Medium Term Plan - holthouse.sheffield.sch.uk

Medium Term Plan

Project Title: Magnificent materials Year Group: Year 2 Term: Autumn 1 Year: 2021

Summative assessment: Weekly concept or ‘word of the week’ 1. Material 2. Properties 3. compare 3. Designer 4. Suitable 5. Functional 6. Evaluate

Summative assessment: Key knowledge for the project To know that metal and wood are hard materials. To know that plastic and paper can bend. To know that transparent means see through. To know that opaque means not see through. To know some objects can be made from various materials and can be used for different purposes. To know materials can be bent, squashed, squeezed and twisted To know that fabric can be sewn together.

Stimulus Visit from a Waste and recycling workshop. Links to Sheffield Hallam University Product Design. Outcome Children create a tote bag made out of an old T-Shirt.

Aspiration Inspirational People: William Morris and Cath Kidston Aspirations: Careers in environmental management, ecology and product design. Links with local authority environmental management. Links with University of Sheffield/Sheffield Hallam University product design. Links to local makers/designers. To visit the bare essentials shop/ shop visit to school to discuss how to reduce waste. To motivate children to care for their environment and provide them with the skills and knowledge to do this. To demonstrate determination and ambition in creating products and designs which can effect change?

SMSC development: Spiritual Knowledge of, and respect for, different people’s faiths, feelings and values (visit to Madina Mosque, studying of different festivals from different religions.) Ability to be reflective about their own beliefs (religious or otherwise) and perspective on life (R.E, anti-bullying week, Children in Need, Armistice Day). Moral Interest in investigating and offering reasoned views about moral and ethical issues and ability to understand and appreciate the viewpoints of others on these issues (children learn about their responsibility to help to care for our environment). Understanding of the consequences of their behaviour and actions (anti-bullying week). Social Use of a range of social skills in different contexts, for example working and socialising with other pupils, including those from different religious, ethnic and socio-economic backgrounds (Nativity) Cultural Willingness to participate in and respond positively to artistic, musical, sporting and cultural opportunities Understanding and appreciation of the range of different cultures in the school and further afield as an essential element of their preparation for life in modern Britain Interest in exploring, improving understanding of and showing respect for different faiths and cultural diversity and the extent to which they understand, accept and respect diversity. This is shown by their respect and attitudes towards different religious, ethnic and socio-economic groups in the local, national and global communities. Character Education:

Events School council elections Rosh Hashanah National Poetry Day Harvest Festival International Day of Democracy Show Racism the Red Card

Citizenship For children to take responsibility for caring for their environment and their planet. For children to understand how they can contribute to caring for their local environment and understand why this is important.

A (What Kind of a School Are We?) Creating a sense of pride, belonging and identity in our school through Nativity performances. B: Expectations of behaviour Promoting positive character traits (PSHE – being helpful, morality linked to money) C: How well do our curriculum and teaching develop resilience and confidence? Teaching knowledge and cultural capital through developing an understanding about pollution and how this is affecting the world. D: How good is our co-curriculum? Nativity performance. Opportunities for children to perform.

British Values:

Individual Liberty – Taking responsibility for your behaviour/making moral choices (PSHE).

Understanding that we have individual liberty to belong to different religions.

Mutual Respect – working together to learn about different religions and to create a nativity

performance. The Rule of Law – Links between ‘rules’ for different religions and laws in Britain.

Democracy – General ethos – choosing reward time. Tolerance – learning about different faiths (different festivals, visit to St Oswalds)

Anchor Words (everyday words children already understand)

Goldilocks words (one per lesson) (project specific and are core to the project - really

useful words, not too easy, not too hard – just right)

Step on words Project specific but not core to the project

dull/shiny, hard/soft, stretchy/stiff, rough/smooth, bendy/not bendy Waterproof / not waterproof Properties

Material

Transparent Opaque

squashing, bending, twisting, stretching

Properties

Manipulate Function

strong, lightweight, waterproof, Fair Suitable

Compare Quality

Pattern, Colour Printing Technique

Designer

Simple Complex

Simple, pattern, colour

Suitable

Purposeful Appealing

Stitch Mock up

Functional

Reduce Reuse recycle

Improve Evaluate Appealing

Reason

Purposeful Functional

Highlight any goldilocks words that are concepts that need additional teaching using the STAR concepts approach and put them in the top box (one per week).

Wee

k

NC (or scheme) learning

objectives: What are the

children learning lesson by lesson?

Knowledge and/or skills

Goldilocks word for the lesson

Concept ‘word of the

week’

Key question Planned learning experiences/activities

1 W/b 6th Sept

identify and

compare the

suitability of a

variety of everyday

materials,

including wood,

metal, plastic,

glass, brick, rock,

paper and

cardboard for

particular uses

Knowledge to distinguish between an object and the material from which it is made. Knowledge about physical properties of a variety of everyday materials. (from Y1) Knowledge of what a ‘fair test’ is.

Name a variety of everyday materials, including wood, plastic, glass, metal, water, and rock. Properties of different everyday materials including wood, metal, plastic, glass, rubber, brick, rock, paper, fabric and card and knowledge of different uses. Knowledge of term ‘suitable’ and ‘unsuitable’ ‘hardness’ ‘flexibility’ ‘absorbent’ ‘waterproof’ ‘strong’ ‘smooth’ Knowledge of term ‘squash’ ‘bend’ ‘twist’ ‘stretch’

Material Properties dull/shiny, hard/soft, stretchy/stiff, rough/smooth, bendy/not bendy Waterproof / not waterproof

Material How can we save the world by lunchtime? What different ways could we sort the materials? What properties can you find to describe the materials?

Activity 1 Children go on a material hunt in the classroom and outside. Record things which are made of metal, wood, plastic, glass, rock, fabric, paper, cardboard Activity 2 Children look at the different properties of materials. Match the properties to the materials. How could we reuse these objects? (look at the powerpoint)

compare and group together a variety of everyday materials on the basis of their simple physical properties (from Y1)

2 W/b 13th Sep

Find out how the

shapes of solid

objects made from

some materials can

be changed by

squashing,

bending, twisting

and stretching.

sorting objects based on criteria Use some scientific words to describe what has been seen/measured Compare several things, noticing patterns and relationships

Properties squashing, bending, twisting stretching

Properties

What is similar / different about these two materials?

Activity 1 Children to have different objects and investigate how they can be changed by twisting, bending, squashing and stretching. A sponge is soft. What would happen if you tried to squash a hard material? GD- what property makes a material easy to bend? Activity 2 Children to why the object is made from a certain material linking to the properties of the material e.g. the tires need to be rough so they grip the road or the body of a car needs to be made of metal because it is strong and rigid.

3 W/b 20th Sept

identify and

compare the

suitability of a

variety of everyday

materials,

including wood,

metal, plastic,

glass, brick, rock,

paper and

cardboard for

particular uses

Knowledge to distinguish between an object and the material from which it is made. Name a variety of everyday materials, including wood, plastic, glass, metal, water, and rock. Knowledge about physical properties of a variety of everyday materials. (from Y1) Knowledge of what a ‘fair test’ is. Properties of different everyday materials including wood, metal, plastic, glass, rubber, brick, rock, paper, fabric and card and knowledge of different

Similar and different Fair Suitable strong, lightweight, waterproof

Compare Which two materials do you think are most similar? Why?

Activity 1 Children have a proforma with a Venn diagram on. What different ways can the children sort the objects? Can they sort them based on what they are made of? What about the properties of the object? (dull/shiny, hard/soft, stretchy/stiff, rough/smooth, bendy/not bendy Waterproof / not waterproof) Ch describe what is similar and different about the groups. Activity 2 Input Use Somebody swallows Stanley book as stimulus. Look at the different shopping bags (plastic, paper, fabric, leather) What materials are they made out of? What would they be suitable for? Match the bag to something you might buy. Look at the properties of each bag and

uses. Knowledge of term ‘suitable’ and ‘unsuitable’ ‘hardness’ ‘flexibility’ ‘absorbent’ ‘waterproof’ ‘strong’ ‘smooth’ Knowledge of term ‘squash’ ‘bend’ ‘twist’ ‘stretch’ compare and group together a variety of everyday materials on the basis of their simple physical properties (from Y1)

sorting objects based on criteria Use some scientific words to describe what has been seen/measured Compare several things, noticing patterns and relationships

explain why they are used to carry certain things. Science Experiment What is the best material to hold a 5 kg of potatoes? Strength of material for carrying a bag of potatoes. (paper, fabric, foil, leather, plastic) End result – children to decide which material they are going to make their bag out of and explain why.

