Key Stage 3
Autumn Term 2014
3A
3R
English
Teacher: Mrs Richards
Topic: Aesop’s Fables and Anansi stories
Skills students will be developing:
 Fine motor skills and handwriting.
 Reading skills, including comprehension and cloze procedure.
 Speaking and Listening skills, including role play.
 Imaginative writing.
 Working as part of a group / in pairs / turn-taking.
Brief description of activities:
 Reading simplified versions of Aesop’s Fables: The Hare and the Tortoise; The Lion and the Mouse;
The Dog and its Reflection; The Boy Who Cried Wolf; How Anansi got thin legs and Anansi and the
Turtle.
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Sequencing, storyboards, cloze procedure.
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Recreate the stories through role play.
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Ordering events in the stories.
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Responding imaginatively to the stories by writing letters of thanks from the Lion to the Mouse.
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Creating artwork related to the stories including pipe cleaner spiders.
Subject vocabulary:
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Fable, moral, hare, tortoise, lion, mouse, reflection, mirror, wolf, spider, Anansi, Africa, tricky,
greedy.
Maths
Rachael Aindow
Skills students will be developing:
 Students will develop their numeracy skills including number sequencing, counting and counting out
amounts, addition and subtraction and fractions.
 Students will develop their awareness of time and ability to sequence activities and routines
 Students will develop skills to repeat and continue a repeating pattern
 Students will sort and compare objects by height and length
Brief Description of Activities:
Our topics this term are number, time, measurement and pattern
 In the first half of term students will have weekly sessions focusing on individually differentiated
numeracy work.
 A weekly session on developing understanding of time in the first half of the term where students will
sequence activities and daily routines.
 In the second half of term student will have a weekly session continuing on developing numeracy skills.
 In the second half of term students will have a weekly session comparing a range of objects using
terms big, little, short, tall and long.
 Students will use a range of objects to copy and continue repeating patterns.
Subject vocabulary:
 First, next, last, long, short, tall, big, little, more, less, one, lots, pattern, time, clock, before, after,
numbers and colours
ICT
Topic: ICT Skills
Skills students will be developing:
 Mouse control skills
 Keyboarding skills
 Creating creative documents
 Controlling robots
Brief description of activities:
 Using painting programs such as Microsoft Paint or 2Paint to create pictures
 Developing mouse control and keyboard skills using suitable software tools
 Controlling remote control toys such as Bee-Bots
Subject vocabulary:
 ICT, technology, computer, camera, printer, photocopier, mouse, keyboard, monitor, Interactive White
Board, control, movement
Science
Topic: Electricity and Safety
Skills students will be developing
 An understanding of what electricity is
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An understanding of how to use batteries
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Awareness of objects powered by plugs and batteries
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Awareness of electrical safety
Brief Description of Activities
 Using a range of electrical equipment
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Using batteries to switch
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Students will practise installing batteries into torches and remotes.
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Students
Students
Students
Students
will
will
will
will
investigate how electricity is used at school and at home.
look at a range of electrical objects and decide how they are powered
look at safety issues regarding electricity
look at alternative energy and make a windmill
Subject vocabulary
 Battery, plug socket, light, heat, sound, movement, dangerous, safe, renewable energy, burn, save
energy
History
Topics: Making of the United Kingdom 1500 – 1750, Life in Tudor times, The English Civil War
Teacher: Ms Claudette De Aguiar (Ms D) (3M, 3D, 3R) & Mrs Rachael Aindow (3A)
Skills students will be developing:
 Chronological understanding; using dates, vocabulary and conventions that describes
historical periods and the passage of time.
 Historical inquiry; asking questioning about the past.
 An understanding of experiences, ideas, beliefs and attitudes of men, women and children in past
societies and how this have shape the world.
 Use a range of sources to communicate about the past and present.
 Visual recognition of people and events in the past.
 Reading skills including use of symbols and picture cues to identify events and people in the past.
Brief description of Activities:
 Use Art & Craft activities, images/CD ROMs/Role-play/discussions to investigate major events and
personalities e.g. Henry VIII.
 Use Art & Craft activities, images/CD ROM/Role-play/discussions to explore the way of life of people
at different levels of society e.g. Rich and poor people in 1500.
 Use Art & Craft activities, images/CD ROMs/Role-play/discussions to explore some of the major
political, social and religious changes that shaped the history of Britain e.g. Civil War, formation of the
United Kingdom, different groups in society and the religious tension between Catholics and
Protestants.
Subject vocabulary:
 Words associated with time, e.g. old, new, leading to older, oldest, newer, newest, today, a long time
ago, ancient, history, next, before, after, now, then, the past, the present,
 Key words associated with the United Kingdom 1500-1750, e.g. King, Queen, beheaded, Henry 8,
Charles 1, rich, poor, Catholic, Protestant, Civil War, Parliament, ruffle, corset, executioner, royalist,
parliamentarians, roundheads, Cavaliers.
