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Autumn 1: Year 3 2019/2020 Big Question: What is Art?

BIG

PICTURE

Wealth

Distribution

Racial Equality Religious Diversity Environment Probity

Cultural Developm

ent

History of Architecture

Art as Expression RE: Who is my Neighbour?

English

Speaking and Listening Reading Writing

Pupils should be taught to: listen and respond appropriately

to adults and their peers

ask relevant questions to extend

their understanding and

knowledge

use relevant strategies to build

their vocabulary

articulate and justify answers,

arguments and opinions

give well-structured descriptions,

explanations and narratives for different purposes, including for

expressing feelings

maintain attention and

participate actively in

collaborative conversations,

staying on topic and initiating and responding to comments

Pupils should be taught to: develop positive attitudes to reading

and understanding of what they read

by:

listening to and discussing a wide

range of fiction, poetry, plays, non-

fiction and reference books or

textbooks reading books that are structured in

different ways and reading for a

range of purposes

using dictionaries to check the

meaning of words that they have

read

increasing their familiarity with a

wide range of books, including fairy stories, myths and legends, and

retelling some of these orally

identifying themes and conventions

in a wide range of books preparing

poems and play scripts to read

aloud and to perform, showing

understanding through intonation, tone, volume and action

Pupils should be taught to: plan their writing by:

discussing writing similar to

that which they are planning

to write in order to

understand and learn from

its structure, vocabulary and

grammar discuss and record ideas

draft and write by:

composing and rehearsing

sentences orally (including

dialogue),

progressively building a

varied and rich vocabulary

and an increasing range of sentence structures (English

Appendix 2)

organizing paragraphs

around a theme

in narratives, creating

settings, characters and plot

in non-narrative material, using simple organizational

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use spoken language to develop

understanding through

speculating, hypothesising,

imagining and exploring ideas

speak audibly and fluently with

an increasing command of Standard English

participate in discussions,

presentations, performances, role

play, improvisations and

debates

gain, maintain and monitor the

interest of the listener(s)

consider and evaluate different

viewpoints, attending to and

building on the

contributions of others

select and use appropriate

registers for effective

communication.

discussing words and phrases that capture the reader’s interest and

imagination

recognizing some different forms of

poetry [for example, free verse,

narrative poetry]

understand what they read, in books

they can read independently, by: checking that the text makes sense

to them, discussing their

understanding and explaining the

meaning of words in context

asking questions to improve their

understanding of a text

drawing inferences such as inferring characters’ feelings, thoughts and

motives from their actions, and

justifying inferences with evidence

predicting what might happen from

details stated and implied

identifying main ideas drawn from

more than one paragraph and

summarizing these identifying how language, structure,

and presentation contribute to

meaning

retrieve and record information from

non-fiction

participate in discussion about both

books that are read to them and those they can read for themselves,

devices [for example, headings and sub-headings]

evaluate and edit by:

assessing the effectiveness of

their own and others’ writing

and suggesting improvements

proposing changes to

grammar and vocabulary to improve consistency,

including the accurate use

of pronouns in sentences

proof-read for spelling and

punctuation errors

read aloud their own writing, to a group or the whole class, using

appropriate intonation and

controlling the tone and volume so

that the meaning is clear.

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taking turns and listening to what others say.

History

concepts-chronology/ change/ similarity/ difference/ significance/ cause/ consequence/themes in history (war)

- A local history study

- a study over time tracing how several aspects of national history are reflected in the locality (this can go

beyond 1066) - a study of an aspect of history or a site dating from a period beyond 1066 that is significant in the locality.

Art/Desig

n

Pupils should be taught:

to create sketch books to record their observations and use them to review and revisit ideas

to improve their mastery of art and design techniques, including drawing, painting and sculpture with a

range of materials (e.g. pencil, charcoal, paint, clay)

about great artists, architects and designers in history. Compare ideas, methods and approaches in their own and others’ work and say what they think and feel

about them.

