Morpeth First School Medium Term Planning Summer 1

Morpeth First School Medium Term Planning Summer 1

Curriculum
Area / Learning Objectives / Learning Opportunities / Expected Outcomes
Reading / Engaging with reading
To listen to and discuss a range of adventure and mystery stories.
To develop reading of information texts.
To use glossaries, contents and indexes.
Understanding and interpreting texts
To use an information text to find information and answer questions.
To compare fiction and non-fiction texts and discuss structure and presentation.
To draw inferences about characters’ feelings, thoughts and motives from their actions.
To justify inferences with evidence from the text.
Word reading skills and Strategies
To use knowledge of key words in
reading. / Reading time in Early Bird.
Guided reading sessions.
Individual reading.
Reading class texts (adventure and mystery stories). / Children can:

• Continue to develop their reading fluency and reading comprehensions skills.
• Find evidence from the text to justify their answers and inferences.
• Locate information in a non fiction text.
• Name key features of information texts.

Writing
Adventure and Mystery / Create and shape texts
To study Adventure and Mystery stories
Word structure and Spelling
To learn spelling of ch as sh, e.g. chef, chalet, machine. To learn ough as in though and although. To also learn key words — months of the year and tricky words - Century, certain, forward, history, interest, library, potatoes. Also endings ar or er and words ending in al.
Sentence structures
To learn how to use the possessive apostrophe.
To know a variety of plural words, the plural rules and their exceptions. / Role play the key parts of a mystery story.
Describe an adventure story character and setting.
Look at the key features of adventure and mystery stories and how they differ from each other (pirate stories, detective mysteries etc).
Plan the beginning, middle and end sections of an adventure story.
Use success criteria to write the beginning, middle and end sections of an adventure or mystery story.
Write a cold piece and hot piece adventure story.
Focussed grammar lessons to learn how to use plurals, the plural rules and how to appropriately use the possessive apostrophe. / Children can:

• Spell words with ch as sh (chef, chalet, machine, brochure).
• Spell words containing ough (thought, although, through).
• Spell key words such as the months of the year and words with endings ar, er and al (calendar, grammar, quarter, material, special).
• Spell tricky words (Century, certain, forward, history, interest, library, potatoes).
• Know the key features of adventure and mystery stories.
• Plan and write the beginning, middle and end of an adventure.

Maths / Number and Place Value
Comparing and ordering whole numbers to 1000 in numerals and words.
Count on and back in multiples of 50 and 100. Use multiples of 2, 3, 4, 5, 8, 50 and 100. Use larger numbers to at least 1000 and apply partitioning related to place value. To use a variety of representations (including those relating to measure) to count in 1, 10 and 100s.
Addition and Subtraction
Estimate the answers to calculations and use inverse operations to check answers. Use place value and partitioning to add and subtract increasingly large numbers. Continue to add using columnar addition and subtraction (carrying and exchange).
Multiplication and Division
Solve problems including integer scaling and correspondence problems in which n objects are connected to m objects.
Record multiplications and division using formal short methods.
Geometry
Recognise the relationships between right angles and the fractions of a turn. To identify pairs of parallel and perpendicular lines. To know symmetrical properties of polygons and polyhedra. To connect decimals and rounding to drawing and measuring straight lines in cm.
Measurement Length and Time
To tell and write the time to the nearest minute from both analogue and digital 12 hour clocks. Use the vocabulary am and pm. Record and compare times using seconds, minutes and hours. To compare durations of events.
To compare measures including simple scaling by integers (linked to multiplication).
Statistics
To present data using scaled pictograms and bar charts. To interpret data presented in scaled pictograms, bar charts and tables. To use information presented in tables and scaled pictograms and bar charts to solve one and two step problems. / Refer to weekly planning for detailed learning opportunities / Children can:

• Count in multiples of 2, 3, 4, 5, 8, 50, 100.
• use larger numbers to at least 1000, applying partitioning related to place value.
• Use a variety of representations, including those related to measure, to continue to count in ones, tens and hundreds, so that they become fluent in the order and place value of numbers to 1000.

Children can:

• use their understanding of place value and partitioning, and practise using columnar addition and subtraction with increasingly large numbers with some using carrying and exchange.
• solve varied addition and subtraction questions.

Children can:

• recall their multiplication tables with increasing fluency.
• progress to the formal written methods of short multiplication and short division
• solve simple problems in contexts, deciding which operation to use.

Children can:

• recognise the relationships between right angles and the fractions of a turn.
• Identify parallel and perpendicular lines.
• Find lines of symmetry in polygons and polyhedral.
• Connect decimals and rounding to measuring straight lines in cm.

Children can

• Read the time to the nearest minute.
• Read both analogue and the digital 12 hour clocks.
• Compare the durations of events.
• Compare the number of seconds in a minute, minutes in an hour etc…

Children can

• Present data using scaled pictograms and bar charts.
• Interpret data and solve problems related to pictograms, bar charts and tables.

Computing
Computer Science / To design, write and debug programs that accomplish specific goals including controlling or simulating specific systems.
To solve problems by decomposing them into smaller parts. / Kodu Game Lab Project
Children design, create, program and debug their own games. / Children can:

• design their own game
• create games using Kodu
• test games and debug them as necessary

Science
‘Get Your Body Moving’ / To identify that animals, including humans need the right types and amount of nutrition.
To understand that animals cannot make their own food
To know that we get nutrition from the foods we eat
To identify that humans and animals have skeletons and muscles
To understand how these are used for support, protection and movement.
To know the name and function of the main body parts associated with skeletons and muscles and their functions
To know the importance of a balanced diet (link to DT nutrition) / Identify and group animals with or without skeletons and compare how they move.
Build a skeleton
Locate different joints and muscles and compare their functions
Compare and contrast diets of different animals
Investigate different food groups and plan balanced meals
Link to DT food and nutrition Sweet and Savoury Salads
Links to numeracy ‘measuring’
Scientific questions:
What would happen if we had no skeleton?
Which is the longest bone in our body?
Do people with longer legs jump further? / Children can

• label parts of a skeleton
• know functions of different parts of a skeleton
• identify muscles and their function
• know how muscles and bones help up to move
• identify what makes a balanced diet
• plan a healthy meal
• describe the functions of different food groups.

DT
Cooking and Nutrition
Sweet and Savoury Salads / Design
Use research and develop criteria to create a healthy salad idea, including knowledge of seasonality of ingredients
Generate, develop, model and communicate their ideas through discussion, annotated sketches and diagrams.
Make
Select from and use a range of ingredients applying the principles of a healthy diet
Develop skills in safe use of kitchen equipment
Evaluate
Evaluate their ideas and products against their own design criteria and consider the views of others to improve their work. / Design, make and evaluate their own sweet or savoury salad
Formulate ideas through research and discussion.
Plan what their salad will include using reference to recipes and understanding of nutrition from science topic work
Use salad materials grown in our garden / allotment
Use allotment visits to gain more understanding into planting/growing and harvesting process
Invite parents/ governors to taste the salads and give feedback / Children can:

• use knowledge of healthy nutrition to design a salad

• discuss what ingredients will be available at this time of year

• use knives and food hygiene principles correctly for safe preparation of food

• evaluate their ideas using the views of others.

History
William Turner / To develop a chronologically secure knowledge and understanding of local history.
To understand how our knowledge of the past is constructed from a range of sources. / Children produce a fact booklet about William Turner (his main achievements).
Children learn about and visit the William Turner garden in Carlisle Park.
Children learn some of the names of plants (that were named by William Turner) and the medicinal uses that he described. / Children will:

• Understand who William Turner was and that he was the first person to record the names and medicinal uses of plants in English.
• Learn and identify some plant names.

Art
Form
Degas, Lowry and Henry Moore / To increase understanding of human form
To explore the works of Degas, Lowry and Henry Moore)
To use sketchbooks to record observations
To create both sketches and sculptures of bodies (mastering use of pencil and pencil for drawing and wire for sculpture)
To experiment with finishing techniques
and materials / Take photos of each child, print in black and white and use as stimulus for own 2D portrait sketches.
Sketch a figure from 4 different viewpoints
Explore the work of Degas.
Translate 4 sketches of a figure using pastel in the style of Degas
Create a group 3D sculpture of a figure e.g. add Mod Roc to wire structure
Paint sculptures in a neutral shade or bronze
Take photographs of finished work from different viewpoints. / Children can

• Record observations using pencil sketches

• Create work in the style of Degas using pastels.

• Develop sketches and translate them into sculpture

• Use a variety of finishes to create different effects

PHSE
Relationships / To describe how to make important people in their lives happy.
To express when they may feel guilty and how to make amends.
To describe situations where they should take responsibility for what they do.
To describe situations that hurt their feelings and situations where they might hurt others’ feelings. / Discuss the main feelings that arise from a story ‘Guilty!’ and think about feelings of guilt.
Discuss picture scenarios to understand how to make amends.
Read ‘Jack’s choice’ to think about how to take responsibility for something that they choose to do.
Write a list of what hurt’s their feelings. Write a word bank for feelings associated with guilt. / Children can:

• Identify what makes them feel guilty.
• Identify situations where their feelings have been hurt.
• Work as part of a small group.
• Identify situations where they might hurt others’ feelings.
• Know when to tell someone about their feelings.

Music
To include
First Access Violin / To develop rhythm and melody playing
on the violin through a piece in a
rock style.
To explore the use of dynamics
and repetition to create musical effect.
To find out about the background of the music and story in context of ballet and dance.
To be able to write down sound effects,dynamics,sequence and repetition through a visual graphic score.
To introduce terms pedal note, tonic and dominant.
To perform in an informal classroom setting.
To firmly establish a sense of pulse and to challenge the musical memory with repetative rhythm patterns.
To reinforce learning about " bones in my body " through song and movement. / Playing from "Violin Star book 1": Too Much Rosin
Work with BBC 10 Pieces :Theme from Stravinsky's Firebird
Read and explore the story. Watch BBC short orchestra excerpt.
Group composition using dynamics and sound effects inspired by Stavinsky'sFirebird.
Group performing , recording and evaluating.
Legato, marcato and tremolo effects on the violin.
Individual work, group interaction and ensemble playing.
Group activity with individual creation of a graphic score based on a group composition of sound effects.
Music theory and violin technique : play and/or sing a D-major scale.
Play new repertoires and some graphic scores created this term.
Pulse and rhythm games in a class setting : Every Time Rhythm Echo Game, pulse, crotchets and quavers.
Curriculum link :
Bones in my body :TheFibia and Tibia tune. / Children can

• Experience a sense of achievement when attempting to play a violin piece in rock style.
• Understand the use of dynamics and repetition to create musical effect.
• Learn how to play sound effects on the vioin.
• Know that music can describe a story in context of ballet and dance.
• Create a graphic score including sound effects,dynamics, sequence and repetition.

• Know meanings ofof pedal note, tonic and dominant.

• Perform confidently

• Achieve a sense of steady pulse and improve memory of repetative rhythm patterns.

• Link some of the knowledge from science through song and movement.

French
Describing appearance / To speak in sentences, using familiar vocabulary, phrases and basic language structures.
To engage in conversations, ask and answer questions and respond to those of others.
To present ideas and information orally to a range of audiences.
To make simple statements about appearance.
To learn phonics ou and eu. / Children to learn colour words by engaging in games (such as memory games on the BBC website) and by making their own colour dictionary.
Children to learn a song with body parts in French (e.g. head, shoulders, knees and toes) and to label the main parts of a body.
Children to describe themselves – J’ai, Je suis
Children to say simple sentences about the appearance of people on photos – Il a, Elle a, / Children can:

• Remember main body parts in French.
• Describe their appearance.
• Recognise colour words.
• Say a simple sentence in French to describe another person.

PE
Cricket / Play competitive games such as cricket.
Compare their performances with previous ones and demonstrate improvement to achieve their personal best. / Cricket skills
Core task – the aim of the game is for the batter to hit the ball into an arc and to score points by jumping in and out of the hoop, or by bouncing a ball, as many times as possible before the fielding team have returned the ball to base.
Develop striking skills along the ground and in the air.
Develop throwing and catching – e.g. underarm, overarm, high, low, fast, slow and feeding skills (e.g. bouncing, rolling).
Hoop and Hit activity – develop accurate ‘feed’ with one bounce.
Develop fielding skills – with a ball travelling towards or to one side of the fielder or run after it to retrieve and return.
Engage in co-operative situations to encourage skill development, consolidation and improvement – Defend the Skittle.
Small games and activities to encourage maximum activity and rotate roles – fielder, batsperson and bowler. / Children can:

• Improve their striking skills.
• Develop their throwing and catching skills underarm and overarm.
• Develop their ability to be a fielder, batsperson and bowler.

RE
Old Testament stories / To understand some of the stories included in the Old Testament.
To identify key events in the stories and the morals contained within them. / Children to learn about the story of Moses, The Tower of Babel and the story of Joseph.
Children to learn about the ways that Christians thank God and produce a poster to show their understanding. / Children can:

• Understand how Christians follow Jesus’ teachings.
• Understand the meanings and messages underlying key stories in the Old Testament.