4 W/b 27th Sept

to use a range of materials creatively to design and make products to develop a wide range of art and design techniques in using colour, pattern, texture, line, shape, form and space about the work of

Knowledge of what a designer is. Learn about designers and understand what they do. Make links from those key people to their own work. Knowledge about what printing is and how this is done. Skills to create a press print by shaping and pressing.

Make marks in

Designer Printing Technique Pattern Colour

Designer

What is a designer? What other famous person do we know who lived at this time? Why is it important we recycle materials? What is happening to our planet? When is printing used on things? Why do people use printing?

Look at different objects (house, car, websites, playground, wallpaper, clothes). What do these have in common? (they have been designed by someone) Introduce Cath Kidston and William Morris. Input Use basic printing vocabulary (pattern, shape) look at print on different fabric and identify how they have used pattern, line and shape. Activity 1 Look at some of the designs of William Morris and Cath Kidston and say what is similar and what is different.

a range of artists, craft makers and designers, describing the differences and similarities between different practices and disciplines, and making links to their own work.

print with a variety of objects, including natural and made objects. Continue to develop different printing techniques e.g. monoprint, block, relief and resist printing. Introduce and use basic printing vocabulary (texture, pattern, line and shape). Design patterns of increasing complexity (for example using shapes of different sizes, or by overlapping).

Activity 2 Inspired by Cath Kidston use 2d shapes (or vegetable printing) children investigate how to make repeating patterns and the use of colour. (simple patterns) Activity 3 Inspired by William Morris use lemons, pears, apples, oranges, peaches children investigate how to make overlapping patterns. GD – overlapping printing Which patterns are better for overlapping? (complex patterns)

5 W/b 4th Oct

identify and compare the suitability of a variety of everyday materials, to use a range of materials creatively to design and make products

design purposeful, functional, appealing products for themselves and

-Look at real-life examples of their product Articulate and record what they like about existing products and how they could be changed Say how the product will be suitable for the user -Say how or why it will be appealing -Say how their product will be made -Say why the materials they are using have been chosen

Design Suitable Simple Complex Pattern Colour Purposeful Appealing

Suitable

What are the products called? • Who are the products for? • What are the products for? • How are the products used? • How do the products work? •Where might the products be used? • What materials are the products made from? Why have these been used? • What do you like and dislike about the

George saves the world by lunchtime book as a stimulus Sort the objects into Reduce, Reuse, Recycle – what materials are the objects made out of? Activity 1 Using a variety of bags made from different materials, children to evaluate them for suitability for carrying a bag of potatoes. Encourage children to use their knowledge of the properties of the material and their understanding of using environmentally friendly materials. Activity 2 Design their pattern for their bag, thinking about simple

other users based on design criteria explore and evaluate a range of existing products

products? • What change/s would you make to the product to make it more appealing to you?

and complex designs. Activity 3 Design their two prints on paper.

6 W/b 11th Oct

design purposeful, functional, appealing products for themselves and other users based on design criteria

generate, develop, model and communicate their ideas through talking, drawing, templates, mock-ups

-Make mock-ups by practising specific parts of the design (eg, practise a running stitch using binka)

Design Mock up Purposeful Functional Appealing Stitch

Functional • How could we make the ….?

• What materials could we use?

• What will it look like?

• What size, colour, shape, taste, texture ….?

• How will it work?

• What would happen if ….?

• How can we make it stronger?

Making the mock ups Running stitch practice Practise print (4 squares – GD overlap) From this evaluate and if needed change design. Think carefully about colours

7 W/b 11th Oct

select from and use a range of tools and equipment to perform practical tasks [for example, cutting, shaping, joining and finishing] evaluate their ideas and products against design criteria

Use a simple design

criteria to articulate and

record what went well, as

well as what they would

change and why.

Design Mock up Purposeful Functional Appealing Stitch Evaluate

Evaluate Make the bags and evaluate against the design criteria.

Stand-alone subjects

Art

NC (or scheme) learning objectives:

What are the children

learning lesson by lesson?

Subject specific vocabulary


The concept this half term is colour and value (tone)

Knowledge and/or skills they will be able to do at the end of the lesson / week: (taken from Sequence of Learning)

1 Colour To explore properties and possibilities of materials to investigate colour.

Primary colour Secondary colour

What are the primary colours?

Children to create a colour wheel using poster paint which includes the primary and secondary colours.

