ash grove junior & infant school...ash grove junior & infant school class 6 falcons autumn 2...

Ash Grove Junior & Infant School

Class 6 Falcons Autumn 2 2018 Ancient Greece/Keeping Healthy

Map/Ideas Areas of Learning

SCIENCE – Intro to the topic. Keeping Healthy, a balanced diet, skeletons and bones, muscles, breathing

ART – Sketch/art book work, Greeks, tin foil sculptures, designing and creating Greek theatre masks (links to topic work) ART FOCUS

weeks

OUTDOOR PE – Quicksticks PrimaryPEPlanning Year3/4 Quicksticks

SEAL – Getting on and Falling Out

MUSIC- Charanga covered by LC

INDOOR PE- Improving stamina and fitness. Dance – responding to music, awareness of space, body awareness and movement

FRENCH- Speaking and Listening and reading and writing French

TOPIC- Ancient Greece continued

RE- What does it mean to be a Hindu in Britain today? Christmas.

ICT – Internet research

SEAL – Getting on and falling out

History/Geog (topic)- Ancient Greece

Literacy – Formal letters, Information text SA

Persuasive text, Newspaper reports SP

RE- What does it mean to be a Hindu in Britain

today? Christmas.

ART – Ancient Greece, Olympic sports

sculptures, Greek masks

Music – Charanga

ICT – Using the internet/researching

PE – Stamina (indoor) Quicksticks (outdoor)

French – Speaking and Listening and

reading and writing French

Maths – Autumn term Two step problems,

Number Multiplication/ division, Written

calculations, Problem solving

Science- Keeping Healthy

Drivers

Knowledge of the World Communities / Parents Ambition / Enterprise SMSC



History and Geography -Ancient Greece

Lower Core Upper

Key Skills / LO Key Skills / LO Key Skills / LO

Investigate

History

To observe or handle evidence to ask

questions and find answers to questions about

the past.

To use artefacts, pictures, stories, the

Internet and databases to investigate the

past L2

Geography

To use information (including the Internet)

and my own observations to help me to ask and

answer questions about places and

environments.

Investigate

History

To use evidence to find out answers to

question. L3

Geography

To use skills and sources of evidence to

respond to a range of questions.

To give reasons for my observations and views

L3 Investigate

History

To find answers to historical questions.

To use information as evidence to test

hypotheses. L4

Geography

To use knowledge to suggest suitable

questions.

Use a range of geographical skills to

investigate places and environments.

To use primary and secondary sources of

evidence. L4

Analyse

History

To identify some of the different ways in

which the past has been represented.

To recognise that my life is different from

the lives of people in the past L2.

Geography

To use information that is given to me to find

out about places or environments.

To make my own observations.

To use the Internet to find out about places.

Analyse

History

To identify some of the different ways in which

the past has been presented.

To show similarities and differences between

times. L3

Analyse

History

To identify change and continuity with and

across different periods.

To fit studies within a chronological

framework. L4

Communicate

History

To use words and phrases such as: recently,

when my parents/carers were children,

decades, and centuries to describe the

passing of time.

To place events and objects in order on a

time line.

To describe topics, events and people I have

studied L2

Geography

To use geographical vocabulary.

To write and present my findings.L2

Communicate

History

To use dates and historical vocab.

To describe main events, people and periods of

studies.

To place people and periods on to timelines. L3

Communicate

History

To produce structured work making app. Use of

dates and terms.

To describe main events, people and periods.

To describe characteristic features of past

societies and periods. L4

Geography

To communicate findings using app vocab. L4



Consider / Respond

History

To recognise that there are reasons why

people in the past acted as they did L2

Consider / Respond

History

To suggest causes and consequences of the

main events and changes.L3

Consider / Respond

History

To identify some causes and consequences of

the main events and changes.

Geography

To recognise that other people may hold

different views. L4 Activities Resources

Wk 1

When and where in the world did this civilisation exist? Timeline and maps – what we know/want to find out. Pupils to use

post-it notes to discuss and jot down what they already know about Greece/Ancient Greece and what they would like to

find out. Look at Google earth and find Greece on a globe and discuss where it is near – what would weather be like, has

anyone been etc. On a map of Greece shade the outline of the sea and label the major rivers, cities and seas. Use a

timeline to sequence key events on a timeline

Google Earth

Globe

Map of Greece today

Blank map to locate and label Greece

Map of Ancient Greece (Topical Resources pg 23,24)

ww.primaryhomeworkhelp.co.uk

Timeline of main events of Ancient Greece (Topical Resources Pg

16,17,18)

Internet to research key events for timeline

WK 2

Which city was the best to live in – Athens or Sparta? Important cities – Athens/Sparta. Explain that the two main cities

were often at war with each other. Pupils to look at different facts about the way both city states operated and to sort

statements into strengths, weaknesses or no evidence categories to decide which city was the strongest. Compare the

upbringing/lifestyle of Athenian and Spartan children. Comprehension based activities. Decide and explain why you would

like to live in Athens or Sparta.

