1. Willow Class
Spring 1

2. Year 3: How far can you throw your shadow?
KS2 Science (Y3 Light)
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 a solid object
find patterns in the way that the size of shadows change.
WOW: Use torches to create different shapes and attempt to photograph them.
LC1
How can you show that your shadow changes according to the position of the Sun?
LC2
Why do footballers in a night match often have four shadows?
LC3
How can you explain the relationship between the Sun and the Moon (in terms of lighting up the moon)?
LC4
How can you design and make a periscope to show how light reflects?
LC5
How can you set up an experiment to show how shiny things respond in the dark?
LC6
Can you create a painting which shows reflection of light on water?
LC7
Can you create a stained glass window which is translucent?
LC8
Reflection: Put together a photo story of the completed challenge.
Working Scientifically: Set up a fair test to see what happens when there is more than one source of light and record findings.
Looking for patterns in what happens to shadows when the light source moves or the distance between the light source and the object changes.
Numeracy Link: Children to measure the lengths of their shadows and to present their findings in graphical format
Creative Art Link: Children to design and make periscopes, taking account of the light source
Creative Arts Link: Children to look at the work of
Turner and use water colour or acrylic paint to
create the reflection on water.
Creative Arts Link: Children to design and create
their own stained glass windows having thought
about their design.
What Clyde
makes a Robert-
Shadow Bulla
© Focus Education 2014

3. Year 3: Science, Art and DT Knowledge, Skills and Understanding
Year 3: How far can you throw your shadow?
Year 3: Science, Art and DT Knowledge, Skills and Understanding
Science - Light
Art & Design
Can they make and record a prediction before testing?
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 words?
Can they make accurate measurements using standard units?
Can they explain what they have found out and use their measurements to say whether it helps to answer their question?
Can they explain what dark is using words like shadow?
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?
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 book about techniques used by artists?
Can they suggest improvements to their work by keeping notes in their sketch books?
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 understanding how they are feeling and what the artist is trying to express in their work?
Year 3 (Challenging)
Can they record and present what they have found using scientific language, drawings, labeled diagrams, bar charts, keys 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 explain why lights need to bright or dimmer according to need?
Can they explain why their shadow changes when the light source is moved closer or further from the object?
Design Technology
Can they show that their design meets a range of requirements?
Can they put together a step-by-step plan which shows the order and also what equipment and tools they need?
Can they describe their design using an accurately labelled sketch and words?
How realistic is their plan?
Can they use equipment and tools accurately?
What did they change which made their design even better?
© Focus Education 2014

4. Knowledge, Skills and Understanding breakdown for
Working Scientifically
Year 3
Planning
Obtaining and presenting evidence
Considering evidence and evaluating
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?
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?
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 data-logger) 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?
Can they suggest how to improve their work if they did it again?
© Focus Education 2014

5. Knowledge, Skills and Understanding breakdown for
Light, Forces and Magnets
Year 3
Forces and magnets
Light
Can they compare how things move on different surfaces?
Can they observe that magnetic forces can be transmitted without direct contact?
Can they observe how some magnets attract or repel each other?
Can they classify which materials are attracted to magnets and which are not?
Can they notice that some forces need contact between two objects, but magnetic forces can act at a distance?
Can they compare and group together a variety of everyday materials on the basis of whether they are attracted to a magnet?
Can they identify some magnetic materials?
Can they describe magnets have having two poles (N & S)?
Can they predict whether two magnets will attract or repel each other depending on which poles are facing?
Can they recognise that they need light in order to see things?
Can they recognise that dark is the absence of light?
Can they notice that light is reflected from surfaces?
Can they recognise that light from the sun can be dangerous and that there are ways to protect their eyes?
Can they recognise that shadows are formed when the light from a light source is blocked by a solid object?
Can they find patterns in the way that the size of shadows change?
Year 3 (Challenging)
Can they investigate the strengths of different magnets and find fair ways to compare them?
Can they explain why lights need to be bright or dimmer according to need?
Can they explain the difference between transparent, translucent and opaque?
Can they make a bulb go on and off?
Can they say what happens to the electricity when more batteries are added?
Can they explain why their shadow changes when the light source is moved closer or further from the object?
© Focus Education 2014

