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Barcroft Primary School: Creative Curriculum

2019 - 2020

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Year 3

Autumn 1 From Willenhall to Venice In this very local and cultural topic, children enjoy the opportunity to build on their understanding of where we live by comparing Willenhall with another locality. Similarities and differences are celebrated between our communities and others, as well as enabling the children to prepare for a Venetian Ball! The children will be introduced to the concept of their local area of Willenhall and will begin their journey with a WOW visit to a local historical venue known as The Locksmith’s Cottage; a prominent feature in Willenhall’s history. They will investigate their position in the world and build upon their existing knowledge of the oceans, countries and continents whilst learning new geographical vocabulary. The children are given an extra challenge by having to use maps to navigate from school to the museum, and therefore develop their geography skills and understanding of local key points and features. As this topic is based on where our pupils live, there are real life stories to include. These are provided by historical sources of information, which are evaluated and discussed by the children. Newspaper reports, diary entries and original accounts allow the children to understand what Willenhall was like for their ancestors and how the canal network affected people’s lives. Using a text by a local author adds cultural capital and strength to our school belief that everyone matters. Therefore the stories of, Burglar Bill and The Childhood of Burglar Bill, by Alan Ahlberg are studied, as these are set in nearby Oldbury. To enhance the learning, another literacy hook is provided; pupils enjoy exploring La Luna, by Pixar, which is a very emotive Literacy Shed clip that encompasses the water based theme of this topic.

English: Children will explore both fiction, non-fiction and visual literacy throughout this half term. A recount will be produced following the visit to the Locksmith’s Museum, allowing the children to build on non-fiction writing skills learnt in Key Stage 1. The stimulus for description fiction writing is delivered through the Literacy Shed’s video clip, La Luna and the comical antics of Burglar Bill. The children enjoy telling their own comedy stories and seeing who can make their teachers laugh the most! Information reports on canals and historical documents, and accounts from canal families, provide the research for non-fiction writing. An understanding of flooding and climate

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change is developed through the unit. This more serious aspect of the topic allows links to be made with global warming and water levels rising, ensuring that the children have a current knowledge of the wider world. Research books such as, The Childhood of Burglar Bill, add to this rich selection and provide another source of inspiration for the children to build on and use in their written work. SPaG:

- Recap of punctuation . , ? ! commas in a list - Apostrophes for contractions and singular possessive apostrophe - Recap prefix un- and suffixes -ed, -ing, -ful, -ness, -less, –ment, -ly - Headings and Subheadings- Paragraphs - Formation of nouns using a range of prefixes for example, super-anti-, auto- - Recap use of coordinating conjunctions from Y2 (or/ and/ but)

Topic: The children will develop an understanding of Willenhall, past and present, through a local history study, whereby they will make comparisons with Venice. Geographical and historical enquires will be made by evaluating historical sources, and the lives of the canal families will be explored, giving children an insight into the lives of people in the past in our local area. Geographical knowledge will be built on, and children will locate both areas on a world map. They will look at each location to include the countries, capitals, continents and seas; furthering their understanding of the world from Year 2. They will apply their understanding of different land uses, by comparing Willenhall to Venice. This flips the learning on its head with investigations into hypothetical changes, for example, What if Willenhall flooded or the waters vanished in Venice? NC Links: I can describe events form the past using dates when things happened. I can use my mathematical knowledge to work out how long ago events happened. I can use research skills to find answers to specific historical questions. I can use research in order to find similarities and differences between two or more periods of history. I can use the correct geographical words to describe a place. I can use some basic Ordnance Survey map symbols. I can use grid references on a map. I can name and locate the capital cities of neighbouring European countries. I can describe a number of countries in the northern hemisphere.

