Unit:
Set in Stone
Term:
Autumn 2
Year:
3
Contents
Page
Number
Page
Number
Page
Number
Subject Summaries
1
English Lesson 2/20
35
Music Lesson 2/4
50
Links
2
English Lesson 3/20
35
Music Lesson 3/4
50
Resources
3
English Lesson 4/20
36
Music Lesson 4/4
51
Programme of Study
4-9
English Lesson 5/20
37
Art and Design Lesson Plans
52-55
Unit Overview
10
English Lesson 6/20
37
Art and Design Lead Lesson 1/4
52-53
11-12
English Lesson 7/20
38
Art and Design Lesson 2/4
54
Week 1 English Medium Term Planning
13
English Lesson 8/20
38
Art and Design Lesson 3/4
55
Week 1 Languages Medium Term Planning
14
English Lesson 9/20
39
Art and Design Lesson 4/4
55
Week 2 Medium Term Planning
15
English Lesson 10/20
39
Design and Technology Lesson Plans
56-58
Week 2 English Medium Term Planning
16
English Lesson 11/20
40
Design and Technology Lead Lesson 1/4
56-57
Week 2 Languages Medium Term Planning
17
English Lesson 12/20
40
Design and Technology Lesson 2/4
58
Week 3 Medium Term Planning
18
English Lesson 13/20
41
Design and Technology Lesson 3&4/4
58
Week 3 English Medium Term Planning
19
English Lesson 14/20
41
Computing Lesson Plans
59-64
Week 3 Languages Medium Term Planning
20
English Lesson 15/20
42
Computing Lead Lesson 1/4
59-60
Week 4 Medium Term Planning
21
English Lesson 16/20
42
Week 4 English Medium Term Planning
22
English Lesson 17/20
43
Computing Lesson 2/4
Computing Lesson 3/4
61-62
63-64
Week 1 Medium Term Planning
60
Week 4 Languages Medium Term Planning
23
English Lesson 18/20
43
Computing Lesson 4/4
Other Ideas
24
English Lesson 19/20
44
Languages Lesson Plans
65-78
History Lesson Plans
25-32
English Lesson 20/20
44
Languages Lead Lesson 1/4
65-67
Unit Launch Lesson/History Lead Lesson 1/5
25-26
Mathematics Lesson Plans
68-70
History Lesson 2/5
27-28
Using and Applying linked Maths Lesson 1/4
45
Languages Lesson 2/4
Languages Lesson 3/4
History Lesson 3/5
29
Using and Applying linked Maths Lesson 2/4
46
Languages Lesson 4/4
74-78
History Lesson 4/5
30-31
Using and Applying linked Maths Lesson 3/4
46
Unit Conclusion
79
History Lesson 5/5
32
Using and Applying linked Maths Lesson 4/4
47
Parent Support Activities
79
45-47
English Lesson Plans
33-44
Music Lesson Plans
48-51
Standalone Mathematics Overview
English Lead Lesson 1/20
33-34
Music Lead Lesson 1/4
48-49
Research Table Resource
71-73
80-83
84
1
Summaries
English
Art and Design
 Pupils study and discuss earliest examples of
human creativity and expression; prehistoric cave
paintings, wall frescoes, sculpture
 Pupils draw their own versions of animals in style
of prehistoric cave painting. Pupils will use
charcoal, natural pastels and make their own
pigment colours to replicate resources available to
prehistoric artists
 Finished frieze to be included in survival pack to
present to Stone Age hosts as a gift!
 Comprehension: Compare and contrast a range of fiction and
non-fiction texts relating to the Stone Age periods, looking at
differing structures and purposes of texts
 Build in opportunities for discussion of shared texts and those
that they are reading independently
 Build in opportunities for information recording and retrieval
linked to research for Time Traveller activity below
 Composition: Destination Stone Age Britain! Pupils to write
detailed advice and guidance for any time travellers who are
thinking about travelling back in time to the Stone Age – what
to expect and how to survive!
 Information pamphlet
Set in stone? Computing
French  The pupils will learn to tell each other what type of
house they live in through the context of Pierre, the
stone-age boy
 Use authentic website to learn about the caves of
Lascaux
 The pupils will engage in simple conversations, asking
and answering questions about where their houses
 Extend knowledge of French phonics - explore the
patterns and sounds of language through songs and
rhymes
 Begin to read and write simple words using a model –
complete a simple profile about themselves
Applied Maths Using and applying in this unit link
to:
 Place value and ordering
numbers
 Fractions
 Measures
 Recognising right angles
 Learn the Scratch interface
 Use the drawing tools to create
backgrounds and sprites
 Program simple movement of their
main character and interact with
other sprites
Music
 Using drums, blocks, shakers and
chanting voices, pupils work together to
compose and perform a piece of music
entitled the Hunters’ Return or similar
 This is likely to link with work in P.E/
Dance
 Recording of finished composition to be
included in survival kit for sharing with
Stone Age hosts
Design and Technology
 Use appropriate tools, materials and equipment to
make a simple summer shelter for a nomadic huntergatherer family. The shelter will need to be:
 light but strong
 easy to assemble
 big enough for four individuals
 able to provide shade
 able to keep occupants dry
 Finished shelter to be included in survival kit as a gift
to present to Stone Age hosts
History  How do we know? Archaeological evidence of different types
and its interpretation (e.g. Star Carr, Flixton Island, etc)
 What was the impact of farming? Transition from hunter
gatherer lifestyle to more settled way of life
 How creative were early peoples? Role of skilled workers
and designers; smelting of metal; making of pottery;
decoration and design
 What is the legacy of this period? Stonehenge and other
sites; living in groups or tribes; trade and communications
 Ordering
 Chronology
 Identifying anachronisms
2
Links
Set in Stone
Pupils need to know about the lives and legacy of
early Britons and settlers, including those who lived
during the Stone, Bronze and Iron Ages.
Through this Unit pupils will have opportunities to
consider how and why the ways of life adopted by
prehistoric people slowly changed over time. They
will need to know that these changes took place
many thousands of years ago and that we cannot
always be precise about dates in a prehistoric era.
Key questions that will be explored include:
 Who were the first people to live in the British
Isles and how do we know about them?
 What differences did the development of
farming make to the lives of early people?
 How creative were early people and what did
they leave behind that we can see?
 What similarities and differences are there
between the lives of early people and our own?
Opportunities for creativity within this unit include:
 Producing cave paintings in Art;
 Composing and performing prehistoric music;
 Devising a gymnastic routine based on Stone
Age hunting;
 Designing a summer shelter for a nomadic
hunter-gatherer family
Links to Outdoors


There are many opportunities for outdoor learning in this exciting Unit. Early man lived a largely outdoor existence at close proximity to the
plants and animals that were essential to his survival.
Opportunities for outdoor learning present themselves through:
 Gymnastic work in P.E
 Shelter building in Design and Technology
 Gathering of natural colours for use in cave paintings in Art
National and International links
The history content explains how Britain was physically connected to mainland Europe until about 8500 years ago. Our subsequent history
has been that of an island nation. The Unit also makes mention of several World Heritage sites such as Stonehenge and the Lascaux caves
in France
Links to the world of work
There are many links with the world of work in this Unit.

Aspects will be explored through a time traveller’s
survival pack for the Stone Age.

Teachers and pupils might discuss any of the following:
 The work of archaeologists
 The work of museum staff and curators
 The work of farmers and others involved in agriculture and food production
 The work of skilled craftspeople, e.g. metalworkers, jewellers
 The work of artists and sculptors
 The work of writers, authors and researchers of both fiction and non-fiction
Links to learning and life skills
 Valuing people for their similarities and differences
 Creating new ideas and solutions
3
Resources
Set in Stone Music
Art and Design
 Images of cave paintings and other examples of
prehistoric art downloaded from internet
 Non-fiction texts showing examples of prehistoric art
and sculpture
 A virtual tour of the famous Lascaux caves in
southern France is available on the internetwww.lascaux.culture.fr/index.php?lng=en#/en/00.xml
 Roll of wallpaper
 Charcoal, pastels, water colour paints
 Natural pigments
 Non-solvent based glue suitable for classroom use
(e.g. PVA)
 Basic classroom art materials, including brushes,
paints, water containers etc
 Sketch books
French  Interactive Whiteboard and access to the internet.
 Unit PowerPoint.
 A4 Flashcards of une maison (house), un appartement (flat) and
une grotte (cave).
 Sets of mini flashcards words and pictures.
 Activity sheet.
 Bell or timer or timing facility on Interactive Whiteboard.
 Mini whiteboards and pens.
 Soft toy/ball.
 Recommended book list:
Michel Gay Cromignon
ISBN-10: 2211053874 ISBN-13: 978-2211053877
Michel Gay Cropetite
ISBN-10: 221109096 ISBN-13: 978-2211090964
Gemma Sales Noune
ISBN-10: 2350800210 ISBN-13: 978-2350800219
 Selection of simple percussion instruments: woodblock/maracas/slit
drum/agogo/cowbells/cabasa/calabash/guiro/claves/range of hand drums
and beaters.
 Picture of a modern orchestra available on internet or in textbooks
 Picture of a Stone Age flute available on internet.
 A recording of a modern orchestra demonstrating the amazing variety of
sounds which can be achieved by modern instruments individually and
collectively.
 A recording of the music of people who lead a prehistoric life in the modern
era (e.g. a remote rainforest people).
English
 Suggested fiction texts:
 The Savage Stone Age (Horrible Histories) by
Terry Deary
 The Boy of the Painted Cave by Justin Denzil
 Suggested non-fiction texts:
 The Stone Age: What Life Was Like For The
Earliest Humans – Charlotte Hurdman
 Prehistoric Life (Eyewitness Project Books) –
Dorling Kindersley series
Computing 



Scratch
Microphones and Headsets
Internet
Microsoft Paint, Tux Paint or other drawing
program
History  Photos of Stone Age, Iron Age and Bronze
Age weapons, tools, and pottery
downloaded from the internet.
 A range of non-fiction books covering
prehistoric periods of history (see English
above for suggested examples).
 Some handling objects from a local
museum (if available), e.g. flint arrowhead,
stone hand-axe, shards of pottery.
Design and Technology  Books or pictures showing a range of different
shelters and buildings
 Concept board to show some different ways of
joining materials together
 Wood
 Glue
 Paper/newspaper/card
 Drinking Straws
 Building materials and tools
4
Programme of Study
Unit: Set in Stone
Year: 3
Term: Autumn 2
Key:
FT = First Teaching
OG = On Going
Please note that all appendices and guidelines referred to in the programme of study are available to
download at: https://www.gov.uk/government/collections/national-curriculum
The POS codes replace the DfE bullets for ease of reference.
English
Spoken Language
SL1
listen and respond appropriately to adults and their peers
SL2
ask relevant questions to extend their understanding and knowledge
SL3
use relevant strategies to build their vocabulary
SL4
articulate and justify answers, arguments and opinions
SL5
give well-structured descriptions, explanations and narratives for different purposes, including for expressing feelings
SL6
maintain attention and participate actively in collaborative conversations, staying on topic and initiating and responding to comments
SL7
use spoken language to develop understanding through speculating, hypothesising, imagining and exploring ideas
SL8
speak audibly and fluently with an increasing command of Standard English
SL9
participate in discussions, presentations, performances, role play, improvisations and debates
SL10
gain, maintain and monitor the interest of the listener(s)
SL11
consider and evaluate different viewpoints, attending to and building on the contributions of others
SL12
select and use appropriate registers for effective communication
These statements apply to all Years. The content should be taught at a level appropriate to the age of the pupils (taken from notes and guidance [nonstatutory]). Speaking and listening activities throughout the Unit have been designed with these POS statements in mind. Specific speaking and listening
objectives are provided for some English lessons where appropriate.
©Cornwall Learning Publications 2013 5
Reading – word reading
WR1
apply their growing knowledge of root words, prefixes and suffixes (etymology and morphology) as listed in English
Appendix 1, both to read aloud and to understand the meaning of new words they meet
OG
WR2
read further exception words, noting the unusual correspondences between spelling and sound, and where these occur in the word
FT
English
Reading – comprehension
RC1
develop positive attitudes to reading and understanding of what they read by:
RC1.1
listening to and discussing a wide range of fiction, poetry, plays, non-fiction and reference books or textbooks
OG
RC1.2
reading books that are structured in different ways and reading for a range of purposes
FT
RC1.7
discussing words and phrases that capture the reader’s interest and imagination
OG
RC2
understand what they read, in books they can read independently, by:
RC2.1
checking that the text makes sense to them, discussing their understanding and explaining the meaning of words in context
OG
RC2.2
asking questions to improve their understanding of a text
FT
RC2.3
drawing inferences such as inferring characters' feelings, thoughts and motives from their actions, and justifying inferences with
evidence
FT
RC2.4
predicting what might happen from details stated and implied
OG
RC4
participate in discussion about both books that are read to them and those they can read for themselves, taking turns and listening to
what others say
FT
©Cornwall Learning Publications 2013 6
Writing – transcription – spelling - SCHOOLS TO USE SPELLING PROGRAMME
WTS1
use further prefixes and suffixes and understand how to add them (English Appendix 1)
OG
WTS2
spell further homophones
OG
WTS3
spell words that are often misspelt
OG
WTS5
use the first two or three letters of a word to check its spelling in a dictionary
OG
WTS6
write from memory simple sentences, dictated by the teacher, that include words and punctuation taught so far
OG
English
Writing – handwriting
WH1
use the diagonal and horizontal strokes that are needed to join letters and understand which letters, when adjacent to one another,
are best left unjoined
OG
WH2
increase the legibility, consistency and quality of their handwriting, e.g. by ensuring that the downstrokes of letters are parallel and
equidistant; that lines of writing are spaced sufficiently so that the ascenders and descenders of letters do not touch
OG
Writing – composition
WC1
plan their writing by:
WC1.1
discussing writing similar to that which they are planning to write in order to understand and learn from its structure, vocabulary and
grammar
OG
WC1.2
discussing and recording ideas
OG
WC2
draft and write by:
WC2.1
composing and rehearsing sentences orally (including dialogue), progressively building a varied and rich vocabulary and an
increasing range of sentence structures (See English Appendix 2)
OG
WC2.4
in non-narrative material, using simple organisational devices (for example as headings and sub-headings
OG
WC3
evaluate and edit by:
WC3.1
assessing the effectiveness of their own and others’ writing and suggesting improvements
FT
WC4
proof-read for spelling and punctuation errors
FT
WC5
read aloud their own writing, to a group or the whole class, using appropriate intonation and controlling the tone and volume so that
the meaning is clear
FT
©Cornwall Learning Publications 2013 7
English
Writing – vocabulary, grammar and punctuation
WVGP1
develop their understanding of the concepts set out in Appendix 2 by:
WVGP1.1
extending the range of sentences with more than one clause by using a wider range of conjunctions, e.g. when, if, because, although
OG
WVGP1.2
using the present perfect form of verbs in contrast to the past tense
FT
WVGP1.4
using conjunctions, adverbs and prepositions to express time and cause
OG
WVGP1.6
learning the grammar for years 3 and 4 in English Appendix 2
OG
WVGP2
indicate grammatical and other features by:
WVGP2.3
using and punctuating direct speech THROUGH NARRATIVE
OG
WVGP3
use and understand the grammatical terminology in English Appendix 2 accurately and appropriately when discussing their writing
and reading
OG
Maths
Number - multiplication and division
1
recall and use multiplication and division facts for the 3, 4 and 8 multiplication tables
2
write and calculate mathematical statements for multiplication and division using the multiplication tables that they know, including for
two-digit numbers times one-digit numbers, using mental, and progressing to formal written, methods
3
solve problems, including missing number problems, involving multiplication and division, including positive integer scaling problems and
correspondence problems in which n objects are connected to m objects
Number – fractions
1
count up and down in tenths; recognise that tenths arise from dividing an object into 10 equal parts and in dividing one-digit numbers or
quantities by 10
2
recognise, find and write fractions of a discrete set of objects: unit fractions and non-unit fractions with small denominators
3
recognise and use fractions as numbers: unit fractions and non-unit fractions with small denominators
4
recognise and show, using diagrams, equivalent fractions with small denominators
5
add and subtract fractions with the same denominator within one whole (e.g. 5/7 + 1/7 = 6/7)
6
compare and order unit fractions, and fractions with the same denominators
7
solve problems that involve all of the above
©Cornwall Learning Publications 2013 8
Music
Geography
History
Maths
Geometry: properties of shapes
1
draw 2-D shapes and make 3-D shapes using modelling materials; recognise 3-D shapes in different orientations; and describe them
2
recognise angles as a property of shape or a description of a turn
3
identify right angles, recognise that two right angles make a half-turn, three make three quarters of a turn and four a complete turn;
identify whether angles are greater than or less than a right angle
4
identify horizontal and vertical lines and pairs or perpendicular and parallel lines
1
changes in Britain from the Stone Age to the Iron Age
Human and physical geography
5
describe and understand key aspects of:
5.2
human geography, including: types of settlements and land use, economic activity including trade links, and the distribution of natural
resources including energy, food, minerals, and water.
1
play and perform in solo and ensemble contexts, using their voice and playing musical instruments with increasing accuracy, control
and expression
2
improvise and compose music for a range of purposes using the inter-related dimensions of music
3
listen with attention to detail and recall sounds with increasing aural memory
4
use and understand staff and other musical notations
6
develop an understanding of the history of music
©Cornwall Learning Publications 2013 Languages
Computing
Art & Design
9
2
to improve their mastery of art and design techniques, including drawing, painting and sculpture with a range of materials (e.g. pencil,
charcoal, paint, clay)
3
about the greatest artists, architects and designers in history
1
design, write and debug programs that accomplish specific goals, including controlling or simulating physical systems; solve problems
by decomposing them into smaller parts
2
use sequence, selection, and repetition in programs; work with variables and various forms of input and output
3
use logical reasoning to explain how some simple algorithms work and to detect and correct errors in algorithms and programs
7
use technology safely, respectfully and responsibly; recognise acceptable/unacceptable behaviour; identify a range of ways to report
concerns about content and contact
1
listen attentively to spoken language and show understanding by joining in and responding
2
explore the patterns and sounds of language through songs and rhymes and link the spelling, sound and meaning of words
3
engage in conversations; ask and answer questions; express opinions and respond to those of others; seek clarification and help*
4
speak in sentences, using familiar vocabulary, phrases and basic language structures
5
develop accurate pronunciation and intonation so that others understand when they are reading aloud or using familiar words and
phrases*
7
read carefully and show understanding of words, phrases and simple writing
8
appreciate stories, songs, poems and rhymes in the language
9
12
broaden their vocabulary and develop their ability to understand new words that are introduced into familiar written material, including
through using a dictionary
understand basic grammar appropriate to the language being studied, such as (where relevant): feminine, masculine and neuter forms
and the conjugation of high-frequency verbs; key features and patterns of the language; how to apply these, for instance, to build
sentences; and how these differ from or are similar to English.
The starred (*) content above will not be applicable to ancient languages.
©Cornwall Learning Publications 2013 10
Unit Overview
Pupils learn about the lives and legacy of early Britons and settlers, including those who lived during the Stone, Bronze and Iron Ages.
Through this Unit pupils will have opportunities to consider how and why the ways of life adopted by prehistoric people slowly changed over time. They will need to
know that these changes took place many thousands of years ago and that we cannot always be precise about dates in a prehistoric era.
Key questions that will be explored include:

Who were the first people to live in the British Isles and how do we know about them?

