Year 3 Topic Pack

Long Term Plan 2019-2020 Term:

Autumn 1 (6 weeks)

Autumn 2 (7 weeks)

Spring 1 (6 weeks)

Spring 2 (6 weeks)

Summer 1 (5 Weeks)

Summer 2 (6 Weeks)

English

Narratives – The Stone Age Boy (2 weeks) Information reports 0n Skara Brae (2 weeks) Persuasive writing (1 week) Fact file on Stonehenge (1 week) Place Value (2 weeks) Addition (2 weeks)

Narrative – The Hero Twins (2 Weeks) Letter Writing (2 Weeks) Poetry (1week) Explanation text – How to wash a Woolly Mammoth (2 Weeks) Multiplication (2 weeks) Division (2 weeks) Money (2 weeks) Perimeter (1 week)

Narrative -The Great Kapok Tree (3 weeks) Non-fiction – Nonchronological report (Rainforests) (2 weeks) Instructions (1 week) Explanations (1 week)

Non-fiction – Recount (Where the forest meets the sea) (2 weeks) Persuasive writing (2 Weeks) Poetry (1 week)

Narrative – Iron Man (3 weeks) Non-Chronological Reports – (1 Week) Explanations (1 week)

Narrative – Rosie Revere, Engineer (2 weeks) Poetry (1 week) Instructions (1 week) Persuasive writing – adverts (2 weeks)

Time (2 weeks) Money (2 weeks) Measurement (1 weeks) 4 operations (1 week)

Fractions (2 weeks) Roman Numerals with Time (2 weeks) 2D shapes (1 week) 4 operations (1 week)

Fractions (2 weeks) 3D shapes (1 week) Angles (1 week) Lines (1 week)

Mass (1 week)

Maths

Subtraction (2 week)

Volume/Capacity (1 week) Problem solving (1 week) Statistics (2 weeks) Revision (1 week)

Science History

Rocks and Fossils

Animals including humans

Stone Age, Bronze Age, Iron Age.

Plants

Light

Where chocolate came from?

Geography

British Isles

Countries and capital cities

Continent of South America and Europe

Map Making

Art and Design

Stone Age Cave paintings Clay bowls

Clay bowls Clay jewellery

Sketches and paintings of butterflies and rainforest animals

Monet’s Garden

Forces and Magnets Significant historical figure – James Dyson, Thomas Edison, Alexander Graham Bell, Tim Peakes, Florence Nightingale Volcanoes and Earthquakes Look at the art of Chan Lee Erik Brede- Tower Bridge

The Scream – Edvard Munch

Design and Technology Computing

Music

Languages

PE PSHE

RE

British values

Design and create own Stone Age tools Clay pots Jewellery Create PPT on topic Debug scratch scripts. from our research skills.

Animated cartoons.

Charanga Music Scheme of Work – Let your spirit fly Learning to play violin

Charanga Music Scheme of Work – HO HO HO HO Learning to play violin

Spanish Greetings Say Name/Ask Name Colours Basketball Cricket Being me in my world.

Puzzle outcome: Picture frames

Diwali- Hinduism Would celebrating Diwali at home and in the community bring a feeling of belonging to a Hindu child?

International Day of th Democracy- 15 Sept International Peace day st – 21 September Rosh Hashanah –Jewish – 29th Sept National Poetry Day – rd 3 Oct th World Space Week – 4 Oct

Hockey Gymnastics Celebrating differences.

Puzzle outcome: Compliment kites

Christmas- Christianity Has Christmas lost its true meaning?

Diwali – Hindu -27th Oct Halloween – 31st Oct th Bonfire Night -5 Nov th Armistice Day -11 Nov th Anti-bullying week –11 Nov th Word kindness day -13 Nov th Road Safety week -18 Nov

Rainforest diorama

Movie maker on the rainforest

Pupils use network diagnostic tools to test and explore network connections Charanga Music Scheme Charanga Music Scheme of Work – Glockenspiel 1 of Work – Benjamin Learning to play violin Britten – There was a Monkey Learning to play violin Spanish Asking how someone feels/say how you feel Numbers to 31 Count forward and Backward Football Tennis Dreams and Goals Puzzle outcome: Window box of dream flowers and garden decorations Jesus’ MiraclesChristianity Could Jesus heal people/ Were these miracles or is there another explanation? st New Year’s Day – 1 Jan Storytelling Week - Jan World Religion Day – th 19 Jan th Chinese New Year -25 Jan International St Valentine’s Day- 14th Feb Mother Language day -

Basketball Cricket Being me in my world.

