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Ash Grove Junior & Infant School
Class 6 Falcons Autumn 2 2018 Ancient Greece/Keeping Healthy
Map/Ideas Areas of Learning
SCIENCE – Intro to the topic. Keeping Healthy, a balanced diet, skeletons and bones, muscles, breathing
ART – Sketch/art book work, Greeks, tin foil sculptures, designing and creating Greek theatre masks (links to topic work) ART FOCUS
weeks
OUTDOOR PE – Quicksticks PrimaryPEPlanning Year3/4 Quicksticks
SEAL – Getting on and Falling Out
MUSIC- Charanga covered by LC
INDOOR PE- Improving stamina and fitness. Dance – responding to music, awareness of space, body awareness and movement
FRENCH- Speaking and Listening and reading and writing French
TOPIC- Ancient Greece continued
RE- What does it mean to be a Hindu in Britain today? Christmas.
ICT – Internet research
SEAL – Getting on and falling out
History/Geog (topic)- Ancient Greece
Literacy – Formal letters, Information text SA
Persuasive text, Newspaper reports SP
RE- What does it mean to be a Hindu in Britain
today? Christmas.
ART – Ancient Greece, Olympic sports
sculptures, Greek masks
Music – Charanga
ICT – Using the internet/researching
PE – Stamina (indoor) Quicksticks (outdoor)
French – Speaking and Listening and
reading and writing French
Maths – Autumn term Two step problems,
Number Multiplication/ division, Written
calculations, Problem solving
Science- Keeping Healthy
Drivers
Knowledge of the World Communities / Parents Ambition / Enterprise SMSC
Ash Grove Junior & Infant School
Class 6 Falcons Autumn 2 2018 Ancient Greece/Keeping Healthy
History and Geography -Ancient Greece
Lower Core Upper
Key Skills / LO Key Skills / LO Key Skills / LO
Investigate
History
To observe or handle evidence to ask
questions and find answers to questions about
the past.
To use artefacts, pictures, stories, the
Internet and databases to investigate the
past L2
Geography
To use information (including the Internet)
and my own observations to help me to ask and
answer questions about places and
environments.
Investigate
History
To use evidence to find out answers to
question. L3
Geography
To use skills and sources of evidence to
respond to a range of questions.
To give reasons for my observations and views
L3 Investigate
History
To find answers to historical questions.
To use information as evidence to test
hypotheses. L4
Geography
To use knowledge to suggest suitable
questions.
Use a range of geographical skills to
investigate places and environments.
To use primary and secondary sources of
evidence. L4
Analyse
History
To identify some of the different ways in
which the past has been represented.
To recognise that my life is different from
the lives of people in the past L2.
Geography
To use information that is given to me to find
out about places or environments.
To make my own observations.
To use the Internet to find out about places.
Analyse
History
To identify some of the different ways in which
the past has been presented.
To show similarities and differences between
times. L3
Analyse
History
To identify change and continuity with and
across different periods.
To fit studies within a chronological
framework. L4
Communicate
History
To use words and phrases such as: recently,
when my parents/carers were children,
decades, and centuries to describe the
passing of time.
To place events and objects in order on a
time line.
To describe topics, events and people I have
studied L2
Geography
To use geographical vocabulary.
To write and present my findings.L2
Communicate
History
To use dates and historical vocab.
To describe main events, people and periods of
studies.
To place people and periods on to timelines. L3
Communicate
History
To produce structured work making app. Use of
dates and terms.
To describe main events, people and periods.
To describe characteristic features of past
societies and periods. L4
Geography
To communicate findings using app vocab. L4
Ash Grove Junior & Infant School
Class 6 Falcons Autumn 2 2018 Ancient Greece/Keeping Healthy
Consider / Respond
History
To recognise that there are reasons why
people in the past acted as they did L2
Consider / Respond
History
To suggest causes and consequences of the
main events and changes.L3
Consider / Respond
History
To identify some causes and consequences of
the main events and changes.
Geography
To recognise that other people may hold
different views. L4 Activities Resources
Wk 1
When and where in the world did this civilisation exist? Timeline and maps – what we know/want to find out. Pupils to use
post-it notes to discuss and jot down what they already know about Greece/Ancient Greece and what they would like to
find out. Look at Google earth and find Greece on a globe and discuss where it is near – what would weather be like, has
anyone been etc. On a map of Greece shade the outline of the sea and label the major rivers, cities and seas. Use a
timeline to sequence key events on a timeline
Google Earth
Globe
Map of Greece today
Blank map to locate and label Greece
Map of Ancient Greece (Topical Resources pg 23,24)
ww.primaryhomeworkhelp.co.uk
Timeline of main events of Ancient Greece (Topical Resources Pg
16,17,18)
Internet to research key events for timeline
WK 2
Which city was the best to live in – Athens or Sparta? Important cities – Athens/Sparta. Explain that the two main cities
were often at war with each other. Pupils to look at different facts about the way both city states operated and to sort
statements into strengths, weaknesses or no evidence categories to decide which city was the strongest. Compare the
upbringing/lifestyle of Athenian and Spartan children. Comprehension based activities. Decide and explain why you would
like to live in Athens or Sparta.