To use poster paint to mix primary colours to make secondary colours. (Y1 recap) To name the three primary colours. (Y1 recap) To name the secondary colours.


Primary colour Secondary colour

What are the secondary colours?

Children to create a colour wheel using powder paint which includes the primary and secondary colours.

To use powder paint to mix primary colours to make secondary colours. (Y1 recap) To name the three primary colours. (Y1 recap) To name the secondary colours.


Secondary colour tertiary colour

What are the tertiary colours?

Children to create a colour chart using poster paint which includes the primary, secondary and tertiary colours.

To use poster paint to mix secondary colours to make tertiary colours. To name the tertiary colours.

4 Value To explore properties and possibilities of materials to investigate value.

Secondary colour tertiary colour

How do you make secondary colours? How do you make tertiary colours?

Children to create a colour chart using powder paint which includes the primary, secondary and tertiary colours.

To use powder paint to mix secondary colours to make tertiary colours. To name the tertiary colours.


Value Tint (add white) Shade (add black)

How can you make a colour lighter?

Children to create a colour chart using poster paint which shows the original paint colour and the different tints made by adding white. Children to create a colour chart using poster paint which shows the original paint colour and the different shades made by adding black.

To use poster paint to make different values of a primary colour.


Value Tint (add white) Shade (add black)

How can you make a darker?

Children to create a colour chart using powder paint which shows the original paint colour and the different tints made by adding white. Children to create a colour chart using powder paint which shows the original paint colour and the different shades made by adding black.

To use powder paint to make different values of a primary colour.

7

To explore properties and possibilities of materials to investigate colour and value.

How can I use my skills to create a piece of art?

Look at and discuss the work of Alma Woodsey Thomas. Discuss likes and dislikes in relation to colour, tone and shade. Children to create a piece of art work that uses the skills of colour mixing and different colour tones in the style of Alma Woodsey Thomas.

To use the knowledge and skills of colour mixing to create a piece of artwork.

Computing




Knowledge and/or skills Subject specific vocabulary


Week 1 Pupils can name a range of digital devices in the home and at school. They can explain what the basic parts of a computer are used for, e.g. mouse, screen, and keyboard. Pupils understand that you can find information on a familiar website, and use a simple password when logging on.* They understand that you can share digital content.

To understand the importance of keeping safe on the internet.

TeChildrenology Passwords Equipment

How do we use ICT? ICT around us. Can children create a poster which explains how technology is used in our everyday lives? What technical equipment have they seen or used? Revise how to access school technology, e.g. log on to computer or start up tablet. Make an algorithm/ diagram/picture story to remind children of the process. Remind pupils why we use passwords, and why we shouldn’t tell them to other people.

Week 2 To learn to open an existing document on the computer

Mouse Keyboard Screen

What are the main parts of a computer?

Can children open up a picture saved on purplemash showing the main parts of a computer or tablet and add labels.

Week 3 To use a mouse. Output Input Mouse

How do you use a mouse? Discuss that some devices are input devices (how we communicate with the computer, e.g. mouse, touchscreen, keyboard), and some devices are output devices (how the computer communicates with us, e.g. speakers, screen, printer).

Continue keyboard and mouse skills practice. Introduction to useful keys on the keyboard: enter, shift, space, delete, backspace, arrows. Print out a picture of a “QWERTY” (computer) keyboard onto paper. Say a letter and the children find the corresponding key.

Week 4 To use a mouse. Output Input Mouse Keyboard

How do you use a keyboard? Continue keyboard and mouse skills practice. Introduction to useful keys on the keyboard: enter, shift, space, delete, backspace, arrows. Print out a picture of a “QWERTY” (computer) keyboard onto paper. Say a letter and the children find the corresponding key.

Week 5 To use a keyboard. Output Input Mouse Keyboard

What makes using a keyboard easier?

Continue keyboard and mouse skills practice. Introduction to useful keys on the keyboard: enter, shift, space, delete, backspace, arrows. Print out a picture of a “QWERTY” (computer) keyboard onto paper. Say a letter and the children find the corresponding key.

Week 6 To save a piece of work on the computer.

Save File

How do you save a file? Open/Download a photo/ file from a shared drive (either the school’s network, or a cloud drive* such as Google Drive or OneDrive). Edit the photo/file and save/upload back onto the system. You can edit using Pic Collage (iPad), PowerPoint or Paint. Discuss that these files can now be opened by other people. Children test this by opening a partner’s file and commenting positively on their work. Before saving a piece of work from one of the other computing strands, make an algorithm

Music






reminding the children of the process.

