Visit/visitor Project & Enquiry
Theme Day:
Question
Engagement
(Hook)
Whole school
Events
Developing an ‘EPIC’ Approach to the Wickersley Northfield Primary Curriculum to inspire and equip learners for the 21st Century
Long Term Plan for Year 3 Teacher Mrs Skelton/Mrs Keddy
Year: 2015/16
Autumn 1
8 Week
Autumn 2
7 Week
Harvest Festival
Christmas Events
& Productions
Project: Stone age and Romans
Enquiry question: How different was
live in the Stone age/being a Roman?
York – The Yorkshire Museum
History
Spring 2
5 Week
Whole School Book Week
Summer 1
8 Week
SATS
Sport’s Week
Project: Volcanoes and
earthquakes (and other
natural disasters)
Significant person: DARWIN
Project: How does your
garden grow?
Enquiry question: Am I a monkey?
Enquiry question: What is a
natural disaster?
Enquiry question: How do
plants grow without planting
seeds?
Big Bang
Yellow brick road in classroom
Wentworth Garden Centre
Project: Jungle Book
Enquiry question: Why is
the Amazon important to
us?
Summer 2
6 Week & 2 days
Whole School Transition
Project linked to different
aspects of Olympic GamesBrazil
Transition & Y6 Production
Project: Brazil (4 weeks)
Magnets and Springs –
making toys
Enquiry question: How did
the Olympics begin?
Leeds Tropical World
Whole school assembly
To understand chronology – on a
time line using dates
The achievement of early
civilizations
How the Olympics began.
Introduce Charles Darwin – Look at
his beliefs on how man evolved.
To communicate
historically
Links to dinosaurs (build on Y2)
Look at the history of the
Amazonian tribes.
Watch the Wizard of Oz
Changes in Britain from the Stone
age to the Romans (Iron Age across
KS2)
The impact of the Roman Empire on
Britain
To understand chronology – on a
time line using dates
To communicate historically
Geography
Progression and Innovation
Project: (Evolution) Am I a
monkey?
Spring 1
5 Week
Locate world’s countries using maps
to focus on Europe and North and
South America
Describe and understand key
aspects of volcanoes and
earthquakes
Types of settlement and land use
To communicate
geographically
Use maps and computer mapping to
locate countries studied
To communicate geographically
Natural disasters
Understand geographical
similarities/differences
through the study of an
area with N/S America
Use maps and computer
mapping to locate
countries studied
To communicate
geographically
Focus on the Amazon -
Brazil
Fossil artwork – printing.
Clay fossils
Black and white meets full
colour – where Dorothy lands
in Oz and it switches to colour
Understand and use mechanical
systems – gears and pulleys, leversin their products
Prepare and cook a variety of
predominantly savoury dishes
using a range of cooking
techniques
Stiffen and strengthen and
reinforce more complex
structures – which house will
withstand an earthquake?
Food – make a healthy pizza
Making a volcano
DT
Art
Cave paintings
Transport based on the invention of
the wheel and roads –
Select from a wider range of
tools and equipment to
perform practical tasks –
cutting, joining, shaping and
finishing accurately
Making plant pots for garden
sale – clay
Science
Make a fishing rod and fish
game or similar, magnetix
Rocks and soils
Animals including humans
Magnets and springs
Plants
Light
Compare and group together
different kinds of rocks on basis of
appearance and simple physical
properties
Identify that animals, including
humans need the right types of
nutrition and they can’t make
their own food, they get nutrition
from what they eat
Notice that some forces need
contact between 2 objects,
but magnetic forces can act
from a distance.
Identify the describe the
functions of different parts of
flowering plants; roots,
stem,/trunk, leaves and
flowers
Recognise that they need
light in order to see things
and that dark is the
absence of light
Describe how fossils are formed
when things that have lived are
trapped within rocks
Recognise that soils are made from
rocks and other organic matter
Identify that humans and other
animals have skeletons for
support, protection and
movement
Observe how magnets attract
or repel each other and
attract some materials and
not others
Compare and group together
a variety of everyday
materials on the basis of
whether they are attracted to
a magnet, and identify some
magnetic materials.
