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V *  b; J '<\ ` p j `(   |4     |>     V@       |>      W@       |8     V@     s  |8     V@       |J  \ [8 xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxD rhxshxFhThCh `<h wFh Cnh `h wh  Ch `rh  w|h  Ch `h wh C0h `h wh hCh `h w$h [Lh anh eh \h xKh ONh Lh xJh h h  h  h* xch% Ch xC|h h* cȚh- x`2h*w6h* ^hCbh h, ch4 xxΣh3 `h3wh3  (h3  Nh   th* h$ h> Cڥh Rh* h  cThB xch' (h@ h3 4h,  bh, `h,wh, h3 h3 c(hF h3 ʱh3 xlh xxxxh@ `h@wh@ :h@ chZ CONTENTSCompObj ^SummaryInformation( uDocumentSummaryInformation8      !"#$%&'()*+,-./0123456789:;<=>?@ABCDEFGHIJKLMNOPQRSTUVWXYZ[\]^_`abcdefghijklmnopqrsvwxyz{|}~CHNKINK ,TEXTTEXTrLSTSHSTSHrNSTSHSTSHPASTSHSTSHFDPPFDPPFDPPFDPPFDPPFDPPFDPCFDPCFDPCFDPCFDPCFDPCFDPCFDPCFDPCFDPCFDPCFDPCFDPCFDPCFDPCFDPCFDPCFDPCFDPC FDPCFDPC FDPCFDPC FDPC History Context As historians children study the period of British history from the Stone Age to the Iron Age. Children investigate who the  hunter-gatherers were and learn how they survived in Stone Age Britain. They explore how we can know about the period in history with a lack of written primary sources, introducing them to the concept of making deductions from evidence such as artefacts. Children study the changes between the Stone Age and the Bronze Age, including the implications of the discovery of bronze and explore why bronze was so important. Children explore what life was like in an Iron Age hill fort and how times changed throughout the periods. National Curriculum Changes in Britain from the Stone Age to the Iron Age Late Neolithic hunter-gatherers and early farmers, for example, Skara Brae Bronze Age religion, technology and travel, for example, Stonehenge Iron Age hill forts: tribal kingdoms, farming, art and culture Key Drivers Presentation - children present their learning in a museum style exhibition and act as tour guides to present what they have found out. Expectations, aspirations and possibilities - children learn about new discoveries and inventions such as bronze and understand the impact new things can have on our lives and those in the future. Links In this unit children begin their journey in understanding the chronology of British history, starting with the prehistorical period of the Stone Age. Their understanding of British history is built upon throughout key stage two. The following term, they study an ancient civilisation of Ancient Egypt in order to widen their knowledge of life in Ancient times beyond Britain. Art Context As artists children examine images of cave art from the Stone Age. Children identify common images in the cave paintings and consider what they tell us about life in the Stone Age as a historical source of evidence. Children create their own cave art work. National Curriculum Create sketch books to record their observations and use them to review and revisit ideas Improve their mastery of art and design techniques, including drawing, painting and sculpture with a range of materials [for example, pencil, charcoal, paint, clay] Links In this unit children improve their mastery of drawing focusing on form, line and shape using pencils before they improve this further in year 4, where they use pencils to create texture, space and pattern. Key Drivers Community involvement - children display their art work in an art gallery and invite other classes from delta schools to view their work. Geography Context As geographers children study Orkney, which is a group of islands located about 10 miles off the north coast off Scotland. They explore the location of the village of Skara Brae, a pre historic village, and look closely at the human and physical characteristics to understand where people began to settle in farming communities and why. They gain an understanding of what life was like for people living in those communities whilst also further developing their geographical knowledge and vocabulary. National Curriculum Human and Physical Geography Describe and understand key aspects of: human geography, including types of settlement and land use. Geographical skills and fieldwork Use maps, ATLASES, globes and digital /computer mapping to locate countries and describe features studied Key Drivers Sustainability - children learn about farming communities and how they were able to provide for themselves. Links In this unit children study islands closely for the first time. They describe the location of a small group of islands using the geographical vocabulary that was taught in key stage one. In the following year, children build upon their knowledge of human geography when they study Romans and explore land use and different types of settlements further by looking at where the Romans chose to settle. Design and Technology Context As technologists children design shelters suitable for cavemen using construction kits using materials available during the time period. Following the construction of their shelter, children evaluate how their shelter could be improved in the Bronze and Iron Age due to inventions and discoveries made. National Curriculum Design generate, develop, model and communicate their ideas through