UKS2 Theme Chart: Africa - Same-Coloured Sessions in Each Theme Are Linked

UKS2 Theme Chart: Africa- same-coloured sessions in each Theme are linked

Poetry Plan 1
2 weeks
We are All Born Free
For Every Child / 1A Children’s Rights and the Millennium Development Goals – these sessions need to be taught at the start of the topic
1/1aWe Are All Born Free, UNICEF’s videos.Rights & responsibilities (PSHE)2/2aCreate new pagesforWe Are All Born Free (PSHE/Art)
2 Land of Diversity
Geo/Sci/His/Mus / 3 Water for All
Geo/Eng/ICT / 4 Health
PSHE/Sci/Eng / 5 School to School Links
Eng/Geo/PSHE/DT
1/1aContinent not country – 53 countries Create collage Coasts/ oceans/seas/ rivers (Geo) / Non-fiction Plan 4
2 weeks Reports / 1/1aOne Well Create poems The Water Project/Water for All Campaign speeches (Geo/Eng) / 1/1a Life chances - play Life Chances game Poster - Proverbs (PSHE/Eng) / 1/1a Reasons for linking/MDGs/chn’s rights. Language of partners (Eng/PSHE/MFL)
2/2aVariety of landscapes Climates & landscapesPowerPoint presentation (Geo/ICT) / 2/2aImportance of waterWater-saving detectivesCase studiesScrapbook (Geo/Maths/PSHE/ICT) / 2/2aHealthy boxHealth needs& interconnections (Sci/PSHE) / 2/2aImagine our journey to Africa – maps. Welcome to our town – key places in both / photos (Eng/Geo)
Non-fiction Plan 2
2 weeks
Information texts / 3Animals of AfricaBooklets about particular animal (Geo/Sci) / 3/3a Campaign for clean water Dirty water film. Cholera – Make own film
(PSHE/Eng/ICT) / 3/3aClean waterDiseases around worldPreventable illnessin UK Health message (Sci/Geog/PSHE/Eng) / 3/3a Daily life – diary of typical day, sketch maps of home/ town/ village (Eng/Geo)
4Detailed look at MadagascanchameleonFurther detailsof particular animal (Geo/Sci) / 4/4a Chn & water Gender leafletChn carry water Use homework log (PSHE/Eng/ Maths) / 4/4aHIV AidsExploding myths. Soonam’s Story Malariareality for families (Sci/PSHE/Eng) / 4/4aPersonal profiles Our families. Gender household chores jobs (Eng/PSHE/His)
5/5a Endangered species Landscapes – habitats Protection of animals (Geo/Sci) / 5/5aAmina in Malawi Diary Poem Tap into Life African tune (Geo/Eng/Mus) / 5HIV/AIDs Read Kishe’s Story (PSHE/Eng) / 5Food – prep and type, washing up,Recipes Eat! (Geo/DT)
Narrative Plan 3
3 weeks
African myths / 6/6aPre-history – first people in Africa Timeline
Profile of Early Man Family trees(His/Sci) / Non-fiction
Plan 5
2 weeks
Persuasion
Posters
(could also be taught alongside S3_3a of Theme 1B) / 6Are MDGs being met? Posters (PSHE/ Eng) / 6Climate and weather – compare weather chartsclimate change (Geo/Sci)
7Archaeology – items found Items from our time (His) / 7Schools – describe & compare. Presentation (ICT/Eng)
8Archaeology Early tools Make a simple tool (His/DT) / 8Describe & compare sports/hobbies. Write instructions (Eng/PE/DT)
9/9aAfrican music Listen Learn Ghanaian song (Mus)
10/10aAfrican instruments VibrationsMake shekere(Music/Sci/DT)
1B Children’s Rights and the Millennium Development Goals – these sessions need to be taught at the end of the topic
3/3aMillennium Development Goals links to Human Rights Mime one of MDGs (PSHE/Eng)

UKS2 Theme Chart: Africa- same-coloured sessions in each Theme are linked

Poetry Plan 1
2 weeks
We are All Born Free
For Every Child / 1A Children’s Rights and the Millennium Development Goals – these sessions need to be taught at the start of the topic
