Term: Spring 1 -...

Unit: Through the Keyhole Term: Spring 1 Year: 2

CONTENTS

Page Number Page

Number Page Number

Subject Summaries 1 English Lesson 7/20 29 Science Lesson 4/4 43

Links 2 English Lesson 8/20 30 History Lesson Plans 44-47

Resources 3 English Lesson 9/20 30 History Lead Lesson 1/4 44-45

Programme of Study 4-10 English Lesson 10/20 31 History Lesson 2/4 46

Unit Overview 11 English Lesson 11/20 31 History Lesson 3/4 46

Week 1 Medium Term Planning 12 English Lesson 12/20 32-33 History Lesson 4/4 47

Week 1 English Medium Term Planning 13 English Lesson 13/20 34 Music Lesson Plans 48-50

Week 2 Medium Term Planning 14 English Lesson 14/20 34 Music Lead Lesson 1/4 48

Week 2 English Medium Term Planning 15 English Lesson 15/20 35 Music Lesson 2/4 49

Week 3 Medium Term Planning 16 English Lesson 16/20 35 Music Lesson 3&4/4 50

Week 3 English Medium Term Planning 17 English Lesson 17/20 36 Art and Design Lesson Plans 51-54

Week 4 Medium Term Planning 18 English Lesson 18/20 36 Art and Design Lead Lesson 1/4 51-52

Week 4 English Medium Term Planning 19 English Lesson 19/20 37 Art and Design Lesson 2/4 53

Applied Computing 20 English Lesson 20/20 37 Art and Design Lesson 3/4 54

Other Ideas 21 Mathematics Lesson Plans 38-40 Art and Design Lesson 4/4 54

Unit Launch Lesson 22-23 Using and Applying linked Maths Lesson 1/4 38 Unit Conclusion 55

English Lesson Plans 24-37 Using and Applying linked Maths Lesson 2/4 39 Parent Support Activities 56

English Lead Lesson 1/20 24-25 Using and Applying linked Maths Lesson 3/4 39 Standalone Mathematics Overview 56-60

English Lesson 2/20 25 Using and Applying linked Maths Lesson 4/4 40 Midnight Adventure Resource 61

English Lesson 3/20 26 Science Lesson Plans 41-43

English Lesson 4/20 27 Science Lead Lesson 1/4 41-42

English Lesson 5/20 28 Science Lesson 2/4 42

English Lesson 6/20 29 Science Lesson 3/4 43

Summaries

Science Exploring the materials people use to make houses and bridges and how the materials are chosen for their qualities of, for example, strength, lightness, transparency, flexibility, water tightness, etc. Compare old and new uses of materials by linking to the visit to a local historic house and to a local building site where houses are being built. During the Unit pupils will record information in a simple table, examine non‐fiction booklets on materials and conduct simple experiments.

English Write detailed recounts of the class visit to a local historic house Write an adventure story using a building of local historical interest as a setting. They will make use of all the information collected during their visit to the building to add detail to their story, bringing it alive for the reader Write non‐fiction books linked to their science work on materials Make invitations inviting guests to the unit conclusion event

Art and Design Pupils learn to sew cross stitch embroidery stitches Using original Victorian samplers as inspiration, they will design and sew their own sampler style bookmarks Visits by local textile students or sewing and patchwork groups will broaden the pupils understanding of sewing & design

Music Pupils will listen to music from Tchaikovsky’s ‘The Nutcracker’ They will consider how music can be used to tell a story or to illustrate They will create their own graphic score, travelling musically from the front door of a large Victorian house upstairs to the nursery or playroom Work in this Unit should also be supported further with singing

Applied Maths Solve problems using place value, addition and subtraction Understand and find or describe the difference between two numbers practically Tell the time on an analogue clock Count on to find the length of time of different events, using a clock face to support

Through the Keyhole

History Comparing old and new objects identifying similarities and differences between each. Pupils will be introduced to the fictional character of Detective Clueless, a slightly ineffective detective who is not very observant! He needs the pupils help to solve some cases in the locality. Finding out about the lives of pupils who used to live in a local historic house. Pupils will look at a range of artefacts including old photographs, paintings, toys, clothes and journal extracts. Pupils will also recount text, produce object timelines and prepare for a locality quiz presentation

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Links

Through the Keyhole

Links to Outdoors The history content involves a trip to a nearby building of local and/or national historical interest and visits

into the local neighbourhood

National and International links The science content makes links to innovative design and use of materials in construction found nationally

and internationally The historical content provides the opportunity to find out more about other historic houses and properties

Links to the world of work This Unit offers world of work links to planning, designing and building trades, civil engineering, tour

guides, museum curators, The National Trust, shopkeepers, local government positions, artists, photographers and other crafts people

This Unit is focussed on significant people and places in the local area. In this Unit pupils will develop their historical skills by helping the bumbling Detective Clueless to solve some ‘History Mysteries’. What are these mysterious objects? Where is the missing candlestick? The Unit contains some generic history lessons which can be easily adapted by the class teacher to reflect their specific locality and building of interest. Pupils will investigate materials and their characteristics and through simple experiments discover why each material is used for specific purposes. There will also be the opportunity to develop writing skills across the curriculum and the Unit culminates in a locality quiz involving a member(s) of the community.

Links to learning and life skills Talking sharing and making decisions with others Creating new ideas and solutions

2

Resources

Art and Design Images of samplers or the authentic article if you can

Examples of simple cross stitch samplers http://kew17.edublogs.org/2013/05/17/victorian‐samplers/

Dotted paper http://www.printablepaper.net/click2.php

Embroidery needles suitable for thicker threads

Embroidery threads in a variety of colours Video of young girl showing how to do cross stitch http://www.youtube.com/watch?v=4tQh6TWidcA

Binca fabric cut to bookmark size Visualiser projector

Through the Keyhole

History Camera Images, information leaflets about the historic property that the class will visit

Museum loan box – old toys and artefacts

Old chest or interesting looking old or antique box

English Role play area as a nursery or kitchen from the historic house Toy Museum

Photographs taken by the ‘official photographers’ during the class visit to the historic house

Examples of explanatory text from the class collection of non‐fiction books about materials

Some glossaries from the back of information books

Applied Maths Large clock Split pin display clocks 100 squares Arrow cards Cubes

Science A collection of household objects A collection of materials that pupils can handle and use in their experiments.

Images of a chocolate teapot (resource included with this Unit)

A selection of commonly used materials to include wood, glass, metal, plastic, paper, card, brick, stone for the children to handle

A selection of materials found locally Images of buildings showing the use of locally found materials and images of schools from around the world showing the wide range of materials used

Clipboards Blank tables, enough for one per child, to record materials and objects that they find

Music Recording of Tchaikovsky’s ‘The Nutcracker’

Large selection of percussion instruments and pupils’ own instruments

Pictures of Victorian toys and real examples if you have access

Pictures of instruments / real instruments Cards to match for listening activity Art materials for creating the score Recording / filming equipment

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©Cornwall Learning Publications 2013

Programme of Study Unit: Through the Keyhole Year: 2 Term: Spring 1 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.

Key:

FT = First Teaching OG = On Going

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

Engl

ish

These statements apply to all Years. The content should be taught as a level appropriate to the age of the pupils (taken from notes and guidance [non-statutory]). 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.

4


Reading – word reading

WR1 continue to apply phonic knowledge and skills as the route to decode words until automatic decoding has become embedded and reading is fluent OG

WR2 read accurately by blending the sounds in words that contain the graphemes taught so far, especially recognising alternative sounds for graphemes OG

WR3 read accurately words of two or more syllables that contain the same GPCs as above OG

WR4 read words containing common suffixes OG

WR5 read further common exception words, noting unusual correspondence between spelling and sound and where these occur in the word OG

WR6 read most words quickly and accurately without overt sounding and blending when they have been frequently encountered OG

WR7 read aloud books closely matched to their improving phonic knowledge, sounding out unfamiliar words accurately, automatically and without undue hesitation OG

WR8 re-read these books to build up their fluency and confidence in word reading OG

Reading – comprehension

RC1 develop pleasure in reading, motivation to read; vocabulary and understanding by:

RC1.1 listening to, discussing and expressing views about a wide range of contemporary and classic poetry, stories and non-fiction at a level beyond that at which they can read independently OG

RC1.2 discussing the sequence of events in books and how items of information are related OG

RC1.4 being introduced to non-fiction books that are structured in different ways OG

RC1.6 discussing and clarifying the meanings of words, linking new meanings to new vocabulary OG

RC1.7 discussing their favourite words and phrases OG

RC2 understand both the books that they can already read accurately and fluently and those that they listen to by:

RC2.1 drawing on what they already know or on background information and vocabulary provided by the teacher OG

RC2.2 checking that the text makes sense to them as they read and correcting inaccurate reading OG

RC2.4 answering and asking questions OG

Engl

ish

RC3 participate in discussion about books, poems and other works that are read to them and those that they can read for themselves, taking turns and listening to what others say OG

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Writing – transcription – spelling

WTS1 spell by:

WTS1.1 segmenting spoken words into phonemes and representing these by graphemes, spelling many correctly OG

WTS1.3 learning to spell common exception words OG

WTS1.5 Learning the possessive apostrophe (singular) [for example, the girl’s book] OG

WTS2 add suffixes to spell longer words, e.g. –ment, –ness, –ful and –less, -ly OG

WTS3 apply spelling rules and guidance, as listed in English Appendix 1 PHONICS PROGRAMME OG

WTS4 write from memory simple sentences dictated by the teacher that include words using the GPCs, common exception words and punctuation taught so far OG

Writing – handwriting

WH1 form lower-case letters of the correct size relative to one another OG

WH2 start using some of the diagonal and horizontal strokes needed to join letters and understand which letters, when adjacent to one another, are best left unjoined OG

WH3 write capital letters and digits of the correct size, orientation and relationship to one another and to lower case letters OG WH4 use spacing between words that reflects the size of the letters OG

Writing – composition

WC1 develop positive attitudes towards and stamina for writing by:

WC1.4 writing for different purposes OG

WC2 consider what they are going to write before beginning by:

WC2.1 planning or saying out loud what they are going to write about OG

WC2.2 writing down ideas and/or key words, including new vocabulary OG

WC2.3 encapsulating what they want to say, sentence by sentence OG

WC3 make simple additions, revisions and corrections to their own writing by:

WC3.1 evaluating their writing with the teacher and other pupils OG

WC3.2 re-reading to check that their writing makes sense and that verbs to indicate time are used correctly and consistently, including verbs in the continuous form OG

WC3.3 proof-reading to check for errors in spelling, grammar and punctuation (e.g. ends of sentences punctuated correctly) OG

Engl

ish

WC4 read aloud what they have written with appropriate intonation to make the meaning clear OG

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Writing – vocabulary, grammar and punctuation

WVGP1 develop their understanding of the concepts set out in English Appendix 2 by:

WVGP1.1 learning how to use both familiar and new punctuation correctly (see English Appendix 2), including full stops, capital letters, exclamation marks, question marks, commas for lists and apostrophes for contracted forms and the possessive singular OG

WVGP2 learn how to use:

WVGP2.1 sentences with different forms: statement, question, exclamation, command OG

WVGP2.2 expanded noun phrases to describe and specify, e.g. the blue butterfly OG

WVGP2.3 the present and past tenses correctly and consistently including the progressive form OG

WVGP2.4 subordination (using when, if, that, or because) and co-ordination (using or, and, or but) OG

WVGP2.5 learning the grammar for year 2 in English Appendix 2 OG

WVGP2.6 some features of written Standard English OG

Engl

ish

WVGP3 use and understand the grammatical terminology in English Appendix 2 in discussing their writing OG

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Multiplication and division

1 recall and use multiplication and division facts for the 2, 5 and 10 multiplication tables, including recognising odd and even numbers

2 calculate mathematical statements for multiplication and division within the multiplication tables and write them using the multiplication (×), division (÷) and equals (=) signs

3 show that multiplication of two numbers can be done in any order (commutative) and division of one number by another cannot