What differences did the development of farming make to the lives of early people?

How creative were early people and what did they leave behind that we can see?

What similarities and differences are there between the lives of early people and our own?
Opportunities for creativity within this Unit include:

Producing cave paintings in Art

Composing and performing prehistoric music

Devising a gymnastic routine based on Stone Age hunting

Designing a summer shelter for a nomadic hunter-gatherer family
Aspects will be explored through a time traveller’s survival pack for the Stone Age.
The lead lesson for this Unit explores the importance of archaeological evidence in finding out about the lives of people before there were written records. Pupils will
learn to identify objects which do not belong in a particular historical setting and match archaeological evidence with a particular era in human history. They will also
recognise that the past is divided up into different eras.
There is a lot packed into this Unit and you will need to decide where the interests of the children take you and what to focus on. It is unlikely that you will cover
everything!
©Cornwall Learning Publications 2013 11
Medium Term Planning Week 1
Unit Narrative
NB: Please adapt and differentiate all objectives, outcomes and success criteria for your own class
Week 1
hr = approx time
 The launch lesson will introduce pupils to the period using visual images and encouraging pupils to discuss them and think about the concept of time by making an Early Times timeline.
 In English pupils compare and contrast fiction and non-fiction texts about the Stone Age, role play activities linked to mammoth hunting texts. This will link with the second history this week which focuses on the
life of Stone Age people and the skills they needed for hunting and farming.
 Their work in art and French will look at prehistoric cave paintings and animals and hunting scenes which will also be the inspiration for their work in music where they will be challenged to produce a composition
inspired by Stone Age hunters. Meanwhile the design and technology task this week is to design a shelter that could have been used by early man.
Please see over for all other subjects & English Medium Term Planning Week 1.
Launch Lesson/History 1/5 2hr
Objectives:
I am learning to:
 identify objects which do not belong in a particular historical setting
 recognise that the past is divided up into different eras
 match archaeological evidence with a particular era in human history
Outcomes:
Pupils will:
 point out which items should not appear in a picture showing the Stone Age
 name and order the three eras that make up British prehistory
 accurately match some examples of archaeological evidence with the period from which they originate
Success Criteria:
Remember to:
 refer to the Early Times timeline
 notice things that are modern and which should not be there
 use the right names and order for the three different ages
Cornwall Learning Publications 2013 12
Medium Term Planning Week 1 continued
Unit Narrative
NB: Please adapt and differentiate all objectives, outcomes and success criteria for your own class
History 2/5 2hr
Objectives:
I am learning to:
 research the life of Stone
Age people
 understand the importance
of food gathering and
introduction of farming
Applied Mathematics 1hr
Objectives:
I am learning to:
 recognise the relationships
between counting sequences
 solve problems involving
multiplication
Art and Design 1hr
Music 1hr
Design and Technology 1hr
Computing 1hr
Objectives:
I am learning to:
 identify different creatures
depicted in prehistoric art
 describe the materials and
resources used by prehistoric
artists
 recognise some stylistic
features of prehistoric artwork
Objectives:
I am learning to:
 recognise some key
characteristics of the
earliest music
 to compose the opening to
a piece of music inspired by
Stone Age hunters
Objectives:
I am learning to:
 submit design ideas for a simple
structure on paper
 develop a step-by-step plan of
action, clearly identifying materials
needed
 to create their chosen design in a
3D shape using a variety of
materials
Objectives:
I am learning to:
 find my way around the
Scratch Interface
 translate my
understanding of Paint
applications into skills
which are relevant to
Scratch
 understand what a Sprite
is
Outcomes:
Pupils will:
 identify at least three key
differences between life in
the Stone Age and their
own lives in the 21st
Century
 understand the importance
of farming in changing
people’s lives
Outcomes:
Pupils will:
 notice and understand patterns
in number sequences
Outcomes:
Pupils will:
 name some of the animals
painted on cave walls by
Stone Age hunters
 talk about the type of
materials and resources that
cave painters would have
used
 describe two different stylistic
features of cave paintings
Outcomes:
Pupils will:
 describe instruments used
by early musicians
 repeat simple rhythms
 compose the opening
section of a piece of music
to go with a dance or
gymnastic display
Outcomes:
Pupils will:
 generate some design ideas
related to a specific purpose
 select a design for further
development and be able to say
why you have selected it
 construct a 3D model of the chosen
design
Outcomes:
Pupils will:
 identify different areas of
the scratch interface
 be able to draw the sprite
for their Player 1
character
 identify sprites in a range
of commercial games
Success Criteria:
Remember to:
 identify the skills and
attributes needed by Stone
Age hunters or farmers
Success Criteria:
Remember to:
 use my counting skills to solve a
problem
 understand patterns in numbers
Success Criteria:
Remember to:
 look very carefully at the
prehistoric images:
 study the lines
 study the colours
 study the shape of the cave
Success Criteria:
Remember to:
 listen carefully to the
rhythm variations
 try and repeat what you
hear accurately
 add voices and chanting to
combine with your rhythms
Success Criteria:
Remember to think about:
 the purpose of the shelter you are
going to build
 the materials needed to build it
 the construction methods you will
use
Success Criteria:
Remember to:
 click OK to save your
Sprite
 save your work at the
end of the lesson
Cornwall Learning Publications 2013 13
English Medium Term Planning Week 1
Unit Narrative
NB: Please adapt and differentiate all objectives, outcomes and success criteria for your own class
Day 1 1hr
Day 2 1hr
Day 3 1hr
Day 4 1hr
Day 5 1hr
Objectives:
I am learning to:
 identify different types of texts and
explain their similarities and
differences
Objectives:
I am learning to:
 create roles and interpret events
from different viewpoints
Objectives:
I am learning to:
 take part in a discussion about
books I have read
 follow up my partner’s ideas and
explain why I agree or disagree
 identify and summaries evidence
from a text to support my opinion
Objectives:
I am learning to:
 make notes while researching
 participate in a presentation
 gain and monitor my listeners’
attention
Objectives:
I am learning to:
 read newspaper accounts of events
 identify key features of a non-fiction
account
 make notes while researching
Outcomes:
Pupils will:
 tell the difference between fiction
and non-fiction texts
 describe some ways in which they
are different
 say why a fiction or non-fiction text
has proved interesting and
enjoyable
 retrieve simple information from a
non-fiction text
Outcomes:
Pupils will:
 work collaboratively to role play two
versions of a post-hunt gathering
Outcomes:
Pupils will:
 work collaboratively with a partner
 search for evidence in a text
 exchange ideas and challenge and
support views with evidence
 arrive at agreement when placing
titles on the continuum
Outcomes:
Pupils will:
 work collaboratively with a partner to
research, plan and deliver their
presentations
 speak audibly and use standard
English*
Outcomes:
Pupils will:
 name key features of a newspaper
account
Success Criteria:
Remember to:
 check for use of first or third person
 check for use of tenses
 check for headings and subheadings
 check for contents page and index
Success Criteria:
Remember to:
 assume and sustain my role and
help others to stay in role by
responding appropriately
Success Criteria:
Remember to:
 listen to your partner’s ideas
 challenge and be challenged
 look for evidence in the text
 reach an agreement through
discussion
Success Criteria:
Remember to:
 organise our research findings into
sections of related information
 use the sections to plan and deliver
our talk
 use standard English to deliver our
talk
*this refers to grammatical structure
and vocabulary, not accent
Success Criteria:
Remember to:
 organise your findings into sections
Remember that:
 books are written for very different
purposes
 fiction can be informative but that
this is not its main purpose
©Cornwall Learning Publications 2013 14
Languages Medium Term Planning Week 1
Unit Narrative
NB: Please adapt and differentiate all objectives, outcomes and success criteria for your own class
Languages 1hr
Blue text indicates coverage of objective within this lesson
(NB:- Objectives are all language learning objectives which reinforce the main theme and cross-curricular objectives)
Green text indicates inter cultural understanding addressed within this lesson
Objectives:
I am learning to:
 listen attentively to spoken language and show understanding by joining in and responding
 explore the patterns and sounds of language through songs and rhymes and link the spelling, sound and meaning of words
 engage in conversations: ask and answer questions; express opinions and respond to those of others; seek clarification and help
 speak in sentences, using familiar vocabulary, phrases and basic language structures or using familiar words and phrases
 develop accurate pronunciation and intonation so that others understand when they are reading aloud
 present ideas and information orally to a range of audiences
 read carefully and show understanding of words, phrases and simple writing
 appreciate stories, songs, poems and rhymes in the language
 broaden their vocabulary and develop their ability to understand new words that are introduced into familiar written material, including using a dictionary
 write phrases from memory, and adapt these to create new sentences, to express ideas clearly
 describe people, places, things and actions orally and in writing
 understand basic grammar appropriate to the language being studied, including (where relevant); feminine, masculine and neuter forms and the conjugation of high-frequency verbs; key features and
patterns of the language; how to apply these, for instance, to build sentences; and how these differ from or are similar to English
 to foster curiosity and deepen understanding of the world
Outcomes:
Pupils will:
 look at authentic materials – website of Lascaux
 ask and answer simple questions about themselves
 begin to look at similar words in both languages such as names
 begin to develop phonic knowledge – j phoneme
 learn that names can be similar in French and English
Success Criteria:
Remember to:
 listen with care
 try to respond to questions with accuracy
 look for similar words to help understanding
 begin to recognise and use the j sound when speaking
 think about your own name and its origin
©Cornwall Learning Publications 2013 15
Medium Term Planning Week 2
Unit Narrative
NB: Please adapt and differentiate all objectives, outcomes and success criteria for your own class
Week 2
hr = approx time
 In English pupils role play coverage of a breaking news story, and write newspaper reports telling of how the remains of a Stone Age man or woman have been discovered in their own city, town or village.
 In French they look at the Lascaux website and explore the caves with the pupils, stopping to discuss what animals are painted and why. This will be useful stimulus for their work in art where they will be
undertaking some preparatory work for the creation of a Stone Age mural or frieze. The theme for the frieze will be a Stone Age hunting scene which is also the inspiration for the piece of music they are
composing.
 Moving forward in time, the topic in History this week is the Bronze Age and the advances made in tools and weapons.
Please see over for English and Languages Medium Term Planning Week 2.
Computing 1hr
History 3/5 2hr
Applied Mathematics 1hr
Art and Design 1hr
Music 1hr
Design and Technology 1hr
Objectives:
I am learning to:
 Identify the advantages of
metal weapons and tools
over those made of stone
and bone?
Objectives:
I am learning to:
 solve problems involving
fractions
 multiply fractions by whole
numbers
Objectives:
I am learning to:
 make paint from natural
pigments
 use a range of pigments
and natural products to
make my own paint
Objectives:
I am learning to:
 repeat the opening
section and refine based
on feedback from
teacher and peers
 compose and practise
playing middle section
Objectives
I am learning to:
 complete and evaluate my 3D model
Outcomes:
Pupils will:
 understand the steps
needed to make a bronze
age weapon
Outcomes:
Pupils will:
 recognise that unit fractions
such as 1⁄4 or 1⁄5 represent one
part of a whole
 solve practical problems using
fractions
Outcomes:
Pupils will:
 prepare to make a Stone
Age frieze by
researching colours and
natural products to make
paints
Outcomes:
Pupils will:
 compose the middle
section of a piece which
could depict the search
for and stalking of prey
Outcomes:
Pupils will:
 complete a 3D model of a Stone Age
shelter
 evaluate their completed model
Outcomes:
Pupils will:
 draw a background that fits
the theme of their Stone Age
game
 demonstrate a range of
painting tools in Scratch
Success Criteria:
Remember to:
 identify the differences
between tools and
weapons made of stone
and bone and those made
of metal
Success Criteria:
Remember to:
 multiply unit fractions accurately
Success Criteria:
Remember to:
 mix the pigments to see
what colours you can
make
Success Criteria:
Remember to:
 capture the mounting
tension of the hunt in my
composition through
volume and intensity of
drumming or singing
Success Criteria:
Remember to think about the following
questions:
 how can I improve how it looks?
 will it actually do what it is intended to
be for?
 how will it do this?
Success Criteria:
Remember to:
 draw your background to fit
your theme
 differentiate between sprites
and backgrounds in
commercial games
©Cornwall Learning Publications 2013 Objectives
I am learning to:
 create a Stage for my game
to take place
 identify backgrounds in
commercial games
16
English Medium Term Planning Week 2
Unit Narrative
NB: Please adapt and differentiate all objectives, outcomes and success criteria for your own class
Day 6 1hr
Day 7 1hr
Day 8 1hr
Day 9 1hr
Day 10 1hr
Objectives:
I am learning to:
 present events and characters
through role play
 take part in a presentation
 gain and monitor my listeners’
interest
Objectives:
I am learning to:
 write a newspaper style account
Objectives:
I am learning to:
 present events and characters
through dialogue to engage the
interest of an audience
Objectives:
I am learning to:
 analyse more complicated
instructions and identify
organisational features that make
them easier to follow
 write clear instructions using correct
register and devices to aid the
reader
Objectives:
I am learning to:
 analyse more complicated
instructions and identify
organisational features that make
them easier to follow
 write clear instructions using correct
register and devices to aid the
reader
Outcomes:
Pupils will:
 work collaboratively to plan and
present a role play
Outcomes:
Pupils will:
 work collaboratively with a partner to
turn their notes into a newspaper
report
Outcomes:
Pupils will:
 work collaboratively to invent new
vocabulary
 improvise a fireside scene and use
the new vocabulary
Outcomes:
Pupils will:
 explain the organisational and
language features of instructions
 produce a recipe card for a Stone
Age dish
Outcomes:
Pupils will:
 explain the organisational and
language features of instructions
 produce a recipe card for a Stone
Age dish
Success Criteria:
Remember to:
 stay in role and help other group
members to do the same
 speak loudly and clearly enough for
others to hear
Success Criteria:
Remember to:
 use the toolkit of features you
identified earlier
Success Criteria:
Remember to:
 stay in role and help my group to do
the same
Success Criteria:
Remember to:
 use my knowledge of instructions to
support me in writing my own recipe
 use my teacher’s modelled example
to support me in writing my own
recipe
Success Criteria:
Remember to:
 use my knowledge of instructions to
support me in writing my own recipe
 use my teacher’s modelled example
to support me in writing my own
recipe
©Cornwall Learning Publications 2013 17
Languages Medium Term Planning Week 2
Unit Narrative
NB: Please adapt and differentiate all objectives, outcomes and success criteria for your own class
Languages 1hr
Blue text indicates coverage of objective within this lesson
(NB:- Objectives are all language learning objectives which reinforce the main theme and cross-curricular objectives)
Green text indicates inter cultural understanding addressed within this lesson
Objectives
I am learning to
 listen attentively to spoken language and show understanding by joining in and responding
 explore the patterns and sounds of language through songs and rhymes and link the spelling, sound and meaning of words
 engage in conversations: ask and answer questions; express opinions and respond to those of others; seek clarification and help
 speak in sentences, using familiar vocabulary, phrases and basic language structures or using familiar words and phrases
 develop accurate pronunciation and intonation so that others understand when they are reading aloud
 present ideas and information orally to a range of audiences
 read carefully and show understanding of words, phrases and simple writing
 appreciate stories, songs, poems and rhymes in the language
 broaden their vocabulary and develop their ability to understand new words that are introduced into familiar written material, including using a dictionary
 write phrases from memory, and adapt these to create new sentences, to express ideas clearly
 describe people, places, things and actions orally and in writing
 understand basic grammar appropriate to the language being studied, including (where relevant); feminine, masculine and neuter forms and the conjugation of high-frequency verbs; key features and
patterns of the language; how to apply these, for instance, to build sentences; and how these differ from or are similar to English
 to foster curiosity and deepen understanding of the world
Outcomes:
Pupils will
 learn to answer a question about where they live
 learn to ask the question where do you live?
 copy and Learn a finger rhyme
 use action to show comprehension in game context
 begin to distinguish between un and une and the concept of gender
Success Criteria:
Remember to
 ask and answer questions
 use actions and rhymes and play games to aid memorisation
 perform finger rhymes
 repeat words and phrases modelled by the teacher
 recall, retain and use vocabulary
 listen with care
 hear difference between un and une
©Cornwall Learning Publications 2013 18
Medium Term Planning Week 3
Unit Narrative
NB: Please adapt and differentiate all objectives, outcomes and success criteria for your own class
Week 3
hr = approx time
 This week pupils will be consolidating their knowledge and understanding of this period in our history and in art and music they will be preparing to present final pieces for the Unit conclusion session.
 In English pupils will write a letter linked to some aspect of their work on the Stone Age – for example a visit to a museum of a visitor into school.
 Weather permitting, in design and technology pupils will be constructing a full size model of their shelter using as many natural resources as possible.
 In history pupils will learn about Bronze Age burial mounds and standing stones, with a particular focus on Stonehenge.
Please see over for English and Languages Medium Term Planning Week 3.
History 3/5 2hr
Applied Mathematics
Art and Design 1hr
Music 1hr
1hr
Design and Technology
Computing 1hr
1hr
Objectives:
I am learning to:
 find out about Bronze Age
burial mounds and standing
stones
 write a short explanation of
the purpose(s) of Stonehenge
Objectives:
I am learning to:
 solve problems involving
fractions
 find fractions of amounts of
groups of objects by using
practical equipment or
diagrams
Objectives:
I am learning to:
 make my own Stone Age
frieze showing some different
scenes from a Stone Age
hunting scene
Objectives:
I am learning to:
 repeat the opening and
middle sections and refine
based on feedback from
teacher and peers
 compose and practise playing
final section
Objectives:
I am learning to:
 construct a full size model of
their shelter using as many
natural resources as possible
Objectives
I am learning to:
 identify keys that can be used
to control my character
 understand scripts that will
allow my character to move in
4 directions
Outcomes:
Pupils will:
 explore the theories about
why Stonehenge was built
 act out or mime the purpose
(s) they think Stonehenge
may have been used for
Outcomes:
Pupils will:
 have a greater understanding
of fractions by solving
practical problems
Outcomes:
Pupils will:
 record research ideas in
sketch books
 start to make a Stone Age
frieze
 use charcoal for the lines and
their paints from last week for
colour
Outcomes:
Pupils will:
 compose the middle section
of a piece which could depict
the escape of the animal and
disappointment for hunters or
a successful kill and
subsequent celebration
Outcomes:
Pupils will:
 have started to construct a
model of the shelter and
explain some of its main
design features
Outcomes:
Pupils will:
 create a script that allows
their character to move on all
4 axis
 prevent the sprite from
rotating inappropriately
Success Criteria:
Remember to:
 work in pairs to try and find
out what purpose
Stonehenge served
Success Criteria:
Remember to:
 multiply unit fractions
accurately
Success Criteria:
Remember to:
 get ideas for my frieze from
my research work in history
and reading and writing in
English
Success Criteria:
Remember to:
 build the tension and
excitement to a crescendo
Success Criteria:
Remember to:
 carry out tests to see if the
shelter meets the design
criteria
Success Criteria:
Remember to
 choose the same movement
direction for each key
 press the rotation button to
stop player 1 from moving
upside down
©Cornwall Learning Publications 2013 19
English Medium Term Planning Week 3
Unit Narrative
NB: Please adapt and differentiate all objectives, outcomes and success criteria for your own class
Day 11 1hr
Day 12 1hr
Day 13 1hr
Day 14 1hr
Day 15 1hr
Objectives:
I am learning to:
 work out a writer’s purpose from
careful reading of a text
 notice differences in tone in different
texts
Objectives:
I am learning to:
 use what I have learned about
formal and informal writing to
produce my own texts
Objectives:
I am learning to:
 use what I have learned about
formal and informal writing to
produce my own texts
Objectives:
I am learning to:
 use what I have learned about
formal and informal writing to
produce my own texts
Objectives:
I am learning to:
 generate questions to guide my
research and decision making
 take part in discussion and agree a
course of action
 participate in a presentation
Outcomes:
Pupils will:
 distinguish between formal and
informal letters
 explain some of the distinguishing
features of formal and informal
writing
Outcomes:
Pupils will:
 contribute ideas to toolkits for formal
and informal letters including
language and organisational
features
Outcomes:
Pupils will:
 contribute ideas to toolkits for formal
and informal letters including
language and organisational
features
Outcomes:
Pupils will:
 contribute ideas to toolkits for formal
and informal letters including
language and organisational
features
Outcomes:
Pupils will:
 work collaboratively to research,
discuss and agree on a museum
visit
 justify their choice
 speak audibly using standard
English*
*this refers to grammatical and
vocabulary features, not to accent
Success Criteria:
Remember to:
 consider who the letters were written
for
 what was each writer’s purpose for
writing
Success Criteria:
Remember to:
 use our toolkit to support my writing
©Cornwall Learning Publications 2013 Success Criteria:
Remember to:
 use our toolkit to support my writing
Success Criteria:
Remember to:
 use our toolkit to support my writing
Success Criteria:
Remember to:
 use group discussion time well,
staying on task and arriving at an
agreement
 speak audibly
 support your views with reasons
20
Languages Medium Term Planning Week 3
Unit Narrative
NB: Please adapt and differentiate all objectives, outcomes and success criteria for your own class
Languages 1hr
Blue text indicates coverage of objective within this lesson
(NB:- Objectives are all language learning objectives which reinforce the main theme and cross-curricular objectives)
Green text indicates inter cultural understanding addressed within this lesson
Objectives
I am learning to
 listen attentively to spoken language and show understanding by joining in and responding
 explore the patterns and sounds of language through songs and rhymes and link the spelling, sound and meaning of words
 engage in conversations: ask and answer questions; express opinions and respond to those of others; seek clarification and help
 speak in sentences, using familiar vocabulary, phrases and basic language structures or using familiar words and phrases
 develop accurate pronunciation and intonation so that others understand when they are reading aloud
 present ideas and information orally to a range of audiences
 read carefully and show understanding of words, phrases and simple writing
 appreciate stories, songs, poems and rhymes in the language
 broaden their vocabulary and develop their ability to understand new words that are introduced into familiar written material, including using a dictionary
 write phrases from memory, and adapt these to create new sentences, to express ideas clearly
 describe people, places, things and actions orally and in writing
 understand basic grammar appropriate to the language being studied, including (where relevant); feminine, masculine and neuter forms and the conjugation of high-frequency verbs; key features and
patterns of the language; how to apply these, for instance, to build sentences; and how these differ from or are similar to English
 to foster curiosity and deepen understanding of the world
Outcomes:
Pupils will
 continue to practise answering and asking questions about where they live
 perform a finger rhyme confidently
 use action to show comprehension in game context – oui and non
 begin to read familiar, simple text with support
Success Criteria:
Remember to
 ask and answer questions with growing confidence
 identify and read simple words together
 remember a sequence of spoken words
 perform finger rhymes and sing songs
 practise new language with a friend
©Cornwall Learning Publications 2013 21
Medium Term Planning Week 4
Unit Narrative
NB: Please adapt and differentiate all objectives, outcomes and success criteria for your own class
Week 4 hr = approx time
 In English they bring together work from this and other subjects by writing an Information pamphlet for time travellers ‘Destination Stone Age Britain’!
 In French pupils will consolidate their work in learning new vocabulary on houses and comparing them to living in a cave, with a final performance of the finger rhyme ‘Pierre de la Grotte’.
 The presentations at the end of the Unit which will conclude with the ‘Prehistoric Question Time’ will include the art hunting scene frieze and the musical composition on the same theme. Hopefully there
will also be an opportunity to display the shelters they have made in design and technology.
Please see over for English and Languages Medium Term Planning Week 4
History 5/5 2hr
Applied Mathematics 1hr
Art and Design 1hr
Music 1hr
Design and
Technology 1hr
Computing 1hr
Unit Conclusion 1hr
Objectives:
I am learning to:
 find out about the
transition from bronze
to iron
 discover why iron tools
and weapons were
superior to those
made of bronze
Objectives:
I am learning to:
 extend my knowledge of 2-D
shapes
 describe shapes using their
properties
Objectives:
I am learning to:
 make my own Stone
Age frieze showing
some different scenes
from a Stone Age
hunting scene
Objectives:
I am learning to:
 rehearse and refine
the final
composition
Objectives:
I am learning to:
 construct a full size model
of their shelter
 make a presentations about
my shelter using the
computer
Objectives:
I am learning to:
 write a script to hide an
object
 Understand a
conditional "IF"
statement
Objectives:
I am learning to:
 take part in a ‘hotseating activity’ in
which we will take turns
to act as different
characters from the
Stone, Bronze and Iron
Ages
Outcomes:
Pupils will:
 have a greater
understanding of daily
life in Iron Age Britain
 research a list of jobs
or chores that a
Bronze or Iron Age
child might have been
required to perform
Outcomes:
Pupils will:
 recognise angle as one of the
properties of shapes
 draw 2-D shapes with increasing
accuracy
Outcomes:
Pupils will:
 complete their Stone
Age frieze
Outcomes:
Pupils will:
 have composed and
played a piece of
music inspired by
Stone Age hunters
Outcomes:
Pupils will:
 complete their shelter
 complete a presentation
about their shelters
 compare and contrast their
shelter with their 3D model
Outcomes:
Pupils will:
 create a script that will
show and hide an object
during actions within the
game.
 identify the "Condition"
and explain the need for
a "Forever If" within the
context of their game
Outcomes:
Pupils will:
 present a class
performance of
Prehistoric Question
Time
 share their dance and
music performances
Success Criteria
Remember to:
 explain the versatility
of the bronze as a
metal for weapons,
tools etc
 use my research skills
to find out about living
in the Iron Age
Success Criteria:
Remember to:
 look for horizontal, vertical,
parallel and perpendicular lines
in shapes
Success Criteria:
Remember to:
 work well with my
partner(s)
 get ideas for my frieze
from my research
work in history and
reading and writing in
English
Success Criteria:
Remember to:
 refine the
composition after
feedback
 play and sing the
composition as well
as possible
Success Criteria:
Remember to:
 explain what went well and
what was challenging
 take photos of their shelter
from different angles
Success Criteria:
Remember to:
 create the same scripts
for all your collect
objects
 test your game to make
sure it works as
expected
Success Criteria:
Remember to:
 think of suitable
questions to ask
 think of a suitable
character to portray
©Cornwall Learning Publications 2013 22
English Medium Term Planning Week 4
Unit Narrative
NB: Please adapt and differentiate all objectives, outcomes and success criteria for your own class
Day 16 1hr
Day 17 1hr
Day 18 1hr
Day 19 1hr
Day 20 1hr
Objectives:
I am learning to:
 use organisational devices to
structure my writing
 present information from a variety of
sources in one format
Objectives:
I am learning to:
 use organisational devices to
structure my writing
 present information from a variety of
sources in one format
Objectives:
I am learning to:
 use organisational devices to
structure my writing
 present information from a variety of
sources in one format
Objectives:
I am learning to:
 use organisational devices to
structure my writing
 present information from a variety of
sources in one format
Objectives:
I am learning to:
 use organisational devices to
structure my writing
 present information from a variety of
sources in one format
 evaluate my own and others’ writing
and use feedback to help me make
improvements
Outcomes:
Pupils will:
 contribute to a toolkit of language
and organisational features
 produce an information pamphlet for
time travellers visiting the Stone Age
Outcomes:
Pupils will:
 produce an information pamphlet for
time travellers visiting the Stone Age
Outcomes:
Pupils will:
 produce an information pamphlet for
time travellers visiting the Stone Age
Outcomes:
Pupils will:
 produce an information pamphlet for
time travellers visiting the Stone Age
Outcomes:
Pupils will:
 produce an information pamphlet for
time travellers visiting the Stone Age
 work with a partner to assess both
pamphlets and feed back to identify
areas for improvement
 decide on improvements based on
peer feedback and carry them out
Success Criteria:
Remember to:
 use what you know about
information texts to help you
structure your own pamphlet
 use the toolkit to support your
writing
 remember who will be reading the
pamphlet and make it useful to them
Success Criteria:
Remember to:
 use what you know about
information texts to help you
structure your own pamphlet
 use the toolkit to support your
writing
 remember who will be reading the
pamphlet and make it useful to them
Success Criteria:
Remember to:
 use what you know about
information texts to help you
structure your own pamphlet
 use the toolkit to support your
writing
 remember who will be reading the
pamphlet and make it useful to them
Success Criteria:
Remember to:
 use what you know about
information texts to help you
structure your own pamphlet
 use the toolkit to support your
writing
 remember who will be reading the
pamphlet and make it useful to them
Success Criteria:
Remember to:
 use what you know about
information texts to help you
structure your own pamphlet
 remember who will be reading the
pamphlet and make it useful to them
 use the toolkit to support your peer
assessment
 work together to discuss and
evaluate one pamphlet at a time,
not merely swap pamphlets
©Cornwall Learning Publications 2013 23
Languages Medium Term Planning Week 4
Unit Narrative
NB: Please adapt and differentiate all objectives, outcomes and success criteria for your own class
Languages 1hr
Blue text indicates coverage of objective within this lesson
(NB:- Objectives are all language learning objectives which reinforce the main theme and cross-curricular objectives)
Green text indicates inter cultural understanding addressed within this lesson
Objectives:
I am learning to
 listen attentively to spoken language and show understanding by joining in and responding
 explore the patterns and sounds of language through songs and rhymes and link the spelling, sound and meaning of words
 engage in conversations: ask and answer questions; express opinions and respond to those of others; seek clarification and help
 speak in sentences, using familiar vocabulary, phrases and basic language structures or using familiar words and phrases
 develop accurate pronunciation and intonation so that others understand when they are reading aloud
 present ideas and information orally to a range of audiences
 read carefully and show understanding of words, phrases and simple writing
 appreciate stories, songs, poems and rhymes in the language
 broaden their vocabulary and develop their ability to understand new words that are introduced into familiar written material, including using a dictionary
 write phrases from memory, and adapt these to create new sentences, to express ideas clearly
 describe people, places, things and actions orally and in writing
 understand basic grammar appropriate to the language being studied, including (where relevant); feminine, masculine and neuter forms and the conjugation of high-frequency verbs; key features and
patterns of the language; how to apply these, for instance, to build sentences; and how these differ from or are similar to English
 to foster curiosity and deepen understanding of the world
Outcomes:
Pupils will
 develop understanding and knowledge of phonics in French
 learn the phoneme r try to say a tongue twister
 respond with actions to show comprehension
 match text card with picture to begin to develop reading skills
 complete a simple written task using model
 listen to an authentic story (optional)
Success Criteria:
Remember to
 imitate pronunciation of sounds
 listen with care respond with actions to show comprehension
 respond to phonemes with actions to aid memorisation
 recognise how sounds are represented in written form
 read simple words in French and match them to a corresponding picture
 take care when copying simple words
©Cornwall Learning Publications 2013 24
Other Ideas
Cornwall Learning Skills for Life
Creating new ideas and solutions
What did the Stone Age ever do for us?
Linked to their ongoing work in art, history and English pupils could be given the opportunity to reflect on the legacy of the prehistoric era in British history. Our early
ancestors shaped the world we inhabit in many different ways, from the discovery of making fire to the coming of farming as a means of food production. Their
cultural legacy is also impressive and significant, from the magnificent cave paintings of the Stone Age through to the completion of Stonehenge in the Bronze Age.
Hundreds of thousands of visitors visit these cultural treasures today. There are many opportunities to celebrate the
 creativity and ingenuity of our early ancestors throughout the Unit and to
 challenge the stereotypical depictions of ‘hairy cavemen’ shown in some literature and film media. Pupils and teachers may wish to explore and discuss the
significance in our lives of the following:
 The artistic and craft achievements of the Stone, Bronze and Iron Ages, e.g. cave paintings, sculptures, decorated pottery and jewellery
 The inventions and ingenuity of early man, e.g. learning how to make fire, learning to make and manipulate increasingly sophisticated tools and knowing how
to use herbs for healing.
 The social and economic achievements of early man: learning to work together in teams to hunt and protect themselves against attack; adapting to farming as
a way of life; organising trade and commerce
Get pupils to act out or use mimed action for the purpose or purposes they think Stonehenge may have been used for. Some ideas might include:
 bringing sick people to be cured
 building a burial mound
 observing the stars and planets and worshipping the rising Sun
 meeting members of other tribes to discuss important matters and agree decisions
Get them to write a short explanation of why Stonehenge may have been built which will feature in a magazine called Archaeology for Kids. They might benefit from
the writing template below:
Stonehenge is…
It is very famous because…
Nobody knows for sure why it was built because…
One possible reason is…
Another possibility is…
It could also have been…
I think the most likely explanation is…
©Cornwall Learning Publications 2013 25
History Lesson Plans
120 mins
Unit Launch Lesson/History Lead Lesson 1/5
NB: Remember to adapt and differentiate objectives, outcomes and success criteria for your own class!
Objectives:
I am learning to:
 identify objects which do not belong in a
particular historical setting
 recognise that the past is divided up into
different eras
 match archaeological evidence with a
particular era in human history
Outcomes:
Pupils will:
 point out which items should not appear in a picture
showing the Stone Age
 name the three eras that make up British prehistory
and list the order in which they occurred
 accurately match some examples of archaeological
evidence with the period from which they originate
Success Criteria:
Remember to:
 refer to the Early Times timeline
 notice things that are modern and which should not be
there
 use the right names and order for the three different
ages
Whole class teaching/ group/ pairs and individual activities:
Activity 1: Time out! Show pupils the artist’s impression of a Stone Age hunter gatherer scene (based on archaeological evidence from Star Carr in Yorkshire).
Inform pupils that the picture is what an artist thinks life may have looked like 10,000 years before they were born. Ask them, individually or in pairs, to drag any items
that should not be there into the ‘Time Out’ bin in the corner of the screen and to discuss why they have done so. They should recognise that these items are all
examples of anachronisms, i.e. things which do not belong in the time and place in question, such as a wrist watch, a camera, a set of headphones, sun glasses, a
plastic bottle, trainers etc.
Activity 2: Early Times Timeline. Inform pupils that the picture they looked at earlier is what a modern artist thinks life may have looked like during the Middle Stone
Age which happened approximately 10,000 years before they were born. Help them to grasp the huge expanse of time involved by explaining that 10,000 years is
100 lots of 100 years, or 1000 lots of 10 years! (You may wish to emphasise the link with mathematics around being able to count up to 1,000.) Get them to locate
the Stone Age on the timeline that accompanies this Unit. They can then select two items from the Treasure chest that belong to the Stone Age and drag them to the
appropriate point on the timeline.
Get pupils to look at pictures of ancient tools and artefacts, including ones made of stone, bone, wood, clay, bronze and iron. These are available on the internet.
They can sort these in different ways, e.g. tools, weapons, jewellery, pottery. They can also think about and discuss which might belong to the Stone Age, which
come from later periods and how they know.
Finally, return to the timeline and ask pupils to select two further items from the Treasure Chest for each of the Bronze and Iron ages. Ask them to notice and discuss
the respective lengths of these eras. By clicking on the Interesting buttons for each era they will be able to see photographs of some of the most spectacular
archaeological remains from these eras.
©Cornwall Learning Publications 2013 26
Plenary and further discussion:
Pupils’ learning could be deepened by asking them to discuss the following questions:
Have you seen any films or television programmes about the Stone Age? How realistic do you think they were? (NB: Pupils may have seen films like Ice Age 3 in
which dinosaurs and Stone Age man appear to inhabit the same world. It would be worth while discussing this with pupils as a further example of an anachronistic
representation of the past.)
Why might it be difficult to tell exactly when one Age ended and another began?
What would you do if you were digging in the ground and came across something which might be from the Stone, Bronze or Iron Age? Who would you contact and
why?
Support:
To help pupils grasp a sense of the time-span involved, place a drinking straw in front of them and explain that it represents 10 years. Then ask them to estimate in
terms of distance how far a line of 1000 straws would stretch back, representing 10,000 years. They might think about when they were born (less than one full straw),
or when their parents were born (perhaps three or four straws along the line). Alternatively they might unravel a very long ball of string in the playground, with every
thousand years marked by a knot at 10 metres etc.
Challenge:
Ask pupils to list 5 things that could have made life in the Stone Age very challenging. They could draw a cartoon picture to illustrate each of their points.
©Cornwall Learning Publications 2013 27
120 mins
History Lesson 2/5
NB: Remember to adapt and differentiate objectives, outcomes and success criteria for your own class!
Objectives:
I am learning to:
 work with a partner to research about the life of Stone Age
people
 importance of food gathering and introduction of farming
Outcomes:
Pupils will:
 identify at least three key differences between life in
st
the Stone Age and their own lives in the 21 Century
 understand the importance of farming in changing
people’s lives
Success Criteria:
Remember to:
 identify the skills and attributes
needed by Stone Age hunters or
farmers
Welcome to the Stone Age!
Resources:
non-fiction books about the Stone Age; images of Stone Age life available on internet; Early Years Timeline
Inform pupils that they will be working in pairs. Each pair is provided with two questions to research from the list below. Half of the pairs in class will research
questions A and B; the other half will research C and D:
A - What did Stone Age people eat and how did they cook?
B - What did Stone Age people wear and how did they make their clothes?
C - Did Stone Age people have homes and what were they like?
D - What tools and weapons did Stone Age people have and how were they made?
Pairs who researched questions A and B should share what they found out with pairs who worked on C and D and vice versa. They could pool their resources and fill
in a grid like the one below
Food and cooking
Clothes
Homes
Tools and Weapons
©Cornwall Learning Publications 2013 28
By the end of the lesson all pupils will be able to identify at least three key differences between life in the Stone Age and their own lives in the 21st Century. They
could use the sentence stem Life in the Stone Age was very different because… to frame their points. Some pupils will be able to describe differences within the
Stone Age, i.e. tools becoming more sophisticated; people starting to live in shelters and huts and beginning to live more settled existence etc.
NB: Ensure that pupils have easy access to the Early Years Timeline as research progresses
Stone Age Revolution: Here come the farmers!
Resources: non-fiction books about the Stone Age; images of Stone Age life available on internet; Early Years Timeline
Discuss with pupils where our food comes from. Perhaps talk about shops initially, and then about farmers and farming as a way of life. Emphasise the point that
Stone Age pupil would have participated in food gathering from a very early age indeed.
Revisit Early Years Timeline and point out the New Stone Age period. Explain that very important changes started to take place in this period, including the start of
farming. Emphasise that the changes took place slowly over many hundreds of years. The hunter gatherer lifestyle did not disappear overnight. (Many people will
have been both hunter-gatherers and farmers, trying to feed their families by combining both activities.)
Ask pupils to decide whether statements below apply to hunting or farming or both:
It could be very dangerous
It could be fast and exciting
It could provide grain for bread
It was probably very hard work and took a long time
It needed a lot of skill
It needed a good supply of weapons
It sometimes involved teamwork
It needed tools made of wood and bone
It did not always end with food
It could provide meat and skins
It could provide milk to drink
It involved men as well as women
It depended on the weather
It depended on the season
Take feedback from pupils and discuss, in particular, those statements that they think may have applied to both.
Finally, ask pupils to work in pairs to create a job advertisement for a Stone Age hunter or farmer. They should think about the skills and attributes each would need.
©Cornwall Learning Publications 2013 29
120 mins
History Lesson 3/5
NB: Remember to adapt and differentiate objectives, outcomes and success criteria for your own class!
Objectives:
I am learning to:
 Identify the advantages of metal weapons and
tools over those made of stone and bone?
Outcomes:
Pupils will:
 understand the steps needed to make a Bronze age
weapon
Success Criteria:
Remember to:
 identify the differences between tools and weapons
made of stone and bone and those made of metal
Bronze Age: An Amazing Alloy!
Begin with pupils looking around their classroom for things that are made of metal and listing them. What other things from beyond the classroom can they add to
their list?
Discuss with pupils where metal comes from? Talk about rock and ore, mining and smelting. Inform pupils that the earliest metal tools were made of bronze, an alloy
of copper and tin.
Show pupils images of tools, weapons and jewellery made of bronze. Give them an opportunity to compare these with Stone Age equivalent. What differences do
they notice? What advantages do they think metal weapons and tools had over those made of stone and bone?
Activity 3: Bronze is brilliant! Making a bronze weapon – ask pupils to put the steps listed below into the correct sequence, starting with raw materials and ending with
a finished bronze axe-head like the one shown on the Bronze is brilliant! Activity template. Please note that steps below are listed in the correct order and will need
re-arranging for the activity:
Dig up rock containing ore
Break rock into small lumps
Crush small lumps of rock into powder
Heat up rock powder over a very hot fire
Drain off liquid metal
Pour molten metal into a mould
Wait for liquid metal to cool and turn solid
Knock axe-head out of mould and polish
Finally, in pairs pupils create some advertising slogans or jingles that will spell out the advantages of weapons and tools made of bronze to an audience used to
using ones made of stone and bone.
©Cornwall Learning Publications 2013 30
