Year 3 Curriculum HandbookSeptember 2020

YEAR 3 CURRICULUM

In Year 3 children are arranged in mixed ability classes with the exception of Maths, where they are grouped by ability, based on their current level of attainment (This grouping comes into effect at half term in the Autumn Term.) Work is directed towards consolidating what a child has learned in their previous school and ensuring that all children have a sound base from which to progress throughout the school. By the end of the year, a child should have established a sound working pattern and know what is expected of them.

PrepPrep is set each day on Google Classroom (except Fridays) and is normally expected to take approximately 30 minutes. We encourage parents to discuss prep tasks with their children. However, once this has been done, children should be left to work as independently as possible. Each child is required to check their ‘To do’ list on their Google Classroom each day, to take home the necessary books and hand in the completed work to their teacher. Parents can regularly communicate with form tutors through the prep diary or by e-mail.

Prep is compulsory and therefore if a child has been unable to complete the work, a note in the diary is required.

On fixture nights, deadlines will be set for the following Monday so children can complete the prep over the weekend if they choose to. This allows families and children flexibility to have a clear weekend if they wish or to use the weekend for completing the prep. Spellings, times tables and reading should be happening throughout the week. Occasionally, French vocabulary learning may also be given.

Reading at HomeIn addition to reading at school, children are expected to read regularly at home to themselves as well as aloud to an adult. A parent guide, “Reading with your child”, is available on Firefly to help them actively listen and promote good expression and understanding. Children are expected to read each evening. This is to be recorded by the parent/guardian in the prep diary and signed

daily. As well as their current reading book, they may choose any interesting reading material from the library; a wide variety is to be encouraged. The qualified librarian helps children in their selection of fiction and poetry for personal reading and covers a variety of themes that are integrated with current general subject topics in each year group. There is also a small selection of graded fiction in classrooms/the Jubilee Collection. Children may also browse resources via the Library’s Google Classroom page (Class code:ncctbex).Where necessary, children who require further support with their reading will progress through a structured reading scheme which they should read aloud at home every day. This scheme book will be in addition to the book chosen from the Library or bookshelves. In addition, children are encouraged to participate in the Belmont Reading Challenge which encourages children to read a wide variety of books aimed at their reading level and to write reviews of the books they have read. In Year 3 the Reading Challenge starts after half term in the Autumn Term. Children can work towards badges at different levels which will be awarded by Miss Sutherns and published in the Bulletin.

Learning Support Children who have been previously identified as having a learning difficulty are put on the Learning Support register immediately and are monitored carefully. If a child appears to be experiencing difficulties, the form tutor will refer the child to the Head of Learning Support who will do an initial assessment with the permission of the parents. If no specific difficulty is identified, the child will continue to be monitored. A child may be offered some extra support or may be referred to an educational psychologist outside school for a comprehensive assessment.A child needing extra support may be withdrawn for supportive lessons in a group or individually. With consultation, we may agree that a child should have a course of one to one lessons with a specialist tutor. We also have a speech and language therapist and occupational therapist working at the school. This facility for specialist teaching is not funded by the school and is arranged through the Head of Learning Support. However, much of the support in Lower School takes place in the classroom through classroom assistants or Learning Support teachers.

More Able and Talented The term ‘able’ is applied to those children who show particularly strong academic abilities, whether across all subjects or within one or two. The term ‘talented’ is applied to those children who are particularly able at sport, art, music or technology. Through our assessments of children, we recognise that approximately the top 20% of children require appropriate differentiation in some subject areas. Classwork and PE/Games lessons, where applicable, are differentiated to provide challenge for these children. These children are also encouraged to participate in additional activities such as Maths challenges and a variety of internally and externally held competitions.

HOW PARENTS CAN HELPBy listening to and reading with your child and explaining new vocabulary.

By discussing the story line, characters, structure, form, (e.g. verse, prose, letter, list) and contribution of pictures or diagrams. Your child should be encouraged to give opinions and support them with reference to the text. (Do look at the “Reading with your child” booklet for more literacy ideas.)

By discussing (but not doing) homework tasks and interpreting instructions.

