Edison Learning Connected Curriculum Spring Term
Year 3 Learning Unit – Let’s go on an adventure. Would we like to visit Guatemala?
Subject Focus – Design and Technology – Science – History – Geography
Possible Starting Points/End Products
Links to Core Values
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RE
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Link to previous learning about greatest
builders – address LU question
Mayan creation story- puppet play
Mayan creation story – earth and people
Bible story of creation – earth and people
Other creation stories
Sketch book
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Printing to make a backdrop for a puppet
theatre
Art
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Mayan weaving
Design & Technology
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Make a Mayan god puppet – design process
Make a character puppet for a play
Create and share/make and share a favourite sweet corn
recipe
PSHE/Speaking and Listening
Science
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Pushes and pulls
‘Magically’ make an object move
Friction
Measuring forces
Air resistance
Memorise Science ‘Killer Facts’
History
COMPUTING
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Internet research
Combining text and graphics
Music
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Literacy Links and Drama
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Recall learning about early civilisation and buildings Story
of discovery of Tikal city site
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What was happening here when the Maya left their cities?
What made the Mayan people leave their cities?
Geography
Listening
Mayan instruments
Myths and legends
Instructional text
Playscript leading to puppet performance
Hope – the Hindu religion
Responsibility – caring for living things
Integrity – Ghandi, making difficult choices
Compassion – being considerate and kind
Where is it? Guatemala, Central America
What do we need to think about while we decide to visit
Guatemala?
What is it like? Volcanoes, earthquakes, jungle, lakes, climate &
weather, people, food, cities and villages
How did it come to be like this?
What is it like to live there?
What is the weather like there?
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Why do people across the world make stories
about the creation of the earth and people?
Is it fair?
Are these children luckier than us?
Being a good member of the team – are we
going to be ready for our performance?
Discuss ideas for why the Maya people left
their cities and moved to villages by 950AD –
link History
Playscript and performance
PE/Dance
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Pushes and pulls
Mime
Mayan dance
Experience air resistance
Homework and Independent Learning
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Finding examples of pushes and pulls at
home
Collect materials for making puppets
Create or share a favourite recipe using
sweet corn
Teach a parent/carer
Edison Learning Connected Curriculum Spring Term
Year 3Learning Unit – The Games that Children Play
Subject Foci – Dance, Music, Art, and Drama
Understanding the Arts
Dance
Possible Starting Points
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Reading visual images
Collective Memory
Guided tour (drama)
Snowball
Freeze frame
Research project
Possible End Products
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Dance performances
Class pictures
Presenting/teaching playground games
Possible visits/Visitors/resources
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A trip to the theatre to see a dance
production
View a dance video e.g. Matthew Bourne
Nutcracker – ( The Orphanage)
Computing
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Using the Interactive Whiteboard
Video recording
Digital photography
Exploring websites
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Core Values
Creating
Performing
Appreciating
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Art
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Quick figure sketches
Quick life drawings
Class composition
Courage
Respect
Wisdom
Responsibility
Compassion
History
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Living memory
Music
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Listening
Appreciating
Responding
An introduction to musical notation
Literacy Links
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Explaining the language of dance
Action word poems
Health and Wellbeing
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Homework and independent learning
opportunities
Modern games
Making choices (bullying)
Healthy living
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Mathematical Development
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Puzzles
Edison Learning Connected Curriculum Spring Term
Year 4 Learning Unit – Should we stop eating chocolate?
Subject Focus – Design & Technology and Science
Links to Core Values
Possible Starting Points
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Mmm…Chocolate
Model map
Questions to investigate
Possible End Products
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Presentation of chocolate product with
advertising campaign
Presentation/display materials from
research findings
Design and Technology
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Conduct market research
Design chocolate product
Make the prototype chocolate product
Adapt and improve product
Make final chocolate product
Analysis of wrapping papers
Design of packaging
Evaluation of final product
Science
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Dissolving investigation
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Food value of chocolate bar
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How does the chocolate become fuel/energy for our bodies?
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Which sugar dissolves first?
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Should we continue to eat chocolate as far as our teeth are concerned?