Puzzle outcome: Picture frames

Diwali- Hinduism Would celebrating Diwali at home and in the community bring a feeling of belonging to a Hindu child?

International Day of th Democracy- 15 Sept International Peace day st – 21 September Rosh Hashanah –Jewish – 29th Sept National Poetry Day – rd 3 Oct th World Space Week – 4 Oct

Upcycle electrical goods into robots

Sculpture

Create PPT on topic from our research skills.

Animated cartoons.

Debug scratch scripts.

Charanga Music Scheme of Work – Let your spirit fly Learning to play violin

Charanga Music Scheme of Work – HO HO HO HO Learning to play violin

Spanish Understand and say the days of the week Understand and say the months

Hockey Gymnastics Celebrating differences.

Puzzle outcome: Compliment kites

Christmas- Christianity Has Christmas lost its true meaning?

Diwali – Hindu -27th Oct Halloween – 31st Oct th Bonfire Night -5 Nov th Armistice Day -11 Nov th Anti-bullying week –11 Nov th Word kindness day -13 Nov th Road Safety week -18 Nov

Football Tennis Dreams and Goals Puzzle outcome: Window box of dream flowers and garden decorations Jesus’ MiraclesChristianity Could Jesus heal people/ Were these miracles or is there another explanation? st New Year’s Day – 1 Jan Storytelling Week - Jan World Religion Day – th 19 Jan th Chinese New Year -25 Jan International St Valentine’s Day- 14th Feb Mother Language day -

30th Anniversary of Fall th of Berlin Wall -9 Oct World Maths Day -15th October Oct

th

St Andrews Day- 30 Nov st Advent – 1 Dec nd Hanukkah -22 Dec th Christmas Day – 25 Dec th Boxing Day – 26 Dec st Christmas Eve – 31 Dec

st

21 Feb LGBT History Month KS2 - Feb Mental Health Week Feb

30th Anniversary of Fall th of Berlin Wall -9 Oct World Maths Day -15th October Oct

th

St Andrews Day- 30 Nov st Advent – 1 Dec nd Hanukkah -22 Dec th Christmas Day – 25 Dec th Boxing Day – 26 Dec st Christmas Eve – 31 Dec

st

21 Feb LGBT History Month KS2 - Feb Mental Health Week Feb

The Big Picture Did you know the Stone Age did not end because the humans ran out of stones? As Historians and Geologists we will be investigating why this period in history is seen as one of the most important in human evolution. As Scientists we will explore how the world around us is changing and how this can be magnificent and challenging. This will be an epic journey of human kind. We will study the Stone Age as well as other ages in history. Within this we will be looking at famous monuments such as Stonehenge.

Where do we belong? Dawn of Man Essential Knowledge By the end of this unit our pupils will know…  Know how Britain changed between the beginning of the Stone Age and the Iron Age.  Know the main differences between the stone, bronze and iron ages.  Know what is meant by ‘huntergatherers.  Know how soil is made and fossils formed.  Know about and explain the difference between sedimentary, metamorphic and igneous rock.

Launch Visit Manchester Museumfocussing on Stone Age and fossils.

Explore Children will be involved in an archaeological dig using grids, fossils and marking.

Energise

Celebrate

Children will create Stone Age paintings and Stone Age tools.

Parents invited in to showcase children’s artwork and perform a short play.

What makes Middleton Marvellous? Year 2: Essential Skills and National Curriculum Core Subjects English National Curriculum content: Spoken Language

How does it link to the theme?

Maths National Curriculum content:

Science How does it link to the theme?

No link

Read ‘Stone Age Boy’

ask relevant questions to extend their understanding and knowledge

Information Reports on Skara Brae and Stone Henge

use relevant strategies to build their vocabulary

Persuasive writing

use spoken language to develop understanding through speculating, hypothesising, imagining and exploring ideas participate in discussions, presentations, performances, roleplay/improvisations and debates

How does it link to the theme?

Place Value

listen and respond appropriately to adults and their peers

give well-structured descriptions, explanations and narratives for different purposes, including for expressing feelings.

National Curriculum content:

Count from 0 in multiples of 4, 8, 50 and 100; find 10 or 100 more or less than a given number

Narrative writing

Creating fact files/non chronological reports

Recognise the place value of each digit in a 3-digit number (100s, 10s, 1s) Compare and order numbers up to 1,000 Identify, represent and estimate numbers using different representations Read and write numbers up to 1,000 in numerals and in words Solve number problems and practical problems involving these ideas.