6. Year 3: Who first lived in Britain?
KS2 History: Stone Age to the Iron Age, including:
- Hunter gatherers; Early farming; Bronze Age, and Iron Age
WOW: Share a presentation about the artefacts found related to the Ancient Britons and consider their purposes.
Visit to an archaeologist site (if possible).
LC1
What jobs do archaeologists do and why are they so valuable in helping us find out about history?
LC2
How did the Early Britons make shelters?
LC3
Would the Early Britons have visited a supermarket for their food?
LC4
What can you find out about the Stone, Bronze and Iron Ages?
LC5
What do we know about the life styles of the early Britons through the art they produced?
LC6
What do we know about the way they moved heavy items around?
LC7
How do you think the early Britons would have communicated?
LC8
Reflection: Working in groups the children should put together a ICT presentation of the life of Early Britons taking account of their weapons, food, ways of communicating and eating.
Literacy Link: Opportunities for children to carry out research exist in LC1, LC2, LC3 and LC4.
Literacy Link: In LC4 the children will divide into 3 groups with each group researching one of the ages mentioned. They will then create a presentation to each other.
Creative Art Link: In LC2 children will design and make their own model shelters based on what they have found out from researching the shelters of the early Britons.
Creative Art Link: LC5 provides opportunities for children to experiment with their own art having first researched the art of the Ancient Britons.
Science Links: Opportunities here for children to experiment with finding ways of moving heavy objects.
One
Small Byrd
Blue Baylor
Bead
Littlenose John
Grant
First Kathryn
Painter Lasky
© Focus Education 2014 6

7. Year 3 History Knowledge, Skills and Understanding
Chronological understanding
Knowledge and interpretation
Historical enquiry
Can they describe events from the past using dates when things happened?
Can they describe events and periods using the words: ancient and century?
Can they use a timeline within a specific time in history to set out the order things may have happened?
Can they use their mathematical knowledge to work out how long ago events would have happened?
Can they recognise that Britain has been invaded by several different groups over time?
Do they realise that invaders in the past would have fought fiercely, using hand to hand combat?
Do they appreciate that wars have happened from a very long time ago and are often associated with invasion, conquering or religious differences?
Can they use various sources of evidence to answer questions?
Can they use various sources to piece together information about a period in history?
Can they research a specific event from the past ?
Can they use their ‘information finding’ skills in writing to help them write about historical information?
Year 3 (Challenging)
Can they set out on a timeline, within a given period, what special events took place?
Do they have an appreciation that wars start for specific reasons and can last for a very long time?
Can they begin to use more than one source of information to bring together a conclusion about an historical event?
Can they use specific search engines on the Internet to help them find information more rapidly?
© Focus Education 2014

8. Lower KS2: What is Judaism?
KS2 RE: A1 Pupils should be taught to describe and make connections between different features of the religions and worldviews they study, discovering more about celebrations, worship, pilgrimages and the rituals which mark important points in life, in order to reflect on their significance.
WOW: Read from the story of Moses and discuss his actions.
LC1
What is the Torah?
LC2
Who were Abraham, Moses and David?
LC3
What is the Jewish ‘covenant with God’?
LC4
What is the ‘Magen David’?
LC5
What happens in a synagogue?
LC6
Why is Shabbat so important?
LC7
What is Bar Mitzvah and Bat Mitzvah?
Ref
What beliefs do Jews and Christians have in common?
Literacy Link: Children can write their own
versions of the stories.
PSHE Link: Opportunities to use discuss
relationships and commitment.
Literacy Link: Opportunities for writing to
compare and contrast the two religions.
World of Faiths:
Judaism
Angela Gluck Wood
© Focus Education 2014

9. Breakdown of coverage for Religious Education
KS2: What is Judaism?
Breakdown of coverage for Religious Education
Know About and Understand
Express and Communicate
Gain and Deploy Skills
Can they describe different features of religions and worldviews?
Can they make connections between different religions and world views?
Can they explain more about celebrations, worship, pilgrimages and the rituals which mark important points in life?
Can they reflect on their ideas?
Can they observe and understand varied examples of religions and worldviews?
Can they explain, with reasons, their meanings and significance to individuals and communities?
Can they discuss and represent their own views on challenging questions about belonging, meaning, purpose and truth?
Can they represent other’s views on the same?
Can they describe and understand links between stories and other aspects of the communities they are investigating?
Can they respond thoughtfully to a range of sources of wisdom and to beliefs and teachings that arise from different communities?
Do they understand the challenges of commitment to a community of faith or belief?
Do they respond thoughtfully to ideas about community, values and respect?
Can they explore and describe a range of beliefs, symbols and actions?
Do they understand different ways of life and ways of expressing meaning?
Can they observe and consider different dimensions of religion?
Can they explore and show understanding of similarities and differences between different religions and worldviews?
© Focus Education 2014

