Willow ClassAutumn 22015-16

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Knowledge, Skills and Understanding breakdown for Working Scientifically

Year 3

PlanningObtaining 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

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Knowledge, Skills and Understanding breakdown for Rocks

Year 3Rocks

• 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

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?

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.

© Focus Education 2014 4

Stone girl LaurenceBone girl Anholt

Pebble in Meredithmy pocket Hooper & Chris Cody

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.

Short UnitYear 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?

• 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?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 5

Year 3: Can you write a non-chronological report about volcanoes?

Me Myteacher

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?

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Year 3: Can you write a non-chronological report about volcanoes?

Link to LearningChallenge:

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 LanguageObjectives:

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 paragraphsWrite 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.

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Year 3: What’s that coming over the hill? PaintingPupils 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?

LC2Who are some of the famous landscape painters?

LC3How have landscapes been painted in other times and places?

LC4 What is perspective?

LC5Which particular styles of landscape painting do we like?

LC6Can we sketch our own landscape pictures and mix paints to colour them?

LC7How can digital photography help us paint landscape pictures?

LC8Can we produce two contrasting landscape paintings?

RefCan we produce a guide to landscape painting?

Literacy Link: Opportunities for the children to develop writing for an audience.

Geography and History Links: Opportunities for the children to find out about landscape art from a place or region they are studying.

© Focus Education 2014 8

Oracy Links: Opportunities for the childrento discuss and justify their choices.

Land-scapes (Artists

Workshop)

Roundhill, King,

Norton and

Millard

The Art Book for Children

Phaidon Editors

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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