Year 3
First Year of KS2
Welcome to Lower Key Stage 2. Year 3 is a very exciting transition year group where children move from Key Stage 1 to Key Stage 2 and the expectations are that little bit higher.
In Year 3, your child is not only transitioning into a new year group, but a new Key Stage. They spent last year building up their knowledge and stamina for SATs and the goal is to maintain and progress this knowledge in Year 3.
The children’s skills seem to progress in leaps and bounds this year and their independence grows. They are expected to access technology independently and take responsibility over their learning needs and support.
Supporting your child
Please see these resources which we believe will support your Year 3 child at home.
Reading-MyOn
We expect your child to read independently for 30 mins every day and complete a quiz on the book they have read.
MyOn
Spelling
In Year 3, we need to consolidate the learning from KS1 as well as discover new language from the Year 3 and 4 statutory spelling list. Spelling is taught through the Rising Stars programme and weekly patterns will be taught in class. Please see the documents attached to revise the new spellings.
Spelling
Tackling Tables
Tackling Tables should be completed 3 times a week with the expectation that children will be on Red level by the end of Year 3 in preparation for their Multiplication Tables Check in Year 4.
Tackling Tables
History
The area of Cannock dates back to the Anglo Saxons however the more recent history shows how it developed as a mining area. This study shows the children how the area was influenced by the mining industry. They will learn about the different mines within the area, what happened at them and be able to explore any family links they have to the mines. As well as this, the children will learn all about the consequences of mining within the area, both at the time but also with what has been left behind by the mining community. A fascinating and very relevant study for the children of Redhill.
Have you ever sat and wondered where the first humans came from or how we came to settle into our lifestyles of today? Well, this is the study which answers the start of all this, learning about the earliest known humans and how life changed moving from the Stone Age and the Iron Age. The children will be given the opportunity to explore what remains there are of the ages still existing in anything we do or have today. A study which explores our earliest ancestors and has children making links between life back then and life today, it is a topic that children remember for years to come.
This study is one that children always look forward to. The Romans! A study looking into the impact of the Romans on Britain. The children will learn about what the Romans did, what they made and created whilst in Britain and how that has impacted on what we do today. It will allow the children to explore the Romans in great depth and see how they fit within the historical story that has made our country the way it is today. It is one that children will thoroughly enjoy and a great way to end the Year 3 history work.
Geography
In Key Stage 1 the children learn all about our local area in terms of buildings and simple geographical features of the landscape around Chadsmoor and Cannock. Now in Year 3 they get to start the year delving deeper into the geography of Cannock. They will start by recapping the basic features of the local area and then build on this to explore where Cannock sits within the United Kingdom. They will branch out further to explore local cities and compare them to the town they live within. Stepping further out then to investigate the counties, districts and regions that the United Kingdom has. Their map reading skills will develop in the classroom and through fieldwork in the local area and they will deepen their understanding of where Cannock really is within the U.K.
We are all so used to opening the curtains in the morning and gazing across the area that we live in but not every area is the same. Some see other houses, car parks, the sea or rolling hills. This study explores the different landscapes of the world and allows the children to travel worldwide, seeing unbelievable views and geographical features. They will study what landscape changes there are from areas such as the coastlines of Northumberland and the desert plains of Africa. Here we will push the children to understand how life is different around the world and how the landscapes that they see are ever changing. A study full of exploration and examination.
Well if there is one study that simply leaps off the page from a title it is this one! The two words are simply explosive and this study teaches the children all about why they happen, where they happen and when they have happened. Children will be able to explore this study over lessons looking into mountains firstly and how they are created and explored. Once they have completed that learning, they start to identify volcanoes, how they differ, work and what life is like living near one. Finally, the study investigates earthquakes, where and why they happen and their links to tsunamis. This study is one that has some fantastic hands on learning and really embeds an understanding of the world around them and the dramatic landscapes we have.
Science
Rock is a naturally occurring material. There are different types of rock e.g. sandstone, limestone, slate etc. which have different properties. Rocks can be hard or soft. They have different sizes of grain or crystal. They may absorb water. Rocks can be different shapes and sizes (stones, pebbles, boulders). Soils are made up of pieces of ground down rock which may be mixed with plant and animal material (organic matter). The type of rock, size of rock pieces and the amount of organic matter affect the property of the soil.
Some rocks contain fossils. Fossils were formed millions of years ago. When plants and animals died, they fell to the seabed. They became covered and squashed by other material. Over time the dissolving animal and plant matter is replaced by minerals from the water.
Animals, unlike plants which can make their own food, need to eat in order to get the nutrients they need. Food contains a range of different nutrients – carbohydrates (including sugars), protein, vitamins, minerals, fats, sugars, water – and fibre that are needed by the body to stay healthy. A piece of food will often provide a range of nutrients.
