CURRICULUM SUMMARY
YEAR 3
INTRODUCTION TO THE CURRICULUM
I hope you will find that the information in this Handbook provides you with a helpful view of what your child will be studying this year and our academic expectations for them. I have no doubt that there will be many issues that are not covered here as fully as some might like and if you have any queries, please do not hesitate to contact us about them. The Form Teacher is probably the best person to speak to over minor matters and acts as a liaison person if there are other members of staff you would like to speak to. At the heart of our Curriculum is the belief that all pupils are entitled to a broadly balanced education in a stimulating learning environment in order to prepare them for the future. Children will be exposed to a wide variety of learning opportunities during their time at Junior King’s and they will be given individual encouragement to develop their interests and skills to the full. We believe that school days and the educational discoveries they make here should be fun and stimulating. We expect our children to always try their best, to put in good effort, and to take increasing responsibility for their own progress; help, support and encouragement are given in good measure. Above all, the children respond positively to the intellectual, physical, social and spiritual challenges presented to them. Parents are always most welcome in school and your support at home for the work we do is essential to the progress of every child.
HOME-SCHOOL COMMUNICATION It is crucial to our success that channels of communication between home and school are clear and that parents feel confident in using them. The cycle of half term assessments, written reports and staff-parent meetings/interviews establishes the framework within which a child’s progress is monitored and discussed. It is important that all parents should feel able to have access to the staff and appointments can be arranged after school through the school office. However, we encourage parents not to linger in the morning, other than to pass on necessary information for the day. Parents are, wherever possible, encouraged to make use of the many other informal opportunities for discussion that exist throughout the School.
ASSESSMENT A pupil’s performance is carefully monitored throughout the year. Continuous assessment, through classroom work, tests, exercises and prep marks, provides important sources of information for reporting. Regular staff discussions of individual pupils enable staff to track individual progress and may be discussed with the pupil, through the Form Teacher, or the Senior Academic Staff (Mr Lapthorn/Mr Stonier). Parents are informed of any significant difficulty of which we are aware and invited to discuss the possible ways forward. A Work Support Card may be used when it is considered helpful to monitor a child’s performance lesson by lesson. The card also acts as a means of communication with home.
PREP Prep is given to encourage pupils to work on their own, to exercise self-discipline in their approach to learning and will provide an opportunity for further development of skills and knowledge. Work conditions are important. A quiet place in which to work will make a considerable difference – free from the distractions of siblings, pets and television. For some, complete silence is daunting and it may be allowable to have music playing quietly in the background. Tables, spelling and reading are the key areas of the prep curriculum and we encourage and welcome parents’ involvement to reinforce the work done in class. After a long day at school, prep should not overwhelm the evening and should take no longer than 15-20 minutes to complete. If your child is regularly not coping with the workload within the given times (or it is too easy) then you are encouraged to inform the Form Teacher. Pupils will be issued with a prep diary and are expected to record each assignment. Please sign off each day’s prep once it has been completed at home. Daily reading at home is strongly encouraged and a reading record is issued to all children who should enter the details of each evening’s work. We would be grateful if you would sign this record book. Messages or comments can be added if you so wish.
AEN/LEARNING SUPPORT Junior King’s is committed to meeting the needs of all pupils. General, or ‘Quality First Teaching’, describes inclusive teaching which takes into account the learning needs of all in the classroom. It is achieved through appropriate differentiation through curriculum planning, learning tasks and teaching strategies. This approach is the best way to reduce from the start the number of pupils who need extra help with their learning. However, some pupils have learning needs which need more targeted and specific provision. The AEN Department at Junior King’s, co-ordinated by Mrs Emma McCoubrie (SENCo), has specialist staff, trained and qualified to recognise, assess and implement support plans for these pupils, throughout the age and ability range. The Department also has strong links with external agencies, such as the KCC Specialist Teaching Service (STS), educational psychologists, speech and language therapists and occupational therapists. Parental involvement is an important part of the process. If any parent is concerned about their child’s progress, they are encouraged to discuss this with their child’s Form Teacher. Mrs Mc Coubrie is also available to speak to should you have any concerns.
