| Planning and Assessment |
| We believe that all students can be successful in school and make progress with their learning.Short term planning is based on ongoing teacher assessments, individual student needs, data from formal assessments, and our planned curriculum objectives. Flexibility is needed within this structure to ensure the teaching and learning can be adjusted to cater for the needs of the cohort as well as specific target areas. |
Connecting the Learning Term 1a
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Characteristics of Effective Learning Our CoEL focus this term is Motivation. We plan for a range of learning experiences that enable our students to develop a love of school. We want Year Three to be a positive place for your child, believing this is an environment where they belong and where everyone in the year group will do all they can to help them succeed. If we have
been successful, our students will keep on trying even when they find aspects
of their learning difficult; they will concentrate and participate in lessons;
and take pride in their achievements. Special Events |
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As Scientists we will learn that: · There must be light for us to see. Without light it is dark. · Light comes from a source. · We need light to see things even shiny things. · Transparent materials let light through them and opaque materials don’t let light through. · Beams of light bounce off (reflect) some materials (reflection). · Shiny materials reflect light beams better than non-shiny materials In Term 1A, we will learn to work scientifically by: - setting up and carry out simple practical enquiries, comparative and fair tests. - making careful observations and comparisons - making measurements using standard units - discussing and describing findings We will learn and use the following key vocabulary: Light: dark; light source; shadow; translucent; reflect; reflection; opaque; transparent.
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As Geographers we will learn:
We will learn to work geographically by:
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As Historians we will learn: · the geographic location, key cities, and monuments of Ancient Egypt · the Ancient Egyptian belief system and the names of some significant gods · the cultural significance of hieroglyphs and their basic meanings and symbols. · the Ancient Egyptian beliefs about death and the stages of the mummification process · the story of how Tutankhamun’s tomb was discovered. We will develop our curiosity by: · Carrying out our own research into an aspect of Ancient Egyptian life that interest us personally, such as astrology; pyramids and landmarks; valley of the kings etc |
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As Artists we will: · explore and discover the possibilities of fabric and fibre as media for imaginative expression · make small inventive pieces with fabric and fibre · invent a costume · look at and talk about our work and the work of other children |
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As users of Technology, we will access Book Creator and learn how to: · Plan an information book about a place that is personally significant to us · Add text and images to a page · Format a page with consistent font and colour · Review and edit our books based on feedback from other children |
Mathematics Learning for Term 1a
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Mental Maths* *These are taught across the whole of Term 1 |
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Place Value |
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Addition and Subtraction* *Continued into Term 1B |
Ø a three-digit number and ones Ø a three-digit number and tens Ø a three-digit number and hundreds
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The learning in bold is essential for children who are assessed as meeting by the end of Year 3 . We use a variety of increasingly complex problem-solving challenges to provide stretch and challenge in Maths. |
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Literacy Learning for Term 1a
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As Writers we build on our Year 2 knowledge and learn how to: · Select and use precise nouns and adjectives · Use conjunctions to write extended, compound sentences · Use appropriate past tense verbs accurately · Use adverbs to provide extra detail · Plan a story so that it follows a logical structure ·
Sequence our work with time connectives In Term 1A, we learn and apply these spelling rules: ay: ai, ay, a-e ei, eigh ee: ee, ea, e-e igh: igh, ie, y, i-e oa: oa, ow, oe, o-e oo: oo, ue, ew, u-e We also revisit the tricky words children learnt in Year 2 - these are posted at the bottom of the page for you. |
