Dedworth Green Medium Term planning Spring Second Half Term

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Week1
22.2.16
Topic
The Greeks
Literacy
The Adventures
of Oddyseus
Theseus and the
Minotaur
Numeracy
Dedworth Green Medium Term planning Spring Second Half Term YEAR 4
Week 2
Week 3
Week 4
Week 5
29.2.16
7.3.16
14.3.16
21.3.16
What subjects
were taught?
School in
Athens
School in
Sparta
The Great
Thinkers
The Great
Thinkers
To research what
the curriculum
was like for those
being educated in
Ancient Greece.
To discover who
was eligible for
education in the
Ancient Greek
civilization. To
learn about school
life for boys and
home education
for girls.
Information
Poster
Character
description
The Adventures
of Oddyseus
To research a
child’s typical day
in Athens and
consider their
values and
priorities as a citystate.
To learn about the
Classical Greek
alphabet and look
at manuscripts
from the era.
To consider a
child’s typical day
in Sparta and how
their values and
priorities differed
from Athens. To
think about the
Sparta goals of
education versus
the Athenian
ideals.
To learn about the
Great Thinkers of
Ancient Greece
and look at their
area of influence
and knowledge.
To consider the
Great Thinkers’
contributions to
today’s world.
To learn about the
Great Thinkers of
Ancient Greece
and look at their
area of influence
and knowledge.
To consider the
Great Thinkers’
contributions to
today’s world.
Writing in Role
Letter writing
The Adventures
of Oddyseus
Playscript
Short plays
The Adventures
of Oddyseus
Diary Entry
Poems
The Adventures
of Oddyseus
Descriptive
Writing
Short Speach
The Adventures
of Oddyseus
Storytelling
Written
addition and
subtraction
(money and
measures).
Multiplication
(statistics,
measures,
money)
Place value
Written
multiplication
Shape and
position.
R.E
Should
believers give
things up?
What does it
mean
to be a follower?
What does
following a
religion mean?
to reflect on
present day
celebrities - ‘idols’.
to reflect on
sources of
inspiration.
Ask the children to
describe why
they or others follow
a pop band
or football team, etc.
Responses
can be discussed in
groups and
common themes
highlighted.
What feelings do we
get from
following/experiencin
g?
Children could be
invited to share
their own responses
and bring in
to school any
posters, music or
other related
material. Children
will need to be
encouraged to
express their feelings
and
experiences
connected to
‘following’.
to recognize that
certain
actions and practices
follow a commitment
to a
religion.
Introduce the
theme of Religion
and the Individual
and
particularly - what is
expected of
a person who follows
a religion
or belief?
“Thought shower”
what the
children remember
from the
previous unit Inspirational
People - about Jesus
and
Muhammad.
Briefly re-cap from
previous unit.
What was it about
them that
people respected
and admired?
Why did people
follow them and
continue to do so
today?
What is
expected of
a person
following
Christianity and
Islam?
to recognize the
similarities
and differences
between
Christian and Muslim
teachings.
to understand that
following
a religion involves
commitment to a way
of life,
supported by
practices such
as prayer.
Revisit class or
school rules,
taking the theme of
‘respect for
others’.
Assuming children
are all
committed to respect.
What behaviour is
expected
from each child?
Children suggest
what
Christians and
Muslims would
say is important in
life.
The class can be
divided into
groups. On the basis
of the
unit so far children
decide,
“What do Christians
and
Muslims believe, how
do
Why is giving
important for
Muslims (Zakah)
Why is giving
important for
Christians
to consider why
Muslims
believe giving is
important
to find out more
about the
work of Muslim Aid
to reflect on the
importance
of giving
group discussion
on the key
question ‘is it better
to give or
receive?’
class discuss
examples of
special times they
gave and
received things
explore Zakah in
Islam
mini project on
the role and
importance of Muslim
Aid.
Recording of
children’s
responses
Note that the concept
of the Five
Pillars stems from
the Hadith
collectors although
the Qur’an
refers to practices
associated
with the Five Pillars.
to consider why
Christians
believe giving is
important
they pray, and what
is
expected from
them?”
