1. Grade 3 Term 2

2. Welcome to Term 2 During the term break your child has had the opportunity to reflect upon and absorb the skills they have learned in the first term. This term we will build on the Literacy and Numeracy skills while ensuring that we cover a broad and balanced range of topics in Integrated Studies. In the pages that follow you will find the units that your child will study this term along with the expectations at the end of each unit. Not every child progresses at the same rate so please compare your child’s ability at the end of the unit to what he or she could do at the start. If you have any questions about your child’s levels of attainment, please speak to the class teacher, who is the person who know your child best of all.

3. Term 2 Overview LiteracyNumeracyScienceHumanitiesDT/ArtICTPSHE Narrative Stories with Historical settings Stories from other cultures Poetry Creating Images Exploring Form Based on Revised Framework for Numeracy Block B2, C2, D2, E2, B3 QCA Unit 4C Keeping warm QCA Unit 4E friction QCA Unit 6AH Why have people invaded and settled in Jordan in the past? – a Roman case study QCA Unit 4C journeys (Art) QCA Unit 4B Take a seat (Art) QCA Unit 4B Developing images and using repeated patterns QCA Unit 4E Modelling effects on screen Being Kind Cooperation Solving Problems

4. Literacy We will focus on two specific genres this term: Narrative and Poetry Narrative Stories with Historical settings Stories from other cultures Poetry Creating Images Exploring Form We follow the Renewed Primary Framework for England. For further information please see: www.nationalstrategies.standards.dcsf.gov.uk/node/150265

5. Numeracy Numeracy teaching is divided into 5 Blocks of study: A Counting, Partitioning and Calculating B Securing number facts and Understanding Shape C Handling Data and Measure D Calculating, Measuring and Understanding Shape E Securing Number facts, relationships and Calculating These blocks are then divided into 3 Units of study. This term, children will cover Blocks A1, B1, C1, D1, E1 and A2. Further information on the content of these blocks, including objectives, can be found at: www.nationalstrategies.standards.dcsf.gov.uk/node/18537 Our teachers use the Abacus Evolve scheme to support their teaching. www.abacusevolve.com Please be aware that this scheme supports practical learning and our teachers use the pages that are appropriate rather than following the scheme page by page.

6. Science QCA Unit 4C – Keeping Warm About this Unit Through this unit children build on their ideas about temperature as a measure of how hot or cold objects are and learn about thermal insulators as materials which can help to keep things warm or cool. Experimental and investigative work focuses on: turning ideas into a form that can be investigated using thermometers to make careful measurements of temperature identifying and suggesting explanations for patterns and trends in results and using results to draw conclusions. Children also have opportunities to use IT (see IT Units 3C and 4D) to collect, retrieve and present information and to use their understanding of science to explain everyday phenomena about keeping warm and cooling down. EXPECTATIONS: at the end of this unit most children will:recognise that temperature is a measure of how hot or cold objects are; identify some materials that are good thermal insulators and some everyday uses of these; recognise that the same materials keep cold objects cold as keep warm objects warm; use thermometers to measure temperatures; suggest how to investigate a question; construct tables for their results and offer simple explanations for results some children will not have made so much progress and will: recognise that temperature is a measure of how hot or cold objects are; identify some everyday uses of thermal insulators; use thermometers to measure temperature and present results in tables prepared for them some children will have progressed further and will also: recognise that objects cool or warm to the temperature of their surroundings when they are left; recognise that metals are both good thermal and good electrical conductors Vocabulary In this unit children have opportunities to use: words and phrases related to warmth and cold eg temperature, thermometer, degrees Celsius, thermal conductor, thermal insulator related nouns and verbs eg conductor/conduct, insulator/insulate phrases with specific scientific meaning eg room temperature words which have a different meaning in other contexts eg conductor.

7. Science 2 QCA Unit 4E – Friction About this Unit In this unit children build on their existing knowledge of forces and learn that forces can be measured and compared. The unit focuses on friction as a force which exists between objects moving across solid surfaces and opposes motion, and the forces of air resistance and water resistance which oppose the motion of objects moving through air and water. Experimental and investigative work focuses on: deciding what evidence should be collected when planning and carrying out a fair test making measurements using a forcemeter looking for patterns in results, interpreting and suggesting explanations for these. Work in this unit also offers opportunities to relate knowledge and understanding of frictional forces to everyday contexts and to recognise that science provides explanations for familiar phenomena related to friction. EXPECTATIONS: at the end of this unit most children will:describe some of the factors that increase friction between solid surfaces and increase air and water resistance; describe how to measure forces and describe how to investigate friction, explaining what their results show and relating what they found out to their everyday experience some children will not have made so much progress and will: identify friction as a force; describe some ways in which friction between solid surfaces can be increased and identify some trends or patterns in observations and measurements some children will have progressed further and will also: describe situations in which frictional forces are helpful as well as those in which frictional forces resist motion Vocabulary In this unit children will have opportunities to use: words and phrases relating to forces eg friction, air resistance, water resistance, forcemeter, newtons, surface area expressions making generalisations related to patterns in data.