Use visual and tactile elements, including colour, pattern, texture, line, tone, shape, form and space

Learn how these elements can be combined and organised for different purposes.

Pupils should be taught to develop their techniques, including their control and their use of materials, with

creativity, experimentation and an increasing awareness of different kinds of art, craft and design.

understand and apply the principles of a healthy and varied diet prepare and cook a variety of predominantly savoury dishes using a range of cooking techniques

understand seasonality, and know where and how a variety of ingredients are grown, reared, caught and

processed.

Geography

understand geographical similarities and differences through the study of human and physical geography

of a region of the United Kingdom, a region in a European country, and a region within North or South

America

locate the world’s countries, using maps to focus on Europe (including the location of Russia) and North

and South America, concentrating on their environmental regions, key physical and human characteristics,

countries, and major cities

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name and locate counties and cities of the United Kingdom, geographical regions and their identifying

human and physical characteristics, key topographical features (including hills, mountains, coasts and

rivers), and land-use patterns; and understand how some of these aspects have changed over time

identify the position and significance of latitude, longitude, Equator, Northern Hemisphere, Southern

Hemisphere, the Tropics of Cancer and Capricorn, Arctic and Antarctic Circle, the Prime/Greenwich Meridian and time zones (including day and night)

use maps, atlases, globes and digital/computer mapping to locate countries and describe features studied

use the eight points of a compass, four and six-figure grid references, symbols and key (including the use

of Ordnance Survey maps) to build their knowledge of the United Kingdom and the wider world

use fieldwork to observe, measure, record and present the human and physical features in the local area

using a range of methods, including sketch maps, plans and graphs, and digital technologies.

Music

Pupils should be taught to sing and play musically with increasing confidence and control. They should

develop an understanding of musical composition, organising and manipulating ideas within musical

structures and reproducing sounds from aural memory.

play and perform in solo and ensemble contexts, using their voices and playing musical instruments with

increasing accuracy, fluency, control and expression

improvise and compose music for a range of purposes using the inter-related dimensions of music

listen with attention to detail and recall sounds with increasing aural memory

use and understand staff and other musical notations

appreciate and understand a wide range of high-quality live and recorded music drawn from different traditions and from great composers and musicians

develop an understanding of the history of music.

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Science - Biology Plants

Animals including humans

Science – Chemistry and Physics Rocks Light Forces and magnets

RE/PSHE

From Year 2 Curriculum:

- identify that most living things

live in habitats to which they are

suited and describe how different

habitats provide for the basic

needs of different kinds of

animals and plants, and how

they depend on each other

- identify and name a variety of

plants and animals in their

habitats, including micro-habitats

- describe how animals obtain their

food from plants and other

animals, using the idea of a

simple food chain, and identify

and name different sources of

food.

From Year 2 Curriculum:

- identify and compare the

suitability of a variety of

everyday materials, including

wood, metal, plastic, glass, brick,

rock, paper and cardboard for

particular uses

- find out how the shapes of solid

objects made from some

materials can be changed by

squashing, bending, twisting and

stretching.

- Revise terms transparent

translucent opaque

Who is my neighbour?

- The Good Samaritan

Emotional Resilience

- The Black Dog

Cross-Curricular Links/ Cross-Curricular Links Cross- Curricular links

- Homes of animals - Building houses - Living in a community

- Habitats in Highfields - Sustainable housing and the

future

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Week 1

Getting Along

Together

Some Dogs Do- Jez Alborough

Introducing Oracy Standards

Values Curriculum:Some Dogs Do- Self-esteem, supporting others. Probity

https://www.literacyshed.com/flight.html

Oracy-To maintain attention and participate actively in collaborative conversations

WC 26/08/19 Activities

Resources/Langua

ge frames/links

Progress

GP OP

Monday Bank Holiday

Tuesday INSET

Wednesday INSET

Thursday AM

1

Expectation

setting,

getting to

know you,

routine

building

Intro rules, routines and expectations

Getting to know you activities. Suggestions:

All about myself

People BINGO

Corners (if you… go to this corner)

The sun shines on…

Two truths and one lie

Set up teamwork and oracy expectations

Take questions from class

Whatever

resources teachers need

for their own

games/activities

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Thursday AM

2

LO: To create

a pictogram

Starter: How can we display data?

