GSO Test


Summer 2 - A Lasting Legacy

During our History-led topic this half-term, the children will explore the impact of the Roman invasion in Britain, and what life was like before they conquered. This project will build on the work that the children have completed earlier in Year 3, where they have studied the Stone Age through to the Bronze Age, a time when the Romans began to build their empire. The children will study Boudicca as a link from the Celts to the Romans. They will develop their own interpretation of the events reported by different historical sources. Whilst using the concept of invasion as a focus, this topic will offer children the opportunity to be curious about, and develop their understanding of, other historical ideas, such as impact and legacy.
Throughout the topic, children will look at why the Romans invaded Britain, as well as the legacy of the invasion and the impact on life in Britain, and within the Roman Empire. The project does not only aim to increase the depth of the children’s factual knowledge and understanding, but it will also focus on developing the children’s historical enquiry and chronology skills.
At the end of the topic, the children will become historians and create a living museum in the Mocktail Bar, showcasing their research and demonstrating their understanding. This will require them to be resilient, which is our Manor Field Attribute for the half term.

Summer 2 Overview

Summer 2 Rationale

Summer 2 Key Questions

Summer 2 Home Learning

Summer 1 - Lost in Time

The children were challenged to bring the Stone Age, Bronze and Iron Age to life. Through recreating life during this time and recounting events, our historians created an informative Google Slides presentation explaining how everyday life changed through this important period of history. We shared our Google slides presentation with each other. In order to ensure a greater understanding of chronology, the children also studied the theme of tools and farming, linking this to modern day life and how inventions throughout history have impacted on farming.

Summer 1 Overview

Summer 1 Rationale

Summer 1 Key Questions

Summer 1 Home Learning

Spring 2 - Who is afraid of the Big Bad Wolf?

The children discovered that The Big Bad Wolf has destroyed the Three Little Pigs’ homes and began to investigate the truth behind the story. Opportunities were given to them to look at things from different viewpoints and to develop an understanding that there are at least two sides to every story. Using a range of subjects and skills, children gathered evidence to be able to consider whether the wolf was guilty or innocent. Speaking and listening skills featured highly in this topic as children had the opportunity to speak in both formal and informal discussion, supported through drama.

The topic culminated in a court case where the children made a decision based on the evidence they have assembled. They decided whether or not the wolf was guilty, and with this, a means of punishment that didn’t take away from him any of his rights.

Children related articles from the UNCRC to the story throughout this topic in a meaningful context, which is relevant to their own lives. It was an opportunity for children to explore what is fair and unfair.

Spring 2 Overview

Spring 2 Rationale

Spring 2 Key Questions

Spring 2 Home Learning

Spring 1 - What's your toy's story?

The children were introduced to the characters of Woody and Buzz from Toy Story. They unpicked each characters strengths and differences, and made inferences about likes and dislikes. By studying body language, the children understood better the self-esteem of characters and themselves. Through discussion in groups, the children unpicked the question “Who is the most important toy in the toy box?” and how everyone belongs and brings different strengths.

By using further extracts from the visual text of the Toy Story film, the children understood the term rejection. They considered why Woody was rejected by the group and the impact that this had on the toy box as a whole. As Woody set about rescuing Buzz, they developed their own character and wrote their own narratives, which included Science knowledge developed through investigative activities.

To complete the project, the children became experts in one of the Toy Story films and created a critic board to decide which film best supports the idea that we all belong.

Spring 1 Overview

Spring 1 Rationale

Spring 1 Key Questions

Spring 1 Home Learning

Autumn 2 - Are we nearly there yet?

The children arrived at school and found a range of items in the shared area linked to the Lake District, and the different activities around Lake Windermere. We discussed what tourism is and how, after the Covid-19 lockdown, the tourism office would like some help to persuade the tourists to visit the Lake District again. In order to achieve this successfully, they needed to get an understanding of their local geography and understand how to use maps. A variety of activities using maps, developed their knowledge of the physical and human geography in the Lakes. Children engaged in fieldwork in the local area to enhance their geographical skills and knowledge. The topic culminated with the children creating a tourism board.

Autumn 2 Overview

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Autumn 2 Home Learning

 Autumn 1 - Matilda – A right to an education?

Through the story of Matilda, the children explored the right to an education through a variety of investigative activities, e.g. exploring education around the world and the new ‘normal’ of education. They looked back on the previous year, during which many of them had not been able to attend school for periods of time due to the Covid-19 pandemic. As classes, they reflected on their experiences of lockdown and how their education had changed. They compared the ‘new normal’ of school with their experiences prior to school closing and with bubbles in the last academic year.

They demonstrated curiosity in discovering aspects about life at Manor Field and were able to solve questions and any anxieties that they had regarding life at junior school. As they developed more knowledge about school, the people who help them and how they help them, they developed strategies that they can use to be resilient in their own learning.

Through this work, they recognised a way that they are special. There was lots of opportunities for discussion and exploration through Thrive activities, to develop their understanding of the Manor Field attributes and school agreement.

In their written work, the children had the opportunity to write about various aspects of school life and compared these to Matilda’s experiences. Matilda maintained her love of learning despite everything that she was experiencing around her. The children  understand better the importance of Articles 19 and 28 and through this have become principled learners. The main aim of this topic was for the children to confidently and successfully transition from infant to junior school and begin to understand the importance of the UNCRC.

Autumn 1 Overview

Autumn 1 Rationale

Autumn 1 Key Questions

Autumn 1 Home Learning