Year 2: Class 7 Medium Term Planning for Spring Term 2 2015/16
TFW Story – How the world was made School Theme – Travel
Date / Literacy / Numeracy / Science / Geography/History/R.E. / P.S.H.E./ P.E. / Art/ D & T/
Computing
Units / How the world was made
(Opening and Endings / Explanation Text & Connectives) / C2 – E2 / Forces and movement
Plants and Animals in the local environment / A contrasting locality overseas – Chembakoli (India) / Gymnastics
Getting on and Falling Out / Can buildings Speak?
Animal Top Trumps
Week 7
22nd – 26th February
TfW –either F or NF
25th Parents Evening / Story: How the world was made
Focus: Openings and Endings / Block C : Unit 2
See Differentiated Numeracy Planning / WALT describe what they did using words such as twist, squeeze, stretch, pull out and classify actions as pushes or pulls e.g. stretching is a pull, squeezing is a push
Using a collection of pictures, a video clip or a collection of toys to illustrate ways of moving, review learning about movement from Unit 1E by asking children to suggest as many words as possible to describe the movement in the pictures/video/toys. Present children with a collection of materials e.g. plasticine, dough, bag of sand, sponge, elastic bands. Ask children to explore how to make a variety of shapes e.g. sausage, ball, worm to describe what action they used e.g. twist, stretch and to classify the action as a push or a pull. / WALT locate UK and India
WALT draw maps to show locational knowledge and awareness of main human and physical features
• Using globes, world maps, atlases and CD-ROMs, ask the children to locate the position of the UK, Europe, Asia, India and Chembakolli. • Using atlases, maps and aerial photographs of India, ask the children to find out which countries and seas border India and to investigate the weather and climate. • Ask the children to use these resources to add the main physical and human features to a blank map of India. • Produce a whole-class display of a map of India using the information collected / P.E. with Mr Wright
Gymnastics: Turning aroundChildren will explore different ways of jumping. Children will learn to turn in the air so that they move off in a different direction. Children will make a sequence of three 'like actions' [jumps] for their partner to copy.
Getting on and Falling Out: friendship and compliments WALT make someone else feel good by giving them a compliment. Give out ‘bricks’ for children to build a ‘good friend wall’ by writing on it one thing that they think makes a good friend. Introduce the game ‘Positive strokes’. / Can Buildings Speak : WALT print shapes and patterns WALT explain what surfaces their prints and patterns might represent
Exploring patterns .Ask the children to make rubbings and prints based on different surfaces found in and around buildings, e.g. brickwork, tiles, wood grain. Ask them to use a variety of objects and tools to print regular patterns in straight lines and rows and irregular patterns. Encourage them to explore ways of rotating shapes, e.g. printing an irregular shape and turning it through the points of the compass
Animal Top Trumps: WALT use technology to organise and present my ideas in different ways. WALT save and open files on the device I use. See attached detailed elim Wessex Planning
Week 8
29th – 4th March
29th West End Theatre
2nd March – Nigel Ash / Story: How the world was made
Focus: Openings and Endings / Block D : Unit 2
See Differentiated Numeracy Planning / WALT describe how to make things speed up or change direction
Present children with a collection of toy cars and ask them how to make them move faster, slower, or change direction. In PE ask children to throw bean bags to each other or hit soft balls to each other and suggest how to make them move faster or slower or change direction. / WALT prepare a simple map and commentary to show a route to India WALT describe what we think Chembakolli village is like
Ask the children how they would get to India. Ask them to use atlases, maps and secondary sources to plan a route to India, including information on possible airline routes, distance travelled and countries crossed. They should also note airports they would use. • Discuss with the children what they think India and the village of Chembakolli are like and ask them to list questions relating to what they need to find out to confirm their thoughts. / P.E. with Mr Wright
Gymnastics : Turning around
Children will explore different ways of jumping. Children will learn to turn in the air so that they move off in a different direction. Children will make a sequence of three 'like actions' [jumps] for their partner to copy.
Getting on and Falling Out: seeing another point of view WALT know that people don’t always see things in the same way WALT see things from someone else’s point of view. Explain to the children that we often have a point of view that is different from a friend’s Introduce the activity Standing in my shoes / Can Buildings Speak : WALT identify differences in shapes, patterns and decoration in buildings and relate these to the purpose of the building WALT record in words and drawings information about a building in the local area
Show examples of public buildings, including buildings from other times and places. List words about the shape, pattern and decoration of buildings. Ask the children what they think the different purposes of the buildings could be and what they would feel about using these buildings.
Animal Top Trumps: WALT use technology to organise and present my ideas in different ways. WALT save and open files on the device I use. See attached detailed elim Wessex Planning
Week 9
7th – 11th March / Story: How the world was made
Focus: Openings and Endings / Non Fiction - Explanation Text & Connectives / Block D : Unit 2
See Differentiated Numeracy Planning / WALT describe how they can make themselves slow down
R Ask children to talk about how to make themselves move fast e.g. on a bicycle, roller blades, a slide and how they make themselves slow down. If possible go into the playground where children can demonstrate using equipment e.g. scooters, slides, swings and see how they make themselves slow down. Ask them to record their ideas in drawing and simple writing e.g. a story. / WALT complete a map to show the main features of the settlement WALT recognise main human and physical features
Discuss with the children, using photographs 1, 2 and 3 from the photopack, what the landscape is like. • Ask the children to annotate a base map of Chembakolli, using the picture map from the photopack and the map in the child’s book. Ask them to note the shape of the settlement and the main physical and human features. / P.E. with Mr Wright
Gymnastics:Meeting a partnerChildren will learn to change direction by turning or spinning their bodies. Children will work with a partner to perform a sequence where they meet and cross or pass safely.
