harlow green primary school

Harlow Green Primary School

National Curriculum Medium Term Planning

Year Group: 3 Topic Title/Theme: Sense of place/change Term: Summer

Entry Point: Children will draw maps of the local area and create their own symbols and keys.

Exit Point: Children will visit the Castle Keep and discover how castles have changed over time.

Visits/Visitors or Special Arrangements: Castle Keep visit

Topic Overview: Within this topic, children will learn about the parts of plants and how to make them grow well. They will record their observations and investigate how water is transported through plants. Children will explore the part flowers play in the life cycle of plants. Children will have the chance to take a careful look at the places around them and make maps of the local area using symbols and keys. Children will learn who Moses is and why he is important to the Jewish community. Children will discuss and explore their feelings around change and how to cope with them. The children will complete a castle study and visit the castle keep in Newcastle. They will make their own flags for a castle and design a flag pole to hoist their flags.

Outdoor Learning: •

Subjects taught on a weekly basis: • Science

• PE

• Computing

• PSE

• Music

• MFL

Curriculum Drivers

Growth Possibilities Health Community compassionate, well-rounded, adaptable, Numerate, literate, moral, learns from mistakes, patient, realistic confident, independent, knowledgeable,

open-minded, ambitious, able to communicate, inquisitive, curious, brave, inspirational, willing to have a go, imaginative,

Healthy, resilient, creative, comfortable, reflective, accepting, thriving, positive, self-belief, safe, happy,

Collaborative, considerate, responsible, polite, follows rules, respectful, understanding, caring, kind, trustworthy, sociable,

Children should develop socially, morally, spiritually and physically in positive ways. There should be a developing acceptance of how there are many ways to live and how the differences make us unique and important. Children should have thirst for knowledge which allows them to increase their understanding of the world in which they live and be able to adapt to ever-changing contexts.

Children should be given opportunities which broaden their horizons and to see that there are ever-increasing possibilities for them on a daily basis but as they mature and become adults.

All children should be healthy in mind and body in order to live happy successful lives as children and as they move into adulthood. They should also have the understanding and skills to keep themselves and others safe from harm in the real world and online.

Children should develop an understanding of the importance of community and what it means to be a positive member of a community on a local scale (in their class, school, local area) and on a more global scale, including what it means to use the internet safely and how their actions can have a lasting impact for others. They should also learn about different religious communities.

Wk1 Wk2 Wk3 Wk4 Wk5 Wk6 Wk7 Wk8 Wk9 Wk10 Wk11 Wk12

Science Geography Geography RE RE Science History History Art Art PSE DT Plants UK map work

Symbols and keys Old Testament mainly the life of Moses

Magnets Local History Study – Castles Newcastle Castle Keep. A study of

Textiles - make castle flag. Print crest onto dip-dyed background.

Help in an emergency

Construct own flag pole

a site that is significant in the locality

PE Gymnastics Athletics

Cricket/rounders

Music MFL Computing Email & coding

Science

National Curriculum Skills Overall Subject Outcome(s) Resources

Identify and describe the functions of different parts of flowering plants: roots, stem/trunk, leaves and flowers. Explore the requirements of plants for life and growth (air, light, water, nutrients from soil, and room to grow) and how they vary from plant to plant. Investigate the way in which water is transported within plants. Explore the part that flowers play in the life cycle of flowering plants, including pollination, seed formation and seed dispersal.

• asking relevant questions and using different types of scientific enquiries to answer them

• setting up simple practical enquiries, comparative and fair tests

• making systematic and careful observations and, where appropriate, taking accurate measurements using standard units, using a range of equipment, including thermometers and data loggers

To understand the main functions of a plant

• house plants

• word mats

• flowers

• food colouring

• magnifying glasses

• tweezers

• seed pods

Writing Opportunity

Write up investigation about what plants need to grow well.

Key Questions / Learning Journey Steps Activity

What is the purpose of the different parts of a plant? • Look at different house plants and name parts

• Use word mats to revise functions of plant parts

What do plants need to grow well? • Discuss the 7 life process with the children. Ask whether the children have looked after plants before. What did they need to provide to help them grow? Gather their ideas on the whiteboard.

• Children decide on investigation focus

• Make predictions

• Record observations over half term

• Write up investigation-children to record what happened and answer original question using observations.

• Discuss whether the prediction was accurate.

• Explain my results using scientific language.