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Changes occur when materials are heated or cooled*
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Temperature is a measure of hot and cold
Geography
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Heating solid materials can cause irreversible changes*
Burning materials results in irreversible changes*
Memorise Science ‘Killer Facts’
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Story of Maya & Aztec chocolate and
Europe
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Research – Columbus, Hernando Cortez and
the missing Maya
Interpretations of the past
Where cacao trees grow- location maps
Physical and human geography
Destruction of the rain forest
Interdependence and fair trade from cocoa
beans to chocolate bars
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Healthy lifestyles
Hand washing
Facing new challenges
Exploring how the media present
information
Evaluating your efforts
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Wisdom - taking care of our bodies
Responsibility – self discipline and self
respect
Responsibility for others
Integrity – how the media present
information
Courage - to evaluate honestly
Literacy Links
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Chocolate poems
Charlie and the Chocolate Factory (perceptions of
different children in story, different home lives)
Information text
Explanation
Instructions
Playscript
Art
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Illustrate chocolate poem
Aztec print border for display
Rainforest collage
Sketchbook
* Link to fossil fuels
Drama/Speaking
and Listening
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PSHE
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History
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Starting Point - Should we stop eating chocolate?
Food labelling on chocolate wrappers
Debate – If chocolate makes people fat, should it be banned?
Making TV advertisement for chocolate product - Publicity
Homework and Independent Learning
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Country of origins of food
Market research
Design a poster
Watch and time television advertisements
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Graphics - lettering
Computing
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Internet research
Exploring simulation software
Collecting and presenting information
Developing repeated patterns
Word processing
Edison Learning Connected Curriculum Spring Term
Year 4 Learning Unit – From a Railway Carriage
Subject Foci – Music, Art, Dance and Drama
Possible Starting Points
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Digital photos taken from a train carriage.
The painting ‘Travelling Companions’ by
Augustus Egg
Thinking Skills ‘Reading Images’ Activity
The Railway Children DVD
Train sound effects/music
Train set/dance/music performance
Possible End Products
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Choral speaking
Display of views from a carriage window
Return to initial enquiry questions
Core Values
Creative Development
Art & Sketchbook
 Railway pictures
 View from a railway carriage
 Design the train of the future
Music
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Exploring rhythms - possible link to programming
Create a soundtrack for the choral performance
Music performance
Physical Development – Dance
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Creating movement pattern
Creating sequence of movement to soundtrack
Dance performance
Role Play Area
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History/Geography
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Learn the poem
Answering enquiry questions
Ask parents/grandparents about train
journeys when they were young.
Courage
Respect
Wisdom
Responsibility
Compassion
Literacy Links, Speaking & Listening and
Drama
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Read the poem From a Railway Carriage by
R L Stevenson
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Analyse poem
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Train fares, giving change
Time, timetables
Comparison with other railway poems
Guided writing – creating a class poem
Write own poem
Group discussion – detail of the poem
Practice and rehearse choral speaking
Freeze frame – view from the carriage
Passengers on the train
Choral performance
Mathematical Development
Passengers in a carriage
Homework / Independent Learning
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Passengers on train journeys
Oral history about train journeys in the past
Railway history
Train journeys in different places
Personal, Social and Emotional
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Recognising feelings & understanding
emotions
Developing a positive sense of one’s self
Stress management and conflict resolution
Edison Learning Connected Curriculum Spring Term
Year 5 Learning Unit – The Fairground
Subject Focus – Design & Technology/Science
Possible Starting Points
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Letter from fairground owner
Visit from Fairground owner
Possible End Products
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Assembly or exhibition of work
Links to Core Values
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Knowledge and Understanding
Compassion – differences
Respect – understanding and tolerance
Wisdom – feelings and fears
Courage – overcoming obstacles
Integrity – dealing with difficult
circumstances
Justice – revenge?
Hope – unexpected outcomes
Links for Mathematical Development
Design & Technology
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Design and make a Shaky Hand Tester
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Research, design and make, and evaluate fairground ride
Science
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Electrical circuits
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Forces
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Light
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Sound
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Memorise Science ‘Killer Facts’
Geography
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How well do you know the British Isles?
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Traffic Issues
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Quiz/Team competition
Computing
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Internet research
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Posters & Flyers
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Internet use for map work and mileage
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Control
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Video
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Literacy Links and Speaking & Listening
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PE
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Name calling
Customs
Helping Kizzy
Don’t be a victim
Feelings
Anger
Real Life?
