The Chiltern School termly plan



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The Chiltern School

TERMLY PLAN

THEME:








KEY STAGE: 2 Y3/4


TERM / YEAR: Summer 2 2016





Subject

Week 1



Week 2


Week 3


Week 4


Week 5


Week 6


English

Stories with familiar settings

Group 1 – Katie Morag and the naughty cousins , The big Alfie a out of doors story Barnaby Bear goes on holiday

Group 2 – Commotion in the Ocean,, MR SEahorse, old shell New shell



Group 3 - Under the sea & The little Mermaid

CURRICULUM OBJECTIVES

Group 1

Group 2

Group 3



    Word- Read all of the first high frequency words automatically- Read the next 200 high frequency words automatically.

Reading- Listen to and discuss a wide range of poems, stories and non-fiction at a level beyond that at which they can read.

Composition-compose a sentence orally before writing it.

Comprehension- Participate in discussion about what is read to them, taking turns and listening to what others say.

Writing-Leave spaces between words.

Form capital letters.

Speaking- Through drama, enact simple characters and situations using everyday speech, gestures, or movement.

Listening-Sometimes engage with a speaker by responding to what they have said – this does not have to be an appropriate response but loosely linked.

Spelling -Spell the days of the week.

Pupils respond appropriately to questions about familiar or immediate events or experiences.

Pupils demonstrate an understanding of at least 50 words, including the names of familiar objects.

Word- Pupils select and recognise or read a small number of words or symbols linked to a familiar vocabulary, e.g. name, people, objects or actions

Writing- Pupils show they understand that marks and symbols convey meaning.

Speaking- Pupils combine two key ideas or concepts. They combine single words, signs or symbols to communicate meaning to a range of listeners.


Listening- Pupils respond appropriately to questions about familiar or immediate events or experiences (for example, ‘Where is the ball?’, ‘What are you doing?’

Pupils initiate and maintain short conversations using their preferred medium of communication.


    Taken from PLP’s





Maths

Money and Fractions

Number


Calculations

geometry


measurement

Money and Fractions

Number


Calculations

geometry


measurement

Money and Fractions

Number


Calculations

geometry


measurement

Money and Fractions

Number


Calculations

geometry


measurement

Money and Fractions

Number


Calculations

geometry


measurement

Money and Fractions

Number


Calculations

geometry


measurement

CURRICULUM OBJECTIVES

Group 1

Group 2

Group 3



NUMBER:

To estimate the number of objects that can be checked by counting

To recognise, find and name a half as one of two equal parts of an object, shape or quantity


To recognise, find and name a quarter as one of four equal parts of an object, shape or quantity

To name numerals up to 3, then 5 and beyond (using words / symbols / signs)

To recognise numerals 1-5 (supported counting to 10)

To begin to make marks (emergent writing- children may make marks- tally, pictures or numerals which are not well controlled or directly intelligible but which they intend to be meaningful)

Targets taken from plp
CALCULATIONS:

To solve one-step problems that involve addition and subtraction

To use concrete objects and pictorial representations to complete missing number problems

To solve one-step problems involving multiplication and division, by calculating the answer using concrete objects and pictorial representations

To experience the ‘same’ by matching

To introduce the idea of sharing by dividing objects into two equal groups

To separate a group of (3 or 4) objects in different ways and begin to recognise that the total is still the same

Targets taken from plp
GEOMETRY:

To understand, follow and use positional vocabulary such as: position, grid, outside, inside, beside, next to, front, back, between, center, underneath, above, on top of, below, halfway, near, far

To use 2d and 3d solids to make patterns, pictures and models

To answer a question by recording information in lists and tables


To recognise whole and half

To develop skills of positioning objects – with objects or equipment ‘put in, on, undeer, behind, in front, outside, inside’ etc.