Athens and Sparta sorting activity (Topical Resources Pg 19, 20)
Athenian/Spartan children (Topical Resources Pg 21, 22)
Wk 3 How did Pheidippedes feel? The Battle of Marathon. Children to hear the story of the battle of Marathon. Discuss and
act out in small groups. Comprehension questions about the battle (differentiated). Plan and write a letter from
Pheidippedes about his journey.
(Topical Resources Pg 57, 58, 59,)
Wk 4 Plan and write a diary entry by Pheidippedes about his thoughts and feelings on the battle. Brainstorm map the
events/thoughts of Pheidippedes as a whole class. Discuss the features of a diary entry – first person, past tense, events,
thoughts and feelings, hopes for the future etc. Shared beginning for pupils to continue.
Planning box for diary writing
Checklists for diary writing
Wk 5
What did the Ancient Greeks believe? Greek Gods – Read about the main Gods that the Greeks believed in/worshipped –
work in pairs to decide which types of Ancient Greeks would pray to/worship which God. Choose a God/goddess to produce
a fact file about using information from the powerpoint and information sheets about Gods.
(Topical Resources pg 29, 30)
Greek Gods Information an templates for fact files about
Gods/Godesses (Toshiba – Gods)
Greek Gods Powerpoint (Toshiba)
Wk 6
Why was fighting and war so important? Greek soldiers. Pupils to look at powerpoint and images of Greek Hoplite soldiers
and their armour including ships. Questions on powerpoint for discussion points. Colouring and labelling activity. Discuss
how Greek boys had to learn how to be warriors and how they had to be able to fight both on land and at sea. Note-taking
activity based on a day in the life of a Spartan boy.
TES powerpoints Hoplites (Toshiba)
Hoplite armour labelling activity (Toshiba)
Hoplite and ships activity - sentence starters (Toshiba)
Wk 7 Who would like to be a Spartan boy or girl? Read the information sheets about life in Sparta for boys and girls. Discuss
what the pupils would both like and dislike about the lifestyle. What is similar/different about how today’s children live in
Britain? Work on sheet to compare life today to in Ancient Sparta.
Information sheets (Toshiba)
Comparison sheets for Ancient Sparta/Britain today (Toshiba)
Powerpoint – life as a Spartan child (Toshiba – TES)
Wk 8 A day in the life of a Spartan boy or girl. Plan and write a diary entry as a Spartan boy or girl. Diary account starting points
Diary account checklists.
CONTEXT/BoS
Ash Grove Junior & Infant School
Class 6 Falcons Autumn 2 2018 Ancient Greece/Keeping Healthy
Breadth of Study
Children should be taught the Knowledge, skills and understanding through a local history study, three British history studies, a European history study and a world history study
Pupils should be taught
8a. the Romans, Anglo-Saxons and Vikings
9a. how British society was shaped by the movement and settlement of different peoples in the period before the Norman Conquest and an in-depth study of how British society was affected by Roman settlement
Ash Grove Junior & Infant School
Class 6 Falcons Autumn 2 2018 Ancient Greece/Keeping Healthy
Science & Design Technology Keeping Healthy
Lower Core Upper
Key Skills / LO Key Skills / LO Key Skills / LO
Generate Ideas
Observe and explore, generate ideas, define
problems to dev investigations.
Respond to and make my own suggestions
collecting data and answering questions. L2
Generate Ideas
Observe and explore, generate ideas, define
problems to dev investigations.
Respond to and put forward my own ideas about
investigations and answer questions.L3
Generate Ideas
Observe and explore, generate ideas, define
problems to dev investigations.
Decide how to answer a fair question, select
equipment and method. L4
Investigate, observe
& record
Safely carry out investigations and record
evidence
Find info using text, follow instruct, make obs
and measures to compare living things and
objects. L2
Investigate, observe
& record
Safely carry out investigations and record
evidence
Use text to find info, recognise risks, make obs
and measure quantities, record findings in table
and charts. L3
Investigate, observe
& record
Safely carry out investigations and record
evidence.
Follow instructions, make obs and measures,
vary one factor. Record obs and comparisons,
use tables, charts and graphs for results.L4
Design, make &
improve
N/A see DT planning Design, make &
improve
N/A see DT planning Design, make &
improve
N/A see DT planning
Explain
Observe and explore, generate ideas, define
problems to dev investigations.
Respond to and make my own suggestions
collecting data and answering questions. L2
Explain
Communicate, model to explain/dev ideas
Carry out fair tests, discuss results, explain
observations and patterns found. L3 Explain
Communicate, model to explain/dev ideas
Communicate conclusions using scientific vocab.
Interpret data with pos and neg numbers.
Identify patterns in data. L4
Evaluate
Safely carry out investigations and record
evidence
Find info using text, follow instruct, make obs
and measures to compare living things and
objects. L2
Evaluate
To make syst evaluations when
designing/making to improve processes
/outcomes.
Suggest improvements in my work. L3
Evaluate
To make syst evaluations when
designing/making to improve processes
/outcomes .
Suggest improvements in own work giving
reasons. L4
Activities Resources
Wk 1
Lesson 1 Keeping Healthy Intro to topic. What do the children think this is?
