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Unit: What is a harvest festival? Term: Autumn 2 Year: 1

©Cornwall Learning Publications 2015

Contents Page

Page Number

Page Number

Page Number

Subject Summaries 1 English Lesson 8/20 28 Music Lesson Plans 42-44

Links 2 English Lesson 9/20 29 Music Lead Lesson 1/4 42-43

Resources 3 English Lesson 10/20 29 Music Lesson 2/4 44

Programme of Study 4-8 English Lesson 11/20 30 Music Lesson 3&4/4 44

Unit Overview 9 English Lesson 12/20 30 Art and Design Lesson Plans 45-47

Week 1 Medium Term Planning 10-11 English Lesson 13/20 31 Art and Design Lead Lesson 1/4 45

Week 1 English Medium Term Planning 12 English Lesson 14/20 31 Art and Design Lesson 2/4 46

Week 2 Medium Term Planning 13 English Lesson 15/20 32 Art and Design Lesson 3&4/4 47

Week 2 English Medium Term Planning 14 English Lesson 16/20 33 Design and Technology Lesson Plans 48-50

Week 3 Medium Term Planning 15 English Lesson 17/20 34 Design and Technology Lesson 1/4 48

Week 3 English Medium Term Planning 16 English Lesson 18/20 34 Design and Technology Lesson 2/4 49

Week 4 Medium Term Planning 17-18 English Lesson 19/20 35 Design and Technology Lesson 3&4/4 50

Week 4 English Medium Term Planning 19 English Lesson 20/20 35 Computing Lesson Plans 51-52

Other Ideas 20 Mathematics Lesson Plans 36-37 Computing Lead Lesson 1/4 51

Unit Launch Lesson 21-22 Using and Applying linked Maths Lesson 1/4 36 Computing Lesson 2/4 51

English Lesson Plans 23-35 Using and Applying linked Maths Lesson 2/4 36 Computing Lesson 3/4 52

English Lead Lesson 1/20 23-24 Using and Applying linked Maths Lesson 3/4 37 Computing Lesson 4/4 52

English Lesson 2/20 24 Using and Applying linked Maths Lesson 4/4 37 Unit Conclusion 53

English Lesson 3/20 25 History Lesson Plans 38-41 Parent Support Activities 53

English Lesson 4/20 25 History Lead Lesson 1/4 38 Standalone Mathematics Overview 54-57

English Lesson 5/20 26 History Lesson 2/4 39



Summaries


English • Pupils get their hands dirty as they handle root vegetables

listening to the story of the Gigantic Turnip and take part in several role play sketches and sequence and predict events in the story.

• Learn about capital letters at the start of names and daysof the week when they write invitations to the farmer’sfeast.

• Write shopping lists for a Harvest or autumn themed party,ingredients lists for a recipe and look at instructions.

• Invent party game rules and instructions.• Write thank you notes in role as the mouse from the

Gigantic Turnip story

Art and Design • Pupils practise sketching and drawing

leaves in preparation for leaf print designs.

• Use leaf print design ideas to createprint blocks on polystyrene tiles.

• Create a sheet of leaf print wrappingpaper and compare similarities anddifferences with other designs.

Computing• Pupils create their own version of

a harvest story using acomputerised paint programmeand a desktop publisher.

Music • Pupils chant and sing a familiar rhyme,

followed by singing a new song to a tune they already know.

• Experiment with singing the same lyricsof a harvest or autumn song along totwo different tunes.

• Rehearse and perform a mini-concert ofautumn poems, rhymes and songs.

Design and Technology • Pupils touch, sniff and taste a range of fruit

and vegetables, discussing what makes them healthy.

• Produce several design ideas for appealing,healthy snacks.

• Make a healthy snack, selecting fruit andvegetables that will appeal to a young child.

History • Pupils find out about where we buy our

food from and where it grows. They explore how this has changed over time.

• Pupils find out about Richard Hawker whofirst introduced the idea of a harvestfestival.

• Pupils find out about food production inwartime and the role children played inthis.

What is a harvest festival?

Applied Maths • Estimate small amounts• Write numerals to 20 and beyond• Represent numbers with concrete

resources• Sing number songs• Make repeating patterns with shapes

1

Links


What is a harvest festival? Harvest is the theme with plenty of hands-on exploration, singing and study. They use fruit veg and leaves as a source of inspiration for their own wrapping paper. This ‘harvest’ Unit comes alive with songs and party related activities such as invitations, games, thank you notes and, of course, food! Pupils observe and handle harvest produce, considering where it comes from, how healthy it is and how it reaches our tables. They consider healthy and appealing snacks for younger children, investigate tastes and combinations and set out to design and create their own original snack. The ‘Gigantic Turnip’ is the key text in English and pupils engage in insightful discussion and role play around characters’ feelings and to predict future events. Sequencing, ordering, writing instructions and writing a thank you note feature in English lessons and pupils also develop and try out their own original party games. In History, children learn how Britain fed its people during World War II, Dig for Victory and rationing, the role of women and children on wartime farms. Links are made between wartime and modern foods and pupils produce their own ‘historical’ and ‘modern’ snacks. Harvest and Autumn songs, poems and rhymes appear throughout the Unit and pupils can perform these during a mini concert to a chosen audience in the Unit conclusion.

Outdoor Learning • Any links with farming, allotments can be brought into this Unit for seeing how

vegetables look. Visits to gardens with vegetable collections such as Heligan in Cornwall would work.

National and International links • Any links with schools in other countries where they have different harvests would

be interesting.

Links to the world of work • Farmers, greengrocers, farm veg distributers, gardeners, caterers, fresh food

production, canning/bottling, preserve makers, school dinner providers, party planners, event organisers.

Links to learning and life skills • Let’s communicate • Let’s try to agree

2

Resources


Art and Design • Selection of interestingly shaped fruit and

vegetables • Sketch books • Pencils • Small rectangular sheet of card • Small rectangular sections of a polystyrene tile • Blunt pencils • Water colour paints: red, blue, yellow, black and

white • Ink rollers & trays • Printing ink – red, blue, yellow, black and white • Big sheets of plain white paper

Music • Alternative version

of ‘The Grand Old Duke of York’ (included in lesson plan)

What is a harvest festival?

English • An age appropriate version of ‘The Giant Turnip’ e.g. ‘The Gigantic Turnip’ by

Aleksei Tolstoy, illustrated by Niamh Sharkey, Barefoot Books 1998/2005 ISBN 1-905236-58-1

• Some real raw turnips, peas, carrots, potatoes and beans for pupils to handle and explore, ideally still with their tops or in their pods and with some evidence of mother earth adhering to the root vegetables!

• A suitable PowerPoint or YouTube animation of the Gigantic Turnip – follow this Google link for a good example

• Laminated cards showing different scenes from the story of The Gigantic Turnip. Some of the images captured in the previous lesson’s activity could be incorporated here.

• Range of invitation cards • Set of simple instructions for preparing a tasty dessert for harvest or Autumn-

themed party, i.e. baked apple stuffed with juicy sultanas • Simple recipe

Applied Maths • Basket of fruit and vegetables • Paper leaves or fruit and

vegetable shapes

Computing • Electronic painting or

drawing programme • Desk top publishing

programme • Voice recording apparatus

such as’ talking tins’

History • Photographs of children helping out on the farm in wartime

(available on the internet) • Grains of rice or cereal • Biography and photographs of

https://en.wikipedia.org/wiki/Robert_Stephen_Hawker • ‘What’s for Tea?’ story – see resources zip • Magazine photographs of different food and drink items. • 200g of boiled sweets

Launch Lesson • Basket of produce or photographs of produce

(available on the internet) • Photographs and video clips showing crops being

harvested (available on the internet) • Lyrics and tune for the harvest song ‘Cauliflowers

fluffy’ (available on the internet) • Farm machinery toys such as tractor and combine

harvester (if available)

Design and Technology • A selection of fruits and vegetables • Tasty fruity snacks • Pictures of tasty fruit and vegetable snacks • Sketchbooks • Pencils, paints, brushes • Camera • Equipment/ingredients for making a healthy snack –

plastic safety knives, chopping boards, aprons etc.

3

http://www.google.co.uk/url?sa=t&rct=j&q=&esrc=s&frm=1&source=web&cd=9&ved=0CEcQFjAI&url=http%3A%2F%2Fwww.communication4all.co.uk%2FTraditional%2520Tales%2FThe%2520Enormous%2520Turnip%2520Story%2520Book.pps&ei=SmGRVZqHI-ep7AbcyKSQDw&usg=AFQjCNGhHWcKHK7Y_fECOQjXwCihxYB4PA&sig2=ZHZLoqSevIHIGuVDzRELeQ

https://en.wikipedia.org/wiki/Robert_Stephen_Hawker


Programme of Study

Unit: What is a harvest festival? Year: 1 Term: Autumn 2

Please note that all appendices and guidelines referred to in the

programme of study are available to download at: https://www.gov.uk/government/collections/national-curriculum The POS codes replace the DfE bullets for ease of reference.

Engl

ish

Spoken Language

SL1 listen and respond appropriately to adults and their peers

SL2 ask relevant questions to extend their understanding and knowledge SL3 use relevant strategies to build their vocabulary

SL4 articulate and justify answers, arguments and opinions

SL5 give well-structured descriptions, explanations and narratives for different purposes, including for expressing feelings

SL6 maintain attention and participate actively in collaborative conversations, staying on topic and initiating and responding to comments

SL7 use spoken language to develop understanding through speculating, hypothesising, imagining and exploring ideas

SL8 speak audibly and fluently with an increasing command of Standard English

SL9 participate in discussions, presentations, performances, role play, improvisations and debates SL10 gain, maintain and monitor the interest of the listener(s)

SL11 consider and evaluate different viewpoints, attending to and building on the contributions of others

SL12 select and use appropriate registers for effective communication

These statements apply to all Years. The content should be taught as a level appropriate to the age of the pupils (taken from notes and guidance [non-statutory]). Speaking and listening activities throughout the Unit have been designed with these POS statements in mind. Specific speaking and listening objectives are provided for some English lessons where appropriate.

4

https://www.gov.uk/government/collections/national-curriculum


Engl

ish

Reading - word reading

WR1 apply phonic knowledge and skills as the route to decode words

WR2 respond speedily with the correct sound to graphemes (letters or groups of letters) for all 40+ phonemes, including, where applicable, alternative sounds for graphemes

WR3 read accurately by blending sounds in unfamiliar words containing GPCs that have been taught

WR4 read common exception words, noting unusual correspondences between spelling and sound and where these occur in the word

WR6 read other words of more than one syllable that contain taught GPCs

WR8 read aloud accurately books that are consistent with their developing phonic knowledge and that do not require them to use other strategies to work out words

WR9 re-read these books to build up their fluency and confidence in word reading

Reading - comprehension

RC1 develop pleasure in reading, motivation to read, and understanding by:

RC1.1 listening to and discussing a wide range of poems, stories and non-fiction at a level beyond that at which they can read independently

RC1.2 being encouraged to link what they read or hear read to their own experiences

RC1.3 becoming very familiar with key stories, fairy stories and traditional tales, retelling them and considering their particular characteristics

RC1.4 recognising and joining in with predictable phrases

RC1.6 discussing word meanings, linking new meanings to those already known

RC2 understand both the books they can already read accurately and fluently and those they listen to by:

RC2.1 drawing on what they already know or on background information and vocabulary provided by the teacher

RC2.2 checking that the text makes sense to them as they read and correcting inaccurate reading

RC3 participate in discussion about what is read to them, taking turns and listening to what others say

RC4 explain clearly their understanding of what is read to them

5


Engl

ish

Writing - composition

WC1 write sentences by:

WC1.1 saying out loud what they are going to write about

WC1.2 composing a sentence orally before writing it

WC1.4 re-reading what they have written to check that it makes sense

WC2 discuss what they have written with the teacher or other pupils

WC3 read aloud their writing clearly enough to be heard by their peers and the teacher

Writing - vocabulary, grammar and punctuation (covered when following Inspire SPG http://theinspirecurriculum.co.uk/product/spag-for-the-inspire-curriculum)

WVGP1 develop their understanding of the concepts set out in English Appendix 2 by:

WVGP1.1 leaving spaces between words

WVGP1.2 joining words and joining clauses using and

WVGP1.3 beginning to punctuate sentences using a capital letter and a full stop, question mark or exclamation mark

WVGP1.4 using a capital letter for names of people, places, the days of the week and the personal pronoun ‘I’

Mat

hs

Multiplication and division

1 solve simple one-step problems involving multiplication and division, calculating the answer using concrete objects, pictorial representations and arrays with the support of the teacher

Fractions

1 recognise, find and name a half as one of two equal parts of an object, shape or quantity

2 recognise, find and name a quarter as one of four equal parts of an object, shape or quantity

Geometry: properties of shapes

1 recognise and name common 2-D and 3-D shapes, including:

1.1 2-D shapes (e.g. rectangles (including squares), circles and triangles)

1.2 3-D shapes (e.g. cuboids (including cubes), pyramids and spheres). Geometry: position, direction, motion

