zilongwang/ReadingBank huggingface dataset:
Year 2 – General Information PE Arrangements for Autumn Term PE lessons will take on a Monday or Tuesday morning. (More details to follow) We are delighted that we will be supported by a Sports Coach for some of these sessions. Your child will need a white T –shirt, black shorts and plimsoles, which need to be kept in a named drawstring PE bag. Long hair needs to be tied back and earrings should be removed. Bulletins1 We are looking forward to welcoming you all back to school on Thursday 6th September. Don’t forget to bring your ‘Brilliant Beginning Projects’ into school, to share with your new teacher and class. We can’t wait to see all your wonderful research! Marvellous Me!! Watch out for ‘Marvellous Me’ messages from your child’s teachers. We LOVE Marvellous Me at Trimley St Mary – it’s a fantastic way to encourage, praise and celebrate successes and achievements in school. Take the time to talk with your child about their learning! Because …… everyone’s a SUPERHERO!! Parent Helpers Welcome!
Theme Overview Lead Subjects Additional Subjects English Science History Art and Design Computing Mathematics Story as a Theme Explanations Poems on a Theme Visits Visitors Experiences Events Getting Started… Be Curious Be Knowledgeable Be Adventurous Be Ambitious Be Creative Be Collaborative Be Reflective Be Positive Engage in experiences Embrace experiences are remarkable to the individual Invoke a sense of awe and wonder Develop an appreciation of and responsibility for the environment Engage in multi learning Experience contrasts (polluted/unspoilt, light/dark, urban/rural, loud/quiet) Secure strong Literacy/Numeracy Skills Develop subject specific language Manage, receive, record and apply information Nurture a thirst for knowledge Apply cross skills Develop Information processing skills Work within one's own comfort zone and outside it Work in the real world with first-hand experiences Work practically Work on a large scale Experience exhilaration, challenge and achievement Develop skills Develop responsibility for one's own learning Link with experts See possibilities Strive for improvement Seek opportunities Develop an open outlook Develop a 'Growth Mindset' Develop relevant attributes of learning Choose how to use free time Developing hobbies and interests skills to new situations Explore alternatives in problem solving situations Question 'What if...?' 'Why not....?', etc. Develop creative thinking skills Work with others in an interactive learning process Respect the opinions and differences of others Value one's own perceptions and those of others Challenging one's own perceptions and those of others Work as a team Develop empathy Develop social skills Make lifestyle choices in response to thoughts Identify and use one's aptitudes and interests as a vehicle for learning Move towards the understanding of a wide range of feelings (success/failure, apprehension, anticipation) Develop awareness of individual strengths and areas of development Develop reasoning skills Listen and respond to advice pupil voice Develop self-esteem Be listened to Manage one's own behaviour Develop own opinions Secure and articulate preferences Consider one's in the world Foster intrinsic motivation Develop relevant attributes of learning hand - trial
Use posters to find out what students know about the animals and how they have their young. Finding out Present the powerpoint ‘How marine animals have young’ and discuss as you go. Students do some basic research on the internet about how marine animals have young. As a class experiment with different search features when looking up information. Do they find the information they want faster if using image or video searches? Provide groups of students with one of the posters of the animals and a related fact sheet. They can also use the internet. Ask students to find out as many facts as they can about their animal having young and growing up. They produce notes and then design their presentation. Presenting Each group presents their information to the class. Consolidating (and assessment) Students complete the activity sheet ‘How do these animals have their young?’ Extension On the web search for videos of animal eggs, young and growing. Lesson 2 – How we use the sea and Prior learning Use the posters to ask students if we use any of the animals presented in the poster. You might provide some prompts eg ‘where have you seen penguins?’ so students can link it to tourism. Ask questions about what the sea is and what the coast is? (The coast is where the land and sea meet and includes the land near the sea, the intertidal zone and the shallow sea near the land) Get some examples of what they might find on the coast. Examples of how we use the sea and the coast As a view the powerpoint ‘How we use the sea.’ Go through the suggested questions at the start of the Powerpoint. What do you see? Are people having fun? Are people making a living? Are goods being transported? Can you work out what is being transported? Is the marine and coastal environment being affected? As a class discuss each photo. Make a list of their main ideas. At the end of the powerpoint ask students to write a paragraph about how they use the sea. Getting to the sea Use public transport information, Google maps and if available a street directory. Where is the sea in relation to the school? How could students get to the sea? Walk? Rides a bike? public transport? Drive by car or a hired bus? a flight and then other transport? would be the best place to visit the sea that is easy to get to? Lesson 3 – Using the sea Using the sea for food
Learning Objective: I can measure length accurately cm. NAMES: ________________________ &________________________ Measurement Challenge (EXAMPLE – would need to be blown up to A3 size) 1cm = 6 ½ cm = 2cm = 12 cm = 3cm = 17 cm = 4cm = 20 ½ cm = 5cm = 30 cm =