1/1aWe Are All Born Free, UNICEF’s videos.Rights & responsibilities (PSHE)2/2aCreate new pagesforWe Are All Born Free (PSHE/Art)
6 Mandela
PSHE/Eng / 7 Food & Trade
Geo/Sci/DT/PSHE / 8 African Art
Art/DT/ICT / 9 World Cup 2010
Geo/Maths/PE/ICT
Narrative
Plan 6
2 weeks
Stories which raise issues / 1/1aApartheid – what is it? Demo of unfair rules Journey to Jo’burg - drama (PSHE/Eng) / 1Food bag – where do foods come from?Climate effects
(Geo/Sci) / 1/1aEthiopia icon painting– brief historyMake icon (Art/His/DT) / 1Apartheid in S. Africa reminderSport boycott of SA by other countries Timeline (His)
2/2aMandela: who is he? Why a hero? Research – produce time line (PSHE/Eng) / 2Locate & taste fruitsHealthy diets Prepare food (Geo/Sci) / 2/2aModern Ethiopian painting Research Class mural
(Art/ICT) / 2Effect of apartheid & boycott on S. Africa’s sporting stars Research Basil D’Oliveira & Zola Budd (PSHE/ICT)
Non-fiction
Plan 7
2 weeks Biography/ Autobiography / 3/3aVoting – history, Suffragettes quiz, research & debate (PSHE/Eng) / 3Food at festivals & celebrations
Make fried plantain
(Geo/DT) / 3/3aBatiktechniqueflour resist Mozambique e.g.s
(Art/DT/Geo) / 3African sporting starsFactfiles Top Trump cards
(PSHE/ICT)
4/4aMandela – right to vote in South Africa Radio broadcast about SA 1994 election Obama (PSHE/Eng) / 4Variety of African staple foods MoroccoTagine cooking with couscous (Geo/DT) / 4/4aBatikdesign Create wall hanging(Art/DT) / 4Collect data about favourite sports Compare with data from chn in S. AfricaTraditional African games (PE/Maths)
5/5aMandela & education – imp of school. No school – poster (PSHE/Eng) / 5/5aFood security issuesPoverty, climate, transport, etc (PSHE/Geo) / 5/5aBaulé Masks- Côte d’Ivoire research masks & history(Art/ICT/His) / 5World Cup 2010 in S. Africa announced in 2004 First African World Cup Welcome leaflets for fans (Geo/Eng)
6/6aMandela speeches – Make poverty history write their own speech (PSHE/Eng) / Non-fiction
Plan 8
2 weeks
Persuasion
Letters / 6/6aAfrican food in supermarketsLetter Trade game (Geo/Eng/PSHE) / 6/6aDesign & make masksGoli Festival dance (Art/DT/PE) / 6World Cup in detail Chn ‘adopt’ a country involved in this competition (Geo)
7Who makes the money?Fair Trade (Geo/PSHE) / 7/7aAdinkra cloth Ghana Oral history & symbols (Art/His) / 7 Plan mini World Cup at school Poster, team sheets, rules, schedule, etc (PE/Eng)
8Set upFair Trade tuck shop (Geo/PSHE) / 8/8aAdinkra block printing on clothPotato symbols (Art/DT) / 8World Cup wallchart Write questions to investigate Collect data (Maths)
9/9aFamine / Non-fiction
Plan 9
2 weeks Instructions / 9/9aIndebele beadworkNigeriaStitch some beads (Art/His/DT) / 9 No African country has hosted Olympics Plan 2020 Olympic bid (Eng)
10/10aFestival fun / 10/10a Design& make bead belt (Art/DT) / 10 Present Olympic bids for 2020 on behalf of an African country (Eng)
1B Children’s Rights and the Millennium Development Goals – these sessions need to be taught at the end of the topic
3/3aMillennium Development Goals links to Human Rights Mime one of MDGs (PSHE/Eng)

©Hamilton Trust 2009

Literacy Plans linked to UKS2 Topics – Africa

Below is a list of the English plans linked to this topic and the objectives covered by them. The Topic Theme Chart shows which theme and sessions each plan is linked to.