Athens and Sparta sorting activity (Topical Resources Pg 19, 20)

Athenian/Spartan children (Topical Resources Pg 21, 22)

Wk 3 How did Pheidippedes feel? The Battle of Marathon. Children to hear the story of the battle of Marathon. Discuss and

act out in small groups. Comprehension questions about the battle (differentiated). Plan and write a letter from

Pheidippedes about his journey.

(Topical Resources Pg 57, 58, 59,)

Wk 4 Plan and write a diary entry by Pheidippedes about his thoughts and feelings on the battle. Brainstorm map the

events/thoughts of Pheidippedes as a whole class. Discuss the features of a diary entry – first person, past tense, events,

thoughts and feelings, hopes for the future etc. Shared beginning for pupils to continue.

Planning box for diary writing

Checklists for diary writing

Wk 5

What did the Ancient Greeks believe? Greek Gods – Read about the main Gods that the Greeks believed in/worshipped –

work in pairs to decide which types of Ancient Greeks would pray to/worship which God. Choose a God/goddess to produce

a fact file about using information from the powerpoint and information sheets about Gods.

(Topical Resources pg 29, 30)

Greek Gods Information an templates for fact files about

Gods/Godesses (Toshiba – Gods)

Greek Gods Powerpoint (Toshiba)

Wk 6

Why was fighting and war so important? Greek soldiers. Pupils to look at powerpoint and images of Greek Hoplite soldiers

and their armour including ships. Questions on powerpoint for discussion points. Colouring and labelling activity. Discuss

how Greek boys had to learn how to be warriors and how they had to be able to fight both on land and at sea. Note-taking

activity based on a day in the life of a Spartan boy.

TES powerpoints Hoplites (Toshiba)

Hoplite armour labelling activity (Toshiba)

Hoplite and ships activity - sentence starters (Toshiba)

Wk 7 Who would like to be a Spartan boy or girl? Read the information sheets about life in Sparta for boys and girls. Discuss

what the pupils would both like and dislike about the lifestyle. What is similar/different about how today’s children live in

Britain? Work on sheet to compare life today to in Ancient Sparta.

Information sheets (Toshiba)

Comparison sheets for Ancient Sparta/Britain today (Toshiba)

Powerpoint – life as a Spartan child (Toshiba – TES)

Wk 8 A day in the life of a Spartan boy or girl. Plan and write a diary entry as a Spartan boy or girl. Diary account starting points

Diary account checklists.

CONTEXT/BoS



Breadth of Study

Children should be taught the Knowledge, skills and understanding through a local history study, three British history studies, a European history study and a world history study

Pupils should be taught

8a. the Romans, Anglo-Saxons and Vikings

9a. how British society was shaped by the movement and settlement of different peoples in the period before the Norman Conquest and an in-depth study of how British society was affected by Roman settlement



Science & Design Technology Keeping Healthy

Lower Core Upper


Generate Ideas

Observe and explore, generate ideas, define

problems to dev investigations.

Respond to and make my own suggestions

collecting data and answering questions. L2

Generate Ideas



Respond to and put forward my own ideas about

investigations and answer questions.L3

Generate Ideas



Decide how to answer a fair question, select

equipment and method. L4

Investigate, observe

& record

Safely carry out investigations and record

evidence

Find info using text, follow instruct, make obs

and measures to compare living things and

objects. L2


& record


evidence

Use text to find info, recognise risks, make obs

and measure quantities, record findings in table

and charts. L3


& record


evidence.

Follow instructions, make obs and measures,

vary one factor. Record obs and comparisons,

use tables, charts and graphs for results.L4

Design, make &

improve

N/A see DT planning Design, make &

improve

N/A see DT planning Design, make &

improve

N/A see DT planning

Explain



Respond to and make my own suggestions

collecting data and answering questions. L2

Explain

Communicate, model to explain/dev ideas

Carry out fair tests, discuss results, explain

observations and patterns found. L3 Explain

Communicate, model to explain/dev ideas

Communicate conclusions using scientific vocab.

Interpret data with pos and neg numbers.

Identify patterns in data. L4

Evaluate


evidence

Find info using text, follow instruct, make obs

and measures to compare living things and

objects. L2

Evaluate

To make syst evaluations when

designing/making to improve processes

/outcomes.

Suggest improvements in my work. L3

Evaluate

To make syst evaluations when

designing/making to improve processes

/outcomes .

Suggest improvements in own work giving

reasons. L4

Activities Resources

Wk 1

Lesson 1 Keeping Healthy Intro to topic. What do the children think this is?

