Willow Class
Autumn 2
2015-16
Knowledge, Skills and Understanding breakdown for
Working Scientifically
Year 3
Planning
• Can they use different ideas
and suggest how to find
something out?
• Can they make and record a
prediction before testing?
• Can they plan a fair test and
explain why it was fair?
• Can they set up a simple fair
test to make comparisons?
• Can they explain why they
need to collect information to
answer a question?
•
•
•
•
Obtaining and presenting
evidence
Can they measure using
different equipment and units
of measure?
Can they record their
observations in different ways?
<labelled diagrams, charts etc>
Can they describe what they
have found using scientific
language?
Can they make accurate
measurements using standard
units?
Considering evidence and
evaluating
• Can they explain what they
have found out and use their
measurements to say whether it
helps to answer their question?
• Can they use a range of
equipment (including a datalogger) in a simple test?
Year 3 (Challenging)
• Can they record and present
what they have found using
scientific language, drawings,
labelled diagrams, bar charts
and tables?
• Can they explain their findings
in different ways (display,
presentation, writing)?
• Can they use their findings to
draw a simple conclusion?
• Can they suggest
improvements and predictions
for further tests?
© Focus Education 2014
• Can they suggest how to
improve their work if they did it
again?
2
Knowledge, Skills and Understanding breakdown for
Rocks
Year 3
Rocks
• Can they compare and group together different rocks on the basis of their appearance and simple
physical properties?
• Can they describe and explain how different rocks can be useful to us?
• Can they describe and explain the differences between sedimentary and igneous rocks, considering the
way they are formed?
• Can they describe in simple terms how fossils are formed when things that have lived are trapped within
rock?
• Can they recognise that soils are made from rocks and organic matter?
Year 3 (Challenging)
• Can they classify igneous and sedimentary rocks?
• Can they begin to relate the properties of rocks with their uses?
© Focus Education 2014
3
Year 3: What do rocks tell us about the way the Earth was
formed?
(Linked to ‘What makes the Earth Angry?’)
KS2 Science (Y3 Rocks)
•
•
•
compare and group together different kinds of rocks on the basis of their
appearance and simple physical properties
describe in simple terms how fossils are formed when things that have
lived are trapped within rock
recognise that soils are made from rocks and organic matter.
WOW: Bring in a collection of rocks and let the children touch
and talk about them.
LC1
What are fossils and why are they so
fascinating?
LC2
What can you find out about sedimentary
and igneous rocks?
LC3
Why is a diamond a ‘girl’s best friend’?
LC4
Can you collect some rocks to create a rock
sculpture?
LC5
Reflection: Can you work as a team to create
a power-point presentation about rocks?
Working Scientifically: Observing rocks,
including those used in buildings and
gravestones, and exploring how and why they
might have changed over time; using a hand
lens or microscope to help them to identify
and classify rocks according to whether they
have grains or crystals, and whether they
have fossils in them.
Literacy Link: Opportunities here for children to
carry out individual research based on rock
types, including fossils.
Creative Art Link: Children to plan, design and
make a rock sculpture using large, medium
and small rocks. These should be
photographed and used as part of their
reflection presentations.
Stone girl
Bone girl
© Focus Education 2014
Laurence
Anholt
Pebble in
my pocket
Meredith
Hooper &
Chris Cody
4
Short Unit
Year 3: What do rocks tell us about the way the Earth was formed?
Year 3: Science and Art Knowledge, Skills and Understanding
Science – Rocks
Art & Design
• Can they compare and group together different rocks based
on their simple physical properties?
• Can they describe and explain how different rocks can be
useful to us?
• Can they describe how fossils are formed?
• Can they recognise that soils are formed from rocks and
organic matter?
Year 3 (Challenging)
• Can they add onto their work to create
texture and shape?
• Can they work with life size materials?
• Can they use their sketch books to express
feelings about a subject and to describe
likes and dislikes?
• Can they make notes in their sketch books
about techniques used by artists?
• Can they suggest improvements to their
work by keeping notes in their sketch
books?
• Can they classify igneous and sedimentary rocks?
• Can they begin to relate the properties of rocks with their uses?
© Focus Education 2014
5
Year 3: Can you write a non-chronological report about volcanoes?
Me
My
teacher
Can you talk about what you have already found out about volcanoes?
Can you find some more information you need in books, clips or on the internet?
Can you find the key facts and write them down?
Can you read a non-chronological report and find out how it is organised?
Can you list and name the different words that the author has used to start
sentences – Many…, Some…, Typically…, During…, After…, Before…?
Can you use a plan to group the information into paragraphs?
Can you use different ways to start your sentences - conjunctions, adverbs and
prepositions?
Can you start your report with an interesting fact to hook your reader?
Can you use your plan to write your report in paragraphs?
Can you end your report with a comment to the reader?
Can you edit and improve your writing?
Can you proof-read to check what you have written makes sense and that you
have used the right punctuation?
6
Year 3: Can you write a non-chronological report about
volcanoes?
Link to Learning
Challenge:
Science: What do rocks tell us about the way the earth was formed?
Geography: What makes the earth angry?
Text Type:
Non-chronological report
Spoken Language
Objectives:
Develop and explain ideas giving reasons.
Start to show awareness of when and how Standard English is used.
Reading
Objectives:
Choose books for specific purposes.
Retrieve and record information from non-fiction.
Writing Objectives:
Group related material together to form simple paragraphs
Write a non-narrative using simple organisational devices such as
headings and sub-headings.
Grammar
Objectives:
Use conjunctions, adverbs and prepositions to express time and
cause.
7
Year 3: What’s that coming over the hill?
Painting
Pupils should be taught:
To develop their techniques, including their control and their
use of materials, with creativity, experimentation and an
increasing awareness of different kinds of art, craft and design.
WOW: Use viewing frames for the children to select views they
particularly like around the school or on a trip or visit.
LC1
What is a landscape picture?
LC2
Who are some of the famous landscape
painters?
LC3
How have landscapes been painted in
other times and places?
LC4
What is perspective?
LC5
Which particular styles of landscape
painting do we like?
LC6
Can we sketch our own landscape pictures
and mix paints to colour them?
LC7
How can digital photography help us paint
landscape pictures?
LC8
Can we produce two contrasting
landscape paintings?
Ref
Can we produce a guide to landscape
painting?
Geography and History Links: Opportunities for
the children to find out about landscape art from
a place or region they are studying.
Oracy Links: Opportunities for the children
to discuss and justify their choices.
Literacy Link: Opportunities for the children to
develop writing for an audience.
© Focus Education 2014
The Art
Book for
Children
Phaidon
Editors
Landscapes
(Artists
Workshop)
Roundhill,
King,
Norton
and
Millard
8
What’s that coming over the hill?
Year 3
Painting
•
•
•
•
Can they predict with accuracy the colours that they mix?
Do they know where each of the primary and secondary colours sits on the colour wheel?
Can they create a background using a wash?
Can they use a range of brushes to create different effects?
Sketch books
• Can they make notes in their sketch books about techniques used by artists?
• Can they suggest improvements to their work by keeping notes in their sketch books?
Use of IT
• Can they use the printed images they take with a digital camera and combine them with other media to
produce art work?
• Can they use IT programs to create a piece of work that includes their own work and that of others (using
web)?
• Can they use the web to research an artist or style of art?
Knowledge
•
•
•
•
Can they compare the work of different artists?
Can they explore work from other cultures?
Can they explore work from other periods of time?
Are they beginning to understand the viewpoints of others by looking at images of people and understand how
they are feeling and what the artist is trying to express in their work?
© Focus Education 2013
9