Download The Chiltern School TERMLY PLAN THEME: TURRETS AND

The Chiltern School
TERMLY PLAN
THEME: TURRETS AND TIARAS
KEY STAGE: 2 Y5-6
Week 2
Week 3
Week 4
TERM / YEAR: Autumn 1 2016
Subject
Week 1
Week 5
Week 6
ENGLISH
LEOPARD CLASS: SHREK
PANTHER CLASS: THE BFG
CURRICULUM OBJECTIVES
Level 1:
apply phonic knowledge and skills by blending sounds in words containing GPCs that have been taught OR learn to read words by sight
(whole word recognition). Read all of the first 100 high frequency words automatically. Retell familiar stories and consider their particular
characteristics (e.g. settings, characters – good & evil, beginning, middle & end). Predict what might happen next on the basis of what has
been read so far. Spell words containing each of the 40+ phonemes already taught OR sight words they can recognise. begin to form lowercase letters in the correct direction, starting and finishing in the right place. compose a sentence orally before writing it. Join words using
and (e.g. list, I like chocolate and pizza). Through drama, enact simple characters and situations using everyday speech, gesture, or
movement. Start to show attentive listening skills – looking at speaker, not interrupting.
UP TO P8 :
SPOKEN LANGUAGE
To retell a simple story in the correct sequence to a group, answering questions as they arise in the group. To retell the story with
expression and different voices/tones for different characters. To assume the role of a familiar character within a group re- enactment of a
story.
WORD RECOGNITION AND DECODING
Explore and experiment with sounds. To sound out words
UNDERSTANDING AND INTERPRETING TEXTS
To use a variety of clues to support reading e.g. reading text, picture clues, initial sounds letter patterns. Making predictions about what
happens next in the story.
SENTENCE STRUCTURE AND PRESENTATION
Attempt writing for different purposes, using features of different forms such as lists, stories and instructions. Write most letters, correctly
formed and orientated, using a comfortable and efficient pencil grip. Write with spaces between words accurately.
P6-7:
SPOKEN LANGUAGE
To sequence two elements of the story. Ask and answer questions about the story using three key words. To act as one of the characters.
To begin to use the mood of a story to inform predictions.
WORD RECOGNITION AND DECODING
To copy and reproduce sounds. To identify initial letter sound.
UNDERSTANDING AND INTERPRETING TEXTS
To differentiate between letters/symbols (text) and pictures. To communicate understanding of heard texts by answering comprehension
questions about familiar texts.
SENTENCE STRUCTURE AND PRESENTATION
Practise writing their names or copy under labels and captions. Use a pencil and hold it effectively to form recognisable letters, mostly
correctly.
P4-5:
SPOKEN LANGUAGE
To follow instructions to sequence two elements of the story. To respond to routine questions using two key words. To imitate an adult
acting out part of a simple daily routine with a prop. To begin to use single words from text in other contexts. To engage in co-active
participation in drama and role play activities that focus on particular texts.
P4 AND BELOW:
Working on PLP and early communication.
MATHS
CURRICULUM OBJECTIVES
NUMBER AS LABELS AND FOR COUNTING
Level 3
To read, write and order whole numbers to at least 1000 and position them on a number line; count on from and back to zero in single-digit steps or
multiples of 10. To partition three-digit numbers into multiples of 100, 10 and 1 in different ways. To round two-digit or three digit numbers to the
nearest 10 or 100 and give estimates for their sums and differences
Level 2
Count up to 100 objects by grouping them and counting in tens, fives or twos. Begin to understand the place value of each digit; use this to order
numbers up to 100. Know the relative size of numbers to 100
Level 1
To read most numbers up to 10 in familiar context. Pupil attempts to record numbers up to 10. Pupil counts from 1 to 10 objects
P6-8
To begin to consolidate counting skills beyond 3. To know that a symbol represents each number name. To match numerals to numerals. To name
numerals up to 3, then 5 and beyond (using words / symbols / signs). To record a set with a numeral. To order 3 then 5 numerals
P4-5
To develop finger movements – ‘show one finger’ – progress to two, three fingers. To begin to develop skills of 1:1 correspondence. To match items
1:1 (one cup to each mat etc.)
P3ii and below
Personal learning objectives set from PLP. To increase awareness of rhythm and rhyme through movement. To increase awareness of models of
counting through physical movements – steps, taps, jumps, arm, leg and head movements etc.