By encouraging your child to proofread their work and work to the best of their ability

By reinforcing number bonds and multiplication tables.

By helping children become familiar with the 12 hour and 24 hourclock.

By fostering an interest and sense of enquiry into the general topics

your child will be studying in the Lower School.

By providing opportunities to use reference books at home, to watch

appropriate T.V. programmes and videos and to visit the public Library.By ensuring your child can hold and use a knife and fork correctly.

By encouraging and helping children to partake in physical exercise and activities out of school, (jogging, swimming, cycling for fun perhaps), or joining sports clubs that offer extra practice in team sports.

By ensuring your child gets adequate sleep to enable them to cope with the busy demands of school life.

WHAT WILL MY CHILD BE LEARNING?

ENGLISHGreat emphasis is placed on being able to communicate effectively. English is incorporated into almost every subject in some way or another. Lessons are taught in form groups. A variety of resources are employed and some of the texts used or work undertaken may be linked to the Creative Learning Project topics.

HandwritingChildren in Year 3 use pencil for all their work and are taught correct letter formation and shape through handwriting practice. The style used at Belmont continues that taught in the pre-prep, Grimsdell. All pupils are taught to join up letters correctly. In the Summer Term the children will start to use a handwriting pen in their handwriting lessons. Recommended pens are noted in the Parents' Handbook.

Reading     Reading is the most effective way to develop vocabulary and model formal, written sentence structure. Children are encouraged to take up the Belmont Reading Challenge (four levels of difficulty) and to visit the school Library to use the resources and borrow books*. One English lesson per week is set aside for class or group reading in which the children read in small ability groups. A variety of texts are covered and related follow up tasks aid a range of comprehension skills. When children enter Year 3 their reading will be assessed,

and if it is felt that they need a more structured approach to improve their fluency, range of vocabulary or comprehension they will be placed on a reading scheme using Ginn and Pearson books.*Due to the current situation the children are unable to visit the Library; they can browse and order books through the online catalogue on Google Classroom, or by emailing Mrs Hunt directly.

ComprehensionA variety of material is used for comprehension such as books, magazines, plays, poetry and newspaper articles. This often forms the basis of discussion and does not always involve written work although it helps develop understanding and appreciation. Reading sessions allow children to further their comprehension skills through oral and written work.

Writing      In Year 3 children are encouraged to write freely on a range of subjects. A variety of genres are covered. Writing may be linked to their Creative Learning Project topic. Targets are given for improvement and progression. Grammar and SpellingsThere will be a dedicated grammar lesson each week to reinforce and develop children’s understanding and use of grammar. However, the grammar will often be taught as part of a written task. The online learning programme Century is also used to support grammar work. There will be a dedicated spelling lesson each week. The Key Spelling scheme forms the basis of the spelling work. Emphasis is placed on learning the patterns and rules as well as high frequency words, and there is a weekly spelling test. This is supplemented by the online spelling programme Spellzone.

Oral WorkSpeaking and listening are essential components and children are expected to talk to the rest of the class, read their work aloud and take part in discussions. Story audio books and other sources of the spoken word are used to encourage good listening skills. Drama sessions are an important part of the curriculum and provide the opportunity for a wide variety of activities. All children take part in drama productions. Year 3 perform a year group Christmas play in December.**Due to the current situation this may be subject to change.

MATHEMATICSIn Year 3, Maths is taught using Inspire Maths, a programme which has been developed using a Singapore maths method approach in order to meet the higher expectations of the National Curriculum by taking a mastery approach. Concepts are broken down into small steps which are consistently introduced using the Concrete Pictorial Abstract approach. In doing so, children are building a secure foundation of concepts which will allow them to develop fluency and reasoning skills. Children’s learning is supported and advanced through the use of textbooks and practice books produced by Inspire Maths and interactive websites.

Children follow a cycle of topics which are reinforced and extended each year. Children come from several different pre-prep schools and therefore in Year 3 time is spent on place value, basic computation and consolidation of work taught in their previous school. We believe that it is vital for children to establish a secure foundation of Maths, in order to be able to solve more complicated problems and deepen their understanding and reasoning skills. Emphasis is placed on:

The understanding of place value The layout and presentation of calculations

Understanding of the four operations and their application (addition, subtraction, multiplication and division)

The development of a range of skills that will achieve a secure understanding of the various concepts that are covered in Years 3 - 5.