4 solve problems involving multiplication and division, using materials, arrays, repeated addition, mental methods, and multiplication and division facts, including problems in contexts

Fractions

1 recognise, find, name and write fractions 1/3, 1/4, 2/4 and 3/4 of a length, shape, set of objects or quantity

2 write simple fractions e.g. 1/2 of 6 = 3 and recognise the equivalence of two quarters and one half

Geometry: properties of shapes

1 identify and describe the properties of 2-D shapes, including the number of sides and symmetry in a vertical line

2 identify and describe the properties of 3-D shapes, including the number of edges, vertices and faces

3 identify 2-D shapes on the surface of 3-D shapes, for example a circle on a cylinder and a triangle on a pyramid

4 compare and sort common 2-D and 3-D shapes and everyday objects

Geometry: position, direction, motion

1 order and arrange combinations of mathematical objects in patterns and sequences

Mat

hs

2 use mathematical vocabulary to describe position, direction and movement, including movement in a straight line and distinguishing between rotation as a turn and in terms of right angles for quarter, half and three-quarter turns (clockwise and anti-clockwise)

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Working scientifically

1 asking simple questions and recognising that they can be answered in different ways

2 observing closely, using simple equipment

3 performing simple tests

4 identifying and classifying

5 using their observations and ideas to suggest answers to questions

6 gathering and recording data to help in answering questions

Uses of everyday materials

1 identify and compare the suitability of a variety of everyday materials, including wood, metal, plastic, glass, brick/rock, and paper/cardboard for particular uses

Scie

nce

2 find out how the shapes of solid objects made from some materials can be changed by squashing, bending, twisting and stretching

His

tory

4 significant historical events, people and places in their own locality

1 use their voices expressively by singing songs and speaking chants and rhymes

Mus

ic

3 listen with concentration and understanding to a range of high-quality live and recorded music

1 to use a range of materials creatively to design and make products

Art

& D

esig

n

4 about the work of a range of artists, craftsmen and designers, describing the differences and similarities between different practices and disciplines, and making links to their own work

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4 use technology purposefully to create, organise, store, manipulate and retrieve digital content

A

pplie

d C

ompu

ting

6 use technology safely and respectfully, keeping personal information private; identify where to go for help and support when they have concerns about content or contact on the internet or other online technologies

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Unit Overview

This Unit is focussed on significant people and places in the local area. Pupils will develop their historical skills by helping the bumbling Detective Clueless to solve some ‘History Mysteries’, such as:

What are these mysterious objects? Where is the missing candlestick?

The Unit contains some generic history lessons that can be easily adapted by the class teacher to reflect their specific locality and building of interest. Pupils will investigate materials and their characteristics and through simple experiments discover why each material is used for specific purposes. There will also be the opportunity to develop writing skills across the curriculum and the Unit culminates in a locality quiz involving a member(s) of the community. It is suggested that you create a role play area as a nursery or kitchen from the local historic house. The launch lesson for this Unit is about significant historical events, people and places in the pupils’ own locality. The lesson will require photographs of the local historic house or property that pupils will visit later on in the Unit. It should also include pictures of the children that used to live in it and some of the objects that might have belonged to those children (be sure to include a toy, book and item of clothing) and ideally a museum loan box of toys and objects form the Victorian era. Pupils will be introduced to the character of Detective Clueless. Explain that he is not very good at looking for clues and that he needs our help with some unsolved History Mysteries. Use the launch lesson PowerPoint to develop the character further. Can pupils help? Do they have the skills that Detective Clueless does not? The conclusion session is planned as a fun locality quiz with families, parents, carers and key members of the community, clubs/groups for older people invited into school. The idea is for pupils to act as locality experts who will be on hand to help with the answers to the quiz. This will also be an opportunity to look at the work pupils have been doing on the locality.

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Cornwall Learning Publications 2013

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 focus for this Unit is the history of the local area and this week pupils are introduced to significant local events, people and places. Pupils will also ideally visit a building of local historic interest this week, which will be the basis of their work in English where they look at a range of photographs as a stimulus for a recount exercise. Pupils will see examples of samplers created in the Victorian era in art and will be preparing to make one of their own. Pupils will find out about the toys used by children in the historic house they visit and toys will feature in the music lesson this week with a focus on Tchaikovsky’s ‘The Nutcracker’ In science pupils will examine buildings showing the use of locally sourced materials before extending their understanding of the range of materials used to make different objects. Please see over for English Medium Term Planning Week 1

Launch Lesson 1hr Science 2hr Applied Maths 1hr Art and Design 1hr Music 1hr History 1hr Objectives: I am learning to: find out more about significant

historical events, people and places in my own locality

Objectives: I am learning to: identify and compare the uses of a

variety of everyday materials ask simple questions and recognise that

they can be answered in different ways observe closely identify and classify use my observations and ideas to

suggest answers to questions gather and record data to help in

answering questions

Objectives: I am learning to: recall and use

multiplication and division facts for the 2, 5 and 10 multiplication tables

Objectives: I am learning to: use a range of materials

creatively to design and make products

explore the work of a range of artists, craftsmen and designers, describing the differences and similarities between different practices and disciplines, and making links to my own work

Objectives: I am learning to: listen to

Tchaikovsky’s nutcracker suite and identify how music matches the various toys

Objectives: I am learning to: find out about significant

historical events, people and places in my locality

Outcomes: Pupils will: pose questions about the past

using the objects provided name the local historic property

that they will be visiting and explain why this building is important locally (nationally or internationally)

talk about the important work of the National Trust

Outcomes: Pupils will: identify everyday materials and name

objects made from them record their findings on a simple table

Outcomes: Pupils will: answer questions

about the scores of the hoops correctly

Outcomes: Pupils will: practise a variety of basic

embroidery stitches in preparation for designing and creating their own bookmark in the style of a sampler

Outcomes: Pupils will: consider how music

can be used to tell or illustrate a story

identify some of the musical elements (pitch /dynamics/tempo)

Outcomes: Pupils will: identify and compare features

of buildings and objects from the past and present

talk about the history of the building in the community and what it reveals about the past

pose questions about the past and know that these can be answered through examining a variety of evidence

Success Criteria: Remember to: handle objects from the past with

care and respect use my senses to explore objects look for similarities and differences

between unfamiliar and familiar objects

listen to other pupils’ ideas

Success Criteria: Remember to: handle materials safely observe closely and use correct names

for materials and their characteristics explain and give reasons for my

thoughts and ideas list objects under the correct headings in

my table

Success Criteria: Remember to: check my answers by

working them backwards

Success Criteria: Remember to watch closely and listen

carefully to the demonstration of stitches

observe rules for the safe handling of needles and scissors

Success Criteria: Remember to: listen to how the

music sounds – high/low/loud/quiet

spot which instruments have been chosen and think about why

Success Criteria: Remember to: look closely and listen

carefully refrain from touching exhibits

and artefacts unless invited to do so by tour/room guides

share thoughts and ideas quietly

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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: use a plan to organise my writing

into chunks take turns talking and listening with

a partner

Objectives: I am learning to: use what I know about a type of text to help me write my own use my own plan to help me write say each sentence out loud before I write it read each sentence back after I have written it to see if it makes sense assess my own and others’ writing and make improvements

Outcomes: Pupils will: sequence photographs of a recent

event recall and discuss the visit with a

partner produce my own plan using images

as prompts helped by my teacher’s modelled example

Outcomes: Pupils will: evaluate a modelled text against success criteria make suggestions for improvement and offer them in words, phrases and complete sentences evaluate their own and their partner’s writing against success criteria produce their own text using their plan and referring to the toolkit and modelled text for support

Success Criteria: Remember to: take turns talking and listening with

my partner use the photos to help me

remember the visit and keep my plan in order

look back at my teacher’s plan to help me write mine

Success Criteria: Remember to: use our ‘toolkit’ to help me decide whether my teacher’s writing works use my plan to keep my writing on track read my sentences back to see if they make sense work with my partner to look at each recount in turn, don’t just swap work listen to my partner’s suggestions before deciding how to improve my work

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Medium Term Planning Week 2 Unit Narrative


Week 2 hr = approx time In art pupils plan their design for the bookmark sampler In science photographs of objects seen on their visit will act as a stimulus for work on the properties of materials used to make these and other objects and in English this week pupils write short explanations linked to the science work. The character of Detective Clueless is developed in history with pupils helping him with a Local History Mystery, discovering how the locality has changed over time. Meanwhile in music the theme of toys continues with pupils creating a graphic score based on a journey through a house to discover toys in the nursery. Please see over for English Medium Term Planning Week2.

Science 2hr Applied Maths 1hr Art and Design 1hr Music 1hr History 1hr

Objectives: I am learning to: compare features and items of the

historic house with modern homes understand why certain materials

are used for different items

Objectives: I am learning to: recognise odd and

even numbers

Objectives: I am learning to: design my own bookmark in the

style of a sampler

Objectives: I am learning to: create a graphic score of a journey from

the front door of the house leading upstairs to the nursery where all the toys are to be found

compose my own music

Objectives I am learning to: identify the mystery objects and agree their

names, uses and where they were spotted identify the people who lived in the house and

find out more about them

Outcomes: Pupils will: understand the reasons for certain

materials to be used for different features/items found in houses

Outcomes: Pupils will: answer questions

correctly about the animals in the Ark, noticing the even numbers for the pairs

Outcomes: Pupils will: design a plan for their bookmark

on dotted paper

Outcomes: Pupils will: create a graphic score contribute to the compositional process

Outcomes: Pupils will: identify objects and put them in chronological

order write a few sentences about the family who used

to live in the house

Success Criteria: Remember to: discuss questions with a partner think carefully about questions

and give reasons for my answers

Success Criteria: Remember to: draw a pattern of dots in

pairs for the numbers

Success Criteria: Remember to: draw the stitches correctly list all the materials needed to make

my bookmark use the colours for the embroidery

threads I will use in my design

Success Criteria: Remember to: think about all the things I may pass in the

house on the way to the nursery

Success Criteria: Remember to: ask sensible questions and join in discussion observe evidence carefully and draw logical

conclusions from it

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Day 6 1hr Day 7 1hr Day 8 1hr Day 9 1hr Day 10 1hr

Objectives: I am learning to: create simple persuasive and

informative texts

Objectives: I am learning to: join sentences using ‘because’ to

explain my thinking

Objectives: I am learning to: discuss word meanings explain how non-fiction texts are

organised

Objectives: I am learning to: discuss word meanings create simple alphabetic texts use what I know about texts to help me write my own

Outcomes: Pupils will: write an invitation including all the

necessary details address an envelope that will be

legible to a post person

Outcomes: Pupils will: write answers to questions using the

connective ‘because’

Outcomes: Pupils will: explain what a glossary is and how it

works compare glossaries from different

texts and say which they found most helpful and why

Outcomes: Pupils will: create a simple glossary for their science booklet contribute words, phrases and sentences to a shared write, speaking audibly

Success Criteria: Remember to: include details of where and when

the event takes place write the person’s name and

address clearly and accurately so the postman or postwoman can deliver it safely

Success Criteria: Remember to: say my sentence out loud before I

write it read my sentence back after writing

it to see if it makes sense

Success Criteria: Remember to: use my knowledge of alphabetical

order, including second, third and fourth letters for words that begin with the same letter

Success Criteria: Remember to: use what I learned in science use my knowledge of alphabetical order, including second, third and fourth

letters for words that begin with the same letter

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Week 3 hr = approx time The historical investigation this week focuses on learning more about the locality from a member of the community who visits the school. In English: writing their own adventure story, set in the historic house they visited, about some toys; and, in music they continue to write a score about their journey to the nursery and the toys Recalling their visit to a historic house pupils are encouraged to examine house construction in science this week and they learn about the design and build of environmentally friendly houses

Please see over for English Medium Term Planning Week3.