CALCULATIONS
Level 3
To choose which operation is needed to solve a problem. To use appropriate operations and calculation strategies to solve problems. To explain how
the problem was solved
Level 2
To solve problems with addition and subtraction: using concrete objects and pictorial representations, including those involving numbers, quantities
and measures. To recall and use addition and subtraction facts to 20 fluently, and derive and use related facts up to 100. To add and subtract
numbers using concrete objects, pictorial representations, and mentally including: A two digit number and ones, a two digit number and tens, two
two digit numbers, adding three one digit numbers
Level 1
To read, write and interpret mathematical statements involving addition (+), subtraction (-) and equals (=) signs. To represent and use number
bonds and related subtraction facts within 20. Add and subtract one digit and two digit numbers to 20, including zero
P6-8
To find the total number of items in two groups by counting all of them. To identify a number that is ‘one more’ than a given number. To begin to
learn about addition by finding ‘How many altogether?’
P4-5
To begin to sort and group objects. To begin to compare amounts in different groupings of objects. To make and name groups of up to 3 – and
larger groups with support (extend with experiences of adding one more or taking one away)
P3ii and below
Personal learning objectives set from PLP. To develop skills of object permanence by developing and interest in things that disappear from sight.
To develop an understanding about the consequence of their own actions through exploring cause and effect
GEOMETRY
Level 3
To classify 3d and 2d shapes in various ways using mathematical properties such as reflective symmetry for 2d shapes e.g. sort objects and shapes
using more than one criterion. To classify 3d and 2d shapes in various ways using mathematical properties such as reflective symmetry for 2d
shapes e.g. sort the shapes which have all edges the same length and all angles the same size from a set of mixed shapes and begin to understand
the terms ‘regular’ and ‘irregular’
Level 2
To understand the difference between shapes that have 2 dimensions and those that have three. To use mathematical names for common 2d and
3d shapes e.g. square, triangle, hexagon, pentagon, octagon, cube, cylinder, sphere, cuboid, pyramid. Identify 2d and 3d shapes from pictures of
them in different orientations
Level 1
To visualize and name common 2d shapes and 3d solids. To describe the features of 2d shapes and 3d solids. To use 2d shapes and 3d solids to
make patterns, pictures and models
P6-8
To create patterns and pictures using 2d shapes. To match 2d shapes. To sort objects to one given attribute
P4-5
To fit and arrange shapes into spaces. To explore position and placement through building, construction and arranging. To touch, see and feel shape
through art, music and dance and creative activity
P3ii and below
Personal learning objectives set from PLP. To participate in hiding and revealing games. To discriminate and sort by size where there is a marked
difference
MEASUREMENT
Level 3
To estimate lengths, masses and capacities using standard units. To measure lengths, masses and capacities using standard units. To compare
lengths, masses and capacities using standard units
Level 2
To estimate, compare and measure lengths, weights and capacities, choosing and using standard units (m, cm, kg, litre) and suitable measuring
instruments. Read the numbered divisions on a scale, and interpret the divisions between them e.g. on a scale from 1 to 25 with intervals of 1 shown
but only the divisions 0, 5, 10, 15, 20 numbered. Use a ruler to draw and measure lines to the nearest centimeter
Level 1
To estimate, measure, weigh and compare objects, choosing and using suitable uniform and non-standard or standard units and measuring
instruments e.g. a lever balance, meter stick or measuring jug. To use vocabulary related to time; order the days of the week and months
P4-8
To show recognition of the operation of direct comparison using big / small. To find big and small objects on request. Find long and short objects
on request. Compare directly two lengths and indicate ‘the long one’ and ‘the short one’ and describe it as such by saying, signing or indicating a
symbol
P3ii and below
Personal learning objectives set from PLP. To participate in hiding and revealing games. To discriminate and sort by size where there is a marked
difference
SCIENCE
KS2 2.4B
USING ELECTRICITY
WHAT IS ELECTRICITY?
USING ELECTRICITY IN
CLASS.
P1-4: CREATING SOUNDS
AND LIGHTS USING
SWITCHES TO ACTIVE
BUBBLE TUBES, MUSIC
BOXES, WIND MACHINES.
P5-7: RECOGNISING WHAT
ELECTRICITY IS. MATCHING
SYMBOLS TO HOUSE HOLD
OBJECTS.