To manipulate and use 3d shapes, equipment and everyday objects, in practical activities, e.g. building games, packing boxes, stacking shelves, building blocks, balls, using rolling pins, printing with rollers, stacking plant pots

To begin to name some 2d and 3d shapes

Targets taken from plp
MEASUREMENT:

To use vocabulary related to time; order days of the week and months

To read the time to the hour and the half hour

find long and short objects on request. compare directly two lengths and indicate ‘the long one’ and ‘the short one’ and describe it as such by saying, signing or indicating a symbol

Use long(er) / short(er) / tall to describe direct comparison of lengths

Develop a concept of full / empty / half full and communicate it with voice, sign or indicating a symbol

Targets taken from plp



Science

KS2 2.2D

HELPING PLANTS GROW


Bean diaries and allotment time

Plant in clear pot with cotton wool to observe roots growing

photograph


Bean diaries and allotment time

(Caring for plants to support growth)

Soil sift

Bean diaries and allotment time

(Caring for plants to support growth)

Soil sift


Bean diaries and allotment time

(Caring for plants to support growth)

Sensory trays related to planting


Bean diaries and allotment time

(Caring for plants to support growth)

Sensory trays related to planting


Take photographs of flowers found in the school environment compare similarities and differences for example colour, shape of petals leaves etc…


CURRICULUM OBJECTIVES

Group 1

Group 2

Group 3



To name the main parts of a plant and give some ideas about what they are used for. To be able to accurately measure plants to see how they are growing and compare data from different plants. To know that it is important to grow plants for food and to name some common foods that come from plants
. To experience and learn that plants need sunlight, warmth and water to grow well. To participate in looking after them. To see pot-bound plants and know that plants have roots under the soil. To take measurements of plants and compare stem width and colour.
To experience a wide range of plants. To explore leaves and flowers and resources for growing plants.
Taken from PLP’s


ART

1st half term

1st half term

1st half term

1st half term


1st half term

1st half term

Curriculum Objectives

Group 1

Group 2

Group 3



  1. To use natural materials to make a sculpture. Use work from other artists to inspire own ideas. To record from first-hand observation and experience. To make a 3D model based on own design.

2. to represent observations and ideas. purposefully choose colours or techniques.

3. create and apply familiar techniques to a task, for example, manipulating and shaping malleable materials to produce a desired effect or applying glue to a surface to make materials stick together in making a model.

4. Taken from PLP

COMPUTING

Paint and design programmes



jigsaws and sliding picture puzzles – online and real.

cause and effect switch toys



drawing programs – using different tools

cause and effect switch toys



drawing programs – using stamps

cause and effect on screen



making a scene on paper

cause and effect on screen



making a scene on screen

picture building using switches



making a moving scene

picture building using switches



Curriculum Objectives

Group 1

Group 2

Group 3

equals unit 2.2b creating a scene

unit (s)2b beginning to make things happen with switches (pmld)


present their ideas in different forms. communicate what they like and dislike about their work.

move images around the screen. make choices about their work.

making changes on screen and in real life

plp targets.

DT

UNIT 2.5.3 MOVING TOYS



Look at examples of moving toys and explore how the mechanisms move

Plan your monster

Special features

Colour

Number of eyes



How many legs?

How will it feel?

Hairy or smooth?

friendly or not?

Label diagram

with words or symbols.

What is the monster going to come out of? (HA)


Use ict to choose a design to print.

to use simple sticky shapes to transform a monster template.

Cutting skills required


Make a CHIMNEY, hill, WELL, Paint product.

Higher to stick to their chosen plan.

Lower ability to use SPONGES TO make a chimney.


Gather other materials and assemble

Pump action with a balloon and syringe to make a moving monster.


Evaluate and reflect on their moving monster- how could it be improved? what do they like/ not like? what worked well/ didn’t? which monster did they like the best and why?


Curriculum Objectives

Group 1

Group 2

Group 3



TO Communicate what they like and dislike. They make choices, TO choose a product or elements of a design. TO try out ideas by shaping materials and putting components together.

TO Make products on the basis of preferereduce supportnces expressed by others. TO think about what products are used for and the needs of people who use them, and identify what works well. TO select tools and materials from a range suggested by the teacher.

TO Make choices in response to sensory experiences. TO observe, explore and experience a range of common materials and tools. TO observe and explore familiar products and find out how things work.

Taken from plp’s

Food Tech

UNIT 2.3.2 SANDWICH SNACKS



What routines do you follow before you cook or eat – washing hands, wearing aprons.

Talk about personal hygiene around food, germs from hands, noses, hair, open cuts or sores.

