Year 3 – What am I learning now? (Term 2 2021-22)

Who we are

Central idea

Lives may change through the discovery of new materials.

Lines of Inquiry –  an inquiry into

  • What natural materials are like (form).
  • How people’s lives have changed throughout history (change).
  • How quality of life is related to the available materials (connection).

Subject Focus

This term the children are learning about rocks and the lives of the early settlers of Britain. Through science, will be focusing on the different types of rocks, how different types of rocks are formed and how rocks are useful to us. Through history, we will be looking at the lives of the early settlers of Britain and how our lives have changed over time.


The children took part in a workshop about what the landscape would have looked like in the Stone Age. We then explored how people in the past would have used different materials to make tools, using sticks and stones.

Home Learning Opportunities

  • Build a Stone Age or Iron Age home
  • Research new materials which may help to make our lives easier

Class Stories

  • Stig of the dump – Clive King

Transferrable skills (approaches to learning)

  • Thinking skills (analysis)
  • Research skills (gathering and recording)
  • Social skills (social intelligence)

Links to PSHE / SMSC

Learning about where we came from and looking at things through different perspectives.

Key Vocabulary

  • Igneous,
  • Metamorphic
  • Sedimentary
  • Organic matter
  • Artefacts
  • Pre-history
  • Neolithic
  • Bronze
  • Iron
  • Stone

Career Links

  • Archaeologists
  • Historians
  • Geologists
  • Authors
  • Paleontologists

Sharing Success

We will share success by posting photos on Class Dojo.Children will receive Dojo Champion certificates and attend celebration assembly.


The children will be writing reports using everything they have learned about how and why lives have changed throughout history.

Milestones covered in this Inquiry

  • Do I know that pronouns, nouns and proper nouns can all be the subject of a sentence?
  • Can I tell the difference between the subject and object with the personal pronoun?
  • Can I use possessive adjectives: my, your, his, hers, its, ours, theirs?
  • Can I use the past and present progressive form of verbs?
  • Can I tell the difference between a phrase and a clause?
  • Can I make compound sentences with co-ordinating conjunctions: or, and, but, for, nor, yet?
  • Can I describe characters, settings and /or plot in a simple way, with some interesting details?
  • Can I use headings and subheadings to aid presentation?
  •  Addition and subtraction
  • Multiplication and division
History - Lead Inquiry Subject
  • I can describe events and periods using the words: BC, AD and decade.
  • I can describe events from the past using dates when things happened.
  • I can use a timeline within a specific time in history to set out the order things may have happened.
  • I can use my mathematical knowledge to work out how long ago events would have happened.
  • I can set out on a timeline, within a given period, what special events took place. 
  • I can appreciate that the early Brits would not have communicated as we do or have eaten as we do.
  • I can begin to picture what life would have been like for the early settlers.
  • I  recognise the part that archaeologists have had in helping us understand more about what happened in the past.
  • I can use various sources of evidence to answer questions.
  • I can use various sources to piece together information about a period in history.
  • I can  research a specific event from the past. 
  • I can use ‘information finding’ skills in writing to write about historical information.
  • I can,  through research, identify similarities and differences between given periods in history.
  • I can compare and group together different rocks on the basis of their appearance and simple physical properties. 
  • I can describe and explain how different rocks can be useful to us.
  • I can describe and explain the differences between sedimentary and igneous rocks, considering the way they are formed.
  • I can describe in simple terms how fossils are formed when things that have lived are trapped within rock.
  • I can recognise that soils are made from rocks and organic matter.
  • I can classify igneous and sedimentary rocks.
  • I can begin to relate the properties of rocks with their uses. 
  • 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?
Design & Technology
  •  I can  make a product using a single piece of fabric to make a 3D product such as a bag or pencil case.