We expect each child to have a quick recall of number bonds to 20 and the multiplication tables 1-12. Some topics require repetition and may be approached from various viewpoints in order to reinforce them. Practical activities and games are an important aspect of the Maths curriculum. All the children have logins for the interactive website Century, which develops a learning path for each child based on their individual needs.

Lessons frequently include mental arithmetic as a warm-up to the main topic. Problem solving will be taught on a regular basis in order to encourage group work and discussion. Children are encouraged to develop their estimation skills and to correct their own mistakes. Our aim is to stimulate interest, increase confidence and embrace challenge.

During their time in Lower School your child will cover the following:

Place value to 100,000 Four operations of number: addition, subtraction, division,

multiplication Measure - mass, distance, time Area, perimeter and volume Shape - two and three-dimensional figures Symmetry Lines and angles Graphs and data handling Fractions and decimals Problem solving Money - including familiarity with the use of coins and notes Using and applying mathematics.

Both written and teacher assessments are used to monitor progress throughout the Lower School. Children are encouraged to use the appropriate mathematical vocabulary when discussing work and in doing so develop their reasoning skills. It is important that children can not only get to the correct answer but be able to explain how they got to that answer, and reason why it is the correct answer.Year 3 are arranged into four or five groups for all their Maths lessons. In Year 3 this grouping will start after the Autumn Half Term. The size of each group will vary. Teaching is directed to the needs of each group. Children may be moved between these groups depending on their progress.

ARTIn Year 3 children become familiar with a visual language. All their work explores the visual elements: line, tone, colour, pattern, space, texture, form, space. They experience a wide range of materials in two and three dimensions and learn how to apply them using various techniques and processes.

PROGRAMME OF STUDY Autumn

Term

Materials and processes:Children will create the following:

A self-portrait using pencil crayons A Greek pot A transcription of Gustav Klimt’s “The Kiss”

using mixed media techniques A whole class piece of artwork based on the

theme of butterflies

Spring Term Materials and processes:Children will create the following:

A range of illustrations for a Roald Dahl book A mixed media “friendship” collage.

Summer Term

Materials and processes:Children will create the following:

A range of observational drawings of natural objects

A simple print based on their observational drawing

Time permitting, the children will use clay to investigate pattern and texture found in nature.

COMPUTINGComputing and Digital Learning (IT) prepares children to participate in a rapidly changing world in which work, and other activities are increasingly transformed by access to varied and developing technology. 

Children will be taught to:

design, write and debug programs that accomplish specific goals, including controlling or simulating physical systems

use sequence, selection, and repetition in programs; work with variables and various forms of input and output

use logical reasoning to explain how some simple algorithms work and to detect and correct errors in algorithms and programs

understand computer networks including the internet

use technology safely, respectfully and responsibly; know a range of ways to report concerns and inappropriate behaviour

select, use and combine a variety of software on a range of digital devices to accomplish given goals, including collecting, analysing, evaluating and presenting data and information.

PROGRAMME OF STUDY Autumn

Term

Introduction to ICT: Microsoft Word and Publisher

Spring Term Programming Fundamentals: Using Rapid Router and Code Studio

Summer

Term

Graphics: 3D design using Tinkercad

CREATIVE LEARNING PROJECT – Incorporating History and Geography The Creative Learning Project takes a thematic approach to learning by enabling the children to immerse themselves in a variety of engaging topics. Drawing largely on the resources available from the Cornerstones Curriculum, Year 3 children are taught stimulating learning activities that make creative links across the curriculum and provide learners with key knowledge and essential skills. History and Geography have been fully integrated and remain the “driver” subject of each project. Other “linked” subjects such as

English, Science and the Arts are also featured, depending on the contexts. Each year group studies up to two individual topics per term. Below is an indication of the key skills and knowledge that the children will aim to achieve through their CLP work by the end of Year 5. Over and above this, speaking and listening; interpretation and evaluation of source materials; independent research and analysis and presenting and debating skills are at the core of each Creative Learning Project.

