WholeSchoolCurriculum2015 - St Andrews CE · PDF fileWholeSchoolCurriculum2015 ... SchoolLife $ Up,$Up$and$Away!$ Wild$About$Wildlife!$ What’sLivingand$ Growinginour ... India,$Africa.$

Whole School Curriculum 2015

The sequence of the enquiry questions may vary, within a year group and teachers may also add/change topics to capitalise on opportunities that arise (e.g. The Olympics, a child’s visit to another country, an important local event etc.)

Autumn 1st Autumn 2nd Spring 1st Spring 2nd Summer 1st Summer 2nd YR

Autumn Time Rhymes

Short transition unit

Toys Christmas

Food Winter

Buildings Springtime

‘Magic Carpet Ride’ Journeys

Mini-‐beasts Signs of Summer

Y1

Good to Be Me!! Short transition unit Bonkers About

Conkers (Autumn’s Arrived!)

Dinosaurs!

Chocolate Land Ahoy! How Does Your Garden Grow?

On Safari!

Y2

Growing Up! Short transition unit

Fire! Fire!

Let’s Celebrate Around the World

Hanukkah/Christmas

Queen Victoria Rules Upstairs Downstairs

School Life

Up, Up and Away! Wild About Wildlife! What’s Living and Growing in our Woodland?

Teacher’s Choice Australian Adventure!

Y3

What are the Secrets of the Stone Age? (Rocks and Soils

Separating Materials)

Potions, Lotions and Explosions!

Blackout! WW2 2 Year Rolling Programme

with Year 4

Travel Agents Let’s Travel the World!

Wild About Plants! Teacher’s Choice We are What We Eat

Y4

Teacher’s Choice How Does it Work?

Pole to Pole!!

Walk Like an Egyptian! 2 Year Rolling Programme

With Year 3

Travel Agents Islands – Land Ahoy!

Conquering Romans

In the Spotlight Light and Sound

Y5

Raiders!!! Brazil

Eureka! The Ancient Greeks

Travel Agents Lost in Space

Home Sweet Home Animal Habitats

Islamic Art Islamic Beliefs

PSHE OVERVIEW

View as slide show and click on Year Group for long term planning or topics for medium term planning.

Whole School PSHE Overview Autumn 1st Autumn 2nd Spring 1st Spring 2nd Summer 1st Summer 2nd E-‐safety

Establish School Rules Anti-‐bullying Week Life Caravan Transition

Weekly Circle Time or Philosophy (P4C) sessions -‐ to ensure skills are practised regularly and language and key concepts are established. Key Resources: Family Links Programme, Health for Life and School Share for Philosophy ideas and resources. DT – opportunities to cook healthy food using local, seasonal foods. PE – to promote healthy lifestyles.

YR

Autumn Time Toys Food Buildings ‘Magic Carpet Ride’ Mini-‐beasts

Y1

Good to be Me!! Building Self-‐Esteem Family & Relationships Bonkers About

Conkers

Monsters! Stranger Danger!

Chocolate Healthy Eating

Land Ahoy! Water Safety

RNLI – SAFE code

How Does Your Garden Grow?

What goes into our bodies?/Keeping Healthy

On Safari! Developing

understanding of other cultures

Y2

Growing Up! Building Self-‐Esteem

Fire! Fire! Keeping Safe

Celebrate around the World

Developing understanding of other cultures and religious beliefs

Queen Victorians Rules!

Relationships

Up, Up and Away!

Taking Risks

Wild About Wildlife What’s Living and Growing in the Woodland?

Australian Adventure Respect for other

cultures Switching On! Keeping Safe

Y3

What are the Secrets of the Stone Age? Thinking skills -‐ learning about

learning

Potions, Lotions and Explosions

Healthy Lifestyles Medicines

Caring for your teeth!

Blackout! WW2 Dig for England

-‐ eating a balanced diet

Travel Agents Let’s Travel the

World

Wild About Plants! Sustainability – eco-‐friendly gardening

Teacher’s Choice We are What We Eat!

Healthy Eating ‘Putting on a

Performance’ -‐ as Y4

Y4

How Does it Work? Finding things out for

yourself Friendship

Pride in work and achievement

Pole to Pole! Respect for the Environment

Citizenship – Water Aid

Egytpians P4C -‐ understanding Ancient Egyptian society -‐ people’s rights and roles

Travel Agents Islands – Land

Ahoy! RNLI – SAFE code Staying safe

Conquering Romans Resolving condlict/

problems P4C – people’s rights and

roles (cont.)

Light and Sound ‘Putting on a Performance’ -‐ developing self-‐esteem/teamwork Moving up -‐ change

Y5

Raiders!!! Residential visit: building self-‐esteem and independence

Team-‐work

Brazil! Citizenship –child poverty Sustainability – debate environmental issues

Bullying -‐ being assertive


Puberty

Travel Agents Lost in Space

Home Sweet Home Conservation of animal

habitats

Drugs

Islamic Art Respect for other cultures and beliefs

‘Putting on a Performance’ – as Y4

Packtypes – developing self-‐awareness

Reception: Long Term Planning Autumn 1st Autumn 2nd Spring 1st Spring 2nd Summer 1st Summer 2nd

Main Topic

Autumn Time Toys Food Buildings ‘Magic Carpet Ride’ Journeys

Mini-‐beasts

Areas of Learning

UW/CAL/MATHS*

UM/CAL/MATHS*

UW/PD/CAL/LIT* UW/PD/EAAD* UW/LIT/MATHS/ PSED/CAL*

EAAD/UW/CAL/ PSED*

Learning Through Stories

Percy the Park Keeper Leaf Man

Little Red Hen

Dogger Tidy Titch Kipper

The Three Bears Stone Soup

Oliver’s Vegetables The Enormous Watermelon

The Three Little Pigs The House That Jack

Built

My Granny Went to Market

Stories from different countries (France,

India, Africa, Australia)

The Bad-‐tempered Ladybird The Hungry Caterpillar

Mini Topic

Rhymes Christmas Winter Springtime Growing Plants (on-‐going into Summer 2)

Signs of Summer

Areas of Learning

PSED/MATHS/ CAL/PD*

EAAD*

UW/EAAD/PSED*

UW*

UW*

UW*

Learning Through Stories

Nursery Rhymes Counting Rhymes Action Rhymes

The Christmas Story A Snowy Day A Windy Day

(a hedgehog’s tale)

Is it Spring Yet? Dora’s Eggs

Jasper’s Beanstalk The Tiny Seed

Lucy and Tom at the Seaside

(and other seaside tales)

Visits or Visitors

Warwick Theatre ‘Gruffalo’s Child’

Grandparent or

Parent with old toys

Local supermarket or shop

Pizza Express

Bishopswood – ‘The Three Little Pigs’

session

Walk in Hampton

African Drumming Workshop

Cotswold Wildlife Park or

Butterdly Farm Stratford

Special Events

Harvest Nativity Play Toy Sale

Chinese New Year Pancake day

Culture Days Mini-‐beast Hunt

*Abbreviations: PSED – Personal, social and emotional development PD – Physical development CAL – Communication and language LIT – Literacy MATHS –mathematics UW – Understanding the world EAAD – Expressive arts and design

Autumn Time

Communication and Language Maths Literacy

•   Share rhymes and stories together •   Listen to CDs •   Take part in ‘Circle Time’ activities •   Listening games/activities •   Learn each others’ names •   Recap phase 1 phonics, segmenting simple words

•   Encourage talk with other children when playing

Number: •   Learn numbers and counting through number rhymes

•   Count up to 5 then 10 and back again •   Recognise numerals to 5 •   Develop language – more than, less, how many?

Positional Language: Develop use and concept of positional language – on, under, next to, off, beside

Stories: Various ‘Percy the Park Keeper ‘ Stories, ‘Leaf Man’, Little Red Hen. •   Listen to stories •   Sequence the stories •   Use ‘props’ for Percy to act out the stories

Personal, Social, Emotional Development

Physical Development Understanding of the World

Expressive Arts and Design

•   Listening to others in a variety of activities

•   Working together and taking turns

•   To begin to use the ‘zoneboard’ to think about behaviour

•   Use small and large movements as they act out rhymes

•   Use tools when making objects with dough

•   Develop writing skills, drawing and making rubbings with different sized crayons

•   Build with variety of bricks

•   Use Interactive White Board to share nursery rhyme activities

•   Use the listening centre to listen to rhymes and stories

•   Make observations in the woodland about Autumn

•   Collect leaves and ‘fruit’

•   Explore different musical instruments

•   Singing rhymes and Autumn songs

•   Painting and collage •   Role-‐play -‐ acting out stories and rhymes

•   Use small world characters and puppets

Events: Harvest

Toys


Speaking: •   Bring in toys from home then introduce their own bears

•   Selling toys to 'customers' during Toy sale

Understanding: Following instructions: •   For class rules •   Making jointed toys •   During dance sessions

Sorting: Classifying bears according to their size, colours Sorting toys, money, coins. Number: Learning numbers to 20. Developing language: related to size, prices for toy shop.

Stories: 'Tidy Titch', 'Old Bear', 'Dogger', 'Kipper's Toy Box'. •   Sequencing stories •   Introducing 'story box' props to tell stories

•   Introduce 'time' language – then, now, after, before

•   Make books for teddies •   Write part of a story, based on 'Kipper's Toy Box'




Working together •   In role-‐play, in 'toy shop' •   Begin to discuss feelings during 'Circle Time'

Taking turns

•   Playing with toys – inside and outside

•   Using tools and playing with objects safely

•   Bring in favourite toys to share and talk about with others

•   Looking at 'old' toys from parents/grandparents

•   Play with/handle/discuss a selection of toys

•   Exploring art materials and simple techniques: drawing, painting and collage

•   Making 'old' toys – peg dolls, cup and ball

•   Making a sock puppet •   Dance •   Role-‐play: shop, dressing-‐up

Events: Toy Sale, Bear Day, Nativity Play


Speaking: •   Retelling storie •   Joining in with discussion – keeping healthy

Shape work: Learn the names and properties of simple 2D and 3D shapes. •   Begin to learn about halves – of fruit/sandwiches.

Number – counting. Measuring •   Weighing fruit and vegetables – developing concept of the lightest/heaviest/heavier than

•   Development use of language to make comparisons

Stories: 'Red Hen's Pizza', 'Oliver's Fruit', 'Oliver's Vegetables', Giant Jam Sandwich', 'The Three Bears', Ravenous Beast' •   Making menus •   Labelling drawings •   Acting out stories

•   Playing 'Kim's Game




•   'Circle Time' activities •   Looking at cultural differences

•   Using tools – using knives safely

•   Handling malleable materials •   Learn about healthy eating and exercise being good for the body.

•   Sensory exploration: jelly, cooked spaghetti, porridge oats

•   Explore materials – changes by heating (cooking)

•   Discuss favourite foods/tastes

•   Design a pizza •   Create a collage •   Observational drawings of fruit

•   Fruit and vegetable printing •   Role-‐play – café

Events: Chinese New Year

Food


Speaking: Retelling stories using props and puppets. Working together

Measures: Developing language related to measures. Shape: Learn about solid and dlat shapes. Number: Learn about '3' – getting into threes, triangles.

Stories: 'The Three Little Pigs', 'Bob the Builder', 'The House that Jack Built.' Focus -‐ the main events in story -‐ characters Act out stories.




Working together: Talking with others, sharing ideas.

•   Use construction toys of different sizes and materials

•   Explore push, pulls, twist •   Magnetism •   Use tools/objects safely and with greater control

Using materials: •   For buildings •   Testing strength

Making maps: Story maps/houses Building outside: Making dens

•   Children help set up role-‐play – builders' yard

•   Painting and collage •   Bake 'Little Pig' biscuits

Events:

Buildings

Magic Carpet Ride


Listening: listening to each other in small groups. Understanding: follow directions in the woodland.

Time: Introducing the concept of time and developing language. Shape: learn about solid and dlat shapes. Number: •   Counting forward and backward Understanding more than/less than

•   Counting in different languages

Stories: 'Granny Went to Market' •   Start by sharing the book with the children

•   Make lists •   Sequence story Listen to stories and read non-‐diction books about other countries’ Stories: 'Handa's Surprise', 'Handa's Hen'.




Making relationships: •   Working together •   Using large parachute

Managing behaviour and feelings

•   Challenges to construct towers (e.g. Eiffel Tower)

•   Developing dine motor skills – decorate clay thumb pots

Theme Days: Visit to other places in the World – France, India, Africa. •   Find places on globes. •   Make passports •   Tasting food from other countries

•   Looking at the similarities and differences between places

•   Make kites, lanterns and masks

•   Explore drumming rhythms

•   Use imagination for the 'Magic Carpet Ride' journeys

•   Dancing Bollywood-‐style

Events: Flight on a Magic Carpet – Culture Days, African Drumming Workshop

Mini-‐beasts


Speaking and Listening: •   Playing 'Kim's Game' •   Playing 'I-‐spy' •   'Guess my Mini-‐beast' •   Listening to clues and instructions

Looking at patterns: Spirals and symmetry: Number: •   Counting in 2s •   Counting insects, mini-‐beasts' wings and legs

Texts: ‘The Hungry Caterpillar’, ‘Busy Spider’, ‘Snail Trail’, ‘The Bad-‐tempered Ladybird’ •   Make menus for mini-‐beasts •   Sequence stories •   Write facts about mini-‐beasts •   Label their mini-‐beast artwork •   Write lists




Working together: •   Taking turns •   Working co-‐operatively Begin to understand that all creatures have feelings

•   Developing cutting skills •   Sticking •   Making different mini-‐beasts using a variety of materials

Moving like mini-‐beasts in Dance.

•   Learn about the life cycle of a butterdly

•   Developing observational skills – noticing similarities and differences

•   Mini-‐beast hunts in outdoor area/school dield and woodland

•   Make/observe a wormery

•   Drawing mini-‐beasts •   Painting and collage •   Junk modelling •   Drawing spirals •   Making butterdlies -‐ symmetrical pictures

•   Butterdly prints •   Making spider webs

Events: Visit to Cotswold Wildlife Park

Year One: Long Term Planning Autumn 1st Autumn 2nd Spring 1st Spring 2nd Summer 1st Summer 2nd

Main Topic

Good to Be Me! Short transition unit Bonkers About

Conkers (Autumn’s Arrived!)

Dinosaurs! Chocolate

Land Ahoy! How Does Your Garden Grow?

On Safari!

Subject Focus or Skills (if relevant)

PSHE/Science -‐ seasonal changes Art/Geography – local study

History/Art/ Science/Geography Thinking skills

Music

Science/DT – packaging/History -‐

Aztecs/ Geography

Geography/Science/ History/DT -‐

(boats through history)

Science -‐ seasonal changes

Art

Geography/Art/ PSHE/DT

Blocked work: Science/DT/ RE

Bondire Night Science – light

and dark – sources of light and shadows RE – Christmas story

Science – materials –melting

RE: Easter story

DT/Science – making boat and lighthouses

RE – Bible stories about

journeys

DT – cooking food from the garden RE: Stories about

Jesus

RE: Stories about Jesus’s friends

Forest School: Science -‐ knowledge of common plants/animals in the locality/ noting seasonal changes PSHE – developing thinking skills (challenges) and independence

Opportunities for visits or visitors

Walks in the locality Forest School

Jon the Potter

Visit to Honeybourne – ‘All Things Wild’ or

Bishopwood

Cadbury’s World Sweet shop/Tesco etc.

Local Spar

SS Great Britain Gloucester museum Boat trip on the Avon

Over Farm/Brockhampton Estate/

Croome Park

West Midlands Safari Park

Special Events

Harvest Nativity Play KS1 Easter Celebrations

Easter Egg Hunt

Pirate Day Soup Kitchen

African Drumming Workshop

Outside agency One P.E. session per week: Multi-‐sports

PSHE FOCUS Jenny Mosely and SEAL School Rules/ turn-‐taking/ sharing fairly Building self-‐esteem

Thinking skills Friendship Healthy Eating

Keeping safe – water safety

Keeping Healthy (Exercise and Eating) Care for the local environment

Caring for nature

Respect for other cultures/way of life

PSHE: Circle Time/SEAL sessions or P4C sessions weekly. Reiterating School Rules/turn-‐taking and sharing fairly. Developing listening skills. P4C: based on ‘Pumpkin Soup’ – recognising characters’ emotions and link to their own experiences RE: Link the Autumn topic to a celebration of Harvest Festival.

Bonkers About Conkers! Autumn’s Arrived

COMPUTING: Espresso Coding Use class i-‐pad to take photos in the forest. Film groups reciting their poems.

Big Picture/Key Concepts/Outcomes

Key Texts: Pumpkin Soup Possible Celebration of Learning: Class Assembly on ‘Autumn’

ART/DT: Collect Autumn leaves in the school grounds and make leaf rubbings to use in a collage. Explore different materials (chalk and oil pastel, pencil and charcoal) to make observational drawings of leaves and Autumn fruits (e.g. pumpkins, rosehips, blackberries). Create Andy Goldsworthy-‐style artwork in Forest School, making collections of found, natural objects. Make pumpkin soup, learning how to use the equipment safely. Use various Autumn fruits to make fruit crumble.