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Science: Why are animals used in industry? This topic builds on the existing knowledge about humans and animals from Year 2, exploring firstly why animals, including humans, need to eat and what they eat. The children will be focusing on a balanced diet, and making suggestions for how we can eat more healthily. This can also be linked into work on World Science Week, which is celebrated across school. Children will also explore how some animals are used in industries in different countries and why certain animals are used for certain purposes, for example horses have been used for transport and why couldn’t a pig be used? Children will explore how animals were used in Willenhall, and will discover more about the body and skeleton of humans and animals. Linking into the industrial focus for this half term, children will explore why certain animals were used in industry and what characteristics led to this. The topic visit will help children to understand the need for power and how animals were valued for their strength. Working scientifically, skills will include data retrieval and research into what animals eat. NC Links: I can explain the importance of a nutritious, balanced diet. I can explain how food ingredients come together (DT link). I can explain how nutrients, water and oxygen are transported within animals and humans. I can describe and explain the skeletal system of a human. I can describe the purpose of the skeleton in humans and animals. I can ask relevant scientific questions. I can use observations and knowledge to answer scientific questions. I can gather, record, classify and present data in different ways to answer scientific questions. I can use diagrams, keys, bar charts and tables; using scientific questions. I can use findings to report in different ways, including oral and written explanations, presentation. I can draw conclusions and suggest improvements. I can identify differences, similarities and changes related to an enquiry. Art/ DT: Children develop their ideas from the artist Lowry, who was famous for industrial scenes. Sketching, painting and printing skills are developed to create an industrial scene with Matchstick Men. This work is displayed in advance of parents’ evening to widen the audience, so that it can be shared with adults too. Children will recreate the famous Venetian masks used in a Venetian Ball to mark the finality of the topic. Pupils enjoy dressing up and wearing the masks in their very own Venetian Ball, the highlight of the social calendar! Children will also create digital Christmas cards using Purple Mash to ensure that opportunities are created for enhancing technological skills learnt in previous years.

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NC Links: I can use digital images and combine with other media in my art. I can use IT to create art which includes my own work and that of others. I can use sketches to produce a final piece of art. I can identify the techniques used by different artists. I can compare the work of different artists. I can create a background using a wash. I recognise when art is from different historical periods. I can prove that my design meets some set criteria. I can follow a step-by-step plan, choosing the right equipment and materials. I can design a product and make sure that it looks attractive. I can choose a textile for both its suitability and its appearance. I can select the most appropriate tools and techniques for a given task. I can work accurately to measure, make cuts and make holes. RE: Here children study the question, Why are holy books important? Children will develop a deeper understanding of the different faiths introduced in Year 2. They will explore why different holy books are important to people; constantly exploring fundamental British Values of mutual respect for and tolerance of those with different faiths and beliefs, and for those without faith. The parent and local communities are welcomed into school at this time to share their own beliefs and knowledge. SACRE Links: I can recognise some different symbols and actions which express a community’s way of life, appreciating some similarities between communities; I can notice and respond sensitively to some similarities between different religions and world views. I can find out about questions of right and wrong and begin to express my ideas and opinions in response. Outdoor Links: Children have the opportunity to develop map reading skills whilst traveling to the Locksmith’s Museum. They will use geography skills, enhancing their knowledge of compass points, whilst being able to discuss natural and man-made features.

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Maths Links: Children will apply their knowledge of compass points by taking part in a fun orienteering activity around the school, made trickier by the inclusion of blindfolds. Children will also have the opportunity to assess and interpret data in different forms and present this data within science. RSE: What hobbies occur around the water? How is this different in Willenhall and Venice? What are healthy relationships? (self-respect and respect for others, tolerance, how to manage conflict) How do you stay healthy? What is wellbeing? How do we stay safe? E-safety link to safety online at age appropriate level.

Autumn 2 The Great Escape! In this exciting topic, children will embark upon an authentic journey of exploration into WWII, developing their understanding of the causes of the wars and building on their geographical understanding of countries and allegiances involved during this period of time. The children will discover the chronology of the World Wars and will plot events on timelines, deepening their understanding of events and drawing similarities and differences between our lives now, and those in the past. The children will listen to air raid sirens, Winston Churchill’s famous war speech and recreate an air raid scenario, learning how children dealt with these problems during the school day. Children will further develop their knowledge of historical sources and identify their usefulness to learn about the life of a child during wartime. They will use a variety of mediums to understand what life was like as an evacuee. Children will further explore these themes in Literacy lessons by completing a Read, Write, Perform unit called, A Letter Home, where pupils write and perform their own letter as an evacuee. This unit not only covers all elements of the English curriculum in an engaging and purposeful way, but also uses a variety of media. It focuses on both fluency and understanding and helps learners appreciate the power of performing their writing. The use of Emotional Literacy is an important element of this unit: an aspect that encourages empathy with characters and authors alike, offering learners the opportunity to personalise their work and take ownership of it.

