Unit: - d6vsczyu1rky0.cloudfront.netd6vsczyu1rky0.cloudfront.net/8034_b/wp-content/uploads/2014/06… · Web viewExplain to pupils that during this Unit they are going to be spending

Unit: A Time to ShineTerm: Summer 1Year: 6

Programme of Study

Unit: A Time to ShineYear: 6 Term: Summer 1

Key:FT = First Teaching

OG = On GoingPlease note that all appendices and guidelines referred to in

the programme of study are available to download at: https://www.gov.uk/government/collections/national-curriculum The POS codes replace the DfE bullets for ease of reference.

Engl

ish

Spoken Language

SL1 listen and respond appropriately to adults and their peers

SL2 ask relevant questions to extend their understanding and knowledge

SL3 use relevant strategies to build their vocabulary

SL4 articulate and justify answers, arguments and opinions

SL5 give well-structured descriptions, explanations and narratives for different purposes, including for expressing feelings

SL6 maintain attention and participate actively in collaborative conversations, staying on topic and initiating and responding to comments

SL7 use spoken language to develop understanding through speculating, hypothesising, imagining and exploring ideas

SL8 speak audibly and fluently with an increasing command of Standard English

SL9 participate in discussions, presentations, performances, role play, improvisations and debates

SL10 gain, maintain and monitor the interest of the listener(s)

SL11 consider and evaluate different viewpoints, attending to and building on the contributions of others

SL12 select and use appropriate registers for effective communication

These statements apply to all Years. The content should be taught as a level appropriate to the age of the pupils (taken from notes and guidance [non-statutory]). Speaking and listening activities throughout the Unit have been designed with these POS statements in mind. Specific speaking and listening objectives are provided for some English lessons where appropriate.

©Cornwall Learning Publications 2013

https://www.gov.uk/government/collections/national-curriculum

Engl

ish

Reading – word reading

WR1 apply their growing knowledge of root words, prefixes and suffixes (morphology and etymology), as listed in English Appendix 1, both to read aloud and to understand the meaning of new words that they meet OG

Reading - comprehension

RC1 maintain positive attitudes to reading and understanding of what they read by:

RC1.1 continuing to read and discuss an increasingly wide range of fiction, poetry, plays, non-fiction and reference books or textbooks OG

RC1.2 reading books that are structured in different ways and reading for a range of purposes OG

RC1.3 increasing their familiarity with a wide range of books, including myths, legends and traditional stories, modern fiction, fiction from our literary heritage, and books from other cultures and traditions OG

RC1.4 recommending books that they have read to their peers, giving reasons for their choices OG

RC1.5 identifying and discussing themes and conventions in and across a wide range of writing OG

RC1.6 making comparisons within and across books OG

RC1.7 learning a wider range of poetry by heart OG

RC1.8 preparing poems and plays to read aloud and to perform, showing understanding through intonation, tone and volume so that the meaning is clear to an audience OG

RC2 understand what they read by:

RC2.1 checking that the book makes sense to them, discussing their understanding and exploring the meaning of words in context OG

RC2.2 asking questions to improve their understanding OG

RC2.3 drawing inferences such as inferring characters’ feelings, thoughts and motives from their actions and justifying inferences with evidence OG

RC2.4 predicting what might happen from details stated and implied OG

RC2.5 summarising the main ideas drawn from more than one paragraph, identifying key details that support the main ideas OG

RC2.6 identifying how language, structure and presentation contribute to meaning OG

RC3 discuss and evaluate how authors use language, including figurative language, considering the impact on the reader OG

RC4 distinguish between statements of fact and opinion OG

RC5 retrieve, record and present information from non-fiction OG

RC6 participate in discussions about books that are read to them and those they can read for themselves, building on their own and others’ ideas and challenging views courteously OG


Engl

ish

Reading – comprehension continued

RC7 explain and discuss their understanding of what they have read, including through formal presentations and debates, maintaining a focus on the topic and using notes where necessary OG

RC8 provide reasoned justifications for their views OG

Writing – transcription – spelling

WTS2 spell some words with ‘silent’ letters, e.g. knight, psalm, solemn OG

WTS3 continue to distinguish between homophones and other words which are often confused OG

WTS4 use knowledge of morphology and etymology in spelling and understand that the spelling of some words needs to be learnt specifically, as listed in English Appendix 1 OG

WTS6 use the first three or four letters of a word to check spelling, meaning or both of these in a dictionary OG

Writing – handwriting and presentation

WHP1 write legibly, fluently and with increasing speed by:

WHP1.1 choosing which shape of a letter to use when given choices and deciding whether or not to join specific letters OG

WHP1.2 choosing the writing implement that is best suited for a task OG


Engl

ish

Writing - composition

WC1 plan their writing by:

WC1.1 identifying the audience for and purpose of the writing, selecting the appropriate form and using other similar writing as models for their own OG

WC1.2 noting and developing initial ideas, drawing on reading and research where necessary OG

WC1.3 in writing narratives, considering how authors have developed characters and settings in what pupils have read, listened to or seen performed OG

WC2 draft and write by:

WC2.1 selecting appropriate vocabulary and grammar, understanding how such choices can change and enhance meaning OG

WC2.2 in narratives, describing settings, characters and atmosphere and integrating dialogue to convey character and advance the action OG

WC2.3 précising longer passages OG

WC2.4 using a wide range of devices to build cohesion within and across paragraphs OG

WC3 evaluate and edit by:

WC3.1 assessing the effectiveness of their own and others’ writing OG

WC3.2 proposing changes to vocabulary, grammar and punctuation to enhance effects and clarify meaning OG

WC3.3 ensuring the consistent and correct use of tense throughout a piece of writing OG

WC3.4 ensuring correct subject and verb agreement when using singular and plural, distinguishing between the language of speech and writing and choosing the appropriate register OG

WC4 proof-read for spelling and punctuation errors OG

WC5 perform their own compositions, using appropriate intonation, volume, and movement so that meaning is clear OG

Writing – vocabulary, grammar and punctuation

WVGP1 develop their understanding of the concepts set out in English Appendix 2 by:

WVGP1.1 recognising vocabulary and structures that are appropriate for formal speech and writing, including the subjunctive forms OG

WVGP2 indicate grammatical and other features by:

WVGP2.2 using hyphens to avoid ambiguity OGWVGP2.4 using semi-colons, colons or dashes to mark boundaries between independent clauses OG


WVGP2.6 punctuating bullet points consistently OG


Mat

hsNumber – number and place value

1 read, write, order and compare numbers up to 10 000 000 and determine the value of each digit

2 round any whole number to a required degree of accuracy

3 use negative numbers in context, and calculate intervals across zero

4 solve number problems and practical problems that involve all of the above

Number – addition, subtraction, multiplication and division4 perform mental calculations, including with mixed operations and large numbers

7 solve addition and subtraction multi-step problems in contexts, deciding which operations and methods to use and why

8 solve problems involving addition, subtraction, multiplication and division

9 use estimation to check answers to calculations and determine, in the context of a problem, levels of accuracy

Number – Fractions (including decimals and percentages)

3 add and subtract fractions with different denominators and mixed numbers, using the concept of equivalent fractions

4 multiply simple pairs of proper fractions, writing the answer in its simplest form (e.g. 1/4 × 1/2 = 1/8)

5 divide proper fractions by whole numbers (e.g. 1/3 ÷ 2 = 1/6)

6 associate a fraction with division and calculate decimal fraction equivalents (e.g. 0.375) for a simple fraction (e.g. 3/8)

7 identify the value of each digit to three decimal places and multiply and divide numbers by 10, 100 and 1000 where the answers are up to three decimal places

8 multiply one-digit numbers with up to two decimal places by whole numbers

9 use written division methods in cases where the answer has up to two decimal places

10 solve problems which require answers to be rounded to specified degrees of accuracy

Ratio and Proportion

2 solve problems involving the calculation of percentages (e.g. of measures) such as 15% of 360 and the use of percentages for comparison

4 solve problems involving unequal sharing and grouping using knowledge of fractions and multiples


Mat

hsAlgebra

1 use simple formulae

2 generate and describe linear number sequences

3 express missing number problems algebraically

4 find pairs of numbers that satisfy an equation involving two unknowns

5 enumerate possibilities of combinations of two variables

Measurement

1 solve problems involving the calculation and conversion of units of measure, using decimal notation up to three decimal places where appropriate

Geometry – properties of shapes

3 compare and classify geometric shapes based on their properties and sizes and find unknown angles in any triangles, quadrilaterals, and regular polygons

Geometry - position and direction

1 describe positions on the full coordinate grid (all four quadrants)


Scie

nce

Working scientifically

1 planning different types of scientific enquiries to answer questions, including recognising and controlling variables where necessary

2 taking measurements, using a range of scientific equipment, with increasing accuracy and precision, taking repeat readings where appropriate

3 recording data and results of increasing complexity using scientific diagrams and labels, classification keys, tables, scatter graphs, bar and line graphs

4 using test results to make predictions to set up further comparative and fair tests

5 reporting and presenting findings from enquiries, including conclusions, casual relationships and explanations of and degree of trust in results, in oral and written forms such as displays and other presentations

6 identifying scientific evidence that has been used to support or refute ideas or arguments

Living things and their habitats

1 describe how living things are classified into broad groups according to common observable characteristics and based on similarities and differences, including micro-organisms, plants and animals

2 give reasons for classifying plants and animals based on specific characteristics

His

tor

y 6 a study of an aspect or theme in British history that extends pupils’ chronological knowledge beyond 1066

Mus

ic

1 play and perform in solo and ensemble contexts, using their voice and playing musical instruments with increasing accuracy, control and expression

3 listen with attention to detail and recall sounds with increasing aural memory

5 appreciate and understand a wide range of high-quality live and recorded music drawn from different traditions and from great musicians and composers

6 develop an understanding of the history of music


Com

putin

g 5 use search technologies effectively, appreciate how results are selected and ranked, and be discerning in evaluating digital content

6select, use and combine a variety of software (including internet services) on a range of digital devices to design and create a range of programs, systems and content that accomplish given goals, including collecting, analysing, evaluating and presenting data and information

7 use technology safely, respectfully and responsibly; recognise acceptable/unacceptable behaviour; identify a range of ways to report concerns about content and contact

Lang

uage

s

1 listen attentively to spoken language and show understanding by joining in and responding

2 explore the patterns and sounds of language through songs and rhymes and link the spelling, sound and meaning of words

3 engage in conversations; ask and answer questions; express opinions and respond to those of others; seek clarification and help*

4 speak in sentences, using familiar vocabulary, phrases and basic language structures

5 develop accurate pronunciation and intonation so that others understand when they are reading aloud or using familiar words and phrases*

6 present ideas and information orally to a range of audiences*

7 read carefully and show understanding of words, phrases and simple writing

8 appreciate stories, songs, poems and rhymes in the language

9 broaden their vocabulary and develop their ability to understand new words that are introduced into familiar written material, including through using a dictionary

10 write phrases from memory, and adapt these to create new sentences, to express ideas clearly

11 describe people, places, things and actions orally* and in writing

12understand basic grammar appropriate to the language being studied, such as (where relevant): feminine, masculine and neuter forms and the conjugation of high-frequency verbs; key features and patterns of the language; how to apply these, for instance, to build sentences; and how these differ from or are similar to English.

The starred (*) content above will not be applicable to ancient languages.

Unit Overview

This Unit is scheduled for a time when many Year 6 teachers will be thinking about national assessment and how to give their pupils the best opportunity to show what they have learnt over the last year (and those years before!). It is a time when many teachers and students will be thinking about revision: to support them, this Unit contains a series of revision activities for English, Maths and Science. Most teachers will not want to use every one of the ideas and will adapt them to suit the needs of different groups of children in their class.

The remainder of this Unit focuses on the history of popular music in Britain and how it has changed over the last few decades. This should provide an opportunity for the pupils to work in a less structured way and explore topics of personal interest.

A way of introducing this idea would be to ask pupils to bring in their favourite music to share and to tell each other about their favourite bands. (You might have to police this with potential for profanity in today’s music world, explaining that this can be offensive and therefore sharing it in school is not possible. Pupils should also know that many people find it offensive, so they should be careful.)

You might like pupils to research the music that their parents or grandparents liked when they were young (see history lessons 1 to 4), to compare with their own current preferred music. Bringing in vinyl, CDs, an old Walkman, tapes and cassettes and exploring how people listened to music could form part of a bigger project around music and culture.

If some pupils are really not engaged with music after main lessons looking at the history, there are opportunities to share other creative leisure interests.They could adopt a show-and-tell approach to music, or another interest which fits the school/life work/life balance. This also emphasises the importance of leisure interests which can indeed lead to work or employment.

Pupils could be encouraged to really think about how they can use their leisure time without spending much money and share their ideas about this. They can be encouraged to be experts and talk about their hobbies including the benefits of keeping fit, relaxing or doing something useful, such as cooking. Even if they are not shining in their hobby yet they might like to talk about their ambitions to knit a whole jumper, or customise a car one day, and how their current hobby might take them in that direction. Encourage them to bring in something that others might be able to try.

You could invite people from the music industry, or people with new or interesting hobbies, into the school for workshops.

Medium Term Planning Week 1 Unit Narrative

NB: Please adapt and differentiate all objectives, outcomes and success criteria for your own class

Week 1 hr = approx time A ‘Time to Shine’ is an opportunity for pupils and teachers to revise key aspects in English, maths and science. Other subjects look at popular music in Britain and its influences and changes over the last few decades. English focuses on summaries, questions, instructions and arguments. Science considers nutrition, movement, growth, reproduction, health and circulation, Whilst maths covers place value and calculation.Please see over for English, Mathematics and Languages Medium Term Planning Week 1.

Unit Launch Lesson 1hr Science 2hrs History 1hr Music 1hr Computing 1hr

Objectives: I am learning to: identify popular music from different

eras identify the influence of music on

other areas of popular culture such as music and dance

Objectives: I am learning to: express ideas about a range of

processes in the human body apply these ideas to various contexts interpret information

Objectives: I am learning to: name some rock n’ roll performers and

describe how they performed explain why younger and older

generations reacted so differently to rock n’ roll

Objectives: I am learning to: appreciate and understand a wide

range of high-quality live and recorded music drawn from different traditions and from great musicians and composers

develop an understanding of the history of music

Objectives: I am learning to: identify fields for categorising

music understand the need for a unique

identifier create a database of music

Outcomes: Pupils will: identify popular British artists from

different generations and know some of their songs

comment on how music has changed and developed over the decades

explore how dance and fashion has changed accordingly

Outcomes: Pupils will: identify and express relevant ideas apply their understanding to a variety

of contexts comprehend and interpret information

Outcomes: Pupils will: name some rock n’ roll musicians and

describe how they performed explain why rock n’ roll often appealed

to young people and offended older people

Outcomes: Pupils will: understand that music develops

over time and that all music is influenced by what has happened in the past

have an awareness of a significant event in British popular music history

form their own opinions about a piece of music

Outcomes: Pupils will: add field headings for their music

categories explain the need for a unique

identifier

Success Criteria: Remember to: watch and listen carefully, taking

notes as I do so listen respectfully to others’ opinions

without letting them influence my own

Success Criteria: Remember to: make use of a range of concepts

relating to nutrition, movement, growth, reproduction, health and circulation

use processes such as using evidence from experiments, drawing conclusions and suggesting implications

Success Criteria: Remember to: describe the feelings that rock n’ roll

stirred up in both young and old give reasons why many older people

were shocked by rock n’ roll find out some facts about Teddy Boy

fashion of the 1950s describe Teddy Boy fashion in my own

words

Success Criteria: Remember to: listen carefully consider lyrics, originality, melody

Success Criteria: Remember to: choose appropriate names for my

fields include the ID

Cornwall Learning Publications 2013

English Medium Term Planning Week 1 Unit Narrative


Day 1 1hr Day 2 1hr Day 3 1hr Day 4 1hr Day 5 1hr

Objectives: I am learning to: check that a text makes sense to

me, discuss my understanding and explore the meanings of words in context to extend my vocabulary

summarise main ideas drawn from more than one paragraph

ask relevant questions to extend my understanding and knowledge

Objectives: I am learning to: ask questions to improve my

understanding


understanding

Objectives: I am learning to: discuss writing similar to that which I

am planning to write in order to understand and learn from its structure, vocabulary and grammar

evaluate my own and others’ writing

Objectives: I am learning to: identify the audience for and purpose

of the writing I am going to produce, and select the appropriate form

Outcomes: Pupils will: identify challenging vocabulary from

a passage and explore the definitions

write a brief summary of the passage

generate a range of challenging questions that would test a reader’s knowledge and understanding of a text

Outcomes: Pupils will: generate a range of questions about

the information in a passage they have read



Outcomes: Pupils will: write and evaluate their instructions

Outcomes: Pupils will: write a letter, leaflet or poster to try to

convince someone of their point of view

Success Criteria: Remember to: use my dictionary skills to find words

quickly choose only the important points for

my summary and leave out less important detail

challenge myself by searching for the deeper meaning of the passage to help me answer in-depth questions