Science 2hr Applied Maths 1hr Art and Design 1hr Music 1hr History 1hr

Objectives: I am learning to: understand the properties of

different objects understand the latest developments

in house design

Objectives: I am learning to: solve one-step problems involving

multiplication and division, using materials, arrays, repeated addition, mental methods, and multiplication and division facts, including problems in contexts

Objectives: I am learning to: make my own bookmark in the style

of a sampler

Objectives: I am learning to: choose instruments and sounds to

represent all the things on the score create and play steady and strong

pulse

Objectives: I am learning to: find out more about how my locality

has changed over time

Outcomes: Pupils will: understand the need to design and

build houses that are environmentally friendly

Outcomes: Pupils will: solve the problems about the

stitches correctly

Outcomes: Pupils will: complete a bookmark sampler

Outcomes: Pupils will: create short rhythmic pitched and

non-pitched patterns with the instruments

rehearse and perform the final score play a strong and steady pulse

Outcomes: Pupils will: learn about how the locality has

changed over time by listening to a member of the local community

Success Criteria: Remember to: identify the characteristics of

different objects give reasons for my choices

Success Criteria: Remember to: check my answer

Success Criteria: Remember to: use scissors and needles safely follow the design carefully

Success Criteria: Remember to: consider what the instruments are

made of and how they might sound experiment with sounds and

patterns until I am happy with what I have composed

follow the score and play at the right time

Success Criteria: Remember to: identify the oldest and newest

buildings in the locality make notes when listening to the

speaker

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Day 11 1hr Days 12 and 13 2hrs

Days 14 and 15 2hrs

Objectives: I am learning to: take part in discussions discover characters in a story and

follow their changes explore how events in the plot are

used to make us respond

Objectives: I am learning to: imitate familiar stories by copying and adapting the structure create characters by adapting ideas about typical characters use a story planner to organise my ideas for my story

Objectives: I am learning to: write complete stories with a sustained, logical sequence of events use past tense and 3rd person consistently include setting; create characters by adapting ideas about typical story characters include some dialogue use phrases drawn from story language to add interest

Outcomes: Pupils will: use the terms plot and character

accurately in discussion track the events of the plot and

identify exciting and suspenseful episodes

track the changes that take place in key characters

Outcomes: Pupils will: plan their own continuation of the class story, using a story mountain or other

familiar planning tool create convincing, distinct characters

Outcomes: Pupils will: sustain their efforts and build their stories chunk by chunk over a series of

days follow their own plans to structure their stories

Success Criteria: Remember to: think about what might be going to

happen next as I watch notice how the characters learn and

change explain my ideas clearly and listen

to other people’s ideas

Success Criteria: Remember to: create characters who are distinct and different from each other use the planner my teacher demonstrated to organise what will happen in my

story

Success Criteria: Remember to: say each sentence aloud before writing to see if I like it or can improve it read each sentence back after writing it to see if it makes sense read my story back from the beginning each day to see if it makes sense and

is exciting and interesting enough for a reader to want to keep reading

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Week 4 hr = approx time The final week of the Unit pupils complete their adventure story based on the toys on the historic house and also complete their bookmark sampler. In music pupils play their piece about the journey to, and arrival at, the nursery, where they discover the toys. In history Detective Clueless needs help to find a missing person and pupils go on a local history trail to discover clues. In science pupils devise some tests for materials and then report their findings. The Unit concludes with a local history quiz to which pupils have invited their parents. Please see over for English Medium Term Planning Week4.

Science 2hr Applied Maths 1hr Art and Design 1hr Music 1hr History 1hr Unit Conclusion 1hr

Objectives: I am learning to: understand the differences

between man-made and natural materials by devising tests of their properties

record my results

Objectives: I am learning to: recognise, find, name and

write fractions 1/3 , 1/4, 2/

4 and 3/

4 of a length, shape or set of

objects

Objectives: I am learning to: make my own bookmark in

the style of a sampler understand how machine

sewing can be used to create pictures

Objectives: I am learning to: choose instruments and

sounds to represent all the things on the score

create and play steady and strong pulse

Objectives: I am learning to: follow a trail of clues that

leads from one object or place of historical interest to another

find the answer to a question related to that place then draw or photograph something, collect something or leave something

Objectives: I am learning to: present a quiz on the history

of my local area

Outcomes: Pupils will: identify the differences

between man-made and natural materials

devise tests and present their findings

Outcomes: Pupils will: find the fractions of flags and

circles correctly

Outcomes: Pupils will: complete a bookmark

sampler mount the sampler on card observe a demonstration of

sewing skills

Outcomes: Pupils will: create short rhythmic pitched

and non-pitched patterns with the instruments

rehearse and perform the final score

play a strong and steady pulse

Outcomes: Pupils will: follow a local history trail and

understand more about the people and events in the history of their community

Outcomes: Pupils will: present their work and act as

locality experts

Success Criteria: Remember to: make sure the tests are

simple and safe choose the best way to

present my findings

Success Criteria: Remember to: check my answers by seeing

how many fit into a whole one

Success Criteria: Remember to: use scissors and needles

safely follow the design carefully

Success Criteria: Remember to: consider what the

instruments are made of and how they might sound

experiment with sounds and patterns until I am happy with what I have composed

follow the score and play at the right time

Success Criteria: Remember to: follow instructions look for clues

Success Criteria: Remember to: talk confidently present my work well to an

audience

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Days 16, 17 and 18 3 hrs Day 19 1hr Day 20 1hr

Objectives: I am learning to: write complete stories with a sustained, logical sequence of events use past tense and 3rd person consistently include setting create characters by adapting ideas about typical story characters include some dialogue use phrases drawn from story language to add interest

Objectives: I am learning to: take part in a presentation get and keep the attention of my listeners notice whether my listeners are still interested as I

read identify a part of my story that needs improvement

and make changes to it

Objectives: I am learning to: use IT to present my story in a different way

Outcomes: Pupils will: sustain my efforts and build story chunk by chunk over a series of days follow my own plans to structure my story

Outcomes: Pupils will: read their stories aloud to a younger audience speak loudly and clearly enough to be heard and

understood review their stories in the light of audience response

Outcomes: Pupils will: choose a medium and adapt their stories to

make effective use of it

Success Criteria: Remember to: say each sentence aloud before writing to see if I like it or can improve it read each sentence back after writing it to see if it makes sense read my story back from the beginning each day to see if it makes sense and is exciting and

interesting enough for a reader to want to keep reading

Success Criteria: Remember to: look at my audience and keep them interested by

using voices for my characters look back to my plan to see whether I have included

all my ideas think of new ideas to make my story even more

exciting and interesting

Success Criteria: Remember to: think about what I will need to leave out, add

or change to make my story work in the new medium

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Applied Computing The applied computing portion of this Unit needs to focus on delivering a range of basic computer skills, such as file management, key word searching, e-safety and responsible technology use. You could start by talking to pupils about where Detective Clueless might look to help him with solving a History Mystery. There are many internet and technology integration opportunities possible with this Unit which can fit nicely into the overall "Detective Clueless" theme, such as: Searching the internet for information about their chosen building, person, item or locality. Focusing on:

searching using Key Words searching different search engines such as Bing searching within a website

o Search boxes o Content lists (such as side navigation bars or breadcrumb trails) o Indexes

using the internet safely what to do when inappropriate information is found

Pupils could also use the same techniques to search for images and save them in appropriate folders on the network. You could link this with Detective Clueless’s computer where pupils are his assistant and need to build up a file of evidence. This is an opportunity to teach them about folder and file management, such as:

creating new Folders renaming Folders saving files in folder categories with appropriate names renaming files

The field trip is also way to expose pupils to digital cameras and talk to them about their usage and device safety. With parental consent, pupils could also bring their own digital cameras. You could ask pupils to take pictures of objects or buildings to collect evidence for Detective Clueless. Pupils could upload these files themselves and organise them appropriately using the file management skills listed above. The images collected can be used to create photo montages about related items, such as location, house, person and item, using a site such as this: http://www.fotor.com/features/collage.html or simply importing them into PowerPoint, then organising and resizing the images. You could combine the two, as well as integrate audio recordings into PowerPoint through the "Add Sound" feature. Lastly, you might consider using Google Maps or Google Earth to explore your locality or seeing if there are any virtual tours of the building you are intending to visit, such as this: http://www.apple360.co.uk/port-lanhydrock.php Pupils can document their evidence or the clues they find by using the Print Screen button, or snipping tool (See Year 1 Posting and Places) and pasting the images into their montages or saving them as files in appropriate places in their network folders.

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Other Ideas The visit to an historic house in the local area is an important part of this Unit. The range of activities linked to the visit and the house will depend on the type and age of the house, but Victorian toys feature in a number of lessons and you might like to compare the differences between toys in Victorian times with toys today. This could be extended by introducing pupils to Victorian games (eg ‘Charades’, ‘Blindman's Wand’, ’20 questions’, ‘Tiddlywinks’, Hoops and Sticks etc). The study of an historic house (whether visited or shown through a slide show and other resources) could provide an opportunity to study the way people lived in earlier times looking at homes through the ages and then comparing with homes today.

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Unit Launch Lesson 60 mins

NB: Remember to adapt and differentiate objectives, outcomes and success criteria for your own class! Objectives: I am learning to: find out more about significant

historical events, people and places in my own locality

Outcomes: Pupils will: pose questions about the past using the objects

provided name the property that they will be visiting and explain

why this building is important locally (nationally or internationally)

talk about the important work of the National Trust

Success Criteria: Remember to: handle objects from the past with care and respect use my senses to explore objects look for similarities and differences between unfamiliar and

familiar objects listen to other pupils’ ideas

Whole Class teaching/groups/pairs and individual activities: Resources could be sourced from library or museum handling boxes. The launch ppts show a selection from Cornwall which you would want to substitute for your own locality. Display photographs of the house as you introduce it to the class. Clearly name the property and explain a little bit about its location, size, gardens, rooms etc. Encourage pupils to make any observations and comments about the images, capturing their thoughts, ideas and questions to include in later lessons.

Carefully, unpack and display a collection of old mystery objects similar to the ones that the pupils will see during their visit to the local historic property. Encourage pupils to speculate about who owned them, what they are made of and how they might have been used. Encourage pupils to use all of their senses to explore each object and encourage them to use vocabulary related to the passing of time.

Ask the pupils to consider the following key questions.

How do you know these objects are old?

What was life like for people in the past at this house?

Explain to the class that they will be going to visit this house because it is important to the local (national or international) community. They will discover more about it and the people who used to live in it. Generate some excitement and anticipation around the class visit by telling pupils about travel arrangements, and what will happen during the visit

Give pairs of pupils a visitor information leaflet to look at together. Allow them enough time to look through the leaflet and then use IT to find out more about property.

Explain that for the next few weeks, pupils will be using information from this trip in other work so it is important that they try to remember as much as possible about what they see, hear, touch and do. To make this easier, we are going to have a few official photographers, whose job it is, to capture all the main events during the visit. Ask for volunteers and decide who this will be.

Refer back to the visitor leaflets and ask pupils what they are looking forward to seeing the most.

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Plenary and further discussion: Conclude the lesson by carefully placing all the mystery objects back in the box. As you do so, remark on one or two features of each object that give clues about its age and repeat some of the pupils’ ideas about what the objects might be. Introduce the character of Detective Clueless. Explain that he is not very good at looking for clues and that he need our help with some unsolved History Mysteries. Use the launch lesson PowerPoint to develop the character further. Can pupils help? Do they have the skills that Detective Clueless does not? Display the objects in class; foster an air of mystery around the unsolved cases and encourage pupils to speculate further in the days leading up to the class visit. Support: Less able pupils can use IT to find out more about the property. For example, by using search engines to find images only. Some pupils will benefit from additional support with vocabulary related to the passing of time. Provide one-to-one for using school cameras. Challenge: More able pupils can use IT to find out specific information to help with the class visit. For example: How much entry fees are, the opening and closing times for the cafe, location of the toilets, coach park etc. These pupils can present their findings to the class during the plenary session.

