Programme of Study

Key: Unit: A Place for Everything FT = First Teaching Year: 4 OG = On Going Term: Summer 3 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.

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 h

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

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

E 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.

©Cornwall Learning Publications 2013 ©Cornwall Learning ©CornwallLearning Publications 2013 English RC1.5 RC1.4 RC1.3 RC1.2 RC1.1 RC1 Reading– comprehension WR2 WR1 Reading– reading word RC4 RC2.5 RC2.4 RC2.3 RC2.2 RC2.1 RC2 RC1.8 RC1.7 RC1.6 whatothers say participate in aboutdiscussion both thatbooks are readto themthose and canthey themselves, read for taking turns listening and to identifyingmain ideasdrawn more from one than paragraph and thesesummarising predictingwhat might happen detailsstatedfrom and implied evidence drawinginferences such as inferringfeelings, characters' thoughts and from actions,motives their and justifyinginferences with askingquestions theirto improve understanding text of a checkingthe that textmakes tosense them,discussing their understandingand explaining meaningthe of in words context understandwhatthey in read, canthey readbooks independently, by: recognisingsome different offorms poetry (e.g.free verse, narrativepoetry) discussing and words 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Learning ©CornwallLearning Publications 2013 English WVGP2.3 WVGP2 WVGP1.5 WVGP1.2 WVGP1.1 WVGP1 Writing–grammar vocabulary, punctuation and WC5 WC4 Writing– composition continued using and punctuatingusingand direct speech grammatical indicate and featuresother by: usingfronted adverbials presentusingthe perfect of form verbs contrast in to tensepast the although theextending ofrange sentences more with one than clauseby usinga widerrange of e.g.conjunctions, develop their understandingofconcepts the Appendixset in outby: 2 meaningthe isclear read aloud own writing, their group to wholea the or class, usingappropriate intonation controllingand tone the volumeand so that proof-read spelling and for punctuation errors THROUGH NARRATIVE THROUGH when , , if , , because , , OG OG OG OG OG OG ©Cornwall Learning ©CornwallLearning Publications 2013 Maths Number Number multiplication division – and Additionand subtraction Number numberplace – and value Statistics Measurement (includingFractions decimals) 10 2 1 4 3 2 1 5 1 3 9 8 6 5 1 convert betweenconvert different units of measure (e.g.kilometre hour to metre; to minute) solve simplemeasure and money problems involvingfractionsand to twodecimals decimal places scaling problems hardercorrespondenceand problems suchobjects as connected n are to mobjects solve problems involving multiplying adding,includingand usingthe distributivetolawtwo multiply digit numbersby digit,integerone multiplicationrecall and facts division multiplicationtables for upto 12× 12 solve addition subtractionand two-step problemscontexts, decidingin which operations and methods to whyuse and value readRoman numerals toto (I C) 100know and that over the time, numeral changed system tothe include concept and of zero place solve practicalnumberand problems that involve ofallabove the and increasinglylarge with positivenumbers represent identify, and estimatenumbers usingdifferent representations order comparenumbersand beyond1000 in count 6,multiples 7, 9, 25of and 1000 solve solve sum comparison, differenceand problems using informationpresented bar in charts,pictograms, andtables graphsother and interpret present continuousdiscrete and data usingappropriategraphical methods, including charts andbar graphstime compareestimate, calculateand different measures,including money in pencepoundsand findareathe of rectilinear shapes by countingsquares measurecalculateand perimeterthe of a rectilinear figure(includingsquares) in andcentimetres metres ©Cornwall Learning ©CornwallLearning Publications 2013 Music Science Working Working scientifically Living things and Livingthings their habitats 4 3 2 1 3 2 1 9 8 7 6 5 4 3 2 1 recognise that recognise environments can change that canand sometimes this pose dangers to thingsliving exploreand use keys classification to helpgroup, and identify namea of living variety their in localthings widerand environment that recognise thingsliving canbe grouped in a of ways variety 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Unit Overview

Pupils take on the role of nature detectives during this Unit and explore the worlds of plants and animals. They identify and classify them, as well as consider the habitats and environments that they live in. This will build on the learner experience in Year 1: The Potting Shed and Animal Allsorts; Year 2: Sowing and Growing; Year 3: in Why are humans animals too? and Source to Sea; Year 4: Amazing Amazon.

In English, pupils will begin by looking back at the Launch Lesson and recounting what happened. They will be introduced to the skills they need as detectives, such as recount, explain, research and present information, which all become aspects of this Unit. Pupils will write stories around the theme of an environmental calamity, and will also produce a nature guide, both of which closely link to work covered in science.

Identification, grouping and classification of animals and plants, leading to using and creating their own classification keys are science activities which develop scientific enquiry and recording skills. Pupils also consider the positive and negative impacts of human activity on animal and plant habitats and environments. Fieldwork features strongly in both science and geography and outdoor lessons are a key part of this Unit.

Pupils will improve their practical geographic skills using compasses, maps and plans in their local area and will look at grid references, symbols and keys used on Ordnance Survey maps. They will explore human and physical geographical features in their locality.

In design and technology pupils will find out about the craft of felt making and will plan, design and make a felt picture inspired by natural habitats. They will use images taken in their science lessons for inspiration.

In music, pupils learn to use staff notation to record a composition representing a garden habitat. They then refine their ideas ready for performance.

In order to be ready for the presentation at the end of the Unit, the pupils should be encouraged to speak about what they are doing, each day, as detectives. This could be done in role if it helps them to take the mantle of the expert. They will then be able to recall what they have been doing confidently, using the work they have done as prompts. This needs to be encouraged at all times, so that pupils can be articulate about what they did, what they have discovered and what they have learned.

NOTE: As pupils will be encouraged to explore animals and plants using field studies, teachers should be aware of relevant Health and Safety issues and carry out any necessary risk assessments. Teachers may also need to be flexible with timings and lessons caused by inclement weather conditions.

©Cornwall Learning Publications 2013 Medium Term Planning Week 1 Unit Narrative

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

Week 1 hr = approx. time  The opening activity for this Unit will prepare pupils for their role as ‘nature detectives’ by exploring their skills of sorting, grouping and classifying and this is continued in computing where pupils practise classifying animals.  In English pupils focus on the roles as detective by increasing their recount skills through writing a police report based on the Launch Lesson and a news report.  In geography pupils prepare for their role as detectives by improving their compass, grid reference and mapping skills.  In maths pupils design an area in your school grounds to attract wild life, meanwhile in music pupils create a picture of a natural environment out of sound.  In design and technology pupils research and plan a felt picture inspired by habitat

Please see over for all other subject areas, English and Languages Medium Term Planning Week 1.

Launch Lesson 2hrs

Objectives: I am learning to:  sort, group and classify  explain criteria for groupings  identify suitable observable features  record and report  describe using scientific vocabulary

Outcomes: Pupils will:  sort, group and classify inanimate objects giving reasons for groupings  group living things and report on their groupings using scientific language  recognise the structure and function of a backbone  name vertebrates and invertebrates

Success Criteria: Remember to:  assume the role of a detective and look for clues and evidence to solve challenges  when grouping items look for common characteristics  ask questions which will verify groupings  observe closely and discuss with others to decide on groupings  look for common features other than colour or size in natural objects (as these can vary in nature, depending on age and time of year)  use scientific language correctly

©Cornwall Learning Publications 2013 Medium Term Planning Week 1 continued Unit Narrative

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

Week 1 hr = approx time . NB Design and technology may be better split into 2 x 2 hour sessions later in the Unit allowing for more science in the earlier weeks Please see over for English and Languages Medium Term Planning Week 1.

Applied Maths 1hr Science 2hrs Geography 90mins Music 1hr Design and Technology 1hr Computing 1hr

Objectives: Objectives: Objectives: Objectives: Objectives: Objectives: I am learning to: I am learning to: I am learning to: I am learning to: I am learning : I am learning to:  measure and calculate the  group, or classify, animals in  use the eight points of a  use and understand staff  to use research from nature to  identify the different types perimeter of a rectilinear figure a variety of ways compass and other musical inspire my designs of vertebrates (including squares) in  recognise animal features  use 4 figure grid references notation  that felt making is a traditional craft  categorise different centimetres and metres  use scientific evidence to  recognise features on  listen with attention to  that some people have allergies to vertebrates into 5 groups answer questions and ordnance survey (OS) maps detail and recall sounds soap and natural fibres support findings with increasing aural  to investigate felt for its properties  distinguish vertebrates from memory  how to make felt through invertebrates observation of demonstration  make predictions

Outcomes: Outcomes: Outcomes: Outcomes: Outcomes: Outcomes: Pupils will: Pupils will: Pupils will: Pupils will: Pupils will: Pupils will:  measure the perimeter of the  group animals according to  use compass directions to  recognise symbols for  use research from nature to inspire  identify questions that can sections of the design observable and other known find objects semibreve, minim, and to add interest and aesthetic be used to separate the features  recognise features and use crotchet and quaver appeal to the design different types of  search for and use evidence a key on an OS map  design a felt picture inspired by vertebrates into their to provide answers  use grid references to find habitats (flowers, plants, animals) various groups  report on findings orally places and features on a  observe and recall the process of map making felt from a demonstration

Success Criteria: Success Criteria: Success Criteria: Success Criteria: Success Criteria: Success Criteria: Remember to: Remember to: Remember to: Remember to: Remember to: Remember to:  be consistent about the units I  note key features of each  make up a rhyme  keep a steady pulse  use photographs to record and  ask questions that can split use animal group /mnemonic for compass  listen carefully identify colours and shapes for the some or preferably a single directions design group  read the numbers along a  observe demonstration closely to map first and then up the recall the felt making process, look side to make a four figure for details and listen for explanations grid reference  recall the process of felt making  find out which symbols in the key represent which features on maps

Cornwall Learning Publications 2013 English Medium Term Planning Week 1 Unit Narrative

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

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

Objectives: Objectives: Objectives: Objectives: Objectives: I am learning to: I am learning to: I am learning to: I am learning to: I am learning to:  discuss writing similar to that which I  use conjunctions, adverbs and  organise paragraphs around a  compose and rehearse sentences  compose and rehearse sentences am planning to write in order to prepositions to express time and theme orally, progressively building a orally, progressively building a varied understand and learn from its cause  use conjunctions, adverbs and varied and rich vocabulary and an and rich vocabulary and an increasing structure, vocabulary and grammar  articulate and justify answers, pronouns increasing range of sentences range of sentence structures  discuss and record ideas arguments and opinions  propose changes to grammar and structures  in non-narrative material, use simple  identify simple organisational  assess the effectiveness of my own vocabulary to improve consistency,  in non-narrative material, use simple organisational devices e.g. headline devices (for example as headings and others’ writing and suggest including the accurate use of organisational devices e.g. headline  participate in discussions, and subheadings) improvements pronouns in sentences  participate in discussions, presentations, performances, role-  ask relevant questions to extend my presentations, performances, role- play, improvisation and debates understanding and knowledge play, improvisation and debates

Outcomes: Outcomes: Outcomes: Outcomes: Outcomes: Pupils will: Pupils will: Pupils will: Pupils will: Pupils will:  recognise and describe different  write a paragraph recounting part of  write a recount of the Launch  begin to write a newspaper style  finish writing a newspaper style forms of recounts this Unit’s launch lesson using a Lesson in the style of a police report recount with an eye catching recount with an eye catching headline variety of conjunctions headline

Success Criteria: Success Criteria: Success Criteria: Success Criteria: Success Criteria: Remember to: Remember to: Remember to: Remember to: Remember to:  look for/include recount features:  use a variety of conjunctions for  organise writing in paragraphs with  keep headlines short and snappy  keep headlines short and snappy  an introduction sets the scene interest, include: meanwhile, when, a clear theme  use a thesaurus to find exciting and  use a thesaurus to find exciting and  chronological sequence of following, after, whilst, afterwards,  assess my work and others’ writing powerful words powerful words events next, as, later, then against the toolkit for report writing  use a dictionary to check spellings  use a dictionary to check spellings  use of past tense  include a variety of conjunctions,  use the recount checklist to ensure  use the newspaper report checklist to  a chosen degree of formality adverbs and prepositions all features are included ensure all features are included depending on audience  correct use of names, nouns and pronouns  use of connectives to signal time  paragraphs