Success Criteria: Remember to: compose my questions ambitiously

to challenge my readers’ understanding of the passage



Success Criteria: Remember to: write instructions that are fit for

purpose

Success Criteria: Remember to: sequence the ideas in my argument

and give examples to support my points


Mathematics Medium Term Planning Week 1 Unit Narrative



Objectives: I am learning to: understand place value

Objectives: I am learning to: use place value with decimals

Objectives: I am learning to: add and subtract numbers up to

three decimal places solve word problems involving

addition and subtraction

Objectives: I am learning to: use multiplication

Objectives: I am learning to: use a variety of methods to do

division

Outcomes: Pupils will: solve problems involving place value

Outcomes: Pupils will: explain their thinking when using

place value

Outcomes: Pupils will: decide whether addition or

subtraction is required and select an appropriate method to do it

Outcomes: Pupils will: select an appropriate method to do

multiplication

Outcomes: Pupils will: select an appropriate method to do

division

Success Criteria: Remember to: check my answers and explain my

thinking

Success Criteria: Remember to: check that my answer makes sense

because it is the right size

Success Criteria: Remember to: consider a variety of strategies and

give reasons for the one I choose






Languages Medium Term Planning Week 1 Unit Narrative


Languages 1hr

Blue text indicates coverage of objective within this lesson(NB: Objectives are all language learning objectives that reinforce the main theme and cross curricular objectives)Green text indicates inter cultural understanding addressed within this lesson

Objectives: I am learning to: listen attentively to spoken language and show understanding by joining in and responding explore the patterns and sounds of language through songs and rhymes and link the spelling, sound and meaning of words engage in conversations: ask and answer questions; express opinions and respond to those of others; seek clarification and help speak in sentences, using familiar vocabulary, phrases and basic language structures or using familiar words and phrases develop accurate pronunciation and intonation so that others understand when I read aloud present ideas and information orally to a range of audiences read carefully and show understanding of words, phrases and simple writing appreciate stories, songs, poems and rhymes in the language broaden my vocabulary and develop the ability to understand new words that are introduced into familiar written material, including using a dictionary write phrases from memory, and adapt these to create new sentences, to express ideas clearly describe people, places, things and actions orally and in writing understand basic grammar appropriate to the language being studied, including (where relevant); feminine, masculine and neuter forms and the conjugation of high-frequency verbs; key features and

patterns of the language; how to apply these, for instance, to build sentences; and how these differ from or are similar to English foster curiosity and deepen my understanding of the world

Outcomes: Pupils will: revise and practise general conversation questions read a text in French and make notes on meaning listen to authentic British and French music of the 1960s revise numbers to 100 in French research and write a simple fact file revise number bonds to 100 in French

Success Criteria: Remember to: practise asking and answering questions with a partner read a text in French and make notes research and write simple sentences about a member of the Beatles count up to 100 in French use the correct French vocabulary to add numbers to make 100




Week 2 hr = approx time English, maths and science continue with revision sessions. English focuses on punctuation, text style and content, questioning, instructions and informative writing. Science considers concepts and processes relating to plant features and growth, keys and classification, adaptation and food chains. Whilst maths continues with calculations and then moves on to fractions (including decimals and percentages). In history pupils find out about the Beatles, the behaviour of their fans, parents’ attitudes to the Beatles and what life was like for teenagers in the 1960s.Pupils use Britpop in music to help them produce their own short motif, and they add data validation to the music genre database they created last week in computing.

Please see over for English, Mathematics and Languages Medium Term Planning Week 2.

Science 2hrs History 1hr Music 1hr Computing 1hr

Objectives: I am learning to: express ideas about a range of processes

relating to living things apply these ideas to various contexts interpret information

Objectives: I am learning to: identify the influence of very successful

popular music artists (The Beatles or other) and describe the behaviour of their fans

use reasoning skills to develop a convincing explanation

Objectives: I am learning to: play and perform in solo and ensemble contexts,

using my voice and playing musical instruments with increasing accuracy, control and expression

listen with attention to detail and recall sounds with increasing aural memory

Objectives: I am learning to: see why data needs to be validated understand how to validate price, dates and

genre

Outcomes: Pupils will: identify and express relevant ideas apply their understanding to a variety of

contexts comprehend and interpret information

Outcomes: Pupils will: name the four members of the Beatles and

describe the behaviour of their fans make links and connections between

separate pieces of information put forward a convincing explanation

supported by reasons

Outcomes: Pupils will: produce a short motif taken from a Britpop song

Outcomes: Pupils will: add data validation for price, date and genre to

their database

Success Criteria: Remember to: make use of a range of concepts relating to

plant features and growth, keys and classification, adaptation and food chains


Success Criteria: Remember to: read each card carefully look for links and connections between cards organise cards into groups and clusters give headings to each group or cluster say what I think might happen and why

Success Criteria: Remember to: listen to others when playing consider dynamics consider pitch consider pulse

Success Criteria: Remember to: choose the appropriate validation for each data

type add as many genres as I can think of to my list





Objectives: I am learning to: use different types of questions to

read a passage for meaning


understanding


understanding

Objectives: I am learning to: use some devices to build cohesion

within and across my paragraphs

Objectives: I am learning to: use some devices to build cohesion

within and across my paragraphs

Outcomes: Pupils will: write questions about the

information in a passage of writing





Outcomes: Pupils will: write on a subject to inform others

about it

Outcomes: Pupils will: write on a subject to explain it to

others

Success Criteria: Remember to: make up questions about a passage

of writing to understand what it is about

Success Criteria: Remember to: compose my questions to challenge

readers’ understanding of the techniques the writer has used



Success Criteria: Remember to: write for a particular audience and

keep my purpose in mind

Success Criteria: Remember to: write for a particular audience and

keep my purpose in mind





Objectives: I am learning to: use multiplication and division

Objectives: I am learning to: use the four operations to solve

problems

Objectives: I am learning to: understand fractions

Objectives: I am learning to: calculate with fractions

Objectives: I am learning to: work with fractions decimals and

percentages

Outcomes: Pupils will: decide whether multiplication or

division is required

Outcomes: Pupils will: decide which operation is required

and select an appropriate order to do it in

Outcomes: Pupils will: interpret different representations of

fractions

Outcomes: Pupils will: add, subtract and multiply fractions

Outcomes: Pupils will: convert between different ways of

representing parts of a whole





Success Criteria: Remember to: select an appropriate representation

of a fraction

Success Criteria: Remember to: check my answers by thinking about

equivalent fractions

Success Criteria: Remember to: use what I know to work out

conversions




Languages 1hr


Objectives: I am learning to: listen attentively to spoken language and show understanding by joining in and responding explore the patterns and sounds of language through songs and rhymes and link the spelling, sound and meaning

of words engage in conversations: ask and answer questions; express opinions and respond to those of others; seek clarification and help speak in sentences, using familiar vocabulary, phrases and basic language structures or using familiar words and phrases develop accurate pronunciation and intonation so that others understand when I read aloud present ideas and information orally to a range of audiences read carefully and show understanding of words, phrases and simple writing appreciate stories, songs, poems and rhymes in the language broaden my vocabulary and develop the ability to understand new words that are introduced into familiar written material, including using a dictionary write phrases from memory, and adapt these to create new sentences, to express ideas clearly describe people, places, things and actions orally and in writing understand basic grammar appropriate to the language being studied, including (where relevant); feminine, masculine and neuter forms and the conjugation of high-frequency verbs; key features and


Outcomes: Pupils will: describe how somebody looks in French work with a partner to ask and answer questions spot the parts of the verbs Avoir and Etre use the verbs Avoir and Etre write sentences to describe how somebody looks

Success Criteria: Remember to: describe how somebody looks in French work with a partner to ask and answer questions identify the parts of Avoir and Etre use the verbs Avoir and Etre write sentences to describe how somebody looks




Week 3 hr = approx time English, maths and science continue with revision sessions. English focuses on formulating and composing a range of questions and writing and evaluating recounts. Science considers concepts and processes relating to materials as well as forces and space, in a week that contains two 2hr lessons. Whilst maths covers ratio and proportion, algebra and measurement. In history pupils find out about the punk movement and consider facts and opinions. Pupils produce their own top tips for performance and develop the motif they began last time in music and they create and customise a form to be used in their database in computing.Please see over for English, Mathematics and Languages Medium Term Planning Week 3.

Science 3/5 & 4/5 2hrs x 2 History 1hr Music 1hr Computing 1hr

Objectives: I am learning to: express ideas about a range of processes

relating to materials, forces and space apply these ideas to various contexts interpret information

Objectives: I am learning to: describe the features of different popular music

genres

Objectives: I am learning to: play and perform in solo and ensemble

contexts, using my voice and playing musical instruments with increasing accuracy, control and expression


Objectives: I am learning to: see why users need forms for entering data create a form in a database

Outcomes: Pupils will: identify and express relevant ideas apply their understanding to a variety of


Outcomes: Pupils will: describe what punk rock music was like explain why punk rock was controversial give reasons for and against punk deserving its

notorious reputation and reach their own conclusion about it

Outcomes: Pupils will: produce a short motif taken from a Britpop

song critically consider their own work

Outcomes: Pupils will: create and customise a form add at least 10 records to their database

Success Criteria: Remember to: make use of a range of concepts relating

to properties of materials, changes that occur such as from mixing, heating and burning and separation techniques to use with soluble and insoluble substances

make use of a range of concepts relating to magnetism, gravity, friction and reaction forces and to what causes day, month and year


Success Criteria: Remember to: separate facts and opinions look for differences of opinion explain how differences of opinion occur state my own opinion (backed by reasons)

Success Criteria: Remember to: listen to others when playing consider dynamics consider pitch consider pulse

Success Criteria: Remember to: add all the information for each record use the form to enter the data






understanding


understanding determine the author’s viewpoint

Objectives: I am learning to: use similar writing as a model for my

own

Objectives: I am learning to: use similar writing as a model for my

own

Objectives: I am learning to: evaluate my own and others’ writing



Outcomes: Pupils will: generate a range of question types

to explore the writer’s purpose and the writing’s context

Outcomes: Pupils will: write a recount

Outcomes: Pupils will: complete and improve their recount

Outcomes: Pupils will: complete and improve their recount




to challenge my readers’ understanding of the purpose and context of the passage

Success Criteria: Remember to: write a recount incorporating key

points

Success Criteria: Remember to: respond to feedback to improve my

writing of recounts

Success Criteria: Remember to: respond to feedback to improve my

writing of recounts





Objectives: I am learning to: apply ideas about ratio and

proportion

Objectives: I am learning to: use algebra to express relationships

Objectives: I am learning to: solve problems using money and

time

Objectives: I am learning to: solve problems involving length and

area

Objectives: I am learning to: solve problems involving a variety of

measures

Outcomes: Pupils will: solve problems involving proportion

and explain their method

Outcomes: Pupils will: use letters to replace numbers

Outcomes: Pupils will: write and solve problems on money

and time

Outcomes: Pupils will: solve problems in one, two and

three dimensions

Outcomes: Pupils will: select the appropriate units to solve

the problems

Success Criteria: Remember to: solve problems involving quantities

in a multiplicative relationship

Success Criteria: Remember to: work with letters representing

numbers

Success Criteria: Remember to: check the answer makes sense

Success Criteria: Remember to: explain the difference between

length, area and volume

Success Criteria: Remember to: check the answer makes sense




Languages 1hr




Outcomes: Pupils will: read out loud with good pronunciation read and understand some written French build verbs to make the past tense spot a past participle

Success Criteria: Remember to: read out loud in order to develop good pronunciation read and understand a French text learn how to form the Perfect Tense identify common past participles




Week 4 hr = approx time English, maths and science continue with revision sessions. English focuses on the importance of retrieval and inference and deduction questions once again, as well as characters and settings in narratives. Pupils write and evaluate their own stories, comparing their evaluations to published mark schemes. Science considers concepts and processes relating to light, reflection and shadows, nature and transmission of sound and the operation and representation of circuits. Whilst maths covers geometry, statistics and test papers. In history pupils find out about Live Aid and the role played by key figures, and consider the question; ‘Can pop stars change the world?’ A performance takes place in music (in the style of ‘Battle of the Bands’) and in computing pupils create searches in their database. The Unit Conclusion gives pupils the opportunity to ‘shine’ when they perform their history of pop music presentation.

Please see over for English, Mathematics and Languages Medium Term Planning Week 4.

Science 2hrs History 1hr Music 1hr Computing 1hr Unit Conclusion 1hr

Objectives: I am learning to: express ideas about a range of

processes relating to light, sound and circuits

apply these ideas to various contexts interpret information

Objectives: I am learning to: describe what Live Aid was and how

it came about describe how individuals can make a

difference in history

Objectives: I am learning to: play and perform in solo and

ensemble contexts, using my voice and playing musical instruments with increasing accuracy, control and expression

Objectives: I am learning to: search a database by keywords create searches or queries in a database

application

Objectives: I am learning to: prepare my work for presentation be creative with performance,

considering how the audience and performers are placed

Outcomes: Pupils will: identify and express relevant ideas apply their understanding to a variety


Outcomes: Pupils will: know why Live Aid took place and

what its organisers hoped to achieve explain the role played by Bob

Geldof and Midge Ure

Outcomes: Pupils will: perform prepared motifs in front of

an audience

Outcomes: Pupils will: search a variety of ways in their

database

Outcomes: Pupils will: create a presentation about the

history of British pop music incorporating live music performance

Success Criteria: Remember to: make use of a range of concepts

relating to the operation and representation of circuits, sources of light, reflection and shadows and production, nature and transmission of sound


Success Criteria: Remember to: carefully read the information on

each of the Live Aid cards decide which cards help to explain

how Live Aid began (sparks) decide which cards help to explain

how Live Aid developed momentum (flames)

decide which cards help to explain how Live Aid became a global phenomenon (fire)

Success Criteria: Remember to: play with confidence watch the musical director play with accuracy, control and

expression

Success Criteria: Remember to: close square brackets add my search term into the correct box

Success Criteria: Remember to: consider the audience and

performer positioning so that all performers can be seen shining by all the audience

present clearly, audibly and expressively






understanding


understanding

Objectives: I am learning to: consider how authors have

developed characters and settings in what I have read and listened to, when writing narratives,

Objectives: I am learning to: consider how authors have

developed characters and settings in what I have read and listened to, when writing narratives,


Objectives: I am learning to: evaluate and edit by assessing the

effectiveness of my own and others’ writing

Outcomes: Pupils will: generate a range of question types

to explore the writer’s purpose and the writing’s context

Outcomes: Pupils will: write questions about the

organisation of a passage of writing and the techniques the writer has used

Outcomes: Pupils will: write a story from an initial stimulus

Outcomes: Pupils will: write a story from an initial stimulus

Outcomes: Pupils will: identify how mark schemes are

applied to answers and compare middle answers with their own

Success Criteria: Remember to: compose questions ambitiously to

challenge my readers’ understanding of the purpose and context of the passage

Success Criteria: Remember to: generate questions about a passage

of writing to understand the techniques the writer has used

Success Criteria: Remember to: continue a narrative from an idea

given to me

Success Criteria: Remember to: continue a narrative from an idea

given to me and evaluate other’s work

Success Criteria: Remember to: compare my own work with the

sample answers in the mark scheme





Objectives: I am learning to: compare shapes by considering

their properties

Objectives: I am learning to: solve problems involving angles

Objectives: I am learning to: use coordinates

Objectives: I am learning to: construct and interpret graphs

Objectives: I am learning to: learn from doing a test

Outcomes: Pupils will: identify shapes and describe their

properties

Outcomes: Pupils will: identify the appropriate angle facts

to solve the problems

Outcomes: Pupils will: solve geometrical problems

involving coordinates

Outcomes: Pupils will: interpret a variety of graphs

Outcomes: Pupils will: categorise their errors and identify

slips

Success Criteria: Remember to: connect shapes with their properties

Success Criteria: Remember to: check whether my answer makes

sense

Success Criteria: Remember to: use the properties of shapes to fill in

missing information

Success Criteria: Remember to: use a graph to solve problems

Success Criteria: Remember to: improve my score by making sure

that I avoid silly mistakes




Languages 1hr




Outcomes: Pupils will: spot past participles look for patterns in language - understand that verbs in French end in er/ir/re look for patterns in language - understand that in French past participles end in é/i/u understand that there are exceptions to any rule! voir > vu faire> fait understand that the infinitive is the “to” form of the verb eg avoir = to have write sentences in the past tenseoptional - share learning in an assembly

Success Criteria: Remember to: identify past participles look for patterns in language - understand that verbs in French end in er/ir/re look for patterns in language - understand that in French past participles end in é/i/u understand that there are exceptions to any rule! voir > vu faire> fait understand that the infinitive is the “to” form of the verb eg avoir = to have (the simplest form of the verb with no subject) write sentences in the Perfect Tenseoptional - share learning in an assembly


Other Ideas

You will be targeting activity towards test preparation in school but balancing physical activity will be important. Therefore it is important to give pupils as much opportunity to take physical exercise as possible. This would be a good opportunity to play some team games, such as rounders, to allow pupils to let off steam and enjoy activities together

As part of the ‘hobbies’ element of this Unit pupils may wish to talk about or demonstrate to other pupils any sport that they are involved in out of school. This could be a good opportunity to see what sporting or leisure activities are available in your local area that pupils may be interested in trying. This could also lead to a discussion about the new sporting opportunities that await them at secondary school.

Those pupils who do not have a keen interest in sport should be encouraged to talk about how they choose to relax and may want to explain these activities to their peers.