discussion, annotated sketches, cross-sectional and exploded diagrams, prototypes, pattern pieces and computer-aided design Make select from and use a wider range of materials and components, including construction materials, textiles and ingredients, according to their functional properties and aesthetic qualities Evaluate understand how key events and individuals in design and technology have helped shape the world Links This unit underpins the construction element of design and technology throughout key stage 2. Children s technical knowledge is further developed in year 4, when children study how to strengthen, stiffen and reinforce more complex structures. Key Drivers Key Drivers R E S Sustainability - Children learn about farming communities and how they were able to provide for themselves. P Presentation skills - Children present their learning in a museum style exhibition and act as tour guides to present what they have found out. E Expectations, aspirations and possibilities - Children learn about new discoveries and inventions such as bronze and understand the impact new things can have on our lives and those in the future. C Community involvement - Children display their art work in an art gallery and invite other classes from delta schools to view their work. T The Basic Skills Reading skills are applied throughout the unit, through a range of primary and secondary sources. Writing skills are developed by children writing the own instructional texts linked to bread-making and creating a playscript set in the time period. At the end of the unit children produce a non-chronological report about the Stone Age and Iron Age using the knowledge they have acquired throughout the term. Maths skills are developed through the interleaving of content taught three weeks earlier using the topic as a context. Audience and Exhibition Museum exhibiting learning Art gallery displaying art work Trips/Experiences Theme day - visitors in school Key Questions What does prehistory mean? How did hunter-gatherers survive in the Stone Age? How do we know about the Stone Age, when it happened such a long time ago? What was Stone Age cave art like? How did bronze replace stone in the Bronze Age? What was life like in an Iron Age hill fort? Year 3 Autumn Term Purpose This unit begins children s journey in understanding the chronology of British history, starting with the prehistorical period of the Stone Age before moving on to the Bronze Age and Iron Age. Their understanding of British history continues to be built upon throughout key stage two in chronological order. The following term, they study an ancient civilisation of Ancient Egypt in order to widen their knowledge of life in Ancient times beyond Britain. This unit focuses on the physical and human geography of locations in Britain, which is followed by a unit that develops children s geographical knowledge beyond Britain. ICT Context This unit begins understanding the British history, starting with the prehistorical period of the Stone Age before moving on to the Bronze Age and Iron Age. Throughout this unit, children will have opportunities to link their knowledge of this curriculum aspect with their ICT. National Curriculum LO: To use sequence, selection, and repetition in programs; work with variables and various forms of input and output LO: To use logical reasoning to explain how some simple algorithms work and to detect and correct errors in algorithms and programs LO: To Use technology safely, respectfully and responsibly; recognise acceptable/unacceptable behaviour; identify a range of ways to report concerns about content and contact. (E-safety) Links Children will have previously learnt how to create and debug simple programs and this will allow them to explore algorithms and work with different variables and use logical reasoning to explain how algorithms work and to detect errors in programs. In the following year, children will develop and embed their programming skills further. Key Drivers P - Children present their learning in a museum style exhibition and act as tour guides to present what they have found out. T The basic skills. Preparing children with ICT skills to ensure they are ready for the next stage of their education putting them on the pathway to achieving qualifications. Music Context As musicians the children are introduced to pulse and rhythm. They will observe the beat of stone age songs and evaluate how it makes them feel. They will then work on changing the speed. The children should use this knowledge and start to develop their own rhythms using images/words to represent notes. They should then produce their own stone age pieces. National Curriculum Play and perform in solo and ensemble contexts, using their voices and playing musical instruments with increasing accuracy, fluency, control and expression Improvise and compose music for a range of purposes using the inter-related dimensions of music Links In this unit the children are building on their knowledge from Year 2 by looking at previous songs in which they performed and their rhythms. 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