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English Lesson Plans

English Lesson 1/20 60 mins

NB: Remember to adapt and differentiate objectives, outcomes and success criteria for your own class! Objectives: I am learning to: use a plan to organise my writing into

chunks take turns talking and listening with a

partner

Outcomes: Pupils will be able to: sequence photographs of a recent event recall and discuss the visit with a partner produce their own plan using images as prompts helped

by their teacher’s modelled example

Success Criteria: Remember to: take turns talking and listening with my partner use the photos to help me remember the visit and keep

my plan in order look back at my teacher’s plan to help me write mine

Resources Required: Photographs taken by the ‘official photographers’ during the class visit to the historic house. These photographs will need to be downloaded and displayed on the Interactive White Board (IWB)

Whole Class teaching/groups/pairs and individual activities: Talk for writing: Explain that the pupils will be recounting their visit to the historic house in writing. Recap on the work that pupils have done before on this genre. Look at some examples of pupils’ previous writing of a recount and take the opportunity to identify the key features again. Co-construct the success criteria for writing a recount with the class, asking your TA to scribe. This can be reviewed and edited before pupils start to write their own recounts. On the IWB, display photographs taken by the ‘official’ photographers. These should be in no particular order. In pairs, discuss the correct sequence of the photographs from the first to the last photograph taken. Invite pupils to help move the photographs into chronological order. Identify what is happening in each photograph, allowing pupils enough time to recall amusing, interesting and significant events. Explain to pupils that they will find it helpful to use a flow diagram to plan the sequence of their recount. It is also a good place to jot down some key words and ideas, which they will use in their recount later on. On flipchart or IWB, display an enlarged version of a blank flow diagram. Demonstrate how to populate the flow chart; adding key vocabulary, powerful sentences or phrases that pupils used earlier as they recalled their memories from the visit. Make reference to the success criteria co-constructed with the class. As you do so, ensure that you say aloud the thinking and planning process going on in your head and pupils see you reviewing, checking and amending your plan. Independent work: Give pupils their own blank flow diagrams and support them to create their own writing plan for recounting their visit. Plenary and further discussion: Select one or two good examples to share with the whole class. Make reference to the success criteria as you encourage the pupils to evaluate the example. Give pupils the opportunity to self assess, encouraging them to add or amend their own writing plans. Explain that next time we will be learning more about time connectives and adding them to their writing plans. Support: Some pupils will benefit from having a flow diagram that is pre-populated with photographs used in the whole class introduction. Challenge: More able pupils will be ready to write complete sentences.

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NB: Remember to adapt and differentiate objectives, outcomes and success criteria for your own class! Objectives: I am learning to: use what I know about a type of text to help me

write my own use my own plan to help me write say each sentence out loud before I write it read each sentence back after I have written it

to see if it makes sense assess my own and others’ writing and make

improvements

Outcomes: Pupils will: evaluate a modelled text against success criteria make suggestions for improvement and offer them

in words, phrases or complete sentences evaluate their own and their partner’s writing

against success criteria produce their own text using their plan and

referring to the toolkit and modelled text for support

Success Criteria: Remember to: use our ‘toolkit’ to help me decide whether my teacher’s

writing works use my plan to keep me writing on track read my sentences back to see if they make sense work with my partner to look at each recount in turn,

don’t just swap work listen to my partner’s suggestions before deciding how to

improve my work

Shared writing: Display the first photograph in the sequence of photographs about the class visit, the success criteria and your writing plan created in the last English lesson. Tell the pupils that you are going to write about what happened in the photo. Demonstrate writing two or three sentences referring to your writing plan for ideas and key vocabulary. Draw on the list of temporal connectives collected during guided reading. Reread the sentences. Ask pupils to help by checking spelling and punctuation is correct and that there is consistent use of past tense. Independent work: Pupils write the opening sentences of their recount, making use of their own writing plans and the success criteria to help them.

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improvements






writing works use your plan to keep my writing on track read my sentences back to see if they make sense work with my partner to look at each recount in turn,


improve my work

Shared writing: Look at the next photograph in the recount sequence. Continue to demonstrate the oral rehearsing of your sentences before writing. After you have written three or four sentences reread them reflecting aloud on whether the events have been sequenced correctly. Involve the pupils in improving your writing. Independent work: Pupils write the next part of their recount. Remind the pupils of the work they have already done on connectives and refer them to the genre writing mats on each table or the class connective bank on display.

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improvements






writing works use my plan to keep my writing on track read my sentences back to see if they make sense work with my partner to look at each recount in turn,


improve my work

Shared reading/writing: Re-read the recount text created over the past few lessons. Look at the next photographs and demonstrate writing some more sentences as before. Stop and look again at the success criteria, drawing pupils’ attention to the need to include a humorous, interesting or significant event. Ask pupils to share some ideas from their writing plans. Select one of the events to write about. Ask pupils to work in pairs to think of the next sentence about this event, using an appropriate connective from the connective bank. They then write this on their dry-wipe boards, checking verb tenses, spellings and punctuation. Invite some pairs to share their sentences and incorporate the best one into your shared writing. Independent work: Pupils write the next part of their recount about an amusing, interesting or significant event.

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improvements






writing works use my plan to keep my writing on track read my sentences back to see if they make sense work with my partner to look at each recount in turn,


improve my work

Shared writing: Re-read the recount previously created during shared writing sessions. Look again at the success criteria drawing pupils’ attention for the need to include some final comments. These could mention, for example, how much the children learnt, their favourite room in the house and whether or not they enjoyed the visit. Working in pairs the pupils discuss ideas for final comments. Ask some pupils to share their ideas and give pairs the chance to orally compose another sentence. In pairs pupils write their best final comments. Together they check spelling, punctuation and consistency of past tense. Independent work: All pupils work by themselves to write the end of their recount, concluding with their preferred sentence from their dry-wipeboard. Before they begin remind them about the success criteria. Give some pupils the opportunity to read their writing aloud. The rest of the class could give them ‘two stars’ feedback and then identify where to go next.

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NB: Remember to adapt and differentiate objectives, outcomes and success criteria for your own class! Objectives: I am learning to: create simple persuasive and

informative texts

Outcomes: Pupils will: write an invitation including all the necessary details address and envelope that will be legible to a post person

Success Criteria: Remember to: include details of where and when the event takes place write the person’s name and address clearly and

accurately so the post person can deliver it safely

Pupils make invitations for the Unit conclusion event: a fun quiz about locality at school. Pupils address envelopes and post them to families, parents/carers, key members of the community.


NB: Remember to adapt and differentiate objectives, outcomes and success criteria for your own class! Objectives: I am learning to: join sentences using ‘because’ to explain my

thinking

Outcomes: Pupils will: write answers to questions using the

conjunction ‘because’

Success Criteria: Remember to: say my sentence out loud before I write it read my sentence back after writing it to see if it makes

sense

Share some examples of explanatory text from the class collection of non-fiction books about materials. Make simple booklets for the pupils to write short explanations linked to science work. They should write three explanations to answer the following questions: What use is a chocolate teapot? What use is a glass toy? What use is a wooden window? Use the reasons and explanations recorded by your TA as a starting point. Take the opportunity to secure the use of simple sentences and correct use of the word ‘because’ to connect and extend sentences. Encourage the pupils to add diagrams with labels.

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NB: Remember to adapt and differentiate objectives, outcomes and success criteria for your own class! Objectives: I am learning to: discuss word meanings explain how non-fiction texts are organised

Outcomes: Pupils will: explain what a glossary is and how it works compare glossaries from different texts and

say which they found most helpful and why

Success Criteria: Remember to: use my knowledge of alphabetical order, including second

third and fourth letters for words that begin with the same letter

Talk for writing: Show pupils some glossaries in the back of information books. Establish what a glossary is for. Consider how authors decide which words to put in the glossary and what order to put the words in. Talk about definitions. In pairs, give pupils non-fiction books to find the glossary and read some definitions themselves. Compare the kind of information given and the different length of definitions from different glossaries.


NB: Remember to adapt and differentiate objectives, outcomes and success criteria for your own class! Objectives: I am learning to: discuss word meanings create simple alphabetic texts use what I know about texts to help me write

my own

Outcomes: Pupils will: create a simple glossary for their science

booklet contribute words, phrases and sentences to a

shared write, speaking audibly

Success Criteria: Remember to: use what I learned in science use my knowledge of alphabetical order, including second


Shared writing: Collaboratively, with the pupils, write a definition for one of the new subject specific words used in the explanatory text and in recent science lessons. E.g. melt, fragile, opaque. Use the glossaries that pupils looked at in the previous lesson as a model for writing. Independent work: Pupils compile a list of words in alphabetical order that they think they need to gloss from their booklet.

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NB: Remember to adapt and differentiate objectives, outcomes and success criteria for your own class! Objectives: I am learning to: discuss word meanings create simple alphabetic texts use what I know about texts to help me write

my own

Outcomes: Pupils will be able to: create a simple glossary for their science

booklet contribute words, phrases and sentences to a

shared write, speaking audibly

Success Criteria: Remember to: use what I learned in science use my knowledge of alphabetical order, including second


Using the list created in the previous lesson, pupils create their own glossaries in their booklets. Remind the pupils to write the word ‘Glossary’ as a heading. In pairs, pupils play a game of guess the scientific word. They take turns to read a definition from their glossary to their partner who says what the word is. Give pupils the opportunity to improve definitions if the word is not readily guessed!


NB: Remember to adapt and differentiate objectives, outcomes and success criteria for your own class! Objectives: I am learning to: to take part in discussions discover characters in a story and follow their

changes explore how events in the plot are used to make

us respond

Outcomes: Pupils will: use the terms plot and character accurately in

discussion track the events of the plot and identify exciting and

suspenseful episodes track the changes that take place in key characters

Success Criteria: Remember to: think about what might be going to happen next as I

watch notice how the characters learn and change explain my ideas clearly and listen to other people’s

ideas

In preparation for the next Unit of writing, watch the popular and widely available, animation film that tells a story about toys. After watching the film, discuss the characters and the plot with the pupils. Explain that over the next few days pupils will be writing their own adventure story about some toys but the setting for their story will be familiar but very different!

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NB: Remember to adapt and differentiate objectives, outcomes and success criteria for your own class! Objectives: I am learning to: imitate familiar stories by copying and adapting the

structure create characters by adapting ideas about typical

characters use a story planner to organise my ideas for my story

Outcomes: Pupils will: plan their own continuation of the class

story, using a story mountain or other familiar planning tool

create convincing, distinct characters

Success Criteria: Remember to: create characters who are distinct and different from

each other use the planner my teacher demonstrated to organise

what will happen in my story

Remind pupils about the film they watched during the last English lesson. Explain that pupils will be writing their own adventure story set in the past at the National Trust property they have recently visited. Display a photograph of the house. To set the scene read the following text aloud to the class: Midnight Adventure Her hair was damp with sweat and her neck was stiff. Her face felt hot on the soft pillow and her mouth and lips felt dry. Her ankles, knees, hips, and shoulders ached. Her head hurt when she tried to move it and when she coughed her chest rattled and heaved. Emily was ill. Emily had been in bed for two days fighting a fever and chest infection. Nanny Barnes came in every now and then to give her some brown, nasty tasting and curiously thick medicine, which Emily really didn’t like. Sometimes, Emily tried to pretend that she was deeply asleep and could not be woken up, but Nanny Barnes was old and wise and knew all about the tricks that young girls and boys like to play. Emily was awake, even though her eyelids were tightly shut. She was conscious of the crisp white sheet and heavy blankets and eiderdown on top of her, of the muffled sounds of scurrying servants below and of the awful smell of linctus coming from the bottle on her bedside table. Slowly, gingerly, Emily turned onto her side and opened her eyes. Everything was blurred, just like it was when she tried on Henry’s new glasses the other day. Gradually, with every painful blink, she could begin to make out the familiar outlines of objects in her bedroom her room. At last, with a final blink, everything came into focus. Emily could see her pretty, new, party dress draped over the chintz chair in the corner and matching shoes tucked neatly underneath. She could see the brushes and hand mirror on her dressing table; she could see the glowing embers in the fire and her slippers on the rug in front of it. Emily’s sore eyes scanned the room for her toys. There they were, just as she had left them. She looked at them each in turn to check they were all there and in one piece. Sometimes Henry and Thomas were not as careful as they could be with Emily’s toys. There was Ted, given to her by Uncle William when she was born. Ted was a much loved bear, who Emily liked to think was brave and clever. There was Evie, her doll, with a soft floppy body, pretty satin dress and white china face. Emily thought how funny Ted and Evie looked, sitting all higgledy-piggledy and lopsided together. There was her painted wooden Noah’s ark with pairs of animals stored inside, an old dolls house that had once belonged to grandma and then mother, a dolls pram with big round wheels and china handle where two smaller dolls were ‘sleeping’. Lastly, there was her magnificent rocking horse called Conker. Emily hadn’t taken long to decide on a name for Conker. It was easy! He was deep brown in colour, highly polished and perfectly smooth to touch, he reminded Emily of the newly cracked open conkers her brothers found under the trees along the main drive to the house. So conker became his name. (Emily was very sure Conker was a boy horse because papa said he had a fine, thick mane and strong back like the stallions in the yard.) She rode on him every day, and because he was positioned in front of the window, Emily liked to pretend, as she rocked, that she was galloping through the grounds and off into the fields that she could see stretching out before her.