Main: Problem solving Introduce the idea of a class survey of 5 pets - but remind children that it is ‘no pens’ day’ so we cannot write numbers or use a tally chart! How else could we record what children like with some of the maths resources we have in the classroom? Show an assortment of concrete counting materials – elicit ideas as to how they could be used e.g. a Sumthing string for each animal, a Unifix tower for each animal, same colour beads/counters for a particular animal. Class survey Assign children to 3 groups with a set of concrete apparatus per group Each group creates their own tally chart based on their own preferences. What do we know? Children discuss what they know from their data and create their own questions to ask and record them on Talking Tins Remind children of possible question words - what type of answers would you expect to get from this type of question word (include open and closed questions)? Answer my question Leaving the tallies (whatever form) and the Talking Tins, rotate the groups Each visits the other tally charts, listens to questions on the Talking Tins and answers them from the data. Give sentence starter to support questioning “Who has a .....” “How many...” Give specific roles in groups to lower achieving pupils Give examples of how tallies can be represented Pets pictures - dog, cat, rabbit, guinea pig, fish Sumthing beads Counters and pots Beads and laces Unifix cubes Numicon Each - a set of pet picture cards and one set of concrete apparatus Cue - altogether, most, least, how many Talking Tins or other voice recorders Plenary: did we learn? - was it easy to understand what the data meant? We can record data in different ways. Assessment for learning: Children to use number cards (1-5) and rate how well they felt they did. Comment on how they managed to generate questions. Discuss and evaluate Homework: of a way of doing a traffic survey past your house or on your journey home - without writing anything down! Year 2 Lesson Class: Teacher: Date: Lesson: PSHE – Good to be me Lesson objective: Children will know what they are good at (strengths) and be able to talk about things they want to get better at Previous learning: Children will have had experience of talking about themselves Speaking and listening objective: Join phrases with words such as if, so, because, etc. Activity Differentiation Resource
Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Week 7 Week 8 Week 9 Week 10 Week 11 Week 12 Autumn Number: Value Number: Addition and Subtraction Measurement: Money Geometry: Properties of Shape Autumn Spring Number: Multiplication and division Number: Fractions Length and Height Measurement: Mass, Capacity and Temperature Time Spring
School of Research Science Year 2 Yearly Overview 2018-2019 Subject Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2 English - Stories from familiar settings - Narrative - Instructions - Narrative - Recount - Description - Narrative - Information texts - Poetry - Non-chronological reports - Diary entry - Postcard/ letter - Diary entry - Creative writing (Alternative setting) - Letter writing - Factual recount - Poetry Novel Tiger who came to Tea Goldilocks Me and You Yeti and the bird The Gruffalo George and the Dragon The Journey Snail and the whale The Tunnel Highway Rat Titanic Pompeii Maths Number Addition Subtraction Length Multiplication Division Mass Picture Graphs Fractions Worded problems Money Temperature 2D/3D Shape Time Volume Addition Subtraction Multiplication Division Science Animals including humans Plants Use of Everyday materials Use of Everyday materials Living things and habitat Living things and their habitat Digital and Coding IPAD skills for new users. Partners and stickers E-Safety Camera and photos Air drop Air drop and book creator Welcome to coding – Real life coding first. Use resources. Donut Detective Book creator Focus – Screenshot and explain what they are doing. Tool Trouble Kite Plight Book Creator Focus Puppy Problems Lunch Crunch Explain Everything Finish Codeworks tasks. Begin designing their own world. Use Explain Everything to show design. STEAM session 3 - Lego WeDo 2.0 3 weeks – Design a roller coaster using Explain Everything Grow your own berries Make it move IPC Topic What’s on the menu? History Pizza Express Amazing Asia History/geography Dubai Safari Park Kings, Queens and Castles History Dubai Fort the Sea Geography A bug’s life Geography Green Planet Time travellers History
Art & D.T Food Art & DT To design and make a drawbridge for a toy castle. To design and make a wall hanging to decorate the hall of a Norman castle. Underwater Art & DT To make a bug themed pop-up card To design and make a waistcoat, for entomologist Mosaic of Mount Vesuvius Using different materials to create a boat and rocket P.E. Team Building Swimming Athletics Swimming Invasion Swimming Net Games Swimming Gymnastics Swimming Striking and Fielding Swimming MEP and Monthly Theme Fairness and Affection My Family and I Discovering the UAE Heritage through Story Telling Caring and Honesty Friendship Intangible Heritage Assessment Baseline Assessment using previous GL Data RWI Assessment 1 Assessment 1 Assessment 2A English Rising Stars Autumn 1 Assessment Rising Stars Science Assessment Writing Moderation Task RWI Assessment 2 Assessment 2 Maths Assessment English Rising Stars Autumn 2 Assessment Rising Stars Science Assessment Writing Moderation Task RWI Assessment 3 Assessment 3 Maths Assessment 2B English Rising Stars Spring 2 Assessment Rising Stars Science Assessment Writing Moderation Task RWI Assessment 4 GL Assessment (Maths & English) RWI Assessment 5 RWI Assessment 6
