Churchill Park School Mid Term Plan Key Stage - Past, present and future

Transcription

1 RE Week 1 (3days back to school) Week 2 Week 3 Week 4 Week 5 Objective: Where,do people workship, including the importance of some particular religious sites? Sensory: I can use single elements of communication, for example, words, gestures, signs or symbols, to express feelings (P4) Support: I can begin to respond to the feelings of others, for example, matching emotions and laughing when another pupil is laughing (P4) Core: I can respond appropriately to simple questions about familiar religious events or experiences and communicate simple meanings (P5) Extension: I can listen to, and begin to respond to, familiar religious stories, poems and music, and make their own contribution to celebrations and festivals. They carry out ritualised actions in familiar circumstances (P6) create a church tower using lego -research churches and what they look like, make a church from a box, sticking items in the correct areas and labelling them Week 6 Week 7 (End of term) Objective: How people worship? Sensory: I can begin to respond to the feelings of others, for example, matching emotions and laughing when another pupil is laughing (P4) Support: I can join in with activities by initiating ritual actions or sounds for example demonstrate an appreciation of stillness and quietness (P4) Core: I can listen to, and begin to respond to, familiar religious stories, poems and music, and make their own contribution to celebrations and festivals. They carry out ritualised actions in familiar circumstances (P6) Extension: I can show concern and sympathy for others in distress, for example, through gestures, facial expressions or by offering comfort. They start to be aware of their own influence on events and other people (P6) -compare how different religions worship -talking about prayer being time to think -have a go at mindfulness Week 8 (New term, Halloween and Guy Fawkes) Objective: Where, how and why people worship, including the importance of some particular religious sites? Sensory: I can join in with activities by initiating ritual actions or sounds. They may demonstrate an appreciation of stillness and quietness (P4) Support: I can respond appropriately to simple questions about familiar religious events or experiences and communicate simple meanings (P5) Core: I can show concern and sympathy for others in distress, for example, through gestures, facial expressions or by offering comfort. They start to be aware of their own influence on events and other people (P6) Extension: I can listen to and follow religious stories. They communicate their ideas about religion, life events and experiences in simple phases (P7) with support make a set of prayer beads -make a set of prayer beads Objective: What do sacred texts and other sources say about God, the world and human life? Sensory: I can respond appropriately to simple questions about familiar religious events or experiences and communicate simple meanings (P5) Support: I can respond to a variety of new religious experiences, for example, involving music, drama, colour, lights, food or tactile objects (P5) Core: I can listen to and follow religious stories. They communicate their ideas about religion, life events and experiences in simple phases (P7) Extension: I can evaluate their own work and behaviour in simple ways, beginning to identify some actions as right or wrong on the basis of consequences (P7) with support create a bible -create a bible Week 9 Week 10

2 Objective: What do sacred texts and other sources say about God, the world and human life? Sensory: I can respond to a variety of new religious experiences, for example, involving music, drama, colour, lights, food or tactile objects (P5) Support: I cantake part in activities involving two or three other learners. They may also engage in moments of individual reflection (P5) Core: I can evaluate their own work and behaviour in simple ways, beginning to identify some actions as right or wrong on the basis of consequences (P7) Extension: I can find out about aspects of religion through stories, music or drama, answer questions and communicate their responses. They may begin to understand that other people have needs and to respect these (P7) Objective: What do sacred texts and other sources say about God, the world and human life? Sensory: I can take part in activities involving two or three other learners. They may also engage in moments of individual reflection (P5) Support: I can listen to, and begin to respond to, familiar religious stories, poems and music, and make their own contribution to celebrations and festivals. They carry out ritualised actions in familiar circumstances (P6) Core: I can find out about aspects of religion through stories, music or drama, answer questions and communicate their responses. They may begin to understand that other people have needs and to respect these (P7) Extension: I can make purposeful relationships with others in group activity (P7) Objective: What is expected of an individual who follows a religion or worldview and the impact of beliefs on their lives? Sensory: I can listen to, and begin to respond to, familiar religious stories, poems and music, and make their own contribution to celebrations and festivals (P6) Support: I can show concern and sympathy for others in distress, for example, through gestures, facial expressions or by offering comfort (P6) Core: I can make purposeful relationships with others in group activity (P7) Extension: I can listen attentively to religious stories or to people talking about religion (P8) sort between right and wrong -discussion about how to be kind and caring towards others, use as a basis to discuss how we behave at school and in class Objective: What is expected of an individual who follows a religion or worldview and the impact of beliefs on their lives? Sensory: I can carry out ritualised actions in familiar circumstances (P6) Support: I can start to be aware of their own influence on events and other people (P6) Core: I can listen attentively to religious stories or to people talking about religion (P8) Extension: I can begin to understand that religious and other stories carry moral and religious meaning (P8) with support make a Christingle -make a Christingle with support engage with Noah s Ark story -Noah s Ark story -Look at harvest Week 11 Week 12 Week 13 Objective: What is expected of an Objective: What is expected of an individual who follows a religion individual who follows a religion or worldview and the impact of or worldview and the impact of beliefs on their lives? beliefs on their lives? Week 14 Notes Home learning

