what they think and feel about them. Plan, design, make and adapt models. Design and plan a 3dimensional form/sculpture. Show an understanding of shape, space and form. Experiment with materials and processes to create a 3- dimensional form. Explore a variety of shapes within sculptural models. PE Dance Gym convert between different units of measure [for example, kilometre to metre) measure and calculate the perimeter of a rectilinear figure (including squares) in centimetres and metres Science States of Matter To sort and describe materials To investigate gases and explain their properties To investigate materials as they change state To explore how water changes state To investigate how water evaporates To identify and describe the different stages of the water cycle

Proof-read for spelling and punctuation errors. Read aloud their own writing, using appropriate intonation and volume so that the meaning is clear. Use paragraphs as a way to organise ideas around a theme. Grammar & Punctuation RSE/PSHE History Develop their understanding of the concepts of grammar, punctuation and vocabulary by: using a wider range of conjunctions, including when, if, because, although choosing nouns or pronouns for clarity using conjunctions to express time and cause. Indicate grammatical features by: indicating possession by using the possessive apostrophe with both singular and plural nouns (Year 4. In Year 3, revise singular nouns and teach plural to pupils who are ready.) using and punctuating direct speech. Economic Wellbeing The Romans Use and understand the grammatical terminology accurately and appropriately when discussing their writing and reading. Use the present perfect form of verbs instead of the simple past [e.g. He has gone out to play rather than He went out to play. How did the Roman Empire become so successful? How did the Romans invade Britain? How did Britain change under the Romans? Can you plan your own Roman town? Which factors were most important in the fall of the roman Empire? To begin to recognise how ethics can influence our spending decisions (Y3) To begin to understand what makes something good value for money (Y4) To understand how to put together a budget (Y3) To begin to understand the importance of keeping track of money (Y4) To recognise that money has an impact on how we feel. (Y3) To understand ways money can be lost and how this makes people feel (Y4) To understand that there are a range of jobs available and to think about what job they might want to do. (Y3) To consider positive and negative factors that can influence people's career choices. (Y4) To understand that many people will have more than one job or career

Extend Year 4 Develop their understanding of the concept of grammar, punctuation and vocabulary by: extending the range of sentences with more than one clause by using a wider range of conjunctions, including when, if, because, although choosing nouns or pronouns for clarity and cohesion and to avoid repetition using conjunctions, adverbs and prepositions to express time and cause. Indicate grammatical features by: using commas after fronted adverbials indicating possession by using the possessive apostrophe with both singular and plural nouns. Know the grammatical difference between plural and possessive –s using and punctuating direct speech. Use Standard English forms for verb inflections instead of local spoken forms [e.g. we were rather than we was]. Identify and understand the term determiner [which specifies a noun as know or unknown, e.g. the; a; an; this; those; my; your; some; every;]. Spelling Year 3: R.E.

Year 4: Homophones and near homophones Creating negative meaning by adding prefix misCreating negative meaning by adding prefix dis- Homophones and near homophones Adding the prefix sub- (meaning ‘under’) Adding the prefix super- (meaning ‘above’) Using a plural possessive apostrophe with plural words Words with the ‘s’ word spelt ‘sc’ Music To play and perform in solo and ensemble contexts, using their voices and playing musical instruments with increasing accuracy, fluency, control and expression To improvise and compose music for a range of purposes using the interrelated dimensions of music To listen with attention to detail and recall sounds with increasing aural memory To use and understand staff and other musical notations To appreciate and understand a wide range of high-quality live and recorded music drawn from different traditions and from great Christianity: Gospel What kind of world did Jesus want? How do I know this is part of a ‘Gospel’, which tells the story of the life and teaching of Jesus? What are the links between the calling of the first disciples and how Christians today try to follow Jesus and be ‘fishers of people’? What might Jesus’ actions towards the leper mean for a Christian? What are the links between the Bible texts and the concept of ‘Gospel’ ? (good news). How do Christians try to show love to all? including how members of the clergy follow Jesus’ teaching. What are my ideas about the links between the Bible stories studied and the importance of love, and life in the world today?

composers and musicians To develop an understanding of the history of music

English Language Text: I Was a Rat! or The Scarlet Slippers By Philip Pullman Term 3 Mathematics Reading Year 3:develop positive attitudes to reading, and an understanding of what they read, by: listening to and discussing a wide range of fiction, poetry, plays, non-fiction and reference books or textbooks