Year 2 Overview 2018-2019 Literacy Numeracy Science History/ Geography Art/ D.T Music P.E Computing R.E WOW moment/ hook Topic book Maths/ English Autumn 1 The Lady of the Lamp Re-tell a story, page, recount Place Value Animals including humans History- Famous Nightingale D.T- Making structures stronger/ lighthouse Peter And The Wolf. Listening & responding. Instruments of the orchestra. Composition. Gym-Shapes Games-hockey E-safety, use of technology beyond school Celebration Trip to Wellow Facts, evaluation, Autumn 2 The Big Freeze report, Princess and the white bear king, Poems, instructions Addition and Ice Experiment Food chains Geography Weather in relation to poles Preparation for Christmas production. Of movement Storing and retrieving digital content Journeys White bear footprints… Make crowns Temperature and scales, arctic facts, Spring 1 Who’s Behind the Tree Adapted retell, character profile, Persuasive letter for tale dress up day. and Division Graphs Uses of everyday materials D.T- Puppets Handbells. Pitch and rhythm Preparation for Year 2 Assembly performance. Gym-shape and balance speed, agility, quickness Create and debug, use logical reasoning Hindu and Christian creation stories tale dress up day Comparing materials, Graph of favourite fairy tale Spring 2 London’s Burning Newspaper report, entry, story writing Fractions, time History- Event from the past GFOL Art- Augustan Djembe drumming. Rhythm and and improving Games-making up games Algorithms and using technology Palm Sunday and welcoming GFOL Drama Trip to Art Gallery Fire engine service in Money-Thomas Farynor’s bakery, Fact file-Samuel Pepys Summer 1 Mexico Information page, The ant and the crumb story Measures Plants Geography Contrasting non-euro country with Southampton D.T-vehicles Mexican Composition Structure, timbre and texture. Graphic scores. Gym-being precise Athletics- Improving performance Storing and retrieving digital content Holi Mexico day hook, dress up and taste Mexican food and learn Mexican dance Temperature and scales, Information page, Summer 2 Nature Detectives Instructions, rhyming poem, story, recount Geometry Living things and habitats Art- clay Bars Pitch and rhythm Walking The Dog Composition Graphic scores roamers People Jesus met Trip to Hillier Gardens and pond dipping Building mini-beast shelter using shapes Riddles
Criteria A B C D E Explore a range of sources about the past. Confidently explored and engaged in a range of presented and found resources and confidently uses prior knowledge to write and develop a complex freeze frame and diary entry Actively engaged in and explored a range of presented resources and uses prior knowledge to write and develop an interesting freeze frame and diary entry Explores a basic range of presented resources and uses prior knowledge to write and develop their freeze frame and diary entry Engaged with some presented resources and with prompting has used prior knowledge to write and develop their freeze frame and diary entry With support has explored some presented resources and with prompting can use prior knowledge to write and develop their freeze frame and diary entry Use a range of communication forms (oral, graphic, written, role play) and digital technologies Confidently use a variety of communication forms to confidently and accurately explain a point of view/message/story Actively use a range of communication forms to confidently explain a point of view/message/story Uses a different communication forms to explain a point of view/message/story With prompting uses a communication form to explain a point of view/message/story With guidiance and support the student uses a communication form to explain a point of view/message/story Develop a about the past Confidently develops an accurate narrative /shorts story that focuses on the past and includes appropriate language and description Confidently develops a narrative/shorts story that focuses on the past and includes appropriate language and description Develops a narrative/shorts story that focuses on past events With prompting the student develops a narrative/shorts that includes elements of the past. With prompting and support the student develops a short narrative/story that includes an element of the past
“Year of Wonders demonstrates that adversity brings out the darker side of human nature.” Discuss. “I have something very few people can claim: my freedom.” Are any of the characters free? “Anna’s struggle to find a of identity is the real triumph of the novel.” Discuss Is Year of Wonders a study of grief and loss or does it offer the reader an uplifting message? In Michael Mompellion we see how a life ‘based up on a lie’ can destroy a man.” Discuss. Michael Mompellion tells Anna that he was “most shockingly wrong, in what I asked of this village.” Do you agree? ‘Year of Wonders’ shows just how little real power individuals have? Discuss ‘Year of Wonders’ suggests that, in a time of crisis, it is more important than ever to hold on to traditional values.’ Discuss. ‘Year of Wonders’ demonstrates the destructive power of love.’ Discuss. ‘Year of Wonders demonstrates the difficulties of holding on to faith in times of adversity.’ Discuss. ‘Michael Mompellion’s powerful need for control is behind many of his actions.’ Do you agree? ‘The women in Year of Wonders are stronger than the men.’ Do you agree? “… choices no longer had that same clear, bright edge to them.” Does Anna always choose wisely? ‘Despite her hopes to accomplish a “worthy life’s work”, Anna’s actions are sometimes misguided’. Which of her actions does Anna have cause to regret? ‘Here we will be for one another”. What effects does the plague have on the bonds within the community? ‘Ellinor Mompellion rises above her past to become a much more admirable person than her husband.’ Discuss. ‘The person Michael Mompellion hurts most is himself’. Discuss. ‘Year of Wonders’ reveals “how little we know…of the people we live amongst.” Discuss. “Fear was working a change in all of us”. What changes does fear bring about in Year of Wonders?” ‘The plague has effects not only the body but also on the mind’. Discuss. ‘The plague destroys one world and replaces it with another.’ Discuss. ‘The plague attacks not only individuals, but the very structure of society’. Discuss. ‘In times of crisis, the true nature of each person affected is exposed.’ Is this an accurate description of Year of Wonders?