3 Sensory: I can show concern and sympathy for others in distress, for example, through gestures, facial expressions or by offering comfort (P6) Support: I can show concern and sympathy for others in distress, for example, through gestures, facial expressions or by offering comfort. They start to be aware of their own influence on events and other people (P6) Core: I can begin to understand that religious and other stories carry moral and religious meaning (P8) Extension: I can increasingly communicate ideas, feelings or responses to experiences or to retell religious stories (P8) engage with nativity story -look at the nativity story Sensory: I can evaluate their own work and behaviour in simple ways, beginning to identify some actions as right or wrong on the basis of consequences (P7) Support: I can listen to and follow religious stories. They communicate their ideas about religion, life events and experiences in simple phases (P7) Core: I can increasingly communicate ideas, feelings or responses to experiences or to retell religious stories (P8) Extension: I can communicate simple facts about religions and important people in religions. They begin to realise the significance of religious artefacts, symbols and places (P8) with support participate in role plays -create role plays of scenes of nativity

4 Science Week 1 Objective: To identify sources of light. Sensory: I can communicate the awareness of changes in light or sound (S4) Support: I can match objects and materials in terms of single feature or properties, e.g. louness, pitch, brightness or colour (S5) Core: I can identify some appliances that use electricity (S6) Extension: can make observations of change of light, sound or movement that result from actions e.g. using a volume control or a dimmer switch (S8) communicate if lights are on or off or is it dark or light -LOTC sources of light Week 6 Objective: To recognize where our biggest source of natural light comes from. Sensory: I can show that I know some sources of sound and light, e.g. remembering their location (S6) Support: I can describe the changes when questioned directly (S8) Core: I can recognise that I can see because light enters my eyes (S9) Week 2 Objective: To identify sources of light that differ. Sensory: I can make sounds using my own body, e.g. tapping, signing or vocalizing, imitate or copy sounds (S4) Support: I can identify some appliances that use electricity (S6) Core: I can show that I know some sources of sound and light, e.g. remembering their location (S6) Extension: I can describe the changes when questioned directly (S8) to use a range of instruments to create sounds. -find light and dark places LOTC, find where the light is coming from, natural/man-made Week 7 (End of term) Objective: To identify man-made sources of light. Sensory: I can demonstrate simple properties of light and sound e.g. bright, noisy/quiet (S7) Support: I can recognise that I can see because light enters my eyes (S9) Core: I can recognise that I can hear because sound enters my ears (S9) Week 3 Objective: To identify why we can see light. Sensory: I can try out a range of equipment in familiar and revlevant situations e.g. initiaing the activiation of a range of light sources (S5) Support: I can show that I know some sources of sound and light, e.g. remembering their location (S6) Core: I can demonstrate simple properties of light and sound e.g. bright, noisy/quiet (S7) Extension: I can recognise that I can see because light enters my eyes (S9) finding light switches around school, using actomatic lights, movement triggering lights e.g in the corridor -explore why can we see light, revist places where we found the light, where does the light go, what do our eyes do Week 8 (New term, Halloween and Guy Fawkes) Objective: Explore light sources through Halloween and Guy Fawkes, create art work to explore colour and use of light. Week 4 Objective: To identify sources of sound. Sensory: I can match objects and materials in terms of single feature or properties, e.g. louness, pitch, brightness or colour (S5) Support: I can demonstrate simple properties of light and sound e.g. bright, noisy/quiet (S7) Core: I can make observations of change of light, sound or movement that result from actions e.g. using a volume control or a dimmer switch (S8) Extension: I can recognise that I can hear because sound enters my ears (S9) Match colours, match sounds. -find sources of sound on a sound hunt LOTC, can we see or find where the sound is coming from? How has the sound been made? Week 9 Objective: To identify how we can protect ourselves from natural sources of light. Sensory: I can make observations of change of light, sound or movement that result from actions e.g. using a volume control or a dimmer switch (S8) Support: I can recognise that I can hear because sound enters my ears (S9) Core: I can recognise a thunderstorm as a Week 5 Objective: To identify natural sources of light and sound, understanding how they occur. Sensory: I can identify some appliances that use electricity (S6) Support: I can make observations of change of light, sound or movement that result from actions e.g. using a volume control or a dimmer switch (S8) Core: I can describe the changes when questioned directly (S8) Extension: I can recognise a thunderstorm as a natural source of light, sound and electricity (S10) find things in around school/classroom that use electricity, sort electric and non electrical items -identify sources of natura and manmade light by going on a walk around school, use post it notes, man made and natural to stick around the room -play game in classroom, who can stand/sit or point to a natural or man made source of light Week 10 Objective: To understand how dark is the absence of light. Sensory: I can describe the changes when questioned directly (S8) Support: I can recognise a thunderstorm as a natural source of light, sound and electricity (S10) Core: I can state that our natural source of light is the sun (S10)

