Teacher – Omar Faruque
TA – Pauline Ogden
TA – Pamela Candido
TA – Tamara Ireland
Year 3: Term 3
Local History Unit
- 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.Science: NUTRITION and SKELETONS
- Identify that animals, including humans, need the right types and amount of nutrition and they cannot make their own food; they get nutrition from what they eat.
- Identify that humans and some other animals have skeletons and muscles for support, protection and movement.
Cross Curricular ICT: DIGITAL DATA
LO: Create bar charts, pie charts and tables with software
Collect data from class/school about most popular food and drink
Use 2Chart to make simple bar charts and pie charts to show this dataSCIENCE VOCABULARY: yellow pale spindly roots stem leaves flowers pollination seed dispersal seed formation light air warmth transportation stamen stigma sepal petal ovary pollen
SCIENCE VOCABULARY: vegetables meat fish sugars and starches skeletons ribs spine skull contract relax vertebrate
History: TUDOR LONDON (Please visit Museum of London)
- Use maps and other sources to learn about the population and density of Tudor London.
- Understand what life was like for children living in Tudor London.
- Research the cause of disease in London and the cures available.
- Learn about the importance of Southwark (e.g. the Globe and the South Bank) for Tudor entertainment.
- Compare and contrast life for the rich/poor living in Tudor London.
- Learn about the importance of the monasteries during Tudor times.
- Investigate the importance of the River Thames to the growth of London during Tudor times.
- Learn about royal life at Hampton Court Palace.
Cross Curricular ICT: DIGITAL RESEARCH:
LO: Use selected digital resources to answer questions
Use LGfL Digital Resource the Tudors in London to explore sources and artefacts
Use the resource o make notes for a report or presentation on Tudor LondonGeography: LOCAL FIELD STUDY (Southwark)
- Know the difference between human/physical features of a landscape.
- Use keys to identify landmarks on an OS map.
- Identify human and physical features on an OS map of a contrasting area to Southwark
- Compare the number of human and physical features of a contrasting locality (e.g. The Lake district) using an OS map.
- Give reasons why there are more human features in Southwark than a contrasting locality.
- Use fieldwork to identify some of the human features of an area in Southwark.
- Take digital photos of an area of Southwark (e.g. from the Shard) and use these to create a simple plan.
- Visit the River Thames – survey and create a graph of the different types of river transport (e.g. entertainment/ military/ police/ rescue service/ transport / pleasure)
- Complete a survey of traffic congestion on a Southwark road.
- Suggest ways in which we can ease traffic congestion in Southwark.
- Identify some of the tourist attractions in Southwark.
- Understand what a suburb is.
- Give reasons why cities may have suburbs.
Cross Curricular ICT: DIGITAL RESEARCH:
LO: Use online mapping tools and apps to find information
Locate local landmarks on Google Maps and explore using Street View – take screenshots, print and label features being studiesHISTORY VOCABULARY: arts court local monastery monarchy monk poverty poor rich wealth disease cure entertainment
Theatre ale house aristocracy church GEOGRAPHY VOCABULARY: suburb congestion residential tourist attraction landmarks human physical survey
CHALLENGE ACTIVITIES FOR THE MORE ABLE PUPILS – Tudor London NEEDS UPDATING
CHALLENGE ACTIVITIES FOR THE MORE ABLE PUPILS – NEEDS UPDATING
Art: OBSERVATIONAL DRAWING ( Drawing people – link into science 2nd half term)
- Make marks and lines with a wider range of drawing implements.
- Experiment with different grades of pencil and other implements to create lines and marks.
- Experiment with different grades of pencil and other implements to draw different forms and shapes.
- Begin to show an awareness of objects having a third dimension
- Experiment with different grades of pencil and other implements to achieve variations in tone.
- Apply tone to drawing in a simple way.
CHALLENGE ACTIVITIES FOR THE MORE ABLE:
- Use a wider range of implements to experiment with – charcoal, pen etc
- Do a more detailed observations drawing of an object using understanding of the third dimension.
- Use a variety of different techniques and tools they have learned and used for their final piece showing that they understand which are best to use for different parts of a drawing.
D.T: CREATE A HEALTHY SANDWICH FOR A LONDON TOURIST
- Know that there are a variety of sandwiches.
- Know that people have different preferences.
- Understand that food can be divided into different groups.
- Understand that different combinations of ingredients can affect the taste of sandwiches.
- Understand the importance of hygiene.
- Plan, make and evaluate a healthy sandwich.
CHALLENGE ACTIVITIES FOR THE MORE ABLE
- Give pupils challenges when designing a sandwich – e.g. it is for a vegetarian/vegan/ someone with specific challenges.
- Research how to create a super vitamin sandwich by researching different foods and the vitamins they contain.
- Justify why choices were made.
- Create healthy sandwich with a limited budget/set budget.
Cross Curricular ICT: DIGITAL MEDIA/PUBLICATION
LO: Record an event or process with a series of digital photos
LO: Use appropriate publishing templates, layouts, and formatting tools
Take a series of digital photos to show the process of making a sandwich.
Use the photos to create a digital publication/presentation of the recipe process and evaluation – use Purple Mash 2Publish+ templatesMusic:
- Play in ensemble contexts, using their voices and playing instruments with increasing accuracy.
- Improvise music for a range of purposes using the interrelated dimensions of music.
- Listen with attention to detail to sounds.
- Appreciate and understand a wide range of high-quality live and recorded music.
- Develop an understanding of the history of music.
- Develop an understanding of the history of music.E: games, athletics and dance (Please see Val Sabin scheme of work)
R.E: Why is Holi important?
- Who do we think ‘goodies’ and ‘baddies’ are?
- What happens at the Hindu festival of Holi?
- What other story is told at Holi?
- How does Holi show what Hindu people believe about God?
- Can we write a story which teaches the value of not giving up and bring it to life?
What is special about light?
- Why is light special?
- Why do Hindus have divas for Diwali?
- Why do Sikhs celebrate Diwali?
- How do Christians use light at Christmas?
- What do Jews remember at Hanukkah?
- What does the light at Hanukkah symbolise?
- Why is light important at different festivals? Computing
Coding and Programming
- Algorithms and Decomposition
- Programming on screen
- Sequence, Repetition, Selection
Using Technology Safely
- Social Networking
- Being Responsible
- Reporting ConcernsEntitlement and enrichment: Westminster Abbey Tower of London Globe Theatre Hampton Court Palace Museum of London