Year 3 – What am I learning now? (Term 1 2021-22)

Who we are

Central idea

Humans need to take care of themselves to be healthy.

Lines of Inquiry –  an inquiry into

  • The human body (form).
  • The factors that can affect physical, spiritual and mental health (causation).
  • How people can take care of their own and other’s bodies and minds (responsibility).

Subject Focus

  • Year 3 will explore a range of subjects in this unit of inquiry. 
  • Our lead subject is Science. We will explore what it means to be physically, socially, spiritually and mentally healthy.  
  • We will use art and writing in English to investigate emotions. We will also explore why people pray in  RE and learn how to write emails within Computing.

Provocation

The children will have a series of opportunities to make choices, similar to those that they make every day, such as which foods to eat and activities to do. Some of the options available to them will be more healthy than others so this will give the children the opportunity to ask questions about what makes something healthy and the effects our choices have on us.

Home Learning Opportunities

  • Daily reading and Times tables
  • Interview someone you know about how religion helps them 
  • Keep an activity diary  and reflect on how this affects your health

Class Stories

  • Aubrey and the Terrible Yoot – Horatio Clare

Transferrable skills (approaches to learning)

  • Research skills- I can sort and categorise information.
  • Self-Management skills – emotional management. I can use strategies such as mindfulness practices to help manage stress and extreme emotions.
  • Social skills- I am aware of what triggers different emotions in me.

Links to PSHE / SMSC

In PSHE, children will explore goals, dreams and relationships within the classroom. They will also learn how to keep a growth mindset to help them achieve their goals and improve their mental health. 

Key Vocabulary

  • Body: Skeleton, system, muscles, bones, balanced diet, fat, carbohydrate, protein, dairy
  • Religion: Prayer, comfort, sacred text
  • Art: Shading, pencil grade, hatching, tone
  • Computers: Email, attachment

Career Links

  • Dieticians
  • Nutritionists
  • Artists
  • Priests
  • Mental health practitioners

Sharing Success

  • Take a selfie – we will use ClassDojo to share images of work we are proud of.
  • Principal’s certificate – we may be awarded certificates for our learning at the end of each week.
  • We will be awarded Dojo points to celebrate our Learner Profile Attributes.

Outcome

Year 3 will write letters to our school chef suggesting improvements to the school dinners to make them more healthy. In addition, they will survey the year group for suggestions of how we could further promote their health and wellbeing in school. They will then present their findings in a format of their choosing.

Milestones covered in this Inquiry

English
  • Persuasive letter writing
  • Narrative writing
Maths
  • Place Value
  • Addition and Subtraction
Science - Lead Inquiry Subject
  • Can I explain the importance of a nutritionally balanced diet?
  • Can I explain how nutrients, water and oxygen are transported within animals and humans?
  • Can I identify that animals, including humans, cannot make their own food: they get nutrition from what they eat?
  • Can I describe and explain the skeletal and muscular systems of the human body?
  • Can I explain how the muscular and skeletal systems work together to create movement?
Religious Education
  • Can I describe the practice of prayer? 
  • Can I make connections between what people believe about prayer and what they do when they pray?
  • Can I describe ways in which prayer can comfort and challenge believers?
  • Can I describe and comment on similarities and differences between how Christians, Muslims and Hindus pray?
Art
  • Can I show facial expressions in my drawings? 
  • Can I use my sketches to produce a final piece of work? 
  • Can I write an explanation of my sketch in notes? 
  • Can I use different grades of pencil shade, to show different tones and texture?
  • Can I use my sketchbook to express feelings about a subject and to describe likes and dislikes? 
  • Can I make notes in my sketchbook about techniques used by artists? 
  • Can I suggest improvements to my work by keeping notes in my sketchbooks?
  • Can I compare the work of different artists?
  • Can I begin to understand the viewpoints of others by looking at images of people and understand how they are feeling and what the artist is trying to express in their work?
Computing
  • Can I  understand the need for rules to keep me safe when exchanging learning and ideas online? 
  • Can I follow the school’s safer internet rules? 
  • Can I explain how to use email safely?
  • Can I begin to identify when emails should not be opened and when an attachment may not be safe?