Share ideas and make a list of how we can keep healthy.
LO - To understand that animals (including humans) can be grouped according to what they eat. To answer questions on diet by extracting data from a food survey and displaying it in tables and bar charts. Question – What is a herbivore, carnivore, omnivore? I can – 1. Name at least one carnivore, one herbivore and one omnivore. 2.I can begin to describe why animals are grouped according to what they eat.
Hamilton Trust Year3/4 Autumn 2A Hamilton Trust
http://www.bbc.co.uk/guides/z96vb9q - BBC Bitesize KS1
film clips on Animal diets and Food Chains (useful revision).
Wk 2
Lesson 2 Think about food You agree to help the team improve their performance by becoming their health and fitness advisors. Today your task is to discover how many portions of fruit and vegetables the team eat each day and how much sugar is in their daily diet. Play an active game to reinforce vocabulary and understanding of animal feeding categories (Yr3 & 4) Review data from a food survey (Yr3 & 4) and answer a question on daily sugar intake (Yr4) or on the number of portions of fruit and vegetables that are eaten each day (Yr3) Display data in tables and bar charts and use these to look for patterns and trends (Yr3 & 4)
Ash Grove Junior & Infant School
Class 6 Falcons Autumn 2 2018 Ancient Greece/Keeping Healthy
LO - To understand that animals (including humans) can be grouped according to what they eat. To answer questions on diet by extracting data from a food survey and displaying it in tables and bar charts. Question – What happens if we eat too much sugar? What are our 5 a day portions? I can -1. I can begin to explain why it is important not to eat too much sugar and what 5 a day portions are.
WK 3
Lesson 3 What is a balanced diet?
The players are eating too much sugar and not enough fruit and veg, but that may not be the only problem. Some players are overweight and need help to understand what is meant by a balanced diet. Are you up to the challenge of explaining food groups and nutrition using model meals? Create a collage of an Eatwell Plate in groups by sorting foods into categories (Yr3 &4) Create a model of a balanced meal for a paper plate using a variety of modelling materials (Yr3 &4) Use knowledge of nutrition to either make food labels (Yr3) or complete a sheet of health advice (Yr4) LO - To understand what a balanced diet is and why it is important to have a balanced diet.
Question- What is a balanced diet?
I can – 1. I can begin to explain why it is important to have a balanced diet.
Wk 4
Lesson 4 Skeletons and bones The hockey team members have had some problems with injuries and backache. They need expert advice from their fitness coaches so you need to brush up on your knowledge of skeletons, bones and joints. Play themed games to learn associated knowledge and vocabulary (Yr3 &4) Make a skeleton string puppet that has moving joints (Yr3 &4) Reinforce knowledge by naming bones on the puppets (Yr3) or writing an explanatory script (Yr4) Puppeteer a skeleton dance (Yr3 &4) LO – Understand that not all animals have an internal skeleton and that the presence of this is an important feature in classifying them. Know that a skeleton is needed for support, protection and movement. Question – What is a skeleton? What is it made from? I can – 1. Begin to explain what a skeleton is and why we need one.
Wk 5
Lesson 5 Moving muscles Muscle strains have caused problems for the hockey players and some people experience muscle fatigue during matches. Can you help? You will need to investigate the link between muscle strength and regular training and exercise. Investigate how muscles work in pairs (biceps & triceps) using a bottle of water as a weight (Yr3&4) Collect data to investigate the link between leg muscle strength and either the type of regular exercise (Yr 3) or the amount of regular exercise (Yr 4) With guidance display data as a scattergram and use it to look for a pattern in the data (Yr3&4)
Ash Grove Junior & Infant School
Class 6 Falcons Autumn 2 2018 Ancient Greece/Keeping Healthy
LO - To understand how muscles work in pairs to allow movement and maintain posture. To investigate whether people who do more sport have stronger muscles. Question – What is a muscle? I can- 1.I can begin to explain how muscles work
Wk 6
Lesson 6 A breath of fresh air Some of the hockey players report feeling out of breath when running up and down the hockey pitch in training and in matches. Could it be that improved fitness would mean they get less puffed out? It is your job to investigate this. Learn how the heart and lungs get oxygen to the muscles where it is needed to make energy Plan and carry out an investigation in groups that attempts to answer a scientific question - Do people who exercise a lot get their breath back more quickly after strenuous exercise? (Y3) or Do people who exercise a lot pant less after a burst of strenuous exercise? (Y4) Display and interpret data collected and seek to explain findings LO- To know the diaphragm is used in breathing and the lungs transfer oxygen to the blood. Know that muscles need more oxygen to work hard and this affects breathing rate. Question – How do we breathe? I can -1. I can begin to explain how we breathe and what happens when we breathe.
Wk 7
Lesson 7 Health and fitness session It’s time to create your presentation for the hockey team based on all the research you have done and all the expertise you have gained. You will coach them into a fitter and healthier team that’s ready to take on the league and who knows; even win the cup next season. Undertake a quiz that assesses all their knowledge and understanding on the block (Yr3 &4) Create an illustrated presentation for the team on health and fitness, using resources they have made throughout the block and evidence from their own research (Yr3 &4) Reflect on their own life and consider positive changes they could make to improve their health and fitness (Yr3 &4) LO- To assess knowledge and understanding of the Yr3 Animals Including Humans content taught in this block. To prepare presentations for others using notes and oral explanations backed up by scientific knowledge and research, demonstrations, graphs and charts.