How is water transported in a plant? • Create human model in groups to show function of the stem.

• Use diagrams to explain how water is transported through a plant

• Complete transportation investigation looking at how the temperature affects the water

• Complete the prediction puzzle and complete investigation

• Record observations and write conclusion

What is pollination? • Dissect a flower

• Discuss the parts of a flower and the job they have to do

• Children explain process of pollination and fertilization

What are the different stages of the life cycle of a plant? • Look at different methods of seed dispersal

• Act out life cycle in groups

• Order the stages of the life cycle

Growth Possibilities Health Community Children will learn from their mistakes and acknowledge whether their predictions are correct

Children will be given the opportunity to choose their own investigation focus

Children will be reflective and able to discuss results from investigations

Children will learn to be respectful to plants in the local community

Relevant RRSA Article

Article 29 (goals of education) Education must develop every child’s personality, talents and

abilities to the full. It must encourage the child’s respect for human rights, as well as respect

for their parents, their own and other cultures, and the environment.

PE Gymnastics

National Curriculum Skills Overall Subject Outcome(s) Resources develop flexibility, strength, technique, control and balance [for example, through athletics and gymnastics]

Plan, perform and repeat sequences. Refine movements into sequences.

Create and perform complex sequences with accuracy, consistency and fluency.

• Gymnastics mats

• Benches

• Beanbags

• Balls (large balls, foam balls, tennis balls, koosh balls)

• Balloons and/or dance scarves

• Music to practise and perform to

Writing Opportunity

Key Questions / Learning Journey Steps Activity How can I make a static body shape? • develop flexibility, strength, technique, control and balance.

• Show children 4 static body shapes- pike, star, straddle, tuck

How can I make a shape in the air? • Recap body shape names

• use running, jumping, throwing and catching in isolation and in combination.

• Model how to jump and land safely

What will my rhythmic gymnastic move look like? • Show video clips of dance and gymnastics in action

• Use bean bags and balls in a rhythmic routine

How can I use equipment safely in my routine? • Show video of hoops used in routine

• Practice using hoops with a partner- pass to each other

• Use a ball to create a rhythmic routine

What is symmetry? • Look at symmetrical shapes

• Make symmetrical shapes with bodies

• Move onto paired and group symmetry

Growth Possibilities Health Community Children will be realistic about their abilities but confident to give new things a try.

Children will be imaginative when creating a rhythmic routine for the first time.

Children will learn how to be safe during gymnastics and will believe in themselves.

Children will support each other in small groups and offer words of encouragement.

Relevant RRSA Article Article 24 Every child has the right to the best possible health.

PE Athletics

National Curriculum Skills Overall Subject Outcome(s) Resources use running, jumping, throwing and catching in isolation and in combination

Jump in a number of ways, using a run up where appropriate. Compete with others and aim to improve personal best performances.

Compete against self and others in a controlled manner, always striving for improvement to achieve their personal best.

• Cones

• Beanbags

• Skipping Ropes or chalk to mark

• Sequencing Spots (use cones as an alternative)

• Medium sized inflated balls

• Low level hurdles

Writing Opportunity

Key Questions / Learning Journey Steps Activity What have I learned in running, jumping and throwing? • Explain the difference between track and field, name some of the main

events

• Play cone card run

• Children explain what stamina is

What is the importance of having an efficient running technique? • Children complete the sprinting experiment

• Develop an efficient sprinting technique

• Compete in races

What is hurdling? • Provide children with background information of hurdling

• Introduce the lead leg action- allow children time to practice this

• Introduce the trail leg action

• Race over hurdles

How far can I jump? • Model long jump/ standing long jump

• Work in pairs and take it in turns to be the coach- find out how far we can jump

How many sports are there that involve throwing? • Share some fun facts

• Explore the 4 throwing events in athletics- show video clips

• Play the step back game

Growth Possibilities Health Community Children will encourage peers to participate in competitive events.

Children will compete in races and be ambitious in developing their skills.

Children will show resilience when competing in events.

Children will consider the feelings of others when competing in events.

Relevant RRSA Article Article 29 (goals of education) Education must develop every child’s personality, talents and

abilities to the full.

MFL Summer 1

National Curriculum Skills (Rainbow Continuum) Overall Subject Outcome(s) Resources

The focus of study in modern languages will be on practical communication.