120 mins
History Lesson 4/5
NB: Remember to adapt and differentiate objectives, outcomes and success criteria for your own class!
Objectives:
I am learning to:
 find out about Bronze Age burial mounds and standing
stones
 write a short explanation of the purpose(s) of Stonehenge
Outcomes:
Pupils will:
 explore the theories about why Stonehenge was built
 act out or mime the purpose(s) they think Stonehenge
may have been used for
Success Criteria:
Remember to:
 work in pairs to try and find out what
purpose Stonehenge served
Bronze Age: Super Stonehenge! Bronze Age burial mounds and standing stones
Show pupils a variety of photographic images of Stonehenge, including a range of different perspectives on the site. These can easily be downloaded from the
internet. It will be worth including some images of the stones at sunrise etc.
Inform the pupils that this is Stonehenge in southern England, one of the most famous prehistoric sites in the world. Explain that it is believed to have been
constructed over a very long period of time, starting in the New Stone Age and going on throughout much of the Bronze Age which followed. Refer back to the Early
Times timeline to reinforce pupil’s grasp of relevant chronology
The Mystery of the Stones! We have no way of knowing for certain what purpose (or purposes) Stonehenge served. Ask pupils what they think it might have been
built for?
In pairs, ask them to order the ideas below from most to least likely and why
 It was an observatory: a place to study the stars and planets
 It was a centre of healing, where sick people came to get better
 It was a meeting place where tribes came together to talk about important matters
 It was a gigantic calendar which helped people to know what time of year it was.
 It was a kind of temple where people came together to worship their gods.
 It was the centre of a great cemetery where people were buried when they died
Now inform pupils that:
 Hundreds of burial mounds surround the site.
 The skeletons in the burial mounds often show signs that the person was very ill before they died.
 The stones appear to line up with the rising and setting sun, especially at the turning of the seasons
 It is located in the centre of a great plain in the middle of southern England
 Some of the huge stones were transported from many miles away (in a time before trains or lorries).
Get pupils to compare the points listed above to the theories suggested earlier. They might see links between the alignment of the stones and the idea that
Stonehenge may have served as a huge calendar, for example.
©Cornwall Learning Publications 2013 31
Finally, get each pair of pupils to write some questions that they would ask someone from the Bronze Age about Stonehenge if they were able to travel back in time
and meet them? Bring all of the questions together and ask pupils which they think are the most imaginative and why?
Cornwall Learning Skills for Life for Ages 6 to 8
10. Creating new ideas and solutions
What did the Stone Age ever do for us?
Linked to their ongoing work in art, history and English pupils could be given the opportunity to reflect on the legacy of the prehistoric era in British history. Our early
ancestors shaped the world we inhabit in many different ways, from the discovery of making fire to the coming of farming as a means of food production. Their
cultural legacy is also impressive and significant, from the magnificent cave paintings of the Stone Age through to the completion of Stonehenge in the Bronze Age.
Hundreds of thousands of visitors visit these cultural treasures today. There are many opportunities to celebrate the creativity and ingenuity of our early ancestors
throughout the Unit and to challenge the stereotypical depictions of ‘hairy cavemen’ shown in some literature and film media. Pupils and teachers may wish to explore
and discuss the significance in our lives of the following:
 The artistic and craft achievements of the Stone, Bronze and Iron Ages, e.g. cave paintings, sculptures, decorated pottery and jewellery
 The inventions and ingenuity of early man, e.g. learning how to make fire, learning to make and manipulate increasingly sophisticated tools and knowing how
to use herbs for healing.
 The social and economic achievements of early man: learning to work together in teams to hunt and protect themselves against attack; adapting to farming
as a way of life; organising trade and commerce.
Get pupils to act out or mime the purpose or purposes they think Stonehenge may have been used for. Some ideas might include:
 Bringing sick people to be cured
 Building a burial mound
 Observing the stars and planets and worshipping the rising Sun
 Meeting members of other tribes to discuss important matters and agree decisions
Get them to write a short explanation of why Stonehenge may have been built which will feature in a magazine called Archaeology for Kids. They might benefit from
the writing template below:
Stonehenge is…
It is very famous because…
Nobody knows for sure why it was built because…
One possible reason is…
Another possibility is…
It could also have been…
I think the most likely explanation is…
©Cornwall Learning Publications 2013 32
120 mins
History Lesson 5/5
NB: Remember to adapt and differentiate objectives, outcomes and success criteria for your own class!
Objectives:
I am learning to:
 find out about the transition from bronze to iron
 discover why iron tools and weapons were
superior to those made of bronze
Outcomes:
Pupils will:
 have a greater understanding of daily life in Iron Age
Britain
 research a list of jobs or chores that a Bronze or Iron
Age child might have been required to perform
Success Criteria:
Remember to:
 explain the versatility of the bronze as a metal for
weapons, tools etc
 use my research skills to find out about living in the
Iron Age
Iron Age: More Marvellous Metal!
In this lesson pupils learn about the transition from bronze to iron. They will discover why iron tools and weapons were superior to those made of bronze. It will be
important to emphasise the versatility of the new metal.
They will have an opportunity to look at pictures showing a range of iron-age utensils, i.e. cooking pots. They might see how these may have looked in the context of
a reconstructed iron-age house, for example.
Show pupils modern pictures of attempts made by archaeologists and others to reconstruct daily life in Iron Age Britain, particularly scenes showing life inside a
fortified hill-top enclosure. Maiden Castle in Dorset is one of the most famous examples.
Get pupils to research a list of jobs or chores that a Bronze or Iron Age child might have been required to perform. These might have included:
•
•
•
•
•
•
•
•
•
•
Feeding animals and livestock
Helping with food preparation
Chopping and carrying wood
Helping to break rock for smelting purposes
Helping in the fields by scaring away birds etc
Helping to repair weapons or tools
Running errands for adults and relaying messages between them
Looking after younger siblings whilst parents attend to their responsibilities
Keeping watch for enemies approaching
Helping with weaving and other adult occupations
©Cornwall Learning Publications 2013 33
English Lesson Plans
60 mins
English Lead Lesson 1/20
NB: Remember to adapt and differentiate objectives, outcomes and success criteria for your own class!
Objectives:
I am learning to:
 identify different types of texts
and explain their similarities
and differences
Outcomes:
Pupils will:
 tell the difference between fiction and non-fiction texts
 describe some ways in which they are different
 say why a fiction or non-fiction text has proved
interesting and enjoyable
 retrieve simple information from a non-fiction text
Success Criteria:
Remember to:
 check for use of first or third person
 check for use of tenses
 check for headings and sub-headings
 check for contents page and index
Remember that:
 books are written for very different purposes
 fiction can be informative but that this is not its main purpose
Resources Required:
Examples of fiction texts:
The Boy of the Painted Cave - Justin Denzil
Examples of non-fiction texts:
The Savage Stone Age (Horrible Histories) – Terry Deary
The Stone Age: What Life Was Like For The Earliest Humans – Charlotte Hurdman
Prehistoric Life (Eyewitness Project Books) – Dorling Kindersley series
Whole class teaching/ group/ pairs and individual activities:
Read through the texts, A and B (see below).
Text A
Then, at last, we saw it on the distant horizon, a solitary giant woolly mammoth. We had been searching for them for days, our stomachs rumbling with hunger. Chief
Orsa pointed in the direction of the beast and beckoned me to his side. I nodded wearily as I approached him, exhausted after days of travelling across the frozen
plain. This was our chance.
Our hunting party had set out many days before. The mammoths had remained invisible and we almost turned back. Then suddenly we caught sight of him, our
giant, silhouetted against the skyline. The supplies were almost gone. We were close to starvation, and we knew that we had to make a kill.
We gripped our spears and began to move forward, spreading out in a line. We moved with stealth and speed across the icy landscape towards the creature. As we
drew nearer it sensed our presence and looked in our direction. I was close enough now to appreciate the full size of the hairy giant. He was a ferocious male with
fearsome tusks, and it was obvious that we would not be able to kill him easily. I squeezed my spear tightly and started to run as fast as I could towards the mighty
bull. He raised his head and roared in anger as the first of our puny spears flew through the air in his direction.
©Cornwall Learning Publications 2013 34
Text B
Hunting mammoth was a dangerous business. It took several men working together as a team to kill a beast this size. Even so, hunters were sometimes badly
injured or even killed as they struggled to overcome these mighty animals.
One strategy they may have used was to dig a huge pit and then chase the mammoth towards it with flaming torches. When the mammoth fell into the pit, the hunters
hurled rocks and spears at it until it was dead.
Once it was dead the mammoth was chopped up and every bit of it was used. Its flesh was eaten; its bones were turned into weapons and tools; its hide was turned
into clothing. It provided the hunters and their families with almost everything they needed to live.
Ask pupils what both texts are about.
Ask them what differences they notice between the two texts.
See if they pick up on some of the fundamental differences in purpose and structure between fiction and non-fiction texts.
Take feedback from the pupils, and record some of the differences that they have noticed between fiction and non-fiction texts on a flipchart or similar.
Give them an opportunity to talk in pairs about which text they most enjoyed and why. Why do they think each of these texts was written? Who might the intended
audience be for each? Would the same be true of fiction and non-fiction texts generally?
Pupils think, pair, share what they think happened next in text A. They might draw a cartoon picture of their predictions.
Finally, provide pupils with access to further examples of fiction and non-fiction texts about different aspects of life in the Stone Age. Ask them to select their
favourites and to tell each other whether it is fiction or non-fiction, how they know and why they like it so much.
Plenary and further discussion:
To enable pupils to reflect on their learning you could ask the following questions:
Fiction is about an imagined world.
Does that mean it is always unrealistic?
Why do some fiction writers try so hard to make their stories realistic?
Support:
Have a look at a picture of a woolly mammoth
What type of animal does it remind you of?
What would the hunters have to do to the mammoth after killing it? Make a step-by-step list.
Challenge:
There are no woolly mammoths left today. They have become extinct.
Find out from non-fiction texts or the internet:
What does it mean if an animal becomes extinct?
If they are extinct, how do we know what woolly mammoths looked like?
©Cornwall Learning Publications 2013 35
60 mins
English Lesson 2/20
NB: Remember to adapt and differentiate objectives, outcomes and success criteria for your own class!
Objectives:
I am learning to:
 create roles and interpret events from different
viewpoints
Outcomes:
Pupils will:
 work collaboratively to role play two versions of a
post-hunt gathering
Success Criteria:
Remember to:
 assume and sustain my role and help others to stay in
role by responding appropriately
Speaking and listening and role play activities linked to mammoth hunting texts.
In pairs or three pupils role play a conversation between hunters after a hunt has gone well. They should relive the excitement of the hunt and the celebration which
followed. They should congratulate each other on their prowess and bravery. They should show that they are excited at the prospect of going off to hunt together
again in the future. They should comment on the food and ‘riches’ that the hunt has yielded.
Then pupils repeat the above activity but this time after a hunt that has failed. Their language and dialogue should reflect their dejection, disappointment and hunger
for success.
60 mins
English Lesson 3/20
NB: Remember to adapt and differentiate objectives, outcomes and success criteria for your own class!
Objectives:
I am learning to:
 take part in a discussion about books I have
read
 follow up my partner’s ideas and explain why I
agree or disagree
 identify and summaries evidence from a text to
support my opinion
Outcomes:
Pupils will:
 work collaboratively with a partner
 search for evidence in a text
 exchange ideas and challenge and support views
with evidence
 arrive at agreement when placing titles on the
continuum
Success Criteria:
Remember to:
 listen to your partner’s ideas
 challenge and be challenged
 look for evidence in the text
 reach an agreement through discussion
Provide pupils with opportunities to look at ways in which Stone Age people are depicted in different texts and media. They can compare the way they are depicted in
humorous texts with the way in which they are depicted in more serious texts. How are Stone Age people depicted in Horrible Histories for example? Working in
pairs, pupils set up a continuum (horizontal line) with the label Comic at one extreme, Serious at the other, and position the name of each source they have consulted
on the place of best fit! Each pair will be asked to talk about one of their sources, where they placed it and why.
©Cornwall Learning Publications 2013 36
60 mins
English Lesson 4/20
NB: Remember to adapt and differentiate objectives, outcomes and success criteria for your own class!
Objectives:
I am learning to:
 make notes while researching
 participate in a presentation
 gain and monitor my listeners’ attention
Outcomes:
Pupils will:
 work collaboratively with a partner to research, plan
and deliver their presentations
 speak audibly and use standard English*
Success Criteria:
Remember to:
 organise our research findings into sections of related
information
 use the sections to plan and deliver our talk
 use standard English to deliver our talk
*this refers to grammatical structure and vocabulary, not
accent
Neanderthal Man!
Two types of early human! Pupils will be intrigued to learn that scientific research suggests that there were different types of early humans. Show pupils pictures of
Neanderthal and Cro-Magnon humans downloaded from the internet.
They could use the internet and other non-fiction resources research Neanderthal people and their fate. Working in pairs they produce a short factual talk to give to
the rest of the class.
Cornwall Learning Skills for Life input
10. Valuing people for their similarities and differences
Linked to their work in English, pupils could learn that although there are many different races of people in the world today, modern research suggests that we are all
probably descended from the same common ancestors who lived in Africa tens of thousands of years ago.
©Cornwall Learning Publications 2013 37
60 mins
English Lesson 5/20
NB: Remember to adapt and differentiate objectives, outcomes and success criteria for your own class!
Objectives:
I am learning to:
 read newspaper accounts of events
 identify key features of a non-fiction account
 make notes while researching
Outcomes:
Pupils will:
 name key features of a newspaper account
Success Criteria:
Remember to:
 organise your findings into sections
Stone Age man in the news! Pupils will enjoy looking at the different ways in which early man is depicted in modern news media. They could make a study, for
example, of Otzi, a Stone Age man whose body was discovered preserved in ice on the side of an Alpine mountain. They could examine the layout of news websites,
newspaper texts, columns, headlines, headings and sub-headings etc.
60 mins
English Lesson 6/20
NB: Remember to adapt and differentiate objectives, outcomes and success criteria for your own class!
Objectives:
I am learning to:
 present events and characters through
role play
 take part in a presentation
 gain and monitor my listeners’ interest
Outcomes:
Pupils will:
 work collaboratively to plan and present a role play
Success Criteria:
Remember to:
 stay in role and help other group members to do the
same
 speak loudly enough for others to hear
Pupils role play coverage of a breaking news story, telling of how the remains of a Stone Age man or woman have been discovered in their own city, town or village.
Pupils could take it in turns to be the studio anchor person, an on-the-scene reporter, the owner of the property where the remains were found, an eye-witness, an
archaeologist etc
©Cornwall Learning Publications 2013 38
60 mins
English Lesson 7/20
NB: Remember to adapt and differentiate objectives, outcomes and success criteria for your own class!
Objectives:
I am learning to:
 write a newspaper style account
Outcomes:
Pupils will:
 work collaboratively with a partner to turn their
notes into a newspaper report
Success Criteria:
Remember to:
 use the toolkit of features you identified earlier
Pupils then work in pairs to produce a newspaper story about the discovery of an early man or woman where they live. Modelling of appropriate layout and the type of
language used by journalists will be essential. Ensure detailed success criteria are provided relating to both layout of article and its written content.
60 mins
English Lesson 8/20
NB: Remember to adapt and differentiate objectives, outcomes and success criteria for your own class!
Objectives:
I am learning to:
 present events and characters through
dialogue to engage the interest of an audience
Outcomes:
Pupils will:
 work collaboratively to invent new vocabulary
 improvise a fireside scene and use the new
vocabulary
Success Criteria:
Remember to:
 stay in role and help my group to do the same
Early human language! We do not know what language or languages early humans spoke. There are no written records to help us out. Get pupils to make up a
simple language of their own for an early people. This should include the numbers 1 to 3, some simple greetings and about 15 to 20 words which they think early
people would have used most frequently (spear, mammoth, food, cave etc). Some of the words will reflect the nature of the thing they describe. This will enable
pupils to reflect on the linguistic techniques we use in our own language to name and describe things. They could then try to learn some of their new words and try
them out sitting around an imaginary Stone Age campfire at meal time. They may use English for the most part but should try to incorporate as many of their new
words as possible into their Stone Age teatime conversation. Those that do well at remembering nouns might progress to making up other types of words in the new
language such as verbs, adjectives and adverbs
©Cornwall Learning Publications 2013 39
60 mins
English Lesson 9/20
NB: Remember to adapt and differentiate objectives, outcomes and success criteria for your own class!
Objectives:
I am learning to:
 analyse more complicated instructions and
identify organisational features that make them
easier to follow
 write clear instructions using correct register
and devices to aid the reader
Outcomes:
Pupils will:
 explain the organisational and language
features of instructions
 produce a recipe card for a Stone Age dish
Success Criteria:
Remember to:
 use my knowledge of instructions to support me in writing
my own recipe
 use my teacher’s modelled example to support me in writing
my own recipe
Stone Age menu!
Reading and writing recipes. To deepen their understanding of non-fiction texts, pupils could study some different recipes and discuss their layout and the language
used. The will need to note the way in which ingredients are listed and quantified. Teacher modelling of the processes involved in the writing of instructions will be
essential. Pupils will need to understand the conventions used in the writing of instructions and guidance.
Provide pupils with an opportunity to have a go at writing recipes of their own linked to their work on early humans. They could use a word processor to assist them
with the layout and design of their recipe cards.
60 mins
English Lesson 10/20
NB: Remember to adapt and differentiate objectives, outcomes and success criteria for your own class!
Objectives:
I am learning to:
 analyse more complicated instructions and
identify organisational features that make them
easier to follow
 write clear instructions using correct register
and devices to aid the reader
Outcomes:
Pupils will:
 explain the organisational and language
features of instructions
 produce a recipe card for a Stone Age dish
Success Criteria:
Remember to:
 use my knowledge of instructions to support me in writing
my own recipe
 use my teacher’s modelled example to support me in writing
my own recipe
Complete recipe writing from previous lesson, emphasising use of a range of linguistic techniques to enhance writing of instructions (such as inclusion of adverbials,
i.e. stir until thoroughly mixed, whisk rapidly, simmer gently).
©Cornwall Learning Publications 2013 40
60 mins
English Lesson 11/20
NB: Remember to adapt and differentiate objectives, outcomes and success criteria for your own class!
Objectives:
I am learning to:
 work out a writer’s purpose from careful
reading of a text
 notice differences in tone in different texts
Outcomes:
Pupils will:
 distinguish between formal and informal letters
 explain some of the distinguishing features of
formal and informal writing
Success Criteria:
Remember to:
 consider who the letters were written for
 what was each writer’s purpose for writing
Reading letters, formal and informal. Show pupils examples of different types of letters and provide them with an opportunity to discuss the differences that they
notice. Help them to distinguish between informal letters and more formal letters. Take feedback on their comments and record on a flipchart or Interactive
Whiteboard screen for future reference. Take time to discuss the purposes of the different letters so that pupils can explain why formal and informal letter differ.
60 mins
English Lesson 12/20
NB: Remember to adapt and differentiate objectives, outcomes and success criteria for your own class!
Objectives:
I am learning to:
 use what I have learned about formal and
informal writing to produce my own texts
Outcomes:
Pupils will:
 contribute ideas to toolkits for formal and
informal letters including language and
organisational features
Success Criteria:
Remember to:
 use our toolkit to support my writing
Informal letter writing. Read some examples of informal letters, notes, emails, postcards etc together and identify the key language and organisational features. Build
these into an agreed toolkit for informal letter writing. Model writing an informal email to a friend or family member about a recent visit to, for instance, an art gallery.
Pupils assess against the toolkit and then write their own informal email or letter about their recent museum visit.
©Cornwall Learning Publications 2013 41
60 mins
English Lesson 13/20
NB: Remember to adapt and differentiate objectives, outcomes and success criteria for your own class!
Objectives:
I am learning to:
 use what I have learned about formal and
informal writing to produce my own texts
Outcomes:
Pupils will:
 contribute ideas to toolkits for formal and
informal letters including language and