1 describe position, direction and movement, including whole, half, quarter and three-quarter turns

6

http://theinspirecurriculum.co.uk/product/spag-for-the-inspire-curriculum


His

tory

1 changes within living memory. Where appropriate, these should be used to reveal aspects of change in national life

2 events beyond living memory that are significant nationally or globally (e.g. the Great Fire of London, the first aeroplane flight or events commemorated through festivals or anniversaries)

3 the lives of significant individuals in the past who have contributed to national and international achievements. Some should be used to compare aspects of life in different periods (e.g. Elizabeth I and Queen Victoria, Christopher Columbus and Neil Armstrong, William Caxton and Tim Berners-Lee, Pieter Bruegel the Elder and LS Lowry, Rosa Parks and Emily Davison, Mary Seacole and/or Florence Nightingale and Edith Cavell)

4 significant historical events, people and places in their own locality

Mus

ic 1

use their voices expressively by singing songs and speaking chants and rhymes

2 play tuned and untuned instruments musically

Art

& D

esig

n 2 to use drawing, painting and sculpture to develop and share their ideas, experiences and imagination

3

to develop a wide range of art and design techniques in using colour, pattern, texture, line, shape, form and space

7


Des

ign

& T

echn

olog

y Design

1 design purposeful, functional, appealing products for themselves and other users based on design criteria

2 generate, develop, model and communicate their ideas through talking, drawing, templates, mock-ups and, where appropriate, information and communication technology

Make

3 select from and use a range of tools and equipment to perform practical tasks (for example, cutting, shaping, joining and finishing)

4 select from and use a wide range of materials and components, including construction materials, textiles and ingredients, according to their characteristics

Evaluate

5 explore and evaluate a range of existing products

6 evaluate their ideas and products against design criteria

Cooking & Nutrition

9 use the basic principles of a healthy and varied diet to prepare dishes

10 understand where food comes from

Com

putin

g

4 use technology purposefully to create, organise, store, manipulate and retrieve digital content

6 use technology safely and respectfully, keeping personal information private; identify where to go for help and support when they have concerns about content or contact on the internet or other online technologies

8


Unit Overview

Harvest and its wonderful bounty of colourful fruit and vegetables is the theme that runs throughout this Unit, with pupils having the opportunity for plenty of hands-on exploration, singing and study. They can profit from the abundance of leaves at this time of the year and use them as a source of inspiration for their own wrapping paper covered in leaf print designs. This ‘harvest’ Unit comes alive with songs and party related activities such as invitations, games, thank you notes and, of course, food! Pupils observe and handle an array of harvest produce, considering where it comes from, how healthy it is and how it reaches our tables. They consider the attributes of a healthy and appealing snack for younger children and, having investigated tastes and combinations for themselves, they set out to design and create their own original snack, which they ultimately prepare and share before considering how they could make it even better next time! The story of the ‘Gigantic Turnip’ is the key text in English and after listening to it pupils are encouraged to engage in insightful discussion and role play around characters’ feelings and to predict future events. Sequencing, ordering, writing instructions and writing a thank you note feature in English lessons linked to the Gigantic Turnip and harvest and pupils also develop and try out their own original party games. In History pupils find out about where we buy the food we eat and how this has changed over time. They learn about the Rev. Richard Hawker and how he introduced the concept of Harvest festivals in the Christian church. The explore how children played a role in food production in the past. Harvest and Autumn songs, poems and rhymes appear throughout the Unit and pupils can perform these during a mini concert to a chosen audience in the Unit conclusion.

9

Cornwall Learning Publications 2015

Medium Term Planning Week 1 Unit Narrative

NB: Please adapt and differentiate all objectives, outcomes and success criteria for your own class

Week 1hr = approx time Pupils are introduced to the theme of harvest during the Launch lesson where they learn to sing a popular harvest song and they get their hands on a range of harvest produce. They think about how the

produce is gathered at source and the journey it takes before reaching them. Pupils have an opportunity to get their hands dirty once again as they handle root vegetables in English before listening to the story of the Gigantic Turnip. They take part in several role play sketches and sequence and predict events in the story, considering how characters may be feeling. They also learn about capital letters at the start of names and days of the week when they write invitations to the farmer’s feast. In History pupils learn about the Dig for Victory campaign in an introduction to their work in this Unit on how Britain fed itself during World War Two. They are encouraged to arouse all of their senses in

Design and Technology when they touch, sniff and taste a range of fruit and vegetables, discussing what makes them healthy. This is the springboard for a design and make task which will culminate in an appealing and healthy snack for younger children later in the Unit. Music finds pupils chanting and then singing a familiar rhyme, followed by singing a new song to a tune they already know, whilst Art and Design gives them a chance to practise sketching and drawing

leaves in preparation for leaf print designs next week. Please see over for all other subjects and English Medium Term Planning Week 1

Launch Lesson 2 hrs

Objectives: I am learning to: − sing a simple song in tune and with good vocal expression − describe where food comes from and what happens at harvest time

Outcomes: Pupils will: − sing a simple song comprised of three verses and a chorus − use vocal expression and physical actions to enhance performance − know that food is grown on farms and that harvest is when ripened crops are gathered in

Success Criteria: Remember to: − sing the words to the song clearly and in tune − use my voice to make the words of the song sound interesting − add hand and body actions to make my song even more interesting − discuss where food comes from and what happens on a farm at harvest time

10

Cornwall Learning Publications 2015

Medium Term Planning Week 1 continued Unit Narrative


Week 1hr = approx time Please see over for English Medium Term Planning Week 1 Pupils are introduced to the theme of harvest during the Launch lesson where they learn to sing a popular harvest song and they get their hands on a range of harvest produce. They think about how the

produce is gathered at source and the journey it takes before reaching them. Pupils have an opportunity to get their hands dirty once again as they handle root vegetables in English before listening to the story of the Gigantic Turnip. They take part in several role play sketches and sequence and predict events in the story, considering how characters may be feeling. They also learn about capital letters at the start of names and days of the week when they write invitations to the farmer’s feast. In History pupils learn about where we get our food from and how this has changed over the years. They are encouraged to arouse all of their senses in Design and Technology when they touch, sniff and

taste a range of fruit and vegetables, discussing what makes them healthy. This is the springboard for a design and make task which will culminate in an appealing and healthy snack for younger children later in the Unit. Music finds pupils chanting and then singing a familiar rhyme, followed by singing a new song to a tune they already know, whilst Art and Design gives them a chance to practise sketching and drawing

leaves in preparation for leaf print designs next week. In computing pupils use a computerised paint programme to draw small sketches for their own version of a harvest story .

History 2hrs

Applied Mathematics 1hr

Art and Design 1hr

Music 1hr

Computing 1hr

Design and Technology 1hr

Objectives: I am learning to: − recognise where different food

items come from − think about the importance of a

successful harvest in food production

Objectives: I am learning to: − make estimates of the

number of objects in the basket

− count objects in different ways

− write numbers on labels

Objectives: I am learning to: − sketch a variety of

different leaf shapes − create a print design idea

based on my sketches

Objectives: I am learning to: − chant a simple

rhyme − sing together the

words of a simple song clearly and in tune

Objectives: I am learning to: − organise, store,

manipulate and retrieve data in a range of digital formats

Objectives: I am learning to: − understand where food comes from − recognise why healthy food is important to our bodies − sample fruits and vegetables and combine tastes

together − consider what makes a healthy and appealing snack,

evaluating a range of existing snacks

Outcomes: Pupils will: − know that nearly all food comes

from something that has been grown

Outcomes: Pupils will: − reliably count and make

labels for objects in a basket

− count the objects in different ways, such as in twos and fives

Outcomes: Pupils will: − discuss the shapes of

harvest fruit and vegetables

− draw some sketches of the different shapes in their sketchbooks

− create a design idea for their printing block

Outcomes: Pupils will: − sing a song based

on a well-known nursery rhyme

Outcomes: Pupils will: − plan, save and

record text which tells the story of a harvest

Outcomes: Pupils will: − taste a selection of fruits and vegetables − experiment with combinations of fruits and vegetables − look at and discuss the appeal of existing snacks for

younger pupils − choose a snack type to design next time − recognise the importance of fruit and vegetables in our

diet

Success Criteria: Remember to: − look carefully at photos of food

to identify if they have been grown or made think about what the food I eat every day is made of

Success Criteria: Remember to: − estimate the number of

objects in basket and give reasons

− accurately count objects − write numbers correctly

Success Criteria: Remember to: − observe the shape and

colour of different fruit and vegetables

− make some pencil sketches of them in my sketchbook

− use ideas from my sketchbook for my design

Success Criteria: Remember to: − sing clearly and in

tune − sing together as a

group

Success Criteria: Remember to: − develop and save

a series of pictures for an event

Success Criteria: Remember to: − use all senses when handling different fruit and

vegetables − experiment with different flavours − decide what makes a snack appealing − adapt examples to make them more appealing to

young children

11


English Medium Term Planning Week 1 Unit Narrative


Day 1 1hr Day 2 1hr Day 3 1hr Day 4 1hr Day 5 1hr

Objectives: I am learning to: − listen to and talk about stories I can’t

yet read for myself − build new stores of words − predict what might be going to

happen next in a story − take part in drama activities

Objectives: I am learning to: − recall the main events of a story in

order − retell a story in an audible voice

Objectives: I am learning to: − predict what might happen on the

basis of what has been read so far − take part in drama activities

Objectives: I am learning to: − use a capital letter for the names of

people − say out loud what I am going to write

about before I write it − write lists

Objectives: I am learning to: − use a capital letter for days of the

week − say out loud what I am going to write

about before I write it − re-read what I have written to make

sure it makes sense − spell the days of the week

Outcomes: Pupils will: − make predictions based on what

they have seen or heard so far − work in role with a partner − talk about characters’ feelings

Outcomes: Pupils will: − work with a partner to sequence

events − work with a partner to retell the story

Outcomes: Pupils will: − work with a partner to improvise new

scenes for the story

Outcomes: Pupils will: − write a guest list for a harvest

supper feast

Outcomes: Pupils will: − write a party invitation − orally rehearse their ideas before

writing − read their writing back cumulatively to

check for sense

Success Criteria: Remember to: − think about how characters might be

feeling − use my new feelings words to talk

about the characters

Success Criteria: Remember to: − speak clearly and loudly so that my

partner can hear me − use the pictures to help me

remember what happens in our story

Success Criteria: Remember to: − use what I know about the

characters to help me imagine what happens next

− listen to my partners ideas and share my own

Success Criteria: Remember to: − start each name with a capital letter

Success Criteria: Remember to: − use capital letters for names and

days of the week − say what I want to write before I write

it − read my writing back from the

beginning to check it makes sense

12




Week 2hr = approx time Please see over for English Medium Term Planning Week 2 • Pupils begin English lessons by writing a shopping list for a harvest or Autumn themed party. This leads in to writing ingredients lists for a recipe and then looking at instructions, which they unjumble and

order correctly. • In History this week they find out about the Rev. Richard Hawker who first introduced the idea of a harvest festival to the UK. • In Art and Design pupils use their leaf print design ideas to create print blocks on polystyrene tiles and in Design and Technology they produce several design ideas for appealing, healthy snacks and after

some shared discussion they produce their final design idea ready for making next lesson. • Music gives pupils the chance to experiment with singing the same lyrics of a harvest or Autumn song along to two different tunes. • Pupils continue to develop pictures to tell their chosen harvest story in computing.