ENGLISH Year 3 will follow an integrated programme of speaking and listening, reading and writing following Year 3 of the National Curriculum. The Goldup Handwriting Scheme will continue from the PrePrep. Children who do not have a fluent joined-up handwriting style will be taught the Goldup style. A variety of methods will be used to teach spelling which will be taken from the appropriate sections of the National Curriculum together with words arising from the children’s own work. Reading is supported by the Junior Library and for some children Oxford Reading Tree materials are available to ensure continuity from KS1. Pupils will study a range of genres: • stories with familiar settings • myths, legends, fables • traditional tales • adventure and mystery stories • stories by the same author • poems • non-fiction including informational texts • thesauruses and dictionaries • instructions Pupils will be helped to: • learn to change the way they speak and write to suit different purposes and audiences • read a range of texts and respond to different purposes and audiences • explore the use of language in literary and non-literary texts and learn how language works • learn how to speak in a range of contexts, adapting what they say and how they say it to the purpose and the audience • learn to respond appropriately to others, thinking about what has been said and the language used • read enthusiastically a range of materials and use their knowledge of words, sentences and texts to understand and respond to the meaning • increase their ability to read challenging and lengthy texts independently • reflect on the meaning of texts, analysing and discussing them with others • develop understanding that writing is essential to both thinking and learning, and enjoyable in its own right • learn the main rules and conventions of written English and start to explore how the English language can be used to express meanings in different ways. • use the planning, drafting and editing process to improve their work and to sustain their fiction and non-fiction writing.
A PARENTS’ GUIDE TO READING Children should: • read silently for sustained periods • read an increasingly wide range of books in varying forms (fiction, poetry, nonfiction) • maintain appropriate expression when reading aloud • continue to build on their knowledge of phonics to use in both reading and writing • use ideas from their reading in their own writing
Teachers will: • continue to guide and encourage the child’s choice of books in varying styles and ensure the child begins to discuss what is read critically • focus on thorough comprehension but continue to monitor progress in phonic knowledge and the reading of unknown words
Parents can: • read and discuss books with their children • let the children see that books and reading are valued in the family • encourage the children to collect ‘favourite’ books and stories • be tolerant when a child wants to read or re-read a book for younger readers • accept the comforting familiarity of a well-loved tale, especially at the end of a tiring day
MATHEMATICS Pupils entering Year 3 in Junior House will usually be taught mathematics in their own forms. Pupils will build on the skills they developed for Key Stage 1 and extend their competence and confidence with number establishing sound skills in counting and calculation. Work on securing an understanding of place value will continue and there will be an emphasis on investigative methods, problem solving and mental mathematics. By the end of the academic year, all times tables will have been taught. Pupils will be following with the Abacus Year 3 scheme. This approach follows on directly from what the pupils will have followed in Year 2. Other material will also be used to supplement the teaching syllabus. The aim is that pupils at the end of Year 3 will have a solid and secure foundation to build upon. Number Topics In Year 3 the emphasis is on developing an understanding of number and building competence in the four operations. The main areas covered are: • addition and subtraction; mental, linear and column • read, write and count numbers up to 1000 • understand and use place value in numbers up to 1000 • development of mental methods of calculation • formal computational methods – addition, subtraction, multiplication and division • multiplication and division facts of tables to 12 • shape, space, measure • data handling • fractions • time • The work will be tested at various times throughout the year with examinations in the autumn and summer terms.