I can – 1. I can present my work/findings to others. I can explain what I have learned to others using simple scientific vocabulary.
CONTEXT/BoS
Ash Grove Junior & Infant School
Class 6 Falcons Autumn 2 2018 Ancient Greece/Keeping Healthy
P.E. Outdoor-Quicksticks Indoor -Stamina
Lower Core Upper
Key Skills / LO Key Skills / LO Key Skills / LO
Reflect & Evaluate
To describe how
the body feels
during activities.
To exercise
safely.
Awareness of
personal space. L2
To talk about
differences in
performance.
To say what has
gone well and why.
To identify how
performances
could be improved.
To describe how
the body feels
during activities.
To exercise
safely.
Awareness of
personal space. L2
Reflect & Evaluate
To work and
behave safely.
To discuss
similarities and
differences to
others.
To explain why
warm up and cool
down is important.
To give reasons
why physical
activity is good. L3
To work and
behave safely.
To discuss
similarities and
differences to
others.
To improve own
performance.
To explain why
warm up and cool
down is important.
To give reasons
why physical
activity is good. L3
Reflect & Evaluate
Explain basic
safety principles in
preparing for
exercise.
Describe the
effects of
exercise on the
body and how
valuable it is. L4
Compare and
comment on skills
used by others.
Improve
performance.
Explain basic
safety principles in
preparing for
exercise.
Describe the
effects of
exercise on the
body and how
valuable it is. L4
Plan & Implement
Use the term
opponent and team
mate.
To roll, hit and
kick.
To design the best
position in a game.
To develop tactics.
L2
Plan & Implement
To select and use
appropriate skills,
actions and ideas.
To follow rules.
To choose tactics.
To participate in
solving problems or
challenges outdoor.
L3
.
Plan & Implement
To perform fore
and back hand in
racket games.
To strike a ball,
field, pass the ball
and gain
possession.
Adapt actions to
changing
situations.
Use maps and
diagrams to
orientate. L4
Move with Control
NA To develop co-
ordination, dance
actions, control,
sequence of
movements.
To balance and
communicate mood
or feeling. L2
Move with Control
To develop co-
ordination and
control, throw and
catch with
accuracy.
Strike a ball and
field with control.
To sprint over a
short distance.
To run over a
longer distance.
To use a range of
Express clear
movements and
sequences in dance.
To improve
strength and
suppleness.
To jump in a
number of ways
Move with Control
To choose the best
pace for running.
To control take
off and landing
when jumping.
To throw
accurately for
distance. L4
To control actions
and movements
skilfully.
To make complex
sequences.
To prepare and
perform to an
audience.
Ash Grove Junior & Infant School
Class 6 Falcons Autumn 2 2018 Ancient Greece/Keeping Healthy
throwing
techniques and
throw with
accuracy.
To jump in a
number of ways.
To follow a sketch
of maps of places
known to me. L3
Activities Resources
Outdoor Indoor
Wk 1
Warm up – Traffic lights Lesson 1
Hoover up – no balls Activity1
Hoover up with balls Activity 2
Cool down- children to move around slowly showing hovering
with or without ball
LO- To hold a hockey stick correctly
4 week training plan for stamina and physical fitness. Primary PE Planning Quicksticks year3/4
hockey sticks
Xcite Sports and Fitness Program ‘The Funfit Challenge’
WK 2
Warm up – Trucks and trailers Lesson 2
Push and pass short pass Activity 1
Push through the gate Activity 2
Cool down – as week 1
LO- I can attempt a push pass and begin to receive the ball
with some control
Comprising of increasing challenges of 100m runs, Hockey sticks
Balls
cones
Wk 3
Warm up - Traffic lights Lesson 3
Passing recap Activity 1
Slap pass Activity 2
Cool down – Children to dribble the ball slowly
LO- I can attempt to pass the ball over longer distances
Burpees, sit ups and speed bounces over a period of 4 weeks Hockey sticks
Balls
cones
Wk 4
Warm up – Gears Lesson 4
Gate run Activity 1
Squashed Activity 2
Cool down – as week 3
LO- I can attempt to pass and receive the ball when moving
To improve fitness and stamina. Hockey sticks
Balls
cones
Ash Grove Junior & Infant School
Class 6 Falcons Autumn 2 2018 Ancient Greece/Keeping Healthy
Wk 5
Warm up- Gears Lesson 5
Save the planet (standing) Activity 1
Save the planet (moving) Activity 2
Cool down – Children to dribble the ball slowly
LO – I can attempt to tackle from standing using the flat
side of my stick
Dance – use of space, responding to instructions, travelling Hockey sticks
Balls
cones
Wk 6
Warm up- Trucks and trailers Lesson 6
Shooting fun Activity 1
Shoot it Activity 2
Cool down – Children to dribble the ball slowly
LO –I can attempt to hit a ball into a goal
Dance –Body parts, awareness, feet and hands Hockey sticks
Balls
cones
Wk 7
