science (seasons) - peel hall primary · what vocabulary can we use to describe different flavours?...

1. AUTUMN

What changes can we see across the four seasons? Links to Geography – seasonal and daily weather patterns in the UK.

(Go on walk to look for seasonal clues).

What clues can we look for? How do we know it is Autumn? What is the weather like? What animals do we see? How are they acting? How are the plants changing? What do they look like? Why do you think some trees have leaves dropping off and not others? What type of clothes/accessories do we need to stay comfortable/safe? Is it dark when we wake up/come to school? Are the street lights on when you get up? Do the cars drive with their lights on in the day?

What is special about me and where I live? Why are new

things special? Where would you like to go on holiday?

Science (seasons)

P.2:Day,night,month,seasonalchangeandyear,arecausedbythepositionandmovementoftheearth.1.2.1.Observechangesacrossthefourseasons.P.2:Day,night,month,seasonalchangeandyear,arecausedbythepositionandmovementoftheearth.1.2.2.Observeanddescribeweatherassociatedwiththeseasonsandhowdaylengthvaries.1.4.a.1Recognisefindings(+)Conclusionsandpredictions.1.5.a.1Gatherandrecorddata.Conclusionsandpredictions1.5.b.1Useobservationstosuggestanswerstoquestions.B4:Lifeexistsinavarietyofformsandgoesthroughcycles.Plants1.4.a.1Identifyandnameavarietyofcommon,wildandgardenplants.Includingdeciduousandevergreentrees.

2. WINTER



What clues can we look for? How do we know it is Winter? What is the weather like? What animals do we see? How are they acting? How are the plants changing? What do they look like? Why do some of the trees still have leaves? What type of clothes/accessories do we need to stay comfortable/safe? Is it dark when we wake up/come to school? Are the street lights on when you get up? Do the cars drive with their lights on in the day?

3. SPRING



What clues can we look for? How do we know it is Spring? What is the weather like? What animals do we see? How are they acting? How are the plants changing? What do they look like? Why do some trees have leaf buds on them and others don’t. What type of clothes/accessories do we need to stay comfortable/safe? Is it dark when we wake up/come to school? Are the street lights on when you get up? Do the cars drive with their lights on in the day?

4. SUMMER



What clues can we look for? How do we know it is Summer? What is the weather like? What animals do we see? How are they acting? How are the plants changing? What do they look like? Can we tell if a tree is deciduous or evergreen in the summer? What type of clothes/accessories do we need to stay comfortable/safe? Is it dark when we wake up/come to school? Are the street lights on when you get up? Do the cars drive with their lights on in the day?

2. To explore what parts of our bodies we use for different activities.

How do we use our bodies? Links to Music/ Dance/ PE

(Children to explore what parts of the body are used for different things).

What can you do with a ball? What part of your body do you use? What part of your body would you use to comfort someone? What part of your body would you use to show that you are upset/angry? Etc.

3. To find out about the five senses, in particular the sense of sight.

Why is our sense of sight important? Links to Literacy and Art.

(Carousel of activities, children will be exploring how their sense of sight affects them with carrying out the taks).

What part of the body do we use to see things? What skills do you need/are you using to look carefully at pictures and objects? Why do you think being able to see things is important?

1..2.a.1:Makerelevantobservations1.2.b.1:Conductsimpletests,withsupport.1.3.a.1:Withprompting,suggesthowfindingscouldberecorded1.4.a.1:recognizefindings1.5.a.1:gatherandrecorddata1.5.b.1:useobservationstosuggestanswerstoquestions.

1. To be able to identify, name and label body parts.

What body parts do you know? Links to Literacy,

(Drawing around bodies and labeling body parts).

Do you know what this body part is called? Can you name various body parts? Can children label various body parts? What do we use our bodies for? Do you know which part of your body is being described?

5. To explore the sense of touch.

Why is our sense of touch important? Links to Literacy/ geography/ Art & DT

(Exploring ‘feely bags’ and going on a ‘sensory walk’, Children will then be creating their own feely board using a range of textures).