©Cornwall Learning Publications 2013 Languages Medium Term Planning Week 1 Unit Narrative

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

Languages 1hr

Blue text indicates coverage of objective within this lesson (NB: Objectives are all language learning objectives that reinforce the main theme and cross curricular objectives) Green text indicates inter cultural understanding addressed within this lesson

Objectives: I am learning to:  listen attentively to spoken language and show understanding by joining in and responding  explore the patterns and sounds of language through songs and rhymes and link the spelling, sound and meaning of words  engage in conversations: ask and answer questions; express opinions and respond to those of others; seek clarification and help  speak in sentences, using familiar vocabulary, phrases and basic language structures or using familiar words and phrases  develop accurate pronunciation and intonation so that others understand when I am reading aloud  present ideas and information orally to a range of audiences  read carefully and show understanding of words, phrases and simple writing  appreciate stories, songs, poems and rhymes in the language  broaden my vocabulary and develop my ability to understand new words that are introduced into familiar written material, including using a dictionary  write phrases from memory, and adapt these to create new sentences, to express ideas clearly  describe people, places, things and actions orally and in writing  understand basic grammar appropriate to the language being studied, including (where relevant); feminine, masculine and neuter forms and the conjugation of high-frequency verbs; key features and patterns of the language; how to apply these, for instance, to build sentences; and how these differ from or are similar to English  foster curiosity and deepen understanding of the world

Outcomes: Pupils will:  learn a French song  identify and learn how to pronounce the letter strings ou and ille  discuss and understand how a frog is physically adapted to its environment  label and annotate a diagram Optional: revise and discuss the classification of different animals using PowerPoint 3 from Amazing Amazon Unit

Success Criteria: Remember to:  listen with care  repeat lyrics and sing along to a French song  identify and practise the letter strings ou and ille  join in and contribute to class discussions about the frog  make notes to explain how a frog is adapted to its environment Optional: think about the different types of animal, for example mammal, reptile and how they are adapted to their environment

©Cornwall Learning Publications 2013 Medium Term Planning Week 2 Unit Narrative

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

Week 2 hr = approx time  In design and technology pupils work on a felt design and in applied maths they work out the areas of the pieces of felt.  During the science lesson this week, pupils review the main animal groups and there are optional activities including pupils working in ‘Nature Detective’ pairs on a ‘minibeast hunt’.  There is an opportunity to use the school grounds or local area in the geography lesson when pupils investigate physical and human features and any plants found there.  In English pupils make a presentation about animal groupings then create a diagrammatic plan before writing an explanation based on work in science and geography.  In computing pupils create a functioning branching database identifying group types of vertebrates. NB Design and technology may be better split into 2x 2 hour sessions later in the Unit allowing for more science in the earlier weeks. Please see over for English and Languages Medium Term Planning Week 2.

Applied Science Geography Music Design and Technology Computing Maths 1hr 2hrs 90mins 1hr 1hr continued 1hr

Objectives: Objectives: Objectives: Objectives: Objectives: Objectives: I am learning I am learning to: I am learning to: I am learning to: I am learning to : I am learning to: to:  identify, name and classify animals using  use fieldwork to observe human and  improvise and compose music  use research from nature to use FlexiTree or  find the keys physical features on OS maps and in for a range of purposes using inspire my designs. another branching area of  recognise and group plants into flowering or a local area the inter-related dimensions of  understand that some people have database application rectilinear non-flowering  record physical and human features music allergies to soap and natural fibres to make a binary tree shapes by  formulate and construct classification keys on a sketch map  use and understand staff and  investigate felt for its properties that can successfully counting  locate and describe information other musical notation  make felt through observation of group types of squares given on OS maps demonstration vertebrates

Outcomes: Outcomes: Outcomes: Outcomes: Outcomes: Outcomes: Pupils will: Pupils will: Pupils will: Pupils will: Pupils will: Pupils will:  work out the  identify animals and classify using physical  carry out fieldwork to observe and  begin to create music to  design a felt picture inspired by  create a functioning area of the features record local features contribute to a class habitats (flowers, plants, animals) branching database pieces of  create their own classification keys  begin to create sketch maps of a performance  use research from nature to that asks felt  collect and identify locally found minibeasts local area showing human and  record their work using inspire and add interest and appropriate  classify familiar plants physical features appropriate symbols aesthetic appeal to design questions to identify  observe and recall the process of each group making felt from a demonstration

Success Success Criteria: Success Criteria: Success Criteria: Success Criteria: Success Criteria: Criteria: Remember to: Remember to: Remember to: Remember to: Remember to: Remember to:  use simple questions in keys that can only  decide which are man-made and  put together symbols  use photographs to record and  answer the  count have a yes or no answer which are natural features  check that I have 8 beats identify colours and shapes for the questions carefully carefully on  check that questions are relevant to lead to  use symbols on the sketch map to  set a pulse design and correctly when my diagram the answers required represent the different features  play my rhythm saying the  observe demonstration closely to the computer asks,  ensure that questions clearly separate one  draw what can be seen creature names recall the felt-making process, look so my database outcome from another  be aware of scale when sketching so  adapt my rhythm if necessary for details and listen for works correctly  record questions in keys in horizontally that features take up the right  record my rhythm on paper explanations. placed boxes and clearly marked arrows amount of space and size using the correct symbols  recall the process of felt making

©Cornwall Learning Publications 2013 English Medium Term Planning Week 2 Unit Narrative

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

Day 6 1hr Day 7 1hr Day 8 1hr Day 9 1hr Day 10 1hr

Objectives: Objectives: Objectives: Objectives: Objectives: I am learning to: I am learning to: I am learning to: I am learning to: I am learning to:  give well structured descriptions,  compose and rehearse sentences  compose and rehearse sentences  discuss and record ideas  discuss and record ideas explanations and narratives for orally, progressively building a orally, progressively building a  in non-narrative material, use simple  in non-narrative material, use simple different purposes, including for varied and rich vocabulary and an varied and rich vocabulary and an organisational devices organisational devices expressing feelings increasing range of sentences increasing range of sentences  organise paragraphs around a  organise paragraphs around a theme structures structures theme  read aloud my own writing, to a  give well-structured descriptions,  in non-narrative material, use simple group or class, using appropriate explanations and narratives for organisational devices intonation and controlling the tone different purposes, including for and volume so that the meaning is expressing feelings clear

Outcomes: Outcomes: Outcomes: Outcomes: Outcomes: Pupils will: Pupils will: Pupils will: Pupils will: Pupils will:  participate in a presentation to  present explanations orally  create a diagrammatic plan for  begin to write an explanation  finish writing an explanation explain a scientific diagram  define titles for explanations using writing an explanation questions

Success Criteria: Success Criteria: Success Criteria: Success Criteria: Success Criteria: Remember to: Remember to: Remember to: Remember to: Remember to:  explain sequentially in present tense  explain sequentially in present tense  choose a relevant title, which may  use a title which is a how or why  use a title which is a how or why  use relevant connectives  use relevant connectives be a question question question  have a question as a title and  have a question as a title and  choose the style of planning that  consider use of diagrams, charts  consider use of diagrams, charts answer it in the explanation answer it in the explanation suits me best (with titles) or pictures (with (with titles) or pictures (with captions)  complete my planning using the captions)  introduce the subject in the opening explanation checklist as a guide  introduce the subject in the opening paragraph and define key words paragraph and define key words  use paragraphs and sub-headings,  use paragraphs and sub-headings, or numbering if relevant or numbering if relevant  present tense and passive voice  use present tense and passive voice  be organised so the ideas flow  be organised so the ideas flow sequentially? sequentially  use a range of connectives (time and  use a range of connectives (time cause and effect) and cause and effect)  add interest with exciting words or  add interest with exciting words or exclamations exclamations

©Cornwall Learning Publications 2013 Languages Medium Term Planning Week 2 Unit Narrative

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

Languages 1hr

Outcomes: Pupils will:  sing and do actions to a traditional French song  revise the letter strings ou and ille  revise the question Où habite…..?  begin to learn the names of places in school  learn that all nouns in French are either masculine or feminine  identify which nouns in a list are masculine or feminine and use a dictionary to record their meanings  label a plan of their school Optional: label the school Optional: learn a little about schools in France

Success Criteria: Remember to:  join in with actions to songs  recognise the letter strings ou and ille  listen and repeat with care  spot which nouns are masculine or feminine by looking to see whether they are le or la words  use a dictionary to find the meaning of words  label a plan of my school, copying carefully

©Cornwall Learning Publications 2013 Medium Term Planning Week 3 Unit Narrative

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

Week 3 hr = approx. time  In English pupils create their own story based on an environmental calamity theme, whilst in science they look at changing environments and the effects that changes can have on living things.  In applied maths pupils work out the cost of one of the projects in this Unit. In music pupils continue to create a class composition and in design and technology they create a textile fabric by felting.  Pupils create maps in geography linked to the previous science lesson, they then produce plans showing where animals are found in the local area, or record where insect traps are placed. Please see over for English and Languages Medium Term Planning Week 3.

Applied Science Geography Music Design and Technology 1hr Computing Maths 1hr 2hrs 90mins 1hr 1hr

Objectives: Objectives: Objectives: Objectives: Objectives: Objectives: I am learning to: I am learning to: I am learning to: I am learning to: I am learning to: I am learning to:  estimate,  recognise that environments can  use observations made during fieldwork play and perform in solo  use colour, shape and detail to create  use a branching compare and change and that this can have to construct sketch maps and ensemble contexts, a quality textile product database to calculate money positive or negative effects on  record physical and human features on a use my voice and musical  use stiches to hold the pieces of felt to categorise different in pounds and living things sketch map instruments with create the product animals pence  identify changes over time increasing accuracy,  use decorative finishes to reproduce  see how a computer  report on findings and draw simple control and expression details can be faster and conclusions improvise and compose more accurate than  gather, record and evaluate data music for a range of humans completing purposes the same task

Outcomes: Outcomes: Outcomes: Outcomes: Outcomes: Outcomes: Pupils will: Pupils will: Pupils will: Pupils will: Pupils will: Pupils will:  work out the  identify a site that has been, or will  create sketch maps of a local area  continue to create a  create a textile inspired by animals  research a range of cost of a project be, subject to change and study showing human and physical features class composition, plants and flowers fabric by felting different animals on the effects on animals and plants adding pitch to rhythm  design a high quality product for a the internet, and found there phrases and considering purpose successfully  record findings and determine any dynamics  sew neat, accurate stitches with an categorise them positive or negative impacts even tension into fabric using their branching  produce a report or presentation to  explain how some features of a database outline their findings and product make it fit for purpose conclusions drawn

Success Criteria: Success Criteria: Success Criteria: Success Criteria: Success Criteria: Success Criteria: Remember to: Remember to: Remember to: Remember to: Remember to: Remember to:  include all of the  plan ahead and determine  decide which are human (man-made)  use the notes in the  ensure that felt picture must:  write down the type expenses for questions, data or information that and which are physical (natural) features pentatonic scale  be a strong textile with no holes of animal I have the project will be gathered before visiting the  use symbols on the sketch map to  test the tune  represent an animal or plant habitat found and the site represent the different features  record the tune by  use wools that are appropriate category the  take relevant equipment i.e.  draw what can be seen writing note names colour matches computer chose so I camera, pooters, insect traps  be aware of scale when sketching so under rhythms  use colour, shape and details can check whether it  find a site where change is that features take up the right amount of  have decorative finishes that help is correct happening or has happened space and size represent details

©Cornwall Learning Publications 2013 English Medium Term Planning Week 3 Unit Narrative

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

Day 11 1hr Day 12 1hr Day 13 1hr Day 14 1hr Day 15 1hr

Objectives: Objectives: Objectives: Objectives: Objectives: I am learning to: I am learning to: I am learning to: I am learning to: I am learning to:  discuss and record ideas  discuss writing similar to that which I  discuss and record ideas  discuss and record ideas  discuss and record ideas  read books that are structured in am planning to write in order to  organise paragraphs around a  organise paragraphs around a  organise paragraphs around a theme different ways and reading for a understand and learn from its theme theme  in narratives, create settings, range of purposes structure, vocabulary and grammar  in narratives, create settings,  in narratives, create settings, characters and plot  discuss and record ideas characters and plot characters and plot  in narratives, create settings, characters and plot

Outcomes: Outcomes: Outcomes: Outcomes: Outcomes: Pupils will: Pupils will: Pupils will: Pupils will: Pupils will:  write a sequential list of story stages  create a story plan based on the  begin to write a story based around  write the middle part of a story  write the ending of a story based  select three animals to be theme of an environmental disaster an environmental disaster based around an environmental around an environmental disaster characters in a story they will write disaster  research these animals to find out about their characteristics, habits, habitats etc.

