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