Key Stage Spring (The Rebellious Romans) (History/Geography Lead) Summer (Walk like an Egyptian) (History/Art/DT lead)

Transcription

1 Key Stage Year 3 Autumn (Stones n Bones to Iron Giants) (Literacy/History Lead) Spring (The Rebellious Romans) (History/Geography Lead) Summer (Walk like an Egyptian) (History/Art/DT lead) English Mathematics Science. Spoken Language, Word Reading, Reading Comprehension, Writing Transcription, Comprehension, Handwriting, Vocabulary and Grammar and Punctuation -Details can be found in English long term plans. Cross Curricular links where possible. See MTP See Long Term maths plan which shows progression by year group. Cross-curricular links where possible. See MTP. Lots of maths links with Summer topic. Light Can I recognise that we need light in order to see things and that dark is the absence of light? Can I notice that light is reflected from surfaces? Can I recognise that light from the sun can be dangerous and that there are ways to protect our eyes? Can I recognise that shadows are formed when the light from a light source is blocked by a solid object? Forces and Magnets Can I explain gravity? Can I compare how things move on different surfaces? Can I notice that some forces need contact between two objects, but magnetic forces can act at a distance? Can I compare and group together a variety of everyday materials on the basis of whether they are attracted to a magnet, and identify some magnetic materials. Can I describe magnets as having two poles? Can I predict whether two magnets will attract or repel each other, depending on which poles are facing? Rocks Can I compare and group together different kinds of rocks on the basis of their appearance and simple physical properties? Can I describe in simple terms how fossils are formed when things that have lived are trapped within rock? Can I recognise that soils are made from rocks and organic matter? Animals including humans (skeletons) Can I identify that animals (including humans) need the right types of nutrition to stay healthy? Can I describe the simple functions of the basic parts of the digestive system in humans? Can I identify the different types of teeth in humans and their simple functions? Can I construct and interpret a variety of food chains, identifying producers, predators and prey. Can I identify that humans and some other animals have skeletons and muscles for support and protection? Plants Can I identify and describe the functions of different parts of flowering plants: roots, stem/trunk, leaves and flowers? Can I explore the requirements of plants for life and growth (air, light, water, nutrients from soil, and room to grow) and how they vary from plant to plant? Can I investigate the way in which water is transported within plants? Can I explore the part that flowers play in the life cycle of flowering plants,

2 including pollination, seed formation and seed dispersal? Art & Design Painting Can I recreate cave paintings using different materials and tools? Can I create images of Stone Age life using oils and watercolours? Sculpture Can I create Stone Age jewellery from salt dough? Collage Tin forest inspired images using layered paper and shiny materials (Iron Age) Sketching Charcoal and pencil sketches of iron sculptures (class visit) Computing Can I design, write and debug programs that accomplish specific goals? Can I use sequence, selection, and repetition in programs? Can I work with variables and various forms of input and output? Can I use logical reasoning to explain how some simple algorithms work and to detect and correct errors in algorithms and programs? Can I use technology safely, respectfully and responsibly; recognise Can I identify a range of ways to report concerns about content and contact? Drawing/Sketching Can I research famous Italian artists eg Da Vinci, Micelangelo, Rafael, Titian, Botticelli and recreate their work using a range of art techniques? Can I understand computer networks including the internet; how they can provide multiple services, such as the worldwide web; and the opportunities they offer for communication and collaboration? Can I use search technologies effectively, appreciate how results are selected and ranked, and be discerning in evaluating digital content? Can I use technology safely, respectfully and responsibly; recognise Can I identify a range of ways to report concerns about content and contact? Drawing/Sketching Can I paint the Egyptian Gods using acrylic and oil pastels? Collage Can I create a sandpaper pyramid collage? Sculpture Can I design and make Egyptian death masks. Can I select, use and combine a variety of software (including internet services) on a range of digital devices to design and create a range of programs, systems and content that accomplish given goals, including collecting, analysing, evaluating and presenting data and information? Can I use technology safely, respectfully and responsibly; recognise Can I identify a range of ways to report concerns about content and contact? Design / Technology Stone age jewellery (salt dough) Making our own paint from natural resources (outdoor learning) Make our own stone age twine Junk model iron sculpture Create a Roman Banquet Design and make a functional Roman catapult Design and create a Roman mosaic using 3D materials. Design and make a roman shield Design and make Egyptian canopic jars. Egyptian cookery Computing/Art Pharaoh selfies using paint/photoshop.