Success Criteria: Success Criteria: Success Criteria: Success Criteria: Success Criteria: Remember to: Remember to: Remember to: Remember to: Remember to:  make notes on what I find out about  include all the story stages  use the story structure plan to guide  check that the text makes sense  check my story for errors in my chosen animals  add key vocabulary and information the writing when editing punctuation, grammar and spelling  write down where I found your from research  write using paragraphs for each new  check that other points below are and use a dictionary to check when information section covered in the story unsure  include conjunctions  use the story structure plan to guide  use the story structure plan to guide  include detail in character the writing the writing descriptions  write using paragraphs for each new  write using paragraphs for each new  use exciting adjectives section section  include connectives  include connectives  write in detail for character  write in detail for character descriptions descriptions  use exciting adjectives  use exciting adjectives and figurative language

©Cornwall Learning Publications 2013 Languages Medium Term Planning Week 3 Unit Narrative

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

Languages 1hr Blue text indicates coverage of objective within this lesson (NB: Objectives are all language learning objectives that reinforce the main theme and cross curricular objectives) Green text indicates inter cultural understanding addressed within this lesson

Outcomes: Pupils will:  continue to label a plan of their school in French  listen to a story in French  join in with the storytelling  listen and write the names of the places in the story  listen and write the names of the places in the story in the correct order  create a story map to aid comprehension and memorisation of the story  label the story map with the places in the story

Success Criteria: Remember to:  label carefully - check my spelling  listen with care  join in with the story telling  listen and repeat and do actions to help me learn  listen and write the names of the places in the story  listen and write the names of the places in the story in the correct order  make my own story map  label my story map

©Cornwall Learning Publications 2013 Medium Term Planning Week 4 Unit Narrative

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

Week 4 hr = approx. time  In English pupils plan and then write a nature detective guide using IT. This is also the focus of the science lesson, where pupils will use the knowledge of their local area gained in this Unit to produce a guide, including classification keys, to local living things. Meanwhile in computing pupils create an additional branching database for another set of objects, animals or plants.  In applied maths pupils record wildlife in the school grounds and then draw graphs to show the types of creatures they have seen.  In geography pupils produce scale plans of an area in the school grounds, whilst in music they complete a composition and rehearse it ready for performance. Please see over for English and Languages Medium Term Planning Week 4.

Applied Maths Science Geography Music Design and Technology 1hr Computing Unit Conclusion 1hr 2hrs 90mins 1hr 1hr 1hr

Objectives: Objectives: Objectives: Objectives: Objectives: Objectives: Objectives: I am learning to: I am learning to: I am learning to: I am learning to: I am learning to: I am learning to: I am learning to:  interpret and  group living things in a  measure and make  play and perform  use colour, shape and detail to  use a branching  review and consolidate my knowledge present discrete variety of ways an accurate plan of in solo and create a quality textile product database to and skills and continuous  share my knowledge a small local area ensemble  use stiches to hold the pieces of felt categorise other  present what I have learned to an data using of living things in the contexts, with to create the product types of animals, audience, speaking clearly and audibly appropriate local area increasing  use decorative finishes to reproduce plants or musical and using resources to aid my graphical  sort and present accuracy, control details instruments presentation methods, relevant information and expression  use explanation as a form of oral including bar about plants and presentation charts and time animals graphs

Outcomes: Outcomes: Outcomes: Outcomes: Outcomes: Outcomes: Outcomes: Pupils will: Pupils will: Pupils will: Pupils will: Pupils will: Pupils will: Pupils will:  draw graphs to  produce a guide to  produce scale plans  have completed a  create a textile fabric inspired by  create an  present a selection of examples of their show the types of local living things of an area in the composition and plants and animals, by felting additional work, describing and explaining their creature they school grounds rehearsed it ready  design a high quality product branching learning and accomplishments this Unit have seen for performance  sew neat, accurate stitches with an database for even tension into fabric another set of  explain how some features of a objects, animals product make it fit for purpose or plants

Success Criteria: Success Criteria: Success Criteria: Success Criteria: Success Criteria: Success Criteria: Success Criteria: Remember to: Remember to: Remember to: Remember to: Remember to: Remember to: Remember to:  think about which  include both animals  measure accurately  listen carefully to ensure that our felt picture:  save my work  plan and rehearse the presentation type of graph will and plants in the guide  choose the correct the pulse  is a strong textile with no holes regularly  follow a pre-prepared order show my results  note different forms of scale so that the  follow the  represents an animal or plant  hold any examples to be shown high up best a plant at different plan is not too small conductor habitat and do not block any voices/faces times i.e. how it  use a ruler to  adapt playing to  uses wools that are appropriate  choose a lead presenter with a clear appears when in measure and draw show different colour matches voice and calm approach flower, or when not in straight lines on the tempo and  uses colour, shape and details  speak clearly and audibly flower, or when fruiting plan dynamics  has detailed decorative finishes

©Cornwall Learning Publications 2013 English Medium Term Planning Week 4 Unit Narrative

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

Day 16 1hr Day 17 1hr Day 18 1hr Day 19 1hr Day 20 1hr

Objectives: Objectives: Objectives: Objectives: Objectives: I am learning to: I am learning to: I am learning to: I am learning to: I am learning to:  in non-narrative material, use simple  in non-narrative material, use simple  in non-narrative material, use simple  in non-narrative material, use simple  in non-narrative material, use simple organisational devices (for example: organisational devices (for example: organisational devices (for example: organisational devices (for example organisational devices (for example headings and sub-headings) headings and sub-headings) headings and sub-headings) headings and sub-headings) headings and sub-headings)  discussing and recording ideas  proofread for spelling and  proofread for spelling and  proofread for spelling and punctuation errors punctuation errors punctuation errors  assess the effectiveness of my own  assess the effectiveness of my own  assess the effectiveness of my own and others’ writing and suggesting and others’ writing and suggest and others’ writing and suggest improvement improvements improvements

Outcomes: Outcomes: Outcomes: Outcomes: Outcomes: Pupils will: Pupils will: Pupils will: Pupils will: Pupils will:  plan the content and layout of a  in non-narrative material, use simple  continue to create their own nature  continue to create their own nature  complete their own nature guide nature detective guide organisational devices (for example guide using IT guide using IT using IT  research and make notes in headings and sub-headings) preparation for writing a nature detective guide

Success Criteria: Success Criteria: Success Criteria: Success Criteria: Success Criteria: Remember to: Remember to: Remember to: Remember to: Remember to:  use abbreviations where possible  include a variety of features found in  check spellings and meanings of  check spellings and meanings of  proofread my whole nature detective  write ideas in note form narrative texts new vocabulary by using a new words by using a dictionary guide  record key words and phrases  plan the main content of each page dictionary  use as many as possible from:  read slowly and carefully  use a dictionary and thesaurus to  use as many as possible from:  headings  check spellings using a dictionary check spellings of words  headings  paragraphs  check all pictures have a caption or  paragraphs  sub-headings label  sub-headings  captions  check I have a clear title  captions  bullet points  check I have added my name as the  bullet points  lists author  lists  arrows  arrows  keys  keys  diagrams, charts or pictures  diagrams, charts or pictures

©Cornwall Learning Publications 2013 Languages Medium Term Planning Week 4 Unit Narrative

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

Languages 1hr

Outcomes: Pupils will:  learn about prepositions  identify prepositions in the story  annotate their story maps with the relevant prepositions  speak in sentences when re-telling the story Optional:  learn the story orally with actions and perform to an audience  learn the story orally with actions to be filmed as evidence  learn sections of the story and use this to write from memory

Success Criteria: Remember to:  listen with care  ask for help or clarification if I don’t understand what a preposition is  put my hand up if I hear a preposition in the story  add the prepositions to my story map  continue to learn the story with actions ready to perform it or write it down  speak in sentences when re-telling the story

©Cornwall Learning Publications 2013 Other Ideas

Fiction books to read:  ‘Window’ by Jeannie Baker – a wordless picture book chronicling the changes in a habitat as seen through a young boy’s window  ‘Where the Forest Meets the Sea’ by Jeannie Baker – a young boy considers the history and future of the plant and animal life around him during a camping trip to an Australian rainforest with his father  ‘Guide to Knowing Animal Habitats’ by Jim Arnosky – one of a series of Crinkleroot (fictional explorer and wildlife observer) nature guides  ‘Trees’ a poem by Harry Behn – the poem complements detailed drawings of trees and creatures and highlights the importance of observation  ‘Secret Place’ by Eve Bunting – a story about nature in the city and wilderness in the urban landscape  ‘Where Once There Was a Wood’ by Denise Fleming – rhyming verse in a picture book that shows what happens when wildlife environments are destroyed by development and how we can make spaces for wildlife to live  ‘The Firebug Connection – An Ecological Mystery’ by Jean Craighead George – when Maggie’s birthday firebugs begin to die she must set out to solve this ecological mystery  ‘The Lorax’ by Dr Seuss – the Lorax, an imaginary creature speaks for the trees using rhyming text and illustrations  ‘Farewell to Shady Glade’ by Bill Peet – the story of a group of animals that live in a beautiful space, but are forced to flee their homes as construction vehicles arrive  ‘A River Ran Wild’ by Lynne Cherry – a true story of environmental destruction and re-birth

©Cornwall Learning Publications 2013 Unit Launch Lesson – How do we group things? 120 mins NB: Remember to adapt and differentiate objectives, outcomes and success criteria for your own class!

Objectives: Outcomes: Success Criteria: I am learning to: Pupils will: Remember to:  sort, group and classify  sort, group and classify inanimate objects giving  assume the role of a detective and look for clues and evidence to  explain criteria for groupings reasons for groupings solve challenges  identify suitable observable  group living things and report on their groupings  when grouping items look for common characteristics features using scientific language  ask questions which will verify groupings  record and report  recognise the structure and function of a backbone  observe closely and discuss with others to decide on groupings  describe using scientific  name vertebrates and invertebrates  look for common features other than colour or size in natural objects vocabulary (as these can vary in nature, depending on age and time of year)  use scientific language correctly

There are links in this Unit back to ‘The Potting Shed’ YR1, Spring 3, when pupils began to identify and group plants and Year 3 Why are Humans Animals Too?

The opening activity for this Unit will develop pupils’ skills of sorting, grouping and classifying. This is not particularly linked, in the first instance, to the Unit’s focus of plants and animals, as it is more important to enhance their general questioning ability and skills of scientific enquiry.

Tell pupils that the focus of this Unit will be for them to work together as Nature Detectives, using clues and investigations to solve challenges about plants and animals.

Have a selection of non-living items available for pupils to sort and put into groups. These could be photos of familiar objects, a collection of household items, the contents of a small child’s pocket, a range of toys, or something along the same lines.

There does not have to be a clear or obvious grouping for the items. This activity is more about the pupils using observation, questions and discussion to decide how they will group the items.

During this lesson pupils work in pairs or small groups and should be encouraged to discuss their reasons for placing an item within a group. When considering which group each item should belong to, pupils should decide which characteristics are common to that group, asking each other questions to ensure that the item meets the criteria and is a true member of that particular group.

The teacher might model grouping several objects at the start. See PowerPoint, or a selection of objects from the teacher’s desk could be a good starting place i.e. a pen, pencil, rubber, ruler, stapler and paperclip. Ask, ‘How could we put these items into groups of similar things?’ Encourage pupils to develop their suggestions beyond just two groups such as ‘items that bend or don’t bend’. It is worth explaining that two very general groups in the first instance is a good starting point, but then ask how will they divide those groups further? Emphasise that there will not be a right or a wrong answer to their groupings, as long as they can verify how they have grouped their items and show evidence that each item fits their criteria.

©Cornwall Learning Publications 2013 Each pupil group should be given a large piece of paper and marker, so that they can record the titles/names for each group of items.

Give pupils time to carry out the activity and then share how they decided on their groupings. Having heard other groups report back, ask if any of the groups prefer other people’s method of grouping to their own and why?