Model creating pictogram for favourite ice cream

flavour.

Create pictogram for talents, using large A3 graph

paper and working in pairs.

Plenary: WWW, EBI

A3 graph paper Small pictures to

represent talents

(the size of two

squares on the

paper)

PPT

I can create a pictogram

I can explain why a

pictogram

might be a

useful way to

represent data

Thursday PM

LO: To draw

inferences

from images

Starter: A picture is worth 1000 words. What is

happening in these picture? PPT

Inference- pics from Some Dogs Do. What are the

characters saying? Fill in speech bubbles.

Character inference worksheet

Hot Seating

Read the story https://vimeo.com/54377075

Plenary: Present chn with a scenario to make a

silent tableau for

Inference pic

PPT

Speech bubble

worksheet

Character inference

worksheet

Copies of Some

Dogs Do

I can infer what

a character

might be feeling

based on visual

cues

I can predict

what a

character

might say

based on my

inferences

Friday AM 1

LO: To

understand

what is

meant by

‘good talk’

Starter: What is talk? Is some talk more effective

than others?

Main: What is good talk? What do we expect

classroom talk to look like in Year 3? Why is good

talk important for learning?

Talking assembly in class. Model good talking and

have chn explicitly practice our oracy standards.

Oracy standards

PPT Talking Assembly

framework

Topic for Talking

Assembly that

will interest chn

I know what the

expectations of classroom talk

are

I can begin to

follow the oracy

standards

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Watch https://www.literacyshed.com/flight.html-

discuss what their dreams are

Write up a target for this term

Plenary: Discuss with your partner what you have

learned today.

Friday AM 2

LO: To create

a pictogram

Starter: What sort of data could we make a

pictogram for?

Main: Children as table groups collect data for a

pictogram and then individually create a

pictogram for display.

Plenary: WWW EBI

Graph paper, A4

PPT

I can create a

pictogram

I know how to

conduct a tally count

Friday PM

LO: To work

effectively as

part of a

team

Starter: What is your talent? Does everyone have

a talent? What was Dog’s talent?

Main: Are you a talented team? What does good

teamwork look like?

Team construction activity- teacher to choose.

Marshmallow and spaghetti, newspaper and tape

or similar

Plenary: Self-evaluate teamwork shills in session

Oracy standards

Equipment for

whatever

construction activity you

choose for your

class- teachers

are responsible

for resourcing

this

independently

I can use

teamwork

effectively.

I achieve

some of the

oracy

standards

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week 2

Getting

Along

Together

WC 2/9/19

The Red Tree background info https://prezi.com/ldscct1_g068/the-red-tree/

Culture curriculum: Expressing emotions through art and evaluating art

Values Curriculum – emotional literacy

Oracy-To articulate and justify answers, arguments and opinions To maintain attention and participate actively in collaborative conversations

Activities

Resources/Language

frames/links

Progress

GP OP

Monday

AM 1

LO: To use

visual and

tactile

elements in

artwork

Starter: Recap oracy standards. Pick one to

focus on and reward for today. Ask children

to look at a piece of artwork. Model describing

it and have them do so orally with their

partners.

Main: Give children the quote; ‘Sometimes the day begins with nothing to

look forward to.’ This is a line from the first

page of a book. What image does this make

them think of? Who do they think is speaking?

Chn produce an illustration for the page

using tactile elements.

Plenary: Assess own artwork

Tactile elements

for artwork

(netting/corrugated

card, tin foil etc.)

