GSO Test

Summer 1

What's on the menu?

The children discover that The Big Bad Wolf has destroyed the Three Little Pigs’ homes and begin to investigate the truth behind the story. Opportunities are 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 will gather evidence to be able to consider whether the wolf is guilty or innocent. Speaking and listening skills feature highly in this topic as children have the opportunity to speak in both formal and informal discussion, supported through drama.

The topic culminates in a court case where the children must make a decision based on the evidence they have assembled. They decide whether or not the wolf is guilty, and with this, a means of punishment that doesn’t take away from him any of his rights.

Children relate articles from the UNCRC to the story throughout this topic in a meaningful context, which is relevant to their own lives. It is an opportunity for children to explore what is fair and unfair.

Please click to see


Summer One Overview


Summer One Key Questions


Summer One Rationale

Spring 2

What's on the menu?


Children shared everything they had learnt about food by working together to create their own restaurant. They developed self-awareness to know what jobs they were good at so that they could apply for a suitable role in the restaurant. Through this, they also looked at how everyone has different skills; that we are all different but all have an important role to play in making the restaurant a success. Taste testing different foods allowed children to have a better understanding of the different combinations of food that work together and gave them the opportunity to possibly experience some new fruit or vegetables. Science learning, based around healthy eating, supported children to make more informed choices about healthy food. This linked to article 24 of the UNCRC - our children explored how many children in the world do no have nutritious food and clean water, and the consequences of living this way. Throughout out topic, all of the English and digital learning work led to the production of a successful restaurant by producing adverts, invitations, menus and recipe cards.


Please click to see


Spring Two Overview


Spring Two Key Questions


Spring Two Rationale

Spring 1

What's your toy's story?

After watching Harvey and Rabbit, the children discussed how they would feel if their toy was thrown away. They used their speaking and listening skills to share with their friends why their toy is so special. Through discussing the adventures they have been on and the memories they have made, they developed a realisation of why having a special toy can be so important. We looked at Article 31 from the UNCRC and how this can be different around the country or world.

Using extracts from the visual text of the Toy Story film, children furthered their understanding of diversity and how everyone contributes to a team. They looked at the conflicts that occur in the toy box and related these to how they too can solve conflict issues. In looking at the character of Sid and his toys, they understood the importance of respecting their belongings and items, as well as those that belong to others. They developed an understanding of Article 15, that we have a right to belong to a group, as long as this does not stop other people from enjoying their rights.

Investigating forces broadened their understanding of how toys work and the children incorporated these ideas into their own Toy Story adventure story.


Please click to see


Spring One Overview


Spring One Key Questions


Spring One Rationale

Autumn 2

Are we nearly there yet?

The children arrived at school and found a range of items in the shared area linked to the Lake District, and the different activities around Lake Windermere. We discussed what tourism is and how, after a very cold winter, the tourism office would like some help to persuade the tourists to visit the Lake District again. In order to achieve this successfully, the children needed to get an understanding of their local geography and understand how to use maps. A variety of activities using maps, developed their knowledge of the physical and human geography in the Lakes. Children engaged in fieldwork in the local area to enhance their geographical skills and knowledge. The topic culminated with the children creating a tourism board, which they presented to Year 5 children.


Please click to see


Autumn Two Overview


Autumn Two Key Questions


Autumn Two Rationale

Autumn 1

How to be cool in Junior school?  

In Year 3 last half term, we were learning all about junior school.

The children explored the Manor Field environment through a variety of investigative activities.

They demonstrated curiosity in discovering aspects about life at Manor Field and were able to solve questions that they had regarding life at junior school.

There were lots of opportunities for discussion and exploration through Circle Time 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. By interviewing different people, the children developed their understanding of how they are safe at school. The children have a better understanding of the importance of Articles 19 and 28 and through this are becoming principled learners. The main aim of this topic was for the children to confidently and successfully transition from infant to junior school.

Please click to see


Autumn One Overview


Autumn One Key Questions


Autumn One Rationale