Author: Amrit Villkhu

Year Three Curriculum Intent

St Ann’s Junior and Infant School Vision / Our vision at St Ann’s is to promote RESPECT and inspire excellence in everything we do… in school, in Rotherham and beyond.
To promote…	R / Resilience	E / Enterprise	S / Success	P / Protection	E / Empowerment	C / Communication	T / Teamwork
What should adults do in school?	- Give praise when they see someone overcome difficulties / -Be positive about trying new activities / -Work with energy and enthusiasm even when tasks are tricky	-Provide a rich creative curriculum / -Encourage creative ideas and predictions / -Test out ideas and draw conclusions from information	-Ensure everyone has the opportunity to develop and use their talents and abilities Article 29 / -Be passionate about learning / -Ensure successful outcomes for all learners	-Set clear boundaries / -Follow safeguarding procedures / Article 19 / -Provide fresh water, nutritious food and a clean safe environment / Article 24	Share their culture with each other and respect others cultures and faiths Article 30 / -Know their own strengths and areas to develop	-Offer their views and opinions confidently and with respect Article 12 / -Be an effective listener in a variety of situations, respecting the views and the person. Article 12	-Work as a team collaborating respectfully with others across school / -Negotiate and discuss with others, building on their ideas and opinions
What should children do?	-Be ready to learn and concentrate on tasks / -Recognise distractions and know how to avoid them / -Stick at tasks, even if they are not their favourite	- Generate creative ideas and predictions / -Identify problems and make logical plans to solve them / -Explain and discuss situations in depth	-Say confidently what they are learning and why. / -Use reflection to understand why they have been successful. / -Make judgements about, and assess their own learning and that of others	-Be confident to speak up and ask for help Article 12 / -Make safe choices / -Know they have a right to be safe in both body and mind / Article 19	Share their culture with each other and respect others cultures and faiths Article 30 / -Make choices independently / -Know their strengths and areas to improve	-Offer their views and opinions confidently and with respect Article 12 / -Be a good listener and think about other people’s point of view / Article 12	-Co-operate and work as a team in a variety of situations / -Negotiate and discuss with others, building on their ideas and opinions.
What should parents do?	- Allow children to attend clubs and go on trips / - Make sure children have good attendance at school / -Encourage children to have a positive attitude to learning	-Have hopes, dreams and ambitions for their children. / -Encourage children to try lots of new activities	-Make time to talk to children about what they are learning / -Attend parents meetings so they know how to help and support their children’s learning	-Provide a safe home environment / -Ensure children eat healthily and have access to good health care / -Set clear boundaries / -Ask for help when they need advice and support	Share their culture with each other and respect others cultures and faiths Article 30 / -Ensure their children know they believe in their potential and talents / Article 29	-Offer their views and opinions confidently and with respect Article 12 / -Listen to their children’s views and opinions Article 12	-Support children with homework tasks / -Talk to staff about children’s progress / -Work in partnership with school

REAL Projects– Bringing our Vision to Life
Organisation of Curriculum Content
Our curriculum will be delivered through REAL Projects. This type of learning connects subject specific skills and knowledge with real world problem solving against a backdrop of children’s rights and responsibilities. REAL Projects enable all children to create extraordinary work that matters. They gain knowledge and skills by working for an extended period of time to investigate and respond to a complex question, problem, or challenge. This involves several stages including; an essential question, working across the learning skills, in depth inquiry, child voice and choice, learning for purpose and authentic audiences.
The projects must be ‘rigorous’ in meeting the curriculum, be shared with ‘authentic’ audiences, ‘engaging’ and the children must ‘learn’ throughout. All of these aspects ensure children are engaged in learning to the highest level possible. Project also get more ambitious as children mature through school.
Discrete and daily Maths, English, Reading and, in FS and KS1, phonics teaching ensure that children build the fundamental skills they need to access their project work more fully . Often these skills and knowledge children gain in these core areas directly support children’s project work.
Critique
Critique will be embedded within the curriculum. Children are empowered to complete multiple drafts of work to ensure that they are proud of their work and that it is of the highest quality possible. Children are asked to follow three main rules when completing critique sessions; be kind, be helpful and be specific.
21st Century Learning Skills
At St Ann’s we also aim to ensure that the children develop key learning skills for future learning and life experience. Our aim is that when children leave us they are able to: problem solve, communicate, reflect, be critical and creative and collaborate effectively in a range of situations. Teachers ensure that over a project, children can work in a variety of ways to use and develop their full range of learning skills. They make these skills known to children and older children are supported to develop a self-awareness of their progress with these skills. We value all the learning skills but develop children’s understanding of Reflection in more depth to ensure children are able are equipped with the metacognitive tools to help lead their own learning.
Building Vocabulary
Throughout our projects our lessons will be language rich. Every lesson will promote and model a good range of vocabulary within grammatically accurate sentences. The vast majority of language taught will be re-useable and recyclable for other purposes. There will be planned opportunities to promote speaking and listening and children will be encouraged to read widely about the project they are studying.