History 2hrs Applied Mathematics 1hr Art and Design 1hr Music 1hr Computing 1hr Design and Technology 1hr

Objectives: I am learning to: − explain why we celebrate harvest

festivals − know who first began celebrating

harvest in the Christian church

Objectives: I am learning to: − sing songs and rhymes which

involve counting on − order numbers from 1-20 and

beyond − identify written numbers and

show their value

Objectives: I am learning to: − make a printing block − transfer my design idea onto a

printing block

Objectives: I am learning to: − sing the same

lyrics to two different tunes



Objectives: I am learning to: − design an appealing product for a young

child − create some design ideas − discuss strengths and weaknesses of a

design idea

Outcomes: Pupils will: − know who Robert Stephen

Hawker was and what he did − create a thank you card for their

favourite food

Outcomes: Pupils will: − know the names and be able

to order numbers 1-20 − recognise the numbers in the

count and identify patterns

Outcomes: Pupils will: − draw their design onto their

printing block − choose a colour for their design

idea − work out how to create the colour

by mixing primary colours or adding black or white to darken or lighten shade

Outcomes: Pupils will: − learn to sing a

song lyric to its traditional tune and to an alternative tune



Outcomes: Pupils will: − design healthy fruit and vegetable

snacks in sketchbooks − draw and then talk about their designs − choose a design idea as a team

Success Criteria: Remember to: − look carefully at the photographs

especially at the peoples clothes − think about your favourite food

and why you are grateful for it

Success Criteria: Remember to: − identify numbers that are

important to me − join in the rhymes and count

accurately − put numbers in the right order − say the names of numbers

Success Criteria: Remember to: − copy my design idea carefully onto

the printing block − mark the reverse of my printing

block with a ‘T’ along the top edge to remind myself which way round to place it when printing

Success Criteria: Remember to: − listen carefully to

the tunes − remember which

tune I am singing

− say which tune I like best

Success Criteria: Remember to: − develop and save a

series of pictures for an event

Success Criteria: Remember to: − sketch several ideas to choose from − create a design that will appeal to a

young child − talk about what is good and not so good

about the designs − listen and act on feedback − produce a final design idea that can be

made next time

13





Objectives: I am learning to: − write lists − say out loud what I am going to write

before I write it − re-read what I have written to make

sure it makes sense

Objectives: I am learning to: − participate in discussion about what

is read to me − take turns speaking and listening to

what others have to say − identify key features of a text

Objectives: I am learning to: − begin to punctuate sentences using

a capital letter and a full stop, question mark or exclamation mark


a capital letter and a full stop, question mark or exclamation mark


a capital letter and a full stop − follow simple instructions

Outcomes: Pupils will: − contribute ideas for a shared list − write their own list

Outcomes: Pupils will: − use their knowledge of instructions

to help them identify which texts are sets of instructions (and which are not)

− explain how they made their yes/no decision about each text

− contribute ideas for a toolkit of features

Outcomes: Pupils will: − write an ingredients list − write or unscramble two or more

instructions

Outcomes: Pupils will: − write an ingredients list − write or unscramble two or more

instructions

Outcomes: Pupils will: − contribute suggestions for

unscrambling muddled instructions − unscramble a muddled set of

instructions independently

Success Criteria: Remember to: − offer suggestions for our shared

write − use my teacher’s list to help me

write my own

Success Criteria: Remember to: − use what I know about how

instructions look on the page to help me decide which texts are instructions and which are not

− say my ideas for our toolkit loudly enough for others to hear

Success Criteria: Remember to: − check my teacher’s modelled writing

against our toolkit − use our toolkit and my teacher’s

modelled writing to support my own writing

Success Criteria: Remember to: − check my teacher’s modelled writing

against our toolkit − use our toolkit and my teacher’s

modelled writing to support my own writing

Success Criteria: Remember to: − explain why I think the muddled

instructions should go in the order I suggest

− use what I already know about instructions to help me with the task

14




Week 3hr = approx time Please see over for English Medium Term Planning Week 3 • A harvest or Autumn themed party needs some party games, so this week in English pupils invent their own party game rules and instructions for this event. They begin by trying out their ideas for new games

with spoken instructions. These are developed into written instructions which are trialled as party games and evaluated for success at the end of the week. • In this week’s History lesson the pupils think about the role that children have played in gathering the harvest in the past . • Food is also at the centre of Design and Technology which culminates in a two hour ‘make’ and ‘evaluate’ healthy snacks session. (Design and Technology could take place this week, or instead in Week 4 and

will need to take place during the opposite week to the longer Art and Design lesson i.e. Do DT one week and Art the other, as both final lessons are 2 hours long). • Pupils choose or mix their ink colours in Art and Design and then use their leaf print tiles to produce a sheet of leaf print wrapping paper. Once dry, they evaluate their own designs and skills, and compare

similarities and differences with other people’s designs. Music time is spent practising Autumn/harvest poems, rhymes and songs in preparation for a mini concert. • In computing pupils use a word processing program to decide upon the text or message for each part of their harvest story.

History 2hrs


Art and Design (2hrs this or next week)

Music 1hr

Computing 1hr

Design and Technology (2hrs this or next week)

Objectives: I am learning to: − describe differences in the lives of

children past and present − explain why many children were

allowed to take time off school in wartime

Objectives: I am learning to: − sing songs and rhymes which

involve counting on and back − identify written numbers 1-20

and place them on a number line

Objectives: I am learning to: − use a printing block to

make a repeating design

− evaluate my design

Objectives: I am learning to: − perform

singing



Objectives: I am learning to: − make a healthy snack, selecting fruit and vegetables that

will appeal to a young child − select and use tools and equipment safely − evaluate my own and others’ products

Outcomes: Pupils will: − know that children played a part in

helping to make sure there was enough food to eat in wartime

− be able to say why children were allowed to take time off school

− describe the kind of work children did on the farm in wartime know that in some part of the world children still help out on farms and in food production

Outcomes: Pupils will: − count on and back (up to 10) − know the names and be able

to order numbers 1-20

Outcomes: Pupils will: − mix colours to achieve

oranges and browns − use their printing block

to create a clear and carefully positioned printed image

− use their printing block to create a design that repeats itself

Outcomes: Pupils will: − rehearse,

ready to perform a variety of autumn songs to a small audience



Outcomes: Pupils will: − choose fruit and vegetables to match their design − select suitable tools and use them safely and skilfully − explain their choice of tools − make their snacks − sample the end products, deciding on their success

Success Criteria: Remember to: − look carefully at photos to find clues

about life in the past − use correct historical vocabulary

(gleaning, harvest, wartime) − give reasons why I think children

enjoyed (or did not enjoy) working on the farm

Success Criteria: Remember to: − join in the rhymes and count

on and back accurately − read numbers and place them

in the right order

Success Criteria: Remember to: − press firmly down on

the printing block − lift the printing block

off the paper carefully − avoid overlap when

placing the block on the paper again

Success Criteria: Remember to: − sing clearly − sing tunefully − sing together − smile and

stand up straight

Success Criteria: Remember to: − decide the text

or message for each part of the story which is represented by the pictures

Success Criteria: Remember to: − make a snack that will appeal to a young child, especially

in colour and taste − select tools carefully, using them as shown and with safety

in mind − ask others for their opinions − clear up − consider what needs to change if making the snack again

15





Objectives: I am learning to: − say out loud what I want to write − understand that instructions come in

various forms − contribute to a set of instructions for

a game I know well

Objectives: I am learning to: − think through and give clear

instructions − re-read what I have written to check

it makes sense

Objectives: I am learning to: − compose a sentence orally before

writing it − re-read what I have written to check

it makes sense

Objectives: I am learning to: − compose a sentence orally before

writing it − re-read what I have written to check

it makes sense

Objectives: I am learning to: − read my writing aloud clearly

enough to be heard by everyone − follow simple instructions − evaluate my own writing

Outcomes: Pupils will: − participate in a game and suggest

instructions for new players in an audible voice

− explain how rules for a game are instructions too, like recipes are

Outcomes: Pupils will: − work with a partner or in a three to

invent a simple game − generate oral instructions for their

game − teach their invented game to

another pair or three − learn another game from a different

pair or three

Outcomes: Pupils will: − offer suggestions for a shared set of

instructions − write their own simple sequence of

instructions


instructions − write their own sequence of

instructions

Outcomes: Pupils will: − read their instructions to the class

and help others to follow them − participate when others are reading

their instructions − decide what needs to be changed or

improved based on watching others try to follow their instructions

Success Criteria: Remember to: − use what I know about how the

game is played to help me think of the rules

Success Criteria: Remember to: − check that my instructions make

sense and see whether they work for someone new to the game

− listen carefully and follow instructions from others

Success Criteria: Remember to: − say what I want to write before I

write it − keep reading my writing back from

the beginning to check it makes sense

− check that my partner’s instructions make sense

Success Criteria: Remember to: − say what I want to write before I

write it − keep re-reading my writing from the

beginning to check it makes sense − check that my partner’s instructions

make sense

Success Criteria: Remember to: − listen carefully and follow

instructions − read my writing in a loud, clear voice

so everyone can hear me − watch how others follow my

instructions and decide how I can be clearer

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Week 4hr = approx time Please see over for Unit conclusion and English Medium Term Planning Week 4 • Following a party, thank you notes are sent. In English pupils listen to such a note and discuss its content and key features before creating a toolkit and writing their own thank you note in role as the mouse

from the Gigantic Turnip story. • In History pupils explore the concept of rationing and the sharing of limited food supplies. • For Art and Design and Design and Technology, see Week 3. One of these will have taken place last week and the other should take place this week. • Pupils record their text for their harvest story in computing.

History 2hrs


Art and Design (2hrs this or last week)

Music 1hr

Computing 1hr

Design and Technology (2hrs this or last week)

Objectives: I am learning to: − describe differences in the lives of

children past and present − explain why children had to go without

some fruits and treats in wartime

Objectives: I am learning to: − explore repeating

patterns with different shapes

− explain if patterns are repeating or not

Objectives: I am learning to: − use a printing block to

make a repeating design − evaluate my design

Objectives: I am learning to: − perform singing



Objectives: I am learning to: − make a healthy snack, selecting fruit and

vegetables that will appeal to a young child

− select and use tools and equipment safely

− evaluate my own and others’ products

Outcomes: Pupils will: − listen to and discuss a story − work with a partner to compare their

own lives with those of children in wartime

− record their ideas about the differences between their own lives and those of children in wartime

Outcomes: Pupils will: − make repeating

patterns with different shapes and colours

− identify whether a pattern is repeating

Outcomes: Pupils will: − mix colours to achieve

oranges and browns − use their printing block

to create a clear and carefully positioned printed image

− use their printing block to create a design that repeats itself

Outcomes: Pupils will: − rehearse and perform a

variety of autumn songs to a small audience

− perform

Outcomes: Pupils will: − plan, save and record

text which tells the story of a harvest

Outcomes: Pupils will: − choose fruit and vegetables to match

their design − select suitable tools and use them safely

and skilfully − explain their choice of tools − make their snacks − sample the end products, deciding on

their success

Success Criteria: Remember to: − use everything I know about what

children’s lives were like in wartime

Success Criteria: Remember to: − make patterns with

squares, circles and triangles

− explain how I made a repeating pattern

− explore different patterns using shapes and colours

Success Criteria: Remember to: − press firmly down on the

printing block − lift the printing block off

the paper carefully − avoid overlap when

placing the block on the paper again

Success Criteria: Remember to: − sing clearly − sing tunefully − sing together − smile and stand up

straight

Success Criteria: Remember to: − decide the text or

message for each part of the story which is represented by the pictures

Success Criteria: Remember to: − make a snack that will appeal to a young

child, especially in colour and taste − select tools carefully, using them as

shown and with safety in mind − ask others for their opinions − clear up − consider what needs to change if making

the snack again

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Medium Term Planning Week 4 continued Unit Narrative


Week 4hr = approx time • The Unit conclusion can take the form of a class assembly and is an opportunity for pupils to perform the songs, poems and rhymes that they have practised in Music lessons as well as an opportunity to

teach their party games to others and to show and explain to others some of their learning during this Unit.

Please see over for English Medium Term Planning Week 4

Unit Conclusion 1hr

Objectives: I am learning to: − perform to an audience − review and explain my learning − read aloud clearly

Outcomes: Pupils will: − perform songs and rhymes from this Unit − teach their party games to new people using instructions − read thank you notes − show fruit and vegetable print design wrapping paper and explain the process

Success Criteria: Remember to: − stand up straight − speak and sing clearly − smile − read aloud clearly − show designs, sketches and pictures from activities carried out this Unit

18





Objectives: I am learning to: − take part in a discussion about what

is read to me − take turns speaking and listen to

what others say

Objectives: I am learning to: − take part in a discussion about what

is read to me − take turns speaking and listen to

what others say − identify key features of a text

Objectives: I am learning to: − plan what I want to write before I

write it − say each sentence before I write ire-

read what I have written to check it makes sense

− evaluate my teacher’s writing against our toolkit

Objectives: I am learning to: − plan what I want to write before I

write it − say each sentence before I write ire-

read what I have written to check it makes sense

Objectives: I am learning to: − make decisions about what part of

my new learning to show and share

Outcomes: Pupils will: − take turns speaking and listening to

others

Outcomes: Pupils will: − make suggestions for a shared

toolkit for a thank you note

Outcomes: Pupils will: − evaluate teacher’s modelled writing

against a toolkit − make suggestions for improvement − plan their own thank you note

Outcomes: Pupils will: − write their own notes using the

toolkit and their own plans

Outcomes: Pupils will: − use and show what they have

learned in the Unit

Success Criteria: Remember to: − listen to other people’s ideas and

suggest my own

Success Criteria: Remember to: − listen to other people’s ideas and

suggest my own − offer my suggestions in a loud, clear

voice so everyone can hear me

Success Criteria: Remember to: − use our toolkit to assess my

teacher’s writing − offer my suggestions for

improvement in a loud, clear voice − use our toolkit to help me plan my

own writing

Success Criteria: Remember to: − use our toolkit to help me write my

note − use my plan to help me remember

what I want to write

Success Criteria: Remember to: − use what I have learned and decide

how to share it

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Other Ideas

• Hold a traditional harvest festival celebration in school and encourage pupils to bring in non-perishable goods to give to a local charity. • Ask a local farmer/green grocer/market garden to donate any excess/unsaleable produce to be used by the pupils to observe, handle, cut up and use in their

healthy snacks. • Create a harvest display of fruit and vegetables in the classroom or school hall. Perhaps pupils could bring in spare items if they know anyone who has a

vegetable plot with excess produce. • Talk to pupils about composting and different ways of using old/rotting fruit and vegetables. • Visit a farm that produces crops or a local allotment (with permission) to see vegetables growing in the ground. • Potato print wrapping paper. (Pupils cut designs into potato halves and dip them into paint to create a repeating pattern on large paper for a different style of

wrapping paper.) • Read:

‘Pancakes, Pancakes’ by Eric Carle ‘I Will Never Not Eat a Tomato’ by Layren Child featuring Charlie and Lola ‘Bread and Jam for Frances’ by Russell Hoban ‘The Vegetables we Eat’ by Gail Gibbons ‘Tops and Bottoms’ by Janet Stevens ‘Eat Healthy, Feel Great’ by William Sears

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Unit Launch Lesson 120 mins

NB: Remember to adapt and differentiate objectives, outcomes and success criteria for your own class! Objectives: I am learning to: − sing a simple song in tune and

with good vocal expression − describe where food comes from

and what happens at harvest time

Outcomes: Pupils will: − sing a simple song comprised of three verses and a chorus − use vocal expression and physical actions to enhance

performance − know that food is grown on farms and that harvest is when

ripened crops are gathered in

Success Criteria: Remember to: − sing the words to the song clearly and in tune − use my voice to make the words of the song sound

interesting − add hand and body actions to make my song even more

interesting − discuss where food comes from and what happens on a farm

at harvest time

Resources required: • Basket of produce or photographs of produce (available on the internet) • Photographs and video clips showing crops being harvested (available on the internet) • Lyrics and tune for the harvest song ‘Cauliflowers fluffy’ (available on the internet) • Farm machinery toys such as tractor and combine harvester (if available) Whole class teaching/ group/ pairs and individual activities: N.B. Prior to this lesson as a sensible precaution make a careful note of any food allergies pupils may have. These can apply to touching and sniffing foodstuffs as well as consuming them. Bring in a basket of colourful harvest produce (or look at photographs showing this) and discuss the different fruit, vegetables and other foodstuffs pupils can see. Which ones can they name? Which ones have they tasted before? Which ones are their favourites to eat? Which can be eaten raw and which need to be cooked? Which grow on trees or bushes and which grow in or on the ground? Pass examples around so that they can feel the weight and texture of the produce. Next, have pupils listen to the popular harvest time song ‘Cauliflowers fluffy and cabbages green’ (lyrics and tune available on the internet). On this first occasion, it is best to play the song in its entirety. Afterwards, ask pupils to name fruit and vegetables mentioned in the song and to point to any examples that they can see in the classroom around them. Tell them that they are going to learn to sing this song (with actions) during the course of the lesson. Re-play the first verse and chorus of the song and then encourage pupils to repeat it with good vocal expression. It may help some pupils to remember the words if the teacher or a teaching assistant displays pictures of relevant fruit and veg as they come up in the song. When pupils have practised the opening to the song three or four times as necessary, take a short break for some discussion about harvest time (see below). Harvesting is the gathering of ripened food crops including fruit and vegetables. Encourage pupils to talk about any experiences they may have of gathering food, such as taking part in blackberry or strawberry picking or helping to dig up potatoes or carrots in the garden or allotment. Where pupils have not experienced gathering food in these ways give them opportunities to talk about ways in which they get their food, such as going to shops and markets or by home delivery etc.

21


Allow some time for discussion about how the food we buy in shops gets there in the first place? Who grows and harvests it? Return to ‘Cauliflowers fluffy’ and have pupils sing the first verse and chorus through again to make sure that they have learnt it. Emphasise the need for improved vocal expression as pupils master memorising the lyrics and tune. At an appropriate point, re-play the second verse and chorus and have pupils practise singing it in the same way that they learnt the first verse and chorus. Once they have practised the second verse and chorus several times, get them to sing the song right through from the first line of the first verse to the end of the second chorus. Again, use pictures to help pupils remember the lyrics where necessary. Take another short break for discussion. Show pupils some images of farmers harvesting different food crops such as apples, peas and wheat. Give them an opportunity to discuss the different techniques that they can see being used for harvesting different crops. Which crops are being picked or harvested by hand? Which are being harvested by machines (such as combine harvesters)? If any of the pupils in class live on or have recently visited a farm give them a chance to talk about their experiences. Pass around toy models of farm machinery if these are available and talk about the roles they perform. Return once more to’ Cauliflowers fluffy’ and have pupils sing through the first and second verses and chorus to re-inforce prior learning. Re-play the third and final verse and chorus. Have pupils learn it in the same way that they learnt the earlier parts of the song. When they have practised the final part of the song several times give them an opportunity to sing the song through from start to finish. Finally, now that pupils have mastered the lyrics and tune to the song, have them bring in some hand and body actions to represent the different fruit and vegetables listed in the song. This could include making cloud shapes with their hands for cauliflowers; using their extended arms and finger tips to make a pointy carrot and so forth. You could involve them in discussions about what would make the best actions for each item. Now get them to put it all together in a performance that includes tune, expression and actions. This could be performed again later as a class or whole school assembly.

22


English Lesson Plans

English Lesson 1/20 60 mins

NB: Remember to adapt and differentiate objectives, outcomes and success criteria for your own class! Objectives: I am learning to: − listen to and talk about stories I can’t yet read for myself − build new stores of words − predict what might be going to happen next in a story − take part in drama activities

Outcomes: Pupils will: − make predictions based on what they

have seen or heard so far − work in role with a partner − talk about characters’ feelings

Success Criteria: Remember to: − think about how characters might be feeling − use my new feelings words to talk about the characters

Resources required: • An age appropriate version of ‘The Giant Turnip’ e.g. ‘The Gigantic Turnip’ by Aleksei Tolstoy, illustrated by Niamh Sharkey, Barefoot Books 1998/2005 ISBN 1-

905236-58-1 • Some real raw turnips, peas, carrots, potatoes and beans for pupils to handle and explore, ideally still with their tops or in their pods and with some evidence of

mother earth adhering to the root vegetables! • An age appropriate text version of The Gigantic Turnip • A suitable PowerPoint or YouTube animation of the Gigantic Turnip – follow this Google link for a good example Whole class teaching/group/pairs and individual activities Introduce the story of the Gigantic Turnip by showing the front cover of a suitable text version or an image from a PowerPoint presentation (available online) or a DVD freeze frame. Have pupils predict what they think the story is going to be about. Then give each group or table some of the raw vegetables to see whether they can identify any of them. Make sure pupils understand that these are not suitable for eating at this stage (except the peas inside the pods and the carrots if carefully washed) but can be safely handled, squeezed, sniffed and explored. Hands that get dirty can easily be washed so help pupils make the link between undesirable ‘dirt’ clinging to raw root vegetables and the vital soil in which our food is grown! Pupils may know some dishes which use these vegetables though they may not know that snacks like crisps originate with hard, lumpy, dirty potatoes. Make sure they realise that all these vegetables can be grown in the UK and will have been grown for people to eat as part of the ‘Dig for Victory’ campaign. Turnips were and are often grown as food for animals, too, especially for cattle. Now read the story aloud, using a visualiser or similar to show the illustrations. Stop at the point at which the old man looks at the turnip and realises just how enormous it has grown. In pairs, pupils can discuss how they think the farmer feels. Suggested words for discussion could include the following: happy, surprised, sad, amazed, proud, disappointed, delighted, dismayed, annoyed, overjoyed etc. Continue reading the story until reaching the point at which the old man is unable to pull the gigantic turnip out of the ground. Have pupils in pairs act out being the farmer and the old woman unsuccessfully struggling to pull up the turnip. Then have them talk in pairs about how the two characters feel and what they think they should do next.

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http://www.google.co.uk/url?sa=t&rct=j&q=&esrc=s&frm=1&source=web&cd=9&ved=0CEcQFjAI&url=http%3A%2F%2Fwww.communication4all.co.uk%2FTraditional%2520Tales%2FThe%2520Enormous%2520Turnip%2520Story%2520Book.pps&ei=SmGRVZqHI-ep7AbcyKSQDw&usg=AFQjCNGhHWcKHK7Y_fECOQjXwCihxYB4PA&sig2=ZHZLoqSevIHIGuVDzRELeQ


Continue reading the story, showing how more and more characters gradually join in to help the old man and his wife pull up the turnip. Pupils can join in with reciting the story as the list of participants is repeated over and over again. As each additional participant fails, ask the pupils to guess who the old man and his wife will ask for help next. Turn back to the earlier pages where all the creatures on the farm are listed to help pupils predict! Read on until the point is reached at which the mouse steps in and offers to help! The old man and his wife express doubt that someone as tiny as the mouse could make much of a difference. In pairs pupils could role-play a conversation which occurs after the tiny mouse offers to help: one child could be the mouse offering or being coaxed to help, the other could play the part of the old man or his wife. Finally, with necessary safety precautions in place, pupils could act out the hilarious scene in which groups of about four or five finally succeed in pulling the turnip out of the ground, forming a physical chain of characters each of whom tugs the waist of the person in front of them. A pupil from each group could capture digital images of the activity for later use as discussion prompts If they are available, pupils could wear simple masks to show which characters they are in the story.


NB: Remember to adapt and differentiate objectives, outcomes and success criteria for your own class! Objectives: I am learning to: − recall the main events of a story in order − retell a story in an audible voice

Outcomes: Pupils will: − work with a partner to sequence events − work with a partner to retell the story

Success Criteria: Remember to: − speak clearly and loudly so that my partner can hear me − use the pictures to help me remember what happens in

our story

Resources required: • Laminated cards showing different scenes from the story of The Gigantic Turnip. Some of the images captured in the previous lesson’s activity could be

incorporated here. Pupils sequence the images (on laminated card or on screen) for the Gigantic Turnip story used in the last lesson. They work in pairs to discuss and agree the order of events. They also complete an oral re-telling of the story in pairs using the sequenced images with the challenge of incorporating some of the new feelings vocabulary. Pupils could share the narrative by passing the storytelling role back and forth as each new character is introduced. Key questions: Why do you think the woman thinks that a tiny mouse can make a difference? How do you think the old man feels when the mouse helps to pull up the turnip? How could the old couple further reward the mouse?

24



NB: Remember to adapt and differentiate objectives, outcomes and success criteria for your own class! Objectives: I am learning to: − predict what might happen on the basis of what

has been read so far − take part in drama activities

Outcomes: Pupils will: − work with a partner to improvise new scenes for

the story

Success Criteria: Remember to: − use what I know about the characters to help me imagine

what happens next − listen to my partners ideas and share my own

Use role-play to explore and consider what happened next? Extend the story by inventing another episode with a different helpful creature or to show how the farmer and the other characters recognised the mouse’s efforts and how he responded. Lead whole class discussion to generate ideas about working together and appreciating each other’s contributions, however small they might seem to be. Pupils then work in threes to improvise a ‘showing appreciation’ scene between the farmers and the mouse.


NB: Remember to adapt and differentiate objectives, outcomes and success criteria for your own class! Objectives: I am learning to: − use a capital letter for the names of people − say out loud what I am going to write about before

I write it − write lists

Outcomes: Pupils will: − write a guest list for a harvest supper feast

Success Criteria: Remember to: − start each name with a capital letter

Remind pupils about the wonderful feast which the old man organises to celebrate the pulling up of the giant turnip. Talk about all of the different characters he and his wife would need to invite. Discuss who the guest of honour might be. The teacher then models writing a guest list for the farmer’s feast, using capital letters for characters’ names. Pupils then decide on names to write on their own guest lists for a harvest party or similar which they are helping to organise, ensuring that they too use capital letters for names.

25



NB: Remember to adapt and differentiate objectives, outcomes and success criteria for your own class! Objectives: I am learning to: − use a capital letter for days of the week − say out loud what I am going to write about before I write it − re-read what I have written to make sure it makes sense − spell the days of the week

Outcomes: Pupils will: − write a party invitation − orally rehearse their ideas before writing − read their writing back cumulatively to

check for sense

Success Criteria: Remember to: − use capital letters for names and days of the week − say what I want to write before I write it − read my writing back from the beginning to check

it makes sense

Show pupils a range of invitation cards to see what other information they give, i.e. date, time, venue, dress-code. Shared read an example on screen and have pupils identify the different bits of information included. Teacher models writing an invitation for the tiny mouse, including details of games and food to make the party sound really enticing. Make sure to compare you modelled invitation with the example and have pupils assess your model against it. Pupils then write their own invitation for a family member or classmate, using a suitable writing frame. This might be a pre-printed party invitation form such as can be purchased in tear-off pad form. You might enlarge this for some pupils. Your more able writers may not need a frame at all at this stage and could prefer to work without one. Pupils then rotate around the classroom to look at each other’s invitations. Give them opportunities to read back some examples, checking for sense as they go.

