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Curriculum Information Sheet Autumn Term 2020-2021Year 3: Kind Kangaroos and Gentle Giraffes September 2020Dear year 3 parents/carers,Welcome to the new academic year 2020 – 2021. We pray you and your loved ones are safe and well. We will be spending the first four weeks of this term working on a ’Recovery Curriculum’. There are five main aspects to the recovery curriculum: Restoring Relationships Community Resilience Metacognition PlaceDue to the corona virus pandemic, we have had to make some changes to the curriculum to create time to cover the most important missed content whilst continuing to deliver an ambitious and inclusive curriculum.? During the first half of the Autumn term, we will focus on the teaching of core subjects, i.e. Maths, Reading, Writing and Science. Alongside focused teaching of basic skills, we will deliver PSHE and PE provision that focuses on children's physical, emotional and mental well-being and supports pupils to reintegrate back into school life.?We will continue to use cross-curricular links effectively to ensure that children are accessing a broad and balanced curriculum under the current circumstances. Yoga, Sanskrit and PRE lessons will continue to be taught by specialist teachers. Towards the end of the second half-term, we will begin to re-introduce foundation subject such as Art and DT, Humanities (History and Geography) and Computing.?The Department for Education's statutory guidance is asking schools to aim to return to the school’s normal curriculum in all subjects by summer term 2021.?Curriculum planning will be informed by an assessment of pupils’ starting points and addressing the gaps in their knowledge and skills, in particular making effective use of regular formative assessment. This will take place at the beginning of September 2020. Please use the information below as general guidance and keep in mind that our curriculum is currently subject to change based on the needs of our pupils.ENGLISHCore Texts:Charlie and the Chocolate Factory by Roald DahlCharacter and setting description, drama, writing a story in the style of Roald Dahl, instruction writing, poetryJourney to Jo’burg by Beverley NaiduDescriptive writing, retelling a story from a different point of view, narrative writing – create an alternative ending to a story and writing a persuasive letterWe will be focusing on improving our own writing through weekly planning and editing. Emphasis will continue to be placed on improving children’s comprehension skills, particularly inference and deduction. We will also be focusing heavily on spelling, punctuation and grammar (SPAG). The key areas we will be covering are listed below:Consistent use of capital letters, full stops, question marks and exclamation marks in sentence writing. Consistent use of a range of connectives to join words and clauses.Introduce the idea of tenses in verbs Use adverbs and adverbialsUse fronted adverbialsCreate compound and complex sentencesUse and punctuate direct speechTechnical vocabularyPresent perfect form of verbs Spelling words with the ‘k’ sound spelt ‘ch’ e.g. scheme, school, echo.Using the prefixes un-, dis-, mis-, re-, pre-.Understanding when to us a/an in front of a wordHandwritingIncrease legibility, consistency and quality of handwriting. SpellingAll children have a spelling book where they can look, say, cover, write and check their spellings. MATHSEach week the children will be challenged on the key areas of Year 3 maths. The principal focus is to ensure the children become increasingly fluent with whole numbers and the four operations, including number facts and the concept of place value.Number: Place ValueCount in multiples of 4,8,50 and 100Find 10 or 100 more or less than a given numberRecognise the place value of each digit in a three digit number – hundreds, tens and onesCompare and order numbers up to 1000Identify, represent and estimate numbers using different representationsRead and write numbers up to 1000 in numeral and wordsSolve number problems and practical problems involving these ideasAddition and SubtractionAdd and subtract numbers mentally including a three-digit number and onesAdd and subtract numbers with up to three digits using formal methodsAdd and subtract numbers mentally, including a three-digit number and tensAdd and subtract numbers mentally, including a three-digit number and hundredsEstimate the answer to a calculation and use inverse operations to check answersSolve problems, including missing number problems, using number facts, place value and more complex addition and subtraction.Multiplication and DivisionRecall and use multiplication and division facts for the 3,4 and 8 multiplication tablesWrite and calculate mathematical statements for multiplication and division using the multiplication table including for two-digit numbers times one digit numbers using mental and formal written methodsSolve problems including missing number problems, involving multiplication and divisionTimes tablesAll children have a times