Espresso clips


Make a Sandwich using

Fillings of choice.

With adult support to complete task.

Encourage the children to make choices, discuss healthy options




Ask the children to decide what type of sandwich they would like to make.

Reduce support given by

Using a jig to support independence

Ask questions related to their chosen fillings.


Make toasted sandwiches

taste then compare and contrast how different a cheese sandwich tastes when toasted.


Follow instructions to make sandwiches for a picnic outside
in the AFTERNOON.

Link to R.e.



Follow instructions to make sandwiches for a picnic outside
in the AFTERNOON.

Link to R.e.




Curriculum Objectives

Group 1

Group 2

Group 3



TO COMMUNICATE WHAT THEY LIKE AND DISLIKE. TO TRY OUT IDEAS BY SHAPING MATERIALS.

TO MAKE PRODUCTS ON THE BASIS OF PREFERENCES EXPRESSED BY OTHERS. TO SELECT TOOLS AND MATERIALS FROM A RANGE SUGGESTED BY THE TEACHER.

TO MAKE CHOICES IN RESPONSE TO SENSORY EXPERIENCES. TO OBSERVE, EXPLORE AND EXPERIENCE FAMILIAR PRODUCTS.

Taken from PLP’s

Geography


1st half term

1st half term

1st half term

1st half term

1st half term

1st half term

Curriculum Objectives

Group 1

Group 2

Group 3




History


WHO (WAS FLORENCE NIGHTINGALE) –CASE STUDY

PROBLEM (POOR HEALTHCARE ON BATTLEFIELDS) –WHAT/WHERE/WHY/WHEN

PROBLEM (POOR HEALTHCARE ON BATTLEFIELDS) –WHAT/WHERE/WHY/WHEN

SOLUTION (WHAT DID fn DO)

IMPACT OF FN(HOW)

Curriculum Objectives

2.10 VICTORIAN BRITAIN (FLORENCE NIGHTINGALE)



Group 1

Group 2

Group 3



INVESTIGATE THE IMPACT OF A FAMOUS FIGURE SUCH AS FLORENCE NIGHTINGALE ON HEALTHCARE/CARING FOR SICK & WOUNDED IN A PAST ERA (SUGGEST what has changed/IMPROVED & why))

outline the action/s of florence nightingale (what did she do) THROUGH MEDIUM/FORM OF OWN CHOICE

gain understanding / EXPERIENCE of the problems of healthcare in the past eg (SMELLS/NOISE/DIRT/TEMPERATURES/artefacts/clothing & instruments/equipment FROM THE ERA

tAKEN FROM PLPS

Music

Music from different genres and for different purposes.

Theatrical /Dramatic

Link to how the music makes us feel.

Disney presents THE LION KING



Popular music Link to

Katy Perry - Roar (Official) Coldplay - Fix You

Preferences

Fast slow rythms

how the music makes us feel.

Lying downon mats with scarves draped

Jumping around with scarves.


Last night of the prom Jerusalem and God save the Queen - Last night of the Proms 2012

Children make percussion instruments and join in



Steel band

Link to different cultures

Drumming Skills and repeating musical patterns

Espresso- Music.



Stomp

You Tube


Pots and pans band

Finding anything in the environment to make sound.



foli rhythm there is no movement without rhythm original version

Use our bodies to make different sounds.



Curriculum Objectives

Group 1

Group 2

Group 3



Appreciate and understand a wide range of high-quality live and recorded music drawn from different traditions and from great composers and musicians

shows enjoyment when listening to music; articulates how the music made them feel

responds to other peoples ideas; responds appropriately to the music of others

taken from plp

PE
Equals scheme

To experience and explore a range of athletic activities such as travelling, running, jumping and throwing. Set up team races, and then individual races against the clock.

Moving in different WAYS, COMPETING against each other in racing activities, TO CREATE PERSONAL BEST goals.

(Record times to support long term objectives)


To develop the ability to travel, jump, and throw, with or without adult support.

To work on each skill using a carousel to give support to small groups and individuals.

Record achievements.


To experience and learn the effects of a warm up and cool down activity.

To reinforce, the need for exersise and what happens to our bodies when we exersise.

