1. Science - Light  make systematic and careful observations and, where appropriate, taking accurate measurements using standard units, using a range of equipment,  gather, recording, classifying and presenting data in a variety of ways to answer questions  record findings using scientific language, drawings, diagrams, keys, bar charts, and tables  report on findings from enquiries, including oral and written explanations, displays or presentations of results and conclusions Pupils should be taught to:  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 there are ways to protect their eyes  recognise that shadows are formed when light from light source is blocked by a solid object  find patterns in the way that the size of shadows change. Geography - Newton-le-Willows Locational knowledge name and locate counties and cities of the United Kingdom, geographical regions and their identifying human and physical characteristics, key topographical feature and land- use patterns and understand how these aspects have changed over time Place knowledge understand geographical similarities and differences through the study of human and physical geography of a region of the United Kingdom Human and physical geography describe and understand key aspects of: physical geography, including: climate zones, biomes and vegetation belts, rivers, mountains 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 Geographical skills and fieldwork use maps, atlases, globes and digital/computer mapping use the eight points of a compass, four-figure grid references, symbols and key to build their knowledge of the United Kingdom use fieldwork to observe, measure, record and present the human and physical features in the local area using a range of methods, including sketch maps, plans and graphs, and digital technologies. History - Newton-le- Willows Pupils should be taught about: a study of an aspect or theme in British history that extends pupils’ chronological knowledge beyond 1066 Newton-le-Willows: Beginnings – Doomsday Book 2015 Agricultural village Coal mining Railway town Art - buildings D.T. - Sculpture - Antony Gormley Design  use research and develop design criteria to inform the design of innovative, functional, appealing products that are fit for purpose, aimed at particular individuals or groups  generate, develop, model and communicate their ideas through discussion, annotated sketches, cross-sectional and exploded diagrams, prototypes, pattern pieces and computer-aided design Make  select from and use a wider range of tools and equipment to perform practical tasks  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 Evaluate  investigate and analyse a range of existing products  evaluate their ideas and products against their own design criteria and consider the views of others to improve their work  understand how key events and individuals in D.T. have helped shape the world Technical knowledge  apply their understanding of how to strengthen, stiffen and reinforce complex structures Theme: U.K. Case Study - Newton WOW Starter: Walk around town looking for historical things? Visitor in to talk about local history (parents/grandparents/historical society) Finale: Trip? Visitor? Trips/Visitors: Earlestown/Newton Links to Book-based curriculum: N/A English Opportunities: Exposure to different text genres Class books: Wolves in the Walls Writing (genre, text type): Non-chronological reports. Suspense writing, Travel brochure/poster Maths Opportunities Real life maths: Distance Newton to London. Problem Solving: Estimating, measurements. M.F.L. - Animals I like and don’t like  listen attentively to spoken language and show understanding by joining in and responding  explore the patterns and sounds of language through songs and rhymes and link the spelling, sound and meaning of words  engage in conversations; ask and answer questions; express opinions and respond to those of others; seek clarification and help*  speak in sentences, using familiar vocabulary, phrases and basic language structures  develop accurate pronunciation and intonation so that others understand when they are reading aloud or using familiar words and phrases  present ideas and information orally to a range of audiences  read carefully and show understanding of words, phrases and simple writing  appreciate stories, songs, poems and rhymes in the language Oracy:  Listen and respond appropriately to adults and their peers  Ask relevant questions to extend their understanding and knowledge  ​ articulate and justify answers, arguments and opinions  ​ give well-structured descriptions, explanations and narratives for ​ different purposes, including for expressing feelings ​  Speak audibly and fluently with an increasing command of Standard ​ English  ​ Participate in discussions, presentations, performances, role play and debates Christian Values: †Compassion (link to R.E and Literacy) PSHE/SEAL: (Need to check with CO) P.E. Dance  Pupils should continue to apply and develop a broader range of skills  They should communicate, collaborate and compete with each other.  They should develop an understanding of how to improve in different physical activities and sports and learn how to evaluate and recognise their own success.  Develop flexibility, strength, technique, control and balance  Perform dances using a range of movement patterns  Compare their performances with previous ones and demonstrate improvement to achieve their personal best. Music - Recorders  play and perform in solo and ensemble contexts, using their voices and playing musical instruments with increasing accuracy, fluency, control and expression  improvise and compose music for a range of purposes using the inter- related dimensions of music  listen with attention to detail and recall sounds with increasing aural memory  use and understand staff and other musical notations  appreciate and understand a wide range of high-quality live and recorded music drawn from different traditions and from great composers and musicians  develop an understanding of the history of music. Computing - We Are Presenters (SoW)  use search technologies effectively, appreciate how results are selected and ranked, and be discerning in evaluating digital content  use technology safely, respectfully and responsibly; recognise acceptable/unacceptable behaviour; identify a range of ways to report concerns about content and contact. R.E, (Liverpool Diocese Curriculum)  Unit 3.3. Jesus the man who changed lives (link to Christian Values) British Values: Famous British Children’s Writers Year 3 Spring Term 1 2016 KS2 FORMAT master