Discuss similarities
and
differences.
Results from this
task can be
displayed in the
classroom
with presentations
from each
group.
Importance of
commitment as the
step
leading to practice.
Science
State of
Matter
Solids, liquids or
gases?
Chn compare the
properties of the
three states of
matter & sort
common materials
into the three
states. Water is
used as an
example of a
material that can
exist in all three
states at
reasonable
temperatures. Use
drama to model
the three states.
Temperature Use
everyday
examples to
explain that
temperature is a
measure of how
hot or cold
something is &
that it increases or
decreases due to
heat being
transferred to or
away from the
object. Chn find
that
thermometers are
the best way to
measure
temperature!
Changing states
Materials change
from one state to
another at
different
temperatures. Chn
discover at what
temperatures
water changes
state & what
effect adding salt
has. Find out how
the differences in
freezing & boiling
points of different
materials can be
utilised.
Evaporation and
condensation
Look at
evaporation &
condensation of
water as
reversible
changes. Discuss
everyday
examples & uses
of evaporation &
condensation.
Plan & carry out
an enquiry into
the factors that
speed up
evaporation. If
time carry out
online melting
point enquiry.
Water cycle
Chn explain how
evaporation &
condensation &
other processes
are involved in the
water cycle.
Identify different
forms of water
seen in weather
conditions,
including clouds.
Remind chn how
important water is
to both plants &
animals & how to
conserve it.
Air
Talk about
commonly
occurring gases &
their uses. We are
surrounded by air,
but what is it
made of & how
can we prove that
it’s there? Chn
watch
demonstrations &
carry out enquiries
to find out more
about air
pressure. Tackle a
pneumatics
activity!
ICT
Related to topic
History
Ancient Greece
Explore a
variety of
information
sources and
ICT tools.
Finding things
out!
Introduction to
the Ancient
world
Understand the
wider world in
the time of
Ancient
Greece.
Currency and
exchange
To research the
introduction of
coinage in
Ancient
Greece.
What did they
trade?
To find out
about what
was traded
between cities
in the Archaic
and Classical
periods.
How do we
know?
To investigate
a case study of
a Greek
shipwreck or
archaeological
site.
Currency and
exchange
Ancient Greece
– a study of
Greek life and
achievements
and their
influence on
the western
world. Gain
and deploy a
historically
grounded
understanding
of abstract
terms such as
'economy'
'exchange'
'coinage'.
Plan the game
Ancient Greece
– a study of
Greek life and
achievements
and their
influence on
the western
world. Create
their own
structured
accounts,
including
written
narratives and
analyses.
Art
Clay
D&T
School in
Athens
School in
Athens
The Great
Thinkers
The Great
Thinkers
Make the
game
To make clay
tablets and
inscribe them with
words in Classical
Greek.
To make clay
tablets and
inscribe them with
words in Classical
Greek.
To make busts of
significant Greek
Thinkers out of
modelling
material.
To make busts of
significant Greek
Thinkers out of
modelling
material.
Sewing and weaving
Sewing and weaving
Make the
game
Make the
game
To create sketch books
to record their
observations and use
them to review and
revisit ideas. Improve
their mastery of art
and design techniques,
including drawing,
painting and sculpture
with a range of
materials (for example,
pencil, charcoal, paint,
clay).
Greek Food Tasting
and Making
To create sketch books
to record their
observations and use
them to review and
revisit ideas. Improve
their mastery of art
and design techniques,
including drawing,
painting and sculpture
with a range of
materials (for example,
pencil, charcoal, paint,
clay).
To create sketch books
to record their
observations and use
them to review and
revisit ideas. Improve
their mastery of art
and design techniques,
including drawing,
painting and sculpture
with a range of
materials (for example,
pencil, charcoal, paint,
clay).
Rounders –
Fielding/bowling
Rounders - Striking
To accurately
replicate the basic
striking action. To
understand the
importance of
movement and
timing in preparation
to strike the ball. To
develop the ability to
hit the ball towards
an intended target.
