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1 Numeracy As per NH plan SATs week Half-term

2 Literacy Group A (Y ) Storiesfrom other cultures 1. Plan their own version of a folktale. 2. Use story prompts.3. Begin to draft their version of a folktale. 1. Produce their completed version of a folktale.2. Use story prompts.3. Add descriptive language to enhance their version. 1. Predict what will happen next in another folktale.2. Brainstorm ideas and improvise the ending of the folktale. 1. Understand that adverbs modify verbs (telling HOW something is done). 2. Recognise that many adverbs end in -ly.3. Use adverbs when writing about a folktale character. 1. Understand that phrases (adverbials) can act like adverbs. 2. Use words or phrases to modify verbs. 3. Use fronted adverbials. 4. Use a comma after a fronted adverbial. Storiesfrom other cultures 1. Listen to another folktale.2. Predict what will happen. 3. Identify tricky words.4. Use various techniques to decode unfamiliar words.5. Use a dictionary to find word meanings. 1. Rehearse the use of commas in lists, to separate parts of sentences and in speech punctuation. 2. Use commas in sentences 1. List a selection of folktales/ traditional tales/ myths/ legends. 2. Discuss how to rewrite a folktale in the style of an Indian Tale.3. Plan their own Indian Tale using a storyboard. 1. Write their Indian Tale based on their storyboard.2. Use adjectives, adverbs, adverbials, commas, etc. in their tales. 1. Edit and redraft their Indian Tale.2. Use appropriate handwriting.3. Retell their Indian Tale to another child Adventure stories The Hodgeheg 1.Learn/revise structure of adventure stories. Define adverbs/fronted adverbials. 2.Practise writing speech punctuation. Memorise dialogue, including punctuation. 3.Perform dialogue in two groups. Write dialogue from memory (using correct punctuation). 4.Identify key events in a story. Use adverbs and fronted adverbials to extend given sentences. 5. Define, identify & spell compound words Adventure stories The Hodgeheg 1.Define/revise compound sentences and coordinating conjunctions:and, or, but. Use compound sentences to write a description. 2.Define a complex sentence. Use subordinating conjunctions to create complex sentences from simple sentences. 3. Begin to write a story based on The Hodgeheg. Create a main character and write dialogue between this character and one of others. 4. Plan two settings for character to visit in story. Continue with story using simple, compound and complex sentences. 5. Complete story. Check vocabulary, punctuation and include fronted adverbials. Evaluate own work. SATs week Traditional Poetry Listen to a range of poems. Learn a poem off by heart and perform it. Revise nouns and adjectives. Write noun phrases using vivid adjectives. Identify sound verbs. Write a poem based on one read. Revise adverbs and adjectives. Identify adjectives and adverbs in a poem. Polish performance of poem learnt off by heart. Define/revise adverbial phrase. Extend and write descriptive sentences to include adjectives, advebs and adverbials. Traditional poetry (Wk1.HT2) Identify adverbials in a poem. Transcribe lines of a poem using neat joined handwriting and accurate punctuation. Write new lines for a poem in the style of the poet. Move adverbials around in sentences to give different effects. Identify and write sentences containing fronted adverbials. Listen to a poem and share thoughts and feelings together. Interpret a line of poetry with art. Brainstorm ideas for creation of a new line of poetry. Write descriptive phrases. Turn phrases into a line of poetry. Change vocabulary to create more impact. (Thesaurus use revision for LA) Write a poem based on one read.