Children will develop and further their learning by using the enthralling text, The Lion and the Unicorn, by Shirley Hughes, an author they have been introduced to in Year 2. They will write both a fictional piece and a diary entry drawing on the experiences that they have explored earlier in the term, giving depth, understanding, and empathy to an area of learning.

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English: Children will continue to explore a range of fiction and non-fiction texts during this term. They will complete a Read, Write, Perform unit based on evacuation where they are immersed into digital and authentic accounts of evacuees to give an empathetic understanding of the situation children found themselves in. Here they will assess for effectiveness and reliability. They will develop emotive but accurate accounts in a letter home from the view point of an evacuee. The children will have opportunities through role play and discussion to express their own feelings about war. They will talk about what happened in the past and what still happens in parts of the world today. This understanding of the impact of war will be further developed with the fictional text, The Lion and the Unicorn, allowing children to apply their understanding to both a narrative piece and a diary entry. SPaG:

- Subordinating conjunctions - Word families based on common words - Expressing time using conjunctions - Expressing place using conjunctions (before) - Expressing clause using conjunctions (because)

Topic: Through understanding the causes of World War 1 and 2, children continue to develop a chronologically secure knowledge from the previous term and will explore their understanding of British, local and world history. They will be using a range of mediums to research, including first-hand recounts and secondary sources of evidence. A focus on what a child’s life was like in the wars will be developed to support the literacy thread this term. Children will consistently return to the questions, why, who and when, which history of this kind evokes. Children will explore their own lives and compare them to a child in the war. As part of this, they will explore what their food, homes and lives would be like, by asking and answering questions and choosing and using parts of stories. They will also look at other sources to show that they know and understand key features of this event. Children will be encouraged to attempt to think about what could have been, if the outcome of war had been different; through this, we aim to instil in children an appreciation for what life is like now. NC Links: I can use a timeline within a specific period of history to set out the order that things may have happened.

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I can use research skills to find answers to specific historical questions. I can describe events form the past using dates when things happened. I can use an atlas by using the index to find places. Science: Moving 500 men - How? Children will consider the new question, What are forces? They will learn about the different forces that need contact, such as push and pull, whilst addressing the question of how to move 500 men. Practical learning and working scientifically enables children to develop investigations to assess and understand how different surfaces change how an object moves. This will allow them to draw conclusions based on their findings. This understanding will be developed to investigate magnets and their properties, with a view to looking at sustainability and how magnets can help in everyday situations such as recycling. Support from the local council recycling team will be used at this time, so that children are given a real world, local context for their learning. NC Links: I can explore and describe how objects move on different surfaces. I can explain how some forces require contact and some do not, giving examples. I can explore and explain how objects attract and repel in relation to objects and other magnets. I can predict whether objects will be magnetic and carry out an enquiry to test this out. I can describe how magnets work. I can predict whether magnets will attract or repel and give a reason. Art/ DT: Children will use the appropriate tools that were introduced in Year 2, and will work from a design to create poppies using clay. This provides an important link to Remembrance and the theme of war. The children will also evaluate their design and final creation to help them to refine the production process. Children will look at the history behind poppies and understand why they are important by exploring literacy links with poems such as Flanders Field. Homework and a class project will also enhance understanding of the importance of this symbol in remembering and valuing what others sacrificed for our futures. On a lighter but necessarily tasty note, children will follow a recipe to create wartime biscuits whilst they explore rationing. NC Links: I can select the most appropriate tools and techniques for a given task. I recognise when art is from different historical periods. I can prove that my design meets some set criteria. I can follow a step-by-step plan, choosing the right equipment and materials.