Describe magnets as having 2
poles
Non-chronological report about the
Stone age and Romans
Cross curricular
Literacy
Use research and develop
design criteria to inform
the design of innovative,
functional, appealing
products that are fit for
purpose.
Non-chronological report
Instructions – linked to making food
Explanation text about how the
Romans have helped us
Narrative – Gladiator story
Recount from York visit
Predict whether magnets will
attract or repel each other,
depending on which poles are
facing
Wizard of Oz
Letter to persuade the great
wizard to help Dorothy and her
friends get what they want
Wanted poster – for the
Wicked witch (persuasive)
Explore the requirements of
plants for life and growth (air,
light, water, nutrients from
soil, and room to grow) and
how they vary from plant to
plant
Investigate the way in which
water is transported within
plants
Notice that light is
reflected from surfaces
Recognise that light from
the sun can be dangerous
and that there are ways of
protecting their eyes.
Recognise that shadows
are formed when the light
from a light source is
blocked by a solid object
Explore the part that flowers
play in the life cycle of
flowering plants, including
pollination, seed formal and
seed dispersal
Find patterns in the way
the size of shadows
change
Explanation – How to grow a
healthy plant
Jungle book - Play script
Poetry – linked to growing
Narrative based on Jungle
book
Letter to thank Wentworth for
recent visit
Non-chronological report Amazon
Narrative – alternative ending –
what happened when Dorothy
landed?
Explanation
disasters
about
natural
Preparing to sell at the garden
centre – giving change and
buying several items
Cross
curricular
Maths
Roman numerals
Focus/skill:
Focus/skill:
Focus/skill:
Charles Darwin & Evolution website
E-safety opportunities:
E-safety opportunities:
E-safety opportunities:
E-safety opportunities:
Focus/skill:
Focus/skill:
Focus/skill: Athletics
Focus/skill: Gymnastics
Focus/skill: Tag Rugby,
Sports day practice
Competition Events:
Competition Events:
Competition Events:
Competition Events:
Competition Events:
Competition Events:
Whole
School
Sports
Day/Health Week
Focus:
Enquiry Question:
Other links : e.g. Literacy/Art etc
GLOBAL CITIZENSHIP –
HUMAN RIGHTS/NEEDS
RIGHTS AND
RESPONSIBILITIES
KEEPING MYSELF
SAFE – E SAFETY
RE
Focus/skill: Football
FEELINGS, FRIENDS AND
FRIENDSHIPS
MY HEALTHY BODY – FOOD
AND HEALTHY EATING
HEALTHY LIFESTYLE
MUSIC
Focus/skill: Coding
E-safety opportunities:
Focus:
Enquiry Question:
Other links : e.g. Literacy/Art etc
Focus:
Enquiry Question:
Other links : e.g. Literacy/Art etc
LOSS, SEPARATION
RELATIONSHIPS
CARING SCHOOL
Look at the instruments Roman’s
had. Do we have comparative
instruments now?
Compose a marching song.
A day in the life of a Roman.
Celebration &
Critique
Communicatio
n
Focus/skill: WEBSITES: Mrs Charles
Darwin’s advice for walking upright
E-safety opportunities:
PSHE
PE
Computing
Focus/skill:
Stone-age power-point
Gladiator games in PE
Roman food
Sing in tune with
expression.
Control voice when
singing.
Can they use musical
words to describe what
they like and dislike?
Share
children’s
classroom display
work
and
Parents in to help with final
activity – making a house to
withstand the Earthquake
WORLD OF DRUGS
Garden centre sale – sell grown
plants and things made in class
Jungle book performance
for parents
Mini Sports day between
year 3