Warm up –Trucks and trailers Lesson 6 repeated
Shooting fun Activity 1
Shoot it Activity 2
Cool down – Children to dribble the ball slowly
LO –I can attempt to hit a ball into a goal
Dance – Awareness of basic actions and contrasting body
shapes
Hockey sticks
Balls
cones
CONTEXT/BoS
Ash Grove Junior & Infant School
Class 6 Falcons Autumn 2 2018 Ancient Greece/Keeping Healthy
The Arts (Art & Design) Ancient Greece
Lower Core Upper
Key Skills / LO Key Skills / LO Key Skills / LO
Explore
To explore different mats and methods L2
Explore
To explore ideas in diff ways. Collect
information and practical resources to make
choices L3
Explore
To investigate and dev a range of skills L4
Create To show control in the methods and materials
I use in my work. L2
Create To investigate and use qualities of mat and
methods to dev practical skills. L3
Create To use the qualities of materials and processes
to suit my aims… L4
Improvise To have ideas and make some choices about
what I do.L2
Improvise To adapt and improve my own work when making
images and artefacts L3
Improvise To think about how I might adapt and refine
my ideas, skills and methods L4
Present
My art work shows ideas L2
Present
To communicate my ideas and meanings L3
Present
To develop my ideas, use lots of methods to
explore and experiment L4
Evaluate
To describe different kinds of art. Suggest
ways to improve work.L2
Evaluate
To describe the work of others…L3
Evaluate
To compare and comment on different ideas,
methods and approaches used by artists… To
think about art work relating it to the
contexts in which the work was made. Discuss
own and other’s work L4
Activities Resources
Wk 1
Greek Olympic sculptures Children to look at different sports from the Olympics and sketch stick men based on the
sport. Children to use pipe cleaners to create the stick men and then cover in tin foil to create a sculpture.
Metalwork: Greeks were very skilled at working with metal, and they worked with many different types. Bronze is a special
type of metal, which is mostly made up of copper, with another metal added, such as tin or zinc. Bronze is a hard and strong
metal, and it was a very popular choice for statues and other decorations. Greeks also used iron, which is a harder metal, as
well as precious metals such as gold and silver. Even though there are many examples of beautiful metal work from ancient
Greece, there used to be even more. Because metal can be melted down and made into something else, many metal
sculptures and other metal items were melted down so they could be used for other things. LO- To create a piece of 3D
art using a range of materials. To interpret the past through the medium of art. Based on work by Giacometti
Tin foil Pipe cleaners Olympic sports images Cardboard tubes
Cardboard Masking tape paint
WK 2 Olympic Sculptures cont
Wk 3
Greek Theatre masks
Children to design and create a theatre mask based on masks used in Ancient Greek times. The masks were most likely
made out of light weight, organic materials like stiffened linen, leather, wood, or cork, with the wig consisting of human or
animal hair. LO- To create a piece of 3D art using a range of materials. To interpret the past through the medium of art.
Paper
Pens
Scissors
Ash Grove Junior & Infant School
Class 6 Falcons Autumn 2 2018 Ancient Greece/Keeping Healthy
Wk 4 Greek Theatre masks cont
Wk 5
ARTS PROJECT Week orders may change
Monochrome ink/pencil pictures
Wk 6 ARTS PROJECT
Wk 7 ARTS PROJECT
CONTEXT/BoS Pupils should be taught the knowledge, skills and understanding through:
Art & Design
5a. Explore a range of starting points for practical work…
b. Work alone/groups on 2D/3D projects
c. Use a range of mats inc ICT
Ash Grove Junior & Infant School
Class 6 Falcons Autumn 2 2018 Ancient Greece/Keeping Healthy
Literacy Letters-formal/informal/Persuasive text/newspaper reports/information text
Lower Core Upper
Key Skills / LO Key Skills / LO Key Skills / LO Read Read Read
Talk Talk Talk
Write Write Write
Analyse,evaluate,criticise Analyse,evaluate,criticise Analyse,evaluate,criticise
Activities Resources
Miss Almond Miss Peart Who Let The God’s Out? Class
reader to finish
Wk 1
Follow 5 day English plan Monday – Inset Day Day 1 –
Read relevant text. Comprehension work based on chosen
text. Day 2 –GPS work linked to the text. Day 3 – Shared
writing. Day 4 – Planning a piece of writing independently.
Look at the layout. Draft ideas and edit work. Day 5 –
Big writing
Focus on Days 1 or 2,4 and 5
GPS Y3 Revision Y4 Revision
Follow 5 day English plan Monday – Inset Day Day 1 –
Read relevant text. Comprehension work based on chosen
text. Day 2 –GPS work linked to the text. Day 3 – Shared
writing. Day 4 – Planning a piece of writing independently.