ENGLISH: Fiction: Listen to and discuss the story ‘Pumpkin Soup’ (link P4C) Compose simple descriptive sentences about the characters. Begin to consider what the characters are thinking – create a thought bubble for Cat when Duck does not return home. Non-‐diction: Label sketches of natural objects/fruit found in the forest. Write shopping lists for the soup ingredients . Talk for Writing: Re-‐tell the story of ‘Pumpkin Soup’. Give partner instructions for making soup. Drama – small groups acting out the story. Hot-‐seating: teacher modelling the technique with children asking questions.

SCIENCE: Learn about the different seasons and the signidicant features of these. Discover what things the children and their families do at these times. Observe changes across the seasons (revisit areas in the school grounds throughout the year). Record the changes in simple tally charts and labelled pictures. Identify and describe the basic structure of a variety of trees. Begin to learn the names of common British tress, plants and animals. Learn about hedgehogs and how these and other creatures need to hibernate to survive the winter. Resources:

Conkers Photographs of the Seasons Selection of Autumn fruit and vegetables Different size pumpkins Websites: Espresso: KS1 ‘Harvest Time’ and ‘Conker Crazy’ YouTube: children reciting Autumnal Poems Teaching First -‐ Autumn poems

Continuous Provision: Role Play corner – Farm Shop

Learning outside the classroom: Weekly Forest School session to observe gradual, seasonal changes there. Collect leaves, twigs etc. to create Andy Goldsworthy-‐style art. Walks and activities in the locality to discover the range of seasonal changes.

Visits/visitors: Hampton Farm Shop to look at seasonal fruit and veg. Walks in the locality. WOW Factor:

Buying ingredients to make their own pumpkin soup.

PE: Developing throwing and catching skills. MUSIC: Learning Harvest songs. Use un-‐tuned instruments for accompaniment.

Key Skills to be developed: Learning Skills: To follow instructions, listening carefully and beginning to plan what they need to do dirst, what equipment they will need. Thinking Skills: To learn about consequences. Asking questions. Social/Communication Skills: Beginning to record their observations . Working together more effectively and taking turns. Subject-‐Speci[ic Skills: Simple dieldwork skills. Dispositions and Attitudes to be fostered: To engender curiosity and interest in the natural world. To dind things out themselves from their own questioning and observations.

To understand seasonal changes. To develop a positive attitude to learning –

excited, questioning, becoming increasingly independent.

MATHS: Investigate the size of pumpkins using non-‐standard measures. Use conkers as counters to explore different operations. Find amounts of money/coins needed to buy ingredients for the soup. Farm Shop in the role-‐play area – using money. Measure ingredients for cooking. Compare weight of conkers/pumpkins.

Dinosaurs!

COMPUTING: 2 Simple software – to create an adaptation of the story. Internet for research on dinosaurs. Digital camera on iPad to record.

Big Picture/Key Concepts/Outcomes Developing investigation skills and enquiry skills through dirst-‐hand

experiences. Developing research skills.

Key Texts: ‘Harry and the Bucketful of Dinosaurs’, ‘Where the Wild Things Are’ and ‘Dinosaur Drip’, ‘ Celebration of Learning: Dinosaur Museum for parents.

ART/DT: Dinosaur collages. Working together on large scale art for background. Cooking dinosaur biscuits and swamp smoothies. Oil pastel dirework pictures.

ENGLISH: Make a class book of Dinosaur Facts. Retelling stories – making dinger puppets of Harry and the Dinosaurs and ‘Where the Wild Things Are’. Lost and Found posters. Write a letter to Harry to try to cheer him up. Labels and captions for pictures from the Bishopwood’s/Honeybourne visit. Visual Literacy: BFI ‘Chameleons’. Labels and captions for pictures from visit to Honeybourne ‘s ‘All Things Wild’/Bishopswood. Create a safety poster for bondire night.

HISTORY/SCIENCE Role Play area – Fossil/dinosaur museum -‐ play at being palaeontologists. Learn and research dinosaur facts – non-‐diction books/websites. Study fossils and research on the internet. Classify as carnivore, herbivore or omnivore. Mini-‐topic – learning the history of Bondire Night. Make volcanoes with bicarbonate of soda/vinegar. Blocked Work: Light and Dark (emphasis on thinking scientidically) Find sources of light – including the sun. Learn how the sun moves across the sky (include sun safety). Investigate making shadows of different lengths – moving the light source. (KS1 Science Day) Make monster shadow puppets.

Resources: DVD – ‘Wild Things’ Non-‐Oiction books about dinosaurs. Toy dinosaurs and Moshi Monsters. Dinosaur/monsters dressing up costumes. Websites: www.communication4all.co.uk – PowerPoint presentation for early years wwww.harryandhisbucketfullofdinosaurs.com/2007/index.html http://www.kids-‐dinosaurs.com www.bbc.co.uk/dinosaurs http://thedinosaurmuseum.com www.naturalhistorymuseum.ac.uk www.dinosaurvalley.com/stories

Continuous Provision: Role Play corner – Dinosaur museum. Sand tray with dinosaur toys and landscape.

Learning outside the classroom: Weekly Forest School session. Create dinosaur footprints, dens and nests. Find mysterious dinosaur footprints. Develop number sense in the Forest – counting steps, dinding number of objects etc.

Visits/visitors: To Honeybourne’s ‘All Things Wild’/ Bishopswood – ‘Where the Wild things Are’.

PE: Simming. Weekly Multi-‐skills with Tim. Music: Dance – Dinosaur theme. Learning and performing songs for the Nativity play.

PSHE: Jenny Mosely and SEAL sessions weekly. Reiterating School Rules/turn-‐taking and sharing fairly. Stranger Danger – How to keep safe from ‘Monsters’. When is it OK to talk to strangers? P4C: Use ‘Where the Wild Things Are’ to generate issues and questions for discussion.

Key Skills to be developed: Learning Skills: Developing curiosity and enquiring minds. Asking questions. Developing research skills. Thinking Skills: Reasoning Social/Communication Skills – on-‐going Speaking and listening. Group work. Condidence. Subject-‐Speci[ic Skills: Understanding of the past/developing chronological awareness. Dispositions and Attitudes to be fostered: In Forest School – resilience/risk-‐taking/independence. Dealing with distractions. Perseverance. Independence.

MATHS: Dinosaur numberlines. Dinosaur ‘snakes and ladders’ type game. Counting dinosaurs, ordering and sorting using own criteria (Venn diagram). Measuring dinosaurs. Cooking – weighing and measuring. Balancing dinosaurs – balance scales. Explore 2D and 3D shapes.

WOW Factor: Find mysterious,

dinosaur footprints in the woodland/visit to

‘All Things Wild’

PSHE: Healthy Eating and eating a sensible amount of chocolate Jenny Mosely and SEAL sessions weekly. RE: Learn about the role of chocolate in religious and social lives today e.g. Chocolate Easter eggs, chocolate coins given at Hanukkah, chocolate given as birthday presents. How the cacao god is depicted in Mayan pottery.

Chocolate!

COMPUTING: Espresso -‐ Coding

Big Picture/Key Concepts/Outcomes How and where chocolate grows. How and where it is manufactured. The role of chocolate in our lives.

Key Texts: 'Grendel' – a cautionary tale about chocolate.’ ‘Love Monster and the Last Chocolate.’ Celebration of Learning: Class assembly/chocolate exhibition

ART: Design chocolate wrappers. Make a collaborative collage using sweet/chocolate wrappers. DT: Food – cooking with chocolate – making chocolate crispies (link Science – heating materials).

ENGLISH: Create story maps of ‘Grendel’ then retell using puppets. Acting in pairs, create their own version. Sequence sentences from the story. In the role-‐play area: write price lists/simple instructions, captions and labels. P4C: Discuss Fairtrade Chocolate and its benedits.

SCIENCE: To explore the effects of heating/cooling chocolate (link to DT) Investigate materials used in chocolate wrappers – why have these special materials been used? (prevents melting, keeps chocolate fresh and other smells out). Experiment with different materials wrappers (foil, paper towel, cling dilm etc.) Keeping Healthy: (link PSHE) learn about the disadvantage of eating too much chocolate (tooth decay/weight gain from too much sugar and fat)

Resources: Selection of chocolate Chocolate Tree Charlie and the Chocolate Factory DVD Websites: Cadburys World http://www.bbc.co.uk/education/clips/zh43cdm Michael Rosen’s memories http://www.dubble.co.uk/dubble-‐story Fairtrade chocolate – employment of children.

Continuous Provision: Role play – chocolate factory/chocolate shop (link with Maths) Homework: Chocolate diary. Simple questionnaire to ask family members about their chocolate likes/dislikes. Bring in chocolate wrappers and other packaging.

Learning outside the classroom: Visit local shops to investigate the range of chocolate on sale. Buy a chocolate bar each (then use labels and prices back in class)

Visits/visitors: Parents/grandparents to talk about chocolate when they were young. Visit to Cadbury’s World. Local chef/cook for a chocolate workshop. Visit to Tesco or supermarket

WOW Factor: Chocolate Tree. Cooking with chocolate.

PE/Music: Dance using ‘Oompa Loompa’ song from ‘Charlie and the Chocolate factory.’ Learn the song and accompany with non-‐tuned instruments

Key Skills to be developed: Learning Skills: Comparing and evaluating change. Research skills. Creativity Thinking Skills: Developing reasoning skills. Social/Communication Skills Subject-‐Speci[ic Skills: Dispositions and Attitudes to be fostered: Working in an appropriate manner to create a positive learning environment

MATHS: Role play: chocolate shop: give and receive change. Finding given amount of money with relevant coins Time – opening times of the shop/timing melting of chocolate Sorting – chocolate according to size, colour, shape Statistics: compile a class questionnaire of favourite type of chocolate.

HISTORY: Investigate the history of chocolate. (Who dirst discovered it? When was it discovered? Invite parents/grandparents into school to talk chocolate treats in the past. GEOGRAPHY: Use globes and atlases to locate where chocolate comes from. Learn about the tropical climate needed to grow chocolate Look at chocolate bar labels to see where they are manufactured. Find countries in world map or map of UK. Look at seas/oceans the chocolate needs to cross to reach us. Research: Where do cacao trees grow? Could we grow them here?

Land Ahoy!

COMPUTING: Espresso Computer Driving Licence: levels 1-‐2. Plan a route and programme Beebots to go on the journey.

Big Picture/Key Concepts/Outcomes To understand how places are linked and

the need to travel to get there.

Key Texts: ‘The Lighthouse Keeper’s Lunch’ Celebration of Learning: Pirate Day

ART: Observe and comment on Turner’s seascapes (The Fighting Temaraire). Paint pictures of their own sailing ships. Design and draw posters for the role play corner. DT: Design and make boats (link Science). Test materials to discover if they dloat or sink. Food – make ship’s biscuits, tropical fruit smoothies. Design and make sandwiches for the Lighthouse Keeper’s Lunch.

ENGLISH: Narrative: fantasy settings/pirate theme. Pirate Day: making pirate books, wanted posters. Non-‐diction: using information books/internet – to learn about journeys by sea/river. Simple recount about their visit to SS Great Britain. Write simple instructions to dind places (link Geo).

HISTORY: Learn about famous people associated with the sea e.g. How did Grace Darling become famous? Learn about a famous explorers – Sir Francis Drake/Christopher Columbus. How have lighthouses changed over time? Compare modern, steam and sailing boats.

Resources: Books/DVDs on pirates, non-‐Oiction books on different types of boats through the ages. Website Espresso – Computer Driving Licence www.topicbox.co.uk Google Earth

Continuous Provision: Role Play corner – designed by children related to boats.

Learning outside the classroom: Weekly Forest School session: make Forest School map, journey sticks, trails and dens.

Visits/visitors: Visit to SS Great Britain in Bristol docks. Walk along the Avon to see the boats. WOW Factor:

Visit to SS Great Britain

Pirate Day!

PE: Games – Bat and ball skills Weekly Multi-‐skills session with Tim. Music: Explore the sounds of the sea – create a ‘seascape’ with untuned instruments.

PSHE: Jenny Mosely and SEAL sessions weekly.

Key Skills to be developed: Learning Skills: To compare – noticing similarities and differences Thinking Skills: Developing empathy Social/Communication Skills: Taking turns , working together to act in a role play/retelling stories. Subject-‐Speci[ic Skills: Reading simple maps and globes and drawing own maps. Developing language of direction/geographical language Dispositions and Attitudes to be fostered:

MATHS: Investigate weight of ‘cargo’ that their boats can carry. Develop directional language.

SCIENCE: Explore push and pulls using various shaped hulls. Investigate materials that dloat and design and build boats then test them. Make lighthouses joining different materials.

GEOGRAPHY: Investigate a journey down the River Avon. Draw our route on a simple map. Use Google Earth to dind the locality of our school/Evesham. Carry out a survey to dind out where people in school have visited overseas then use world maps and globes to locate these places. Use map of UK to dind main UK ports/harbours. Pirate Day: create own maps – where will our voyage take us?

RE/P4C: Journeys in the Bible: to read and discuss (developing children’s understanding of Christian values) e.g. Moses, Noah’s Ark, The Lost Samaritan, Parables.

COMPUTING: Take digital photographs of nature’s patterns then recreate Using 2 Simple software & Dazzle. Espresso -‐ Coding English: Write their own stories on 2 Simple Story/Photo Story 3.

Big Picture/Key Concepts/Outcomes Exploring nature and developing

understanding of how food is grown. Learning about healthy eating options.

Key Texts: ‘Jim and the Beanstalk’ Celebration of Learning: Cooking food from the farm/farm shop

ART: Study work by Andy Goldsworthy & Richard Long. Create natural collages in Forest School and seed collages in class, comparing both techniques. Explore the colour of plants, dlowers and fruit: still life sketches inspired by Van Gough’s ‘Sundlowers’. Observational drawings of the inside of fruit using pastels. DT: Design and make seed packets – containing tips about growing plants, applying knowledge Food: making carrot mufdins.

ENGLISH: Narrative: traditional and fairy tales – Jim and the Beanstalk/Little Red Riding Hood/Jody’s Beans. Role-‐play/drama and hot-‐seating to investigate the characters of the Giant and Jim Write a ‘thank-‐you’ letter to the giant Retell and re-‐write the story Non-‐diction: reading information texts about plants/growing plants

Resources: Gardening equipment & seeds, composts, seed trays etc. School box: Darwin the Great Plant Hunt Websites: www.topicbox.co.uk www.coxhoedurham.sch.uk -‐ science: green plants www.kew.org/ www.overfarmmarket.co.uk/education.html

Continuous Provision: Role Play corner -‐ garden centre (link Maths – dinding totals of money to buy plants

Learning outside the classroom: Weekly Forest School session: build gardens for fairies/gnomes, make leaf or bark rubbings, create magic potions and smelly pots, dire-‐lighting. Make collages using natural materials (link Art

Visits/visitors: Visit to Over Farm/Brockhampton Estate. Walk to Hampton farm shop

WOW Factor: Trip to a Farm Growing plants in the school

garden PE: Gymnastics. Multi-‐skills – outdoor games Music: Woodland symphony – use found natural materials to make musical instruments. Explore the sounds they make. Listen to Korsakov’s ‘Flight of the Bumble Bee’ – follow the beat

PSHE: Jenny Mosely and SEAL sessions weekly. P4C – discuss issues in stories. RE: Stories from the Old Testament

Key Skills to be developed: Learning Skills: Asking questions from their observations. Thinking Skills Prediction and categorising skills Social/Communication Skills on-‐going Speaking and listening. Working together – co-‐operation Subject-‐Speci[ic Skills: Developing observation and investigation skills Developing awareness of ‘sustainability’ Dispositions and Attitudes to be fostered: In Forest school – resilience, risk-‐taking and social skills.

MATHS: Measure bean plants growing & compare heights of plants. Estimate/count number of beans. Also measuring ‘Giant’s Footsteps’ in Forest School – using metres and cm. Weighing in cookery. Learn about seasons/months of year Investigate repeating patterns (link Art)

GEOGRAPHY: Learn about different world crops and why certain crops prefer a particular climate. Do humans need insects? Investigate the role of the bee and investigate local honey producers/ invite bee keeper to school. Fieldwork skills – dinding and identifying common plants growing in the school grounds.

SCIENCE: Identify main parts of a plant & learn what they need to grow. Explore seeds in fruit. Predict and investigate plant growth (no water, no air, no sunlight) and record changes. Find different types of plants growing in school grounds/forest area. Grow plants from seeds to sell in a plant sale for parents.

How does your garden grow?

PSHE: Jenny Mosely and SEAL sessions – Respect for others. RE: Jesus’ friends – learning about the 12 disciples

On Safari!

COMPUTING: Use the internet (supervised) to research facts about Africa and present to the class. Use Beebots to ‘go on safari’ using a variety of photographs. Record oral re-‐telling of the book, Kapiti Plain.

Big Picture/Key Concepts/Outcomes Making comparisons with children’s lives in Africa to their own and developing empathy.

with different values and way of life Key Texts: ‘Bringing the Rain to Kapiti Plain’

Also: ‘Mama Panya’s Pancakes’, ‘Giraffes Can’t Dance’, ‘Rumble in the Jungle’, ‘Abu’ and ‘We Live in Kenya’ Celebration of Learning: Visit to Safari Park.

