Year 3 - Curriculum Overview – 2016-2017
TERM 1
1​ Half (8 weeks)
st​
Area of Learning Title
History of Our Land
​ ina Market
M
(9th November)
Trips
Hamilton
FictionTraditional tales/Fables
(UAE)​ ​(BW)
Text/Genre
Non-fictionRecounts: Diaries ​(BW)
PoetryRhyming and
alliteration poetry
Suggestions for wider
reading:
English
The Secret Garden - Based on
the story by Frances Hodgson
Burnett
Saluki, Hound of the Bedouin Julia Johnson
Arabian Star - Julia Johnson
Around the World in Eighty
Days - based on the story by
Jules Verne
A Little Princess - based on
the story by Frances Hodgson
Burnett
Black Beauty - based on the
story by Anna Sewell
Hercules
Alice in Wonderland-based on
the story by Lewis Carroll
Robin Hood
Cinderella
The Jungle Book
The Lion, the Witch and the
Wardrobe
James and the Giant Peach
Diary of a Wimpy Kid-Jeff
TERM 1
2​ Half (8 weeks)
Mountains, Rivers and
Coasts
nd​
Aladdin
(Lollipop theatre)
TERM 2
1​ Half (6 weeks)
TERM 2
2​ Half (5 weeks)
TERM 3
1​ Half (6 weeks)
TERM 3
2​ Half (5 weeks)
Out in Space
Rise of the Robots
Invaders and Settlers
Rainforests
Space Walk (Abu Dhabi
Country Club)
Creative Robotics
Viking Dress-up Day with
Activities
st​
nd​
Saadiyat Beach
Language and Literacy
(Unit 1 and 2)
FictionA story with a familiar
setting
Play script ​(BW)
Non-fictionInformation texts
Instruction texts ​(BW)
Suggestions for wider
reading:
Katie Morag books - Mairi
Hedderwick
Buried Alive - Jacqueline Wilson
The Shrimp - Emily Smith
School According to Humphrey Betty G. Birney
Judy Moody - Megan McDonald
A Villain’s Night Out - Margaret
Mahy
Pippi Longstocking - Astrid
Lindgren
Sabine - Tim Kennemore
Matilda - Roald Dahl
The Marble Crusher - Michael
Morpurgo
Stig of the Dump - Clive King
Reading skills
Children will:
● Link the key theme of
friendship in Sand
Wizards to their own
Hamilton
FictionFairy tales - alternative
versions ​(BW)
PoetryShape/calligrams/haikus/ken
nings
Non-fictionBiography and autobiography
(L&L) ​(BW)
Analyse how Jamila Gavin uses
rich language to depict the
setting
Reading skills
Children will:
● Explore the information
about Jamila Gavin
● Think about how
biographies are
structured, and examine
their key features
● Compare biography with
autobiography
Language and Literacy
(Unit 3 and 4)
FictionScience Fiction/Fantasy
Story ​(BW)
Poetry - ​Imagery poetry
including riddles, nonsense
poems and performance
poems.