Unit Launch Lesson 60 mins

NB: Remember to adapt and differentiate objectives, outcomes and success criteria for your own class!

Objectives:I am learning to: identify popular music from different eras identify the influence of music on other areas of

popular culture such as music and dance

Outcomes:Pupils will: identify popular British artists from different

generations and some of know some of their songs comment on how music has changed and

developed over the decades explore how dance and fashion has changed

accordingly

Success Criteria:Remember to: watch and listen carefully taking notes as I do so listen respectfully to others opinions without letting

them influence my own

Explain to pupils that during this Unit they are going to be spending quite a bit of time getting ready to show what they can do in their SATS and to help them with this you are going to be revisiting all the important maths, English and science topics that you have covered this year (and last!). However, the rest of their time on this Unit is going to be spent finding out about the history of British popular music and how British artists have helped to influence music all over the world.Ask pupils to name their favourite bands/artists and ask them if they know if they are British or not. (Compile 2 lists). Show pupils video clip http://www.youtube.com/watch?v=5DYUP_wPRpw of the opening ceremony of the London 2012 Olympics. While they are watching ask them to note down the names of any of the artists they hear or see.

The artists are divided up into decades

1960’s The Who – My Generation Millie – My Boy Lollipop The Beatles – She loves you The Kinks – All Day and All of the NightThe Rolling Stones – Satisfaction 1970’s

Eric Clapton – Wonderful Tonight (brief instrumental) The Specials – Message to you RudyDavid Bowie – StarmanQueen – Bohemian RhapsodyThe Sex Pistols – Pretty Vacant

1980’s New Order – Blue Monday Frankie Goes to Hollywood – Relax


http://www.youtube.com/watch?v=5DYUP_wPRpw

Soul to Soul – Back to Life Eurythmics – Sweet Dreams (are made of this)

1990’sUnderworld – Born SlippyThe Prodigy – FirestarterBlur – Song 2

2000’sDizzee Rascal – BonkersAimee Winehouse – ValerieMuse – UprisingTinie Tempah – Passout

NB. This is the playlist from the video clip which has been edited. If you choose to use an alternative clip of the ceremony please watch it carefully prior to showing the pupils to ensure it is suitable. Other artists or songs may feature on other clips.

Give pupils time to discuss the clip and talk about their favourites. Then show the clip again, pausing after each decade and scribing the names of the bands on to separate pieces of flipchart paper for each decade. At the end of the second viewing ask the pupils if they can think of any British bands or artists which are not included in the clip? Write their suggestions on the board and ask the whole class to decide which decade they should be added to? They may also wish to make comments on other things that have changed from each decade e.g. fashions, dance styles (see PowerPoint)

Divide pupils into three (or more) groups and explain that over the next few weeks during their history lessons they are going to be finding out more about the influential history of British pop music. Explain that each group is going to focus on one particular element of popular culture (dance, fashion, music, art - particularly album covers) linked to the different music. They will gather information about each of these to be used as part of the presentation in the Unit Conclusion


English Lesson Plans

English Lead Lesson 1/20 60 mins


Objectives:I am learning to: check that a text makes sense to me, discuss my

understanding and explore the meanings of words in context to extend my vocabulary

summarise main ideas drawn from more than one paragraph

ask relevant questions to extend my understanding and knowledge

Outcomes:Pupils will: identify challenging vocabulary from a passage and

explore the definitions write a brief summary of the passage generate a range of challenging questions that

would test a reader’s knowledge and understanding of a text

Success Criteria:Remember to: use my dictionary skills to find words quickly choose only the important points for my summary

and leave out less important detail challenge myself by searching for the deeper

meaning of the passage to help me answer in-depth questions

Resources required: A passage of non-fiction writing of about half a page: one of the early SAT reading test texts would be suitable.

StarterPupils read the first paragraph of the passage. They select three words that they think others might be unfamiliar with. In pairs or groups they explore the dictionary definitions of these words and decide on the exact meaning of each in the context of the passage.

MainPupils read the rest of the passage. In mixed ability pairs they discuss what the passage is about and attempt to summarise it in one or two sentences (with a maximum of one connective). You may wish to discuss these as a class, if reading for meaning is an area of development for them.Pairs are then asked to write a question about the passage that requires them to retrieve information from the text but does not require any inference or deduction. You may wish to challenge them to see if they can guess the question that was actually asked, if the passage comes from a past SAT paper.Pupils then compose a question that requires them to deduce or infer something from the passage.Snowball the pairs to make fours and have them answer each other’s questions orally. Evaluate.

PlenaryPupils consider up to three of the questions they have devised. The questions could be distributed to different groups, or one question considered as a whole class, in order to model the process. They work with a partner to write model answers and agree, as a group, what attributes the model answer should have. These features can be recorded on the working wall. If you have used an old SAT paper, you could share appropriate questions (former AF2 and AF3) for comparison and use the mark scheme to share a range of model answers. Can pupils see why the different possible answers were worth the marks allocated to them?


English Lesson 2/20 60 mins


Objectives:I am learning to: ask questions to improve my understanding

Outcomes:Pupils will: generate a range of questions about the information

in a passage they have read

Success Criteria:Remember to: compose questions ambitiously to challenge my

readers’ understanding of the passage

Resources required: A different passage of non-fiction writing of about a page: one of the early SAT reading tests would be suitable.

Proceed as yesterday:

StarterPupils read the first paragraph of the passage. They select three words that they think others might be unfamiliar with. In pairs or groups they explore the dictionary definitions of these words and decide on the exact meaning of each in the context of the passage.

MainPupils read the rest of the passage. In mixed ability pairs they discuss what the passage is about and attempt to summarise it in one or two sentences (with a maximum of one connective). You may wish to discuss these as a class, if reading for meaning is an area of development for them.Pairs are then asked to write a question about the passage that requires them to retrieve information from the text but does not require any inference or deduction. You may wish to challenge them to see if they can guess the question that was actually asked, if the passage comes from a past SAT paper.Pupils then compose a question that requires them to deduce or infer something from the passage.Snowball the pairs to make fours and have them answer each other’s questions orally. Evaluate.

PlenaryPupils consider up to three of the questions they have devised. The questions could be distributed to different groups, or one question considered as a whole class, in order to model the process. They work with a partner to write model answers and agree, as a group, what attributes the model answer should have. These features can be recorded on the working wall. If you have used an old SAT paper, you could share appropriate questions (former AF2 and AF3) for comparison and use the mark scheme to share a range of model answers. Can pupils see why the different possible answers were worth the marks allocated to them?

Have pupils consider what the differences are between writing and answering questions that require retrieval and those that require inference or deduction.









Resources required: A different passage of factual writing of about 2 pages: one of the early SAT reading tests would be suitable, or you may wish to use one the pupils have already

practised.

StarterPupils read the first two paragraphs of the passage. They select three words that they think others might not know the meaning of. In pairs or groups they devise ways to help someone understand what the words mean. They may relate the meaning to the spelling as well as the sound, or draw a cartoon style picture to help connect the sound and spelling of the word to its meaning. The class can then share these ideas and put some up on the working wall to help remind them what the word means.

MainPupils read the rest of the passage. Individually they summarise what the passage is about. They then agree on their tables what it is about and write it down in one sentence (with a maximum of one connective). Pupils are then invited to write a question about the passage that requires them to retrieve information from the text. It does not require any inference or deduction. You may wish to challenge them to see if they can guess the question that was actually asked if the passage comes from a past SAT paper.Pupils then write several questions that require them to deduce or infer something from the passage. This is a particularly common question type in the SAT papers. In pairs or groups, discuss the questions they have written and compare them. They discuss ‘what is the same’ and ‘what is different’ between their questions. They then decide on the key requirements of an inference/deduction question. These can be recorded on the working wall.

PlenaryPupils consider up to three of the questions they have devised. The questions could be distributed to different groups or one question considered as a whole class, in order to model the process. They write model answers and agree, as a group, what attributes the model answer should have. They synthesise what is needed for an answer to each type of question.




Objectives:I am learning to: discuss writing similar to that which I am planning to

write in order to understand and learn from its structure, vocabulary and grammar


Outcomes:Pupils will: write and evaluate their instructions

Success Criteria:Remember to: write instructions that are fit for purpose

Resources required: A set of interlocking plastic cubes, or coloured 2D shapes, per pair of pupils. They should have enough materials to construct a shape that is more than

straightforward. Digital cameras would be useful for pupils to record the final shape they build for later comparison with the results arrived at by others following their instructions!

StarterUse the scenario of writing instructions to make a shape from their materials. Ask each pair of pupils to make a shape and write a set of instructions for making the shape. When the shape is complete they photograph it, if possible, to compare with later constructions by others using their instructions.

MainPupils now compare the different sets of instructions for making their shape. Through discussion of what makes effective instructions and trying to make the shape from the instructions, they agree on a model response. They also assemble a guide for evaluating a set of instructions. They notice where they could improve their own response.Pupils now exchange their model instructions with another group and attempt to make the new shape. They amend their guide to include any new ideas they have about writing instructions.

PlenaryPupils discuss their guides as a class and the teacher draws out key features, such as the sequencing, clarity, accuracy of language and technical accuracy of the sentences.




Objectives:I am learning to: identify the audience for and purpose of the writing I

am going to produce, and select the appropriate form

Outcomes:Pupils will: write a letter, leaflet or poster to try to convince

someone of their point of view

Success Criteria:Remember to: sequence the ideas in my argument and give

examples to support my points

Use a scenario on persuasive writing from the PowerPoint or make up one of your own. Invite the pupils to undertake the piece of writing - some groups spend some time planning together first and others start writing straight away. Each pupil should produce their own piece of writing. After 20 minutes or so stop them and encourage them to share what they have written in their groups. They should discuss what went well for their group’s writing and what could be better. They should agree on 2 key points that needed to be included for a good piece of writing. What difference did having some planning time make?

The class share their key points – sequencing ideas, giving examples to support points made, using vivid language etc. They then share what the benefits of planning are and what pitfalls there may be in a time constrained situation.



Objectives:I am learning to: use different types of questions to read a passage

for meaning

Outcomes:Pupils will: write questions about the information in a passage

of writing

Success Criteria:Remember to: make up questions about a passage of writing to

understand what it is about

Resources required: A different passage of non-fiction writing: one of the early SAT reading tests would be suitable.

Another lesson focusing on the requirements of retrieval and inference and deduction questions. Follow the format of lesson 2 or 3, depending on the needs of your pupils.







Success Criteria:Remember to: compose questions to challenge readers’

understanding of the techniques the writer has used

Resources required: The same passage of writing that was used in lesson 6.

StarterPupils read the first three sentences of the second paragraph of the passage. They select three instances of punctuation. In pairs or groups they discuss and agree why those items of punctuation were used. They make some suggestions as to how the punctuation could be changed and what effect that would have on the three sentences. The class can then share these ideas and decide which they like the best and why.

MainPupils read the whole of the passage. Individually they summarise the different ways the text is organised in each section. They then agree on their tables what these are. They discuss and agree on why the text is organised in these ways in the different sections. What is the purpose of using a different style? You may wish to discuss these as a class in order to agree some pointers for pupils’ writing in different genres.

Pupils are then invited to write a question about the passage that requires them to notice the organisation of the text. It does not relate to the actual subject matter, just the nature and purpose of it. You may wish to challenge them to see if they can guess a question that was actually asked if the passage comes from a past SAT paper.

Pupils are then invited to write a question about the passage that requires them to notice the use of language in the text. This is where a particular word or phrase is used to convey meaning without that meaning being explicit. You may wish to challenge them to see if they can guess a question that was actually asked if the passage comes from a past SAT paper.

PlenaryPupils consider up to three of the questions they have devised. The questions could be distributed to different groups or one question considered as a whole class in order to model the process. They write model answers and agree, as a group, what attributes the model answer should have. These features can be recorded on the working wall.









Resources required: A different passage of writing: one of the early SAT reading tests would be suitable.

Another lesson focusing on the requirements of questions. Follow the format of lesson 2 or 3, depending on the needs of your pupils.



Objectives:I am learning to: use some devices to build cohesion within and

across my paragraphs

Outcomes:Pupils will: write on a subject to inform others about it

Success Criteria:Remember to: write for a particular audience and keep my purpose

in mind

StarterUse two scenarios on informative writing from the PowerPoint or choose two of your own. Half the class should do one of them and the other half should do the other one. Before they begin, have them consider the topic they have not chosen and compose searching questions about this. They should not see the questions for their own topic until they have completed the task.

MainPupils undertake the task. You may wish them to do this individually or in pairs or groups. If they are working individually it is useful if they can share notes and ideas but the writing itself must be theirs. They should spend 20 to 25 minutes on this task.

PlenaryThe pupils swap their writing with the groups doing the other task. Pupils then look at the writing to attempt to answer the questions they wrote in the starter task. They must be careful to use only the information in the writing, not what they know from elsewhere.For each question they should summarise whether they could answer it from any of the writing and if not, why not. They then give feedback to the writers of the text on how they might improve it.Finally the class come together to share experiences and key points.



Objectives: Outcomes: Success Criteria:


I am learning to: use some devices to build cohesion within and

across my paragraphs

Pupils will: write on a subject to explain it to others

Remember to: write for a particular audience and keep my purpose

in mind

StarterAs in lesson 9 but for a scenario on explanation.

MainAs in lesson 9 but for a scenario on explanation.

PlenaryAs in lesson 9 but for a scenario on explanation.






Success Criteria:Remember to: compose questions ambitiously to challenge


Resources required: A different passage of writing: one of the earlier SAT reading tests would be suitable.





-68Outcomes:Pupils will: generate a range of question types to explore the

Success Criteria:Remember to: compose questions ambitiously to challenge


determine the author’s viewpoint writer’s purpose and the writing’s context readers’ understanding of the purpose and context of the passage

Resources required: The same passage of writing that was used in lesson 11.

StarterPupils read the third paragraph of the passage. They select three key sentences from it. These should be paragraph topic sentences or other significant sentences that set the tone of the text e.g. direct questions to the reader, assertions or opinionsIn pairs or groups they discuss and agree why those sentences were used. They make some suggestions as to how these sentences could be changed and what effect that would have on the paragraph. The class can then share these ideas and decide which they think is best and why.

MainPupils read the whole of the passage. Individually they write down what they think the author’s viewpoint is. They then agree on their tables what this is. They discuss and agree on whether this is consistent across the whole passage and what the purpose is of writing the piece? You may wish to discuss as a class whether this varies for writing in different genres.

Pupils are then invited to write a question about the passage that requires the respondent to notice and comment on the viewpoint of the writer. It may relate to the viewpoint of the writer through considering the audience or purpose of the writing. You may wish to challenge pupils to see if they can correctly predict a question that was actually asked if the passage comes from a past SAT paper.

Pupils are then invited to write a question about the passage that requires them to notice any cultural references in the text. This is where a particular word or phrase is used that is specific to a particular time or place or to a distinctive genre of writing. You may wish to challenge them to see if they can guess a question that was actually asked if the passage comes from a past SAT paper.

PlenaryPupils consider up to three of the questions they have devised. The questions could be distributed to different groups or one question considered as a whole class, in order to model the process. They write model answers and agree, as a group, what attributes the model answer should have. These features can be recorded on the working wall.



Objectives:I am learning to: use similar writing as a model for my own

Outcomes:Pupils will: write a recount

Success Criteria:Remember to: write a recount incorporating the key good points


StarterPupils discuss what makes a good recount, assembling ideas for the class. They may refer to some of the reading tasks to help them with this. They order them, selecting three key ones that should always be used.

MainUse a scenario on recounts from the PowerPoint or use one of your own. Pupils complete the task individually. They spend the rest of the lesson on it, making sure they include the key points agreed in the starter task.

PlenaryTo be continued next lesson.



Objectives:I am learning to: use similar writing as a model for my own

Outcomes:Pupils will: complete and improve their recount

Success Criteria:Remember to: respond to feedback to improve writing of recounts

StarterPupils spend 15 minutes amending and/or completing their recount.

MainPupils work in pairs to evaluate each other’s recounts. They look for the key points agreed in the previous lesson. They check for coherence overall in the sequencing of events; coherence in each paragraph; interesting and varied sentences and vocabulary; fitness for purpose; technical accuracy.

PlenaryPupils rewrite their recount to take account of the feedback given. They make notes for themselves to support them in improving their writing next time.



Objectives:I am learning to: evaluate my own and others’ writing

Outcomes:Pupils will: complete and improve their recount

Success Criteria:Remember to: respond to feedback to improve writing of recounts

This lesson could be used to continue the work on recounts, either on the same piece or using another example.


It could also be used to work on another genre of writing where you have identified that the class needs more support.




Outcomes:Pupils will: generate a range of question types to explore the

writer’s purpose and the writing’s context


readers’ understanding of the purpose and context of the passage

Resources required: A different passage of writing: one of the early SAT reading tests would be suitable.





Outcomes:Pupils will: write questions about the organisation of a passage

of writing and the techniques the writer has used

Success Criteria:Remember to: generate questions about a passage of writing to

understand the techniques the writer has used

Resources required: A passage of writing; perhaps one of the SAT reading tests.

Another lesson focusing on the requirements of text structure and language choice questions. Follow a similar format to lesson 7, depending on the identified needs


of your pupils.