Share ideas and make a list of how we can keep healthy.

LO - To understand that animals (including humans) can be grouped according to what they eat. To answer questions on diet by extracting data from a food survey and displaying it in tables and bar charts. Question – What is a herbivore, carnivore, omnivore? I can – 1. Name at least one carnivore, one herbivore and one omnivore. 2.I can begin to describe why animals are grouped according to what they eat.

Hamilton Trust Year3/4 Autumn 2A Hamilton Trust

http://www.bbc.co.uk/guides/z96vb9q - BBC Bitesize KS1

film clips on Animal diets and Food Chains (useful revision).

Wk 2

Lesson 2 Think about food You agree to help the team improve their performance by becoming their health and fitness advisors. Today your task is to discover how many portions of fruit and vegetables the team eat each day and how much sugar is in their daily diet. Play an active game to reinforce vocabulary and understanding of animal feeding categories (Yr3 & 4) Review data from a food survey (Yr3 & 4) and answer a question on daily sugar intake (Yr4) or on the number of portions of fruit and vegetables that are eaten each day (Yr3) Display data in tables and bar charts and use these to look for patterns and trends (Yr3 & 4)

http://www.bbc.co.uk/guides/z96vb9q



LO - To understand that animals (including humans) can be grouped according to what they eat. To answer questions on diet by extracting data from a food survey and displaying it in tables and bar charts. Question – What happens if we eat too much sugar? What are our 5 a day portions? I can -1. I can begin to explain why it is important not to eat too much sugar and what 5 a day portions are.

WK 3

Lesson 3 What is a balanced diet?

The players are eating too much sugar and not enough fruit and veg, but that may not be the only problem. Some players are overweight and need help to understand what is meant by a balanced diet. Are you up to the challenge of explaining food groups and nutrition using model meals? Create a collage of an Eatwell Plate in groups by sorting foods into categories (Yr3 &4) Create a model of a balanced meal for a paper plate using a variety of modelling materials (Yr3 &4) Use knowledge of nutrition to either make food labels (Yr3) or complete a sheet of health advice (Yr4) LO - To understand what a balanced diet is and why it is important to have a balanced diet.

Question- What is a balanced diet?

I can – 1. I can begin to explain why it is important to have a balanced diet.

Wk 4

Lesson 4 Skeletons and bones The hockey team members have had some problems with injuries and backache. They need expert advice from their fitness coaches so you need to brush up on your knowledge of skeletons, bones and joints. Play themed games to learn associated knowledge and vocabulary (Yr3 &4) Make a skeleton string puppet that has moving joints (Yr3 &4) Reinforce knowledge by naming bones on the puppets (Yr3) or writing an explanatory script (Yr4) Puppeteer a skeleton dance (Yr3 &4) LO – Understand that not all animals have an internal skeleton and that the presence of this is an important feature in classifying them. Know that a skeleton is needed for support, protection and movement. Question – What is a skeleton? What is it made from? I can – 1. Begin to explain what a skeleton is and why we need one.

Wk 5

Lesson 5 Moving muscles Muscle strains have caused problems for the hockey players and some people experience muscle fatigue during matches. Can you help? You will need to investigate the link between muscle strength and regular training and exercise. Investigate how muscles work in pairs (biceps & triceps) using a bottle of water as a weight (Yr3&4) Collect data to investigate the link between leg muscle strength and either the type of regular exercise (Yr 3) or the amount of regular exercise (Yr 4) With guidance display data as a scattergram and use it to look for a pattern in the data (Yr3&4)



LO - To understand how muscles work in pairs to allow movement and maintain posture. To investigate whether people who do more sport have stronger muscles. Question – What is a muscle? I can- 1.I can begin to explain how muscles work

Wk 6

Lesson 6 A breath of fresh air Some of the hockey players report feeling out of breath when running up and down the hockey pitch in training and in matches. Could it be that improved fitness would mean they get less puffed out? It is your job to investigate this. Learn how the heart and lungs get oxygen to the muscles where it is needed to make energy Plan and carry out an investigation in groups that attempts to answer a scientific question - Do people who exercise a lot get their breath back more quickly after strenuous exercise? (Y3) or Do people who exercise a lot pant less after a burst of strenuous exercise? (Y4) Display and interpret data collected and seek to explain findings LO- To know the diaphragm is used in breathing and the lungs transfer oxygen to the blood. Know that muscles need more oxygen to work hard and this affects breathing rate. Question – How do we breathe? I can -1. I can begin to explain how we breathe and what happens when we breathe.

