Skills:
Year Group: 6
Text: Romeo & Juliet
GREENSIDE FILM FACTORY
STAR Days
Planning: Autumn Term 2 2016
Teachers’ Names: Robin Yeats / Amber Simpson
WEEK 1 Theme: The death of lovers and friends
Monday 31st October - Wednesday 2nd November
Film Immersion: Introducing the film, our specific version by Baz Lurhmann
and ask our big questions / knowledge harvest: what do we want to find
out about R&J? Shakespeare? How is this version different to others? What
themes are there in R&J? What is the story? Which characters or scenes do
we know?
Students will watch the film and complete a story map, they complete
character profiles and summarise the scenes in ‘matchbox stories.’
Writing/Film analysis – Axis of Emotion across the film.
Having established the key scenes from the story map we will look at the
feelings and emotions of the key characters throughout the key scenes.
How do they behave? How do they behave towards other characters in the
scene? How do the families behave towards each other during different
scenes? How does the outcome of behaviour have an impact on the
development of the wider story?
Students will be tasked with devising an ‘emoji’ Key for their axis of
emotion line graph and plot the key characters emotions across the key
scenes building a picture of emotion from start to finish. Students will
conclude their findings in a summary explaining their line graph.
GPS: Questions and question marks through knowledge harvest. Emotive
Skills:
Writing Skills:
● identifying the audience for and purpose of the writing, selecting the
appropriate form and using other similar writing as models for their own
● noting and developing initial ideas, drawing on reading and research
where necessary
● selecting appropriate grammar and vocabulary, understanding how
such choices can change and enhance meaning
● in narratives, describing settings, characters and atmosphere and
integrating dialogue to convey character and advance the action
● using a wide range of devices to build cohesion within and across
paragraphs
STEM skills:
● generate, develop, model and communicate their ideas through
discussion, annotated sketches, cross-sectional and exploded
diagrams, prototypes, pattern pieces and computer-aided design
● read Roman numerals to 1000 (M) and recognise years written in
Roman numerals
● select from and use a wider range of tools and equipment to perform
practical tasks [for example, cutting, shaping, joining and finishing],
accurately
● select from and use a wider range of materials and components,
including construction materials, textiles and ingredients, according to
their functional properties and aesthetic qualities
● select, use and combine a variety of software (including internet
services) on a range of digital devices to design and create a range of
content that accomplish given goals, including collecting, analysing,
language and specific spelling of nouns.
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STEM: CSI Verona! (+ Baseline assessment)
Students take on the role of the Verona Police in discovering who is
responsible for the death of Romeo and Juliet. They are introduced to the
scenario, given their roles and responsibilities and told they need to
produce a detailed police report summarising in depth analysis that will be
used as key evidence in the trial. Can we get to the bottom of this!
Recreate the final scene in the secret garden, students must take
photographs and create a pic collage of evidence; they order the evidence
cards marked with Roman numerals.
They make predictions using inference and deduction based on the
evidence they have found and questions given.
Students recreate the crime scene as a diorama using a range of materials
with reference to the original photos.
Fractions within the families: The students explore the concept of fractions
in a range of ways with a focus on adding, subtracting and finding fractions
of an amount through a selection of scenarios at the beach scene. e.g: what
fraction of the beach is covered by Montagues? ⅔ of the Montagues and ⅗
of the Capulets are at the beach. What fraction of the families are there in
total? ⅔ of the beach is covered with Montagues, 1/9 is covered with
Capulets. How much of the beach is left? Students solve calculations, draw
continuous and discrete models to illustrate the scenarios.
Weekly arithmetic focus: Decimal multiplication
Friday 4th November
Learning Experiences:
Friday Big Write
Students write a letter to Baz Lurhmann detailing their critical reflections of
his version of R&J following their viewing. They will comment on his use of
cinematic techniques and how the modern version compares to traditional
versions.
evaluating and presenting data and information
● add and subtract fractions with different denominators and mixed
numbers, using the concept of equivalent fractions.
● I can find fractions of an amount.
WEEK 2 Theme: The Petrol Station Hatred
Monday 7th November – Wednesday 9th November
Learning Experiences:
Film analysis - Prologue and opening scene at petrol station. We will
analyse camera angles at the petrol station and look at the impacts of the
directors choice on the scene.
