Rowan Gate Primary School Creative Curriculum. Class_Pears Term_ Autumn 2016

Transcription

1 Rowan Gate Primary School Creative Curriculum Class_Pears Term_ Autumn 2016

2 Group 1:NC (P5) JC (P7), SS(P7) CS (P8) Group 2:Level 1 KB, NG, JB, CL, JS, TS Group 3: Level 2 MB, RQ Pupils will use a range of materials creatively to design and make products. They will use drawing and painting to develop and share their ideas, experiences and imagination. Pupils will develop a wide range of art and design techniques in using colour, pattern, texture, line, shape, form and space. Pupils will learn about the work of a range of artists, craft makers and designers, describing the differences and similarities between different practices and disciplines, and making links to their own work. Pupils will begin to develop, model and communicate their ideas through talking, drawing, templates, mockups and, where appropriate, information and communication technology. They will explore a wide range of materials and components, including construction materials, textiles and ingredients, according to their characteristics. Pupils will evaluate their ideas and products against design criteria. They will build structures, exploring how they can be made stronger, stiffer and more stable. Pupils will begin to develop an awareness of the past, using common words and phrases relating to the passing of time. They will know where the people and events they study fit within a chronological framework and identify similarities and differences between ways of life in different periods. They will start using a wide vocabulary of everyday historical terms. They will begin to understand some of the ways in which we find out about the past and identify different ways in which it is represented. Pupils will study events beyond living memory that are significant nationally or globally (WWII). Pupils will be taught to develop their techniques, including their control and their use of materials. Pupils will record their observations and use them to review ideas. Pupils will improve their mastery of art and design techniques, including drawing, painting with a range of materials. Pupils will learn about great artists, architects and designers in history. Pupils will generate, develop, model and communicate their ideas through discussion, and pattern pieces. Pupils will select from and use a wider range of tools and equipment to perform practical tasks [for example, cutting, shaping, joining and finishing], accurately Pupils will use a wider range of materials and components, including construction materials, textiles and ingredients, according to their functional properties and aesthetic qualities. Pupils will investigate a range of existing products. They will evaluate their ideas and products against their own design criteria and consider the views of others to improve their work. They will explore how key events and individuals in design and technology have helped shape the world. Pupils will continue to develop a chronologically secure knowledge and understanding of British and world history. They will note connections, contrasts and trends over time and develop the appropriate use of historical terms. They will construct informed responses that involve thoughtful selection and organisation of relevant historical information. Pupils will develop their techniques, including their control and their use of materials, with creativity, experimentation and an increasing awareness of different kinds of art, craft and design. Pupils will create sketch books to record their observations and use them to review and revisit ideas. Pupils will improve their mastery of art and design techniques, including drawing, painting and sculpture with a range of materials. Pupils will explore great artists, architects and designers in history. Pupils will use research and develop design criteria to inform the design of innovative, functional, appealing products that are fit for purpose, aimed at particular individuals or groups Pupils will generate, develop, model and communicate their ideas through discussion, annotated sketches, prototypes, pattern pieces. Pupils will select from and use a wider range of tools and equipment to perform practical tasks [for example, cutting, shaping, joining and finishing], accurately Pupils will investigate and analyse a range of existing products. They will evaluate their ideas and products against their own design criteria and consider the views of others to improve their work. Pupils will apply their understanding of computing to program, monitor and control their products. Pupils will develop a chronologically secure knowledge and understanding of British and world history. They will regularly address and sometimes devise historically valid questions about change, cause, similarity and difference, and significance. They will understand how our knowledge of the past is constructed from a range of sources