Pastels or crayons

Artwork to assess

PPT

Oracy standards

Self-assessment

framework. iPad to

photograph art

Vocab:

Emotions words

I can follow

produce a tactile

piece of artwork

I can consider

the impact of my

artwork on its

audience

Monday

AM2

Starter: What is multiplication (repeated

addition, scaling)? Show me with a model or

drawing. Chn to work in pairs to produce these.

The Red Tree first

two page

I can use arrays

to multiply

I can use a

variety of

representations to demonstrate

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LO: To

represent

multiplicatio

n using an

array

Main: Show the first two pages of The Red

Trees- leaves multiply from one page to the

next. Model using multiplication with arrays.

Worksheet of arrays, link to times tables,

begin entreaty to learn times tables. Times

table 100 square?

Plenary: What is multiplication? Produce

model/representation

Array worksheet

A3 paper one

between two and a

variety of maths

equipment,

playdough etc for

starter

100 square times

tables

my understanding of

multiplication.

Monday

PM

LO: To say

what I feel

about

another’s

artwork

Starter: What do you think of this picture?

Main: Model evaluating the artwork. Show

chn the ‘Nobody understands’ page

- Have chn look in detail at this artwork

and evaluate.

What can we do to include people? How can we understand others better? What is

empathy?

Plenary: What are we going to do to make

people feel included?

Copies of ‘Nobody

understands’

PPT

I can give reasons

for my opinions

I can use the

correct technical

vocabulary when

describing

artwork

Tuesday

AM 1

LO: To

empathise

with a

character

Starter: What is empathy? How do we

empathise with people?

Main: Read The Red Tree

Hot-seating for little girl

Some freeze-framing

When have you felt like this little girl feels?

How did you get through it?

Empathy sheets

PPT

Copy of The Red

Tree

I can say what I

think a character

is feeling

I can use

dramatic

techniques to

explore the

emotions of a character is

more depth

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Empathy sheet for the start of the day,

middle of the day and end of the day.

Circle time. How could we help this little girl?

What will we do as a classroom community to

include everyone?

Plenary: What would you say to this little

girl?

Tuesday

AM 2

LO: To use

arrays and

repeated

addition to

multiply

Starter: What times tables could this array

show?

Times Tables colouring, games etc

Times table

colouring sheets

and games

PPT

I can use arrays

and repeated

addition to

multiply

I can use times

table facts I

have learned

Tuesday

PM

To work well

with a

partner

Starter: Re-read the story

Main: Finish reading the story.

As a class, write a new story about how a

school helped the girl to feel better. Give

children a sentence in pairs to illustrate a

page for (first draft in pencil)

Plenary: How good was your talking during

this activity?

PPT

The Red Tree

A3 paper, one

between two

I can differ in opinion with

others, calmly

and productively.

I can share a task with

someone else

Wednesday

AM 1

Starter: What do we know about painting?

Look at some different styles

Main: Painting with accuracy. Provide with a

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LO: To

develop skill

in painting

colouring page to paint. Model brush hold and

strokes.

Plenary: Rate your own skill

Wednesday

PM

LO: To

develop skill

in painting

Continue page in pairs, drawing and then

adding paint

Thursday

AM 1

LO: To

develop skill

in painting

Finish painting, adding texture

Thursday

PM

LO: To draw

artistic

inspiration

from nature

Starter: Look through the book again. Look for

the red leaf. What does it symbolise?

Main: Wax rubbings of leaves for autumn

display and mosaic pictures

Leaves

Crayons

PVA glue

Friday

AM 1

Starter: Follow this instruction list in silence

Main: Look at the origami on the front of the

Origami

instructions

I can name the

features of

instruction texts

I can explain

how a writer has

made their

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LO: To

recognise

the features

of an

instruction

text

book. What is origami? What are the features

of an instruction text? Annotate.

Follow origami instructions in pairs to make

origami shapes.

Plenary: Was that easy? Why/why not?

