Let’s celebrate - · PDF fileLet’s celebrate Celebrations Aunit for children aged 5-7 years From Fieldwork Education, adivision of

Let’s celebrateCelebrations

A unit for childrenaged 5-7 years

www.internationalprimarycurriculum.com From Fieldwork Education, a division of the World Class Learning Group

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2From Fieldwork Education, a division of the World Class Learning Group. © WCL Group Limited. All rights reserved. Not to be reproduced without permission.

Contents

Introduction 4

Basic Information 6

Learning Targets 8

The Entry Point 12

Knowledge Harvest 13

Explaining the Theme 14

The Big Picture 16

History Learning Targets 19

History Tasks 20

Technology Learning Targets 25

Technology Tasks 26

Art Learning Targets 33

Art Tasks 34

Music Learning Targets 42

Music Tasks 43

Physical Education Learning Targets 48

Physical Education Tasks 49

Society Learning Targets 52

Society Tasks 53

International Learning Targets 57

International Tasks 58

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The Exit Point 60

Assessment 61

Resources 62

Draft Letter to Parents 66

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Introduction

This is a unit of the International Primary CurriculumThe IPC has been developed to provide support to teachers so that four main aims can beachieved. They are:

• To help children learn the subject knowledge, skills and understandings they need tobecome aware of the world around them

• To help children develop the personal skills they need to take an active part in theworld throughout their lives

• To help children develop an international mindset alongside their awareness of theirown nationality

• To do each of these in ways which take into account up-to-date research into howchildren learn and how they can be encouraged to be life-long learners

The IPC has a simple but comprehensive structureEverything is based on clearly defined learning goals which lay out the subject, personaland international knowledge, skills and understandings children need at different stagesof their primary school life:

✓Learning GoalA specific statement of what children should ‘know’, ‘be able to do’ or developan ‘understanding’ of at different mileposts. The IPC contains learning goals foreach subject of the curriculum, for personal development and for ‘internationalmindedness’.

See Section 6 of the teaching and implementation file for a full list of all the learninggoals.

✓Learning TargetAn IPC learning target is a refined learning goal specifically related, whereappropriate, to the content of each unit of work.

✓A Process of LearningThe units of work provide practical activities which teachers can use in the classroomplus a wealth of other supportive information. Each unit is structured to make surethat children’s learning experiences are as stimulating as possible.

All the units follow the same process of learning as described below (see page 1 of‘Teaching the IPC’ for a full description of IPC units of work, available via the Members’Lounge).

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✓Entry PointThe entry point is an activity for children that begins each unit of work and providesan exciting introduction to the work that is to follow. Entry points can last from onehour to a week, depending on the age of the children and the appropriateness of theactivity.

✓Knowledge HarvestThe knowledge harvest takes place in the early stages of each unit and provides anopportunity for children to reveal what they already know about the themes theyare studying. This bank of knowledge can then be added to, developed and evenchallenged by the teacher, throughout the course of the unit.

✓Explain The ThemeThis activity involves the teacher helping the children to see the ‘big idea’ of the unitof work before embarking on the subject learning.

✓Big PictureThe big picture provides teachers with subject-based background information to theissues contained within the unit.

✓Research ActivityEach IPC unit has a research activity and a recording activity. Research activitiesalways precede the recording activities. During research activities, children use avariety of methods and work in different group sizes to find out a range of information.

✓Recording ActivityDuring the recording activities, children interpret the learning they have researchedand have the opportunity to explain it in ways which feature their multipleintelligences.

✓Exit PointThe exit point has two main purposes. First, to help children pull together theirlearning from the unit and second, to celebrate the learning that has taken place.

DisclaimerThe IPC is not responsible for the content of websites or videos listed in this unit. We cannot guaranteenor accept any liability for the content or links of any websites or videos featured in this unit. Westrongly recommend that the websites and videos are checked before being used in the classroom.The websites and videos listed in this unit are not under the control of the IPC. We have no controlover the nature, content and availability of those websites and videos. The inclusion of links to anywebsites or videos does not imply a recommendation of, or endorse the views expressed within,those websites and videos.The IPC takes no responsibility for, and will not be liable for, any website or video becoming unavailable.

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Basic Information

This section details the time allocation for this unit of work, links to other subjects andAssessment for Learning opportunities.

TimingsThis unit of work is intended to last about 6-7 weeks.

