Valuing Every Achievement

YEAR THREE: SPRING TERM

OUR YEAR THREE DURING SPRING TERM 2021

OUR CORE INTENTION IN ACTION

SPRING TERM 'WHEN I GROW UP...' THEME: TIME FOR THE ANGLO-SAXONS

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A 'When I Grow Up' Spring Summary

As our chronological 'When I Grow Up...' journey through history continues, we move from the Roman occupation of Britain into the turbulent and often challenging Anglo-Saxon period as they made extensive changes and faced many opponents. In doing so, we asked the children to compare and contrast the two periods of time before moving on to study the Vikings in year 4.

Our Geography worked focused upon the seven regions/kingdoms of Anglo-Saxon Britain, as the children made huge maps which we populated throughout the term with important places, rivers, mountainous ranges and other natural features. We used this to add modern towns, cities and regions to demonstrate where they would be in relation to these regions. We also studied the countries of Northern Europe that formed the native lands for the differing groups that made up the Anglo-Saxon people. Making the geography work very practical, visual and hands on has proved highly successful and popular and has been a constant feature that the children have enjoyed returning to and discussing throughout the study.

Meanwhile, in History, the children took on the role of Time Team archaeologists as we took an in-depth look at the Sutton Hoo findings and other excavated artefacts from discovered settlements. This provided a way in to further questions about the lives of Anglo-Saxons and the challenges they faced. We considered the key figures and the threats to the differing regions/kingdoms from the Vikings and the 'native' Scots and Welsh as we moved through a timeline of key events including Alfred the Great leading his kingdom against the Viking invaders.

Science allowed us to investigate the most effective rocks for use in Anglo-Saxon settlements as domestic items. The children needed to carry out a range of tests to consider which rocks had the correct range of properties for its purpose and make those recommendations. Whilst we moved into the later Anglo-Saxon period to develop a compass during our forces and magnets theme - making prototypes and testing their effectiveness.

Our Music studies focused upon the creation of 'settlement groups' who played and sang Anglo-Saxon tales with the focus upon percussion instruments and the importance of maintaining a regular beat. We developed this into a podcast performance for our Computing work, mixing this music with our Time Team archaeological discoveries. 

We worked collectively to design and make our own Anglo-Saxon settlement during Design & Technology, whilst we used textiles and collage to design and produce jewellery and armour from the time in Art.

Our PSHE studies used the spark of conflict, so often a part of Anglo-Saxon life, to lead into our Relationships Education study upon friendships and feelings and focusing heavily upon the important of our respect charter: The Star of Safety. 

As ever, we continued with our discrete studies in Physical Education, French and Religious Education. Gymnastic travelling and balancing and during team games focusing upon passing and movement in handball. We developed sentences around fruit vocabulary as part of our French unit and considering what is 'good' about Good Friday as we studied Easter, the significance of forgiveness at this time and - on a separate aspect - the miracles performed by Jesus in the New Testament.

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