2. Science - Light  make systematic and careful observations and, where appropriate, taking accurate measurements using standard units, using a range of equipment,  gather, recording, classifying and presenting data in a variety of ways to answer questions  record findings using scientific language, drawings, diagrams, keys, bar charts, and tables  report on findings from enquiries, including oral and written explanations, displays or presentations of results and conclusions Pupils should be taught to:  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 (air, light, water, nutrients from soil, and room to grow) 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. Pupils should be taught to:  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 there are ways to protect their eyes  recognise that shadows are formed when light from light source is blocked by a solid object  find patterns in the way that the size of shadows change. Geography - Manchester Locational knowledge name and locate counties and cities of the United Kingdom, geographical regions and their identifying human and physical characteristics, key topographical feature and land-use patterns and understand how these aspects have changed over time Place knowledge understand geographical similarities and differences through the study of human and physical geography of a region of the United Kingdom Human and physical geography describe and understand key aspects of: physical geography, including: climate zones, biomes and vegetation belts, rivers, mountains 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 Geographical skills and fieldwork use maps, atlases, globes and digital/computer mapping use the eight points of a compass, four-figure grid references, symbols and key to build their knowledge of the United Kingdom use fieldwork to observe, measure, record and present the human and physical features in the local area using a range of methods, including sketch maps, plans and graphs, and digital technologies. History - Manchester Pupils should be taught about: a study of an aspect or theme in British history that extends pupils’ chronological knowledge beyond 1066 Manchester: Beginnings Main growth period (Industrial revolution, waterways) Comparison of city over years (Roman fort, Tudor, Georgian, Victoria, WW1, WW2, Now) Art - mosaic  Manchester Ship canal  Different materials  Bright colours D.T. - Creating using circuits. Design  use research and develop design criteria to inform the design of innovative, functional, appealing products that are fit for purpose, aimed at particular individuals or groups  generate, develop and communicate their ideas through discussion, annotated sketches, cross-sectional diagrams and computer-aided design Make  select from and use a wider range of tools and equipment to perform practical tasks [  select from and use a wider range of materials and components according to their functional properties and aesthetic qualities Evaluate  investigate and analyse a range of existing products  evaluate their ideas and products against their own design criteria and consider the views of others to improve their work  understand how key events and individuals in DT have helped shape the world Technical knowledge  apply their understanding of how to strengthen, stiffen and reinforce structures  understand and use electrical systems in their products Theme: U.K. Case Study - Manchester WOW Starter: Music, food, film? Finale: Trip? Trips/Visitors: Manchester (museum) Links to Book-based curriculum: N/A English Opportunities: Exposure to different text genres Class books: The Tunnel Writing (genre, text type): Persuasive arguments, Scripts, Adventure story, Maths Opportunities Real life maths: Distance (Manchester to London, Newton to Manchester etc) Problem Solving: Estimating, measurements. M.F.L. - Epiphany  listen attentively to spoken language and show understanding by joining in and responding  explore the patterns and sounds of language through songs and rhymes and link the spelling, sound and meaning of words  engage in conversations; ask and answer questions; express opinions and respond to those of others; seek clarification and help*  speak in sentences, using familiar vocabulary, phrases and basic language structures  develop accurate pronunciation and intonation so that others understand when they are reading aloud or using familiar words and phrases  present ideas and information orally to a range of audiences  read carefully and show understanding of words, phrases and simple writing  appreciate stories, songs, poems and rhymes in the language Oracy:  Listen and respond appropriately to adults and their peers  Ask relevant questions to extend their understanding and knowledge  ​ articulate and justify answers, arguments and opinions  ​ give well-structured descriptions, explanations and narratives for ​ different purposes, including for expressing feelings ​  Speak audibly and fluently with an increasing command of Standard ​ English  ​ Participate in discussions, presentations, performances, role play and debates Christian Values: †Compassion †Love PSHE/SEAL: (Need to check with CO) P.E. Swimming  swim competently, confidently and proficiently over a distance of at least 25 metres  use a range of strokes effectively [for example, front crawl, backstroke and breaststroke]  perform safe self-rescue in different water-based situations. Music - British music (range of music through history, link to Manchester?)  play and perform in solo and ensemble contexts, using their voices and playing musical instruments with increasing accuracy, fluency, control and expression  improvise and compose music for a range of purposes using the inter- related dimensions of music  listen with attention to detail and recall sounds with increasing aural memory  use and understand staff and other musical notations  appreciate and understand a wide range of high-quality live and recorded music drawn from different traditions and from great composers and musicians  develop an understanding of the history of music. Computing - We Are Presenters (SoW)  use search technologies effectively, appreciate how results are selected and ranked, and be discerning in evaluating digital content  use technology safely, respectfully and responsibly; recognise acceptable/unacceptable behaviour; identify a range of ways to report concerns about content and contact. R.E, (Liverpool Diocese Curriculum)  Unit 3.4. Easter – joy, sadness, joy British Values: Manchester is down for Summer term, however would fit better with this term. Year 3 Spring Term 2 2016 KS2 FORMAT master