No Link

Addition and Subtraction

Identify that animals, including humans, need the right types and amount of nutrition, and that 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.

Compare and group together different kinds of rocks on the basis of their appearance and simple physical properties

Add and subtract numbers mentally, including: i. ii. iii.

a three-digit number and 1s a three-digit number and 10s a three-digit number and 100s

Add and subtract numbers with up to 3 digits,

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

Comparing hunters and gatherers from the Stone Age and what they ate compared to what we eat today.

Discussing why these are different or similar.

Looking at how fossils are formed what fossils have been found in the UK across Skara Brae and other areas.

Word Reading apply their growing knowledge of root words, prefixes and suffixes, both to read aloud and to understand the meaning of new words they meet read further exception words, noting the unusual correspondences between spelling and sound, and where these occur in the word.

Comprehension develop positive attitudes to reading, and an understanding of what they read, by: i.

ii.

iii.

listening to and discussing a wide range of fiction, poetry, plays, nonfiction and reference books or textbooks reading books that are structured in different ways and reading for a range of purposes using dictionaries to check the meaning of words that they have read

using formal written methods of columnar addition and subtraction Estimate the answer to a calculation and use inverse operations to check answers Solve problems, including missing number problems, using number facts, place value, and more complex addition and subtraction.

Multiplication & Division

organic matter.

No link

Recall and use multiplication and division facts for the 3, 4 and 8 multiplication tables Write and calculate mathematical statements for multiplication and division using the multiplication tables that they know, including for two-digit numbers times one-digit numbers, using mental and progressing to formal written methods olve problems, including missing number problems, involving multiplication and division, including positive integer scaling problems and correspondence problems in which n objects are connected to m objects.

Money add and subtract amounts of money to give change, using both ÂŁ and p in practical contexts

No link

iv.

v.

vi.

vii.

viii.

increasing their familiarity with a wide range of books, including fairy stories, myths and legends, and retelling some of these orally identifying themes and conventions in a wide range of books preparing poems and play scripts to read aloud and to perform, showing understanding through intonation, tone, volume and action discussing words and phrases that capture the reader’s interest and imagination recognising some different forms of poetry

understand what they read, in books they can read independently, by i.

checking that the text makes sense to them, discussing their understanding and explaining the meaning of words in context

asking questions i.

ii.

iii.

iv.

v.

to improve their understanding of a text drawing inferences such as inferring characters' feelings, thoughts and motives from their actions, and justifying inferences with evidence predicting what might happen from details stated and implied identifying main ideas drawn from more than 1 paragraph and summarising these identifying how language, structure, and presentation contribute to meaning

retrieve and record information from nonfiction Writing Spelling use further prefixes and suffixes and understand

how to add them spell further homophones place the possessive apostrophe accurately in words with regular plurals and in words with irregular plurals use the first 2 or 3 letters of a word to check its spelling in a dictionary Handwriting and Presentation use the diagonal and horizontal strokes that are needed to join letters and understand which letters, when adjacent to one another, are best left unjoined increase the legibility, consistency and quality of their handwriting Composition Plan their writing by: i.

discussing writing similar to that which they are planning to write in order to understand and learn from its structure, vocabulary and grammar

ii.

discussing and recording ideas

Draft and write by: i.

ii.

iii.

iv.

composing and rehearsing sentences orally (including dialogue), progressively building a varied and rich vocabulary and an increasing range of sentence structures organising paragraphs around a theme in narratives, creating settings, characters and plot in non-narrative material, using simple organisational devices

Evaluate and edit by: i.

ii.

assessing the effectiveness of their own and others’ writing and suggesting improvements proposing changes to grammar and vocabulary to improve

consistency, including the accurate use of pronouns in sentences proofread for spelling and punctuation errors read their own writing aloud, to a group or the whole class, using appropriate intonation and controlling the tone and volume so that the meaning is clear.

Vocabulary, grammar & punctuation develop their understanding of the concepts set out in by: i.

ii.

iii.

extending the range of sentences with more than one clause by using a wider range of conjunctions, including when, if, because, although using the present perfect form of verbs in contrast to the past tense choosing nouns or pronouns appropriately for clarity and cohesion and to

iv.

v. vi.

avoid repetition using conjunctions, adverbs and prepositions to express time and cause using fronted adverbials learning the grammar for years 3 and 4

indicate grammatical and other features by: i.

ii.

iii.

using commas after fronted adverbials indicating possession by using the possessive apostrophe with singular and plural nouns using and punctuating direct speech

What makes Middleton Marvellous? Year 2: National Curriculum content Foundation Subjects History National Curriculum content: Pupils should be taught about changes in Britain from the Stone Age to the Iron Age This will include: late Neolithic huntergatherers and early farmers, for example, Skara Brae Bronze Age religion, technology and travel, for example, Stonehenge Iron Age hill forts: tribal kingdoms, farming, art and culture

How does it link to the theme?