st​
Hamilton
FictionAdventure Story ​(BW)
One Book Book Study
Non-fictionPersuasive texts ​(BW)
nd​
Language and Literacy
(Unit 5 and 6)
FictionMystery story
Folk tale ​(BW)
Non-fictionNon-chronological report
(BW)
Non-fictionDiscussion texts ​(BW)
Suggestions for wider
reading:
Suggestions for wider
reading:
Space Race - Malorie Blackman
Letters from an Alien Schoolboy Ros Asquith
Dotty Inventions and Some Real
Ones Too - Roger Mc Gough
How Dogs Really Work - Alan
Snow
Wendel’s Workshop - Chris
Riddell
Alienography: Or: How To Spot an
Alien Invasion and What To Do
About It - Chris Riddell & Paul
Stewart
The Works - chosen by Paul
Cookson
The Works 4 - chosen by Pie
Corbett and Gaby Morgan
We Couldn’t Provide Fish Thumbs
- James Berry
Mustard Custard Grumble Belly
and Gravy - Michael Rosen and
Quentin Blake
Funky Chickens - Benjamin
Who Pushed Humpty Dumpty?: And
Other Notorious Nursery Tale
Mysteries - David Levinthal and John
Nickle
Ruby Redfort books - Lauren Child
Dead Man’s Cove - Lauren St John
The Diamond Brothers Mysteries Anthony Horowitz
Grk and the Hot Dog Trail - Joshua
Doder
Murder & Chips - Michael Lawrence
Grandpa Chatterji and Grandpa’s
Indian Summer - Jamila Gavin
Folk Tales From Africa: The Baboons
Who Went This Way And That Alexander McCall Smith
Where Are You Going Manyoni? Catherine Stock
Folktales from Africa: The Girl Who
Married a Lion (Illustrated Children’s
Edition) - Alexander McCall Smith
Mufaro’s Beautiful Daughters - John
Steptoe
Year 3 - Curriculum Overview – 2016-2017
Kinney
How to Train Your Dragon Cressida Cowell
Keena Ford and the Field Trip
Mix-Up - Melissa Thompson
Reading skills
Children will:
● Link the key
theme of
friendship in Sand
Wizards to their
own experiences
● Identify particular
words and
techniques Jon
Blake uses to
create contrasting
moods
● Think about how
the description of
the setting in Sand
Wizards reflects
the characters’
feelings
● Connect and
explore the central
themes and ideas
of friendship and
lying in A Tune of
Lies by making
connections with
other texts and
their own
experience
● Recognise and
understand the
features of a
playscript
● Explore how
characters change
and develop
throughout the
play
● Notice key
features of
information texts
and think about
how these make
the texts clear and
informative
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experiences
Identify particular
words and techniques
Jon Blake uses to
create contrasting
moods
Think about how the
description of the
setting in Sand
Wizards reflects the
characters’ feelings
Connect and explore
the central themes
and ideas of
friendship and lying in
A Tune of Lies by
making connections
with other texts and
their own experience
Recognise and
understand the
features of a
playscript
Explore how
characters change and
develop throughout
the play
Notice key features of
information texts and
think about how these
make the texts clear
and informative
Use mind maps and
summarise
information
Consider the
difference between
general information
and specific
information and think
about why both can be
useful
Notice how
information is
organised and
experiment with
ordering in different
ways e.g.
alphabetically or by
popularity.
Zephaniah
The Stinky Cheese Man and Other
Fairly Stupid Tales - Jon Scieszka.
Reading skills
Children will:
● Connect and explore
the central themes
and ideas in A Tale of
Two Robots of
invention and science,
by making links with
other texts and their
own experience
● Explore how Roy
Apps develops plot
● Devise questions for
the main character to
ask and answer in
role
● Explore and discuss
key features of
different types of
poems
● Recognise and
discuss poetic
techniques such as
alliteration in
‘Water-cycle’
● Explore a poem and
perform it
● Consider what makes
a discussion balanced
● Look at the language
we use to structure a
balanced and
discursive argument
● Role-play a debate in
order to engage fully
with both points of
view
The Butterfly Lion - Michael
Morpurgo
The Gift of the Sun - Dianne Stuart
and Jude Daly
S is for South Africa - Beverley
Naidoo
The Great Tug of War - Beverley
Naidoo and Peit Grobler
Botswana - Sioned V.Hughes
The Great Cake Mystery: Precious
Ramotswe’s Very First Case Alexander Mc Call Smith
Anna Hibiscus stories - Atinuke
Reading skills
Children will:
● Explore features of
mystery stories by
looking at ​Smash and
Grab!
● Explore how the author
creates suspense by
leaving clues
● Examine how authors
build suspense and
interest by ​showing
rather than ​telling
● Explore the structure of
folktales, and the
archetypes that make up
the plot and characters
in The Enchantress of
the Sands
● Use drama to explore the
suspense in the climax of
the story
Year 3 - Curriculum Overview – 2016-2017
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Use mind maps
and summarise
information
Consider the
difference
between general
information and
specific
information and
think about why
both can be useful
Notice how
information is
organised and
experiment with
ordering in
different ways e.g.
alphabetically or
by popularity.