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

• speak in sentences, using familiar vocabulary

• read carefully and show understanding of words

• Create oral sentences independently

• Listen beyond a level at which they can speak independently

• Identify key details from text even without full interpretation

The chn will learn the numbers 13-20. They will begin to say the days of the week and use them in a sentence. They will listen to a story and identify key vocabulary from the term.

• Flashcards

• Songs

• Images

Writing Opportunity

• Writing about cities.

• Writing numbers accurately.


Which country do you live in ? (Language ?) • Look at our country and language

• Be able to say these in French

• Look at other countries and languages

• Identify children saying their country and language – translate.

Can you use the numbers 13-20 ? • Pairs matching game

What are the days of the week? • Recap numbers

• BBC videos days of the week

• Song

What are the days of the week? • Recap days of the week

• Matching activity in books

Can you listen to a story ? • Very hungry caterpillar power point

• Listen to youtube

Can you identify key words ? • Recap story

• Begin to identify key vocab.

Growth Possibilities Health Community

Children should develop knowledge of how to introduce themselves in French and how to introduce others.

Children are given the opportunity to learn another language to be able to communicate with others.

Children should accept a new language and should show resilience when learning new skills.

Children will have an understanding of differences within the community and learn that there are many different languages. They will begin to develop their French to introduce themselves and others.

Geography


use fieldwork to observe, measure, record and present the human and physical features in the local area using a range of methods, including sketch maps, plans and graphs, and digital technologies. Use symbols and keys (including the use of Ordnance Survey maps) to build their knowledge of the United Kingdom and the wider world

Ask and answer geographical questions about the physical and human characteristics of a location. Explain own views about locations, giving reasons Use fieldwork to observe and record the human and physical features in the local area using a range of methods including sketch maps, plans and graphs and digital technologies.

Children will create their own sketch map of the local area showing how the land is used.

• iPads

• Pictures of rural and urban areas

• Atlases

• Examples of keys

• Sketch maps

• Writing/ Reading Opportunity

Presentation of land use in the local area. Town mouse, country mouse comprehension


What is the difference between rural and urban living? • Define rural and urban

• Look at and sort pictures under headings

• Describe local area

What is the purpose of a sketch map? • Identify features of sketch maps

• Compare sketch map with google earth map- what are the differences?

• Use google earth to show children the area around us

• Use this to create own sketch map of our local area

Why do we use symbols and keys on a map? • Look at symbols on a map and discuss representations

• Children match symbol to place- discuss whether the symbol is good or not

• Children improve original sketch map by adding symbols

How is the local land used? • Look at Google Earth for street names and major landmarks in local area

• Make a list of landmarks that would be found on our map

• Children to add landmarks to sketch maps

• Describe how local land is used

Growth Possibilities Health Community Children will increase their understanding of the local land use and share their own knowledge with others.

Children will ask questions about their local area and expand their understanding of where they live.

Children will be familiar with the local area and develop awareness of safety.

Children will develop their understanding of their local area and their sense of place.


Article 8 (protection and preservation of identity) Every child has the right to an identity.

Governments must respect and protect that right, and prevent the child’s name, nationality or

family relationships from being changed unlawfully.

Relevant RRSA Article Article 30

RE

National Curriculum Skills Overall Subject Outcome(s) Resources Narrative - Old Testament Stories from the Torah • The Creation to the death of Moses • Key other stories linked to Festivals. • The years in the desert - The Promised Land Principal beliefs The 10 Commandments The 613 mitzvah Texts Old Testament - first five books [Torah] The calendar -Shavuot

Explore Pupils demonstrate their developing religious vocabulary in describing some key features of some religions and identifying their differences. They can make links between beliefs, practices and sources, including religious stories and texts. They begin to identify the impact religion has on believers’ lives. They can describe some forms of religious expression. Engage Pupils learn to ask important questions about values, commitments and beliefs, making links between their own and others’ responses, attitudes and behaviour. Reflect Pupils can identify and distinguish between the faiths being explored and can express some awareness of their identity within or outside these faiths. They show an understanding of the implications of living in a diverse society.

Information text about Shavuot and why it is important.

Stories Images Video clips

Writing Opportunity

Creating own rules/code for living

Key Questions / Learning Journey Steps Activity Why are some people important to followers of this religion? Who is Moses and why is he important to people of the Jewish faith?

Learn about: The story of Moses The story of the years in the desert

What does this religion teach? What do the 10 commandments teach Jewish people?

