Geography
* What is Britain?
- labelling UK on a world map, labelling England, Ireland, Scotland
and Wales. Label the capital cities, seas and Birmingham. (lesson
1)
* What does Britain look like now?
- Towns, cities and counties. Cities and towns near me.
(Birmingham, Solihull, Chelmsely Wood)
Walk around the local area- looking at features e.g. post boxes,
street names, bus stops, pedestrian crossing. (Focus on safety in
the local area)
- houses, building, jobs now, entertainment, things to do and
family life
* What did it used to look like?
- houses, building, jobs now, entertainment, things to do and
family life
Write a comparison- comparing the land, home, population,
language, things to do and clothes
Design and Technology
* Children to design and make their own shelters based on the
researching the shelters of the early Britons.
* Make fat balls from honey for the birds in the school gardens
to feed on, observe and take photos of birds
* Sandwich packaging- Flintstones themed.
Art and Design
* What does our local area look like now- drawing of new school
building- Children to comment on how the local area has changed/
been improved.
* Children to experiment with their own art having researched
the art of the Ancient Britons
* Linked to Science: leaf rubbings, stone rubbings, group collage
of autumnal leaves/ photographs of autumnal leaves. Through the
window drawing how tree changes during the seasons
* Linked to History topic: Cave paintings, telling stories about the
past through chalk and charcoal drawings.
* Press printing and potato printing linked to history theme of
cave men
Outdoor learning
* Building shelters
* Building a campfire
* Cooking food on a campfire
* Growing crops
* Moving heavy objects
* Looking at plants, leaves and trees in the school grounds
* Making Stone Age tools
P.E. In Year 3 children will go swimming, they will be taught
to pupils should be taught to: * swim competently,
confidently and proficiently over a distance of at least 25
metres * use a range of strokes effectively [for example,
front crawl, backstroke and breaststroke] * perform safe
self-rescue in different water-based situations.
In dance children will perform dances using a range of
movement patterns. They will compare their performances
with previous ones and demonstrate improvement to achieve
their personal best.
Children will play competitive games, modified where
appropriate
PSD
* ‘New Beginnings’ 3 weeks or blocked 1 week induction unit.
* Know that healthy eating contributes to a healthy
lifestyle. Consider the value of keeping healthy and
different attitudes to health and illness. Know the main
food groups. What is a balanced lunch?
Term: Autumn
Who first lived in Britain?
Visit an archaeological site
Botanical gardens visit: Plants and seeds
Science
* Linked to Ancient Britons transporting heavy good, children to
find ways of moving heavy objects.
Our changing world:
How do leaves change through the year? What seeds can we find
through the year? How do flowers change through the year?
What colour are berries? How often do insects visit plants?
What plants grow in the school grounds during the year? How do
sunflower seeds grow and change over time? How do different
varieties of sunflowers grow and change over time?
Plants:
What do we know about plants? What do we know about leaves?
What would happen if a plant lost its leaves? Are all roots the
same? Where does the water go? Why do plants need stems?
Where do new plants come from? What do flowers have in
common? What do the bees do? How are seeds dispersed? Can
plants survive without leaves? Am I the perfect plant? How
amazing are some plants? Why are some flowers brightly
coloured? How can we save bees?
History
* Who were the first people in Britain?
* What did Britain used to be like?
* How long ago was the stone age?
* What are the different time eras in the stone age?
* What jobs do archaeologists do and why are they so
valuable in helping us find out about history?
* Would the early Britain have visited a supermarket for
their food?
* What tools were used in the Stone age, how were these
made and what were they made from?
* What do we know about the lifestyles of the early Britons
through the art they produced? How is the life of early humans
different to the lives we lead now?
* How did the early Britain’s make shelters? (Forest School link)
* What do we know about the way they moved heavy items
around?
* How do you think the early Britain’s could have communicated?
Literacy- Cross Curricular writing
Children will be able to learn about the Stone Age through
non-fiction and fiction texts such as the ‘Littlenose’ series
of books written by John Grant. Poetry: One small blue
bead (Byrd Baylor)Art Links: First painter (Kathryn Lasky)
LiteracyMusic Fractured stories will be exploring a range of
fractured stories. A fractured story is a story that uses
*
traditional stories and fairy tales as a basis for retelling.
It changes something such as a character, setting or plot.
They will retell stories using drama and role-play. They will
compare and contrast fractured stories with classic
versions and create their own fractured stories.
ICT: Children will learn about how computer networks,
including the internet work. They will be taught what the
World Wide Web is, as well as how to use and evaluate
search engines. Whilst using the internet, children will
learn not to give personal information and keep passwords
private. Children will use the internet to research
different elements of the Stone Age. Children will create
an ICT presentation about early Britain’s explaining
weapons, food ways of communicating and eating