3 Key Skills Focus Pupils will begin to develop knowledge about the world, the United Kingdom and their locality. They will understand basic subject-specific vocabulary relating to human and physical geography and begin to use geographical skills, including first-hand observation, to enhance their locational awareness. They will begin to name and locate the world s seven continents; use world maps, atlases and globes to identify the United Kingdom and its countries, as well as the countries, continents and oceans studied at this key stage. Pupils will use aerial photographs and plan perspectives to recognise landmarks and basic human and physical features; begin to devise a simple map. Pupils will use their voices expressively and creatively by singing songs and speaking chants and rhymes. Pupils will play tuned and untuned instruments musically. They will listen with concentration and understanding to a range of high quality live and recorded music experiment with, create, select and combine sounds using the inter-related dimensions of music. Pupils should extend their knowledge and understanding beyond the local area to include the United Kingdom and Europe. Pupils will locate the world s countries, using maps to focus on Europe, concentrating on their major cities. Pupils will begin to understand geographical similarities and differences through the study of human and physical geography of a region of Europe. Pupils will describe key aspects of human geography, including: types of settlement and land use, economic activity including trade links, and the distribution of natural resources. Pupils will use maps, atlases, globes and digital/computer mapping to locate countries and describe features studied. Pupils will play and perform in solo and ensemble contexts, using their voices and playing musical instruments with increasing accuracy, fluency, control and expression Pupils will listen with attention to detail and recall sounds with increasing aural memory. Pupils will use and understand staff and other musical notations. They will appreciate and understand a wide range of high-quality live and recorded music drawn from different traditions and from great composers and musicians. Pupils will develop an understanding of the history of music. Pupils will extend their knowledge and understanding beyond the local area to include the United Kingdom and Europe. They will develop their use of geographical knowledge, understanding and skills to enhance their locational and place knowledge. Pupils will locate the world s countries, using maps to focus on Europe (including the location of Russia) concentrating on their environmental regions, key physical and human characteristics, countries, and major cities. Pupils will understand geographical similarities and differences through the study of human and physical geography of Europe. Pupils will describe and understrqand key aspects of human geography, including: types of settlement and land use, economic activity including trade links, and the distribution of natural resources. Pupils will use maps, atlases, globes and digital/computer mapping to locate countries and describe features studied. Pupils will be taught to sing and play musically with increasing confidence and control. They will develop an understanding of musical composition, organising and manipulating ideas within musical structures and reproducing sounds from aural memory Communication/ Application of number ICT focus Working with others Improving own Problem solving focus literacy focus focus focus performance focus Speaking and listening Using symbols/signs/gesture to communicate Matching and sorting Understanding of time Ordering events Using IWB programmes Using camera to record and review learning Turn taking Sharing resources Co-operative play Making choices and creating individual work. Evaluating work and making changes How to create pictures that move. Developing an understanding of the past

4 Week 1: W/B 12/09/16 Group 1: NC (P5) JC (P7), SS(P7) CS (P8) Group 2: KB, NG, JB, CL, JS, TS (Level 1) Group 3: MB, RQ (Level 2) LO: To locate different features LO: To locate their local area on a range of maps and discuss the LO: To decorate a map of on a range of maps and similarities and differences using geographical language Wellingborough identifying key features categorise the differences using geographical language Gather children at the front of the class with a range of a range of maps of the local area, selections of OS maps and a globe, allowing children to explore and and label using symbols talk about what they are/what they might represent. Using IWB, type Google Maps in the search engine and then type the name of the school in the search box on the Google Maps page. Explore around the school area/wellingborough town centre, zoom in and out (using the buttons on screen) What have you discovered from the maps? What is nearby? Main activity: 1. Children to work in pairs to use the laptops to explore perhaps their homes/places they ve visited on holiday working their way through a list of questions and writing down their answers using a word bank/addresses. 2. Children to explore Earth/satellite view to explore further features i.e. land/sea/roads. Children to discuss with each other if they think the features are natural/physical or man-made. Children to categorise using a work sheet (writing/overwriting using a key vocabulary word bank) Design design Adult supported Differentiation through questioning & support. Henri Matisse was born December 31, 1869 in northern France. His mother gave him a paint box, and at the age of 21, Matisse discovered painting. He returned to work, and every morning before work, he attended drawing classes; at lunch time he would paint for an hour or so, and then return to work. After work he would paint till night fell. It was his life. Matisse began creating paintings using paint and paper cut outs. He produced many paintings and designs using this technique. At the beginning of his career, Matisse focused on painting landscapes and still-lifes in a traditional style.. We are going to look at the Independence encouraged. Differentiation through questioning & support.

5 landscape he painted (e.g. Luxembourg Gardens) Explore landscape paintings. Children to re-create the one they like. LO: I can improve my mastery of art and design techniques in with a range of materials. I can explore great artists in history LO: I can listen to a different style of music maintaining concentration for a short period Differentiation through adult support to remain on task and complete activities. LO: I can begin to identify the tempo and begin to learn the lyrics of a new song. Warm up, accessing: Explain that this term in music we shall continue with the topic, WW2 focusing on tempo and texture. Explain that tempo is the speed of which music is played. Explain the texture is the layer of sound, how many instruments/voices are used. The Second World War brought fast, frantic (and often American) dance music - boogie-woogie or jitterbug. Dances were held in church halls, village halls, clubs, Air Force bases - everywhere! Play a clip of Glen Miller, Hey Mr Millar. Ask children to name the instruments they think they can hear, pass each one around allowing the children to explore and play. Ask the children, how does this morning make you feel? What is the tempo (children to use flash cards fast/slow) 2/sounds/in-the-mood/hey-mr-miller-round Explain that there are three voices and we shall work towards singing the separate parts but today we will practice learning the whole song. Children to begin to identify the melody/timing of the school and read the lyrics. JS (to have recorded lyrics on a big mac) LO: I can identify the tempo and begin to learn the lyrics of a new song. Additional notes/reflections Week 2