Sewing and
weaving.
Food tasting
and making.
P.E.
Striking and
Fielding
(cricket,
rounders,
tennis).
Fielding
To replicate
throwing and
catching technique
while maintaining
control over the ball.
To apply striking
and fielding skills to
a competitive
environment.
Cricket - batting
To demonstrate
sending and
receiving skills even
under pressure. To
explore the use
throwing and
catching when under
pressure in a
competitive
environment.
To accurately
replicate bowling
technique. To
develop the ability to
adjust the body in
order to catch balls
with varying heights.
To understand the
rules of ‘relay
rounders’.
Tennis - Striking
To perform and
replicate a
combination of
striking skills in a
competitive
situation. To apply
basic rules
accurately and fairly.
Competitive
situations/assessme
nt
To demonstrate the
ability to outwit an
opponent in a game
situation use a range
of techniques. The
pupils are to develop
their knowledge and
understanding of
striking and fielding
rules.
.
Football
(Sport coach)
PSHE
Care of others
To consider
social dilemmas
they come
across.
Responsibility
To consider
social dilemmas
they come
across.
Smoke/Fire
To consider social
dilemmas they come
across.
Bullying
To consider
social dilemmas
they come
across.
Drugs for
protection
To consider
social dilemmas
they come
across.
Drugs for
remedy
To consider
social dilemmas
they come
across.
Music
Heroes of
Troya
Episode 1: Is it
love? Style: pop
WALT: To sing pop
style song ‘Is it
love?’ as a whole
class – in two groups
– and enjoy the
first episode of the
story.In player
runng
WILF: Must: join in
the vocal of the
song Should: sing
any of the group
parts.
Could:understand
Song 2: The foolish
and the brave
Style: R&B, minor,
melancholic
WALT: To learn
Song 2 in short
sections; be
motivated to
memorise the rap
section in spare
time and enjoy
the next episode of
story.
WILF: Must: join in
the vocal of the
song Should: sing
3 Song 3:
Destruction
Style: pop
Sung by: Greek
army
Subject: Arriving at
Troy ready for
battle
WALT: learn Song 3
‘Destruction’ in
short sections; be
motivated to
memorise another
rap and enjoy
the next episode of
story
Song 4: The wonder
of war
Style: pop
Sung by: Achilles
(Greek hero)
Subject: Tongue in
cheek song about
being a Superhero
Before the
programme.
WALT: To learn
Achilles’ song ‘The
wonder of war’ in
short sections and
enjoy the next
episode of the
Song 5: Lament
Style: Folk
Sung by: grieving
relatives on both
sides
Subject: The tragic
waste of human life
in a 10 year war
WALT: To learn to
sing ‘Lament’
smoothly and sadly
and discuss their
thoughts on the
story after the
programme.WILF:
Must: join in the
Song 6: ‘Wooden
horse’
Style: tap
Sung by: Odysseus
(Greek hero) and
chorus
Subject: Using
brains rather than
brawn to win the
war
Heroes of Troy’
Style: soul swing
Sung by: The Greek
winning side and
the chorus
Subject: Enjoying
BBC Music
Workshop
“chromatic” scale.
could even play
some of the
chromatic scale
notes.
any of the group
parts. Could:
explore sequences
by playing some of
the notes.
WILF: Must: join in
the vocal of the
song Should: sing
any of the group
parts. Could:
incorporate
instrumental parts
using range of
instrumentsWALT:
learn Song 3
‘Destruction’ in
short sections; be
motivated to
memorise another
rap and enjoy
the next episode of
story
WILF: Must: join in
the vocal of the
song Should: sing
any of the group
parts. Could:
incorporate
instrumental parts
using range of
instruments
story.
WILF: Must: join in
the vocal of the
song Should: sing
any of the group
parts. Could: make
up new words to the
warm up
vocal of the song
Should: sing any of
the group parts.
Could: practice
playing major scales
being a hero
French
Madame Lene
planning.
Trips
Greek Day!!
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