ART: Use a variety of different materials and techniques to make Maasia jewellery. Design and make an African mask from clay, feathers, beads etc. Create pictures using Kagonga wash. DT: Design and make a ‘Tip Tap’ hand-‐washer. Making a carrier bag football. Cooking – making African dishes and snacks and pancakes

ENGLISH: Main text ‘Bring the Rain to Kapiti Plain’: Re-‐tell and re-‐write their own version. Sequence story and create own story maps to support oral retelling Use puppets and ‘hot-‐seating’ to explore characters feelings, writing ideas on thought bubbles. Writing table: postcards, letter proformas. Non-‐diction: class create a picture fact book about Africa. P4C: Imagine what life is like in a country far away. Discuss children’s questions from ‘The Lion King’ story. GEOGRAPHY: Where is Africa? Use maps and globes to locate Africa. Use photos and pictures to dind out what the country is like and what it is like to live there. Use photos of children in Africa, books and stories to compare/contrast their lives with ours. Tasting exotic fruits from Africa. Sustainability – begin to realise the role humans can play in conserving resources – make a ‘tip tap’ hand washer.

Resources: Non-‐diction books about Africa African artefacts Globes and maps Websites: www.topicbox.co.uk www.cowdiles.com www.pbkids.org/africa/ www.oxfam.org.uk/savethechildren www.afro.com www.cowforce.com Youtube: video of Kapiti Plain

Continuous Provision: Display of African artefacts and class collection of books about Africa Role-‐play – decided by children. Sand pit – African animals.

Learning outside the classroom: Weekly Forest School session: compare the forest with Kapiti Plain. ’

Visits/visitors: Parents, relatives who have visited Africa.

WOW Factor: Visit to West Midlands Safari

Park

PE: Weekly Multi-‐skills sessions. Gymnastics. Playing African games Music: Listening and responding to African music (drumming and thumb pianos). Discussing ‘Circle of Life’ and other music from ‘The Lion King’

Key Skills to be developed: Learning Skills: Redlecting on work and developing self-‐assessment. Analyse numerical data Thinking Skills: Ask relevant questions to dind out what a place is like. With support, begin to draw simple conclusions. Social/Communication Skills: Develop communication skills – working in groups, collaborative making and presenting work. Subject-‐Speci[ic Skills: Developing geographical language. Writing for a purpose. Map-‐reading skills Dispositions and Attitudes to be fostered: Taking responsibility for work and increasing independence.

MATHS: Measuring ingredients for cooking Directions – discussing and planning route for Beebots’ safari.

SCIENCE: Explore the different eco systems and animals’ habitats in Africa. Learn about the different animals that live there.

Year Two: Long Term Planning Autumn 1st Autumn 2nd Spring 1st Spring 2nd Summer 1st Summer 2nd

Main Topic

Growing Up! Short transition unit

Fire! Fire!

Let’s Celebrate around the World

Hanukkah/Christmas

Queen Victoria Rules! Upstairs

Downstairs School life

Up, Up and Away! Wild About Wildlife

What’s Living and Growing in the Woodland?

Year 2: Teacher’s Choice

Australian Adventure!

Subject Focus or Skills (if relevant)

PSHE/Science History

RE – Judaism & Christianity/ PSHE – belonging/respect

other cultures Geography – places around

the world

History/Geography/DT and Art

Science/History/DT Science/Geography-‐ local study/Art

Geography/Art PSHE/Science

Blocked work: Science/DT/ RE

DT/Science – food/changing materials

RE: Places of Worship: visit

RE: Easter Story

Science: Nocturnal Animals -‐ Adaptation

RE: Creation Stories

DT: Cooking Australian Tucker


Evesham Fire Station Firedighter to visit

School

Local Churches Synagogue Pantomime

Hartlebury Museum/Black Country Museum

Midlands Aircraft Museum

School Grounds and Woodland/Woods and Parks in the Locality

Bristol Zoo

Special Events

Harvest Nativity Play Celebrate Hanukkah

Easter Celebrations Electricity workshop

Outside agency One P.E. session per week: Multisports Drumming/Music

PSHE SEAL unit -‐Going for Goals

Family links unit: ‘Praise’

Growing up People who help us Staying Safe – dire

To consider and share their own beliefs and how/why

they celebrate

Respecting others

Friendships and relationships

Taking Risks

Care for the local environment

Caring for nature

Developing understanding of other cultures and

beliefs

Mini topic -‐Switching On! Keeping Safe

Fire, Fire!!

COMPUTING :Research the internet for images of old/new dire dighting equipment and given webpages for facts. Create a simple Keynote presentation including images, text and sound. Record news report and eye-‐witness accounts on iPad.

Key Texts: ‘Magic Grandad’ – History of The Great Fire of London & Fire Fighting, ‘Frances the Fire Fly’ Celebration of Learning: Performing the ‘Fire Dance’ in assembly

ART/DT: Using charcoal and oil pastel, draw old and new dire engines in black and white and colour. Colour-‐mixing – make secondary colours and shades experimenting with mixing paint. Apply this creating ‘dlames’ for class display and painting a picture inspired by a description of the dire. Design and make half timbered houses using collage. Make gingerbread men and rocky road cake – comparing what happens to the materials -‐link Science

ENGLISH: Fiction: Traditional tales about dire (How Fox Stole Fire). Non-‐[iction: Read and research facts about ‘The Great Fire of London’ and dire-‐dighting through the ages. Write their own report about old and new dire-‐dighting equipment using Keynote.. Write then present a news report on the ‘Great Fire’ Write a recount about the Great Blaze of Birmingham. Poetry: Learn ‘Poems of the Week’ about dire then create a class poem about dire.

SCIENCE: Working scientidically: make observations and begin to record. Carry out simple tests. Materials: To identify materials and begin to recognise properties and how they are used. Sort/categorise materials. Learn how materials can be changed (link with Topic – when heated) including reversible/irreversible changes. Apply knowledge to dire dighters' safety equipment and why certain materials are most suitable.

Resources: Variety of non-‐diction books on dire-‐dighting. Websites: Magic Grandad and the Great Fire of London – YouTube. Scholastic Resources. BBC Science Clips -‐ materials

Continuous Provision: Role-‐play – dire station.

Learning outside the classroom: Outdoor and adventurous activities in Forest School

Visits/visitors: Visit from family member who is a dire dighter. Visit to Evesham Fire Station .

PE: Multi-‐skills with Tim. Dance: Create a ‘Fire Dance’ after watching a range of dancers performing their dire dance – dlamenco and ballet (Ice Queen). Music: Listen and appraise the music for dance. Compose their own piece of music using ‘found’ and percussion instruments.

Key Skills to be developed: Learning Skills: Resilience: learning how to manage when tasks are difdicult. Managing risks (Forest School/DT and Science). Creativity (art and design work/dance/music) Thinking Skills: Questioning – what if? (Science) why? (History). Reasoning – cause and effect (History & Science) Social/Communication Skills: Team-‐work and becoming more condident when presenting or performing their work Subject-‐Speci[ic Skills: History: chronological order and language relating to time. Observation skills: science (noticing similarities and differences, categorising) Dispositions and Attitudes to be fostered: To become increasingly independent using a wider range of equipment and materials.

MATHS: Measuring: length of hoses in metres, capacity of buckets. Data Handling: recording science experiments in simple tables.

Links with home/homework: Discuss dire safety at home: dire escape plan, smoke detectors and safe around matches and dires.

HISTORY/GEOGRAPHY: Research the origins of ‘The Great Fire of London’ – using Google Earth and maps of London. Repeat for the ‘Great Blaze of Birmingham. Use historic maps to dind out the extent of the dire. Learn key facts (dates, people and causes) then raise further questions to research. Learn about changes over time – comparing old/ modern equipment and sequencing pictures. Begin to understand ways we can dind out about the past – using evidence from old pictures, historical accounts.

R.E: Celebrate Harvest Festival.

WOW Factor: Visit to the Fire Station using

the hoses

PSHE/PHILOSOPHY: Establish class rules –on-‐going. Weekly Circle Time. Understand how to keep themselves safe and identify hazards. Know who to ask for help in an emergency and how to call the emergency services.

Big Picture/Key Concepts/Outcomes To learn about an important historical event. To develop awareness of the past

and about changes over time. To learn about keeping themselves safe.

Let’s Celebrate Around the World

COMPUTING Word-‐processing of Hanukkah story front page . Use ‘paint’ programme to create a Menorah. I-‐pad video -‐ use to record ‘Call for Census’ news report.

Big Picture/Key Concepts/Outcomes To recognise that there are many

similarities in the way people celebrate. To celebrate our differences.

Key Texts: The Bible and ‘The Christmas Story’ – Ian Beck, ‘Sammy the Spider’s First Hannukah’, Stories from the Jewish World, Celebration of Learning: The School Play

ART: Menorah pictures using ink and wax-‐resist. Design and make Christmas cards and tree decorations. Design and make dreidels. DT: Cooking celebration food (link science – changing state). Make gingerbread men (melting process).

ENGLISH: Narrative: re-‐tell the Hanukkah story using story map and story actions. Retell then re-‐write Sammy Spider’s First Hanukkah using a beginning, middle and end. Use drama techniques (role play, hot-‐seating etc.) to explore characters in the Christmas story then write captions for ‘freeze frame’ photos and speech bubbles for the characters. Write a letter from the inn keeper to a friend. Poetry – Hanukkah acrostics. Instruction writing for cooking celebration dishes Non-‐chronological report – information leadlet on how people celebrate Hanukkah. P4C: Explore ‘Big Questions’ – difference/respect. Discuss the meaning of Christmas and the Christmas Story.

HISTORY: Learn some of the history/historical stories behind these two faiths. Learn how faith members see celebration of a festival resulting from a historical event. GEOGRAPHY: Use maps of the Middle East/globes to identify Biblical locations. Learn about what places are like using photographs of Bethlehem, Jerusalem and Nazareth. Use Google Earth/Videos to learn about where/how Hanukkah/Christmas is celebrated around the World. SCIENCE: Continue work exploring how materials change – using forces to push, pull and twist. Carry out simple tests involving magnets. (Science workshop on forces)

Resources: Various non-‐Oiction books. DVDs of the Christmas story. Artefacts and pictures form Judaism and Christianity boxes. Websites: Espresso: Hanukkah YouTube: Christmas dancers/lighting the Menorah/ Christmas Around the World.

Homework: Interview parents about how they celebrate.

Learning outside the classroom: Explore how different groups of Christians celebrate Christmas with a walk around Hampton/Evesham (decorations, shop promotions and displays etc.) and a visit to the local church.

Visits/visitors: Visit to St Andrews Church and/or All Saints Church during Advent to see how Christians celebrate Christmas.

WOW Factor: Key Stage One performance: The Nativity

PE: Dance based around lighting the Menorah. Music: Singing and performing the Christmas play. Listening Hanukkah music and dancing on Youtube.

RE: To learn about key beliefs for Christians and Jews. To compare how the two faiths celebrate and key beliefs. PSHE: To consider and share their own beliefs and how/when they celebrate. Weekly circle time – focus on friendships/respecting others

Key Skills to be developed: Learning Skills: Improving our own learning and performance through practice and review. Thinking Skills: Information processing skills. Making simple comparisons and beginning to explain reasoning. Social/Communication Skills: Performing together. Dispositions and Attitudes to be fostered: Respectful of others beliefs/opinions. Creativity. Developing self-‐condidence – performing for others.

MATHS: Symmetry – making Menorah artwork. Data handling – most popular celebration – tallying and bar charts.

HISTORY: Gather knowledge and understanding about a life of Queen Victoria and Elgar(6c) Investigate Victorian school life through Hampton School log book and Victorian classroom/lessons. Record reasons why they would like/dislike being a Victorian school child. To learn about the way of life of people in the past who lived in the local area then identify differences between their lives and ours . To ask questions and dind out about the past from a range of sources (dilm, photographs, books etc.) Develop use of historical language. To show knowledge and understanding in a variety of ways – see English. MATHS: Statistics: favourite toys now and in Victorian times (answer a question by collecting/ recording data in lists, tables, graphs and pictograms). Sequence numbers – order numbers on time line. Read 4 digit numbers – key dates for Victorians. Toy shop – adding several small numbers/adding and subtracting (giving change) Chanting times tables facts – as Victorian children did

Resources: Books: The Railway Children, Alice in Wonderland, Water Babies, Oliver, Beatrix Potter Visual Literacy – Victorian children Loans box from The Almonry Websites: www.victorianschool.co.uk www.nettesworth.durham.sch www.woodlands-‐junior.kent.sch.uk Espresso

Queen Victoria Rules!

COMPUTING: Make, edit i-‐movie. Word processing. Research on the internet. Taking digital photographs. Espresso Coding

Big Picture/Key Concepts/Outcomes To understand what life was like for children

over 100 years ago. To empathise, compare and contrast our lives

with those of Victorian children

Key Texts: ‘Princess Vicky – The Little Queen’, ‘Oliver!’, Hampton School log book. Celebration of Learning: Invite parents/ carers to a celebration day: attending our Victorian ‘school’ and watching i-‐movie about Victorian school life made by class

ART/DT: Explore work of William Morris and use of repeated patterns and symmetry in his work. Design own wallpaper, developing ideas from dirst-‐hand observation, focussing on colour, pattern, line and space. Make polystyrene printing blocks. Try out different tools and techniques -‐ printing, ICT and drawing. Design and make peg dolls.

ENGLISH: Write captions for Victorian photos. Visual Literacy – watch old dilm of Victorian children -‐ present dindings (drama/poster etc.) Write a diary entry of typical day as a servant. Plan and write questions/answers for i-‐movie of Victorian school days then perform and dilm . Write instructions – how to make Victorian lemonade and beef stew. Practise handwriting using Victorian h/w sheets Write questions and begin to research using books and internet.

Continuous Provision: Role play area – Victorian post ofdice.

Learning outside the classroom: Walk around Evesham – compare locations: take photographs and compare with old Victorian photographs. Play with traditional Victorian toys outside.

Visits: Black Country Museum and The Almonry

WOW Factor: Visit to Hartlebury Museum & Almonry. Victorian School Day.

PE: Multi-‐skills. Victorian gym and physical drills Music: Listen to work of Victorian composers – Elgar/Strauss

PSHE: Circle Time: Family Links Health for Life

Key Skills to be developed: Learning Skills: Use empathy to understand life of Victorian child. To develop comparison skills and language Use pictures/photographs to dind out about a place. Use mind maps to record learning/understanding. Thinking Skills: Begin to give reasons to support ideas. Social/Communication Skills: Effective communication. Subject-‐Speci[ic Skills: Research skills. Develop understanding/ language related to chronological order Dispositions and Attitudes to be fostered: Condidence.

SCIENCE: Investigate forces using Victorian toys/games Understand that pushes/pulls are examples of forces and learn to describe the movement Ask questions and decide how to dind answers

GEOGRAPHY: Compare Evesham – then/now using Victorian lesson – learn about Great Britain and the main cities.

PE: Multi-‐skills -‐ with Tim Forest School -‐ Out-‐door Adventurous Activities.

Up, Up and Away!

COMPUTING: I-‐movie to record News Flash of Amy Johnson's dlight to Australia. Research types of dlight/space on the internet. Create a PowerPoint of a 'Flying Machine' with animation.

Big Picture/Key Concepts/Outcomes To develop admiration for others' courage and ingenuity (early explorers/pioneers of

dlight). To inspire a love of learning . To begin to make links between different

areas of learning. Key Texts: ‘Room on a Broom’, ‘Whatever

Next?’ Books about 'Flight'/Amy Johnson Celebration of Learning: Exhibition of learning – sharing model dlying machines and science experiments.

ART: Basic pencils skills – exploring shading and use of line. Developing close observational skills. Applying skills, drawing feathers then pictures of birds and aircraft. DT: Design a new broom for the witch (develop concept of designing – look at Leonardo da Vinci's dlying machines). Design imaginary dlying machines.

ENGLISH: Fiction: 'Room on the Broom' and the Story of Icarus – discuss why these are diction. Compare stories set on the moon – ‘Whatever Next’/’Baboon on the Moon’ and ‘Little Wolf’ (BFI). Use drama and story-‐telling to develop children’s language and understanding of the characters. Non-‐diction: Write a news report of Amy Johnson's record-‐breaking dlight to Australia. (link Computing) Research a type of 'dlying machine', presenting the information in a PowerPoint. Write an instruction leadlet on their imaginary dlying machine (applying their knowledge of dlight).

SCIENCE: Learn facts about the moon and space. Learn about the weather: wind, precipitation and clouds (and seasonal change). Learn about forces of gravity and air resistance. Carry out investigations into things that dly -‐ paper aeroplanes, giro-‐copters, parachutes -‐ and what affects their performance (weight/siz of wings etc.) GEOGRAPHY: Use Google Earth and 'Britain from the Air' websites to learn about places/landscapes and directions from the air. Use atlases/globes to explore the route of Amy Johnson's dlights. Recreate her journey, programming Beebots on world maps. HISTORY: Create a timeline of dlight: develop chronological understanding & vocabulary. Learn about aircraft (from balloons, planes to rockets) and changes over time. Find out about important developments and people in history (Montgoldier & Wright brothers, Amy Johnson, space travel, Uri Gregarin etc. )

Resources: Various non-‐Oiction and story books about Olight/space. Websites: www.juliadonaldson.co.uk – ‘Room on the Broom’ Youtube – videos of early dlying machines, news footage of Amy Johnson's dlights

Learning outside the classroom: Forest School sessions – activities linked to ‘Up, Up and Away’ – dieldwork investigations of birds/ trees as habitats as well as seasonal changes in the woodland.

Visit:, Midlands Aircraft Museum, visitors involved in aviation.