P8 AND ABOVE:
RECOGNISING WHAT
ELECTRICITY IS AND
LOCATING AND DESCRIBING
THEIR PURPOSES.
CURRICULUM OBJECTIVES
1.
2.
3.
ART
DT
HOW TO STAY SAFE WHEN
USING ELECTRICITY.
INVESTIGATE BATTERY
OPERATED APPLIANCES
CREATE A CIRCUIT USING
A SWITCH
P1-4: CREATING SOUNDS
AND LIGHTS USING
SWITCHES TO ACTIVE
BUBBLE TUBES, MUSIC
BOXES, WIND MACHINES.
CAUSE AND EFFECT IN THE
STUDIO OR LIGHT ROOM.
P5-P7: PRACTICAL LESSON
USING ELECTRICAL
APPLIANCES SAFELY.
DISCUSSING WITH THE
GROUP AND GIVING
POSITIVE FEEDBACK TO THE
PUPILS ABOUT THEY HAVE
DONE SAFELY DURING THE
LESSON.
P8 AND ABOVE: PRACTICAL
LESSON USING ELECTRICAL
APPLIANCES SAFELY.
DISCUSSING WITH THE
GROUP AND GIVING
POSITIVE FEEDBACK TO THE
PUPILS ABOUT THEY HAVE
DONE SAFELY. QUESTION
PUPILS ABOUT HOW WE
CAN BE SAFE.
P1-P4: CREATING SOUNDS
P1-P4: PLAY WITH
BATTERY OPERATED
TOYS. ADULT TO
REMOVE THE BATTERIES
AND SEE IF THE PUPILS
RESPOND AND REACT TO
THE OBJECT NOT
WORKING ANYMORE.
AND LIGHTS USING
SWITCHES TO ACTIVE
BUBBLE TUBES, MUSIC
BOXES, WIND MACHINES.
CAUSE AND EFFECT IN THE
STUDIO OR LIGHT ROOM.
P5-P7: JUMBLE BOX OF
BATTERIES THAT ARE
WORKING/NONWORKING, PUPILS TO
TRY THE BATTERIES IN
THE EQUIPMENT TO TEST
THEM. PHOTOGRAPH
RECORDING.
P8 AND ABOVE:
JUMBLE BOX OF
BATTERIES THAT ARE
WORKING/NONWORKING, PUPILS TO
TRY THE BATTERIES IN
THE EQUIPMENT TO TEST
THEM. RECORD THE
INVESTGATION IN
WRITTEN FORM.
P5-P7: CREATE AND
MAKE A SIMPLE SWITCH
CIRCUIT WITH ADULT
SUPPORT. FURTHER
UNDERSTANDING
THROUGH QUESTIONING
WITH VISUAL SUPPORT.
P8 AND ABOVE: CREATE
AND MAKE A SWITCH
CIRCUIT, PREDICT
WHETHER OR NOT IT
WILL WORK. WRITTEN
RECORDING.
BROKEN CIRCUITS
P1-P4: PLAY WITH
BATTERY OPERATED
TOYS. ADULT TO
REMOVE THE BATTERIES
AND SEE IF THE PUPILS
RESPOND AND REACT TO
THE OBJECT NOT
WORKING ANYMORE.
P5-P7:
PUPILS TO BE GIVEN A
BOX TO “MAKE A
CIRCUIT” WITH MISSING
ITEMS AND PUPILS
REQUEST THE ITEMS
THAT THEY NEED.
P8 AND ABOVE:
PUPILS TO BE GIVEN AN
INSTRUCTIONS TO
“MAKE A CIRCUIT” WITH
NO ITEMS AND PUPILS
REQUEST THE ITEMS
THAT THEY NEED.
STAYING SAFE AROUND
ELECTRICITY
P1-P4: PLAY WITH
BATTERY OPERATED
TOYS. ADULT TO
REMOVE THE BATTERIES
AND SEE IF THE PUPILS
RESPOND AND REACT TO
THE OBJECT NOT
WORKING ANYMORE.
P5-P7: PRACTICAL TASK
USING ELECTRICITY AND
KEEPING SAFE. FOR
EXAMPLE MAKING
TOAST WITH A TOASTER,
MAKE A SMOOTHIE WITH
A BLENDER.