3 Literacy Group B (y5-6) Biography Read an extract and improvise a scene from Boy Write an autobiographical story in 50 words. Draft and edit. Discuss how to find biographical information. Analyse interviews for biography. Identify expanded noun phrases. Draft a simple biography. Review biography website. Create own biography web-page. Classic Fiction The Hobbit. Identify features OF GRAPHIC NOVELS. Discuss opening chapters and share ideas. How does language help to portray a character? Convert formal and informal dialogue. Simple, compound and complex sentences revision. Use a wider range of conjunctions. Investigate spelling rule I before e.. Comprehension response revision. Revise playscripts. Improvise a scene by replacing a character. Write a short playscript. Classic Fiction The Hobbit Vary complex sentences by changing clause position. Write a description of Mirkwood forest using varied complex sentences. Discuss narrative style. Revise finding examples to support personal opinions. Write in the style of Tolkien. Plan retelling of a scene from a different viewpoint. Revise simile and metaphor. Rewrite a scene from a different viewpoint using descriptive language. Critique own and others work. Edit and improve. Classic Fiction The Hobbit Explore story structure using arcs/ mountains. Plan an additional adventure for Bilbo using own selection of a scaffold. Write opening. Elaborate sentences in opening. WP? Revise dialogue punctuation. Write dialogue appropriate to their chsen character. Complete story. Work with a partner to appraise, evaluate and edit each other s work. WP? Debate which version of novel is best. Use discussion connectives. SATs week Extended, Independent writing opportunities. Pupils will collectively/ in pairs create a checks for success list for given genre, then independently produce: -a newspaper report about a school event ; -an historical recount, written in role (A day in the Life of a Greek child); -a persuasive letter For/Against SATs testing in primary schools; -a different viewpoint narrative (Cinderella s stepmother); -an explanation(xcurr Sci How the Human Digestive System Works ) Poetry (Sum2.Wk1) Read a range of poems on a theme. Discuss form. Write brief review of favourite poem and its features. Learn a poem off by heart. Transcribe using clear, joined handwriting style. Sort words into classes. Identify powerful language and emphasise when practising performance. Expand given phrases. Create a new verse for poem learned in the same style. Perform & critique.

4 Science Plants and Growth Structure and function of plants. Review knowledge todate. Identify basic plant parts (root, leaf, stem, flower). Look more closely at the function of roots. Identify uses for humans. Begin plant display. Light & growth Discuss 7 features of living things (life processes). Learn how plants make their own food. Photosynthesis term introduced. Begin a scientific enquiry Do leaves help plants grow? Grow seedlings under different conditions. Soil. Find out about nutrients in soil. Identify plants suffering from nutrient deficiency. Find out about fertilisers and crop rotation. Play a game to consolidate. Water Explore functions of the stem using food dyes. Discuss use of diagrams and labels in science. Create own. Record results of cress enquiry and make cress sandwiches. Life Cycle of plants. Close observation of flowers. Find out about parts within a flower and their functions. Discuss pollination by insects and the importance of bees. Describe life cycle of a plant. Seeds & dispersal. Complete investigation about leaves. Discuss results and find conclusions. Record. Examine different seeds and make predictions about how size and shape affect how they are spread. Half-term

5 Topic/ History The Vikings- Introduction Where did they come from? Why did they come? Where did they go? Complete a map to show the route the Vikings took. Discover, through reading research, when the Vikings came to Britain, what their invasions were like and how we know about them now. Pupils then complete a quiz. Can they place the Vikings on a time-line? What was life like for Viking settlers? Create own questions for research. Make research notes using video footage, the internet and books. Begin to draft a nonchronological report to include sections on homes and jobs. Plenary summary and comparison of life now and then. What did Vikings eat? Research Viking food. Make notes and labelled sketches. Add information to nonchronological report begun last week. Explain that the pupils will be making some of these dishes soon. Viking Leaders Children will find out, from stories, about famous Viking leaders. They will draw portraits and write a descriptive character study of two of the leaders for display. Carry out roleplay between Viking leaders, their subjects and the incumbent Anglo-saxon natives. Beliefs and Gods Challenge the chn to work in groups of 4 to name the 5 main Gods worshipped by the Vikings. Watch video at co.uk/schools/pr imaryhistory/viki ngs/beliefs_and_ stories/ Use clay to create a miniature monument to one of the Gods with clues to their identity from research. Viking reenactment group visit. Archery, roleplay/costumes, games, reenactments provided by Vikings of Middle England. Activities will consolidate and bring to life learning to-date. Half-term