6 W/B 19/09/16 Group 1: NC (P5) JC (P7), SS(P7) CS (P8) Group 2: KB, NG, JB, CL, JS, TS (Level 1) Group 3: MB, RQ (Level 2) LO: I can name, label and write LO: I can name and label some countries and continents LO: Children to match outline and name of 6 different some countries and continents with adult support countries Remind children of what we did in previous lesson. Revisit the maps and Google Maps. Ask, Which county do we live in? Can you find it on the IWB globe? Ask children to guess how many countries they think there are in the world? ( ) Can you name any? Ask, how many continents are there? Main activity: 1. Write a list of all the countries the children know. 2. With assistance, children to try to locate their known countries on a map and colour them in on a blank template. 3. Using blank world map templates, children to find and colour 6 main continents. 4. Choose a country at random using a map, google the flag, print off and decorate. Design design Differentiation through questioning & support. Remind children of Henri Matisse. Where is he from? Who can find France on the map? Compare it to the UK. Towards the end of his monumental career as a painter, sculptor, and lithographer, an elderly, sickly Matisse was unable to stand and use a paintbrush for a longer period of time. In this late phase of his life he was almost 80 years of age he developed the technique of carving into color, creating bright, bold paper cut-outs. Though dismissed by some contemporary critics as the folly of a senile old man, these gouaches decoupées (gouache cutouts) in fact represented a revolution in modern art, a whole new medium that re-imagined the age-old conflict between color and line. Children to explore some of Matisse late work (The Snail, the Differentiation through questioning & support.

7 LO: I can listen to a different style of music maintaining concentration for a short period Differentiation through adult support to remain on task and complete activities. Sheaf, the Rider and the Clown). Children to create their own collages using the ideas of the painter. LO: I can develop my technique, including my control and my use of materials, with creativity, experimentation and an increasing awareness of different kinds of art LO: I can begin to identify the tempo and continue to learn the lyrics of a new song. Warm up, accessing: Explain that this term in music we shall continue with the topic, WW2 focusing on tempo and texture. Explain that tempo is the speed of which music is played. Explain the texture is the layer of sound, how many instruments/voices are used. The Second World War brought fast, frantic (and often American) dance music - boogie-woogie or jitterbug. Dances were held in church halls, village halls, clubs, Air Force bases - everywhere! Play a clip of Glen Miller, Hey Mr Millar. Ask children to name the instruments they think they can hear, pass each one around allowing the children to explore and play. Ask the children, how does this morning make you feel? What is the tempo (children to use flash cards fast/slow) Ask children if they remember how many voices there are? Help them to identify the three voices (using the different features on music express) and explain that today we shall work split into 3 groups and each learn our the lyrics. We will record each group and practice introducing each group at the right time singing the separate parts. JS (to have recorded lyrics on a big mac) LO: I can identify the tempo and continue to learn the lyrics of a new song. Differentiation through adult support to remain on task and complete activities. *Background information about Glen Miller Alton Glenn Miller ( ), was an American jazz musician and band leader in the swing era. He was one of the best-selling recording artists from 1939 to 1942, leading one of the best known "Big Bands". Miller's signature recordings include, "In the Mood and "Chattanooga Choo Choo. While travelling to entertain U.S. troops in France during World War II, Miller's plane disappeared in bad weather. His body was never found.

8 Week 3 Theme: 26/09/16 Group 1: NC (P5) JC (P7), SS(P7) CS (P8) Group 2: KB, NG, JB, CL, JS, TS (Level 1) Group 3: MB, RQ (Level 2) Lo: I can research information LO:I can create a visual and tactile map of a European LO: I can create a tactile and symbol map of a about a European country involved country involved in WW2 European country involved in WW2 with adult support in WW2 Introduce WW2 topic with PP. Children to recall some of the countries in Europe involved in WW2. Children to try to locate these countries of the map on IWB. Main activity: 1. Children to choose one of the European countries involved and research a list of questions using books and laptops. Using answers children to create a tactile map of their chosen country, labelling the key features.2. Copy their chosen countries flag. Design design Differentiation through questioning & support. Introduce John Piper - was an English painter, printmaker and designer of stained-glass windows and theatre sets. His work often focused on the British landscape, especially churches and monuments, and included tapestry designs, book jackets, screen-prints, photography, fabrics and ceramics. Piper was appointed an official war artist in World War II from 1940 to Piper painted bombed churches and other buildings in Bath, London and Bristol. Today we are going to explore his later work. From 1950 he began working on stained glass. He designed his first stained glass for Chapel at Oundle School and then for Differentiation through questioning & support.