5 Extension: I can state that our natural source of light is the sun (S10) repeat activity or ask children to find places that are light or dark? In and around school. -make a pair of sun glasses -explore what would happen without the sun, use sensory room to use a torch as an example of the sun shining on things Week 11 Objective: To understand how light is reflected from surfaces. Extension: I can identify some manmade sources of light e.g. torch, light bulb etc (S10) to turn a torch on or make a noise when shown a symbol or requested by an adult -make a torch Week 12 Objective: To explore shadows and the causes/effects. Week 13 natural source of light, sound and electricity (S10) Extension: I can recognise that the light from the sun can be dangerous that there are ways to protect my eyes (S11) -create a poster for sun protection Week 14 Extension: I can recognise that I need light in order to see things and that dark is the absence of light (S11) -create a dark box Notes Home learning Sensory: I can recognise that I can see because light enters my eyes (S9) Sensory: I can recognise that I can hear because sound enters my ears (S9) Support: I can state that our natural source of light is the sun (S10) Core: I can identify some man-made sources of light e.g. torch, light bulb etc (S10) Extension: I can observe that light is reflected from surfaces (S12) -to find reflective surfaces, where is the source of light coming from Support: I can identify some man-made sources of light e.g. torch, light bulb etc (S10) Core: I can recognise that the light from the sun can be dangerous that there are ways to protect my eyes (S11) Extension: I can recognise that shadows are formed when the light from a light source is blocked by an opaque object. I can find patterns in the way that the sixe of shadows change (S12) to identify sounds in the environment and which part of the body you use to hear it -create shadows from objects and make different pictuyres using them

6 Technology- Food, DT Week 1 Back to school (3days) Week 6 Week 2 Objective: To explore clothing in the prehistoric ages and to recreate designs using natural materials. Sensory: I can use basic tools with support (S5) (Technical knowlsdge) Support: I can operate familiar products with support and explore how they work (S7) (Technical ) Core: I can explore familiar products and communicate views when prompted (S8) (Technical ) Extension: I c an identify and explore basic mechanisms in exisiting products an insolation (S9) (Technical ) use natural sensory objects to mark make shapes in the out door area -research prehistoric clothing in the stone ages, use natural materials to mark make designs on fabric. Week 7 (End of term) Week 3 Objective: To research and design a 18 th century wig. Sensory: I can watch other using a basic tool and copy their actions (S6) (Technical knowlsdge) Support: I can explore familiar products and communicate views when prompted (S8) (Technical ) Core: I can identify and explore basic mechanisms in existing products and in isolation (S9) (Technical ) Extension:I can with support, build structures exploring how they can be made stronger (S9) (Technical ) with support create a papier mache base. -design and collect materials to make a papier mache wig -use a balloon as the base for a wig -listen to music from this era Week 8 (New term, Halloween and Guy Fawkes) Week 4 Objective: To make an 18 th century wig. Sensory: I can assemble components provided for an activity (S4) (make) Support: I can select from a choice of two tools and use to perform a specific practicial task. Choosing from cutting, shaping, joining and finishing (S9) (make) Core: I can select from a choice of two tools and use to perform a specific practical task (S9) (make) Extension: I can select from a choice of three tools/pieces of equipment and use to perform a specific practical task (S10) (make) with support choose items to create wig -select items to stick on to wig -listen to music from this era Week 5 Objective: To research 60s fashion and artists and musicians who influenced fashion at this time. Sensory:I can combine two chosen materials to produce a product (S5) (make) Support: I can with direction, select from and use a range of maertials and compinenets according to tehri given characteristics e.g. construction materials (S9) (make) Core: I can with direction, select from and use a range of materials and components according to tehri given characteristics (S9) (make) Extension: I can select from and use a range of materials and components according to the characteristics identified by the pupil (S10) (make) with support experience using tie dye with napkins and food colouring -use napkins and food colouring and rubber bands to practice tide dye Notes Home learning