Creating a mind map with existing knowledge and ideas about the Stone Age Create a timeline of key events of the Stone Age to see where we belong now and then.

Exploring Stone Age living – houses, food, way of living Researching Skara Brae and Stonehenge and comparing that community then to our modern communities we live in and compare and contrast.

Looking at the main differences between life today and in the Stone Age and how that changed over time across the Bronze Age and finally into the Ice Age

Geography National Curriculum content: Pupils should be able to: name and locate counties and cities of the United Kingdom, geographical regions and their identifying human and physical characteristics, key topographical features (including hills, mountains, coasts and rivers), and land-use patterns; and understand how some of these aspects have changed over time 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

How does it link to the theme?

Locate and name the continents on a world map.

Locate and name countries in the British Isles with their capitals.

Locating rivers, seas, mountains in the British Isles.

Identifying natural and man-made landmarks.

Comparing how The Stone Age people lived and how the British Isles has changed over time.

Art and Design National Curriculum content: Pupils should be taught: to create sketch books to record their observations and use them to review and revisit ideas to improve their mastery of art and design techniques, including drawing, painting

Technology

How does it link to the theme?

Children will create cave paintings

Sketch Stonehenge.

.

National Curriculum content: Make select from and use a wider range of tools and equipment to perform practical tasks [for example, cutting, shaping, joining and finishing], accurately select from and use a wider range of materials and components, including construction materials, textiles Technical knowledge apply their understanding of how to strengthen, stiffen and reinforce more complex structures

Music National Curriculum content: Pupils should be taught: play and perform in solo and ensemble contexts, using their voices and playing musical instruments with

How does it link to the theme?

Children will design and create Stone Age Tools and compare to what people used during the Bronze and Ice Ages.

Create Stonehenge using a variety of biscuits.

Children will use clay to mould bowls Children will mould clay to make jewellery and paint.

Computing National Curriculum content: Pupils should be taught:

Learn to play violin Charanga

National Curriculum content: Pupils should be taught: listen attentively to spoken language and show understanding by joining in and responding

Let your Spirit Fly Glockenspiel –Stage 1

develop accurate pronunciation and

Rising Stars

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.

Use technology safely, respectfully and responsibly; recognise acceptable/unacceptable behaviour; identify a range of ways to report concerns about content and contact

How does it link to the theme?

Spanish Greetings Say Name/Ask Name Colours

In this unit, the children create an animated cartoon using characters they design. They use a paint tool to create characters and backgrounds. They then create an animation by translating a storyboard into a series of scripted instructions (program) for graphic objects.

Using power point to create a presentation of their research about Skara Brae and Stonehenge.

PE

Languages

How does it link to the theme?

How does it link to the theme?

National Curriculum content: Pupils should be taught to: use running, jumping, throwing and catching in isolation and in combination play competitive

How does it link to the theme?

Basketball Cricket Hockey Gymnastics See JB for planning

increasing accuracy, fluency, control and expression

intonation so that others understand when they are reading aloud or using familiar words and phrases read carefully and show understanding of words, phrases and simple writing

games, modified where appropriate [for example, badminton, basketball, cricket, football, hockey, netball, rounders and tennis], and apply basic principles suitable for attacking and defending develop flexibility, strength, technique, control and balance [for example, through athletics and gymnastics] take part in outdoor and adventurous activity challenges both individually and within a team compare their performances with previous ones and demonstrate improvement to achieve their personal best.

What makes Middleton Marvellous? Year 2: National Curriculum content Other Subjects PSHE National Curriculum content:

Health and Well Being: Pupils should be taught: 1. what is meant by a healthy lifestyle 2. how to maintain physical, mental and emotional health and wellbeing 3. how to manage risks to physical and emotional health and wellbeing

RE

How does it link to the theme?

National Curriculum content:

I can tell you about a time when my words affected someone’s feelings and what the consequences were

During the Key Stage, pupils should be taught the knowledge, skills and understanding through the following areas of study: Religions and beliefs a. Christianity. b. At least two other principal religions, normally selected from: Islam, Hinduism, Judaism (local demographics are the basis for this recommendation). c. A religious community with a significant local presence, where appropriate. d. A secular perspective.