Wk 7

Lesson 7 Health and fitness session It’s time to create your presentation for the hockey team based on all the research you have done and all the expertise you have gained. You will coach them into a fitter and healthier team that’s ready to take on the league and who knows; even win the cup next season. Undertake a quiz that assesses all their knowledge and understanding on the block (Yr3 &4) Create an illustrated presentation for the team on health and fitness, using resources they have made throughout the block and evidence from their own research (Yr3 &4) Reflect on their own life and consider positive changes they could make to improve their health and fitness (Yr3 &4) LO- To assess knowledge and understanding of the Yr3 Animals Including Humans content taught in this block. To prepare presentations for others using notes and oral explanations backed up by scientific knowledge and research, demonstrations, graphs and charts.

I can – 1. I can present my work/findings to others. I can explain what I have learned to others using simple scientific vocabulary.

CONTEXT/BoS



P.E. Outdoor-Quicksticks Indoor -Stamina

Lower Core Upper


Reflect & Evaluate

To describe how

the body feels

during activities.

To exercise

safely.

Awareness of

personal space. L2

To talk about

differences in

performance.

To say what has

gone well and why.

To identify how

performances

could be improved.

To describe how

the body feels

during activities.

To exercise

safely.

Awareness of

personal space. L2

Reflect & Evaluate

To work and

behave safely.

To discuss

similarities and

differences to

others.

To explain why

warm up and cool

down is important.

To give reasons

why physical

activity is good. L3

To work and

behave safely.

To discuss

similarities and

differences to

others.

To improve own

performance.

To explain why

warm up and cool

down is important.

To give reasons

why physical

activity is good. L3

Reflect & Evaluate

Explain basic

safety principles in

preparing for

exercise.

Describe the

effects of

exercise on the

body and how

valuable it is. L4

Compare and

comment on skills

used by others.

Improve

performance.

Explain basic

safety principles in

preparing for

exercise.

Describe the

effects of

exercise on the

body and how

valuable it is. L4

Plan & Implement

Use the term

opponent and team

mate.

To roll, hit and

kick.

To design the best

position in a game.

To develop tactics.

L2

Plan & Implement

To select and use

appropriate skills,

actions and ideas.

To follow rules.

To choose tactics.

To participate in

solving problems or

challenges outdoor.

L3

.

Plan & Implement

To perform fore

and back hand in

racket games.

To strike a ball,

field, pass the ball

and gain

possession.

Adapt actions to

changing

situations.

Use maps and

diagrams to

orientate. L4

Move with Control

NA To develop co-

ordination, dance

actions, control,

sequence of

movements.

To balance and

communicate mood

or feeling. L2

Move with Control

To develop co-

ordination and

control, throw and

catch with

accuracy.

Strike a ball and

field with control.

To sprint over a

short distance.

To run over a

longer distance.

To use a range of

Express clear

movements and

sequences in dance.

To improve

strength and

suppleness.

To jump in a

number of ways

Move with Control

To choose the best

pace for running.

To control take

off and landing

when jumping.

To throw

accurately for

distance. L4

To control actions

and movements

skilfully.

To make complex

sequences.

To prepare and

perform to an

audience.



throwing

techniques and

throw with

accuracy.

To jump in a

number of ways.

To follow a sketch

of maps of places

known to me. L3


Outdoor Indoor

Wk 1

Warm up – Traffic lights Lesson 1

Hoover up – no balls Activity1

Hoover up with balls Activity 2

Cool down- children to move around slowly showing hovering

with or without ball

LO- To hold a hockey stick correctly

4 week training plan for stamina and physical fitness. Primary PE Planning Quicksticks year3/4

hockey sticks

Xcite Sports and Fitness Program ‘The Funfit Challenge’

