Who we are
Our minds and bodies can influence our health.
Lines of Inquiry – an inquiry into
- How the digestive system works (function)
- How our body behaves depending on how we treat it (change)
- How a healthy diet will affect our wellbeing (connection)
- PE and Science—healthy lifestyle, healthy mind and healthy body. Children will use scientific study the impact of healthy choices on mental and physical wellbeing.
- Art and DT—through sculpture to create accurate 3D representations of the human teeth
- Children will participate in a carousel of activities about healthy and unhealthy lifestyle choices relating to our: physical and mental well-being.
- Students will discuss the central idea and ask questions to guide this term’s inquiry.
Home Learning Opportunities
- Discuss healthy lifestyle choices with family and create a balanced food plan.
- Exercise and mindfulness.
- The Iron Man – Ted Hughes
- A journey through the digestive system with Maxiom Super Scientist – Emily Sohn
Transferrable skills (approaches to learning)
- Social skills: working in groups, team work, and decision making.
- Research skills: investigating children’s snack choices
- Communication skills: Writing, presenting information through.
- Digestive system – small intestine, large intestine, stomach. appendix, mouth, saliva, tongue, teeth, digestive tract, oesophagus, kidneys, liver.
- Teeth—incisor, canine, premolar, molar.Carnivore, herbivore, omnivore.
During the term, children will upload evidence to their Class Dojo profiles that they have met their lines of inquiry. The action will be a reviewed behaviour policy ratified by the students and shared with their peers and the community.
Children will research and use their knowledge to write a healthy school snack policy through conducting a Y4 survey on break time snacks. They will then write a persuasive letter to the headteacher, convincing her to implement this policy.
Milestones covered in this Inquiry
- Writing a narrative story, explanation text and formal letter.
- Use a range of presentational devices to guide a reader.
- Discuss, organise and develop ideas in order to write a range of texts.
- Use key words to describe characters, settings and plot.
- Evaluate and assess the effectiveness of my own and others’ writing and suggested improvements.
- Use a range of punctuation for clarity and cohesion.
- Use modal verbs, fronted adverbials and the present-tense correctly.
- Participate and engage in discussions and select which information is important and make relevant.
- Form letters clearly and legible.
- Use a range of comprehension strategies to identify, summarise, predict, explain and discuss to improve understanding of the text.
- Engage with and read a range of texts.
- Common exception words from Year 3/4 word list.
- Plan, design, make and adapt models in 3D form as well as creating monoprints.
- Label the same features on an aerial photograph as on a map.
- Explain the difference between the British Isles, Great Britain and the UK.
- Find and name up countries and cities in the UK, locate them on an atlas and a globe; describe their key topographical features and land use patterns.
- Follow the design process of research, design, make and evaluate to create a dish for healthy eating.
- Plan, obtain, present and evaluate how egg shells change over time.
- Read, spell, pronounce and use scientific vocabulary.
- Describe, identify and name the basic parts of the digestive system and teeth in humans.
- Compare the teeth of carnivores and herbivores and construct and interpret a variety of food chains, identifying producers, predators and prey.
- Recognise spreadsheet and input data into a prepared database.
- To use technology appropriately and responsibly.
- To be able to manage their time when using technology.
- Place historical features, events and people in a chronological order.
- Research what life was like for a child in the Mayan period and use photographs and illustrations to present my findings.
- Recall and talk about some rules for living in religious traditions and suggest ways in which they might help believers with difficult decisions.
- Give examples of ways in which inspirational people have been guided by their religion.
- Listen, sing, compose and perform music.
- Understand notation.
- Explore different timbre.
- Developing fundamental skills in Gymnastics, Dance and Multi-skills.
- Set high aspirations and goals, work collaboratively towards shared goals, taking on other people’s ideas and encouraging a team spirit.
- Build resilience by understanding that not all hopes come true, but use these experiences to build new dreams.