Week 7

To search on the internet using a search engine.

Internet Browser Search engine Website

How do you search on the internet?

Pupils use an internet browser (e.g. Internet Explorer, Chrome, Firefox) to find a specific website related to the term’s topic by typing in the web address (URL) in the top bar. Remind them of the importance of typing in the correct URL and checking for errors. Model a simple search when using a search engine to find out information on a topic. Explain search now predict what you want to search for which can help. j) Discussion: What can we do on the Internet? Websites and all of the content (e.g. images, videos, audio) have been designed by a person for a specific purpose. You could look at familiar websites and discuss the differences (e.g. colour schemes, layout, use of images etc.)

Week 1

use their voices expressively and creatively by singing songs and speaking chants and rhymes play tuned and untuned instruments musically listen with concentration and understanding to a range of high-quality live and recorded music experiment with, create, select and combine sounds using the inter-related dimensions of music.

To know that songs have a musical style.

Style South African Chorus Verse

Do you like the song? Listen and Appraise: Hands, Feet, Heart by Joanna Mangona Musical Activities: a. Warm-up Games b. Flexible Games (optional) c. Start to learn the song Hands, Feet, Heart Performance: Sing the song

Week 2

use their voices expressively and creatively by singing songs and speaking chants and rhymes play tuned and untuned instruments musically listen with concentration and understanding to a range of high-quality live and recorded music

To know that music has a steady pulse, like a heartbeat.

Similarities Differences Native Instruments Traditional

What can you hear? Listen and Appraise: The Click Song sung by Miriam Makeba Hands, Feet, Heart Musical Activities: a. Warm-up Games b. Flexible Games (optional) c. Sing the song Hands, Feet, Heart d. Play instrumental parts Performance: Sing the song and play instrumental parts within the song

experiment with, create, select and combine sounds using the inter-related dimensions of music.

Week 3


To know some songs have a chorus or a response/answer part.

Call and response Gospel

What is the style of this music?

Listen and Appraise: The Lion Sleeps Tonight sung by Soweto Gospel Choir Hands, Feet, Heart Musical Activities: a. Warm-up Games b. Flexible Games (optional) c. Sing the song Hands, Feet, Heart d. Play instrumental parts e. Improvise (optional extension activities for improvisation) Performance: Sing the song and improvise using voices and/or instruments within the song

Week 4

use their voices expressively and creatively by singing songs and speaking chants and rhymes play tuned and untuned instruments musically

To know that unison is everyone singing at the same time.

Instrumental Solo

How is the song put together?

Listen and Appraise: Bring Him Back Home by Hugh Masekela Hands, Feet, Heart Musical Activities: a. Warm-up Games b. Flexible Games (optional) c. Sing the song Hands, Feet, Heart d. Play instrumental parts e. Improvise option (optional extension activities for improvisation)

listen with concentration and understanding to a range of high-quality live and recorded music experiment with, create, select and combine sounds using the inter-related dimensions of music.

f. Compose Performance: Sing the song and perform composition(s) within the song

Week 5


Rhythms are different from the steady pulse.

Texture Beat

What are similar about the songs we have heard?

Listen and Appraise: You Can Call Me Al by Paul Simon Hands, Feet Heart Musical Activities: a. Warm-up Games b. Flexible Games (optional) c. Sing the song Hands, Feet, Heart d. Play instrumental parts e. Improvise option (optional extension activities for improvisation) f. Play your composition(s) within the song Performance: Choose what you perform today. Start to prepare for the end-of-unit performance

Week 6


A performance is sharing music with an audience.

Tempo Texture

What is different about the songs we have heard?