How can you explore the sense of touch? Can you describe how a variety of objects feel using appropriate vocabulary? - hard/soft, stretchy/stiff, smooth/rough/bumpy, bendy/not bendy, squishy Can you think of words that best describe what the carpet/ other objects feel like?

6. To explore the sense of taste.

Why is our sense of taste important? Links with numeracy - tally charts, bar graphs. (Carrying out a food tasting activity, children will be investigating everyone’s favourite foods and recording the results in a tally).

What part of our body do we use to taste things? What vocabulary can we use to describe different flavours? What does the food you choose taste like? What is your favourite food? Why?

4. To explore the sense of sound.

Why is our sense of sound important? Links to Computing/ geography/ music

(Observing what noises we can hear outside and comparing them to noises we can hear inside the classroom. Then writing simple sentences/bullet points to describe what has been heard).

How can we identify which part of the body each sense uses? What do you think we will be able to hear outside? Can you listen carefully to sounds to identify them? What sounds are the loudest/ quietest?

What is special about me and where I live?

Science

7. To explore the sense of smell.

Why is our sense of smell important? Links to Literacy - speaking and listening/ maths

(Matching/describing what can be smelt from smelly pots. Then recording favourite smells in a pictogram).

What part of the body is used for the sense of smell? Why it is important? Which smell do people like the most? Why? What is the most/least common smell? How many more children like lemon than chilli?

B5,1.5.2:Identify,name,drawandlabelthebasicpartsofthehumanbodyandsaywhichpartofthebodyisassociatedwitheachsense.

8&9. To explore the different kinds of animals that there are and what makes them distinctive from each other.

What is an omnivore, herbivore and carnivore? How can we group different animals? Links to Dance/ PE English-speaking and listening and maths.

(Exploring what these different animals are sorting them into categories according to what they eat).

What does a herbivore/carnivore/omnivore eat? How would they get their food? What features do fish have? What is a difference between a bird and a mammal?

B4,1.4b.1:Identifyandnameavarietyofcommonanimalsincludingfish,amphibians,reptiles,birdsandmammals.

B4,1.4b.2:Identifyandnameavarietyofcommonanimalsthatarecarnivores,herbivoresandomnivores.

B5,1.5.1:Describeandcomparethestructureofavarietyofcommonanimals(fish,amphibians,reptiles,birdsandmammals,includingpets)


Music How does music make you

feel?

Composinghe/shecanmakepatternswithsoundse.g.loud-quiet-loud–quietlong-short-long-short.

Composinghe/shecanusehis/herbodytomakesounds:Loud/quiet,Fast/slow,Long/short,High/lowandrespondtostop/go.FORBOXES1-8

9. To be able to discuss the mood of a piece of music. Links to PSHE Can you listen to Vivaldi Four Seasons (Autumn slow movement) and discuss how it makes you feel? (Chidlren to listen to Vivaldi Four seasons) How does the music make the you feel? Is the music fast, slow, loud, quiet? Which instruments can the hear?

1 & 5. To be able to keep the pulse of a piece of music. Can you sway along to the pulse of the song? (Children to listen to ‘‘This little light of mine’ and ‘I wanna be like you.’ Choose group at a time to copy your simple rhythms. Play 3 or 4 rhythms for each group.) Is the music fast, slow? What story is the song telling? Shining our light into dark places, being who we are and making a difference to the people around us. That’s what makes us marvelous. Can you respond to stop/go. Can children copy your rhythms?

2 & 6. To identify a pulse and join in. Can you join in with the pulse of the song? (Children to sing/play along to ‘This little light of mine’ and ‘I wanna be like you.’ and tap along to the pulse.) Decide on a small group to play pulse, whilst others sing. Verse quiet/chorus loud then swap. Can you respond to stop/go? Can they sing loud/quiet, fast/slow? (record if appropriate and play back to children in following lesson to evaluate.