Key Lesson Outcomes Science Students will be able to Literacy Students will be able to create & label 3D models to show their understanding of life stages present their models to others contribute to discussions & express thoughts about their learning journey Equipment For The Class For Each Student Class Science Journal Word Wall Team skills chart Team roles chart Enlarged copy of ‘Lots of Labels’ (Watch it grow, pp 58) Plasticine or play dough of different colours Digital camera Individual science journal Copy of ‘Lots of Labels’ A4 sheet of card Preparation Prepare an area for each team to set up 3D model display. Photocopy ‘Lots of Labels’ Lesson Steps Review previous lessons using the class science journal and word wall. Review the Agree/ Disagree charts from Lesson 1 and ask students if they agree with their original ideas or if they would like to change their mind. Discuss with students why they changed their mind and that learning is about developing new ideas. Explain that students will be working in collaborative learning teams to show what they have learnt by creating a 3D model of the life stages of an animal. Explain that it can be either a Cotton bollworm or one of the animals they have looked at previously. Ask students to create a model of each of the life stages of the living thing they choose. Discuss the importance of accuracy when creating models, for example, if the living thing has grown bigger than the model also needs to bigger than the previous stage.
8 Addition and subtraction Day 1: Know multiples of 5 which total 100. Day 2: Know of 2-digit numbers which total 100. Day 3: Subtract numbers on either side of 100 by counting up. Day 4: Subtract numbers on either side of 100 by counting up (Frog). Day 5: Subtract numbers on either side of 100 using Frog. Day 1: 1. Know multiples of 5 to 100. 2. Confidently list pairs of multiples of 5 which add to 100. Day 2: 1. Quickly find pairs of numbers with a total of 100. Day 3: 1. Use counting up to subtract numbers on either side of 100, answers less than 20. Day 4: 1. Use counting up to subtract numbers on either side of 100, answers less than 30. Day 5: 1. Use counting up to subtract numbers on either side of 100, answers less than 40. HAT Outcomes 7, to 10), 8 (pairs to 100) and 12 (either side of 100) Addition and subtraction Day 1: Subtract three-digit numbers using expanded decomposition moving a 10 from the 10s to the 1s. Day 2: Subtract three-digit numbers using decomposition moving a 100 from the 100s to the 10s. Day 3: Subtract three-digit numbers using expanded decomposition with one move between columns. Day 4: Subtract three-digit numbers using expanded decomposition. Day 5: Subtracting using decomposition or Frog. . Day 1: 1. Use decomposition to subtract, moving a 10 from the 10s to the 1s. Day 2: 1. Use decomposition to subtract, moving a 100 from the 100s to the 10s. Day 3: 1. Use decomposition to subtract, with one move between columns. Day 4: 1. Use decomposition to subtract, with one move between columns. 2. Estimate what the answer to a subtraction question will be. 3. Check a subtraction using addition. Day 5: 1. Use decomposition to subtract, with one move between columns. 2. Use counting up to subtract. 3. Select an efficient strategy for a particular subtraction. HAT Outcomes 3, 12, 14 (3-digit nos) and 15 Hamilton Investigation: Hole-y subtractions
Creative Homework Build a pyramid. Create a 3D pyramid out of anything! It could be Lego, blocks or even food! Bring it in and tell us how you created it. Create a mask of an Egyptian God. This could be made of card or more 3D ( paper maché and a balloon). Tell us about the God you have created. Investigate and make some Egyptian food. Bring in a sample for us to try or bring a photo and tell us about the ingredients and techniques you used. Create a game or quiz based on Ancient Egypt , this could be a board game, quiz cards, magnet fishing in the Nile or even Canopic jar bowling. It’s up to you! We will try out your game in class Create a song about the Egyptians. Use a well know nursery rhyme tune to help such as Twinkle Twinkle or Incy Wincy Spider, take out the words and create your own.
Use support staff to facilitate discussion Use slide 6 (the timeline) to show children how long it has been since the First World War and emphasise that 2014 is an important year because it has been 100 years since the start of WW1. Main: Use slide 8 to have a class discussion about what happens on Remembrance day. . Encourage a discussion and ask the children whether they have been to a Remembrance service, or have a family member who was involved in any war, do they know a local war memorials etc. Break the class up into small groups and give each group a picture from the gallery on the war memorials website, or any other remembrance artefact. Ask each group to look carefully at their picture/artefact and discuss the following questions: What does the picture/artefact tell us about: What happens on remembrance day How people feel during remembrance day Why it’s important to remember people affected by war Following small group discussions, ask each group to come to the front of the class with their picture so they can tell the rest of the class about their discussions, and how their picture helped them to understand more about Remembrance. Plenary: As a whole group review what Remembrance means Use slides 9 and 10 from the powerpoint - read the poems to the class and the encourage pupils to discuss what they think the poems mean and how they relate to Remembrance. These poems can then be revisited in future lessons around war memorials. Assessment for learning: Video/audio record discussions/presentations to help with teacher assessment of spoken language and listening skills Encourage student feedback about their achievement towards objectives – e.g. how did they find working in a group? Hands up for easy/ok/difficult