Listen and Appraise: Hlokoloza by Arthur Mofokate Hands, Feet, Heart Musical Activities: a. Warm-up Games b. Flexible Games (optional) c. Sing the song Hands, Feet, Heart d. Choose and play any of the options below, then decide which one to practise for the end-of-unit performance: . Play instrumental parts . Improvise option (optional extension activities for improvisation) . Play your composition(s) within the song Choose and play any of the options below, then decide which one to practise for the end-of-unit Performance: Prepare for the end-of-unit performance to the rest of the class/other class

PE


Aspect Fundamentals What are the children



Planned learning experiences/activities & resources

Real PE master basic movements including running, jumping, throwing and catching, as well as developing balance, agility and co-ordination, and begin to apply these in a range of activities

Learning Focus Social I try several times if at first I don’t succeed. I can work on simple tasks by myself. I can follow instructions and practise safely. Lesson 1

Balance Coordination Bend Stretch Movements Control Safety Fluent

Lesson 1: Real PE Unit 1 Lesson 1 Lesson 2: Real PE Unit 1 Lesson 2 Lesson 3: Real PE Unit 1 Lesson 3 Lesson 4: Real PE Unit 1 Lesson 4

• Listen carefully to instructions.

• Keep your head up and stay within marked areas.

• Keep going when things are hard.

Footwork

• Keep your head up.

• Bend your knees to help balance.

• Work off the balls of your feet.

Good control Good balance Smooth movements Lesson 2


• Think about who you can ask for help.


Footwork

• Keep your head up and back straight.


• Bend your knees to push off and land.

• Balance and control throughout

• Fluent, smooth movements

• Performing movements in both directions/on both sides

Lesson 3



• Only move on when you can do things consistently.

Lesson 5: Real PE Unit 1 Lesson 5 Lesson 6: Real PE Unit 1 Lesson 6

Footwork

• Keep your head up and back straight.


• Bend your knees to push off and land.

Balance and control throughout Fluent, smooth movements Performing movements in both directions/on both sides Lesson 4 Listen carefully to instructions and keep your head up. Think about whom, within the group, you can ask for help. Only move on when you can do things consistently. One Leg Keep your head up and still. Keep your tummy tight. Keep your back straight. Standing foot still Non-standing foot off the floor Minimum wobble Lesson 5 Think about whom, within the group, you can ask for help. Only move on when you can do things consistently. Try to view things you can’t do as an opportunity to learn and improve.

Static Balance One Leg Keep your head up and still. Keep your tummy (core muscles) tight and back straight. Use your arms to help you balance. Minimum wobble (control) Standing foot still Non-standing foot off the floor

Lesson 6 Find a safe space you can work in. Think about who you can ask for help. Keep going when things are hard.

Static Balance One Leg Keep your head up and still. Keep your tummy (core muscles) tight and back straight. Use your arms to help you balance. Minimum wobble (control) Standing foot still Non-standing foot off the floor


Aspect What are the children



Subject specific vocabulary Planned learning experiences/activities & resources

Real GYM Developing balance, agility and co-ordination, and begin to apply these in a range of activities

Learning Focus Health and fitness I have begun to challenge myself. I try several times if at first I don’t succeed. I can practise safely and work on simple tasks by myself Lesson 1 Find a safe space you can work in. Keep going when things are hard. Find a challenge you can't quite achieve and then keep working on it. Balance Skill Points - use small bases of support (knees, hands, elbows, feet). Patches - use large bases of support (bottom, stomach, side,

Shape Extend Balance Sequence Movement Travel Time Repeated Position

Lesson 1: Real GYM Unit 1 Lesson 1 Lesson 2: Real GYM Unit 1 Lesson 2 Lesson 3: Real GYM Unit 1 Lesson 3 Lesson 4: Real GYM Unit 1 Lesson 4 Lesson 5: Real GYM Unit 1 Lesson 5 Lesson 6: Real GYM Unit 1 Lesson 6 Lesson 6: Real GYM Unit 1 Lesson 7

legs). Squeeze body muscles tightly to maintain balance. Control (minimum wobble). Supporting body part still. Holding for at least 3 seconds. Lesson 2 Find a safe space you can work in. Keep going when things are hard. Find a challenge you can't quite achieve and then keep working on it. Keep head up and still. Keep tummy tight and back straight. Focus eyes on a fixed point to help balance. Control (minimum wobble). Supporting body part still. Holding balance for at least 3 seconds. Lesson 3 Find a safe space you can work in. Keep going when things are hard. Find a challenge you can't quite achieve and then keep working on it. Focus eyes on a fixed point. Keep whole body tight and extended. Keep at least one body part in contact with the apparatus throughout the balance.

Control (minimum wobble). Supporting body part still. Holding balance for at least 3 seconds. Lesson 4

Find a safe space you can work in. Keep going when things are hard. Find a challenge you can't quite achieve and then keep working on it. Keep back straight, head up and core muscles squeezed. Step onto balls of feet first. Absorb impact with knee bend.