-Story Mount Sinai and the 10 commandments Learn about the 613 mitzvah -Create own code for living

What occasions do followers of this religion celebrate? What is Shavuot and how is it celebrated?

- Learn about - Learn how it is celebrated in the home and the synagogue

Growth Possibilities Health Community Children should learn the origins of the Jewish rules to live by.

Children should find out about the stories and practices of different religions.

Children should understand that rules can help to keep them safe and happy.

Children should learn about how different religious communities celebrate together.


Article 29: Education must develop every child’s personality, talents and abilities to the full.

It must encourage the child’s respect for human rights, as well as respect for their parents,

their own and other cultures, and the environment.

Music Summer 1


• play and perform in solo and ensemble contexts, using their voices and playing musical instruments with increasing accuracy, fluency, control and expression

• listen with attention to detail

• Play notes on an instrument with care so that they are clear.

• Sing from memory with accurate pitch.

• Evaluate music using musical vocabulary.

The chn will play instruments accurately alongside music and will play together to create a performance. They will play singing games and use them to develop their singing skills.

• Charanga

• Glockenspiels

• Youtube

Writing Opportunity


Who likes/ dislikes this song? Why?

• Listen and appraise

• Warm up games

• Begin to learn the song

• Perform skills learnt

What do we need to do before we sing? • Listen and appraise

• Warm up games – chn must understand why we warm our voices up

• Learn to sing


Can you think of ways to warm up your voice? • Listen and appraise

• Class discussion about warm ups

• Flexible games

• Learn to sing


Can you play a glockenspiel accurately? • Listen and appraise

• Warm up

• Sing song

• Play instruments


Can you improvise? • Listen and appraise

• Warm up

• Sing song

• Some chn play instruments

• Final performance.

PSE


• All schools should make provision for personal, social, health and economic education (PSHE), drawing on good practice. Schools are also free to include other subjects or topics of their choice in planning and designing their own programme of education

• Listen to others, showing attention

• Describe the points of views of others

Children create a storyboard of an accident.

• 3d dimensions planning

Writing/ Reading Opportunity

Safety poster Describe how we have changed Story board


Why do we keep personal information private? • Core 1 Unit 6 Ln 4: Online Privacy – It’s Personal

How are we all connected? • Core 2 Unit 4 Ln 1: Connections – Paper Chains

Where do I come from? • Core 2 Unit 4 Ln 2: Family Links – Family Tree

Why do we have faith? • Core 2 Unit 4 Ln 3: Religious Views – Faith Findings

What makes us different? • Core 2 Unit 4 Ln 3: Celebrate Diversity – Inside Outside

What is life like for a baby? • Core 1 Unit 7 Ln 1: Before Puberty – You’ve Grown!

How have we all changed? • Core 1 Unit 7 Ln2: Visible Changes – Mind the Gap

Who are you going to call? • Core 1 Unit 8 Ln 1: How to Help – Who to Call

Who help us? • Core 1 Unit 8 Ln 2: Emergency Calls – Calling 999

Growth Possibilities Health Community Children will develop compassion for others by celebrating similarities and differences. They will have the confidence to their their views and opinions with others.

The children will be brave when faced with challenging situations and will be open minded about other points of view.

Children will learn about how to be safe online and in real life situations and will have the self-belief to act quickly and responsibly.

The children will be respectful about other faiths and beliefs and will listen to others with consideration of their feelings.

Relevant RRSA Article Article 24 (health and health services) Every child has the right to the best possible health.


Children will develop their understanding of composing music. They will learn how a song is put together and how different parts of a song are used for effect.

The children will be learning to improvise with the song allowing them to explore different notes and sounds. They will become more aware of how sounds are made.

Chn will be able to express their opinion on genres of music. They will provide opinions and express themselves through singing, using instruments and composing.

The children will experience different music that they may like or dislike. They will be able to use this to communicate with others and spread their knowledge.


Computing- Email


understand computer networks including the internet; how they can provide multiple services, such as the world wide web; and the opportunities they offer for communication and collaboration

• Tell you ways to communicate with others online.

• Open an e-mail and respond to it.

• Write an e-mail to a friend using an address book.

• Explain how to use e-mail safely.

• Add an attachment to an e-mail. Know what CC means and how to use it.

Read, respond and add attachments to emails

• Unit 3.5 Purple Mash E-Mail unit Internet research and communication unit Twinkl y3


Email safety rules Read emails recieved


What are different methods of communication? • list a range of different ways to communicate.