Unit/Project Statutory requirements/ key skills Notes Possible outcomes and activities Multimedia and word processing Evaluate a range of printed and electronic texts, appropriate to task e.g newspaper, poster, webpage, Photstory, and recognise key features of layout and design Select and import graphics from digital cameras, graphics packages and the Internet if multimedia, select suitable sounds (including recording with a microphone) and visual effects organise and present information for a specific audience Through peer assessment and self evaluation, evaluate design and make suitable improvements Recognise the difference and the advantages and disadvantages between electronic media and printed media and select key features when designing publications When word processing children should: use font and effects appropriately to fit purpose of text recognise key features of layout and design such as text boxes, columns, borders, WordArt develop further basic drafting and editing skills cut, copy and paste between applications use spell checker delete, insert and replace text using mouse or arrow keys begin to use more than two fingers to enter text Multimedia Authoring packages: Powerpoint – Create slides and add pictures, text, WordArt, Video Word processing packages: Word – Word processor Photostory 3 (as whole class) - combines photos into a slideshow and allows sound, voice commentary and titles to be added. Touch Typing Course – Links on Fronter which included BBC Dance Mat Typing () Primary Pad – word processor designed for schools that which allows pupils to work together in real-time Combine text, graphics and possibly other features to create both printed documents and multimedia presentations Literacy – Write up your Greek Myths – Create a multimedia presentation about the Ancient Greeks. Poetry – make a poster for a poem with text, images, relevant colours etc. Topic – email questions to children at another school for them to research and answer. I can help you find a link school if needed. Year 3 Run Touch Typing course during Book Browse. (See Fronter room) Digital Imagery To use still and video cameras, independently To take photographs with a digital microscope To evaluate quality of footage taken To understand the need to frame shots and keep the camera still Suggested Resources: Digital camera - Flip Cameras – Simple filming device which allows for videos to be quickly and easily played on screen Use digital cameras and camcorders independently, considering purpose and quality of footage; review, edit and sequence – Take a picture through the class windows and edit pictures to show changes. Keep
Term 1 Term 2 Term 3 Term 4 Week 5 Week 10 Week 5 Week 10 Week 5 Week 10 Week 5 Week 10 Zone of High Performance 5+ markers 8+ markers 11+ markers 14+ markers 17+ markers 20+ markers 22+ markers Year Four markers Zone of Expected Achievement 3-4 markers 5 - 7 markers 7 - 10 markers 10 - 13 markers 13 - 16 markers 16 - 19 markers 19 - 22 markers 22 - 25 markers Educationally at Risk Tier 1 Intervention 1-2 markers 3 - 4 markers 5-6 markers 8 - 9 markers 10 – 12 markers 13 - 15 markers 16 - 18 markers 18 – 21 markers Tier 2 Intervention 0 markers 1 - 2 markers 3- 4 markers 6-7 markers 6 - 9 markers 9-12 markers 11-15 markers 16-19 markers Tier 3 Intervention over from Year 2 0 markers 0 - 2 markers 0-5 markers 0- 5 markers 0-8 markers 0-10 markers 0-15 markers Year 3 Aspect: Grammar, Punctuation and Vocabulary Metric: Continuum Markers and Syllabus Content
Theme Overview Lead Subjects Additional Subjects English Science Design and Technology Art and Design Computing Mathematics Classic Poetry Mystery / Adventure / Fantasy Stories Explanations Visits Visitors Experiences Events Getting Started… Be Curious Be Knowledgeable Be Adventurous Be Ambitious Be Creative Be Collaborative Be Reflective Be Positive Engage in experiences Embrace experiences which are remarkable to the individual Invoke a sense of awe and wonder Develop an appreciation of and responsibility for the environment Engage in multi learning Experience contrasts (polluted/unspoilt, light/dark, urban/rural, loud/quiet) Secure strong Literacy/Numeracy Skills Develop subject specific language Manage, receive, record and information Nurture a thirst for knowledge cross -curricular skills Develop Information processing skills Work within one's own comfort zone and outside it Work in the real world with first-hand experiences Work practically Work on a large scale Experience exhilaration, challenge and achievement Develop skills Develop responsibility for one's own learning Link with experts See possibilities Strive for improvement Seek opportunities Develop an open outlook Develop a 'Growth Mindset' Develop relevant attributes of learning Choose how to use free time Developing hobbies and interests Apply skills to new situations Explore alternatives in problem solving situations Question 'What if...?' 'Why not....?', etc. Develop creative thinking skills Work with others in an interactive learning process Respect the opinions and differences of others Value one's own perceptions and those of others Challenging one's own perceptions and those of others Work as a team Develop empathy Develop social skills Make lifestyle choices in response to thoughts Identify and use one's aptitudes and interests as a vehicle for learning Move towards the understanding of a wide range of feelings (success/failure, apprehension, anticipation) Develop awareness of individual strengths and areas of development Develop reasoning skills Listen and respond to advice Value pupil voice Develop self-esteem Be listened to Manage one's own behaviour Develop own opinions Secure and articulate preferences Consider one's place in the world Foster intrinsic motivation Develop relevant attributes of learning - hand
Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Week 7 Week 8 Week 9 Week 10 Week 11 Week 12 Number: Multiplication and division Develop reliable written methods for multiplication and division, starting with calculations of two-digit numbers by one-digit numbers and progressing to the formal written methods of short multiplication and division. Recall and use multiplication and division facts for the 7, 12 multiplication tables. Solve simple problems in contexts, deciding which of the four operations to use and why. These include measuring and scaling contexts Measure: Money Add and subtract amounts of to give change, using both £ and p in practical contexts Become fluent in recognising the value of coins, by adding and subtracting amounts, including mixed units, and giving change using manageable amounts. They record £ and p separately. Introduce the decimal recording of money Statistics Interpret and present data using bar charts, pictograms and tables Understand and use simple scales (for example, 2, 5, 10 units per cm) in pictograms and bar charts with increasing accuracy Solve one-step and questions [for example, ‘How many more?’ and ‘How many fewer?’] using information presented in scaled bar charts and pictograms and tables Measure: length and perimeter Measure, compare, add and subtract: lengths (m/cm/mm); mass (kg/g); volume/capacity (l/ml) Measure the perimeter of simple 2-D shapes Number: Fractions Continue to recognise fractions in the context of parts of a whole, numbers, measurements and shape, Count up and down in tenths; recognise that tenths arise from dividing an object into 10 equal parts and in dividing one-digit numbers or quantities by 10 Recognise, find and write fractions of a discrete set of objects Recognise and use fractions as numbers Connect tenths to decimal measures Practise adding and subtracting fractions with the same denominator through a variety of increasingly complex problems to improve fluencyS Spring Assessment Summer term
Writing: Transcription – Coverage in Spring plans: Year 3 Objective Fiction 1 Fiction 2 Fiction 3 Non-F 1 Non-F 2 Non-F 3 Poetry 1 Poetry 2 Poetry 3 Spelling Pupils should be taught to: use further prefixes and suffixes and understand how to add them spell further homophones spell words that are often misspelt place the possessive apostrophe accurately in words with regular plurals [for example, girls’, boys’] and in words with irregular plurals [for example, children’s] use the first two or three letters of a word to check its spelling in a dictionary write from memory simple sentences, dictated by the teacher, that include words and punctuation taught so far Handwriting Pupils should be taught to: Write legibly, fluently and with increasing speed by: use the diagonal and horizontal strokes that are needed to join letters and understand which letters, when adjacent to one another, are best left unjoined increase the legibility, consistency and quality of handwriting [for example, by ensuring that the downstrokes of letters are parallel and equidistant; that lines of writing are spaced sufficiently so that the ascenders and descenders of letters do not touch] Writing: Composition – Coverage in Spring plans: Year 3 Objective Fiction 1 Fiction 2 Fiction 3 Non-F 1 Non-F 2 Non-F 3 Poetry 1 Poetry 2 Poetry 3 Pupils should be taught to: Plan their writing by:
Term 2 – Year 3 2018-19 Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Week 7 English Creative Write Cold Write Introduction for Creative Write Plan and start writing CW Write CW Review VW Defeat a Monster 1 - Creative Hook - newspaper article 2 - alliteration 3 - similes 4 - APPRENTICE DAY 5- APPRENTICE DAY write up Defeat a Monster 1 - possessive apostrophes (spine poem) 2 - direct speech 3 - BOX UP 4 - TOOL KIT 5- Defeat the monster tales - exploration Defeat a Monster 1 - Audience and purpose 2 - Analysing 3 - improving weak sentences 4 - Character Description 5- write plan Defeat a Monster 1 - Amber write 2 - Amber write 3 - Review 4 - FIX 5- FIX Defeat A Monster 1 - Creative hook for HOT WRITE 2 - Plan 3 - Write 4 - Write 5 - Review Creative Introduction for Creative Write Plan and start writing CW Write CW Review VW Cold Write CKC Rivers of Europe M – initial assessment vocabulary Locate rivers on World Map T-Write a report on a river in Europe Rivers of Europe M – Rivers of the world reading comprehension T – Rivers in Africa- focus on The Nile- map work Rivers of Europe M - Importance of the Nile to local people- research to support diary entry T - Diary entry - living by the Nile Rivers of Europe M - Rivers of Asia T - Comparative writing between two rivers - Yangtze and the Ganges (comparative and contrasting conjunctions) Rivers of Europe M – Rivers of Australia T - Poster on animals found Rivers of Europe M - South America T - Write a diary as Christopher Columbus Rivers of Europe M – HOT WRITE Complete defeat a monster as Alexander Mackenzie travelling and defeating an animal / monster found in North America. T – End assessment Science Simple Machines Pre-assessment Quiz, Tools and Machines and Inclined Planes prediction and conclusion Simple Machines Wheels and Friction Picture and labels Simple Machines Levers and Pulleys Research levers and pulleys Comparing -ipad research Simple Machines Wedges and Screws Pic collage- testing screws- which is best Simple Machines Creating a working toy-cams toy (whale) -all afternoon Simple Machines Evaluation of a working toy Simple Machines Archimedes End of unit assessment
Year 3: Aspect: Writing Metric: Syllabus Content/Continuum Markers Term 1 Term 2 Term 3 Term 4 Week 5 Week 10 Week 5 Week 10 Week 5 Week 10 Week 5 Week 10 Zone of High Performance 5+ markers 10+ markers 15+ markers 20+ markers 25+ markers 30+ markers 35+ markers 38+ markers Zone of Expected Achievement 3-4 markers 5-9 markers 10-14 markers 15-19 markers 20-24 markers 25-29 markers 30-34 markers 35-37 markers Educationally at Risk Tier 1 Intervention 1-2 markers 3-4 markers 5-9 markers 10-14 markers 13-19 markers 18-24 markers 22-29 markers 25-34 markers Tier 2 Intervention 0-1 markers 1-2 markers 3-4 markers 6-9 markers 9-12 markers 12-17 markers 15-21 markers 18-24 markers Tier 3 Intervention 0-2 markers 0-5 markers 0-8 markers 0-11 markers 0-14 markers 0-17 markers
25 experiment with visual, multimodal and digital processes to represent ideas encountered in texts 26 identify elements of their writing that need improvement 27 review elements of their writing that need improvement using feedback from teacher and peers 28 reread and edit texts for meaning 29 reread and edit texts for appropriate structure 30 reread and edit texts for grammatical choices 31 reread and edit texts for punctuation 32 reread and edit for meaning by adding, deleting or moving words or word groups to improve content and structure 33 Rereads texts during and after writing to check accuracy. 34 Rereads texts during and after writing to check consistency of meaning and fitness for purpose. 35 Uses simple word processing functions such as spell check, grammar check. 36 Compose imaginative, informative and persuasive texts containing key information and supporting details for a widening range of audiences 37 Compose imaginative, informative and persuasive texts demonstrating increasing control over text structures and language features