P8 AND ABOVE:
PRACTICAL TASK USING
ELECTRICITY AND
KEEPING SAFE. FOR
EXAMPLE MAKING
TOAST WITH A TOASTER,
MAKE A SMOOTHIE WITH
A BLENDER.
MORE INDEPENDENTLY,
RECORD RESULTS IN
WRITTEN FORMAT.
To have experienced the effects of electricity. To have worked to control electrical equipment using switches to start, stop or initiate a response. To have experienced some simple
safety precautions.
To have experienced and learned that electricity makes many things work, naming some of them. To know that electricity can be dangerous. To identify some potential hazards to
themselves. To have experienced making working circuits using bulbs and buzzers.
To have experienced and learned that electricity is used to operate many appliances in the home and will be able to name common objects. To know that mains electricity is
dangerous and how to keep themselves safe. To know how to construct a circuit and that it must all be connected to make the electricity flow. To suggest ways to fix incomplete
circuits or decide if a circuit in a picture will work.
DT
DT
DT
DT
DT
CURRICULUM OBJECTIVES
3.1 EXPLORING AND
RECORDING IDEAS
3.6 DRAWING
ILLUSTRATOR
QUENTIN BLAKE
COMPUTING
DIFFERENT WAYS TO
COMMUNICATE
EQUALS 2.3E
CURRICULUM OBJECTIVES
3.1.1 They comment on differences in others’ work, and suggest ways of improving their own.
Design and make images and artefacts.
Investigate and use a variety of materials and processes to communicate their ideas and meanings
Pupils explore ideas and collect visual and other information for their work.
3.6.1 Design and make images and artefacts
They investigate visual and tactile qualities in materials and processes
3.1.2 They finish a piece of work following an established pattern of activity, for example, gathering appropriate materials, taking part in an activity and stopping work when finished.
3.6.2. Design and make images and artefacts.
Pupils develop their ideas and use materials and processes working in two and three dimensions.
3.1.3 Pupils show an intention to create.
3.6.3. They start to use tools, materials and simple actions to produce a piece of work
3.1.4 Pupils show some awareness of cause and effect in a creative process.
Taken from PLP
3.6.4. They make marks intentionally on a surface with fingers or tools, for example, pressing objects into clay or putting paint on paper. Taken from plp
ALL READ THE STORY OF THE P1-4: WORK ON
P1-4: WORK ON
P1-4: WORK ON
P1-4: WORK ON COMMUNICATION TARGET FROM THE
JOLLY POSTMAN, PUPILS TO
COMMUNICATION TARGET
COMMUNICATION TARGET
COMMUNICATION TARGET
PUPILS INDIVIDUAL PLP.
BE LEARNING ABOUT THE
FROM THE PUPILS
FROM THE PUPILS
FROM THE PUPILS
P5-7: USE THE LAPTOPS TO RESEARCH A TOPIC THE PUPILS
IMPORTANCE OF
INDIVIDUAL PLP.
INDIVIDUAL PLP.
INDIVIDUAL PLP.
ARE INTERESTED IN.
COMMUNICATING AND THE
P5-7: PLAY SIMON SAYS,
P5-7: CONVEY A SIMPLE
P5-7: TAKE A PHONE CALL
P8 AND ABOVE: USE THE LAPTOPS TO RESEARCH A TOPIC
DIFFERENT WAYS PEOPLE
PROGRAMME
MESSAGE FROM WRITTEN
AND CHOOSE THE RELEVANT THE PUPILS ARE INTERESTED IN AND RECORD IN SIMPLE
COMMUNICATE. EG:
COMUNICATION AIDS WITH
INSTRUCTIONS.
MESSAGE THROUGH A
SENTENCES.
LETTER, PHONE, EMAIL,
INSTRUCTIONS.
P8 AND ABOVE: CHINESE
COMMUNICATE AND PRINT
TEXT.
P8 AND ABOVE:
WHISPERS.
SCRIPT TO PASS TO THE
EXTENSION – DEVELOP DRAG AND CLICK SKILLS ON THE
CONVERSATION BOARDS,
ROLE PLAY MAKING A
TEACHER. WRITE A
LAPTOPS, KEYBOARD SKILS.
P1-4: WORK ON
ASKING A PARTNER A
PHONE CALL TO CONVEY A
MESSAGE TO TAKE TO
COMMUNICATION TARGET
QUESTION. CONVERSATION
MESSAGE.
ANOTHER CLASSROOM.
