FLW / Week 4 – 26/6/17 / Week 5 – 3/07/17 / Week 6 – 10/07/17 / Week 7 –
17/7/17
Outline of activities
Numeracy
Literacy / Monday – Water safety – Beach Safety
Tuesday –Swimming-RNLI water safety
Thursday- day closure
Friday – Sports day
Wednesday – Hook day AM -
1 a)Spy Activity
b)Who were the Vikings
c)Fact file/Wanted poster for the Vikings
Viking hook day – Wednesday (Pm 1.30-3.00 Stage 2 productions) / Monday – PSHE Day
Tuesday RE Day
1Viking Homelands
1Alfred the Great / Creating Viking Settlements using area and perimeter (poss Maths lesson).
Trade with the Vikings
Rune writing – Using the Viking alphabet to create secret messages / 1 Viking Raids
2 Writing a letter / 1 Danegeld - what was it?
2 Drama and debate as Saxon Villagers / Designing Viking Longboats – looking at symmetry (sails and shields)
Viking gods – top trumps cards / 1Making Viking Longboats – Accurate measurements – using cm and mm
New Curriculum Subject/
Objective/ SC / History: Understand how our knowledge of the past is constructed from a range of sources. (3-6) / History: Britain’s settlement by Anglo-Saxons and Scots
(The Viking and Anglo Saxon struggle for the UK – Ed. The Co)
ENQUIRY and INTERPRETATION - Consider and describe why people in the past acted as they did / History: Britain’s settlement by Anglo-Saxons and Scots
(GB settlements BY Anglo-Saxons and Scots)
ENQUIRY and INTERPRETATION - Ask and answer questions about the past by making observations and inferences from historical sources / History: A local history study. (1)
ENQUIRY and INTERPRETATION - Identify the different ways in which the past is presented using a range of sources including books, texts, pictures, artefacts and ICT / Geography: PLACE KNOWLEDGE Understand geographical similarities and differences through the study of human and physical geography of a region of the United Kingdom and Europe.
History – the Vikings and Anglo- Saxons struggle for UK 1066 / DT: DESIGN Generate, develop, model and communicate their ideas through discussion, annotated sketches, cross-sectional and exploded diagrams, prototypes, pattern pieces and computer-aided design (3-6)
History – the Vikings and Anglo- Saxons struggle for UK 1066 / DT: MAKE Select from and use a wider range of materials and components, including construction materials, textiles and ingredients, according to their functional properties and aesthetic qualities (3-6)
DT: EVALUATE Evaluate their ideas and products against their own design criteria and consider the views of others to improve their work (3-6)
British Values/
SMSC link
(highlight values covered) / British Values:
DEMOCRACY
TOLERANCE
RESPECT
INDIVIDUAL LIBERTY
RULE OF LAW
SMSC:
SOCIAL development
MORAL development
SPIRITUAL development
CULTURAL development / British Values:
DEMOCRACY
TOLERANCE
RESPECT
INDIVIDUAL LIBERTY
RULE OF LAW
SMSC:
SOCIAL development
MORAL development
SPIRITUAL development
CULTURAL development / British Values:
DEMOCRACY
TOLERANCE
RESPECT
INDIVIDUAL LIBERTY
RULE OF LAW
SMSC:
SOCIAL development
MORAL development
SPIRITUAL development
CULTURAL development / British Values:
DEMOCRACY
TOLERANCE
RESPECT
INDIVIDUAL LIBERTY
RULE OF LAW
SMSC:
SOCIAL development
MORAL development
SPIRITUAL development
CULTURAL development / British Values:
DEMOCRACY
TOLERANCE
RESPECT
INDIVIDUAL LIBERTY
RULE OF LAW
SMSC:
SOCIAL development
MORAL development
SPIRITUAL development
CULTURAL development / British Values:
DEMOCRACY
TOLERANCE
RESPECT
INDIVIDUAL LIBERTY
RULE OF LAW
SMSC:
SOCIAL development
MORAL development
SPIRITUAL development
CULTURAL development / British Values:
DEMOCRACY
TOLERANCE
RESPECT
INDIVIDUAL LIBERTY
RULE OF LAW
SMSC:
SOCIAL development
MORAL development
SPIRITUAL development
CULTURAL development
Differentiation for SEN / M.A groups
Numbered
Longer to visualise picture / Provide second shape resources / Pre-labelled maps / Speaking and listening frame for debate / Pre-labelled maps / Plan already designed / Additional adult support when making (Invite parents in?)
Trips/
Visitors/ Events / Stage 2 productions – Vicious Vikings – workshop/play / Virtual tour of York museum
Big Write/
Big Talk/
Maths opportunities in Topic sessions / Sports Day / Area for Viking settlement
Writing a letter to Norway about impact of Viking raids / Day in the life of a Viking- Big write – into topic books
Science (discrete unit) / Animals & humans Digestion
Hamilton / Animals Digestion –diet systems
Hamilton / Teeth
Hamilton / Teeth and Decay
Hamilton / Predator and Prey
Hamilton / Food webs
Hamilton
Computing / Creating a class wiki about the Vikings – intro to wiki / Creating a class wiki about the Vikings – research about Vikings / Creating a class wiki about the Vikings – discuss how to collate all our research / Creating a class wiki about the Vikings Begin to build wiki base / Creating a class wiki about the Vikings continue adding to wiki / Creating a class wiki about the Vikings continue adding to wiki / Creating a class wiki about the Vikings
Reviewing and evaluating Presenting Wiki to parents
PSHE / Changes – how would you feel about change?
Changes – I know that what we feel and think affects what we do
Changes – design a poster about change and how to survive it
Changes – moving to year 5.
RE / Sikism – Langar – Equality within religious context as well as “normal” life
PE indoor / Real PE : Ball Chasing / Real PE : Ball Chasing / Real PE : Ball Chasing / Real PE : Ball Chasing / Real PE : Ball Chasing / Real PE : Ball Chasing / Real PE : Ball Chasing
PE outdoor / Invasion games
Swimming
NC objective: Swim competently confidently and proficiently for 25 meters- Using a range of strokes effectively. / Invasion games
Swimming
NC objective: Perform self-rescue in different water based situations / Invasion games
Swimming / Invasion games
Swimming / Invasion games
Swimming / Invasion games
Swimming / Invasion games
Swimming
Class reader: Class reader: Viking Boy – by Tony Bradman
Extra suggestions ------Eric the Viking by Terry Jones or Warrior Hero’s______