YEAR 3
Summer 1
2017
LEARNING MAP
English
Maths
• Our reading texts will focusing on: mystery, quest and
adventures. We will be reading: The Paper Caper by Oliver
Jeffers, a variety of poems including shape poems and
calligrams . The genres the children will focus on are: mystery,
poetry and short stories.
Number: Fractions
Recognise and show equivalent fractions.
Add and subtract fractions with the same denominator.
Compare and order unit fractions, and fractions with the
same denominators.
• Children will use a range of prepositions, conjunctions and
adverbials.
• Children can use appropriate language and structure to re-tell
narrative
• Children will use evidence from the text to explore character
and setting through drama
• Children will revise the three main types of sentence – simple,
compound and complex
• Children will participate in discussions about their reading.
• Children will be re-reading their writing and will make changes
to grammar and vocabulary.
• Children will re-read their writing to check it makes sense and
make revisions.
• Children will choose vocabulary to impact the reader.
• Children are able to make inferences and predictions based in
texts.
• Children will use speech in their writing.
All the learning objectives in this half term
overview are subject to change depending on the
needs of the children. We want all Nelson
children to maximise their potential. Therefore,
learning is flexible in order to challenge and
support in the most effective way. If you have any
questions about how your child is learning,
please speak to their class teacher.
Geometry: Property of Shapes
Identify right angles, recognise that two right angles make
a half-turn, three make three quarters of a turn and four a
complete turn; identify whether angles are greater than or
less than a right angle.
Identify horizontal and vertical lines and pairs of
perpendicular and parallel lines.
Draw 2-D shapes and make 3-D shapes using modelling
materials.
Measurement
Measure, compare, add and subtract: lengths
(m/cm/mm); mass (kg/g); volume/capacity (l/ml).
Solve measurement problems.
Measure using the appropriate tools and units.
Statistics
Interpret and present data using bar charts, pictograms
and tables.
Solve one-step and two-step questions (for example,
‘How many more?’ and ‘How many fewer?’) using
information presented in
scaled bar charts and pictograms and tables.
NELSON LEARNING CHALLENGES: Year 3 Spring 1
What is so special about
places?
What places are special to us and why?
What is special about Mount Hira to
Muslims?
What is special about The Mount of
Olives to Jews and Christians?
What are the main features of a
mosque, a church and a Gurdwara?
How did that blossom become
an apple?
How can you make a presentation to
show the life cycle of an apple?
Could we grow any fruit in this
country?
What happens to the water that you
put into the soil to help a plant grow?
What places are near our school that
have religious significance?
What do we mean by seed dispersal
and why is it important for our plants?
What do places of worship have in
common and what are the
differences?
Why is it important for us to look after
the bees in our country?
How does a blossom
become an apple?
Science
Plants
•Can they record their observations in different ways? (labelled
diagrams, charts etc.)
•Can they describe what they have found using scientific
words?
•Can they identify and describe the functions of different parts
of plants? (roots, stem, leaves and flowers)
•Can they identify what a plants needs for life and growth?
•Can they describe the ways in which nutrients, water and
oxygen are transported within plants?
•Can they explain how the needs and functions of plant parts
vary from plant to plant e.g. insect and wind pollinated plants?
•Can they investigate the way in which water is transported
within plants?
Challenging
•Can they explain their findings in different ways (display,
presentation, writing)?
•Can they use their findings to draw a simple conclusion?
•Can they record and present what they have found using
scientific language, drawings, labelled diagrams, bar charts,
keys and tables?
•Can they classify a range of common plants according to
many criteria (environment found, size, climate required, etc.)?
•Can they explore the role of flowers in the life cycle of
flowering plants. Including pollination, seed formation and seed
dispersal?
What is so special about places?
R.E.
Know about and understand
Express and communicate
Can they describe different
features of religions and
worldviews?
Can they make connections
between different religions and
world views?
Can they explore and describe
a range of beliefs?
Can they observe and understand
varied examples of religions and
worldviews?
Can they explain, with reasons, their
meanings and significance to
individuals and communities?
Can they observe and consider
different dimensions of religion?
Can they explore and show
understanding of similarities and
differences between different
religions and worldviews?
How do colours differ?
Some subjects this half term do not link with our NLC. Please find below what Year 3 will be learning in Computing, Music, PE and
PSHE/Mind UP.
Computing
We are
communicators
This unit will enable the
children to :
- develop a basic
understanding of email
and how to use it.
- be aware of
‘netiquette’ and
e-safety issues
surrounding email
- attach and send a
document via email.
Music
To sing in tune with good
rhythm
To rehearse and perform
music to a high standard.
PE
PSHE
Unit: Striking and Fielding
Unit: Dear Diary
*Can I use the correct
overhead technique when
bowling in cricket?
*Can I hold a cricket bat
correctly and understand
different stances?
*Can I bowl consistently so my
partner can make contact
when batting?
*Can I stop, retrieve and throw
to a target?
*Can I combine my skills to
affect the outcome of a cricket
game?
-To know when to ask for
help.
-To recognise when we feel
loved and cared for.
-To recognise and
understand what proud and
jealous emotions feel like.
-To understand how our
thoughts, feelings and
behaviours are linked.
-To know some ways we
can deal with worries.
-To be able to support to
each other.