Next focus on asking pupils to group a selection of living things that are easy to handle in the classroom i.e. seeds, leaves, shells, pictures/photos of familiar plants. Explain that sometimes when we group items, we must rely on observable features, but that we can change how we group things based on deeper knowledge about them. Make pupils aware that colour and size are not always the best way to group objects, especially in nature, because living things can change and grow. Ask pupils to decide how best to record their groupings that can be shown to the rest of the class.

Ask one pupil from each group to report on and show the recording of their groupings to the rest of the class. Encourage use of correct scientific language. Compare outcomes. Did pupils begin with two overall groupings initially and then break the groups down into smaller ones? Explain that when we are considering grouping all living things, an initial split can be into the two groups, animals and plants and that beyond that there are many other ways of grouping that they will investigate during this Unit.

Finally, ask pupils to stand up and use their hands to point to their spine. Ask, ‘What is another name for it?’ (Backbone, vertebral column) Next they should use their fingertips to feel their own spine. Can they discuss and answer the following?  Is our backbone one bone, or more? How many? ( made up of 33 vertebrae, or specially shaped bones – 24 articulated, 5 fused as the sacrum and 4 that form the coccyx or tailbone)  Why do humans have a backbone? (it is a key part of the skeleton which holds the ribs and supports the rest of the human body)  What does it do? (houses and protects the spinal cord, which is a major part of the central nervous system)

View images of human spine and skeleton on PowerPoint, or a model.

Look at examples of other animal skeletons (in books, on posters, or models) and on PowerPoint. Ask pupils to point out where the spine is on each animal, along with other recognisable features. Ask the three questions above in relation to each one. Pupils should recognise that the backbones of all of them have very similar functions.

Can pupils name any animals that don’t have backbones? They may be surprised that they are such a diverse group. If they don’t have backbones does this mean that they don’t have any main body support structure, or a nervous system? Ask pupils to guess/predict. They will find this out during the next science session.

Explain that one way of grouping animals is by putting them into two initial groups – those with (vertebrates) and those without (invertebrates) backbones. In the world, the number of invertebrates far exceeds the number of vertebrates. Of a million or more species, 98% are invertebrates. They are far more successful. Ask pupils to find out at home why this is.

They will be going beyond the classroom as Nature Detectives to investigate animals and plants further and thinking about where they can be found, during the science sessions in this Unit.

©Cornwall Learning Publications 2013 English Lesson Plans

English Lead Lesson 1/20 60 mins N.B Remember to adapt and differentiate objectives, outcomes and success criteria for your own class!

Objectives: Outcomes: Success Criteria: I am learning to: Pupils will: Remember to:  discuss writing similar to that which I am planning to  recognise and describe different forms of recounts  look for/include recount features: write in order to understand and learn from its  an introduction sets the scene structure, vocabulary and grammar  chronological sequence of events  discuss and record ideas  use of past tense  identify simple organisational devices (for example  a chosen degree of formality depending on as headings and subheadings) audience  ask relevant questions to extend my understanding  correct use of names, nouns and pronouns and knowledge  use of connectives to signal time  paragraphs

Explain that as ‘detectives’, pupils will need to increase their recount skills. Police reports (which would be written by detectives) are one type of recount which they will practise later this week. Show pupils an example of a recount.

Introduce the features of a written recount (from today’s Success Criteria), ensuring pupils understand each point. Encourage pupils to ask questions to clarify their understanding. The teacher will need to expand on each and give relevant examples. Pupils should create a recount checklist from this information. They will look in more depth at connectives during the next lesson.

Basically, explain that a recount describes What? Who? When? Where?

Can pupils name any other types of recount that are not police reports, but include the features listed? The teacher may need to guide pupils with this e.g. news and sports reports, diaries, letters, newspaper articles.

English Lesson 2/20 60 mins N.B Remember to adapt and differentiate objectives, outcomes and success criteria for your own class!

©Cornwall Learning Publications 2013 Objectives: Outcomes: Success Criteria: I am learning to: Pupils will: Remember to:  use conjunctions, adverbs and prepositions to  write a paragraph recounting part of this Unit’s  use a variety of conjunctions for interest, include: express time and cause launch lesson using a variety of conjunctions meanwhile, when, following, after, whilst,  articulate and justify answers, arguments and afterwards, next, as, later, then opinions  assess the effectiveness of my own and others’ writing and suggest improvements

Pupils will usually find the use of the simple conjunction ‘then’ very easy.

Explain that they are going to be developing a recount of the Launch Lesson (or science)

Model, or present, a prepared brief paragraph of recount writing about the Launch Lesson, using only ‘then’ as a conjunction. Pupils listen and then discuss how effective using only the conjunction ‘then’ is for the listener. Does it help the listener to maintain interest? Pupils should be encouraged to justify their answers, arguments and opinions.

Ask pupils to write the paragraph using as many of the following alternatives as possible: meanwhile, when, following, after, whilst, afterwards, next, as, later, then or any other connectives they can think of.

In pairs, pupils read aloud what they have written, and evaluate their writing, making suggestions for improvement.

English Lesson 3/20 60 mins N.B Remember to adapt and differentiate objectives, outcomes and success criteria for your own class!

Objectives: Outcomes: Success Criteria: I am learning to: Pupils will: Remember to:

©Cornwall Learning Publications 2013  organise paragraphs around a theme  write a recount of the Launch Lesson in the style of  organise writing in paragraphs with a clear theme  use conjunctions, adverbs and pronouns a police report  assess my work and others’ writing against the  propose changes to grammar and vocabulary to toolkit for report writing improve consistency, including the accurate use of  include a variety of conjunctions, adverbs and pronouns in sentences prepositions

Explain to pupils that they will be making a start on writing a recount in the style of a police report about the Launch Lesson. Teacher demonstrates how to orally compose and then write the first paragraph of the report. Remind pupils about the need to organise ideas around a theme in the same paragraph. Involve pupils by encouraging them to contribute ideas, help to make decisions about the best choice of vocabulary or suggest alternatives from a thesaurus, check spellings in a dictionary etc.

Remind pupils of recount checklist and encourage pupils to evaluate the paragraph written during the shared write session. Can they improve the paragraph by replacing any of the conjunctions, adverbs or using a pronoun? Teacher takes some feedback and models the editing process by making any amendments.

Pupils work independently to complete the police report about the Launch Lesson or start their own from the beginning according to ability.

English Lesson 4/20 60 mins N.B Remember to adapt and differentiate objectives, outcomes and success criteria for your own class!

Objectives: Outcomes: Success Criteria: I am learning to: Pupils will: Remember to:

©Cornwall Learning Publications 2013  compose and rehearse sentences orally,  begin to write a newspaper style recount with an  keep headlines short and snappy progressively building a varied and rich vocabulary eye catching headline  use a thesaurus to find exciting and powerful words and an increasing range of sentences structures  use a dictionary to check spellings  in non-narrative material, use simple organisational  use the recount checklist to ensure all features are devices e.g. headline included  participate in discussions, presentations, performances, role-play, improvisation and debates

Recounts can take several different forms, as discussed in lesson 1, and vary according to the audience. Explain that a news report is a recount, as it describes factually (usually) what has happened in the past. Some newspapers are renowned for bending the truth, but what should be being reported is fact, much like the police report. However, it is common for journalists to include their own views or other people’s opinions about what is being reported, which can add some fiction to the facts and make it more exciting: this is sometimes called ‘artistic licence’ and can help to sell a newspaper. It is written in a different style, for a different audience and reason, to a police report. Today pupils will begin to write a news report.

Headlines are a feature that news reports have, which are missing from a police report. ( Year 1 ‘To the Rescue’ introduces headlines) They should be short and snappy and use exciting words or alliteration to catch the reader’s attention. Show pupils some recent examples from local and national newspapers. Which ones contain humour? In pairs, pupils should try changing these into headlines: 1. A cat that was stuck up a tree was rescued by firemen using a butterfly net 2. The rain at the weekend meant that many football matches had to be cancelled Share and discuss headlines. Which were the most successful i.e. attention grabbing?

Using the headline news of nature detectives arriving at school, pupils orally rehearse some possible headlines. Encourage pupils to explore their ideas and then present some of their headlines to a partner. Based on the feedback given to them, pupils decide on the headline they will use in their news report. With pupils, revise the original recount checklist and add an ‘eye catching headline’. Pupils work independently on the computer exploring the effects of different fonts on their headlines. Print headlines and stick in books. Pupils begin to write their news reports.

CLSfL 10 Working with perseverance and concentration This skill could be introduced today as pupils will need to persevere and concentrate to finish by the end of next lesson. There will be several other opportunities during English in this Unit where extended pieces of writing will require perseverance and concentration, so teachers may wish to emphasise this skill at other times in addition to, or instead of today.

English Lesson 5/20 60 mins N.B Remember to adapt and differentiate objectives, outcomes and success criteria for your own class!

Objectives: Outcomes: Success Criteria: I am learning to: Pupils will: Remember to:  compose and rehearse sentences orally,  finish writing a newspaper style recount with an eye  keep headlines short and snappy

©Cornwall Learning Publications 2013 progressively building a varied and rich vocabulary catching headline  use a thesaurus to find exciting and powerful words and an increasing range of sentence structures  use a dictionary to check spellings  in non-narrative material, use simple organisational  use the newspaper report checklist to ensure all devices e.g. headline features are included  participate in discussions, presentations, performances, role-play, improvisation and debates

News reports might also have a quotation from someone involved in the story, telling it from their point of view and making the report more interesting. Quotations are recorded as direct speech, because they report exactly what has been said by a person. They should be put inside speech marks. Revise use of speech marks around simple quotes. As before, revise the recount checklist adding ‘quotes’ to the list. They should include all the features of a recount, remembering to add those discussed today.

Pupils finish writing their news reports. Select several to be presented to the rest of the class. Were all the recount features of a newspaper report present? These reports could be displayed or stored together in a file as class news, for pupils to share and read.

English Lesson 6/20 60 mins N.B Remember to adapt and differentiate objectives, outcomes and success criteria for your own class!

Objectives: Outcomes: Success Criteria: I am learning to: Pupils will: Remember to:  give well structured descriptions, explanations and  participate in a presentation to explain a scientific  explain sequentially in present tense narratives for different purposes, including for diagram  use relevant connectives expressing feelings  have a question as a title and answer it in the explanation

©Cornwall Learning Publications 2013 Remind pupils of the main animal groupings they met in their first science lesson, which can be presented in a diagram (as above).

Tell pupils that as ‘nature detectives’ it is important that they have the skill of being able to explain things clearly when they are asked a question.

Tell pupils that explanations are texts about subjects of interest that contain information, usually broken into sequential steps, explaining how or why things happen or what they are. They are often the answer to a question, which can also be the title, and are written in present tense. Similar to recounts, explanations include a lot of (time) connectives. They usually include ‘firstly’ and ‘finally’, which helps to order the sequence of the explanation. In addition, other connectives such as ‘because’ and ‘so’ are used, which help to explain how and why things happen.

Explanations are often accompanied by a diagram, or a chart (which have a title) or picture (with a caption), but not always. Ask pupils to suggest a question title which could accompany the diagram above and which can be answered using an explanation. Starting with ‘How?’ Or ‘Why?’ is a good idea e.g. How are animals grouped?

Next, ask pupils to offer ideas for the opening sentence. Listen to suggestions. In groups, pupils take turns to say one sentence at a time which will sequentially explain the diagram above. Ask groups to present their explanation to the others. With some rehearsal and further preparation, groups present their oral explanations to an audience. This could be an activity in the end of Unit conclusion.

English Lesson 7/20 60 mins N.B Remember to adapt and differentiate objectives, outcomes and success criteria for your own class!

Objectives: Outcomes: Success Criteria: I am learning to: Pupils will: Remember to:  compose and rehearse sentences orally,  present explanations orally  explain sequentially in present tense progressively building a varied and rich vocabulary  define titles for explanations using questions  use relevant connectives and an increasing range of sentence structures  have a question as a title and answer it in the  give well structured descriptions, explanations and explanation narratives for different purposes, including for expressing feelings

Together, create a checklist for explanations. Pupils will need guidance to add to the basic checklist that they will have in mind following the previous lesson.