Exemplar instruction text

instructions easier to follow

Friday

PM

LO: To write

an

instruction

text

Starter: Recap features of instruction texts

Main: Write an instruction text ‘How to turn a

bad day around’

Plenary: Share and celebrate

Exemplar

instruction texts

Success criteria

PPT

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week 3

w/b 9/9/19

Culture Curriculum: Expression through art

Values Curriculum: critical thinking

Oracy- To articulate and justify answers, arguments and opinions To give well-structured descriptions, explanations and narratives for different purposes, including for expressing feelings

Activities

Resources/Language

frames/links

Progress

GP OP

Monday PM

Art

LO: To

evaluate

art

What do all people need? Brainstorm on their tables

Think of homeless

Stick painting on A3 paper

Look at paintings of houses/photos

and get them to write notes around

the edge

Then present what they have

observed about one painting Which do you like best?

Why?

Is all art good art? How could this

piece of art be improved?

Share responses and then record

them in their book underneath a

copy of their chosen painting Finally -What makes a

house/home?

discuss

Paintings of houses/photos of

house/homes

Power point lesson 1

Vocabulary:

Bricks/stone/roof/balcon

y/window

frames/chimney/tiles/

mosaic/cobbles/

I can use conjunctions to

link ideas

I can use a variety of conjunctions

Tuesday

PM

DT

Think about the effect appearance of

housing has on people-how people want

houses to look and how their appearance

paintings of houses

Power point lesson 2

I can annotate

my plan

I can plan to use a

range of materials

I can discuss the

reasons for using

those

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To select

from a

wide range

of

materials

affects the way we feel in our daily

lives

Design the exterior of their house

in their sketchbook

Talk about each part of the house-

refer vocab from yesterday

Add details of materials that they

will use-refer to list

Show them examples from last year

so that they can get some ideas

Then write up in a table to put

into their topic book

Reinforce vocab used

in Y2:

Corrugated

card/cellophane/tissue/f

eathers/coloured paper

/sticky paper

materials/colours/textures

Wednesday

PM

Science

Identify

and

compare

the

suitability

of everyday

materials

for a task

(Y2)

In y2 recognise that shadows are formed

when the light from a light source is

blocked by an opaque object-use this

knowledge to test materials

Quick revision first using terms-

Opaque/transparent/translucent

Which would be the best material to use

for the windows? Test materials for the windows

Which materials let all/some/none

Compare the materials-which would be

best/worst

Focus on developing/reinforcing their

scientific language by explaining the

terms Opaque/transparent/translucent

Torches?

Materials-

tissue/cellophane/sticky

paper

Opaque/transparent/tra

nslucent Card with windows in

to use for testing

Power point lesson 2

I can group

materials after

testing

I can predict

which materials

will fit into

which group

I can compare

materials

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WS/LO: To

make

careful

observations

To set up a

simple test

using

comparison

and applying them to the materials that are selected

Some windows e.g. bathroom windows

need to let in light but ensure privacy-

which materials would do this

Refer to making shadows/creating

shadows

Friday PM

Golden

Time

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week 4

w/b 16/9/19

Values Curriculum: Sustainability-making an environment that we all want to live in

Oracy: To articulate and justify answers, arguments and opinions

Activities

Resources/Language

frames/links

Progress

GP OP

Monday/Tues

PM

Art

To use

visual and

tactile elements

Paint front of house Cut out the windows-look at techniques

for

cutting/folding/scrunching/overlapping

Add materials to create windows

Add materials for roof etc

Add their own creative elements-

beads/sequins etc

Cardboard façade-to make a street of

houses

Materials to use to

create the different

parts of the house

I can choose appropriate

materials

I can justify my choice of

materials

I can explore

ideas

Wednesday

Science

LO: To make

systematic

and careful

observations

NC: find out

how the

shapes of

solid objects

made from

some

materials

Intro to the life and work Ernest

Gimson- Leicester Craftsman and

Architect (World Class, arts and crafts

movement)

Watch

https://gimson.leicester.gov.uk/virtual-

museum/contemporary-craftsman/ video

to show how he would make a chair by

cutting, bending and twisting materials.

Chn then investigate a variety of

materials to identify flexibility/rigidity.