tables book where they can find examples, practise and test themselves when learning the times tables. SCIENCEAutumn 1: Animals including humans and nutrition?To?identify that animals, including humans, need the right types and amount of nutrition, and that they cannot make their own food (unlike plants); they get nutrition from what they eat.?To?identify that humans and some other animals have skeletons and muscles for support, protection and movement??Writing opportunities:?Diary writing about healthy eating?Autumn 2: Light and shadows?To recognise that they need light in order to see things and that dark is the absence of light To notice that light is reflected from surfaces To recognise that light from the sun can be dangerous and that there are ways to protect their eyes To recognise that shadows are formed when the light from a light source is blocked by an opaque object To find patterns in the way that the size of shadows change.Writing opportunities:?Playscript writing (light and shadow)? PSHETheme:?Relationships?Families and friendships:?what?makes?a family, features of family life??Safe relationships:?Personal boundaries; safely responding to others; the impact of hurtful behaviour?Character formation: friendliness What do your friends need from us? Honest: Scenarios; Honesty Role Play Respecting ourselves and others: Recognising respectful behaviour; the importance of self-respect; courtesy and being polite Character formation: Caring Caring for our school Respect: Showing Respect Whilst Out and About; Showing Respect at Home Forgiveness: Why should I forgive? Please forgive me. Philosophy Religion and Ethics Autumn 1?Theme: Don’t worry be happy?Pupils will explore the meaning of happiness and discuss how humans find happiness. They will also research and find out how people celebrate (from different cultures and religious traditions). Teachers will help pupils unpick the difference between material objects of happiness (e.g. buying the latest?playstation) and spiritual happiness (e.g. meaningful connections with friends and family influenced and not influenced by religious guidance/expectations).???Autumn 2?Theme: Communicating with the divine?Pupils will learn about the meaning of prayer. They will focus in more depth on the power and meaning of meditation (exploring the similarities and differences of chanting the?Maha?Mantra with chants from other traditions: Om Mane Padme Hum, Allah?Hoo, Nam?yo?ho?renghe?kyo, Hail Mary) as an individual and collective practice. They will ask questions about the nature of the Divine: e.g. How can we make contact with Krishna? Does He listen? How do we know? This will lead to a knowing about Deities and the process of serving?them in the Hindu tradition, particularly those related to Krishna in the Chaitanya tradition.???Writing opportunities:?Letter writing (prayer to God)?Sanskrit Written:?Matra?Abhyasah?Alphabet revision?Verbal:?Bhagwat Gita verses +?Samskrita?Vidhyarambha?Unit 1, Introductions and greetings?Unit 2, Classroom expressions?HEALTH & WELLBEINGPhysical Education?Aut?1:?Dance?Diwali Theme?To explore and create characters and narratives in response to stimuli.?To create and link dance phrases using a simple dance structure or motif.?To keep up activity over?a period of time?and know they need to warm up and cool down for a dance.?To begin improvising freely translating ideas from stimulus to movement.?To work alone, with a partner and a group.?(Recovering curriculum, addressing issues as a result of lockdown restrictions: loss of functional capacity, anxiety, bereavement, trauma or stress, suffering from isolation).??Aut?2: Athletics?(Athletics?1)?To use their bodies with greater control and coordination.?To remember, repeat and link a combination of actions.?To choose skills (and equipment) to help them meet the challenges they are set.?(Athletics 2)?To?experiment?with different running styles.?To improve the quality of their running techniques.??(Recovering curriculum, addressing issues as a result of lockdown restrictions: loss of functional capacity, lacking movement competence, suffering loneliness, lack of motivation and confidence)?Yoga?Mudra:?Bhairavi?mudra: harmony and balance?Develop concept of Drishti – help in balancing asana and focus.??Pranayama/Kriya:?Bastrika: oral practise?Asana:?padahastasana,?ardhacakrasana,?trikonasana.?Bhadrasana?Stillness?Meditation?Sense meditation/visualisation?Story of Diwali through yoga postures.??MeditationMeditation is practiced in the morning and half way through the day to reflect on learning.PERFORMING ARTSARTIS??Music: Harrow music services?Singing/Moving??????????????????????????????????????????????????????????Singing development/aural awareness?Singing games and rounds?Development of aural awareness and musical literacy using?Solfa.?TRIPS & OTHER EVENTSThursday 10th September 2020 - Parent Curriculum Meeting via ZoomFriday 2nd October Year 3 Harvest Celebration Assembly – parents invited -Thank youMs Chapra & Mrs Pant ................
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