Where we are in place and time
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).
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, with a particular focus on the Bronze Age.
The children explored a variety of rocks and metals and discussed how people might have used them in the past. The considered how people’s lives would have changed once they created stronger metals.
Home Learning Opportunities
- Build a Stone Age or Iron Age home
- Research new materials which may help to make our lives easier
- Stig of the Dump – Clive King
Transferrable skills (approaches to learning)
- Thinking skills (analysis)
- Research skills (gathering and recording)
- Social skills (social intelligence)
- Organic matter
We will share success by posting photos of the children’s final projects 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
- Non-chronological report, instructions, narrative
- Compose and rehearse sentences orally.
- Talk about initial ideas in order to plan and draft before writing.
- Write to suit purpose, and show some features of the genre being taught.
- Evaluate my own and others’ writing, with direction.
- Use headings and subheadings to aid presentation.
- With scaffold, organise sections broadly within a theme.
- Use coordinating and simple subordinating conjunctions to join clauses, including for, nor, yet.
- Use conjunctions and adverbs to express time, place and cause.
- Use the progressive form of verbs.
- Identify the difference between a phrase and a clause.
- Spell words with the /eɪ/ sound spelt ei, eigh, or ey and spell a range of common homophones from the YR 3-4 spelling appendix.
- Explain that most prefixes are added to the beginning of root words without any changes in spelling and spell some words with prefixes.
- Write from memory simple dictated sentences which include familiar GPCs, common exception words and punctuation.
- Understand the key points I need to focus on in order to answer a question or follow an instruction and begin to ignore less important information
- Begin to articulate and justify opinion on a character, event or situation in response to a question or prompt
- Revise joins in high frequency words and the spelling rule this week.
- Engage with and enjoy reading a range of poetry, fiction and non-fiction texts, discuss their features, presentation and conventions and explain my own preferences and views.
- Draw inferences, make predictions, retrieve and record information from a range of texts.
- Follow the design process of research, design, make and evaluate to create a tie dyed bag inspired by the periods in history we are studying.
- Name and locate European countries that people migrated from in prehistoric times and using compass directions to describe this.
- Research the Bronze Age and identifying similarities and differences between the Stone Age, Bronze Age and Iron Age
- Research Skara Brae and the role of archaeologists there
- Identify, classify and sort different rocks and beginning to relate their properties to their uses
- Investigate the permeability of rocks
- Describe and explaining the differences between sedimentary and igneous rocks, considering the way they are formed
- Explain, in simple terms, how fossils formed
- Use the internet for research, including copying and pasting text and images and saving images
- Know appropriate and inappropriate ways to behave online and where to get help for online bullying
- Describe how prayer can benefit and challenge believers
- Explain aerophones, idiophones, chordophones, call and response and how instruments are classified.
- Create a call and response piece, improvise descriptive music, enhance and extend a piece of poetry through vocal patterns
- Developing fundamental skills
- Gymnastics and dance
- Understand and respect that people feel differently about personal space and different types of physical contact
- Recognise good friendships online and in real life and how to behave towards others online
- Recognise bullying and abuse in all their forms