primarycpd.wikispaces.com… · Web viewTortoise feel? - Write/fill in a feeling speech bubble. - Going for goals – Write/draw/record. RP: Italian restaurant . take order. write

EYFS – Medium Term Plan (London Olympics 2012)Areas of Learning Week 1 Week Week 3 Week 4 Week 5 Week 6

Physical Development

KS: Run

A: Traffic light game

Bean bag run

Teddy bear relay

(Refer to Leap into life)

ELGS:

- Move with control and coordination.

- Recognise the changes that happen to their bodies when they are active.

-Show awareness of space, of themselves and

KS: Jump

A: Jump the length of

body.

Positional jumping

Hop skip jump game


ELG:

-Move with control and coordination.

- Recognise the changes that happen to their bodies when they are active.

Show awareness of space, of themselves and

KS: Throw

A: Teddy bear throw

Over head ball throw

Bucket throw


ELG:

-Use a range of small and large equipment.


Show awareness of space, of themselves and of others.

KS: Review previous weeks

A: Stations x2 – use activities from previous weeks.


ELG:




KS: Practice KS from previous weeks

A: Stations x3 – using activities from previous weeks


ELG:




KS: Practice KS from previous weeks

A: Modify stations from last week – practice for Olympics day.


ELG:




Olympics day!

of others. of others.

Communication Language and Literacy

Phonics – refer to letters and sounds.

B/S: Tortoise and the

Hare.

A:

-Circle time/ talk for writing – How does the Tortoise feel?

- Write/fill in a feeling speech bubble.

- Going for goals – Write/draw/record.

RP: Italian restaurant

- take order- write menus- place orders

ELGS:

- Speak clearly and audibly with confidence and control and show awareness of the listener.

- Use talk to organise,


B/S: Elmer’s Friends by David McKee (friendship)

A:

- circle time/talk for writing

- Guided writing/ who is a good friend to you and why?



ELGS:


- Use talk to organise, sequence and clarify thinking, ideas, feelings and events.

- Attempt writing for


B/S: The Three Billy Goats Gruff by Ladybird (courage)

A:


- Guided writing/Draw a picture of the bravest Billy Goat and write why they think they are brave.



ELGS:




B/S: The Bully – Magic Key series (Equality)

A:


- Guided writing/ Happy playtimes picture and write why they’re happy



ELGS:



- Attempt writing for


B/S: Shoeshine Boy: The True Story of Pele by Laurence Anholt (Inspiration)

A:


- Guided writing/ draw picture of their ‘hero’ and say why they are fav’ hero.



ELGS:


- Use talk to organise, sequence and clarify thinking, ideas, feelings


B/S: Respect Is Correct by Linda Sky Grossman (respect)

A:

- circle time/talk for writing about

- Guided writing/ when do we use manners, what do we say? Children to choose example and write sentence.



ELGS:


- Use talk to organise, sequence and clarify thinking, ideas, feelings

sequence and clarify thinking, ideas, feelings and events.

- Attempt writing for different purposes, using features of different forms such as lists, stories and instructions.

different purposes, using features of different forms such as lists, stories and instructions.


different purposes, using features of different forms such as lists, stories and instructions.

and events.


and events.


Olympics day!

Problem Solving, Reasoning and Numeracy

MM: recognise numbers 1-5 in context

A: Make pizzas

Make own Olympic

rings

Olympic hoop game (throw correct number of bean bags into hoop)

IWB: Design Olympic rings – Dazzle programme

ELG:

-Say and use number names in order in familiar contexts.

-Use language such as

MM: recognise numbers 1-9 in context

A:

Direct Beebot around the obstacle course using positional language.

Italian themed songs (cold spaghetti song)

ELG:

- Use everyday words to describe position.

- Say and use number names in order in familiar contexts.

MM: Count up and back 0-20 on action ladder

A:

Set up restaurant places for 5 people to come to dinner (how many more/less will they need?)

ELG:


Find one more or one less than a number from one to ten.

MM: count up and back 0-20 on action ladder. Stop at certain number 0-5. Ask 1 more/less?

A:

Set up sorting teddies into ‘teams’ for their own Olympics – find 1 more/less for each team.

ELG:



MM: Count up and back. 0-20 on action ladder. Stop at certain number 0-5. Ask 1 more/less?

ELG:



A:

Measure progress during physical development using stop watches, videos, cameras, different forms of measuring and record in progress books.

Input data onto ‘Textease’ and create a progression story.

ELG:


-Use language such as 'greater', 'smaller', 'heavier' or 'lighter' to compare quantities.

'greater', 'smaller', 'heavier' or 'lighter' to compare quantities.

-Use language such as 'circle' or 'bigger' to describe the shape and size of solids and flat shapes.

Olympics day!

Knowledge and Understanding of the World

Intro assembly about Olympics

RP: Italian Restaurant

A: Making pizza

Go to Italy for a day

(basic info about Italy – where it is, language, food, flag, traditions)

IWB: Design own flag – dazzle programme

ELG:

-Investigate objects and materials by using all of their senses as appropriate.


A:

Find material to make our boat out of (floating and sinking)

Make boats for race

Boat race – using boats we have made

ELG:


- Find out about and identify the uses of everyday technology and use information and communication


A:

Paint/make own Italian flag.

ELG:

- Begin to know about their own cultures and beliefs and those of other people.

- Build and construct with a wide range of objects, selecting appropriate resources and adapting their work where necessary.


A:

Italian day: use information collected over past weeks to create Italy in the classroom for the day.

ELG:



Find out about past and


A:

Guest speaker come to class to talk about the Olympics – encourage children to ask questions, prepare questions over week.

ELG:




A:

Cook cakes and design flags on top to sell at Olympic day.

ELG:


- Build and construct with a wide range of objects, selecting appropriate resources and adapting their work where

- Find out about and identify the uses of everyday technology and use information and communication technology and programmable toys to support their learning.


technology and programmable toys to support their learning.



present events in their own lives, and in those of their families and other people they know.

Ask questions about why things happen and how things work.

necessary.


Olympics day!

Creative Development

A: Circle time (T&H)

Making pizza

Designing flags

Designing Olympic

Rings


ELG:

- Express and communicate their ideas, thoughts and feelings by using a widening range of materials, suitable

A:

Cirlce time (B&S)

Make a boat that can be used in an Olympic race.

Italian themed songs (spaghetti and meatballs song)

ELG:

- Express and communicate their ideas, thoughts and feelings by using a widening range of materials, suitable tools, imaginative and role-play, movement,

Circle time (B&S)

A:

Paint/make own Italian flag.

Learn, sing and play instruments along to Italian anthem.

ELG:

- Express and communicate their ideas,

Circle time (B&S)

House meetings – designing flags and banners for Olympics day.

A:

Italian day: use information collected over past weeks to create Italy in the classroom for the day

ELG:

Circle time (B&S)


A:

Make an invitation to parents to come to Olympics day.

ELG:

- Express and

Circle time (B&S)


A:

Cook cakes and design flags on top to sell at Olympic day.

tools, imaginative and role-play, movement, designing and making, and a variety of songs and musical instruments.

- Explore colour, texture, shape, form and space in two or three dimensions.

- Respond in a variety of ways to what they see, hear, smell, touch and feel.

designing and making, and a variety of songs and musical instruments.



thoughts and feelings by using a widening range of materials, suitable tools, imaginative and role-play, movement, designing and making, and a variety of songs and musical instruments.



- Express and communicate their ideas, thoughts and feelings by using a widening range of materials, suitable tools, imaginative and role-play, movement, designing and making, and a variety of songs and musical instruments.



communicate their ideas, thoughts and feelings by using a widening range of materials, suitable tools, imaginative and role-play, movement, designing and making, and a variety of songs and musical instruments.



ELG:

- Express and communicate their ideas, thoughts and feelings by using a widening range of materials, suitable tools, imaginative and role-play, movement, designing and making, and a variety of songs and musical instruments.



Olympics day!

Personal, Social

and Emotional Development

Link with Olympic values: Excellence – enjoy and achieve

A:

Talk about Tortoise and the Hare (how does it feel to win/ do your best? Is winning important?)

Link with Olympic values: friendship

A:

Circle time (B&S)

talk for writing

Guided writing/ who is a good friend to you and

Link with Olympic values: Courage

A:

Circle time (B&S)

circle time/talk for writing

Guided writing/

Draw a picture of the

Link with Olympic values: Equality

A:

B/S: The Bully – Magic Key series (Equality)

circle time/talk for writing

Guided writing/ Happy playtimes picture and

Link with Olympic values: Inspiration

A:

B/S: Shoeshine Boy: The True Story of Pele by Laurence Anholt (Inspiration)

Link with Olympic values: Respect

A:

B/S: Respect Is Correct by Linda Sky Grossman (respect)

Pizza making

Going for goals

Go on holiday to Italy.

ELG:

- Understand that people have different needs, views, cultures and beliefs, that need to be treated with respect.

- Be confident to try new activities, initiate ideas and speak in a familiar group.

why?

ELG:



bravest Billy Goat and write why they think they are brave

ELG:



write why they’re happy

ELG:



A:


- Guided writing/ draw picture of their ‘hero’ and say why they are fav’ hero.

ELG:



A:

- circle time/talk for writing about

- Guided writing/ when do we use manners, what do we say? Children to choose example and write sentence.

ELG:



Olympics day!

Key: KS = Key SkillA = Activities ELG = Early learning goalsB/S = Book or storyRP = Role Play areaMM = Mental Mathematics

Country: Italy Role play area: Italian restaurant

Key Stage One – Medium Term Plan

(London Olympics 2012)

Week One Week Two Week Three Week Four Week Five Week SixUnderstanding Physical Development, Health and Well-being

Running

Warm-up: get children to travel (walk, jog, run) at different speeds. Either through ‘traffic lights’ or equivalent game, could think of Olympics based words to use.

(4b) Ask children whether their bodies feel different from at the start of the lesson. Why?

Play a chasing game, some suggestions: It, Stuck in the Mud, British Bulldog

Team games involving running.

Basic relay races and running through obstacle courses to begin.

(2b) Give children two opportunities for each relay – discuss how the teams could improve after the first time and give them the opportunity to try out strategies.

Capture the flag to encourage teamwork and co-operation.

Throwing

(2a) In pairs children practice ways to get the ball to travel from one to another; under arm, over arm, roll, one hand etc.

What are the different types of throws?

In threes, two children throw to each other – piggy in the middle.

(1b) Circus of throwing activities:

Throwing bean bags into buckets,

Throwing bean bags from a distance (who can get it the furthest),

Throwing a heavier ball from a distance (who can get it furthest, children discuss difference in weight),

Seeing how many throws two children can make to each other in a given time etc.

Jumping

Developing jumping skills.

Warm up: Jump into a hoop. Hoops of different sizes are scattered, children run around the hoops until told – then jump into one. If teacher shouts a number, that number of children jump into the hoop.

(3b) Discussion on what makes a good jump.

Circus of jumping activities using skipping ropes, cones etc i.e. ‘jump around the circle’

Sports Day week.

Pre-event session

Organise activities and children to take part.

Practice various events and previously learnt

skills.

Olympic Sports Day

Events could include –Marathon = 200m

Shot put with bean bags.Hammer with carrier bag

Small hurdles using cones.Standing jump.30/60m sprint.

Scientific and Technological Understanding

Science based: SC2-Life Processes and Living Things.

Introduction to the topic- healthy bodies.

2b- That humans and other animals need food and water to stay alive.

What do athletes need? What do we need?

What is good food?Food bingo.

2c- That taking exercise and eating the right types and amounts of food helps keeps humans healthy.

Making leaflets and posters.

What does exercise do to our body?

2d- The role of drugs as medicines.

Looking at ill bodies and making us better.

How can we prevent ourselves from getting ill?

Teeth care?Skin care?Hygiene. Balanced life styles.

(5c) Design/Tech Based:

Researching healthy food choices.

Designing the ultimate athlete smoothie.

(1a) Questionnaires and surveys to explore possible design choices.

Considering the opinions of the market.

Design healthy smoothie.

Ingredients lists.

Create working design sheets.

Design labels for smoothie bottles and packaging.

Create Healthy food.

Healthy food tasting challenge.

(3a) Self and peer evaluation.

Is the product fit for purpose?

Handling data unit for any Year 2 Block C Year 2 Block C Calculating, measuring Year 2 Block D Year 2 Block D

Mathematical Understanding

year in Key Stage 1-take from PNS.

Following taken from Year 2 Block C.

Revisit the concept of measuring and collecting data.

Assess children’s ability to read from a scale and measure different lengths and heights of objects.

Children to learn how to measure volume, length and weight and time on are carousel of activities to revisit prior learning or introduce to new concepts.

Children to record findings in ready- made formats.

Children to follow a line of enquiry based on bodies and physical capabilities such as “What is you height” “How far can you jump?”etc. Answer questions by choosing and using suitable equipment and selecting, organising and presenting information in lists, tables and simple diagrams

Using data collected from PE lessons children start collecting and recording data in lists and tables; represent the data as block graphs or pictograms to show results; use ICT to organise and present data.

and understanding shape in any year in Key Stage 1-take from PNS.

Year 2 Block D

Olympics- relate problems to Olympics.Solve problems involving addition, subtraction, multiplication or division in contexts of numbers, measures or pounds and pence.

Add or subtract mentally a one-digit number or a multiple of 10 to or from any two-digit number; use practical and informal written methods to add and subtract two-digit numbers

Relate to Olympics- weight of food, people, etc. Medals?

Estimate, compare and measure lengths, weights and capacities, choosing and using standard units (m, cm, kg, litre) and suitable measuring instruments.

Use units of time (seconds, minutes, hours, days) and know the relationships between them; read the time to the quarter hour; identify time intervals, including those that cross the hour.

Relate to the Olympics- would link to ICT unit- Beebots.

Follow and give instructions involving position, direction and movement.

Understanding the Arts

Music

1a-Compose call and response verses for singing during parade at Sports’ Day

2a-Explore the use of percussion instruments to compose an ‘Olympic Theme’ for the country. (Use other instruments if chn play any). Listen to fanfares and ‘Olympic’ themed music

Continue compositions and record for use on S/Day to be played for the arrival of each class.

Art

1a-Research the flag and national colours of the chosen country (Encyclopaedia). Each child makes a flag to carry during the ‘Olympic Procession’(Sports’ Day)

Generate ideas for banner design

2a-Designs for the Olympic Banners to be carried both at the head of the procession and amongst the remainder

4b-Create the banners- using fabric paint? on sheeting or similar. Attach poles, to be carried by 2 or more chn.

Historical, Geographical and Social Understanding of the World

Geography based on one country that is taking part in the Olympics 2012

Where in the world is Barnaby Bear? Barnaby Bear is in the class’s chosen Olympic country.

(2d) ‘Geography detectives’: Barnaby Bear has sent class some artefacts. Group work using artefacts of the chosen country that they can touch, feel

Visual images (pictures, videos etc.) of chosen country used as a stimulus for class discussion.

What is it like to live there?

History based on the country that children have been looking at in Geography

(1b) Establish what is meant by ‘ancient’ and ‘modern’.

Show children a pictures or replicas of objects from the past of the chosen country.

Class discussion on what it tells us about life in (country) in the past.

Give children a profile of a ‘child’ from the past living in the chosen country. Including brief descriptions of name, age, clothing, education, entertainment, diet etc.

Read children a postcard from Barnaby Bear.

(3b)Assess children’s prior knowledge of the country.

Google Earth

(2c) Using ‘first’, ‘junior’ or ‘picture’ atlases to find the country. Children colour the country and label on a map of the world.

and examine.

(1a) What is it made out of? How do you think it is made? What do you think it is used for? What does it tell us about the country?

Children write information and/or draw a picture of artefact(s) on premade worksheets.

What is different about (country) to where we live?

Would you like to live in (country)? Why/why not?

Children create their own postcards to send to Barnaby Bear about what they have learnt about the country.

(1a) Timeline work. Children create a ‘human timeline’ with dates from present working backwards and using important events from the chosen country’s history.

Children create own visual timelines and locate the ‘ancient’ (country) on a map.

Inference and deduction.

Detailed drawing of the object with description.

Children to decide what questions they would like to ask the child.

(2a,2b) What was it like to grow up in this country in the past? Where did people live? What was it like?What did they eat? What jobs did they have?

Teacher role-play as the child.

Children note down any answers on their whiteboards.

Understanding English, communication and languages

En3,1-‘Animals as Medal Winners’- what do the chn know about the speeds/sizes/strength of certain animals? In groups use encyclopaedia/dictionary to find out info about animals. (Also teacher PC input)

Continue from previous findings and record ‘factoid’ booklets with the best animals-illustrations and facts

En1,1-Present their findings to the rest of the class, comparing the animals and deciding which animal would be the medal winners.

En1-Traditional tales-Aesop’s Fable, The Tortoise and the Hare-discuss the moral.

Explore other traditional stories from their specific country.

Compare the differences/similarities of tales.

Are there similar characters/events?

Religious Education

Introduction

Intro to religion.

Analysis of which countries believe in which faiths. Use Olympic countries.

Label a map showing primary religions for main Olympic countries

What does religion believe?

Special People

Look @ gods associated with religion.

Who, Why, When, What, How??

Roleplay an element of the story (of the god)

Special People

Watch videos of special Olympic moments.

Identify those individuals who have battled with problems. Racism etc.

Research great rolemodels in society.

What kind of questions would you like to ask

Special Places

Look at place of worship linked to religion.

What makes it special?

How does it make you feel?

Visit to a church?

Special Places

Can the Olympic stadium make people feel like this?

How, why?

Children to talk about their most special places.

Draw picture.

Label with feelings they

Festivals

What festivals are specific to the religion?

Show children examples of artefacts connected with festival.

Watch video on festival.

Worksheet task.

What are the main features of religion?

your rolemodel? (5 total) have when they are there.

Key Stage Two – Medium Term Plan

(London Olympics 2012)

Areas of Learning Week 1 Week 2 Week 3 Week 4 Week 5 Week 6

Understanding Physical Development Health and Wellbeing.

LO: I can hand over and receive a baton in a race. 1b, 3a, 3b, 4b, 10b

Warm up Activity: Domes and Dishes.Mark out an area and divide the chn into 2 groups. Give each child a cone marker. 1 group to scatter the cones as Domes (the right way up). 1 group to scatter the cones as Dishes (the wrong way up). Each group then tries to turn over the cones from Dishes to Domes and Domes to Dishes.

Main Activity – Chn in Pairs. Development of baton passing.Mark out a start and finish line approx 50m apart. Chn to explore different ways of changing over the baton to see if time/speed can be improved. Discuss which method of change was most successful. Chn to then get into groups of 6 and time their relay. Chn to record their time in their PE Progress books. Chn to aim to improve on their time the following week.

LO: I can run and throw a ball at the same time?1b, 3a, 10b

Warm up activity

Main Activity:Get into pairs and pick up a ball of any size. Stand five paces apart from one another and throw the ball underarm to each other. For differentiation vary the distance.Stand ten paces away from each other. Take a run up and throw the ball, overarm or underarm, to their partner. What do they notice about the pace of the ball when it has been thrown after they have taken a run up compared to when they threw it without taking a run up? Find another pair with a different sized ball and swap the balls. Do the same process as before, throwing from a standing position and then throwing from taking a run up. What do they notice now? Has the different size of the ball made a difference to

LO: I can recognise the 3 stages of a standing jump and I can apply these to other forms of jumps.1b, 3a, 10b

Show chn video clips of jumping animals (http://www.bbc.co.uk/nature/species/Eastern_Grey_Kangaroo#p004vtyd) and other sources for inspiration- Ask the chn to observe the way that animals jump.

Warm up activity + ask chn to lay out 4x large mats (4 chn per mat).

Main activity:How can animals inform us about jumping? Safety- always jump onto a mat. Model a safe standing jump with good technique.Emphasise the 3 stages: The spring of legs and the swinging of arms for power, The stretch in flight with straight back and forward facing head for balance and stability and ‘Soft’ or ‘bent’ knees on landing for

LO: I can explore different speeds of running.1b, 3a, 10b

Warm up: Chn to be told four corners of hall relate to a specific country. When country’s name is called, chn must run to that corner.

Main activity: Hide the flag gameAn equal number of flags of 4 different countries will be hidden around the hall.Each team to run around finding hidden flags and bring them back to the ‘Olympic Village’. When a flag is brought back to base the child is allowed to take one other flag and hide it. The winning team will have the most flags in their Olympic Village.

Warm down: Split the hall into northern and southern hemispheres. As a link with Geography, say a name of a country and the pupils must walk to either the north or southern part of the hall.

PSHELO- To know what I want to achieve and how I can get there.

Circle time- Going for Your Goals.

Show images / footage of some Olympic Medal winners that have faced hardships to win their medals. Maybe use disabled Olympiads as examples.

Give the chn an example of something that you, as a teacher, had to work really hard on to achieve. How did you go about it? What were the things/processes that helped you succeed?

Ask the chn to give examples of things that they have achieved in their life, no matter how big or small and ask them to describe what they did to achieve them. You might want to use the schools reward system to illustrate recent school achievements to assist in this task if chn are stuck

Olympic Sports Day

HockeyFootballTennis

BasketballTable TennisGymnastics

AthleticsHandballVolleyballArchery

http://www.bbc.co.uk/nature/species/Eastern_Grey_Kangaroo#p004vtyd

http://www.bbc.co.uk/nature/species/Eastern_Grey_Kangaroo#p004vtyd

Conclusion / Cool down.Chn stay in their teams of 6. Chn walk in a line. On the whistle the child at the back jogs to the front.

the pace of the ball? Is it easier or harder to throw? Put 3 targets on the wall and ask the children to form a line. Throw the ball with, and then without, a run up. What do they notice? Is one way of throwing more accurate than another? Why?Concluding Activity/Warm down

absorption of impact. Chn to practise a standing jump- peer assess + CT assessment and develop. Move chn onto main jumping activities and supervise them jumping: Standing Triple Jump (Hop, Skip and Jump), Running onto a spring board at paceCool down The chn to recall the safety aspects of jumping both indoors and outdoors? Are the chn able to recognise the 3 stages of a jump and be able to describe why this helps us to jump?

for something to say.

Are there any similarities or common themes in the types of things that the chn needed to achieve the things they wanted?

Ask the chn to use the worksheet to write themselves a goal for the future and what they might need in order to get to their goal. They can draw a picture of themselves actually fulfilling their goal.

Chn can feedback their goals to the class.

Historical, Geographical and Social Understanding.

Geography LO: I can make a world map and apply geographical knowledge to indicate places of particular significance.I can use ICT and other research methods to support geographical understanding. 2e

Main activity:Working in teams of 4, the chn become Olympic detectives and apply their understanding of The Olympic Games to places in the world? Remind the chn about affective teamwork and quickly

HistoryLO: I can identify the important parts of a Flag.

Show map on IWB and discuss which countries would be competing in the Olympics. Draw a spider chart of 5 countries to focus on today (GB, Canada, USA, China and Russia). Show flags on IWB- discuss with partner what you can see on these flags. Talk about USA: Stars and Stripes, Canada: Maple leaf...What do they mean? On each table is a picture of a

Geography LO- To understand how major sporting events can change the places where they are held.3e, 6d & 7b

Question the chn on what they know about the Olympic Games and use this information to create a mind map to generate ideas for further investigation.

Show some specific footage of the games on the IWB to give the chn an idea of all the types of events and stages for competition that would

HistoryLO: I can find out information about the history of a country.

Show some flags from different countries on IWB- same flags looked at in previous lesson to go over previous learning.

Pupils to choose one country that they have previously looked at and on sugar paper draw the flag.

Pupils to draw a spider chart coming off the flag indicating the different icons on the flag of their

Geography LO- To understand how major sporting events can change the places where they are held.3e, 6d & 7bRecap on the last lesson and draw upon previous learning about the types of changes that might take place when a city hosts the Olympic Games.

Raise a local issue that has changed the local area of the school or to the school itself that the children will recognise and relate to. How did it affect the landscape?

HistoryLO: I can recognise that some countries have changed their names and borders.

Show pupils on IWB an old map when there were different names for countries i.e. USSR, East and West Germany, Czechoslovakia, area before known as South Africa etc.

On each table there will be one country for the group to work with.Groups must Draw the country’s old flag and new flag and write captions

brainstorm their ideas on how they might succeed together. Using the internet set 2 groups of the chn the challenge to locate and record all of the host cities of the Olympic Games (with the countries & the date the games were held there). Using the world atlases provided, support the other groups of chn to work together to produce a world atlas. Using the information from the web-research and the world atlases, can the chn indicate the host cities on their world atlas and include the year of the games that were hosted there?

flag. Discuss the designs- what could be their relevance? What can they mean in relation to their country? Draw a spider chart of the flag indicating statements about the designs on your flag. What have the chn found? Groups to present their country’s flag and discuss their ideas. Show chn the actual meaning of each of the flags and discuss with the class.

Plenary: Thumbs up, middle or down. Choose a different country than the countries discussed today and draw a spider chart about their flag.

have to be provided.

Looking at the mind map, explore what kinds of things a host city/country would have to do in order to prepare for and host the games. Do cities already have these facilities before the games? What needs to happen to make them successful?

Put the chn into groups of 4/5 and designate groups the following areas of the host city development for each group to supervise: Construction, transport, communication, tourism & environmental issues.

Ask the groups to prepare a presentation to the class to show what changes that they think they would make and why they think it would be good to do so.

country.

Pupils to research Olympic history of their chosen country and add this information onto spider chart.

ASSESSMENT: Thumbs up, middle or downChoose one another country other than the countries discussed today and draw a spider chart about their flag.

Ask the chn to think about how the change it made them or people they know feel. Use various sources (local news papers, television/radio and internet news reports to illustrate points).

If the games came to their town or city, how might it affect them, their families and the city itself?

Ask the chn to write a short newspaper article on how the games coming to their town might change people’s lives. Are they for, against or neutral to the changes that could happen?

about what you would have found in each one before and after the change.

ASSESSMENT: Thumbs up, middle or down

Olympic Day

Mathematical Understanding

LO: I can gather information and communicate the findings to other people.

Resources: Use medallist search on http://www.olympic.org/en/content/All-Olympic-results-since-1896/

LO: I can produce a pictogram from information gathered about the Olympics.

Chn to gather information from the class on what is their favourite Olympic sport. Chn to pick their choices of sports from a list

LO: I can answer questions about graphs and tables.

Show graphs and tables on the IWB. Get the chn to complete a quiz as groups. Ask the chn questions relating to the graphs and tables and mark as a class. Discuss

LO: I can calculate the mean and mode of information gathered.

Chn to get into pairs and time each other as they run the length of the playground. Chn to gather the results from the rest of the class. Chn to present the information in their

LO: I can sort Olympic sports into Carroll and Venn diagrams.

Chn are given a sheet of pictures of Olympic sports.

The chn decide hoe they want to characterise the information and produce

LO: I find information and use it to solve data handling problems.

Split the class into groups and give each group a sealed envelope. In each envelope are a scenario and a question. (Example Question: I am an ambassador for the

http://www.olympic.org/en/content/All-Olympic-results-since-1896/



Chn are given a table of information. They discuss with their partner the best way to communicate this information to other groups. Chn to produce a graph to display the information from their table.

supplied to each table. Chn to record questions in a tally chart and produce a Pictogram to show the results.

the answers and check understanding / misconceptions.

books and interpret the results. Chn to compare sets of results (ie. Boys, girls, age etc). Chn to find the average, mode, range.

Venn and Carroll diagrams of their results.

Chn to share with the class the sport characteristics they chose to work.

Olympic Committee. I need to be able to show other committee member the numbers of medals that Great Britain, USA, France and Germany got in the 2008 Olympics.) The chn are to open the envelopes and solve the problem inside.The chn are to present their questions and findings to the class.

Understanding English, communication and languages

English:LO: I can make a Podcast of an athlete interview.En 1 - 1, 2, 3, 4Show the chn some athlete interviews on the IWB.The chn are to get into groups of 4.The chn are to plan and make a 5 minute Podcast interview of an athlete in any event of the 2012 Olympics.Class to return together and listen to each other’s Podcasts and evaluate other performances.

MFL:LO: I can tell you some words related to the Olympics in different languages1g, 2b, 3d,The chn are given a quiz sheet that looks something like below.

French Spanish

GoldSecondFastSlowHighLong

The chn try and fill as much of the grid in as they can use resources from the Internet and books. Chn should be encouraged to find other languages or related words to fill the remaining boxes on the grid. Have an enlarged version on the class wall for the children to fill in together. Any remaining boxes can be filled in at later dates. House points for chn that can fill in a square from research in

English:LO: I can write a newspaper story about the Olympics.Refresh with the chn the features of newspaper stories.

Show the chn some newspaper stories about past Olympics.

Using a photocopied Newspaper template the chn are to write a newspaper story about the Olympics.

Have some headlines pre-written for chn that will struggle for ideas.

MFL: LO: I can say Hello and Goodbye in Italian, German and French.1g, 2b, 3dTeach chn how to say Hello and Goodbye in and Italian, German and French (explain in some parts of the world including Canada and Africa they speak French.)

Chn to split into 4 groups, 1 person from each country.

Form groups of 4 pupils, 1 from each country.

Perform a performance (link to Drama) where chn will address another pupil in their group in the language of their country.

Extension: Move onto phrases if you have time such as “hello, how are

English: LO: I can carry out and record an interview. En1: 3a, b, e, 4a, b, c, d. En3: 1a, c, e, 2e, f, 3, 4e, f, 5a.To start with, show the chn examples of athlete’s interviews in newspaper articles. Chn work in pairs. One takes on the role of journalist, the other the athlete. Chn can choose which sport they are taking part in and which country they represent. The journalist asks the athlete some questions and writes down the responses. Then the pair swap roles and do the same task. After this, chn can write a newspaper article about their interview. To finish, chn can share examples of their interview questions and/or their article.

MFL:LO: I can imagine how others may see their own way of life and culture.Chn to look at the different host countries.

Watch some of the opening ceremonies and recognise the differences in life and culture.

Chn to design an opening ceremony for the Olympics 2012.

Olympic Day

their own time. you?” in all 4 languages.

Scientific and technological understanding

Science:LO: I know what contributes to a healthy/ unhealthy lifestyle?Sc1 1a, Sc2, 1a, 2b, 2c, 2d, 2e, 2hChn to read this short piece on the BBC website: http://www.bbc.co.uk/schools/ks2bitesize/science/living_things/health_growth/read1.shtml Chn to then play the game:http://www.bbc.co.uk/schools/ks2bitesize/science/living_things/health_growth/play.shtml Ask the children what happens when they exercise? How do they feel? What do they need lots of?Chn to get into groups of 3 or 4 and have an A3 sheet. Chn to split the sheet in half and draw an unhealthy person on one side and a healthy person on the other.Ask the children to draw pictures around their people, such as what makes a person unhealthy (eg smoking, alcohol) and what can make a person healthy (eg fruit, vegetables).Ask the chn to go online and look up a famous

Science: LO: Can you name the different types of food and say why they are good or bad for us?Sc1 1a, Sc2 1a, b, 2a, bAfter explaining to the cn the main food types (protein, carbohydrate, fats, vitamins and minerals), give them examples of what foods you would find these food types in. Set the chn the task of writing the four types as headings, and underneath these headings write as many foods as they can which come into these categories. Then, ask the chn why someone would need to eat this food (eg carbohydrates for energy for sports) and who would eat these foods (eg an athlete would eat a balanced diet of carbs and proteins). To finish, ask the chn about their diet: what food type do they eat most of? Does it play a role in their lifestyle?

Science:LO: Can you name the different parts of the body and what they do? Sc 1 1a, Sc2, 2c, d, g, hAfter asking the chn to name as many organs as possible, give them a picture of the human skeleton. On a separate sheet, give them the pictures and names of the internal organs and ask them to cut out and stick the organs in the right place in the body with the right name to it. To finish, ask the chn to show where they have put certain organs and ask again how they work.

5c Design/Tech:LO: Can you design and prepare a healthy snack for a medal winning athlete?1a, b, d, 2a, b, fWork in pairs or groups of 3 to brainstorm ideas for an athlete’s snack. They will need to make a list of food and equipment to use, stating why they think it is useful and why they think an athlete would eat this sort of meal (eg food types, healthy etc). Ask chn to report back on their choices.