Experiences and opportunities

I can give and receive compliments and know how this feels I can evaluate my own learning process and identify how it can be better next time I am confident in sharing my success with others and know how to store my feelings of success in my internal treasure chest

How does it link to the theme?

Diwali- Hinduism Would celebrating Diwali at home and in the community bring a feeling of belonging to a Hindu child?

Christmas- Christianity Has Christmas lost its true meaning?

SMSC National Curriculum content: Through their provision of SMSC, schools should: • • enable students to distinguish right from wrong and to respect the civil and criminal law of England; • enable students to acquire a broad general knowledge of and respect for public institutions and services in England; • further tolerance and harmony between different cultural traditions by enabling students to acquire an appreciation of and respect for their own and other cultures; • encourage respect for other people; and • encourage respect for democracy and support for participation in the democratic processes, including respect for the basis on which the law is made and applied in England.

British Values How does it link to the theme?

Pupils to explore these themes through weekly assemblies. Pupils to learn about what makes a family through a whole school themed week.

Foundation Su

National Curriculum content:

The list below describes the understanding and knowledge expected of pupils as a result of schools promoting fundamental British values.

• an understanding of how citizens can influence decision-making through the democratic process; • an appreciation that living under the rule of law protects individual citizens and is essential for their wellbeing and safety; 1 The Prevent strategy 2011: https://www.gov.uk/government/publications/preventstrategy-2011 5 • an understanding that there is a separation of power between the executive and the judiciary, and that while some public bodies such as the police and the army can be held to account through Parliament, others such as the courts maintain independence; • an understanding that the freedom to choose and hold other faiths and beliefs is protected in law; • an acceptance that other people having different faiths or beliefs to oneself (or having none) should be accepted and tolerated, and should not be the cause of prejudicial or discriminatory behaviour; and • an understanding of the importance of identifying and combatting discrimination.

Well Being How does it link to the theme?

Pupils to explore these themes through weekly assemblies and themed weeks.

National Curriculum content: Pupils should be taught: 1. Enable students to develop their selfknowledge, selfesteem and selfconfidence.

2. Encourage students to accept responsibility for their behaviour, show initiative, and to understand how they can contribute positively to the lives of those living and working in the locality of the school and to society more widely;

How does it link to the theme?

Pupils to explore these themes during weekly assemblies.

Pupils to be involved in the Growth mind set special project.

Week 1: What would a timeline for Stone Age to Ice Age look like?

Week 2: Why were the Stone age people hunters and gatherers?

Week 3: What tools did the Stone Age people make?

History – Timescale of human history

History– Trip to Touchstones

History/Design and Technology/Art

Show children the word ‘prehistory’ on the slides.

What does this word mean? Invite children to share their ideas, then go through the explanation on the slides.

• Show children the timeline and identify with them when certain events that they are familiar with took place. How much of the past do you think has written history? Children to think, pair, share their ideas.

Explain that Britain has only had written history for 2,000 years. Other parts of the world have historical records going back around 3,000 years. That leaves 998,000 years of prehistory in Britain!

• Show children the timeline which demonstrates how prehistory is split up into Stone, Bronze and Iron Ages. Why do you think these periods have been given these names? Invite children to share their ideas.

• If there is no written history, how can we find out about the past? And who finds out about it?

Invite children to share ideas, then go through the information about archaeologists and what they do.

Provide children with a set of the Picture Cards. Children to cut out the descriptions of what the archaeologists are doing and the names of the type of archaeologist. Encourage children to use dictionaries to help them. Once they have done this, they could stick them on a large piece of paper to create an information poster. Around each picture, children to write a sentence to explain what each activity can tell us about people in prehistory.

Workshop about the Stone Age and how people lived.

Look at images of stone and bone tools from across the Stone Age, including hammerstones, hand axe, stone awls, flint blades, burins, needles, scrapers and harpoon points. Explain how they might have been made and used, and how effective they were for the tasks they had to do. Explore cutting, scraping, sharpening, grinding and mark-making with different types of stone and describe what is difficult or easy about using stone for these tasks.

History – Timeline of the Stone Age to the Ice Age

History – Hunters and Gatherers

History/Design and Technology/Art

What types of food would the Stone Age people eat? How would they prepare this food? Would we do that today? Why not?