Control (minimum wobble). Supporting body part still. Holding balance for at least 3 seconds. Lesson 5 Find a safe space you can work in. Keep going when things are hard. Find a challenge you can't quite achieve and then keep working on it. Maintain good body tension and extension. Concentrate on coordination of body parts. Keep at least one body part in contact with apparatus.

Control (minimum wobble). Supporting body part still. Holding balance for at least 3 seconds. Lesson 6 Find a safe space you can work in. Keep going when things are hard. Find a challenge you can't quite achieve and then keep working on it. Squeeze body muscles tightly to maintain good posture. Concentrate on coordination of the body whilst using apparatus.

Keep eyes on part of the body in contact with apparatus to maintain active balance.

Control (minimum wobble). Supporting body part still. Holding balance for at least 3 seconds.

RE





Subject specific

vocabulary


1

To be able to identify groups they belong to, such as family, school, country, friendship, religion

Belonging family

What groups do we belong to?

Lesson 1 Introduction: Class discussion about what 'belonging' means. Who do the children belong to? And what different groups they belong to. Write a list of these different groups on the board. Activity: Children draw a picture of themselves in the middle of the paper and then write or draw the different groups they belong to. Plenary: Sit in a circle. Ask children to stand up and say a group they belong to and if someone else belongs to the same group swap places with them. Ask the children to explain what groups they all belong to / only some people belong to. Teach: ‘Who am I?’ is a question rather like ‘Who do I belong to?’ Belonging together is important for everyone. It helps us not to be too lonely and to enjoy life.

2

To understand how symbols, like a school or team symbol, can be used to show belonging

How do we know what different groups people belong to?

Lesson 2 Introduction: Recap over what ‘belonging’ means. Can the children remember some of the groups they belong to? Ask one of the children who has a school logo on to stand up. How do we know they belong to our school? Explain there are lots of symbols which show people belong to different groups. Can the children think of any? Activity: On the whiteboard have a collection of familiar badges, symbols and emblems and play a game matching the symbol to the meaning. Plenary: Can the children name one of the symbols which shows people belong to a group? In pairs, pupils can talk about how they would complete these prompts: o I belong to . . . o I like belonging to . . . o Belonging together means . . . o We all belong to friends, families, school, and . . . o Some people belong to God. This means . . .

3

To understand ways in which belonging to a religion can be like belonging to a family To know that there are many religions represented in the school, the local community and the world

How do people show they belong?

Lesson 3 Introduction: Recap over what the term belonging means. Explain today we are going to look at weddings. Why might this be important? Explain two people have chosen to be together. Main Activity: Pupils can learn from photos and personal accounts about a Christian wedding and Muslin wedding. Discuss with pupils the promises made at a wedding, from a Christian liturgy, prayer or promises. Check that the children understand what promises mean, and why people make them when they get married: what promises do they think it is good for people who love each other to make? When Christians marry they may promise to love each other, to stay together for ever and to share all their property, to look after each other when they are ill. How do promises help us to belong, and to show we belong? Label a picture of a wedding with all the details you know and choose five feelings words for the people in the picture: how do they feel on a wedding day? Plenary:

Ask children: of all the words said at a wedding, which words matter most of all?

4

To be able to identify what things people wear to show they belong to a religion or culture, such as a special necklace or headscarf

How do people show they belong to a religion?

Lesson 4

Introduction: Hear about some special things families do to show they belong to a religion. Talk about how we can tell from the outside that someone belongs to a religion. Main Activity: Look at examples of things that religious people wear, such as a topee (Muslim tradition), Star of David (Jewish tradition), crucifix (Christian tradition), romaal (Sikh tradition). Children record in their books the different outward signs which show people belong to a group. Pupils discuss reasons why some people go to mosques, synagogues or churches often, but other people never go to holy buildings, and why some people pray every day, but others not at all. Plenary Ask the children to tell a partner one of the outward signs which people use to show they belong to a religion.

5

To be able to identify what things people wear to show they belong to a religion or culture, such as a special necklace or headscarf

What signs of belonging to God or to the Muslim community can pupils see, name or identify and talk about?

Lesson 6 Introduction: Teach the pupils some simple starting points for learning about Muslims (using artefacts to touch and learn or photographs for visual learning is good): worship is offered to the Allah in a Mosque or at home.