FROM THE PUPILS
AND COMMUNICATION
WRITE A MESSAGE TO TAKE
P8 AND ABOVE: MAKE A
INDIVIDUAL PLP
SKILLS.
TO ANOTHER CLASSROOM.
TELEPHONE CALL TO
P5-7: COMMUNICATION –
ANOTHER CLASS TO CONVEY
ENVIRONMENTAL SOUND
EXTENSION – DEVELOP
EXTENSION – DEVELOP
A MESSAGE.
LOTTO. THE PICTURES ON
DRAG AND CLICK SKILLS ON
DRAG AND CLICK SKILLS ON
TAKE A PHONE CALL AND
THE BOARD WITH SYMBOLS. THE LAPTOPS, KEYBOARD
THE LAPTOPS, KEYBOARD
CHOOSE THE RELEVANT
P8 AND ABOVE:
SKILS.
SKILS.
MESSAGE THROUGH A
DISCUSS WHY WE
COMMUNICATE AND PRINT
COMMUNICATE AND
SCRIPT TO PASS TO THE
DIFFERENT FORMS.
TEACHER.
EXTENSION – DEVELOP
EXTENSION – DEVELOP
DRAG AND CLICK SKILLS ON
DRAG AND CLICK SKILLS ON
THE LAPTOPS, KEYBOARD
THE LAPTOPS, KEYBOARD
SKILS.
SKILS.
1. TO EXPERIENCE AND EXPLORE A RANGE OF ICT TOOLS. TO USE INFORMATION FROM THE ENVIRONMENT TO MAKE SIMPLE CHOICES. TO COMMUNICATE THESE CHOICES BY
APPROPRIATE MEANS. TO LEARN THAT THEY CAN HAVE AN EFFECT ON THE ENVIRONMENT AND ON OTHER PEOPLE.
2. TO KNOW THAT INFORMATION CAN BE GATHERED FROM DIFFERENT SOURCES AND THAT IT CAN BE USED TO HELP THEM MAKE SIMPLE DECISIONS AND CHOICES. TO
UNDERSTAND THAT MACHINES CAN BE CONTROLLED BY INSTRUCTIONS AND THAT THEY CAN PRODUCE WORK USING SYMBOLS, SOUNDS, PICTURES AND TEXT.
3. TO USE ICT TO DEVELOP THEIR IDEAS AND TO PRESENT THEM IN DIFFERENT FORMS. TO COMMUNICATE WHAT THEY LIKE AND DISLIKE ABOUT THEIR WORK.
DT
UNIT 2.4.4 ALARMS
CURRICULUM OBJECTIVES
1.
2.
3.
TO MAKE CHOICES IN RESPONSE TO SENSORY EXPERIENCES. TO OBSERVE, EXPLORE AND EXPERIENCE A RANGE OF COMMON MATERIALS AND TOOLS. TO
OBSERVE AND EXPLORE FAMILIAR PRODUCTS AND FIND OUT HOW THINGS WORK.
TO COMMUNICATE WHAT THEY LIKE AND DISLIKE. TO MAKE CHOICES, CHOOSING A PRODUCT OR ELEMENTS OF A DESIGN. TO TRY OUT IDEAS BY SHAPING
MATERIALS AND PUTTING COMPONENTS TOGETHER.
TO MAKE PRODUCTS ON THE BASIS OF PREFERENCES EXPRESSED BY OTHERS. TO THINK ABOUT WHAT PRODUCTS ARE USED FOR AND THE NEEDS OF PEOPLE
WHO USE THEM, AND IDENTIFY WHAT WORKS WELL. THEY SELECT TOOLS AND MATERIALS FROM A RANGE SUGGESTED BY THE TEACHER.
FOOD TECH
UNIT: GRAB AND GO
CURRICULUM OBJECTIVES
TO TASTE ‘ ON THE GO
TO MAKE FILLED ROLLS
TO MAKE CORNISH
TO MAKE SPRING ROLLS
TO MAKE
PRODUCTS’
OR BAGUETTES
TO MAKE FILLED WRAPS
PASTIES/VEGETABLE
TUNA,SWEETCORN AND
TO MAKE AN EATWELL
OR PITTA BREAD
PASTIES
SPRING ONION PUFFS
POSTER
1. TO MAKE CHOICES IN RESPONSE TO SENSORY EXPERIENCES. TO OBSERVE, EXPLORE AND EXPERIENCE A RANGE OF COMMON INGREDIENTS AND UTENSILS. TO
OBSERVE AND EXPLORE FAMILIAR FOOD PRODUCTS.