26



NB: Remember to adapt and differentiate objectives, outcomes and success criteria for your own class! Objectives: I am learning to: − write lists − say out loud what I am going to write before I write it − re-read what I have written to make sure it makes sense

Outcomes: Pupils will: − contribute ideas for a shared list − write their own list

Success Criteria: Remember to: − offer suggestions for our shared write − use my teacher’s list to help me write my own

Begin by modelling the writing of a weekly shopping list, deliberately staying clear of party items. Point out how we start at the top and then list each following item immediately beneath its predecessor. Make a point of modelling the use of lower case in your simple list. Word processing programmes may automatically capitalise lists which is unnecessary. Make sure pupils understand that a list needs no punctuation, either. Next, discuss with pupils what we are going to need to buy for our harvest or Autumn party (pumpkins, apples, sticky toffee, lemonade etc). Now have them write their own shopping list, remembering to set it out like the one you modelled earlier. Items they cannot yet spell confidently can be represented phonetically using pupils’ existing knowledge, with perhaps a simple illustration beside really tricky words to communicate meaning and remind the writer. It is important for pupils to use what they already know and ‘have a go’ rather than hesitating and seeking adult input with spellings. Make sure all the adults in the classroom take the same approach or you may find them spoon-feeding spellings to pupils.


NB: Remember to adapt and differentiate objectives, outcomes and success criteria for your own class! Objectives: I am learning to: − participate in discussion about what is read to me − take turns speaking and listening to what others

have to say − identify key features of a text

Outcomes: Pupils will: − use their knowledge of instructions to help them identify

which texts are sets of instructions (and which are not) − explain how they made their yes/no decision about each

text − contribute ideas for a toolkit of features

Success Criteria: Remember to: − use what I know about how instructions look on

the page to help me decide which texts are instructions and which are not

− say my ideas for our toolkit loudly enough for others to hear

Share a set of simple instructions with the pupils for preparing a tasty dessert for their harvest or Autumn-themed party, i.e. baked apple stuffed with juicy sultanas. Teacher reads the text and works with pupils to analyse its features and organisational layout. Out of the resulting discussion, teacher and pupils begin to compile a ‘toolkit’ of success criteria which will inform pupils’ own writing. Pupils look at further examples of simple recipe texts to independently identify the layout features etc. Include some texts which are not recipes and encourage pupils to explain why these do not fit the criteria.

27



NB: Remember to adapt and differentiate objectives, outcomes and success criteria for your own class! Objectives: I am learning to: − begin to punctuate sentences using a capital

letter and a full stop, question mark or exclamation mark

Outcomes: Pupils will: − write an ingredients list − write or unscramble two or more instructions

Success Criteria: Remember to: − check my teacher’s modelled writing against our toolkit − use our toolkit and my teacher’s modelled writing to

support my own writing

Teacher models writing a set of instructions for a simple dessert recipe such as an ice cream sundae. Pupils can then have a go at writing their own ingredients list for a simple dessert recipe for their party. They can make up the ingredients and include nonsense flavours! Examples could include Marshmallow surprise, Banana delight, Sticky toffee crunch and so forth. Alternatively, pupils could unscramble the words to some existing instructions to make them make sense: teaspoons three add juice lemon to of mixture the If sentences are written on card strips and cut into words pupils can move them around until they are happy with the sequence. Words like juice and mixture may need to be read to some pupils by an adult. You may already have wooden racks or plastic pocket strips for assembling words into sentences or pupils can simply use their table top to assemble the sentences.

28




letter and a full stop, question mark or exclamation mark

Outcomes: Pupils will: − write an ingredients list − write or unscramble two or more instructions

Success Criteria: Remember to: − check my teacher’s modelled writing against our toolkit − use our toolkit and my teacher’s modelled writing to

support my own writing

In this lesson the focus is on the ‘How to’ section of the recipe that follows the ingredients list. How is this written? What type of language is used? The teacher models the ‘how to…’ or method steps, using numbers or bullets for sequencing. Make sure to begin each instruction with a verb like wash, peel, chop, mix, stir etc. Pupils could unjumble four or five bullet-pointed method steps from an alternative recipe, placing them in the correct sequence. Some pupils may benefit from having pictorial representations of each instruction to help them with their sequencing. If you and your pupils have done any cooking before, you may have images of them at work and the steps in the process that would be useful to support their sequencing.



letter and a full stop − follow simple instructions

Outcomes: Pupils will: − contribute suggestions for unscrambling muddled

instructions − unscramble a muddled set of instructions

independently

Success Criteria: Remember to: − explain why I think the muddled instructions should go in

the order I suggest − use what I already know about instructions to help me

with the task

Choose a simple recipe known to the pupils and write it in four or five bulleted steps for cutting up. Display it jumbled on the screen or use sticky putty to position large card strips on your whiteboard or flip chart. Read the sentences together, establish that it is in fact a set of instructions and challenge pupils to help you sort it into the right order. Give them a sentence prompt to use, such as ‘I think this one goes first/next/last because…’ so they get into the habit of justifying their opinions and uttering longer, explanatory sentences. Remember to read through the text from the beginning as you establish each bullet in order. When finished, the steps could be numbered. Now challenge pupils to work with a partner or in a three on another set. You could use the same text for all in mixed ability pairs/threes or differentiate by text – number of bullets, complexity of vocabulary, sentence length – for pairs or threes of different ability. When they have completed the task, have the pupils rotate to look at others’ solutions.

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NB: Remember to adapt and differentiate objectives, outcomes and success criteria for your own class! Objectives: I am learning to: − say out loud what I want to write − understand that instructions come in various forms − contribute to a set of instructions for a game I know well

Outcomes: Pupils will: − participate in a game and suggest instructions for

new players in an audible voice − explain how rules for a game are instructions too,

like recipes are

Success Criteria: Remember to: − use what I know about how the game is played

to help me think of the rules

It’s party time! The harvest is in and the farmers are celebrating. What party games do you pupils know that might be enjoyed at a harvest party? Have pupils Think, pair, share some of their favourites and choose one they all know to model with. The chosen game should be one that large numbers can play together, not a sit-down one-to-one or electronic game dependent on a device! Now have pupils play the game together, asking them to focus on how the game works and what rules they are following. Finally, shared-write the rules, acting as the scribe for their ideas. Encourage them to contribute complete sentences and model reading back for sense and cumulative re-reading as the text grows. Make sure pupils realise that the rules for a game are just another set of instructions like a recipe.


NB: Remember to adapt and differentiate objectives, outcomes and success criteria for your own class! Objectives: I am learning to: − think through and give clear instructions − re-read what I have written to check it

makes sense

Outcomes: Pupils will: − work with a partner or in a three to invent a simple game − generate oral instructions for their game − teach their invented game to another pair or three − learn another game from a different pair or three

Success Criteria: Remember to: − check that my instructions make sense and see whether

they work for someone new to the game − listen carefully and follow instructions from others

In this lesson, pupils are challenged to invent a party game suitable for a harvest party. Their game should be for multiple players and should not depend on any devices. It would be good if the game had a clear ending, though it does not need to have winners and losers. The aim is to have fun. As they try out their game, pupils should be reminded to agree and speak the rules as they go. When they have decided their rules, join the groups into twos and have each group teach the other their newly invented game. Finally, ask pupils to share feedback on what they liked about the new games and help choose one of them for you to model writing the rules for the next lesson..

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NB: Remember to adapt and differentiate objectives, outcomes and success criteria for your own class! Objectives: I am learning to: − compose a sentence orally before writing it − re-read what I have written to check it makes

sense

Outcomes: Pupils will: − offer suggestions for a shared set of instructions − write their own simple sequence of instructions

Success Criteria: Remember to: − say what I want to write before I write it − keep reading my writing back from the beginning to

check it makes sense − check that my partner’s instructions make sense

Shared-write the rules for the chosen game, acting as the scribe for pupils’ contributions. Encourage them to contribute complete sentences and model oral rehearsal before writing, reading back for sense and cumulative re-reading as the text grows. Pupils who actually played the game as inventors or guinea pigs may have refinements and alterations to suggest to improve the game, so encourage and allow for this in your shared-write. Draw pupils’ attention to the setting out of the rules – just like instructions – and explain they are going to be writing instructions for their own game. Have them begin to plan this with their partner(s) when the shared/modelled write is finished. Whichever pair or three had their game modelled will be writing instructions for the invented game they were taught – an extra challenge. Make sure you choose your stronger writers for this!


NB: Remember to adapt and differentiate objectives, outcomes and success criteria for your own class! Objectives: I am learning to: − compose a sentence orally before writing it − re-read what I have written to check it makes sense


instructions − write their own sequence of instructions

Success Criteria: Remember to: − say what I want to write before I write it − keep re-reading my writing from the beginning to check it

makes sense − check that my partner’s instructions make sense

In this lesson pupils will complete writing instructions for their invented game working independently but alongside their partner(s) so they can check finer points with each other. When they have finished, have them share with their partner, looking at each set of instructions together in turn, not simply swapping work. The writing needs to be ‘under four eyes’ so they can have the discussion about whether the instructions would work or not. The writer is the one who decides whether to make changes and what changes to make. Make sure pupils know there is no need for each set of instructions to be identical even though they are for the same game.

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NB: Remember to adapt and differentiate objectives, outcomes and success criteria for your own class! Objectives: I am learning to: − read my writing aloud clearly enough to be

heard by everyone − follow simple instructions − evaluate my own writing

Outcomes: Pupils will: − read their instructions to the class and help others to

follow them − participate when others are reading their instructions − decide what needs to be changed or improved based

on watching others try to follow their instructions

Success Criteria: Remember to: − listen carefully and follow instructions − read my writing in a loud, clear voice so everyone

can hear me − watch how others follow my instructions and decide

how I can be clearer

Today the finished instructions are tried out to see whether they work. Each pair or three in turn gives instructions to the rest of the class who play the game by the rules. Rotate until all the games have been played, allowing feedback time for players to suggest improvements to the game or the instructions. Finally, give pupils time to make any of the changes they have wish to make in light of the feedback.

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NB: Remember to adapt and differentiate objectives, outcomes and success criteria for your own class! Objectives: I am learning to: − take part in a discussion about what is read to me − take turns speaking and listen to what others say

Outcomes: Pupils will: − take turns speaking and listening to others

Success Criteria: Remember to: − listen to other people’s ideas and suggest my own

Shared read the following thank you note with the pupils:

Dear Little Mouse, Thank you for coming to our harvest party. We are so glad you could come and hope you had a good time. We would never have been able to get that gigantic turnip out of the ground without your help so it was good to be able to say thank you with a big party! We hope you enjoyed all the games, even though the other players were so much bigger than you are. The turnip soup turned out well and you seemed to be enjoying it. Did you like the mouse-shaped cheesy snacks we made for you? We do hope the black cat didn’t eat all of them, but we did see her helping herself to one or two! Yours, Mr and Mrs Farmer

This is the note that the farmers in our book wrote to the little mouse after she came to their harvest party. I expect the old woman wrote it in tiny writing on a scrap of paper and posted it in the mouse hole! Have the pupils Think, pair, share to decide whether they think that Little Mouse had a good time at the party or not. Was there anything she may not have enjoyed or that might have frightened her? What do you think she liked most and least about the party and why do you think so? Finish by telling them they will be planning and writing Little Mouse’s thank you note over the next couple of days.

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NB: Remember to adapt and differentiate objectives, outcomes and success criteria for your own class! Objectives: I am learning to: − take part in a discussion about what is read to me − take turns speaking and listen to what others say − identify key features of a text

Outcomes: Pupils will: − make suggestions for a shared toolkit for a

thank you note

Success Criteria: Remember to: − listen to other people’s ideas and suggest my own − offer my suggestions in a loud, clear voice so everyone

can hear me

Look carefully with the pupils at what the farmers said and how the note starts and finishes and how it looks on the page. Start to make a toolkit of features suggested by the pupils, making sure they know they will be writing their own thank you note. Look at the content of the note and see how the farmers mention the games and the food as well as some of the other characters who were there. They can use their imagination to think of some details about the party for their own note which will be a thank you note in reply from Little Mouse.


NB: Remember to adapt and differentiate objectives, outcomes and success criteria for your own class! Objectives: I am learning to: − plan what I want to write before I write it − say each sentence before I write ire-read what

I have written to check it makes sense − evaluate my teacher’s writing against our

toolkit

Outcomes: Pupils will: − evaluate teacher’s modelled writing against a

toolkit − make suggestions for improvement − plan their own thank you note

Success Criteria: Remember to: − use our toolkit to assess my teacher’s writing − offer my suggestions for improvement in a loud, clear

voice − use our toolkit to help me plan my own writing

Use the success criteria to model writing a thank you not from Black Cat and have pupils assess it against the toolkit. You can model making changes to improve your note, too! Make sure to model using your imagination for the sort of detail the cat mentions in her note. Now pupils can begin to plan their own thank you note from Little Mouse, working with a partner to share ideas.

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NB: Remember to adapt and differentiate objectives, outcomes and success criteria for your own class! Objectives: I am learning to: − plan what I want to write before I write it − say each sentence before I write ire-read what

I have written to check it makes sense

Outcomes: Pupils will: − write their own notes using the toolkit and their

own plans

Success Criteria: Remember to: − use our toolkit to help me write my note − use my plan to help me remember what I want to write

Now pupils independently write their own thank you notes in role as Little Mouse, mentioning what they particularly enjoyed about the party.