This should include: · a title which indicates the content, or is a how or why question · possible use of diagrams, charts (with titles) or pictures (with captions)

©Cornwall Learning Publications 2013 · the subject, introduced in the opening paragraph and key words defined · paragraphs and sub-headings, or numbering if relevant · present tense and passive voice · organisation - do the ideas flow sequentially? · a range of connectives (time and cause and effect) · interest with exciting words or exclamations.

Pupils should have their own copy.

Ask pupils to explain an activity to a partner that they do at home. Encourage them to use their checklist to evaluate each other. Check that their partner is using connectives and writing in present tense. Are other features included? How did they add interest or capture the listener’s attention?

After listening to each other, pupils suggest the question that could be used as the title of the explanation they have just heard. Choose a couple of volunteers, who are recommended by their partner, to present their explanation to the class.

English Lesson 8/20 60 mins N.B Remember to adapt and differentiate objectives, outcomes and success criteria for your own class!

Objectives: Outcomes: Success Criteria: I am learning to: Pupils will: Remember to:  compose and rehearse sentences orally,  create a diagrammatic plan for writing an  choose a relevant title, which may be a question progressively building a varied and rich vocabulary explanation  choose the style of planning that suits me best and an increasing range of sentence structures  complete my planning using the explanation  in non-narrative material, use simple organisational checklist as a guide devices

Pupils will spend this and the next two sessions planning and writing an explanation. It should be based on work covered in science and/or geography, so it could explain classification keys, the minibeast hunt or any field work carried out.

The teacher could model the use of flow charts or other diagrammatic planning that might be used before writing an explanatory text such as a spidergram for organising paragraphs.

Pupils decide on the title for their own explanation and prepare their own diagrammatic plans.

©Cornwall Learning Publications 2013 English Lesson 9/20 60 mins N.B Remember to adapt and differentiate objectives, outcomes and success criteria for your own class!

Objectives: Outcomes: Success Criteria: I am learning to: Pupils will: Remember to:  discuss and record ideas  begin to write an explanation  use a title which is a how or why question  in non-narrative material, use simple organisational  consider use of diagrams, charts (with titles) or pictures (with captions) devices  introduce the subject in the opening paragraph and define key words  organise paragraphs around a theme  use paragraphs and sub-headings, or numbering if relevant  use present tense and passive voice  be organised so the ideas flow sequentially  use a range of connectives (time and cause and effect)  add interest with exciting words or exclamations

Teacher leads a shared writing session demonstrating how to write an explanatory text on one of the suggested subjects. They begin with a relevant question, modelling key language and structural features, as found in the checklist created in the previous lesson. Pupils should be encouraged to contribute ideas and make suggestions to improve the text.

Pupils begin to write their own short explanation. (To be completed next lesson.)

©Cornwall Learning Publications 2013 English Lesson 10/20 60 mins N.B Remember to adapt and differentiate objectives, outcomes and success criteria for your own class!

Objectives: Outcomes: Success Criteria: I am learning to: Pupils will: Remember to:  discuss and record ideas  finish writing an explanation  use a title which is a how or why question  in non-narrative material, use simple organisational  consider use of diagrams, charts (with titles) or devices pictures (with captions)  organise paragraphs around a theme  introduce the subject in the opening paragraph and  read aloud my own writing, to a group or class, define key words using appropriate intonation and controlling the tone  use paragraphs and sub-headings, or numbering if and volume so that the meaning is clear relevant  present tense and passive voice  be organised so the ideas flow sequentially  use a range of connectives (time and cause and effect)  add interest with exciting words or exclamations

Using their planning diagram and the checklist for explanations, pupils write an explanation text. Once complete, pupils peer assess their own and others’ work making suggestions for improvements. In small groups, pupils take turns to read their explanations to each other. Written explanations could be presented during the Unit conclusion.

©Cornwall Learning Publications 2013 English Lesson 11/20 60 mins N.B Remember to adapt and differentiate objectives, outcomes and success criteria for your own class!

Objectives: Outcomes: Success Criteria: I am learning to: Pupils will: Remember to:  discuss and record ideas  write a sequential list of story stages  make notes on what I find out about my chosen  read books that are structured in different ways and  select three animals to be characters in a story they animals read for a range of purposes will write  write down where I found my information  research these animals to find out about their characteristics, habits, habitats etc.

This week pupils will create their own story based on an environmental calamity theme. Review the main parts of a story – introduction – build-up – climax or conflict – resolution. Check pupils understanding asking them to give examples form familiar stories. Using a familiar or traditional story, print it and then cut it into separate paragraphs. Give pupils a paragraph each and ask them to organise themselves into story order. Once they are in position, ask each pupil to read their paragraph aloud. Are they happy that it is in the right order? Ask how they knew what came first, what was in the middle and what was at the end. Their answers should be more than, “I know the story”! They should work as detectives to find the clues in the text. Start by asking,’ What is the opening sentence?’ Is it, ‘once upon a time,’ or something else that usually appears at the start? Recap what is usually found in the introduction of a story (setting, character description, a problem to be solved) the build-up, the climax/conflict and finally the resolution of a story. Ask the class to take one step forward if they think their paragraph is in the opening part of the story, build up, resolution etc.

Pupils write a sequential list of the stages within a story.

Tell pupils that they will be writing their own story linked to the work they are doing in geography and science, and in preparation for the next lesson they will need to

©Cornwall Learning Publications 2013 choose up to three animals and find out about their behaviour, needs and chosen habitat. Pupils make their animal choices and do their own independent research for the remainder of the lesson.

English Lesson 12/20 60 mins N.B Remember to adapt and differentiate objectives, outcomes and success criteria for your own class!

Objectives: Outcomes: Success Criteria: I am learning to: Pupils will: Remember to:  discuss writing similar to that which I am planning to  create a story plan based on the theme of an  include all the story stages write, in order to understand and learn from its environmental disaster  add key vocabulary and information from research structure, vocabulary and grammar  discuss and record ideas  in narratives, create settings, characters and plot

The theme this week for geography and science is the effect that changing environments can have on animals and plants. This environmental calamity will be the theme of a story that the pupils will write over the next few lessons. Today should be used for creating ideas and story planning.

Use a story based on an environmental theme as a spring board for discussion and ideas. See ‘Other Ideas’ suggested booklist. Some of these are aimed at younger readers but are good examples of relevant stories and can be used to show story structure quite easily. In particular, ‘Farewell to Shady Glade’ by Bill Peet is a story of animals directly affected by changes around them. Remind pupils of the stages of a story. Remind pupils of the site they are exploring this week in Science/ Geography and discuss some of the impacts that the changes at that site could have on animals there.

Using the story shared, teacher models how this fits into a story plan. Teacher chooses one of the story planning formats listed below and encourages pupils to make suggestions about where things go. Complete a story plan based on the story shared.

Pupils should pair and share story ideas. They should use the stages outlined last lesson to help them formulate the contents of each part. Pupils should make notes which will inform their planning.

Finally pupils should record their story plan using any of the following, or other planning idea: planning grid, story map, story path, story planning mountain or story board.

©Cornwall Learning Publications 2013 English Lesson 13/20 60 mins N.B Remember to adapt and differentiate objectives, outcomes and success criteria for your own class!

Objectives: Outcomes: Success Criteria: I am learning to: Pupils will: Remember to:  discuss and record ideas  begin to write a story based around an  use the story structure plan to guide the writing  organise paragraphs around a theme environmental disaster  write using paragraphs for each new section  in narratives, create settings, characters and plot  include conjunctions  include detail in character descriptions  use exciting adjectives

Discuss narrative structures and grammatical features that have been taught and that should be seen in the story. Review use of connectives. Teacher models writing an evocative paragraph using these features.

Using their story plans, pupils write the beginning part of their story in paragraphs.

Encourage pupils to use detail to build character descriptions and evoke reader responses and to use adjectives, conjunctions to express time. Pupils should aim to create a clear mental picture of characters and setting for the reader.

In pairs, pupils discuss how their animal characters will behave when faced with the challenges in the story. Use IT to begin to word process stories.

©Cornwall Learning Publications 2013 English Lesson 14/20 60 mins N.B Remember to adapt and differentiate objectives, outcomes and success criteria for your own class!

Objectives: Outcomes: Success Criteria: I am learning to: Pupils will be able to: Remember to:  discuss and record ideas  write the middle part of a story based around an  check that the text makes sense when editing  organise paragraphs around a theme environmental disaster  check that other points below are covered in the  in narratives, create settings, characters and plot story  use the story structure plan to guide the writing  write using paragraphs for each new section  include connectives  write in detail for character descriptions  use exciting adjectives

Begin with paired story evaluations.

Pupils should read and share what they have written so far and consider whether their partner has addressed the success criteria, feeding back orally and suggesting any improvements. Ask pupils to choose impressive sentences or phrases in their partner’s writing that they feel are good examples of the success criteria. They can read these aloud to share with the other pupils.

CLSfL 12 Showing sensitivity towards others Use this lesson as an opportunity for pupils to improve this life skill in the way that they feed back to their partner. Discuss helpful and unhelpful forms of feedback. Pupils continue to write stories.

©Cornwall Learning Publications 2013 English Lesson 15/20 60 mins N.B Remember to adapt and differentiate objectives, outcomes and success criteria for your own class!

Objectives: Outcomes: Success Criteria: I am learning to: Pupils will: Remember to:  discuss and record ideas  write the ending of a story based around an  check my story for errors in punctuation, grammar  organise paragraphs around a theme environmental disaster and spelling and use a dictionary to check when  in narratives, create settings, characters and plot unsure  use the story structure plan to guide the writing  write using paragraphs for each new section  include connectives  write in detail for character descriptions  use exciting adjectives and figurative language

Teacher models writing the ending to a story ensuring they check it against the success criteria. Pupils discuss and evaluate what has been written and make suggestions for improvements.

Pupils complete their own stories.

Print stories to be put into a class short story compilation. Choose several that can be read during the Unit conclusion.

©Cornwall Learning Publications 2013 English Lesson 16/20 60 mins N.B Remember to adapt and differentiate objectives, outcomes and success criteria for your own class!

Objectives: Outcomes: Success Criteria: I am learning to: Pupils will: Remember to:  in non-narrative material, use simple organisational  plan the content and layout of a nature detective  use abbreviations where possible devices (for example as headings and sub- guide  write ideas in note form headings)  research and make notes in preparation for writing  record key words and phrases  discuss and record ideas a nature detective guide  use dictionaries and thesauruses to check spellings of words

This week pupils will be starting to work towards producing a nature detective’s ‘guide’, linked to work covered in science and geography. Their ‘guide’ could be: · an animal and plant ‘treasure’ hunt for younger children, or their peers, where clues can be followed in order to find certain items · an ‘Eye Spy’ booklet which contains pictures and key facts about items (animals and plants) for people to find · a selection of keys and guidance to help anyone identify locally found plants and animals · a question and answer booklet that provides information on animals and plants found in the local area, for visitors to the area · other

Teachers should have a selection of simple nature booklets/guides as examples to show to the pupils, or pupils could search for examples online. Pupils should decide which format they prefer and aim to produce it during the course of this week.

This lesson should be spent doing further research, collecting information from a variety of sources and collating notes and ideas that may be used in the guide.

©Cornwall Learning Publications 2013 Teacher models note-taking and abbreviating from a long information text. Ask pupils to help by extracting key words and ideas that can be used or abbreviated into note form. Pupils carry out research and discuss ideas for content.

English Lesson 17/20 60 mins N.B Remember to adapt and differentiate objectives, outcomes and success criteria for your own class!

Objectives: Outcomes: Success Criteria: I am learning to: Pupils will: Remember to:  in non-narrative material, use simple organisational  complete their research  include a variety of features found in narrative texts devices (for example headings and sub-headings)  plan the contents of their guide  plan the main content of each page  begin to create their guide using IT

Recap on the organisational features of non-narrative texts. Identify headings, sub headings, glossary, index, fact boxes. Pupils complete research and note taking. Teacher models how to make a plan for each page of a nature detective guide. Pupils develop and refine their ideas through discussion with a response partner and then complete their own nature detective guide plans. Pupils begin to create their guides using IT.

©Cornwall Learning Publications 2013 English Lesson 18/20 60 mins N.B Remember to adapt and differentiate objectives, outcomes and success criteria for your own class!