2. TO PERFORM FOOD SKILLS SAFELY. TO MAKE A CHOICE OF INGREDIENTS.
3. TO DESIGN A PRODUCT SAFELY AND HYGENICALLY FOR THE INTENDED USER.
Variations to main objectivesP3ii and below- To co-operate with hand washing
P3 ii and below To explore ingredients
P3ii and below To Take part in the making process by co-operating, working with an adult
P3ii and below To work towards individual goals following their ‘Pathway’
Extensions to main objectives P8 and above To name three different types of pastry and a dish they can be used for
P8 and above To evaluate product and suggest modifications
P8 and above To be able to put ingredients onto the eat-well plate
GEOGRAPHY
RECYCLING
EQUALS 2.11
CURRICULUM OBJECTIVES
Investigate rubbish in the
classroom.
Re-using rubbish from
our classrooms
Exploring rubbish around
the school.
P1-4: Feeling different
textured materials that
are related to rubbish
P5-7: Sorting rubbish
physically by two criteria
with adult support.
P8 and above: Sorting
rubbish physically by four
criteria with minimal
adult support.
P1-4: Making rubbish
mobiles and sensory
bottles
P5-7: Creating models
from junk with adult
support.
P8 and above: Designing
and creating a junk
model independently.
P1-4: Use metal
detectors to find metal in
an area. With support.
P5-7: Use metal
detectors to find metal in
an area.
P8 and above: Use metal
detectors to find metal in
an area.
P1-4: make an animal bin
P5-7: Make an animal
bin.
P8 and above: pupils to
learn about the
importance of recycling
and how it effects our
world/how we can help.
Pupils to make a
recycling awareness
post.
VISIT RECYCLING BANK
All pupils together,
rubbish relay in the
playground, class winners
receive a go green award.
Whole class visit trip to
recycling bank to deposit
all the recycling waste
from the rubbish animal
bin.
PUPILS CAN:
1.
2.
3.
4.
5.
6.
HISTORY
MAKE POSTERS ABOUT
RECYCLING / RECYCLING
BIN FOR SCHOOL
Communicate preferences and affected responses.
Start to classify and sort objects in terms of simple features of properties.
Understand differences between the physical/ natural human/made features of places
Show some environmental awareness and how it relates to their own lives.
Express their views on features of their environment or a locality.
Taken from PLP
GEOGRAPHY
GEOGRAPHY
GEOGRAPHY
GEOGRAPHY
GEOGRAPHY
CREATE SIMPLE
COMPOSITION.
CREATE SIMPLE
COMPOSITION.
LISTEN TO COMPOSITION
AND MOVE. DRESS UP
AND MOVE
MEDIEVAL BANQUET IN
THE HALL.- DANCING TO
TRADITIONAL MUSIC
CURRICULUM OBJECTIVES
MUSIC
MUSIC HISTORY:
MEDIEVAL SONGS
LISTEN TO MEDIEVAL
MUSIC- KEEP A SIMPLE
CLAPPING BEAT
LISTEN TO MEDIEVAL
MUSIC- KEEP A SIMPLE
BANGING BEAT USING
THROUGH OUT SONG.
COMMENT ON HOW
MUSIC MAKES US FEEL.
CURRICULUM OBJECTIVES
PE
Dance
A Sense of DanceUnit 2.4
DRUM THROUGH OUT
SONG. COMMENT ON
HOW MUSIC MAKES US
FEEL.
1. DEVELOP AN UNDERSTANDING OF THE HISTORY OF MUSIC.
2. IDENTIFIES DIFFERENT SOUND SOURCES; COMMENT ON DIFFERENCES IN OTHERS WORK
3. RESPONDS TO CHANGES IN SOUND/MUSIC; LISTENS TO LONGER PIECES OF MUSIC
4. TAKEN FROM PLP
INVESTIGATING TURRETS DANCING IN CHARACTER
DANCING WITH A
SEQUENCES WITH A
AND TIARA THEMED
PARTNER
PARTNER
MOVEMENT TO MUSIC
1.
2.
3.
4.
RE
2.4.2
PHSCE
GROUP COMPOSITION
PERFORMANCE
To carry out basic sequences of movements and collaborate in partnered activities with other pupils.