WOW Factor: Science experiments exploring 'dlight‘. Visit to Midlands Aircraft Museum.

PSHE: P4C: discussion based on stories (loneliness, kindness & helpfulness)/big questions raised at the start of the topic. Themes: Courage – explorers/early pioneers of dlight. Why humans want to explore new places. Weekly: 'Relax Kids' sessions Developing selves as effective learners: taking risks, exploring and developing ideas

Key Skills to be developed: Learning Skills/Disposition & Attitudes to be Fostered Becoming more independent in their learning – carry out simple research, raising questions and beginning to piece together information. Thinking Skills: Creative thinking, problem-‐solving. Social/Communication Skills: Speaking & listening, expressing opinions, literacy skills. Subject-‐Speci[ic Skills: Computing – research/saving and retrieving information. Map reading.

MATHS: Position – (N,S,E,W) Amount of turn. Measures: time – daily schedule of the Baboon on the Moon. Weight – weigh our dlying machines.

MUSIC: Listen to dilm soundtracks – Magnidicent Men in their Flying Machines/Space Odyssey/Baboon on the Moon & evaluate. Create a musical soundtrack to accompany the story of ‘Room on a Broom’ using tuned and untuned instruments.

Continuous Provision: Reading corner – books and stories about dlight, space and weather. Role Play: Airport/Aircraft cockpit.

Wild About Wildlife! What’s Living and Growing in Our Woodland?

COMPUTING: Research then create simple Keynote presentations about woodland animals adding pictures and text. Espresso coding: designing more complex programs beginning to ‘debug’ errors.

Big Picture/Key Concepts/Outcomes Developing an awareness that there is a variety of living things and these can be classidied. To begin to recognise their role in caring for nature. To be

curious and test out their ideas.

Key Texts: ‘The Owl Who was Afraid of the Dark’ by Jill Tomlinson, ‘Percy the Park Keeper’ by Nick Butterworth, Scholastic ‘Nocturnal Animals’ Celebration of Learning: Sharing their woodland investigations with parents.

ART: Draw pictures of woodland animals in oil pastel for a Whole Class display. (link English) Study artists’ silhouette work then recreate their own pastel landscape with a silhouette of a woodland creature cut out of card . DT: Design their own nocturnal creature (using scientidic knowledge of adaptations) then make out of clay/junk modelling.

ENGLISH: Non-‐diction: read and write non-‐chronological reports on woodland and nocturnal animals. Produce as a poster & Keynote presentation. Fiction: Percy the Park Keeper – explore relationships between characters and act in role. Write a letter to Percy as one of the characters. Use ‘The Owl Who was Afraid of the Dark” to learn about night time and ways to describe it.

Resources: Bug pots, magnifying glasses, digital microscope, clipboards, IPad. Reference books for plants, mini-‐beasts and animals. Non-‐diction texts/posters about nocturnal and woodland animals. Websites: Scholastic : nocturnal animals Nature detectives BBC Science Clips:

Continuous Provision: Role Play area – garden centre/hospital for sick wildlife.

Learning outside the classroom: Weekly Forest School sessions (linked to science): locate then identify common plants and mini-‐beasts. Compare plants living in the woodland to on the school dield. Create a woodlice habitat investigation to see what conditions the prefer. Investigate the different types of snails and where they were found, drawing their own table or map.

Visits/visitors: Investigations in school grounds and the locality. Visit from the Vale Wildlife hospital.

WOW Factor: Hands-‐on Science Investigations

PE: Multi-‐skills with Tim. Gymnastics Music: Listen to ‘Carnival of the Animals’ to identify some orchestral instruments. Explore untuned instruments (rhythms/dynamics) then compose musical phrases to represent woodland animals. Create a class orchestra combining these elements in various ways.

PSHE: SEAL sessions: learning about ourselves as learners, taking responsibility for our learning. Developing respect for nature and the school’s outdoor environment.

Key Skills to be developed: Learning Skills: To become more responsible for their learning (researching their own questions, correcting their work, Thinking Skills: To make simple predictions based on what they know, to come to conclusions with support. To make comparisons based on observations. Social/Communication Skills: Working with a partner to raise questions and support each others thinking. Recording more of their work (in tables, posters, leadlets etc.) Subject-‐Speci[ic Skills: Planning and carrying out tests, developing observation skills and scientidic language. Dispositions and Attitudes to be fostered: To be curious and caring about the living world. To dind things out/learn from their own observations.

MATHS: Use and create tally charts and tables to record information during tests and dield work . Sort information using Venn and Carroll diagrams and begin to use their own criteria.

GEOGRAPHY: Develop dieldwork skills: using maps and plans, observing what is living and growing in the school’s surroundings. Learn about different habitats and make simple comparisons about the conditions there.

SCIENCE: Find different types of plants and animals in the school grounds then record in tally charts/table. Classify different plants and animals according to observable characteristics using Venn and Carroll diagrams (e.g. types of buds, what the plant is used for, which class of animal it is, carnivore or not). Revisit the different young that animals have and if the adults have eggs or live young. Learn about food chains (using simple diagrams, websites and video) and about predators and prey. Study different habitats (including micro-‐habitats) and notice the features that encourage animals to live there (providing food, shelter or the right conditions). Observe and record the animals there. Revisit what animals and plants need to grow. Focus on woodland and nocturnal animals and begin to learn about the adaptations to suit their environment. Explore the need for heightened senses by being blind-‐folded, listening for sounds/using their sense of touch.

RE/PSHE: Learn about the Aboriginal people's traditions and beliefs and the signidicance of 'Dreamtime'. Learn Aboriginal creation stories from the Dreaming and compare to the Christian Creation story.

Australian Adventure!

COMPUTING: Use Google Earth to locate key landmarks and cities. Visit places to dind out about the features of diverse landscape. Research Australian animals on the internet and copy and paste pictures into Keynote.

Big Picture/Key Concepts/Outcomes Develop knowledge and understanding of the World -‐ compare different climates and

habitats to our locality.

Key Texts: Australian Myths and Legends – 'The Rainbow Bird‘. Celebration of learning: Sharing ‘Dreamtime’ stories in Assembly.

ART: Investigate Aboriginal art: the techniques used and the purpose of the art. Experiment with their own designs then apply to a didgeridoo or boomerang. DT: Food – learn about surviving in the Outback and then recreate Bush tucker – Dampers (bread), Kangaroo stew or Shearers' hotpot.

ENGLISH: Fiction – Myths, Legends and Traditional Tales from Australia. Learn a variety of tales and retell using story maps, puppets and writing their own versions. Identify common themes and characters. Poetry: Explore animal poetry before writing their own about Australian animals Learn about different types of poetry – acrostic, list poems. Non-‐diction: Research Australian animals.

GEOGRAPHY/SCIENCE: Develop geographical skills and language (for key features) – using maps, atlases and globes and drawing their own maps of Australia and Sydney. Learn the World's continents, oceans, equator and compass directions. Compare Sydney to Hampton using Google Earth, photos and simple maps. Research important Australian landmarks and locate on map of Australia. Find out about Australian wildlife and how these animals are adapted to the hot/tropical climate BLOCKED WORK -‐ electricity

Resources: Maps of Australia/Sidney, globes Photographs of landscape/aerial photographs Non-‐diction books about Australia Australian artefacts eg boomerang, didgeridoo Websites: Barnaby Bear in Sidney Google Earth http://www.kids-‐world-‐travel-‐guide.com/australia-‐facts.html http://ngkids.co.uk/

Continuous Provision: Have 2 clocks in the classroom – with UK/Australian time. Role play corner – Zoo with Australian animals

Learning outside the classroom: Forest School – creating musical instruments from 'found' materials. Role play – exploring the Australian Bush/ making camps

Visits/visitors: Visit to Bristol Zoo for a 'Wallaby Walkabout'. Visitors: Family/friends to tell us about a trip to Oz.

WOW Factor: Australian Day –

introduction to the topic. Take an imaginary dlight

to Oz!

PE: Multi-‐skills. Athletics. Music: Listen to traditional Australian music and learn about the various instruments. Explore different sounds using similar instruments before composing their own music

Key Skills to be developed: Learning Skills: Redlecting and critically evaluating their work and what they have learned. Research skills Thinking Skills: Enquiry – ask relevant questions. To hypothesise and evaluate Social/Communication Skills: Speak clearly and condidently to retell their stories and present their work

Subject-‐Speci[ic Skills: Map-‐reading and drawing their own maps. Learning from photographs/maps Dispositions and Attitudes to be fostered: To be condident, independent learners – beginning to carry out their own research

MATHS: Telling the Time: compare times in the UK and Australia. (Learn to tell the time to the nearest 5 minutes) Weight/Capacity: apply learning making Australian tucker Statistics – construct block graphs – our favourite Australian animals Use Carroll Diagram – to sort Australian animals

Autumn 1st Autumn 2nd Spring 1st Spring 2nd Summer 1st Summer 2nd Main Topic What are the

Secrets of the Stone Age?

(Rocks and Soils Separating Materials)

Potions, Lotions and Explosions!

Blackout! WW2 Walk Like an Egyptian! Two Year Rolling

Programme with Year 4

Travel Agents Let’s Travel the

World

Wild About Plants!

Y3: Teacher’s Choice

We Are What We Eat

Subject Focus or Skills

History/Geography/ Science – rock formations/

fossils

Science/PSHE/Art/ Maths

History/ Geography/Art

Geography -‐ Knowledge of continents, countries,

hemispheres etc.

Science/ Geography/Art Citizenship -‐ sustainability

Science/Geography/Art

Blocked work: Science/DT RE and French (3 half terms

DT – food – rock cakes RE: Easy Questions – Difdicult answers

Science: properties of materials/mixing RE: Hinduism –

Diwali

DT: make a toy from recycled fabric/ model Anderson shelters & ‘dig for victory’

gardens

RE: Special Places, Sacred Spaces (2 half terms)

DT – create food for a snack shop

ART: textiles – creating appliqued designs of plants/dlowers

KS2 Performance -‐ PSHE/English/ Drama /Music

RE: Events In the Life of Jesus

Forest School: Science -‐ classidication and knowledge of plants/animals in the locality/ noting changes over time


Bishopswood Environmental Centre

Broadway – digging for

fossils

‘Mad Science’ school visit

School Nurse/doctor Local pharmacy

The Almonry/ Severn Valley Railway

Egyptians – Birmingham Museum

Local Travel Agents Birmingham Airport

Gardens: Croome Park, Wragby Hall

B’ham Botanical Gardens

Or Farms: Warren Farm Brockhampton

Pizza Express

Special Events Harvest Carol Service KS2 Performance

Outside agency One P.E. session per week: Multi-‐sports

PSHE Developing thinking skills Medicines Staying healthy

Caring for your teeth!

Dig for England -‐ eating a balanced

diet

Relationships

Sustainability – eco-‐friendly gardening Healthy Eating

Healthy Eating

Developing self-‐esteem and teamwork

Year Three: Long Term Planning

PSHE/Philosophy: P4C: develop thinking skills -‐ www.independentthinking.co.uk/Cool+Stuff/WarmUps/ If you met a caveman what would you ask him and why? SEAL sessions: New Beginnings

What are the Secrets of the Stone Age?

COMPUTING/GEOGRAPHY: Use maps, plans and Google Earth to dind out about the location of important Stone Age and Iron Age sites.

Big Picture/Key Concepts/Outcomes To understand how evidence is used to

uncover the secrets of the past. Comparing how humans lived at different times (Stone Age – Iron Age). Developing empathy through a greater understanding.

Key Texts: ‘Stig of the Dump’, ‘Stone Age Boy, Stone Girl And Bone Girl’. Celebration of Learning: Whole School Science Workshop on rocks and minerals.

ART: Study Cave Paintings and learn what they represent. Create own cave paintings using similar techniques. DT: Design and make model Stone Age Houses. Use stones and rocks (or wooden blocks) to recreate Stonehenge and Skara Brae. Sample foods available for hunter-‐gathers then make their own stewed fruit dishes. Homework: Create a board game for rock and minerals identidication.

ENGLISH: Class-‐reader – ‘Stig of the Dump’ Plan and write a description of Stig's cave. Write a diary entry from Barney's point of view. Describe the pit and the discarded objects bottom. Non-‐Fiction: Answer questions about the topic, extracting information from different texts. Write a report on Skara Brae using facts from information researched on-‐line.

HISTORY: Find out about life in the Stone Age and compare to life in the Iron Age and today: types of food, development of tools/weapons and hunter-‐gatherer lifestyle. Develop understanding of key events and sequence different periods from the Stone and Iron Age in chronological order on a timeline. Learn about different homes from Palaeolithic, Mesolithic and Neolithic times. Find out about the Neolithic settlement at Skara Brae using archaeological evidence and pictures. Use secondary sources to learn about the construction and possible purpose of Stonehenge.

Resources: Non-‐diction books on rocks, minerals and Stone Age Man Samples of rocks, minerals and fossils Microscope Websites: www.topicbox.co.uk http://www.bbc.co.uk/timewatch/stonehenge.shtml http://www.bbc.co.uk/scotland/learning/primary/skarabrae/

Continuous Provision: Reading corner – topic books. Corner to learn – samples of rocks, minerals and fossils

Learning outside the classroom: Weekly Forest School session: making shelters, building dires and collecting blackberries to make stewed fruit Find different ‘rocks’ in the locality

Visits/visitors: Visit to caves at Symonds Yat or Bishop's Wood – Stone Age workshop

PE: Multi-‐skills with Tim – Invasion Games – tag rugby. Music: Learn 'Stone Age Song' – from Horrible Histories

Key Skills to be developed: Learning Skills: Ask questions and decide how answer. Thinking Skills: Deduction using pictures and other sources of evidence. Social/Communication Skills: Speaking and listening to others. Subject-‐Speci[ic Skills: Developing chronological understanding and language related to the past/topic. Using secondary sources to dind out about the past Dispositions and Attitudes to be fostered: Team-‐building, co-‐operation when working with others,. Resilience.

MATHS: Use Venn diagrams to compare different rocks and minerals. Use scales to read off and order weights of rocks. Ordering dates of events.

SCIENCE: Investigate rocks, minerals and soils and categorise according to appearance and physical properties. Learn about rock and fossil formation. Consider properties of materials used by Stone Age Man to construct shelters and tools. Learn about common animals in the UK during this period (introduce the concept of evolution). Incidental: How did Stone Age Man travel around? Experiment with dloating – creating 'canoes'.

WOW Factor: Visit from 'Mad Scientist'

Create caves in the woodland/dind a woolly

mammoth’s tusk

Potions, Lotions and Explosions!!

COMPUTING: Espresso Coding. Record new endings for 'George's Marvellous Medicine' on iPad.

Big Picture/Key Concepts/Outcomes How can we use medicines safely? How can we keep healthy? How to plan and

carry out science investigations.

Key Texts: 'George’s Marvellous Medicine' and other Roald Dahl texts, 'Meg's Cauldron‘, Usborne 100 Science Experiments. Celebration of Learning: Exhibition for parents.

ART: Draw a cartoon animal that has been given George's Marvellous Medicine. Make clay models of Grandma after she has drunk the medicine. DT: Experiment with different recipes for their own potion/medicine (using fruit juice/carbonated water etc.) Evaluate and improve. Design a label for the potion. Then advertise the new medicine with a poster.

ENGLISH: Narrative – 'George's Marvellous Medicine'. Make a timeline of events in the story. Write character descriptions of George and his Grandma (link PSHE/Bullying). Rewrite the ending of 'George's Marvellous Medicine Book reviews of GMM and other Roald Dahl books. Write instructions for own medicine. Create a poster to advertise this new medicine (and what effect it will have on Grandma). Drama – role-‐play characters from the book. Hot-‐seat various characters from the story.

Resources: Measuring cylinders and spoons, test tubes, jugs and variety of containers. Range of Roald Dahl books. Usborne 100 Science experiments. Websites: Roald Dahl website Teaching Ideas www.usborne-‐quicklinks.com www.topicbox.co.uk

Continuous Provision: Roald Dahl books to read. Role-‐play – Potions Gift Shop

Learning outside the classroom: Weekly Forest School session: adventurous activities.

Visits/visitors: Mad Scientist to visit school for a Science workshop. School nurse. Visit from/to local pharmacy.

WOW Factor: Mad Scientist visit to school

PE: Weekly Multi-‐skills sessions. Dance based on George's Marvellous Medicine. Music: Practise and perform KS2 Carol Service.

PSHE/P4C: Discuss what is a bully? (link to work on 'George's Marvellous Medicine') Explore 'relationships' and feelings of characters (develop empathy). Keeping ourselves safe.

Key Skills to be developed: Learning Skills: Raise questions. To dind information to answer a question from various sources. Thinking Skills: Deduction using pictures/resources. Social/Communication Skills: Speaking and Listening to others within a group/class. Subject-‐Speci[ic Skills: Science – working scientidically. Dispositions and Attitudes to be fostered: Team-‐building, co-‐operation, working with others. Resilience. Fostering a love of science. MATHS: Capacity – measuring accurately in

millilitres/litres, making potions. Recognise ¼, ½, ¾ and 1/10 of a litre.

HISTORY: Research inventors who have created everyday 'potions' – Coca-‐Cola/Cadburys chocolate/Lea and Perrins etc.