History skills: By the end of Year 5, children will be able to show a growing knowledge, competence and understanding of:

British and wider world history – knowledge of people, events, situations and developments.

Historical concepts and terms, such as chronology; establishing clear narratives across periods studied and identifying continuity and change, cause and consequence, similarity, difference and significance.

Historical perspective – placing their knowledge in different contexts, understanding connections; the role of sources as evidence.

Children are encouraged to explore their own line of purposeful inquiry and to develop their skills of investigation and research. They learn about different events, cultures, ideas and inventions in context by studying a range of historical sources. Textbooks, artefacts, reference books and the internet are all used to encourage further research. Children develop a sense of chronology and learn to compare and contrast different cultures and eras. The children also develop their speaking and listening skills by taking part in debates and giving presentations. Relevant practical activities are undertaken wherever possible. As they progress through Lower School, children are encouraged to work independently using their own resources and research skills.**We provide a range of opportunities for visiting workshops and school visits to support the curriculum, but have chosen to postpone these during the current circumstances.

Geography skills: By the end of Year 5, children will be able to show a growing knowledge, competence and understanding of:

World locations, places and geographical features. The conditions, processes and interactions that explain

features, distributions, patterns and changes over time and space.

Geographical inquiry; the applications of skills in observing, collecting, analysing, mapping and communicating geographical information.

Children gain a deeper understanding of the world around them by studying aspects of both Physical and Human Geography. The various topics provide opportunities to learn and apply skills, ranging from simple mapping techniques to comparative studies of different geographical features to environmental issues such as pollution and global warming. The children are encouraged to draw comparisons between the UK and other countries and cultures. They may be required to carry out some practical work, to collect and present data and to use IT to create power points or posters which they then use to develop their presentation skills.

The Creative Learning Project topics are chosen by the individual year groups and can vary year on year. **They may be subject to change due to the current circumstances.

PROGRAMME OF STUDY Autumn

Term

Gods and Mortals:The children are introduced to Ancient Greece, where they will study some key aspects of Ancient Greek life, achievements, myths and their influence on the western world.

Children will learn how to use maps, atlases, globes and digital/computer mapping to locate countries, and to describe the features studied.

Spring Term Flow:The children will follow the journey of a river from source to sea and will learn about some of the world’s most majestic rivers.

Children will explore further the use of maps, atlases, globes and digital/computer mapping to

locate countries and to describe the features studied.

Summer Term

Tremors:The children will be delving into the depths of the Earth, investigating what lies beneath as they are introduced to geological investigation.

Children will collect and analyse soil samples, survey the devastating impact of earthquakes and go back in time to the world of Pompeii, where they will be using a range of sources to piece together the events following the eruption of Vesuvius.

DESIGN AND TECHNOLOGY (D&T)All children are given creative opportunities to experience a range of materials, tools and processes in Design & Technology (D&T). They are encouraged to solve design problems for themselves and discuss solutions with one another. The children are taught in their form groups and have one 45 minute lesson every week in the D&T Workshop.

The Department runs a lunchtime D&T Club* where children can continue to develop their skills and creative ideas. Different year groups will be targeted each term to ensure a fair opportunity for all. Occasionally, lunchtimes may be used to allow children to complete unfinished classwork at the direction of the D&T staff.*Due to COVID restrictions clubs may be subject to change.

PROGRAMME OF STUDY Autumn

Term

Resistant materials:Children will research into heraldry to design a family crest.Skills taught: measuring, marking and cutting using wood and plastic materials to produce a framed crest.

Spring Term Design skills:Children will design and make their own pop-up card.Skills taught: examining simple card mechanisms to then make a series of 3D cards, including an introduction to the use of ICT and CAD software to develop design ideas.

Summer

Term

Resistant Materials:Children design and make their own egg mobile.Skills taught: designing and making a wooden chassis, adding axles, wheels and a seat to create the ultimate racing machine to win the Humpty Dumpty Egg Race!

FRENCHFrench is taught to children in Year 3 by specialist teachers. Year 3 is allocated one 45-minute period per week. As well as language, children will also study France and French culture.