Look at the layout. Draft ideas and edit work. Day 5 –
Big writing
Writing – topic links and links to Trouble at Blimpton Gap
by Gervase Phinn and Diary of a Killer Cat by Anne Fine
GPS Y3 Revision Y4 Revision
Reading Vipers
See weekly planning for English
See separate spelling list for
weekly spellings
GPS work – Schofield and
Simms
WK 2 Follow 5 day writing plan – focus days
GPS Y3 Adverbs of manner/Y4 Adverbials
GPS Y3 Adverbs of time and place/Yr4 Fronted
adverbials
Wk 3
Follow 5 day writing plan- focus days
GPS Y3 Preposition -place/Y4 Commas for subordinate
clauses
GPS Y3 Preposition - time/ Y4 Fronted subordinate
caluses
Wk 4
Follow 5 day writing plan – focus days
GPS Y3 Inverted commas in direct speech/Y4 Singular
and plural nouns
GPS Y3 Punctuation in direct speech/Y4 Plural s or
possessive s?
Wk 5
Follow 5 day writing plan- focus days
GPS Y3 Verbs – past tense/Y4 Apostrophes for plural
possession 1
GPS Y3 Verbs – perfect tense/Y4 Apostrophes for
plural possession 2
Wk 6 Follow 5 day writing plan- focus days
GPS Y3 Nouns with suffixes/Y4 Standard English
GPS Y3 Nouns with prefixes/Y4 Verbs -perfect form
Ash Grove Junior & Infant School
Class 6 Falcons Autumn 2 2018 Ancient Greece/Keeping Healthy
Wk 7 Follow 5 day writing plan – focus days
GPS Y3 Revision 2 /Y4 Revision 2
GPS Y3 Revision 2 /Y4 Revision 2
CONTEXT/BoS
Pupils should be taught the knowledge, skills and understanding
Speaking Reading (range of literature and non-fiction and non-literary texts) Writing
8a. reading aloud 8a. a range of modern fiction by significant children’s authors 9a. to imagine, explore feelings and ideas and focus on
b. presenting to different audiences b. long-established children’s fiction use of language and how to interest the reader
c. extending speaking for different purposes b. to inform and explain, focusing on subject matter and
Listening Opportunities for pupils to listen to how to convey it in sufficient detail for the reader
9a. live talks/readings/presentations e. texts drawn from a variety of cultures and traditions c. to persuade, focusing on how arguments and evidence
b. recordings are built up and language used to convince the reader
c. others in groups g. playscripts d. to review and comment on what has been read, seen,
Group discussions/interaction Reading (range of literature and non-fiction and non-literary texts) or heard, focusing on both the topic and the writer’s
10a. investigating, selecting, sorting 9a. diaries, autobiographies, biographies, letters of it
b. planning, predicting, exploring b. print and ICT based ref and info materials 10. To use writing to help their thinking, investigating,
c. explaining, reporting, evaluating c. newspapers, mags, articles, leaflets, brochures, advertisements organising and learning
Drama 11. Range of readers for writing should include teachers
11a. improvisation and working in roles the class, other children, adults, wider comm. and
b. scripting and performing in plays imagined readers
c. responding to performances 12. Range of forms of writing should include narratives,
poems, playscripts, reports, explanations, opinions,
instructions, reviews and commentaries
Ash Grove Junior & Infant School
Class 6 Falcons Autumn 2 2018 Ancient Greece/Keeping Healthy
ICT Internet use/research/search engines
Lower Core Upper
Key Skills / LO Key Skills / LO Key Skills / LO
Find Information
Find and use information to answer
questions.
To explore what happens in real and
imaginary situations.L2
Find Information
Search for and use information from a
range of sources.
Make decisions about the usefulness of
information. L3
Find Information
Refine, search and select information.
Question reliability of info. Understand
need for collecting information in a
suitable format.
Explain findings.L4
Process
Sort and organise information.L2
Process
Collect record and organise data to
answer questions and present findings.
Answer questions when using ICT models
and stimulations. L3
Process
Capture data using sensors to support.
Create and combine diff forms of info.
Show an awareness of audience.L4
Communicate
To communicate with others safely. L2
Communicate
Use communication tools to share and
exchange ideas. Use strategies to stay
safe. L3 Communicate
Communicate and exchange info and
ideas with others and develop.L4
Refine
Use simple editing and formatting
techniques.
Describe how work is developed using
ICT.
Plan and give instructions to make things
happen, control devices. L2
Refine
Use editing and formatting techniques to
improve quality and presentation.
Use sequencing instructions to control
devices.L3
Refine
Develop ICT based models to explore
patterns and relationships.
Make predictions about what will happen.
Compare the use of ICT with other
methods.
Compare the use of ICT in and outside
school.
Plan, test and refine sequences of
instructions.L4
Activities Resources
Wk 1 Independent/paired internet research on Ancient Greek Gods Laptops/IPads
WK 2 Note making using internet search engine Laptops/IPads
Wk 3 Powerpoint – producing factsheet linked to Ancient Greece Laptops/IPads
Wk 4 Word – producing word document linked to Greek Gods Laptops/IPads
Wk 5 Powerpoint – create a poster Laptops/IPads
Wk 6 Maths games Laptops/IPads
Wk 7 Spelling games Laptops/IPads
CONTEXT/BoS
Ash Grove Junior & Infant School
Class 6 Falcons Autumn 2 2018 Ancient Greece/Keeping Healthy
PSHCE / SEAL Primary National Strategy Getting on and Falling out
Lower Core Upper
Key Skills / LO Key Skills / LO Key Skills / LO
Investigate
Citizenship
. To investigate what is fair/unfair in diff
situations.