Objectives:I am learning to: consider how authors have developed characters

and settings in what I have read and listened to, when writing narratives,

Outcomes:Pupils will: write a story from an initial stimulus

Success Criteria:Remember to: continue a narrative from an idea given to me

StarterUse one of the ‘What happens next’ scenarios or make up one of your own. The class brainstorm the possibilities, however fantastical they may be.

MainPupils write their narrative.

PlenaryDeferred to next lesson.



Objectives:I am learning to: consider how authors have developed characters

and settings in what I have read and listened to, when writing narratives,


Outcomes:Pupils will: write a story from an initial stimulus

Success Criteria:Remember to: continue a narrative from an idea given to me and

evaluate other’s work

StarterPupils have more time to develop their narrative. After 15 minutes they are stopped, having been warned that they should be finishing soon.

MainPupils work in pairs to evaluate each other’s work. They consider whether the structures and language are fit for purpose for the story being told. They link the nature of the story to the structures and language and then comment on what was good and what could be improved. Have them consider whether or not they have made


effective use of the limited time available and how they could have used it even more effectively.

PlenaryKey ideas are brought out and the class discuss and agree some key points for their writing of narratives.



Objectives:I am learning to: evaluate and edit by assessing the effectiveness of

my own and others’ writing

Outcomes:Pupils will: identify how mark schemes are applied to answers

and compare middle answers with their own

Success Criteria:Remember to: compare my own work with the sample answers in

the mark scheme

Pupils may have done some practice test papers or tasks. They should use this lesson to apply the key points they have discussed to the outcomes in their test papers. They decide on three key things that they must remember to do in their reading and writing. Finally they can go through their papers to see how many extra marks they could have gained by following these three key things. You can share the mark scheme with its model answers and different mark values with the pupils. Share the question and the range of answers and have them arrange the answers in mark order (without seeing the marks awarded) and identify which elements of each answer were worth the marks. Then share the actual marks awarded and have pupils compare with their own gradings.


Mathematics Lesson Plans

Mathematics Lead Lesson 1/20 - Place Value 60 mins


Objectives:I am learning to: understand place value

Outcomes:Pupils will: solve problems involving place value

Success Criteria:Remember to: check my answers and explain my thinking

Starter

Use the digit cards 3, 8, 5 and 2 to make: Four 3 digit numbers, writing them on pieces of paper in order with the smallest first; combine your set with your partner’s and order the new set; join with another

pair and combine all of your numbers, putting them in order. Are there any numbers which you haven’t got so far? Add them to the set in the right position. Compare with other groups in the class – which group has the largest set of different numbers in the correct order?

Now use the four digits, working in pairs, to make: The largest 4 digit number The smallest 4 digit even number The 4 digit number nearest to 3000 The largest 4 digit multiple of 5 The largest 3 digit multiple of 3 And so on…..

Main

Here is a sequence:4 7 10 13…What are the next two terms in the sequence?What is the term to term rule?What are the three terms before it starts?The sequence is reversed, what is the term to term rule now?Each term is multiplied by 10, what is the term to term rule now?


Does the number 93 belong in this sequence? How do you know?Does the number 9001 belong in this sequence? Explain how you decide.How can you tell whether a number is in this sequence?What is the first term after 1000? How did you work it out? Compare your method with another pupil. Which do you think is better?

Here is another sequence. It is a linear sequence (goes up in equal steps). Some terms have been missed out:17 ……… 41There is one term missing. What is it?There are two terms missing. What are they?There are seven terms missing. What are they?Can you do this for any number of missing terms?Are there any numbers of terms which will not work? How can you predict which ones will work?

Plenary (at least 15 mins)

Choose one of the ‘write your own exam questions’ scenarios, the 3 digit cards or the sequences, and write your own question.Write out the answer, explaining what you have done carefully.Now mark the wrong answer on the slide. Give feedback to help the person understand where they went wrong and avoid the same mistake again.If pupils need more practice with these ideas you could use the same questions or scenarios and change the numbers.


Mathematics Lesson 2/20 – Place Value 60 mins


Objectives:I am learning to: use place value with decimals

Outcomes:Pupils will: explain their thinking when using place value

Success Criteria:Remember to: check that my answer makes sense because it is

the right size

Starter

Use the resource sheet 2.1Extend this for different groups of pupils by asking for different kinds of numbers (more decimal places for example), general descriptions of the numbers that would work (all the numbers between 95 and 105 including 95 but not 105) or by changing the column headings to force the discussion of decimals.Pupils could also choose their own column headings and numbers.Resource sheet 2.2 could be used here or used as a starter later in the Unit to remind pupils.

Main

Use resource sheet 2.3 to explore place value in decimals, encourage the pupils to use numbers up to three decimal places.Resource sheet 2.4 should be printed, copied and cut up for pupils to work in groups of 4. They should sort the cards into matching sets. There are some cards which have not been included, such as answers to some of the calculations. Pupils can add to the set by writing these on sticky notes or blank pieces of paper. This can be extended by the pupils writing more situations where the calculation might be required and even to writing word problems that require that calculation.The matching sets can then be assembled on a poster with explanations of why the cards match and details of working for some of the calculations.

Plenary

Use resource sheet 2.5 and encourage pupils to write their own test question. It does not need to focus around place value!They should answer their questions and write some wrong answers, explaining the mistake and giving feedback to the pupil. This can be done in pairs.


Mathematics Lesson 3/20 - Calculation 60 mins


Objectives:I am learning to: add and subtract numbers up to three decimal places solve word problems involving addition and subtraction

Outcomes:Pupils will: decide whether addition or subtraction is required

and select an appropriate method to do it

Success Criteria:Remember to: consider a variety of strategies and give

reasons for the one I choose

Starter

Use resource sheet 3.1.Pupils consider each calculation and decide how they will work it out.They discuss with another pupil why they have chosen that method.They then do the calculation using their chosen method, then in another way to check it.

Main

Use resource sheet 3.2.Resource sheet 3.2 should be printed, copied and cut up for pupils to work in groups of 4. They should sort the cards into matching sets. There are some cards which have not been included, such as answers to some of the calculations. Pupils can add to the set by writing these on sticky notes or blank pieces of paper. This can be extended by the pupils writing word problems that require that calculation.The matching sets can then be assembled on a poster with explanations of why the cards match and details of working for some of the calculations. These might include representations such as number lines or bars.Pupils could then extend this by creating a set of word problems using 3 and 15 that do not require addition or subtraction.Pupils could then extend this by summarising types of word problems that require either addition or subtraction to solve them.

Plenary

Resource sheet 3.3 gives an ‘Always, sometimes, never’ activity to address the major misconception about subtraction.Or resource sheet 3.4 has a ‘Write your own test question’ to do.

Mathematics Lesson 4/20 – Calculation 60 mins



Objectives:I am learning to: use multiplication

Outcomes:Pupils will: select an appropriate method to do multiplication

Success Criteria:Remember to: consider a variety of strategies and give reasons for

the one I choose

Starter

Use resource sheet 4.1 and encourage pupils to find as many sets of exactly four as they can, describing them using mathematical language. Allowing sets of two or three numbers with a common theme makes this more accessible.Possible extensions include:Which number would you like to add to the set?Make up a set of numbers like this with as many sets of four numbers as you can.

Main

Use resource sheet 4.2 and encourage pupils to ‘scope out’ the calculations.To scaffold this for some pupils use questions like:Could you use a mental method?What number facts do you know that might help?Have you done one like this before?Pupils then choose a calculation and explain how they do it. This can be written in their exercise book or to make a poster or using IT (PowerPoint, Scratch, Word etc.). It could also be verbal, using a talking tin or filmed with an iPad or similar.They can then compare strategies and discuss how efficient they are in terms of time taken and accuracy.This can be repeated with other calculations on the resource sheet or you may prefer to make up questions where the class have found difficulties previously.Extend this to decimals by using the same calculations but introduce a decimal point in one of the numbers. Draw out the idea that it’s just the same as with whole numbers.

Plenary

Use resource sheet 4.3 and encourage pupils to generate as many other calculations as they can based on 6 x 2 = 12. They should justify their choices for some of them.




Objectives:I am learning to: use a variety of methods to do division

Outcomes:Pupils will: select an appropriate method to do division

Success Criteria:Remember to: consider a variety of strategies and give reasons for the one I

choose

Starter

Use resource sheet 5.1 to explore this misconception about division. Calculators are helpful here as they demonstrate that it matters which way round the numbers go with division but not with multiplication. This should build on the understanding from the plenary in lesson 4.This is developed further in lessons 6 and 7 but could usefully be explored here as well.

Main (as lesson 4 on multiplication methods)

Use resource sheet 5.2 and encourage pupils to ‘scope out’ the calculations.To scaffold this for some pupils use questions like:Could you use a mental method?What number facts do you know that might help?Have you done one like this before?Pupils then choose a calculation and explain how they do it. This can be written in their exercise book or to make a poster or using IT (PowerPoint, Scratch, Word etc.). It could also be verbal, using a talking tin or filmed with an iPad or similar.They can then compare strategies and discuss how efficient they are in terms of time taken and accuracy. Discuss what strategies there are for dealing with the remainder.This can be repeated with other calculations on the resource sheet or you may prefer to make up questions where the class have found difficulties previously.Extend this to decimals by using the same calculations but introduce a decimal point in one of the numbers. Draw out the idea that it’s just the same as with whole numbers.

Plenary

Use resource sheet 5.3 and invite pupils to write their own TEST question. They can write out a correct solution and identify the likely mistakes that people might make. If there is time these can be ‘road-tested’ with other pupils in the class who can then give feedback on how much the question made them think or tested their mathematical knowledge.




Objectives:I am learning to: use multiplication and division

Outcomes:Pupils will: decide whether multiplication or division is required

Success Criteria:Remember to: consider a variety of strategies and give reasons for

the one I choose

Starter

Use resource sheet 6.1 and do the activity.Make sure the pupils can justify the word problem they have written – a useful check is that the answer to the word problem is the same as the answer in the number sentence and that the same 3 numbers are involved.

Main

Use resource sheet 6.2.Pupils sort the cards so that the calculations and problems and answers match. The sets will not all be the same size or include all of the ‘items’. Pupils should add to the sets using sticky notes or equivalent, aiming to write more word problems so that they get a feel for the structure of multiplication and division problems.They can then record their work in their book or on a poster by choosing one of the sets and explaining the connections to justify their choices.They can consider the general features of the problems and write some guidelines for themselves when deciding which operation to use.

Plenary

Use resource sheet 6.3.Finding as many ways as you can to justify which is the odd one out encourages the pupils to consider what is the same and what is different, about the three items.They could then try making up their own Odd One Out problem.

Mathematics Lesson 7/20 - Calculation 60 mins


Objectives:I am learning to:

Outcomes:Pupils will:

Success Criteria:Remember to:


use the four operations to solve problems decide which operation is required and select an appropriate order to do it in

consider a variety of strategies and give reasons for the one I choose

Starter

Use resource sheet 7.1. Pupils should have some ideas of the precedence of operations. Multiplication is repeated addition and division can be thought of as repeated subtraction so these two operations have precedence over addition and subtraction. When calculations involve both multiplication and division these are worked from left to right. When calculations involve both addition and subtraction these are also worked from left to right.Pupils should calculate the answers and be able to justify them. A scientific calculator can be used to check (simpler calculators may not give the correct answer).

Main

Use resource sheet 7.2Pupils sort the cards so that the calculations and problems and answers match. The sets will not all be the same size or include all of the ‘items’. Pupils should add to the sets using sticky notes or equivalent, aiming to write more word problems so that they get a feel for the structure of each type of problem.They can then record their work in their book or on a poster by choosing one of the sets and explaining the connections to justify their choices.They can consider the general features of the problems and write some guidelines for themselves when deciding which operation to use.

Plenary

Use resource sheet 7.3Another opportunity to write a TEST question and explore the relationship between multiplication and division. A possible extension is to ask pupils to write a question that requires 5 to be added or subtracted at some point.

Mathematics Lesson 8/20 – Fractions (including decimals and percentages) 60 mins


Objectives:I am learning to: understand fractions

Outcomes:Pupils will: interpret different representations of fractions

Success Criteria:Remember to: select an appropriate representation of a fraction

Starter


Use resource sheet 8.1.Record what the pupils know about fractions and note any misconceptions. Pupils can then write down all that they know about one of the given fractions or another one entirely (differentiate as appropriate).

Main

Use resource sheet 8.2.Pupils sort the cards into sets according to the fraction represented. They (should) notice the sets are different sizes and some representations are missing for each fraction. They can add these to the sets using sticky notes.They can then choose another fraction and generate the representations for that one too, as well as suggest further representations.Pupils can then select one of the fractions they have worked with and record the set in their exercise book or on a poster. They should justify the ‘matching’ and give examples of when the representations may be used in real life or in other areas of mathematics.

Plenary

Use resource sheet 8.3Pupils can write solutions to their questions. A group can order their questions according to how difficult they think they are, justifying what makes one question easier or harder than another.



Objectives:I am learning to: calculate with fractions

Outcomes:Pupils will: add, subtract and multiply fractions

Success Criteria:Remember to: check my answers by thinking about equivalent fractions

Starter

Use resource sheet 9.1.Pupils can record their choices remembering to justify using diagrams, or calculations that the fractions are equivalent.


Pupils can add to the set of fractions with some equivalent to the ones on the slide, or by choosing a different fraction to generate some more.

Main

Use resource sheet 9.2Pupils select pairs of fractions then add, subtract or multiply them. They look for the answer amongst the other fractions. They collect fraction calculations that have their answers within the set of cards.Extend to find groups of four fractions in the set where three combine to make the fourth fraction.Pupils choose some of the calculations to explain in greater depth, together with any strategies that helped them find the groups of fractions. They share their ideas with the class via a working wall or class discussion.

Plenary

Use resource sheet 9.3Pupils explain the difference between the two calculations. They can then write a question that uses both ideas, perhaps a best buy comparison.



Objectives:I am learning to: work with fractions decimals and percentages

Outcomes:Pupils will: convert between different ways of representing

parts of a whole

Success Criteria:Remember to: use what I know to work out conversions

Starter

Use resource sheet 10.1See how many different equivalences you can get from the one shown.What are the most useful ones for getting others?


Main

Use resource sheet 10.2.Pupils match cards that represent the same proportion. They add to the set so that they have sets of three with a fraction, decimal and percentage that are equivalent. They deduce further sets of three from the ones that they have.They choose one of the more challenging sets of three to record and explain in their exercise books. They then write a question for each representation that is appropriate for that representation. For example, the percentage might be a saving in a sale, the decimal might be a length or other measure and the fraction may arise from sharing an amount.

Plenary

Use resource sheet 10.3Encourage pupils to explain their reasoning with diagrams. They can then make up a harder version themselves.And/or use resource sheet 10.4This addresses one of the misconceptions where pupils rearrange the digits to convert them rather than base it on an understanding of what the representations mean. Pupils can explain why the three representations are different.

Mathematics Lesson 11/20 – Ratio and proportion 60 mins


Objectives:I am learning to: apply ideas about ratio and proportion

Outcomes:Pupils will: solve problems involving proportion and explain

their method

Success Criteria:Remember to: solve problems involving quantities in a

multiplicative relationship

Starter

Use resource sheet 11.1Pupils should explain their reasoning carefully and give an example to make it clear.

Main

Use resource sheet 11.2There are many different ways that pupils can write a TEST question around a recipe. Encourage them to recall questions that they have answered about recipes


and try to think of some questions that are similar to those and some that are completely different.They should write a solution to their question and note several mistakes that they think other pupils might make when answering their question. These should include misconceptions and careless errors. They should consider some advice to give those pupils to stop them making the same mistake again.

Plenary

Use resource sheet 11.3Pupils should justify their reasoning. They can explore how shapes look if you double or treble their lengths or add the same amount to each length. This develops their understanding of multiplicative reasoning.

Mathematics Lesson 12/20 - Algebra and pre-algebra 60 mins


Objectives:I am learning to: use algebra to express relationships

Outcomes:Pupils will: use letters to replace numbers

Success Criteria:Remember to: work with letters representing numbers

Starter

Use resource sheets 12.1 and 12.2Ask the pupils to explain their reasoning with examples and diagrams.

Main

Use resource sheet 12.3Pupils can write their solutions to their questions. A group can order their questions according to how difficult they think they are, justifying what makes one question easier or harder than another.Use resource sheets 12.4 and 12.5Encourage pupils to explore the two statements and convince themselves of the answer. This can be extended to consider multiplication and division in the same way. They can then summarise their findings with examples to support their explanations.


Plenary

Use resource sheet 12.6 Again pupils can write their questions with solutions. They can write a spoof answer with errors in it and mark this with some feedback.Use resource sheet 12.7Pupils can explore this problem. They can extend it by asking: What if there are three numbers? or, What if decimals are allowed?

Mathematics Lesson 13/20 - Measurement 60 mins


Objectives:I am learning to: solve problems using money and time

Outcomes:Pupils will: write and solve problems on money and time

Success Criteria:Remember to: check that the answer makes sense

Starter

Use resource sheet 13.1Pupils should explore all possibilities and identify cases where there is no answer. In these cases they should explain why they are confident that there is no answer.