Understanding the World through
Science
At St. Ann’s Science is delivered through REAL projects. Children receive explicit science teaching in every year group which requires them to work scientifically to gain knowledge of key concepts. Where possible, children use the knowledge they gain to create outcomes which respond to issues found in the real world as part of their projects.
Every year group has content that must be covered which is underpinned by both the Chris Quigley Essentials curriculum and the National Curriculum Programme of Study. This content is organised to affect children’s long term memory over time as children return to key concept each year to build upon previous learning to expand their scientific understanding and vocabulary.

	Science / Concepts / L.O.	Milestone Three (Year Five and Six) / Success Criteria for lessons / ‘I have…’	Year Three Key Vocabulary	Linked Texts / Visits	S.T.E.M Links
	To work scientifically	• Ask relevant questions. / • Make decisions on which type of enquiry would be best to use and then set up simple, practical enquiries including observing changes over time, noticing patterns, grouping and classifying things, carrying out simple comparative and fair tests and finding things out using secondary sources of information. / • Make accurate measurements using standard units, using a range of equipment, e.g. thermometers and data loggers. / • Gather, record, classify and present data in a variety of ways to help in answering questions. / • Record findings using simple scientific language, drawings, labelled diagrams, bar charts and tables. / • Report on findings from enquiries, including oral and written explanations, displays or presentations of results and conclusions. / • Use results to draw simple conclusions and suggest improvements, new questions and predictions for setting up further tests. / • Identify differences, similarities or changes related to simple, scientific ideas and processes. / • Use straightforward, scientific evidence to answer questions or to support their findings		Dinosaurs and all that Rubbish / One Plastic Bag
Biology	Biology / To understand plants	• Identify and describe the functions of different parts of flowering plants: roots, stem, leaves and flowers. / • Explore the requirements of plants for life and growth (air, light, water, nutrients from soil, and room to grow) and how they vary from plant to plant. / • Investigate the way in which water is transported within plants. / • Explore the role of flowers in the life cycle of flowering plants, including pollination, seed formation and seed dispersal		The Great Paper Caper - links to trees
	Biology / To understand animals and humans	• Identify that animals, including humans, need the right types and amounts of nutrition, that they cannot make their own food and they get nutrition from what they eat. / • Identify that humans and some animals have skeletons and muscles for support, protection and movement.		The penguin who wanted to find out / The King with The dirty feet—links to hygiene
	Biology / To investigate living things	Not statuary until year 6 but may help? / Recognise that living things have changed over time and that fossils provide information about living things that inhabited the Earth millions of years ago
	Biology / To understand evolution and inheritance	Non statutory / • Identify how plants and animals, including humans, resemble their parents in many features. / • Identify how animals and plants are suited to and adapt to their environment in different ways.
Chemistry	Chemistry / To investigate materials	Rocks and Soils / • Compare and group together different kinds of rocks on the basis of their simple, physical properties. / • Relate the simple physical properties of some rocks to their formation (igneous or sedimentary). / • Describe in simple terms how fossils are formed when things that have lived are trapped within sedimentary rock. / • Recognise that soils are made from rocks and organic matter.		The Tunnel / The Pebble in my pocket
Physics	Physics / To understand forces , movement and magnets	• Compare how things move on different surfaces. / • Notice that some forces need contact between two objects, but magnetic forces can act at a distance. / • Observe how magnets attract or repel each other and attract some materials and not others. / • Compare and group together a variety of everyday materials on the basis of whether they are attracted to a magnet, and identify some magnetic materials. / • Describe magnets as having two poles. / • Predict whether two magnets will attract or repel each other, depending on which poles are facing. (discrete)
	Physics / To understand sound and hearing	• Recognise that they need light in order to see things and that dark is the absence of light. / • Notice that light is reflected from surfaces. / • Recognise that light from the sun can be dangerous and that there are ways to protect their eyes. / • Recognise that shadows are formed when the light from a light source is blocked by a solid object. / • Find patterns in the way that the size of shadows change. (discrete)
	To understand electrical circuits
	Physics / To understand the earth’s movement in space
	To understand the Earth’s movement in space	Describe the movement of the Earth relative to the Sun in the solar system. / • Describe the movement of the Moon relative to the Earth (discrete)

