Valuing Every Achievement

YEAR THREE: AUTUMN TERM

OUR YEAR THREE DURING AUTUMN TERM

OUR CORE INTENTION IN ACTION

AUTUMN TERM 'WHEN I GROW UP...' THEME: A ROMAN INVASION

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A 'When I Grow Up' Autumn Summary

When I Grow Up... welcomed Julius Caesar to a sensational Stunning Start event to our Roman Invasion theme. Caesar set the children a challenge of demonstrating the many positives to invasion and what the Romans brought to the British Isles. A fired up group of learners then set about gathering knowledge from a range of subject areas about just what the Romans did for us.  In mid-December, Caeser will return and a special celebratory banquet will be held to celebrate each and every achievement and for the families of our children to see the new knowledge gathered during this term at our special Parent Celebration

Historically, the children needed to start by looking at what Britain was like before the arrival of the Romans. This meant looking at aspects of Iron Age life in Britain - the settlements they made, their farming way of life and their ability to craft and create tools to meet their requirements. From there, our children moved forward to consider contrasting Roman settlements and what particular features and ideas they had. The idea of moving water from one place to another, the public baths and the early development of roads to aid simple transportation were all key areas. After this, the children looked at which areas of Britain became significant Roman settlements - using an atlas to locate the relevant counties and cities - during their Geography work. Then they moved onto look at physical features that would make areas attractive to the Romans (or less attractive in some cases). Ribchester became a notable region of study for us and the children followed this up with a field trip to visit the local area. The idea of new arrivals to a country led to our PSHE & Relationships work focusing upon immigration into a country and, in similar vein to the Romans, what such people and cultures can add to a place over time. This is particularly relevant to our children as we have recently welcomed several new children to our school from outside of the British Isles. It was also important to talk about slavery - as this was so important in Roman life. Considering what is meant by it and whether it still exists today.

In Science, the children focused upon skeletons and movement and brought their knowledge to questions related to being a Roman Legionary constantly on the move. They were required to improve the fitness and strength of the invading armies and therefore used their new found understanding to make recommendations around uniform, weapons and movement based upon a series of tests. This led to our Design & Technology time focusing upon the creation of armour and shoes for a legionary. 

The children used their coding skills to programme/map a Roman invasion route in Computing - giving instructions and orders in order to navigate its way across Britain. Whilst our further work as communicators led to the children studying French for the first time by learning single digit numbers, basic greetings and where France (and its prominent landmarks) featured on a map. 

During Religious Education, as a stand alone subject, the children were introduced to the Khalsa within their Sikhism work and were asked to consider whether joining the Khalsa would make them a better Sikh and linked this to the idea of joining a group or belief and what this may mean. We also considered whether Christmas has lost some of its true meaning. Our Physical Education work centred upon the revision and development of the fundamental jumping, catching and throwing skills from Year 2 and introduced netball to our repertoire of team games alongside floor balances and movements in gymnastics. All at the same time as preparing a dance to welcome Caesar's return during the Parent Celebration event. 'Just Like A Roman' became the singing and performing focus for Music this term. The children worked hard to appraise the quality of what they were listening to and then focused heavily upon the pitch in their rehearsed performances before assessing the quality of their outcome and suggesting ways to improve.

Finally, the children had a busy Art schedule. After spending time gathering knowledge and understanding about Roman 'artwork' and how they decorated and represented buildings and clothes, the children created 3-D Roman mosaics and were also busy printing onto different materials using their new knowledge along the way. 

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