Possible family outings:
 Hampton court palace
 Houses of parliament
Spanish
Topic: Greetings and Numbers
Skills students will be developing:
 Spanish Greetings.
 Responding to a song in Spanish.
 Understanding basic instructions.
 Numbers 1 to 5 (all students) 1 to 10 (most students) 1 to 20(some students)
Brief description of activities:
 Simple greetings in Spanish at the beginning and end of each lesson.
 Learning Spanish songs.
 Greeting each other in Spanish.
 Learning new vocabulary (numbers)
 Spanish grammar (worksheets).
Subject vocabulary:
 Hola, adios, me llamo..., como estas?. Bien, gracias, Buenos dias, buenas tardes. Numeros.
Art
Topic: Self-Image
Skills students will be developing:
 Knowledge about codes and conventions and how these are used to represent
ideas, beliefs and values in self-portraits.
 How to select from a range of visual and other information (other artists’ techniques and works) to
help them develop ideas for independent work.
 How to record and analyse first-hand observations, to select from experience and imagination and to
explore ideas.
 How to investigate, combine and manipulate materials and images, taking account of purpose and
audience
 How to apply and extend their experience of a range of materials and processes, refining their control
of tools and techniques
Brief description of activities:
 PowerPoint’s presentations about relevant artists’ lives and work.
 First hand observation drawing and paintings (working on texture and patterns and lines).
 To develop 2D work into 3D work.
 Understanding Self representation.
 Digital photography.
 Piece of work inspired by Joseph Cornell ‘Personal boxes’.
Subject vocabulary:
 Portrait, self-portrait, line, texture, pattern, brushstroke, pictures, zoom in, zoom out.
PSHE/C
Mrs Winn
Skills students will be developing:
 Their knowledge of people in school who help them.
 Their knowledge of people at home who help them.
 The understanding of how they help them
 An awareness of traffic when crossing the road.
Brief Description of Activities:
Our topic this term is people who help us.
 Students will talk about who at home and school helps them and how.
 Students will learn about their daily routine and identify who helps them throughout the day.
 Students will complete personalised worksheets using information provided from home, to help them
understand who is important to them at home and how they help.
 Students will engage in a range of sensory activities to help reinforce learning.
 Students will use our mobility bike track on school premises to practise crossing the road.
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Subject vocabulary:
Teacher, Assistant, staff names, family members names, carers and support workers names, help,
home, school, road, stop, look, listen, car, safe.
D.T./F.T.
Topic: Carry It All
Skills students will be developing:
 Explore a range of carrying devices and assess their function and practicality.
 Students develop an awareness and interest in the broad area of Food packaging.
They are encouraged to explore and experiment with a wide range of techniques and equipment to
develop skills to express themselves creatively.
 Students learn basic skills, gathering a general knowledge of all equipment within the work room.
The project that student’s work on for one term is to design and make a Tomato Soup can, inspired by
Andy Warhol’s work.
 Student’s skills are developed further as they use more difficult media to make a Food container. This
project extends their knowledge further and allows them to develop an understanding of the need for
good research to help them plan, design and make their Food packaging, for a selected target market.
It teaches them to construct a 3 dimensional artefact.
Brief description of Activities:
 Student will explore a range of carrying devices and assess their function and practicality.
 Students will experience how to measure, mark out, cut, score and assemble a net or pattern.
 Students will design and make a Food Packaging for a specific purpose.
Subject vocabulary:
Mod Roc, 3D, 2D, Layers, packaging.
R.E.: Belonging
Miss McKenzie
Skills students will be developing:
 An understanding of what groups they belong to.
 Students will recognise that ‘belonging’ is a positive feeling.
 An understanding of baptismal rites.
 An understanding of how Christian’s are welcomed into God’s family.
Brief Description of Activities:
Students will:
 Create a family tree to find where they belong.
 Sequence the Journey of life.
 Role play and learn the steps of a Baptism.
 Role play and learn the steps of a Confirmation.
Subject vocabulary:
 Family, Life, Belong, Baptism, Confirmation.
P.E.
Touch Rugby Skills / Swimming / Cycling
Teacher: Ms Donaldson OT Support: Julia Beech
Skills students will be developing:
 Ability to play and interact with the group and be part of a team.
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Ability to wait, share and take turns.
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Explore and use basic ball skills individually and in combination.
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Water confidence and safety in the pool.
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Stroke technique on front and back.
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An ability to recognise and describe how their bodies feel during exercise.
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An ability to recognise good performance.
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Learning rules to use the cycle track safely.
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Increase confidence on a bike/tricycle relevant to their individual levels.
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Begin to learn to use cycle safely with consideration of others.