Understanding the World through the
Humanities
At St. Ann’s History and Geography are delivered through REAL projects. Children receive explicit History and Geography teaching in every year group which requires them to use their investigative skills to gain knowledge of key concepts. Where possible, children use the knowledge they gain to create outcomes which respond to issues found in the real world as part of their projects.
Every year group has content that must be covered which is underpinned by both the Chris Quigley Essentials curriculum and the National Curriculum Programme of Study. This content is organised to affect children’s long term memory over time as children return to key concept each year. Each year group has a breadth map which must be covered through these key concepts to ensure children’s learning extends their understanding of their locality, their country and the wider world over time.

History / Concepts / L.O.	Milestone Two (Year Three and Four) / Success Criteria for lessons / ‘I have…’
To investigate and interpret the past	• Use evidence to ask questions and find answers to questions about the past. / • Suggest suitable sources of evidence for historical enquiries. / • Use more than one source of evidence for historical enquiry in order to gain a more accurate understanding of history. / • Describe different accounts of a historical event, explaining some of the reasons why the accounts may differ. / • Suggest causes and consequences of some of the main events and changes in history.
To build an overview of world history	• Describe changes that have happened in the locality of the school throughout history. / • Give a broad overview of life in Britain from ancient until medieval times. / • Compare some of the times studied with those of other areas of interest around the world. / • Describe the social, ethnic, cultural or religious diversity of past society. / • Describe the characteristic features of the past, including ideas, beliefs, attitudes and experiences of men, women and children. SPRING
To understand chronology	• Place events, artefacts and historical figures on a time line using dates. / • Understand the concept of change over time, representing this, along with evidence, on a time line. / • Use dates and terms to describe events.
To communicate historically / (Key Vocabulary)	• Use appropriate historical vocabulary to communicate, including: / • dates / • time period / • era / • change / • chronology. / • Use literacy, numeracy and computing skills to a good standard in order to communicate information about the past SUMMER

	History Breadth Map Y3
Local History	Changes in the locality of the school- / Light Touch- Rotherham- Clifton park- Walker Family or/ and / A local mine- Blue John Mine – Edale – Derbyshire SPRING
UK History	Stone age – Cultural and religious diversity, roles of men, women and children. How does that compare to now? How trade started.
World History	Romans- Anglo Saxons- / Cultural and religious diversity, roles of men, women and children. How’s that compare to the Stone age and now? / What did they trade?
Supporting visitors/visits	Danelaw—linked to both Stone Age and Romans in one trip if possible (recap one and learn the next) / Clifton Park Museum
Supporting Texts	York / UG – Stone age boy / Romulus and Remus / Boudicca (summer)

Geography / Concepts / L.O.	Milestone Two (Year Three and Four) / Success Criteria for lessons / ‘I have…’
To investigate places	• Ask and answer geographical questions about the physical and human characteristics of a location. / • Explain own views about locations, giving reasons. / • Use maps, atlases, globes and digital/computer mapping to locate countries and describe features. / • Use fieldwork to observe and record the human and physical features in the local area using a range of methods including sketch maps, plans and graphs and digital technologies. / • Use a range of resources to identify the key physical and human features of a location. / • Name and locate counties and cities of the United / Kingdom, geographical regions and their identifying human and physical characteristics, including hills, mountains, cities, rivers, key topographical features and land-use patterns; and understand how some of these aspects have changed over time. / Name and locate the countries of Europe and identify their main physical and human characteristics
To investigate patterns	• Name and locate the Equator, Northern Hemisphere, Southern Hemisphere, the Tropics of Cancer and Capricorn, Arctic and Antarctic Circle and date time zones. Describe some of the characteristics of these geographical areas. / • Describe geographical similarities and differences between countries. / • Describe how the locality of the school has changed over time.
To communicate geographically / (Key Vocabulary)	• Describe key aspects of: / • physical geography, including: rivers, mountains, volcanoes and earthquakes and the water cycle. / • human geography, including: settlements and land use. / • Use the eight points of a compass, four-figure grid references, symbols and key to communicate knowledge of the United Kingdom and the wider world.