This week students will craft a piece of persuasive writing. Students will
write their ‘Opening Statements’ by building a balanced argument with a
focus on the accountabilities leaning towards the houses of Montague and
Capulet.
Who are the families? When did the feud start and why?
Who are the suspects? Who should do the time for the crime? Variation –
to write as both the prosecution and defence, exploring opening statements
at the commencement of a mock trial. What type of writing skills can we
show here? Who is your audience? Students use persuasive writing
techniques through observations, forming opinions, evaluating evidence
and elaborating circumstances.
GPS: Persuasive writing techniques, formal language, adverbs of time
contractions.
STEM: CSI Verona
Character Profiles: Having identified the 2 victims as Romeo and Juliet, the
CSI team begin putting together a character profile. What factors of the
victims’ life might have contributed to their death?
Explore the diet, lifestyle and exercise of the victims to see what
impact on their death this might have had.
Healthy and unhealthy foods from the banquets; is this a balanced
diet? What effect does this have on the body? What are the side effects?
Could this be the cause of death? Ordering and categorising foods;
designing Eat Well plates for the next banquet to be held by the
Montagues.
How could the lifestyle of the victims have contributed to their death?
Effects of drugs, alcohol, tobacco etc. Students research the effects of each
on the human body and consider if any of these side effects may have been
a contributing factor, thus either ruling them in or out of contention.
Exercise: How could the victims’ exercise regime have affected their
Skills
Writing
● selecting appropriate grammar and vocabulary, understanding how
such choices can change and enhance meaning
● using a wide range of devices to build cohesion within and across
paragraphs
● using further organisational and presentational devices to structure
text and to guide the reader [for example, headings, bullet points,
underlining]
● assessing the effectiveness of their own and others’ writing
● proposing changes to vocabulary, grammar and punctuation to
enhance effects and clarify meaning
● ensuring the consistent and correct use of tense throughout a piece of
writing
● ensuring correct subject and verb agreement when using singular and
plural,
● distinguishing between the language of speech and writing
Computing skills:
● design, write and debug programs that accomplish specific goals,
including controlling or simulating physical systems; solve problems by
decomposing them into smaller parts
● use sequence, selection, and repetition in programs; work with
variables and various forms of input and output
● use logical reasoning to explain how some simple algorithms work and
to detect and correct errors in algorithms and programs
Reading skills:
● asking questions to improve their understanding
● drawing inferences such as inferring characters’ feelings, thoughts and
motives from their actions, and justifying inferences with evidence
● predicting what might happen from details stated and implied
● summarising the main ideas drawn from more than one paragraph,
identifying key details that support the main ideas
Reading Tree Skills: (Ongoing selection through the half term)
● continuing to read and discuss an increasingly wide range of books
lives? Students complete an investigation into heart rates and the benefits
of exercise. They record their heart rates before / after exercise and present
the data, making deductions.
Students calculate the percentage of food for a number of suggested plates
and confirm if it is a suitable Eat Well plate for a banquet.
Measures at the petrol station: Students explore the maths involved in the
petrol scene station. They measure out various amounts of liquid allowing
them to explore measure and intervals, convert from l to ml. They explore
the various percentage concepts in this scene: There are 4 different types of
fuel at the station. What % of each is sold each day? The Montagues only
fill 20% of their tank before the fight starts, how much was filled? The price
of fuel at the station is reduced by 10%. What is the new cost? etc.
Weekly arithmetic focus: multiply / divide by 10, 100, 1000.
Clay reliefs, making a plaster replica
Students will make fruit for the banquet display (wk4) by using a clay relief
technique developed by British sculptor, Henry Moore. Both the relief, and
the mould are required for our ongoing project.