organisational features
Success Criteria:
Remember to:
 use our toolkit to support my writing
Formal letter writing
Model the writing style used in formal letters, and provide pupils with a list of criteria for a successful outcome.
Get them to write a formal letter of thanks to someone who has provided them with a service. This is likely to link to an aspect of work going on within the Set in
Stone Unit. For example, pupils may have visited a museum or gallery as part of their work and want to write to thank the staff there for making their visit so
interesting and enjoyable
60 mins
English Lesson 14/20
NB: Remember to adapt and differentiate objectives, outcomes and success criteria for your own class!
Objectives:
I am learning to:
 use what I have learned about formal and
informal writing to produce my own texts
Outcomes:
Pupils will:
 contribute ideas to toolkits for formal and
informal letters including language and
organisational features
Success Criteria:
Remember to:
 use our toolkit to support my writing
Pupils write a pair of letters on the same subject to two different recipients, one formal, the other informal.
©Cornwall Learning Publications 2013 42
60 mins
English Lesson 15/20
NB: Remember to adapt and differentiate objectives, outcomes and success criteria for your own class!
Objectives:
I am learning to:
 generate questions to guide my research and
decision making
 take part in discussion and agree a course of
action
 participate in a presentation
Outcomes:
Pupils will:
 work collaboratively to research, discuss and agree on a
museum visit
 justify their choice
 speak audibly using standard English*
Success Criteria:
Remember to:
 use group discussion time well, staying on task
and arriving at an agreement
 speak audibly
 support your views with reasons
*this refers to grammatical and vocabulary features, not to
accent
Speaking and listening. Pupils work together in groups of four to plan a class visit to a museum or gallery. Provide them with a choice of four museums to visit and a
little bit of information about each one. They have to decide against some agreed criteria which it would be most helpful to visit. They have to justify their choice in
feedback to the class as a whole.
60 mins
English Lesson 16/20
NB: Remember to adapt and differentiate objectives, outcomes and success criteria for your own class!
Objectives:
I am learning to:
 use organisational devices to structure my
writing
 present information from a variety of sources in
one format
Outcomes:
Pupils will:
 contribute to a toolkit of language and organisational
features
 produce an information pamphlet for time travellers
visiting the Stone Age
Success Criteria:
Remember to:
 use what you know about information texts to help
you structure your own pamphlet
 use the toolkit to support your writing
 remember who will be reading the pamphlet and
make it useful to them
Final written composition for this Unit
Destination Stone Age Britain! An Information Pamphlet for Time Travellers
Go through writing conventions used in information pamphlets
Model writing of phrases and sentences which can be used to frame advice.
Look at layout and visual features of pamphlets etc.
Encourage pupils to discuss relevant features, i.e. use of headings and sub-headings
Encourage pupils to consider audience and purpose. Who are they writing for? What type of writing voice will they need to adopt? What tone will they need to use
etc?
©Cornwall Learning Publications 2013 43
60 mins
English Lesson 17/20
NB: Remember to adapt and differentiate objectives, outcomes and success criteria for your own class!
Objectives:
I am learning to:
 use organisational devices to structure my
writing
 present information from a variety of sources in
one format
Outcomes:
Pupils will:
 produce an information pamphlet for
time travellers visiting the Stone Age
Success Criteria:
Remember to:
 use what you know about information texts to help you structure your
own pamphlet
 use the toolkit to support your writing
 remember who will be reading the pamphlet and make it useful to them
Provide opportunities for pupils to complete research work in pairs using non-fiction texts and the internet as preparation for their final written composition. Pupils
could also be encouraged to draw upon work that they have already completed in history and other subjects. It might be useful to organise their research under
headings:
What to expect if invited to join a hunting party
What to take with you in case of injury
What to take with you to give as gifts
What to take with you to help out with cave painting
How to protect yourself against attack by wild animals
60 mins
English Lesson 18/20
NB: Remember to adapt and differentiate objectives, outcomes and success criteria for your own class!
Objectives:
I am learning to:
 use organisational devices to structure my
writing
 present information from a variety of sources in
one format
Outcomes:
Pupils will:
 produce an information pamphlet for
time travellers visiting the Stone Age
Success Criteria:
Remember to:
 use what you know about information texts to help you structure your
own pamphlet
 use the toolkit to support your writing
 remember who will be reading the pamphlet and make it useful to them
Complete research for final written composition around headings listed in previous English lesson. Teacher models turning notes into a leaflet, shared write a further
chunk with the pupils contributing whole sentences.
©Cornwall Learning Publications 2013 44
60 mins
English Lesson 19/20
NB: Remember to adapt and differentiate objectives, outcomes and success criteria for your own class!
Objectives:
I am learning to:
 use organisational devices to structure my
writing
 present information from a variety of sources in
one format
Outcomes:
Pupils will:
 produce an information pamphlet for time travellers
visiting the Stone Age
Success Criteria:
Remember to:
 use what you know about information texts to help
you structure your own pamphlet
 use the toolkit to support your writing
 remember who will be reading the pamphlet and
make it useful to them
Final written composition for this Unit
Destination Stone Age Britain! An Information Pamphlet for Time Travellers
Get pupils to produce an information leaflet providing detailed advice and guidance for time travellers who are thinking about travelling back in time to the Stone Age
– it should clearly outline what to expect and how to survive!
This will be included in the Time Traveller’s toolkit.
60 mins
English Lesson 20/20
NB: Remember to adapt and differentiate objectives, outcomes and success criteria for your own class!
Objectives:
I am learning to:
 use organisational devices to structure my
writing
 present information from a variety of sources in
one format
 evaluate my own and others’ writing and use
feedback to help me make improvements
Outcomes:
Pupils will:
 produce an information pamphlet for time travellers
visiting the Stone Age
 work with a partner to assess both pamphlets and
feed back to identify areas for improvement
 decide on improvements based on peer feedback
and carry them out
Success Criteria:
Remember to:
 use what you know about information texts to help you
structure your own pamphlet
 remember who will be reading the pamphlet and make
it useful to them
 use the toolkit to support your peer assessment
 work together to discuss and evaluate one pamphlet
at a time, not merely swap pamphlets
Continuation and completion of composition of final written composition for this Unit
Destination Stone Age Britain! An Information Pamphlet for Time Travellers.
Peer assess against toolkit, pupils identify one aspect to improve and make the changes.
©Cornwall Learning Publications 2013 45
Mathematics Lesson Plans
60 mins
Using and Applying linked Maths Lesson 1/4
NB: Remember to adapt and differentiate objectives, outcomes and success criteria for your own class!
Objectives:
I am learning to:
 recognise the relationships between counting
sequences
 solve problems involving multiplication
Outcomes:
Pupils will:
 notice and understand patterns in number
sequences
Success Criteria:
Remember to:
 use my counting skills to solve a problem
 understand patterns in numbers
Imagine a stone circle with 10 stones. These are numbered from 1 to 10 so you can count from 1 to 10 as you walk around the circle past the stones. On the second
time walking around the circle past the 10 stones you can continue counting, so you say the numbers 11 to 20. On the third time you say the numbers 21 to 30 and
so on.
Dab your feet in woad. What patterns do you make if you run and count every 5th stone? Why is this? (a straight line from the 5th stone to the 10th stone, back to the
5th stone for 15, back to the 10th stone for 20).
On another day you run and count every 4th stone. What pattern does this make? What happens if you continue with the multiples of 4 from 24 to 40? Why?
Explore other multiples and see if there is always a pattern.
©Cornwall Learning Publications 2013 46
60 mins
Using and Applying linked Maths Lesson 2/4
NB: Remember to adapt and differentiate objectives, outcomes and success criteria for your own class!
Objectives:
I am learning to:
 solve problems involving fractions
 multiply fractions by whole numbers
Outcomes:
Pupils will:
1
1
 recognise that unit fractions such as ⁄4 or ⁄5
represent one part of a whole
 solve practical problems using fractions
Success Criteria:
Remember to:
 multiply unit fractions accurately
It time for tea! Nettle soup today. This is quite delicious. For 4 people you need:
1/4 kg of nettles, 3/4 litre of vegetable stock, 1/5 packet of butter, 1/10kg of oatmeal. You also need a little salt to season.
It takes 1/3 hour to cook nettle soup.
If there are 8 people wanting to eat today, how much of each ingredient do you need?
On another day there are 12 people wanting to eat nettle soup. How much of each ingredient do you need now?
What about if there 10 people? How much would you need now?
An argument breaks out as another tribe member has a recipe for nettle soup which they say is even more delicious. Their recipe is 10/40 kg of nettles, 30/40 litre of
vegetable stock, 8/40 packet of butter, 4/40 kg oatmeal and a little salt. Which recipe do you think sounds best? Why?
60 mins
Using and Applying linked Maths Lesson 3/4
NB: Remember to adapt and differentiate objectives, outcomes and success criteria for your own class!
Objectives:
I am learning to:
 solve problems involving fractions
 find fractions of amounts of groups of objects
by using practical equipment or diagrams
Outcomes:
Pupils will:
 have a greater understanding of fractions by solving
practical problems
Success Criteria:
Remember to:
 multiply unit fractions accurately
The tribe are dragging stones to build a stone circle. The stones are very heavy. The tribe need to drag the stones 1000m in total. On the first day they drag the
stones 1/2 way from to the stone circle. How far is this? Each day they drag the stones half of the distance left to travel. How far did they drag the stones on the
second day? How far did they drag the stones on the third day? When will they be less than 1m from the final location of the stones? Will they ever reach the final
location? Why? (After 10 days they will be less than 1m away from the final site. They never actually get there because the remaining distance just keeps halving.
©Cornwall Learning Publications 2013 47
60 mins
Using and Applying linked Maths Lesson 4/4
NB: Remember to adapt and differentiate objectives, outcomes and success criteria for your own class!
Objectives:
I am learning to:
 extend my knowledge of 2-D shapes
 describe shapes using their properties
Outcomes:
Pupils will:
 recognise angle as one of the properties of shapes
 draw 2-D shapes with increasing accuracy
Success Criteria:
Remember to:
 look for horizontal, vertical, parallel and perpendicular
lines in shapes
Research flint shapes, arrow heads and Stone Age tools on the internet. Use these words such horizontal, vertical, parallel and perpendicular lines to describe the
properties to describe the properties of the flint shapes. You might want to imagine these have straight edges. Look at the angles of the flint shapes. Have they all got
any right angles? Angles less than 90 degrees? Angles more than 90 degrees? Would it have been better if these tools really had straight edges? Why didn’t they?
©Cornwall Learning Publications 2013 48
Music Lesson Plans
60 mins
Music Lead Lesson 1/4
NB: Remember to adapt and differentiate objectives, outcomes and success criteria for your own class!
Objectives:
I am learning to:
 recognise some key characteristics
of the earliest music made by man
 compose the opening to a piece of
music inspired by Stone Age
hunters
Outcomes:
Pupils will:
 describe instruments used by early musicians
 repeat simple rhythms
 compose the opening section of a piece of music to
go with a dance or gymnastic display
Success Criteria:
Remember to:
 listen carefully to the rhythm variations
 try and repeat what you hear accurately
 add voices and chanting to combine with your rhythms
Resources Required:
Selection of simple percussion instruments: woodblock / maracas/slit drum / agogo / cowbells /cabasa / calabash/ guiro / claves /range of hand drums and beaters
Picture of a modern orchestra available on internet or in textbooks
Picture of a Stone Age flute available on the internet
A recording of a modern orchestra demonstrating the amazing variety of sounds which can be achieved.
A recording of the music of people who live a prehistoric lifestyle in the modern era (i.e. a remote rainforest people)
Whole class teaching/ group/ pairs and individual activities:
Begin by showing pupils a picture of a modern orchestra. Point out the amazing variety of instruments: woodwind, brass, strings, percussion etc
Listen to a recording of a piece of music played by a full modern orchestra. Then compare and contrast it with a recording of music played by people who live in the
Amazon rainforest such as the Baka tribe. What differences do pupils hear? Which did they like best and why?
Then ask pupils to discuss what sort of instruments Stone Age hunter gatherers would have used to make their music 10,000 years ago. Remind them, if it proves
necessary, that parts of the body can count as musical instruments, i.e. hands for clapping, fingers for clicking, feet for stamping etc.
Pupils might be interested to know that there may have been more to Stone Age music than a combination of voice and percussion. On the internet it is possible to
see an example of a simple five hole flute discovered in a cave in Germany which is believed to date back to the Stone Age era!
Provide pupil with some percussion instruments – woodblock / maracas/slit drum / agogo / cowbells / cabasa / calabash/ guiro / claves /range of hand drums and
beaters. Play a simple rhythm and ask them to repeat it as accurately as they can. Do this several times and then begin to vary the rhythm slightly, e.g. play it a little
more quietly than before or slightly increase the tempo. Ask pupils if they detected the difference. See if they can still repeat it accurately.
©Cornwall Learning Publications 2013 49
In pairs pupils make up their own rhythm and repeating echo combinations, taking it in turns to make up the rhythm or to repeat or echo it. As they become more
confident encourage them to build in variations.
Next, merge pairs into fours and inform them that over the next four lessons they will be required to work together to compose a piece of music which depicts a Stone
Age hunting expedition. In this first lesson, they will compose the opening section in which the hunters are making plans, preparing their weapons and gathering up
supplies for the journey ahead. (This piece of music could be being composed in tandem with on-going work in P.E. where pupils are devising a gymnastic routine
along similar thematic lines.)
Remind pupils that they need to effectively blend together percussion and chanting voices in order to succeed.
Suggest that as this is the opening section to their composition they might want to begin fairly quietly and slowly so that they can build up to a crescendo as the hunt
reaches its climax etc.
Plenary and further discussion:
To aid reflection you could ask pupils to discuss the following questions:
What sounds might have inspired early music makers? What would they have been able to hear that inspired their music? (Natural sounds; e.g. sound of the wind,
wolves howling, woodpeckers tapping, bees humming, water dripping etc)
How might a percussion instrument sound different if played in different places? For example, how might a drum sound if played in a cave or in the middle of a forest
or on a mountain top?
Support:
Which of these instruments would definitely not have been around in the Stone Age?
Trumpet
Keyboard
Drum
Shaker Guitar
Hands
Voice
Beater sticks
Challenge:
How do you think early people might have made basic instruments such as drums or flutes?
Cornwall Learning Skills for Life programme for ages 6 to 8
4. Valuing people for their similarities and differences
Linked to their work on the music of early man, pupils could be encouraged to think about the rich and diverse cultural traditions of peoples who continue to live a
prehistoric way of life in the modern world. They might study the clothes, customs and cultures of these people, perhaps looking at those who live in the Amazon
rainforest. They could compare and contrast their musical instruments, works of art, clothing and jewellery with examples from our own world. They might wish to
celebrate the ability of these peoples to live in harmony with nature and in a way that does not damage the environment
©Cornwall Learning Publications 2013 50
60 mins
Music Lesson 2/4
NB: Remember to adapt and differentiate objectives, outcomes and success criteria for your own class!
Objectives:
I am learning to:
 repeat the opening section and refine based on
feedback from teacher and peers
 compose and practise playing middle section
Outcomes:
Pupils will:
 compose the middle section of a piece which could
depict the search for and stalking of prey
Success Criteria:
Remember to:
 capture the mounting tension of the hunt in my
composition through volume and intensity of drumming
or singing
Repeat the opening section and refine based on feedback from teacher and peers. Compose and practise playing middle section which could depict the search for
and stalking of prey. Pupils will want to give this middle section a distinctive feel by attempting to capture the mounting tension of the hunt in their composition. They
might do this by increasing volume and intensity of their drumming and/or singing
60 mins
Music Lesson 3/4
NB: Remember to adapt and differentiate objectives, outcomes and success criteria for your own class!
Objectives:
I am learning to:
 repeat the opening and middle sections and
refine based on feedback from teacher and
peers
 compose and practise playing final section
Outcomes:
Pupils will:
 compose the middle section of a piece which could
depict the escape of the animal and disappointment
for hunters or a successful kill and subsequent
celebration
Success Criteria:
Remember to:
 build the tension and excitement to a crescendo
Repeat opening and middle sections of composition and refine based on further feedback from peers. Check that work is still on track to meet all success criteria.
Compose and practise playing final section which could depict the escape of the animal and disappointment for hunters or a successful kill and subsequent
celebration. Pupils will want to give this middle section a distinctive feel by building the tension and excitement to a crescendo. This might subside if the hunt has not
been successful.
©Cornwall Learning Publications 2013 51
60 mins
Music Lesson 4/4
NB: Remember to adapt and differentiate objectives, outcomes and success criteria for your own class!
Objectives:
I am learning to:
 rehearse and refine the final composition
Outcomes:
Pupils will:
 have composed and played a piece of music inspired
by Stone Age hunters
Success Criteria:
Remember to:
 refine the composition after feedback
 play and sing the composition as well as possible
Rehearsal and refinement of whole composition in preparation for next lesson’s final performance and recording. (Unit conclusion)
©Cornwall Learning Publications 2013 52
Art and Design Lesson Plans
60 mins
Art and Design Lead Lesson 1/4
NB: Remember to adapt and differentiate objectives, outcomes and success criteria for your own class!
Objectives:
I am learning to:
 identify some of the different creatures depicted
in prehistoric art
 describe the materials and resources used by
prehistoric artists
 recognise some stylistic features of prehistoric
artwork
Outcomes:
Pupils will:
 name some of the animals painted on cave walls by
Stone Age hunters
 talk about the type of materials and resources that
cave painters would have used
 describe two different stylistic features of cave
paintings
Success Criteria:
Remember to:
 look very carefully at the prehistoric images:
 study the lines
 study the colours
 study the shape of the cave
Resources Required:
Images of cave paintings and other examples of prehistoric art downloaded from internet
Non-fiction texts showing examples of prehistoric art and sculpture
A virtual tour of the famous Lascaux caves in southern France is available on their website.
Charcoal, pastels, water colour paints
Natural pigments
Non-solvent based glue suitable for classroom use (e.g. PVA)
Basic classroom art materials, including brushes, paints, water containers etc
Sketch books
Roll of wallpaper for painting a class frieze on the back
Whole class teaching/ group/ pairs and individual activities:
Show class the interior of the prehistoric cave. As they go they should note down the names of any animals they see: deer, elk, bison, horse etc
Get them to discuss how the paintings were created and why. Why do most of the paintings show animals? Why do some pictures show hunting scenes? What is this
telling you about the lives of the painters? Who were they and why were animals so special in their lives?
Get pupils to talk about the challenges of painting images like this. What materials would have been available to the artists? (and which would not?) How did they
manage to create such amazing images in a dark cave? How did they create images high up on the walls and ceiling of the cave?
In their sketch books pupils can have a go at making some simple line drawings in the style of their favourite cave painting. Ask them to discuss which medium they
think they should be using to create their drawing and why. Might it have been pencil, for example, or charcoal, pastels or water colours?
©Cornwall Learning Publications 2013 53
Display some of their preliminary efforts and take time to unpick ways in which they have (and have not) replicated stylistic effects used by prehistoric artists, i.e. 2-D,
bold lines, dense natural colour, stickman type imagery
Using charcoal for lines and pastels for colour, begin to make a frieze showing some different scenes from a Stone Age hunting scene. Link this to research work
going on in history and reading and writing in English.
Plenary and further discussion:
Enable pupils to reflect on their learning by allowing them to discuss the following question:
Why is it so important to preserve cave paintings like those at Lascaux in southern France?
(You could explain that visitors are not allowed into the original cave. A replica has been constructed and visitors are allowed to see it instead)
How do you think that the cave painters made their own paints? (This question links into lesson 2 – see below)
Support:
Provide a partially completed sketch and ask pupils to continue it.
Challenge:
Encourage pupils to incorporate movement into their sketches, e.g. by showing an animal being chased by hunters.
©Cornwall Learning Publications 2013 54
60 mins
Art and Design Lesson 2/4
NB: Remember to adapt and differentiate objectives, outcomes and success criteria for your own class!
Objectives:
I am learning to:
 make paint from natural pigments
 use a range of pigments and natural products
to make my own paint
Outcomes:
Pupils will:
 prepare to make a Stone Age frieze by researching
colours and natural products to make paints
Success Criteria:
Remember to:
 mix the pigments to see what colours you can make
In this lesson pupils work in pairs to make the paints that they will use in lessons 4 and 5 (creating a Stone Age mural or frieze)

