Years 3-4 (Year A) History and Geography

Years 3/4 (Year A): Our Island Story The Age of Invasion The study of an aspect or theme in British history that extends pupils’ chronology beyond 1066  The Norman Invasion of Britain and its impact on national history. This unit allows children to study a pivotal event in the history of the country and place it within historical context. Children learn about the key aspects of the Norman Invasion in more depth: specifically, the function and effectiveness of castles to conquer the land.

Opening Visit to a castle, or go online and take a virtual tour of a castle from websites. Collect photographs.

Investigations 1. Who was William the Conqueror and why is 1066 often seen as a turning point in British history?

2. How do we know about the events of 1066, and should we believe everything the Bayeux Tapestry tells us?

3. Why did the Normans feel the need to build so many castles?

4. Did the use of castles make the Norman invasion a peaceful one?

5.How would a visit to ___ castle have been different in 1100 from a visit to the same castle today?

6. What do you know about the Motte and Bailey castle?

Can you design and build a model of one?

7. What evidence is there left in Britain today of a Norman ‘invasion’?

Reflection Produce an e-book: ‘The Norman Guide to building an effective castle’.

English LC1  provides further research opportunities by focusing on one famous person from our history. (William of Normandy) LC7  Etymology and place names. The insertion of French / Latinate language into the more dominant aspects of society.

Mathematics LC6  Children will need to make use of their measurement skills when designing their Motte and Bailey castle.

Art, Craft and Design LC2  Children to examine the Bayeux Tapestry and try to recreate it on a large display. Children could work in groups to make a collage to capture a specific current event.

Design Technology LC6  Children to research images of motte and bailey castles and design one (HA use CAD) Consider which materials are best to use and build models.

Digital Literacy Opening task Photograph aspects of the castle during the initial tasks, and children insert these to explanation texts produced during the Reflection task (goal is to produce an e-book) LC5  CAD extension task to put design onto computer

Years 3/4 (Year A): How do we know?

The Roman Empire and It’s Impact On Britain An in depth study of Roman Britain  This investigation reinforces and extends children's understanding of primary evidence and how it tells us about the influence of the Roman Empire. It focuses tightly on asking ‘how’ we know what we do about life during the years of Roman control. It also further develops children’s chronological understanding as the children place this in depth study within their broader understanding of the history of Britain.

Opening Either a visit from outside agency or a visit to the Dewa Experience in Chester.

Investigations 1. What and when was the Roman Empire?

2. Why did the Romans invade Britain, and do you think they enjoyed it once they got here? A study of the Vindolanda Tablets.

3. How do we know that the Roman army was an efficient fighting force?

4. What does Hadrian’s Wall tell us about the Romans?

5. Who was Boudicca and why did she become famous?

English LC2 provides ample opportunities for children to express themselves after being ‘invaded’ by another class.

LC3, LC4, LC5, LC6  provides research opportunities based on finding out about the Romans.

Reflection task  This gives children a chance to carry out their own research on one famous Roman.

They will then have to do a presentation to the class about their chosen Roman.

Mathematics LC6  Roman Numerals, where do we use them / clocks LC3  size of Roman armies / legions / centurions: the factor of 10!

6. How and why did the Romans need to build forts?

Design Technology

7. What does the Roman City of Chester tell us about what it would have been like to live in a Roman town?

LC5  will provide children with a chance to research fortress design and make a model of a Roman fort.

8. What did the Romans leave behind in Britain?

Reflection Through an extended ‘home learning’ task, children will be expected to put together a ‘research file’ that will answer a range of questions they will have posed about Roman Britain.

Years 3/4 (Year A): Our World What makes the Earth angry? • Pupils to be taught physical geography, including: climate zones, biomes and vegetation belts, rivers, mountains, volcanoes and earthquakes, and the water cycle Opening Show a range of clips from Tsunami; volcanoes and hurricane. Video conference a school in Iceland.

Investigations What causes a volcano to erupt and which are the famous volcanoes in the world?

How do volcanoes impact on the lives of people and why do people choose to live near them?

How can we recreate an erupting volcano?

What causes an earthquake (and a tsunami) and how are they measured?

Who experiences extreme weather in our country?

Which countries have experienced earthquakes and tsunamis in your life time?

How can we capture a stormy weather pattern using music, drama and dance?