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Emily’s eyelids began to feel heavy, so she moved her cool hands back inside the bedclothes and pulled the covers up under her chin. Warm and cosy, she drifted off to sleep again. Emily often dreamt about her toys, and now somewhere, there were some brand new birthday toys to join in the adventures too. Downstairs, in the great hall, the grandfather clock struck ten …, eleven…, twelve. Midnight! All was quiet in (insert the name of the historic house that was visited earlier in this Unit). Mr and Mrs xxxx (insert the surname belonging to the last residents of the historic house visited earlier in this Unit) were asleep, the children were asleep, the servants were asleep and the dogs were asleep. The only sounds to be heard were clocks ticking, whirring and chiming, whilst some members of the household snored. In Emily’s room the toys began to wake up… Tracey Matthews 2013 What clues in the text, tell us this story is set in the past? Think, pair, share ideas. Suggestions might include character names, range of toys and what they are made of, specific words from the past like ‘linctus’ and ‘eiderdown’ etc. Display a pre-prepared story plan based on the film viewed in the previous lesson. Recap the main events. Agree the beginning and development and ending of the story. Make reference to ‘story mountains’ if used. Provide pupils with a blank story plan to help map out their own toy story. Tell them to fill in the first space, showing the beginning of the story at midnight when the toys begin to wake up. Pupils can draw or write their ideas. Ask pupils to select two or three toy characters for their story. Draw them and write adjectives around them to describe their characteristics and appearance.

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NB: Remember to adapt and differentiate objectives, outcomes and success criteria for your own class! Objectives: I am learning to: imitate familiar stories by copying and adapting the

structure create characters by adapting ideas about typical

characters use a story planner to organise my ideas for my story

Outcomes: Pupils will: plan their own continuation of the class

story, using a story mountain or other familiar planning tool

create convincing, distinct characters

Success Criteria: Remember to: create characters who are distinct and different from

each other use the planner my teacher demonstrated to organise

what will happen in my story

Read aloud some stories about toys to the pupils. Borrow ideas from the authors to include in their own story. Talk about possible endings. Pupils complete their story map. Encourage the pupils to develop their own ideas but remember that the ending must follow on logically from the rest of the story. Encourage the pupils to look at the class collection of photographs, artefacts and information about the historic house and old toys for further inspiration.


NB: Remember to adapt and differentiate objectives, outcomes and success criteria for your own class! Objectives: I am learning to: write complete stories with a sustained, logical sequence

of events use past tense and 3rd person consistently include setting; create characters by adapting ideas about typical story

characters include some dialogue use phrases drawn from story language to add interest

Outcomes: Pupils will: sustain their efforts and build their stories

chunk by chunk over a series of days follow their own plans to structure their

stories

Success Criteria: Remember to: say each sentence aloud before writing to see if I like it

or can improve it read each sentence back after writing it to see if it

makes sense read my story back from the beginning each day to see

if it makes sense and is exciting and interesting enough for a reader to want to keep reading

Using their story plans and character profiles, pupils write the opening for their story, setting the scene and introducing the main toy characters. Encourage the pupils to look at the class collection of photographs, artefacts, non-fiction books, old toys etc. so that they can add detail to bring their stories alive.

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NB: Remember to adapt and differentiate objectives, outcomes and success criteria for your own class! Objectives: I am learning to: write complete stories with a sustained, logical sequence of

events use past tense and 3rd person consistently include setting; create characters by adapting ideas about typical story


Outcomes: Pupils will: sustain their efforts and build their

stories chunk by chunk over a series of days

follow their own plans to structure their stories





Using their story plans pupils write the build up to the problem in their story, As before, encourage the pupils to look at the class collection of photographs, artefacts, non-fiction books, old toys etc. so that they can add detail to bring their stories alive.





Outcomes: Pupils will: sustain my efforts and build story chunk

by chunk over a series of days follow my own plans to structure my

story





Using their story plans pupils write the ‘problem’ part of their story. Encourage pupils to use connectives to show how the events in their stories are linked. Remind pupils to check each sentence as it is finished, for sense and punctuation.

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Outcomes: Pupils will: sustain my efforts and build story chunk

by chunk over a series of days follow my own plans to structure my

story





Using their story plans, pupils write the resolution to the problem in their story. Remind pupils to reread the beginning part of their stories where they introduced the main toy characters and described their characteristics. The toys should use their characteristics to help resolve the problem.


NB: Remember to adapt and differentiate objectives, outcomes and success criteria for your own class! Objectives: I am learning to: write complete stories with a sustained, logical

sequence of events use past tense and 3rd person consistently include setting; create characters by adapting ideas about

typical story characters include some dialogue use phrases drawn from story language to add

interest

Outcomes: Pupils will: sustain my efforts and build story chunk by chunk

over a series of days follow my own plans to structure my story





Using their story plan, pupils write the ending of their story. Once they have finished their writing, they should reread it and check that it makes sense.

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NB: Remember to adapt and differentiate objectives, outcomes and success criteria for your own class! Objectives: I am learning to: take part in a presentation get and keep the attention of my listeners notice whether my listeners are still interested

as I read identify a part of my story that needs

improvement and make changes to it

Outcomes: Pupils will: read their stories aloud to a younger audience speak loudly and clearly enough to be heard and

understood review their stories in the light of audience response

Success Criteria: Remember to: look at my audience and keep the interested by using

voices for my characters look back to my plan to see whether I have included all

my ideas think of new ideas to make my story even more

exciting and interesting

Pupils read their completed adventure stories to Y1. Based on how well they were received, and the way they flowed when read aloud, give pupils a final opportunity to redraft parts of their story to improve it.


NB: Remember to adapt and differentiate objectives, outcomes and success criteria for your own class! Objectives: I am learning to: use IT to present my story in a different way

Outcomes: Pupils will: choose a medium and adapt their stories to make

effective use of it

Success Criteria: Remember to: think about what I will need to leave out, add or change

to make my story work in the new medium

Pupils make use of IT to turn their stories into books and animations. Add finished books to the class library. Pupils could record their stories as talking books, podcasts or sound files for a wider audience to enjoy.

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Mathematics Lesson Plans

Using and Applying linked Maths Lesson 1/4 60 mins

NB: Remember to adapt and differentiate objectives, outcomes and success criteria for your own class!

Objectives: I am learning to: recall and use multiplication and division facts for the 2, 5 and 10

multiplication tables

Outcomes: Pupils will: answer questions about the scores of the

hoops correctly

Success Criteria: Remember to: check my answers by working them

backwards

Children in Victorian times played games such as Hoopla. Pupils score 10, 20 and 50 for throwing a hoop over a peg, as shown here. You have 4 hoops to throw.

What is the maximum you can score?

What is the minimum you can score?

What would you score if you threw 3 hoops on 10 pegs and 1 onto the 50 peg?

What would you score if you threw 2 hoops onto 20 pegs, 1 onto a 10 peg and missed altogether with a hoop? Explore other scores.

Where might your hoops have landed if your total score was 30? Can you find more than one way?

How many hoops would you have to throw to score 50? What is the quickest way? Play a game of hoopla (using a hoopla like the one shown, numbered circles to throw beanbags into or a numbered dice). Keep track of your scores. Continue until the first player has scored 60 or more.

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NB: Remember to adapt and differentiate objectives, outcomes and success criteria for your own class! Objectives: I am learning to: recognise odd and even numbers

Outcomes: Pupils will: answer questions correctly about the

animals in the Ark, noticing the even numbers for the pairs

Success Criteria: Remember to: draw a pattern of dots in pairs for the

numbers

In the past children often played with toy animals. The animals are going into the ark in twos. How many animals will there be if there are 5 pairs? How many animals are needed if there are 7 pairs? How many animals are needed if there are 10 pairs? There are 16 animals on the ark, how many pairs is that? There are 20 animals on the ark – how many pairs is this? Could 7 animals go into the ark in pairs? How can you arrange 7 animals to show why they can’t be put into pairs? What other numbers can’t be put into pairs? Why? What do we call these numbers? What do you notice about odd numbers? What do you notice about even numbers? Is 34 odd or even? How do you know? What about 37, 44, 25?


NB: Remember to adapt and differentiate objectives, outcomes and success criteria for your own class! Objectives: I am learning to: solve one-step problems involving

multiplication and division, using materials, arrays, repeated addition, mental methods, and multiplication and division facts, including problems in contexts

Outcomes: Pupils will: solve the problems about the stitches correctly

Success Criteria: Remember to: check my answer

You are going to design a bookmark using Binca. The bookmark design is to be 21 holes wide and 61 holes long. You can sew stitches that are 2 gaps long, 3 gaps long or 5 gaps long. How many 2 gaps long stitches can you fit into the length of your fabric? How many 3 gaps long? How many 5 gaps long? What if you can have a mixture of length stitches? Can you have 8 five gap long stitches and 8 three gap long stitches? Why?

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Objectives: I am learning to: recognise, find, name and write

fractions 1/3, 1/4, 2/

4 and 3/4 of a length,

shape or set of objects

Outcomes: Pupils will: find the fractions of flags and circles correctly

Success Criteria: Remember to: check my answers by seeing how many fit into a

whole one

Many families in large houses have their own shield design. You are going to design a flag for the family who live in the house. Using a square or rectangle shape for your flag, can you find different ways to colour the flag ½ one colour and ½ another colour. Does folding help? Can you fold more than once to create more interesting ways to show ¼ one colour, ¼ another colour and ½ a third colour? You want to circles onto your flag design. There are 12 circles. How many would you colour in blue if half of them were blue and half red? How many circles would you colour yellow if 1/3 of the 12 circles are yellow? How many circles are left over? Colour these green. What do you need to remember when finding fractions of amounts?