Main

Use resource sheet 13.2Pupils write their questions. They write out a solution. They swap questions and try to answer each other’s questions. If they get stuck the author of the question explains how to do it.They order the questions in their groups according to level of difficulty. They agree on the aspects that make a question more or less difficult. They then write a question that is harder (or easier) than all of the ones they have on the table.

Plenary

Use resource sheet 13.3


Pupils answer the question, writing their solution out fully to explain their strategy.Pupils discuss the variety of approaches their peers have taken and select those they consider to be better than the rest.



Objectives:I am learning to: solve problems involving length and area

Outcomes:Pupils will: solve problems in one, two and three dimensions

Success Criteria:Remember to: explain the difference between length, area and

volume

Starter

Use resource sheet 14.1Pupils answer the question. It can be made more accessible by selecting just two of the lengths and ordering them.Pupils can then write some more questions based on the lengths on the resource sheet.For example: Give an example of something with a length of 1 inch, or What distance is halfway between 7000m and 5 miles?

Main

Use resource sheet 14.2Pupils should give examples of the perimeter reducing, staying the same and increasing. Use resource sheet 14.3Pupils explore possible answers. Extend by asking: What if the length and width were not whole numbers?Pupils can go on to explore possible areas of rectangles with perimeter 36 cm. They can start by considering cases where the length and width are whole numbers.

Plenary

Use resource sheet 14.4


Pupils attempt the question, starting by writing down what they can work out. They work in pairs or groups discussing their strategies.To finish pupils write down what the differences are between length, area and volume.



Objectives:I am learning to: solve problems involving a variety of measures

Outcomes:Pupils will: select the appropriate units to solve the problems

Success Criteria:Remember to: check the answer makes sense

Starter

Use resource sheet 15.1Sort as indicated and include an item that would be measured using each unit. Extend by including conversions between appropriate units.

Main

Use resource sheet 15.2.Pupils make up some questions, sharing ideas as the questions become more complex.Introduce the idea of cost, the price of a bottle of water and the selling price of each glass if they are refreshments at a fete. Is a profit required? Pupils make up a question that brings in these considerations.Next introduce the idea of time i.e. the fete lasts 3 hours and glasses of water are selling at a particular rate per half hour. Ask pupils, How many bottles will be used? There is a certain number of bottles available– will more be needed?Pupils use their own values for these items, discussing them and trying to ensure they are sensible. They then make up a complex question involving all of these ideas. They also write out an exemplar solution describing how the problem was solved.

Plenary

Use resource sheet 15.3Pupils estimate the value that the arrow is pointing to. They then choose other values of A and B and again estimate the value that the arrow points to. Extend by saying – the arrow is pointing to 1.85, what are the values of A and B?Pupils finish by listing the areas of measurement they feel confident with and those where they need more practice.


Mathematics Lesson 16/20 - Geometry 60 mins


Objectives:I am learning to: compare shapes by considering their properties

Outcomes:Pupils will: identify shapes and describe their properties

Success Criteria:Remember to: connect shapes with their properties

Starter

Use resource sheet 16.1Unscramble the words and write a definition of them or draw a diagram to show what they mean.Optional extension, write questions that test understanding of the word.

Main

Use resource sheets 16.2, 16.3, 16.4 (You could use a mini whiteboard instead of 16.3 and 16.4)Pupils, working in pairs or groups, choose two pairs of properties for the rows and columns of the Carroll diagram. They place the shapes in the appropriate cell of the diagram, justifying their choices. They may need to qualify the shapes, such as a symmetrical trapezium would have some equal sides and angles but a general one would not.Sometimes a cell may not have any shapes in it: pupils can devise a shape to go into it or try to explain why that is not possible.They can then try another pair of properties. Alternatively pupils can rotate to other groups and check their work.They then choose one Carroll diagram to record in their books or on a poster with some explanation of why the shapes are where they are.

Plenary

Use resource sheet 16.5Pupils find a geometrical shape within the design and justify their assertion with reference to the properties of the shape. Then they find another, and another, justifying their choices each time. You could challenge them to find a shape that no-one else in the class will find…




Objectives:I am learning to: solve problems involving angles

Outcomes:Pupils will: identify the appropriate angle facts to solve the problems

Success Criteria:Remember to: check whether my answer makes sense

Starter

Use resource sheet 17.1Pupils unscramble the words and write a definition of them or draw a diagram to show what they mean.Optional extension, write questions that test understanding of the word.

Main

Use resource sheet 17.2Pupils can begin by writing some very easy questions, such as Identify an obtuse angle in the diagram. They can then gradually build up the difficulty of the questions. The harder questions will involve choosing a value for an angle or some angles and then calculating others. The notion of how much information you need in order to work out something is very powerful.They can then list the facts that they used in their questions in order to identify some that have not been used. They write a question, possibly with a new diagram, that addresses some of those other facts.

Plenary

Use resource sheet 17.3 (same diagram as 16.5)Pupils should have some copies of the diagram or it can be done collectively on the board. They identify a pair of equal angles, justifying their choice, then find as many other angles as they can that are also equal to them, justifying their choices each time.They list the angle facts that they have used in order to do this.




Objectives:I am learning to: use coordinates

Outcomes:Pupils will: solve geometrical problems involving coordinates

Success Criteria:Remember to: use the properties of shapes to fill in missing information

Starter

Use resource sheet 18.1Pupils write down the coordinates as directed. They then look for patterns in the coordinates, recording them in words. They can then try to express the patterns algebraically.

Main

Use resource sheet 18.2Pupils answer the questions on the slide, justifying their answers with reference to the properties of the shape and the coordinate grid.Extension: The line is a diagonal of a shape, what are the coordinates of the other corners if it is a square, or rectangle, or …?Pupils can then look for patterns in the coordinates for each of their shapes. When they notice one, they should record it and explain it, with reference to the properties of the shape.

Plenary

Pupils reflect on the work they have done on shapes, transformations and coordinates. They record and explain anything new that they have discovered. They write down some questions that they could be asked about the topic in their test paper.

Mathematics Lesson 19/20 - Statistics 60 mins






construct and interpret graphs interpret a variety of graphs use a graph to solve problems

Starter

Use resource sheet 19.1Invite the pupils to explore the problem, possibly finding a solution through trial and error.Possible questions to ask to support them are:What do you know?What does that mean?What can you find out?When they have spent about five minutes on it they should summarise what they have done on a mini-whiteboard, this may include full solutions. Invite the pupils to look around at the different ideas and select one that seems best.Share ideas about which are best and why.

Main

Use resource sheet 19.2Pupils write questions about the pie chart. They consider what data the chart could represent and use this to write some different questions. They challenge each other by giving the answers to questions and inviting them to work out what the question might be.They choose a total for the number of items represented in the pie chart and draw a bar chart of the data. They write questions about the bar chart, noticing whether they are asking the same questions as for the pie chart. They then consider which they find easier to interpret.The class share the advantages and disadvantages of each representation.

Plenary

Use resource sheet 19.3Pupils answer the questions on the resource sheet, explaining their reasoning. They then make up other questions about the graph. They consider what other graphs like this they could draw and what the advantages are of a graph over a ready reckoner, or doing the calculation.

Mathematics Lesson 20/20 – Test papers 60 mins


Objectives:I am learning to: learn from doing a test

Outcomes:Pupils will: categorise their errors and identify slips

Success Criteria:Remember to: improve my score by making sure that I avoid silly


mistakes

Starter

Pupils have completed a test paper and it has been marked.They look through all of the questions where they lost marks and identify whether they are marks that they should have got because they made silly mistakes.They add up these marks. They compare this with the mark they got and the boundary for the next level.

Main

Pupils return to the questions where they made silly mistakes and work through them, hopefully avoiding that mistake. They write advice for themselves in order to avoid that mistake in future. They now look at a question that they are still unsure about. They find a fellow pupil who is able to discuss it with them and between them try to sort out how to do it.

Plenary

Pupils share what they are going to do to make sure they do better next time.


Science Lesson Plans

The purpose of this sequence of lessons is to provide an overall structure for revisiting the KS2 Programme of Study for Science. There are three reasons for doing this:

To support assessment, both by teachers and if the school is asked to use the sampling tests. To draw ideas together and present pupils with an overall view of the subject, to develop a sense of progress and achievement. To refresh ideas that will be built upon in science in KS3

What the lesson plans don’t do is to offer sets of revision questions. Such questions have their place but it is likely that schools will have such resources, whether from KS2 tests, published sources such as Rising Stars or from online materials such as BBC Bitesize.

The assumption has been made that it is important to get pupils thinking, talking and writing about scientific ideas and processes so that their prior knowledge and understanding becomes clear and areas to focus upon emerge. Rather than revising everything, it’s better to target revision upon weaker areas.Scientific enquiry (Sc1) doesn’t have a discrete section but is addressed through ideas and activities in the five sessions. It is important when looking at pupil responses to diagnose shortcomings in understanding – it may be that pupils underperform on, say, forces not because they didn’t understand the concept but because they struggled with interpreting data or graphs.

For each lesson the relevant section of the (1999) Programme of Study is given.


Science Lead Lesson 1/5 - Humans 120 mins


Objectives:I am learning to: express ideas about a range of processes in the

human body apply these ideas to various contexts interpret information

Outcomes:Pupils will: identify and express relevant ideas apply their understanding to a variety of


Success Criteria:Remember to: make use of a range of concepts relating to nutrition,

movement, growth, reproduction, health and circulation use processes such as using evidence from

experiments, drawing conclusions and suggesting implications

Life processes1 Pupils should be taught:a. that the life processes common to humans and other animals include nutrition, movement, growth and reproductionb. that the life processes common to plants include growth, nutrition and reproductionc. to make links between life processes in familiar animals and plants and the environments in which they are found

Humans and other animals2 Pupils should be taught:

Nutritiona. about the functions and care of teethb. about the need for food for activity and growth, and about the importance of an adequate and varied diet for health

Circulationc. that the heart acts as a pump to circulate the blood through vessels around the body, including through the lungsd. about the effect of exercise and rest on pulse rate

Movemente. that humans and some other animals have skeletons and muscles to support and protect their bodies and to help them to move

Growth and reproductionf. about the main stages of the human life cycle

Healthg. about the effects on the human body of tobacco, alcohol and other drugs, and how these relate to their personal healthh. about the importance of exercise for good health


Learning activitiesStart off by presenting pupils with three activities to revisit the key ideas.

1. Draw a simple outline of the human body a. Ask for ideas about blood, the heart and circulation such as:

i. Where is the heart?ii. What does it do?iii. Where does blood flow from and to?iv. What role do the lungs play?

b. Repeat with movement and ideas about the skeleton, with questions such as:i. Why do we have bones?ii. Which bones provide support?iii. Which bones provide protection?iv. How is movement allowed for?v. What is the purpose of muscles?

2. Ask about healthy lifestyle and diet and what advice pupils are aware of in terms of:a. Keeping fit and healthyb. Foods that should be included in a healthy dietc. Foods that should be minimisedd. Other substances that carry a health risk

3. Draw five boxes arranged in a cycle. Ask:a. For suggestions about five stages in human growth and development (the number can be altered but is likely to include birth, childhood,

adolescence, adulthood and old age).b. For ideas about the key features of each stage.c. Why this is referred to as a life cycle?

Develop the lesson by presenting pupils with a number of challenges. They may work on these individually or in small groups; their ideas should be recorded and used to indicate where particular focus needs to be placed.

Identify five key pieces of advice a dentist might offer about care of teeth. Draw a plate of healthy food and a plate of less healthy food. Explain what happens to your heart rate as you are at rest, then exercise and then return to rest. Compare the human body to that of a beetle (with an exoskeleton) and that of an octopus (with no skeleton) in terms of how support and movement are

provided Compare reproduction in the human body to that of a flowering plant, in terms of how fertilisation occurs and how the young develop

Take brief feedback from each challenge and identify the key points (using a visual summary). Identify weaker topics and address these with further questions and summaries of key points.


Science Lesson 2/5 - Living things 120 mins


Objectives:I am learning to: express ideas about a range of processes relating

to living things apply these ideas to various contexts interpret information

Outcomes:Pupils will: identify and express relevant ideas apply their understanding to a variety


Success Criteria:Remember to: make use of a range of concepts relating to plant features and

growth, keys and classification, adaptation and food chains use processes such as using evidence from experiments,

drawing conclusions and suggesting implications

Green plants3 Pupils should be taught:

Growth and nutritiona. the effect of light, air, water and temperature on plant growthb. the role of the leaf in producing new material for growthc. that the root anchors the plant, and that water and minerals are taken in through the root and transported through the stem to other parts of the plant

Reproductiond. about the parts of the flower [for example, stigma, stamen, petal, sepal] and their role in the life cycle of flowering plants, including pollination, seed formation,

seed dispersal and germination.

Variation and classification4 Pupils should be taught:a. to make and use keysb. how locally occurring animals and plants can be identified and assigned to groupsc. that the variety of plants and animals makes it important to identify them and assign them to groups

Living things in their environment5 Pupils should be taught:a. about ways in which living things and the environment need protection

Adaptationb. about the different plants and animals found in different habitatsc. how animals and plants in two different habitats are suited to their environment

Feeding relationshipsd. to use food chains to show feeding relationships in a habitate. about how nearly all food chains start with a green plantMicro-organisms


f. that micro-organisms are living organisms that are often too small to be seen, and that they may be beneficial [for example, in the breakdown of waste, in making bread] or harmful [for example, in causing disease, in causing food to go mouldy]


1. Draw an outline of a plant (including parts of the flower) and ask questions such as:a. What parts of the plant can you name?b. What does each of these do?c. How does it reproduce?

2. Ask pupils to describe an experiment to explore how to grow a healthy plant and prompt with questions such as:a. What does a plant need?b. What would make it harder for a plant to grow well?c. How could we set up an experiment to investigate these?d. What do you think we would find out?

3. Draw a food chain showing, for example, fox, rabbit and grass, and ask:a. What does the chain show?b. What do the arrows show?c. What might happen to the living things shown if:

i. There was a shortage of grassii. More foxes moved into the areaiii. The rabbits started dying from a disease


Draw a picture of a plant growing healthily and add labels to show what has been done to help it. Design an experiment to see if a new ‘miracle plant grow’ product (consisting of drops to add to water) really works. Draw out the stages in the life cycle of a flowering plant. Design a key to distinguish between the leaves of four different types of plant. See how many entries can be made in the table on the next page from living things that might be found in the school grounds.


Animals PlantsAnimals with backbones (vertebrates) Animals without

backbones (invertebrates)

Mammals Birds Fish Reptiles Amphibians


Science Lesson 3/5 - Materials 120 mins



Objectives:I am learning to: express ideas about a range of processes

relating to materials apply these ideas to various contexts interpret information



Success Criteria:Remember to: make use of a range of concepts relating to properties of materials,

changes that occur such as from mixing, heating and burning and separation techniques to use with soluble and insoluble substances


Grouping and classifying materials1 Pupils should be taught:a. to compare everyday materials and objects on the basis of their material properties, including hardness, strength, flexibility and magnetic behaviour, and to relate

these properties to everyday uses of the materialsb. that some materials are better thermal insulators than othersc. that some materials are better electrical conductors than othersd. to describe and group rocks and soils on the basis of their characteristics, including appearance, texture and permeabilitye. to recognise differences between solids, liquids and gases, in terms of ease of flow and maintenance of shape and volume

Changing materials2 Pupils should be taught:a. to describe changes that occur when materials are mixed [for example, adding salt to water]b. to describe changes that occur when materials [for example, water, clay, dough] are heated or cooledc. that temperature is a measure of how hot or cold things ared. about reversible changes, including dissolving, melting, boiling, condensing, freezing and evaporatinge. the part played by evaporation and condensation in the water cyclef. that non-reversible changes [for example, vinegar reacting with bicarbonate of soda, plaster of Paris with water] result in the formation of new materials that may

be usefulg. that burning materials [for example, wood, wax, natural gas] results in the formation of new materials and that this change is not usually reversible

Separating mixtures of materials3 Pupils should be taught:a. how to separate solid particles of different sizes by sieving [for example, those in soil]b. that some solids [for example, salt, sugar] dissolve in water to give solutions but some [for example, sand, chalk] do notc. how to separate insoluble solids from liquids by filteringd. how to recover dissolved solids by evaporating the liquid from the solutione. to use knowledge of solids, liquids and gases to decide how mixtures might be separated


1. Draw a picture of a plant pot and ask for ideas about materials it could be made from. Ask for advantages and disadvantages of using each of these materials:


a. Metalb. Plasticc. Woodd. Chinae. Clay

2. Ask what change is taking place in each of these situations:a. Water boiling in a saucepanb. Steam condensing on a cold windowc. Water freezing in a deep freezed. Ice melting in a drink

3. Show a glass of dirty water and explain it has chemicals dissolved in it as well as floating around in it. Ask for ideas about how the insoluble substances, soluble substances and water can be separated.