Reflection Each group to put together a weather presentation of extreme weather using music, drama and video clips.

English Children will be asked to research volcanoes in the world and pin point them onto a world map.

Design Technology Children will be provided with an opportunity to design and make a volcano and then they will need to think of a way of making it erupt.

Music Children to create some music which will be used as part of their reflection presentations. Possibly Peter Grimes.

Years 3/4 (Year A): Peoples of the World What is it like to live in India? • understand geographical similarities and differences through the study of human and physical geography • identify the position and significance of latitude, longitude, Equator, Northern Hemisphere, Southern Hemisphere, the Tropics of Cancer and Capricorn.

Opening Using Ipads, look at India. Let children explore physical features: Himalayas, Thar Desert, Rainforest and River Ganges .Also explore major cities and landmarks.

Investigations What is India famous for?

What are the main differences in the climate of India and England?

Where are the major cities of India?

Why was India known as the Jewel of the British Empire?

What is the Taj Mahal?

Why is the River Ganges so important to Indians?

What food is eaten in India?

What will the future hold for India?

Reflection Children to create own India App

English There are many opportunities for children to carry out research.

Children will choose different Indian theme and do a presentation to the others in their class.

Digital Literacy Children to carry out their own research.

Children to create own Indian App.

Y3 International Learning Would I like to live in Spain? • locate the world’s countries, using maps to focus on Europe (including the location of Russia, concentrating on their environmental regions, key physical and human characteristics, countries, and major cities .

Opening Using Ipads, look at Spain. Let children explore physical features: Mountains, plateaux and beaches etc. Also explore major cities and landmarks.

Investigations Can you label countries and cities on a map of Europe?

What are the major cities in Spain?

What different landscapes can be found in Spain?

Why did Spain have so many famous artists?

Why did Spain used to be the most powerful country in the world?

What food is Spain famous for?

Can you dance the flamenco?

Is it wrong to watch bull fighting?

Reflection Children to create a documentary which explains why they should visit the Spain.

English Many opportunities to write about Spain using non-fiction writing.

Digital Literacy Children to carry out their own research.

Children to use ipads to create documentary.

Art, Craft and Design Explore the great artists of Spain: Goya, Picasso & Dali Dance Children explore Spanish flamenco dancing

Y3/4 International Learning What is Mexico famous for? • locate the world’s countries, using maps to focus on North America and concentrating on their key physical and human characteristics, countries, and major cities.

Opening Using Ipads, look at Mexico. Let children explore physical features: Rio Grande, Volcanoes, beaches etc. Also explore major cities and landmarks.

Investigations Where in the world is Mexico?

What are the famous foods of Mexico?

English Many opportunities to write about Mexico using non-fiction writing.

Digital Literacy Children to carry out their own research.

Children to use ipads to create documentary.

Design Technology Children explore the foods of Mexico.

Why is chocolate so important to the Mexicans?

Who where the Aztecs ?

What was Chichen Itza?

Why do modern day Mexicans speak Spanish?

Who was the painter Frida Kahlo?

Reflection Children to create a documentary which explains why they should visit the Mexico.

Art, Craft and Design Explore the famous Mexican artist Frida Kahlo

Y4 International Learning What’s so special about the USA? • locate the world’s countries, using maps to focus on North America and concentrating on their key physical and human characteristics, countries, and major cities.

Opening Using Ipads, look at USA. Let children explore physical features: deserts, River Missisipi, Mountains. Also explore major cities and landmarks.

Investigations What would you ask the President of the USA? Why is New York one of the world’s most visited cities?

Can you carry out your own research on one of the American states?

Using the art of Andy Warhol, can you recreate his work using a famous American as your subject?

Who were the original Americans?

What can you find out about the sports Americans play?

How can you create your own silent movie?

What do you know about the climate of the USA? Reflection Children to create a documentary which explains why they should visit the USA.

Literacy Children think of a range of questions they would ask the President if they were to meet him.

Children research New York from the perspective of: its growth; its position on the Hudson; its importance in world economy, etc.

Children to research a state that they want to find out more about. They will then do a presentation to others of their chosen state.

Digital Literacy Children to carry out their own research.

Children to use ipads to create documentary.

Music children will study the art of Andy Warhol and then use his style to focus on a famous American of their choice