Year 3 follow an informal introduction to the language using a textbook and emphasising the skills of Listening and Speaking. Heinemann’s Expo course is introduced as the main teaching textbook, together with a Cahier for written exercises. 

PROGRAMME OF STUDY Topics o Greetings and names

o How are you?o The alphabeto Numbers and ageo School objects and gender, talking about the

classroom Colourso Months, birthdays, days and dates

FUTURE SKILLSThe aim of Future Skills is to equip children with the skills needed in the 21st century workforce and in life. We have built a variety of activities which are undertaken on rotation throughout the year. Children participate in an activity for a half term which allows for depth of understanding, and an opportunity to fully explore what

that element has to offer. Children in Year 3 have one 65 minute lesson of Future Skills per week.

PROGRAMME OF STUDY In Future Skills children will participate in the following strands activities: Skill Activities Innovate Innovation Think Yoga Sustain Forest Schools Create CookingLead First Aid Communicate Drama

GAMESIn Year 3 children have a double Games lesson each week. Girls and boys are taught separately for Games. Matches for Year 3 children are kept to a minimum with the main emphasis on learning, fun and the development of fundamental skills. All children will participate

in House matches. Children playing in the A teams will be asked to be available for the occasional weekend tournament.

PROGRAMME OF STUDY Boys Girls

Autumn Term* Rugby: The RFU continuum is followed to develop children’s fundamental skills in rugby. Year 3 Games will begin with touch-rugby, during which time boys will learn core skills of passing, catching and movement. As the boys progress through Lower School, contact rugby is introduced.

Hockey: Children develop the techniques involved in using the stick to pass and control the ball. Shooting, dribbling and defending skills are introduced and developed. The girls practise their skills in small-sided games, developing their understanding of the rules and tactics.

Spring Term Football: Year 3 play a limited number of triangular fixtures this term. Core skills and the fundamentals of football are introduced in Years 3 and 4. The additional games lesson will see the boys compete in competitive matches against opposing schools. Boys will follow the ISFA recommendations for small-sided matches in accordance with their year group.

Netball: The main emphasis is on basic ball handling skills, e.g. passing and catching, developing spatial awareness and cooperating as a team. Girls will also be able to develop their shooting and defending abilities. They will develop the rule of footwork, alongside their understanding of positions and other rules within the game. Small-sided games will be utilised to develop this.

Summer Term Cricket: Skills for batting, bowling and fielding are introduced and developed. Tennis balls, kwik cricket balls, windballs and incrediballs are used in Year 3. There is a structured progression towards match play throughout Lower School in both house, internal and external fixtures.

Cricket: Skills for batting, bowling and fielding are introduced and developed. Tennis balls, kwik cricket balls, windballs and incrediballs are used in Year 3. There is a structured progression towards match play throughout Lower School in both house, internal and external fixtures.

*COVID19 changes/amendments: Games lessons will consist of Cricket for the first half term with an introduction of Rugby and Hockey as the term progresses and restrictions are eased, in accordance with the RFU and England Hockey guidance.

MUSIC

Three fundamental musical skills form the base of the class music syllabus. These are: listening, performing and composing. All children have the opportunity to perform throughout the year either in their Class Chapel, Year 3 Christmas Production, Informal Concert, Year Group Concerts, Christmas Concert, Carol Service or the end of year Summer Concert.**Due to COVID restrictions this may be subject to change.

Year 3 have one music lesson per week, taught by specialist music staff.

PROGRAMME OF STUDY Boys

Autumn Term* An introduction to Music Part One: By listening to a wide range of music, children become familiar with the different orchestral instruments, helping them to decide whether they would like to take up instrumental tuition in January. Children perform songs from memory in the Christmas presentation and can be invited to perform at an Informal Concert, either as a soloist or as part of Junior Choir or other ensemble.

Spring Term An introduction to Music Part Two: All children are introduced to standard musical notation through the use of percussion, singing and keyboard work which they undertake within groups or as soloists, leading to improvisation and composing.

