|
Literacy |
|
Significant authors - Characterisation -
Text Comic strip stories. Explore purpose of character portraits. Read with
emphasis and expression, explore how characters are portrayed through physical
description, actions and reactions, mannerisms, speech, stream of consciousness.
Generate success criteria for a character portrait. Engage in shared and paired
planning of character portrait. Engage in shared and paired and individual
writing of character portraits. Review work, discussing successful features,
ways of writing and less successful aspects and improving them.
Adverts - analyse the language, layout and
style used when creating an advert, identify what should be included in the
rules of a game, analyse the language, layout and style used when writing
a diary. Sentence objective – understand that in an
active sentence, the subject does the action and the object has the action done
to it., understand that in a passive sentence, the subject has to action done to
it, change active sentences to passive sentences. Comprehension objective – To
answer literal and inferential questions based on a piece of text.
Significant authors - Texts from Roald Dhal and
various other popular children’s authors
Read and compare the work of particular authors, express and
justify their judgement about books and about the author’s style, decide how to
answer questions about an author by using different sources of information,
surveys of opinion and so on, participate in an extended group activity,
take on a clearly defined role in the group and negotiate with others and reach
agreement, discuss and reflect on their personal responses to the text,
develop their ability to discuss as they work collaboratively in paired, group
and whole class contexts, communicate outcomes orally, in written and
through ICT if appropriate.
|
|
|
Numeracy |
|
Mental: convert measure from one unit to another
length, capacity, weight, time. Main: Number - convert
smaller into larger units and larger into smaller units of measure. Shape -
transform shapes by using co-ordinates on a different grid. |
|
|
| Mental:
measures Main:
measures - estimate and weigh certain objects, solve
a problem using weights, use scales to measure out amounts,
change kg to gm and vice versa. |
| |
| Mental: use rounding to approximate answers to
use as a tool for checking.+ / -9, 19, 29, 11, 21 etc to or from ant
number. Main: recognize equilateral and isosceles triangles,
describe and visualize 2D shapes, classify polygons using criteria such as
number of right angles, whether or not they are regular, symmetry properties,
describe and visualize 3D shapes, make and investigate a general statement
about familiar shapes by finding examples that satisfy it. |
|
|
Science |
Life Cycles:
recap on work done on plants, name parts of plants and the jobs they do,
identify different parts of a plant that we eat, follow a key to name different
plants, have an understanding of the associated vocabulary,
compare the life cycles of animals and plants,
know that if living things fail to reproduce they become extinct
|
|
ICT |
Graphical Modelling
-
images can be created by combining and manipulating
objects.
|
|
Humanities |
Them there and now St. Lucia - how
settlements differ and change and the environmental issues caused by tourism and
industrial development in St Lucia.
(a) Design a menu for a typical restaurant in
St. Lucia.
Look at local dishes, fruits, food and drink. Produce your menu with
prices, names of dishes etc.
(b) Produce a small book for children 5 – 7 about a
day in the life of a child in St Lucia,
with pictures and information about schools, houses, families etc.
(c) Produce a
tour of the island booklet outlining all places of interest to see. What
you would do there, how much it would be, how you would get there.
(d)Produce a travel brochure about going on holiday to
St Lucia.
Information About flights, times and prices. Airports, types of clothes to
pack, When to go, i.e. temperatures, hurricane season, rainy season.
Selection of hotels for different price ranges.
|
|
Art |
Design -
linked to science - Colour and sequence flowering plant
life cycle pictures on petal back ground for display
|
|
|
DT |
Fold score and cut a shape from a net. Design and make a
small bag to fit sun tan lotion in to take to St Lucia,
sew a press stud in the middle of their bag. |
|
|
Music |
Outside agency Brass tuition. Practise
songs and steel drums for celebration day.
|
|
RE |
Celebrations -
record facts and traditions about Harvest
festival
|
|
French |
Speaking and Listening - accurate
pronunciation, recognising spoken words and phrases. |
|
PSCHE |
Global warming - Look at information on global
warming and discuss. Design a
poster for saving the planet. Discuss what things we do to help. i.e. walking
not using cars, saving energy, switching lights off, recycling etc.
|
|
PE |
Dance - Val Sabin - Rainforest Explore, improvise and
combine movement ideas fluently and effectively. Create and structure motifs,
phrases, sections and whole dances. Begin to use basic compositional principles
when creating their dances. Evaluate, refine and develop their own and others
work. Games - Touch Rugby -
show use of tactics in game situation
|
|
