Year One Planning: Class 6 School Theme: The Environment Medium Term Planning – Summer 2 2015/2016 TFW: Monkey See, Monkey Do.

Week/Date / Literacy / Numeracy / Science/History
Geography/ICT / Art/D&T
Music / RE/PSHE / PE
1 / Monkey See, Monkey Do.
Imitation week.
Sequencing.
See Literacy Medium Term Plan. / Measurement – length and height.
See Numeracy Medium Term Plan. / Science
Animals
Name a variety of common animals that are carnivores, herbivores and omnivores.
Use observations to compare and contrast and use them to identify and group animals by what they eat.
Briefly discuss: Animals can be grouped according to their features.
Amphibians are cold blooded animals that live in water and also on land. They lay eggs underwater.
Mammals are warm blooded animals give birth to live young.
Animals can also be grouped according to what they eat.
Animals that eat other animals are called carnivores.
Animals that eat plants are called herbivores.
Animals that eat both plants and other animals are called omnivores.
- Show children pictures of animals and discuss what the animals might eat. - Teach children the words: carnivore, herbivore and omnivore. (carnivore comes from the Latin words for flesh and devour; carno and vorare) - Ask children to sort animals into a venn diagram. Complete sheet: What do I eat?
History
Unit 3 – What were seaside holidays like in the past?
To understand the different modes of transport used to get to the seaside in the past.
Look at and discuss the pictures of what people wore to the beach long ago.
What is the same? What is different?
Read the chn the extract from ‘memoirs’ by Alice Holloway.
Discuss the different modes of transport used to get to the seaside then and now. What is the same? What is different?
Chn to cut out and order the images of transport.
Computing
Unit 3 – Shadows and Stickmen
To be creative with different technology tools.
To can save information (my animation) in a special place and retrieve it again.
Using Pivot Stick · Re-cap previous learning and vocabulary from last term. Show the children your example of a story board / algorithm from previous activity. · Demonstrate using the “add frame” button to start creating your animation come to life. Reinforce vocabulary as you are moving the stick figure. What do the children think will happen if we make the movements very small in each frame? We will create a smoother looking movement; model this process as we don't want to have a very jumpy animation as this won’t fool our eyes. Remind the children of the list of attitudes to make a good animation. · When we have made a quick animation use the “play” button to loop the animation back, what do we think will happen if we move the slider on the left hand side? This changes the speed in which the frames are played back, like moving our thumb at a different speed when using a flip book. · Children to use their storyboards from last session to start to create their animations. Children should be encouraged to use very small movements to make sure that our eyes are fooled! · Near the end of the session demonstrate the saving process to the children to make sure they keep their work. / Music
See music teacher’s planning.
Art
Unit 1C –What is Sculpture?
To identify colours, textures, smells and sounds in the environment.
To describe differences in surfaces and textures.
Chn to collect a range of natural and man-made materials from the school grounds and classroom.
Chn to design and produce their own collage about Monkey See, Monkey Do, using the range of materials they have collects.
Chn to analyse and comment on their work and the work of their peers. / RE
Unit 5 – How do we celebrate our journey through life?
Reflect on the idea of a promise;
Learn about a wedding that Jesus attended and what happened there;
Remind children of the key question for this Unit of Work – How do we celebrate our journey through life?
Explain that one important ceremony for many people happens when people get married. Do they know the words ‘marriage’ and ‘wedding’?
Ask the children such questions as, What is a promise? Why might people make promises in front of others? Why do Christians say that weddings are important? What are the symbols used in most weddings? Why do people wear special clothes for a wedding ceremony?
Start with the word wedding on a large piece of paper and ask the children what they know about this ceremony. Note down their answers in blue marker and keep the paper for the next lesson.
Read a version of the Bible story ‘The Wedding at Cana’, What questions do children have about the story?
Explain that, for Christians, the story may tell of how Jesus made a bad situation better. Many Christians apply this teaching to the way we treat each other and that a marriage, or a friendship, for example, is made better when people follow the teaching of Jesus.
Ask the children for their stories about how a bad thing was made better, e.g. what happened when someone hurt themselves.
PSHE
Unit 6– Changes.
I can tell you some things about me that have changed and some things that will not change.
I can tell you how I might change in the future.
I know that some changes are natural and happen ‘by themselves’.
What changes happen by themselves? E.g. you get taller or your hair grows. What doesn’t change? E.g. your eye colour.
What has changed about you so far? E.g. learning to walk or feed yourself. What changes will happen in the future?
Make a class list of things that will change ‘by themselves’ and things that won’t change. / PE
Unit 1 – Multi-skills/Games
Acquiring & Developing: understanding the concept of getting in line with a ball to receive it
Selecting & Applying: using skills in different ways in different games
Knowledge & Understanding: describing changes to their bodies when they exercise
Evaluating & Improving: watching others & describing what they see & copying
Warm up: COLOURS GAME
Randomly scatter a selection of coloured markers (spots or cones) in a defined area.
Children find a space and begin to move in and out of the cones.
On command “blue cone” children move as quickly as possible to stand at a marker of that colour. Start the warm up game gradually beginning with a walk, fast walk, jog, skip, run, etc.
Explore a range of movements. Keep changing the colours throughout the game.
Skills Activity: BOUNCE & CATCH
Individually with a large ball each (the ball should have some bounce)
1.  Standing on the spot, drop and catch. Ask children to try dropping the ball from low, from high and from the waist. What is the best height from which to drop the ball to make it easy to receive the ball?