Getting on and Falling Out: managing anger WALT know that sometimes anger builds up and that I can be overwhelmed by my feelings. Explain that you will start the story off and that each child will then contribute a sentence to the story that tells about something that goes wrong or makes Arthur more and more angry. Each time something makes Arthur angry, you (or a volunteer child) will put more air into the balloon which is Arthur’s ‘anger store’. / Can Buildings Speak : WALT describe and record the visual qualities of shape, pattern and decoration they can see and remember
Ask the children to look for shapes and patterns in the building and think about why they were chosen. Ask them to use a viewfinder to separate features that show shapes, patterns and decoration, e.g. windows, doors, brick and tile patterns. Ask them to record these features
Animal Top Trumps: WALT use technology to organise and present my ideas in different ways. WALT save and open files on the device I used. See attached detailed elim Wessex Planning
Week 10
14th – 18th March
Assessment Week / Assessment Week
Fiction – Opening and Endings / Block E : Unit 2
See Differentiated Numeracy Planning / WALT measure distances carefully in appropriate units WALT suggest a way in which the comparison was unfair
Ask children to think about toy cars rolling on a flat surface and to suggest a question they might explore e.g. Do the lorries travel further than the trucks? Help children to decide what to do and to measure the distance travelled by each in standard or non-standard units e.g. straw lengths. Talk with the children about what they found out and challenge them by suggesting you could get different results. Help them to realise that factors e.g. surface and how hard you push make a difference / WALT be aware of, and able to discuss, the main similarities and differences in homes WALT be aware of, and able to discuss, the main similarities and differences in schools
Divide the children into small groups and ask them to identify similarities and differences between homes in Chembakolli and those in their own locality, using photographs from the photopack and the child’s book.
Divide the children into small groups and ask them to discuss and compare photographs of their school with photographs, from the photopack and the child’s book, of the school in Chembakolli. / P.E. with Mr Wright
Gymnastics: Running, jumping and rolling with a partnerChildren will work in pairs but share the apparatus with another couple. Children will understand the need to work with and around another couple in order to use the workspace and apparatus safely. Children will work in pairs to perform a sequence of three 'unlike' movements.
Getting on and Falling Out : working together WALT decide with my group about how well we have worked together Children should work in their usual mixed-ability groups to complete the Make a game challenge from the resource sheets. Ask the children, before they begin the challenge: ‘How will you know you have worked well as a group?’ / Can Buildings Speak : WALT share ideas about how a large-scale work might look WALT use observations and experiences of local buildings to help design a panel that emphasises shape, pattern and decoration
Discuss ideas for the design of a large-scale mural to represent the school, a part of the school or a building in the community. Agree which building, or part of a building, children will represent in their designs, e.g. the school playground, the leisure centre, the library. • Ask the children to work individually on designs for a panel that will be one section of the large-scale mural
Animal Top Trumps: WALT use technology to organise and present my ideas in different ways. WALT save and open files on the device I used. See attached detailed elim Wessex Planning
Week 11
21st – 25th March
Poetry
23rd Outdoor Learning Day
24th Parents Day / Poetry
Animal Poems / Block E : Unit 2
See Differentiated Numeracy Planning / WALT decide how to alter the ramp WALT measure distances travelled in units, metres or centimetres, recognising that marking the starting and finishing points is important WALT relate results to prediction WALT describe one way in which the comparison might not have been fair
Let children explore toy cars rolling down ramps. Ask them what makes a difference to how far the car travels from the bottom of the ramp e.g. height of ramp, how far up the ramp it starts, surface of ramp, amount of push. Ask children to suggest a question they might test. Help them to decide what to do. Talk with children about how they will measure how far each car has gone. Provide children with an outline table for recording results. At the end of the work, ask children what might have made comparisons between results unfair and whether what happened matched their prediction. / WALT review and reflect on what we have found out WALTunderstand ways in which Chembakolli is similar to, and different from, our own locality
Use the internet to gain up-to-date information about, and images of, India. • Ask the children to identify and explain the main similarities and differences between their own locality and Chembakolli. • Ask the children to reflect on how their ideas about India have changed and developed. Ask them to list further questions, which, if investigated, would give a more representative view of life in India. / P.E. with Mr Wright
Gymnastics: Running, jumping and rolling with a partnerChildren will work in pairs but share the apparatus with another couple. Children will understand the need to work with and around another couple in order to use the workspace and apparatus safely. Children will work in pairs to perform a sequence of three 'unlike' movements. / Can Buildings Speak : WALT work collaboratively to create a relief panel by exploring and using a variety of materials and techniques WALT discuss and agree how the work will be displayed
Ask each group to produce a panel for the mural. Provide each group with a base board large enough for the group to work on and materials and tools for modelling in clay or another suitable material. Show the children how to mark out the main areas of their design on their base
Animal Top Trumps: WALT talk about why it is important to be kind and polite online and in real life.
See attached detailed elim Wessex Planning