NB: Remember to adapt and differentiate objectives, outcomes and success criteria for your own class! Objectives: I am learning to: − make decisions about what part of my new

learning to show and share

Outcomes: Pupils will: − use and show what they have learned in the Unit

Success Criteria: Remember to: − use what I have learned and decide how to share it

As part of the end of Unit celebration, pupils decide which bit of new learning they are most proud of or excited about and how they will show/ share this with the class and an invited audience.

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Mathematics Lesson Plans

Using and Applying linked Maths Lesson 1/4 60 mins

N.B Remember to adapt and differentiate objectives, outcomes and success criteria for your own class! Objectives: I am learning to: − make estimates of the number of objects in the

basket − count objects in different ways − write numbers on labels

Outcomes: Pupils will: − reliably count and make labels for objects in a basket − count the objects in different ways, such as in twos

and fives

Success Criteria: Remember to: − estimate the number of objects in basket and give

reasons − accurately count objects − write numbers correctly

Show pupils a basket of fruit or vegetables. Estimate how many items are in the basket at the start. Give suggestions such as ‘Are there 6 or 10 special things in the basket? Why do you think that?’ Once agreed, count to make sure. Explore writing numbers to make labels for the basket. You could also count them in different ways, such as in two or fives.


N.B Remember to adapt and differentiate objectives, outcomes and success criteria for your own class! Objectives: I am learning to: − sing songs and rhymes which involve counting

on − order numbers from 1-20 and beyond − identify written numbers and show their value

Outcomes: Pupils will: − know the names and be able to order numbers 1-20 − recognise the numbers in the count and identify

patterns

Success Criteria: Remember to: − identify numbers that are important to me − join in the rhymes and count accurately − put numbers in the right order − say the names of numbers

Which numbers are special for you? (E.g. your age, your house number, the number of letters in your name, your brother or sister’s age etc.). Pupils sing songs and rhymes which support using number names in order e.g. ‘1, 2, 3, 4, 5 once I caught a fish alive’ or count to a regular rhythm or pace alongside a song or rhyme. Use the numbered labels from the previous activity or create a set of labels (these could be harvest shapes e.g. fruit and vegetables or Autumn leaves) to explore ordering some of the numbers from 1 to 20 and beyond. Look at the numbers and say their names. Show the value of these numbers using concrete resources. How do you know 14 is a bigger number than 6? Which envelopes have numbers less than 8 on them? Which have numbers more than 14 on them?

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N.B Remember to adapt and differentiate objectives, outcomes and success criteria for your own class! Objectives: I am learning to: − sing songs and rhymes which involve counting

on and back − identify written numbers 1-20 and place them

on a number line

Outcomes: Pupils will: − count on and back (up to 10) − know the names and be able to order numbers 1-20

Success Criteria: Remember to: − join in the rhymes and count on and back accurately − read numbers and place them in the right order

Pupils sing songs and rhymes which involve counting on and back e.g. 10 fat sausages, 10 green bottles. Use around 10 of the numbered labels(e.g. 1, 3, 4, 6, 8, 12, 13, 16, 19, 20) to explore reading and writing numbers. Explain you are going to order the labels which are in the bag. They have numbers between 1 and 20. Take one envelope out of a bag. What number is this? Decide where to place it in the line. Repeat with the other labels in the bag so they are all placed in order.


N.B Remember to adapt and differentiate objectives, outcomes and success criteria for your own class! Objectives: I am learning to: − explore repeating patterns with different shapes − explain if patterns are repeating or not

Outcomes: Pupils will: − make repeating patterns with different shapes and

colours − identify whether a pattern is repeating

Success Criteria: Remember to: − make patterns with squares, circles and triangles − explain how I made a repeating pattern − explore different patterns using shapes and colours

You want to make a repeating pattern for your special basket. How could you make a pattern which has 1 square and 1 triangle and 1 circle? How many different patterns can you make using a square, a circle and a triangle? What about if you have 2 squares and 2 circles? Do you think you make more or less different patterns now? Why? How do you know your pattern is a repeating one? Can you explain to someone else how to make it? Explore different patterns using shapes and colours. This could be linked to the wrapping paper activity in the pupils Art lessons.

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History Lesson Plans

History Lead Lesson 1/4 120 mins

NB: Remember to adapt and differentiate objectives, outcomes and success criteria for your own class! Objectives: I am learning to: − recognise where different food items come from − think about the importance of a successful harvest

in food production

Outcomes: Pupils will: − know that nearly all food comes from something

that has been grown

Success Criteria: Remember to: − look carefully at photos of food to identify if they

have been grown or made − think about what the food I eat every day is made of

Where does our food come from? Show pupils a picture of a loaf of bread, a bag of flour and a field of wheat and ask them if anybody knows what they are and what they have in common. Ask the children to think about what would happen if the wheat in the fields didn’t grow, how would the baker make the bread? Explain to pupils that in many different religions and countries people give thanks to their God for a successful harvest and for the food they have to eat. Show pupils a range of different food stuffs(or photographs of them) including fresh produce and tinned or dried food, including bread, rice and pasta. Ask them to think about where they have come from. Many children will say ‘from the shop’ and so should be encouraged to think about where the food came from originally. Ask them to look at the different items and say whether they are ‘grown’ or ‘made’. For the made items such as pasta ask if anyone knows what the items are made from. Encourage pupils to think about how much of our food depends on something somewhere that has been grown. Explain to pupils that in the past there were no big supermarkets and many people grew a lot of their own food in their gardens. In pairs or small groups ask pupils to cut out pictures from magazines of food items and to sort them in to two groups of ‘made’ or ‘grown’. When they have done this look together at the collection of ‘made’ food items and talk about what they are made from and where this might have come from.

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History Lesson 2/4 120 mins

NB: Remember to adapt and differentiate objectives, outcomes and success criteria for your own class! Objectives: I am learning to: − explain why we celebrate harvest festivals − know who first began celebrating harvest in

the Christian church

Outcomes: Pupils will: − know who Robert Stephen Hawker was and

what he did − create a thank you card for their favourite food

Success Criteria: Remember to: − look carefully at the photographs especially at the peoples

clothes − think about your favourite food and why you are grateful for it

Why do we celebrate harvest? Show pupils a picture of Robert Stephen Hawker and ask them if they think he is alive now or lived a long time ago. Ask them to explain their answers and see if anyone can guess what his job was. Explain to pupils that Robert Hawker was a Victorian vicar from Cornwall who first introduced the idea of a harvest festival in the Christian church (a biography of him can be found at https://en.wikipedia.org/wiki/Robert_Stephen_Hawker The harvest festival took place in the church and was an opportunity for everyone to say thank you to god for the food that they have to eat. People would bring food to the church to be given to the poor. Ask children to think about the food that they are most thankful for and to create a thank you card about it. Pupils may want to create a non-religious card in which case they can send their thank you cards to farmers or shop keepers or even their parents.

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https://en.wikipedia.org/wiki/Robert_Stephen_Hawker



NB: Remember to adapt and differentiate objectives, outcomes and success criteria for your own class! Objectives: I am learning to: − describe differences in the lives of

children past and present − explain why many children were

allowed to take time off school in wartime

Outcomes: Pupils will: − know that children played a part in helping to make sure there

was enough food to eat in wartime − be able to say why children were allowed to take time off school − describe the kind of work children did on the farm in wartime − know that in some part of the world children still help out on

farms and in food production

Success Criteria: Remember to: − look carefully at photos to find clues about life in the

past − use correct historical vocabulary (gleaning, harvest,

wartime) − give reasons why I think children enjoyed (or did

not enjoy) working on the farm

Resources required: • Photographs of children helping out on the farm in wartime (available on the internet) • Grains of rice or cereal Explain to pupils that 70 years ago during WW2 lots of the men who worked on farms had to go away to fight so the jobs on the farm had to be done by the women and children left behind.. At very busy times such as harvest many people were needed to help out on the farm. Children were actually given permission to take time off school to participate in farm work! They were paid a small wage and did safer jobs such as gleaning which meant picking up any stray grains that were left behind on the ground after a field was cut at harvest time. The gleaned grain would then be fed to the chickens on the farm. In some areas special camps were set up for the child workers and they lived and slept in the tents during the harvest period. Show some photographs of children helping out on the farm in wartime. What jobs are they doing? Do they look as if they are enjoying themselves? Sprinkle some grains of rice or cereal around the classroom or playground (if the weather permits) and ask pupils to see how many grains they can glean in five minutes. Is the job fun or boring? Explain to pupils that in some countries in the world children still have to help on farms and sometimes if the weather is bad the crops don’t grow and they won’t have enough to eat. Discuss why it is important to be able to share the food we have with others.

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NB: Remember to adapt and differentiate objectives, outcomes and success criteria for your own class!

Objectives: I am learning to: − describe differences in the lives of children past and

present − explain why children had to go without some fruits

and treats in wartime

Outcomes: Pupils will: − listen to and discuss a story − work with a partner to compare their own lives

with those of children in wartime − record their ideas about the differences between

their own lives and those of children in wartime

Success criteria: Remember to: − use everything I know about what children’s lives

were like in wartime

Share the story ‘What’s for Tea?’ (see resources) with the pupils and explore what was different and special about this meal. Yes, they had to make the most of what they had in the house and there wasn’t much. Explore with pupils why food was short in the house (it was Sunday evening and the most of the shops were shut; Dad was tired and didn’t want to go out in the car again; Dad’s wallet was empty, the children were hungry and wanted something quickly). Explain that in wartime, food was always short for everybody. Even if people had plenty of time and money, they couldn’t buy food which just wasn’t in the shops! Lots of foods usually came from the countries where they were grown by ship, and ships don’t set out in wartime because it isn’t safe. Show pupils a paper bag of traditional sweets containing about 200g weight: this had to last a week! Show an orange and a banana and tell pupils that many children their age only saw and tasted these fruits for the first time after the war finished. You could also show a tin of peaches, a packet of raisins or even a mango. Explain that some fruits, like bananas and oranges, and some plants, like sugar cane, can only grow in hotter countries, so British people could not grow their own. Everyone had to have some of the food that was available so it was carefully shared out to make it fair. This was called rationing. Everybody had to make the most of what they did have not only by growing their own food but by making sure every little bit was used up and nothing was wasted. Even vegetable peelings and the outside leaves and stalks of cabbages and cauliflowers were saved and given to chickens and pigs to eat. That way, people could have more bacon and eggs to eat! Ask pupils what fruits we can grow in Britain, even in our own gardens: yes, we can grow apples, strawberries, raspberries and gooseberries. And children could pick blackberries growing wild for a taste of something sweet or to take home and put in an apple pie or crumble! Now have pupils talk with a partner and record their answer to the question: How was life in wartime for children different from your life now? Remind them about what they learnt last week about children helping on farms. They could make notes, record their voices, draw diagrams or write some sentences. It might help to have them divide a page down the middle, putting wartime children on one side and their own lives on the other. Remind them to draw on everything they have learned in this Unit, not just today’s lesson.

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Music Lesson Plans

Music Lead Lesson 1/4 60 mins

N.B Remember to adapt and differentiate objectives, outcomes and success criteria for your own class! Objectives: I am learning to: − chant a simple rhyme − sing together the words of a simple song clearly

and in tune

Outcomes: Pupils will: − sing a song based on a well-known nursery rhyme

Success Criteria: Remember to: − sing clearly and in tune − sing together as a group

Resources required: • Alternative version of ‘The Grand Old Duke of York’ (included below) Autumn is a wonderful time of year to celebrate in music! In this lesson pupils learn to sing some autumnal songs to the tunes of familiar nursery rhymes such as ‘The Grand Old Duke of York’, ‘Jack and Jill’ and ‘Twinkle, twinkle little star’. To get pupils voices warmed up for singing begin the lesson by having them chant the following autumn rhyme. It is based on the traditional nursery rhyme of Humpty Dumpty. When they know it well have them experiment with their voices by repeating the rhyme loudly, softly, quickly, slowly etc. Autumn leaves have started to fall; Some are big and some are small. Orange and yellow; gold and brown: Crunchy beneath our feet on the ground Autumn leaves have started to fall; From trees and bushes short and tall Oak and ash; chestnut and lime Trees so very proud and fine Now that their voices are warmed up it is time for pupils to sing! Remind them how well they sang the song ‘Cauliflowers fluffy’ in the opening lesson of the Unit. You may wish to give them an opportunity to sing this again to celebrate their previous success and to build confidence ahead of the singing that they will do in the music lessons for this Unit. Teach pupils to sing the following harvest song to the tune of the Grand Old Duke of York. It will be best if the teacher or teaching assistant sings the whole song through before setting out to teach pupils to sing it a verse at a time. You may wish to display images that illustrate things mentioned in the song as they occur, i.e. a barn, a tractor, furrows etc.