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Science Lesson Plans

Science Lead Lesson 1/4 120 mins

NB: Remember to adapt and differentiate objectives, outcomes and success criteria for your own class! Objectives: I am learning to: identify and compare the uses of a variety of everyday materials ask simple questions and recognise that they can be answered in different ways observe closely identify and classify use my observations and ideas to suggest answers to questions gather and record data to help in answering questions

Outcomes: Pupils will: identify everyday

materials and name objects made from them

record their findings on a simple table

Success Criteria: Remember to: handle materials safely observe closely use correct names for materials

and their characteristics explain and give reasons for my thoughts and

ideas list objects under the correct headings in my table

Resources Required: A selection of commonly used materials to include wood, glass, metal, plastic, paper, card, brick, stone for the pupils to handle. A selection of materials found locally. Images of buildings showing the use of locally found materials and images of schools from around the world showing the wide range of materials used. Clipboards Blank tables, enough for one per child, to record materials and objects that they find Whole Class teaching/groups/pairs and individual activities: Begin the lesson by recapping the work carried out on materials and their characteristics ( e.g. in the Y1 ‘The Big Build’ Unit.) Explain to the pupils that materials have properties, which can be recognised and described using our senses. Identify some common materials. Discuss and describe the properties of these materials. Extending pupils subject specific vocabulary to include: man-made, natural, waterproof, absorbent, transparent, opaque, strong, weak, rigid, flexible. Show pupils some special materials that are found locally. (For example in Cornwall show pupils china clay, granite, slate and tin.) Discuss how these materials are used, showing the pupils some images of local buildings and houses if possible. Tell the pupils that the materials along with some magnifiers will be available in the classroom for the pupils to explore further. Explain that some materials are used for more than one thing (metal can be used for coins, cans, cars and table legs; wood can be used for matches, floors, and telegraph poles) or different materials are used for the same thing (spoons can be made from plastic, wood, metal, but not normally from glass; tables can be made from plastic, wood, metal, but not normally from paper). Divide pupils into pairs or small groups and challenge them to look inside and outside the classroom to find as many different items made from metal, wood, plastic, paper, glass, china, slate, stone as they can. Provide a blank table, with spaces for the pupils to add their own material name headings and to compile their lists. Key questions: What is it? How can it be used?

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Plenary and further discussion: What have the pupils discovered? What is the most commonly used material inside and outside our classroom? What is the least used material? Encourage pupils to speculate about the most commonly used material in another classroom within the school, a classroom in another school in the locality, a classroom in a school in other countries. Show pupils examples of schools from around the world where communities build with the most readily available materials.

Support: Some pupils will benefit from having a table that has material name headings with pictures.

Challenge: More able pupils might have their own ideas for recording their findings and should be encouraged to follow them through.

Science Lesson 2/4 120 mins


Objectives: I am learning to: compare features and items of the historic house with modern

homes understand why certain materials are used for different items

Outcomes: Pupils will: understand the reasons for certain

materials to be used for different features/items found in houses

Success Criteria: Remember to: discuss questions with a partner think carefully about questions and give reasons for

my answers

Introduce the lesson by displaying a photograph of some objects seen during the class visit to a local National Trust or other property. Include doors, windows, roof, china teapot, toys. Compare to modern doors, windows, roofs, teapots and toys. Explain to the class that some items have been made of the same materials for hundreds of years because there is nothing better; e.g. glass for windows. Display an image of a chocolate teapot, with the heading ‘How much use is a chocolate teapot?’ on IWB. In pairs, pupils discuss the heading and give reasons why teapots are not made of chocolate. What else is an unsuitable material for a teapot? Use some of the items pupils found in Science lesson 1 and consider them in the same way, e.g. how much use would a chocolate coin, car, spoon or table be? Extend pupils reasoning skills and knowledge about materials by accepting many answers and ideas from a number of pupils. Enable pupils to explain further by using the phrase “Tell me more…” Use your TA to record some of the reasons and explanations that pupils gave.

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NB: Remember to adapt and differentiate objectives, outcomes and success criteria for your own class! Objectives: I am learning to: understand the properties of different objects understand the latest developments in house design

Outcomes: Pupils will: understand the need to design and

build houses that are environmentally friendly

Success Criteria: Remember to: identify the characteristics of different objects give reasons for my choices

Introduce the lesson with a Feely bag game. Sort the pupils into small teams. Explain that each team has a feely bag of different objects for example a mug, rubber, pencil, plastic ruler, pair of glasses etc. Within each team, pupils take turns to be the ‘finder’ who feels in the bag for an object. The teacher calls out the name of a material or an adjective that describes one of its characteristics, e.g. bendy, waterproof, transparent etc. This game will encourage pupils to think carefully as there will be more than one object that fits the criteria. Discuss what has been selected by each team, asking them to give reasons for their choice. Provide the pupils with a tick sheet to record the properties of each item. Show pupils images and video clips of innovative house construction. For example windows that react to sunlight to keep heat in or out. Talk about the latest developments in house design including the need to design and build houses that are environmentally friendly.


NB: Remember to adapt and differentiate objectives, outcomes and success criteria for your own class! Objectives: I am learning to: understand the differences between man-made

and natural materials by devising tests of their properties

record my results

Outcomes: Pupils will: identify the differences between man-made and

natural materials devise tests and present their findings

Success Criteria: Remember to: make sure the tests are simple and safe choose the best way to present my findings

Pupils choose from a selection of materials. They must first decide if the material is man made or natural and then devise simple and safe tests to find out if their chosen material is a) waterproof b) flexible c) transparent or d) strong. Pupils can choose how to represent their findings using age appropriate computer software to generate tables, charts and graphs.

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History Lesson Plans

History Lead Lesson 1/4 60 mins

NB: Remember to adapt and differentiate objectives, outcomes and success criteria for your own class! Objectives: I am learning to: find out about significant historical

events, people and places in my locality

Outcomes: Pupils will: identify and compare features of buildings and objects from the past and present talk about the history of the building in the community and what it reveals about

the past pose questions about the past and know that these can be answered through

examining a variety of evidence

Success Criteria: Remember to: look closely and listen carefully refrain from touching exhibits and artefacts

unless invited to do so by tour/room guides share thoughts and ideas quietly

Class visit to building of local historical interest : As with all off-site visits, it is important to carry out a pre-visit with one other member of staff. A pre-visit provides the opportunity to check safety arrangements, to find out about facilities available to the school, to meet members of staff who will be leading workshops or tours and to confirm timings. This visit provides the basis for many lessons contained in this Unit so please take the time to read through each lesson. Some lessons require resources such as photographs, which could be taken during the pre-visit. During the pre-visit talk to the staff about the overall contents of this Unit. Share the learning objectives and outcomes you have in mind for the pupils. Tell them about the fictional character of Detective Clueless and the unsolved mystery of ‘The missing xxx at xxx House’ (e.g. The Missing Candlestick at Lanhydrock). Ask staff if it is possible, for the duration of your visit only, to move this object from its authentic position to a different room. Alternatively, provide an object for the staff to place in the wrong room. Most historic houses will be more than happy to help; pleased with the knowledge that they are helping to foster an early interest in history. Resources Required: Laminated photographs of six different objects on exhibit at the national Trust property. One set of six objects for each group. Clipboards to record any notes. School/class cameras for ‘official photographers’.

Whole Class teaching/groups/pairs and individual activities: At the historic house, sort the class into predetermined groups with their assigned adult helper and give out the History Mystery photographs. Remind the pupils that Detective Clueless needs our help to solve some cases. Explain that there are two ‘History Mysteries’ to solve during the course of the day and pupils will need to look and listen carefully in order to solve them. History Mystery 1: Who Am I? Give pupils an image taken from a portrait that hangs in the house or copied from a photograph. Challenge the pupils to find out as much as they can about this person during the visit. History Mystery 2: What Am I? Give pupils up to five images of objects that can be found in the house. Challenge the pupils to answer the following questions about each object:

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Which room was the object in? What was it used for and by whom? What was it made of? What do you have at home that looks similar and/or functions in the same way?

Give general reminders about appropriate behaviour, ensuring pupils remember to be respectful to staff, not to touch exhibits and artefacts on display unless invited to by a tour guide and to remain close to the adult leading their group. Remind all official photographers to ask permission before taking photographs and remember there might be restrictions relating to flash-photography.

Ensure pupils have time to explore the other buildings within the grounds as well as the gardens. During the visit, encourage pupils to pose questions about the past stimulated by what they see and hear inside and outside. Plenary and further discussion: Conclude the visit by meeting together at the designated time and space. Take some general feedback from the pupils about the visit and then explain that they will have the opportunity to share answers to History Mysteries tomorrow. Thank staff at the historic house for their help during the visit and invite them to speak to the class if appropriate. Support: Carefully group pupils ensuring those likely to require additional support are with the most appropriate member of staff. Some groups of pupils will benefit from having less mystery objects. Challenge: Some groups of pupils will rise to the challenge of having more objects to identify or an object that is particularly difficult to spot. More able pupils could be given written clues about an object in order to find it rather than a photograph.

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History Lesson 2/4 60 mins

NB: Remember to adapt and differentiate objectives, outcomes and success criteria for your own class! Objectives: I am learning to: identify the mystery objects and agree their

names, uses and where they were spotted identify the people who lived in the house and

find out more about them

Outcomes: Pupils will: identify objects and put them in chronological

order write a few sentences about the family who used

to live in the house

Success Criteria: Remember to: ask sensible questions and join in discussion observe evidence carefully and draw logical conclusions from

it

Follow up from class visit. Discussion and identification of the History Mystery objects and people. Look in turn, at the objects, agree their names, uses and where they were spotted. Extend learning by providing images of the same object from its invention to the present day. Can the pupils arrange the images into chronological order? Discuss the family that used to live at the house. What did pupils find out about them? Would pupils like to live in the house now/in the past? Ask them to give reasons for their answers, drawing on their experiences during their visit. Pupils could write a few sentences about this that can be shared with visitors during the Unit conclusion event.


NB: Remember to adapt and differentiate objectives, outcomes and success criteria for your own class! Objectives: I am learning to: find out more about how my locality has

changed over time

Outcomes: Pupils will: learn about how the locality has changed over

time by listening to a member of the local community

Success Criteria: Remember to: identify the oldest and newest buildings in the locality make notes when listening to the speaker

Develop the character of Detective Clueless this time he needs the pupils’ help with a Local History Mystery: How has the locality changed over time? Show the pupils photographs of the main street in the past and compare to how it looks now. Identify the oldest and newest buildings in the locality. Invite a member of the community into school to talk to the pupils about how the locality has changed in their lifetime. What has changed in the locality during the lifetime of the pupils? What changes are planned for the future? Encourage the pupils to take down notes ready to report back to Detective Clueless!

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NB: Remember to adapt and differentiate objectives, outcomes and success criteria for your own class! Objectives: I am learning to: follow a trail of clues that leads from one object

or place of historical interest to another find the answer to a question related to that

place, draw or photograph something, collect something or leave something

Outcomes: Pupils will: follow a local history trail and understand more

about the people and events in the history of their community

Success Criteria: Remember to: follow instructions look for clues

Continue to develop the character of Detective Clueless. This time he needs your help finding a missing person! Create a history trail around the locality. With adult helpers, pupils follow a trail of clues that leads them from one object or place of historical interest to another. At each point on the trail the pupils must find the answer to a question related to that place, draw or photograph something, collect something or leave something. Objects and places might include memorials, statues, plaques, signs, museums, and public buildings. Use a local memorial, statue, or commemorative plaque as a starting point and find out more about the people and events connected to it. Be sure to include a question relating to someone who did something significant for the community, and of whom there is a plaque or memorial for the pupils to discover for Detective Clueless.

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Music Lesson Plans In this Unit pupils will listen to music from Tchaikovsky’s ‘The Nutcracker’ and will consider how music can be used to tell a story or to illustrate. They will create their own graphic score, travelling musically from the front door of a large Victorian house upstairs to the nursery or playroom. Work in this Unit should also be supported further with singing. You will find some suggested songs below. Resources:

Recording of Tchaikovsky’s ‘The Nutcracker’ Large selection of percussion instruments and pupils’ own instruments Pictures of Victorian toys and real examples if you have access Pictures of instruments / real instruments Cards to match for listening activity Art materials for creating the score Recording / filming equipment

Music Lead Lesson 1/4 60 mins

NB: Remember to adapt and differentiate objectives, outcomes and success criteria for your own class! Objectives: I am learning to: listen to Tchaikovsky’s nutcracker suite and

identify how music matches the various toys

Outcomes: Pupils will: consider how music can be used to tell or

illustrate a story identify some of the musical elements

(pitch/dynamics/tempo)

Success Criteria: Remember to: listen to how the music sounds – high/low/loud/quiet spot which instruments have been chosen and think about

why

Listen to excerpts from Tchaikovsky’s ‘The Nutcracker’ explaining the story as examples are played. Discuss the music created to represent the various toys throughout, making reference to the instruments chosen, dynamics, pulse, tempo and pitch. Does the music sound like the toys it tries to illustrate? How does the composer achieve this? Support the listening experience with pictures of the toys, stills from the ballet itself as well as pictures of the instruments (or better still real instruments if you have access to them). This listening activity may be further enhanced by providing pupils with cards to match to what they hear. These may be pictures of the toys or of the instruments you are asking them to listen out for.