SCIENCE Young children are natural explorers and we encourage this tendency in the teaching of science. The Science Department policy is to instil safe and responsible practices for this exploration from the start, and this remains a priority throughout a pupil’s time in the school. This subject will be taught using practical demonstrations, experiments and, as the children become more familiar with appropriate techniques, the use of investigations. While following the guidance of the National Curriculum, our topic selection is aimed at providing the basis on which children can further explore their surroundings. Pupils will study the following topics this year: • food, teeth and eating • properties of materials • springs and magnets • helping plants to grow • rocks and soils Pupils will learn to: • adopt safe practice in a scientific environment • recognise and make appropriate use of data and scientific vocabulary
FRENCH This experience of a foreign language is delivered by a specialist language teacher. Assessment focuses upon listening skills and oral participation in class. Year 3 will be studying topics including greetings, classroom, the body, animals, family, birthdays and dates, hair and eyes and time. Grammar and skills will include the use of questions and answers, gender, cognates, word order, pronunciation, adjectives, the definite article, simple description, negatives, numbers, use of the third person, prepositions and the verbs avoir and ĂŞtre. Lessons will include a variety of activities to practise Listening, Reading, Speaking and Writing including: Rigolo interactive whiteboard, songs, games and written worksheets where appropriate. There will also be regular revision of topics from Year 2.
HISTORY Year 3 will learn about the Tudors during our History lessons. We will use a range of primary and secondary sources to learn about Henry VIII, Elizabeth I and the everyday lives of people living in Tudor England. Pupils will learn to: • recognise and make appropriate use of dates and historical vocabulary • describe and analyse different features of an historical period • develop an understanding about the cultural, religious and ethnic diversity of the societies studied • describe and make links between the main events, situations and changes within and across the different periods and societies
GEOGRAPHY This year’s work introduces the same themes and topics as the National Curriculum Key Stage Two and builds upon the progress made in the Pre Prep. Topics to be covered: • maps and plans • farming • the local environment • locations and directions • overseas localities- Chembakolli, Greece Pupils will learn to: • think independently • improve mapping skills • use appropriate geographical vocabulary to describe, compare and contrast
RELIGIOUS STUDIES As children join the Junior School, the syllabus is designed to establish the foundations that put the Common Entrance Examination into its place within the meta-narrative of the Bible and the Christian foundation of the school, as well as studying the traditions of other religions. Topics covered: • Moses and the Israelites • Rules for society – the Ten Commandments / The Sermon on the Mount • The Religions of India – Hinduism, Sikhism and Islam • Jesus – his teachings and the people he met. Key concepts investigated: • belonging • knowing right and wrong • respect for other people
COMPUTING Pupils will be given the opportunity to: • Use a wide variety of applications to develop their interest and skills in Computing. • Develop their touch typing skills The children will be helped to develop the following skills: • Word Processing • Presentation skills • Handling data with Spreadsheets • Programming in Scratch • The safe and effective use of email • Creating images using computers
ART Art in Year 3 is taught in Junior House. We aim to enhance confidence and enjoyment in Art for all pupils as they become acquainted with the environment and routine of the main school. The art taught will link to the curriculum being taught in Junior House, and is featured in our classroom displays. The range of tasks and experiences in Year 3 and will build upon the skills and creativity developed in Pre Prep. Year 3 projects this year will include: • colour • composition and drawing • printmaking • collage • clay • sewing
MUSIC There are two 30-minute lessons per week for class music. In addition, individual instrumental lessons are offered from a team of 30 visiting music teachers. Pupils are encouraged to practise at home and may be entered for Associated Board and Trinity College exams which are held each term at the school. Many musicians will be involved in the concerts and workshops that take place during the course of the year, as well as joining ensembles that meet each week such as Junior Strings, Junior Brass Group and Wind Band. There is also the Junior House Choir, timetabled for one period per week for all children in Junior House. The choir performs in the Junior House Concert as well as the annual Carol Service in Canterbury Cathedral. Curriculum We develop some fundamental musical skills through songs and musical games. These include pulse, rhythm, melodic shape, rests, notation and time signatures. Songs will be drawn from a wide variety of sources, times and places and a great emphasis will be placed on finding a controlled, clear and healthy singing sound and developing a confident solo and class voice. We also explore pulse, rhythm, tempo, phrase length, dynamics and rests. We will listen to a great deal of music, centred in the first term around overtures from all areas of musical theatre. Classes are encouraged to respond to the music with sensitivity and understanding. Pupils who play musical instruments will be given an opportunity to play to the class.