Year 4 Mathematics Yearly Overview Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2 Week 1 Place value Mental multiplication incl. 6x and 9x tables Place value Roman numerals Counting incl. negative numbers Mental multiplication and written division incl. 7x and 11x tables Counting and sequences (statistics) Place value Week 2 value - decimals Mental division Fractions and decimals Place value Fractions and decimals (measures) Statistics Week 3 Written addition and subtraction Written multiplication Fractions, decimals and division Written multiplication Fractions and written division Addition and subtraction (statistics) Week 4 Written addition and subtraction (problems and inverse) Length incl. perimeter Position and direction 2D shape and position Measures Volume/capacity and mass Multiplication and division Week 5 2D Statistics Area Addition and subtraction (statistics) Position and area Shape Week 6 Time Assess and review week Multiplication (statistics, measures, money) Assess and review week Multiplication facts incl. 12x table and time Assess and review week
Year 4 Lesson Plans Class: Yr 4 Teacher: Date: Lesson: History – Nile gifts Lesson objectives: To know how the Ancient Egyptians used the Nile To critically evaluate the benefits of Nile living Speaking and listening objectives: Explain information clearly with relevant detail Include and respond to members of the group Activity: Commutation gap and ambassador activity – sharing and critically evaluation information on Nile gifts Differentiation Resource Starter: Round Robin – recap any prior learning on Ancient Egyptians Introduce topic and view video Vocabulary: Ancient Egypt; Nile; papyrus; obelisk; desert
Criteria A B C D E The student work demonstrates evidence of: Identifies forces Independently and accurately identifies all forces investigated in the explore phase. Independently identifies all of the forces investigated in the explore phase. Identifies forces investigated in the explore phase. With prompting, identifies forces investigated in the explore With a high level of support, identifies forces investigated in the explore phase. Affects of forces (direct) Independently and accurately identifies the affects of all forces investigated in the explore phase. Independently identifies the affects of all of the forces investigated in the explore phase. Identifies the affects of forces investigated in the explore With prompting, identifies the affects of forces investigated in the explore phase. With a high level of support, identifies the affects of forces investigated in the explore phase. Affects of forces (from a distance) Independently and accurately identifies the affects of all forces investigated in the explore phase. Independently identifies the affects of all of the forces investigated in the explore phase. Identifies the affects of forces investigated in the explore phase. With prompting, identifies the affects of forces investigated in the explore phase. With a high of support, identifies the affects of forces investigated in the explore phase. Records information and communicates understanding Demonstrates accurate understanding of forces logically and sequentially. Demonstrates accurate understanding of forces logically. Demonstrates understanding of forces. With prompting, demonstrates understanding of forces. With a high level of support, demonstrates understanding of forces. Pushes and Pulls Poster Investigation Feedback
Integrated Music T1A: Singing songs from all over the world about children's rights and needs. T2B: Materials for music instruments. Exploring Woodwind and Brass instruments and how the materials affect the sound that they produce. The music styles associated with these instruments. Stand Alone Music Singing: songs the Viking Saga series. Strong and quiet voice; up and down; chanting word-echoes; Instruments: Revise rhythm, pulse, tempo; syncopation; 2-note melodic patterns. Long and short rests, dotted notes. Loud and quiet; fast and slow; higher and lower. P.E Invasion Games: Netball, Football, Handball and Speedball In Games, students will continue to develop skills for netball, football handball and speedball. These skills will be practised in small group activities and applied to modified games. Skills include dribbling, passing and shooting. Year 4 students will also have the opportunity to be a leader in their house when participating in house sport competitions. Invasion Games: Hockey and Basketball In PE, students will continue developing dribbling, passing and shooting skills in basketball and hockey. These skills will be practised in small group activities and will begin to be applied in modified games. Students will also develop an understanding of the rules and playing positions of each sport.
English Key Learning (contd.) Suggested Texts Hunted film clip on Vimeo (). The Classic Tales of Brer Rabbit by Joel Chandler Harris. The Brer Rabbit Collection by Enid Blyton. Range of folk tales on the American Folklore website (). Peter and the Wolf by . Peter and the Wolf by . of discussion texts at appropriate reading levels for different groups. Clip from the animated film Mary Poppins on YouTube (). Fox Hunting on the CBBC Newsround website (). 'Hunting' on the All About Animals Website (). 'History of Hunting' on the History for Kids Website (). NLS Planning Exemplification for Arguments on the Institute of Education website (). Writing Models for Y4 by Pie Corbett. Talk for Writing Across the Curriculum by Pie Corbett and Julia Strong. and the Wolf on the Boosey and Hawkes website (). My Mother Saw a Dancing Bear by Charles Causley on the Children's Poetry Bookshelf website ().