2.  How many bounces can you make in 30 seconds? Try again. Can you improve?
3.  On the move. Drop and catch as you walk around the space. Give visual stopping signals to encourage children to keep their heads up when moving around the area.
4.  Using hoops or spot markers children move around the space carrying their ball and each time they pass a free hoop or spot marker they must bounce the ball.
5.  How many hoops or spots can they score in 1 minute?
6.  Repeat steps 2, 3, 4 & 5 with a partner
Q & A.
With a partner talk about where is the best place to bounce the ball. Closest to the sender with the ball, closer to the middle or closer to the person waiting to receive the ball?
Game/Group/Competitive Activity: RELAYS
Set up simple relays games, which involve bouncing and catching the ball. For example children carry or bounce the ball through a slalom of cones to a hoop or spot marker where they must make three bounces before returning with the ball to the next person in their team.
Cool Down: SEASHORE STRETCHES
Tidy the equipment away. Children walk around the area looking for spaces and on command they find a space and make a shape. Children make shapes of things we might find on the seashore. For example.
·  Stretch wide and flat like a big scallop shell
·  Curl up small like a tiny shell
·  Make a twisted shape like a piece of drift wood
·  Make a really straight shape like a razor shell
·  Make a shape like a wave or a ripple of water
·  Make a shape like a pebble
2 / Monkey See, Monkey Do.
Innovation
week.
Sequencing.
See Literacy Medium Term Plan. / Measurement – weight and volume.
See Numeracy Medium Term Plan. / Science
Plants
Name the parts of a tree (roots, trunk, branches, bark).
Describe the structure of a tree.
Name a variety of evergreen trees.
Show the chn the evergreen or deciduous PPT. Discuss and name the different parts of a tree. Discuss why some trees lose their leaves and some don’t. Make a list of trees that are evergreen and a list of those that are deciduous.
Show the chn the clip about deciduous trees: http://www.bbc.co.uk/education/clips/zf62tfr
Take the chn out into the school grounds and look at and name different trees.
Chn to complete a seasonal life cycle of one evergreen tree and one deciduous one. Chn to label the parts of the tree on their diagrams.
Geography
Unit 5 – Where in the world is Barnaby Bear?
To be able to locate countries on a globe.
To identify a variety of places around the world.
To begin to understand the concept of visiting other places.
To understand that other places may be different from their own locality.
Show the chn where Africa is on the globe. Then show them where Uganda is.
Compare the average temperature in UK Uganda. Discuss the average rainfall comparisons. Discuss the culture and the flag.
Show the chn the ‘dinner time’ picture and ask the following questions: what do you notice about this kitchen? What is similar/different to your kitchen at home? What fuel is she using? What do you use at home? What is the stove made from? Chn to fill out a fact file page for Uganda.
Computing
Unit 3 – Shadows and Stickmen
To save information (my animation) in a special place and retrieve it again to edit it.
Continuing and improving animation · Show the children the pivot animator software, allow children time to talk to their peers to identify all the buttons we have learnt to use and what they do. Model the way that we can “open” our animations from last week and simply carry on from where we were. · Allow children time to continue with their animations from the previous sessions. Encourage children to use small movements to animate their storyboards. · When children have finished their animation they should watch back frame by frame to see if they can add any more frames to make their movements smoother. / Music
See music teacher’s planning.
Art
Unit 1C –What is Sculpture?
To use paper to make a sculpture.
To explain how to make a sculpture.
To identify what improvements need to be made next time.
Show the chn the sculpture PPT to recap on what sculpture actually is. Can they remember the sculptures we looked at in cultural week?
Show the chn the picture of the monkey sculptures. Explain that we are going to make monkey sculptures out of paper. Demonstrate how to make one.
Chn to make their own monkey sculpture out of paper. / RE
Unit 5 – How do we celebrate our journey through life?
Develop an understanding of the idea of a promise and of the ring as a symbol of a promise;
Reflect on the meaning of weddings and other commitments.
Remind children of the key question for this Unit of Work – How do we celebrate our journey through life? and of a possible meaning of the story of the Wedding at Cana.
Explain that the ring that a couple exchange at a wedding is a symbol of their promises to love one another. Ask, Why might a ring be a good symbol for a promise? and Why are promises important to us, and what happens if they are broken?
Ask them to reflect on the Christian idea that Jesus had come to make things better: how could he do this, do they think?
Retrieve the original piece of paper with their ideas about weddings from the last lesson and ask the children what they have found out about weddings and promises. Add their comments in red. Then let them take time to reflect upon the importance of weddings for Christians and others too. Explain that not every couple gets married; many people make a commitment to love each other without a marriage ceremony.
Chn to make friendship bracelets for each other as a promise of friendship.
PSHE
Unit 6– Changes.
I know different ways that help me to learn to do things.
I can tell you about changes that I can make happen.
I can make some changes quickly and easily.
I know that to make some changes is hard and takes a long time.
Take the chn outside. Ask them to hop, skip, jump in a certain direction. When you shout ‘change’ they have to change directions. Point out how they are making things change and that the changes happen quickly.
Back inside: Ask children to give examples of how they have learned to do something: for example, to read, to spell, to calculate mentally, to skateboard, to toboggan or to dance. Was it quick and easy to get better at doing these things? Often getting better at something or changing ourselves isn’t quick or easy.
What helps us get better? How do we learn? (Draw on learning from the Going for goals! theme and encourage children to think of as many ways as possible that we can learn to do things. Ask questions such as ‘How does a baby learn to speak?’, ‘How does a baby learn to walk?’) Make a class list. The list might include: