houldsworth valley primary academy · web viewyear 3,4,5 spring term 2019. science and foundation...
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Year 3,4,5 Spring Term 2019Science and Foundation Subject Plan around the theme of local area study - NEWMARKET
INTENTIONS: To improve communication and imaginative language, specifically vocabulary and writing.
To improve knowledge of the word through the wonderment of people and places
To improve relationships so that there is a sense of belonging Standards:SpiritualA respect for insight as well as for knowledge and reasonAn appreciation of the intangible – for example, beauty, truth, love, goodness, order – as well as for mystery, paradox and ambiguity
MoralAn ability to think through the consequences of their own and others’ actions
SocialWorks successfully as a member of a group or team
CulturalAn understanding of the influences which have shaped their own cultural heritage
Through physical developmentDaily mile, walking to Newmarket
Through personal developmentTo improve, To try new things, To not give up, To understand others
Writing opportunitiesExplanationsDefinitionsPersuasionInstructionsRecountsLabellingAnnotating
Vocabulary and facts Town, market,
county, country. N,S,E,W, NE, NW, SE,SW
Newmarket heath 1636 - founding of
Newmarket Race Course
James I visited and set up hunting and hawking
1666 Charles II returned to Newmarket and built a round racecourse – known today as July course.
1683 The Great Fire of Newmarket
1689 William III’s first visit to Newmarket – who fell in love with racing and the gardens
1717 – George I visited Newmarket for the first and only time.
As scientistsLight
recognise that they need light in order to see things and that dark is the absence of light
notice that light is reflected from surfaces
recognise that light from the sun can be dangerous and that there are ways to protect
their eyes recognise that
shadows are formed when the light from a light source is blocked by an opaque object
find patterns in the way that the size of shadows change.Forces and magnets
compare how things move on different surfaces
notice that some forces need contact between two objects, but magnetic forces can act at a distance
observe how magnets attract or repel each other and attract
Through PSHEHealth and wellbeingabout managing change how to develop and maintain a variety of healthy relationships, within a range of social/cultural contextsWider Worldto respect equality and to be a productive member of a diverse community
As design technologists
• Design with purpose by identifying opportunities to design.• Make products by working efficiently (such as by carefully selecting materials).• Refine work and techniques as work progresses, continually evaluating the product design.• Use software to design and represent product designs.
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 two poles
predict whether two magnets will attract or repel each other, depending on which poles are facing.
As historians Use sources of evidence to
deduce information about the past.
Describe changes that have happened in the locality of the school throughout history.
Identify continuity and change in the history of the locality of the school.
Understand the concept of change over time, representing this, along with evidence, on a time line
Use dates and terms accurately in describing events.
Use appropriate historical vocabulary to communicate, including: dates, time period, era, chronology, continuity, change, century, decade, legacy.
As Geographers Patterns: Describe
how the locality of the school has changed over time.
Places: Use fieldwork to observe and record the human and physical features in the local area using a range of methods including sketch maps, plans and graphs and digital technologies.
Use a range of resources to identify the key physical and human features of a location.
Through religious educationTo understand beliefs and teachings Present the key teachings and beliefs of a religion.Refer to religious figures and holy books to explain answers. To understand how beliefs are conveyed.Identify religious symbolism in literature and the arts.Through computing design, write and debug
programs that accomplish specific goals, including controlling or simulating physical systems; solve problems by decomposing them into smaller parts
understand computer networks including the internet; how they can provide multiple services, such as the world wide web; and the opportunities they offer for communication and collaboration
As artistsReplicate some of the techniques used by notable artists, artisans and designers.Show how the work of those studied was influential in both society and to other artists.
As Musiciansappreciate and understand a wide range of high-quality live and recordedmusic drawn from different traditions and from great composers and musicians develop an understanding of the history of music.
SEQUENCE OF LEARNINGWeek 7th Jan 14th Jan 21st Jan 28th Jan 4th Feb 11th Feb
Half Term
25th Feb 4th Mar 11th Mar 18th Mar 25th Mar
Event /books
Map the locality and schoolVisiting the local area
LandmarksVisiting the local area
PeopleVisit from jockey/trainer in
schoolRacing
Visit to trainer/jockeysDesign, make and evaluate Newmarket Monopoly
Writing Persuasion – Tourist Guide to Newmarket Recount – Day in the life of our visitor
Debate around Horse Racing
Instructions for game
Science Compare how things move on different surfaces
Observe how magnets attract or repel each other and attract some materials and not others
describe magnets as having two poles
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 two poles predict whether two magnets will attract or repel each other, depending on which poles are facing.
Recognise that they need light in order to see things and that dark is the absence of light
Recognise that light from the sun can be dangerous and that there are ways to protect their eyes.
Recognise that shadows are formed when the light from a light source is blocked by an opaque object.
Find patterns in the way that the size of shadows change.
Art Replicate some of the techniques used by notable artists, artisans and designers.Show how the work of those studied was influential in both society and to other artists.
Design and produce board game
Design Technology
Design with purpose by identifying opportunities to design.Make products by working efficiently (such as by carefully selecting materials).Refine work and techniques as work progresses, continually evaluating the product design.
Geography
Patterns: Describe how the locality of the school has changed over time.
Places: Use fieldwork to observe and record the human and physical features in the local area using a range of methods including sketch maps, plans and graphs and digital technologies.
Use a range of resources to identify the key physical and human features of a location.
History Use sources of evidence to deduce information about the past.Describe changes that have happened in the locality of the school throughout history.
Identify continuity and change in the history of the locality of the school.Understand the concept of change over time, representing this, along with evidence, on a time line
Use dates and terms accurately in describing events.
Use appropriate historical vocabulary to communicate, including: dates, time period, era, chronology, continuity, change, century, decade, legacy.
Computing
design, write and debug programs that accomplish specific goals, including
understand computer networks including the internet; how they can
controlling or simulating physical systems; solve problems by decomposing them into smaller parts
provide multiple services, such as the world wide web; and the opportunities they offer for communication and collaboration
SMSCOngoing and integral
SpiritualA respect for insight as well as for knowledge and reasonAn appreciation of the intangible – for example, beauty, truth, love, goodness, order – as well as for mystery, paradox and ambiguity MoralAn ability to think through the consequences of their own and others’ actions
SocialWorks successfully as a member of a group or team CulturalAn understanding of the influences which have shaped their own cultural heritage
PSHEOngoing and integral
Health and wellbeingabout managing change how to develop and maintain a variety of healthy relationships, within a range of social/cultural contexts
Wider Worldto respect equality and to be a productive member of a diverse community
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