Humans, and some other animals, have skeletons and muscles which help them move and provide protection and support.
A force is a push or a pull. When an object moves on a surface, the texture of the surface and the object affect how it moves. It may help the object to move better or it may hinder its movement e.g. ice skater compared to walking on ice in normal shoes.
A magnet attracts magnetic material. Iron and nickel and other materials containing these, e.g. stainless steel, are magnetic. The strongest parts of a magnet are the poles. Magnets have two poles – a north pole and a south pole. If two like poles, e.g. two north poles, are brought together they will push away from each other – repel. If two unlike poles, e.g. a north and south, are brought together they will pull together – attract.
For some forces to act, there must be contact e.g. a hand opening a door, the wind pushing the trees. Some forces can act at a distance e.g. magnetism. The magnet does not need to touch the object that it attracts.
We see objects because our eyes can sense light. Dark is the absence of light. We cannot see anything in complete darkness. Some objects, for example, the sun, light bulbs and candles are sources of light. Objects are easier to see if there is more light. Some surfaces reflect light. Objects are easier to see when there is less light if they are reflective.
The light from the sun can damage our eyes and therefore we should not look directly at the sun and can protect our eyes by wearing sunglasses or sunhats in bright light.
Shadows are formed on a surface when an opaque or translucent object is between a light source and the surface and blocks some of the light. The size of the shadow depends on the position of the source, object and surface
Many plants, but not all, have roots, stems/trunks, leaves and flowers/blossom. The roots absorb water and nutrients from the soil and anchor the plant in place. The stem transports water and nutrients/minerals around the plant and holds the leaves and flowers up in the air to enhance photosynthesis, pollination and seed dispersal. The leaves use sunlight and water to produce the plant’s food. Some plants produce flowers which enable the plant to reproduce. Pollen, which is produced by the male part of the flower, is transferred to the female part of other flowers (pollination). This forms seeds, sometimes contained in berries or fruits which are then dispersed in different ways. Different plants require different conditions for germination and growth.
Physical Education
Taught either in our autumn or summer term, the children further develop their understanding of the different elements in athletics. Running for distance as well as speed the children will develop control and technique within their own running style. They will learn different techniques for throwing, through the discus, javelin and shot put. Finally our jumping section will look at jumping for height as well as distance.
Across the world their area range of activities that are designed to be accessible for all and this unit covers those and allows the children to try them out. Starting with boccia, the children explore how the game is played, what the key requirements are for it and ultimately how it is a game of skill and tactical thinking. Then we cover sitting volleyball, a game that also requires great skill and tactical thinking as well as adding fun to their exercise.
Alongside our gymnastics unit is one all around basic skills. As they did in Key Stage 1 they now explore further how to improve their throwing and catching, running, hopping and jumping. This unit involves looking at how the skills are transferable across a range of games and activities.
With the support of our incredible dance teacher, the children learn a routine to perform to their families and friends which explores a different genre of dance each year. Working as a large group the children perform dances which include movements, rhythm and balance and amaze their peers with what they achieve.
Our autumn and spring terms see gymnastics as our topic. This time the children build further on their balancing and movement. Looking at movements through space as well as working with a partner to develop paired and group balances. As they progress through the unit, more equipment is added and the children explore rhythmic gymnastics.
We start the year by focusing on the use of key skills such as throwing and catching and movement to engage the children in invasion games. Building on the understanding from Key Stage 1 the children develop further their avoidance of defenders and look for the first time at how to stop attackers from scoring. A competitive yet fun filled start to the year.
A unit which bases itself around tennis but moves across a range of net and wall games, this builds on the learning from Key Stage 1. The children explore different ways of striking an object and how to get that object over a net. We teach the children the key rules for tennis and other activities and then build towards a final goal of playing simplified tennis based games.
Building on the learning from previous years, this unit explores how to apply skills of striking and fielding into simple games. Looking at cricket, rounders and alternatives linked to these we focus on the striking of the ball or object and fielding it. Children get to learn about the tactical side more when fielding and striking, looking at ways in which they can consistently score or stop the strikers from scoring. Very skills driven and full of fun and communication!
Building on the work in Key Stage 1 the children here are introduced to new ways of reading more complex maps and also the teamwork needed to guide their peers through courses. This tests out the teamwork skills but most importantly how they communicate with those they work with.
A joint unit where the children get to look more at their golf skills through new games and activities that push their control to hit a ball for distance and accuracy. The children also get a taster for archery, focusing on again the accuracy of their arrows and the technique required. Patience is the key in this topic!
Ambition
Never Give Up
Teamwork
Love Learning
Equality & Fairness
Respect