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Farmer Joe of York

Busy working on his farm Now the crops are gathered in

He stores them in the barn And on his tractor he rides With its huge black wheels

Ploughing furrows all day long Up and down the fields

Farmer Jess of York

She has ten thousand hens They go clucking around the farm

And lay their eggs again Some of the eggs are pink

And some of the eggs are brown She sells them in the villages

She sells them in the town

Farmer Jack of York Has apples red and green In the orchard by his house The best you’ve ever seen

And up his ladder he climbs To pick them pound by pound

Before the mighty west wind blows And they fall to the ground

Once they know the song well, get pupils to experiment with it by taking it in turns to sing alternate verses. For example, the boys could sing the first verse (Farmer Joe) and the girls could sing the second verse (Farmer Jess). They could then all join in with the singing of the third and final verse (Farmer Jack). Alternatively, boys could sing the first and girls the last lines of each verse. Have one group of pupils chant a verse and then have another group sing the same verse. What differences can they hear? Do they prefer the sound of the chanting or the singing? This could lead to discussions about tune and melody. Spend some time discussing how we can make our singing even better. Remind pupils about the work that they did on vocal expression in the Unit’s launch lesson. If time allows you may wish to give pupils an opportunity to enhance the performance of their song by putting some suitable actions to it. Support: It may be necessary to reduce the amount of words pupils are required to memorise. Learn one verse rather than two or three. Challenge: Some pupils may be confident enough to perform a verse individually or as a duet.

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Music Lesson 2/4 60 mins

N.B Remember to adapt and differentiate objectives, outcomes and success criteria for your own class! Objectives: I am learning to: − sing the same lyrics to two different tunes

Outcomes: Pupils will: − learn to sing a song lyric to its traditional tune and

to an alternative tune

Success Criteria: Remember to: − listen carefully to the tunes − remember which tune I am singing − say which tune I like best

In this lesson pupils will further develop their singing skills by learning to sing the same lyrics to two very different tunes. For example, having learnt to sing the well-known harvest hymn ‘We plough the fields and scatter’ to its traditional tune, pupils could go on to try and sing its lyrics to the tune of another hymn or song such as ‘Oh Jesus I have promised’. If possible, record pupils singing both versions and get them to listen carefully to the differences in tune and tempo. Have them discuss which version of the song they liked performing best and why.

Music Lessons 3 & 4/4 120 mins

N.B Remember to adapt and differentiate objectives, outcomes and success criteria for your own class! Objectives: I am learning to: − perform singing

Outcomes: Pupils will: − rehearse, ready to perform a variety of autumn

songs to a small audience − perform (Wk. 4)

Success Criteria: Remember to: − sing clearly − sing tunefully − sing together − smile and stand up straight

In this final music lesson pupils will rehearse and perform a mini-concert of the autumn poems, rhymes and songs that they have learnt in this Unit plus any others they may know. This could form part of a whole school harvest-themed assembly or serve as a contribution to a harvest festival event in the local community. They should attempt to enhance their final performance with excellent vocal expression and actions where appropriate, bringing as much variety and interest to their performance as possible. For example, songs could be sung quietly through the verses but with a louder chorus or vice-versa. They could also sing the same set of lyrics to two different tunes as practised in lesson 2. For evaluation purposes it might be useful to film part of the mini-concert so that pupils can see themselves performing individually and as a group. They should be encouraged to identify strengths of their performance as well as areas for improvement.

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Art and Design Lesson Plans

Art and Design Lead Lesson 1/4 60 mins

NB: Remember to adapt and differentiate objectives, outcomes and success criteria for your own class! Objectives: I am learning to: − sketch a variety of different leaf shapes − create a print design idea based on my

sketches

Outcomes: Pupils will: − discuss the shapes of harvest fruit and

vegetables − draw some sketches of the different shapes in

their sketchbooks − create a design idea for their printing block

Success Criteria: Remember to:

− observe the shape and colour of different fruit and vegetables

− make some pencil sketches of them in my sketchbook − use ideas from my sketchbook for my design

Resources required: • Selection of autumn leaves • Sketch books • Pencils • Small rectangular sheet of card Making an autumn leaves print Over the course of the next four lessons pupils will work towards designing and printing their own harvest produce wrapping paper. Show them some examples of wrapping paper or fabric designs that are based on repeating patterns and images. Show children a selection of different fruit and vegetables and discuss their different shapes. These could be native fruits and vegetables such as courgette, potatoes or apples or more exotic produce such as star fruit which would give more unusual shapes. Discuss with pupils what will happen to the shape of the fruit or vegetable when it is cut asking them to predict what shape it will make. You could experiment with cutting the produce in different ways to create different shapes. Place a selection of fruit and vegetables at each table and ask pupils to study them very carefully. Then have them draw some simple l sketches in their sketchbooks. Compare some of the different sketches from around the class and discuss which would make attractive print designs for our harvest wrapping paper. Next, provide pupils with a sheet of card that is the same size as the polystyrene tile printing block that they will use to make their prints. On this card they should draw their final design idea for next lesson’s printing block. Have pupils move around the classroom at an appropriate point to look at some of the designs that other pupils are coming up with. Give them an opportunity to say what they like about each other’s design ideas and why. Support: Encourage pupils to start sketching some of the simpler shapes first before moving on to try more complex ones. Challenge: Encourage pupils to sketch more complicated shapes such as star fruit.

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Art and Design Lesson 2/4 60 mins

NB: Remember to adapt and differentiate objectives, outcomes and success criteria for your own class! Objectives: I am learning to: − make a printing block − transfer my design idea onto a printing block

Outcomes: Pupils will: − draw their design onto their printing block − choose a colour for their design idea − work out how to create the colour by mixing

primary colours or adding black or white to darken or lighten shade

Success Criteria: Remember to: − copy my design idea carefully onto the printing block − mark the reverse of my printing block with a ‘T’ along the top

edge to remind myself which way round to place it when printing

Resources required: • Small rectangular sections of a polystyrene tile • Blunt pencils • Water colour paints: red, blue, yellow, black and white Hand out the print designs that pupils created last lesson on card and provide them with a rectangular piece of polystyrene tile of the same size. Have pupils very carefully copy their design onto the polystyrene tile with a blunt pencil or similar. When it is complete they should mark the reverse of the polystyrene tile block with a ‘T’ along its top edge. This is so that they will know which way round to place the tile when repeating the pattern. Inform pupils that red, yellow, blue, black and white printing ink will be available next lesson and to start thinking about the colour or colours they will use. They will need to discuss how they go about creating colours such as orange and brown. They will also need to discuss how to go about creating darker or lighter shades of colours. It might be a good idea to give them opportunities to experiment with water colour paints prior to mixing their inks next lesson.

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Art and Design Lessons 3 &4/4 120 mins

NB: Remember to adapt and differentiate objectives, outcomes and success criteria for your own class! Objectives: I am learning to: − use a printing block to make a repeating design − evaluate my design

Outcomes: Pupils will: − mix colours to achieve oranges and browns − use their printing block to create a clear and

carefully positioned printed image − use their printing block to create a design that

repeats itself

Success Criteria Remember to: − press firmly down on the printing block − lift the printing block off the paper carefully − avoid overlap when placing the block on the paper again

Resources required: • Ink rollers • Ink trays • Printing ink – red, blue, yellow, black and white • Big sheets of plain white paper Hand out the polystyrene printing blocks that pupils made last lesson. Provide them with an ink tray, an ink roller and some printing ink of their chosen colour. Allow time for mixing if pupils have chosen to create a colour by mixing two or more colours together. Model rolling the ink roller up and down in the ink tray until pupils can hear a sticky squelchy sound. This means that the ink is ready to be rolled onto the printing block. Hand out a big sheet of plain paper that will be used for the wrapping paper. Once pupils have used the roller to cover their printing block in ink have them position the block precisely in the top left corner of the big sheet of paper and press down hard. Remove the block carefully to avoid smudges and smears and have pupils observe the printed image that they have created. Repeat the process above, placing the block on the paper next to the first printed image, being careful to avoid any overlap. Continue doing this until the whole of the sheet of paper is covered in your print design. Allow time for clearing up and cleaning up and then admire the prints that the class have created. In what ways are they similar? In what ways are they different? Linked to the harvest theme for this Unit, the activity above could also be carried out around fruit and vegetable design ideas. Pumpkins, squashes, apples and pears provide interest stimuli for design ideas, including when they are sliced to show the internal structure of the fruit or vegetable and its seeds.

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Design and Technology Lesson Plans

Design and Technology Lead Lesson 1/4 60 mins

NB: Remember to adapt and differentiate objectives, outcomes and success criteria for your own class! Objectives: I am learning to: − understand where food comes from − recognise why healthy food is important to our bodies − sample fruits and vegetables and combine tastes

together − consider what makes a healthy and appealing snack,

evaluating a range of existing snacks

Outcomes: Pupils will: − taste a selection of fruits and vegetables − experiment with combinations of fruits and vegetables − look at and discuss the appeal of existing snacks for

younger pupils − choose a snack type to design next time − recognise the importance of fruit and vegetables in our

diet

Success Criteria: Remember to: − use all senses when handling different fruit

and vegetables − experiment with different flavours − decide what makes a snack appealing − adapt examples to make them more

appealing to young children

Eat more fruit and veg! N.B. Please be fully aware of any food allergies that pupils may have. Resources required: • A selection of fruits and vegetables • Tasty fruity snacks • Pictures of tasty fruit and vegetable snacks Have children pass around some examples of fruit and vegetables that you have in the classroom. Encourage them to use all of their senses when handling the food. What does it smell like? What does it feel like? Is it shiny or dull, rough or smooth to the touch? Encourage them to talk about which ones they would most like to eat. Pass around some tasty fruity snacks to get their taste buds working! Remind pupils that fruit and vegetables need to be an important part of our daily diet. We should eat at least five portions of fruit and vegetables every day to stay healthy. Fruit and vegetables provide us with fibre and vitamins. Without these our bodies do not work as well as they should. Inform pupils that we need them to design and make some delicious, attractive fruit and vegetable snacks that will appeal to the children in Reception class or nursery and encourage them to eat healthily. In this first lesson pupils can work together in groups to sample some examples of fruit and vegetables that might be included in their snacks. Encourage them to be bold and to experiment with combinations of fruit and vegetables as well as fruit or vegetables only. They might try combining apple and celery or cucumber and strawberry. Have pupils look at some pictures of existing examples of tasty fruit and vegetable snacks such as juicy fruit salad or fruit and vegetable kebabs. Get them to discuss which of these would be most and least likely to appeal to their target group and why. How might some of the examples be adapted to make them more appealing to young children (replace lemon slices with orange or pineapple slices etc)? Finally, have pupils decide what kind of snack they are going to work together to design and make.

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Design and Technology Lesson 2/4 60 mins

NB: Remember to adapt and differentiate objectives, outcomes and success criteria for your own class! Objectives: I am learning to: − design an appealing product for a young child − create some design ideas − discuss strengths and weaknesses of a design

idea

Outcomes: Pupils will: − design healthy fruit and vegetable snacks in

sketchbooks − draw and then talk about their designs − choose a design idea as a team

Success Criteria: Remember to: − sketch several ideas to choose from − create a design that will appeal to a young child − talk about what is good and not so good about the designs − listen and act on feedback − produce a final design idea that can be made next time

Resources required: • Sketchbooks • Pencils, paints, brushes • Camera In this lesson pupils work together to create some design ideas for their snacks. They can sketch some of their ideas in their sketchbooks. After they have generated some preliminary design ideas they should be encouraged to discuss the strengths and weaknesses of each design idea i.e. ’It looks nice but wouldn’t taste very good. It looks messy even though it’s healthy.’ If time permits pupils could talk to pupils in other groups to get their feedback on their design ideas. Now work together as a team to draw, paint or photograph the design idea that you will take forward to the making stage. You may want pupils to make a simple proto-type of their product at this stage.

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Design and Technology Lessons 3 & 4/4 120 mins

NB: Remember to adapt and differentiate objectives, outcomes and success criteria for your own class! Objectives: I am learning to: − make a healthy snack, selecting fruit and

vegetables that will appeal to a young child − select and use tools and equipment safely − evaluate my own and others’ products

Outcomes: Pupils will: − choose fruit and vegetables to match their design − select suitable tools and use them safely and

skilfully − explain their choice of tools − make their snacks − sample the end products, deciding on their

success

Success Criteria: Remember to: − make a snack that will appeal to a young child,

especially in colour and taste − select tools carefully, using them as shown and with

safety in mind − ask others for their opinions − clear up − consider what needs to change if making the snack

again

Resources required: • Equipment for making a healthy snack – plastic safety knives, chopping boards, aprons etc. • A selection of fruits and vegetables • Camera In this final 2 hour lesson pupils work together in groups to make their tasty fruit or vegetable snack, fruit kebab , fruit salad or similar. Spend time talking with pupils about the need for health and hygiene when handling foodstuffs. Hands should be nice and clean! Lay out some tools that pupils are permitted to use when putting their snack together. Use plastic safety knives in line with school’s health and safety policy. Encourage them to choose tools carefully and be prepared to say why they have chosen them and how they will make use of them in the making process. Pupils now make their healthy snacks based on their design ideas from last lesson. They should keep in mind the target audience for their snacks as they work. Take some photos of them working together and making skilful use of tools. Show these at the end of the lesson to remind pupils how well they worked together. When the snacks are ready pupils could revolve around the class sampling each other’s efforts and saying what they like about them in terms of colour, texture and taste. Some members of the target group might be invited into class to give their opinions. Once clearing up is completed, pupils should be encouraged to reflect on what they would keep and change about their snacks if they were to repeat the activity.