Consider why
people need and
use instructions
Notice how
instructions are
organised to make
them easy to
follow
Evaluate
instructions
against a set of
criteria
To write a traditional
tale/legend which shows
adventure in a previous
age. Writing should have:
●
Specific Writing
​ Skills (to be
covered
throughout the
year)
●
Identify and use
the features of a
traditional
tale/legend in
their writing e.g.
good characters,
evil characters,
special powers,
wisdom or
courage
Begin to organise
thoughts into
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Consider why people
need and use
instructions
Notice how
instructions are
organised to make
them easy to follow
Evaluate instructions
against a set of
criteria
To write two descriptions of a
beach setting which show
contrasting moods and
feelings. Writing should have:
●
Different moods
because I have chosen
my adjectives
carefully to describe
and create a happy
mood and then a
threatening mood
include a threat which
is hinted at but not
fully described, so
there is suspense
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Plan 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 sentences
orally (including
dialogue), progressively
building a varied and
rich vocabulary and an
To write a new episode for
the story. The new episode:
● Has a problem,
reaction and
resolution
● Has dialogue that
sounds convincing
because it is based on
what i know about
the characters
● Shows the characters’
reactions to new
situations
Grammar
● Includes correct use
of first person (I, we)
●
Adventure story based
on the adventures of
vikings
●
Develop their
understanding of the
concepts set out in
English Appendix 2 ​by:
Extending the range of
sentences with more
than one clause by
using a wider range of
conjunctions, including
when, if, because,
although
Using the present
perfect form of verbs in
contrast to the past
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To write a new mystery story.
The mystery story:
● Keeps up the suspense
and mystery until the
end
● Shows how a character
feels by giving clues,
rather than ​telling the
reader directly
Grammar
● Includes speech which is
set out and punctuated
correctly
● Uses carefully chosen
adverbs, to create
accurate images in the
Year 3 - Curriculum Overview – 2016-2017
paragraphs
Grammar
● Extend sentences
using adverbials,
time connectives,
various openers
● Include speech,
which is set out
and punctuated
correctly
●
Write consistently
in the 1st person
●
Explore texts
written in the 1st
and 3rd person
●
Revise adjectives,
nouns, verbs and
adverbs.
●
Identify and use
prepositions
Spell further
homophones
Write from
memory simple
sentences,
dictated by the
teacher, that
include words and
punctuation
taught so far.
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To write a diary entry.
The diary entry:
●
L
Grammar
● I
Grammar
● Use adverbs and
adverbials of a time to
show when things
happen (At that
instant, Suddenly)
● Include speech, which
is set out and
punctuated correctly
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To write a new ending to the
play, including some new
ideas for action, stage
directions and dialogue. The
new ending:
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Shows what the
characters are
thinking and feeling
through dialogue and
stage directions
Is set out as a
playscript
Sounds convincing
because the dialogue
is based on what i
know about the
characters in the play
Grammar
● Includes the suffix
-ing for stage
directions which are
verbs, e.g. laughing,
whispering
To write an entry for an A to Z
travel guide that gives the
reader clear, useful and
interesting information. The
A to Z entry:
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Gives useful
information to the
reader e.g. about
places to go, activities
to do, where to stay
Lays out the text
clearly to make it easy
for the reader to find
increasing range of
sentence structures
(​English Appendix 2​)
Organising paragraphs
around a theme
in narratives, creating
settings, characters and
plot
in non-narrative
material, using simple
organisational devices
[for example, headings
and subheadings]
To write a biography using notes
taken from audio accounts and
fact files. Each biography:
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Includes interesting
information, developed
from the notes taken,
about journeys people
have made from one
country to another.
Organise information
clearly, e.g. using
headings and
subheadings
Grammar
● Uses paragraphs to help
the reader follow my
biography easily
for a short part of the
episode written by a
first-person narrator.