Throwing
Target games
Jumping
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 Dribbling balls
Volley ball
Homework/Family Learning Opportunities
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Find fairground pictures
Family members memories of fairgrounds
Learn British Isles locations
Debate
Letter in reply
Question fairground owner
Persuasive reading/writing
Traffic wild card/letter
Explanation
Sketchbook
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Shape, size and colour
Creative Development
Art
PSHE
Fairground itinerary
Problem solving
Edison Learning Connected Curriculum Spring Term
Year 5 Learning Unit – The Highwayman
Subject Foci – Music, Art, Dance and Drama
Possible Starting Points
Creative Development
Core Values
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Art & Sketchbook
 Chalk and charcoal doors
 Illustrations from poem
 Illustrate a line of the poem
 Figure drawing
 3D representation of a character
Music
 Soundtrack with illustrations
 Exploring percussion instruments
 Creating a soundtrack – revisiting notation
 Performance
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Illustrated version of The Highway
Man poem by Alfred Noyes
Research highwaymen
Artefacts
Possible End Products
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Choral performance
Display
Video clips of part of the poem
Literacy Links and Speaking
& Listening
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Computing
Physical Development
 Make a video
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Homework / Independent
Learning
 Learn the poem
Imaginative movement (after Phase 1 Music)
Imaginative movement (after Phase 2 Music)
Performance
Personal, Social and Emotional (CLS)
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Recognising feelings and understanding emotions
Developing a positive sense of one’s self
Stress Management
Courage
Respect
Wisdom
Responsibility
Compassion
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Select a starting point p.7
Read poem – first impressions,
unfamiliar words
What’s the story? Sequence and
storyboard
Hot seating
Character profiles
Features of the poem
Describe characters using metaphor
and simile
Tell the story
Letters
Explore the story in a modern day
setting and script with performance
Learn the poem
Opinion Line – villain or hero?
Freeze frame
Edison Learning Connected Curriculum Spring Term
Year 6 Learning Unit – Has there ever been a better time to live here?
Subject Focus – History
Possible Starting Points
History
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Links to Core Values
Has there ever been a better time to live here?
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A memory test: recalling earlier learning and
recognising the contribution of our ancestors to
our survival
What makes a good life?
What do other people think about whether there has
ever been a better time to live here?
What is good about living here now?
Possible End Products
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Respect – we are the survivors
Responsibility – we are only successful when we all
succeed
Compassion – understanding another’s point of view
Wisdom – choices affect lives beyond our own
Hope – Can I make a difference to my world?
What do I want in my future?
Can one person make a difference in the world?
Sketch book/Art
Presentation to the class group to persuade
them that a time in the past was a better time to
live here OR that now is the best time to live
here.
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Observational drawing/painting of artefacts
Literacy Links
Music
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Listen to music of the times
Dance
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Speaking and Listening
Interview and discuss with people beyond school
whether life here was better in the recent past.
BBC Listening Project
Geography in the News – issues local, national, world
Drama
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ICT
Tape recording visitors.
Using videos for research.
Internet exploration.
Science
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Investigate a designer who improved life for many
from periods chosen by the children
Learn to dance from periods chosen by the children
Geography
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Design and Technology
Opportunity for discrete Science revision
according to need.
Using a picture as a way into others’ lives
Using Image Theatre to explore ambition
and aspiration
PSHE
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Feelings
Courage and associated feelings
Feelings associated with other core values
Homework/Family Learning Opportunities
Numeracy Links
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Statistics
Base numbers
Measure - Imperial/Metric
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Research family members thoughts on life in the recent
past
Points of view on local issue
Comparison of games played by primary school children
Setting own homework
Edison Learning Connected Curriculum Spring Term
Year 6 Learning Unit – The Lady of Shalott
Subject Foci – Music, Art, Dance and Drama
Possible Starting Points
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Read the story of The Lady of Shalott
Look at the painting The Lady of
Shalott by Waterhouse
Read and illustrate the first section of
the poem
Enquiry questions
Creative Development
Core Values
Art & Sketchbook
 Fantasy Images
 Illuminated manuscripts
Music
 Listen to Pavanes
 Explore musical instruments
 Create a Pavane - – opportunity for composing simple
tunes
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Possible End Products
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Exhibition of art work
Performance of dance, music and
drama
Physical Development
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Learning Pavane steps
Learning / creating the dance
Perform the Pavane
Role Play Area
 The Lady of Shalott area
History
Homework / Independent Learning
 Learn the poem
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Answering enquiry questions
Looking at the world through a mirror
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Independent research of enquiry questions
Research the ‘great hall’
Personal, Social and Emotional
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Recognising feelings and understanding emotions
Developing a positive sense of one’s self
Stress management and conflict resolution
Courage
Respect
Wisdom
Responsibility
Compassion
Literacy Links and Speaking
& Listening
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Starting point
Exploring setting
Enquiry question
Exploring the structure of the poem
Write a poem / prose
Reading images
Freeze frame
Empathy for The Lady of Shalott
Hot seating
Choral speaking
Choral performance
Mathematical Development
 Using logo / floor turtle
 Pie charts
 Spirograph patterns
Edison Learning Connected Curriculum Spring Term
Year 6 Learning Unit – Why do some creatures no longer exist?
Subject Focus – Science and Geography