10. To be able to compare the mood of two pieces of music. Does this piece of music make you feel differently or the same as last week’s piece of music? Links to PSHE (Children to listen to ‘You’ve got a friend in me’ and keep the pulse) What makes a special friend? How does the music contrast from Vivaldi in previous week? Can you sing along and to respond to stop/go. Can you play loud/quiet, fast/slow?

Performinghe/shecansinginunisonwithagroup.He/shecansingintune.FORBOXES1-8

Performinghe/shecanperformtoanaudienceandimprovehis/herperformancebypractising.

ListeningandContexthe/shecanidentifyabeat(rhythm)andjoinin.

ListeningandContexthe/shecanidentifythemoodofapieceofmusic.

7. To explore our voices. Can you use your voice to make different sounds? (Read the story “Rumble in the jungle”- children use their voices to mimc the animals.) What noise do you think a lion /snake/zebra makes when it’s happy? What noise does it makes when it is sad? What noise does it make when it is cross? Add in the voices/mood into ‘I wanna be like you performance’.

3 & 8. To evaluate a performance. Can you evaluate performance and improve. (Children to evaluate their previous performance). Which version do you like the best and why? How could we improve our work? Could we include an instrument? Which would be most effective? (triangles, shakers for this little light of mine). Why would we not choose drums? (This little light of mine). Why would we choose maracas, tambourine and claves for ‘I wanna be like you’?

4. To identify the phrases in a piece of music. Can you recognize why phrases are important? Links to Literacy – sentence construction (children to listen to both ‘this little light of mine’ and ‘I wanna be like you’ with the words on the screen). What is phrase? (like a comma or full stop in a sentence – breathing pause) Can you recognize where the phrases are by raising your hand at the right time? How would the song sound if we didn’t use the phrases to breathe?

Composinghe/shecanusehis/hervoicetodo:humming,whispers,whistles.


History

Periodsinhistoryhe/shecandiscusssomesignificanthistoricalevents,peopleandplacesinhis/herownlocality

1+2. Know the importance of our local area in history.

How was Wythenshawe important in the past?

(Learning about the importance of Styal Mill in the local area and Samuel Greg. This will begin by looking at the schooling system/ apprentice house and the lives of children who lived and worked there). Can you name a difference between our classroom and the school room at Styal Mill? What do you think about children working in the Victorian times? What do you think are the good and bad points about children working in the Victorian time?

Historicalunderstandinghe/shecanplaceeventsandobjectsinchronologicalorder.

Historicalunderstandinghe/shecanuseawidevocabularyofeverydayhistoricaltermsincludingthoserelatedtothepassingoftimee.g.before,after,alongtimeago,past.

Historicalunderstandinghe/shecandescribethesimilaritiesanddifferencesbetweenlifeduringatimeinthepastandlifetoday.

Historicalenquiryhe/shecanaskquestionsaboutthepast.

3. Trip to Styal Mill to experience working and learning like the Victorian children. What do you think about the lifestyle of the apprentice children at Styal Mill? (Children will explore Styal Mill and experience a lesson in the school house and workshop to see what it was like to work as a child there so that they can see the differences to their lives today). How did Samuel Greg change children’s lives in the local area? What are the working condition like? Which job is the most dangerous? Which job would you most like to do? What part of the school lesson did you like the most?

4. Writing a recount for a trip.

What did you think of your trip to Styal Mill? Links to English – recounts.

(Writing a recount about what we did on our trip to Styal Mill).

What did we do? What was your favourite part of the trip? Would you have liked to work there? Can you name something new that you have learnt from the trip? Would you visit again? Why/why not?

5. Write about the impact of a local historical person.

How did Samuel Greg/Styal Mill help children? Links to English.

(Writing about what we have learnt about Samuel Greg and Styal Mill. This will include what the lives of working children were like, and how Samuel Greg changed how they would be educated and cared for).

