Grange Primary Foundation Subject Weekly Planning
YEAR GROUP/TERM: Spring 1
ICT LINKS:
WEEK BEGINNING:26.01.15
LITERACY LINKS:
NUMERACY LINKS:
Multiplicative Reasoning
PE LINKS:
Games
OTHER CROSS
CURRICULAR
LINKS/TRIPS/VISITORS:
Resources:
Vocabulary:
Map of school
Guide
Map
Visitor
Landmarks
HOME LEARNING:
Subject: Geography
L.I:
To write a guide to the school for visitors.
S.C: Children create a visitor guide which would help
them find their way to particular areas in the building eg
KS2 Hall
Plain paper
Colours
pencils
Activity
Afl Opportunities/
Key Questions
Plenary:
Differentiation/outcomes
Explain to ch that there are some visitors that come to school sometimes but do not know their way around school (Miss Otoro can
mention that since she is new to school she needs to know where everything is and needs the ch to create a guide otherwise she will
get lost!)
Ask ch to talk to their partner about the different areas that are in the school that may be important for people to be able to get to
(remind the ch that they must always start from the office). Collect ideas and record on the whiteboard. Ask ch to help come up
with directions from the office to a particular place e.g Lister Class. Model on the board with the ch how they can give instructions
on how to get to Lister class Ask ch what landmarks do they visitors need to know. Eg, red corridor, blue corridor. Remind the ch
that they need to use direction verbs (collect ideas of what these are such as forward, left, right) and also use word such as past,
before that etc.
Task
Tell ch that that they need to stick the picture of the school map in their book then on the lined paper page in their book write their
directions on how to get to 1) Staff room, 2)Lister/Seacole Class, 3) KS1 Hall, 4) Playground. (Always start from the main office)
Can we use some time connectives in our guide?
Some ch read out their directions for the vistor guide and ch use school map in book to follow and see if they end up in the right
place.
Differentiation by outcome
SUBJECT: Science
lesson 1and 2
Fair test
Activity:
L.I: To investigate which materials are
waterproof
S.C: Children are able to suggest how to test
whether materials are waterproof, to communicate
what they did
and what happened, making simple comparisons, to
use what happened to draw a conclusion and to
say what they found out
Resources:
Waterproof, material
http://rnli.org/shorething/Pages/default.aspx
Vocabulary:
A variety of materials e.g.
cellophane, paper,
cardboard, cotton, wool,
Clingfilm, tin foil;
measuring jugs; watering
cans, kitchen towel; art
straws; sugar paper; glue;
any other equipment
available to give a range of
options for possible
experiments.
Show the children a picture of a RNLI crewmember (available on the Shore thing Image Bank or in the KS1 photo pack). Discuss
what protective clothing they are wearing and why this is important. Focus on the crewmember’s dry suit, what would you have to
make sure the material this was made out of was like? Explain that today they are going to investigate which of the materials you
give them would be the best to make a dry suit out of by finding which are waterproof.
Show the children the equipment they have available to test the materials and ask for suggestions on how they can set up an
experiment. Ask the children to discuss this with their talking partner and then discuss together. Help the children to decide how to
make sure their experiment is fair, e.g. by measuring the amount of water. Plan the experiment together, recording the planning for
the whole class.
Group work
In small groups, the children carry out the experiment designed in the class discussion. Encourage them to sort their materials as
they go through and remind them that they must decide which material would be best to use in making a dry suit. As they sort their
materials they can stick them onto a piece of sugar paper in groups which they can label (with support as appropriate) and highlight
their chosen material.
Differentiation
(including access and challenge):
Plenary
Ask each group to feedback on how they sorted their materials, what they found out and which material they would choose to
make a dry suit out of. (or for Mrs Armitage)
Afl Opportunities/
Key Questions:
Most children will recognise that a dry suit would need to be waterproof, most will be able to find a way to decide whether a material is waterproof
and describe this to others, some will be able to use their results to sort materials, some will be able to suggest the best material to use for making
a dry suit.
SUBJECT:
L.I: To create a plan of how to make a
cardboard box vehicle
Resources:
Vocabulary:
DT
Can you design a better
vehicle for Mrs Armitage
to use instead of her
roller skates
Activity:
S.C: I can draw and label steps to make a
cardboard box vehicle.
IWB
Exercise books
Wheel
Car
Axels
Box
Explain to ch that we will be making a cardboard box vehicle very soon and in order to make it correctly we need to
create our own plan. Ask the ch what happens if we don’t plan out how to make our vehicle. Remind the ch that we need
to put a lot of detail into our plans to make sure that our vehicles turn out to be the best they can be.
Show ch video of car being made https://www.youtube.com/watch?v=kup-VHPC7GM
Ask ch to talk to their talk partner about the steps needed to make the car. Ch feedback ideas and record on board.
Task
Ch will go to their tables and and will write a title, ‘How I will make my car’. Ch then will write instructions of how they
will make their car and will draw diagrams to accompany their writing.
Differentiation
SEN/EAL/LA to have support from TA. Word bank to be created before starting activity.
Plenary:
Afl Opportunities/
Key Questions:
Use the visualiser to show some chn’s work, ask ch to give two stars and a wish as a form of self assessment.
SUBJECT:RE
LI: To understand how Hindus use natural elements
and plants in their worship and believe in never
harming anything that is living.
(including access and challenge):
What things must we be careful of when making our car?
How do we make sure all the wheels are the same size?
To
know that Hindus respect cows and treat them
with special care.
S.C: I can listen and reflect on what Hindus
believe.