Select info to answer questions. Find
similarities/differences between myself and
communicate…. To identify differences in
people’s needs and wants. L2
Investigate
Citizenship
To find answers to questions using different
sources. L3
Investigate
N/A
Analyse N/A Analyse Citizenship
To be aware people’s rights can clash. L3 Analyse N/A
Communicate
Citizenship
To develop reasons for my opinions and
communicate them L2
Economic Wellbeing
With help I think of ideas.
With support I help in solving problems with
more than one solution.
With help I join in with my group. L2
To tell people my ideas and what I have found
out.
To tell people how I feel. L2
Communicate
Citizenship
To present my ideas to others
To describe some of the rights and
responsibilities people have towards each other
and the environment. L3
Economic Wellbeing
To use my thinking skills to help solve
problems.
To have a good attitude to coming up with
ideas.
To adapt well.
To persevere
To come up with creative solutions.L3
Communicate
Economic Wellbeing
To take part in creative problem solving
situations L4
Consider & Respond
Citizenship
To suggest how things might be improved
through my actions or actions of others. L2
Consider & Respond
Citizenship
To be aware of other viewpoints.
To identify what could be done to change things
in communities.
To plan some action and take part in decision
making activities with others. L3 Consider & Respond
Citizenship
To identify different viewpoints involved.
To make informed contributions to discussions
and debates giving some reasons for my views.
To work with others to plan and
carry out a course of action to
address issues that we feel are
significant in our community. L4
Activities Resources
Wk 1 Discuss ways to be friendly Activity - The Tangled Web LO-I know how to look and sound friendly SEAL pack
WK 2 How to be a good listener, demonstrate good listener skills. Activity – Pass the squeeze (Chinese whispers)
LO-I know how to be a good listener and take turns
Wk 3 Giving and receiving compliments. Compliments wall. Activity – Thank you. LO -I know how to give and receive
compliments
Wk 4 Revisiting anger, discuss triggers for feeling angry. Activity – There’s a chair on my right LO -I know what
my triggers for anger are and how our bodies are affected
Ash Grove Junior & Infant School
Class 6 Falcons Autumn 2 2018 Ancient Greece/Keeping Healthy
Wk 5 Look at ways of putting out the anger. Activity – Pass the parcel and consequences LO-I know some ways to
calm down when I start to feel angry
Wk 6
Using peaceful problem solving to sort out difficulties, looking and identifying a win-win situation. Activity –
Co-operation jigsaws/Back to back sharks. LO - I can use peaceful solving to sort out difficulties. I can tell
you what a win-win situation is and find one in a conflict situation.
Wk 7 Anti bullying week To fit in during half term Citizenship/PSHCE links (taken from Primary National Strategy)
Breadth of Opportunities
5a Take responsibility 5f develop relationships through work and play
5b Feel positive 5g consider social and moral dilemmas
5c participate 5h find information and advice
5d make real choices and decisions
5e meet and talk with people
Ash Grove Junior & Infant School
Class 6 Falcons Autumn 2 2018 Ancient Greece/Keeping Healthy
Mathematics Division and multiplication
Year3/Year4
Key Skills / LO Division Recall and use multiplication and division facts for the 3, 4 and 8 multiplication tables. Recall and use multiplication and division facts for multiplication tables up to 12 x 12. Write and calculate mathematical statements for multiplication and division using the multiplication tables they know. Recognise and use factor pairs and commutativity in mental calculations. Use place value, known and derived facts to multiply and divide mentally, including: multiplying by 0 and 1; dividing by 1; multiplying together three numbers.
Key Skills / LO Multiplication Recall and use multiplication and division facts for the 3, 4 and 8 multiplication tables. Recall and use multiplication and division facts for multiplication tables up to 12 x 12. Write and calculate mathematical statements for multiplication and division using the multiplication tables they know. Recognise and use factor pairs and commutativity in mental calculations. Use place value, known and derived facts to multiply and divide mentally, including: multiplying by 0 and 1; dividing by 1; multiplying together three numbers.
S.Almond see weekly smartnotebook planning S.Peart see weekly smartnotebook planning
Wk 1
Dividing by 10 yr4 WhiteRose Planning Yr3/4 Autumn (Multiplying by 10 and dividing by 10 yr3)
WhiteRose Planning Yr3/4 Autumn Multiplying by 10 (Y3 and 4) Target Maths Y3 and 4
WK 2 Dividing by 100 yr4 (Multiplying by 100 1nd dividing by 100 yr3)
Multiplying by 100
Wk 3 Dividing by 1 yr4
Multiplying by 10 and 100
Wk 4
Divide by 6 yr4
Divide by 3 yr3
Multiplying by 6 (Y4)
Multiplying by 3 (Y3)
Wk 5 Division facts yr3/4 Multiplication facts and multiplying by 6 and 3 worded problems
Wk 6
Dividing by 9 yr4
Dividing by 4 yr3
Multiplying by 9 (Y4)
Multiplying by 4 (Y3)
Wk 7 Dividing by 7 yr4
Dividing by 8 yr3
Multiplying by 7 (Y4)
Multiiplying by 8 (Y3)
CONTEXT/BoS
Ash Grove Junior & Infant School
Class 6 Falcons Autumn 2 2018 Ancient Greece/Keeping Healthy
R.E. What does it mean to be a Hindu in Britain today?/ Christmas RE Today Services / A Unit of work for Lower Key Stage 2 Year 4
Lower/Emerging Core/Expected Upper/Exceeding
Key Skills / LO Key Skills / LO Key Skills / LO
I can… You can… Can you…? Identify and name examples of what
Hindus have and do at mandir to show their faith (A3). Identify
and name what Hindus do during puja to show their faith (A3)
Identify and name examples of what Hindus have and do in their
families to show their faith (A3). Ask good questions about do at
puja and how it shows Hindu faith (B1).