10. Year 3: What was that composer thinking?
Pupils should be taught to:
Listen with attention to detail and recall sounds with increasing aural memory; Appreciate and understand a wide range of high-quality recorded music drawn from different traditions and from great composers; Develop an understanding of the history of music.
WOW: Ask the children to close their eyes and imagine the scene as you play different styles of music. Discuss their responses and why they felt as they did.
LC1
Can we describe a piece of music using the correct musical vocabulary?
LC2
How can we compare two or more pieces of music?
LC3
What sort of music do you like and why?
LC4
Can we make a mood-o-meter and include appropriate music for each mood?
LC5
Can we produce the sound track for a slide show of contrasting photographs from the local news this month?
LC6
What inspires composers to write music?
Ref
Can we research the life of a famous composer and include extracts from their work in our presentation?
Literacy Link: Opportunities for the children to develop vocabulary.
Literacy Link: Children can justify their opinions and ask questions of others.
Computing Link: Children can use appropriate software and combine graphics and sounds
History Link: Opportunities for the children to research the period when the composer lived and develop their sense of historical chronology.
© Focus Education (UK) Ltd 2014

11. What was that composer thinking? Composing (incl notation)
Year 3
Performing
Composing (incl notation)
Appraising
Can they combine different sounds to create a specific mood or feeling?
Can they use musical words (the elements of music) to describe a piece of music and compositions?
Can they use musical words to describe what they like and dislike?
Can they recognise the work of at least one famous composer?
Year 3 (Challenging)
Do they understand metre in 2 and 3 beats; then 4 and 5 beats?
Do they understand how the use of tempo can provide contrast within a piece of music?
Can they tell whether a change is gradual or sudden?
Can they identify repetition, contrasts and variations?
© Focus Education (UK) Ltd 2014

12. © Focus Education (UK) Ltd 2014
Year 3: What would my dinner be back in time?* *This unit links with whichever historical period the children are studying
Cooking and Nutrition
Pupils should be taught to:
Understand and apply the principles of a healthy and varied diet
Prepare and cook a variety of predominantly savoury dishes using a range of cooking techniques
Understand seasonality, and know where and how a variety of ingredients are grown, reared, caught and processed.
WOW: Show a film clip of food preparation from the appropriate historical period.
LC1
What was a typical weekly menu?
LC2
Where did the ingredients come from?
LC3
How were the ingredients prepared and what tools were used?
LC4
Can we write a recipe for a meal from that time?
LC5
Can we prepare food as people did in the past?
LC6
How will we cook our food and how was it cooked in the past?
Ref
Was our diet healthier now or then and why?
Literacy Link: Opportunities for the children to research and report their findings.
Geography Link: Children could use maps to find locations and follow trade routes.
Literacy Link: Children can write their recipes as instructions
Pot Luck Jo
Lawrie
Horrible
Histories
Terry
Deary
© Focus Education (UK) Ltd 2014

13. What would my dinner be back in time?
Year 3
Developing, planning and communicating ideas
Working with tools, equipment, materials and components to make quality products
Evaluating processes and products
Can they show that their design meets a range of requirements?
Can they put together a step-by-step plan which shows the order and also what equipment and tools they need?
Can they describe their design using an accurately labelled sketch and words?
How realistic is their plan?
Can they use equipment and tools accurately?
What did they change which made their design even better?
Breadth of study
Cooking and nutrition
Can they choose the right ingredients for a product?
Can they use equipment safely?
Can they make sure that their product looks attractive?
Can they describe how their combined ingredients come together?
Can they set out to grow plants such as cress and herbs from seed with the intention of using them for their food product?
© Focus Education (UK) Ltd 2014
(c) Focus Education (UK) Ltd 2014

14. Year 3: Can you write a letter to Om from the present day?Me My
teacher
Can you talk about the differences between the present day and the Stone Age?
Can you think of questions to ask the boy about his experiences and his feeling when he returned?
Can you write speech bubbles for the boy and his family when he returned?
Can you give a short oral explanation in role as the boy of how he returned and how he felt?
Can you choose at least two things experienced in the Stone Age?
Can you describe them and compare them with the present day?
Can you use conjunctions such as – when, so, because, before – to explain your ideas?
Can you use specific vocabulary related to the Stone Age?
Can you write in role as the boy using the first person – I, me, my etc?
Can you group your ideas into paragraphs – boy’s return, paragraph for each comparison, wishful comment to end?
Can you read your letter to a group?
Can you listen to the audience’s comments and make changes if necessary?

15. Year 3: Can you write a letter to Om from the present day?
Link to Learning
Challenge:
History: Who first lived in Britain?
Text Type:
Narrative(recount)
Spoken Language
Objectives:
Show they have listened carefully by asking relevant questions.
Formally present ideas or information to an audience.
Reading Objectives:
Retrieve and record information from non-fiction.
Writing Objectives:
Group related material together to form simple paragraphs.
Read writing to a group or the whole class, using the appropriate intonation and controlling th tone and volume so that the meaning is clear.
Grammar Objectives:
Use a range of subordinating conjunctions to add information to sentences.