Resources:
Topic books
IWB
Cow worksheet
Worksheet with different gods
Vocabulary:
Sacred
Worship
Cows
Holy
gods
Understand that Hindus see the cow as having G-d
like qualities eg generosity and gentleness
Activity:
Ask the class if there are any vegetarians or if they know any vegetarians? Discuss why people might become vegetarian. They might
not want animals to be killed for meat. Explain that all over the world there are people who don’t believe it is right to eat meat. Many
of them believe that animals are sacred and shouldn’t be killed. Hindus and Buddhists mostly don’t eat meat or harm animals for
these reasons. Discuss if any of the chn or their families are Hindus or Buddhists or if in their religions do they have any special
beliefs regarding animals, e.g. Muslims and Jewish don’t eat pork, they eat Halal and Kosher meats, etc. Explain to chn that all over
the world people have different ideas about animals and which animals are special. For example we don’t eat dogs and cats as we
usually have them as pets and so consider them special. Let the chn refer to their pets and any other animals they might know that
are considered special including endangered species.
Use a globe to show the chn the Indian Subcontinent. Many of the people who live there are Hindu. They believe that animals are
sacred. Some believe that ALL animals are sacred including worms and insects, some believe that particular animals are more special
or sacred. If there are any chn from this part of the world or who have visited these countries let them share any experiences
relating to religion/animals briefly. Show the chn pictures of the Hindu deities. In the Hindu religion they have animal gods. Show
pictures of Hanuman the monkey god, Ganesha [also referred to as Ganesh], the elephant god and Kamadhenu, the cow
(http://www.webonautics.com/mythology/kamadhenu.html for more info). Cows are very special to many cultures over the world. The
Hindus worship the cow as a mother of all creatures, a mother god. This is because the cow is seen as a giver of life and milk that is
full of goodness. At Hindu festivals cows are decorated with ribbons, etc, and walked as part of parade. All these animals have
stories, they are important in the religion and the real animals are protected and looked after because of their importance in the
religion.
Task
Ch cut out a picture of a colourful cow and in their own words write sentences as to why the cow is important and sacred. Once done
ch colour in their own cow and stick in book.
Differentiation
EAL: Pictures to be provided and vocabulary to be learnt prior to lesson
(including access and challenge):
SEN: Pictures to be provided and vocab ulary to be learnt rior to lesson.
Plenary:
Look at the chn’s decorated cows and give positive comments. Discuss how sacred cows are worshipped by Hindus but they are not the only animals,
elephants, monkeys and mice are all significant in the Hindu religion.
Afl Opportunities/
Key Questions:
What does sacred mean?
Why are cows sacred
SUBJECT:ICT
LI:
SC
Activity:
Differentiation
(including access and challenge):
Plenary:
Afl Opportunities/
Key Questions:
Resources:
Vocabulary:
SUBJECT:PE/Games
A &D
L.I: To explore basic skills, actions and ideas with increasing
understanding.
S&A
L.I: To explore how to choose and apply skills and actions in
sequence and combinations.
E& I
L.I: To observe, describe and copy what others have done.
K&U
L.I: To know important it is to be active
Resources:
Catch, hoops, balls, beanbags, rackets,
Vocabulary:
Curl up, touch, freeze,
bounce
S.C: Chn explore simple skills. Chn copy, remember, repeat and
explore simple actions. Chn understand how to exercise safely.
Activity:
Warm up
Ice and Sun – Select 2 children as the ice and give them blue bands. Select another 2 children and give them yellow bands as the sun. ‘Ice’ children
chase the rest of the class and when they are touched ‘freeze’ them. The children become defrosted when they are touched by the ‘sun’ children.
Main
Explain that we are going to be using rackets today. Give each child a racket and ball (differentiate by giving LA chn beanbags to start with). Children
to balance their beanbag or ball on their racket whilst holding the racket with 2 hands, 1 hand, palm up, palm down. Encourage the children to try
different positions – standing on one leg, squatting, kneeling, walking forwards/backwards etc. Several children can be chosen at the same time to
demonstrate. Encourage chn to describe what they see. Can other chn copy what they see?
Set up 2 stations. Split the children into 2 groups and rotate half way through the lesson.
1.
Piggy in the middle – the aim is to score as many points as possible before the defender touches the attacker who has the ball. The 3
attackers must use underarm and over arm throwing and catching skills and cannot move with the ball. Their aim is to score points by
passing the ball between them as many times as possible. They can pass in any order, but the same 2 players cannot pass between
themselves twice in a row. Children must change role regularly. Encourage chn to look for their partner before they throw.
2. Frog Ball [QCA Core Task 3] - The aim is to send an object [ball or bean bag] into a field, and then to run as far as possible around a
circuit of bases before the fielding team returns the object to the fielding base.Play the game with 1 batter, and 3 fielders. The batter
sends the object [striking off a tee, kicking or throwing] into an arc with an angle of 60° to 90°. The batter scores by carrying a beanbag to
one of four bases placed in a semi-circle, running around these in an anti-clockwise direction. The first base is worth one point, the second
two points, and so on. The batter can only run until the fielding team returns the object to the fielding base. The batter has four
consecutive goes and adds up the points from each hit. Everyone takes turn to bat and field.
Cool down
Curl up – curl up small and tight and gradually tell the children to unstick themselves so that
they are spread out on the floor.
Talk to the children about how they can practice their games skills at playtimes with the playground games.
What could you do to improve your game skills?
Differentiation
differentiate by giving LA chn beanbags to start with instead of a ball
Plenary:
Choose 2-3 children to show their best skills
(including access and challenge):
Afl Opportunities/
Key Questions:
What could you do to improve your game skills?