YEAR 3 Summer
LA BAMBA MEXICO AND THE AZTECS
Knowledge and Understanding
and the World
Science
 Make observations and comparisons.
 Communicate findings in a variety of
ways.
 Say whether what happened was what
was expected.
History
 Develop their understanding that the
past can be divided into different
periods of time.
 Use dates and vocabulary relating to
the passing of time.
 Use sources of information including
ICT to find out about events, people
and changes.
 Communicate knowledge and
understanding in a variety of ways.
Geography
 To use atlases, globes, maps and plans
at a range of scales.
 To use ICT to help in geographical
investigations.
 Decision making skills.
ICT
 Save and use stored information and
follow lines of enquiry.
 Generate, develop, organise and
present work.
 Present information in a variety of
forms.
 Describe, review and evaluate their
use of ICT.
RE
 Describe the key people in religions.
 Describe the key stories in religions.
 Describe the key traditions in
religions.
 Learn how these influence the
beliefs and values of others.
 Describe the variety of practices
and ways of life in religions.
 Identify and begin to describe the
similarities in religions
 Investigate the importance of
religion in the local community.
 Consider the meaning of a range of
forms of religious expression.
 Begin to learn specialist vocabulary
to communicate their knowledge
and understanding.
 Use information about religions
from a range of sources.
MFL:FRENCH
 To listen and respond to simple
stories, finger rhymes and songs.
 To recognise and respond to sound
patterns and words.
 To perform simple communicative
tasks using single works, phrases
and short sentences,
 To listen attentively and
understand instructions, everyday
classroom language and praise
words.
 To learn about the different
languages spoken by children in the
school.
 To locate country/countries where
the language to be studied is
spoken.
 To make indirect or direct contact
with country/countries of target
language.
 To practice new language.
Mathematical Development
Respect for beliefs
Respect for differences
Moral dilemmas
Economic understanding how do families
celebrate in Mexico then/now?
Points of view
Science QCA Unit 3C
Materials - Aztec Foods:
chocolate
History QCA Unit 16
Aztecs. Interpretation of artefacts
Geog QCA Unit 7/9/11
Water - River Technoctitian
(Floating homes on lake)
Map Skills
Tocuaro
Effects of the sun on skin
Healthy Schools. Weather
ICT
Internet research - Montezuma
Produce menus of Foods
/brochure using ICT
RE
Gods/Goddesses
MFL
French
keywords
 Be able to talk about their views on issues that effect themselves
and their class.
 Consolidate understanding of differences and similarities between
people.
 Begin to compare their own and other people’s idea about
questions that are difficult to answer.
Creative Development
Art
 Explore ideas and collect
information to inform their work.
 Investigate and create textures
for different purposes.
 Comment on similarities and
differences between their own
and others’ work.
 Adapt and improve their own work.
Drama
 Explore stories or issues through
drama.
 Act out dialogue between two
characters.
 Respond and make improvements
appropriate to their own and
others’ performances.
Dance
 Create, adapt and link a range of
dance actions that communicate
ideas.
 Collaborate with partner or in
small groups, to perform,
remember and repeat a dance
from a prompt.
 Respond and make improvements
appropriate to their own and
others’ performances.
Music
 Recognise how different musical
elements are combined and used
expressively.
ICT
 Use a range of visual effects.
DISCRETE UNITS
R.E.:
Learn about Sikhism.
Easter
N/C AT3
Aztec Calendar
Shape/Space - (linked with buildings,
Mexican pyramids) and Aztec Designs
Tessellated/Repeating
Patterns/Rotation/Symmetry
N/C AT4
Graph Data - rainfall/sun
LA BAMBA!
MEXICO
Art
Take a painting - write
critical appraisal
Use sketchbooks to investigate
Aztec/Mexican patterns
Make a Pinata
Looms - weaving - gods eyes
Looking at work of Mexican
Artist - Diego Rivera
Art techniques: making
masks/collars
Drama
Role Play - act out a story of
Montezuma
Dance and Music
Mexican music/dance
ICT
Poster of holiday/Mexican
Travel Guide
Personal Social and
Emotional Development
 Identify lines of symmetry in simple shapes and recognise shapes
with no lines of symmetry
 Solve a given problem by organising and interpreting numerical data in
simple lists, tables and graphs.
N/C AT1
Role Play
N/C AT3
Myths, Persuasive writing
Reporting (Invasion by Spain)
Research Skills
Discussing Artifacts
Diary/Poetry
Descriptive/creative writing
Communication, Language
and Literacy
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Speak in different contexts, exploring & communicating ideas.
Listen carefully & respond with relevant comments & questions.
Read independently using various strategies.
Use alphabet knowledge to locate books & find information.
Writing is often organised, imaginative & clear.
Different forms of writing are beginning to be adapted for different
readers.
Dance QCA Unit 8
Dance
Aztecs Patterns
Motor Skills - weaving
Handwriting
Physical Development
Dance
 Respond imaginatively to different stimuli using dance language and
creative movements, working independently, with a partner or a small
group.
 Extend their effort in their dances.
 Recognise and describe dances involving simultaneous and
complimentary movements.
 Create, adapt and link a range of dance actions that communicate ideas.
 Collaborate with partner or in small groups, to perform, remember
and repeat a dance from a prompt.
 Respond and make improvements appropriate to their own and others’
performances.
RESOURCES
Mexicolore
Diego Rivera Mexican artist