Autumn Term / Description
Africa: Poetry: Plan 1: Finding a Voice (2 weeks) / Using ‘Live Earth’, chn consider poetry about international issues. They discuss Children’s Rights, then evaluate & respond to poems on this theme. Using We are All Born FreeFor Every Child chn write & publish their own poems about Children’s Rights.
Africa: Non-fiction Plan 2: Information Texts (2 weeks) / Investigate information texts, identify features & find out how to extract useful information. Explore a variety of paper & online guides. Plan & create own guide to a new imaginary African Safari Park using ICT, then present it to an audience n role.
Africa: Narrative Plan 3: African Myths (3weeks) / Share a selection of African myths about Anansi which chn retell orally or in diff written formats. Read other African myths & inspire chn to compare the stories, create their own mythical creatures & write a book review. Finally chn write their own myth.
Africa: Non-fiction Plan 4: Reports (2 weeks) / Use a range of information texts to identify features used in reports about water. Chn make notes, plan & present oral & written non-fiction reports & a narrative report about a drop of water. Use photos as a stimulus to write a report about water use.
Africa: Non-fiction Plan 5: Persuasive posters (2 weeks) / Look at a range of posters to identify features that make them effective. Look at posters with a message & ask chn to compare & evaluate them & design one. Discuss Oxfam posters about MDGs before giving chn the challenge of designing a new set of posters.
Africa: Narrative Plan 6: Stories that raise issues (2 weeks) / We use Journey to Jo’burg to identify issues & predict how characters will deal with them. Use role play & hot seating to look at issues from different viewpoints. Chn plan & write their own stories about an issue/dilemma. Publish them in a class book.
Africa: Non-fiction: Plan 7: Biography/Autobiography
(2 weeks) / Study biographies & autobiographies of Emmeline Pankhurst & Nelson Mandela. Identify important differences between them & the many ways in which they are presented. Chn write their autobiography & research & present an oral biography of a famous African.
Africa: Non-fiction: Plan 8 Persuasion (2 weeks) / Explore a range of letters & identify features of formal & informal letters & the use of persuasive language. Chn write a formal letter to a supermarket to persuade them to change something. Use Letters to Africa to stimulate chn to write to a penfriend.
Africa: Non-fiction: Plan 9 Instructions / Identify features of instruction texts, & evaluate e.g.s after following the instructions. Discuss the diff ways in which you can get help when trying something new. Chn role-play a helpdesk & write instructions for hobbies & online games or software.