Objectives: Outcomes: Success Criteria: I am learning to: Pupils will: Remember to:  in non-narrative material, use simple organisational  continue to create their own nature guide using IT  check spellings and meanings of new vocabulary by devices (for example: headings and sub-headings) using a dictionary  proofread for spelling and punctuation errors  use as many as possible from:  assess the effectiveness of my own and others’  headings writing and suggesting improvement  paragraphs  sub-headings  captions  bullet points  lists  arrows  keys  diagrams, charts or pictures

Check and edit writing completed in previous session. CLSfL 9 Showing resilience and bouncing back and 10 Working with perseverance and concentration Pupils may need encouragement to persevere with the writing of their guides if they find changes are needed during editing. Continue to create nature detective guides.

©Cornwall Learning Publications 2013 English Lesson 19/20 60 mins N.B Remember to adapt and differentiate objectives, outcomes and success criteria for your own class!

Objectives: Outcomes: Success Criteria: I am learning to: Pupils will: Remember to:  in non-narrative material, use simple organisational  continue to create their own nature guide using IT  check spellings and meanings of new words by devices (for example headings and sub-headings) using a dictionary  proofread for spelling and punctuation errors  use as many as possible from:  assess the effectiveness of my own and others’  headings writing and suggesting improvements  paragraphs  sub-headings  captions  bullet points  lists  arrows  keys  diagrams, charts or pictures

Pupils check and edit content of guides so far.

CLSfL 9 Showing resilience and bouncing back and 10 Working with perseverance and concentration Once again pupils may need encouragement to persevere with the writing of their guides if they find changes are needed during editing. Continue to create nature detective guides.

English Lesson 20/20 60 mins N.B Remember to adapt and differentiate objectives, outcomes and success criteria for your own class! Objectives: Outcomes: Success Criteria: I am learning to: Pupils will: Remember to: - in non-narrative material, use simple  complete their own nature guide using IT  proofread my whole nature detective guide organisational devices (for example headings and  read slowly and carefully sub-headings)  check spellings using a dictionary - proofread for spelling and punctuation errors  check all pictures have a caption or label - assess the effectiveness of my own and  check I have a clear title  check I have added my name as the author

©Cornwall Learning Publications 2013 others’ writing and suggesting improvements

Pupils edit and put finishing touches to their guides. They must be completed ready for presentation during the Unit conclusion. If pupils have made their guides for younger pupils they should be shared with a younger class.

©Cornwall Learning Publications 2013 Mathematics Lesson Plans

Using and Applying linked Maths Lesson 1/4 60 mins NB: Remember to adapt and differentiate objectives, outcomes and success criteria for your own class!

Objectives: Outcomes: Success Criteria: I am learning to: Pupils will: Remember to:  measure and calculate the perimeter of a rectilinear  measure the perimeter of the sections of the  be consistent about the units I use figure (including squares) in centimetres and metres design

You are going to design an area in your school grounds to attract wild life. Decide what you want it to contain, perhaps a small pond, piles of rotting wood, and various types of plant and so on. Draw the outline of the areas on a scale drawing. Work out the perimeter of the sections so that you can collect suitable stones or fencing to create the border.

Using and Applying linked Maths Lesson 2/4 60 mins NB: Remember to adapt and differentiate objectives, outcomes and success criteria for your own class!

Objectives: Outcomes: Success Criteria: I am learning to: Pupils will: Remember to:  find the area of rectilinear shapes by counting squares  work out the area of the pieces of felt  count carefully on my diagram

In design and technology you are working on a felt design. Design a version that uses rectilinear shapes (with right angles, made up of rectangles) and work out the area of the pieces you are using.

Using and Applying linked Maths Lesson 3/4 60 mins NB: Remember to adapt and differentiate objectives, outcomes and success criteria for your own class!

©Cornwall Learning Publications 2013 Objectives: Outcomes: Success Criteria: I am learning to: Pupils will: Remember to:  estimate, compare and calculate money in pounds  work out the cost of a project  include all of the expenses for the project and pence

Work out the cost for one of the projects in this Unit. You can use your felt picture or the area in the garden. You will need to spend some money for both of these.

Using and Applying linked Maths Lesson 4/4 60 mins NB: Remember to adapt and differentiate objectives, outcomes and success criteria for your own class!

Objectives: Outcomes: Success Criteria: I am learning to: Pupils will: Remember to:  interpret and present discrete and continuous data  draw graphs to show the types of creature they  think about which type of graph will show my results using appropriate graphical methods, including bar have seen best charts and time graphs

Look around your school grounds. What different habitats can you see? Split the class into several groups. Each group waits patiently in a different area of the grounds recording the wildlife they notice for 30 minutes, say. The results can then be displayed graphically for each group and then they can be compared. What is the same, and what is different between the graphs?

©Cornwall Learning Publications 2013 Science Lesson Plans

Science Lead Lesson 1/4 - Animal Groupings 120 mins NB: Remember to adapt and differentiate objectives, outcomes and success criteria for your own class!

Objectives: Outcomes: Success Criteria: I am learning to: Pupils will: Remember to:  group, or classify, animals in a variety of ways  group animals according to observable and other  note key features of each animal  recognise animal features known features group  use scientific evidence to answer questions and support findings  search for and use evidence to provide answers  distinguish vertebrates from invertebrates  report on findings orally  make predictions

As several geography and English lessons are linked to the science lessons, placing science sessions at the start of each week during this Unit would be preferable. They will also be using the images they have captured in their design and technology lessons for their Felt pictures so will need to follow the science.

Ask pupils if they can recall the two main groups that animals can be put into, which they learnt about at the end of the Launch lesson (vertebrates and invertebrates).

Remind them that their role is to work as Nature Detectives and today they will begin their detective work.

If possible have a range of small animals for the pupils to observe. This might be in the form of their own pets, or a visit into school from a local wildlife centre, animal park or zoo. An alternative would be to visit one of these places and carry out this lesson there. If visits or visitors are not possible, teachers could prepare a range of relevant animal photographs or provide pupils with a selection of non-fiction books containing animals, or use computers to search on the internet.

Explain that today pupils will begin by finding out more about the vertebrate group. This group (of animals from all over the world) has been split by scientists into 5 smaller sub groups –  Amphibians  Reptiles  Birds  Fish  Mammals

Explain that when we group animals it is called ‘classifying’ them (or classification).

Looking at the real examples or photographs of animals, ask pupils to select a few and describe their features. Ask them to guess which of the five groups the animal belongs to. Help them by describing one at the start i.e. a hamster – has fur, two eyes, four legs, no scales, a small tail, claws on its toes, a nose and two (external) ear flaps. It is a mammal.

Ask pupils if they can quickly name 3 other animals that might fit into each of the five groups and record these guesses/predictions. They should keep these to be checked at the end of this lesson.

©Cornwall Learning Publications 2013 Next, split the class into 5 groups. Explain that detectives ask questions and search for clues and evidence which will give them answers and that is what they will be doing.

Each of the groups should be tasked with finding out the answer to one of the following questions using computers and/or books: 1. Which of the 5 groups are warm blooded and which are cold blooded? Also, what does warm blooded and cold blooded mean? 2. Can you find any similarities between the 5 groups? 3. Which of the groups lay eggs? Also, what happens instead in any of the groups that don’t lay eggs? 4. What are the differences between amphibians and reptiles? Are there any similarities? 5. What is it about each group that distinguishes them from the others (i.e. how are they different?)

Each group chooses a reporter to report back to the rest of the class on their findings. Pupils make notes as others give their reports.

Refer back to pupils’ initial activity where they had to name animals in the 5 vertebrate groups. Discuss key features of each and then pupils swap and check each other’s.  Amphibians (moist thin skin, lay eggs)  Reptiles (covered in dry scales, lay eggs)  Birds (feathers, beaks, wings, lay eggs)  Fish (have gills, fins and wet scales, lay eggs)  Mammals (have fur or hair, produce milk and give birth to live young*) *however there are exceptions to this – pupils could find out if any mammals lay eggs, or have features of other groups .i.e. duck-billed platypus lays eggs but is a mammal.

So far today, pupils have only been considering vertebrates. Remind them of the other main animal group – invertebrates (animals without a backbone). Note - Unlike vertebrates where there are only five main groups, there are many more when scientists sub-group the invertebrates, however at this stage pupils may not have come across many of the more unusual invertebrates, so they should be introduced to the key four below, with an explanation that they will meet more at a later point in their education.  Snails and slugs  Worms  Spiders  Insects If they don’t have a backbone, what do they have instead? Do they have a body support structure, or a nervous system? Use photos, or the internet to find examples of these and then discuss together, what is the difference between a spider and an insect? Check earlier guesses/predictions that pupils made about 3 named animals. Pupils will continue their detective work next week.

Challenge: 1. The vast majority of animals in the world are invertebrates. They are more successful than vertebrates. Why? 2. Pupils choose one of the main groups and then split that group once again into smaller sub-groups.

©Cornwall Learning Publications 2013 Science Lesson 2/4 - Classification Keys 120 mins NB: Remember to adapt and differentiate objectives, outcomes and success criteria for your own class!

Objectives: Outcomes: Success Criteria: I am learning to: Pupils will: Remember to:  identify, name and classify animals using  identify animals and classify using physical  use simple questions in keys that can only have a yes or no answer keys features  check that questions are relevant to lead to the answers required  recognise and group plants into flowering  create their own classification keys  ensure that questions clearly separate one outcome from another or non-flowering  collect and identify locally found minibeasts  record questions in keys in horizontally placed boxes and clearly  formulate and construct classification  classify familiar plants marked arrows keys

NB This lesson must take place before English lesson 8 onwards

Review the main animal groups that pupils have met so far. Play ‘What am I?’ - Give them a variety of clues and get them to guess which group is being described: i.e. I lay eggs and I have scales, fins and gills. What am I? = A fish. Explain that the next step is to gather more clues in order to identify specific animals within the sub groups. One way of recording this would be to use classification keys. Keys can be used to identify absolutely anything. They can help to group random objects, like those in the Launch lesson, but are very useful when identifying animals and plants. Find examples of animal identification/classification keys on the internet or in books to show to pupils. Share and discuss one example together.

Optional activity: Does it live in water? Create a classification key together, which groups and identifies a selection of random objects, or toys. Fill in the following together. Explain that the arrows represent ‘yes’ to the right and ‘no’ to the left. Discuss what questions would go into boxes on the second line (e.g. Does it have fur? and Does it have legs?), and then what questions would need to be put into the boxes on the third line to distinguish each of the animals on the fourth. Owl Snake Fish Water Snail Fox Mouse Frog Pond Skater

Optional activity: (space needed)

©Cornwall Learning Publications 2013 In order to consolidate use of keys, the teacher could prepare a set of A4 cards, each of which contains a question, an answer or a yes or no arrow from a complete classification key, similar to the one shown above. Two (or more) pupils are given the roles of reporters and the other pupils are given a card each. They have to physically move around the space, asking each other what is on their card, aided by the reporters, until they can position themselves into a human key, with the initial question at one end of the room and the final outcomes/answers at the other. All other cards (and pupils) should be positioned in between these in the correct key pattern. Reporters describe the final classification key.

Next, pupils should go outside and work in Nature Detective pairs on a ‘Minibeast hunt’. Today’s focus is to collect animals and to look at their visible features, such as pairs of wings, or segmented bodies, rather than where they are found. However, as worms are generally underground and snails and slugs prefer damp surroundings, a chat about where to look may be useful before embarking on their ‘hunt’. Please note- Pupils should follow the general principle and be encouraged to show all animals respect, regardless of their type and size as they are all living things and should always be looked after and returned to their habitat. The legal aspect is that animals should be protected from undue interference (particularly in the case of vertebrates).

The Field Studies Council has many resources to aid identification available to purchase for a small fee. Also, there are identification chart Apps available on iPhones and similar, which might be useful for teachers, as it can help when pupils are asking, ‘What’s this?’ ‘What’s that?’ Pooters are useful for collecting insects and spiders. Or a butterfly net waved across long grass on a dry day in the summer can provide a rich selection of minibeasts to be studied. Animals should be observed or collected carefully and taken back to the classroom to be studied before returning them later, or pupils could make notes and quick drawings whilst out in the field. Magnifying glasses are very useful for this. Some collection pots have magnifying lids.

