GSO Test


Welcome to Year 3

Summer 2 - My future: Talent, courage or luck?

In the story ‘The Firework-Makers Daughter’, Lila demonstrates particular attributes: determined, dedicated and motivated; children will recognise these strengths and understand how they enable her to fulfil her dream. Through her determination to succeed, Lila becomes a firework–maker showing that barriers and stereotypes can be broken – the children will be able to recognise their own barriers and work towards breaking them down.

The children will develop self-awareness about the skills and interests they have. After looking at their own skills, children will be able to articulate their aspirations as they move into Year 4.

Summer 2 Overview

Summer 2 Rationale

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. Our Year 6 audience read our presentation and were immersed within this period of history. 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 Home Learning

Stone Age to Iron Age Knowledge Organiser

Spring 2 - Who's 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 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 that they had 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 was relevant to their own lives. It was an opportunity for children to explore what is fair and unfair.

Spring 2 Overview

Autumn 2 - Are we nearly there yet?

The children arrive at school and find a range of items in the shared area linked to the Lake District, and the different activities around Lake Windermere. We will discuss 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 will need to get an understanding of their local geography and understand how to use maps. A variety of activities using maps, will develop their knowledge of the physical and human geography in the Lakes. Children will engage in fieldwork in the local area to enhance their geographical skills and knowledge. The topic culminates with the children creating a tourism board, which they will present to Year 5 children in the form of a video.

Autumn 2 Overview

Autumn 2 Rationale

Autumn 2 Key Questions

 Autumn 1 - Matilda – A right to an education?

Through the story of Matilda, 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 six months, during which many of them had not been able to attend school 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.

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 is experiencing around her. By interviewing different people, the children developed their understanding of a rights respecting education. The children better understand the importance of Articles 19 and 28 and are becoming more 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 Rational 

Autumn 1 Key Questions