7 Objective: To make a tie dyed piece. Sensory:I can create a product using a basic tool (S6) (make) Support: I can select from a choice of three tools/pieces of equipment and use to perform a specific practical task (S10) (make) Core: I can select from a choice of three tools/pieces of equipment and use to perform a specific practical task (S10) (make) Extension: I can select from and use a range of tools and equipment to perform a variety of practical tasks including a range of cutting, shaping, joining and finishing (S11) (make) with support create tie dye piece -prepare fabric for tie dying Week 1 Objective: To use equipment to create a product. Sensory: I can demonstrate DT through of technical appropriate to the step (S4) Support: I can demonstrate DT through of technical appropriate to the step (S6) Core: I can demonstrate DT through of technical appropriate to the step (S8) Extension: I can indicate two elements Objective: Research upcycled fashion and create own based upon research. Sensory:I can use basic tool or equipment in a range of simple processes (S7) (make) Support: I can select from and use a range of materials and components according to the characteristics identified by the pupil (S10) Core: I can select from and use a range of materials and components according to the characteristics identified by the pupil (S10) (make) Extension: I can select from and use a wdie range of maertials and components, including construction maertials, textiles etc according to their characteristics (S11) (make) with support create recycled piece -children to bring in own clothing and use to upcycle Week 2 Objective: To indicate what produce we could put in to a salad to make it healthy Sensory: I can demonstrate DT through of technical appropriate to the step (S5) Support: I can demonstrate DT through of technical appropriate to the step (S7) Core: I can indicate two elements of a healthy diet (S9) Extension: I can indicate three elements of a healthy diet (S9) Week 3 Objective: To make a healthy salad based on design criteria. Sensory: I can demonstrate DT through of technical appropriate to the step (S6) Support: I can demonstrate DT through of technical appropriate to the step (S8) Core: I can indicate three elements of a healthy diet (S9) Extension: I can begin to understand where food comes from (S9) Week 4 Objective: To design a healthy smoothie. Sensory: I can demonstrate DT through of technical appropriate to the step (S7) Support: I can indicate two elements of a healthy diet (S9) Core: I can begin to understand where food comes from (S9) Extension: I can name at least three food groups and give examples of foods in each (S10) with support design a Week 5 Objective: To make a healthy smoothie. Sensory: I can demonstrate DT through of technical appropriate to the step (S8) Support: I can indicate three elements of a healthy diet (S9) Core: I can name at least three food groups and give examples of foods in each (S10) Extension: I can identify food sources from at least three groups (S10) with support make a healthy smoothie

8 of a healthy diet (S9) with support make a fruit salad -make a fruit salad Week 6 Objective: To design a healthy cup cake. Sensory: I can indicate two elements of a healthy diet (S9) Support: I can begin to understand where food comes from (S9) with support choose from healthy and unhealthy options -design a healthy salad Week 7 Objective: Make a healthy cupcake. Sensory: I can indicate three elements of a healthy diet (S10) Support: I can name at least three food groups and give examples of foods in each (S10) with support make salad designed -make salads designed Week 13 healthy smoothie -design a healthy smoothie Week 14 -make a healthy smoothie Notes Home learning Core: I can identify food sources from at least three groups (S10) Core: I can use the basic principles of a healthy diet to prepare dishes (S11) Extension: I can use the basic principles of a healthy diet to prepare dishes (S11) with support choice items to make a healthy cupcake -design a healthy cup cake Extension: I can understand where food comes from (S11) with support make a healthy cupcake -make a healthy cupcake