SCIENCE: Scientidic enquiry – raising questions to investigate, making predictions and begin to plan tests – dissolving, melting, dloating, sinking. Record observations and results of tests. Experiment making 'potions' – foaming monsters with bicarbonate of soda, chalk and vinegar, food colouring. Follow a recipe for 'Wizard's Water', Lethal Liquid, Power Potions then create their own 'potions' applying learning on dissolving/making mixtures. Measure mixtures for potions and lotions (link Maths) Learn about healthy lifestyles and the role of medicines. How to use them safely. What effect do they have on our bodies? Know that medicines can be helpful while some substances are harmful. Learn how to care for our teeth and the importance of cleaning (using disclosing tablets). Learn the names and functions of different teeth.

PE: Weekly Multi-‐skills session with Tim. Music: Listen to WW2 songs and music. Learn songs to perform for parents.

Blackout!! World War Two

COMPUTING: Research the Blitz/life of the evacuees etc. on the internet. Create a Keynote presentation using digital photographs of the ‘freeze frames’ during drama of the evacuees. Add captions and import sounds.

Big Picture/Key Concepts/Outcomes To understand there are reasons for major events and consequences for both the

country and individuals.

Key Texts: Goodnight Mr Tom – DVD, Woeful Second World War – Horrible Histories. Celebration of Learning: WW2 afternoon/VE day Celebrations.

ART: Study genuine WW2 posters, then design and produce their own posters either encouraging women to work, dig for victory or to save waste/ recycle DT: Model-‐making -‐ research then make gas masks and Anderson shelters Food: cook a cake using a rationing recipe. Investigate the work of local aircraft/engine designers – e.g. Sir Frank Whittle

ENGLISH: Non-‐diction: range of information books to read about the war, diary from children in WW2, St Andrew’s school log book. After reading real examples, write a post-‐card/ letter home as an evacuee. Write a child’s diary. Write slogans for war-‐time posters. Write invitations for parents for WW2 afternoon.

HISTORY: Order key events in history to establish period that WW2 occurred and create a timeline. Learn when the war started/ended and reasons for the war, also about important people. Compare ‘then and now’ using photographs/dilm-‐footage – clothes, transport, home-‐life. Understand the reasons behind the Blitz -‐ how it affected people incl. the evacuees (research and develop empathy through role play – e.g. air-‐raids in class/blackout windows/evacuees leaving their parents, on the train journey, meeting their new carers. (Imagine what they took in their suitcase.) Use a wide range of sources to learn why children were evacuated and where they went (Evesham). Local history: use St Andrew’s log book/recount from visitor to dind out about war-‐time here. Learn how life changed for all (jobs -‐ ‘the front’/land army/rationing (see Maths). ‘Celebrate’ VE day – make decorations, listen to audi clips, watch videos of street parties.

Resources: Photographs of 1930/WW2/key people, atlases, PowerPoint of the Blitz/video clip of evacuation, suitcase, digital camera, DVD of ‘Goodnight Mr Tom’ Websites: [email protected]/imagebank www.wartimememories.co.uk/map www.nmpft.org.uk/britonsat war/presentation.asp (evacuation PP) www.ww2poster.co.uk/ www.snaithprimary.eril.net/wcontent.htm www.bbc.co.uk/history/ww2children/home-‐shtml Woodlands Junior School website – Britain www.nettlesworth.durham.sch.uk/time/war.html

Continuous Provision: History timeline to refer to/add to throughout topic. Class Anderson shelter. Blackout windows and ‘siren’

Learning outside the classroom: Dig for Victory in the school garden.

Visits/visitors: Almonry/Severn Valley Railway. Elderly friend or relative to recount their war-‐time experiences

WOW Factor: WW2 afternoon

for parents/ air-raids in

class!

PSHE/P4C: Discuss feelings of people during the Blitz – re-‐enact in class to encourage deeper understanding. Use drama to understand what the evacuees were feeling.

Key Skills to be developed: Learning Skills That information can be represented in different ways. Raise questions and begin to decide how to answer Thinking Skills Deduction skills (using pictures/dilm/dirst-‐hand recounts) and developing reasoning Social/Communication Skills Empathy skills. Speaking and listening skills – drama. Subject-‐Speci[ic Skills: Map-‐reading. Knowledge of British cities and European countries. Dispositions and Attitudes to be fostered: Continue to develop team-‐building skills. Fostering a love of history.

MATHS: Measures: use ration book to weigh out typical allowance (compare with what we eat nowadays). Compare ingredients from a modern recipes to a WW2 one.

GEOGRAPHY: Use atlases, globes, internet to locate main countries in Europe (and understand the number of countries involved in WW2). On a map of the UK, locate key British cities targeted during the Blitz. Also, dind out where the evacuees went

Key Texts: ‘Ramos –Prince in Exile’, ‘Joseph’, ‘Casting the Gods Adrift’, ‘Time Travelling Cat and Egyptian Goddess’, ‘Ma’at’s Feather’. Celebration of Learning: Egyptian Museum PSHE: To learn about Ancient Egyptian society: how it was organised and different groups of people’s rights and roles. Discussion: ‘If you had lived in ancient Egypt, which group would you have liked to belong to and why?’ Compare to the structure of our society.

Walk Like and Egyptian!

COMPUTING: Use ICT to create a Fact File about Egypt and pharaohs for a class book. Create a database on Egyptian gods/ goddesses and discuss benedits. Verify facts using different sources.

Big Picture/Key Concepts/Outcomes To make comparisons between modern and Ancient Egypt and between Egypt and the UK.

To develop an understanding of the importance of geographical features and how

they shape a country.

ART/DT: Make Egyptian pyramids, decorated on the inside with tomb paintings to show the life of the person the tomb belonged to. Design and make an Egyptian ‘Death Mask’. Plan and design a replica of an ancient Egyptian cartouche (name plate) using hieroglyphics. Use oil pastels to draw Egyptian-‐style ‘prodile’ portrait.

ENGLISH: Non Fiction: Use books and internet to research Egypt, answering their own questions about the country. Create a Fact File about the country. Drama: act out being different characters from Ancient Egypt’s society (pharoahs/slaves etc.). Research pharaohs and produce an information page to be compiled into a class book. Create a quiz/booklet about the achievements of the Ancient Egyptians HISTORY: Identify and describe the different groups of society in ancient Egypt, explaining what their lives were like. To learn how the past has an impact on the present: learn about the uses of the Nile in Ancient Egypt and how it compares to the present and investigate inventions/achievements and how they are used to day (decimal system/shaduf). To learn important dates and periods (AD/BC). Learn about the powers and indluence of pharaohs & identify key characters (Tutankhamen/ Rameses). To dind out about Egyptian gods and goddesses, temples and pyramids (How are beliefs from ancient Egypt similar or different to Christian beliefs today? )

Websites: www.kingtutone.com/pharaohs/ http://library.thinkquest.org/J002046F/pharaohs_of_ancient_egypt.htm http://ascendingpassage.com/Pharaoh-‐List-‐2.htm www.phouka.com/pharaoh/pharaoh/pharaohs.html www.quizland.com/hiero.htm http://ngm.nationalgeographic.com/ngm/egypt/translator.html www.snaithprimary.eril.net/hglyph4.htm

SCIENCE: To separate materials using sieving, diltering; remove mud/debris from ‘river water’ To plan and carry out an investigation, recording and communicating results. Explore pulleys: moving stones for pyramids. Investigate mummidication – with a tomato!

Visits: Birmingham Museum,

WOW Factor: Exploring Egyptian Artefacts

PE: Multi-‐sports with Tim. Topic-‐based dance, using music from the Bangles – ‘Walk Like and Egyptian’.

Key Skills to be developed: Learning Skills: Enquiry skills – raising own questions. Thinking Skills: Predict what the country is like using secondary sources. Hypothesise -‐ what can we learn form a building (pyramids). Synthesis of information to draw conclusions about the way of life in Egypt . Making comparisons about Egypt with the UK. Subject-‐Speci[ic Skills: Map-‐reading skills/using atlases, globes and plans. Dispositions and Attitudes to be fostered:

GEOGRAPHY: Use atlases, globes and maps to identify where Egypt is and geographical features. To draw and label own maps, using a key. Research geographical features of Egypt and the Nile using secondary sources as well as key facts about the country today and make predictions of what the country is like. Introduce geographical language and features related to rivers. Compare geographical features of Egypt to the UK.

MATHS: Create graphs (bar and line) to represent weather patterns in Egypt (temperature/rainfall). Explore nets of 3D shapes incl. pyramids.

RE/PHILOSPOHY: Learn more about the Biblical/historical events surrounding the stories of Moses and Joseph & signidicance for Christians.

PSHE: Keeping safe when travelling: RNLI – beach/water safety Philosophy: Why do people travel? If you could go anywhere in the world, where would you go and why? If you were stranded on a desert island, what would you take with you?

Travel Agents: Let's Travel the World!

COMPUTING: Espresso Coding Internet safety: learn about Cyber Bullying – 'Safer Internet Day' on Childnet International

Big Picture/Key Concepts Investigate the dirst holidays in 19th Century (the

Grand Tour) and learn about the travel industry and the different types of holidays – air and space travel/

theme parks/specialist holidays.

Key Texts: ‘Clifdhanger’ – Jacqueline Wilson ‘Running Wild’ – Michael Murpurgo Celebration of Learning Class Exhibition: Travel Agents.

ART/DT: To investigate how holidays are represented in posters and leadlets then design their own. Study the art of Canaletto (Venice Grand Tour) and picture postcards for the Orient Express and Cunard Lines. Experiment and create sand sculptures (link Science – best mix for sand castles)

ENGLISH: Read 'Clifdhanger' about a boy sent on an adventure holiday. Write a persuasive letter from Tim to his dad that the holiday is a bad idea. Write postcards from the viewpoint of 3 different characters. Create an advert for adventure holiday (link Computing). Write a radio commentary for the CRAZY buckets race/write new scenes for the story as play scripts. MAIN OUTCOME??

Resources: Atlases, globes and World maps. Travel brochures and booking forms. Travel posters and postcards. Holiday souvenirs/photographs Artefacts and photos from different countries. Websites: Google Earth National Geographic for kids Wikipedia – Wonders of the World Disney World – parks Seaworld – infobooks Travel National Geographic-‐ world heritage photos Virgin Galactaca -‐ spaceships

Continuous Provision: Travel Agents. Sand Art in builders' trays

Learning outside the classroom: Forest School Wednesday (weather dependent). Outdoor adventurous activities – problem solving.

Visits: Birmingham Airport/local travel agents

WOW Factor: Visit to '@ Bristol' or Birmingham

Airport

PE: Weekly sessions with Tim -‐ invasion games – dodge ball. Gymnastics. Music: Practise and perform songs for Schools' Music Festival

Key Skills to be developed: Learning Skills: To be able to ask deeper and wider questions to clarify a task, plan and set goals. Thinking Skills: To understand more than one point of view Social/Communication Skills: To be willing to help others with their learning. To work with peers to manage disagreements (and reach agreements) Subject-‐Speci[ic Skills: Map reading, geographical language Dispositions and Attitudes to be fostered: To become more self-‐directed – working independently or within a group. To see opportunities in mistakes and failures. Respond positively to feedback. Recognise and reduce distractions – creating a positive learning environment

MATHS: Calculating the cost of holidays from holiday brochures. Investigate different currencies around the world. Cooking foods from around the world – measuring and weighing ingredients.

HISTORY: Learn about the origins of the word 'holiday' – Anglo Saxon 'Halig Day' (day of rest). Find out about holidays in the past from a range of sources including their own family's holidays. Identify differences between holidays now and in the past. Develop the use of language relating to the past. Study the Ancient Wonders of the World.

GEOGRAPHY: Share places that children have travelled to and locate on a globe or map of the UK. Learn about the physical and human features of key tourist destinations around the world (as well as environmental issues – the impact of tourism). Develop geographical language to describe places. Name the 7 continents of the world and countries and their capital cities. Plan a 'Trip of a Lifetime' – make maps and plans for the trip, use secondary sources to obtain geographical information. Use globes, atlases, maps and Google Earth to locate and study countries. Use a compass, grid references and OS maps. Investigate future holidays in Space (Virgin holidays).

Wild About Plants

COMPUTING: Espresso Coding Keynote presentations about hedgehogs. Research on the internet. Use a Paint Package to design symmetrical insects/dlowers.

Big Picture/Key Concepts/Outcomes To understand important life processes for

plants (fertilisation, pollination, how they grow, what they need to survive) and the

interdependence of plants and animals Key Texts: ‘The Hodgeheg’ by Dick King Smith,

selection of non-‐diction books on Plants Growing Celebration of Learning: Healthy cooking with seasonal fruit and veg.

ART/DT: Sketching plants and dlowers using various materials. Use sketches to create 3D plant sculptures. Study artwork of artists inspired by plants: Georgia O’Keeffe, Alexander Calder, and David Oliveira. Design then make a garden in a builder’s tray inspired by Monet. Hedgehog Topic: visualisation drawings of the park/hedgehog family. Create a hedgehog wildlife area in a builder’s tray. Create healthy dishes using seasonal fruit and veg.

English: Narrative: ‘The Hodgeheg’ – to explore characters, setting and plot . Create a story map to sequence events then retell with a partner. Write a sequel to the story with the same characters Write a letter to Max, the Hodgeheg, to help solve his problem of a dangerous fox. Plan then write a presentation/campaign for the class on the plight of the hedgehog.

SCIENCE/GEOGRAPHY Identify and explain functions of parts of dlowering plants including dissecting dlowers. Learn about the life cycle of a dlowering plant and the importance of insects/other animals etc. for pollination/dispersal. Study various fruits to compare the different seeds. ‘Magic Cabbage’ experiment to observe how coloured water is transported in the plant. Create a class wormery to observe over time how plant material is decomposed. Explore the requirements of plants for life/growth by planning simple experiments based on predictions from prior scientidic knowledge. Discuss and record, developing scientidic language. Grouping and classifying plants dependent on their uses (e.g. food, medicines). Mark out metre squares in various places in the school grounds to identify and compare common plants/animals living there. Research the role of bees then carry out a ‘Bee Scene’ survey in the school grounds. Revisit features of climate zones and learn how plants adapt to survive in their particular climate.

Resources: Seeds, plant pots, trays, compost. Art: chicken wire, tissue paper, card and sticks Science: clipboards, magnifying glasses, digital microscopes Reference books for plants, wildlife and gardens Websites: Wild About Plants: Bee Scene Pack National Geographic for Kids – honeybee mystery Nature Detectives Van Gogh Gallery

Continuous Provision: Role Play – Garden Centre

Learning outside the classroom: Weekly Forest School sessions investigating plants (link science) , tree and plant identidication. Learning about hedgehogs’ habitats and creating suitable homes.

Visits/visitors: Warren Farm – Brockhampton (NT) Bee-‐keeper, visitor from the Vale Wildlife Hospital – to talk about hedgehogs.

WOW Factor: Farm Visit

PSHE/Philosophy: Can we improve our school/home environment? Why are specidic dlowers important in some countries? (e.g. Japan has a special dlower for each month/holly at Christmas) Do insects make good pets?

Key Skills to be developed: Learning Skills: To classify, compare and evaluate information. To select appropriate methods for a task. Thinking Skills: To try alternative problem-‐solving approaches. To use different types of questions – systematically and for a purpose. Social/Communication Skills: To work with peers to reach agreements and manage disagreements. Work in different roles in a group taking responsibility for the task. Dispositions and Attitudes to be fostered: To become more self-‐directed when working independently or in a group. To make links between learning in different contexts To develop an understanding of personal strengths and weaknesses.

Maths: Find out the most common bumble bee in our area, recording in tables and graphs. Measure ingredients used for cooking. Sort and classify different seeds and leaves according to differentiated criteria.

PE: Multi-‐skills with Tim – dance. Outdoor & Adventurous activities. Music: Practise then perform for the Schools’ Music Festival . Listen to ‘Flight of the Bumblebee’ (link to English – ‘The Tale of Tsar Saltan’ )

Y3: Teacher’s Choice – We Are What We Eat!

COMPUTING: Espresso Coding Research Healthy Eating on the internet. MUSIC: Practise for the KS2 Performance – on-‐going throughout the half term.

Big Picture/Key Concepts/Outcomes To understand that food is essential for life.

To develop awareness about the different types of food and amounts of food and exercise our body

needs to keep healthy.

Key Texts: ‘James and the Giant Peach’, non-‐diction books about food, cooking, our bodies. Celebration of Learning: KS2 Performance

ART/DT: Study examples of artists’ work that use food as a stimulus (e.g. Giuseppe Arcimboldo, creating faces from fruit and vegetables). Investigate a range of menus from different local restaurants and consider how art has been used to make them more appealing. Design a menu cover for the class café. Design and make their own balanced pizza. Evaluate their product – how might they improve it? Investigate pizza boxes then design and make the packaging for their pizza. Cook traditional dishes from around the world. Discuss hygiene issues and safety in the kitchen.

ENGLISH: Fiction: Read ‘James and Giant Peach’ and write sections of the story as playscripts.. Write a news report on the travelling Giant Peach. Create a life-‐sized insect character and write a story about it and themselves. Create a persuasive TV advert to persuade people to visit the Giant Peach as a tourist attraction. Design an advert to promote a favourite food. Drama: hot-‐seat James, freeze-‐frame scenes from the story. SCIENCE/GEOGRAPHY: Introduce children to different food groups and their purpose. Discuss the concept of a balanced diet using the ‘Food Pyramid’. Learn about different vitamins and minerals and how they keep our bodies healthy. Learn about the importance of water for our bodies (link PSHE – How do people survive without clean water? What happens in times of drought?) Explore different fruit and vegetables and where they come from on a world map. (What foods grow in dry countries?) Research the traditional foods from different countries. Investigate how our taste buds work – plan and carry out a test for tasting salty, bitter, sweet and sour dlavours. Record results and compare. Apply learning: Design and make their own balanced pizza (link DT). Set up a school healthy snack shop selling fruit and vegetables to KS2.

