Year 3 – What am I learning now? (Term 4 2021-22)

How we organise ourselves

Central idea

Lives can be affected by the physical environment.

Lines of Inquiry –  an inquiry into

  • Geographical features in areas of tectonic activity (Form).
  • The formation of physical features (Causation).
  • How choices made are affected by the environment (Connection).

Subject Focus

  • Geography
  • Art
  • Design & Technology
  • History
  • Computing

Provocation

We are taking a virtual holiday to Naples Italy! The weather is going to be 30 degrees – it’s going to be a hot one! Make sure you come dressed ready for the sunshine! First, we will fly over the Alps! Wow what an amazing sight that will be! Then we are going to be landing in Naples where we will be able to see Mount Vesuvius from our aeroplane windows! The children will share what they see, think and wonder as we go.

Home Learning Opportunities

  • Research and/or fundraise for a charity that helps people after natural disasters, e.g. shelterbox
  • Make a volcano experiment

Class Stories

  • ‘Survivor: Escape from Pompeii’ by Jim Eldridge

Transferable skills (approaches to learning)

  • Social Intelligence: Being aware of how my actions impact a group. Practicing and encouraging cooperative behaviours when working in a group.
  • Communication: I can select the most effective way to communicate depending on the audience.
  • Research: I can use all my senses to notice details, when gathering and recording information.

Links to PSHE / SMSC

Discussing and respecting other people’s points of view as well as considering the lives of people who live in different places.

Key Vocabulary

Volcano, fold mountain, tectonic plate, feature, human geography, physical geography, mediterranean, mosaic

Career Links

We can be:

  • Geologists
  • Volcanologists
  • Chefs
  • Tourism Agents

Sharing Success

  • Presenting our home learning
  • Posting wow work to our Dojo portfolios
  • Star of the Week
  • Display high quality work

Outcome

Children will produce an informative presentation to provide information to consumers who wish to travel to Naples, Italy.

Milestones covered in this Inquiry

Lead Inquiry Subject: Geography

Geographical Enquiry

  • Do I use correct geographical words to describe a place and the events that happen there?
  • Can I identify key features of a locality by using a map?
  • Can I begin to use 4 figure grid references? Can they accurately plot NSEW on a map?
  • Can I use maps and atlases appropriately by using contents and indexes?

Human and Physical Enquiry

  • Can I describe how mountains and volcanoes are created?
  • Can I describe how earthquakes are created?
  • Can I confidently describe physical features in a locality?
  • Can I locate the Mediterranean and explain why it is a popular holiday destination, using the term coast?
  • Can I describe how volcanoes and mountains have an impact on people’s lives?
  • Can I confidently describe human features in a locality?
  • Can I explain why a locality has certain human features?
  • Can I explain why a place is like it is?
  • Can I explain how the lives of people living in the Mediterranean and the Arctic would be different from their own?

Geographical Knowledge

  • Can I name and locate some well-known European countries?
  • Can I name and locate the capital cities of neighbouring European countries?
  • Am I aware of different weather in different parts of the world, especially Europe?
  • Can they identify the position and significance of the Equator, the Arctic and Antarctic circles?
English
  • Narrative: Escape from Pompeii!
  • Newspaper Report: A Natural Disaster
  • Kennings Poem: Volcanoes
Maths
  • Multiplication and Division
  • Money
  • Statistics
Science
  • Can they recognise that soils are made from rocks and organic matter?
  • Can they work scientifically by raising and answering questions about the way soil is formed?
  • Can they record and present what they have found using scientific language, drawings, labelled diagrams, bar charts and tables?
  • Can they record their observations in different ways? (labelled diagrams, charts etc)
  • Can they describe what they have found using scientific language?
History
  • Can they describe events and periods using the words: BC, AD and decade?
  • Can they describe events from the past using dates when things happened?
  • Can they describe events and periods using the words: ancient and century?
  • Can they use a timeline within a specific time in history to set out the order things may have happened?
  • Can they suggest why certain people acted as they did in history?
  • Can they research a specific event from the past?
  • Can they use their ‘information finding’ skills in writing to help them write about historical information?
  • Can they use specific search engines on the Internet to help them find information more rapidly?
Computing

Presentations

  • Can they create a presentation that moves from slide to slide and is aimed at a specific audience?
  • Can they combine text, images and sounds and show awareness of audience?
  • Do they know how to manipulate text, underline text, centre text, change font and size and save text to a folder?
  • Can they manipulate sound when using simple recording storyboarding?

Databases

  • Can they input data into a prepared database?
  • Can they sort and search a database to answer simple questions?
  • Can they use a branching database?

E-Safety

  • Can I explain why copying someone else’s work from the internet without permission isn’t fair and can explain what problems this might cause?
Art
  • Can they cut very accurately and overlap materials?
  • Can they experiment using different colours?
  • Can they use paper mosaic?
Design & Technology
  • Do I know that food is grown, reared and caught in the UK, Europe and the wider world?
  • Do I know how to prepare and cook a variety of predominantly savoury dishes safely and hygienically including, where appropriate, the use of a heat source?
  • Do I how to use a range of techniques such as peeling, chopping, slicing, grating, mixing, spreading, kneading and baking?
  • Can they work confidently within a range of contexts, such as the home, school, leisure, culture,enterprise, industry and the wider environment?
  • Can they describe the purpose of their product?
  • Can they develop their own design criteria and use these to inform their ideas?
  • Can they use annotated sketches to communicate their ideas?
  • Can they select tools and equipment suitable for the task?
  • Can they order the main stages of making?
Religious Education
  • Can I re-tell and suggest the meanings of stories from sacred texts about people who encountered God?
  • Can I recall and name some stories from sacred texts that inspire?
  • Can I explain similarities and differences between at least two different ways of worshipping in two different Christian churches?
French
  • Listening: Can I understand a range of familiar questions? Can I understand short phrases made up of familiar language?
  • Speaking: Can I have a short conversation with 3-4 sentences?
  • Reading: Can I read and understand shorts texts using familiar language? Can I use a bilingual dictionary to look up new words?
  • Writing: Can I write a few short sentences with support, using familiar expressions?
Music
  • Can I sing in tune with expression?
  • Can I control my voice when singing?
  • Can I play clear notes on instruments?
  • Can I work with a partner to create a piece of music using more than one instrument?
  • Can I create repeated patterns with different instruments?
  • Can I improve their work; explaining how it has improved?
  • Can I use musical words (the elements of music) to describe a piece of music and compositions?
  • Can I use musical words to describe what they like and dislike?
  • Can I tell whether a change is gradual or sudden?”
PE

Fundamental Skills

  • Can I select and use the most appropriate skills, actions or ideas?
  • Can I move and use actions with co-ordination and control?
  • Can I explain how their work is similar and different from that of others?
  • Can I explain why it is important to warm-up?
  • Can I explain how their work is similar and different from that of others?

Quicksticks

  • Can I throw and catch with control when under limited pressure?
  • Are they aware of space and use it to support team-mates and cause problems for the opposition?
  • Do I know and use rules fairly to keep games going?
    Can I keep possession with some success when using equipment that is not used for throwing and catching skills?

QAA

  • Can I follow a map in a familiar context?
  • Can I move from one location to another following a map?
  • Can I use clues to follow a route?
  • Can I follow a route safely?
PSHE
  • Can I describe the differences between males and females?
  • Can I explain that it is important to respect difference, even if people have different beliefs or customs?
  • Can I research the customs of places outside of the UK (Italy) and explain how they are different from where I live?
  • Can I celebrate these differences?
  • Can I appreciate the range of national, regional, religious and ethnic identities in the UK (Link to inquiry or RE)?