• use 2Connect to highlight the strengths and weaknesses of each method.

How can I open and respond to an email? • open an email and respond to it.

• send emails to other children in the class.

How can I use email safely? • write rules about how to stay safe using email.

• Contribute to classmates’ rules.

• create a poster

How can I attach an image to my email? • attach work to an email.

• know what CC means and how to use it

Can I respond to various emails? • read and respond to a series of email communications.

• attach files appropriately and use email communication to explore ideas.

Growth Possibilities Health Community Children will learn how to become independent online and how to do this safely.

Children will learn that it is possible to communicate with others online.

Children will learn that if something happens on social media they must tell a trusted grown up.

Children will learn how to communicate with others safely online.


Article 5 (parental guidance and a child’s evolving capacities) Governments must respect the

rights and responsibilities of parents and carers to provide guidance and direction to their

child as they grow up, so that they fully enjoy their rights.

PE Cricket/Rounders

National Curriculum Skills Overall Subject Outcome(s) Resources Play competitive games, and apply basic principles for attacking and defending

• Throw and catch with control and accuracy

• Strike a ball and field with control

All children should be able to

• catch a ball accurately and accurately throw or roll a ball at a target;

• strike a stationary ball in an intended direction

• Beanbags

• Tennis balls

• Variety of small and large balls (including a reaction ball for HA)

• Cricket stumps - 2 sets

• Choose appropriate tactics to cause problems for the opposition

• Follow the rules of a game and play fairly

• Cones

Writing Opportunity

Key Questions / Learning Journey Steps Activity How can I catch with accuracy? • Warm up: Catch the treasure

• Model careful catching

• Play team and caterpillar catching

What skills will help me hit a target? • Practice throwing skills- under arm and over arm

• Play caterpillar game in teams- challenge to get the ball in a hoop

How can I strike a ball in an intended direction? • Develop batting technique

• Model how to hold and grip bat

• Explore hitting ball in different directions using different power

What is ‘fielding’? • Practice catching skills- roll a ball and run and catch

• Play quick clap and catch

• Play diamond cricket

What are the rules I striking in fielding games? • Practice batting in groups of 3- each child to have a turn at throwing/ catching/batting

• Play strike and run

How can I use my skills to develop my own game? • Play cricket/ rounders

Growth Possibilities Health Community Children will adapt their skills to suit a variety of games. They will the confidence to take on different roles within games.

Children will be ambitious when learning and playing new games. They will be willing to have a go and try their best.

Children will be resilient when playing competitive games and will be happy playing with their friends.

The children will follow the rules of a game and work collaboratively as a team.


Article 29 (goals of education) Education must develop every child’s personality, talents and

abilities to the full. It must encourage the child’s respect for human rights, as well as respect

for their parents, their own and other cultures, and the environment.

Science


• observe how magnets attract or repel each other and attract some materials and not others

• compare and group together a variety of everyday materials on

• Setting up simple, practical enquiries, comparative and fair tests

• Using results to draw simple conclusions, make predictions

Create and design a magnetic game Magnets Magnetic/ nonmagnetic materials

Writing Opportunity

the basis of whether they are attracted to a magnet, and

• identify some magnetic materials

• describe magnets as having two poles

• predict whether two magnets will attract or repel each other, depending on which poles are facing.

for new values, suggest improvements

Record observations and write up investigation


What is a magnet? • Children discuss initial ideas about magnets

• Children use paper clips to experience a magnetic force- sort magnetic/ non magnetic materials

• Children explore the magnetic field as distances

Which magnet is the strongest? • Children investigate magnet strength

• Make predictions and record results on a table

What are the coloured sections of a magnet? • Complete north/south and identify invisible forces

• Complete treasure hunt compass

What do I know about magnets and forces? • Answer questions in small groups

• Invent magnet game

Growth Possibilities Health Community Children will be knowledgeable about the uses and properties of magnets and through investigation, will learn from their mistakes.

Children will be curious to find things out.

Children will reflect on what they have learned about magnets and how they can be used in different ways.

Children will use the equipment responsibly.

Relevant RRSA Article Article 28 (right to education) Every child has the right to an education. Primary education

must be free and different forms of secondary education must be available to every child.