Resources: Card for pizza boxes. Selection of fresh fruit and vegetables. Items for class café. World maps and globes. I-‐pad recipe books. Websites: ‘Eatwell’ Plate’ – healthy diet 5-‐a-‐day the easy way Asda E-‐How – cooking kids classroom Wateraid Co-‐operative – health advice, vitamins and minerals Giuseppe Arcimboldo slideshow Tesco – Farm to Fork

Continuous Provision: Role Play-‐ Healthy Cafe

Learning outside the classroom: Weekly Forest School sessions. Gardening – grow and harvest seasonal vegetables. Tesco – ‘Farm to Fork’.

Visits/visitors: Pizza Express -‐ Cheltenham, Farm Shop and local growers -‐ Hampton, Local Gym.

WOW Factor: Visit Pizza Express Class Healthy Cafe

Key Skills to be developed: Learning Skills: To be able to ask deeper and wider question to clarify tasks. To plan and set goals. Begin to challenge conventions and assumptions. Thinking Skills: To understand more than one point of view. Examine pros and cons and begin to consider their options. Social/Communication Skills: To become more independent in social and interpersonal skills. To be willing to help others with their learning. Dispositions and Attitudes to be fostered: Learn ways to manage their time. Seek help from a variety of sources. Be more condident in the knowledge of personal strengths and weaknesses.

MATHS: Create graphs/pie charts of the different foods children eat in a day. Collect data for most/least popular fruit or vegetable. Measure water in millilitres/litres (link Science). Make pizza boxes measuring in centimetres. Cooking – weighing and measuring ingredients. .

PE: Multi-‐skills with Tim. Outdoor & Adventurous activities – Woodland Trust Challenge Platinum Award – Woodland Trails. PSHE: How much exercise should we have? Keep an exercise diary for a week then analyse the data. P4C: Discuss with grandparents the food they ate when they were young. Should children’s menus differ from adults? Should TV advertising of unhealthy food be banned? www.literacy shed.com – dilm clips.

Year Four: Long Term Planning Autumn 1st Autumn 2nd Spring 1st Spring 2nd Summer 1st Summer 2nd

Main Topic Teacher’s choice

How Does it Work?

Pole to Pole!

Blackout! WW2 Walk Like an Egytpian

Two Year Rolling Programme with Year 3

Travel Agents Islands – Land

Ahoy!

Conquering Romans

In the Spotlight Light and Sound


Science/DT Geography – sustainability/ Science – habitats, adaptation and solids, liquid and

gases

History/ Geography/Art/DT

Geography – local study/Science/

Design

History/Geography/ DT/Art

Science -‐ how light and sound work

Blocked work: Science/DT RE and French (3 half terms)

Science: forces

RE: Creation Stories

Science -‐ Insulation RE: Water as a symbol

in religions

RE: Buddhism – Eightfold Noble Path

DT – model shudphs pyramids

Art: hieroglyphs designs

RE – Easter Story ART: -‐ watercolour

Volcanoes

DT – structures -‐ swords/ shields/ model

town/fort ART: mosaics/pottery RE: Compare Romans’ faith to a monotheistic

one

KS2 Performance English/

Drama/Music


@Bristol Visit to Buddhist Temple

WW2 – see Y3 Egypt – Birmingham

museum

River Avon boat trip Local travel agents

Chedworth Roman Villa Box from Folk Museum Archaeologists from local

museum

Buddhist Temple (linked to Buddhism

Day)

Special Events

Harvest Carol Service WW2 – see Y3 Egyptian Museum Egyptian Day

Worldwide Travel Agents Day

Re-‐enactment of Roman invasion

Roman banquet Harvest Festival

KS2 Performance

Buddhism Day

Outside agency

One P.E. session per week: Multi-‐sports Drumming/Music

PSHE Finding things out for yourself Friendships

Pride in work and achievements

Citizenship: Plan and organise an event to raise money for Wateraid etc.

Respect for the Environment

Understanding Ancient Egyptian society -‐ people’s rights and roles

RNLI – Water safety SAFE

Keeping safe

Resolving condlict/problems

P4C – people’s rights and roles (cont.)

Developing self-‐esteem and teamwork

Moving up/changes

How Does It Work?

COMPUTING: Online research about famous inventors and inventions related to scientidic concepts covered in the topic. Coding -‐ Espresso

Big Picture/Key Concepts Understanding different scientidic concepts.

To carry out investigations and learn how things work. To encourage scientidic thinking – raising questions/reasoning from their observations.

Key Texts: Usborne Children's Science Encyclopaedia, 'Shrunk' Range of non-‐diction science books. Celebration of Learning: Sharing science investigations/dindings folder.

ART/DT: Exploring simple car parts – axles, motors (applying learning about circuits in Science). Investigate examples of model cars then design and make their own model cars using a wooden chassis and including a circuit to power a simple motor (links to Science – Electricity). Designing and creating clay models of the digestive system.

ENGLISH: Non-‐diction: information texts that explain how things work. Carrying out research based on the scientidic concepts, investigations covered during the topic and children's questions. Research famous inventors and their inventions then present their dindings to the class. Fiction – link to ‘Talk for Writing’ based on class text.

HISTORY/SCIENCE: Working scientidically – dinding out how a range of things work through child-‐led investigations. Learning how to 'be scientists' – observing closely, making deductions and reasoning. Raising questions leading to other child-‐led investigations. Electricity – learning about where electricity comes from and how we use it. Creating circuits and learning about the components. Carrying out investigations and making their own discoveries (e.g. what makes a good conductor). Digestive system – learning about the parts and functions. Micro-‐organisms – learning about bacteria, viruses and mould and the work of Louis Pasteur/Antony van Leeuwenhoek. Cars – learning about the invention of the motor car /inventors. Find out the basic parts of a car and their functions through research and simple investigations.

Resources: Electricity-‐based resources Digital microscope Tools and equipment to make model cars (including electrical motors) Body parts – model of digestive system. Clay (for models) Websites: www.brainboxx.co.uk www.teachingideas.co.uk www.nufdieldfoundation.org

Continuous Provision: On-‐going science investigations – observations of mould growth over time.

Learning outside the classroom: Outdoor science investigations during Forest School sessions.

Visits/visitors: Think Tank – Birmingham – ‘Crime Scene Investigations’ workshop.

WOW Factor: Child-‐led investigations Visit to the Think Tank

PE: Swimming. Weekly Multi-‐skills sessions. Weekly Outdoor Adventurous activities in Forest School.

PSHE: Friendship. Working with others in a group. Developing pride in their work and achievements. P4C: Developing thinking skills

Key Skills to be developed: Learning Skills: Investigating and observing, making deductions and reasoning, using logic. Achievement. Thinking Skills: Developing ideas and concepts Social/Communication Skills: Group work – collaboration and group scaffolding Subject-‐Speci[ic Skills: Scientidic investigation, evaluation and explaining Dispositions and Attitudes to be fostered: Scientidic curiosity, to be condident to explain their reasoning, ambition and patience. Developing observational skills and scientidic language.

MATHS: Measurement: making model cars and measuring distances travelled. Create block graphs to record results /use a spread sheet to produce computer-‐generated graphs.

RE: Learn about the symbolism and importance of water in Christianity, redlected in Bible stories. Find out about Baptism. Buddhism – Eightfold Noble Path. PSHE/P4C: Think about the importance of water for others and themselves. How do we use it? Discuss global warming and the effect this has on the Polar Ice caps.

Pole to Pole!

COMPUTING: Create graphs on the Macs (link Maths) Present reports on animals in Keynote.

Big Picture/Key Concepts/Outcomes To learn about the Arctic environment and climate, the animals that live there and

their adaptations. To become aware of the impact humans have had on the

environment. To learn about changes of state and reversible/irreversible change.

Key Texts: ‘The Lion, the Witch and the Wardrobe’, ‘The Drop in My Drink’ Celebration of Learning: Present results of science tests in assembly.

ART: Explore water colour paintings and techniques of famous water colourists depicting water scenes. Learn how to use water colour paint and then experiment with water colour sketches. Investigate posters promoting conservation then design own ideas in sketch books before producing a dinished version. DT: Design and make a Polar habitat for an animal they have researched.

ENGLISH: Fiction: Create ‘Imaginary Worlds’. Poetry: Read descriptive poems then write their own poems based on ‘The Warm and the Cold.. Non-‐diction: Learn about Polar animals (from their own research and video) then plan and write a non-‐chronological report about one animal in a ‘factdile’. Design and write an information poster about global warming.

Resources: DVD-‐ Frozen Planet. Globes, atlases. Water colour paints. Materials for model habitats. Balloons. Websites: http://www.polarworld.co.uk/sirwally_history.htm https://www.tes.co.uk/teaching-‐resource/arctic-‐topic-‐pack-‐6262113 www.wateraid.org.uk/learn_zone/ www.waterwise.org.uk www.environmentagency www.stwatereducation.co.uk

GEOGRAPHY/HISTORY: Locate the Polar regions on a globe/Google Earth. Recognise the countries inside the Arctic circle, compare to Antarctica. What seas surround them? Draw their own labelled maps of the Poles using a key. Find out what the environment is like through secondary sources – photographs, video, books and the internet. Learn about famous Polar explorers, Sir Wally Scott and Scott of the Antarctic – and their expeditions.

Visits/visitors: Buddhist Temple in Birmingham.

WOW Factor: Creating an Arctic habitat. Visit to a temple.

PE: Weekly Multi-‐skills sessions with Tim.

Key Skills to be developed: Learning Skills: To develop research skills through ICT and enquiry skills through scientidic investigations. Thinking Skills: Drawing conclusions based on evidence. Social/Communication Skills: Group work. Understanding and empathising with others. Subject-‐Speci[ic Skills: To learn about sustainability and how/why we need to look after the environment. Scientidic enquiry skills, geographical understanding (people and places). Religious symbolism. Dispositions and Attitudes to be fostered:

MATHS: Statistics: Record investigations in tables and present in bar charts /graphs. Measure capacity in ml/l when carrying out science investigations.

SCIENCE: Learn about the different states of matter and sort materials into solid, liquids and gases. Name materials that at room temperature are solids, liquids or gases. Learn about the water cycle and changing state through dirst hand observations & secondary sources. Apply learning: (see English) make large ‘model’ in a group of the water cycle and present to class/or produce a labelled diagram. Plan and carry out on-‐going science investigations related to evaporation, melting, freezing (of water and other materials). Revisit reversible/non-‐reversible change/ separating materials and learn about dissolving etc. Whole day Ice Balloon investigation: recording and presenting measurements – circumference/capacity of melt water/weight, as the ice ball melts. Consider how the position of the ice ball effects the rate of melting. Learn about the survival of Arctic/Antarctic animals through adaptations – Frozen Planet video. Create posters about a creature including the conditions it lives in (link English) then a model of its habitat.

PE: Weekly Multi-‐skills sessions with Tim. Gymnastics. Music: Listen to WW2 songs and music. Learn songs to perform for parents.

Blackout!! World War Two

COMPUTING: Research the Blitz/life of the evacuees etc. on the internet. Create a Keynote presentation using digital photographs of the ‘freeze frames’ during drama of the evacuees. Add captions and import sounds. Espresso -‐ Coding

Big Picture/Key Concepts/Outcomes To understand there are reasons for major events and consequences for both the

country and individuals.

Key Texts: Goodnight Mr Tom -‐ DVD Possible Celebration of Learning WW2 afternoon/VE day

ART: Study genuine WW2 posters, then design and produce their own posters either encouraging women to work, dig for victory or to save waste/ recycle DT: Model-‐making -‐ research then make gas masks and Anderson shelters Food: cook a cake using a rationing recipe. Investigate the work of local aircraft/engine designers – e.g. Sir Frank Whittle

ENGLISH: Non-‐diction: range of information books to read about the war, diary from children in WW2, St Andrew’s school log book. After reading real examples, write a post-‐card/ letter home as an evacuee. Write a child’s diary. Write slogans for war-‐time posters. Write invitations for parents for WW2 afternoon. Fiction – exploring historical settings.

HISTORY: Order key events in history to establish period that WW2 occurred and create a timeline. Learn when the war started/ended and reasons for the war, also about important people. Compare ‘then and now’ using photographs/dilm-‐footage – clothes, transport, home-‐life. Understand the reasons behind the Blitz -‐ how it affected people incl. the evacuees (research and develop empathy through role play – e.g. air-‐raids in class/blackout windows/evacuees leaving their parents, on the train journey, meeting their new carers. (Imagine what they took in their suitcase.) Use a wide range of sources to learn why children were evacuated and where they went (Evesham). Local history: use St Andrew’s log book/recount from visitor to dind out about war-‐time here. Learn how life changed for all (jobs -‐ ‘the front’/land army/rationing (see Maths). ‘Celebrate’ VE day – make decorations, listen to audio clips, watch videos of street parties.

Resources: Photographs of 1930/WW2/key people, atlases, PowerPoint of the Blitz/video clip of evacuation, suitcase, digital camera, DVD of ‘Goodnight Mr Tom’ Websites: [email protected]/imagebank www.wartimememories.co.uk/map www.nmpft.org.uk/britonsat war/presentation.asp (evacuation PP) www.ww2poster.co.uk/ www.snaithprimary.eril.net/wcontent.htm www.bbc.co.uk/history/ww2children/home-‐shtml Woodlands Junior School website – Britain www.nettlesworth.durham.sch.uk/time/war.html

Continuous Provision: History timeline to refer to/add to throughout topic. Class Anderson shelter. Blackout windows and ‘siren’

Learning outside the classroom: Dig for Victory in the school garden.

Visits/visitors: Almonry?/Severn Valley Railway. Elderly friend or relative to recount their war-‐time experiences

WOW Factor: WW2

afternoon for parents/

air-raids in class!

PSHE/P4C: Discuss feelings of people during the Blitz – re-‐enact in class to encourage deeper understanding. Use drama to understand what the evacuees were feeling. Discuss ‘Big Questions’ – should there be wars?

Key Skills to be developed: Learning Skills That information can be represented in different ways. Raise questions and begin to decide how to answer Thinking Skills Deduction skills (using pictures/dilm/dirst-‐hand recounts) and developing reasoning Social/Communication Skills Empathy skills. Speaking and listening skills -‐ drama Subject-‐Speci[ic Skills: Map-‐reading. Knowledge of British cities and European countries. Dispositions and Attitudes to be fostered:

MATHS: Measures: use ration book to weigh out typical allowance (compare with what we eat nowadays). Compare ingredients from a modern recipes to a WW2 one.

GEOGRAPHY: Use atlases, globes, internet to locate main countries in Europe (and understand the number of countries involved in WW2). On a map of the UK, locate key British cities targeted during the Blitz. Also, dind out where the evacuees went

Websites: www.kingtutone.com/pharaohs/ http://library.thinkquest.org/J002046F/pharaohs_of_ancient_egypt.htm http://ascendingpassage.com/Pharaoh-‐List-‐2.htm www.phouka.com/pharaoh/pharaoh/pharaohs.html www.quizland.com/hiero.htm http://ngm.nationalgeographic.com/ngm/egypt/translator.html www.snaithprimary.eril.net/hglyph4.htm

Key Texts: ‘Ramos –Prince in Exile’, ‘Joseph’, ‘Casting the Gods Adrift’, ‘Time Travelling Cat and Egyptian Goddess’, ‘Ma’at’s Feather’. Celebration of Learning: Egyptian Museum PSHE: To learn about Ancient Egyptian society: how it was organised and different groups of people’s rights and roles. Discussion: ‘If you had lived in ancient Egypt, which group would you have liked to belong to and why?’ Compare to the structure of our society.

Walk Like and Egyptian!

COMPUTING: Use ICT to create a Fact File about Egypt and pharaohs for a class book. Create a database on Egyptian gods/ goddesses and discuss benedits. Verify facts using different sources.

Big Picture/Key Concepts/Outcomes To make comparisons between modern and Ancient Egypt and between Egypt and the UK.

To develop an understanding of the importance of geographical features and how

they shape a country.

ART/DT: Make Egyptian pyramids, decorated on the inside with tomb paintings to show the life of the person the tomb belonged to. Design and make an Egyptian ‘Death Mask’. Plan and design a replica of an ancient Egyptian cartouche (name plate) using hieroglyphics. Use oil pastels to draw Egyptian-‐style ‘prodile’ portrait.

ENGLISH: Non Fiction: Use books and internet to research Egypt, answering their own questions about the country. Create a Fact File about the country. Drama: act out being different characters from Ancient Egypt’s society (pharoahs/slaves etc.). Research pharaohs and produce an information page to be compiled into a class book. Create a quiz/booklet about the achievements of the Ancient Egyptians. Fiction – learning about problems/dilemmas. HISTORY: Identify and describe the different groups of society in ancient Egypt, explaining what their lives were like. To learn how the past has an impact on the present: learn about the uses of the Nile in Ancient Egypt and how it compares to the present and investigate inventions/achievements and how they are used to day (decimal system/shaduf). To learn important dates and periods (AD/BC). Learn about the powers and indluence of pharaohs & identify key characters (Tutankhamen/ Rameses). To dind out about Egyptian gods and goddesses, temples and pyramids (How are beliefs from ancient Egypt similar or different to Christian beliefs today? )

SCIENCE: To separate materials using sieving, diltering; remove mud/debris from ‘river water’ To plan and carry out an investigation, recording and communicating results. Explore pulleys: moving stones for pyramids. Investigate mummidication – with a tomato!