To write a water-cycle poem,
and participate in a class
poetry performance. Each
poem:
● Uses at least two of
the special poetic
techniques we have
studied, e.g. rhyme,
rhythm, alliteration,
repetition,
onomatopoeia
● Ues some unusual
combinations of two
words to build
interesting
descriptions of water
● Is presented in an
interesting shape that
helps the reader
imagine what i am
describing
Grammar
● Uses punctuation and
line breaks to show
how each poem
should be read
To write a balanced
discussion text about
whether break times are too
short. The discussion text:
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Is balanced
Shares information
with the reader in
clear sentences that
make sense
Shows clearly what is
a fact and what is an
opinion
Grammar
● Includes adverbs and
adverbials to show
that I am considering
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tense
Choosing nouns or
pronouns appropriately
for clarity and cohesion
and to avoid repetition
Using conjunctions,
adverbs and
prepositions to express
time and cause
Using fronted
adverbials
Learning the grammar
for years 3 and 4 in
English Appendix 2
reader’s mind
To write a new folktale with a
vivid setting, atmosphere and an
exciting climax. The folktale:
● Has a vividly described
setting that the reader
can imagine
● Includes dialogue and
action that moves the
story on
● Is tense and suspenseful,
because the characters
have secrets
Grammar
● Includes adverbs and
adverbials to explain
when and where things
happened (The next
evening … On the far
side …)
Year 3 - Curriculum Overview – 2016-2017
information
both sides of the
argument, e.g. Some
people think that,
However, On the
other hand.
Grammar
● Includes a variety of
sentence starters to
engage the reader
To write clear instructions
about how to make a fruit
salad/smoothie (​Link to Mina
Market trip)​. The
instructions:
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●
Lay out information
clearly (e.g. with
subheadings, pictures,
list of equipment) so
the reader can follow
the instructions easily
Use precise language
so the reader knows
exactly what to do.
Grammar
● Includes imperative
verbs.
● Uses adverbs of time
e.g. First, Then, Next.
​Student Competences
Language and Literacy
Student Competences
Maths
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Read Write Inc. Literacy and Language is a complete literacy programme for fluent readers - all children in Years 2 to Year 6 read, write and discuss texts with maturity. The programme is totally
aligned to the new National Curriculum in a fun and meaningful way.
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Number and Place Value
Addition and Subtraction ​(UAE - word problems)
Handling Data and Measures ​(UAE - distances and
mapping, weight - what a camel can carry)
Multiplication and division ​(UAE - word problems)
Securing number facts, relationships and calculating
Geometry (shape) ​(repetitive, symmetrical patterns)
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Number and Place Value
Addition and Subtraction
Handling Data and Measures
Multiplication and division
Securing number facts, relationships and calculating
Geometry (shape) - ​UAE - plotting constellations
Statistics
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Number and Place Value
Addition and Subtraction
Handling Data and Measures
Multiplication and division
Securing number facts, relationships and calculating
Geometry (shape)
Statistics
Year 3 - Curriculum Overview – 2016-2017
● Statistics (demographics of class/school)
Use UAE orientated problems in Maths. Situations, animals,
places that associated with the UAE.
Note: See medium-term plan for further details.
Student Competences
Science
(Arab scientists and
explorers)
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Animals Including
Humans
Types of Nutrition
● by investigating
the range of foods
available, discuss
how they
contribute to a
healthy diet. Begin
to understand that
nutritional needs
change at different
stages of life.
● Food
pyramid/plate
● research different
food groups and
how they keep us
healthy and design
meals based on
what they find out.
● identify that
animals, including
humans, need the
right types and
amount of
nutrition, and that
they cannot make
their own food;
they get nutrition
from what they
eat
● compare and
contrast the diets
of different
animals (including
their pets and
different animals)
● learn about the
importance of
nutrition ​(sources
Use UAE orientated problems in Maths. Situations, animals,
places that associated with the UAE.
Use UAE orientated problems in Maths. Situations, animals, places
that associated with the UAE.
Note: See medium term plan for further details and for new objectives
to be covered this term.