9 Computing Week 1 Objective: To make a set of rules for ICT. Sensory: I can show an awareness of danger (S5) Support: I can tell a trusted adult if something is wrong (S6) Core: I can treat equipment with appropriate care (S7) Extension: I understand the need for rules (S8) to sort dangerous and safe situations -To look at the ICT room, ICT equipment and decide how we can stay safe in ICT Week 6 Objective: To show an awareness of the consequences of not following rules with digital safety. Sensory: I understand the need for rules (S8) Week 2 Objective: To suggest how we can stay safe when at school and out in the community. Sensory: I can tell a trusted adult if something is wrong (S6) Support: I can treat equipment with appropriate care (S7) Core: I can show an awareness of good and bad choices (S7) Extension: I can suggest different rules to stay safe (S9) to notice dangers when out and about -To go on a walk around school, out of school, observe things that may be unsafe and how can we stay safe Week 7 Objective: To make a video to show others the importance of digital safety and demonstrate this whilst using equipment. Sensory: I can suggest different rules to Week 3 Digital Literacy-Internet safety Objective: To demonstrate ways in which we use digital devices and some of the things that may be safe or unsafe with this. Sensory: I can treat equipment with appropriate care (S7) Support: I can show an awareness of good and bad choices (S7) Core: I can show consideration for the needs and feelings of other people (S7) Extension: I can explain simple rules for digital safety (S10) to demonstrate use of equipment with appropriate care -explore ways in which we use computers, play game keep it safe or share using arms to show whether we would keep it safe, closed arms, share open arms -play google game Week 4 Objective: To decide who s responsibility it is for sharing information on digital devices. Sensory: I can show an awareness of good and bad choices (S7) Support: I can show consideration for the needs and feelings of other people (S7) Core: I understand the need for rules (S8) Extension: I can show an awareness of digital ownership (S10) to sort between good and bad choices -to decide who s responsibility it is for sharing things on digital devices -look at youtube video of girl who you can respond to Week 8 Week 9 Objective: To understand the differences between appropriate and inappropriate behavior when using technology, apps and when online. Sensory: I can explain simple rules for Week 5 Objective: To understand the impact of not following rules of digital safety. Sensory: I can show consideration for the needs and feelings of other people (S7) Support: I understand the need for rules (S8) Core: I can suggest different rules to stay safe (S9) Extension: I can show an understanding of how rules keep us safe (S11) show awareness of other s emotions and do they need help to be happy? -to revisit rules made to see their effectiveness of keeping us safe Week 10 Objective: To understand how to keep your identity secure. Sensory: I can show an awareness of digital ownership (S10)

10 Support: I can suggest different rules to stay safe (S9) Core: I can explain simple rules for digital safety (S10) Extension: I can show an understanding that the consequences of copying/sharing other people s work (copyright) (S12) Week 11 Digital Literacy- Internet safety Objective: To understand the consquences of inappropriate uses of apps, technology and when online. stay safe (S9) Support: I can explain simple rules for digital safety (S10) Core: I can show an awareness of digital ownership (S10) Extension: I can use technology safely and respectfully keeping personal information private, identify where to go for help and support when there are concerns about content or contact on the internet or other online technologies (S12) -make videos to tell other s about digital safety Week 12 Objective: To understand why we need to keep our identities and personal information secure. Week 13 digital safety (S10) Support: I can show an awareness of digital ownership (S10) Core: I can show an understanding of how rules keep us safe (S11) Extension: I can show an awareness of what is appropriate and inappropriate behaviour when online and using technology (S13) Week 14 Support: I can show an understanding of how rules keep us safe (S11) Core: I can show an understanding that the consequences of copying/sharing other people s work (copyright) (S12) Extension: I can understand how to keep personal data secure (S13) Notes Home learning Sensory: I can show an understanding of how rules keep us safe (S11) Sensory: I can show respect for digital ownership (S11) Support: I can show respect for digital ownership (S11) Core: I can use technology safely and respectfully keeping personal information private, identify where to go for help and support when there are concerns about content or contact on the internet or other online technologies (S12) Support: I can show an understanding that the consequences of copying/sharing other peoples work (copyright) (S12) Core: I can show an awareness of what is appropriate and inapproproaite behaviour when online and using technology (S13) Extension: I know that there are legal consequences for misuse of technology (S14) Extension: I can understand the need to keep personal details secure (S14)