Visits: Birmingham Museum. WOW Factor:

Exploring Egyptian Artefacts

PE: Multi-‐sports with Tim. Topic-‐based dance, using music from the Bangles – ‘Walk Like and Egyptian’.

Key Skills to be developed: Learning Skills: Enquiry skills – raising own questions. Thinking Skills: Predict what the country is like using secondary sources. Hypothesise -‐ what can we learn form a building (pyramids). Synthesis of information to draw conclusions about the way of life in Egypt . Making comparisons about Egypt with the UK. Subject-‐Speci[ic Skills: Map-‐reading skills/using atlases, globes and plans. Dispositions and Attitudes to be fostered:

GEOGRAPHY: Use atlases, globes and maps to identify where Egypt is and geographical features. To draw and label own maps, using a key. Research geographical features of Egypt and the Nile using secondary sources as well as key facts about the country today and make predictions of what the country is like. Introduce geographical language and features related to rivers. Compare geographical features of Egypt to the UK.

MATHS: Create graphs (bar and line) to represent weather patterns in Egypt (temperature/rainfall). Explore nets of 3D shapes incl. pyramids. Investigate the Egyptian number system. Decimals.

RE/PHILOSPOHY: Learn more about the Biblical/historical events surrounding the stories of Moses and Joseph & signidicance for Christians.

Learning outside the classroom: Making river models.

PSHE: Comparing cultures and lives of other people in the World Celebrating our achievements. RNLI: Keeping SAFE/staying safe around water. Philosophy: Discussing the dilemmas posed in Kensuke's Kingdom. RE: Easter.

Travel Agents: Islands – Land Ahoy!

Computing: Research Hawaiian islands to provide facts for tourist information poster. Espresso Coding.

Big Picture/Key Concepts To compare and contrast different places. To develop understanding of geographical

features (how these effect what a place is like). Compare different peoples and their lifestyle.

Key Texts: Kensuke’s Kingdom Celebration of Learning: Travel Agents Afternoon – KS2

ART/DT: Make a model volcanic island out of papier-‐mâché and decorate Research traditional Hawaiian cuisine and compare to British food. Then make their own dishes to be served in their Hawaiian cafe. Design then make model boats and test out in class boat races (link Science). Use dirst-‐hand observation of the River Avon to draw sketches.

ENGLISH: Fiction – stories with issues or dilemmas -‐ Kenuske's Kingdom/Sam's Duck. Use drama and discussion to explore these issues and understand the character's viewpoint. Write a letter as one of the characters, explaining how they feel. Create a news report about Michael lost at sea/on a desert island. Plan and write their own story based on Kensuke's Kingdom. Use their model volcanic island (link DT) to describe an imaginary setting. Non-‐diction – tourist information leadlets for Hawaii and the UK. HISTORY/GEOGRAPHY: Begin the topic, focusing on the key features of our locality – Evesham, using OS maps, dieldwork and Google Earth. Learn about local buisinesses/industry and where the Battle of Evesham took place. Draw maps of their home in relation to Evesham/Worcestershire. Learn about two contrasting islands – the UK and Hawaii – study physical and human features, the climates, learn the names of key cities, towns and location/regions. Research main economic activity, natural resources, the culture and cuisine and population. Learn about the impact of tourism. Mini topic on volcanoes and how they are formed. Learn about Famous Explorer -‐ Captain Cook, and plot explorations on world map.

Resources: OS maps of Evesham World Maps and globes Compasses Websites: National Geographic Association www.valeofeveshamhistory.org/ www.eveshamtown.co.uk/ http://en.wikipedia.org/wiki/Evesham and Hawaii www.gohawaii.com/en/ www.nps.gov/havo/index.htm www.primaryhomeworkhelp.co.uk/mountains/volcanoes.htm

Learning outside the classroom: Geography dieldwork of the local environment – along the River Avon/countryside surrounding school. Boat trip on the Avon. Homework project – research a UK city and produce a leadlet or poster for tourists.

Visits/visitors: Walks along the Avon and a Boat Trip.

WOW Factor: Local Visits/ Boat Trip on the Avon Travel Agents Day

PE: Weekly Multi-‐skills sessions. Music: Listen to ‘Hula’ music and watch traditional dancing . Create their own dance routine and make lei garlands to use in the dance.

Key Skills to be developed: Learning Skills: Research skills,. Recording their observations . Thinking Skills: Comparing their own lives and experiences with that of others . Social/Communication Skills : Working as a team,. Developing decision -‐ making skills Subject-‐Speci[ic Skills: Geographical language, map reading – using a key, dieldwork skills, knowledge of places around the World. Dispositions and Attitudes to be fostered: Develop respect for people with different ways of life and beliefs

MATHS: Co-‐ordinates – plotting islands on a map. (Revisit compass directions.) Measure capacity – rainfall over a week.

Conquering Romans!

COMPUTING: Research topic on internet. Video Roman Battle and edit. Espresso Coding.

Big Picture/Key Concepts Understanding of how the past has an impact on the present (Roman technology, food,

vocabulary, infrastructure). Developing an understanding of Roman way of life & reasons why people lived like that and

reasons for key events and changes.

Key Text: Tale of Romulus and Remus, Rotten Romans – Horrible Histories, Time travelling Cat – Roman Eagle, Aquila -‐ Norris Celebration of Learning: An exhibition of Roman work for whole school.

ART/DT: Investigate Roman mosaics – research designs and how they were made. Create own simple design in sketch books, evaluate and produce dinish piece from paper ‘tesserae’. Investigate Roman pottery/oil lamps then make their own out of clay . Research, design and make Roman or Celtic shields and weapons -‐ evaluation on-‐going (focus: structure -‐ strengthening & joining materials). Make Roman ‘bread’, stuffed dates or cheese biscuits

ENGLISH: Focus: Roman Legend of ‘Romulus and Remus’ – build on work from Brazilian legends). Write own play script and perform with puppets. Non-‐diction reading – explanation, recount texts Write explanation about features of a Roman onager. Write a news report of the Roman Invasion of Britain. Summative assessment : write letter/diary entry as soldier/child/slave.

HISTORY: Use timeline to sequence key events and develop concept of BC/AD (link to knowledge of Jesus and signidicance of his birth). Use pictorial evidence and artefacts to investigate Roman life and impact on Celtic Britain. Use websites/books/DVD to collect evidence and answer questions – record on mindmap/table etc. Use drama/role play to act out scenes of Roman life. Compare evidence from different sources. (Link RE ) Learn about Roman gods and goddesses.

Resources: books, pictures of Roman art – sculpture/frescos, illustrations of Roman soldiers/Roman way of life, Roman artefacts – Loans Box from Gloucester Folk Museum, maps, Roman armour, DVD of Roman Britain Websites: www.bbc.co.uk/schools/romans/ http://www.bbc.co.uk/history/ancient/romans/hadrian_gallery.shtml www.coxhoe.durham.sch.uk/Curriculum/the_romans.htm Youtube – BBC – clips from ‘What the Romans did for us’ Animation of Romulus and Remus

Learning outside the classroom: Re-‐create section of Roman road using found materials. Experiment with guttering/pipes to make own mini aqueduct. Make model Roman forts.

Visits/visitors: NT Chedworth Roman Villa, Visitor from the Almonry -‐ investigating artefacts .

WOW Factor: Mock Roman Invasion -‐ with own shields and

weapons

PSHE: Solving condlict/problems. (P4C) Identifying features of adverts and methods to appeal to audience. P4C: Discuss and further develop their understanding of rights and roles (continued from Spring 1).

Key Skills to be developed: Learning Skills: to become independent learners – learning from observations, research, own questioning. To know that there is a variety of ways to learn new things. Thinking Skills: Using study of Roman artefacts and art to develop deduction, reasoning and questioning skills (redlecting on learning). Synthesis of learning – role play/writing Roman report etc. Subject-‐Specidic Skills: Comparing historical facts from more than one source – discuss reasons for differences. To begin to understand ‘bias’ . Prior learning: Development of interpretation skills, historical understanding – different periods from long ago.

MATHS: Use scales on map to work out distances between Roman towns. Problem-‐solving/ratio – context Roman recipes. Learn Roman numerals.

GEOGRAPHY: Use maps, atlases and globes to learn about the extent of the Roman Empire in Europe and in Britain. Draw own map of the Empire. Use maps of Roman Britain and present day Britain to locate major Roman towns, forts and roads then plot these on outline of map of Britain. Identify reasons for Roman settlements and roads (natural features/mining etc.).

PSHE: Teamwork/developing self-‐esteem and condidence (KS2 performance).

In the Spotlight! Light and Sound

COMPUTING: Create graphs on Excel/Macs. Espresso Coding. Use APP to measure volume of sound for science tests.

Big Picture/Key Concepts/Outcomes Understanding how light and sound reach us from different sources and how they

can be changed.

Key Texts: Playscripts – Cinderella, Odysseus Fantastic Mr Fox, Film Shorts -‐ BFI Celebration of Learning: Carrying out science experiments with parents

ART: Shadow drawing. Exploring art linked to different sounds (what the sounds represent to individual children). DT: Investigating, then designing and making torches and a ‘cup and string’ telephone.

ENGLISH: Non-‐diction: information texts about the eye and the ear. Explanation texts – write up science tests (link Science) and record observations clearly.

HISTORY: Finding out about sources of light that we no longer use today and those which were not around 100 years ago. Learn about the invention of the dirst light bulb (Edison) and the telephone (Alexander Bell).

Resources: Information books Mirrors, model of eye and ear Musical instruments DVD – Igor DVD – Film Shorts -‐ BFI Websites: Education City (Y4/5 – ‘High Noon’)

Continuous Provision: Topic corner in classroom

Learning outside the classroom: Exploring shadows on the playground at different times of the day with chalk drawings Sound walks around school

WOW Factor: KS2 Performance Hands-‐on activities and experiments

PE: Weekly Multi-‐skills sessions. Athletics. Music: Experiment with a variety of musical instruments. Explore pitch, rhythm and tempo (link to Science).

Key Skills to be developed: Learning Skills: Improving the understanding of their own learning and what they need to do next in order to improve Thinking Skills: Enquiry skills – pupils ask relevant questions and plan what to do and how to research Social/Communication Skills: Working with others within a small group Subject-‐Speci[ic Skills: Developing understanding of how to plan, carry out scientidic investigations and begin to draw conclusions. Developing language related to light and sound Dispositions and Attitudes to be fostered: Encouraging children to engage fully, both in small groups and whole class discussions

MATHS: Statistics: create simple graphs to show results. Use a spread sheet to create a graph on the Macs. (link Computing)

Links with home/homework: Experiments at home for light and sound

SCIENCE: To know that sound waves are created by an object vibrating and that sound travels through the air (and other materials) in sound waves Plan, carry out simple tests/experiments related to sound (test different materials to dind the best insulator/experiment how to alter pitch using simple instruments Make predictions based on knowledge To understand how shadows are formed and explore how the size changes using torches Investigate redlection and refraction (and spectrum of light) using mirrors and prisms Record and communicate dindings (See Maths) Learn about the function and name of parts of the eye and ear using models and research in books and on the internet. Produce labelled diagrams of the ear and eye

Visits: Birmingham Think Tank – electrical show. Prince Henry’s Theatre

Year Five: Long Term Planning Autumn 1st Autumn 2nd Spring 1st Spring 2nd Summer 1st Summer 2nd

Main Topic Raiders!!! Brazil


Travel Agents Earth

And Beyond

Home Sweet Home

Animal habitats

Islamic Art Over the Rainbow


History/Geography Local study – settlements

Geography/Art History/ Geography

Science/Thinking Skills -‐ P4C

Science/Geography Applying maths skills

Science/Geography – habitats &

sustainability DT/CAD

Art/RE/Maths

Blocked work Science/DT RE and French (3 half terms)

Science _-‐ investigate suitable materials for

boat building DT – structures/

strengthening to make boats

Science: Water Cycle RE: Who was Jesus? Qualities of Jesus -‐

depicted in Christian Art and Bible Stories

DT/Maths /Science– exploring & recreating Greek inventions

RE: Easy questions – Difdicult answers

DT/Science – design of rockets

Science – magnets RE – Easter Story – Christian symbols & their signidicance

RE: Belonging KS2 Performance – English/Drama/

Music


Residential Visit to Kingswood

The Almonry

Samba Workshop

Brazilian Day with Brazilian food

Greek Workshop @Bristol/ Think Tank

Space Workshops

Bishopswood; Habitat Heroes

School Grounds and the Locality

Islamic Exhibition Centre –

Birmingham Gloucester Mosque

Special Events

Harvest Festival (RE – Giving)

Carol Service Samba Workshop

Mini-‐Olympics Travel Agents Day – KS2

Exhibition of designs & model habitats for a

creature

KS2 Performance Leavers’ Assembly

Outside agency One P.E. session per week: Multi-‐sports Drumming/Music

PSHE

Team-‐building & communication Independence SEAL – Going for Gold – what makes us special?

Debate environmental issues: deforestation of the rainforest (and impact globally) Citizenship – child poverty Bullying – being assertive

Staying healthy – exercise – link to Olympics Puberty

Packtypes – developing self-‐awareness

Drugs Sustainability; raising awareness for the need to conserve habitats

Understanding other cultures and religious beliefs Developing self-‐esteem and teamwork

Raiders!!

COMPUTING: Research local geography/ history on the internet. Plan a village then produce on the computer (incl. a key), then review. Create a Keynote presentation on Sutton Hoo.

Big Picture/Key Concepts/Outcomes Develop knowledge of Evesham area and what attracted settlers here. Learn what impact the settlers had (then and now). Learn how to dind out about the past.

Key Texts: ‘How to Train Your Dragon’, ‘‘The time Travelling Cat – Viking Terror’, ‘Beowulf’ by Murpurgo, stories of Alfred the Great , Celebration of Learning: Share model village with parents.

ART: Study Anglo Saxon runes & create artwork using them. Produce detailed sketches of artefacts found at Sutton Hoo (for Time Team Challenge). DT: Study the building of Saxon villages (materials tools/ techniques) then design and make model Saxon buildings in groups for a class Saxon settlement.

ENGLISH: Narrative: Read and discuss ‘How to Train Your Dragon’. Focus on the build up of mystery and suspense by the author then create their own short story based on this text. Non-‐diction: apply knowledge of Anglo Saxons, creating a information passport for a one. Drama – hot-‐seating of Saxons/role play of longboat sailing for England Class debate on best of three sites for settlement. (P4C) Write a letter to Saxon leader, explaining why their proposed settlement is best and a postcard to a friend. Research & write a report on how to build a Saxon village.

HISTORY/GEOGRAPHY: Create a timeline of key events of Anglo-‐Saxon period -‐ on-‐going. Raise questions: What was Evesham like in Saxon times,? Decide how to dind out. Use photos of Sutton Hoo artefacts to dind clues about the person buried there (link art). Learn about the past using dirst-‐hand artefacts at the Almonry museum. Learn about the work of archaeologists (at Sutton Hoo & Dr Stanley West at Stow) – create their own ‘Time Team’ challenge, tearing artwork into pieces for others to reconstruct. Learn the meaning of place names in our area, linking to geographical features . Using map, atlases and globes, locate where Early Settlers came from. Learn about major invasions by the Anglo Saxons and Vikings then make maps of their Kingdoms. Use maps of local area to identify features desirable for the Settlers in Evesham Create own maps of Saxon development – house, dields etc. Learn about the Saxons way of life: jobs, food, establishing settlements, transport Research Saxon buildings, materials and tools used at West Stow, then design and make their own in groups .

Resources: Maps of local area, atlases, globes. Photographs of Sutton Hoo and other Saxon artefacts. Photographs and maps of Evesham/West Stow Websites: www.topicbox.co.uk http://www.britishmuseum.org www.abdn.ac.uk/english/beowulf/riddle www.readwritethink.org/materials/riddle/ www.pastexplorers.org.uk/village http://gallery.nen.gov.uk/image63549-‐.html (and image73328) www.stedmundsbury.gov.uk/sebc/play/wstow-‐history.cfm BBC Bitesize – Science: materials Espresso Woodlands Junior School website

SCIENCE: Investigate properties of materials and suitability as building materials for Saxons. Plan and carry out a fair test beginning to manage variables. Make a collection of objects made from different materials that match a specidic property (e.g. dlexibility).

Learning outside the classroom: Forest School: making round houses out of natural materials. Resources in the local area: Abbey park/Almonry.

Visits/visitors: Trip to the Almonry museum for an Anglo Saxon day. Kingswood Residential Visit.

WOW Factor: Making a class model village/ handling Anglo Saxon artefacts.

PE: Weekly Multi-‐sports sessions. Outdoor adventurous activities at Kingswood. Music: Drumming with Lee.

PSHE: Developing teamwork skills prior to visit to Kingswood. SEAL unit: Going for Gold – what makes us special? P4C – discuss Anglo Saxon laws and how they shaped their society.