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By the end of Year 3, children who are assessed as meeting for writing will be able to use precise nouns, verbs and adjectives to produce imaginative, logically sequenced pieces of writing. They can use a mix of simple, compound and complex sentences confidently and accurately and are starting to write in paragraphs. Their use of simple past and present tense is generally accurate and they can use a range of punctuation (capital letters, full stops, exclamation marks and question marks) consistently accurately. They can use accurate subject/verb agreement (e.g. I run, S/he runs, they run). They are starting to use speech marks and apostrophes for contractions (don’t, can’t, won’t etc) where appropriate. They consistently apply the spelling rules we have taught over the year. In descriptive writing, they will be able to create sensory images for their readers using the technique of ‘show not tell’, and they will be able to use technical language in non-fiction writing. They demonstrate an awareness of their readers by applying the key features of specific genres (e.g. story writing, poetry, diary writing, explanation texts, information texts) and are able to share a viewpoint in their writing. Handwriting is legible and some letters may be joined. Alongside a deeper understanding of the above, we provide stretch and challenge by teaching a range of descriptive devices (such as onomatopoeia; personification; rhetorical questions; and repetition). All students are encouraged to write extended pieces, and to self-assess and edit their writing against success criteria. |
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As Readers we learn how to: · Read with audibly and with growing fluency, using appropriate volume, expression, and pace. · Read a range of age-appropriate books accurately · Respond to questions, including simple inference questions, and share knowledge and experiences related to the reading theme. · Discuss the features of fiction, poetry, plays and non-fiction texts. · Make and justify predictions using evidence from the text. · Talk about why the author wrote the text (e.g. to entertain, to inform, to explain, to persuade etc). In Term 1A, we read poetry, information texts and instructional texts, and listen to a range of stories and poems from different cultures. |
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By the end of Year 3, children who are assessed as meeting for reading will be able to read age-appropriate texts accurately and with growing fluency, using appropriate volume, expression, and pace. They are regularly reading books from our Year Three ‘free reader’ collection. They show that they understand the texts they read by asking and answering questions appropriately, including simple inference questions based on characters’ feelings, thoughts, and motives. They Independently self-correct if they make a mistake when reading aloud, and they use context clues to work out the meaning of unfamiliar words. They can give a brief verbal summary of stories and can make inferences about actions or events, justifying inferences by referring to specific parts and quotations from the text.
They demonstrate a love of reading by: · Enjoying listening to a range of stories and other texts slightly beyond an age-appropriate level. · Recommending books and authors to our friends giving reasons. · Participating in simple discussions about books we have read · Reading a wide range of different books selected from our class and year group reading areas. · Displaying a positive attitude about school reading routines and expectations (both in school and at home). We provide stretch and challenge by encouraging children to read and understand a wide range of genres of increasing complexity, that contain challenging and unfamiliar vocabulary. We encourage all children to use their reading experience to support their writing. |
Supporting your child's learning at home:
General
Children learn best when there is a strong home-school partnership. Please do work with us, support us and talk to us about any questions that you may have about learning in Year Three.
Reading
Please do encourage your child to engage with our Year Three reading expectations, reading regularly at home and changing their books in school.
Reading regularly to your child (even in Year Three!) and listening to them read aloud are both lovely experiences for you and them and an important opportunity to model 'grown up' reading habits. Taking the time to talk to your child about the books you share, explaining more complex themes and any challenging vocabulary can also be beneficial. This is just a valuable in a home language as it is in English.
Mathematics
Developing strong mental maths skills, in line with the curriculum outcomes shared above, are key to becoming an effective problem solver. You can support your child by playing some of the games we will share on the blog this year and by encouraging independent practise at home.
These are games we have already introduced to help with quick-fire addition and subtraction:
These games will help you with your place value skills:
By the end of Year Three, children should know the multiplication and division facts for the 3x, 4x and 8x table (as well as the 2x, 5x and 10x tables from Year Two).
Supporting your child's understanding of column addition and subtraction (after we have taught it!) may also be helpful. These links show you the methods we use: addition & subtraction.
Writing
In Year Three, we would expect most children to be able to accurately spell the Year 2 tricky words. These are useful to practise at home with your child.
If you have any questions regarding the Year 3 curriculum please contact:
- Dan Hatfield - Year Three Leader Curriculum & Assessment (daha@patana.ac.th)
- Mark Verde - Primary Vice Principal (mavd@patana.ac.th)