Year 5/6 – Year 5
Objectives/Units / AF
P Plan 1 / AF
N_F Plan 2 / AF
N Plan 3 / AF
N_F Plan 4 / AF
N_F Plan 5 / AF
N Plan 6 / AF
N_F Plan 7 / AF
N_F Plan 8 / AF
N_F Plan 9
1. Speaking / Tell a story using notes designed to cue techniques, such as repetition, recap and humour / X / X
Present a spoken argument, sequencing points logically, defending views with evidence and making use of persuasive language / X / X / X
Use and explore different question types and different ways words are used, including in formal and informal contexts / X / X
2. Listening & responding / Identify different question types and evaluate their impact on the audience
Identify some aspects of talk that vary between formal and informal occasions / X / X
Analyse the use of persuasive language / X / X
3. Group discussion and interaction / Plan and manage a group task over time using different levels of planning / X / X / X / X / X / X
Understand different ways to take the lead and support others in groups / X / X / X
Understand the process of decision making / X
Objectives/Units / AF
P Plan 1 / AF
N_F Plan 2 / AF
N Plan 3 / AF
N_F Plan 4 / AF
N_F Plan 5 / AF
N Plan 6 / AF
N_F Plan 7 / AF
N_F Plan 8 / AF
N_F Plan 9
4. Drama / Reflect on how working in role helps to explore complex issues / X / X / X / X
Perform a scripted scene making use of dramatic conventions / X / X
Use and recognise the impact of theatrical effects in drama
6. Word structure & spelling / Spell words containing unstressed vowels / X
Know and use less common prefixes and suffixes such as im-, ir-, -cian / X / X
Group and classify words according to their spelling patterns and their meanings / X / X / X / X / X
7. Understanding & interpreting texts / Make notes on and use evidence from across a text to explain events or ideas / X / X / X / X / X / X / X / X / X
Infer writers' perspectives from what is written and from what is implied / X / X / X / X
Compare different types of narrative and information texts and identify how they are structured / X / X / X / X / X / X / X
Objectives/Units / AF
P Plan 1 / AF
N_F Plan 2 / AF
N Plan 3 / AF
N_F Plan 4 / AF
N_F Plan 5 / AF
N Plan 6 / AF
N_F Plan 7 / AF
N_F Plan 8 / AF
N_F Plan 9
Distinguish between everyday use of words and their subject-specific use
Explore how writers use language for comic and dramatic effects / X / X
8. Engaging with & responding to texts / Reflect on reading habits and preferences and plan personal reading goals / X / X
Compare the usefulness of techniques such as visualisation, prediction and empathy in exploring the meaning of texts / X / X / X
Compare how a common theme is presented in poetry, prose and other media / X / X / X / X / X / X / X / X
9. Creating & shaping texts / Reflect independently and critically on their own writing and edit and improve it / X / X / X / X / X / X / X
Experiment with different narrative form and styles to write their own stories / X / X
Adapt non-narrative forms and styles to write fiction or factual texts, including poems / X / X / X / X / X / X
Vary the pace and develop the viewpoint through the use of direct and reported speech, portrayal of action and selection of detail / X / X / X / X
Objectives/Units / AF
P Plan 1 / AF
N_F Plan 2 / AF
N Plan 3 / AF
N_F Plan 4 / AF
N_F Plan 5 / AF
N Plan 6 / AF
N_F Plan 7 / AF
N_F Plan 8 / AF
N_F Plan 9
Create multi-layered texts, including use of hyperlinks and linked web pages / X / X
10. Text structure & organisation / Experiment with the order of sections and paragraphs to achieve different effects / X / X / X / X / X / X / X / X
Change the order of material within a paragraph, moving the topic sentence / X
11. Sentence structure & punctuation / Adapt sentence construction to different text-types, purposes and readers / X / X / X / X
Punctuate sentences accurately, including using speech marks and apostrophes / X / X / X / X
12. Presentation / Adapt handwriting for specific purposes, for example printing, use of italics / X / X / X / X / X
Use a range of ICT programs to present texts, making informed choices about which electronic tools to use for different purposes / X / X / X / X / X / X / X

Year 5/6 – Year 6
Objectives/Units / AF
P Plan 1 / AF
N_F Plan 2 / AF
N Plan 3 / AF
N_F Plan 4 / AF
N_F Plan 5 / AF
N Plan 6 / AF
N_F Plan 7 / AF
N_F Plan 8 / AF
N_F Plan 9
1. Speaking / Use a range of oral techniques to present persuasive arguments and engaging narratives / X / X / X / X / X