After discussion of where we get paint from, get pupils to talk about the processes involved in making their own paint. What would be involved? How might
they make some different colours?
Pigments can be made from: blackberries; blueberries; damson; black and grey ash from burnt paper; brown ash from burnt coal; charcoal; talcum powder;
ground up seashells; soil; powdered rust; pulverised brick or plant pots (if you do this, smash it up into small pieces in a plastic bag first, using a hammer,
before grinding it to powder with a stone); paprika; turmeric, chilli powder, paprika and ginger; grass; Invent your own.
Add any coloured pigment to a binder to make your own natural paints. Binder can be milk, oil, PVA, egg white Add a drop of binder to the pigment and mix into a
paste. Thin with water to use if needed.
Pupils can paint a little of the colours they make in their sketch book and write what it was made from next to it. You could create a similar class display of all the
colours made.
Give them a chance to compare and contrast colours. Which look the most natural? Which will be most useful when it comes to making their own Stone Age
paintings? Which colours were hardest to achieve?
Choose a few of the colours that can be made successfully and make a larger quantity of them to keep and use. They must be kept in a sealed pot or they will dry
out. Small yoghurt pots with sealed lids will do. The paints are now ready for the next lesson.
©Cornwall Learning Publications 2013 55
60 mins
Art and Design Lesson 3/4
NB: Remember to adapt and differentiate objectives, outcomes and success criteria for your own class!
Objectives:
I am learning to:
 make my own Stone Age frieze showing some
different scenes from a Stone Age hunting
scene
Outcomes:
Pupils will:
 record research ideas in sketch books
 start to make a Stone Age frieze
 use charcoal for the lines and their paints from last
week for colour
Success Criteria:
Remember to:
 get ideas for the frieze from my research work in
history and reading and writing in English
Give pupils an opportunity to research ideas for their own ‘Stone Age’ frieze. They could search through suitable reference books and websites provided by teacher
for photographic images of prehistoric art. Using their sketch books to record ideas they see or have, pupils will prepare possible paintings to put in their frieze.
Roll out the wallpaper, back side up, along a set of tables so that all the pupils can sit along both sides. Using the sketches and ideas they researched pupils will
begin create a class frieze. Using charcoal for lines and their pigment paints from lesson 2 for colour, make a frieze showing some different scenes from a Stone Age
hunting scene. Link this to research work going on in history and reading and writing in English.
60 mins
Art and Design Lesson 4/4
NB: Remember to adapt and differentiate objectives, outcomes and success criteria for your own class!
Objectives:
I am learning to:
 make my own Stone Age frieze showing some
different scenes from a Stone Age hunting
scene
Outcomes:
Pupils will:
 complete their Stone Age frieze
Success Criteria:
Remember to:
 work well with my partner(s)
 get ideas for my frieze from my research work in
history and reading and writing in English
Lay out roll again and pupils will complete creating the frieze
Display completed work around learning environment and take photographs.
©Cornwall Learning Publications 2013 56
Design and Technology Lesson Plans
60 mins
Design and Technology Lead Lesson 1/4
NB: Remember to adapt and differentiate objectives, outcomes and success criteria for your own class!
Objectives:
I am learning to:
 submit design ideas for a simple structure on paper,
clearly labelled
 develop a step-by-step plan of action, clearly identifying
materials needed
 to create their chosen design in a 3D shape using a
variety of materials
Outcomes:
Pupils will:
 generate some design ideas related to a specific purpose
 select a design for further development and be able to say why
you have selected it
 construct a 3D model of the chosen design
Success Criteria:
Remember to think about:
 the purpose of the shelter you are
going to build
 the materials needed to build it
 the construction methods you will
use
Design and make a Stone Age shelter
Resources Required:
Books or pictures showing a range of different shelters and buildings
Concept board to show some different ways of joining materials together
Wood
Glue
Paper/newspaper/card
Drinking Straws
Building materials and tools
Cardboard tubes
Textiles
Whole class teaching/ group/ pairs and individual activities:
Begin by asking pupils what a shelter is. What different types of shelter do they know about? Some may refer to bus shelters or air-raid shelters. Show pupils some
pictures of different types of shelters and ask them to comment on the similarities and differences that they notice.
Next, remind pupils that early people often lived a nomadic lifestyle, particularly in the summer, following the movements of the grazing animals that they hunted. As
they moved around from place to place they erected simple shelters to live in. These were made of the natural resources they found around them.
Tell pupils that they are going to be designing and making a shelter for a nomadic hunter gatherer family of four individuals, two adults and two pupils.
The shelter will need to be:
 light but strong
 easy to assemble
©Cornwall Learning Publications 2013 57



