| Concept: Exploration | ||
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| The Big Idea: T2a (Explorers): For as long as we have lived on Earth we have been explorers. From the ‘Age of Discovery’ to ‘Firsts Around the World’ explorers have travelled to new places in the world and discover new things that they didn’t know existed. So much of what we know today about our world is because we have been explorers in the past. Being an explorer is exciting but scary at the same time. Could you be an explorer? Do you love discovering new places and travelling to the unknown! Let’s find out. T2b (Inventions): Throughout history, people have imagined and then created new things to make their lives better, easier, and more enjoyable. From the wheel to penicillin to the computer, inventions continue to change the way we live. This theme introduces students to the amazing world of inventions — they'll learn about famous inventors, explore everyday inventions, discuss the "Top 10" inventions of all time, and even imagine a new invention for the 21st century. | ||
Driving Questions:
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Key Questions: T2a: How far have you come (since Year 2)? T2b: How has it had a major impact on people's lives? Which inventions have had a significant impact? What invention could you not live without? | ||
| 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 for Term 2
Characteristics of Effective Learning
Our CoEL focus this term is Engagement. We plan for a range of learning experiences that fosters curiosity in our students and helps them develop an interest in the wider world. We want Year Three to be a place where your child is open to new experiences and learning new things.
Linked to this, we have our Year 3 Residential in Term 2b. We take the children to the Varuna Yacht Club in Pattaya for two nights, which builds on their experience of sleeping over in school during Year 2. More information about the residential has been sent home from school already.
As part of our learning, we also create a replica of Ernest Shackleton's ship The Endurance in our shared area which we visit regularly as we learn about his journey to Antarctica. We write a diary about our voyage and experience trapped in the ice!
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As Design and Technologists we will: |
As Artists we will: |
As Scientists we will: |
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Generate, develop and explain ideas for products to meet a range of needs Evaluate work, adapting and improving where appropriate Communicate design ideas in different ways e.g.discussion, annotated sketches and prototypes Measure, mark, cut out and shape a range of materials and assemble, join and combine components and materials with some accuracy |
Research and Observation SkillsStudents will enhance their visual literacy by studying Antarctic wildlife through photographs and scientific illustrations. They'll learn to identify key features that make each animal unique and suited to its environment. Drawing and Color StudyBuilding on their observational skills, children will develop their ability to:
Sculpting SkillsMoving into three dimensions, students will:
Painting and Finishing TechniquesIn the final stage, children will:
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Understand the difference between macro and micro-nutrients.
Ask relevant questions. With help, set up and carry out simple practical enquiries, comparative and fair tests.
Discuss and describe findings. |
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As PE learners we will: |
As Musicians we will: |
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This term we will be: Teaching Games For Understanding |
Developing as performers through Recorder Karate. This involves recorder techniques of accurate tonguing, covering the holes and gentle blowing. As students progress to Yellow Belt, they have the extra challenge of 'legato tonguing' which is the technique of playing smoothly and connected whilst still using the tongue to start the notes. |
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As Historians we will: |
As Thai and Language Culture learners we will: |
As ICT learners we will: |
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Learn about famous explorers and their achievements.
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As Language Learners, we will be finding out - where each language is spoken - how to greet people in different languages - what festival each culture celebrates - about some eating habits and types of food We will also be - singing in different languages - performing simple communicative tasks in different languages |
How can we use create block code programs to solve designated tasks? We will learn: • How to program a robot to complete a designated challenge/task. • Principles of code, command, algorithm, loop and while/if. • Block code commands and algorithm creation • How to use block coding to control a robot (Sphero)? • Problem solving skills in debugging • Decomposition skills breaking task down into manageable chunks. |
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Personal, Social, and Health Education |
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As active citizens we will explore: |
As confident and healthy learners we will: |
As global citizens we will: |
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As active Citizens we will be able to develop negotiation strategies and be able to compromise. |
As Confident and Healthy Learners |
As Relational Learners we will consolidate understanding of differences and similarities between people. |
Mathematics Learning for Term 2
| Mental Maths Skills - these are taught across the whole of Term 2 |
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| Division and Multiplication (continued from Term 1) | - Divide a 2-digit number by a 1-digit number – no exchange - Divide a 2-digit number by a 1-digit number – with remainders - Solve problems involving the above |
| Length and Perimeter | - Measure, add/subtract, convert and compare lengths in mm/cm/m - Measure perimeter - Solve problems involving the above |
| Fractions | - Understand denominators and numerators of unit fractions - Compare and order unit fractions - Count Fractions on a number line - Find equivalent fractions on a number line - Represent equivalent fractions using bar models - Solve problems involving the above |
| Mass and Capacity | - Use scales to measure in g/kg - Find equivalent mass (grams and kilograms) - Measure capacity & volume in ml and l - Equivalent capacities and volumes (litres and millilitres) - Compare capacity and volume - Add and subtract mass / capacity & volume - Solve problems involving the above |
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 |
Literacy Learning for Term 2
As Writers we build on our Term 1 knowledge and also learn how to: · Use different sentence openers · Use the past tense accurately · Write to persuade · Maintain a viewpoint We use drama to help us write imaginatively; we write information texts and diary entries.
In Term 2a, we learn and apply these spelling rules: 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 2a, we read information texts about Antarctica and investigate famous explorers. |
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.
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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
Don't Feed the Dragon (you can find a gameboard to download and print here)
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 & multiplication.
This link takes you to calculations that you can practise with your child to help with their understanding of addition, subtraction and multiplication.
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 below. 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 3 Leader of Learning and Curriculum (daha@patana.ac.th)
- Mark Verde - Assistant Primary Principal (mavd@patana.ac.th)