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I can design a product and make sure that it looks attractive. Prepare ingredients hygienically using appropriate utensils. Measure ingredients to the nearest gram accurately. Follow a recipe. Assemble or cook ingredients (controlling the temperature of the oven or hob, if cooking) RE: Here children study the question, What can we learn from WW1 in RE? Children will consider and evaluate accountability and will raise questions as to why the war occurred and who was accountable, looking at different viewpoints and considering why they do not agree. Links can be made here to children’s own disputes, and why the perpetrator and victim do not always see eye to eye. Children will develop an understanding of some events in the war from a religious viewpoint, exploring the role of Sikhs in the war, the Christmas truce and whether all people were involved, so can we all be tarred with the same brush? Knowledge will be developed over the course of this half term to have a wider view of different peoples’ experiences and thoughts. Outdoor Links: Children will work scientifically to find magnetic items. The playground can also be used to enhance role play around air raids and evacuation. Maths Links: The children will develop an understanding of chronological order and how events unfolded by ordering events which occurred during the war. Children will also compare and order numbers by learning about the unknown soldiers’ deaths during the war. Data will be analysed by exploring data found in tables or graphs and by evaluating and working scientifically in science. RSE: What are the differences between health and wellbeing? Were we healthier then or now? Are there any lessons to be learnt?

Spring 1 Rocking & Rolling! During Topic this term, children will go Rocking and Rolling, into the Stone Age with a WOW visit to the Stone Age. Children will immerse themselves in the time period, experiencing the Stone Age first hand by learning the skills and crafts of our ancestors with a session located in the woods. Children get up close and personal with furs and skins, flint and obsidian tools, pottery and rawhide baskets. They get the opportunity to hold the tools that our ancestors used to shape our future.

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Children will explore the changes in pre-historic Britain from the Stone Age. They will delve into the life of a hunter-gatherer and explore practically what they ate and how this changed over time due to their hunting and gathering techniques. Pupils will also discuss the animals that walked the Earth during that period and explore different types of housing that our ancestors lived inn. Finally they will evaluate how their lives changed with the emergence of settlements. To enhance this learning, a literacy hook is again provided with The Stone Age Boy, by Satoshi Kitamura and extracts from Stig of the Dump, by Clive King. These stories build on pupils’ understanding of the past, and how it was different and similar to their own experiences. They allow pupils to develop descriptive and specific technical vocabulary based on the experiences of the characters that they meet. In addition, pupils are exposed to vocabulary that they may not have come across in their lifetime. Stig of the Dump is another of the cultural classics which is explored as part of our curriculum, ensuring that the engaging texts of our youth are not forgotten.

English: A recount will be produced following the visit to the Stone Age experience, drawing on the technical vocabulary they have learned. This task also allows children to showcase the developments they are making in their writing, by building on writing skills already used this year. Stone Age Boy provides a wealth of both factual and character virtues for the children to explore in a fictional story. Exploring the experiences and resilience of a young boy, allows children to make inferences, to develop narrative and punctuation for speech whilst understanding differences between people and the importance of the acceptance of people. As resilience is one of the key values at Barcroft, it is also a useful text in terms of highlighting to the children that life isn’t always easy and that resilience is needed in facing difficulties and overcoming them. The work on Stone Age Boy is supplemented with extracts from Stig of the Dump, to provide a wealth of rich vocabulary. Narratives, poems and play scripts will be the literacy focus to showcase our learning. SPaG:

- Adverbs- place, time and reason - Punctuation for speech - Headings and Sub headings - Prepositions