● reading books that are structured in different ways and reading for a
range of purposes
● increasing their familiarity with a wide range of books
● recommending books that they have read to their peers, giving reasons
for their choices
● identifying and discussing themes and conventions in and across a
wide range of writing
● making comparisons within and across books
● learning a wider range of poetry by heart
● preparing poems and plays to read aloud and to perform, showing
understanding through intonation, tone and volume so that the meaning
is clear to an audience
● understand what they read by:
o checking that the book makes sense to them, discussing their
understanding and exploring the meaning of words in context
o asking questions to improve their understanding
o drawing inferences such as inferring characters’ feelings,
thoughts and motives from their actions, and justifying
inferences with evidence
o predicting what might happen from details stated and implied
o summarizing the main ideas drawn from more than one
paragraph, identifying key details that support the main ideas
o identifying how language, structure and presentation contribute
to meaning
● discuss and evaluate how authors use language, including figurative
language, considering the impact on the reader
● distinguish between statements of fact and opinion
● retrieve, record and present information from non-fiction
● participate in discussions about books that are read to them and those
they can read for themselves, building on their own and others’ ideas
and challenging views courteously
● explain and discuss their understanding of what they have read,
including through formal presentations and debates, maintaining a
focus on the topic and using notes where necessary
provide reasoned justifications for their views
STEM skills:
● recognise the impact of diet, exercise, drugs and lifestyle on the
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way their bodies function
solve problems involving the calculation of percentages [for
example, of measures, and such as 15% of 360] and the use of
percentages for comparison
use search technologies effectively, appreciate how results are
selected and ranked, and be discerning in evaluating digital content
I can solve problems involving the calculation and conversion of
units of measure, using decimal notation up to 3dp where
appropriate.
I use, read, write and convert between standard units – using
decimal notation of up to 3dp.
I can solve problems involving the calculation of percentages [for
example, of measures, and such as 15% of 360] and the use of
percentages for comparison.
Art
● I can create sketches to record my observations and use them to
review and revisit ideas
● I can improve my mastery of art and design techniques, including
drawing, painting and
● I can create sculpture with a range of materials [for example, pencil,
charcoal, paint, clay]
● I am influenced by great artists, architects and designers in history.
Friday 11th November
Learning Experiences:
Friday Big Write
Students will create a collection of letter from / to Romeo and Juliet. They
will follow the chronology of the story we are studying each week.
- Letter from Benvolio to Romeo about the clash at the petrol station.
Discussing the emotions involved and the hatred for the Capulets.
Skills:
Writing Skills:
● identifying the audience for and purpose of the writing, selecting the
appropriate form and using other similar writing as models for their own
● noting and developing initial ideas, drawing on reading and research
where necessary
● in writing narratives, considering how authors have developed
characters and settings in what pupils have read, listened to or seen
performed
● selecting appropriate grammar and vocabulary, understanding how
such choices can change and enhance meaning
● in narratives, describing settings, characters and atmosphere and
integrating dialogue to convey character and advance the action
● using a wide range of devices to build cohesion within and across
paragraphs
WEEK 3 Theme: The Banquet
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Monday 14th November – Wednesday 16th November
Learning Experiences:
Film analysis – Banquet scene. Specific study and analysis of Sound;
Diegetic/Non-diegetic, Motif, Sting, Soundtrack and dialogue. Focus on
significance of argument between Tybalt and uncle. The following scene
will form the basis of our writing this week. Focus on Shakespearean
language and analyse the scenes at a text and sentence level to add depth
and enrichment to our persuasive writing.
Writing - Students investigate the murders of both Mercutio and Tybalt.
How do the families behave towards each other at the news of their
deaths? How does the outcome have an impact on the development of the
wider story?
Students will be tasked with identifying the culprits and witnesses. They will
build a persuasive case as evidence including body on the wall and axis of
emotion techniques. This evidence will conclude with a summary, a closing
statement like that presented by the prosecution/defence lawyers to the
jury. Application of O.R.E.E and P.E E techniques through the collation of
information using Bookmaker App on students ipads.
GPS: Formal language, persuasive vocabulary, rhetorical questions.
Skills:
Writing
● selecting appropriate grammar and vocabulary, understanding how
such choices can change and enhance meaning
● using a wide range of devices to build cohesion within and across
paragraphs
● using further organisational and presentational devices to structure
text and to guide the reader [for example, headings, bullet points,
underlining]
● assessing the effectiveness of their own and others’ writing
● proposing changes to vocabulary, grammar and punctuation to
enhance effects and clarify meaning
● ensuring the consistent and correct use of tense throughout a piece of
writing
● ensuring correct subject and verb agreement when using singular and
plural,
● distinguishing between the language of speech and writing
STEM: CSI Verona.
Confirmation of Death: The coroner has confirmed that our 2 victims are
dead. What does this mean? How can we explain this in our Police report?