The following suggested timings are approximate guides and are dependent on eachschool’s individual context.

Approx no. of hours Approx no. of weeks

Entry Point, Knowledge Harvest, Explain the Theme 6 ¾

History 6 ¾

Technology 12 1½

Art 10 1¼

Music 8 1

Physical Education 4 ½

Society 4 ½

International 2 ¼

Exit Point 2 ¼

All timings are flexible depending on your circumstances.

Links to other IPC subjectsICT learning goals are included in the above subject learning.

Language Arts and Mathematics linksSuggestions of how to include links to Language Arts and Mathematics are provided whereappropriate at the end of each learning task.

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Assessment for Learning opportunitiesOpportunities to assess your children’s skills progress exist throughout the unit. Whereveryou see the symbol, you can use the teachers’ and children’s rubrics in the IPCAssessment for Learning Programme.

Each task also highlights possible Assessment for Learning opportunities.

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Learning Targets

History Learning TargetsChildren will:

1.1 Know about celebrations that have taken place in their own lives and in those offamily members

1.2 Know how some celebrations mark past events. Know about the main past andpresent celebrations in their home and host countries

1.3 Be able to ask and answer questions about the past

1.4 Be able to use key words and phrases relating to the passing of time

1.5 Be able to order events and objects into a sequence

1.6 Be able to identify differences between their own lives and those of people whohave lived in the past

1.7 Be able to find out about aspects of the past from a range of sources ofinformation

1.8 Be able to communicate their historical knowledge and understanding in a varietyof ways

1.9 Understand that the actions of some people are celebrated in different ways

1.10 Understand that the past is represented in many different ways

Technology Learning TargetsChildren will:

1.1 Know that products used in celebrations have an effect on people’s lives

1.2 Be able to plan what they are going to make

1.3 Be able to describe their plans in pictures and words

1.4 Be able to use simple tools and materials to make products

1.5 Be able to choose appropriate tools and materials for their tasks

1.6 Be able to comment on their plans and products and suggest areas ofimprovement

1.7 Be able to comment on the usefulness of products in everyday use

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Art Learning TargetsChildren will:

1.1 Learn about, enjoy and respect the work of artists who have contributed tocelebrations

1.2 Be able to use a variety of materials and processes

1.3 Be able to suggest ways of improving their own work

1.4 Be able to comment on works of art

1.5 Understand that the work of artists can be seen in a wide variety of places andsituations

Music Learning TargetsChildren will:

1.1 Know a number of celebratory songs

1.2 Know a number of other celebratory pieces of music

1.3 Know how musicians, including those from their own and host countries havewritten and performed music for celebrations

1.4 Be able to recognise and explore ways in which sounds can be made, changedand organised

1.5 Be able to sing familiar songs

1.6 Be able to play simple rhythms with a steady beat

1.7 Be able to compose simple musical patterns

1.8 Be able to perform individually and with others

1.9 Be able to use symbols to represent sounds

1.10 Be able to listen carefully to pieces of music and comment on them

1.11 Be able to recall a simple tune

1.12 Be able to suggest ways of improving their own work

1.13 Understand that musical elements can be used to create different effects

1.14 Understand that music is used for a variety of different purposes

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Physical Education Learning TargetsChildren will:

1.2 Be able to perform simple activities with control and coordination

1.3 Be able to repeat and develop simple actions

1.5 Be able to apply movements in sequence

1.7 Be able to observe, copy and develop actions performed by others

1.8 Be able to improve performance through observation and repetition

Society Learning TargetsChildren will:

1.1 Know how people behave in different celebrations

1.2 Know some of the rules of the different groups to which they belong

1.5 Know about some of the major celebrations in their home and host countries

1.6 Understand that they belong to a number of groups (e.g. family, school and nation)

International Learning TargetsChildren will:

1.1 Know that children within the class and school have different home countries

1.3 Know about some of the similarities and differences in relation to celebrationsthat children in the school experience

1.4 Be able to respect one another’s individuality and independence

1.5 Work and celebrate with each other when and where appropriate

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ICT: Opportunities for ICT Learning GoalsChildren will:

1.1 Know about some of the applications of ICT in everyday life

1.2 Know about some of the ways in which the use of ICT affects people’s lives

1.3 Be able to use ICT to organise and classify information

1.4 Be able to use ICT to present information

1.5 Be able to enter, save, retrieve and revise information

1.6 Be able to work with text, tables, images and sound

1.9 Be able to use ICT to explore what happens in real and imaginary situations

The above ICT Learning Goals can be covered in the following tasks:

Task ICT Learning Goals

History Task 1 1.1, 1.2

History Task 2 1.1

History Task 3 1.1, 1.2, 1.3, 1.4

Technology Task 3 1.1, 1.9

Technology Extension Task 1.1, 1.4, 1.5, 1.6

Art Task 1 1.1, 1.4, 1.6

Art Task 2 1.1, 1.4, 1.5, 1.6, 1.9

Art Task 3 1.1, 1.4, 1.5, 1.6

Art Task 4 1.1, 1.4, 1.5, 1.6

Art Extension Task 1.1

Music Task 1 1.1

Physical Education Task 1 1.1, 1.4, 1.6

Physical Education Extension Task 1.1, 1.9

Society Task 1 1.1, 1.3, 1.4, 1.5, 1.6

Society Extension Task 1.1, 1.4, 1.5, 1.6

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The Entry Point

Hold a celebration to get the children in a celebratory frame of mind for this unit of work!

Decide on a school theme for the celebration – the start of a new year, new term, newschool building, new goalposts, new lunch menu, new pencils, etc.

Arrange for some special celebration food and drink to be served. Have simple hats,masks or costumes for the children to wear and choose appropriate music anddecorations for the classroom.

Tell the children about the celebration two or three days before you are going to hold itand ask them to start thinking about celebrations they have enjoyed. What kinds of thingshappened during those celebrations? What do people do during celebrations?

Each child should then write on a piece of paper just one thing that they think shouldhappen during a celebration. Write up the suggestions on the board and after a classdiscussion, ask the children to vote for their favourite ten. Put these into an order ofpreference, with some more discussion about the value of leaving the best activities untilthe end of the celebration. Make sure you leave yourself enough time between this activityand the celebration itself to obtain any additional resources needed in the light of thechildren’s suggestions.

On the day of the event, the children can ‘celebrate’ by taking part in the ten selectedactivities. Invite other members of the school community to your celebration. Arrange forsome of the celebration to take place around the school in different places, both indoorsand outdoors.

Record your celebration by taking lots of photographs or making a video. Ask the childrento write about their thoughts of the event.


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Knowledge Harvest

After the entry point of the class celebration, explain to the children that together you aregoing to find out everything they know about celebrations. A mind map, on which they candraw or write their ideas and information, is an extremely useful tool for this activity. Askthe children to write or draw their initial ideas and information under headings such as:

• ‘Celebrations I have taken part in’ (to get an idea of the children’s first-handexperiences)

• ‘Celebrations I have seen in films, on television or have read about’, etc. (to get anidea of their second-hand experiences)

• ‘Local celebrations’

• ‘Celebrations I know from my own country or other countries I have visited or lived in’

For each celebration they should write a name, or title for it, and draw something thatsymbolises the celebration for them. Additional information about the reason for thecelebration, the time of year, who took part in it, etc, could be added by the children.

Display the mind map in a prominent place in the classroom where the children can referback to it or add more information as the unit progresses.


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Explaining The Theme

The big ideaCelebrations are an important part of human life. They are one of the things that make usuniquely human. All peoples and cultures, from every part of the world, take part in andhold celebrations to mark special events and special times in someone’s life.

In History, we’ll be finding out:

• How people in our families celebrated in the recent past

• How particular past events are still celebrated

In Technology, we’ll be finding out:

• How to plan for a celebration

• How to design and make a product for a celebration

In Art, we’ll be finding out:

• How decoration is used in celebrations

• How the work of artists is used in celebrations

• How to make artefacts and images that could be used in celebrations

In Music, we’ll be finding out:

• How songs and music are used in celebrations in our own and other countries

• How to compose our own music for a celebration

In Physical Education, we’ll be finding out:

• How to create a celebration dance

• How to improve the performance of our dance


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In Society, we’ll be finding out:

• How different groups of people celebrate different events

• How different groups of people have different rules

In International, we’ll be finding out:

• What is the same and what is different between the celebrations in the homecountries of the different children in our class

• How to work and celebrate with each other


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The Big Picture

What is a celebration?A celebration is something that only people participate in (we don’t see many animalparties!) – it is part of what makes us special as humans and sets us apart from otherspecies. A celebration usually involves more than one person and so is a social activity anda shared experience. Other common features may be the sharing of food, the playing ofmusic, the exchange of gifts and the wearing of special clothes.