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Music Lesson 2/4 60 mins

NB: Remember to adapt and differentiate objectives, outcomes and success criteria for your own class! Objectives: I am learning to: create a graphic score of a journey from the front

door of the house leading upstairs to the nursery where all the toys are to be found

compose my own music

Outcomes: Pupils will: create a graphic score contribute to the compositional process

Success Criteria: Remember to: think about all the things I may pass in the house on the way

to the nursery

Explain that pupils are going to create a graphic score of a journey from the front door of the house eventually leading upstairs to the nursery / playroom where all the toys are to be found. Discuss with pupils the things they expect to pass on their way to the nursery. Map these ideas as you discuss them, creating the basis of the graphic score. Here are some suggestions:

Gravel path

Large wooden front door and door bell

Wooden floor with rugs on

At the foot of the large wide staircase – a grandfather clock

The stairs themselves – travelling up them

The corridor leading to the nursery with various other doors off it

The door to the nursery itself

Roaring fire in the hearth

The toys to be found in the nursery: Spinning top / rocking horse / dolls house / dolls /train set / toy soldiers / teddy bears / toy tea sets and shops / wooden bricks / Noah’s ark / boats/ wind-up music box / Jack-in-a-box /Ludo/ jigsaws/ Bagatelle/Board games such as Snakes and Ladders

Once you have decided upon all the things which will be included on the ‘journey’ finalise the score itself. This can be done as whole class with individuals taking responsibility for drawing one item for the score, which can then be stuck on a large piece of paper or made into a wall display. Link all of the items on the score with footsteps in between. The footsteps will be a steady continuous pulse.

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Music Lesson 3 & 4/4 60 mins

NB: Remember to adapt and differentiate objectives, outcomes and success criteria for your own class! Objectives: I am learning to: choose instruments and sounds to represent all

the things on the score create and play a steady and strong pulse

Outcomes: Pupils will: create short rhythmic pitched and non-pitched

patterns with the instruments rehearse and perform the final score play a strong and steady pulse

Success Criteria: Remember to: consider what the instruments are made of and how they

might sound experiment with sounds and patterns until you are happy with

what you have composed follow the score and play at the right time

Explain to pupils that the footsteps on the score will provide a steady pulse throughout the piece of music. The instruments which play the footsteps should vary according to what the surface is e.g. gravel wood floor , climbing the stairs (this should be ascending pitch), Carpet etc. The pulse will need to be strong throughout, continuing as pupils add short rhythmic patterns and sounds for all the item passed on the journey and arrival at the nursery. Choose instruments to represent all the things on the score. Encourage pupils to create short rhythmic /pitched and non-pitched patterns with their instruments rather than just sound effects. Try to choose instruments that really bring to life the chosen item. Consider what the items may have been made from and how they might sound. Work on bringing the piece together. You may conduct yourself by pointing the way through the score or perhaps a pupil may wish to be the conductor. Record / film the results and if possible perform the final piece before an audience. Suggested songs to support this Unit: Bendy toy – Game songs with Prof Dogg’s troupe Pub A and C Black Toys – Sing as you grow – pub. Ward Lock educational I’ve got a doll’s house and Soldiers– Jump into the ring pub. Ward Lock educational Playland and can you be a puppet?– Trig Trog Pub Oxford University Press The marvellous Toy- Tom Paxton from Rambling Boy My toy soldier – Danish nursery rhyme, Anne Mendoza (Rhymes with chimes) Pinnochio songs from Singing Sherlock Book 3 Pub Boosey and Hawkes Ticking Clocks – Flying around pub. A and C Black My Grandfather’s clock – trad- Ta ra boom de ay pub. A and C Black See also Singup.org for further suggestions

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Art and Design Lesson Plans

Art and Design Lead Lesson 1/4 60 mins

N.B Remember to adapt and differentiate objectives, outcomes and success criteria for your own class! Objectives: I am learning to: use a range of materials creatively to design and

make products explore the work of a range of artists, craftsmen

and designers, describing the differences and similarities between different practices and disciplines, and making links to my own work

Outcomes: Pupils will: practise a variety of basic embroidery stitches in

preparation for designing and creating their own bookmark in the style of a sampler

Success Criteria: Remember to: watch closely and listen carefully to the demonstration of

cross stitch observe rules for the safe handling of needles and scissors

Attention! This lesson involves using needles and scissors. If every pupil is sewing at the same time, it is advisable to enlist the help of as many adults as possible. Resources Required:

Images of samplers or real examples Needles Embroidery threads in a variety of colours Binca fabric cut to bookmark size Video of how to do cross stitch Visualiser projector IWB

Whole Class teaching/groups/pairs and individual activities: Show pupils some photographs or real examples of samplers created in the Victorian era. If possible these should be linked to the historic house that the pupils went to visit earlier in this Unit. Samplers were originally a practical aid to remembering particular stitches, techniques and effects. While some boys were taught to sew, and professional embroiderers were often men, the ability to sew was traditionally considered essential for girls and women of all social classes. This was particularly emphasised in female education and training: sewing was sometimes taught before writing, and several samplers might be made to show growing proficiency. Few people could afford sewing machines and girls were expected to make clothes for their families in the future. It was also an important skill for domestic service. Whenever a needlewoman saw a new and interesting example of a stitching pattern, she would quickly sew a small sample of it onto a piece of cloth - her 'sampler'. Samplers would often feature moral messages or maxims to encourage good behaviour, such as 'a stitch in time saves nine'.

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Discuss the colours, patterns and stitches. Name some of the stitches. Make a link to the handwriting patterns which pupils used to practise in reception class. Tell pupils that they are going to be making a small sampler of their own using cross stitch. Look at the video explaining cross stitch. Show pupils an example that you have prepared. Identify the key features, e.g. your name, a border, variety of colours and cross stitch used. Using a Visualiser demonstrate some of the stitches used in your example. With the guidance and supervision of adults, pupils thread their own needles and practise cross stitch. Plenary and further discussion: Recap on the names of some of the stitches used. Look for examples of decorative stitching on pupils’ own clothes and identify how the stitching was created. Talk about the development of sewing from early history to the use of sophisticated sewing machines in use today. If possible, show pupils images and film clips. Tell pupils that next time they will be creating their own design for a bookmark in the style of a sampler. Support: Pupils with poor fine motor control or those with complex physical difficulties can access this activity by being provided with the resources to work on a much larger scale. For example, provide ribbon and net so that pupils can create basic ‘stitches’ by threading. Challenge: More able pupils can be taught more complex stitches.

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Art and Design Lesson 2/4 60 mins

N.B Remember to adapt and differentiate objectives, outcomes and success criteria for your own class! Objectives: I am learning to: design my own bookmark in the style of a sampler

Outcomes: Pupils will: design a plan for their bookmark on dotted

paper

Success Criteria: Remember to: draw the stitches correctly list all the materials needed to make my bookmark use the colours for the embroidery threads I will use in my

design

Resources needed: Binca material Tapestry needles Embroidery threads Dotted paper cut into rectangles the same shape as the bookmark will be. If you use each dot for each hole on the Binca, the pattern will fit onto the cloth. Images of simple designs on samplers or pupils’ work - see resources Whole class Pupils sketch some very simple design ideas to choose from. You might allow freedom for them to choose their own or choose a class theme. Show pupils how to transfer a simple design to the dotted paper - you use each dot for each hole on the Binca, the pattern will then fit onto the cloth. Show the images of Using dotted paper, pupils plan their bookmark design, taking inspirations from the real samplers and images on display. In their designs, pupils should use the colours for the embroidery threads they will use. Pupils should draw the stitches correctly and list all the materials needed to make their bookmark.

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N.B Remember to adapt and differentiate objectives, outcomes and success criteria for your own class! Objectives: I am learning to: make my own bookmark in the style of a sampler

Outcomes: Pupils will: make a bookmark sampler


Remind pupils of the class rules for the safe use of scissors and needles. Following their designs carefully, pupils begin to stitch their bookmarks with adults closely supervising. Adults should be prepared to demonstrate cross stitch again and be on hand to pull out mistakes and set pupils stitching again! Remind them not to pull the stitches too tight as it crinkles up the fabric.


N.B Remember to adapt and differentiate objectives, outcomes and success criteria for your own class! Objectives: I am learning to: make my own bookmark in the style of a sampler understand how machine sewing can be used to

create pictures

Outcomes: Pupils will: complete a bookmark sampler mount the sampler on card observe a demonstration of sewing skills


Pupils complete samplers and mount on card for class display. Visitor: invite a member of the local patchwork/sewing group or pupils studying textiles at local college into school to demonstrate sewing skills by hand and then by machine. Show pupils examples (produced by visitors or images) of how machine sewing can be used to create pictures.

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Unit Conclusion 60 mins

Invite families, parents, carers, key members of the community, clubs/groups for older people to school for a fun locality quiz. Set the class up as locality experts who will be on hand to help with the answers! Sit the pupils in twos or threes on each table with parents and TAs. Teacher (or confident pupils) acts as quiz master. Pupils could take it in turns to present the answers using their own work, PowerPoint etc. Provide refreshments and invite everyone to look at the work pupils have been doing on the locality

Parent Support Activities Week 1: This week your child is going on a visit to (insert name here). They will be finding out about life in the past. You can help at home by looking together at the information brochure that your child has brought home and ensuring they have everything ready to take on the day. Week 2: This week your child will be developing their sewing skills. You can help at home by showing your child how to thread a needle and tie a knot in the end of the thread. Let them have a go by themselves – there will be house points for anyone that can do it! Week 3: This week your child will be learning about the properties of materials and writing a non-fiction booklet about them. You can help at home by supporting your child to learn the spellings of the following words: natural, waterproof, absorbent, transparent, opaque, rigid, and flexible. Week 4: This week your child will be presenting some information at a quiz about the local area for members of the community. You can help at home by listening to your child practise what it is they have to say. Remind them to speak slowly and clearly so everyone can hear.

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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 2, 5 and 10 multiplication tables, including recognising odd and even numbers calculate mathematical statements for multiplication and division within the multiplication tables and write them using the multiplication (×), division (÷) and equals

(=) signs show that multiplication of two numbers can be done in any order (commutative) and division of one number by another cannot solve one-step problems involving multiplication and division, using materials, arrays, repeated addition, mental methods, and multiplication and division facts,

including problems in contexts Fractions Pupils should be taught to: recognise, find, name and write fractions 1/3, 1/4, 2/4 and 3/4 of a length, shape, set of objects or quantity write simple fractions e.g. 1/2 of 6 = 3 and recognise the equivalence of two quarters and one half Geometry - properties of shapes Pupils should be taught to: identify and describe the properties of 2-D shapes, including the number of sides and symmetry in a vertical line identify and describe the properties of 3-D shapes, including the number of edges, vertices and faces identify 2-D shapes on the surface of 3-D shapes, for example a circle on a cylinder and a triangle on a pyramid compare and sort common 2-D and 3-D shapes and everyday objects Geometry - position and direction, Pupils should be taught to: order and arrange combinations of mathematical objects in patterns use mathematical vocabulary to describe position, direction and movement, including distinguishing between rotation as a turn and in terms of right angles for

quarter, half and three-quarter turns (clockwise and anti-clockwise), and movement in a straight line.