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Topic: Pupils will continue to develop their understanding of the chronology of British history, building on the previous terms’ acquired knowledge. They will identify different time periods and the trends that occurred through these eras, establishing clear narratives within and across the periods they are studying. The children will delve into their family’s history, as well as that of local people. They will also consider how Willenhall has changed since the Stone Age and the question, Is change always for the better? Children will further build on the enquiry skills by evaluating primary and secondary sources whilst looking at the fascinating Skara Brae. NC Links: I can explain some of the times when Britain has been invaded. I can use a timeline within a specific period of history to set out the order that things may have happened. I can use my mathematical knowledge to work out how long ago events happened. I can use research skills to find answers to specific historical questions. I can research in order to find similarities and differences between two or more periods of history. Science: Can we build it? Yes we can! Children will continue to work practically and scientifically, exploring the questions such as, What are rocks used for and what are their characteristics? In doing so, they will evaluate different rocks by practically exploring erosion and they will link this to the building of Stone Henge. Links can be made to their own experiences, discussing houses or walls they may have seen built, and also linking to the popular children’s Fairy Tale text of The Three Little Pigs. Children will discover different types of rock and explore how they and fossils were formed, drawing on their prior knowledge from the popular Earth Shakers topic in Year 2. They will also complete practical investigations to describe how soil is made, identifying different types of soils. NC Links: I can compare and group rocks based on their appearance and physical properties, giving a reason. I can describe how fossils are formed. I can describe how soil is made. I can describe and explain the difference between sedimentary and igneous rock. Art/ DT: In Art and DT, children will create cave paintings using a range of techniques including making their own paint, a real eye opener into how art has been part of culture for thousands of years. Their designs will be based on historical representations, again revisiting primary and secondary sources and their validity and reliability. Clay modelling skills will be revisited as children design and make

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Stone Age jewellery, after understanding how this became important in the Stone Age and why. Teachers are always ready to be impressed by the next jewellery designer to showcase their vision! NC Links: I recognise when art is from different historical periods. I can prove that my design meets some set criteria. I can use sketches to produce a final piece of art. I can use different grades of pencil to shade and to show different tones and textures. RE: Here children study the question, What are holy buildings and sacred spaces? Children will deepen their understanding of different faiths by exploring what is sacred and also which places are sacred to people of different faiths. They will consider the Church, the Mosque, the Gurdwara and the Mandir. They will further explore the sacred places for people who hold no faith and reflect again on what makes something sacred. Personal experience is again invited during this topic, with our parent and local communities being an invaluable source of knowledge and expertise. The whole school visit to the local Gurdwara adds a memorable experience to this area of learning. SACRE Links: A1. Describe and make connections between different features of the religions and world views they study, discovering more about celebrations, worship, pilgrimages and the rituals which mark important points in life in order to reflect thoughtfully on their ideas. Outdoor Links: Children will explore the Stone Age in a woodland setting, observing physical and human features and experiencing life in the wild. Children will collect soil samples from different areas and analyse these for nutrients and other clues about life. Maths Links: Children will continue to develop a chronologically secure knowledge and understanding of British, local and world history by understanding the period that they study and by ordering the time periods, Palaeolithic, Mesolithic and Neolithic. Place value is important in understanding the succession of events. RSE: What is isolation and loneliness? How can this be made better or worse in certain situations? How can we help ourselves and others to feel better in these times?

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Spring 2 Rocking and Rolling During Topic this term, children will continue to go Rocking and Rolling into the Stone Age and will build on their knowledge to look at and investigate how famous landmarks such as Stone Henge were built. Children will apply their knowledge from the previous terms to assess how we would survive now in a world without electricity, based on the findings and techniques used by our ancestors. They will use technical vocabulary specific to this period of time and will be describing and explaining their choices using a thoughtful selection and organisation of the relevant historical information that they have studied. Children will be asked to reflect on their own technology use, and whether they could live the same lives, and also whether this would be better or worse. The ethical question of what really matters is touched upon here, at an age appropriate level. To enhance this term’s learning, a literacy hook is again provided with, The Secrets of Stone Henge, which enables the children to explore the technical progression that occurred during the Stone Age, with the building of the famous and amazing Stone Henge. They will explore how this monument was erected and how our Stone Age ancestors managed to get the massive stones from so far away and stand them up, by researching and making a representation of Stone Henge. This allows children to visualise the feat and embed their learning and vocabulary as the process emerges. There are also opportunities here for the development of oracy skills, as well as reciprocity and resilience. The non-fiction journey will continue with the problem of, How to Wash a Woolly Mammoth, rather them than me! The need for accurate and chronological instructions are demonstrated and recorded in this piece of work.