Note: See medium term plan for further details and for new objectives to
be covered this term.
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Rocks
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Light
compare and group
together different
kinds of rocks on the
basis of their
appearance and
simple physical
properties
●
describe in simple
terms how fossils are
formed when things
that have lived are
trapped within rock
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recognise that soils
are made from rocks
and organic matter.
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explore different
kinds of rocks and
soils, ​including those
in the local
environment. (UAE) Geologist visit
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recognise that they need
light in order to see
things and that dark is
the absence of light
notice that light is
reflected from surfaces
recognise that light from
the sun can be dangerous
and that there are ways
to protect
their eyes
recognise that shadows
are formed when the
light from a light source
is blocked by
an opaque object
find patterns in the way
that the size of shadows
change.
explore what happens
when light reflects off a
mirror or other reflective
surfaces
think about why it is
important to protect
their eyes from bright
lights.
look for, and measure,
shadows, and find out
how they are formed and
what might cause the
shadows to change.
​Forces and Magnets 1
● compare how things
move on different
surfaces
● notice that some
forces need contact
between two objects,
but magnetic forces
can act at a distance
● observe how magnets
attract or repel
● compare and group
together a variety of
everyday materials
on the basis of
whether they are
attracted to a magnet,
and identify some
magnetic materials
● describe magnets as
having two poles
● predict whether two
magnets will attract
or repel each other,
depending on which
poles are facing.
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Forces and Magnets 2
Plants
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explore the behaviour
and everyday uses of
different magnets (for
example, bar, ring,
button and horseshoe).
Compare how different
things move and group
them;
raise questions and
carry out tests to find
out how far things move
on different surfaces
and gather and record
data to find answers
their questions;
explore the strengths of
different magnets and
finding a fair way to
compare them;
sort materials into
those that are magnetic
and those that are not;
look for patterns in the
way that magnets
behave in relation to
each other and what
might affect this
identify how these
properties make
magnets useful in
everyday items and
suggesting creative uses
for different magnets.
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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 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 of flowering plants,
including pollination,
seed formation and seed
dispersal.
Know the relationship
between structure and
function
explore questions that
focus on the role of the
roots and stem in
nutrition and support,
leaves for nutrition and
flowers for
reproduction.
Desert environments
and plants (UAE)
Know the idea that
plants can make their
own food
Year 3 - Curriculum Overview – 2016-2017
of nutrition of
people in the UAE
in the past)
Types of Skeleton
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Describe the
position and
function of the
skeleton and
major organs of
the human body
(support,
protection,
movement) and
discuss what is
needed to keep
them healthy
explore ideas
about what would
happen if humans
did not have
skeletons.
Sort animals
based on their
skeletons
Identify and group
animals with and
without skeletons
and observe and
compare their
movement;
(include camels)
Naming Bones
● Identify and name
bones.
Mighty Muscles
● Examine how
muscles work
● Set up simple,
practical enquiries
in the context of
investigating pairs
of muscles
● Record findings
using simple
Year 3 - Curriculum Overview – 2016-2017
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Student
Competences
scientific language
by writing the
results of the
practical
investigation.
find out how
different parts of
the body have
special functions.
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UAE Clothing and Crafts
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Humanities (History
and Geography)
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History of the GCC.
History of the
establishment of
the UAE.
Recognise the UAE
flag, anthem,
currency.
Identify the
similarities and
differences
between various
homes in the UAE
e.g. coastal homes,
farms, desert
homes/camps.
Recognise the use
of forts in the past.
Identify examples
of these forts.
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Coasts
Out in Space
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Recognise the links
between different
rock types and
erosion - ​sandstone in
the UAE. (UAE).
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Study the effects of
coastal erosion such
as cliffs, caves, islands,
beaches, etc.
Observe the coastal
formations in the UAE.
Discuss the use of
wave breakers in the
UAE and the
difference between
natural and
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Explore the largest
planet in our Solar
System – Giant Jupiter.
Study Jupiter’s ‘marbled’
surface and create their
own marbled planets.