What is the effect of soaking rigid

materials in water? Which material

would be suitable for a chair? Can we

Art straws

Variety of rigid and

flexible materials- art

straws, lollipop sticks,

(dry and pre-soaked),

folded tin-foil, cardboard strips, card

strips, paper strips,

plastic plate-strips

multilink cubes to

assist with bending

Frame to help chn with

weaving

I can make

careful

observations

I can use the

correct language

I can say why a

test may not be

fair

Page 18 of 28

can be

changed by

squashing,

bending,

twisting and

stretching.

(Y2)

make flexible materials more rigid?

How?

Chn have a go at weaving using art

straws to create a seat, similar to the

‘rushing’ pattern used by Gimson

Plenary: Was this a fair test? Why now?

Thursday

AM/Lonsdale

and Cork

/PM

Skipworth

LO: To

explore their

own ideas

Link to local history-development of

homes and styles in the local area

Look at famous interior designers x 3

and their styles

https://www.countryandtownhouse.co.uk/i

nteriors/the-50-best-interior-designers-

in-the-uk/

Collett- Zarzycki

Axel Vervoordt

Redd Kaihoi

- What do you like to see in a

room?

Interior still life/pics from

internet/catalogues

Create mood board ideas from

catalogues/internet

Design house interior

Large sheets of paper

A3 with plan on them

to fill in

Vocabulary:

Lounge/sitting

room/Dining room

/Kitchen/Bathroom/gara

ge/study/

fireplace/ plus words

for furniture built-in

wardrobes/desks etc

I can annotate my

work

I can use

conjunctions to

link ideas

Page 19 of 28

Explain what they have put into a room

and explain why they have chosen that

particular design

I have put a desk so that……..

I have chosen a jungle theme for the

bedroom because/as…

Friday

Art To evaluate

my work

Talk about the creativity displayed and

the techniques used

Complete their own evaluation and then

say something constructive about their

partners’ work

Take photos of their

houses

Writing frame to

support writing

I can evaluate my

own art work

I can use

conjunctions to

link ideas

I can evaluate

the work of others’

Page 20 of 28

week 5

w/b 23/9/19

Values Curriculum: inclusivity

Oracy: to maintain attention and participate actively in collaborative conversations, staying on topic and initiating and responding to comments

Activities

Resources/Language

frames/links

Progress

GP OP

Monday PM

RE

LO: To

understand

how the Bible

influences

Christians

AP

Neighbours/refer back to

homelessness/development of the local

area/welcoming influxes of

people/including everyone and being

tolerant when meeting new people

Starter- share the story of the good

Samaritan

Main: Explore the question ‘How should

I treat others’. Share the Golden Rule

with the pupils. Find out more about

who shares this and why people share

this. Does it depend on how people

treat you or is this rule to always be

followed?

b. explore the question for Christians,

‘Who is my neighbour?’ through sharing

the story of the Good Samaritan (Luke

10: 25-37). Use the picture of the

Good Samaritan by Van Gogh to

illustrate the story - how should this

story be interpreted and followed by

Christians today?

Copies of the Good

Samaritan, Van Gogh Writing frame

PPT

I can put my

learning into words

I can explain my

own feelings about how others should

be treated

Page 21 of 28

Write a short paragraph about the

above and stick in picture,

Plenary: Does your religion/belief

system lead you to believe something

similar?

Tues

History

LO: I can

say how an

area has

changed over

time (local

history study)

Starter: What do you know about

Highfields? Wallpaper frieze in one

colour

Main: Show a map of Highfields from

the 1800s. What is it? What can they

see? Compare to a modern-day map:

how is it different? How is it the

same?

Look at timeline of HF over history in

tables

Chn annotate pics/maps over time- how

has HF changed?