Design an experiment to see how many sugar cubes can be dissolved in a glass of water. Explain how sand can be retrieved from sandy water. Describe five examples from cooking which involve irreversible changes. Design an experiment to see how quickly water can drain through a sample of soil Compare each of these materials in terms of their advantages and disadvantages for making a lunch box out of, displaying ideas in a table:

o Metalo Cardboardo Plastico Expanded polystyrene


Science Lesson 4/5 - Forces & Space 120 mins



Outcomes:Pupils will: identify and express relevant ideas

Success Criteria:Remember to: make use of a range of concepts relating to magnetism, gravity,


relating to forces and space apply these ideas to various contexts interpret information

apply their understanding to a variety of contexts

comprehend and interpret information

friction and reaction forces and to what causes day, month and year use processes such as using evidence from experiments, drawing

conclusions and suggesting implications

Forces and motion2 Pupils should be taught:

Types of forcea. about the forces of attraction and repulsion between magnets, and about the forces of attraction between magnets and magnetic materialsb. that objects are pulled downwards because of the gravitational attraction between them and the Earthc. about friction, including air resistance, as a force that slows moving objects and may prevent objects from starting to moved. that when objects [for example, a spring, a table] are pushed or pulled, an opposing pull or push can be felte. how to measure forces and identify the direction in which they act

The Earth and beyond4 Pupils should be taught:

The Sun, Earth and Moona. that the Sun, Earth and Moon are approximately spherical

Periodic changesa. how the position of the Sun appears to change during the day, and how shadows change as this happensb. how day and night are related to the spin of the Earth on its own axisc. that the Earth orbits the Sun once each year, and that the Moon takes approximately 28 days to orbit the Earth


1. Use three different sized balls to represent sun, earth and moon. Ask:a. Whether the shape is correctb. How do the earth and sun move in relation to each other?c. How do the earth and moon move in relation to each other?d. What causes day and night?e. What causes the length of a year?

2. Draw two bar magnets and label one pole on one of them ‘N’. Ask how they could work out (by experiment and reasoning) the other three poles.3. Draw a parachutist descending. Ask:

a. Why are they falling?b. Why don’t they fall faster?c. What would happen if the parachute was larger or smaller?

Develop the lesson by presenting pupils with a number of challenges. They may work on these individually or in small groups; their ideas should be recorded and


used to indicate where particular focus needs to be placed. Sketch a diagram to show how the sun, earth and moon are arranged and what moves around what, using arrows to explain what causes day and night and

the length of a year. Design an experiment to see how the length and position of their shadow (standing in the same place) varies during a day. Sketch a diagram of a bicycle and show on it where friction is useful (e.g. pedals, handlebars, tyres) and where it is a nuisance (e.g. chain links, axles, brake

cables). Explain how, given a tray of pieces of metal, they could work out which are magnets, which are magnetic and which are non-magnetic. Draw a diagram to show how they could use a force meter to measure the weight needed to hold a bag of shopping and what forces are acting (and in which

direction).


Science Lesson 5/5 - Light, sound and circuits 120 mins



relating to light, sound and circuits apply these ideas to various contexts interpret information



Success Criteria:Remember to: make use of a range of concepts relating to the operation and

representation of circuits, sources of light, reflection and shadows and production, nature and transmission of sound



Electricity1 Pupils should be taught:

Simple circuitsa. to construct circuits, incorporating a battery or power supply and a range of switches, to make electrical devices work [for example, buzzers, motors]b. how changing the number or type of components [for example, batteries, bulbs, wires] in a series circuit can make bulbs brighter or dimmerc. how to represent series circuits by drawings and conventional symbols, and how to construct series circuits on the basis of drawings and diagrams using

conventional symbols.

Light and sound3 Pupils should be taught:

Everyday effects of lighta. that light travels from a sourceb. that light cannot pass through some materials, and how this leads to the formation of shadowsc. that light is reflected from surfaces [for example, mirrors, polished metals]

Seeingd. that we see things only when light from them enters our eyes

Vibration and sounde. that sounds are made when objects [for example, strings on musical instruments] vibrate but that vibrations are not always directly visiblef. how to change the pitch and loudness of sounds produced by some vibrating objects [for example, a drum skin, a plucked string]g. that vibrations from sound sources require a medium [for example, metal, wood, glass, air] through which to travel to the ear


1. Draw a circuit with battery, switch and two bulbs (in series). Ask what would happen if:a. The switch was closed?b. One of the bulbs blew?c. One of the bulbs was replaced with a piece of wire?d. A third bulb was added?

2. Hold or arrange an elastic band so that it is taut. Ask:a. Why, if twanged, it makes a sound?b. How the sound would change if it was pulled back more?c. How the sound would change if the tension was increased?

3. Draw (or demonstrate) an arrangement showing light travelling from a bulb to a shape and beyond that to a screen (i.e. so that a shadow of the shape


can be seen on the screen). Ask what would happen to the shadow if:a. The shape was larger?b. The shape was nearer to the bulb?c. The shape was nearer to the screen?d. The shape was made of transparent plastic?


Imagine making a (single room) doll’s house from a shoe box. Sketch:o A battery operated lighting circuito A battery operated door buzzero How both circuits could use the same battery yet be controlled separately

Design a circuit that can be used to test materials to see if they are conductors and represent it using circuit symbols Design an experiment that compares how well different materials that might be used for a cyclist’s tunic reflect light and explain the journey that the light

takes in the experiment Jo has collected a number of tin cans and is testing the sounds they make when hit with a wooden ruler. Suggest

o Why they make a soundo How the sound reaches her earso How she might make the sound loudero How she might make a lower note

Draw an arrangement showing how shadow puppets can make shapes on a screen, with the audience on one side of the screen and the light on the other side. Explain how the shadows:

o Can be made to moveo Can be made largero Can be made smaller



History Lesson Plans

History Lead Lesson 1/4 60 mins


Objectives:I am learning to: name some rock n’ roll performers and describe

how they performed explain why younger and older generations

reacted so differently to rock n’ roll

Outcomes:Pupils will: name some rock n’ roll musicians and describe

how they performed explain why rock n’ roll often appealed to

young people and offended older people

Success Criteria:Remember to: describe the feelings that rock n’ roll stirred up in both

young and old give reasons why many older people were shocked by rock

n’ roll find out some facts about Teddy Boy fashion of the 1950s describe Teddy Boy fashion in my own words

Shock n’ roll!

Whole class teaching/group/ pairs and individual activities:We all know that preparing to do your best in exams can be a bit stressful. To relieve the tension many people like to listen to their favourite music. During this Unit pupils will find out all about the pop music that their parents and grandparents listened to as they revised for their exams back in the 1950s, ‘60s, ‘70s and ‘80s. Ask pupils who their favourite pop stars are and why they like them.

In the 1950s young people in Britain started to listen to a new kind of music. It was called rock n’ roll and it came from the United States of America. Rock n’ roll was a mixture of blues and jazz (often played by black musicians) and country music (often played by whites). Show pupils photographs of Elvis Presley, Buddy Holly, Jerry Lee Lewis, Little Richard, Fats Domino and Chuck Berry and play a selection of their music (available on line). Allow time for discussion of the photos and music.

Many young people were excited by rock n’ roll but how did the older generation feel about it? Give each pair of pupils a copy of the ‘Parents and Teens - Rock n’ Roll’ resource sheet (provided in resource pack) and ask them to decide whether each of the comments is most likely to come from a young person or an older person. They may want to do some independent research on Elvis’ appearance on the Ed Sullivan TV show which caused such a sensation in the USA.

Britain had its own rock and roll stars by the end of the 1950s. British rock and rollers included Cliff Richard and the Shadows, Marty Wilde, Billy Fury, and Tommy Steele. They were influenced by the American performers mentioned above. Young men called Teddy Boys liked listening to rock n’ roll and their distinctive fashion style soon became linked with the music. Older people sometimes felt threatened by the Teddy Boys particularly when they went around in large gangs. Newspapers told stories of Teds smashing up cinemas and dance halls. These were probably exaggerated, but they added to the shock that older people felt.


Encourage pupils to undertake some independent research on the Teddy Boy ‘look’. How did Teddy Boys (or Teds) get their name? What were their jackets and trousers like? What kind of shoes, socks and ties did they wear? How did they wear their hair? Once they have completed some initial research get them to write up a description of the Teddy Boy ‘look’ for a fashion magazine that is doing a feature on fashion of the ‘50s.

Support:Which words below sum up what many older people felt about rock n’ roll?

disgraceful exciting relaxing dangerous pleasant vulgar respectable

Describe your word choices using your own words.

Challenge:Pupils could investigate the life story of Cliff Richard or Tommy Steele to see how their careers have evolved since they started out as rock n’ rollers in the 1950s.

History Lesson 2/4 60 mins



Objectives:I am learning to: identify the Beatles

and describe the behaviour of their fans

use reasoning skills to develop a convincing explanation

Outcomes:Pupils will: identify the influence of very successful popular music

artists (The Beatles or other) and describe the behaviour of their fans

use reasoning skills to develop a convincing explanation make links and connections between separate pieces of

information put forward a convincing explanation supported by reasons

Success Criteria:Remember to: read each card carefully look for links and connections between cards organise cards into groups and clusters give headings to each group or cluster say what I think might happen and why

Beatlemania!

In 1963 an exciting new British pop group arrived on the scene. They were the Beatles from Liverpool and their music is still very popular today. Show pupils some photographs and/or video footage of the ‘Fab Four’ and give them an opportunity to listen to some of their early hits such as Please, Please Me or She Loves You (available online). As well as their music, discuss the clothing and hairstyles of the Fab Four.

Tell pupils that they have to attempt to solve a dilemma from November 1963: Will Lydia get to meet her idol? The scenario plays out around a hard-working teenager desperately wanting to see her favourite pop star at the same time as revising for her exams. Who will prevail, her strict mum or her more lenient dad?

Organise pupils into groups of four and provide each group with a set of Lydia information cards (provided in resource pack). Emphasise that there are no right answers and that the objective is to come up with a good overall explanation supported by reasons. As they read through the information on the cards encourage them to look for links and connections. Ask them to discuss what they have learnt about:

The Beatles The behaviour of the Beatles’ fansParents’ attitudes to the BeatlesLife for teenagers in the 1960s

Next, get pupils to discuss and debate Lydia’s chances of meeting Paul McCartney and the rest of the Beatles. What reasons can they give for saying whether or not she will get to meet them? Make sure that they justify their answers. Encourage the use of ‘because’. Encourage them to say whether they agree or disagree with each other’s explanations and why. Re-emphasise that there is not a right answer to the activity. It’s all about being able to put forward a convincing argument backed by reasons.

In pairs, have pupils role-play a situation in which a teenager pleads with a concerned parent to be allowed to attend a pop concert. After sufficient time has elapsed, encourage them to swap roles so that the teen becomes the parent and vice-versa. Allow time for discussion afterwards around the feelings and emotions of both characters. Why is it sometimes difficult being young? Why is it sometimes difficult being a responsible parent or carer and having to make unpopular decisions?




Objectives:I am learning to: describe the key features of the punk rock genre judge whether punk rock deserves its notorious

reputation

Outcomes:Pupils will: describe what punk rock music was like explain why punk rock was controversial give reasons for and against punk deserving its

notorious reputation and reach their own conclusion about it

Success Criteria:Remember to: separate facts and opinions look for differences of opinion explain how differences of opinion occur state my own opinion (backed by reasons)

Punk rock!

Does punk rock deserve its notorious reputation? In the mid-1970s a new and controversial type of pop music called punk rock developed in the U.S.A and Britain. Older people were shocked by its rebellious lyrics and loud and fast music.

Punk was DIY music! Many bands started playing together in garages and sheds with whatever instruments they could find. You did not need to be a very accomplished musician to be in a punk rock band. A punk guitarist might only have known a few chords but would play these at a furious tempo. Punk singers such as Johnny Rotten and Siouxsie Sioux tended to snarl the angry unsentimental lyrics of their songs. Punk songs were about rebellion rather than romance! Some bands made angry political statements in their songs and others poured scorn on public figures such as the Queen. This caused outrage amongst older people who considered punks to be disrespectful and anarchic.

Punk fashion was just as controversial as the music. Early punks sometimes wore deliberately-torn and patched clothes and homemade jewellery. Their hair was fashioned into Mohawk spikes. Jackets were covered in studs and often had punk symbols or slogans hand-painted on them. Female punks often rejected delicate or pretty items of clothing and chose instead to wear clothing that had a more masculine look. Some female punks wore controversial combinations of clothing such as ballet skirts and heavy work boots. Both male and female punks often wore dark eye-liner.

Discuss the difference between facts and opinions when talking about the past. Then, get pupils to read through the statements on the ‘Punk Rock - Facts and Opinions’ resource sheet provided in the resource pack. Which of the statements about punk are facts? Which are opinions? What differences of opinion can pupils detect? Why did punk provoke such strong opinions?

Get pupils to read memories and recollections of people who lived through the punk era. Some examples are shown on the ‘Punk Rock Remembered’ resource sheet at the end of the Unit document. Get them to highlight information in different colours, i.e. green for any comments relating to clothing, blue for music, yellow for punk attitudes and behaviour.

Finally, have pupils debate whether punk rockers were the heroes or villains of British pop culture. Below are some factors to consider:

Negative:

Punk rock showed disrespect towards the British Royal family at a time when many people were celebrating the Queen’s Silver Jubilee.


Punk rockers sometimes behaved very badly in public, using offensive language and gestures.

Punk rockers were not very accomplished musicians.

Punk rock did not last very long. It was quickly replaced by new forms of pop music which emerged in the 1980s.

Positive:

Punk rock revitalised pop music at a time when it had become dull and predictable.

The behaviour of punk rockers was sometimes exaggerated by the media (newspaper, radio and television).

Punk influenced many of the new types of pop music that emerged in the 1980s and beyond.

Punk fashion designers such as Vivienne Westwood are now highly respected in the world of fashion design.

Some punk rockers have been nominated for awards for their services to the music industry. (John Lydon was awarded an MBE but he refused to accept it.)



Objectives:I am learning to: describe what Live Aid was and

how it came about describe how individuals can

make a difference in history

Outcomes:Pupils will: know why Live Aid took place

and what its organisers hoped to achieve

explain the role played by Bob

Success Criteria:Remember to: carefully read the information on each of the Live Aid cards decide which cards help to explain how Live Aid began (sparks) decide which cards help to explain how Live Aid developed momentum (flames) decide which cards help to explain how Live Aid became a global phenomenon (fire)


Geldof and Midge UreLive Aid!Begin by asking pupils about their own experiences of raising money for charity. They may have participated in events and activities inspired by Comic Relief, Sports Aid, Sport Relief or Children in Need. Why is giving to charity so important? How does raising money for charity make them feel?

Can pop stars change the world? In this lesson pupils learn about the huge Live Aid pop concerts organised by musicians Bob Geldof and Midge Ure in 1985 to raise money for the victims of the devastating famine in Ethiopia.

Provide pupils with some background information about the Ethiopian famine of 1984 and perhaps show some age-appropriate photos of the suffering it caused. Please note that the video footage of the famine, including Michael Burke’s famous report, contains some very distressing images.

Begin by asking pupils to discuss the famous logo for the Live Aid concerts (African continent- shaped electric guitar – available online).

Next, get pupils to read the statements on the resource sheet ‘Live Aid Information Cards- Sparks, Flames and Fire’ at the end of the Unit document and work out whether each represents a spark, a flame or a fire:

SPARKS - What sparked off the Live Aid project?

FLAMES - What helped the Live Aid project to get off the ground?

FIRE - What caused Live Aid to be a massive global success?

Refer back to the key question: Can pop stars change the world?

Allow time for discussion afterwards about the role individuals can play in shaping events. Pupils could then independently research the honours that were awarded to Geldof and Ure in the years since Live Aid. Link this back to the previous lesson in which pupils debated whether punk rockers were heroes or villains. Geldof was lead singer of an Irish punk rock band the Boomtown Rats. Get pupils to debate whether a statue should be raised in honour of Bob Geldof and if so what should be written on its plaque.


Music Lesson Plans

Music Lead Lesson 1/4 60 mins


Objectives:I am learning to: appreciate and understand a wide range of high-

quality live and recorded music drawn from different traditions and from great musicians and composers

develop an understanding of the history of music

Outcomes:Pupils will: understand that music develops over time and that all

music is influenced by what has happened in the past have an awareness of a significant event in British

popular music history form their own opinions about a piece of music

Success Criteria:Remember to: listen carefully consider lyrics, originality, melody

Refer back to the Beatles from the launch lesson and discuss the fact that the Beatles represent a turning point in British popular music. Display a Beatles poster and The 1960s at one end of the room. Ask the pupils what their current favourite bands are and display their names and The 2010s at the other end of the room. Build up a time line with bands and decades. Explain that in the1990s Britpop was part of the music scene and Blur and Oasis were two significant bands. Give the pupils a brief overview of the two bands. Explain that there was rivalry between the two bands. Show the children the cover of the 12 August 1995 NME (New Musical Express publication) advertising the battle between Blur and Oasis. Explain to the pupils that they are going to listen to the two tracks, Country House and Roll with it, and assess them and then decide which one they think should go to ‘Number 1’. Discuss criteria for assessing the tracks including lyrics, melody and originality. If appropriate watch the videos for the tracks. Let the children vote for their favourite before revealing that Country House won the ‘battle’.