‘How did humans in the Stone Age collect their food?’ Have question on IWB and ask chn to discuss with their TP. Listen to chn’s ideas and discuss as a class. Go through PowerPoint (Stone Age Food)

Design and make an ancient hunting tool that meets the needs of a Stone Age hunter-gatherer, explaining their ideas.

What do we already know about the Stone Age? Use Stone Age Mind Map mind map existing knowledge and ideas What do we want to find out?

Use the Introduction to the Stone Age/ timeline power

Fossils and archaeological sites and being involved in a dig.

Use materials including paper, card, stone, wood, wool

point

Explain that for this lesson, we are going to become huntergatherers! We need to go out and hunt or gather our own food.

Create a timeline of key events from the Stone Age to the Ice Age 2. add key information 3. recall key events through this time period 4. tell a friend at least one key fact about this period Annotate mind maps in a different colour. Can you answer any of your questions yet? Do you have any more questions?

Sort the Stone Age Timeline cards into chronological order.

Week 4: How did the Stone Age people eat and cook?

and raffia to create their tool or weapon.

https://www.bbc.com/teach/class-clips-video/discovering-stoneage-tools-made-of-flint/zjtjmfr Split children into groups. Explain that we are going to take on the role of hunter-gatherers. Equip children with ‘spears’ .

Around the playground will be different images of foods that would be ‘gathered’ and some animals that would be ‘hunted’.

Chn will search the playground for the food and bring back as much as possible.

Discuss which foods would be hunted and which would be gathered, Look at some of the food that hunter-gatherers would have eaten (fruit, nuts, seeds, veg and lentils) for chn to try.

Chn to write a paragraph explaining what Stone Age people would eat and how people in the early Stone Age collected their food. Explain which food would be hunted and which would be gathered. Chn to also write about which weapons would have been used and what describe how they were used.

Week 5: How did the Stone Age people live?

History/Design and Technology/Art

History – Design and draw model of a Stone Age house

Look at various bowls and utensils Stone Age people may have used. What were they made of? Draw/Sketch their distinctive bowls with shapes and patterns in a sketch book. Design and make their own clay bowls, decorating coiled pots with patterns using clay tools

Houses today - what do they look like? How do they differ around the world? Why? Use the Stone Age Homes powerpoint.

Week 6: What did people paint in caves?

History/Art – Cave paintings Use the Stone Age Cave Paintings powerpoint.

Art in the Stoneage powerpoint. http://downloads.bbc.co.uk/history/handsonhistory/ancients_art.pdf

https://www.bbc.com/teach/class-clips-video/stone-agefarming-and-homes/z479wty

Compare typical houses in cold climates with those in warmer climates. What is important when it comes to building a house?

Design own model of a Stone Age house. Compare and contrast with the houses then and what they live in today.

Produce your own cave paintings - see Stone Age Craft Ideas for suggestions.

Model to chn how we can create our own cave art using a range of examples. Model using stencils and free hand drawing different animals. Use pastels to colour, smudge and mix colours together.

Model using a partner to draw around hand and then using our fingers to smudge the outline.

Children will stain paper using tea and coffee. They will draw different images of animals, hand prints, hunters etc in their sketch book/ cave paper. Chn will draw animals for one artwork and trace hands on a second artwork.

History Look at evidence of Iron Age jewellery and the pins, brooches and other ornaments worn by people to hold their clothes together. Describe their style and how they think they were made. Design an Iron Agestyle brooch, pin or piece of jewellery and make it from modelling material such as airdrying clay. Paint dried items with bronze or silver paint, using different colours to represent any glass beading or detailing.

Write signage to go with their piece as if it were being shown in a museum exhibition.

History- Stone age house compared to Bronze Age houses.

Explain that the Iron Age started about 800 BC. Iron ore was more common than copper or tin so it was easier to find, but the metal itself was harder to extract. It needed hotter temperatures. Q+A – what difficulties would this have caused? How do you think they melted the metal to such high temperatures? Would this have been easy? Watch www.youtube.com/watch?v=KP4DjM3jBsw and discuss.

Ask the children how they think people in the Iron age used to live? Come together and share ideas.

Watch the video https://www.youtube.com/watch?v=XQ9lvVCfyN8 and discuss. How did people in the Iron age live? What were their houses called? Where were the fires situated and why?

What was the staple food? How was flour made? Explain that the people who lived in the Iron Age were called Celts.

They lived in tribes, each with their own leader. They lived in roundhouses grouped together on a hill fort.