English: The application of the knowledge that has been gained will be used here as children envision what life would be like now if the Stone Age returned. Instructional writing will be completed around dealing with such an event. Children will take part in a year group production, highlighting what life was like in the Stone Age period. They will showcase their learning with parents and carers. Debating sessions will allow the children to choose their favourite period and justify their reasoning, continuously building oracy and vocabulary skills. Children will be able to further understand the fundamental differences between fiction and non-fiction as this term progresses with a strong non-fiction focus. Technical language, structure and cohesion will be developed with the production of non-chronological report based around the technical feats of the building of Stone Henge. Children will write a set of instructions to catch a Stone Age animal of their own choice, based on the comical antics of a character in, How to Wash a Woolly Mammoth. Maybe steer clear of sabre toothed tigers! Poetic language will be developed by the children, using this to express their writing in a different way which can be shared with an audience or peers, teachers and adults.

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SPaG:

- Expressing cause using adverbs - Word classes - Expressing cause using prepositions - Expressing place using prepositions - Headings and subheadings - Adverbs and Adjectives - Adverbials of time

Science: Gravity- What is it good for? Pupils will develop their ability to work scientifically by building on their knowledge of completing practical scientific tasks. They will be encouraged to ask relevant questions and to develop different types of scientific enquires, exploring which may be more reliable than others. The children will have opportunities to complete practical enquires encompassing fair tests; will make careful observations and take measurements; will gather data and present it in a number of forms, and will draw conclusions based on their findings. The following questions may be explored although children will be encouraged to devise their own areas to investigate: What is gravity and air resistance? How can we investigate air resistance? How can you make careful observations of patterns, similarities and differences? How can you see changes over time? How do boats float? I can ask relevant scientific questions. I can use observations and knowledge to answer scientific questions. I can set up a simple enquiry to explore a scientific question. I can set up a test to compare two things. I can set up a fair test and explain why it is fair. I can make carful and accurate observations, including the use of standard units. I can use equipment, including thermometers and data loggers to make measurements. I can gather, record, classify and present data in different ways to answer scientific questions. I can use diagrams, keys, bar charts and tables; using scientific questions. I can use findings to report in different ways, including oral and written explanations, presentation. I can draw conclusions and suggest improvements. I can identify differences, similarities and changes related to an enquiry.

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I can make a prediction with a reason. Art/ DT: Designing and testing comes to the class when the children are asked to create the wheel to move items. Drawing on their knowledge from their study of Stone Henge, children will design and make a model fit for a purpose. Would their ancestors have been proud of their engineering ideas? The development of accuracy and precision will be shown as children produce a sketch or pencil drawing of Stone Henge, utilising skills such as cross hatching and using different pencils to create tone and texture. NC Links: I can follow a step-by-step plan, choosing the right equipment and materials. I can design a product and make sure that it looks attractive. I can use sketches to produce a final piece of art. I can use different grades of pencil to shade and to show different tones and textures. RE: The children will continue to expand their understanding of the different faiths from previous terms by exploring scared journeys and pilgrimages. They will explore the pilgrimages undertaken by Hindu, Muslim and Christian people and what the meaning behind these special journeys are. Again, children will consider what journeys are special to them and their families, and what a person of no faith would consider a sacred journey. People made journeys to Stone Henge, in order to pay respects and be in a site deemed by some to be of special importance. Outdoor Links: Children will use the outdoor space to provide a range of variables to develop their ability to work scientifically. The children can also try out their wheel designs and Stone Henge model constructions, to investigate how each of these would withstand weather changes in Britain. Maths Links: Children will be working scientifically across the term and recording data in a variety of ways. The children will explore statistics and draw conclusions based on the accurate reading of data. RSE: Now the weather is improving, how can we improve our mental health by being outside more?