Wallpaper/large paper

Felt-tip pens, one

colour

Map of HF from 1800s

Modern day HF map Timeline

I can give some

similarities and

differences

between then and

now

I can give reasons

for changes

around HF over

time

Wed PM

LO: To

compare the

physical

features of

two areas

Starter: Scales of geography. Look at

continents, countries, counties, cities and areas

Main: Compare Highfields to Oadby

Where is Oadby compared to HF?

Locate on a map

Sort facts into Oadby/HF and then

check to see if correct.

Facts to sort

PPT

Language frame for LA

Key word sheet

I can use correct

comparative language

(connect with work

in English TBD)

I can use more

specific geographical

vocabulary

(rural/urban,

densely/sparsely

populated etc)

Page 22 of 28

Write up a comparison of the physical features

Plenary: Share and celebrate

Friday

Science

LO: To ask

relevant

questions and

use different

types of scientific

enquiries to

answer them

identify and

name plants

and animals in a

microhabitat

(Y2)

What else would we like to know about

the difference between HF and Oadby?

Guide to qs about wildlife. How would

we answer those questions?

Looking under rocks and in flowerbeds

outside classrooms- draw and

photograph mini-beasts and plant-life

observed. Use classification key to

identify.

How would we find out about wildlife in Oadby to compare?

iPads/cameras

Clipboards and pens

Classification keys

I can ask

questions that I

might be able to

answer scientifically

I can suggest

ways in which I

might investigate

the answer to my question

Page 23 of 28

week 6

w/b 30/9/19

Values Curriculum: inclusivity

Oracy: to maintain attention and participate actively in collaborative conversations, staying on topic and initiating and responding to comments

Activities

Resources/Langua

ge frames/links

Progress

GP OP

Monday PM

Art/History

LO: To

know about

great

designers,

and

understand

the historical

and cultural

development

of their art

forms

Starter: What is architecture?

Main: Architectural features and history of

Leicester’s architecture

Look at the different styles of the Goddard

practice

Gothic (Clocktower), Domestic Revival

(London Rd), Classical (Top Hat Terrace),

Baroque (Natwest), Arts and Crafts (Old

Horse), Queen Anne (Medway), Thomas

Cook’s house

The Goddard Trail dominoes game.

Chn to write about the main styles and stick

in pictures of the buildings.

EXT: Sort pictures by architectural style

Plenary: Which is your favourite style and why?

Building pics

Goddard Trail

dominoes

PPT

Pics to sort for

extension

I can name the

key features of one

or two

architectural types

I can identify

buildings by their

architectural type

Page 24 of 28

Tuesday

LO: To

understand

the impact

that religious

beliefs can

have on a

person’s

actions

Starter: Recap Grace Darling and intro Edith Gittins- How did their religious beliefs

affect their actions?

Main: Who is my Neighbour?

Look at 3 of the religions represented in HF-

Chritianity/Judaism/Islam

What do each of these religions say about treating others?

How have different religions helped create a

harmonious community?

Identify three individuals or organisations

who put into practice the principle of loving

one’s neighbour. Individuals could include

Mother Theresa, Oscar Romero, Malala Yousafzai, Bob Geldof, Oscar Schindler,

Thomas Barnado, organisations such as

Medicins Sans Frontiers, Islamic Relief, the

Red Cross or a local individual or

organisation. Work individually or in groups

to investigate one or two of these answering

questions such as

• what was he/she doing before he/she saw the needs of others?

• what did he/she do and what

happened?

• how did the work develop and

continue?

• what is happening now as a result of

the work? • how would he/she answer the question:

‘Who is my neighbour?’

Fact file template

iPads

I can explain why someone might act

in a specific way

due to their

religion

I can collect information from

a variety of

sources to answer

a question

Page 25 of 28

• what have I learned from looking at this life?

• and other questions generated by the

pupils

Pupils to make fact file for homework

Plenary: who do the pupils consider to be their neighbour?

Person sitting next to them/next door

classroom?