History

National Curriculum Skills (Rainbow Continuum) Overall Subject Outcome(s) Resources

• a study over time tracing how several aspects of national history are reflected in the locality (this can go beyond 1066)

• Use more than one source of evidence for historical enquiry in order to gain a more accurate understanding of history

Castle keep visit • Video clips

• Maps of local area

• Pictures of castles


• a study of an aspect of history or a site dating from a period beyond 1066 that is significant in the locality.

• Describe changes that have happened in the locality of the school throughout history

• Place events, artefacts and historical figures on a timeline using dates

• Use appropriate historical vocabulary

Describe features of a castle Castles- reading comprehension Timeline of castles Biography of Harry Hotspur


What are the main features of a castle? • Research images of castles and watch video clips

• Label castle features and describe

Where are castles located in England? • Use maps to find and label castles in England

• Describe patterns of location- display on a map

How have castles changed over time? • Look at pictures of castles and discuss changes

• Place pictures of castles on a timeline- using dates

What was life like living in a castle? • Watch video clips of life in a castle

• Write biography of Harry Hotspur (born Alnwick castle)

Growth Possibilities Health Community Children will learn about the significant changes in the development of castles

Children will know how historians work and learn research skills.

Children will reflect on changes in history and will be safe in historical buildings.

Children will understand the importance of different roles within a community.


Article 24: Health and health services – Every child has the right to the best possible health.

Governments must provide good quality healthcare, clean water, nutritious food, a clean

environment and education on health and well-being so that children can stay healthy.

Art


• to create sketch books to record their observations and use them to review and revisit ideas

• to improve their mastery of art and design techniques

• Collect information, sketches and resources

• Colour fabric

• Make printing blocks

Children will design and create their own castle flag

• Patterned material

• Dye

• White material

• Fabric paint

• Corrugated card Writing/ Reading Opportunity


What is pattern? • Collect examples of pattern from the made and natural world and list some of the ways in which pattern is used at home and in other environments.

• Give children examples of patterns on materials and ask them to use viewfinders to create observations in sketch books

How does dip dye effect fabric? • Share and discuss the patterns recorded in their sketchbooks.

• Remind children of dip dye technique

• Explore different ways of folding

• Use dip dye technique to dye 4 sections of flag

What is a flag? • Research flags and castle prints

• Design own flag, linking to castles topic

What is a collograph block? • Show children how to create a collograph block

• Model using simple cut card shapes stuck onto a 7.5 cm by 7.5 cm square piece of card.

• Cut, assemble and stick selected shapes onto the square base card.

How can I create a surface print? • Ask the children to reflect back on their practice in the printing unit with rollers and black ink.

• Ink up block and print onto fabric four times

How can I improve my flag? • Children evaluate flags and record how they can improve


Children should be given opportunities which broaden their horizons.

Children will be ambitious while communicating through the medium of art.

Children will be safe and follow rules when using inks and dyes.

Children will be sociable when working with visitors in school.

Relevant RRSA Article Article 13 (freedom of expression) Every child must be free to express their thoughts and

opinions and to access all kinds of information, as long as it is within the law.

DT


Understand and use mechanical systems in their products such as pulleys.

• Choose suitable techniques to construct products

• Use scientific knowledge of the transference of forces to choose appropriate mechanisms for a product

• Design with purpose by identifying opportunities

To construct a flag pole with a pulley • Wooden poles

• String

• Scissors

• Push pins

• Spools

• plastercine

Writing/ reading Opportunity


What is a pulley? • Research pulleys and explore how they work

• Children think about how a pulley could be used on a flag pole

How can I build a pulley? • Children watch video clips to show how a flag pole works

• Complete design sheet

How can I raise my flag? • Children use design to construct flag pole

• Edit and improve design

• Comment on others and discuss changes we would make


Children will be patient when constructing their flag pole and will be realistic about their abilities.

Children will work imaginatively and will be curious as to how things work

Children will reflect on own flag pole and discuss changes they would make

Children will learn about the importance of community and explore flags from around the world.

Relevant RRSA Article Article 13: the right to be given information and to ask questions

Music Summer 2


• play and perform in solo and ensemble contexts, using their voices and playing musical instruments with increasing accuracy, fluency, control and expression

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

• Show control of voice

• Perform with control and awareness of others

• Sing in tune

The chn will focus on singing games this half term. They will warm up and sing chants and rhymes. They will teach their chant to a child from the other class.