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Computing Lesson Plans

Computing Lead Lesson 1/4 60 mins

NB: Remember to adapt and differentiate objectives, outcomes and success criteria for your own class! Objectives: I am learning to: − organise, store, manipulate and retrieve data in

a range of digital formats

Outcomes: Pupils will: − plan, save and record text which tells the story

of a harvest

Success Criteria: Remember to: − develop and save a series of pictures for an event

Resources required: • Suitable computer based drawing program for pupils that enables images to be saved and retrieved Remind the pupils of the Giant Turnip story they are reading in their English lessons. Ensure pupils are clear of the story and can tell you it. Alternatively pupils could choose a different story with harvest or food theme such as The Little Red Hen. Different groups could work on different stories, so long as they are clear of the key information. Pupils draw small sketches to plan the 6 - 8 pictures they will need to produce to tell their story clearly. Once the planning is complete, they can start creating their images for their story. Ensure they save their images as they complete each one.

Computing Lesson 2/4 60 mins




of a harvest

Success Criteria: Remember to: − develop and save a series of pictures for an event

Pupils continue to develop pictures to tell their chosen harvest story. They manipulate the pictures by cropping as necessary. Pupils could add extra clip art, shapes and lines using formatting tools. They order the pictures to tell the story of the chosen celebration. These may be saved electronically and use in an interactive whiteboard software, PowerPoint or other digital format. Alternatively, they could be printed for use in a talking photos album or display.

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of a harvest

Success Criteria: Remember to: − decide the text or message for each part of the story which

is represented by the pictures

Pupils use a word processing program to decide upon the text or message for each part of the story that is represented by the pictures. They ensure each part has enough detail. The text is typed into a table or document and saved to use next lesson. Some pupils will need support with this. Pupils decide who will say each part of the story at this point.





of a harvest

Success Criteria: Remember to: − decide the text or message for each part of the story which

is represented by the pictures

Pupils record their text for the story using a chosen format. This may be using a talking photo album, talking tin lids or talking postcards that enable you to record sounds. The message for each part of the story can then be listened to while looking at the associated picture created earlier. Alternatively, the final product could be completely computer based. Pupils can record the message to play along with the picture on screen. Suitable programs for this include interactive whiteboard software or PowerPoint. Some pupils could add the written text to their images to present the final story using pictures and written text, rather than recording their sound for the story parts.

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Unit Conclusion 60 mins

Objectives: I am learning to: − perform to an audience − review and explain my learning − read aloud clearly

Outcomes: Pupils will: − perform songs and rhymes from this Unit − teach their party games to new people using instructions − read thank you notes − show fruit and vegetable print design wrapping paper and

explain the process − explain who Rev Robert Hawker was and what he did

Success Criteria: Remember to: − stand up straight − speak and sing clearly − smile − read aloud clearly − show designs, sketches and pictures from activities

carried out this Unit

The Unit conclusion can take the form of a class assembly but should embrace the idea of a traditional harvest festival with the theme of giving thanks for the food we have to eat. It is an opportunity for pupils to perform the songs, poems and rhymes that they have practised in Music lessons. Pupils can spend time during their Music and English lessons this week to prepare what they would like to show/share with others and to think about what they would like to give thanks for. This might be:

• A song, rhyme or poem learnt or practised in Music • Their wrapping paper leaf design - from conception to end product • How children were involved in food production during World War 2 • Their Little Mouse thank you letter • The story of Rev. Robert Hawker. • A description of their appealing and healthy snack and why they made what they did – photos/videos taken at the time may be shown to the audience

Parent Support Activities

• At meal times talk about where different food comes from. Is it grown on a tree, or a bush, or does it come out of the ground? When you buy it, does it look like it did when it was growing?

• Thinking about the food you eat, do you eat it raw, or does it need to be cooked? Can it be eaten either way? Which foods are healthy? • Can you think of and share any songs, rhymes or stories at home about harvest, or fruit or vegetables? • Read together and talk about stories that feature harvest, food, farming and gardening (fruits and vegetables) • Ask your child to predict what’s inside and then cut open fruit and vegetables. Talk about what you can see (seeds, pips, stones). • Find someone who has a vegetable plot or allotment and ask if you can visit when they are picking/harvesting some of the fruit or vegetables they have grown

so that your child can see where they come from and how important soil is. • Walk, cycle or drive in the countryside and try to identify crops growing in the fields. What foods do they become?

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Standalone Mathematics Within this Unit the following programme of study (PoS) statements are addressed: Multiplication and division Pupils should be taught to:

• solve simple one-step problems involving multiplication and division, calculating the answer using concrete objects, pictorial representations and arrays with the support of the teacher

Fractions Pupils should be taught to: • recognise, find and name a half as one of two equal parts of an object, shape or quantity • recognise, find and name a quarter as one of four equal parts of an object, shape or quantity Geometry: properties of shapes Pupils should be taught to: • recognise and name common 2D and 3D shapes, including:

o 2D shapes (e.g. rectangles (including squares), circles and triangles) o 3D shapes (e.g. cuboids (including cubes), pyramids and spheres).

Geometry: position, direction, motion Pupils should be taught to: • order and arrange combinations of objects and shapes in patterns • describe position, directions and movements, including half, quarter and three-quarter turns

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Multiplication and division Pupils look at and make estimates of a small number of objects based on their experience of the size and value of numbers, using visual patterns or grouped arrangements of objects (e.g. dice patterns for 5). They answer questions such as ‘Do you think there are 6 or 16 marbles in this jar? Why?’

They arrange the objects in arrays and use these to justify their estimates, gradually linking this to counting in 2s, 5s or 10s. Link to Inspire Unit ‘What is a harvest festival? 1/4 Show pupils a basket of fruit or vegetables. Estimate how many items are in the basket at the start. Give suggestions such as ‘Are there 6 or 10 special things in the basket? Why do you think that?’ Once agreed, count to make sure. Explore writing numbers to make labels for the basket. You could also count them in different ways, such as in two or fives.

In practical contexts throughout this Unit, pupils describe and extend number sequences by counting on or back in repeated steps of the same size, including 2, 5 and 10. They begin to link this with multiplication. Pupils count on in tens from zero and then back to zero. They use practical equipment such as 10p coins or straws bundled into tens, or a number line or 100-square, to consolidate the count. These help them to form mental images, to recognise the numbers in the count, and to identify patterns. They learn to recognise the difference between ‘ty’ and ‘teen’ numbers.

Link to Inspire Unit ‘What is a harvest festival? 2/4 Which numbers are special for you? (E.g. your age, your house number, the number of letters in your name, your brother or sister’s age etc.). Pupils sing songs and rhymes which support using number names in order e.g. ‘1, 2, 3, 4, 5 once I caught a fish alive’ or count to a regular rhythm or pace alongside a song or rhyme. Use the numbered labels from the previous activity or create a set of labels (these could be harvest shapes e.g. fruit and vegetables or Autumn leaves) to explore ordering some of the numbers from 1 to 20 and beyond. Look at the numbers and say their names. Show the value of these numbers using concrete resources. How do you know 14 is a bigger number than 6? Which envelopes have numbers less than 8 on them? Which have numbers more than 14 on them?

Pupils continue to count on and back in ones. They use a range practical resources and number lines to support with this. They can count on in ones from zero or any small number and can count back ones from a range of small numbers to zero. This familiarity with the counting sequence, and practical equipment and images for it, underpins all future work with Number.

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Link to Inspire Unit ‘What is a harvest festival? 3/4 Pupils sing songs and rhymes which involve counting on and back e.g. 10 fat sausages, 10 green bottles. Use around 10 of the numbered labels(e.g. 1, 3, 4, 6, 8, 12, 13, 16, 19, 20) to explore reading and writing numbers. Explain you are going to order the labels which are in the bag. They have numbers between 1 and 20. Take one envelope out of a bag. What number is this? Decide where to place it in the line. Repeat with the other labels in the bag so they are all placed in order.

Pupils count on from zero in twos, and then back to zero, using objects such as pairs of socks to answer questions such as: I have three pairs of socks in the bag. How many socks is this? They check the answer by counting the socks in ones and then in twos. They count 2p coins, for example by tapping the coin twice on the table to remember that it is worth 2p. They listen as 2p coins are dropped into a tin one by one, keeping a count and saying how much money is in the tin. They mark repeated hops of 2 on a number track to at least 20, saying the numbers they land on. They develop counting on and back to zero in steps of 5 to 30, using objects, hand patterns, dice patterns, coins or other familiar arrangements. They mark repeated hops of 5 on a number track to 50, saying the numbers they land on. They develop counting in steps of 10 to 50 or beyond, again using objects, concrete resources, coins, number squares or number lines to 100 to support, marking the numbers they land on. They notice the patterns within the numbers they say when counting in 2s, 5s and 10s. They use patterns in the numbers to identify missing numbers in the sequence, for example identifying the missing number when they hear a clap: 28, 27, 26, [one clap], 24, 23, or 5, 10, 15, [one clap], 25, [one clap].

Pupils develop their understanding of doubling. They make two identical sets of objects and find the total. For example, they place an equal number of bug counters onto two leaves. They record this in the number sentence 3 + 3 = 6. They understand that they are finding the sum of two threes, or ‘doubling three’, and that double 3 is 6 because 3 + 3 = 6. Fractions Throughout the Unit, pupils use halves and quarters in context. For example, they cut objects such as apples or balls of Plasticine in half to make two identical pieces. They find half the length of pieces of string or ribbon. They find half a piece of paper by folding one half on top of the other. They count half the number of eggs in a box of six eggs, and put half of the eight cubes on their table into a box. They find a quarter of objects such as string or ribbon paper shapes by folding into four equal pieces. This may be achieved by folding in half and then half again. They start to find a quarter of a small number (8, 12 or 16) of objects by sharing them into 4 equal groups. Practical experiences such as folding and cutting shapes and pictures in half or quarters help to consolidate their understanding.

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Geometry – properties of shapes Pupils use 2D shapes and 3D solids to build models, pictures and patterns. They learn to name shapes and describe their features. In describing the features they refine their everyday language to include appropriate mathematical terms. The pupils use flat ‘2-D shapes’ (rectangles, squares, circles and triangles) made from card or thin plastic to support the early development of visualisation and mental imagery of shapes. They also explore, handle and describe the features of a range of 3D shapes (cuboids, cubes, pyramids and spheres). Pupils listen carefully to instructions, descriptions and explanations and pick out the key points. For example, they listen carefully to a description of a shape so that they can select the shape that matches the description from a collection. They take part in activities such as:

I spy something that will roll … has a curved face … has flat faces … has a point…….. Look at this collection of objects or shapes. Shut your eyes while I pick one up and hide it. Open your eyes. Tell me which object or shape I have hidden. Put your

hands into this big box. An object with corners? Something round? An object with straight edges? An object with no corners?

Pupils explore repeating patterns of shape, developing the language of shape. They refer to, and recognize, shapes in different orientations. They continue patterns which they can see the beginning of and explain how they knew the pattern continued in the way they decided. They can look at a pattern and identify if the pattern is incorrect and explain why. They order and arrange shapes, coloured counters or other objects to make their own repeating patterns. They describe the way they have solved a problem and respond to questions about what they have done, which helps them to clarify their mathematical thinking and understanding.

Link to Inspire Unit ‘What is a harvest festival? 4/4 You want to make a repeating pattern for your special basket. How could you make a pattern which has 1 square and 1 triangle and 1 circle? How many different patterns can you make using a square, a circle and a triangle? What about if you have 2 squares and 2 circles? Do you think you make more or less different patterns now? Why? How do you know your pattern is a repeating one? Can you explain to someone else how to make it? Explore different patterns using shapes and colours. This could be linked to the wrapping paper activity in the pupils Art lessons.

Geometry – position and direction Pupils use everyday language to describe position, direction or movement. For example, they place objects above, below, to the right of and to the left of other objects on a magnetic board or interactive whiteboard. They follow instructions to put play-people in a scene. In PE, they follow instructions to roll or slide, or to make whole and half turns on the spot. They explore moving forward and backwards. They also explore turning left and turning right in order to be able to turn a quarter turn to the left or a quarter turn to the right. They also explore half turns and move onto making three quarter turns to the left and three quarter turns to the right.

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Cornwall Learning T: 01872 327900 [email protected] Carew House, Beacon Technology Park, Dunmere Road, Bodmin, PL31 2QN www.cornwalllearning.org

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