Hazel Class Copper Beech Class 6th January 2017 Dear Parents and Carers, New Year! We hope you all had a relaxing and safe holiday. Well done to those of you who are coming in to school on time. Please be aware that your child misses vital parts of lessons if they are late. We come into to school at 8.45am.
Term 2 – Year 4 2018-19 Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Week 7 English How to walk through the forest 1 – complex sentences 2 – Amber creative hook 3 – begin shared 4 – continued shared 5 – continued shared How to walk through the forest 1 – COLD FOR NEXT 2 - Poetry link with creative hook for Hot 3 – Plan 4 – Complete write 5 Evaluate Zelda Claw and the Rain Cat 1 – Hook 2 – Text map and expanded ‘ing’ clauses as sentence starters 3 - Text map and prepositions 4 - Text map and fronted adverbials Zelda Claw and the Rain Cat 1 – Description of a setting 2 – Poetry 3 – Tadpoling 4 – Box up 5 – Tool kit Zelda Claw and the Rain Cat 1 – Informal letter writing 2 – Creative hook for Amber Write 3 – Plan 4 – shared write 5 – shared write Zelda Claw and the Rain Cat 1 – Peer mark and evaluate 2 – Explore my target 3 – Hook for independent – link to the Giants Causeway 4 – Plan and write 5 - write Zelda Claw and the Rain Cat 1 – re-read and edit partner 2 – Share work and evaluate 3 – INVENTION! Using Shaun Tan book Eric 4 – continue 5 continue CKC British Geography M – London, write a letter T – Design a stained glass window for Canterbury British Geography M – Make a bridge to the English Channel T - compare types of beaches and piers. Explanation text. British Geography M – Plot the stages of the voyage of the Titanic T – Debate the reason for Stonehenge British Geography M – HOT write – instructions on how to protect area from costal erosion British Geography M – Tourist leaflet on natural landmarks T – Create fossil imprints British Geography M – map work of Northern Ireland T – Comic book the story of the giants causeway British Geography M – Complete city tour T – End assessment Science and Light Explore shadows and then mirrors Photo lesson. Sound and Light Lenses – investigation. Including write up Sound and Light The eye. Comic strip explaining how the eye works Sound and Light How sound is made. Draw and label an explanation of vibrations and how sound works. Sound and Light Explore how voices make sounds. High and low. Sound and Light How our ear works. Write an explanation about how the ear works Sound and Light End of unit text and pre assessment for next.
Name: HISTORY CRITERIA – A CONVICT’S LIFE. Criteria Sheet A B C D E Research Accurate information taken from several sources in a systematic manner. Accurate information taken from 4/5 sources in a systematic manner. Accurate information taken from ½ resources only. Information taken from only one source and/or information not accurate. No information taken from any sources. Knowledge and Understanding Demonstrates a comprehensive knowledge of the events that led to the establishment of a Colony and its effect on the convict and indigenous population through answers to questions posed and the construction of a convict’s hut. Demonstrates a thorough knowledge of the events that led to the establishment of a Penal Colony and its effect on the convict and indigenous population through answers to questions posed and the construction of a convict’s hut. Demonstrates sound knowledge of the events that led to the establishment of a Penal Colony and its effect on the convict and indigenous population through answers to questions posed and the construction of a convict’s hut. Demonstrates basic knowledge of the events that led to the establishment of a Penal Colony and its effect on the convict and indigenous population through answers to questions posed and the construction of a convict’s hut. Demonstrates limited knowledge of the events that led to the establishment of a Penal Colony and its effect on the convict and indigenous population through answers to questions posed and the construction of a convict’s hut. Construction - Materials All materials selected were appropriate, recycled and creatively modified. All materials selected were appropriate, recycled and there was an attempt at creative modification. Appropriate, recycled materials were selected. Few materials selected were appropriate, recycled, and contributed to a poorly constructed product. Inappropriate materials were selected and contributed to a poorly constructed product. Construction - Care Taken Great care taken in construction process so that the structure is neat, attractive and follows the sketch accurately. Construction was careful and accurate for the most part, but 1-2 details could have been refined for a more authentic product. Construction accurately followed the sketch but some details could have been refined for a more authentic product. Construction mostly followed the sketch. Many details need refinement for a more authentic product. Construction did not follow the sketch. All details need refinement for a more authentic product. Teacher’s Signature: _______________ Grade:
Time 9.15am Arrival The school will arrive promptly at 9:15am and will be met by a Marine Education Officer on the lawn next to the flagpoles out the front of Sea World. 9.20am Park Entry The Marine Education Officer will lead the school through the admissions gate to Shark Bay for the education program. 9.30am Education Program This program is approximately 45 minutes, and will finish by 10:30am at the latest. Please note: selection of this program will prevent the school from seeing the morning Seal Guardians - Sea Lion Presentation. 10.30am Program Conclusion At the conclusion of this session, students will be free to enjoy the park for the rest of the day, at the teacher’s discretion.