Once pupils have collected information about their ‘minibeasts’, they could devise a key to identify them. Note - Instead of randomly collecting minibeasts which may be quite difficult to identify (even for the teacher!), it may be an easier activity to give pupils a list of animals, along with small pictures of them, that they can try to find. Teachers should choose their approach. If an outside trip is not possible, examples of large photographs, posters, or pictures in books or the internet could be used as source materials. Pupils could select several small creatures from these resources and make simple drawings and notes about each one, before devising identification keys. Keys could be mounted as displays.

Remind pupils that this Unit is called ‘A Place for Everything’ and that so far they have concentrated on animals, but the other group of living things that they thought about during the Launch was what? (Plants) Explain that usually scientists divide plants into two main groups, which are flowering plants (including grasses) and non-flowering plants (such as ferns and mosses) and then there are sub groups of both. Pupils could go outside or use computers/books to research different plants and develop a key for identification of up to 6-8 of these (e.g. for deciduous trees, or wild flowers that may be found locally), or pupils could do this as a challenge, or work at home.

Extension work or to find out at home: All about dinosaurs: Challenge: Are dinosaurs extinct? If pupils were to start with grouping all animals into either warm or cold blooded, How would dinosaurs be grouped? which groups would be put under each of these headings? Is it the same or Were dinosaurs warm or cold blooded reptiles? different from splitting them initially into vertebrates and invertebrates? How do we know what colours and sizes dinosaurs were?

©Cornwall Learning Publications 2013 Science Lesson 3/4 - Changing Environments 120 mins NB: Remember to adapt and differentiate objectives, outcomes and success criteria for your own class!

Objectives: Outcomes: Success Criteria: I am learning to: Pupils will: Remember to:  recognise that environments can change and that  identify a site that has been, or will be, subject to  plan ahead and determine questions, data or this can have positive or negative effects on living change and study the effects on animals and plants information that will be gathered before visiting the things found there site  identify changes over time  record findings and determine any positive or  take relevant equipment i.e. camera, pooters, insect  report on findings and draw simple conclusions negative impacts traps  gather, record and evaluate data  produce a report or presentation to outline their  find a site where change is happening or has findings and conclusions drawn happened

A recommendation for this lesson, which would help in the future, is to make a record (photographic) of a familiar environment or place within the school grounds throughout the school year, so that in future years this can be used as a resource to show changes that occur throughout the year/seasons. The site which is chosen should bear a notable feature which remains unchanged at all times, but which is surrounded by changing flora and fauna.

This lesson is about looking at changing environments and the effects that changes can have on living things. The activities and outcomes of this lesson are dependent on what kind of investigation is carried out, which may be guided by the teacher or the pupils themselves. Forward planning will be required.

Before they embark on this task show them video clips of changes that have unwittingly benefitted animals, such as housing developments on what was previously rural land, where red foxes have adapted to urban living and benefitted highly from being able to eat what humans provide (often in their rubbish!). Seagulls and bees have also adapted well to urban life. Or show pupils evidence of where fires or ground disturbance has given birth to new communities of plants that grow on such land.

Explain that in the past there have been people who have recognised the negative impacts that human activity can also have (such as deforestation and pollution) and that as a result there are several organisations and laws that have been established to protect wildlife and plants. Pupils could begin with researching what these are and what they do e.g. SSSI’s (Sites of Special Scientific Interest), the National Trust, the WWF (World Wide Fund for Nature – previously the World Wildlife Fund), the Environment Agency, Greenpeace, The Woodland Trust etc. This could also be used as a challenge/extension activity.

CLSfL 20 Comparing rights and responsibilities (What are they and what is their impact?) This is an opportunity to discuss what rights the animals and plants might have to retain their environment and not be affected adversely, and also to think about the responsibilities we have as humans to maintain certain habitats. Who chooses what happens and what rights do they have?(See examples of organisations above)

Teachers should choose a suitable local environment that has changed or is going to change. This could be a building site, or development, a nature reserve, a local park, woodland, pond or other suitable site. Maybe pupils could make suggestions.

As Nature Detectives, pupils could find out what changes have occurred or are going to occur. Usually they are caused by human impact. Can they find clues and evidence of any positive effects of the change on wildlife or plants, and also are there any clues or evidence of any negative effects?

©Cornwall Learning Publications 2013 Today’s lesson could also be used as a time for pupils to note which animals are found where. (This information could be recorded on plans). They could speculate why certain animals are found in certain places and follow up with research in the classroom afterwards.

Pupils may need to visit the chosen site and ask anyone involved in it what information they can provide. At the site they could take photos and drawings and notes, like crime scene investigators. Pupils should consider what plants and animals are being affected in this environment and how? They may need to set up insect traps (pots in the ground) to catch insects and find out what is found there. They could predict beforehand what they expect to find and then compare results with their predictions.

Before visiting the site, pupils could create a list of questions that they wish to find answers for. They should also consider whether they will be able to investigate and include any data in their findings and how this could be gathered, recorded and evaluated.

There are links to geography this week

Pupils will produce a report or presentation which will show their findings and can be presented during the Unit Conclusion.

Science Lesson 4/4 - A Guide to Local Living Things 120 mins NB: Remember to adapt and differentiate objectives, outcomes and success criteria for your own class!

Objectives: Outcomes: Success Criteria: I am learning to: Pupils will: Remember to:  group living things in a variety of ways  produce a guide to local living things  include both animals and plants in the guide  share my knowledge of living things in the local area  note different forms of a plant at different times i.e.  sort and present relevant information about plants and how it appears when in flower, or when not in flower, animals or when fruiting

Pupils will use the knowledge of their local area gained this Unit to produce a guide, including classification keys, to local living things. They may need to go out at the start of this lesson (or beforehand) on a further field visit to gather information and/or photographs.

Their ‘guide’ could be:  an animal and plant ‘treasure’ hunt for younger children, or their peers, where clues can be followed in order to find certain items  an ‘Eye Spy’ booklet which contains pictures and key facts about items (animals and plants) for people to find  a selection of keys to help anyone identify locally found plants and animals  a question and answer booklet that provides information on animals and plants found in the local area, for visitors to the area

Pupils should decide which format they prefer and produce that. This week’s English lessons will also be used to develop this guide.

©Cornwall Learning Publications 2013 Geography Lesson Plans

Geography Lead Lesson 1/4 90 mins NB: Remember to adapt and differentiate objectives, outcomes and success criteria for your own class!

Objectives: Outcomes: Success Criteria: I am learning to: Pupils will: Remember to:  use the eight points of a compass  use compass directions to find objects  make up a rhyme /mnemonic for compass directions  use 4 figure grid references  recognise features and use a key on an OS map  read the numbers along a map first and then up the side to  recognise features on Ordnance Survey (OS)  use grid references to find places and features make a four figure grid reference maps on a map  find out which symbols in the key represent which features on maps

Explain to the pupils that in their role as detectives they will need to find their way around when out and about, so they should improve their compass, grid reference and mapping skills. Pupils will have covered compass work and 4 figure grid reference and simple mapping skills during the Y3 Autumn 3 Unit ‘What’s the Attraction?’

Today they will start by looking at compasses. Begin by ascertaining any previous knowledge or skills by questioning pupils – What is this called? What does it do? Can anyone remember any of the names of the eight points on a compass? Towards which direction does a magnetic compass always point? Sit pupils in the centre of the room. Ask them to name an item in the room that lies to the North. Give them other directions and ask them to name objects in the room that lay in that direction. Pupils could jot down their answers and then check them together afterwards.

Remind pupils of work covered in previous Units about lines of longitude and latitude on a globe. Equate these to the lines on a local Ordnance Survey map. Show the map to the pupils. They travel vertically/up and down the map and horizontally/across the map. Explain that the figures next to each line at the edges of the map are used to make grid references. In Year 3 they will have already met 4 figure grid references for the first time.

Numbers along the bottom of the map are always read first when giving a grid reference.

10 33 34 35 36 37

Every square on the map is part of a large grid, and each one is located by giving the number of the line which lies to the left of the square first, followed by the number of the line below, so the star above is in 3310.

Using a local OS map, ensure pupils know how to recognise features and also use the key. ©Cornwall Learning Publications 2013 Next, depending on previous knowledge and skills, set pupils several challenges to practise and improve their mapping skills: 1. Give them several sets of grid references and ask them to name a feature found in those grid squares. 2. Give them names of places to find on the map and ask them to record the grid references for them. 3. Ask them to draw symbols used in an OS map key for named features.

Geography Lesson 2/4 90 mins NB: Remember to adapt and differentiate objectives, outcomes and success criteria for your own class!

Objectives: Outcomes: Success Criteria: I am learning to: Pupils will: Remember to:  use fieldwork to observe human and physical features  carry out fieldwork to observe  decide which are man-made and which are natural features on OS maps and in a local area and record local features  use symbols on the sketch map to represent the different features  record physical and human features on a sketch map  begin to create sketch maps of a  draw what can be seen  locate and describe information given on OS maps local area showing human and  be aware of scale when sketching so that features take up the right physical features amount of space and size

Today pupils go out into the school grounds or local area to investigate physical and human features and any plants found there. This could be amalgamated with the science outdoor study this week.

Before going out, pupils should look at the local OS map used last lesson and define physical and human features, noting how they are shown on the map. Ask pupils to explain which are natural and which are man-made? Explain that the scale on a map determines the detail that can be shown. When pupils go out they will be sketching their own maps of the immediate area that they can see, so it will be ‘large scale’ i.e. a map that shows a small area in greater detail. However, because it is going to be drawn from observation it will not have exact measurements, but instead will represent the main features of the area. Show pupils examples of sketch maps from images online. Once out on the chosen site for fieldwork, pupils should observe and record physical features, such as woodland*, grassland, hills, pond, stream/river, cultivated or wild areas etc. as well as human features and should make a sketch map of the chosen area which shows these features. Ask them to determine symbols for features used, which can be put onto a key later. *Pupils could have a closer look at the trees and identify them in order to determine woodland type.

They should take cameras in order to take photographs which they can use as evidence back in the classroom. Today’s outdoor session is an opportunity to gather information and evidence. Pupils should take compasses and record which direction is north on their sketch maps. A further outdoor visit may be necessary to confirm details and complete sketch maps.

Challenge: If there are any plans of the school and its grounds available, pupils could compare the plans to what they can see and record similarities and any differences.

Geography Lesson 3/4 90 mins NB: Remember to adapt and differentiate objectives, outcomes and success criteria for your own class!

©Cornwall Learning Publications 2013 Objectives: Outcomes: Success Criteria: I am learning to: Pupils will: Remember to:  use observations made during fieldwork to  create sketch maps of a local area  decide which are human (man-made) and which are physical (natural) construct sketch maps showing human and physical features  record physical and human features on a sketch features  use symbols on the sketch map to represent the different features map  draw what can be seen  be aware of scale when sketching so that features take up the right amount of space and size (although measurements aren’t necessary)

Today’s lesson is a follow up to the previous outdoor fieldwork session. Pupils should collate all the information they have in order to complete their sketch maps of the locality showing human and physical features and should also produce a key to accompany the map. Pupils could swap maps with a partner and describe features shown. Maps can be displayed. Several sketch maps can be presented during the Unit conclusion. Linking to this week’s science lesson, pupils could produce plans showing where animals are found in the local area, or could record where insect traps are placed.

Geography Lesson 4/4 90 mins NB: Remember to adapt and differentiate objectives, outcomes and success criteria for your own class! Objectives: Outcomes: Success Criteria: I am learning to: Pupils will: Remember to:  measure and make an accurate plan of a small  produce scale plans of an area in the school  measure accurately local area grounds  choose the correct scale so that the plan is not too small  use a ruler to measure and draw straight lines on the plan

In the classroom the teacher should model how to measure and record features on a plan. Like a map, a plan is viewed from above but plans are usually used for very small areas and contain measurements or scale. Suggest the scales that might be used and show pupils the difference in the size of the end result depending on the scale used i.e. if 1m is represented by 1cm on a plan, the plan will be much bigger than if 1m is represented by 1mm on a plan. Using the first example a 50x50m playground would appear on the plan as a 5x5cm square, but would be just a 5x5mm square using the second scale.

Pupils should work in groups today and use measuring instruments accurately, recording measurements of a chosen area or feature and then producing a scale plan of that feature in the school grounds. Challenge: Pupils could use plans to show where named plants are currently found in the local area. Ensure pupils realise that these plans will change according to plant growth throughout the year and that normally plans are used to depict immovable features.

