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( (4 " |, & ( ( ( ,someone@example.com2Web Site Form Response@Your information was receivedFORMDATA.HTM Rhttp://example.com/~user/ispscript.cgi: ( (' - 0 n : ( (' - 0 n : ( (' - 0 n : ( (' - 0 n   Q P xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxD r^hxsbhxFfhTjhCnh `h wh Ch `h wh  Ch `h  wh  CFh `h wh Ch `,h w6h ^hCbh `h wh [h ah ezh \h xK8h Oh Lđh xJRh 8h lh Fh  th* xxCHh xCƖh >h* ch- x`|h*wh* hCh <h, cFh4 xxh3 `Fh3wJh3  rh3  h   h* h$ h> x$h* Rh  c&hB xch' xh3 2h,  `h, `h,wh, h3 h3 x&h3 `h3 CONTENTSCompObj ^SummaryInformation( 0DocumentSummaryInformation8      !"#$%&'()*+,-.123456789:;<=>?@ABCDEFGHIJKLMNOPQRSTUVWXYZ[\]^_`abcdefghijklmnopqrstuvwxyz{|}~CHNKINK #TEXTTEXT(=STSHSTSH(?|STSHSTSH@:@STSHSTSHހFDPPFDPPFDPPFDPPFDPCFDPCFDPCFDPCFDPCFDPCFDPCFDPCFDPCFDPCFDPCFDPCFDPCFDPCFDPCFDPCFDPCFDPCFDPC FDPCFDPC FDPCFDPC FDPCFDPC FDPC Art Context As artists, children research animals and their habitat. Children create a 3D animal using recycled card and other materials as well as designing and building a landscape for them to be in. They will use materials of different textures to create a solid structure and manipulate their materials to achieve the desired finish. Children will learn about being responsible, respectful and healthy when collecting materials to use for their project such as recycling food packaging from home. National Curriculum 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 continue to improve their sculpture skills from year 2. They progress from creating one solid structure in year 2 to creating a sculpture with multiple components. They also learn about being responsible, respectful and healthy citizens through using recycled materials and learn about the added challenge of manipulating these materials. Key Drivers Responsible, respectful and healthy citizens children learn about recycling materials and source their own resources to create their masterpieces. Geography Context As geographers, children study the major biomes, climate zones and vegetation belts across the world through learning about where plants and animals are found. Children gain an understanding of the imaginary line around the world: the equator and use this to explore the temperature of different locations which various animals and plants live. Children explore the four seasons and explore how animals behaviours change in those different seasons. Children find out about plants that grow in the major biomes and vegetation belts and how they have adapted to suit their environment. They will consider the plants that we eat and will understand why some grow better in different parts of the world than others. They will also learn how the plants and animals get from fields to our tables. National Curriculum Locational knowledge Locate the world s countries, using maps to focus on Europe (including the location of Russia) and North and South America, concentrating on their environmental regions, key physical and human characteristics, countries, and major cities Identify the position and significance of latitude, longitude, Equator, Northern Hemisphere, Southern Hemisphere, the Tropics of Cancer and Capricorn, Arctic and Antarctic Circle, the Prime/Greenwich Meridian and time zones (including day and night) Human and physical geography Describe and understand key aspects of: physical geography, including: climate zones, biomes and vegetation belts, rivers, mountains, volcanoes and earthquakes, and the water cycle Describe and understand key aspects of human geography, including: types of settlement and land use, economic activity including trade links, and the distribution of natural resources including energy, food, minerals and water Geographical skills and fieldwork Use maps, atlases, globes and digital/computer mapping to locate countries and describe features studied Use the eight points of a compass, four and six-figure grid references, symbols and key (including the use of Ordnance Survey maps) to build their knowledge of the United Kingdom and the wider world Key Drivers Sustainability - Children explore habitat destruction and understand the main causes of this and how this leads to extinction of species across the world. Presentation skills - Children promote things that people can do in order to look after our planet in a range of ways. Links This unit develops children s geographical knowledge of the world. It builds upon what they have learned in year 2, where they studied the countries, continents and oceans of the world whilst exploring the seasonal and daily weather patterns in the United Kingdom and the location of hot and cold areas of the world in relation to the Equator and the North and South Poles. Throughout key stage one, children have developed basic geographical vocabulary and this is built upon in this unit, as they begin to describe and understand key aspects of physical geography, which is further developed throughout their journey through key stage 2. Design and Technology Context As designers, children carry out research to identify people s favourite animals. Children create pocket pet keyrings using their sewing skills. They use a basic template design and change the ears, beaks and snouts to create different animals. They use the template to cut the shape out of felt and then join the two pieces of felt together and stitch the features on. These are then sold to members of the local community. National Curriculum Design use research and develop design criteria to inform the design of innovative, functional, appealing products that are fit for purpose, aimed at particular individuals or groups Make select from and use a wider range of tools and equipment to perform practical tasks accurately Evaluate evaluate their ideas and products against their own design criteria and consider the views of others to improve their work Links This unit builds on the textiles skills children have developed key stage 1, where they sorted threads and joined fabrics using sewing skills. They apply the joining skills they have gained but then also attach the features using other stitching skills. Key Drivers Enterprise - Children carry out market research to identify popular animals for keyrings. They create and sell keyrings making a profit by ensuring they cost them taking the cost of materials into consideration. Key Drivers R Responsible, respectful and healthy citizens children learn about recycling materials and source their own resources to create their masterpieces. E Enterprise - Children carry out market research to identify popular animals for keyrings. They create and sell keyrings making a profit by ensuring they cost them taking the cost of materials into consideration. S Sustainability - Children explore habitat destruction and understand the main causes of this and how this leads to extinction of species across the world. P Presentation skills - Children promote things that people can do in order to look after our planet in a range of ways. E Expectations, aspirations and possibilities - C Community Involvement - T The Basic Skills Reading skills are applied throughout the unit, through a range of non-fiction texts. Writing skills are developed by children producing a piece of writing at the end of the topic, which summarises what they have learned. Maths skills are developed through the interleaving of content taught three weeks earlier using animals around the world as a context. Audience and Exhibition Children sell their enterprise product to members of the local community Trips/Experiences Trip to Yorkshire Wildlife Park/Sealife Centre Visitor with animals from different habitats. Key Questions Where do plants grow? Where do animals live? How do animals survive in extreme conditions? How do plants change to survive? Where does our food come from? What does the landscape look like across the world? How does our world inspire artists? Why are some animals endangered? What can we do to save our planet? Year 3 Summer Term Purpose This unit develops children s geographical knowledge of the world building upon what they have learned in year 2. Throughout key stage one, children have developed basic geographical vocabulary and in this unit they begin to describe and understand key aspects of physical geography, which is further developed throughout their journey through key stage 2. 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