- Students explore the function of the heart, blood and blood vessels.
- They build a model of the heart and label the different parts.
- They role play the circulation of blood around the body via the lungs and
heart and record this as a video explanation.
- Create ‘Keeping the Heart Healthy’ pic collage through research on ways in
which the heart can be kept healthy.
- Students write a section of their police report detailing how the heart
works and the effect the poison has had.
- Romeo and Juliet’s Apple watches were both transmitting their heart rates
up until they died. Students create the line graph of their heart rates,
plotting and making inferences about what was happening at certain
points. Can they write the story based on the line graph? What are they key
STEM skills:
● identify and name the main parts of the human circulatory system,
and describe the functions of the heart, blood vessels and blood
● generate, develop, model and communicate their ideas through
discussion, annotated sketches, cross-sectional and exploded
diagrams, prototypes, pattern pieces and computer-aided design
● select from and use a wider range of tools and equipment to perform
practical tasks [for example, cutting, shaping, joining and finishing],
accurately
● select from and use a wider range of materials and components,
including construction materials, textiles and ingredients, according to
their functional properties and aesthetic qualities
● select, use and combine a variety of software (including internet
services) on a range of digital devices to design and create a range of
events in the evening?
Students plan and cost a rival banquet to be held by the Montagues!
Theirs will be bigger, better and healthier than those rubbish Capulets!
Students are given budget and must explore the Tesco groceries website to
create a banquet. It must be within a certain budget, cover the variety of
a balanced diet criteria and include food and drinks. Students create their
plan then present it as a Book Creator presentation detailing the overall
costs, percentage of different food groups, cost for different elements,
price
per person etc alongside images to tantalise!
Having been so successful in their party planning, the students have been
asked to help other families with their parties. They explore money word
problems focusing on strategies for word problems, finding change, finding
the price of one item, understanding multi step problems involving the 4
operations.
content that accomplish given goals, including collecting, analysing,
evaluating and presenting data and information
● interpret and construct pie charts and line graphs and use these to
solve problems
● I can solve number and practical problems that involve
understanding of place value
● I can divide numbers up to 4-digits by a two digit whole number
using the formal written method of long division.
● I can solve addition and subtraction multi-step problems in contexts,
deciding which operations and methods and why.
● I can solve problems involving all 4 operations.
Art
● I can create sketches to record my observations and use them to
review and revisit ideas
● I can improve my mastery of art and design techniques, including
drawing, painting and
● I can create sculpture with a range of materials [for example, pencil,
charcoal, paint, clay]
● I am influenced by great artists, architects and designers in history.
Weekly arithmetic focus: Adding / subtracting decimals with different
number of decimal places.
Banksy Prints, Graffiti across Verona
Students will use an ink printing technique which they will repeat with ¾
colour plates to produce effective layers of images and quotes from Romeo
and Juliet on booth card and canvass mediums.
Reading Tree Groups & Writing groups - Spelling Test
Buddies
Friday 18th November
Learning Experiences:
Friday Big Write –
Students will create a collection of letter from / to Romeo and Juliet. They
will follow the chronology of the story we are studying each week.
- Letter to Juliet / Romeo after they first meet at the banquet.
Focusing on the emotions involved, the moments they shared and
what they see for the future.
Skills:
Writing skills: see Friday Week 2.
WEEK 4 Theme: The Fault of the Friar
Monday 21st November – Wednesday 23rd November
Learning Experiences:
N.B - Tuesday 22nd November = Matilda in a day.
Film analysis - Friar Lawrence at monastery and church (43 -47 mins) R&J
Wed (53 mins) Focus on Story and Character.
Writing - Explore the influences by specific characters on both Romeo and
Juliet’s actions. This week Students will focus specifically on the influences
of Friar Lawrence on both of the lovers throughout the film. Why does Friar
Lawrence agree to marry Romeo and Juliet in secret? How does he concoct
a plan without flaws? Does he abuse his position in society by hatching
such a plan with Juliet? Was he not obliged to annul the marriage between
Romeo and Juliet and marry Juliet to Paris? Would Juliet have gone along
with the plan if he wasn’t a Friar? Students cross examine Friar Lawrence
using hot seating and De Bono’s thinking hats to write a piece of persuasive
writing as his defence lawyer. Application of O.R.E.E and P.E E techniques.
GPS: Formal, persuasive language. Paragraphs. Use of colon and
semicolon.
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STEM: CSI Verona
Cause of Death: It has been confirmed that the cause of death was poison
but this isn’t any poison we’ve seen before! We need to know more.
Students use algebra to find the missing elements of the formula for the
poison.
Students try to recreate the poison in the lab by using measures,
understanding intervals and converting measures between ml & L. Does
the shape of the bottle effect its volume?
How does the poison get around the body? Students investigate the way in
which liquids and nutrients travel around the human body, thus tracking
the way in which the poison moved around R & J’s bodies. They produce a
diagram with labelled steps explaining the process for their police reports.
The CSI team have been working hard in the lab on cracking this new
poison that was used in the crime. They have got most of the way but have
Skills:
Writing skills:
● selecting appropriate grammar and vocabulary, understanding how
such choices can change and enhance meaning
● in narratives, describing settings, characters and atmosphere and
integrating dialogue to convey character and advance the action
● using a wide range of devices to build cohesion within and across
paragraphs
● assessing the effectiveness of their own and others’ writing
● proposing changes to vocabulary, grammar and punctuation to
enhance effects and clarify meaning
● ensuring the consistent and correct use of tense throughout a piece of
writing
● ensuring correct subject and verb agreement when using singular and
plural, distinguishing between the language of speech and writing and
choosing the appropriate register
Reading Tree Skills: See above
STEM skills:
● describe the ways in which nutrients and water are transported
within animals, including humans.
● use, read, write and convert between standard units, converting
measurements of length, mass, volume and time from a smaller unit of
measure to a larger unit, and vice versa, using decimal notation to up to
three decimal places
● solve problems involving the calculation and conversion of units of
measure, using decimal notation up to three decimal places where
appropriate
● use simple formulae
● express missing number problems algebraically
● enumerate possibilities of combinations of two variables.
a number of missing elements they need your help with. Students take on
the role of scientific mathematicians and must use their knowledge of
algebra to find the missing values. They are presented with a selection of
algebraic calculations to solve involving missing values, order of operations
and number machines; the missing values of which will crack the code for
them! If they can interpret the cypher correctly!
Weekly arithmetic focus: Order of operations / balancing equations
Reading Tree Groups
Monday Writing groups.
Spelling Test
Buddies
Friday 25th November
Learning Experiences:
Friday Big Write
Students will create a collection of letter from / to Romeo and Juliet. They
will follow the chronology of the story we are studying each week.
- Letter from Juliet to Romeo detailing the plan for them to be
together. This is the letter he never actually receives that originally
comes from the Friar.
● select from and use a wider range of tools and equipment to perform
practical tasks [for example, cutting, shaping, joining and finishing],
accurately
● select from and use a wider range of materials and components,
including ingredients, according to their functional properties and
aesthetic qualities
● I can use knowledge of the order of operations to carry out calculations
involving four operations.
● I can express missing number problems algebraically.
● I can find pairs of numbers that satisfy an equation with two unknowns.
● I can solve problems involving the relative sizes of two quantities where
missing values can be found by using integer multiplication and division
facts.
Skills:
Writing skills: see Friday Week 2.
WEEK 5 Theme: The help or hindrance of the Nurse
Monday 28th November – Wednesday 30th November
Learning Experiences:
Skills:
Writing skills:
Film analysis – Study the behaviour of the Nurse and focus on her actions
● assessing the effectiveness of their own and others’ writing
and reactions on the news of Paris as a suitor (Banquet), on the subject of
● proposing changes to vocabulary, grammar and punctuation to
enhance effects and clarify meaning
Romeo and Juliet’s secret wedding (Monastery). We will ask how the
● ensuring the consistent and correct use of tense throughout a piece of
relationship dynamics between character drive the plot? Is she symbolic?
writing
●
ensuring correct subject and verb agreement when using singular and
Writing - The Nurse is accused by the parents of Romeo and Juliet for the
plural, distinguishing between the language of speech and writing and
death of the Lovers. She has already lost her position in the Capulet
choosing the appropriate register
household and is imprisoned pending trial. Students use hot seating
● perform their own compositions, using appropriate intonation, volume,
techniques to explore the reasons behind her decisions to help/hinder. The
and movement so that meaning is clear.
hot seating will influence a monologue by the nurse as she defends her
actions in front of a jury .
