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Key Stage 3


Cholera in Merthyr

Learners read a text about Merthyr and the Iron Age and use the information to draw a timeline to scale showing how Merthyr became the world’s top iron producer. Reading about the living conditions in the town, learners are introduced to cholera as a disease that quickly spreads in overcrowded conditions with poor sanitation. They interrogate numerical information about the outbreaks of cholera in Merthyr Tydfil and finally produce a public health poster that aims to reduce the spread of the disease.  

LNF links: Literacy and Numeracy

Curriculum links: History


The great microwave oven debate

Learners consider the most energy and cost efficient method of cooking food. They research an ‘energy audit’ to test the hypothesis that electrical kitchen items are the most energy demanding and therefore the most expensive items to run in the home. From this, learners predict and justify if the use of a microwave oven is more efficient than a conventional oven. Learners plan a strategy for carrying out suitable calculations as evidence, extracting and using relevant data. They communicate their numerical reasoning, including how and why they have used their chosen data and the calculation strategies developed. They review the outcomes in light of the calculations made, justifying their conclusions. Learners reflect on the initial problem of saving money by reviewing energy usage in the kitchen and make an informed decision about the extent that this may be possible and likely savings to be gained. 

LNF links: Literacy and Numeracy

Curriculum links: Science


What is a good presentation?

Learners watch a video clip of children presenting findings from an enquiry entitled ‘What is this?’. They identify the positive, negative and interesting points about the presentation. Learners use these observations and their prior learning to develop success criteria for ‘What makes a good presentation?’. Learners create their own presentation and review their success criteria as an on-going process, justifying their reasoning. They are peer assessed as they make their presentations and through focused reflection, learners refine their criteria for future use. 

LNF links: Literacy

Curriculum links: This activity has been developed to improve learners’ generic presentation skills and therefore can fit into any subject area. In this instance the stimulus video is set in the context of the science curriculum. However, the suggested subject areas are science, history, geography and PE.


What is a good Question?

Learners develop success criteria for quality questions and use a series of short tasks to activate their prior understanding and build on it. They are posed challenging questions that ensure their success criteria and the justification for them is as high level as possible. Having developed and refined their success criteria, learners evaluate other groups’ criteria before making final amendments to their own success criteria for using in the future. 

LNF links: Literacy

Curriculum links: This activity has been written to improve learners’ generic questioning skills and therefore can fit into any subject area.


What is in a Receipt?

Learners review a supermarket receipt in terms of food groups and types, and develop their numeracy skills through some simple calculations. Following research about recipes, learners create a menu for a ‘healthy meal’ and use it to work out the items and the quantities of each required. Learners research relevant prices and use their findings to draw conclusions about the healthiest and cheapest two course meal for six people. Their menu, and the reasoning behind choosing it, is communicated to the rest of the class through a poster or leaflet.

LNF links: Literacy and Numeracy

Curriculum links: Design and Technology, Science


A Bag for Life

Learners think about and discuss what they know about bag designers and bags before exploring and researching textiles and textile fibres. They consider natural, synthetic and modern fibres, the three stages required to make textile materials, the different properties of fibre blends and how these properties affect the end use of fibres. Learners use their findings and ideas to decide what second-hand or recycled textiles to use to make a bag of their choice. They develop a design specification for their bag and follow this to create their bag, before considering how to display their final products.

LNF links: Literacy

Curriculum Links: Science, design and technology, art and design


Discovery trail

Learners consider prior knowledge of a local outdoor space, especially from a perspective that links to National Curriculum subjects like geography and science. They familiarise themselves with the KS2 expectations of the LNF and curriculum Subject Orders and consider the contents of a provided ‘Discovery Trail’. Learners research the local outdoor space to find information that might be useful and draft their own ‘Discovery Trail’. They visit the outdoor space, consider the merits of the draft and gather further ideas and information about the outdoor space. Learners generate and develop their ‘Discovery Trail’, self and peer assess trails and consider how to organise the trial of it with KS2 children from a local school. 

LNF links: Literacy and Numeracy

Curriculum Links: PSE, Science


High school Olympics

Learners activate their prior knowledge and understanding about sports that involve a number of different events, for example, the heptathlon. Learners create their own multi-event sport for children that is based on the physical education activities that they take part in during school. They carry out research about multi-event sports, generate and develop ideas about what events to include and propose and develop a scoring system to use. They plan a multi-event competition, try out and refine their ideas and finally, run a competition for some learners in school. 

LNF links: Literacy and Numeracy

Curriculum Links: PE, ICT, Science and PSE


What does a footprint tell us?

Learners are initially invited to interrogate an image of a footprint in the sand. The questions posed develop learners’ skills in the areas of observation, literacy, critical and creative thinking. They are expected to formulate ‘good’ questions which will lead them into thinking about the use of footprints in forensic science and carrying out research into their use. Findings are gathered through researching their own questions and answers, which are recorded on a QuADS grid.

Learners move onto evaluating and reviewing sources relating to ‘giants’ from the past, and some more up-to-date data on heights, in order to try and work out a ratio between foot length and height. Through their calculations they are expected to explain their numerical reasoning. This ratio was first suggested by Paul Topinard (1830-1911) in the mid-1800s, in order to estimate a person’s height from a foot print (foot length:stature ratio). He determined this ratio to be 15% or expressed another way, a person’s maximum foot length divided by 0.15 reveals their height.

LNF links: Literacy and Numeracy

Curriculum Links: History, Science


What is it worth?

Learners use a source square to interrogate an image of a historical Welsh banknote and formulate quality questions using their observations. They research these questions, draw conclusions and calculate the current value of old banknotes, before designing their own modern day Welsh banknote.

LNF links: Literacy and Numeracy

Curriculum Links: History, PSE and art & design


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