What special thing did Samuel Greg do for children at the Mill? How were the children’s lives improved? What kind of man do you think Samuel Greg was? What do you think Samuel Greg would think of our school?

6..Explore and create a family tree.

Can you create a family tree? Links to maths – prepositional language. Links to Art – portraits.

(Exploring what a family tree is by teachers sharing their own version and explaining it to the children. Children to then create their own and once completed, draw mini portraits of each family member).

Who is at the top of your family tree? Who would be in your family tree? Whose names are above yours? Are there any names to the left/right? Why are they in that position?

7. Place events that have happened in my lifetime on a timeline.

Can you place events in order? Links to Maths – chronological ordering. Science/PSHE – growing and changing.

(Creating a timeline of significant events in chronological order and writing simple sentences to explain changes over time. This will cover from when the children were born to now).

Can you think back to your first memory? What was your first day at school like? Have any big events happened in your life so far? What event would you put first on the timeline? How would you order the events?

Historicalenquiryhe/shecananswerquestionsaboutthepastusinggivensources.


Geography Where do I live?

2. To be able to record how everyone gets to school. Links to Numeracy (pictograms)

How do you get to school?

(Children to collect data of how everyone gets to school and record findings in a pictogram.) Who walks to school? Who comes by car? Who comes by public transport? What is public transport? Do more children come to school by car or by walking? Which is the most popular way to travel to school? Which is the least popular way to travel to school?

EnquiryandInvestigationhe/shecanuseaerialphotographstoidentifykeylandmarks,andbasichumanandphysicalfeaturesoftheareastudied.

MapMakinghe/shecandrawmapsofreallifeandmadeupplaces.

6. To recognise special places where we live.

What special places are in our local area? (Children to identify key places on a map of the local area) Where is the school on the map? How do we know that it is the school? Why is the airport so much bigger on the map than the school is? What landmarks are we close to? What can you identify? What symbol could we give for _____? Key locations – School, the airport, Styal Mill, Civic Centre etc.

Followingdirectionsandmapshe/shecandrawarouteshowingfeatures.

4. To explore the area we live in.

What can you see in your local area?

(Children to take a trip to the park (local area) by following a map correctly) Where is the park on the map? Where do we start on the map? Which direction do we need to go in first? Which direction do we need to go next? What landmarks will we see?

Followingdirectionsandmapshe/shecanuseasimpleplantofollowaroute.e.g.Aroutearoundtheschoolorlocalareaorhis/herroutefromhometoschool.

1.To be able to make a map. Links to Literacy (labeling)/ Maths (positional language)

How does Jack get to the golden hen?

(Children will create a fictitious map of Jack’s journey)

Which way did Jack go first? Where did he go next? Where did he go after that? What is the opposite direction of left? What is the opposite direction of up? Key words – left, right, up, down, inside, outside, NSEW, next to , beside, above, below, in front, behind. 3. To be able to identify landmarks from an aerial

map and know what the symbols mean. Links to Computing (aerial maps from Google)

What do I see on the way to school?

(Children to identify things/places and what their symbol corresponds to on a map)

What does the school look like on an aerial map? How do trees look on the aerial map? What do roads look like on the map? What symbol could we use for a school? What symbol could we use for a tree? Etc.

5. To be able to recount a journey. How did we get to the park? Links to Literacy (recounts). (Children to write a recount of what we did/saw on our trip to the park, using positional language.) Where did we go first? What landmarks did we see/ walk past? What did we go past first? What did you do when you got to the park? Key words – first, then, next, after, finally.

HumanandPhysicalGeographyhe/shecanusebasicgeographicalvocabularyidentifyanddescribekeyhumanfeaturese.g.city,town,village,factory,farm,house,office,port,harbourandshop.

EnquiryandInvestigationhe/shecancollectinformationabouthis/herlocalenvironment.e.g.Usingtallycharts.


DT Can I make food that keeps my body

healthy?