Show the following WOODLANDS link on roundhouses. http://primaryhomeworkhelp.co.uk/celts/index.html

Children to draw their own roundhouse and annotate based upon information we have read, seen and discussed

Cave paintings -continued

Week 7: What happened to Skara Brae?

History/English/GeographyResearch Skara Brae Show Skara Brae powerpoint.

Explain that stone age people (people who used stone to make tools and equipment) lived for thousands of years. For about 4000 years they were HUNTER GATHERERS. Explain that from about 4000 years ago new stone age people cleared trees with flint hand axes and planted crops, bringing seeds from mainland Europe. They also brought over sheep and cows and tamed native wild boar into pig. They were the first farmers in Britain.

Visit the Skara Brae website. http://www.bbc.co.uk/scotland/learning/p rimary/skarabrae/content/what_happened and discuss. Inform the children that they are going to work in pairs to create an information booklet all about Skara Brae.

They are to imagine that they are preparing a visitor’s guide for Skara Brae. Think about the type of information that they would need to include in their booklet; i.e. where is Skara Brae? How/why was it discovered? How old is it? How long was it inhabited? Who lived there? What did their houses look like? Did they have any furniture? Did they make/have any precious objects? What happened to Skara Brae? Ask children to make appropriate notes as you read through and investigate the website. (Provide prompt sheets for children to look at)

Week 8: Where and what is Stonehenge?

History/Geography/Art/D&T/English-Stonehenge

Week 9: What is a continent?

Geography

Use the Stonehenge powerpoint.

Explain that Stone Age people believed in many gods, both male and female: sun gods, etc. Read - The Secrets of Stonehenge, by Mick Manning. (pg 6) and explain that Stonehenge was built in stages over a period of 1000 years and that building began about 5000 years ago. Watch the short youtube videos https://www.youtube.com/watch?v=-6oxmxPKoSE and https://www.youtube.com/watch?v=ePaBU0vGt14&noredirect= 1 and discuss. Explain that many henges were built all over the country. What do we think a ‘henge’ is? Why do you think they were built?

Create a fact file about Stonehenge.

History

History /Geography/Art

Research Skara Brae to complete an information report – 2

Children to sketch a picture of Stonehenge (or begin with a photograph) in the centre of their books. Ask chn to annotate it.

Ask the children to name the continents and write them on the board.

Then ask the children to locate the continent Europe on a map/globe.

Explain that our country, England is a part of the continent Europe. Explain the main activity to the class. Make sure the children have an atlas 1 between 2. Have a map of Europe on the board. http://www.yourchildlearns.com/europe_map.htm ask children to name or identify a chosen country using their atlas to help them.

Show the children a map of Europe that is not labelled, point to a different country and ask the children to name the country. And or get a child to come to the front to point to a country and the class have to name it. This time the children will not have their atlas to help them. http://www.yourchildlearns.com/europe_map.htm

Geography – What are the capital cities in the British Isles?

Locate and name countries in the British isles with

lessons. Chn use their notes to write an information report on Skara Brae.

Remind chn that their annotations should include name of types of stones, burial stones (blue stones), ceremonies, how they may have moved and erected the stone.

Stonehenge comprehension (English/Reading) Build Stonehenge using custard creams, chocolate bourborns and hobnobs.

their capitals. Watch powerpoint of UK and cities.

Go over with the children where the countries are and what the capital cities are called.

England – London Scotland – Edinburgh Wales – Cardiff Northern Ireland – Belfast Rep of Ireland – Dublin Resources: http://www.yourchildlearns.com/megamaps/print -europe-maps.html Clue map http://www.yourchildlearns.com/onlineatlas/british-isles-map.htm Children will label a map of England and identify countries and cities Children create trump cards of countries and capital cities with facts and any interesting information.

Week 10: Can you name some of the rivers in the UK? Geography To name and locate counties and cities of the United Kingdom, geographical regions and their identifying human and physical characteristics, key topographical features (including hills, mountains, coasts and rivers), and land-use patterns; and understand how some of these aspects have changed over time, in the context of the UK’s rivers and seas studied, in the context of the UK’s rivers and seas.

Show powerpoint on rivers and seas around UK. Children match rivers and their names. Research some

Week 11: What kind of activities do people do in the mountains?

Week 12: What is a natural land mark?

Geography

Geography

Locate areas of high ground in the UK. Use a map or atlas to locate areas of high ground in the UK.

Identify landmarks in the UK and around the world.

What are landmarks? Are they natural or can they be man-made?

Show powerpoint on mountains and hills in UK. Children locate hills and mountains on a map.

Where Are the Hills and Mountains? Show children the map of the UK. Do you know any areas of hills or mountains? Where do you think they might be? Look at the topographical map. What do the different colours tell you? Where are the highest areas of land? Where are the lowest areas?

Give each pair one of the images from UK Hills and Mountains

Can children name any famous landmarks? Create a list and where they are found.

Show powerpoint of famous natural landmarks in the UK and from around the UK and the world. Create a list and where they are found.

rivers found in the UK. Compare and contrast rivers.

Display Pack. What is the weather like? What do you think it would it feel like being on this hill? Allow an opportunity for pairs to feedback on what they have noticed.

Research some rivers found in the UK.

Children locate hills and mountains on a map.

Ask children to produce fact cards for some of the rivers of the UK. Where does it start? Where does it end? How long is it? What towns does it pass through?

What kinds of activities do people do in the mountains? In small groups, children use the Mountain Activities Sorting Cards to sort the activities and suggest things that people might do in hilly or mountainous area of the UK. Are there any others you can think of?

Week 13: Week 13: What is a man-made landmark?

Geography Show powerpoint of famous man-made landmarks in the UK and from around the UK and the world. Create a list and where they are found. Do they impact on the communities? Are they necessary and why?

Children will research famous man-made landmarks and create a fact file or trump cards.

Children will research a famous natural landmark and create an information report.

1 Boarshaw Bonus Points

5 Boarshaw Bonus Points 1.Design and make an ancient stone circle

1. Write an acrostic poem about the

or a replica of Stonehenge. Be creative in

Stone Age. You can choose any word

the way you make your stone circle.

related to the topic to go down the side of the page.

2.The wheel was invented during the

2.We know that the first recordings

Stone Age. What is a wheel used for?

of art were Cave Art. Design a piece

Build something that uses a wheel/wheels.

of cave art using materials of your choice. i.e. paint, chalk, crayon.

2 Boarshaw Bonus Points What kind of animals lived in the Stone Age?

3 Boarshaw Bonus Points 1.Write a diary entry about a boy or girl

2. If you could give something from 2019

living in the Stone Age times.

to the Stone Age people to improve their life, what would you give them? Draw a

1. Create a poster to show the different animals that lived in the Stone Age. 2. Make up your own story, it can be about anything you like but tell it through cave art pictures!

4 Boarshaw Bonus Points

picture of three items and explain why 2.Stone age people could not pop to the shops for food. Everything they ate had to be caught or collected. Write your own recipe for a stone age dinner using the sort of ingredients that would be available to them.

you have chosen them.

2.Write a story based in the Stone Age. Design a front and back cover for your story. Write the blurb on the back.

Remember you will be the author.

The Big Picture! Did you know the Stone Age did not end because the humans ran out of stones? As Historians and Geologists we will be investigating why this period in history is seen as one of the most important in human evolution. As Scientists we will explore how the world around us is changing and how this can be magnificent and challenging. This will be an epic journey of human kind. We will study the Stone Age as well as other ages in history. Within this we will be looking at famous monuments such as Stonehenge.

As Historians: We will research the Stone Age and how it has impacted on the human race. We will compare pre-historic Britain to the Bronze Age. We will also investigate the building of Stonehenge as one of the most famous monuments in Great Britain.

Dawn of Man Autumn Term

Our memorable experience: experience an archaeological dig

As Theologians: we will look at Hinduism and Christianity.

As Geographers: we will use world maps to locate countries around the world, we will then compare some of these countries to our own.

As Language Specialists: We will reading a range of stories with stone age themes such as Stone Age Boy, Ug: Boy Genius of the Stone Age. We will also look at the films The Flintstones and The Croods to compare the somewhat inaccurate perspective on the Stone Age to that of historical evidence. We will also be looking at poetry based on climate change..

As Scientists: We will 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.

As Design and Technologists: we will select from and use a wider range of materials and components, including construction materials, textiles and ingredients, according to their functional properties and aesthetic qualities.

Across the curriculum:

As Mathematicians: we will explore the main four calculations and ensure we are confident with using and applying number.

As Musicians: we will learn to play the violin. ‘As Artists: we will improve our mastery of art and design techniques including drawing, painting and sculpture with a range of materials.

As Computer Programmers: we will create and debug an algorithm using the move, rotate and repeat commands.

We will learn to use Power Point As Citizens: we will look at how we are changing and ways we can be healthy.