• Charanga

• Glockenspiels

• Youtube

Writing Opportunity


Can you sing songs from memory from the past year? • Warm up games

• Sing songs

• Perform

Can you play singing games? • Warm up games – chn must understand why we warm our voices up

• Chn to play singing games

• Both classes to learn a different singing game

• Record beginning



• Record middle



• Record end



• Final performance

Can you teach your friend a singing game? • Mix both classes.

• Each class performs their chant.

• Chn partner up with someone from a differnet class.

• Must teach each other their chant.

• Must perform.


MFL Summer 2


The focus of study in modern languages will be on practical communication.

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

• explore the patterns and sounds of language through songs and rhymes

• read carefully and show understanding of words

• Take part in discussions.

• Make comparisons

• Write a few short sentences using familiar expressions.

The children will learn basic vocabulary for weather and will use it to describe the weather today. They will begin to learn the alphabet and will use songs and rhymes to consolidate learning.

• Flashcards

• Songs

• Images

Writing Opportunity

• Writing numbers accurately.

• Writing letters


Can you describe the weather ? • Chn to ask and answer questions about weather. What is the weather like today?

Can you describe the weather ? • Chn to ask and answer questions about weather. What is the weather like today?

Can you learn the French alphabet? • Show children the letters. Are any of the letters different?

• Begin to identify letter sounds.

Can you learn the French alphabet? • Continue letters

Can you sing the alphabet ? • Sing alphabet song to consolidate learning.

Review learning • Recap all learning from the year. Fun quiz.

Children will develop their understanding of composing music. They will learn how a song is put together and how different parts of a song are used for effect.

The children will be learning to improvise with the song allowing them to explore different notes and sounds. They will become more aware of how sounds are made.

Chn will be able to express their opinion on genres of music. They will provide opinions and express themselves through singing, using instruments and composing.

The children will experience different music that they may like or dislike. They will be able to use this to communicate with others and spread their knowledge.



Children should develop knowledge of how to introduce themselves in French and how to introduce others.

Children are given the opportunity to learn another language to be able to communicate with others.

Children should accept a new language and should show resilience when learning new skills.

Children will have an understanding of differences within the community and learn that there are many different languages. They will begin to develop their French to introduce themselves and others.


Computing- Coding


design, write and debug programs that accomplish specific goals, including controlling or simulating physical systems; solve problems by decomposing them into smaller part

• Variables and Lists: use variables to store a value.

• Looks: set the appearance of objects and create sequences of changes.

• Control: use IF THEN conditions to control events or objects.

• Motion: use specified screen coordinates to control movement.

Design and debug a program • Purple Mash Unit 3.1 Coding

• Purple Mash- 2-code debugging challenges

Writing Opportunity


What do we already know about coding? • Children create a design that represents a sequential algorithm.

• use a flowchart design to create the code.

• explain what Object, Action, Output, Control and Event are in computer programming.

How can I make a vehicle move? • explain how their program simulates a physical system, i.e. my vehicles move at different speeds and angles.

• describe what they did to make their vehicle change angle.

• show that their vehicles move at different speeds

What happens if we input ‘if’ in our design? • make use of the X and Y properties of objects in their coding.

• create an if statement in their program.

• use a timer and if statement to introduce selection in their program.

What is a variable? • explain what a variable is in programming.

• explain why variables need to be named.

• create a variable in a program.

• set/change the variable values appropriately to create a timer.

How can I make me object repeat? • Children show how their character repeats an action and explain how they caused it to do so.

• Children begin to understand how the use of the timer differs from the repeat command and can experiment with the different methods of repeating blocks of code.

• explain how they made objects repeat actions.

What is ‘debugging’? • explain what debug (debugging) means.

• have a clear idea of how to use a design document to start debugging a program.

• debug simple programs.

• explain why it is important to save their work after each functioning iteration of the program they are making.

Growth Possibilities Health Community Children will become literate in the basic language of computing coding.

Children will be required to be willing to have a go even when they find something hard.

Children will learn that it is important to only spend a limited time on the screen to maintain a healthy lifestyle.

Children will learn that there are coding clubs in the local area.

Relevant RRSA Article Article 13 (freedom of expression) Every child must be free to express their thoughts and

opinions and to access all kinds of information, as long as it is within the law.

Sense of place

“Only when you have a

changeless sense of who

you are, can real change

take place.”

Ilchi Lee

harlow green primary school

Documents