1. How can we keep our bodies healthy? Links to PSHE/ Science (Children to plan their own healthy eating plate) Can you name food that is healthy for you? Can you name 5 different fruit and vegetables? What makes a healthy food plate? Why is it important to eat healthily? Should we eat more fruit/veg or more sweets/chocolate? What would you include in a healthy food plate?

Level-KeyStage1Foodhe/shecannamefoodsfromeachsectionoftheEatWellplateandunderstandstheyshouldeatatleast5portionsoffruitandvegeachday.

2. Can you make your own healthy plate? (Children to make their own healthy eating plate and use skills to cut/chop, measure amounts etc.) What tool should we use to cut up a banana? How could we measure ___g of carrots? What is the safest way to hold a knife/scissors? What is the first thing we should do before working with food?

3. Do you know where your food comes from? Links to Science (Children to find out where their food comes from and whether it is grown or manufactured) Is it a plant? Does it come from an animal? Is it farmed? Is it grown? Is it caught? Is it made in a factory?

4. Does your healthy plate have all the correct portions? (Children to evaluate their healthy food plate) Did you use all 5 portions? Did you balance your plate? Which section did you like the most? Why? Which section did you like the least? Why? If you made another plate, what would you change and why?

Level-KeyStage1Foodhe/shecanusetherighttoolstopeel,grateandchop.

Level-KeyStage1Designhe/shecancreateadrawingofhis/herideaandtemplatesforhis/herdesign.

Level-KeyStage1Designhe/shecanmakeamockupofhis/herdesignanddiscussit.

Level-KeyStage1Designhe/shecantellsomeoneabouthis/herdesignideas.

Level-KeyStage1Foodhe/sheunderstandsthatfoodcomesfromplantsandanimalsandhastobefarmed,grownorcaught.

Level-KeyStage1Foodhe/shecanreadasimplescaletomeasureandweighoutingredients.


Art Can you create a self portrait using a

range of different techniques?

Paintinghe/shecanloadabrushwiththecorrectamountofpaintandchoosethecorrectbrushsize.

4. To know about the work of a range of artists, looking at the work of a Pablo Picasso.

Can you use colour to portray emotions in a portrait inspired by Picasso?

(Children to decide what art and design techniques and colours to use to create a self portrait inspired by Picasso - painting)

What colour portrays sadness? What colour portrays anger? What colour portrays happiness?

Drawingwithpastel/charcoal,he/shemakefaint,softlinesandapplymorepressuretomakestrongerlines.

IndependentArtisthe/shecanbegintorecallalltheequipmentneededforanartsession.

DrawingWithcolouredpencil,he/shecankeepwithinthelinesofadrawingwhenaddingcolour.

Paintinghe/shecanholdabrushcorrectlyandusedifferenttypesandsizesofbrush.

2. To develop a wide range of art and design techniques by drawing a self-portrait

Can you create a self-portrait by using faint lines and sketches with a pencil and pastels? Links to Science and Computing.

Children to complete half of their face from observing a picture taken of them using pencils and pastels.

Can you draw faint lines for the outline of your face? Can you use pressure to create stronger lines with your pencil or pastels?

Paintinghe/shecancontrolpaintandwatertomixpaintofdifferentthicknesses.

3. To know about the work of a range of artists by looking at portraits by Pop Artist, Andy Warhol.

Can you create a Pop Art portrait by Andy Warhol? Links with History.

(Children to create a portrait inspired by Warhol using felt tip pens and/or pastels).

What do you notice about the colours in this portrait of Marilyn Monroe? What do you notice about the lines in the portrait? What types of colours are used?

1. To be able to create artwork to show different emotions.

Can you create an emotion mask to show an emotion? Links to PSHE (Make an emotion mask using blank template and design the face to show how you could be feeling).

Which word best describes how you are feeling today and why? What emotion is this person feeling? How do you know? Which emotion would you like to portray today and why?

science (seasons) - peel hall primary · what vocabulary can we use to describe different flavours?...

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