6 R.E Sacred Books What makes a special book a sacred book? Discuss own special books. Examine some religious texts (Bibles-Q uran- Torah etc) Discuss how they should be handled and respecting views of others even if we do not hold those views ourselves. Why is the Bible special to Christians? Look at a Bible. Ascertain it has an Old Testament and a New Test. Read a passage from each. Have the children heard these stories before? Do they tell Christians anything about God? Ask children to guess what the world s best selling book is. Wimpy Kid? Harry Potter? No. The Bible. Read the story of Welsh girl Mary Jones and her Bible. Ask chn to draw a picture of Mary with a sentence to explain about her Bible. How is the Bible handled by Christians? Church visit. Find where the Bible is kept. Look at the lectern. Draw it. Why is it so grand? Discuss the symbolism of the eagle. Explain that many lecterns are in this shape. No lesson- Polling day What is the special, sacred book for Jewish people? Look at a model torah scroll. Can children copy Hebrew writing? (do they remember the Hannukah game dreidel?) Share a story from Judaism. Ask children to write/draw the story in sections on strips of paper. Remember it needs to be perfect! Decorate with Hebrew-style symbols. Use dowelling rods/ clay to make it into a scroll. How is the Torah handled? Watch a film clip of a synagogue. Show photographs of previous years trip. Look at detail/colour. Notice pointer the scroll cannot be touched it is so precious! Use carddowelling string-gold paint to create pointers and an ark for their scrolls.

7 French/MFL Music P.E P.S.H E..Keeping Keeping HealthyCambridge Healthy Cambridge Keeping Healthy Cambridge Keeping Healthy Cambridge Keeping Healthy No lesson SATs review Cambridge Keeping Healthy Parts of the body Play Heads, shoulders, knees and toes in French. Name and point to parts of the head (cheveux, les yeux, le nez, les oreilles, la bouche) Label a picture Revise numbers to 20 using flashcards. Make a simple statement Use J ai, Il a, Elle a.. Use colours to describe own and others facial features (brun, bleu, blonds, marron etc) Play Jacques a dit toucher with body parts Create a simple description Play colour lotto Use images of Rigolo characters to model a simple description. Pupils use an oral description to colour a character. Attempt own oral descriptions of an image. Les animaux Learn some animal names in French. Play animal snap in pairs. Use cards to create sentences about pets Eg J ai deux chiens. Ils sont tres petites. No lesson SATs review Les animaux. Read the interactive story from Rigolo to consolidate animal words. Play qu est-que c est, l animaux? by giving descriptive clues for the children to guess. They then play games in groups of 4.

8 Visits/ Visitor Art/DT Create posters from the Anglo- Saxon pov to warn others about the invasion. Include details about clothing and appearance; transport; weapons; behaviour and actions. Ensure key details are bold and eyecatching. Research Viking longhouses. Create a pencil sketch, labelling key features. Design own longhouse model. Create a list of materials and tools required for construction. Make Viking longhouse model, measuring and cutting carefully and adapting design as necessary during construction. Write a set of instructions for peers to create same model. Photograph. Evaluate. Church Visit Following on from History research, make and try some simple savoury dishes eaten in Viking times. Complete an evaluation and compare the Viking diet with our modern one. What s different? Weaving cloth. Examine various pieces of modern fabrics and ask the children to describe them (Wordbank to be provided). Discuss how these cloths might be made.(by machine). Then look at a piece of hand-woven fabric. Compare the fabics. Model making a weaving card. Discuss terms warp and weft. Pupils then begin to weave own fabric from wool and string. Weaving cloth 2 Discuss how the weave can be made very even. Does how hard you pull the thread affect your weaving? How can you stop it being too loose? Could this be a problem? Explain that tension and the position of each line of weave can affect the appearance and use of the fabric. Any other observations? Any problems? Pupils then complete their weaving in this session. Display. Viking workshop Half-term