St Ursula s E-ACT Academy Year 3: Long term planning

Transcription

1 Year / Theme Theme Chocolate factory (geography) Egyptians (History) Vicious volcanoes (geography) Stone Age (History) Explorers (History) Adventures in the Amazon (Geography) Context We will be looking at where chocolate comes from and trade into Bristol. We will look at how chocolate was produced at the Fry s fracture in Bristol. We will design our own chocolate cars and advertising chocolate. We will be linking to forces and how forces make different toys work. We can look at springs and magnets in toys. We will be linking this to Christmas and toys and designing and making toys for reception to test. We will look at how volcanoes are made and how the erupt. Through the we will look at what is below the earths crust and the rock cycle. We will look at how fossils are formed. We will look at famous volcanoes around the world. Looking at those that are dormant etc. We will be investigating what the children think the stones were placed for and what went on there. We will be looking at stone age life, beliefs and rituals. We will be starting by looking at John Cabot and his trips from Bristol. We will be looking at life on board an exploring ship and how the sun and stars were used for navigation. We all link to light and shadows topic making sundials and looking at the day and night cycle. We can also look at maps and how they have changed. compass. We will be locating the amazon on a map. We will look at the climate and conditions. We will look at the layers of the rainforest and the creatures that live there. We will look at plants growth and life cycles. 1

2 Visits and visitors Cadbury world visit Egyptian visitor workshop Fossils visit (parents) Bristol museum? Visit Stone Henge MShed-Ships and the sea Matthew- free visit Walking tour Minibeast zoo visitor Key text(s) Charle and the chocolate factory. Horrible Histories Volcano story/non fiction book. Stig of the dump Magical text Biography - columbus/francis Drake Non fiction - rainforest Michael Rosen Chocolate cake. The Egyptian princess The little volcano Stone age boy Theseus and the Minotaur. Capok Tree Focus artefact or image/artist Cocoa beans Egyptian artifacts Exploding volcano/fossils Image of stonehenge. Compass Old map Bugs 2

3 Stories and poems Talk for writing (and model texts) Why Bats sleep in the day. W1-Re-write the using addition (additional details/events/ description of characters/setting) W2-Recycle the text using boxing up (Why a snail has a shell/why a snake has no legs etc.) W3- Plan and write an invented story. The Egyptian Princess. W1-Re-write the story adding in an new character. W2- Innovate the story by writing it from the old hen wife s perspective. W3- Plan and write an invented story. The Little Volcano. W1- Write the story with alternative ending (see planning in T4W file.) W2- Recycle the text (use boxing up grids from previously planned unit in T4W file.) W3-Plan and write an invented story. Stoneage boy. W1- Rewrite the text using addition (additional details/events/ description of characters/setting) W2-Innovate the text using substitution of characters and their good deeds. W3-Plan and write an invented story. Theseus and the minator. W1- Rewrite the story using alteration (What was Midas punishment for shouting at the river God?) W2- Recycle the plot sung boxing up (What wish could their character make that turns out badly? W3-Plan and write an invented story. Capok Tree W1- Re-write the text with an alternative ending (e.g the giant catches Jack etc) W2-Recycle the text using boxing up. (Ie character finds some seeds, grows a sunflower, leads to an enchanted land with a fictional baddie. main character steals enchanted goods.) W3-Plan and write an invented story. 3