Wed PM

Art

LO: To use

short lines to

sketch and

record

observations

Starter: Model quick sketching and short

lines

Main: Go out into HF to photograph/sketch

different architectural styles:

Gothic (Clocktower), Domestic Revival

(London Rd), Classical (Top Hat Terrace),

Baroque (Natwest), Arts and Crafts (Old

Horse), Queen Anne (Medway)

Use a clipboard and paper

Suggestions: sketch Medway from playground

in more detail

Clipboards

Paper divided

into four sections

Camera

Vocabulary:

bay /façade

proportion /storey

bricks/stone

mortar/arch

lintel/sill/column

porch

I can use quick,

light, short lines to

sketch

I can sketch with

some accuracy

Thursday

Science

LO: To

closely

How do rocks and stones change over time?

Look closely at the bricks of Medway School.

Compare to a new brick- what is the

difference? What might have caused this?

Look at photos of headstones in Welford

New bricks

Photos of

chemical weathering

I can notice small

differences

between two objects by looking closely

and using

I can use a

model system to

extrapolate reasons for an

Page 26 of 28

observe

natural

phenomena

Pupils might

work

scientifically

by: observing

rocks,

including

those used in

buildings and

gravestones,

and exploring

how and why

they might

have changed

over time

Road Cemetery. Look at the difference

between the newer and older gravestones-

how easy is it to read the writing? Why

might this be?

Model how acid can destroy a solid object-

apply diluted white vinegar to a block of

dried bicarb of soda lump (or Trebor and

Diet Coke?)

Using this model, who can make a

hypothesis about how chemical weathering

works?

Block of bicarb + diluted white

vinegar (unless

can use droppers

with trebor mints

and diet coke-

need to test at

home first) Magnifying

glasses

scientific apparatus

observation I have made.

Page 27 of 28

week 7

w/b 7/10/19

Values Curriculum:inclusivity

Oracy :

Activities

Resources/Language

frames/links

Progress

GP OP

History Visit to Botanical Gardens

https://www2.le.ac.uk/institution/botanic

-garden/collections-1/primary-

programmes/local-history-people-and-

their-homes

Local People and their Homes

Letters home

Sort into 5 groups

Acquire other adults

Geography

LO: To

compare the

human

geography of

two areas

Compare HF to Oadby- architecturally,

land use, climate, demographics,

history

Meeting the needs of different

cultures

Write-up: How does the human geography of Oadby differ from that

of Oadby?

Ext: Why do you think this is?

Plenary: Add to wall frieze from early

lesson

Maps of two areas

Photos of two areas

Walking videos of two

areas (FB to do

Oadby)

I can say what

human features

are and find

examples of them

I can use

comparative

language when

discussing two

places

I can suggest why two places might

be very different

despite being very

close to one

another

English/Oracy

I can speak

appropriately

when

presenting

Starter: What did we learn in the

Botanical Gardens? Mind-map.

In tables, chn prepare a poster

presentation for Y2 (split into twos-

art, science and history foci)

A3 paper

Groups of 3

Photos Year 2

I can speak

audibly and

fluently

I can collaborate

with a group

I can gain the

interest of the

listener

Page 28 of 28

participate in discussions,

presentations,

performances,

role play,

improvisations

and debates

Chn then Present the information they have collected from their trip to

year 2

RE

LO: To

consider my

own beliefs

and how they

impact upon

my life

Starter: Who do you consider to be

your neighbour?

Main: What does your belief system

teach you about who your neighbour

is? How does this compare to the views

showed by Christianity?

What affect do those beliefs have on

your life?

Write up into books.

Plenary: Share

Writing frame I can say what

my own beliefs are

I know how my

beliefs have influenced my

actions and can

give an example

of this

Art

LO: to shape,

form, model

and construct

from

observation

Starter: Look at Top Hat Terrace-

what do you think?

Main: Share story of THT

Chn sculpt a head, then make a hat

while head is drying

Plenary: Why is architecture

important?

Clay (air-dry)

Hat materials

Tape measures or

string

I know how

materials can be

changed by

squashing,

bending, stretching

and twisting

I can explore my

own ideas