| Concept: Imagination |
|---|
Big Idea: Where can our imagination take us? Many cultures around the world have used imaginative myths and legends to explain our relationships with the universe and our environment. Throughout this unit of learning, we explore a range of these myths and consider the cultural significance of them, both around the world and here in Thailand. |
Key Questions: Why is it important to use our imagination? |
| Planning and Assessment |
| Short term planning is based on ongoing teacher assessments, individual student’s needs, school targets and differentiation. 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 1b
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
We have our Year Three Sports Day on Tuesday 5th November from 10.10am - 12.10pm.
As part of our learning, we also create a 'dragon's cave' in the shared area which we visit regularly as a class. We meet a mysterious person called Rivers who helps us to write a non-fiction page all about our own mythical creatures!
|
As Scientists we will: |
As Artists we will: |
As Geographers we will: |
|
Communicate using scientific language about Animals and Humans; skeletons, muscles and nutrition. Make careful observations and comparisons Identify simple patterns, changes, similarities and differences Communicate findings using simple scientific language in written explanations, drawings, labelled diagrams, keys, bar charts or tables |
Design and sketch in stages using shape, line and texture layers in our work. We will then turn our drawings into colourful painted illustrations. Mix a variety of colours and know which primary
colours make secondary colours |
Use atlases, globes, maps and plans at a range of scales and draw simple maps and plans Investigate key aspects of human and physical geography Explore the significance of myths in Thai culture Use ICT to help in geographical investigations and create our own maps. |
|
As PE learners we will: |
As Musicians we will: |
|
|
This term we will be covering units in Strength and Stability & Athletic Fundamentals. We also have our Year 3 Sports Day on Tuesday 5th November. |
We will be using strategies to work out rhythms of songs we know and also unknown songs. As our recorder skills grow, we will start the Patana “Recorder Karate” programme. |
|
|
|
As Thai and Language Culture learners we will: |
As Computer Scientists we will: |
|
|
Learn, practise and share some Thai cultural activities: Loi Krathong Develop basic vocabulary relevant to the units learnt: Fruits and Shopping Develop sentence structures for simple dialogues |
Create a playable arcade game Debug Programs Code with variables and conditionals Simulate events using code |
|
Personal, Social, and Health Education |
||
|
As active citizens we will explore: |
As confident and healthy learners we will: |
As global citizens we will: |
|
We will participate in making informed choices. |
We will be able to begin to make informed choices about our lifestyle. e.g How and when we brush our teeth, and the impact this has on ourselves. |
We will we will be open-minded and respect the differences and similarities between people from other cultures and communities around the world. |
Literacy Learning for Term 1b
|
As Writers we build on our Term 1A knowledge and: · 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; and sequence our work with time connectives We also learn how to: · Use a range of sentence openers to engage our readers · Use generalisers and adverbs to make our writing more precise · Use ‘show not tell’ to describe our experiences · Draw on our Science learning to use a range of technical vocabulary · Use paragraphs top present information effectively
In Term 1B, we learn and apply these spelling rules: soft g; tch; soft c; dge; le; qu; s/z , se/ze We also continue to revisit the tricky words children learnt in Year 2 - these are posted at the bottom of the page for you. |
|
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. Their use of sentence construction and grammar is generally accurate. 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 Examples of 'End of Year 3' writing are shared below. |
|
As Readers we continue to 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 1B, we read myths and legends, poetry and information texts. We share stories about mythical creatures from around the world and make links to the mythical creatures in Thai culture. |
While we would much prefer children to be reading physical texts, we have two online reading platforms that can be accessed from home. This means that your child always has access to texts and comprehension questions appropriate to their level of reading attainment.
 | |
| As in Years 1 & 2, we use Bug Club to support reading both in school and at home. Bug Club books are matched to your child's level of reading attainment and are designed to provide an appropriate level of challenge. | When children progress to become Free Readers, we move them from Bug Club to Read Theory. This is an adaptive platform that gives your child texts and comprehension questions pitched to their reading level. This platform is used across Years 4-6. |
Mathematics Learning for Term 1b
Mental Maths* *These are taught across the whole of Term 1 |
|
Addition and Subtraction* *Continued from Term 1A |
Ø a three-digit number and ones Ø a three-digit number and tens Ø a three-digit number and hundreds
|
| Multiplication and Division | recall and use multiplication and division facts for the 3, 4 and 8 multiplication tables write and calculate mathematical statements for multiplication and division using the multiplication tables that they know, including for two digit numbers times one-digit numbers, using mental and progressing to formal written methods solve problems, including missing number problems, involving multiplication and division, including positive integer scaling problems and correspondence problems in which n objects are connected to m objects |
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. |
|
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. Accessing Bug Club or Read Theory will help them to develop their comprehension skills. 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: These are great for helping you to practise your times tables Battle Lines 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. This link shows you some of the problems we use to provide stretch and challenge for the students.
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).
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 Group Leader Curriculum and Assessment ( daha@patana.ac.th)
- Mark Verde - Vice Primary Principal (mavd@patana.ac.th)