9 LO: I can participate in a class performance using a communication aid Differentiation through adult support to remain on task and complete activities. the Coventry Cathedral. Look at the images of some of his work. Children to work independently, drawing sketches for their stained glass windows and colouring them with pencils. LO: I can use drawing to develop and share their ideas, experiences and imagination LO: I can participate with a class performance demonstrating awareness of tempo, texture and timing Warm up, accessing: Explain that this term in music we shall continue with the topic, WW2 focusing on tempo and texture. Explain that tempo is the speed of which music is played. Explain the texture is the layer of sound, how many instruments/voices are used. The Second World War brought fast, frantic (and often American) dance music - boogie-woogie or jitterbug. Dances were held in church halls, village halls, clubs, Air Force bases - everywhere! Play a clip of Glen Miller, Hey Mr Millar. Ask children to name the instruments they think they can hear, pass each one around allowing the children to explore and play. Ask the children, how does this morning make you feel? What is the tempo (children to use flash cards fast/slow) Ask children if they remember how many voices there are? Help them to identify the three voices (using the different features on music express) and explain that today we shall work split into 3 groups and each learn our the lyrics. We will record each group and practice introducing each group at the right time singing the separate parts. JS (to have recorded lyrics on a big mac) LO: I can participate with a class performance demonstrating awareness of tempo, texture and timing Differentiation through adult support to remain on task and complete activities.

10 Week 4 Theme: 03/10/16 Group 1: NC (P5) JC (P7), SS(P7) CS (P8) Group 2: KB, NG, JB, CL, JS, TS (Level 1) Group 3: MB, RQ (Level 2) LO: I can locate where different food comes LO: I can locate where different food comes from LO: I can try to locate where different food from around the world. around the world. comes from around the world using existing Introduce WW2 topic using PP and sensory props. knowledge Where does this food come from game. Show pictures of different food from around the world. Can we grow all food in our country? Do they know where any of them come from? Why can t we grow all foods in the UK? Main activity: 1.Food sorting map.2.try some foods/recipes from 1940 s and try to decide which country they originated from.3. Research foods from around the world using laptops/books Design Design Children continue their work based on John Piper s artwork. Using their sketches made in previous lesson children create stained glass windows. LO: I can use drawing to develop and share their ideas, experiences and imagination LO: I can participate in a class performance using a communication aid and actions with adult prompting Differentiation through adult support to remain on task and complete activities. LO: I can participate in a class singing performance including actions demonstrating awareness of tempo, texture and timing Warm up, accessing: LO: I can participate in a class singing performance including actions demonstrating awareness and knowledge of tempo, texture and timing

11 Explain that this term in music we shall continue with the topic, WW2 focusing on tempo and texture. Explain that tempo is the speed of which music is played. Explain the texture is the layer of sound, how many instruments/voices are used. The Second World War brought fast, frantic (and often American) dance music - boogie-woogie or jitterbug. Dances were held in church halls, village halls, clubs, Air Force bases - everywhere! Play a clip of Glen Miller, Hey Mr Millar. Ask children to name the instruments they think they can hear, pass each one around allowing the children to explore and play. Ask the children, how does this morning make you feel? What is the tempo (children to use flash cards fast/slow) Ask children if they remember how many voices there are? Help them to identify the three voices (using the different features on music express) and explain that today we shall work split into 3 groups and each learn our the lyrics. We will record each group and practice introducing each group at the right time singing the separate parts. JS (to have recorded lyrics on a big mac) Ask children to recall which instruments they have heard, show them and allow children to explore and ask questions. Ask children to mime how the instruments are played and assign an action to each group to complete as part of the singing performance. A member of staff to video the performance to allow children to watch back. Differentiation through adult support to remain on task and complete activities.