Use ‘comb painting’
effects to recreate
images of Saturn’s
famous rings.
Learn out about the
planet Uranus- who
discovered it and how it
was the first to be
discovered.
Explore how it was
named, before creating
an information page to
present the facts.
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Rise of the Robots
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Discuss the use of
purpose of robots and
how them came to be
so central in our lives.
Explore robots in
toys.
Children find out how
artist Eric Joyner’s
work is inspired by
toy robots and toys of
a certain era.
Find out how science
and science fiction
have developed
alongside each other,
recording the key
facts as a webpage.
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Viking Invaders
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Learn about Viking
raids and invasion.
Discover the
chronological place of
this key era in the
history of Britain. Find
out how we know about
the Vikings.
Find out where the
Vikings came from and
why they invaded.
Through map work,
learn about Viking
routes and settlements
in the Britain, Ireland
and Europe. Discover
what made the Vikings
successful.
Saving the Rainforest
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Develop geographical
knowledge of the
rainforests, especially
their location in the
world.
Learn the key
information about
rainforests through a
Senses Journey and a
word definition game.
Learn about the
destruction of the
rainforest;
Research fact files about
the endangered species
of the rainforest.
Year 3 - Curriculum Overview – 2016-2017
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Student Competences
Identify the roles
of souks in the
past.
Modes of
transport in the
UAE - camel, dhow
boats.
Repetitive and
symmetrical
pattern printing.
Geography skills grid reference.
(Create a 3D map
of Abu Dhabi using
grid references to
place famous
landmarks and
buildings e.g. The
Grand Mosque, Al
Bahar Towers
(pineapple
buildings), Louvre
Museum, Emirates
Palace,
Presidential
Palace.
​CT​ / ​C​ / ​SC​ / ​LR​ / ​ISD ​/
DC​ /​ ​PS​ /​ CI ​ ​ IL ​/​ CTH
man-made islands.
(UAE)
●
Art and Design
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Creati
●
Design and
Technology
Drawing and
pencil work - draw
and shade a dhow
boat.
Clay construction
of a fort.
Printing of
repetitive and
symmetrical
patterns.
●
Create their own
artwork in the style of
Eric Joyner.
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CT​ / ​C​ / ​SC​ / ​LR​ / ​ISD /
CAC ​/​ ​GEW​ / ​DC​ /​ ​PS​ /
CI ​ ​ IL ​/​ CTH
CT​ / ​C​ / ​SC​ / ​LR​ / ​ISD /
/​ ​GEW​ / ​DC​ /​ ​PS​ /​ CI
IL ​/​ CTH
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Astronomy - Arab
astronomers (UAE)
●
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Learn how to use
watercolours
correctly
Further their skills in
colour mixing
Create paintings of
underwater plant and
animal life through
watercolours - ​reefs
and marine life of UAE
(UAE)
Create a 3D model of
various coastal
erosion formations
National Day art/craft
activities.
●
Create ‘marbled’ planets
after studying Jupiter’s
marbled surface.
Comb paintings to create
Saturn’s famous rings
CT​ / ​C​ / ​SC​ / ​LR​ /
ISD /​ ​GEW​ / ​DC​ /​ ​PS
/​ CI ​ ​ IL ​/​ CTH
●
Create solar system
mobiles in groups
Junk modeling- build
a robot
●
CT​ / ​C​ / ​SC​ / ​LR​ / ​ISD /
GEW​ / ​DC​ /​ ​PS​ /​ CI
IL ​/​ CTH
●
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Create portraits in the
style of Julien Opie
using Ipad apps.
Consider the experience
of a Viking raid from the
Anglo-Saxon
perspective.
Design posters and
write letters based on
knowledge.
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UAE - why trees which
are not natural to the
area are planted here.
CT​ / ​C​ / ​SC​ / ​LR​ / ​ISD /
GEW​ / ​DC​ /​ ​PS​ /​ CI ​ ​ IL
/​ CTH
Create collage showing
what the Vikings wore,
ate, etc using a range of
materials.
Carousel activities on
Dress-up Day.