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Summer 1 I’ve Got Talent! Children will join David Walliams on his literary journey during this term, taking the school by storm as they create their own version of The World’s Worst Children or The World’s Worst Teachers. This delightfully dreadful collection of the most gruesome children and grown-ups ever is explored and loved by the children. They will delight in David Walliams’ unique style of writing and will create their own class book of short stories to share with the school. The colourful vocabulary and glorious illustrations provide a wonderful backdrop to the children’s learning and language development, as well as being a lot of fun. Children will also learn about the life of David Walliams and his journey through television and writing. They will look at the life events in David’s journey to success and how he realised his dreams through resilience and determination. Links can be made here to our own personal dreams and ambitions, and what it will take to be successful in achieving these. The children will also explore the cultural contributions of Georgia O'Keeffe; an American artist who painted nature in a way that showed how it made her feel. She is best known for her paintings of flowers and desert landscapes, and played an important part in the development of modern art in America. Children will develop their emotional and creative side by expressing their emotions with paint as well as trying their hand at producing some floral patterns for fabric printing of their own.

English: Non-fiction will be the literacy focus for this term. The children will develop their understanding of biographies and the differences between biographies and fictional writing. Correct vocabulary choices and style will be enhanced during this half term as research is presented accurately and factually, securing the building blocks for writing in Year 4. Children will explore figurative language in more detail this term in developing their ability to make vocabulary choices to suit a purpose. Through the exploration of the style and vocabulary of David Walliams, the children are encouraged to enhance and embellish their writing style and author’s voice, through completing comical narratives, play scripts and poems to capture the delights of being the World’s Worst Children! SPaG

- Use of figurative language - Adjectives and adverbs

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- Paragraphs as a way of grouping material - Sentence types and conjunctions - Expressing time and place using conjunctions

Science: How does your flower grow? Building on the knowledge from Year 2, children will get hands on this term with a variety of plants in order to be able to identify and describe the functions of the different parts of flowering plants, such as the roots, stem/trunk, leaves and flowers. Children will explore the requirements for life and growth in plants by conducting investigations over time, which will also explore how water is transported. Children will discover the role that flowers play in the life cycle of flowering plants, including pollination, seed formation and seed dispersal. Links can be made to the Art lessons, considering why flowers are most often the part of the plant focussed on when designing organic patterns in popular culture.

NC Links: I can describe the function of different parts of flowering plants and trees. I can explore and describe the needs of different plants for survival. I can explore and describe how water is transported within plants. I can describe the plant life cycle, especially the importance of flowers. Art/ DT: Children will explore, develop and plan their own ideas in the style of Georgia O'Keeffe. They will produce a flower in her distinctive style by developing sketches and using painting and brush strokes to create different effects and to convey different emotions. Textiles links will be made through examining the popularity and longevity of the use of flowers in fabrics. NC Links: I can prove that my design meets some set criteria. I can follow a step-by-step plan, choosing the right equipment and materials. I can select the most appropriate tools and techniques for a given task. I can use sketches to produce a final piece of art. I can use a range of brushes to create different effects in painting. I can recognise when art is from different cultures. I can recognise when art is from different historical periods.

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RE: Here children study the question, Why do people make pilgrimages? The children will develop their knowledge of pilgrimages as a special journey, and are to look more closely at the example of Moses taking his people across the sea. They will explore the reasons and feelings for making a long and arduous journey through role play and play scripts, and will evaluate their own journey through life. SACRE Links: I can observe and understand varied examples of religions and world views so that they can explain, with reasons, their meanings and significance to individuals and communities. Outdoor Links: Outdoor provision will be used by providing different variables for plants to grow in. The surrounding local area will be observed to make judgements as to where the best place would be to grow flowers. Maths Links: Children will have opportunities to order events by date and investigate how long ago significant events happened. Science observations will involve measuring growth and time, and representing these results in graph form. RSE: What is the negative impact of poor health and wellbeing? Would a flower grow well with negative conditions? Do we thrive in negative conditions? How can we make positive changes?