DESIGN & TECHNOLOGY The Junior King’s Design and Technology department prepares pupils to be creative problem solvers, to work as individuals and as members of a team, to participate in tomorrow’s rapidly changing technologies and to enjoy expressing their ideas using a wide range of media. Students are engaged in using computer aided design and manufacture, and use wood, metal and plastic to communicate their unique ideas. Year 3 are given the opportunity to develop a variety of practical techniques as they explore their imaginative thinking. Working in stimulating contexts they engage in a continuous course of personal development, learning to use today’s technologies so they can participate in developing tomorrow’s. Year 3 focused practical tasks and open projects this year will include designing and making: Autumn Term
Lent Term
Summer Term
• a door hanger • an aluminium mail holder
• a laser cut acrylic vase
• ‘masterpiece of the week’ plaque • a mini torch
DRAMA The aim of the year 3 curriculum is to introduce exploratory and devising skills whilst building on the performance skills learnt in Pre-Prep. The focus of the year is storytelling, using a wide range of techniques and strategies to bring plot, theme and character to life. There are various links with the wider curriculum. Pupils will develop detail in their acting and character portrayal in the context of the Junior House Christmas play. Pupils will explore, develop and perform within the following areas of drama: making up scenes based on traditional stories, working with script, exploring themes from other areas of the curriculum using expressive movement and dance, speaking, listening and learning to evaluate.
PHYSICAL EDUCATION All pupils are taught by one of three specialist teachers of physical education. The programme is divided into the following units, which aim to promote physical development in a variety of areas. • gymnastics: to include varieties of movement and travelling, floor work, vaulting and balance • net and wall: to develop hitting and striking skills practised in games of short tennis and badminton, and to improve overall hand – eye coordination levels • striking and fielding: to develop batting, throwing, catching and fielding skills • general fitness work to develop and improve overall health and fitness levels whilst also improving agility, mobility and dodging skills • athletics: to develop and improve technique alongside performance in running (speed, endurance and stamina), jumping (height and distance) and throwing (distance and power), tested and recorded throughout the summer term • swimming: to improve technique and develop performance in the four major swimming strokes • Plus invasion games: general games skills are introduced and developed through participation in major team games (during twice weekly afternoon games sessions) Health related exercise/fitness The six curriculum units combined enhance the health related exercise/fitness programme; particular attention in exercise and fitness classes is given to speed, stamina, endurance and strength. Autumn
Autumn
Lent
Lent
Summer
Summer
General fitness through running activities and chasing games
gymnastics
swimming
mini tennis
athletics
swimming / striking & fielding games
GAMES PROGRAMME Pupils in Year 3 receive two, one hour games sessions per week throughout the year, during which they participate in major team games, developing the core skills and knowledge of basic tactics and rules. The sports covered are: Girls – Hockey, Netball and Cricket Boys – Football, Tag Rugby, Hockey, Cricket Competitive opportunities are gained through house matches, which take place during their weekly games time, whole school, house events, including swimming galas, cross country and sports day, and through a full programme of inter school fixtures and tournaments which take place on Wednesday and Saturday afternoons.
PSHE The PSHE curriculum aims to promote the spiritual, physical and social development of pupils and to prepare them for some of the opportunities, responsibilities and experiences of later life. This preparation for life involves self-knowledge; an understanding of the needs and motives of human beings; knowledge about their own health and bodies, and the importance of choice. PSHE education is a planned programme of learning though which pupils acquire the knowledge, understanding and skills they need to manage their lives now and in the future. As part of a whole school approach, it develops the qualities and attributes pupils need to thrive as individuals, family members and members of society. The values promoted in our PSHE curriculum are incorporated into the fabric of our school through assemblies, community events and the support of charities and in our day-to-day living. Our PSHE curriculum is based on three ‘core themes’ within which there will be broad overlap and flexibility: Autumn Term Health & Wellbeing
Lent Term Relationships
Summer Term Living in the Wider World
Healthy Lifestyles Keeping safe Growing and changing
Relationships Feelings & emotions Valuing difference
Rights & responsibilities Taking care of the environment Money matters
The PSHE curriculum will be taught in a variety of ways that will involve discussion, reflection, roleplay, collaboration and team-work, multi-media and outside speakers.