To recognise familiar stimuli and situations and react to these in a consistent manner.
To have opportunities to acquire a wider range of actions and whole body movements.
Taken from PLP.
CLASS COMMUNITY:
Partner Work,
recognizing who is
around us in our
classroom.
CLASS COMMUNITY:
Swap partners from
the week before.
HOW WE HELP ONE
ANOTHER:
THE STORY OF
FEEDING THE 5000.
Pair up and complete
Tac Pac Handy Pac CD
on each other.
Develop
communication and
trust.
HOW CHRISTIANS
HELP OTHERS
HOW MUSLIMS HELP
OTHERS
HOW SIKHS HELP
OTHERS
P1-4:
P5-7:
P8 AND ABOVE:
P1-4:
P5-7:
P8 AND ABOVE:
P1-4:
P5-7:
P8 AND ABOVE:
How we like to celebrate
and make special
memories.
Sharing special occasions
with friends.
Socialising in a structured
party setting.
Read or re-tell the
story from the Bible of
the feeding of the
5000 using a multisensory approach.
Have a bag of props,
including some bread,
tin of tuna, baskets,
tea towels for pupils to
wear as part of the
crowd. Show how
Jesus cared for the
people, he was
concerned they were
hungry.
1. To recognise they are part of a community. Know how they can show care and help others in their community. Know what organisations
are in their local area that help others. Know what the religious communities are doing locally to help people.
2. Begin to recognise that they are part of a community. Show concern and sympathy for others in distress, for example, through gestures,
facial expressions or by offering comfort. Begin to understand that other people have needs and to respect these.
3. Begin to respond to feelings of others, for example, matching their emotions and laughing when another pupil is laughing
Pair up and complete
Tac Pac Handy Pac CD
on each other.
Develop
communication and
trust.
HOW DOES OUR
COMMUNITY CARE FOR
OTHERS?
APPROPRIATELY TO
MUSIC.
Learning about your new
class and your classroom
rules.
Recognising personal
qualities.
P1-4: Making choices
Thinking about who our
friends are/ people
around us.
P1-4: Preparing the
P1-4: Joining in with the
P1-4: Settling into new
room, moving around
sensory activities in the
classroom.
P5-7: Choosing classroom
rules and testing them
through role play.
P8 and above:
Write own class rules and
discuss the importance of
them.
CURRICULUM OBJECTIVES
UNIT 2.1A
between sensory items
and commenting for
more or finished to
understand the pupil’s
likes and dislikes.
P5-7: Choosing with
symbols for leisure time
activities and finding
these resources in
school. Personalising the
leisure area.
P8 and above: Discussing
what we are good at and
how we can improve our
skills this year. How are
we different? What we
want to achieve this year.
P1-4: Sensology group:
awakening our senses
and looking at our faces
in mirrors. Recognising
your face and own
movements as well as
other people’s
movements.
P5-7: Choose a peer or
an adult from
photographs and carry
out a structured activity
together.
P8 and above:
Acknowledging who your
friends are and making a
poster about them.
TO DEVELOP AN AWARENESS OF THEIR OWN ABILITIES
TO DEVELOP AN AWARENESS OF THEMSELVES AS BEING SPECIAL
TO RECOGNISE THAT THEY ALL HAVE SPECIAL MEMORIES
TO RECOGNISE THAT OTHER PEOPLE SOMETIMES MAKE DECISIONS FOR THEM
PLP’S
P1-4: Sensology group:
awakening our senses
and looking at our faces
in mirrors. Recognising
your face and own
movements as well as
other people’s
movements.
P5-7: Role having a party
and use symbols to
comment on what they
would like to have in a
party.
P8 and above: Planning a
party for other people.
Moving around classes
completing a pupil survey
about likes and dislikes at
parties i.e music.
senses for the party:
feeling and tasting ice
cream and jelly. Listening
to music; chooses music
with switches.
Anticipating party
poppers. Gauge
reactions.
P5-7: Choosing a peer to
invite to a party. Write or
type invitation and
deliver.
P8 and above:
Create and use shopping
list to make sure
everything needed for
the party has been
purchased.
party with buddy
support.
P5-7: Making choices at
the party and tolerating
others around them.
P8 and above: Ensuring
party guests are having a
good time and the party
has been tailored to their
likes and dislikes.