4 Non-fiction genre + Writing outcome Persuasive writing W1- Design a leaflet advertising space as a holiday destination. (link to the setting from the story.) W2-Design a leaflet advertising the chocolate factory as a local attraction. W3-Design an advert (poster) for an invented chocolate bar/ write script for televised advert and rehearse/perform and record advert using I pad. Poetry W1-Michael Rosen Chocolate cake. W2- Pupils write their own poems about their favourite food. Instuctions W1- How to make a mummy. W2-How to make an invented soup (e.g Unicorn horn soup/dragon scale soup etc) W3-How to play *** (a game.) Discussion W1- Do children play too many video games? Explanation W1- Explanation of why unicorns have horns. W2- Explaination of science investigation (e.g which type of rock is the strongest?) W3- Volcanoes and the rock cycle. Poetry W1- Volcano shape poetry. Non Chronologcal Report W1-Write a report on mythical moon creatures. W2- Report on the people of stone Henge. Recount W1- Recount the trip on the matthew. W2- Write a postcard/letter to a friend recounting your trip on holiday where you discovered a desert island. W3- Diary entry a day in the life of Christopher Columbus. Explanation W1- How beans grow. (including how roots work, what leaves are used for etc link to science) W2- How a time machine works. W3- How the rain forest machine works. 4

5 Mathematics. A1 - Counting, partitioning and calculating (3 weeks) B1- Securing number facts, understanding shapes (2 weeks) C1 - Handling data and measures (3 weeks) D1 - Calculating, measuring and understanding shape (2 weeks) E1- securing number facts, calculating and identifying relationships (3 weeks) RUCSAC and problem solving (2 weeks) A2 - Counting, partitioning and calculating (3 weeks) B2- Securing number facts, understanding shapes (2 weeks) C2 - Handling data and measures (1 week) D2 - Calculating, measuring and understanding shape (2 weeks) E2- securing number facts, calculating and identifying relationships (3 weeks) A3 - Counting, partitioning and calculating (3 weeks) B3- Securing number facts, understanding shapes (3 weeks) C2 - Handling data and measures (2 week) D2 - Calculating, measuring and understanding shape (2 weeks) E2- securing number facts, calculating and identifying relationships (3 weeks) ICT Unit: Creativity Unit: Coding Unit: Networks and Internet Unit: Data Unit: Communication Unit: Productivity 5

6 Science Compare how things move on different surfaces Notice that some forces need contact between 2 objects, but magnetic forces can act at a distance Observe how magnets attract or repel each other and attract some materials and not others 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 Describe magnets as having 2 poles Predict whether 2 magnets will attract or repel each other, depending on which poles are facing. food; they get nutrition from what they eat Recognise that they need light in order to see things and that dark is the absence of light Notice that light is reflected from surfaces Recognise that light from the sun can be dangerous and that there are ways to protect their eyes Recognise that shadows are formed when the light from a light source is blocked by a solid object Find patterns in the way that the size of shadows change. Compare and group together different kinds of rocks on the basis of their appearance and simple physical properties Describe in simple terms how fossils are formed when things that have lived are trapped within rock Recognise that soils are made from rocks and organic matter Identify and describe the functions of different parts of flowering plants: roots, stem/trunk, leaves and flowers 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 Investigate the way in which water is transported within plants Explore the part that flowers play in the life cycle of flowering plants, including pollination, seed formation and seed dispersal. Observe and describe the appearance of the moon. To understand the near side and the far side of the moon. To investigate how a space rocket works. To plan and investigate a model rocket. To carry out an experiment on what makes a space rocket work well. Identify that animals, including humans, need the right types and amount of nutrition, and that they cannot make their own. 6

7 History A local history study - Chocolate production in the Fry s factory. In-depth study linked to one of the British areas of study. In-depth study over time tracing how several aspects of national history are reflected in the locality (this can go beyond 1066) The history to chocolate and an introduction to fair trade. Know and understand significant aspects of the history of the wider world: the nature of ancient civilisations; the expansion and dissolution of empires; achievements and follies of mankind Ancient Egyptians- Pyramids and how they were formed. Daily life of an Egyptian. Mummification Where does this fit on a number line. Know and understand what Britain was like during the stone age. Investigate how the stone age hunter gatherers lived. Explore the World Heritage Site Stone Henge and how the first farmers lived. Local historical figure - John Cabot. Explorers throughout history. a significant turning point in British history, for example, the first railways or the Battle of Britain 7