Summer 2 Walk Like an Egyptian. In this topic we take a step back in time as we uncover the mysteries of Ancient Egypt by embarking on our WOW trip to an Egyptian exhibition. Children will discover objects from the Predynastic period (4500-3000 BC) through to the major Pharaonic periods of Egyptian civilisation and into the Christian and Coptic era (around 200 AD). Children will get the opportunity to see pottery and items from daily life as well as the impressive statues of Egyptian gods, amulets and mummies which illustrate attitudes to death and the afterlife. These fascinating facts enthuse the children for their final topic of Year 3, and ensure that they are leaving this year group with a broad knowledge of important periods of history, as well as the ability to draw similarities and differences between historical eras.

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With a twist on the cultural norm, the well-known traditional tale of Cinderella is seen from a different point of view in, The Egyptian Cinderella by Shirley Climo. Here the Egyptian way of life shines through in a traditional tale, enabling children to use the structure of a narrative which is familiar to them, but to embrace a different culture and history.

English: The children will create a narrative piece in the familiar structure of a traditional tale, which will encompass new vocabulary and a focus on speech. In doing so, the children will create play scripts and poems around the Egyptian theme and will learn a wide variety of appropriate technical vocabulary for this purpose. Mummification and exploration of tombs will provide the stimulus for writing newspaper reports. Children will have the opportunity to use visual literacy and research to create an effective piece using a clear structure and style. The penultimate piece of work for this year is to bring together all of the children’s learning in creating a persuasive piece of writing in the form of a travel brochure. In this task, children will need to consider the persuasive tools they employ when attempting to get their own way, and how others can be persuaded to agree with our opinion or sales pitch. SPaG

- Pronouns - Expressing time using adverbials and prepositions - Progressive form of verbs - Present perfect form of verbs - Prefixes and Suffixes - Spelling rules

Topic: Geographical knowledge will be revisited and developed as children locate Egypt on a world map, looking at the UKs position in relation to Egypt and including the countries, capitals, continents and seas. Children will continue to develop a chronologically secure knowledge and understanding of British history by understanding when Ancient Egypt occurred, and placing this in relation to other historical periods they have studied. The children will enquire into and investigate the society and structure of Egyptian life; their amazing accomplishments, including mummification and the pyramids; and will use persuasive writing and non-fiction writing to showcase their learning. NC Links: I can use a timeline within a specific period of history to set out the order that things may have happened. I can use my mathematical knowledge to work out how long ago events happened.

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I can use research skills to find answers to specific historical questions. I can use an atlas by using the index to find places. I can use the correct geographical words to describe a place. Science: How could we create a Barcroft orchestra? Children learn through practical experiments about how sound is made and how it travels to their ears. They will devise experiments to observe how sound changes over distance and how they can change the pitch and tone of a sound. Children will put their knowledge into practice by choosing materials and using the correct equipment to make a musical instrument to answer the question, Is sound music? Children will utilise their knowledge and understanding to create an instrument where the tone, pitch and volume can be altered. NC Links: I can describe how sound is made. I can explain how sound travels from a source to our ears. I can explain the place of vibration in hearing. I can explore the correlation between pitch and the object producing the sound. I can explain the correlation between the volume of a sound and the strength of the vibrations that produced it. I can describe what happens to a sound as it travels away from its source. Art/ DT: Children will design and make an instrument whilst they are developing their understanding of how sound works. Children will choose materials and equipment to create an instrument where the tone, pitch and volume can be altered. This instrument will be used as part of a musical ensemble to compliment Physical Education where children will choreograph an Egyptian dance. NC Links: I can prove that my design meets some set criteria. I can follow a step-by-step plan, choosing the right equipment and materials. I can design a product and make sure that it looks attractive. I can select the most appropriate tools and techniques for a given task. I can make a product which uses both electrical and mechanical components. I can work accurately to measure, make cuts and make holes.

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RE: Children will reflect on what inspiration is and who is inspirational to them, with a focus on Jesus, the Gospels, other peoples’ views on Jesus, and symbolic language. Outdoor Links: Children will use the outside area to see what mediums sound travels through. Maths Links: Children will measure sound and distance, this will allow the organising and analysing of data. The children will order events by date and question how long ago events happened. RSE: What is loneliness? Can you be lonely in a crowd? How do we support lonely people in the community? For example, engaging with a residential home where someone may feel lonely, go and visit or arrange an afternoon tea party for them in school.