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From Monday 1st June, the school will be beginning a phased re-opening for children in Reception, Y1 and Y6. It will also be open to children of parents wo are keyworkers and our more vulnerable learners. You must have filled in the parentmail before your child returns please.

Corby Glen Community Primary School

Year 3

End of Year 3 expectations 

 Foundation subject area/strand   Essential skills

 Art and Design

  •  Make/use a simple sewn sketch book, selecting a range of papers and fabrics for different purposes.
  • Identify interesting aspects of objects as a starting point for work.
  • Explain the purpose of a given task and identify the ideal materials and tools for the job.
  • Use a range of drawing media to draw natural and man-made items, giving attention to pattern, shape and form.
  • Copy and create patterns and textures with a range of paints.
  • Use a range of modelling materials and tools, choosing the one most appropriate to a given task.
  • Make repeat pattern prints for decorative purposes using various natural materials.
  • Use a variety of materials to create a collage on a theme.
  • Take photographs and explain their creative vision.
  • Create and use a palette of natural colours to paint from outdoor observation.
  • Imprint a range of patterns into modelling materials (e.g. clay, dough and papier mâché).
  • Use line to add surface detail to a drawing, print or painting.
  • Create natural forms such as shells, leaves, flowers and animals, showing an awareness of different viewpoints of the same object.
  • Make suggestions for ways to adapt/improve their own artwork.
  • Use a range of artistic vocabulary to compare artworks of a particular genre or movement.

 Computing

  •  Use logical reasoning to explain how a simple algorithm works.
  • Use sequence, selection and repetition in programs.
  • Analyse and tackle problems by decomposing into smaller parts.
  • Demonstrate a knowledge of computer systems and hardware by describing input and output devices used in everyday life.
  • Use software or search engines effectively.
  • Become discerning in evaluating digital content.
  • Identify and select appropriate information using straightforward lines of enquiry.
  • Use different approaches to search and retrieve digital information, including the browser address bar and shortcuts.
  • Identify ways to keep safe when using ICT.
  • Think before sending and suggest consequences of sending/posting.
  • Recognise online behaviours that would be unfair.
  • Show respect for individuals and intellectual property.
  • Identify how to select information to put into a data table.
  • Recognise which information is suitable for their topic.
  • Design a questionnaire to collect information.

 Design and Technology/Planning, knowledge and evaluation

  •  Share ideas through words, labelled sketches and models, recognising that designs have to meet a range of needs, including being ?fit for purpose.
  • Use ICT packages to create a labelled design or plan, in detail.
  • Make realistic plans, identifying processes, equipment and materials needed.
  • Compare and contrast great bridge designs, explaining why a particular design is significant in engineering history.
  • Investigate the design features (including identifying components or ingredients) of familiar existing products.
  • Suggest improvements to products made and describe how to implement them (taking the views of others into account).
  • Explain the impact of a design or designer on design history and how this has helped to shape the world.

 Design and Technology/Making, using and understanding

  •  Select the appropriate tools and explain choices.
  • Plan which materials will be needed for a task and explain why.
  • Follow health and safety rules for cooking and baking activities.
  • Try an alternative way of fixing something, if their first attempt isn’t successful.
  • Create a simple pattern for a design.
  • Cut slots in card and create nets.
  • Measure and mark wood/dowel.
  • Join fabrics using a running stitch.
  • Create a shell or frame structure using diagonal struts to strengthen.
  • Create and use simple gears, pulleys, cams, levers and linkages.
  • Build models incorporating circuits with buzzers and bulbs.
  • Evaluate their own programme, refine and improve it.
  • Combine a variety of ingredients using a range of cooking techniques.
  • Describe what a balanced diet is.
  • Identify food which comes from the UK and other countries in the world.

 Geography/Knowledge and understanding

  •  Describe and compare different features of human and physical geography of a place, offering explanations for the locations for some of these features.
  • Name and locate vegetation belts across the United Kingdom, explaining how some of these have changed over time.
  • Make comparisons of the same geographical feature in different countries.
  • Identify how people both damage and improve the environment.
  • Explain how the physical processes of erosion, transportation and deposition affect the environment.
  • Provide a reasonable explanation for features in relation to location (e.g. the shops outside town are bigger because there is more space).
  • Sequence and explain the features of a physical weather process such as the water cycle.
  • Compare and contrast areas of vegetation and biomes in two different locations.
  • Identify changes in the local and global environment.
  • Provide reasons for their observations, views and judgements regarding places and environments.