	Geography Breadth Map Y3—
Local Geography	Changes in Rotherham- Clifton park- Walker Family- locality of school changing over time or/ and / A local mine- Blue John Mine – Edale – Derbyshire
UK Geography	Recap- UK, counties / Build on– counties / Name and locate south Yorkshire (Rotherham) North Yorkshire (York) and Derbyshire (Blue John Mine)- connected by the Peak District- mountains, valleys, soils, hills, rivers, land use, patterns, change over time
World Geography	Name and locate key countries through Europe linked to the Roman Empire. / Earthquakes, volcanos, settlements, land use, change over time- Pompeii / Compare mountainous areas studies in the UK to Italy
Supporting visitors/visits	Clifton Park Museum or Blue John Mine
Supporting Texts	The street beneath my feet – Charlotte Guillain

Communicating in Original Ways through
Expressive Arts and Design
At St. Ann’s children explore a range of media, and styles pioneered by great artists, to communicate the ideas they have developed through their project work in original ways in Art, DT and Music. As well as learning how to master skills in these subjects, children also take part in structure critique during which they support each other to produce beautiful work. Children give each other warm and cool feedback in a kind, helpful and specific way s. Where possible, children use the skills they gain to create outcomes which respond to issues found in the real world as part of their projects.
Every year group has content that must be covered which is underpinned by both the Chris Quigley Essentials curriculum and the National Curriculum Programme of Study. This content is organised to affect children’s long term memory over time as children return to key concept each phase. The skills of drawing and painting are prioritised.

Art / Concepts / L.O.		Milestone Two (Year Three and Four) / Success Criteria for lessons / ‘I have…’
To / develop ideas		• Develop ideas from starting points throughout the curriculum. • Collect information, sketches and resources. • Adapt and refine ideas as they progress. • Explore ideas in a variety of ways. • Comment on artworks using visual language
To / master techniques	Painting	• Use a number of brush techniques using thick and thin brushes to produce shapes, textures, patterns and lines. • Mix colours effectively. • Use watercolour paint to produce washes for backgrounds then add detail. • Experiment with creating mood with colour.
	Collage	• Select and arrange materials for a striking effect. • Ensure work is precise. • Use coiling, overlapping, tessellation, mosaic and montage.
	Sculpture	Year 4
	Drawing	• Use different hardnesses of pencils to show line, tone and texture. / • Annotate sketches to explain and elaborate ideas. / • Sketch lightly (no need to use a rubber to correct mistakes). / • Use shading to show light and shadow. / • Use hatching and cross hatching to show tone and texture.
	Print	Year 4
	Textiles	• Shape and stitch materials. / • Use basic cross stitch and back stitch. / • Colour fabric. / • Create weavings. / • Quilt, pad and gather fabric. (transition)
	Digital media	• Create images, video and sound recordings and explain why they were created.
To take inspiration from the greats (classic and modern)		Replicate some of the techniques used by notable artists, artisans and designers. / Create original pieces that are influenced by studies of others. / Artists chosen to study:

D.T. / Concepts / L.O.		Milestone Two (Year Three and Four) / Success Criteria for lessons / ‘I have…’	S.T.E.M Links
To / master practical skills	Food	Year 4
	Materials	• Cut materials accurately and safely by selecting appropriate tools. / • Measure and mark out to the nearest millimetre. / • Apply appropriate cutting and shaping techniques that include cuts within the perimeter of the material (such as slots or cut outs). / Select appropriate joining techniques. / (link to textiles in year 3 and construction in y 4) / Roman shield.
	Textiles	• Understand the need for a seam allowance. / • Join textiles with appropriate stitching. / • Select the most appropriate techniques to decorate textiles (transition)
	Electricals and electronics	Year 4
	Computing	• Control and monitor models using software designed for this purpose.
	Construction	Year 4
	Mechanics	• Use scientific knowledge of the transference of forces to choose appropriate mechanisms for a product (such as levers, winding mechanisms, pulleys and gears)
To / design, make, evaluate and improve		• Design with purpose by identifying opportunities to design. / • Make products by working efficiently (such as by carefully selecting materials). / • Refine work and techniques as work progresses, continually evaluating the product design. / • Use software to design and represent product designs.
To take inspiration from design throughout history		• Identify some of the great designers in all of the areas of study (including pioneers in horticultural techniques) to generate ideas for designs. / • Improve upon existing designs, giving reasons for choices. / • Disassemble products to understand how they work.

Music
(link to scheme)

Knowing Myself, My Rights, My Responsibilities and Respecting Others through
Personal, Social, Emotional and
Spiritual Development
At St. Ann’s the whole school community learns about Children’s Rights as outlined by the U.N. Convention on the Rights of a Child. For children, these rights and their responsibilities are explored through taking part in regular PSED and RE learning both in class and through assemblies. Teachers use the Rotherham L.A. agreed schemes of work as a starting point to deliver PSED and RE. This ensure that the expectations of the National Curriculum are met in a way which responds to issues in their own locality. When relevant , teachers enrich and expand upon certain themes in the PSED and RE curriculum to support children to answer philosophical questions found in the real World as part of their projects.

RE Themes for Year 3
Further documentation to support planning can be found in
Staff Area/Planning/RE/RE 2016 Agreed Syllabus
What makes Jesus inspirational?
What is it like to be a Hindu in Rotherham?
Peace and strength through Christian worship

PSHE Themes for Year 3
The PSHE scheme of work is currently under development. An interim scheme of work is available in
Staff Area/ Planning/ PSHE/ 2019-2020
The Caring School
Feelings, Friends and Friendships
Loss, Separation and Relationships
My Healthy Body– Food and Eating
My Healthy Body– Taking Responsibility for my Healthy Lifestyle
Global Citizenship, Human Needs Human Rights (Book– Something Else)
Rights and Responsibilities
Keeping Myself Safe including E Safety: Using Email Safely
The World of Drugs

Participating and Creating in a Digital World through
Computing
At St. Ann’s Computing is delivered through REAL Projects. Children develop their skills in coding and digital literacy through taking part in weekly Computing lessons. Where relevant, children use their computing skills to discover knew learning or create outcomes which respond to issues in the REAL world.
Every year group has content that must be covered which is underpinned by both the Chris Quigley Essentials curriculum and the National Curriculum Programme of Study. This content is organised to affect children’s long term memory over time as children return to key concept during each phase of education to build upon previous learning to develop their skills in art and design.
Strong links are made to Maths, DT and Science.

Computing Concepts / L.O.		Milestone 2 (year 3 and 4) / ‘I have…’	Potential S.T.E.M links
To code (using Scratch)	Motion	• Use specified screen coordinates to control movement.
	Looks	• • Set the appearance of objects and create sequences of changes.
	Sound	• Create and edit sounds. Control when they are heard, their volume, duration and rests.
	Draw	• Control the shade of pens.
	Events	• Specify conditions to trigger events.
	Control	• Use IF THEN conditions to control events or objects.
	Sensing	• Create conditions for actions by sensing proximity or by waiting for a user input (such as proximity to a specified colour or a line or responses to questions).
	Variables and lists	• Use variables to store a value. / • Use the functions define, set, change, show and hide to control the variables.
	Operators	• Use the Reporter operators / () + () / () - () / () * () / () / () / to perform calculations.
To connect		• Contribute to blogs that are moderated by teachers. / • Give examples of the risks posed by online communications. / • Understand the term ‘copyright’. / • Understand that comments made online that are hurtful or offensive are the same as bullying. / • Understand how online services work
To communicate		• Use some of the advanced features of applications and devices in order to communicate ideas, work or messages professionally.
To collect		• Devise and construct databases using applications designed for this purpose in areas across the curriculum.