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Multiplication and division Pupils recall doubles of all numbers to 10. They recognise that if you double a number then halve the answer you get back to where you started, and use this to find halves of numbers to 20. Doubling and halving is supported with visual images, practical experiences, drawings and appropriate resources to consolidate their understanding of doubling. Pupils continue to count in ones, twos, fives and tens and begin to count in steps of 3. They count from zero in steps of 2, 5 or 10, describing patterns in the count. They use a range of practical materials, number lines, hundred squares, coins and visual patterns to support with counting in 2s, 3s, 5s and 10s... They identify even and odd numbers and realised even numbers are the same numbers as multiples of 2. They identify multiples of 5 and 10, appreciating that multiples of 5 end in 0 or 5 and multiples of 10 end in 0. They use these skills to help them to tot up a mixed set of 10p, 5p, 2p and 1p coins. They learn to count up the 10p coins first, then the 5p coins, then the 2p coins and finally the 1p coins. Pupils extend their understanding of counting on and back in steps of 1, 2, 5 and 10 from various start numbers. They record sequences and describe patterns in the numbers, including recognising odd and even numbers. In particular, they explain the patterns from counting in twos, fives and tens when starting from zero. They find missing numbers from sequences such as: 30, 40, , 60, and 55, 50, , 40, 35, , 25, 20 Link to Inspire Unit ‘Through the Keyhole’

Children in Victorian games played games such as Hoopla. Pupils score 10, 20 or 50 for throwing a hoop over a peg, as shown here. You have 4 hoops to throw.

What is the maximum you can score?

What is the minimum you can score?

What would you score if you threw 3 hoops on 10 pegs and 1 onto the 50 peg?

What would you score if you threw 2 hoops onto 20 the pegs, 1 onto a 10 peg and missed altogether with a hoop? Explore other scores.

Where might your hoops have landed if your total score was 30? Can you find more than one way?

How many hoops would you have to throw to score 50? What is the quickest way? Play a game of hoopla (using a hoopla like the one shown, numbered circles to throw beanbags into or a numbered dice). Keep track of your scores. Continue until the first player has scored 60 or more. Pupils work with others to explain their reasoning and to listen to the reasoning of others. They consolidate counting on from zero in steps of 2, 5 and 10 and build up these times-tables, describing what they notice about numbers in the tables. They use this to predict some other numbers that would be in the count and to answer questions such as: What are four fives? How many twos make 18? They use counting, practical equipment, diagrams, arrays or a number line to support or explain their answers and record their answers using numerals and symbols e.g. 4 x 5 = 20, 2 x 9 = 18.

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Using practical equipment or objects as a starting point, pupils understand that repeated addition can be represented using the multiplication symbol. For example, they record four lots of five fingers as 5 + 5 + 5 + 5 and use the multiplication sentence 5 × 4 to record this. They understand that ‘multiplied by 4’ or ‘× 4’ means ‘add the number four times’. They use a number line and arrays to support repeated addition, recording the equal jumps on the line and writing the repeated addition statement and the matching multiplication statement. They become familiar with different ways of describing a multiplication:

5 + 5 + 5 + 5 + 5 + 5 = 30 5 × 6 = 30 5 multiplied by 6 equals 30 6 groups of 5 make 30 6 hops of 5 make 30

They begin to notice that 5 x 6 = 6 x 5 by considering arrays and the ways of writing number sentences for multiplication. Pupils experience division as grouping. They use practical equipment or objects to answer questions such as: How many 2s make 12? They relate this to the division 12 ÷ 2. They use objects, an array image or a number line to support, record or explain this. For example, starting from 12, they jump back in steps of 2, or starting with 12 counters, they keep on taking away 2 counters. They record this as repeated subtraction and as division number sentence:

12 – 2 – 2 – 2 – 2 – 2 – 2 = 0 12 ÷ 2 = 6 12 divided by 2 equals 6 Pupils explain how they use equipment, objects or a number line to carry out division.

Link to Inspire Unit ‘Through the Keyhole’

In the past children often played with toy animals. The animals are going into the Ark in twos. How many animals will there be if there are 5 pairs? How many animals are needed if there are 7 pairs? How many animals are needed if there are 10 pairs? There are 16 animals on the Ark, how many pairs is that? There are 20 animals on the Ark – how many pairs is this? Could 7 animals go into the ark in pairs? How can you arrange 7 animals to show why they can’t be put into pairs? What other numbers can’t be put into pairs? Why? What do we call these numbers? What do you notice about odd numbers? What do you notice about even numbers? Is: 34 odd or even? How do you know? What about 37, 44, 25?

They use understanding of multiplication and division to solve one-step problems using mental methods, repeated addition, arrays, practical materials or known facts. Bill has six new sheets of stickers. Each sheet has ten stickers. What are the different ways that we could work how many stickers there are altogether? Which way would be quicker? Why? Jen went to the shop and bought 7 lollies. Each lolly cost 5p. How much did she spend? In the pie factory they put 10 pies into each tray of pies. How many trays will they fill if there are 60 pies? Mark has found a bag full of 2p coins. The label on the bag tells him there is 28p in the bag. How many 2p coins are in the bag? How did you work this out? What number sentence do you need to write?

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Link to Inspire Unit ‘Through the Keyhole’ You are going to design a bookmark using Binca. The bookmark design is to be 21 holes wide and 61 holes long.

You can sew stitches, which are 2 gaps long, 3 gaps long or 5 gaps long. How many 2 gaps long stitches can you fit into the length of your fabric? How many 3 gaps long? How many 5 gaps long? What if you can have a mixture of length stitches? Can you have 8 five gap long stitches and 8 three gap long stitches? Why?

Fractions Pupils find one quarter, one third or one half of shapes, lengths, quantities and groups of objects by folding, sharing or dividing. They use their understanding that to find ¼ you can halve and halve again. They answer questions such as: They recognise fractions parts of shapes and identify fractions of sets of objects and write the fraction part as ¼ or ⅓ or ½. They can find ½ of a small group of objects by sharing or using known facts. They reinforce this idea in practical situations such as dividing 8 spots between two aliens or sharing 15 grapes between three people or placing 12 ‘tomatoes’ on four plates so that each plate has the same number of tomatoes. They record this e.g. ½ of 8 = 4. Which fraction from ¼ or ⅓ or ½, is easiest to find? Why? Which is it hardest to find? Why? What would you say if you had to explain to someone how to find ¼ of a shape? How would you explain to someone how to find 1/3 of 9 counters?

Link to inspire Unit ‘Through the Keyhole’ Many families in large houses have their own shield design. You are going to design a flag for the family who live in the house. Using a square or rectangle shape for your flag, can you find different ways to colour the flag ½ one colour and ½ another colour. Does folding help? Can you fold more than once to create more interesting ways to show ¼ one colour, ¼ another colour and ½ a third colour? You want to circles onto your flag design. There are 12 circles. How many would you colour in blue if half of them were blue and half red? How many circles would you colour yellow if 1/3 of the 12 circles are yellow? How many circles are left over? Colour these green. What do you need to remember when finding fractions of amounts?

Geometry – properties of shapes They look at 2D shapes and describe their properties, including the number of sides, number of corners. They recognise that each part of the shape on either side of the fold line is one half and that the whole shape is made up of two identical halves. They explore different ways of finding half of shapes, for example folding squares in half in as many different ways as possible. They reinforce their understanding the two halves must be of equal shape and size. They sort common 2D shapes and match everyday objects to their 2D shape name (e.g. a piece of paper, a coin, a playing card, a game board, a triangular wafer biscuit, a guitar plectrum).

Pupils explore properties of shapes. For example, they identify the shapes of the faces on a set of 3-D solids e.g. a cylinder and a cone both have circular faces. They sort the 3D shapes using a chosen criteria e.g. can roll, has straight edges, has a circular face. They recognise and name shapes in different positions and orientations, including in pictures, and match common everyday objects to the correct 3-D shape name (e.g. dice, can, sugar cube, cereal box, tube of sweets, chocolate box)

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Geometry – position and direction Pupils extend their use of patterning to arrange combinations of mathematical objects (e.g. shapes, numbers, coloured counters) in patterns. These may be in different orientations, and not just from left to right along a line e.g. diagonally, or a tiled floor pattern. They can explain how a pattern will extend and also complete unfinished patterns based upon what is visible.

Pupils extend their understanding of turns using the language of right angles for a quarter turn clockwise or anticlockwise and linking this to quarter turns, half turns and three quarter turns to the left of right. Pupils develop, follow and give instructions involving position, forward and backward movements and right-angled turns to the left of right. For example, they give instructions for a partner to follow a maze drawn on squared paper or describe how to get to an object that is hidden in the classroom. They explore this concept practically or use electronic programmable devices (e.g. Beebot). They evaluate the accuracy of their instructions and adjust them accordingly.

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English Lesson 12

Midnight Adventure

Her hair was damp with sweat and her neck was stiff. Her face felt hot on the soft pillow and her mouth and lips felt dry. Her ankles, knees, hips, and shoulders ached. Her head hurt when she tried to move it and when she coughed her chest rattled and heaved. Emily was ill. Emily had been in bed for two days fighting a fever and chest infection. Nanny Barnes came in every now and then to give her some brown, nasty tasting and curiously thick medicine, which Emily really didn’t like. Sometimes, Emily tried to pretend that she was deeply asleep and could not be woken up, but Nanny Barnes was old and wise and knew all about the tricks that young girls and boys like to play. Emily was awake, even though her eyelids were tightly shut. She was conscious of the crisp white sheet and heavy blankets and eiderdown on top of her, of the muffled sounds of scurrying servants below and of the awful smell of linctus coming from the bottle on her bedside table. Slowly, gingerly, Emily turned onto her side and opened her eyes. Everything was blurred, just like it was when she tried on Henry’s new glasses the other day. Gradually, with every painful blink, she could begin to make out the familiar outlines of objects in her bedroom her room. At last, with a final blink, everything came into focus. Emily could see her pretty, new, party dress draped over the chintz chair in the corner and matching shoes tucked neatly underneath. She could see the brushes and hand mirror on her dressing table; she could see the glowing embers in the fire and her slippers on the rug in front of it. Emily’s sore eyes scanned the room for her toys. There they were, just as she had left them. She looked at them each in turn to check they were all there and in one piece. Sometimes Henry and Thomas were not as careful as they could be with Emily’s toys. There was Ted, given to her by Uncle William when she was born. Ted was a much loved bear, who Emily liked to think was brave and clever. There was Evie, her doll, with a soft floppy body,

pretty satin dress and white china face. Emily thought how funny Ted and Evie looked, sitting all higgledy-piggledy and lopsided together. There was her painted wooden Noah’s ark with pairs of animals stored inside, an old dolls house that had once belonged to grandma and then mother, a dolls pram with big round wheels and china handle where two smaller dolls were ‘sleeping’. Lastly, there was her magnificent rocking horse called Conker. Emily hadn’t taken long to decide on a name for Conker. It was easy! He was deep brown in colour, highly polished and perfectly smooth to touch, he reminded Emily of the newly cracked open conkers her brothers found under the trees along the main drive to the house. So conker became his name. (Emily was very sure Conker was a boy horse because papa said he had a fine, thick mane and strong back like the stallions in the yard.) She rode on him every day, and because he was positioned in front of the window, Emily liked to pretend, as she rocked, that she was galloping through the grounds and off into the fields that she could see stretching out before her. Emily’s eyelids began to feel heavy, so she moved her cool hands back inside the bedclothes and pulled the covers up under her chin. Warm and cosy, she drifted off to sleep again. Emily often dreamt about her toys, and now somewhere, there were some brand new birthday toys to join in the adventures too. Downstairs, in the great hall, the grandfather clock struck ten …, eleven…, twelve. Midnight! All was quiet in (insert the name of the historic house that was visited earlier in this Unit). Mr and Mrs xxxx (insert the surname belonging to the last residents of the historic house visited earlier in this

Unit) were asleep, the children were asleep, the servants were asleep and the dogs were asleep. The only sounds

to be heard were clocks ticking, whirring and chiming, whilst some members of the household snored.

In Emily’s room the toys began to wake up…

Tracey Matthews 2013

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Cornwall Learning T: 01872 327900 [email protected] Carew House, Beacon Technology Park, Dunmere RoadBodmin PL31 2QNwww.cornwalllearning.org

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