big enough for four individuals
able to provide shade
able to keep occupants dry
Working in pairs pupils should start to develop some design ideas for their shelter on paper. Remind them to label different features of their designs. Encourage them
to think about different shapes and dimensions as they work. Ask pairs to share their design ideas with other pairs and to exchange ideas and suggestions that might
improve them.
Questions that they should be thinking about at this stage are:
 How will you make the shelter stable?
 How well will it stand up?
 How might you make it even stronger?
 Are there any obvious weak points?
 How could you strengthen them?
Inform pupils that they must now choose the design that they wish to develop into a 3D model and be prepared to say why they have chosen it.
Take an opportunity here to show pupils the materials that are available for model making (sheets and tubes of cardboard, tape, glue, wood, fabric etc).
Refer pupils to a concept board reminding them of some ways of connecting things together.
Remind pupils of the need to use chosen tools safely and responsibly at all times. Pupils should now make a simple step-by-step action plan to show the different
stages of construction. They might benefit from being given a simple four box template in which they can draw pictures or diagrams showing the different stages in
the making process.
Finally, pupils commence work on their models. This continues into the following lesson.
Plenary and further discussion:
To help them to reflect on their learning you could ask pupils the following questions:
What materials would early man have used to build shelters?
 Why is it difficult to know for sure what these shelters looked like?
 Can people live without shelter?
Support:
Tents are a type of shelter. Use the internet to find some pictures of different shaped tents. Which shape do you like most and why?
Challenge:
Discuss the following question with a partner:
Do animals need somewhere to shelter?
©Cornwall Learning Publications 2013 58
60 mins
Design and Technology Lesson 2/4
NB: Remember to adapt and differentiate objectives, outcomes and success criteria for your own class!
Objectives:
I am learning to:
 complete and evaluate my 3D model
Outcomes:
Pupils will:
 complete a 3D model of a Stone Age shelter
 evaluate their completed model
Success Criteria:
Remember to:
 think about the following questions:
 How can I improve how it looks?
 Will it actually do what it is intended to be for?
 How will it do this?
Completion and evaluation of 3D models. Encourage pupil to evaluate their work as it progresses. Inform them that they should be thinking about the following
questions:
 How can I improve how it looks?
 Will it actually do what it is intended to be for?
 How will it do this?
60 mins x 2
Design and Technology Lesson 3 & 4/4
NB: Remember to adapt and differentiate objectives, outcomes and success criteria for your own class!
Objectives:
I am learning to:
 construct a full size model of their shelter using
as many natural resources as possible
Outcomes:
Pupils will:
 have started to construct a model of the shelter and
explain some of its main design features
Success Criteria:
Remember to:
 carry out tests to see if the shelter meets the design
criteria
Weather permitting; get pupils to construct a full size model of their shelter using as many natural resources as possible. Carry out tests to see if the shelter meets
the design criteria, i.e. sprinkle water on the roof with a watering can to see if the shelter keeps out the rain. Encourage pupils to take photographs of their shelter
from different angles. These can be included in a PowerPoint or Movie Maker presentation about the building of the shelters which they will work on after the
lesson. Pupils move back indoors to complete their shelter presentations using appropriate software. In their presentations they should say what went well and
what was tricky or challenging. They should explain some of the key design features of their shelter. They should also be encouraged to compare and contrast their
full size shelters with the 3D models they made in lessons 1 and 2. What problems and difficulties did they encounter when scaling up to build a full-size shelter? If
they were going to repeat this activity what would they do differently?
©Cornwall Learning Publications 2013 59
Computing Lesson Plans
In this Unit pupils will become familiar with Scratch. They will look at the interface such as the drawing tools. They will learn how to draw sprites and backgrounds, as
well as doing some simple programming, understanding the different categories of programming tools, such as control, sensing, motion and looks. They will create a
game where a Stone Age man has to move around the screen collecting objects that can be found throughout the Stone Age.
60 mins
Computing Lead Lesson ¼
NB: Remember to adapt and differentiate objectives, outcomes and success criteria for your own class!
Objectives:
I am learning to:
 find my way around the Scratch Interface
 translate my understanding of Paint applications
into skills which are relevant to Scratch
 understand what a Sprite is
Outcomes:
Pupils will:
 identify different areas of the scratch interface
 be able to draw the sprite for their Player 1
character
 identify sprites in a range of commercial games
Success Criteria:
Remember to:
 click OK to save your Sprite
 save your work at the end of the lesson
As a starter activity you could give pupils 5 minutes to explore a chosen paint program and familiarise themselves with the different tools. Get them to think about
what each of the tools do and identify their symbols.
This is the first time pupils will have encountered Scratch in the Inspire Curriculum, so demonstrate the game they are going to create (provided in the resource pack)
and show them the different parts of the interface. You can use the PowerPoint resource to assist with this.
Pupils need to be aware of the main areas:
 Programming categories and tool blocks
 Stage
 Sprite Window
 Draw new sprite button
Explain to pupils that they are going to create a Stone Age man game where they have to move around the board and collect Stone Age objects they have been
learning about. Explain that the first thing they have to do before programming a game is create the graphics or "Sprites".
First get pupils to delete the cat sprite from the sprite window by right clicking and selecting "delete". This will not be needed for this game. Next, show pupils the
"New Sprite" button and discuss the similarities between the paint package they looked and the tools in the Scratch painting toolbox. Pupils should be able to identify
common tools such as the brushes, rubber, fill, line, shape and text tools. Similarly they should be able to identify the colour palette.
Get pupils to draw a Stone Age man character for their game. Once they are finished they need to click "OK" to get the sprite to appear in their game and they should
then give the sprite a meaningful name such as "Player 1".
To extend this activity, pupils could start to draw the Stone Age objects they want their character to collect. Each object should be created as a sprite.
This is a good opportunity to ensure pupils know how and where to save their games in Scratch, as the save interface may be different to what they are used to.
As a plenary you could show some images from either Super Mario, Sonic the Hedgehog or Pac-Man. Screenshots or videos of these can easily be found on
YouTube or Google Images.
©Cornwall Learning Publications 2013 60
Explain to the pupils that a sprite is simply a graphical object in a game that can be programmed. See if pupils can identify some of the sprites in one of your chosen
games. They should be able to identify:
 Sonic, Mario or Pac-Man
 The ghosts, or bad guys from each game
 Collect objects such as spots, coins or rings
You could extend the activity by seeing if pupils can identify any other commonalities between the games, such as lives and score (though this is not necessary for
their game).
60 mins
Computing Lesson 2/4
NB: Remember to adapt and differentiate objectives, outcomes and success criteria for your own class!
Objectives:
I am learning to:
 create a Stage for my game to take place
 identify backgrounds in commercial games
Outcomes:
Pupils will:
 draw a background that fits the theme of their Stone
Age game
 demonstrate a range of painting tools in Scratch
Success Criteria:
Remember to:
 draw your background to fit your theme
 differentiate between sprites and backgrounds in
commercial games
As a starter activity, brainstorm some of the Stone Age objects that their character might be able to collect in their game. Create a list or mind map on the IWB or
PowerPoint.
Remind pupils how to create new sprites, show them how to open their games, and get them to create at least 2 objects to collect. Only give pupils half the lesson to
do this. The more they can create the better.
You could also show pupils how to position their sprites on the stage, and use the shrink or grow tool to ensure they are all an appropriate size. Remind pupils to
name their sprites appropriately.
Next, show pupils the images and videos from the games from last lesson. See if they can identify the graphics that are missing from their own games. Don't worry
about score, level or life. Pupils should be able to identify the backgrounds of the games they are looking at.
Explain that the backgrounds in Scratch, all go on the "Stage". Show pupils how to select the stage, click the "Backgrounds" tab and "Edit" their stage. This will give
drawing tools similar to the "New Sprite" tools. Pupils should then be able to decorate their stage to create a Stone Age scene that their sprites can move around.
This is a good opportunity to discuss the Stone Age theme, and what they might want to include in their background.
Pupils then need to decorate their Stage according to their Stone Age theme. If you wish to vary this activity, pupils could also find appropriate images from Google
for backgrounds and importing them from the "Backgrounds" tab.
For a plenary, you could show pupils some screenshots from a variety of different games they haven't seen before and ask them to identify the sprites and
backgrounds. Alternatively you could talk about some of the computer games they play at home and get an idea of whether your pupils are playing age appropriate
games.
©Cornwall Learning Publications 2013 61
60 mins
Computing Lesson 3/4
NB: Remember to adapt and differentiate objectives, outcomes and success criteria for your own class!
Objectives:
I am learning to:
 identify keys that can be used to control my
character
 understand scripts that will allow my character to
move in 4 directions
Outcomes:
Pupils will:
 create a script that allows their character to move
on all 4 axis
 prevent the sprite from rotating inappropriately
Success Criteria:
Remember to:
 choose the same movement direction for each key
 press the rotation button to stop player 1 from
moving upside down
As a starter activity, you could ask pupils to begin to think about how they might control their character. Which keys on the keyboard could we use to control the
character? Which directions do we want it to be able to move in?
In this lesson pupils are going to program the main character to enable them to move around the screen. Once the pupils have identified the keys they will use
(hopefully the arrow keys) you can show them how to begin programming their main character. If they are going to "Control" their player, then they will need to use
the commands from the "Control" toolbox.
They should be able to identify the "When KEY is pressed" block. Pupils will need to drag 4 of these into the script window, making sure they have selected the
"Player 1" sprite from the sprite window. They will then need to choose the corresponding key from the drop down list, ensuring they have a block for "Up", "Down",
"Left" and "Right".
Once they have done this, discuss with pupils the commands they will need to choose to "Move" their character. They should be able to identify the "Motion" toolbox.
From here they will need to add a "point in direction" block and a "move 10 steps" block to each of their arrow keys. They will then need to choose the corresponding
"point in direction" to match the chosen key. Ultimately they should end up with 4 scripts that look like this:
©Cornwall Learning Publications 2013 62
They won't need to know degrees as each block has the direction labelled as can be seen above.
As an extension activity, pupils can try playing around with the number of steps. What happens when they increase or decrease the number of steps?
As a plenary, get pupils to test their game. See if they notice something about their character when they move. They should notice that the player rotates as a
direction button is pressed. Explain that they can fix this by ensuring the character only moves left and right by clicking this button.
See if they can identify what the next stage of their game will be.
©Cornwall Learning Publications 2013 63
60 mins
Computing Lesson 4/4
NB: Remember to adapt and differentiate objectives, outcomes and success criteria for your own class!
Objectives:
I am learning to:
 write a script to hide an object
 understand a conditional "IF" statement
Outcomes:
Pupils will:
 create a script that will show and hide an object during actions
within the game
 identify the "Condition" and explain the need for a "Forever If"
within the context of their game
Success Criteria:
Remember to:
 create the same scripts for all your collect
objects
 test your game to make sure it works as
expected
Explain to the Pupils that during this lesson they will program their collect objects to disappear as if they have been picked up by their "Stone Age" character when it
touches them.
As a starter activity, get pupils to place the blocks from the "Programming your collect object" portion of the PowerPoint resource into the correct order. You could do
this on an IWB or by printing and cutting out the blocks.
Discuss with the pupils what they are trying to achieve and work through the solution drawing particular notice of the "Show" command and the "Forever If"
command.
The show command is a condition for the start of the game. The object has to be on screen for the game to function, therefore when the game starts we must make
sure that the "Show" is present.
A "Forever If" statement is the backbone of many Scratch games, and is called a "Conditional If". It checks whether a criteria has happened for the duration of the
game. If nothing has happened the script continues to do nothing. If the criteria is met (In this case Touching Player 1) the script will execute whatever is in the box
below.
It is important that pupils try to get a grasp of this concept.
Demonstrate to pupils creating the script for hiding the object when they come into contact with player 1. They will need to select the collect object, and add this
script:
©Cornwall Learning Publications 2013 64
Ensure pupils understand each part of the statement, particularly the condition. "Touching Player 1".
Pupils can then add this to their collect objects. They should create the same script for each collect object they have.
As a plenary pupils could play with each others' games to test them. Try to determine if everything works, and comment on the graphics and playability of the game.
What is wrong with everybody's game? Try to get pupils to understand that there is no end to the game. There is no way to lose and nothing happens when you
successfully collect all the objects. How could they rectify this?
The skills required to do this are beyond year 3 and will begin to be covered in the Scratch Units in year 5 and 6.
©Cornwall Learning Publications 2013 65
Languages Lesson Plans
60 mins
Languages Lead Lesson 1/4
NB: Remember to adapt and differentiate objectives, outcomes and success criteria for your own class!
Objectives:
I am learning to:
 listen attentively to spoken language and show understanding by joining in and
responding
 explore the patterns and sounds of language through songs and rhymes and link the
spelling, sound and meaning of words
 engage in conversations: ask and answer questions; express opinions and respond to
those of others; seek clarification and help
 speak in sentences, using familiar vocabulary, phrases and basic language structures or
using familiar words and phrases
 develop accurate pronunciation and intonation so that others understand when they are
reading aloud
 present ideas and information orally to a range of audiences
 read carefully and show understanding of words, phrases and simple writing
 appreciate stories, songs, poems and rhymes in the language
 broaden their vocabulary and develop their ability to understand new words that are
introduced into familiar written material, including using a dictionary
 write phrases from memory, and adapt these to create new sentences, to express ideas
clearly
 describe people, places, things and actions orally and in writing
 understand basic grammar appropriate to the language being studied, including (where
relevant); feminine, masculine and neuter forms and the conjugation of high-frequency
verbs; key features and patterns of the language; how to apply these, for instance, to
build sentences; and how these differ from or are similar to English
Outcomes:
Pupils will:
 look at authentic materials – website
of Lascaux
 ask and answer simple questions
about themselves
 begin to look at similar words in both
languages such as names
 begin to develop phonic knowledge
– j phoneme
 learn that names can be similar in
French and English
Success Criteria:
Remember to:
 listen with care
 try to respond to questions
with accuracy
 look for similar words to help
understanding
 begin to recognise and use
the j sound when speaking
 think about your own name
and its origin
 to foster curiosity and deepen understanding of the world
Blue text indicates coverage of objective within this lesson
(NB:- Objectives are all language learning objectives which reinforce the main theme and cross-curricular objectives)
Green text indicates inter cultural understanding addressed within this lesson
©Cornwall Learning Publications 2013 66
Resources Required:
Unit PowerPoint
access to the internet for www.lascaux.culture.fr
soft toy
NB:You may like to look at the Lascaux website in advance of the session to choose which areas of the caves to explore with the class.
Entrée
Start with PowerPoint map of France. Remind the pupils that in the previous Unit we had been setting off for a picnic in France. This time we are travelling further
south and back in time to visit France in the Stone Age.
Show the children where Lascaux is on the map (near Bordeaux) and then go to the website: www.lascaux.culture.fr
Click on “la visite de la grotte”
Explore the caves with the pupils, stopping to discuss what animals are painted and why.
Plat
Ask the pupils if they can remember how to say their names in French Je m’appelle…… If they are hesitant, spend a few minutes practising this by throwing a soft toy
to each child who then says their name.
Can they now remember how to ask someone their name – Comment t’appelles-tu? remember the song in lesson 4 to the tune of Frère Jacques?
Spend a few minutes practising this in pairs.
Unit PowerPoint Activity.
Show the first slide of a boy in prehistoric dress. He will greet you with Bonjour ! Salut. Pupils should respond. Can they remember the difference between the two?
(Bonjour being good day/ hello and salut means hi and also goodbye to someone you know well.)
How do we ask him his name? Comment t’appelles-tu? After three (un,deux,trois) say it all together and click once more: The boy will reply Je m’appelle Pierre de
la Grotte, j’habite à Lascaux.
Tell the pupils that the equivalent name to Pierre in English is Peter. Other examples are Jean and John, Michel and Michael, Guillaume and William. Many names
have no translation and are the same, whilst some are similar like Philippe and Philip, Stefan and Stephen. The pupils may like to think about their own names and
the origin.
Explain to the pupils that in French the word pierre can also mean stone.
Remind the pupils that the cave boy’s full name is Pierre de la Grotte.
Do any of the children recognise the words la grotte (the cave) from the presentation at the start of the lesson?
What do the pupils think he has said? Repeat the clip and ask them to pick out the words for I live in - j’habite.
Can we use this language to say where we live? Teacher models j’habite à…
Pupils copy. How do we ask somebody where they live? Où habites-tu? Click on the sound button to hear Pierre asking the question- pupils can then reply.
Now explain to the pupils that they are going to play a game of musical statues except that when the music stops they are to find a partner, greet each other and ask
each other where they live and reply, finishing with salut or au revoir. While the music is playing you can tell them to sautez! marchez! tournez! frappez!” (jump walk
turn clap).
©Cornwall Learning Publications 2013 67
Dessert
Phonic focus: Where have we heard the j sound today?
bonjour je m’appelle j’habite
Remind them of the action they did whilst saying jjjjjjjjjjj – jongleur action of a juggler
Reinforce the knowledge that je means “I”
To finish, play Guess who?
A pupil goes to the corner of the classroom and turns their back on the class. They must ask the question où habites-tu? The teacher points to a pupil who then says
j’habite (perhaps in a silly voice) and the pupil has to guess who has spoken. If they guess correctly they stay where they stay where they are and the game
continues, but if incorrect, the pupil who tricked them takes their place.
Extension:
Pupil in the corner can initiate the conversation by choosing which question to ask Où habites-tu? or Comment t’appelles-tu?
©Cornwall Learning Publications 2013 68
60 mins
Languages Lesson 2/4
NB: Remember to adapt and differentiate objectives, outcomes and success criteria for your own class!
Objectives:
I am learning to:
 listen attentively to spoken language and show understanding by joining in and
responding
 explore the patterns and sounds of language through songs and rhymes and link the
spelling, sound and meaning of words
 engage in conversations: ask and answer questions; express opinions and respond to
those of others; seek clarification and help
 speak in sentences, using familiar vocabulary, phrases and basic language structures or
using familiar words and phrases
 develop accurate pronunciation and intonation so that others understand when they are
reading aloud
 present ideas and information orally to a range of audiences
 read carefully and show understanding of words, phrases and simple writing
 appreciate stories, songs, poems and rhymes in the language
 broaden their vocabulary and develop their ability to understand new words that are
introduced into familiar written material, including using a dictionary
 write phrases from memory, and adapt these to create new sentences, to express ideas
clearly
 describe people, places, things and actions orally and in writing
 understand basic grammar appropriate to the language being studied, including (where
relevant); feminine, masculine and neuter forms and the conjugation of high-frequency
verbs; key features and patterns of the language; how to apply these, for instance, to
build sentences; and how these differ from or are similar to English
Outcomes:
Pupils will:
 learn to answer a question about
where they live
 learn to ask the question where do
you live?
 copy and Learn a finger rhyme
 use action to show comprehension
in game context
 begin to distinguish between un and
une and the concept of gender
Success Criteria:
Remember to:
 ask and answer questions
 use actions and rhymes and
play games to aid
memorisation
 perform finger rhymes
 repeat words and phrases
modelled by the teacher
 recall, retain and use
vocabulary
 listen with care
 hear difference between un
and une
 to foster curiosity and deepen understanding of the world
Blue text indicates coverage of objective within this lesson
(NB:- Objectives are all language learning objectives which reinforce the main theme and cross-curricular objectives)
Green text indicates inter cultural understanding addressed within this lesson
Resources Required:
Unit PowerPoint
NB: Video clip versions of the finger rhyme below can be found on-line by searching for Toc! toc! toc! Monsieur Pouce.
©Cornwall Learning Publications 2013 69
Entrée
Show the pupils Unit PowerPoint.
What can they remember from last lesson? Spend a few minutes practising the dialogue from last week in pairs.
Comment t’appelles-tu? Où habites-tu?
While they are practising the dialogue go around the class drawing a face on to one of their thumbs. Don’t forget to do yours too!
Say the following rhyme acting out the words using thumb and hands.
Pierre de la Grotte est dans sa grotte.
Pierre de la Grotte is in his cave
Tuck your thumb inside your other hand as if hidden in a cave.
Toc, toc, toc, Pierre de la Grotte, es-tu là?
Knock, knock, knock, Pierre de la Grotte, are you there?
Knock on the ‘cave’ (fist) with your other hand.
Chut ! je dors!
Shh! I’m sleeping
Mime sleeping
Toc, toc, toc, Pierre de la Grotte es-tu là?
Knock, knock, knock, Pierre de la Grotte, are you there?
Knock on the ‘cave’ (fist) with your other hand.
Chut ! je mange!
Shh! I’m eating.
Mime eating!
Toc, toc, toc Pierre de la Grotte es-tu là?
Knock, knock, knock, Pierre de la Grotte, are you there?
Knock on the ‘cave’ (fist) with your other hand.
Chut ! je bois!
Shh! I’m drinking!
Mime drinking!
Toc, toc, toc, Pierre de la Grotte es-tu là?
Knock, knock, knock, Pierre de la Grotte, are you there?
Knock on the ‘cave’ (fist) with your other hand.
Shrug shoulders and say in exasperated fashion!
©Cornwall Learning Publications 2013 70
Oui! je sors
Yes I’m coming!
Out pops Pierre de la Grotte.
You may choose to repeat this finger rhyme several times if the children enjoy it!
Plat
Unit PowerPoint
To introduce the new vocabulary, show images of une maison (house) un appartement (flat) and une grotte (cave)
Ask the pupils to listen and repeat the new vocabulary in several different ways- loudly fort quietly doucement slowly lentement quickly vite
Click the text to appear on each image, pronouncing the words, the pupils listening carefully and repeating.
Can any one spot that the three nouns have two different articles un une? It is worth mentioning here that Aa is either un or une in French, and that it is important to
learn them with the noun. Compare to English.
Phonic Focus: spend a few minutes practising un une
When the pupils say un un un un they hold up their index finger as if counting number one. The associated action helps the pupils to remember.
When the pupils say u u u u they hold their noses as if something smells bad. Teach the pupils to put this sound and n together to make the word une (oon). Listen
to Phonic Focus sound file.
Ask the pupils to put up their left hand when they hear you say un and their right hand when they hear une. Get them to observe your face carefully as you say both
of the words and notice the different shapes your mouth makes. Ask them to observe each other as they practise making the sounds.
Returning to the board practise again the new vocabulary and then play Qu’est-ce qu’il manque? Stick flashcards of une maison, un appartement, une grotte, to the
board. Tell the pupils to close their eyes: Fermez les yeux close your eyes. While their eyes are closed take one of the cards away and then tell them to open their
eyes Ouvrez les yeux open your eyes. Then ask the pupils which one is missing Qu’est-ce qu’il manque? Pupils must answer in French. Encourage them to say un
or une correctly with the noun. Explain that pronunciation is important for understanding.
Dessert
Now that the vocabulary has begun to be assimilated, return to the question Où habites-tu? Ask the pupils to ask you the question where do you live? Où habitestu? You reply using J’habite une maison. Pupils question again Où habites-tu? J’habite un appartement and finally Où habites-tu? J’habite une grotte. Indicate
the picture each time you reply.
The pupils are then invited to say where they live. This activity may be done as a whole class, in pairs or small table groups, throwing a ball or passing an object
around as a prompt.
To finish, play reverse bingo. Tell each child to stand up. Give them all a name, either une maison un appartement une grotte. When you say their new name, they
have to sit down. When everyone is sitting down do the same in reverse.
Alternative activity: clap the rhythm of the words. Are they able to spot which you are clapping? They have distinct rhythms.
©Cornwall Learning Publications 2013 71
60 mins
Languages Lesson 3/4
NB: Remember to adapt and differentiate objectives, outcomes and success criteria for your own class!
Objectives:
I am learning to:
 listen attentively to spoken language and show understanding by joining in and responding
 explore the patterns and sounds of language through songs and rhymes and link the spelling, sound
and meaning of words
 engage in conversations: ask and answer questions; express opinions and respond to those of
others; seek clarification and help
 speak in sentences, using familiar vocabulary, phrases and basic language structures or using
familiar words and phrases
 develop accurate pronunciation and intonation so that others understand when they are reading
aloud
 present ideas and information orally to a range of audiences
 read carefully and show understanding of words, phrases and simple writing
 appreciate stories, songs, poems and rhymes in the language
 broaden their vocabulary and develop their ability to understand new words that are introduced into
familiar written material, including using a dictionary
 write phrases from memory, and adapt these to create new sentences, to express ideas clearly
 describe people, places, things and actions orally and in writing
 understand basic grammar appropriate to the language being studied, including (where relevant);
feminine, masculine and neuter forms and the conjugation of high-frequency verbs; key features and
patterns of the language; how to apply these, for instance, to build sentences; and how these differ
from or are similar to English
Outcomes:
Pupils will:
 continue to practise
answering and asking
questions about where
they live
 perform a finger rhyme
confidently
 use action to show
comprehension in game
context – oui and non
 begin to read familiar,
simple text with support
Success Criteria:
Remember to:
 ask and answer questions
with growing confidence
 identify and read simple
words together
 remember a sequence of
spoken words
 perform finger rhymes and
sing songs
 practise new language with
a friend
 to foster curiosity and deepen understanding of the world
Blue text indicates coverage of objective within this lesson
(NB - Objectives are all language learning objectives which reinforce the main theme and cross-curricular objectives)
Green text indicates inter cultural understanding addressed within this lesson
Resources Required:
Unit PowerPoint
A4 flashcards of une maison house un appartement flat une grotte cave
Sets of mini flashcards of the above
Bell or timer or timing facility on Interactive Whiteboard
©Cornwall Learning Publications 2013 72
Entrée
Begin the session with a quick fire question and answer and activity session: revise Comment t’appelles-tu? and Où habites-tu? with replies, alternating between the
two questions. When they have the hang of it the pupils continue questions and answers in small groups to encourage them all to have spoken in French.
Phonic focus
Show grapheme cards or have written on the board the French graphemes the pupils have experienced so far j, un, u jjjjj jongleur (juggler juggling) un un un (holding
up index finger for number one) and u u u u (holding nose). Randomly and quickly show the pupils the cards or point to the graphemes on the board as they say the
phonemes and perform the corresponding actions.
Perform the finger rhyme Pierre de la Grotte est dans sa grotte from last session (possibly without faces on fingers this time!)
Plat
Without saying the words or showing the text, put the images of the new language up on the board (different types of homes).
Who can remember the new vocabulary?
Revise the vocabulary from last session une maison (house), un appartement (flat) and une grotte (cave) using clapping and actions while saying the words.
Play a very quick flashcard game. Hold up a flashcard and ask c’est une maison? Pupils reply oui or non yes or no. Teach the pupils thumbs up for oui thumbs down
for non.
Extension: C’est une maison? Oui, c’est une maison.
C’est un appartement? Oui, c’est un appartement.
C’est une grotte? Oui, c’est une grotte.
Then
C’est un appartement? Non, c’est une maison.
C’est un appartement? Non, c’est une grotte.
C’est une grotte? Non, c’est un appartement
Invite a pupil to volunteer to come to the front of the class.
Give the pupil a flashcard to hold.
Greet the pupil and encourage them to respond: Bonjour! Bonjour!
Ask them what they are called: Comment t’appelles-tu?
Je m’appelle……..
Ask them where they live: Où habites-tu? J’habite une maison un appartement une grotte (depending on flashcard they are holding.)
This could be modelled with a TLA if possible before enacting with a pupil.
Ask a second pupil to come up and give them different cards this time. Help the volunteers to model the dialogue.
Now give every child a mini flashcard and explain that they are to find a partner and practise the dialogue. When they hear a bell (the teacher could use an
interactive timer) they need to change partners and start again.
The teacher may like to choose some pupils to perform to the class.
©Cornwall Learning Publications 2013 73
Dessert
Pupils seated to see whiteboard.
Ask the pupils to watch and listen. The pupils attempt to follow the text whilst listening to the sound file and then repeat what they hear. Next, try to read and say the
phrases with the sound file.
Do they observe anything at all about the written language, similarities or differences? They may mention silent letters, words that are the same as English, nearly the
same as English, lines on words (accents).
If any time remains finish by singing Frère Jaques from Unit 1.
©Cornwall Learning Publications 2013 74
60 mins
Languages Lesson 4/4
NB: Remember to adapt and differentiate objectives, outcomes and success criteria for your own class!
Objectives:
 I am learning to: listen attentively to spoken language and show understanding by joining in
and responding
 explore the patterns and sounds of language through songs and rhymes and link the
spelling, sound and meaning of words
 engage in conversations: ask and answer questions; express opinions and respond to those
of others; seek clarification and help
 speak in sentences, using familiar vocabulary, phrases and basic language structures or
using familiar words and phrases
 develop accurate pronunciation and intonation so that others understand when they are
reading aloud
 present ideas and information orally to a range of audiences
 read carefully and show understanding of words, phrases and simple writing
 appreciate stories, songs, poems and rhymes in the language
 broaden their vocabulary and develop their ability to understand new words that are
introduced into familiar written material, including using a dictionary
 write phrases from memory, and adapt these to create new sentences, to express ideas
clearly
 describe people, places, things and actions orally and in writing
 understand basic grammar appropriate to the language being studied, including (where
relevant); feminine, masculine and neuter forms and the conjugation of high-frequency
verbs; key features and patterns of the language; how to apply these, for instance, to build
sentences; and how these differ from or are similar to English
Outcomes:
Pupils will:
 develop understanding and
knowledge of phonics in
French
 learn the phoneme r try to say
a tongue twister
 respond with actions to show
comprehension
 match text card with picture to
begin to develop reading skills
 complete a simple written task
using model
 listen to an authentic story
(optional)
 to foster curiosity and deepen understanding of the world
Blue text indicates coverage of objective within this lesson
(NB:- Objectives are all language learning objectives which reinforce the main theme and cross-curricular objectives)
Green text indicates inter cultural understanding addressed within this lesson
Resources Required:
Unit PowerPoint
mini whiteboards and pens
Printed flashcards images of une maison house un appartement flat une grotte cave
Printed sets of text cards of une maison un appartement une grotte
Activity sheet from Unit PowerPoint
©Cornwall Learning Publications 2013 Success Criteria:
Remember to:
 imitate pronunciation of sounds
 listen with care respond with
actions to show comprehension
 respond to phonemes with
actions to aid memorisation
 recognise how sounds are
represented in written form
 read simple words in French
and match them to a
corresponding picture
 take care when copying simple
words
75
Entrée
Unit PowerPoint
Encourage the pupils to repeat the soundfile while reading the text then to read the text with the soundfile.
Give the pupils mini whiteboards and pens.
The teacher then writes a j in the centre of the whiteboard.
Tell the children to write down any words in which they can hear the j sound when the PowerPoint is repeated.
Allow the children plenty of time to complete this task and to feedback their findings.
Now repeat the activity, this time asking them to identify the r sound.
Explain how the French r differs from the English- we use our lips while the French use their throats. If they are doing a French r correctly they should feel their voice
boxes move!!! It is very difficult for some people to say r in a French way so reassure the pupils that they may not be able to do it. They might have to keep practising
as we do when we learn to speak our own language.
Phonic Focus
r r r r robot Walk like a robot (refer to sound file)
Quickly flash them j un u and r for them to read, pronounce phonemes and do associated actions.
Plat
Display the three flashcards and ask three pupils to match up the text cards with the correct picture.
This done, display the activity sheets from the Unit PowerPoint.
What do they think they are going to do? Elicit responses such as draw a picture of Pierre, fill in the spaces with the correct information. Check understanding of
written language. What does Moi mean? The second page should be completed with the pupil’s information.
Distribute the activity sheets to the pupils.
Pupils complete activity sheets first with the information on Pierre and then for themselves. Decorate the activity sheets with cave drawings like the ones they have
seen in the caves at Lascaux.
Extension:
Using a separate sheet challenge the pupils to create a friend for Pierre and write simple sentences using the activity sheet as a model.
Dessert
Put the tongue twister full of the phoneme r on the board:
Trois grands tourreaux grignotent dans la grande grotte de Lascaux
Three big bulls are munching in the big Lascaux cave.
Who can say it?!
If there is any time remaining the teacher may choose to return to the Lascaux caves website or to listen to a traditional song found on www.mamalisa.com
©Cornwall Learning Publications 2013 76
The teacher may also choose to read one of the following books:
Michel Gay “Cromignon” (The title is a play on words of the French trop mignon –too cute- and Cromagnon)
ISBN-10: 2211053874
ISBN-13: 978-2211053877
Michel Gay “Cropetite” (similarly un jeu de mots with trop petit- too small)
ISBN-10: 2211090966
ISBN-13: 978-2211090964
Gemma Sales “Noune”
ISBN-10: 2350800210
ISBN-13: 978-2350800219
©Cornwall Learning Publications 2013 77
Pierre de la Grotte
Bonjour!
Je m’appelle
……………………………
J’habite
…………………………………
(where is the cave?)
J’habite
…………………………………
une maison/ un appartement / une grotte
©Cornwall Learning Publications 2013 78
Moi
Bonjour!
Je m’appelle
…………………………………..
J’habite
…………………………………..
(addresse)
J’habite
…………………………………..
une maison/ un appartement / une grotte
©Cornwall Learning Publications 2013 79
Unit Conclusion
60 mins
The Unit conclusion session takes the form of a Prehistoric Question Time!
The panel consists of people from the Stone, Bronze and Iron Ages along with archaeologists who answer questions about life in prehistoric Britain. This is a ‘hotseating activity’ in which pupils take it in turns to act as different characters from the three eras studied during this Unit. During the opening part of the session pupils
spend time generating questions that they would like to ask people from the different eras studied. In the latter part of the session pupils take it in turns to be in the
hot seat, acting as a character from one of the periods they have studied. Alternatively pupils could ‘hot seat’ as different characters from the same era, e.g. a craft
worker, a farmer, a trader, a chieftain etc, exploring the differences in roles and the contributions people made to their tribe or group.
Pupils can also share their music and dance performances as a final conclusion
Parent Support Activities
Week 1
We have been talking in class about what life was like during the Stone Age 10,000 years ago. You might be able to help your child make sense of the enormous
time-span by talking about grandparents and great grandparents. You would have to say the word ‘great’ approximately 400 times in front of the word ‘grandparent’ to
take you back far enough in time to reach the Stone Age!
Week 2
Your child has been learning all about Stone Age hunters and gatherers. You might like to encourage them to safely cut out the shapes of some simple stone tools
and weapons from a used cereal pack. With your help and encouragement, they might attach these to a coat-hanger to make a mobile.
Week 3
Your child has been learning about farming and food. Talk to them about where food comes from. Look at the labels on tins and bottles. Which items come from
farthest away? Which are from much closer to home? Talk about how most of us get our food supplies by shopping but then explore how shops get their supplies of
food to sell us?
Week 4
Your child has been learning about metal tools and weapons from the Bronze and Iron Ages. Go on a metal hunt around your home. What types of things are made
of metal? Encourage your child to notice taps, appliances, toys etc. Ask them to point out some things that are not made of metal.
©Cornwall Learning Publications 2013 80
Standalone Mathematics
Within this Unit the following programme of study (PoS) statements are addressed:
Multiplication and division
Pupils should be taught to:
 recall and use multiplication and division facts for the 3, 4 and 8 multiplication tables
 write and calculate mathematical statements for multiplication and division using the multiplication tables that they know, including for two-digit numbers times
one-digit numbers, using mental and progressing to efficient written methods
 solve problems, including missing number problems, involving multiplication and division, including integer scaling problems and correspondence problems in
which n objects are connected to m objects
Fractions
Pupils should be taught to:
 count up and down in tenths; recognise that tenths arise from dividing an object into 10 equal parts and in dividing one-digit numbers or quantities by 10
 recognise, find and write fractions of a discrete set of objects: unit fractions and non-unit fractions with small denominators
 recognise and use fractions as numbers: unit fractions and non-unit fractions with small denominators
 recognise and show, using diagrams, equivalent fractions with small denominators
5
1
6