Brief description of activities:
 Individual, partner, group ball control, dribbling, passing, shooting practices.
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Passing skill practices in pairs and small groups.
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Relays, competitions to develop speed and control.
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Conditioned games to help learn the rules of football leading to basic games.
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Water confidence activities
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Activities to develop the use arms + legs to propel themselves.
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Work on technique to on their front + back developing correct strokes.
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Basic bike related activities to improve skills such as steering, pedalling, braking.
Subject vocabulary:
 key words associated with touch rugby e.g. team, try, pass, kick, tackle,
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key words associated with fitness, e.g. heart, lungs, endurance, speed, flexibility, strength, reaction
time.
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Key words associated with cycling e.g. pedal, brake, helmet, steering.
Music
Topic: Music of the Caribbean
Teacher: Mrs Sadie Hallchurch
Skills students will be developing:
 Instrument specific skills – Keyboard, Xylophone, African drums, Percussion
 Singing and signing - develop social skills, promote self expression,
and develop communication skills
 Develop rhythmic ability
 Listening and recognising music
 Develop individual and group performance skills – develop self confidence, role of the audience
 Learning how to read a simple graphic score using letters and colours – literacy skills
 Improvisational and compositional skills
Brief description of activities:
 Learning to sing/sign/use instruments to songs and pieces from the Caribbean with a focus on Calypso and
Reggae
 Learning how to hold, play and control a variety of instruments
 Listen, watch and identify recorded performances of Calypso and Reggae
 Play African drums – keeping a beat, call and response, dynamics and tempo
 Performing pieces individually and together as a group on keyboards and tuned percussion following simple
music notation using colours and letters to represent different keys and bars
 Identifying where we are on the world map in relation to the Caribbean islands
 Creating their own very short musical rhythmic repeated patterns using tuned instruments
Subject vocabulary:
Instruments: Keyboard, xylophone, glockenspiel, beaters, singing, signing, guitar, steel drums (pans), drums,
maracas.
Musical elements: Pulse, pitch (high/low), tempo (fast/slow), dynamics (loud/quiet) melody (tune) single notes,
chords, call and response (copy), performance, audience, improvisation.
Caribbean specific: Reggae (Jamaica) , Calypso (Trinidad and Tobago), offbeat
Other:
Colours (visual notation support), letters (musical alphabet) and numbers (counting)
Personal Care
Personal Care and Hygiene
Teacher: Miss Yasmine Bouabdallah
Skills Students will be developing:
 Understand the need for personal hygiene
 Know the uses of toiletry products
 Regular changes of clothes
 Importance of oral health
 Importance of washing face
 Importance of washing hands
Brief description of activities:
 Recognise and name products used for personal hygiene
 Experience uses of skincare products
 Select appropriate products and items to wash face
 Take part in practical activities to wash face, brush teeth and hands
 Explore use of a wide range of toiletry products
 Brush hair in pairs or using models
 Take part in lotto and bingo games to match products with their uses
Subject vocabulary:
 Hygiene, brush, teeth, wash face, bar of soap, flannel, towel, dry, rub, lather, rinse, put away.
Social Skills
Social Skills Therapy Sessions
Speech & Language Therapists: Caroline Lacey & Neera Kavia
Speech & Language Therapy Assistant: Reshma George
Skills students will be developing:
 Listening & attention skills
 Turn taking, sharing and waiting skills
 Listening memory
 Making choices
 Receptive language skills (understanding)
 Expressive language skills (talking, signing, using IPad etc)
 Social communication and interaction skills
 Specific communication strategies where necessary (AAC, PECS, iPad, Signing)
Activities: High five song, bag game, listening games, interactive whiteboard, watching videos, choosing.
Resources: smiLE (Strategies and measurable interventions in Live English, Shamroth and Threadgill),
Talkabout Social Communication Skills package (Alex Kelly).
Vocabulary: Different greetings and conversation openers
Cooking
Teacher: Michelle Proud
Skills students will be developing:
 Health and Safety in the Kitchen
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Understanding how to use equipment
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Sharing and taking turns
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Rolling, Spreading, Mixing, chopping
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Identifying ingredients
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Identifying their likes and dislikes
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Building confidence in the kitchen environment.
Brief description of Activities:
 Carry out Health and Safety rules when in the kitchen
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To learn how to use kitchen equipment in a safe manner
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Work together in small groups following step by step recipes
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Take turns and share with their peers
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To produce a snack or meal during each session
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To recognise and identify the ingredients they have used
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Record what they have made and identify the sessions key words
Subject vocabulary:
 Equipment, Ingredients, Recipes, Method, Rolling, Mixing, Spreading, Chopping, Measure, Weighing,
Bowl, Spoon, Knife, Slice, Peeler, Oven, Apron, and Washing.