12 Week 5 Theme: 10/10/16 Group 1: Group 2: Group 3: LO: Complete timeline of significant events. LO: Complete timeline of significant world and personal events. Introduce WW2 topic using PP, encourage children to explore sensory props. Share simple timeline of key events since 1066 up until present day. Children to use prior knowledge/mathematical knowledge to decipher information from the images i.e. black and white or in colour to decide its place in time. Place WW2 onto this timeline. Give some key information on WW2. Share images. Main activity: 1. Complete Timeline showing WW2 up to present day (man landing on the moon, to include birthdays, starting RG) 2. Children to research key events that happened on the day they were born using LO: To recognise old and new events throughout time Design design Differentiation through adult support to remain on task and complete activities. LO: I can develop my technique, including my control and my use of materials, with creativity, experimentation and an increasing awareness of different kinds of art Discuss that in WW2 people didn t have much money or resources so that had to make do and mend. Look at examples on the Smartboard of what they made. Explain to the children that they couldn t just go to the shop and buy things due to rationing so they had to make their own toys/clothes for example. Discuss the use of a template when making something. Children to sew using whole punched card to practise following around a shape. LO: I can experiment with, create, select and combine sounds. Differentiation through adult support to remain on task and complete activities. LO: I can experiment with, create, select and combine sounds. Differentiation through adult support to remain on task and complete activities. Warm up activity: LO: I can experiment with, create, select and combine sounds. After the war 'skiffle' bands became popular. These bands used household items, such as washboards and tea chests, as part of their set of instruments! Watch clips below

13 Tommy Steele, who later became very famous, first played in a skiffle band. Divide children into three groups to create their piece of music using a selection of instruments/items available. Record performances and show to rest of class. Children to review the performances and describe what they liked/enjoyed Week 6 Theme: 17/10/16 Group 1: NC (P5) JC (P7), SS(P7) CS (P8) Group 2: KB, NG, JB, CL, JS, TS (Level 1) Group 3: MB, RQ (Level 2) LO: To visit the war memorial in LO: To visit the war memorial in Wellingborough, look for own surname and LO: To visit the war memorial in Wellingborough and look for own show awareness/respect for the memorial Wellingborough, look for own surname surname and show awareness/respect for the memorial Walk down to the War Memorial in Wellingborough. For children local to the area look for their surname. Take a wreath that has been made in the previous week to place on the Memorial. and show awareness/respect for the memorial Design Design Differentiation through adult support to remain on task and complete activities. LO: I can develop my technique, including my control and my use of materials, with creativity, experimentation and an increasing awareness of different kinds of art Recap the work from last week and discuss the techniques learnt. Children to choose what soft toy they would like to make and with what materials. Practise sewing on a spare piece of material. Make a template and cut around chosen material. Differentiation through adult support to remain on task and complete activities. LO: I can experiment with, create, select and combine sounds. Differentiation through adult LO: I can experiment with, create, select and combine sounds. Warm up activity: LO: I can experiment with, create, select and combine sounds.

14 support to remain on task and complete activities. After the war 'skiffle' bands became popular. These bands used household items, such as washboards and tea chests, as part of their set of instruments! Watch clips below Tommy Steele, who later became very famous, first played in a skiffle band. Divide children into three groups to create their piece of music using a selection of instruments/items available. Record performances and show to rest of class. Children to review the performances and describe what they liked/enjoyed Week 7: Theme: Group 1: Group 2: Group 3: Design Differentiation through adult support to remain on task and complete activities. LO: I can develop my technique, including my control and my use of materials, with creativity, experimentation and an increasing awareness of different kinds of art Finish toy by sewing on material and stuffing it, then adding details. Differentiation through adult support to remain on task and complete activities. Evaluate their toy, what would they change, what works? Design and LO: I can locate towns and cities LO: I can locate towns and cities in the UK that were bombed during WW2 LO: I can show understanding that in the UK that were bombed during WW2 with some assistance Introduce WW2 topic using PP and sensory props. places near me were bombed during WW2 Look at images/footage of damage caused around the UK during WW2. Discuss how it happened, why, transport used, how local residents felt. Introduce the

15 Blitz. Main activity: 1.Using a map, children to locate towns/cities around the UK and locate/decorate location on a blank map to represent bombing. 2. Children to research the Blitz (To be covered in more depth in next term) Week 8: Theme: Design and Group 1:AS, OM Group 2: CM Group 3: HF, EQ

16 Week 9: Theme: Group 1:AS, OM Group 2: CM Group 3: HF, EQ Design and Week 10: Group 1: Group 2: Group 3: Design and design

17 Week 11: Group 1:AS, OM Group 2: CM Group 3: HF, EQ Design and design Week 12: Group 1: Group 2: Group 3 Design and design

18 Week 13: Group 1: Group 2: Group 3: Design and design