add and subtract fractions with the same denominator within one whole (e.g. / + / = / )


compare and order unit fractions, and fractions with the same denominators
solve problems that involve all of the above
7
7
7
Geometry: properties of shapes
Pupils should be taught to:
 draw 2-D shapes and make 3-D shapes using modelling materials; recognise 3-D shapes in different orientations and describe them
 recognise that angles are a property of shape or a description of a turn
 identify right angles, recognise that two right angles make a half-turn, three make three quarters of a turn and four a complete turn; identify whether angles are
greater than or less than a right angle
 identify horizontal and vertical lines and pairs of perpendicular and parallel lines
©Cornwall Learning Publications 2013 81
Multiplication and division
Children continue to count on in steps of 2, 3, 4, 5, 6, 8, 10, 50 and 100 from zero and then from any given number, developing and consolidating their understanding of
multiplication and division They also count back in these step sizes from a variety of numbers, noticing patterns in the number sequences as they do so. They use their
counting skills to answer questions such as:
If I keep subtracting 6 from 49, what is the smallest number I will get?
They recognise the relationships between the following counting sequences: the 2s and 4s, the 3s and 6s, the 4s and 8s; the 5s and 10s, the 50s and 100s. Children
count a large collection of objects by grouping them, for example into fives, tens or twenties. They recognise how this helps them to find the total number of objects
systematically and accurately and gives a method to use to check the result
Link to Inspire Unit ‘Set in Stone’.
Imagine a stone circle with 10 stones. These are numbered from 1 to 10 so you can count from 1 to 10 as you walk around the circle past the stones. On the second
time walking around the circle past the 10 stones you can continue counting, so you say the numbers 11 to 20. On the third time you say the numbers 21 to 30 and
so on.
Dab your feet in woad. What patterns do you make if you run and count every 5th stone? Why is this? (a straight line from the 5th stone to the 10th stone, back to the
5th stone for 15, back to the 10th stone for 20).
On another day you run and count every 4th stone. What pattern does this make? What happens if you continue with the multiples of 4 from 24 to 40? Why?
Explore other multiples and see if there is always a pattern.
Children use the sequences generated to establish multiplication and division facts for the 2, 3, 4, 5, 6, 8 and 10 times tables.. They recite these times-tables, begin to
locate a fact from the relevant table and start to recognise multiples of 3, 4 and 8. They identify numbers to 1000 that are multiples of 2, 5 or 10. They sort a set of
numbers using criteria such as: ‘These numbers are multiples of 5’, or: ‘These numbers are in the 8 times-table.’
Pupils use partitioning to multiply a two digit number by a one digit number from a known times table. e.g. 4 x 16 is the same as 4 x (10+6) which is the same as (4 x 10)
+ (4 x 6) which is equal to 40 + 24 which makes 64. This can be exemplified using an array to support, as below:
©Cornwall Learning Publications 2013 82
Children choose appropriate operations to solve one- and two-step problems involving number, money and measures or missing numbers such as:
A piece of tape is 100 cm long. I cut off seven pieces, each 5 cm long. How much tape is left? What is multiplied by 4 to give the answer 32?
Arif went into the shop and bought 4 chocolate bars for 15p, how much did he spend?
Tom went into the shop and bought 8 packets of sweets. He spent £1.04 – how much was each packet of sweets?
Fractions
Children read, write and understand fraction notation. They read and write 1⁄10 as one tenth and count up and down in steps of 1/10, using a number line to support, so
they recognise that 10 tenths = 1. They explore finding 1/10 of amounts by practically dividing amounts into 10 equal parts. The make the link that finding 1/10 is the
same as dividing by 10. They can answer questions such as What is 1/10 of 20? What is 1/10 of 50? What sort of numbers are easy to find 1/10 of?
They recognise that unit fractions such as 1⁄4 or 1⁄5 represent one part of a whole. Using visual representations, such as a fraction wall or folded paper shape or strip,
children look at ways of dividing one whole. They recognise that one whole is equivalent to two halves or three thirds or four quarters, or five fifths.
Link to Inspire Unit ‘Set in Stone’.
It time for tea! Nettle soup today. This is quite delicious. For 4 people you need:
1/4 kg of nettles, 3/4 litre of vegetable stock, 1/5 packet of butter, 1/10kg of oatmeal. You also need a little salt to season.
It takes 1/3 hour to cook nettle soup.
If there are 8 people wanting to eat today, how much of each ingredient do you need?
On another day there are 12 people wanting to eat nettle soup. How much of each ingredient do you need now?
What about if there 10 people? How much would you need now?
An argument breaks out as another tribe member has a recipe for nettle soup which they say is even more delicious. Their recipe is 10/40 kg of nettles, 30/40 litre of
vegetable stock, 8/40 packet of butter, 4/40 kg oatmeal and a little salt. Which recipe do you think sounds best? Why?
1
Children begin to recognise the equivalence between some fractions. They fold a paper strip or shape in half and half again and label each division ⁄4 divisions. They
then fold it again and identify the eighths. From this they establish the equivalences between halves, quarters and eighths e.g. 4/8 = 2/4 = ½. . Using another strip folded
into 10 divisions explore the link between fifths and tenths. If we fold the strip into five equal parts, how many tenths can you see? , Establish equivalences such as 2⁄10 is
the same as 1/5 and 6/10 is the same as 3/5.
Children find fractions of amounts of groups of objects by using practical equipment or diagrams. They recognise fractions notation is used to represent part of the whole
group of objects or amount. Explore practically using 10 counters, 4 of which are red, 5 are blue and 1 is yellow. Ask the pupils to establish what fraction of the group is
©Cornwall Learning Publications 2013 83
yellow? How can we say this? How can you show it? How do you write it? You can use the folded tenth strip to establish this is one counter out of the ten counters is
yellow. We write this as 1/10. Repeat for the red and blue counters. Change the number of objects and repeat. Shaded folded shapes can be used in the same way.
Link to Inspire Unit ‘Set in Stone’.
The tribe are dragging stones to build a stone circle. The stones are very heavy. The tribe need to drag the stones 1000m in total. On the first day they drag the
stones 1/2 way from to the stone circle. How far is this? Each day they drag the stones half of the distance left to travel. How far did they drag the stones on the
second day? How far did they drag the stones on the third day? When will they be less than 1m from the final location of the stones? Will they ever reach the final
loction? Why? (After 10 days they will be less than 1m away from the final site. They never actually get there because the remaining distance just keeps halving.
Geometry – properties of shapes
Children extend their knowledge of 2-D shapes and describe shapes using their properties for example, they find a shape that is ‘half a circle’, or ‘is not a right-angled
triangle’ or ‘has four right angles and opposite sides equal’. They know that a quadrilateral is any flat shape with four straight sides. They recognise angle as one of
the properties of shapes and know is an angle is equal to a right angle, greater than a right angle or equal to a right angle. They draw 2-D shapes with increasing
accuracy. They look for horizontal, vertical, parallel and perpendicular lines in shapes
Link to Inspire Unit ‘Set in Stone’.
Research flint shapes, arrow heads and stone age tools on the internet. Use these words such horizontal, vertical, parallel and perpendicular lines to describe the
properties to describe the properties of the flint shapes. You might want to imagine these have straight edges. Look at the angles of the flint shapes. Have they all got
any right angles? Angles less than 90 degrees? Angles more than 90 degrees? Would it have been better if these tools really had straight edges? Why didn’t they?
They recognise 3-D shapes and make collections, for example, of shapes that are prisms. Shapes are explored in a variety of orientations. For example, shapes are
hidden in a bag and pupils identify the shape just by feeling it and matching the properties. They use materials to make 3D shapes such as modelling materials,
ensuring they match the properties of the intended shape. They match 3D shapes to descriptions of their properties, describing them with increasing accuracy.
What can you tell me about this shape (e.g. cylinder)? Pass the shape on to the next person…can you tell me something else? …Continue until no one can
think of any way to extend the description of the 3D shape being explored.
©Cornwall Learning Publications 2013 84
Research Table Resource
Instructions
Food and cooking
Clothes
Homes
Tools and Weapons
 Divide class into pairs
 Half of the pairs in class will research questions A. and B.
 The other half will research questions C. and D.
Questions
A. What did Stone Age people eat and how did they cook?
B. What did Stone Age people wear and how did they make
their clothes?
C. Did Stone Age people have homes and what were they like?
D. What tools and weapons did Stone Age people have and
how were they made?
Pairs who researched questions A and B should share what they
found out with pairs who worked on C and D and vice versa.
They could pool their resources and fill in a grid.
©Cornwall Learning Publications 2013 Cornwall Learning
T: 01872 327900
[email protected]
Carew House, Beacon Technology Park, Dunmere Road, Bodmin, PL31 2QN
www.cornwalllearning.org