A celebration is different in meaning and purpose from remembering or commemoratingan event. For the purposes of this unit the emphasis is on the mark or observation ofa special event with festivities of some sort. Many different kinds of celebrations takeplace – family ones, those related to specific regions and countries, those concerned withdifferent times of the year such as New Year or harvest, religious celebrations, thoseconcerning local, national or world leaders, etc.

Some celebrations may be small and personal events, such as birthdays, when theuniqueness of the individual is celebrated. Others may be very public and take place over alonger period of time.

Celebrations can be powerful expressions of identity and affirm a sense of community.They also serve as a means of perpetuating traditions whether those of a family,community or a country.

CarnivalCarnival is a very colourful festival with its origins in a serious Christian festival. Theword literally means to put away or take out the flesh or meat. The most important day ofCarnival is Shrove Tuesday, the day before Lent when some Christians would fast for fortydays. Carnival is celebrated with parades, bright costumes, food and music. Particularlyspectacular Carnivals are held in Rio de Janeiro and in New Orleans, where it is known asthe ‘Mardi Gras’. (‘Mardi Gras’ is also another name for Shrove Tuesday, and means ‘FatTuesday’.)

Winter and summer solsticeCelebrations at the times of the winter and summer solstices have been held since ancienttimes. These festivals were particularly important in countries where the weather changedfrom season to season and there was a belief that the sun could not be guaranteed toreturn to full strength each year.

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Public holidaysCelebrations and holidays are closelylinked in many societies. For example,religious celebrations are often publicholidays, when people have time awayfrom work and school for prayer, worshipand remembrance.

Rites of passageCertain rites of passage are celebrated insome societies – birthdays, namingfestivals, coming-of-age celebrationssuch as Bar Mitzvah, weddingcelebrations, First Holy Communion, etc.

The following websites provide usefulcalendars of religious and non-religiouscelebrations:

www.bbc.co.uk/religion/tools/calendarThe BBC website features interfaithcalendars for the world’s majorreligions.

www.bank-holidays.comBank-holidays.com lists all the publicand bank holidays worldwide.

Some major religious celebrations:

• Christianity – Epiphany, AshWednesday, Palm Sunday, Good Friday,Easter Sunday, Pentecost, Advent,Christmas Day

• Islam – Day of Hijra, Mawlid al-Nabi,Laylat al-Qadr, Eid al-Fitr, Dhu al-Hijja,Eid al-Adha

• Judaism – Shabbat, Purim, Passover,Rosh Hashanah, Yom Kippur, Hanukkah

• Buddhism – Parinirvana, Hana Matsuri,Wesak, Obon, Esala Perahera, Kathina,Nirvana Day

• Hinduism – Holi, Mahasivaratri, RamNavami, Janamashtami, Navaratri,Dussehra, Divali

• Sikhism – Guru Gobind Singh’sbirthday, Hola Mohalla, Baisakhi,Martydom of Guru Arjan, Divali, GuruNanak’s birthday, Martyrdom of GuruTegh Bahadur

FoodThe sharing of food has an important role in many celebrations and the word ‘festival’ isconnected to the idea of feasting. Some celebrations are distinguishable by the particularfood prepared and eaten. Some food has a cultural or national significance whereas inother celebrations the food may take on a symbolic meaning. Matzoh bread, for example,eaten at Passover, is prepared without yeast so we remember the Jewish slaves who leftEgypt in a hurry before their bread had time to rise.

Independence daysPolitical independence from another power or country is celebrated in many countriesthroughout the world. Nearly ninety countries worldwide have some form of independencecelebration to mark their freedom from foreign powers. Some of the best-knownexamples of this are the USA’s Independence Day celebrations on 4 July and the IndianIndependence celebrations of 15 August. The Bastille Day celebrations held on 14 July inFrance commemorate the French Revolution.

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Sporting celebrationsSome international sporting festivals are held to celebrate particular events that areshared by many different nations, for example, the Olympic Games and the Football WorldCup.

One particularly good book for children is:

How I Celebrate – Festivals and Holidays around the World, by Pam Robson, Hodder/Wayland, 2001.

Documents

Let’s celebrate - · PDF fileLet’s celebrate Celebrations Aunit for children aged 5-7 years From Fieldwork Education, adivision of