We will explore the influences of the nurse on both the Lovers. As Juliet’s
consort, her nurse seems to have Juliet’s best interests at heart, but has
she? Should she go against the wishes of her employer? What kind of risks
does she take on behalf of the star cross’d lovers? Why does she take
these risks? Students will cross examine the nurse and form their views
and opinions applying O.R.E.E and P.E.E techniques.
GPS - Emotive language, contractions, adverbials of time, paragraphs.
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STEM: CSI Verona
Suspects and Eyewitnesses: A number of witnesses have come forward to say they
have seen something that could help. This is big news and there is a reward for
any information, so some might not be entirely truthful.
- Students use knowledge of time lapse scenarios to see if the witnesses’, version
of events could be true or not. They map out these scenarios adding the details
and times and a explanation as to whether it is feasible or not.
- Students explore missing angles on a line to see if certain viewing points that
witnesses are suggesting could be feasible. We know the maths involved to see if
what they are saying could be true.
- Students build the scenarios suggested using 3D nets, string and protractors to
measure the angles involved, converting between measures for a scale model.
Divisions of Loyalty: The nurse has a number of loyalties. - to the family and to
Juliet. She is divided in her loyalties, does this contribute to Juliet’s death? The
students explore division operations involving 2 digit division and working with
decimals / remainders.
Weekly arithmetic focus: Written division methods
Reading Tree Groups
Monday Writing groups.
Spelling Test
Buddies
Reading Tree Skills: See above
STEM skills:
● select from and use a wider range of tools and equipment to perform
practical tasks [for example, cutting, shaping, joining and finishing],
accurately
● select from and use a wider range of materials and components,
including construction materials, textiles and ingredients, according to
their functional properties and aesthetic qualities
● I can solve problems involving converting between units of time.
● I can find missing angles on a straight line.
● I can recognise, describe and build simple 3D shapes including
making their nets.
● I can associate a fraction with division and calculate decimal fraction
equivalents (eg 0.375) for a simple fraction (eg 3/8).
● I can use written division methods in cases where the answer has up to
2dp.
● I can divide numbers up to 4 digits by a two digit number using the formal
written method of short division.
Friday 2nd December
Learning Experiences:
Friday Big Write
Students will create a collection of letter from / to Romeo and Juliet. They
will follow the chronology of the story we are studying each week.
- Letter from Juliet to Romeo following her conversation with the
nurse. What is she thinking? How has the nurse helped / turned
Juliet against Romeo?
Skills:
Writing skills: see Friday Week 2.
WEEK 6 Theme: The Trial
Monday 5th December – Wednesday 7th December
Learning Experiences:
Writing for Mock Trial: Students will review the final scene of the film when
the Prince makes his speech(1 hour 48 mins). Students to review the
evidence and write their ‘Closing Statement’. We will revert to the play
text to include direct quotes from key characters to back up our balanced
argument in this final piece of persuasive writing.
This piece of writing will act as the student’s script and lend itself to some
dramatic court scenes in year 6. Ready for Sharing.
GPS: Inverted commas, formal and persuasive language. Technical
vocabulary; relative clauses beginning with who, which, where, when,
whose, that or with an implied (i.e. omitted) relative pronoun
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STEM: CSI Verona
Case Closed: Students must now pull together all their research and
investigations to produce the written police report.
- Initial findings and thoughts
- Character profiles
- Cause of death
- Witness reports and reliability
- Conclusions
Skills:
Writing Skills:
● identifying the audience for and purpose of the writing, selecting the
appropriate form and using other similar writing as models for their own
● noting and developing initial ideas, drawing on reading and research
where necessary
● in writing narratives, considering how authors have developed
characters and settings in what pupils have read, listened to or seen
performed
Reading Tree Skills: See above
STEM skills:
● evaluate their ideas and products against their own design criteria
and consider the views of others to improve their work
● selecting appropriate grammar and vocabulary, understanding how
such choices can change and enhance meaning
● précising longer passages
● using a wide range of devices to build cohesion within and across
paragraphs
● using further organisational and presentational devices to structure
text and to guide the reader [for example, headings, bullet points,
underlining]
● Using common factors to simplify.
