Year 2: Class 7 Medium Term Planning for Spring Term 2 2016/17
Year 2: Class 7 Medium Term Planning for Spring Term 2 2016/17
TFW Story - The Three Billy Goats Gruff School Theme – Around our World
Date / Science / Geography/History/R.E. / P.S.H.E./ P.E. / Art/ D & T/
Computing
Units / Grouping and changing materials / The Great Fire of London
Why is Jesus important? / Getting on and Falling Out
Dance / Puppets
Animal Top Trumps
Week 7
20th February – 24th February / Theme Week : Greek Week
24th – History Curriculum Day
Week 8
27th February – 3rd March / WALT understand that there is a range of materials with different characteristics
WALT identify criteria for sorting, suggest uses for the materials from which objects are made
Present children with a collection of materials e.g. wood, metal, leather, plastic, cotton and ask children to sort them, using their own criteria, and to explain what the criteria are. Show children a chart of the materials, characteristics and uses prepared by them or another class in Year 1 and ask them what they remember about different materials and what they are like.
WALT recognise that some materials are naturally occurring and some are not
WALT name some naturally occurring materials WALT distinguish between the material and the object made from it e.g. between wood and a wooden spoon
Present children with a careful selection of materials, some of which are found naturally and some of which are not e.g. twigs, unpolished/unfinished wood, sand, rocks, water, bone, clay, sheep’s wool, glass, plastic, paper, cardboard and ask them to sort the materials into those which are found naturally and those which are not. Show children objects e.g. a wooden ruler or chair, a woollen jersey, a stone lampstand and talk to them about how the natural material was altered in making the object and why people might want to do this. Ask children to use simple secondary sources e.g. books, CD-ROMs to find out how some materials e.g. glass, paper, earthenware are made from naturally occurring materials. / The Great Fire of London: WALT identify where the fire broke out, when it happened, place the event on a time line – When and where did the Great Fire Begin? Provide context for story, picture of London encourage them to name. Show monument commemorating, Show portraits of people from this time, describe clothes and appearance. Identify in Stuart times (a very long time ago). Create time line
Why is Jesus important:
TheParableoftheUnmercifulServant
WhatdoestheparableoftheUnmerciful
Servanttellusaboutforgivingpeople?
Why is Jesus important:
Lord'sPrayer
WhatdoestheteachingoftheLord'sPrayer
tellusaboutprayingandforgivingothers? / P.E. with Mr Wright
Getting on and Falling Out: friendship and compliments WALT make someone else feel good by giving them a compliment. Give out ‘bricks’ for children to build a ‘good friend wall’ by writing on it one thing that they think makes a good friend. Introduce the game ‘Positive strokes’.
P.E: Dance – watch and describe dance phrases dances, and use what they learn to improve their own work. (Link to story) / WALT identify that there are different types of puppets
WALT understand that puppets are made up of different parts
WALT make simple drawings and label parts
Provide opportunities for children to examine a selection of hand puppets and finger puppets made from a variety of materials. How has the puppet been put together? What type of fabric has been used? What has been added? Who might the puppet have been made for? How well has it been made?
Ask the children to draw one or some of the puppets labelling the different features.
Show a video of a range of puppet shows. Discuss with the children the types of puppets, the stories and how they make the characters come to life.
Ask each child to find an example of a puppet to bring to the group and talk about.
Animal Top Trumps: WALT use technology to organise and present my ideas in different ways. WALT save and open files on the device I use. See attached detailed elim Wessex Planning
Week 9
6th March – 10th March / WALT use terms e.g. squash, bend, twist, stretch WALT identify some materials which can be changed by squashing, bending, twisting and stretching, some that easily change back and some that cannot easily be changed e.g. stone
Give children a variety of materials to explore e.g. plasticine, play dough, clay, Blue-tac and ask them to make a variety of shapes e.g. by twisting, stretching, bending, or squashing the materials. Ask children to try to do the same with other objects e.g. elastic bands, foam sponges, soft rubber ball and to describe what happens. / The Great Fire of London : WALT understand why the fire broke out, identify main events of the fire, results of the fire, sequence events correctly – Read the story of the great fire of London in as much detail as possible, Discuss story and ask questions to ensure understood, List events in chronological order. Give children a timeline and ask them to record events,
Why is Jesus important:
PalmSunday
TofindoutaboutthejourneyJesusmade
intoJerusalem(calledPalmSunday). / P.E. with Mr Wright
Getting on and Falling Out: seeing another point of view WALT know that people don’t always see things in the same way WALT see things from someone else’s point of view. Explain to the children that we often have a point of view that is different from a friend’s Introduce the activity Standing in my shoes
P.E.: Dance – Why is dance a healthy activity? Can you think of where numbers are used? What numbers are important to you? Generate ideas for number motify / WALT use basic sewing technique
WALT use a template to mark out identical pieces of fabric
WALT compare joining techniques WALT use simple vocabulary associated with the use of textiles
Provide an opportunity for children to practise basic sewing techniques e.g. starting, ending, running stitch, using e.g. hessian, binca or plastic mesh
Demonstrate how to use a template to cut out two identical pieces of fabric. Ask the children to explore simple ways to add features and bring characters to life. Discuss how something can be made to look fierce, scary, funny, and so on.