Summer Term An introduction to Music Part Two continued:All children develop their knowledge of standard musical notation through the use of percussion, singing and keyboard work which they undertake within groups or as soloists, leading to improvisation and composing. Year 3 are all involved in the Year 3 Performance Afternoon.

LEARNING AN INSTRUMENT

The value of learning a musical instrument goes much further than merely acquiring technical skills. Self-discipline is needed to practise between lessons, and self-confidence, general awareness and a sense of achievement can also be derived from individual music lessons.Each week lessons take place at school and are taught by a team of visiting teachers. Lessons are available in every orchestral discipline and Voice as an optional extra to any child. Parents should contact the Director of Music or their child’s form tutor to discuss taking up an instrument at school.

MUSIC GROUPSThere are numerous music groups which cater for all abilities and disciplines and they rehearse throughout the week. It is hoped that nearly all Lower School children learning an instrument will take part in at least one ensemble. Being part of a group can make music-making a very rewarding experience and gives a regular opportunity for children to develop the skills of sight-reading and aural awareness in a sociable and friendly environment. For the full rehearsal schedule please refer to the year group activity pages online.**Due to COVID restrictions Music clubs may be subject to change.

CURRICULUM ENRICHMENT FOR GIFTED AND TALENTED CHILDREN IN MUSICThroughout Lower School we identify children with musical potential and encourage them to take advantage of the numerous ensembles on offer. From Year 5 into Year 6, potential music scholars are identified; they are encouraged to take part in ensembles and undertake a more rigorous programme of private practice to support this alongside their class work. It is hoped that children will attend outside concerts and deepen their awareness of the cultural and social involvements that music offers.

PERSONAL, SOCIAL & HEALTH EDUCATION (PSHE) EDUCATIONPersonal, social, health and economic (PSHE) education is an important and necessary part of all children’s education. Year 3 has one 45 minute lesson a week, with topics supported in form time. Children are mainly taught PSHE by their form tutor.

GUEST SPEAKERSThere will be several guest speakers and drama workshops throughout the year which will reinforce the topics covered.**Due to COVID restrictions this may be subject to change.

PROGRAMME OF STUDY

Autumn Term Children will explore the following topics:o New beginningso Ruleso Friendships positive and negativeo Verbal and nonverbal communicationo Anti-Bullyingo Feelings

Spring Term Children will explore the following topics:o Achievement and aspirationso Feelingso Risk/dangers and hazardso Independence and responsibilityo Physical and emotional health

Summer Term Children will explore the following topics:o Differences and similaritieso Rules and lawo Special people, stranger danger (emergency

services)o Decisions and choiceso Belmont communityo Relationship Education including ‘PANTS’ by the

NSPCC

PHYSICAL EDUCATION (PE)In Year 3 children have a double P.E. lesson a week. Lessons are mixed ability and boys and girls take part together. PE lessons provide a wide and varied curriculum, allowing children to experience a variety of activities incorporating many different and essential skills. Over the year, children will take part in the following activities:*

PROGRAMME OF STUDY Gymnastics Children develop their aesthetic appreciation for

movement and learn to have greater body control whilst moving aesthetically. They will develop their basic skills of rolling, balance, rotation, jumping and vaulting. Children will use linking movements to perform single, paired and group sequences.

Games for Understanding (GFU)

All children will participate in GFU. This block of lessons will have specific themes, such as, multi-ball skills, attack, defence and tactical awareness. Children will develop their teamwork and communication skills through a variety of equipment and games. GFU teaches fundamental skills which are transferable to the sports taught in children’s Games lessons.

Climbing Children get the opportunity to climb on Belmont’s new indoor climbing wall. Initially they will build their confidence on the wall through low-level exercises before they learn how to climb safely and effectively using the auto-belay system.

JAD (Junior Athlete Development)

The JAD programme is designed to develop the gross and fine motor skills of children in Year 3. Physical literacy and movement mechanics are the key themes that run throughout all lessons. JAD will develop numerous aspects of your child’s athletic ability, which can also be transferred into Games sports.

Fundamentals

Alongside the JAD programme children will also develop their fundamental movement skills. These range from running and jumping techniques to SAQ

(Speed, Agility, Quickness) and multi-direction movements. Fundamentals is taught mostly through small-sided games.

Athletics Children compete and learn the skills required for 75m, 200m, 800m, hurdles, relay, javelin, long jump and high jump. All children take part in Sports Day and take pride in representing their House.

Wellbeing Mental and physical wellbeing is promoted through our health and fitness curriculum. Children will learn how to exercise using specific training methods and principles. Mindfulness and Yoga will also be a key part of this experience.

Dance The children are provided with creative movement problems that involve the selection of movement choices. Children learn to think about the aesthetics of performance and explore this through a variety of themed music. Children will work in small groups and develop their composition skills and teamwork.

Swimming Lessons are taught in a six-week block during the year. Two classes use the pool each session and these are divided into three ability groups. Water confidence and the enjoyment of swimming are vital factors. Children will develop their technique in all swimming strokes.

Non-swimmers remain in the shallow end using floats and other swimming aids.

Treading water, survival exercises and timed swims are used for the more able swimmers as well as working on stroke technique. Front-crawl and backstroke are taught first, breaststroke is introduced later, followed by the butterfly stroke. Selected children take part in the House Swimming Gala.

* In the first half of the Autumn Term PE will comprise of athletics, fitness and games-based activities. Throughout lockdown/remote learning, we understand that some children may have found it hard to keep a base level of fitness. With this in mind, the first part of each lesson will focus on re-establishing fitness levels through a variety of workouts and exercises. The remaining part of the lesson will comprise of both athletics and game-based activities. Children will continue to develop their throw, jump and run fundamentals alongside engaging games that they have, hopefully not yet experienced. Changes to this programme may take place due to the current circumstances.

RELIGIOUS STUDIES (RS)Children at Belmont come from a wide variety of religious and cultural backgrounds. We follow the non-statutory National Framework for RS at Key Stage 2. Each class has one 45-minute lesson per week. Assessment of work is based on children’s participation in class discussion as well as written exercises. As children progress through Lower School they will be able to demonstrate a knowledge of different religions and cultures, an understanding of ideas and concepts and an increased ability to empathise and understand others.

PROGRAMME OF STUDY Autumn Term Children will learn:

o an understanding of the creation story and explore how they would create a perfect world.

o the importance of Rosh Hashanah, Yom Kippur and Sukkot.

o the signs and symbols of world faiths, and the symbolism of food on the Seder plate.

o the Ten Commandments and discuss why we need rules?

o the beliefs and practices of Chanukah.Spring Term Children will learn:

o the life of Jesus, Jesus’ childhood, the Christian baptism and his friends and enemies.

o the different roles Jesus played as a miracle worker, a healer and a teacher.

Summer Term Children will learn:o the story of Joseph, from favourite to slave. o themes within Joseph’s story of dreams, power,

jealousy, and forgiveness.

SCIENCEA large number of skills are included in the science curriculum: estimation, measurement, observation, recording, checking, describing, comparing, classifying, predicting and interpreting results, drawing and labelling and using simple apparatus. 

When timetabling allows, lessons will take place in a science laboratory. Here, children are taught to observe stringent safety procedures in accordance with the use of a laboratory. Children are encouraged to do as much as possible practically with most experiments carried out in pairs or small groups. Regular end of topic tests will be administered to assess children’s’ learning.

PROGRAMME OF STUDY Autumn

Term

Plants: Life processes; plants as food; the function of leaves; roots and stems; conditions needed for healthy growth; life cycle of a flowering plant

Teeth and eating:  Balanced diets; animal diets; shapes and types of teeth; teeth hygiene.

Spring Term Characteristics of materials:Variety of materials; properties of materials; scientific testing; what to change and what to measure in a fair test.

Magnets and springs: Forces between magnets; attraction and repulsion; magnetic materials; uses of magnets; investigations and drawing conclusions; uses of springs; elastic bands and stretching experiments.

Summer Term

Rocks and soils:  Differences and similarities in rocks; identification of rocks; rocks turning into soil types; comparison tests; measurement of time; volume.

Light and shadows:Blocking light; shadows and shapes; identifying patterns in the behaviour of the Sun; opaque and transparent materials; sun dials.