Curriculum Overview

Year 3 - Summer 2

This page explains what your child will be learning this half-term as their main project in class. Please use the menu at the side to view objectives for additional objectives for the stand-alone subjects (Mathematics, Physical Education, Computing, Music, Languages, PSHCE and Religious Education) and for our extended curriculum.

Predators

Unit Overview

It’s time to take a walk on the wild side!

This half term, we’ll invite some amazing animals into our classroom to discover how they move, what they feel like and what they eat. We’ll also program a toy to move across a grid – will it be caught by a predator? We’ll learn about the different parts of a plant and how some plants are predators! From our investigations about the human skeleton, we’ll find out how muscle make the bones move. We’ll investigate food chains and learn about how animals find their food. Using the internet, we’ll research the majestic peregrine falcon and discover where crocodiles live.

MEMORABLE MOMENT

Pre-Learning Task / Inspiration Day / Stunning Start/Trip/Visitor/Local Visit/Special Delivery

🏁 BIG FINISH

Reflection time - What have I learnt?

(e.g. Present to the class or other class/produce poster/booklet/ICT work/class big book/assembly/drama/ debate/gallery/feast/re-enactment/testing the success of a model…etc)

👉 DRIVERS & ENHANCERS

The driver subject for this unit of work is Science.

The unit will be enhanced through Art and Design.

📖 FOCUS TEXT(S)

The class will be reading The Sheep-Pig by Dick King-Smith.

️✏️ WRITING OPPORTUNITIES

Throughout this unit of work we will be writing a dilemma story about a crocodile or alligator and designing a leaflet about our favourite predator.

🌳 LEARNING OUTSIDE THE CLASSROOM

In this unit of work we will...

Unit Sequence

Driver Subject: Learning Intentions

  1. Identify differences, similarities or changes related to simple scientific ideas and processes.
  2. Compare and contrast the diets of different animals.
  3. Make increasingly careful observations, identifying similarities, differences and changes and making simple connections.
  4. Describe simply how fossils are formed, using words, pictures or a model.
  5. Gather and record findings in a variety of ways (diagrams, tables, charts and graphs) with increasing accuracy.
  6. Investigate how water is transported within plants.
  7. Describe how humans need the skeleton and muscles for support, protection and movement

APPROXIMATE LENGTH OF UNIT: hours