Music Lesson 2/4 60 mins


Objectives:I am learning to: play and perform in solo and ensemble contexts,

using my voice and playing musical instruments with increasing accuracy, control and expression


Outcomes:Pupils will: produce a short motif taken from a Britpop song

Success Criteria:Remember to: listen to others when playing consider dynamics consider pitch consider pulse

Explain that as a class they are going to have their own ‘battle of the bands’ and learn two simple motifs one from a Blur song and the other from an Oasis song. Play ‘Tender’ and ask the children how they feel about the track using the assessment criteria from last week. Listen to the introduction and explain that this is a simple motif that repeats during the song. Note instruments used and the way drums and tambourine are used to add rhythm. Work on creating their own arrangement of the motif using tuned instruments and percussion. Pupils could play single notes from the D chord (D, F# A) and A chord (A, C# E) to accompany and chords could be strummed on guitars. Allow them to play their own instruments if appropriate. Rehearse and adapt piece considering introduction, dynamics, varying instruments playing, etc. Make a recording to assess next week.

Support Work on simple pulse keepingChallenge Add lyrics




Objectives:I am learning to: play and perform in solo and ensemble contexts, using

my voice and playing musical instruments with increasing accuracy, control and expression


Outcomes:Pupils will: produce a short motif taken from a Britpop song critically consider their own work

Success Criteria:Remember to: listen to others when playing consider dynamics consider pitch consider pulse

Listen to the piece of music created last week and consider if there are any ways that performance could be improved. Make a list of top tips for performance to refer to during the lesson. Remind the pupils about the ‘battle of the bands’ and explain that they are going to work on an Oasis motif this week. Listen to ‘Whatever’. Identify the descending scale passage played on strings in the introduction and listen out for it recurring throughout the piece. Taking suggestions from the pupils work on an arrangement of the motif and rehearse, bearing in mind top tips list created at the start of the lesson. It is possible to sing the opening phrase over the motif if wished. Ask pupils which piece they prefer.

Challenge Can they identify a simple motif in another song and share it with the class?



Objectives:I am learning to: play and perform in solo and ensemble contexts, using

my voice and playing musical instruments with increasing accuracy, control and expression

Outcomes:Pupils will: perform prepared motifs in front of an

audience

Success Criteria:Remember to: play with confidence watch the musical director play with accuracy, control and expression

Rehearse two prepared motif pieces. Invite an audience, such as another class, to come and listen to the two performances and decide which they prefer. Did Blur or Oasis win this time? Ask pupils why they think the winning piece was chosen.

Challenge Have there been other times in musical history where two groups have been in competition?


Computing Lesson PlansIn this Unit, pupils will create a database of artists and songs, categorising music in a variety of ways. Pupils will use Amazon to search for their favourite artists and add them into a database. Pupils will then use the "query" or "search" feature to search the database for artists, genres or dates of music that might interest them.

Resources: Database Software such as:

o Accesso Textease Database CTo 2Simple 2Investigateo Excel - This Unit can also be achieved with Excel. However it is recommended to use a dedicated database application

Internet

Although this Unit could be achieved with a variety of database applications, it is recommended to use Microsoft Access, as many schools will already have this as part of the Microsoft Office suite. Though Access is a relatively complex piece of software it is the database program of choice when progressing to secondary school and can be successfully used by year 6 as long as tasks are broken down into manageable chunks.

Video tutorials in computing resources are available to assist with teaching computing within this Unit.


Computing Lead Lesson 1/4 60 mins



Objectives:I am learning to: identify fields for categorising music understand the need for a unique identifier create a database of music

Outcomes:Pupils will: add field headings for their music categories explain the need for a unique identifier

Success Criteria:Remember to: choose appropriate names for my fields include the ID

As a starter activity, get pupils to brainstorm the ways in which they might discover and categorise music. They could use Amazon.co.uk to search for their favourite artists and look at how Amazon categorises information about them. They should be looking for items such as:

Artist Name Album Name Release date Genre / Category Publishing label Price

Discuss with pupils what happens when two artists or albums have the same name. You could use these as an example:

https://itunes.apple.com/us/album/mozart-requiem/id4347971?affId=2104153 https://itunes.apple.com/us/album/mozart-requiem/id402152677?affId=1736887

How does the person categorising the information know the difference between the two?

Pupils should have an understanding of this concept from their earlier experiences of databases. Hopefully they will understand the need to add an additional category to their list:

ID

This is the unique number that allows the computer to differentiate between albums and artists that might have the same name. To highlight this point you could show them the ASIN (Amazon Standard Identification Number) on the Amazon site.

Once pupils have identified how they will categorise their music, they need to start to create their database. Show pupils how to create a new database (Video tutorials are included to assist you with this) and save it in an appropriate location on their computers.

Pupils can then add the categories for their music into the table headers.

Once finished pupils can close the database by clicking the cross in the corner and choosing "Yes" to save any changes. Get them to name their table appropriately.

As a plenary, discuss with pupils what happens if a person enters the wrong information into the database. For example as a spelling mistake? Will the information be found?


https://itunes.apple.com/us/album/mozart-requiem/id402152677?affId=1736887

https://itunes.apple.com/us/album/mozart-requiem/id4347971?affId=2104153

You could make this into an activity for example:

Spot the mistakes in the data:

Genre Date PriceRock 32.3.2004 £9.99Pup 12.1.2007 £4.753Dance 15.7.2013 Three Pounds

Computing Lesson 2/4 60 mins


Objectives: Outcomes: Success Criteria:


I am learning to: see why data needs to be validated understand how to validate price, dates and genre

Pupils will: add data validation for price, date and genre to

their database

Remember to: choose the appropriate validation for each data type add as many genres as I can think of to my list

As a starter, get pupils to look at the mistakes in the data from the plenary last lesson. Discuss with them ways in which we could use the computer to prevent mistakes in the data being entered into the computer. Hopefully they will be able to identify:

Get the computer to check the date is correct Get the user to choose the "Genre" option Only enter a price, not text

You could create a simple match activity getting pupils to match the text with the appropriate type of data. For example:

Date £3.50

Currency Shakira

Text 13/12/2004

Show pupils how to switch from table view to design view, and explain that they are going to "Validate" the data that goes into their database by limiting what the user can enter.

ID is already done for you and should be set to Autonumber. This will mean the computer automatically assigns a unique number for each record. Pupils will then need to choose the appropriate data type for each of their sets of data.

You could also show pupils how to use the "Lookup Wizard" to create an option list with the appropriate genres entered. Again, instructions for this are included in the video tutorials.

As a plenary, get pupils to save their table and return to the "DataSheet" view. They should now try adding the details of an artist. What do they notice about their table now?

Date now has the option to select the date from a calendar Price will only allow them to add a number (no text allowed) and automatically adds a £ sign Genre gives them a drop down list to choose from



Objectives:I am learning to: see why users need forms for entering data create a form in a database

Outcomes:Pupils will: create and customise a form

Success Criteria:Remember to: add all the information for each record use the form to enter the data


add at least 10 records to their database

Discuss with pupils how they have collected data in the past. You could refer to the Year 4 Unit "The Good, the Bad and the Ugly" where they used a survey form to collect data about the class.

Databases are no different and the average person does not want to see the mechanics of the database. Therefore, they have to create a form where the data can be entered.

Show pupils how to create a form. The form wizard is the simplest way of doing this. To extend the activity, you can also show pupils how to add an image to their form (instructions are included in the lesson 3 video tutorial).

Show pupils how to enter a record using the form, and how to navigate records using the arrows at the bottom of the screen.

The remainder of the lesson should be used to give pupils the chance to search for their favourite artists on Amazon or a similar music website and enter the data into their database. They will need to include at least 10 records for the next lesson to be effective.

As a plenary, get pupils to brainstorm the ways in which people might want to search the database. For example, search:

by Artist by Price by Genre



Objectives:I am learning to: search a database by keywords create searches or queries in a database

application

Outcomes:Pupils will: search a variety of ways in their database

Success Criteria:Remember to: close my square brackets add my search term into the correct box


As a starter activity, recap the ways in which people might want to search the database. Explain that they are going to create "Queries" or search terms to allow people to find their favourite music. You could also use some time during this lesson to give pupils the chance to add a little more data.

Show pupils how to make a query. (Instructions included in the video tutorial)

Pupils can then test the query to see if it works. Double clicking the query will allow them to enter a search term, such as "Pop".

If the query is created correctly, all records that are categorised as "Pop" should be displayed in a table.

If the query works, see if pupils can create their own queries to allow the user to search by artist name or album title.

To extend the activity, you could get pupils to add a button to their data entry form that will run their queries. Again, instructions are included in the video tutorial.

As a plenary, get pupils to try each other's database and look for some music using the queries. See if they can find an artist they haven't heard of. See if they can suggest any ways to improve the database, or any problems they found when they searched each other’s.


Languages Lesson Plans

Languages Lead Lesson 1/4 60 mins


Objectives:I am learning to: listen attentively to spoken language and show understanding by joining in and responding explore the patterns and sounds of language through songs and rhymes and link the spelling,

sound and meaning of words engage in conversations: ask and answer questions; express opinions and respond to those of

others; seek clarification and help speak in sentences, using familiar vocabulary, phrases and basic language structures or using

familiar words and phrases develop accurate pronunciation and intonation so that others understand when I read aloud present ideas and information orally to a range of audiences read carefully and show understanding of words, phrases and simple writing appreciate stories, songs, poems and rhymes in the language broaden my vocabulary and develop the ability to understand new words that are introduced

into familiar written material, including using a dictionary write phrases from memory, and adapt these to create new sentences, to express ideas clearly describe people, places, things and actions orally and in writing understand basic grammar appropriate to the language being studied, including (where

relevant); feminine, masculine and neuter forms and the conjugation of high-frequency verbs; key features and patterns of the language; how to apply these, for instance, to build sentences; and how these differ from or are similar to English

foster curiosity and deepen my understanding of the world

Outcomes:Pupils will: revise and practise general

conversation questions read a text in French and

make notes on meaning listen to authentic British and

French music of the 1960s revise numbers to 100 in

French research and write a simple

fact file revise number bonds to 100

in French

Success Criteria:Remember to: practise asking and answering

questions with a partner read a text in French and make

notes research and write simple

sentences about a member of the Beatles

count up to 100 in French use the correct French

vocabulary to add numbers to make 100

Blue text indicates coverage of objective within this lesson(NB -Objectives are all language learning objectives which reinforce the main theme and cross curricular objectives)Green text indicates inter cultural understanding addressed within this lesson

Resources required:


Unit Language PowerPoint Selection of Beatles Songs Bag for Passez le Sac game Printed questions to go in the bag Access to the Internet for fact-file information Fact file template Useful websites:

www.youtube.com/watch?v=RZRe8Aew--Y (Jacques Brel)http://fr.wikipedia.org/wiki/Les_Lionceauxwww. leslionceaux .fr/ LesLionceaux .htm https://www.youtube.com/watch?v=jSywTHgWkX4www.youtube.com/watch?v=V2HEFFy8rTI

←Note to teacher:As “A Time to Shine” is a SATs revision Unit, we will also be taking the opportunity to revise and consolidate our learning before moving on to introduce new grammar and vocabulary. Where possible we will also be supporting numeracy and literacy revision.

EntréeWe begin this session by listening to the music of the Beatles - any tracks will do. (French covers of many of the Beatles songs were recorded by a contemporary group called Les Lionceaux, or the Lion Cubs, and can be found on-line. See recommended websites.) Do the pupils recognise the music and do they know who it is by? If you have chosen a French cover, do they recognise that it is in French and what it is?

Explain to the class that we are going to play a game of pass the parcel but using a bag instead of a parcel: We are going to play a game. You will pass the bag. When the music stops, you must take out a piece of paper. Read the question out and ask the other pupils for the answer.On va jouer un jeu. On va passer le sac. Quand la musique s’arrête, il faut prendre un morceau de papier. On lit la question et demande la réponse aux autres élèves.

Tell the pupils that the question is written in blue and the possible answers are written below. The questions and answers are found on Slide 1 of the Unit Language PowerPoint. You may prefer to run through these first to remind pupils of correct pronunciation or to use them as a prompt to the answers once a pupil has read the question.

PlatRefer again to the music that was playing during the game: Who were the Beatles? Have they ever heard of them? When did they perform – which era? (Get to know the music of the Beatles during the week and see what else they can find out about them at home to understand the impact they had on the nation! Why are the songs so well known, still so popular?)Make a sticky note fact-file/graffiti wall of facts/ songs. Which is their favourite song? Tu préfères quelle chanson? Je préfère Yellow Submarine!Talk about what music they like to listen to nowadays to help them to relax, do their homework, revise…..J’aime…… Je n’aime pas….. J’adore….. Je déteste….J’aime ….mais je préfère….)

We are now going to look at a famous Belgian singer called Jacques Brel who was singing in France at the same time as the Beatles.


https://www.youtube.com/watch?v=jSywTHgWkX4

http://www.leslionceaux.fr/LesLionceaux.htm

http://fr.wikipedia.org/wiki/Les_Lionceaux

http://www.youtube.com/watch?v=RZRe8Aew--Y

Look at the Jacques Brel Fact Sheet in slide 2 of the Unit Language PowerPoint.Ask for volunteers to read out the sheet and then give the pupils 5 minutes to make notes on what they understand from the sheet. (You may like to print copies of the fact file for pupils to annotate). Read out the sheet once more, pausing to allow pupils to feed back their understanding.Now explain that pupils are going to write their own fact sheets on the Beatle of their choice: John, Paul, George or Ringo. Distribute the fact-file templates to the class. These fact sheets will be added to in a future session, but in this lesson the pupils must find out the Beatles’ dates of birth Date de naissance Place of birth Lieu de naissance First name and surname/family name Prénom et nom de famille Instruments Instruments He plays the guitar Il joue de la guitare He plays the drums Il joue de la batterie He sings Il chante Songs (not all of them!) ChansonsPupils could listen to some Beatles music or music by the Lionceaux or Jacques Brel while they do their research and fill in their sheets.

DessertTime permitting, finish the session with a quick revision of numbers to 100 and then revise number bonds to 100. This could be done in a number of ways:Reverse bingo - give each pupil a ten (10, 20, 30, 40 and so on) and then call out another ten (10, 20, 30, 40 and so on). If the sum of the numbers is 100 the pupil can sit down.Clap clap click click - pupils sit in a circle and clap clap click click in unison, on the second click the starting pupil (or teacher) should call out 10 dix and then their neighbour should call out 90 quatre-vingt-dix , the next should call out 20 vingt and the next 80 quatre-vingts and so on.Number tennis- the teacher pretends to serve a tennis ball and calls out a number and the pupil at which the ‘ball’ is aimed needs to bat it back with the number bond to 100. The pupils could play air guitar or air drums and count in 10s up or down as they strum or drum! Mexican waves with drum rolls or guitar strums!

Languages Lesson 2/4 60 mins






listen attentively to spoken language and show understanding by joining in and responding explore the patterns and sounds of language through songs and rhymes and link the spelling, sound and meaning of words

engage in conversations: ask and answer questions; express opinions and respond to those of others; seek clarification and help

speak in sentences, using familiar vocabulary, phrases and basic language structures or using familiar words and phrases

develop accurate pronunciation and intonation so that others understand when I read aloud present ideas and information orally to a range of audiences read carefully and show understanding of words, phrases and simple writing appreciate stories, songs, poems and rhymes in the language broaden my vocabulary and develop the ability to understand new words that are introduced

into familiar written material, including using a dictionary write phrases from memory, and adapt these to create new sentences, to express ideas clearly describe people, places, things and actions orally and in writing understand basic grammar appropriate to the language being studied, including (where

relevant); feminine, masculine and neuter forms and the conjugation of high-frequency verbs; key features and patterns of the language; how to apply these, for instance, to build sentences; and how these differ from or are similar to English


describe how somebody looks in French

work with a partner to ask and answer questions

spot the parts of the verbs Avoir and Etre

use the verbs Avoir and Etre write sentences to describe

how somebody looks

describe how somebody looks in French

work with a partner to ask and answer questions

identify the parts of Avoir and Etre

use the verbs Avoir and Etre write sentences to describe

how somebody looks


Resources required: Unit Language PowerPoint Music of Yellow Submarine by the Beatles (optional) Fact file template

EntréeLook at the Unit Language PowerPoint Slide 1Play a game of Qui est-ce?Describe one of the ‘Fab Four’ using one of the descriptions below and ask pupils to guess Qui est-ce? Who is it? Descriptions:Paul: Il a les cheveux bruns, il a les yeux marrons, il est grand, il porte une veste bleu.John: Il a les cheveux bruns, il a les yeux marrons, il est grand, il porte une veste jaune.


George: Il a les cheveux bruns, il a les yeux marrons, il est grand, il porte une veste orange.Ringo: Il a les cheveux bruns, il a les yeux marrons, il est de taille moyenne, il porte une veste rose.Encourage pupils to reply with C’est….Now tell pupils that they are going to work in pairs to play the game “Guess who?”Vous allez travaillez à deux, avec un partenaire pour jouer Qui est-ce?Now re-focus the class and encourage pupils to explain their choice (model this with a TLA or with a pupil):C’est Ringo parce qu’il…(a des yeux bleus etc) It’s Ringo because he… (has blue eyes etc)Encourage the pupils to do this again with their partners and choose groups to perform back to the class.