Participate in whole-class debate using the conventions and language of debate, including standard English / X / X
Use the techniques of dialogic talk to explore ideas, topics or issues / X / X / X / X / X
Use exploratory, hypothetical and speculative talk as a tool for clarifying ideas
Tailor the structure, vocabulary and delivery of a talk or presentation so that it is helpfully sequenced and supported by gesture or other visual aid as appropriate
Use standard English consistently in formal situations and promote, justify or defend a point of view using supporting evidence, example and illustration which are linked back to the main argument
Objectives/Units / AF
N_F Plan 1 / AF
N_F Plan 2 / AF
N Plan 3 / AF
N_F Plan 4 / AF
N_F Plan 2 / AF
Plan 6 / AF
N Plan 7 / AF
N_F Plan 8 / AF
N_F Plan 9
2. Listening & responding / Make notes when listening for a sustained period and discuss how note-taking varies depending on context and purpose / X / X / X / X / X / X
Analyse and evaluate how speakers present points effectively through use of language and gesture / X
Listen for language variation in formal and informal contexts / X
Identify the ways spoken language varies according to differences in the context and purpose of its use
Listen for and recall the main points of a talk, reading or TV programme, reflecting on what has been heard to ask searching questions, make comments or challenge the views expressed
Identify the main methods used by presenters to explain, persuade, amuse or argue a case, e.g. emotive language
Investigate differences between spoken and written language structures
Objectives/Units / AF
N_F Plan 1 / AF
N_F Plan 2 / AF
N Plan 3 / AF
N_F Plan 4 / AF
N_F Plan 2 / AF
Plan 6 / AF
N Plan 7 / AF
N_F Plan 8 / AF
N_F Plan 9
3. Group discussion and interaction / Consider examples of conflict and resolution, exploring the language used / X
Understand and use a variety of ways to criticise constructively and respond to criticism / X / X / X / X / X
Adopt a range of roles in discussion, including acting as a spokesperson, and contribute in different ways such as promoting, opposing, exploring and questioning
Identify and report the main points emerging from discussion
Acknowledge other people's views, justifying or modifying their own views in the light of what others say
Work together logically and methodically to solve problems, make deductions, share, test and evaluate ideas
4. Drama / Improvise using a range of drama strategies and conventions to explore themes such as hopes, fears and desires / X / X / X / X / X
Consider the overall impact of a live or recorded performance, identifying dramatic ways of conveying characters' ideas and building tension / X / X
Objectives/Units / AF
N_F Plan 1 / AF
N_F Plan 2 / AF
N Plan 3 / AF
N_F Plan 4 / AF
N_F Plan 2 / AF
Plan 6 / AF
N Plan 7 / AF
N_F Plan 8 / AF
N_F Plan 9
Devise a performance considering how to adapt the performance for a specific audience / X / X
Develop drama techniques to explore in role a variety of situations and texts or respond to stimuli
Develop drama techniques and strategies for anticipating, visualising and problem solving in different learning contexts
Work collaboratively to devise and present scripted and unscripted pieces that maintain the attention of an audience, and reflect on and evaluate their own presentations and those of others
6. Word structure & spelling / Spell familiar words correctly and employ a range of strategies to spell difficult and unfamiliar words / X / X / X / X
Use a range of appropriate strategies to edit, proofread and correct spelling in their own work, on paper and on screen / X / X / X / X / X / X / X / X
Revise, consolidate and secure knowledge of correct vowel choices, pluralisation, prefixes, word endings and high frequency words
Objectives/Units / AF
N_F Plan 1 / AF
N_F Plan 2 / AF
N Plan 3 / AF
N_F Plan 4 / AF
N_F Plan 2 / AF
Plan 6 / AF
N Plan 7 / AF
N_F Plan 8 / AF
N_F Plan 9
Record and learn from personal errors, corrections, investigations, conventions, exceptions and new vocabulary
Draw on analogies to known words, roots, derivations, word families, morphology and familiar spelling patterns
7. Understanding & interpreting texts / Appraise a text quickly, deciding on its value, quality or usefulness / X / X / X / X / X / X / X
