Curriculum Overview

Year 3 - Spring 2

This page explains what your child will be learning this half-term as their main project in class. Please use the menu at the side to view objectives for additional objectives for the stand-alone subjects (Mathematics, Physical Education, Computing, Music, Languages, PSHCE and Religious Education) and for our extended curriculum.

Through the Ages

Unit Overview

THIS IS A NEW UNIT AND NEEDS RE-PLANNING

Let’s travel back to prehistoric times! This half term we’re going to be imagining our local area during prehistoric times by studying maps and researching online. Through our research, we’ll learn about the Stone Age, the Bronze Age and the Iron Age. What were people’s daily lives like and what epic battles did they fight? Using techniques such as cutting, scraping and mark making, we’ll make Stone Age tools. We’ll look closely at cave paintings and create our own. As we learn about the Bronze Age, we’ll plant grains and learn about plant life cycles. Copying the Beaker folk style, we’ll make clay containers. Then, we’ll travel to the Iron Age to learn about hill forts and the properties of iron.

MEMORABLE MOMENT

Children will spend time in the school grounds imaging what once roamed the land, going back 1,000 years.

🏁 BIG FINISH

Children will present at the Parkfield Museum.

👉 DRIVERS & ENHANCERS

The driver subject for this unit of work is History.

The unit will be enhanced through Art and Design and Design Technology.

📖 FOCUS TEXT(S)

The class will be reading Stig of the Dump by Clive King.

️✏️ WRITING OPPORTUNITIES

Throughout this unit of work we will be writing: adventure narratives based on our class text Stig of the Dump, non-chronological reports on well-known stone circles and advice letters to a local resident who has unearthed some interesting artifacts in her back garden.

🌳 LEARNING OUTSIDE THE CLASSROOM

In this unit of work we will be diving into the history of our school grounds, thinking about the surrounding landscape and imagining a time, thousands of years ago, when prehistoric man roamed the Earth.

Unit Sequence

Driver Subject: Learning Intentions

  1. Sequence dates and information from several historical periods on a timeline. (History)
  2. Describe how past civilisations or lives of people in Britain developed during the Stone Age, Bronze Age and Iron Age. (History)
  3. Make choices about the best ways to present historical accounts and information. (History)
  4. Analyse primary data, identifying any patterns observed. (Geography)
  5. Describe the roles of tribal communities and explain how this influenced everyday life. (History)
  6. Describe the everyday lives of people from past historical periods. (History)
  7. Make choices about the best ways to present historical accounts and information. (History)
  8. Draw and label the life cycle of a flowering plant. (Science)
  9. Set up and carry out some simple, comparative and fair tests, making predictions for what might happen. (Science)
  10. Analyse maps, atlases and globes, including digital mapping, to locate countries and describe features studied. (Geography)
  11. Explain the cause and effect of a significant historical event. (History)
  12. Describe the requirements of plants for life and growth (air, light, water, nutrients and room to grow) and how they vary from plant to plant. (Science)
  13. Explain the similarities and differences between two periods of history. (History)

APPROXIMATE LENGTH OF UNIT: 19 hours


Enhancer Subjects: Learning Intentions

  1. Develop design criteria to inform a design. (D&T)
  2. Use preliminary sketches in a sketchbook to communicate an idea or experiment with a technique. (Art)

APPROXIMATE LENGTH OF ENHANCER UNIT: 6 hours