●
Chalks and pastel
artwork of rainforest
areas - focus on blending
and tone of artwork.
Construct and evaluate
Viking longships
Create a maze using
Hopscotch based
around the Vikings.
●
Design and create tribal
art works
Design and make masks
and headdresses
●
Year 3 - Curriculum Overview – 2016-2017
Student Competences
CT​ / ​C​ / ​SC​ / ​LR​ /
ISD / E​ ​CAC ​/
GEW​ /​ ​PS​ /​ CI
IL ​/​ CTH
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●
CT​ / ​C​ / ​SC​ / ​LR​ / ​ISD / E
CAC ​/​ ​GEW​ /​ ​PS​ /​ CI
IL ​/​ CTH
Locate the contact us link
Recognise a phishing site
Know who to contact when having troubles online
How to recognise cyber bullying
When using Google Classroom:
● Children know they have an account
● Children are aware of the synchronistic
relationship between different devices logged into
an account.
● Children add at least 6 pieces of work to the
classroom in tern 1.
Use the Google Search tool to:
●
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Access and retrieve online information..
Create, capture and manipulate sounds and images.
Recognise and link the importance of the
information retrieved to their learning at school
and at home.
Computing
CT​ / ​C​ / ​SC​ / ​LR​ / ​ISD / E
CAC ​/​ ​GEW​ /​ ​PS​ /​ CI
IL ​/​ CTH
CT​ / ​C​ / ​SC​ / ​LR​ / ​ISD /
E​ ​CAC ​/​ ​GEW​ /​ ​PS​ /
CI / DC / ​ ​ IL ​/​ CTH
CT​ / ​C​ / ​SC​ / ​LR​ / ​ISD / E
CAC ​/​ ​GEW​ /​ ​PS​ /​ CI
IL ​/​ CTH
Use Hopscotch to develop simple programming skills:
● Finish any unfinished levels from Year 2 in Hopscotch.
● Revise Levels 20-30
● Begin self paced tutorials on Hopscotch.
● Link Hopscotch home and school accounts for every
student.
● Creating subject oriented code.
● Design code to develop a game.
Begin creating games on Hopscotch:
Continue to use Seesaw as e-portfolio across all subjects.
Demonstrate the understanding of hostnames and network
topology:
● Explain Everything
❏ Use Explain Everything as a solution for recording existing
content e.g. voiceover on screenshots and photos of work.
❏ Begin to use Explain Everything to create blogs on issues
of cultural relevance to the UAE.​ Blogs are to be
fortnightly of approximately 3 mins in length and contain
video footage of the child and increasingly interesting
photos, videos, exploration of apps etc. throughout the
year. ​(UAE)
❏ Create blogs of ​UAE cultural​ relevance with a view to these
being share on Google Classroom and a selection on the
Repton blog page.
●
●
●
●
Children use a programming software application
to control software devices.
Use Hopscotch to develop simple programming skills;
●
●
●
●
●
●
●
●
Finish any unfinished levels from Year 2 in
Hopscotch.
Revise Levels 20-30.
Begin self paced tutorials on Hopscotch.
Link Hopscotch home and school accounts for
every student.
Creating subject oriented code.
Design code to develop game play.
Use Skoolbo effectively including:
●
●
Creating and adapting characters.
Finding specific tasks.
Students begin to create games independently based on
self paced tutorials.
Children augment and improve the games.
Children begin to use built in recorder on Hopscotch or
Explain Everything to record projects and export to
eportfolio.
Students understand that hostnames (@football.com)
allow for a network to be organised, and the transmission
of information needs to be carefully planned (how do
networks communicate with each other?)
Use Book Creator to communicate learning and create
content:
●
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Use software programmes to control machines.
CT​ / ​C​ / ​SC​ / ​LR​ / ​ISD / E
CAC ​/​ ​GEW​ /​ ​PS​ /​ CI
IL ​/​ CTH
Use simple organisational devices in non-fiction.
Adopt features of existing texts to shape own writing.
Organise paragraphs around a theme.
