EXPRESSIVE ART AND DESIGN
Art and Craft:
*Produce portraits of Christopher Columbus or John
Cadbury etc
*Producing collages using chocolate packaging,
pictures of chocolate etc.
*Chocolate photography – using chocolate in groups to
produce pictures to photograph.
*Designing and producing chocolate sculptures.
D.T.: 3D work
*To research packaging used for chocolate over the
years, from when chocolates/chocolate bars were first
introduced to now.
*Identify differences and similarities between
packaging for chocolate.
*Evaluating 3D packaging for chocolate – identifying
successes and improvements that would need to be
made.
*Designing and evaluating their own 3D packaging
appropriate for chocolate,
*Making/Producing their 3D packaging for chocolate
they have designed, using appropriate materials.
PHYSICAL DEVELOPMENT
Theme: Dance/gymnastics
*Children to work in pairs and groups to:
- represent the production of chocolate
- show chocolate when it goes from solid to liquid and
vice versa
- represent the growing of the cocoa bean
Children to work together to choreograph movement
and simple dances for the above.
Music used to be taken from ‘Charlie and the chocolate
factory.’ ‘Chocolate’ and music used in ‘Cadbury’s’
adverts.
PROBLEM SOLVING, REASONING AND NUMERACY
PERSONAL, SOCIAL AND EMOTIONAL
Not linked to ‘J’adore le chocolat’
PSCHE: GOING FOR GOALS!
Taking responsibility – for our successes and when
things go wrong
Waiting for what you want – persistence (keeping
going)
Resilience – bouncing back/maintaining effort
Setting and achieving goals
missdorothy.com
Ladder to success
I would be, but ……….
Excuses, excuses!
Making wise choices
Planning for: “Looking at risk”
R.E.:
To revise previous knowledge and understanding of the
theme
To describe key people, stories and traditions in
religions
To learn how these influence the beliefs and values
of others
To describe the way of life in a given religion –
make links to other know religions
To investigate the importance of the religion locally,
nationally and globally
To begin to understand the importance of religious
expression
To use specialist religious vocabulary and
language
Theme: Hinduism: Worship, Celebrations and
Values
SPRING TERM
‘J’adore le chocolat’
SPRING 1
COMMUNICATION, LANGUAGE AND LITERACY
*Formal letters: letter of complaint to Cadburys, children found for example a
piece of plastic in their chocolate bar.
*Play scripts: Charlie and the chocolate factory
*Persuasive letter: letter to families, persuading them to let us visit Cadburys
World./M&M factory
*http://storynory.com/2008/03/03/the-monkey-who-loved-chocolate/
Charlie and the Chocolate Factory (Book and Film)
Non Fictional Texts:
Beans to Chocolate
Smart about Chocolate
A chocolate Bar
Chocolate: the bean that conquered the world
Fictional Texts:
Amira’s Totally Chocolate World
The Chocolate Touch
Chocolate – explore!
Chocolate Fever
Curious George goes to a chocolate factory
The legend of chocolate
Chocolatina
Hands on History – the Aztecs
Chocolate Mousse for Greedy Goose
Aztec (eyewitness)
Lilly’s Chocolate Heart
http://www.skillsspace.co.uk/
CURRICULUM/Planning/MediumTermPlans/Spring
1/Proforma
Tiberius and the
Chocolate Cake
http://www.cadbury.co.uk/
The sad night: the story of an Aztec victory and a Spanish loss
http://www.123ict.co.uk/chocolate/ An excellent website (lots of links here)
SEE YEAR GROUP MATHEMATICS FRAMEWORK
UNDERSTANDING OF THE WORLD
History:
*Children to research the history of chocolate.
*To find out when chocolate first came about, how and
where in the world.
*Identifying differences and similarities between
chocolate then and now.
*Identifying differences and similarities between the
production of chocolate then and now.
*To find out about Christopher Columbus bringing cocoa
beans to Europe in the early 1500s
*Researching when chocolate spread across the Europe
*The invention of the chocolate bar
*Timeline of chocolate, from when it was discovered to now
*History of Cadburys chocolate
*understand that not all historical sources are reliable.
*understand how the arrival of the Spanish affected the
Aztecs.
*understand the importance of chocolate to the Aztecs.
*understand how Aztec society was organised.
*know how to use a timeline.
*compare and contrast 2 Aztec masks.
*design a mask.
Geography:
*To research and create profiles on the country chocolate
originated from.
*Weather conditions the coco beans grow in.