Understand underlying themes, causes and points of view / X / X / X / X
Understand how writers use different structures to create coherence and impact / X / X / X / X / X / X
Explore how word meanings change when used in different contexts / X
Recognise rhetorical devices used to argue, persuade, mislead and sway the reader / X / X
Locate resources for a specific task, appraising the value and relevance of information and acknowledging sources
Read between the lines and find evidence for their interpretation
Objectives/Units / AF
N_F Plan 1 / AF
N_F Plan 2 / AF
N Plan 3 / AF
N_F Plan 4 / AF
N_F Plan 2 / AF
Plan 6 / AF
N Plan 7 / AF
N_F Plan 8 / AF
N_F Plan 9
Identify how print, images and sounds combine to create meaning
Infer the meanings of unknown words using syntax, context, word structures and origins
Identify the ways writers of non-fiction match language and organisation to their intentions
8. Engaging with & responding to texts / Read extensively and discuss personal reading with others, including in reading groups / X / X
Sustain engagement with longer texts, using different techniques to make the text come alive / X / X / X
Compare how writers from different times and places present experiences and use language / X / X / X / X / X / X
Read a range of recent fiction texts independently as the basis for developing critical reflection and personal response
Explore the notion of literary heritages and understand why some texts have been particularly influential or significant
Write reflectively about a text, distinguishing between the attitudes and assumptions of characters and those of the author and taking account of the needs of others who might read it
Objectives/Units / AF
N_F Plan 1 / AF
N_F Plan 2 / AF
N Plan 3 / AF
N_F Plan 4 / AF
N_F Plan 2 / AF
Plan 6 / AF
N Plan 7 / AF
N_F Plan 8 / AF
N_F Plan 9
9. Creating & shaping texts / Set their own challenges to extend achievement and experience in writing / X / X / X / X / X / X / X
Use different narrative techniques to engage and entertain the reader / X / X
In non-narrative, establish, balance and maintain viewpoints / X / X / X / X / X / X
Select words and language drawing on their knowledge of literary features and formal and informal writing / X / X / X / X / X / X
Integrate words, images and sounds imaginatively for different purposes / X / X / X / X / X / X
Independently write and present a text with the reader and purpose in mind
Use a range of narrative devices to involvethe reader
Identify criteria for evaluating a situation, object or event, presenting findings fairly and adding persuasive emphasis to key points
Experiment with the visual and sound effects of language, including the use of imagery, alliteration, rhythm and rhyme
Objectives/Units / AF
N_F Plan 1 / AF
N_F Plan 2 / AF
N Plan 3 / AF
N_F Plan 4 / AF
N_F Plan 2 / AF
Plan 6 / AF
N Plan 7 / AF
N_F Plan 8 / AF
N_F Plan 9
10. Text structure & organisation / Use varied structures to shape and organise text coherently / X / X / X / X / X / X / X / X
Use paragraphs to achieve pace and emphasis / X / X
Organise ideas into a coherent sequence of paragraphs
In non-chronological writing, introduce, develop and conclude paragraphs appropriately
11. Sentence structure & punctuation / Express subtle distinctions of meaning, including hypothesis, speculation and supposition, by constructing sentences in varied ways / X / X / X
Use punctuation to clarify meaning in complex sentences / X / X / X / X
Extend their use and control of complex sentences by deploying subordinate clauses effectively
Use punctuation to convey and clarify meaning and to integrate speech into longer sentences
Use standard English confidently and consistently in formal writing, with awareness of the differences between spoken and written language structures
Objectives/Units / AF
N_F Plan 1 / AF
N_F Plan 2 / AF
N Plan 3 / AF
N_F Plan 4 / AF
N_F Plan 2 / AF
Plan 6 / AF
N Plan 7 / AF
N_F Plan 8 / AF
N_F Plan 9
12. Presentation / Use different styles of handwriting for different purposes with a range of media, developing a consistent and personal legible style / X / X / X / X / X
Select from a wide range of ICT programs to present text effectively and communicate information and ideas / X / X / X / X / X / X / X
Review the legibility and neatness of their handwriting
Set personal targets to improve presentation, using a range of presentational devices, on paper and on screen