How will the jury split? What will the distribution of blame be? The
students extend their understanding of fractions through a range of
scenarios related to the jury and proportion of blame for the death: finding
fractions of an amount, dividing fractions, simplifying fractions, FDP
equivalence.
● I can use common multiples to express fractions in the same
denomination.
● I can divide proper fractions by whole numbers (eg 1/3 ÷ 2 = 1/6).
● I can compare and order fractions, including fractions greater than
1.
Weekly arithmetic focus: Adding fractions
Reading Tree Groups
Monday Writing groups.
Spelling Test
Buddies
Friday 9th December
Learning Experiences:
Friday Big Write
Students will create a collection of letter from / to Romeo and Juliet. They
will follow the chronology of the story we are studying each week.
- Letter from both fathers / mothers to each other detailing the
sorrow they have for losing their children in this way.
Skills:
Writing skills: see Friday Week 2.
*** DC2 *** WEEK 7
Monday 12th December – Wednesday 14th December
Learning Experiences:
Revision based on content covered and DC1 individual targets.
TV Screenings
Nativity rehearsals
Reading Tree Groups
Monday Writing groups.
Spelling Test
Buddies
Skills:
Writing skills:
● selecting appropriate grammar and vocabulary, understanding how
such choices can change and enhance meaning
● in narratives, describing settings, characters and atmosphere and
integrating dialogue to convey character and advance the action
● using a wide range of devices to build cohesion within and across
paragraphs
● assessing the effectiveness of their own and others’ writing
● proposing changes to vocabulary, grammar and punctuation to
enhance effects and clarify meaning
● ensuring the consistent and correct use of tense throughout a piece of
writing
● ensuring correct subject and verb agreement when using singular and
plural, distinguishing between the language of speech and writing and
choosing the appropriate register
STEM skills:
● investigate and analyse a range of existing products
● evaluate their ideas and products against their own design criteria and
consider the views of others to improve their work
● understand how key events and individuals in design and technology
have helped shape the world
Reading Tree Skills: See above
Friday 16th Decemeber
Learning Experiences:
Friday Big Write
Students will create a collection of letter from / to Romeo and Juliet. They
will follow the chronology of the story we are studying each week.
- The final letter: A letter from Romeo or Juliet to their dead love.
What would they have written before they died? Before they knew
they were still alive? What would they have wanted to say to each
other?
Skills:
Writing skills: see Friday Week 2.
WEEK 8 Theme: Family Celebrations
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Monday 18th December – Wednesday 21st December
Learning Experiences:
STEM: CSI Verona.
The case is over! As a celebration, the CSI team make a cake to celebrate
all their good work on the Romeo and Juliet case.
Students follow instructions to make the cake.
They use their knowledge of measure, weights, intervals and scales to
ensure they have the correct quantities.
DC2 reflection and target setting: How did you perform this time? What
were your targets from DC1 and how did you improve in those areas?
What are your new targets from this DC? What skills do you need to help
you improve? Students set new target for next half term.
Students create various holiday celebration artwork to take home.
Weekly arithmetic focus: Rounding
Skills:
Writing skills:
● selecting appropriate grammar and vocabulary, understanding how
such choices can change and enhance meaning
● in narratives, describing settings, characters and atmosphere and
integrating dialogue to convey character and advance the action
● using a wide range of devices to build cohesion within and across
paragraphs
● assessing the effectiveness of their own and others’ writing
● proposing changes to vocabulary, grammar and punctuation to
enhance effects and clarify meaning
● ensuring the consistent and correct use of tense throughout a
piece of writing
● ensuring correct subject and verb agreement when using singular
and plural, distinguishing between the language of speech and writing
and choosing the appropriate register
Reading Tree Groups
Monday Writing groups.
Spelling Test
Buddies
STEM skills:
● select from and use a wider range of tools and equipment to
perform practical tasks [for example, cutting, shaping, joining and
finishing], accurately
● select from and use a wider range of materials and components,
including construction materials, textiles and ingredients, according to
their functional properties and aesthetic qualities
● I can solve problem s involving the calculation and conversion of
units of measure, using decimal notation up to 3dp where appropriate.
● I use, read, write and convert between standard units – using
decimal notation of up to 3dp.
Reading Tree Skills: See above
Christmas Holidays