*Climate of the country cocoa beans were discovered
*Christopher Columbus and his journey – bringing the cocoa
beans to Europe in the early 1500s
*Cadbury’s in Birmingham
*The creation of Bournville including the factory and the
village
*Ghana (Cadbury water project) and Fairtrade
ICT:
*Research – using appropriate websites on the internet
*Creating profiles using WORD
*Group presentations – presenting an area about chocolate
past or present – using PowerPoint
Science:
Characteristics of materials – Solids and liquids and how
they are separated. Changing State – Reversible and
Irreversible Changes
*describe changes that occur when materials are mixed
(e.g.
adding salt to water)
*describe the changes that occur when materials (e.g.
water, clay, dough) are heated or cooled. (ICT
opportunity: pupils could use sensors and record
temperature changes)
*that temperature is a measure of how hot or cold
things are
*about reversible changes, including dissolving,
melting,
boiling, condensing, freezing and evaporating
*the part played by evaporation and condensation in the
water cycle (ICT opportunity: pupils could use
multimedia
sources about water supplies in a range of localities)
*that non-reversible changes (e.g. vinegar reacting with
bicarbonate of soda, plaster of Paris with water) result
in the
formation of new materials that may be useful
*that burning materials (e.g. wood, wax, natural gas)
EXPRESSIVE ART AND DESIGN
Art and Craft – 2D and 3D work
PERSONAL, SOCIAL AND EMOTIONAL
Not linked to ‘J’adore le chocolat’
PSCHE: GOING FOR GOALS!
Chalk pastels of cocoa pods to be laminated and
put up in display area
Pictures of rainforest using different media:
Chalk pastels - Use Tiger in the storm painting
by Rousseau as stimulus
Look at Aztec patterns as a basis for our own
patterns to put on masks
Make mask and decorate with own ‘Aztec’
motifs. Can these be used in a dance with Artis?
Start planning Aztec settlements – large 3D work
in groups. Children to make temples, buildings,
trees and bushes to look as authentic as possible
Survival in the jungle– relying on own skills
What are our strengths and weaknesses? How do
we cope when things go wrong? How can we
utilise our strengths more?
What sort of structure might there be in the
community/ What rules do we need?
What are the qualities of a leader?
Waiting for what you want - What do we need?
What can we do without?
RE
Gandhi was raised as a Hindu – what does this
mean?
Look at principles of Hinduism. How do Hindus
live?
How do the values of the different world religions
overlap?
PHYSICAL DEVELOPMENT
Theme: Dance/gymnastics
Children to look at music from India/South
America.
How is this music created – instruments, and
sounds?
Can they create their own dances based up on
this music?
What is the function of dance in other cultures?
Masks to be made to represent spirits that may
need attention – rain spirit, harvest spirit?
Children to wear their own masks and create a
group dance to go with a piece of music.
‘J’adore le chocolat’
SPRING 1
Attenborough
COMMUNICATION, LANGUAGE AND LITERACY
PROBLEM SOLVING, REASONING AND
NUMERACY
Fractions and division methods
Data handling: Bar charts – interpreting and
constructing - relating to chocolate preferences,
brands, costing. Tallies and vocabulary – mean,
median, mode, range
Line graphs relating to temperature of melting
chocolate
PROJECT LAUNCH/LEARNING ENVIRONMENT
The Jungle Book (film as text) Mowgli is brought up in the
jungle. Why is he so happy there? Discuss characters and
lifestyle. Diary as Mowgli explaining his happiness.
Formal letter to Akela asking to be allowed to stay in the
jungle which should include understanding of the decision for
leaving but make reasoned arguments against it.
Persuasive writing - We should all live in the jungle because….
Persuasive writing - How do we stop people endangering our
rainforests?
Debate (following trip to Kew Gardens)
– we need rainforest products because….
we should stop using rainforest products because?
Role-play area at front of classroom to be a
jungle – leaves, lianas and tress reaching out
across the classroom. Cocoa pods and leaves to
have groups hanging from them. Role play area
to be developed with children’s artwork – cocoa
pods and jungle
CURRICULUM/Planning/MediumTermPlans/Spring
scenes in the first 2 weeks.
1/Proforma
Children will come in on the Monday and have to
guess what we will be learning about from clues
UNDERSTANDING OF THE WORLD
History:
Research the history of chocolate:
What sort of questions need to be answered?
Christopher Columbus sailed the world and
bought chocolate back from the Aztec- look at his
route, maps of the times.
What would it be like to meet a completely
different and unexpected culture?
Who were the Aztecs – link to chocolate
Compare the chocolate of today with Aztec
chocolate
Geography:
Where are the world’s rainforests?
Look at map and see they fall in the tropical band
(mostly)
Look at structure of the jungle:
 Undergrowth
 Small trees and bushes cos no light
 Canopy
 Upper canopy

Constant life cycle cos no seasons
Where does cocoa grow - Look at world map
Cocoa grows in Kerala, Southern India
How is it grown? What is the process for making
chocolate?
What grows in the jungle that we use on a regular
basis?
Scence:
3 states of matter - Features of each - Molecular
structure
What happens when we mix solids and liquids –
dissolving/ solutions and mixtures?
What happens when we freeze liquids? Is this a
reversible change?
What happens when we heat solids? Is this a
reversible change?
Reversible and irreversible changes – Water cycle
and how all states or matter are represented in it.