Year 3's Learning Challenge - Autumn 2

	Poem	Painting	Person	Music
B	Learn it off by heart	Find out 10 facts about the paintings	Draw a portrait of the person	Listen to a piece of music
	Find another poem by the poet	Produce a collage of paintings from the caves of Lascaux	Produce a timeline of their life	Identify the instruments
A	Create a performance as part of a pair/group	Draw a picture in similar style	Produce a poster to advertise their achievements	Research the life of the composer
	Write a short biography about the poet	Transform the medium of the painting: use collage instead of painting	Write a letter asking them about their life	Attempt to recreate the piece of music
D	Write your own poem inspired by the topic	Use the image as a stimulus for 100WC	Explain how the world would be without this person	A mind map of different emotions you feel at various points in the piece
	Compare and contrast two poems by the poet	Describe what the painting: what it represents, how it makes you feel, what it is based on	Give five reasons for and against why they should be in ‘The Hall of Fame’	Produce a piece of art/collage based on how the music makes you feel.

Significant Person

Charles Darwin

 

Painting

‘The Cave Paintings of Lascaux, France’

 

Music

‘Radetzky March, Op. 228’ by Johann Strauss Sr

 

Poem- ‘Stonehenge’ by Brian Moses
I remember Stonehenge
in the days where you could still
get close to the stones.
I remember being there, seeing their bulk
and feeling their solid substance.
It was the past brought close,
I could hear the tick of time,
the heartbeat of history.

If only the stones were transmitters,
they could broadcast their story,
answer the ‘whys’ of Stonehenge,
why Salisbury Plain gained
such a monument, why it was built,
was it temple or tomb?

It only we could summon solutions
from the sky, the clouds, the hills,
from those witnesses to the march
of these monoliths, to their positioning
and their raising.

And if only we knew who built this circle,
who mourned the winter sun
as the solstice darkened the day.
Did they ever imagine the puzzle
they were leaving behind?

And I wonder again at the thread
between present and past,
at all those who have stood
by these stones, hoping to hear
some sort of message
to the living from the dead,
so one of history’s mysteries
might be solved at last.

Year 3 Learning Challenge - Autumn 1

  

	Poem	Painting	Person	Music
B	Learn it off by heart	Find out 10 facts about the painting/artist	Draw a portrait of the person	Listen to a piece of music
	Find another poem by the poet	Produce a collage of other paintings by the artist	Produce a timeline of their life	Identify the instruments.
A	Create a performance as part of a pair/group	Draw a picture in similar style	Produce a poster to advertise their achievements	Research the life of the composer.
	Write a short biography about the poet	Transform the medium of the painting: use collage instead of painting	Write a letter asking them about their life	Attempt to recreate the lyrics but for places along the A12.
D	Write your own poem inspired by the topic	Use the image as a stimulus for 100WC	Explain how the world would be without this person	A mind map of different emotions you feel at various points in the piece
	Compare and contrast two poems by the poet	Describe what the painting: what it represents, how it makes you feel, what it is based on	Give five reasons for and against why they should be in ‘The Hall of Fame’	Produce a piece of art/collage based on how the music makes you feel.

Person

 Frank Lampard

Painting

‘Wivenhoe Park’
by John Constable

Music

‘A13, Trunk Road to the Sea’ – Billy Bragg

 

Poem

Edward Thomas – If I Were to Own (Abridged)

If I were to own this countryside

As far as a man in a day could ride,

And the Tyes were mine for giving or letting,--

Wingle Tye and Margaretting

Skreens, Gooshays, and Cockerells,

Shellow, Rochetts, Bandish, and Pickerells,

Fields where plough-horses steam and plovers

Fling and whimper, hedges that lovers

Love, and orchards, shrubberies, walls

Where the sun untroubled by north wind falls,

For a song, a blackbird's song, at dawn.

He should have no more, till on my lawn

Never a one was left, because I

Had shot them to put them into a pie,--

His Essex blackbirds, every one,

And I was left old and alone.

Year 3 Learning Challenge - Summer 2

Significant Person

CS Lewis

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Painting

WW2 Propaganda poster

  

Poem

The Evacuee – Arthur E. King (abridged)

 

Can I come home now?
Can I come home now?
Can I come home now mum?
Can I come home now?

 

I went to the school house
A change of clothes in a sack.
We then walked to the station
But we didn't come back.

 

We got on to a train
It headed due south.
We got off the train
At a little town called Louth.

 

The war it won't last long
You'll soom be back home.
But it seems like for ever
I must be brave and not moan.

 

They say I am safer here
Than where I've left behind
And the people looking after me
Are warm, good and kind.

 

I used to play with my brother,
We had such good fun,
But he went to Ilkley
and I'm here all alone.

 

Last night we had an air-raid.
I was frightend and alone.
When will it all end mum?
When can I come home?

 

Yes you can come home,
Yes you can come home.
You can come home now son.
You can come home now.

Year 3 Learning Challenge - Spring 2

Who helps us more: engineers or scientists?

Below is the significant person, painting, piece of music and poem which are related to this half term's theme - Who helps us more: engineers or scientists?

It would be brilliant to see as many completed projects as possible in Year 3!