WK 2

Warm up – Trucks and trailers Lesson 2

Push and pass short pass Activity 1

Push through the gate Activity 2

Cool down – as week 1

LO- I can attempt a push pass and begin to receive the ball

with some control

Comprising of increasing challenges of 100m runs, Hockey sticks

Balls

cones

Wk 3

Warm up - Traffic lights Lesson 3

Passing recap Activity 1

Slap pass Activity 2

Cool down – Children to dribble the ball slowly

LO- I can attempt to pass the ball over longer distances

Burpees, sit ups and speed bounces over a period of 4 weeks Hockey sticks

Balls

cones

Wk 4

Warm up – Gears Lesson 4

Gate run Activity 1

Squashed Activity 2

Cool down – as week 3

LO- I can attempt to pass and receive the ball when moving

To improve fitness and stamina. Hockey sticks

Balls

cones



Wk 5

Warm up- Gears Lesson 5

Save the planet (standing) Activity 1

Save the planet (moving) Activity 2


LO – I can attempt to tackle from standing using the flat

side of my stick

Dance – use of space, responding to instructions, travelling Hockey sticks

Balls

cones

Wk 6

Warm up- Trucks and trailers Lesson 6

Shooting fun Activity 1

Shoot it Activity 2


LO –I can attempt to hit a ball into a goal

Dance –Body parts, awareness, feet and hands Hockey sticks

Balls

cones

Wk 7

Warm up –Trucks and trailers Lesson 6 repeated

Shooting fun Activity 1

Shoot it Activity 2


LO –I can attempt to hit a ball into a goal

Dance – Awareness of basic actions and contrasting body

shapes

Hockey sticks

Balls

cones

CONTEXT/BoS



The Arts (Art & Design) Ancient Greece

Lower Core Upper


Explore

To explore different mats and methods L2

Explore

To explore ideas in diff ways. Collect

information and practical resources to make

choices L3

Explore

To investigate and dev a range of skills L4

Create To show control in the methods and materials

I use in my work. L2

Create To investigate and use qualities of mat and

methods to dev practical skills. L3

Create To use the qualities of materials and processes

to suit my aims… L4

Improvise To have ideas and make some choices about

what I do.L2

Improvise To adapt and improve my own work when making

images and artefacts L3

Improvise To think about how I might adapt and refine

my ideas, skills and methods L4

Present

My art work shows ideas L2

Present

To communicate my ideas and meanings L3

Present

To develop my ideas, use lots of methods to

explore and experiment L4

Evaluate

To describe different kinds of art. Suggest

ways to improve work.L2

Evaluate

To describe the work of others…L3

Evaluate

To compare and comment on different ideas,

methods and approaches used by artists… To

think about art work relating it to the

contexts in which the work was made. Discuss

own and other’s work L4


Wk 1

Greek Olympic sculptures Children to look at different sports from the Olympics and sketch stick men based on the

sport. Children to use pipe cleaners to create the stick men and then cover in tin foil to create a sculpture.

Metalwork: Greeks were very skilled at working with metal, and they worked with many different types. Bronze is a special

type of metal, which is mostly made up of copper, with another metal added, such as tin or zinc. Bronze is a hard and strong

metal, and it was a very popular choice for statues and other decorations. Greeks also used iron, which is a harder metal, as

well as precious metals such as gold and silver. Even though there are many examples of beautiful metal work from ancient

Greece, there used to be even more. Because metal can be melted down and made into something else, many metal

sculptures and other metal items were melted down so they could be used for other things. LO- To create a piece of 3D

art using a range of materials. To interpret the past through the medium of art. Based on work by Giacometti

Tin foil Pipe cleaners Olympic sports images Cardboard tubes

Cardboard Masking tape paint

WK 2 Olympic Sculptures cont

Wk 3

Greek Theatre masks

Children to design and create a theatre mask based on masks used in Ancient Greek times. The masks were most likely

made out of light weight, organic materials like stiffened linen, leather, wood, or cork, with the wig consisting of human or

animal hair. LO- To create a piece of 3D art using a range of materials. To interpret the past through the medium of art.

Paper

Pens

Scissors



Wk 4 Greek Theatre masks cont

Wk 5

ARTS PROJECT Week orders may change

Monochrome ink/pencil pictures

Wk 6 ARTS PROJECT

Wk 7 ARTS PROJECT

CONTEXT/BoS Pupils should be taught the knowledge, skills and understanding through:

Art & Design

5a. Explore a range of starting points for practical work…

b. Work alone/groups on 2D/3D projects

c. Use a range of mats inc ICT



Literacy Letters-formal/informal/Persuasive text/newspaper reports/information text

Lower Core Upper

Key Skills / LO Key Skills / LO Key Skills / LO Read Read Read

Talk Talk Talk

Write Write Write

Analyse,evaluate,criticise Analyse,evaluate,criticise Analyse,evaluate,criticise


Miss Almond Miss Peart Who Let The God’s Out? Class

reader to finish

Wk 1

Follow 5 day English plan Monday – Inset Day Day 1 –

Read relevant text. Comprehension work based on chosen

text. Day 2 –GPS work linked to the text. Day 3 – Shared

writing. Day 4 – Planning a piece of writing independently.

Look at the layout. Draft ideas and edit work. Day 5 –

Big writing

Focus on Days 1 or 2,4 and 5

GPS Y3 Revision Y4 Revision

Follow 5 day English plan Monday – Inset Day Day 1 –

Read relevant text. Comprehension work based on chosen

text. Day 2 –GPS work linked to the text. Day 3 – Shared

writing. Day 4 – Planning a piece of writing independently.