8. Humanities QCA Unit 6AH – why have people invaded and settled in Jordan in the past? About this Unit In this unit, children are introduced to the idea that people from other societies have been coming to settle in Jordan for a long time. They consider the effects of the invasion and settlement of the Romans on Jordan. There is emphasis on historical enquiry using artefacts and Roman sites and interpretations of history. EXPECTATIONS: at the end of this unit most children will:demonstrate knowledge and understanding of why people leave their homeland to settle in another country; use a range of information to ask and answer questions about events related to Roman Jordan; know that an event can be interpreted in different ways; know about aspects of life in Roman Jordan; present information they have researched, using the terminology appropriate to the period some children will not have made so much progress and will: recognise that the Roman period was a long time ago; identify some of the ways the Romans changed Jordan some children will have progressed further and will: use the time conventions BCE and CE to locate the dates of the Roman invasions and occupation; Vocabulary In this unit, children will have opportunities to use: words associated with the passing of time, eg Roman, period, a long time ago words associated with the Celtic way of life, eg Celt, hill fort, tribe, transport, trade words associated with the Roman way of life, eg hypocaust, forum, basilica, mosaic, chariot, army, troops, legion words associated with settlement, eg invade, settle, emigration, immigration, refugee, conquest

9. Art QCA Unit 4C - Journeys About this Unit In this unit children explore how signs, symbols and metaphors can be used to communicate ideas and meanings about a journey. They produce a mixed-media work, combining drawing, painting, collage and print-making techniques. They learn about artists, craftspeople and designers who communicate their ideas through signs and symbols. Expectations: at the end of this unit most children will be able to: explore ideas about journeys; collect information about signs and symbols for their work; investigate lines, shapes, colours and textures to produce work on the theme of journeys; combine a variety of painting, print-making and collage techniques to enhance their work; comment on ideas, methods and approaches used in their own and others’ work; adapt and improve their work some children will not have made so much progress. They will be able to: use signs and symbols in their work; combine lines, shapes, colours and textures to create simple patterns; use basic art vocabulary to explain their ideas and work some children will have progressed further. They will be able to: research a range of signs and symbols; explore methods and approaches used by different artists to inform their own ideas; combine visual and tactile qualities to convey the idea of place and journey; make a personal choice about the shape or format of their work and materials and techniques; compare how ideas and experiences have been represented by others; adapt and improve their work Vocabulary In this unit children will have an opportunity to use words and phrases related to: journeys and how to represent them, eg lines, pattern, texture, colour, signs, symbols visual forms, eg aerial photography, maps and diagrams, structures, mazes viewpoints, eg aerial, birds-eye view, as the crow flies materials and processes, eg painting, collage, print making, mixed media

10. Art 2 QCA Unit 4B -Take a seat About this Unit In this unit children explore the design of chairs. They discuss what chairs tell us about everyday life and the way people rest, eat and relate to each other. They look at examples of designs in the past and in other cultures as inspiration for developing their own imaginative designs for a chair for a particular character or oc­casion. Expectations: At the end of this unit most children will be able to: collect visual and other information; explore how visual qualities can be organised and combined for different purposes to communicate their ideas about a chair; experiment with materials and techniques to construct a model chair; identify similarities and differences in their own and others’ work; adapt and improve their own work according to its purpose some children will not have made so much progress. They will be able to: use materials and techniques to construct a model chair; talk about the differences between their own and others’ work; suggest improvements to their own work some children will have progressed further. They will be able to: collect visual and other information to help them with their work; experiment with materials and techniques to suit their chair design; compare the ideas, methods and approaches used in their own and others’ work; modify and improve their work to realise their own intentions Vocabulary In this unit children will have an opportunity to use words and phrases related to: parts of a chair, eg leg, seat, back, backrest types of chair, eg office, dentist, settee, throne design of chairs, eg shape, structure, function construction of chairs, eg individual, hand-made, mass produced constructing a model, eg card construction, model, maquette

11. ICT QCA Unit 4B – developing images and using repeated patterns About this Unit In this unit children learn to develop visual ideas and to realise these ideas using ICT. Children will need to use a computer graphics package to explore and experiment with ideas and will amend and modify their work to meet specific outcomes. They also learn to save their work as they go along. Children learn to use ICT tools appropriately and will select areas of an image to cut, copy and change. They learn to export their work to other packages and import images from sources such as clip art, scanner or digital camera. Children will apply what they have learnt in this unit when using ICT to produce pictures, plans and maps in art, design and technology, and geography. EXPECTATIONS at the end of this unit most children will:use a computer graphics package to develop an image using a variety of tools some children will not have made so much progress and will: use a computer graphics package to develop an image some children will have progressed further and will: use a computer graphics package to develop and refine an image selecting the most appropriate tools, and saving drafts Vocabulary cut copy paste import export undo save as scanner clip art digital camera

12. ICT 2 QCA Unit 4E – Modelling effects on screen About this Unit In this unit children learn to enter instructions to control a screen turtle and will compare the operation of the screen turtle with a floor turtle. They learn how to write a procedure that ‘teaches’ the computer a new word and will be asked to write short sequences to produce particular shapes on screen. They understand that screen steps are smaller than floor turtle steps and will be asked to repeat procedures to produce ‘crystal flowers’ by rotating the screen turtle through 360 degrees. Children will be able to apply what they have learnt in this unit when working with shapes and space in mathematics. EXPECTATIONS at the end of this unit most children will:create a ‘flower’ using one shape and rotating it; use the repeat instruction to duplicate the shape; change the angle of turn some children will not have made so much progress and will: work from an example ‘flower’ and change the procedure to create their own ‘flowers’; make mistakes and need to amend their work some children will have progressed further and will: create ‘flowers’ using more than one shape and rotating them; use the repeat instruction to duplicate shapes; investigate more complex shapes and sizes; change the angle of turn Vocabulary procedure repeat penup pendown clear

13. Homework In Primary, the day is quite intense for children working in two languages. For this reason we limit our homework to 20 minutes per day in Grade 3. We suggest: 10 minutes - reading 3 minutes - spelling 7 minutes – completing homework sheet/finishing off If you would like to further consolidate this term’s work we would suggest: www.bbc.co.uk/schools/bitesize www.woodlands-junior.kent.sch.uk We also suggest the CGP books: www.cgpbooks.co.uk