5c Design/Tech:LO: Can you design the steps you will take to make this snack? How would you sell this to an athlete? 1a, b, c, d, 2a, b, c, fShow the children different packaging/designs on popular products that they recognise (eg Coca-Cola, Nike, Mars). Ask the children to carefully plan out the steps in their groups to make their snack. When this is done, ask them to think about how they would advertise/sell the product to an athlete. What packaging would they use? How much would it cost? Finish with discussion on why they have chosen this price and packaging.

Design and Tech: LO: To produce and evaluate your snack.1a, b, c, d, 2a, b, c, f, 3a, cIn groups, select equipment and food and produce your snack. Design the packaging and give it a price before evaluating your product. Does it seem value for money? Why is it good? Improvements?

Olympic Day

http://www.bbc.co.uk/schools/ks2bitesize/science/living_things/health_growth/play.shtml



http://www.bbc.co.uk/schools/ks2bitesize/science/living_things/health_growth/read1.shtml



athlete that they can think of. Ask them to find the diets of these athletes and compare them to their drawings.Ask the chn why they have drawn these people in this way (eg why is the unhealthy person fat? Just because a person is unhealthy does it always mean they will be fat?)

Understanding the Arts

LO: I know what a modern day athlete looks like.Show pupils images of athletes from modern day and many years ago.Get pupils to work in pairs and draw around one of them on large sugar paper.Pupils to add on how an Olympic athlete would look from a modern day Olympics

LO: I know what an athlete from long ago looks like.Show pupils images of athletes from modern day and many years ago.Get pupils to work in same pairs from previous lesson and draw around other partner on large sugar paper.Pupils to add on how an Olympic athlete would have looked from a long time ago.

LO: I can choose materials and images to develop my understanding of movement.1b & c, 3aHow do we know that something is moving? Brainstorm some of the ideas that the chn have about what might indicate movement- blurring, the position of the body, increase in sound, etc.Ask the children to use the materials (magazines, books, music, etc.) that they brought in for their homework task to start a small topic on movement. Chn should be encouraged to share their materials to the class and explain why they have chosen them and how they think they show movement.Ask the chn to cut out or

LO: I can identify what processes and mediums will be appropriate for a particular purpose.2a, 4aExplore the works of artists who have incorporated movement and still life into their designs. Which ones are effective at representing stationary things and movement and why? What mediums and processes were particularly successful? Explore these with the class and how one might go about applying them.

The chn should be asked to explore a medium or process of their choice with which to develop their work over the next 3 sessions.

Allow the chn explore the medium using online and other resources to inform

LO: I can experiment with materials and processes and apply these skills & techniques to develop my designs.2b, 3bThis session should be about the chn getting to know their medium and how to handle, treat and use it. How can they apply it to different materials? What techniques compliment the use of this medium?

Developing this experience, can the chn make simple designs based around the materials they brought in on the first session? Ask the chn to begin to recreate that image or recording with their medium or process and increase the level of movement portrayed.

Ask the chn to reflect

LO: I can experiment with materials and processes and apply these skills & techniques to develop my designs.2b, 3b, 4a Recap on the previous week’s work and investigations on movement and ask the chn to begin to create a final piece. They should think about effective use of backing material, space, line, tone and other visual/audio elements that will help their designs portray movement most effectively.

edit the materials they have, incorporate them into their art book and label the features of movement on their materials. They will be using these to build upon subsequent study and design opportunities.

their own practice.

Ask the chn to reflect upon what they have learnt and make notes in their art books.

upon what they have learnt and make critical notes on their successes and where they have had to try again.

Religious Education

The Devon, Plymouth and Torbay Agreed Syllabus2007

AT1: Learning about Religion. AT2: Learning from Religion

AT1 i

Beliefs, Teachings and Sources

Investigate the different religions of the host cities’ countries of past games.

Where did these religions start? How did they spread across the world?

AT2 iii

Values and Commitments:

Explore religious values. Are they the same in all religions?

In what way does the Olympic Game’s ethos reflect that of Religious values?

AT1 iii

Forms of Expression:

Explore the symbolism used in different religions. What do the symbols represent and why are they important to religions as a whole.

What symbolism can we see in the Olympic games?

AT2 i

Identity and Belonging:

Religion has brought peoples together and divided them over the centuries. How has it made such a massive impact on life on our life on earth?

Does the Olympic Games bring people together in special ways? What are its unifying themes?

AT2 ii

Meanings, purpose and truth.

Does religion have an important place in today’s changing society?

Could we say that consumerism and our fixation with celebrity has taken religion’s place?

AT1 iii

If Jesus was alive today, how do you think he would spread his word to the world?

Discuss whether he would use modern communication methods or prefer to stick with the methods found in the Bible.

Documents

primarycpd.wikispaces.com… · Web viewTortoise feel? - Write/fill in a feeling speech bubble. - Going for goals – Write/draw/record. RP: Italian restaurant . take order. write