Children could practise making templates or patterns allowing for seam allowances.
Children could investigate ways of joining two pieces of fabric e.g. running stitch, stapling or gluing. Discuss when these techniques might be useful and the advantages and disadvantages of each of them.
Animal Top Trumps: WALT use technology to organise and present my ideas in different ways. WALT save and open files on the device I use. See attached detailed elim Wessex Planning
Week 10
13th March – 17th March / WALT describe ice as ‘cold’ and use terms e.g. ‘melting’, ‘turning to water’ when describing what happens to ice shapes left in the room
Make a number of ice shapes (different shapes and different sizes) and leave them in the room during the day. Ask children to touch the ice and describe what it feels like and observe what happens over the course of the session, answering questions e.g. what happens to its shape, why is it changing shape?
WALT: appreciate that some people invented new materials and perform simple tests to find out which materials are waterproof (absorbent).
Discuss some scientists who have developed new materials that are really useful- they have the right properties for their use.
Remind children that Charles Macintosh invented a fabric to keep people dry; people wore his ‘mackintoshes’. Show children something that you would like to keep dry when you go out in the rain, e.g. a doll in her/his pushchair, a favourite cuddly toy, a present you are taking to a party, etc. What materials could they use to keep the object dry? Write suggestions on IWB and encourage the inclusion of some materials that are not obviously suitable. Discuss how they could carry out an enquiry to see which materials were best at keeping things dry- carry out a comparative test/ use appropriate language to communicate their ideas.
Ask children to predict which materials will be waterproof and which will not. Sort children into groups to carry out their enquiry, using the method you have chosen as a class. Each group chooses 4 materials to test. They can record their findings on the template provided. If there is time children could plan another enquiry in their group to find out the best material for mopping up some spilt water (absorbent), again using the template to record their findings? / The Great Fire of London: WALT understand why the fire spread so far for so long, what makes cities safer from great fires today – Show pictures of typical houses, churches etc. from that time, describe what they are made from. Discuss reasons why fire spread rapidly and why people took refuge in churches and in boats on the river. Who helps fight fires? No fire brigade at the time. Children match head and tails of sentences to record facts.
Why is Jesus important:
TheLastSupperandarrestofJesus
TofindoutwhatthebiblesaysaboutThe
LastSupperandthearrestofJesus. / Getting on and Falling Out: managing anger WALT know that sometimes anger builds up and that I can be overwhelmed by my feelings. Explain that you will start the story off and that each child will then contribute a sentence to the story that tells about something that goes wrong or makes Arthur more and more angry. Each time something makes Arthur angry, you (or a volunteer child) will put more air into the balloon which is Arthur’s ‘anger store’.
P.E. with Mr Wright
P.E.: Dance – move from individual generation of motify to group. Working together, how can this be done? / WALT use ideas for own designs can be developed by looking at a selection of puppets
WALT to identify simple design criteria
Discuss with the children what puppets are designed for e.g. for small children to play with, or for a group of children to produce a short play for story telling with a book, or for entertaining a young child in a car. ★As a class, identify simple criteria for the puppets, e.g. each puppet must fit the hand of the person using it, they must look like particular characters, and the pieces must not come apart. Ask the children to finish the sentence ‘A good puppet should be.....’ Children to design their puppets with a labelled diagram
Animal Top Trumps: WALT use technology to organise and present my ideas in different ways. WALT save and open files on the device I used. See attached detailed elim Wessex Planning
Week 11
20th March – 24th March
Assessment Week
24th – PE/PD Day/Red Nose Day / WALT make a suggestion of how to use ice to find the warmest place in the classroom
WALT explain why the comparison might not be fair e.g. using different sizes and shapes of ice cube because this might change how long it took to melt
WALT record observations clearly in a table
WALT draw conclusions from the work e.g. ice melted first by the radiator. That was the warmest place
Ask children to suggest many ways in which ice could be made to melt more quickly. Establish that an ice cube will melt more quickly in a warmer place and ask children how they could use this to find the warmest place in the school/classroom. Discuss ideas and agree a method e.g. putting ice in 5 places and observing them every 1/4 hour. Show children a large piece of ice and a small ice cube and ask them if it would be all right to use these in different places. If necessary, prompt children by reminding them of the previous activity. Agree that it would be fair to use ice cubes of the same size.
Show children how to make a table for the observations, drawing attention to what they need to record e.g. where the ice cubes were put, when they were observed. Talk with children about what happened and help them draw conclusions.
POINTS TO NOTE
This activity will need to be started early in the session. It offers children the opportunity to carry out a whole investigation. It may be helpful to concentrate on the aspects of investigation highlighted in the learning objectives. / The Great Fire of London: WALT discuss what an eyewitness it, identify the part played by artists in recording events – How do we know what happened in the Great Fire? Discuss what an eye witness is and how can help tell about the past. Look at pictures and identify things that an eye witness would have seen. Talk about Samuel Pepys, his work, diary and him. Discuss what a diary is, why used, fact or fiction? Read short, edited extracts from Pepys’ diary about the fire and what happened afterwards.
Why is Jesus important:
DeathandresurrectionofJesus.
Tofindoutwhatthebiblesaysaboutthe
CrucifixionandtheResurrectionofJesus / Getting on and Falling Out : working together WALT decide with my group about how well we have worked together Children should work in their usual mixed-ability groups to complete the Make a game challenge from the resource sheets. Ask the children, before they begin the challenge: ‘How will you know you have worked well as a group?’
P.E. with Mr Wright
P.E.: Dance – Think of actions for sum symbols. How can we link these movements to create a flow? Entrance and exit to movements. / WALT model our ideas by making a paper template
WALT mark out, cut and join fabric pieces to make the main part of their puppet
WALT use appropriate finishing techniques
Remind the children of the techniques they have learnt for making their puppets. Use examples of puppets to talk about ideas that the children might use in their own designs. Show the children how they can adapt a template for the basic shape of their puppet. Make their own template from thin card. Encourage the children to be accurate when marking out, cutting, joining and finishing.
Animal Top Trumps: WALT use technology to organise and present my ideas in different ways. WALT save and open files on the device I used. See attached detailed elim Wessex Planning
Week 12
27th March – 31st March
Poetry Week / WALT state that common materials e.g. chocolate, butter, fat become harder when they are cooled but softer when they are warmer again and relate this to what you suggested would happen
Ask children to suggest how they would make materials e.g. butter, chocolate become softer. Test their ideas and then ask them to predict what will happen if they leave the material to cool.
Discuss other things that change when they are heated e.g. bread to toast, frying or boiling eggs and ask why we want to change things in this way.
Ask the children to think about if these things can be turned back to their original state or not. / The Great Fire of London: WALT discuss the feelings of an eye witness. Children to imagine they witnessed the Great Fire of London and write their own diary entry.
The Great Fire of London: WALT use our knowledge and understanding of the Great Fire to make a representation of it – What have we learnt about the Great Fire? Help children to recall all they have found out about the fire. Ask them to draw/paint a picture showing something they have learnt about the fire. Ask the children to talk about their own pictures and then consider the difference between them.
Why is Jesus important:
WhyisJesusimportant?
WhatdoChristiansbelieveabouttheresurrection
ofJesus?Whyisthisimportanttothem? / P.E. With Mr Wright
P.E.: Dance – Varying and changing speed of movements created. Are all group members going to represent each part of your number sentence? § Will each of you perform a given part of your number sentence at the same time (unison) or one after the other (canon)?. / WALT mark out, cut and join fabric pieces to make the main part of their puppet WALT use appropriate finishing techniques WALT evaluate against design criteria
Encourage the children to be accurate when marking out, cutting, joining and finishing. Ask the children to evaluate against the design criteria
Animal Top Trumps: WALT talk about why it is important to be kind and polite online and in real life.
See attached detailed elim Wessex Planning