PlatWhich verbs do we use when describing people?We say he has blue eyes - this is the verb To Have. Can pupils recall what this verb is in French: AvoirWe also say that somebody is tall, short etc. What verb is this? The verb To Be: Etre (NB when written in lower case it is written être with a circumflex over the e – do they remember that accents can be omitted from capital letters?)Refresh pupils’ minds with the verbs on the next slide - perhaps chanting them military style - or singing them - this works nicely to the chorus of the Beatles song tune Yellow Submarine and probably others too which the pupils could try to work out! The subsequent slides show both verbs with gaps where parts of the verb are missing: Ask the pupils to fill in the blanks in the verb tables? (Click to reveal the answers).Using the Unit Language PowerPoint vocabulary as a guide or using dictionaries, now update their profiles from the previous session:Déscripition physique: il a les cheveux……..les yeux…… il est grand/petit and so onGifted and talented pupils should be encouraged to add in extra sentences describing what they are wearing; il porte ……and perhaps what their characters are like Il est amusant/ intelligent/ sérieux/ drôle

DessertEither: Use any remaining time to reinforce the verbs Etre and Avoir by chanting them military style/ singing them or by playing Os and Xs or in a mini quiz.OR:Play a game of Qui est-ce? describing pupils rather than Beatles!




Outcomes:Pupils will: read out loud with good

pronunciation

Success Criteria:Remember to: read out loud in order to

develop good pronunciation



others; seek clarification and help speak in sentences, using familiar vocabulary, phrases and basic language structures or using

familiar words and phrases develop accurate pronunciation and intonation so that others understand when I read aloud present ideas and information orally to a range of audiences read carefully and show understanding of words, phrases and simple writing appreciate stories, songs, poems and rhymes in the language broaden my vocabulary and develop the ability to understand new words that are introduced into

familiar written material, including using a dictionary write phrases from memory, and adapt these to create new sentences, to express ideas clearly describe people, places, things and actions orally and in writing understand basic grammar appropriate to the language being studied, including (where relevant);

feminine, masculine and neuter forms and the conjugation of high-frequency verbs; key features and patterns of the language; how to apply these, for instance, to build sentences; and how these differ from or are similar to English


read and understand some written French

build verbs to make the past tense

spot a past participle

read and understand a French text

learn how to form the Perfect Tense

identify common past participles


Resources required: Unit Language PowerPoint Individual whiteboards and pens Printed copies of the Beatles Newspaper article Word searches

EntréeBegin with the newspaper article on slide one of the Unit Language PowerPoint.

Look at the board! What is it? It’s a newspaper article. Who would like to read?Regardez le tableau! Qu’est-ce que c’est? C’est un article d’un journal. Qui voudrait lire?

Encourage pupils to read out the article and either decode the sentences together or hand out individual whiteboards and challenge them to work with a partner to work out the sentences, before reporting back to the class. Remind pupils to look out for personal pronouns, parts of avoir and to use cognates and prior learning to inform their understanding.


PlatLook at the next slide in the Unit Language PowerPoint.Do the pupils remember how we used the verb Avoir to write Paul’s Holiday Diary in the Past tense? (See ‘Angry Earth’ Unit)We chose the correct Personal Pronoun, the matching part of Avoir and added the past participle of the second verb.Now build some sentences of your own.You can spot past participles in a text because they always end in é or i or u:fini finishedmangé eatenbu drunkLook at the newspaper report again. Have a go at highlighting the past participles now in your copy of the newspaper report? Look at the Unit Language PowerPoint to see if you are correct.

DessertTime permitting there is a word search in the penultimate slide of the Unit Language PowerPoint containing common past participles.





others; seek clarification and help

Outcomes:Pupils will: spot past participles look for patterns in

language - understand that verbs in French end in er/ir/re

look for patterns in

Success Criteria:Remember to: identify past participles look for patterns in language

- understand that verbs in French end in er/ir/re

look for patterns in language - understand that in French


speak in sentences, using familiar vocabulary, phrases and basic language structures or using familiar words and phrases

develop accurate pronunciation and intonation so that others understand when I read aloud present ideas and information orally to a range of audiences read carefully and show understanding of words, phrases and simple writing appreciate stories, songs, poems and rhymes in the language broaden my vocabulary and develop the ability to understand new words that are introduced into

familiar written material, including using a dictionary write phrases from memory, and adapt these to create new sentences, to express ideas clearly describe people, places, things and actions orally and in writing understand basic grammar appropriate to the language being studied, including (where relevant);

feminine, masculine and neuter forms and the conjugation of high-frequency verbs; key features and patterns of the language; how to apply these, for instance, to build sentences; and how these differ from or are similar to English


language - understand that in French past participles end in é/i/u

understand that there are exceptions to any rule! - voir > vu faire> fait

understand that the infinitive is the “to” form of the verb eg avoir = to have

write sentences in the past tense

optional - share learning in an assembly

past participles end in é/i/u understand that there are

exceptions to any rule! - voir > vu faire> fait

understand that the infinitive is the “to” form of the verb eg avoir = to have (the simplest form of the verb with no subject)

write sentences in the Perfect Tense

optional - share learning in an assembly


Resources required: Unit Language PowerPoint Word searches Bilingual dictionaries Worksheet grid for Past Participle Investigation Verb tables (for the teacher)

EntréeBegin with the Word Search from the previous lesson. (Slide 1 of Unit Language PowerPoint) Have any pupils spotted the odd one out (fait does not end in i/é/u). Explain that there are exceptions to any rule like sheep is singular and sheep is plural - not sheeps!Instruct pupils to take out their French dictionaries and to use them to work out the meanings of the past participles - they won’t necessarily find the exact word but should find the verb in the infinitive and work it out from there – the irregular ones will be more difficult so encourage less able pupils to find the regular ones ending in é or i and leave the ones in italics – cut off along the dotted line. The grid below can be photocopied and distributed to the class. It may be wise to give pairs of pupils one or two to work out each and then to collate the answers at the end.

Past Participles


Verb (infinitive)

Past Participle Meaning

regarder regardé écouté arrivé

mangé porté

parti aimé allé fini

venu fait été eu bu vu

to look (at)

PlatLook at the answers in the grid (also on the Unit Language PowerPoint). Have the pupils spotted anything about the verbs in the Infinitive? (The Infinitive is the ‘to’ form - to go = aller to finish = finir; in this form the verb has no subject). All verbs (in the infinitive) in French end in ER/ RE/IR.Can pupils then spot the pattern between the infinitive and the past participle?Generally -er > éir > ire > u

Are there any exceptions?voir ends in ir but changes to vuavoir ends in ir but changes to euvenir ends in ir but changes to venu

The teacher may then choose to challenge the class to find different verbs in a dictionary and see if they follow the rules in the past participle using a verb table. (The pupil finds a verb and then deduces the past participle and the teacher uses the verb table – or the internet! - to check if the rule applies. The class could assemble a


word bank of useful verbs in the infinitive and their past participles.

DessertTime permitting, pupils may return to their Beatles profiles and re-write the sentences in the Perfect tense (past) - although of course they may have discovered that not all of the Beatles are deceased!

A Time To Shine?Optional Extension Activity: It would be wonderful to re-write the profiles in PowerPoint form and to make a class PowerPoint that could be played in Assembly with a Beatles or Jacques Brel backing track. Gifted and talented pupils may like to explain in the Assembly how the perfect tense is formed!


Unit Conclusion 60 mins


Objectives:I am learning to: prepare my work for presentation be creative with performance, considering how the

audience and performers are placed

Outcomes:Pupils will: create a presentation about the history of

British pop music incorporating live music performance

Success Criteria:Remember to: consider the audience and performer positioning so that

all performers can be seen shining by all the audience present clearly, audibly and expressively

At the beginning of this Unit pupils watched a video clip of the opening ceremony of the Olympic games which featured the director’s (Danny Boyle) interpretation of the History of British pop music. The pupils are now going to use what they have learned and researched during this Unit to create their own presentation of what they feel represents the history of British pop. This presentation (or presentations) could take a variety of forms but should incorporate an element of live performance if at all possible. Pupils could be split into different groups to focus on different elements of popular culture such as fashion and dance. In a stadium with audience all around, there would be cameras and screens to project the images so everyone would have a good view. In a school hall or classroom this would be different.

The audience can be raised or the performers can be raised, otherwise you have to be very careful with how many rows you have and what they can see. Lying on the floor can look fantastic ‘in the round’ with two rows of audience and invisible four rows back ‘end on’!

End on: All the audience look in from one side and may be raked. This is the arrangement in most school assemblies and most theatres. Some have a proscenium arch (like a frame around the stage) so sight lines are important from each side of the audience. In the round: the audience sits in a circle and without raked seating more than three rows back they won’t see much, unless the actors are on a small platform. A football match, or an athletics stadium are like this, with steep raking, as are some theatres. The actors enter through the audience and sometimes up through the floor!Thrust: The audience sits on three sides which does allow you to do some end on and some other actions, more like in the round. Some theatres are like this and it does allow the audience to feel close to most of the actionPromenade: The audience moves and turns to face the action which can happen in the middle, or on platforms, or in different spaces. It needs careful organising and the audience needs to know who to look for instructions on when to move and whether they should stand or sit on the floor. Often there are performers in the audience who guides them.Site specific: The action may take place in a stately home, or garden, or quayside, or any interesting venue and may combine promenade and raised stages.

The way you choreograph a dance or arrange any piece of performance will depend on the audience arrangement.

Decide on the presentation space and be creative around how the audience will be placed and what they would see and hear. In the round is a particular challenge, a thrust arrangement is a good option. Do you have cameras that can be used to project images onto a whiteboard? You can use tablets for this. You might even want to experiment with using tablets held by performers to create images that go with music.

Once you have come up with an interesting way to present, next plan the positioning and movement of the performers in the space so that everyone can be seen shining.


Parent Support Activities

Rock n’ Roll Revision!

Encourage your child to: Revise in bite-size chunks. Encourage them to get up and move around when taking a break from stud. Convert written information into a different format, i.e. stickman cartoon, text message, song lyric, limerick, flow-chart. Use different colours to represent different ideas and concepts in their mind-maps and revision charts. Use numbers to consolidate their learning of important ideas and concepts:

The 3 most important things about … The 4 reasons why… The 5 golden rules of…

Use a range of free scrap materials and resources to make revision creative and fun, i.e. making a big mind-map on the back of a piece of unused wallpaper from a leftover roll in the loft or shed.

Listen to soothing music (without lyrics) if they find that helps them to concentrate when working. Listen to their favourite music when winding down between study sessions. Spend some well-deserved ‘down time’ on their hobbies and interests.

Help to make revision fun by: turning it into games that your child might be familiar with, i.e. I spy, Guess who, Spot the difference, Hangman adapting songs or rhymes that your child is familiar with, i.e. London’s Burning, Ten Green Bottles, One man went to mow etc

Praise your child when he or she: Comes up with a nice idea, clever strategy or top tip that will help them in their exams. Shows determination when working on something tricky (even if it only lasts for a moment or two!)

When your child is finding work hard-going, ask questions like:Where have you come across something like this before?Which bit can’t you do yet? Can you explain why not?

Encourage your child to explain things to you or another member of the family who has a little time to spare. Ask questions like: What difference would it make if…? What is likely to happen if…? Why is it so important to…? How could someone get better at…? Is it always the case that…?

Talk with your child about :


1. The music you listened to when you were their age. Tell them how you listened to it. Show them cassettes and vinyl records, if you have any around the home.

2. The different fashions that were around when you were young. Were you a wearer of flares, padded shoulders or any other fashion statements? Dig out the photos and have a family giggle at the fashions of yesteryear!

3. The hobbies and interests you had as a child. Have they changed or do you still build model railways, do ballet or play the guitar?4. Strategies you use if you have to memorise something important for work or in family life.5. Strategies you use to avoid putting off less enjoyable tasks and allowing yourself to be distracted (although you may want to say that you still find this a

struggle!)6. Some good things about tests and exams, such as their purpose being to show what you know and can do (rather than the opposite) and that they help

teachers to know what they need to teach you in the future.7. How you coped with exams and the feelings that you experienced. If your feelings were negative, talk about practical ways in which you can help to avoid

that happening for your child. (E.g. I used to panic if I couldn’t understand the question. Now I would take some deep breaths and then re-read the question.)

Reassure your child that tests and exams are one important way in which they can show what they can do but that there are lots of other ways too, i.e. working hard and taking part in class, reading in their own time, learning to play a sport or a musical instrument.


Standalone Mathematics

Within this Unit the following programme of study (PoS) statements are addressed:

Number and place value Pupils should be taught to: read, write, order and compare numbers up to 10 000 000 and determine the value of each digit round any whole number to a required degree of accuracy use negative numbers in context, and calculate intervals across zero solve number problems and practical problems that involve all of the above

Addition, subtraction, multiplication and division Pupils should be taught to: perform mental calculations, including with mixed operations and large numbers solve addition and subtraction multi-step problems in contexts, deciding which operations and methods to use and why solve problems involving addition, subtraction, multiplication and division use estimation to check answers to calculations and determine, in the context of a problem, an appropriate degree of accuracy

Fractions (including decimals and percentages)Pupils should be taught to: add and subtract fractions with different denominators and mixed numbers, using the concept of equivalent fractions multiply simple pairs of proper fractions, writing the answer in its simplest form (e.g. 1/4 × 1/2 = 1/8) divide proper fractions by whole numbers (e.g. 1/3 ÷ 2 = 1/6 ) associate a fraction with division and calculate decimal fraction equivalents (e.g. 0.375) for a simple fraction (e.g. 3/8) identify the value of each digit to three decimal places and multiply and divide numbers by 10, 100 and 1000 where the answers are up to three decimal places multiply one-digit numbers with up to two decimal places by whole numbers use written division methods in cases where the answer has up to two decimal places solve problems which require answers to be rounded to specified degrees of accuracy

Ratio and proportionPupils should be taught to: solve problems involving the calculation of percentages (e.g. of measures) such as 15% of 360 and the use of percentages for comparison solve problems involving unequal sharing and grouping using knowledge of fractions and multiples

Algebra Pupils should be taught to: use simple formulae generate and describe linear number sequences express missing number problems algebraically find pairs of numbers that satisfy number sentences involving two unknowns enumerate possibilities of combinations of two variables

MeasurementPupils should be taught to:

solve problems involving the calculation and conversion of units of measure, using decimal notation up to three decimal places where appropriate

GeometryPupils should be taught to: compare and classify geometric shapes based on their properties and sizes and find unknown angles in any triangles, quadrilaterals, and regular polygons describe positions on the full coordinate grid (all four quadrants)

This Unit forms a consolidation of learning through KS2. It potentially prepares pupils for national testing or comparable form of summative judgement on their progress in mathematics to date.

Number and place value

Pupils approach unfamiliar problems involving place value, selecting the appropriate ideas and methods to solve them. Their understanding of the underlying structure of number and the concept of place value is sound enabling them to solve a wide variety of problems.

Addition, subtraction, multiplication and division

Pupils confidently and fluently use mental methods to solve a wide variety of problems involving the four operations and combinations of them. They also use more formal written methods when solving problems involving the four operations and with several steps. They record their working in sufficient detail for any errors to be identified and corrected when they check their work using estimation or by applying inverse operations. For problems in context, they also check that their answer makes sense.

Fractions (including decimals and percentages)

Pupils calculate with fractions, confidently and fluently using their understanding of fractions to recall methods and apply them with understanding and accuracy.

Pupils work confidently with numbers with decimals up to three decimal places. They solve problems involving identifying the value of digits, multiplying and dividing by 10, 100 and 1000 as well as by other whole numbers. They are able to round their answers appropriately depending on the context.

Pupils apply this understanding of the place value system, including decimals, and calculating using it, to solve a wide variety of both familiar and unfamiliar problems. They are able to both explain and justify their choices and methods

Ratio and proportion

Pupils can now apply their understanding of proportion to solve a variety of problems involving the calculation of percentages and the use of percentages for comparison. They also solve problems involving unequal sharing, and grouping using knowledge of fractions and multiples. For example, they solve problems involving relationships like ‘for every egg you need three spoonfuls of flour’ or ‘ of the class are boys’. This lays the foundation for later, more formal, work on ratio and proportion.

Algebra

Pupils use symbolic representation of numbers in contexts and situations with which they are already familiar. They are able to solve problems and answer simple questions about formulae, linear number sequences and missing numbers. They are increasingly able to coordinate two variables, such as finding pairs of numbers that satisfy an equation or relationship and enumerating all possibilities.

Measurement

← Pupils solve multi-step problems involving money, measures and time, choosing and using appropriate and efficient methods at each stage, including a calculator. They convert between units of measure where appropriate and give answers in a suitable unit and to a suitable degree of accuracy, including questions where division needs to be rounded up or down and where quotients can be given exactly using decimals or fractions. They decide which operation is appropriate and then the method they will use to perform that calculation, perhaps within a sequence of operations required to solve the problem.

Geometry

Pupils consolidate their knowledge and understanding of shape and shapes. They are able to solve problems involving missing angles by using their knowledge of angle facts and their understanding of the properties of shapes.

They work with coordinates in all four quadrants, plotting and identifying points and solving geometrical problems.

Cornwall LearningT: 01872 [email protected] House, Beacon Technology Park, Dunmere Road, Bodmin, Cornwall, TR4 9LDwww.cornwalllearning.org

Documents

Unit: - d6vsczyu1rky0.cloudfront.netd6vsczyu1rky0.cloudfront.net/8034_b/wp-content/uploads/2014/06… · Web viewExplain to pupils that during this Unit they are going to be spending