Look at the layout. Draft ideas and edit work. Day 5 –

Big writing

Writing – topic links and links to Trouble at Blimpton Gap

by Gervase Phinn and Diary of a Killer Cat by Anne Fine

GPS Y3 Revision Y4 Revision

Reading Vipers

See weekly planning for English

See separate spelling list for

weekly spellings

GPS work – Schofield and

Simms

WK 2 Follow 5 day writing plan – focus days

GPS Y3 Adverbs of manner/Y4 Adverbials

GPS Y3 Adverbs of time and place/Yr4 Fronted

adverbials

Wk 3

Follow 5 day writing plan- focus days

GPS Y3 Preposition -place/Y4 Commas for subordinate

clauses

GPS Y3 Preposition - time/ Y4 Fronted subordinate

caluses

Wk 4

Follow 5 day writing plan – focus days

GPS Y3 Inverted commas in direct speech/Y4 Singular

and plural nouns

GPS Y3 Punctuation in direct speech/Y4 Plural s or

possessive s?

Wk 5

Follow 5 day writing plan- focus days

GPS Y3 Verbs – past tense/Y4 Apostrophes for plural

possession 1

GPS Y3 Verbs – perfect tense/Y4 Apostrophes for

plural possession 2

Wk 6 Follow 5 day writing plan- focus days

GPS Y3 Nouns with suffixes/Y4 Standard English

GPS Y3 Nouns with prefixes/Y4 Verbs -perfect form



Wk 7 Follow 5 day writing plan – focus days

GPS Y3 Revision 2 /Y4 Revision 2

GPS Y3 Revision 2 /Y4 Revision 2

CONTEXT/BoS

Pupils should be taught the knowledge, skills and understanding

Speaking Reading (range of literature and non-fiction and non-literary texts) Writing

8a. reading aloud 8a. a range of modern fiction by significant children’s authors 9a. to imagine, explore feelings and ideas and focus on

b. presenting to different audiences b. long-established children’s fiction use of language and how to interest the reader

c. extending speaking for different purposes b. to inform and explain, focusing on subject matter and

Listening Opportunities for pupils to listen to how to convey it in sufficient detail for the reader

9a. live talks/readings/presentations e. texts drawn from a variety of cultures and traditions c. to persuade, focusing on how arguments and evidence

b. recordings are built up and language used to convince the reader

c. others in groups g. playscripts d. to review and comment on what has been read, seen,

Group discussions/interaction Reading (range of literature and non-fiction and non-literary texts) or heard, focusing on both the topic and the writer’s

10a. investigating, selecting, sorting 9a. diaries, autobiographies, biographies, letters of it

b. planning, predicting, exploring b. print and ICT based ref and info materials 10. To use writing to help their thinking, investigating,

c. explaining, reporting, evaluating c. newspapers, mags, articles, leaflets, brochures, advertisements organising and learning

Drama 11. Range of readers for writing should include teachers

11a. improvisation and working in roles the class, other children, adults, wider comm. and

b. scripting and performing in plays imagined readers

c. responding to performances 12. Range of forms of writing should include narratives,

poems, playscripts, reports, explanations, opinions,

instructions, reviews and commentaries



ICT Internet use/research/search engines

Lower Core Upper


Find Information

Find and use information to answer

questions.

To explore what happens in real and

imaginary situations.L2

Find Information

Search for and use information from a

range of sources.

Make decisions about the usefulness of

information. L3

Find Information

Refine, search and select information.

Question reliability of info. Understand

need for collecting information in a

suitable format.

Explain findings.L4

Process

Sort and organise information.L2

Process

Collect record and organise data to

answer questions and present findings.

Answer questions when using ICT models

and stimulations. L3

Process

Capture data using sensors to support.

Create and combine diff forms of info.

Show an awareness of audience.L4

Communicate

To communicate with others safely. L2

Communicate

Use communication tools to share and

exchange ideas. Use strategies to stay

safe. L3 Communicate

Communicate and exchange info and

ideas with others and develop.L4

Refine

Use simple editing and formatting

techniques.

Describe how work is developed using

ICT.

Plan and give instructions to make things

happen, control devices. L2

Refine

Use editing and formatting techniques to

improve quality and presentation.

Use sequencing instructions to control

devices.L3

Refine

Develop ICT based models to explore

patterns and relationships.

Make predictions about what will happen.

Compare the use of ICT with other

methods.

Compare the use of ICT in and outside

school.

Plan, test and refine sequences of

instructions.L4


Wk 1 Independent/paired internet research on Ancient Greek Gods Laptops/IPads

WK 2 Note making using internet search engine Laptops/IPads

Wk 3 Powerpoint – producing factsheet linked to Ancient Greece Laptops/IPads

Wk 4 Word – producing word document linked to Greek Gods Laptops/IPads

Wk 5 Powerpoint – create a poster Laptops/IPads

Wk 6 Maths games Laptops/IPads

Wk 7 Spelling games Laptops/IPads

CONTEXT/BoS



PSHCE / SEAL Primary National Strategy Getting on and Falling out

Lower Core Upper


Investigate

Citizenship

. To investigate what is fair/unfair in diff

situations.

Select info to answer questions. Find

similarities/differences between myself and

communicate…. To identify differences in

people’s needs and wants. L2

Investigate

Citizenship

To find answers to questions using different

sources. L3

Investigate

N/A

Analyse N/A Analyse Citizenship

To be aware people’s rights can clash. L3 Analyse N/A

Communicate

Citizenship

To develop reasons for my opinions and

communicate them L2

Economic Wellbeing

With help I think of ideas.

With support I help in solving problems with

more than one solution.

With help I join in with my group. L2

To tell people my ideas and what I have found

out.

To tell people how I feel. L2

Communicate

Citizenship

To present my ideas to others

To describe some of the rights and

responsibilities people have towards each other

and the environment. L3

Economic Wellbeing

To use my thinking skills to help solve

problems.

To have a good attitude to coming up with

ideas.

To adapt well.

To persevere

To come up with creative solutions.L3

Communicate

Economic Wellbeing

To take part in creative problem solving

situations L4

Consider & Respond

Citizenship

To suggest how things might be improved

through my actions or actions of others. L2

Consider & Respond

Citizenship

To be aware of other viewpoints.

To identify what could be done to change things

in communities.

To plan some action and take part in decision

making activities with others. L3 Consider & Respond

Citizenship

To identify different viewpoints involved.

To make informed contributions to discussions

and debates giving some reasons for my views.

To work with others to plan and

carry out a course of action to

address issues that we feel are

significant in our community. L4


Wk 1 Discuss ways to be friendly Activity - The Tangled Web LO-I know how to look and sound friendly SEAL pack

WK 2 How to be a good listener, demonstrate good listener skills. Activity – Pass the squeeze (Chinese whispers)

LO-I know how to be a good listener and take turns

Wk 3 Giving and receiving compliments. Compliments wall. Activity – Thank you. LO -I know how to give and receive

compliments

Wk 4 Revisiting anger, discuss triggers for feeling angry. Activity – There’s a chair on my right LO -I know what

my triggers for anger are and how our bodies are affected



Wk 5 Look at ways of putting out the anger. Activity – Pass the parcel and consequences LO-I know some ways to

calm down when I start to feel angry

Wk 6

Using peaceful problem solving to sort out difficulties, looking and identifying a win-win situation. Activity –

Co-operation jigsaws/Back to back sharks. LO - I can use peaceful solving to sort out difficulties. I can tell

you what a win-win situation is and find one in a conflict situation.

Wk 7 Anti bullying week To fit in during half term Citizenship/PSHCE links (taken from Primary National Strategy)

Breadth of Opportunities

5a Take responsibility 5f develop relationships through work and play

5b Feel positive 5g consider social and moral dilemmas

5c participate 5h find information and advice

5d make real choices and decisions

5e meet and talk with people



Mathematics Division and multiplication

Year3/Year4

Key Skills / LO Division Recall and use multiplication and division facts for the 3, 4 and 8 multiplication tables. Recall and use multiplication and division facts for multiplication tables up to 12 x 12. Write and calculate mathematical statements for multiplication and division using the multiplication tables they know. Recognise and use factor pairs and commutativity in mental calculations. Use place value, known and derived facts to multiply and divide mentally, including: multiplying by 0 and 1; dividing by 1; multiplying together three numbers.

Key Skills / LO Multiplication Recall and use multiplication and division facts for the 3, 4 and 8 multiplication tables. Recall and use multiplication and division facts for multiplication tables up to 12 x 12. Write and calculate mathematical statements for multiplication and division using the multiplication tables they know. Recognise and use factor pairs and commutativity in mental calculations. Use place value, known and derived facts to multiply and divide mentally, including: multiplying by 0 and 1; dividing by 1; multiplying together three numbers.

S.Almond see weekly smartnotebook planning S.Peart see weekly smartnotebook planning

Wk 1

Dividing by 10 yr4 WhiteRose Planning Yr3/4 Autumn (Multiplying by 10 and dividing by 10 yr3)

WhiteRose Planning Yr3/4 Autumn Multiplying by 10 (Y3 and 4) Target Maths Y3 and 4

WK 2 Dividing by 100 yr4 (Multiplying by 100 1nd dividing by 100 yr3)

Multiplying by 100

Wk 3 Dividing by 1 yr4

Multiplying by 10 and 100

Wk 4

Divide by 6 yr4

Divide by 3 yr3

Multiplying by 6 (Y4)


Wk 5 Division facts yr3/4 Multiplication facts and multiplying by 6 and 3 worded problems

Wk 6

Dividing by 9 yr4

Dividing by 4 yr3



Wk 7 Dividing by 7 yr4

Dividing by 8 yr3


Multiiplying by 8 (Y3)

CONTEXT/BoS



R.E. What does it mean to be a Hindu in Britain today?/ Christmas RE Today Services / A Unit of work for Lower Key Stage 2 Year 4

Lower/Emerging Core/Expected Upper/Exceeding


I can… You can… Can you…? Identify and name examples of what

Hindus have and do at mandir to show their faith (A3). Identify

and name what Hindus do during puja to show their faith (A3)

Identify and name examples of what Hindus have and do in their

families to show their faith (A3). Ask good questions about do at

puja and how it shows Hindu faith (B1).

I can… You can… Can you…? Describe puja and how it shows Hindu

faith (A1) Make connections with some Hindu beliefs and

teachings about aims and duties in life (A1). Describe some ways in

which Hindus express their faith through puja, aarti and bhajans

(A2). Suggest at least two reasons why being a Hindu is a good

thing in Britain today, and two reasons why it might be hard

sometimes (B2). Discuss links between the actions of Hindus in

helping others and ways in which people of other faiths and

beliefs, including pupils themselves, help others (C2). Describe

how the life of Gandhi shows Hindu beliefs in action (C2)

I can… You can… Can you…? Explain similarities and differences

between Hindu worship and worship in another religious tradition

pupils have been taught (B3). Discuss and present ideas about

what it means to be a Hindu in Britain today, making links with

their own experiences (C1). Discuss and present ideas about

dharma for Hindu children in Britain today, making links to their

own duties. (C1)

Wk 1 How do Hindus show their faith? Faith in what? RE Today Resources

RE Today Services / A Unit of work for Lower Key Stage 2

WK 2 Continued from week 1

Wk 3 Continued from week 2

Wk 4 A Hindus Life. What is important?

Wk 5 Continued from Week 4

Wk 6 Why is Mahatma Gandhi a Hindu Hero?

Wk 7 What is it like to be a Hindu in Britain today?

CONTEXT/BoS Pupils should be taught the knowledge, skills and understanding through: 2.Experiences & Opportunities

1.Religions and Beliefs Discuss religious questions, give reasons for their own beliefs and those of others

Christianity Consider a range of experiences and feelings

At least two other principal religions (Islam, Hinduism, Judaism) Reflect on their own and others’ insights into life…

A religious community Express and comm. their own and others’ insights through art, design.

A secular world view (where appropriate)



French

Lower Core Upper


Investigate

To understand simple classroom commands,

short statements and questions.

Understand face-to-face speech with

repetition and gesture. L1

Investigate

Understand a range of familiar statements and

questions.

Respond to clear language – can use repetition.

L2 Investigate

To understand short passages of familiar

language. Including instructions, messages and

dialogues.

To identify main points such as likes, dislikes

and feelings. L3

Analyse

Respond using single words or short phrases:

May need support and visual clues. L1

Analyse

Give short simple responses.

Name and describe people, places and objects.

Use set phrases e.g. for help or permission.

Meaning is clear.L2 Analyse

Speak using 2 or 3 exchanges – can use visual

clues.

Use short phrases to express personal

preferences.

Use a range of vocabulary to vary questions or

statements. L3

Communicate

Understand single words presented in clear

script in a familiar context – may need visual

clues. L1 Communicate

Understand short phrases presented in a

familiar context.

Match sound to print by reading aloud.

Use books or glossaries to find out new

meanings. L2

Communicate

Understand familiar short written texts.

Identify and note main points and personal

responses.

Begin to read independently using a dictionary

and/or glossary. L3

Consider & Respond Consider & Respond Consider & Respond


Wk 1

Body parts other than the face. Naming and labelling body parts. Link to how we feel from last half term.

Speaking and listening – I feel ill/ I have a headache etc.

(Combination of Wakefield ‘La Jolie Ronde syllabus, Smartboard

resources and sound.

Livre Un and Livre Deux French resources).

Livre Deux pg 11 and 12

WK 2 Speaking and listening – I feel ill/ I have a headache etc. Play Jacques a dit (Siimon says) Livre Deux pg 13

Wk 3 Clothes – names of clothes and discuss different words for ‘the’ in French – le la les, un une, des. Livre Deux Pg 20 and 22

Wk 4 Colours – revision of colours – colour by instruction.

Colour based French comprehension – reading and responding in French

Livre Deux Pg 21 and 23

Wk 5 Classroom objects. Link to instructions and numbers – show me, lift up, open, close (montre moi, levez, ouvres, fermez) Livre Un Pg 18

Wk 6 Numbers – How do we say 21, 37 etc. Link numbers to French maths Livre Un Pg 20 and 21

Wk 7 Revision of objects and boy/girl/man/woman.. French objects wordsearch Livre Un Pg 23

Livre Un Pg 24

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