 Geography/Practical

  •  Draw sketch maps and plans using agreed symbols for a key.
  • Locate geographical features on a map or atlas using symbols shown in a key.
  • Observe, measure and record the human and physical features in the local area responding to a range of geographical questions.
  • Use technical and geological vocabulary to describe geographical processes.
  • Locate appropriate information, needed for a task, from a source material.
  • Use the eight points of a compass to describe the location of a country or geographical feature.
  • Locate and explain the significance of the Northern and Southern hemispheres and the Arctic and Antarctic Circles.
  • Analyse data which they have collected from first hand observations and experiences, identifying any patterns.
  • Compare and contrast aerial photographs and plan perspectives explaining their similarities and differences.

  History

  •  Describe how their own lives are similar or different to children living in past times.
  • Use appropriate historical vocabulary to describe key features of a time period.
  • Show developing understanding of chronology by beginning to realise that the past can be divided into different periods of time.
  • Explain how a significant figure of a period influenced change.
  • Describe how national changes affected their locality.
  • Describe some of the main changes in Britain, resulting from an event (e.g. an invasion or war).
  • Express an opinion on whether a person or event had a positive or negative impact on life in Britain.
  • Suggest useful research questions.
  • Use labelled diagrams, recounts, stories, diaries and pictures to illustrate understanding about historical events and famous people.
  • Choose the most important source material for a task, showing awareness of a range of sources.

 Music

  •  Recognise changes in the music, using words like ‘pitch’ (high/low), ‘timbre’ (sound quality), ‘dynamics’ (loud or soft) and ‘tempo’ (fast or slow).
  • Use standard and invented symbols to represent sounds.
  • Use relevant musical vocabulary (e.g. pitch, rhythm, pulse and tempo) when talking about the elements of music within a piece.
  • Perform own part with increased control or accuracy when singing or playing both tuned and untuned instruments.
  • Sing songs confidently both solo and in groups.
  • Create and repeat extended rhythmic patterns, vocally or by using clapping.
  • Use written symbols both standard and invented to represent sounds.
  • Compare and contrast two pieces of music on the same theme.
  • Listen to music from different periods in history.

 P.E

  •  Create their own games, adapting rules and displaying knowledge of warm up and cool downs.
  • Keep control of ball-based equipment (e.g. a hockey stick), working effectively as part of a team.
  • Choose tactics/a suitable strategy to cause problems for the opposition.
  • Compare, develop and adapt movements and motifs to create movement patterns.
  • Demonstrate a range of throwing techniques, using accuracy and power and perform a range of jumps, sometimes with run ups.
  • Vary height and speed in a sequence of gymnastic movements.
  • Work effectively as part of a team to safely navigate to familiar places, solving problems and evaluating their performance.
  • Create/perform a sequence of movements, showing good balance/body tone.
  • Recognise their strengths in PE, identifying areas for improvement.
  • Move in and around water confidently and competently, exploring ways of swimming above and below the water.

  PSHE

  •  Make positive comments about themselves and others.
  • Listen actively and show empathy.
  • Present their views and opinions with some explanation, beginning to formulate questions.
  • Explain which foods contribute towards a healthy lifestyle and the benefits of a balanced diet.
  • Recognise that bacteria and viruses can be harmful and explain how simple routines can help stop their spread.
  • Identify different types of relationship (e.g. marriage or friendships) and show ways to maintain good relationships (e.g. listening, supporting, caring).
  • Judge what kind of contact is acceptable and how to respond.
  • Describe ways of resisting negative peer pressure around issues, such as bullying, which affect their health and well-being.
  • Recognise ways in which a relationship can be unhealthy and who they can talk to if they need support.
  • Describe situations that they find stressful and explain some ways that they can make these better, through positive thinking and talking them through with
    others.
  • Work collaboratively towards shared goals.
  • Describe what bullying is and what to do if they are feeling bullied.
  • Demonstrate sensitivity and understanding of people with different values, customs and cultures.
  • Explain the school rules and basic emergency procedures.
  • Ask and answer questions, giving a view on a local (or world) issue.
  • Describe different ways people earn and manage money and their personal finances, including how to budget.
  • Describe how ‘family’ can mean different things to different people.
  • Recognise things they are good at and identify simple goals.
  • Respond to the need for positive affirmation for self and others.
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