Edit text to make it suitable and visually appealing.
To continue to develop typing speed and accuracy to
enable independent and efficient access to a computer.
Export books to iBooks and begin personal collection.
Continue to use Seesaw as e-portfolio across all subjects.
● Explain Everything
❏ Use Explain Everything as a solution for recording existing
content e.g. voiceover on screenshots and photos of work.
❏ Begin to use Explain Everything to create blogs on issues
of cultural relevance to the UAE. Blogs are to be
fortnightly of approximately 3 mins in length and contain
video footage of the child and increasingly interesting
photos, videos, exploration of apps etc. throughout the
year.
Year 3 - Curriculum Overview – 2016-2017
●
●
❏ Create blogs of UAE cultural relevance with a view to
these being share on Google Classroom and a selection on
the Repton blog page.
Understanding the mastering system.
Recognising the difficult levels.
Continue to use Seesaw as e-portfolio across all
subjects.
● Explain Everything
❏ Use Explain Everything as a solution for recording
existing content e.g. voiceover on screenshots and
photos of work.
❏ Begin to use Explain Everything to create blogs on
issues of cultural relevance to the UAE. ​ Blogs are to
be fortnightly of approximately 3 mins in length
and contain video footage of the child and
increasingly interesting photos, videos, exploration
of apps etc. throughout the year. ​(UAE)
❏ Create blogs of UAE cultural relevance with a view
to these being share on Google Classroom and a
selection on the Repton blog page.
CT​ / ​C​ / ​SC​ / ​LR​ /
ISD / E​ DC​ /​ ​PS​ /
CI ​ ​ IL ​/​ CTH
Student Competences
●
We’re All Stars
CT​ / ​C​ / ​SC​ / ​LR​ / ​ISD / E
DC​ /​ ​PS​ /​ CI ​ ​ IL ​/
CTH
●
Be Friendly, Be Wise
CT​ / ​C​ / ​SC​ / ​LR​ / ​ISD / E
DC​ /​ ​PS​ /​ CI ​ ​ IL ​/​ CTH
●
Living Long, Living Strong
CT​ / ​C​ / ​SC​ / ​LR​ / ​ISD / E
DC​ /​ ​PS​ /​ CI ​ ​ IL ​/
CTH
●
Daring to be Different
CT​ / ​C​ / ​SC​ / ​LR​ / ​ISD / E​ DC
/​ ​PS​ /​ CI ​ ​ IL ​/​ CTH
●
Dear Diary
CT​ / ​C​ / ​SC​ / ​LR​ / ​ISD /
E​ DC​ /​ ​PS​ /​ CI ​ ​ IL ​/
CTH
●
Joining in and Joining up
PSHE
On-going provision for supporting personal development learning is maintained throughout all aspects of school life and supported through a sequence of themes, which have been planned to
ensure continuity and progression.
Student Competences
CT​ / ​C​ / ​SC​ / ​LR​ / ​ISD /
CT​ / ​C​ / ​SC​ / ​LR​ / ​ISD /
UAE​ - Links made to UAE culture.
CT – Collaboration/teamwork
SC – Self confidence
ISD – Initiative and self-direction
CAC – Cultural awareness/citizenship
PS - Problem Solving
C – Communication
LR – Leadership and responsibility
E – Entrepreneurship
GEW – Global and environmental awareness
CI - Creativity and innovation
CT​ / ​C​ / ​SC​ / ​LR​ / ​ISD /
CT​ / ​C​ / ​SC​ / ​LR​ / ​ISD /
CT​ / ​C​ / ​SC​ / ​LR​ / ​ISD /
CT​ / ​C​ / ​SC​ / ​LR​ / ​ISD /
Year 3 - Curriculum Overview – 2016-2017
IL – Independent learning
DC – Digital competence
CTH – critical thinking
Student Competences Key
Personal and Social skills
National and Global Citizenship skills
Learning and Innovation skills
(BW)​ - Big Write - Writing Assessment for this uni​t
Date Reviewed: June 2016
Next Review Date: June 2017