Play GAMES WHICH encourage pace and energy to create physical challenge.



To observe, experience and adapt their own performance.

Adults to model and encourage self improvement through race against the clock challenges.

Develop skills and then set up competitive racing activities.


Practice, Improve and DEVELOP PERSONAL SKILLS .

Identify areas that need improving and model ways to support progress in these key areas.

(Travelling, Jumping and Throwing).


Athletics

Starting Blocks-

Unit 2.17

Group 1

Group 2

Group 3


To recognise the changes that happens to their bodies when they are active.

To use single actions with greater intent and perform them consecutively with greater fluency and control.

They become aware of a few possible variations and begin, with help, to try out alternatives.

With help they will begin to encounter and experience opportunities to move at different speeds and take part in athletic activities with guidance.

Taken from PLP’s.


RE

2.3.4 what can the buddha teach us?



Weddings from other faiths.

Espresso


Hindu Weddings

Music and Video clips

What do they wear

Do they make a promise

Symbols of marriage.


Hindu Weddings

Music and Video clips

What do they wear

Do they make a promise

Symbols of marriage.


Judaism

Music and Video clips

What do they wear

Do they make a promise

Symbols of marriage.


Judaism

Music and Video clips

What do they wear

Do they make a promise

Symbols of marriage.


Recap what we know about weddings

Similarities and differences




Curriculum Objectives

Group 1

Group 2

Group 3



Talk about their own experiences and feelings, what they find interesting or puzzling and what is of value and concern to themselves and to others. Use some religious words and phrases to recognise and name features of religious life and practice

Evaluate their own work and behaviour in simple ways, beginning to identify some actions as right or wrong on the basis of the consequences. Demonstrate a basic understanding of what is right and wrong in familiar situations

Demonstrate an appreciation of stillness and quietness. Begin to realise the significance of religious artefacts, symbols and places.


Taken from PLP


PHSCE

Reflect on special places and belongings.

Use circle time to talk about places where they feel safe.

Talk about why it’s important to feel safe. Think about children in war torn countries where there are no safe places to be.

Send Class mascot home with a different child each week to share special times with their families and report back on the fun they have had.

(Use as a tool to support understanding.)



To recognise the importance of keeping their immediate environment safe.

What is dangerous about an untidy room?

What about pupils who have difficulty moving about?

Encourage responsibility towards less mobile pupils

Think about people who help us?

How does that make us feel?

What kind things could we do to help someone we know?

Role Play corner



Be aware of the need to be safe in other environments.

Link to community visits. Road safety Song and role play activities Linked to staying safe near the roads.

Use pictures or a story to look at a different environment. Discuss the dangers and make a set of rules for children to follow when at the park.

Why do we need rules?

E- safety


Stranger Danger

Use role play to support their understanding of what a stranger is?

Three little pigs story could support understanding

Use stranger Danger song to reinforce learning


Stranger Danger Games

Out and about Book to support (Non Fiction)

Game of “Who’s at the door”?

Random phtos and ones of class mates

friend or stranger Danger Boards

You decide.

Encourage children to recognise danger in the home.

The bath can be fun but water is dangerous.

Organising household objects into hazardous and Non- Hazardous

Link to garden and leisure activities such as the beach park etc…




The kitchen can be very dangerous carry out a sorting activity. CUT OUT appliances which may be dangerous and those things which are not. Make a warning poster.

Electrical appliances and plug sockets.

Argos catolouges to find different electrical appliances.

Look around the classroom and put symbols on things that use electricity.




Curriculum Objectives

eQUALS


2.5c

Group 1

Group 2

Group 3



develop an awareness of the need to feel safe

develop an awareness of the places that make us feel safe

recognise an unsafe environment

have the opportunity to influence our immediate environment

take responsibility for decisions that influence our safety

Taken from plp’s
To make pupils aware of the hidden dangers under the water.

To make pupils aware of how to deal with a person in difficulties in the water.

To demonstrate that the first action should always be to: use a phone to call the emergency services, shout for help.

To learn about the risks to health of sun exposure.

how to protect ourselves against potential sun damage.

To identify trusted adults and learn how to respond to dangerous situations



To develop critical-thinking skills




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