Main Activity: Teach the children that the local community, within 20 miles of your school, probably has many thousands of Muslim people and lots of different Mosques (some will be close to the school, and pupils will know them). Muslims belong in a community and they share celebrations like Eid. Muslim people there is one God (Allah) and he made the world and everything in it. They believe everything in it belongs to Allah, so they also belong to God. What signs of belonging to Allah or to the Muslin community can pupils see, name or identify and talk about? Muslims show their idea about belonging by what they wear, washing themselves before prayer, what they say (prayers for example), where they go (Mosque), festivals they join in with, music they love and sing.

Create a class collage of a big picture of a Mosque on the wall, and ask each pupil to draw a Muslim person doing one of the things above to put around the Mosque.

6 To understand why some Christians want their babies to be welcomed into the 'Muslim family'

How are babies welcomed into a family?

Introduction: Talk about the ways in which people can welcome new babies into the family eg parties, cards, presents. Main Activity: In the Islamic faith, Muslims welcome babies in a ceremony called the Aqiqah (pronounced Ak-kee-ka) which is usually held on the seventh day after the baby is born.

This is when the baby is introduced to family and friends. They celebrate and share a meal together. They join with loved ones to thank Allah (God) for giving them a child. The Aqiqah is hosted by the parents of the new baby and may be held in their own home or in a hall or community centre.

Children write about what happens when a baby welcomed into the Islamic faith.

PSHE

NC (or scheme) learning

objectives:




Subject specific vocabulary


Lesson 1 Relationships Friendship;

How to be a good friend, e.g. kindness, listening, honesty

Honest Kind Inclusive Positive

How can you make friends with others?

Discuss as a class ways to make friends with others. Create a class mind map of things to do to make friends with others.

feeling lonely; managing arguments PoS refs: R6, R7, R8, R9, R25

resolve

Lesson 2

Relationships Friendship; feeling lonely; managing arguments PoS refs: R6, R7, R8, R9, R25

Learn about different ways that people meet and make friends Learn strategies for positive play with friends, e.g. joining in, including others, etc.

Positive play Inclusive

How do you recognise when you feel lonely and what could you do about it?

https://www.youtube.com/watch?v=tFaxBF0QLo4 Listen to – When I’m feeling lonely by Trace Moroney. Listen to the story and pause at different parts to discuss how the children may have felt lonely before and what they can do to support them to understand that is a natural feeling but what they can do about it.

Lesson 3


How to be friendly, e.g. kindness, listening, honesty, smiling, laughing

behaviour How do people behave when they are being friendly?

Have a list of adjectives that describe how somebody might act on the board. Teacher to act in two ways friendly/ grumpy. Can children guess which was which? Children to have a turn in partners to see if they can guess their partners adjective. How did they know? Discuss with Children what signals they were giving off to know that the actor was being friendly.

Lesson 4

Relationships Friendship; feeling lonely; managing arguments PoS refs: R6,

about the things they have in common with their friends, classmates, and other people

about how friends can have both

Argument Friction resolution

What makes a good friend?

Children to have a picture of a person/people. Can the Children label the drawings with how you can be a good friend?

https://www.youtube.com/watch?v=tFaxBF0QLo4

R7, R8, R9, R25

similarities and differences

Lesson 5


Learn about what causes arguments between friends how to positively resolve arguments between friends how to recognise, and ask for help, when they are feeling lonely or unhappy or to help someone else

Uncomfortable Worried unsafe

How can you resolve arguments that can occur in friendships?

https://www.youtube.com/watch?v=uUfw4bbleLI Watch Rita and Ralph’s rotten day. Discuss with the children if they have ever had disagreements with their friends or family and what can be done to resolve any issues.

Lesson 6


how to resist pressure to do something that feels uncomfortable or unsafe

how to ask for help if they feel unsafe or worried and what vocabulary to use

Similar Different

How can you ask for help if a friendship is making you unhappy?

Have a few scenarios where children may be unhappy in a friendship. e.g. missed their turn, didn’t want to play a game etc. Discuss possible solutions to these scenarios. Discuss with children that at this age it is the right thing to tell a grown up and that it is important for adults to know how they are feeling to keep them happy and safe.

https://www.youtube.com/watch?v=uUfw4bbleLI

Medium Term Plan - holthouse.sheffield.sch.uk

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Transcript of Medium Term Plan - holthouse.sheffield.sch.uk