8 Geography Trade links into Bristol and how chocolate was imported. Describe and understand key aspects of human geography, including: types of settlement and land use, economic activity including trade links, and the distribution of natural resources including energy, food, minerals and water. Describe and understand mountains and volcanoes. Investigating the layers of the earth. Locating volcanoes around the world. Describe and understand key aspects of physical geography, including: climate zones, biomes and vegetation belts, rivers, mountains, volcanoes and earthquakes, and the water cycle. Maps and discovery of countries. Using a compass and other navigational devices. Use maps, atlases, globes and digital/computer mapping to locate countries and describe features studied. Use the 8 points of a compass, 4 and 6- figure grid references, symbols and key (including the use of Ordnance Survey maps) to build their knowledge of the United Kingdom and the wider world. Locating worlds countries - locating the Amazon rainforest. Describe and understand climate. Measure rainfall etc and compare. Identify the position and significance of latitude, longitude, Equator, Northern Hemisphere, Southern Hemisphere, the Tropics of Cancer and Capricorn, Arctic and Antarctic Circle, the Prime/Greenwich Meridian and time zones (including day and night) 8

9 Art Andy Warhol print making Cartoon drawing skill. About great artists, architects and designers in history. To improve their mastery of art and design techniques, including drawing, painting and sculpture with a range of materials. Egyptian tomb art Case study of ancient Egyptian tomb art and the significance of these markings. Tea stained paper OR brown sugar paper, pictures of Egyptian Gods. Jakson Pollock linked to volcanoes as stimulus. To improve their mastery of art and design techniques, including drawing, painting and sculpture with a range of materials. Stoneage art: Cave painting Painting techniques and sculpture Portraits - linking to explorers. Sketching and proportion. To improve their mastery of art and design techniques, including drawing, painting and sculpture with a range of materials. Henri Julien Rousseau Botanical painting About great artists, architects and designers in history. To improve their mastery of art and design techniques, including drawing, painting and sculpture with a range of materials. 9

10 Design and Technology Mechanical Systems: Levers and linkages Textiles: 2Dshape to 3D model Electrical Systems: Simple circuits and switches Cooking with chocolate. Music Rhythm Pitch Temp Dynamics Composition Performance PE MFL French Colour Weather Sports 10

11 RE Bristol SACRE UNIT 1 What is important to me? Focus Areas: A & D Featured religions: Christianity & Judaism Supplementary questions: a) Who am I and what does it mean to be human? (Physical and non-physical aspects of human identity) b) Where do I belong? (My school, home, family, tradition, cultures, organisations including those involving religion and belief, local community, the UK, the global community) c) What am I worth? (Beliefs about the value of human beings) d) How might stories, hymns, prayers etc help people understand more about themselves and their relationships? UNIT 2 What can we learn from the life and teaching of Jesus? Focus Areas: B & E Featured religions: Christianity Supplementary questions: a) Who is Jesus and what does it mean to follow him today? (Christian, Muslim, Hindu and other answers about the character and status of Jesus) b) What did Jesus teach about: i. Love ii. Sin, forgiveness and redemption iii. Revenge and peace/ reconciliation iv. Greed and giving v. Making a difference vi. Prayer vii. Faith and hope viii. Life after death c) What do the narratives of Jesus miracles tell us about some of the big questions of life? d) Why might Christmas, Lent and Easter be important to ourselves as well as (other) Christians? UNIT 7 How do people express their beliefs, identity and experience? Focus Areas: C & D Featured religions: Christianity & Hinduism Supplementary questions: a) How do people express their beliefs, identity and experiences using signs, symbols and the wider arts, e.g. art, buildings, dance, drama, music, painting, poetry, ritual, and story? Why do some people of faith not use the arts to represent certain things? b) How and why are universal symbols like colour, light, darkness, wind, sound, water, fire and silence used in religions and beliefs? c) Why are the arts really important for some religions and beliefs? d) How might I express my ideas, feelings and beliefs in a variety of different ways? 11

12 PHSE Being me in the world Celebrating difference Dreams and goals Healthy me Relationships Changing me 12