3 Geography Develop a geographical understanding of Britain and use of geographical vocabulary and skills through history study: settlement, land use, farming, rivers and mountains. Name and locate counties and cities of the UK, geographical regions and their identifying human and physical characteristics Geographical skills and fieldwork - covered through cross curricular links. Geography of UK significant to Roman history eg Chester, Colchester, Hadrian s wall, York, Bath. Describe and understand key aspects of physical geography volcanoes and earthquakes (link to Pompeii and mount vesuvies/rocks in science). Describe and understand key aspects of physical geography, including rivers (link to Egyptian river Nile), mountains, volcanoes and earthquakes. Local geography study comparing Little Leigh to Egypt. History Can I create a timeline from Stone Age to Bronze Age? To develop a chronologically secure knowledge of events. Can I understand the changes in Britain from Stone Age to Iron Age? Skara Brae, Stonehenge, Hunter Gatherers, settlements, Iron Age hill forts, farming, art and culture. Getting to know you: Can I say hello and goodbye? Can I introduce myself and say how I am feeling? Can I say how old I am? Invasion of Roman empire and its impact on Britain. What did the Romans do for us? Study of Latin Ancient Egypt and significant historical individuals (Howard Carter, Tutankhamun) French All about me: Can I give and respond to simple classroom instructions appropriately? Can I name parts of the body from a song? Can I identify colours? Can I name items of clothing? Family and friends: Can I identify and introduce some of my relations? Can I name some common pets? Can I recognise some rooms in my home? Time: Can I say and order the days of the week? Can I say and order the months of the year? Can I count on from 11-31? Can I say my own birthday? Glorious food: Can I follow a story and join in the repeated part? Can I say what foods from a set I like/dislike?; Can I describe the colour or size of an object? Can I ask politely for something? Our school: Can I listen and respond to topic vocabulary Can I demonstrate understanding with actions? Can I write sentences converting le/la to un/une? Can I answer questions using the topic vocabulary? Music in school. Dem Bones (science link) Making musical sounds using primitive equipment in school Classical Italian composers eg Vivaldi, Puccini, Ennio Morricone. in school Compose a ceremonial piece for the Gods using both tuned and untuned instruments Physical Education Invasion Games/Net and Wall Games Swimming Dance create choreography for walk like an

4 passing/throwing/catching/tactical thinking Gymnastics balance/movement/choreographing sequences Striking and Fielding Dance create a dance/mime from a scene from Roman myth eg Romulus and Remus egyptian Striking and fielding Rounders and cricket Athletics PHSE / SEAL RE School rules, health and safety, basic emergency aid procedures, where and how to get help. Relationships To think about risks in different situations The importance of protecting personal information, including passwords, addresses and images. That their actions affect themselves and others. To recognise and respond appropriately to a wider range of feelings in others. Diwali (Hinduism) Can I start to say why Diwali might bring a sense of belonging to Hindus. Christmas (Christianity) Can I tell what Christmas means to Christians and what it means to me? To recognise unwanted influence and pressure and exercise a basic technique for resisting. To be aware of other people s points of view. To deepen their understanding of risk by recognising, predicting and assessing risks in different situations and deciding how to manage them responsibly (including road use, local environment) and use this as an opportunity to build resilience. To recognise their increasing independence brings increased responsibility to keep themselves and others safe. Could Jesus heal people? (Christianity) Can I start to say whether I believe Jesus actually healed people or not? What is good about good Friday? (Christianity) Can I start to reflect on whether I agree with Christian beliefs about Jesus death? To reflect on and celebrate their achievements, identify their strengths, areas for improvement, set high aspirations and goals. About change, including transitions (between key stages), loss, separation, divorce and bereavement. To develop an understanding of different types of relationships and the diverse nature of families. To deepen their understanding of good and not so good feelings, to extend their vocabulary to enable them to explain both the range and intensity of their feelings to others. Relationships To listen and respond respectfully to a wide range of people, to feel confident to raise their own concerns, to recognise and care about other people s feelings and to try to see, respect and if necessary constructively challenge their points of view. To develop strategies to resolve disputes and conflict through negotiation and appropriate negotiation and appropriate compromise and to give rich and constructive feedback and support to benefit themselves as others. Do Sikhs think it is important to share? (Sikhism) Can I begin to tell you if I think sharing is important or not to Sikhs? What is the best way for a Sikh to show commitment to God? (Sikhism) Can I start to evaluate which ways may show more or less commitment to God for Sikhs?

5 Curriculum Enrichment LOTC / Educational Visits & Visitors to School Musical Performances & Tuition Forest schools linking in with Stone Age topic: making fire, weapons and food. British Ironworks Centre Class enrichment visit linking to Iron giants topic (Autumn 2) Activities that occur during and outside of the school day. Not all are compulsory. Walk around the village geography links. Roman visit to Chester Clubs Choir, German, Netball, Mad Science Choir, Netball, Choir, Egyptian Theme Day