I can… You can… Can you…? Describe puja and how it shows Hindu
faith (A1) Make connections with some Hindu beliefs and
teachings about aims and duties in life (A1). Describe some ways in
which Hindus express their faith through puja, aarti and bhajans
(A2). Suggest at least two reasons why being a Hindu is a good
thing in Britain today, and two reasons why it might be hard
sometimes (B2). Discuss links between the actions of Hindus in
helping others and ways in which people of other faiths and
beliefs, including pupils themselves, help others (C2). Describe
how the life of Gandhi shows Hindu beliefs in action (C2)
I can… You can… Can you…? Explain similarities and differences
between Hindu worship and worship in another religious tradition
pupils have been taught (B3). Discuss and present ideas about
what it means to be a Hindu in Britain today, making links with
their own experiences (C1). Discuss and present ideas about
dharma for Hindu children in Britain today, making links to their
own duties. (C1)
Wk 1 How do Hindus show their faith? Faith in what? RE Today Resources
RE Today Services / A Unit of work for Lower Key Stage 2
WK 2 Continued from week 1
Wk 3 Continued from week 2
Wk 4 A Hindus Life. What is important?
Wk 5 Continued from Week 4
Wk 6 Why is Mahatma Gandhi a Hindu Hero?
Wk 7 What is it like to be a Hindu in Britain today?
CONTEXT/BoS Pupils should be taught the knowledge, skills and understanding through: 2.Experiences & Opportunities
1.Religions and Beliefs Discuss religious questions, give reasons for their own beliefs and those of others
Christianity Consider a range of experiences and feelings
At least two other principal religions (Islam, Hinduism, Judaism) Reflect on their own and others’ insights into life…
A religious community Express and comm. their own and others’ insights through art, design.
A secular world view (where appropriate)
Ash Grove Junior & Infant School
Class 6 Falcons Autumn 2 2018 Ancient Greece/Keeping Healthy
French
Lower Core Upper
Key Skills / LO Key Skills / LO Key Skills / LO
Investigate
To understand simple classroom commands,
short statements and questions.
Understand face-to-face speech with
repetition and gesture. L1
Investigate
Understand a range of familiar statements and
questions.
Respond to clear language – can use repetition.
L2 Investigate
To understand short passages of familiar
language. Including instructions, messages and
dialogues.
To identify main points such as likes, dislikes
and feelings. L3
Analyse
Respond using single words or short phrases:
May need support and visual clues. L1
Analyse
Give short simple responses.
Name and describe people, places and objects.
Use set phrases e.g. for help or permission.
Meaning is clear.L2 Analyse
Speak using 2 or 3 exchanges – can use visual
clues.
Use short phrases to express personal
preferences.
Use a range of vocabulary to vary questions or
statements. L3
Communicate
Understand single words presented in clear
script in a familiar context – may need visual
clues. L1 Communicate
Understand short phrases presented in a
familiar context.
Match sound to print by reading aloud.
Use books or glossaries to find out new
meanings. L2
Communicate
Understand familiar short written texts.
Identify and note main points and personal
responses.
Begin to read independently using a dictionary
and/or glossary. L3
Consider & Respond Consider & Respond Consider & Respond
Activities Resources
Wk 1
Body parts other than the face. Naming and labelling body parts. Link to how we feel from last half term.
Speaking and listening – I feel ill/ I have a headache etc.
(Combination of Wakefield ‘La Jolie Ronde syllabus, Smartboard
resources and sound.
Livre Un and Livre Deux French resources).
Livre Deux pg 11 and 12
WK 2 Speaking and listening – I feel ill/ I have a headache etc. Play Jacques a dit (Siimon says) Livre Deux pg 13
Wk 3 Clothes – names of clothes and discuss different words for ‘the’ in French – le la les, un une, des. Livre Deux Pg 20 and 22
Wk 4 Colours – revision of colours – colour by instruction.
Colour based French comprehension – reading and responding in French
Livre Deux Pg 21 and 23
Wk 5 Classroom objects. Link to instructions and numbers – show me, lift up, open, close (montre moi, levez, ouvres, fermez) Livre Un Pg 18
Wk 6 Numbers – How do we say 21, 37 etc. Link numbers to French maths Livre Un Pg 20 and 21
Wk 7 Revision of objects and boy/girl/man/woman.. French objects wordsearch Livre Un Pg 23
Livre Un Pg 24
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