Key Skills to be developed: Learning Skills: Develop their own questions to research. Decide how to carry out the research. Thinking skills: Develop deduction skills, using photos/artefacts to learn about the past. To draw conclusions from what they have learned. Social/Communication Skills: Teamwork skills: work in groups or with partners. Planning skills: plan trip Subject-‐Speci[ic Skills: Using and making maps. Chronological awareness. Developing language and understanding related to passing of time and geographical features Dispositions and Attitudes to be fostered: Growing independence – being away from home. Managing risks.

MATHS: Apply accurate measuring skills making model buildings. Investigate nets.

PSHE/P4C: Research, discuss and debate environmental issues: deforestation of the rainforest (and impact globally) .

Brazil!

COMPUTING: Create radio podcast. Research Brazilian places on the internet . Espresso Coding.

Big Picture/Key Concepts/Outcomes To understand how places in the world are linked

and the global importance of the Amazon rainforest. To make comparisons with our lives

and the lives of children in Brazil

Key Texts: ‘The Great Snake Stories from the Amazon’: various Brazilian myths and legends. Brazil: Brazilian Embassy pack. Celebration of Learning: Samba drumming performance with display of artwork.

ART: Study abstract art, focussing on colour, pattern, form, line and texture. Use photos of Brazilian animals as a starting point for developing their own abstract art. Use sketch books to explore different materials and techniques DT: Research Brazilian carnival or tribal masks then develop ideas for own masks in sketch books. Design and make full-‐size mask, experimenting with different materials, shapes and sizes

ENGLISH: Read and watch reports on Brazilian tribes. Write and present a broadcast as a non-‐chronological report on the Yanomami tribe (creating a podcast). Persuasive writing: write to the Brazilian government with their concerns about deforestation. P4C: 1. Debate the destruction of the rainforest 2. Compare lives of Amazonian Indians to our own. 3. Consider child poverty in Brazil’s large cities.

GEOGRAPHY: Use atlases, globes & maps to locate Brazil and identify important places. Draw map of Rio -‐ including a key. Develop understanding/language of geographical features when dinding out about contrasting places in Brazil Learn about lives of children living in other places (in Rio – including the favelas – and in Manaus) and make comparison with our lives. Raise questions and research what it is like to live in Brazil using text, pictures, dilm, music and role-‐play. Study the weather in Rio/rainforest using bar and line graphs and compare to UK (links Maths). Understand environmental issues related to destruction of the rainforest/producing palm nut oil and beef.

Resources: A range of non-‐Oiction books on Brazil, atlases, globes and detailed maps of Rio and Brazil, variety of photographs Samba instruments, Video Barnaby Bear in Brazil

Websites: www.brazil.org.uk/brazilintheschool/brazilforkids http://www.ktpercussion.com/ensemblemusic/mpmusic/samba.html http://www.npr.org/templates/story/story.php?storyId=12255923 http://www.myspace.com/belezasamba Youtube: Kaapor tribes/fast food in Rio Google earth maps

Learning outside the classroom: Use Forest School to develop ideas for

debate on deforestation.

Visits/visitors: Samba workshop with drumming and dancing. Performance to the rest of the school

WOW Factor: Samba Workshop Brazilian Sunday

lunch Music: Listen to and appreciate Brazilian samba music. Identify typical rhythms and instruments and how elements are combined. Learn about its roots and importance to Brazilians (Carnival in Rio). Developing own piece of samba-‐type music in small groups, focussing on rhythms, combining elements then evaluate, improve and perform.

Key Skills to be developed: Learning Skills: Finding out what a place is like from photographs and maps. Note-‐taking’ Thinking Skills: Synthesise information to produce work. Developing reasoning skills during debates. Deduction. Social/Communication Skills: Working collaboratively. Presenting and performing in front of the class/school. Subject-‐Speci[ic Skills: Map-‐reading. Developing geographical language. Dispositions and Attitudes to be fostered: Empathising with children whose lives are different from ours and appreciating difdiculties for others that are less well-‐off .

MATHS: Statistics: interpret data about weather from graphs, answering questions. Reading and writing big numbers: using data about Brazil (population/distances/road & rail). Measuring: quantities for cooking Brazilian food.

Links with home/homework: Research a place in Brazil and present to class. Produce a report on a Brazilian wild animal.

RE: Learn about the Catholic indluence in Brazil (daily life, festivals, Mardi Gras) Use Christ the Redeemer Statue to investigate Christian images of Jesus and his role/qualities as a ‘leader’ through stories of Jesus’ life in Bible stories.

PSHE: Puberty/Growing Up Philosophy: Create a 'Democracy' within the classroom modelled on the Greeks' system. Learn about the great Greek Thinkers – discuss their ideas. RE: (link History/ART) Visit local church/chapels – learn about the signidicance of places of worship for Christians


COMPUTING: Espresso Coding. Research Greek Gods. Film a report of the Mini Olympics. Record results of science tests on spreadsheets then present data in graphs.

Big Picture/Key Concepts How the Ancient Greeks indluenced the

Western World. To develop an understanding of our democratic society.

Key Texts: Greek Myths – Pandora’s Box and others, Horrible History -‐ Groovy Greeks Celebration of Learning: Mini Olympics

ART/DT: Study innovative building design/architecture of the Ancient Greeks -‐ compare to local architecture of note (link RE – visit churches in Evesham). Develop pencil skills – learning different techniques for shading. Sketch a picture of the Parthenon focussing on shading to create a 3D image. Research Greek pottery then design and create their own Grecian Urn depicting their Greek Myth (link English).

ENGLISH: Study of Greek Myths and Legends,, focussing on Pandora’s Box. Analyse the key features of myths and legends before retelling and writing their own. Act out scenes from Greek Myths to develop understanding of characters/cause and effect. Write a report on the class’ Olympic Games’.

HISTORY/SCIENCE: Investigate the Parthenon – how it was constructed and why. Follow-‐up with practical work– testing the strength of cuboids compared with cylinders (link Science). Then build their own towers and bridges, applying their knowledge. Science investigations to test the theories of Archimedes – dloating bodies, his Death Ray etc. Learn about the system of democracy devised by the Ancient Greeks. Role play their own democracy within a group scenario. Consider their own beliefs about society and what it is like to live in a democracy (P4C). Research a Greek god and what they represented then create a Keynote presentation about them. Find out about the origins of the Olympic Games and how these differ from nowadays. Research Greek homes and fashions and present in a poster.

Resources: Information books on the Greeks Atlases and globes Topic Box with Greek artefacts. Websites: http://www.childrensuniversity.manchester.ac.uk/interactives/history/greece/exploreancientgreece/ http://www.bbc.co.uk/schools/primaryhistory/ancient_greeks/

Continuous Provision: Developing thinking skills by featuring quotes from famous Greek Philosophers (discuss in Philosophy sessions) .

Learning outside the classroom: Holding Mini Olympics on the school dield

Visits/visitors: Visit local churches in the locality to study architecture.

WOW Factor: Mini Olympics

Event

PE: Weekly Multi-‐skills sessions. Swimming

Key Skills to be developed: Learning Skills: Research skills and note-‐taking. Thinking Skills: Using historical artefacts to make deductions about the past/to make comparisons with modern life. To develop reasoning skills in Philosophy. Learn about the Greek philosophers and think about 'thinking‘. Social/Communication Skills: Team-‐work during role play of a democracy/mini Olympics. Subject-‐Speci[ic Skills: Historical language and chronological understanding. Dispositions and Attitudes to be fostered: A love of history. Understanding that we can learn FROM the past.

MATHS: Measure capacity – discuss Archimedes then dind the difference of water displaced by a 'dloating body‘. Measure length – distances thrown/jumped etc. in Mini Olympics and times of races.

PSHE/P4C: Circle time: How do we treat people who are different from ourselves? Start with Aliens then move towards race/faith/ disability. Packtypes – developing self-‐awareness.

Travel Agents: Lost in Space

COMPUTING: Use research (from the internet/books) to create a Keynote presentation on ‘Night and Day’/the planets.

Big Picture/Key Concepts/Outcomes To understand the reason for the length of the day and year and that the Earth travels

around the sun.

Key Texts: ‘Cosmic’, non-‐diction texts on Space. Celebration of Learning: Class assembly about the Solar System or ‘Space School’.

ART: Drawing imaginary places in the universe. Water colours of planets’ landscapes. DT: Model Making – make a moving model of the Iron Man. Mechanics – design and make a moving alien/rocket using pneumatics (link Maths – measure how far it dlies).

ENGLISH: Non-‐diction: Read information books about Space – the planets, the solar system, space travel etc. Research then write instructions on how to be an astronaut at ‘Space School’. Write a space diary entry for discovering a new planet. Design then create a leadlet or poster about the nine planets in our solar system. Poetry: Compare space poems. Investigate description and metaphors to create atmosphere and excitement. Then write their own space poems. Role play an alien coming from outer space (eg E.T.) SCIENCE: Think creatively – could life exist on other planets? Ask questions and decide how/if they can be researched. Use ‘webquest’ for a space adventure. Learn about the position of the sun. Begin to understand how night and day, the length of a day/year are related to the spinning of the Earth. Find out -‐ How do we get different seasons? Investigate gravity and introduce the unit of measure -‐ the Newton. Plan and carry out tests: investigate moving/length of shadows. Explore magnets and understand effect of Earth’s core.

Resources: Model of the solar system, globes, range of non-‐diction texts about Space. Websites: Nasa Woodlands Junior school website Espresso Education City www.topicbox.co.uk Webquest Space for Kids

Continuous Provision: Nasa website/moon landing. Books on space.

Learning outside the classroom: Use the playground to role play the movement of the Earth around the sun and the moon around the Earth. To investigate the position of shadows throughout the day, using chalk on the playground Link with home: Long homework task, researching and presenting work on a particular planet

Visits/visitors: Visit to the Think Tank’s space section in Birmingham (or @Bristol)

WOW Factor: Visit to the

‘Think Tank’ and the Planet Show.

PE: Forest School – adventurous activities and Multi-‐skills weekly. Music: Create a ‘Moonscape’ with sound after listening to soundtracks for Star Wars, Star Trek, War of the Worlds etc.

Key Skills to be developed: Learning Skills: Research skills. To become more self-‐motivated (especially on long task). Thinking Skills Hypothesise, evaluate, use pictures to deduce and infer. Social/Communication Skills Present information to class/other groups. Perform to others. Subject-‐Speci[ic Skills: Measuring and drawing models diagrams. Accurately cutting out. Learning from second-‐hand sources. Dispositions and Attitudes to be fostered:

MATHS: Investigate the relative size, scale and proportion of planets Measurement: In DT, measure models accurately and how far their rockets ‘dly’.

GEOGRAPHY/HISTORY: Use globes to learn about the spinning of the Earth on its axis. Learn about the early moon landings and the development of spaceships.

Home Sweet Home! (How animals are adapted to their habitat)

Key Texts: Wreck of the Zanzibar – Michael Murpurgo, The Little One: Story of the Red-‐tailed Monkey Celebration of Learning : Presentation of model habitats.

PE: Weekly Multi-‐sports sessions. Dance: create animal dances.

COMPUTING: Create a branching database using a computer programme to sort animals by their characteristics. Write questions and research animals (in books/on the internet) for the database.

Big Picture/Key Concepts/Outcomes Organisms can only survive in certain habitats. To develop awareness of how organisms are interdependent and the importance of the

world's diverse habitats. Organisms have certain features to enable

them to survive in their habitat.

ART: Produce detailed sketches of organisms in the woodland habitat. Use these sketches to make a labelled woodland mobile. DT: To design and make suitable habitats for a dictitious animal, investigate designers/architects scale models of unusual structures. Create a model depicting four different habitats.

ENGLISH: Non-‐diction – explanation text. Plan and write a report about a fantasy creature adapted to live in the school grounds. SCIENCE: Classify pictures of plants and animals according to their own/set criteria. To identify and explore different habitats in the school grounds Match animals/plants (organisms) to their habitat according to their characteristics Research why organisms are suited to a specidic environment (investigate habitat of a woodlouse and how it is specially adapted to live there) Raise questions about organisms and their habitat, make predictions then collect evidence (children plan how to carry this out/what equipment to use and what they will observe) Learn about various animals part in the food chain, carnivores and omnivores, predators etc. and the importance of the habitat to support all organisms in the chain. Research an animal and its food chain. Learn vocabulary to enable children to classify animals (invertebrates, amphibians).

Resources: Microscopes, magnifying glasses, petri dishes, plant/animal identiOication books, range of information books Websites: http://ngdl.northumberland.gov.uk/ict/AAA/AAA http://primaryhomeworkhelp.co.uk/adaptation.htm

Continuous Provision: Habitats for mini-‐beasts –stick insect enclosure, hatch butterdlies.

Learning outside the classroom: Search for different habitats in and around school. Investigate the school's woodland to dind examples of organisms that live in that habitat. Find mini-‐beasts in school grounds, identify and categorise them according to visual characteristics. At home: design a shoe-‐box habitat/design an animal for a chosen habitat.

Visits/visitors: Trip to Bishops wood – Habitat Heroes

WOW Factor: ‘Habitat Heroes’ workshop

PSHE/P4C: To research, discuss and debate a topical issue -‐(link English – destruction of habitat).

Key Skills to be developed: Learning Skills: Research Skills: develop questions about what they would like to dind out. Decide how to dind answers to questions. Thinking Skills: To explore patterns. Categorise. Social/Communication Skills: Teamwork – working in groups, explaining their work to younger children. Subject-‐Speci[ic Skills: Make simple prediction, record data and draw conclusions. Plan a fair test. Explain methods and dindings. Dispositions and Attitudes to be fostered: To care for the environment and animals. To recognise that they have a role to play in protecting these.

GEOGRAPHY: Carry out a study of a local area recording dindings in tables/charts and using/creating their own maps To learn about the features of a habitat and develop geographical language to describe them.. To learn about the effect humans/physical processes can have on an environment but how people can improve it and conserve habitats.

Islamic Art

COMPUTING Coding – dinal unit to work through. Create a Keynote presentation on an aspect of the religion to share with the class. Create a Keynote presentation for the Leavers’ assembly.

Big Picture/Key Concepts/Outcomes To develop understanding of Islam and how key religious beliefs are redlected in the art work. To recognise how these beliefs affect Muslims’ everyday life.

Key Texts: Information books based on the Islamic religion. Celebration of Learning: Exhibition of Artwork – Art gallery

ART/DT: Learn about the signidicance of Islamic art for Muslims and why geometric and arabesque designs and calligraphy are used . Study decoration on Mosques, the Qur'an , prayer mats etc. Copy then create their own Islamic patterns using a range of methods and mediums including: chalk, felt pen, pencil and screen printing. Use rotational symmetry to experiment with various designs for a Mandela, evaluate and produce a dinished piece of artwork.

ENGLISH: Work to be based on play scripts/stories which link to the end of year production. Research 5 Pillars of Islam on the internet and write a non-‐chronological report in Keynote.

RE/HISTORY/GEOGRAPHY: Learn about the origins of the religion – where the faith started/Muhammad’s earlier life and revelations. Compare and contrast with Christianity (Jesus as a prophet, Ibrahim/Abraham, etc.) Explore the ‘Five Pillars of Islam’ and how these key beliefs and practices underpin Muslims’ daily life. Use secondary sources – videos, the internet, non-‐diction books -‐ as well as learning from a visit to a Mosque. Also learn about Islamic customs – Friday prayers, the hijab, Ramadan etc. and the signidicance of these for Muslims. Resources: Islamic Topic Box with

Islamic artefacts. Qur’an and stand. PowerPoint of Islamic Art and background to the religion. Websites: http://www.vam.ac.uk/collections/asia/islamic_gall/videos/index.htmlhttp://www.vam.ac.uk/collections/asia/islamic_gall/Islamic_community_views/index.html http://www.reonline.org.uk/allre/tt_nframe.php?http://www.hitchams.suffolk.sch.uk/mosque/default.htm Woodlands website

Learning outside the classroom: Visiting a Mosque and Islamic Exhibition Centre to learn more about key beliefs and how Islam is a fundamental part of everyday life. To see the art work in the Mosque.

WOW Factor: Visit a Mosque Creating an art

exhibition

Music: Rehearsals and performance for End of Year Performance and Leavers' Assembly songs. PE: Paralympic events – build up to sports day. Weekly Multi-‐skills sessions.

PSHE: Building respect for other religions and people's beliefs (and what happens when people lack tolerance). Transition for Middle school -‐ talking through worries/ discussing ‘changes’ (P4C). Taking on roles and responsibilities for the KS2 Performance -‐ building on effective teamwork skills. Developing condidence and self-‐esteem.

Key Skills to be developed: Learning Skills: Research skills. To become more self-‐motivated (especially on a long task). Thinking Skills: To consider why some people lack tolerance and why it is wrong to think badly about people due to their religion. Social/Communication Skills: Preforming to others. Developing condidence and self-‐esteem. Building on social skills to help make new friends in middle school. Subject-‐Speci[ic Skills: Learning about different religions and to respect others’ views.

MATHS: Looking at patterns within Islamic art and creating their own designs (link Art) redlected across a mirror line. Explore repeating patterns and 2D shapes that tessellate to form patterns. Using a compass , draw circles with a certain radius and building up these circles to produce geometric shapes – e.g. hexagon, square, six-‐ pointed star, equilateral triangle.

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