This half term we will be exploring the book a Boy called Bat. Each child has a copy of the text and they will practice reading aloud and as a class. They will be exploring how speech is used to provide insight into how the characters are feeling. 

In maths, we will begin by consolidating and building upon our learning of multiplication and division from last half term in our times tables. The children will conclude their learning about money before learning about different types of graphs and charts (tally charts and pictograms). Following this, we will learn about length, perimeter and fractions.

Number – Multiplication and Division 

• Review/consolidation of learning from last half term – using timetables knowledge to solve these calculations and using strategies for unknown tables.
• Using grid method to calculate multiplication calculations beyond our timetables knowledge e.g. 25 x 3 =

Measurement – Money

• Understanding and converting £ and pence 
• Adding and subtracting money and calculating change

Statistics

• Interpret and present data using tally charts, pictograms, bar charts and tables
• Solve one-step and two-step questions using information presented in scaled bar charts, pictograms and tables e.g. How many more…?

Measurement – Length and Perimeter

• Measure, compare, add and subtract length (mm, cm, m)
• Measure the perimeter of simple 2-D shapes

Number – Fractions
Review/consolidation of learning from Year 2 ready to extend learning next half term. This will include:

• Understanding whole/parts and making equal parts 
• Recognising and calculating ½, ¼ and thirds of shapes and numbers
• Exploring unit (the numerator is a one e.g. 1/3) and non-unit ( the numerator is more than one e.g. 2/3) fractions
• Counting in fractions

• name the nutrients found in food
• state that to be healthy we need to eat the right - types of food to give us the correct amount of these nutrients
• describe the main function of the skeleton
• name some of the main bones

• What is ‘good’ about Good Friday? 
• Should religious people be sad when someone dies? 
• Do sacred texts have to be ‘true’ to help people understand their religion? 
• Can the arts help communicate religious beliefs?

Year 3

Indoor – Dance

Pupils create dances in relation to an idea. Pupils work individually, with a partner and in small groups, sharing their ideas. Pupils develop their use of counting and rhythm. Pupils learn to use canon, unison, formation and levels in their dances. They will be given the opportunity to perform to others and provide feedback using key terminology.

Outdoor – Striking and Fielding – Fundamentals

This ‘Striking and Fielding’ unit will teach pupils the skills players need to play striking and fielding games, such as cricket, rounders. The children will learn how to catch and throw across different distances with accuracy. They will develop their skills of cooperation, exploring how working as a team helps to prevent the opposition from scoring points. Children will develop tactical skills, understanding effective ways to ‘run the points’. Children will have the opportunity to design and play a range of mini team games to help them identify and improve their skills.

•    To name and recognise 10 vegetables.
•    To use ‘je voudrais’ (I would like)
•    To spell nouns using the plural article (les)

In PSHE this half term we will learn about and discuss different types of committed relationships and the basic characteristics of these. Children will reflect on their knowledge of these before applying it to their lives and the lives of others.

Our extended objective is learning about rules and responsibility for own actions linked to Climate Change.

This half term the children will be exploring and composing sounds. They will create dance routines, sing and play a range of percussion instruments during our topics, Communication and Food.

In Design and Technology this half term our focus is food. We will sample foods from different cultures, think about the nutritional values and then design and make their own simple dish. The learning will include: 

1. Introduction to topic – To produce a healthy European inspired dish. Try different foods. Maybe visit Portuguese or Polish restaurants. Discuss which foods they liked and why.
2. Introduction to task – Children to think about producing a meal for their friends. What would they like not like? Think about dietary requirements etc. Carry out a survey and come up with a design criteria.
3. Research – look for healthy, European recipes/ ingredients that fulfil the design criteria. 
4. Plan out their recipe – ingredients, cooking techniques, equipment needed.
5. Teach chopping techniques and discuss cooking hygienically. Maybe make a poster to show how to chop safely.
6. Cook their recipe. Make sure they hygienically take some to taste themselves.

• identify and describe the characteristics of the three courses of a river (including the mouth and source)
• locate on a map and name some UK rivers (Thames, Severn, Trent)
• locate on a map and name some major rivers around the world (then focus on the Nile)
• using maps, aerial photographs and diagrams, identify coastal features  and local examples (eg stack: Old Harry Rock)
• understand that the coast marks the boundary between the land and the sea and can be affected by waves, tides and currents
• understand how different species depend on coastal areas as habitats