©Cornwall Learning Publications 2013 Music Lesson Plans

Music Lead Lesson 1/4 60 mins NB: Remember to adapt and differentiate objectives, outcomes and success criteria for your own class!

Objectives: Outcomes: Success Criteria: I am learning to: Pupils will: Remember to:  use and understand staff and other musical notation  recognise symbols for semibreve, minim,  keep a steady pulse  listen with attention to detail and recall sounds with crotchet and quaver  listen carefully increasing aural memory

Explain that over the next few weeks the pupils are going to work towards creating a picture of a natural environment out of sound in much the same way as they are creating a felt picture in their design and technology lessons. Show the pupils pictures of a snail, worm, ant, and woodlouse and explain that each of these creatures is going to feature in the sound picture. Ask the pupils to set and pulse then say and clap the word ant and ask the children to join in. Note that for each clap they do you say ant. Explain that ant is worth 1 and draw the symbol ♩ (crotchet) to represent him. For worm set a pulse and then say one worm for each 2 claps. Draw the symbol (minim) and explain that this is worth 2. Explain that worm is slower than ant so there is a longer note. Ask the children if the snail will be slower or faster. Establish he will be slower still and clap one snail for every 4 pulse claps. Draw the o symbol (semibreve) and explain that this is worth 4. Finally introduce woodlouse (2 quavers) and explain that he is so busy rushing around that he has two claps for every one beat. Demonstrate by saying and clapping woodlouse and share the symbol ♫ Spend some time asking the pupils to clap and say the creatures against a steady pulse. Ask them to match the creatures to their symbols. Put together some rhythm patterns to create an 8 beat phrase. Clap them and ask the children to guess what the pattern is. For example:

♩ ♩ o would be: worm ant ant snail

♫ ♩ ♫ ♩ ♫ ♩ ♩ ♩ would be: woodlouse ant woodlouse ant woodlouse ant ant ant Clap a variety of patterns and ask them to clap them back.

Look at some simple music, for example from books children use for their instrument lessons, and identify the notes in the music.

Support: Ensure that pupils recognise the difference between the pulse and the rhythm.

Challenge: Ask pupils familiar with note values to invent their own rhythm patterns for the class to copy.

©Cornwall Learning Publications 2013 Music Lesson 2/4 60 mins NB: Remember to adapt and differentiate objectives, outcomes and success criteria for your own class!

Objectives: Outcomes: Success Criteria: I am learning to: Pupils will: Remember to:  improvise and compose music for a range of purposes  begin to create music to contribute to a  put together symbols using the inter-related dimensions of music class performance  check that I have 8 beats  use and understand staff and other musical notation  record their work using appropriate  set a pulse symbols  play my rhythm saying the creature names  adapt my rhythm if necessary  record my rhythm on paper using the correct symbols

Begin the lesson by displaying a selection of 8 beat rhythm phrases. Clap a rhythm and ask the pupils to work out which one is being clapped. Repeat this allowing a pupil to clap a rhythm for others to guess. Recap the note names and values.

Explain that today the pupils are to work in groups of 4, composing their own 8 beat phrase which will be used as part of their class composition. Show the pupils cards with symbols on and model putting together a rhythm phrase following the steps for success. Split the pupils into groups of 4 and give them a collection of rhythm cards. Each group then follows the steps for success to create a rhythm phrase. Pupils perform their rhythm phrase to the rest of the class. Explore their rhythm phrases in different ways:  Put the rhythm phrases together to create a longer piece.  Try playing more than one rhythm phrase at a time.  Ask the pupils to play the rhythm phrases quietly, loudly, quickly, slowly.  Use instruments in place of clapping.

End the lesson by asking the pupils why it is important that we have written down our phrases.

Support: Write note values on the back of the cards so that the children can add the total to ensure it makes 8.

Challenge: Allow pupils with musical experience to use other note values.

Music Lesson 3/4 60 mins NB: Remember to adapt and differentiate objectives, outcomes and success criteria for your own class!

©Cornwall Learning Publications 2013 Objectives: Outcomes: Success Criteria: I am learning to: Pupils will: Remember to:  play and perform in solo and ensemble contexts,  continue to create a class  use the notes in the pentatonic scale  use my voice and musical instruments with increasing accuracy, control and composition, adding pitch to rhythm  test the tune expression phrases and considering dynamics  record the tune by writing note names  improvise and compose music for a range of purposes under rhythms

Play the rhythm guessing game using the rhythm phrases the pupils created in the last session.

Explain to the pupils that today they are going to add pitch to their rhythms. Watch https://www.youtube.com/watch?v=jpvfSOP2slk to introduce the pentatonic scale. Sing songs containing the notes from the pentatonic scale such as John Kanaka or Cotton Eyed Joe. Model with the children how to add pitch to their rhythm using the notes C D E G A. Allow the children to add notes using tuned percussion and their own instruments.

Listen to the compositions. Ask two groups to play at the same time and discuss how the children feel about the sound. Does it make them think of anything in particular? Watch https://www.youtube.com/watch?v=Rm8IM-lLFsw Demonstrate that with the pentatonic notes it is alright to put any of the notes together and so we can layer their ideas as much as we want to. Try performing different group’s compositions together.

Support: Use coloured instruments indicating pitch

Challenge: Allow pupils to use their own instruments and ask them to record their music on a stave.

Music Lesson 4/4 60 mins NB: Remember to adapt and differentiate objectives, outcomes and success criteria for your own class!

Objectives: Outcomes: Success Criteria: I am learning to: Pupils will: Remember to:  play and perform in solo and ensemble contexts,  have completed a composition and rehearsed it  listen carefully to the pulse with increasing accuracy, control and expression ready for performance  follow the conductor  adapt playing to show different tempo and dynamics

©Cornwall Learning Publications 2013 Before the lesson, make sure that you have multiple copies of each rhythm phrase copied onto a sheet of A3, with the notes written underneath.

Explain to the pupils that we are now going to put all their ideas together to create a piece of music reflecting the garden habitat. Ask questions such as:  How can we ensure that the piece represents the title, ‘Garden Habitat’?  How should the piece begin?  How should the piece end?  How long should the piece be?  Should it always have melody or should some be rhythm?  Should we include the creature words or write some ‘song’ lyrics?  Should we sing words?  Who will conduct? Who will keep the pulse?  Should we alter the tempo or dynamics? How will we know they have changed?

Work with the pupils, arranging their ideas to create a complete score. A photograph of the large score could be taken so that the children could then have their own copies printed for performance. Establish roles for the children; conductor, pulse keepers, singers, instrumentalists, and rehearse the piece. Film the performance and discuss how they can improve it. Arrange a time when the children can perform in front of an audience.

©Cornwall Learning Publications 2013 Design and Technology Lesson Plans

Design and Technology Lead Lesson Part 1 and Part 2 120 mins NB: Remember to adapt and differentiate objectives, outcomes and success criteria for your own class!

Objectives: Outcomes: Success Criteria: I am learning to: Pupils will: Remember to:  research from nature to inspire my designs.  use research from nature to inspire my designs.  use photographs to record and identify colours and  appreciate that some people have allergies to soap  interest and aesthetic appeal to my design. shapes and natural fibres  design a felt picture inspired by habitats (flowers,  observe demonstration closely to recall the felt  investigate felt for its properties plants, animals) making process, look for details and listen for  make felt through observation of demonstration  observe and recall the process of making felt from a explanations. demonstration  recall the process

Pupils will be working towards creating a felt picture inspired by habitats (flowers, plants, animals) You could decide on where the pictures will be exhibited to give the activity more purpose. This might be for a community group that does not get outdoors much, or for an organisation which specialises in animals or plants that has a venue or visitor’s centre. Or they could be designed as presents for nature loving relatives or friends.

Key Learning I can design a high quality product for a purpose. I can identify how colour, shape and detail can add interest and aesthetic appeal to my design. I can explain how some features of a product make it fit for purpose.

Part 1 Investigative and Evaluative Activities Pupils take photographs of plants or animals and their habitats from a field study or research and collect images. Identify the special features which help the plant or animal adapt to their surrounding environment. Discuss and label colours, shapes and details of adapted features. Show the pupils a selection of items made from felt ensuring as diverse a range as possible. Identify any special features the product has which help make it ‘fit for purpose’. (Draw out the connection between features which help a plant or animal adapt and features of a product that make it fit for purpose). Discuss colour, shapes and details. How do these help make the product more appealing? Felting goes back to biblical times when people who had to make a long journey put pieces of wool from sheep into the soles of their sandals. What do you think happened to the wool the more the people walked? Investigate pieces of felt to decide on a list of properties (science link to Materials)

Can you give reasons why felt is a useful textile?

©Cornwall Learning Publications 2013 Part 2 Design Practical Felt Making Show the pupils how to draw an annotated sketch to inform layout and designing a picture. Using photographs and images for inspiration, pupils practise drawing part of a habitat and annotate colours, shapes and details.

Demonstrate how to make a piece of felt. (There are online tutorials) Ask the pupils to recall the process, in pairs, in 5 clear steps. Highlight the use of plastic or washing up gloves for any child who might be allergic to soap or natural fibres.

©Cornwall Learning Publications 2013 Design and Technology Lesson 3 and 4 120 mins NB: Remember to adapt and differentiate objectives, outcomes and success criteria for your own class!

Objectives: Outcomes: Success Criteria: I am learning to: Pupils will: Remember to:  identify how colour, shape and detail can add  create a textile fabric by felting ensure that our felt picture:  design a high quality product  is a strong textile with no holes  sew neat, accurate stitches with an even tension  represents an animal or plant habitat into fabric  uses wools that are appropriate colour matches  explain how some features of a product make it fit  uses colour, shape and details for purpose has detailed decorative finishes  create felt picture inspired by habitats (flowers, plants, animals)

Design and Make Assignment

Resources required:  Selection of images of animal and plant habitats.  Selection of products made from felt  Selection of embroidery threads  Embroidery needles  Merino wool tops  Old towels, bubble wrap, spray or squirty bottles with hot soapy water in, washing up liquid, bars of soap, rolling pins, washing up bowl, access to sink and hand hot water, plastic or washing up gloves

Your class have been approached to cheer up a local garden centre, pet shop, indoor play area, etc. Design and make felt pictures for a Habitat Gallery. Agree success criteria with the pupils:

Our felt picture must: o be a strong textile with no holes. o represent an animal or plant habitat o use wools that are appropriate colour matches o use colour, shape and details o have decorative finishes that help represent details

Research a plant or animal habitat and produce a list of things you might include in a picture representing it. Include the special features that help it adapt e.g. ivy, suckers, brickwork or flower, petals and stamens, bees or sheep, wool coats and field.

Encourage the pupils to use photographs and images of their chosen plant or animal habitats to identify colours. Make a swatch matching colours of the wools to the

Draw a labelled and annotated picture thinking about the shape and colours of the different features. This will act as a plan. Encourage pupils to focus on clear shapes and colours rather than details, as these will help them plan how to represent their picture in felt.

Once pupils have created a background in felt, encourage them to tease the pieces of wool into shapes to represent the animals, plants or features in their picture. They use their swatch to help them select the most appropriate colours. Leave the felt to dry.

Ask the pupils to explore ways to add detail to their pictures by threading on beads, ribbon, sequins, stitches, etc. Can they use these finishing’s to emphasise the features of the plant or animal that help it adapt?

Ask the pupils to review their progress throughout the designing and making process and identify any adaptations that need to be made. Is this meeting the original design criteria? How could we improve the design? What do you need to change?

CLSfL 9 Showing resilience and bouncing back During the process there may be times when pupils need to use strategies to remain optimistic if they hit a hurdle or find any parts of the process difficult. Encourage them to be resilient and bounce back at times like these and discuss strategies they could use. This is a skill that is useful when any subject area seems to be difficult.

Encourage the pupils to evaluate their finished products by discussing the strengths in the design and the areas for future development; with a particular focus on aesthetic appeal.

Evaluation: How well did I do? Pupils self and peer assess against design success criteria as they make. Look at all the class’s outcomes and encourage pupils to reflect on their use of colour, shape and detail. Reflect on what helped them achieve a successful outcome.

Computing Lead Lesson 1/4 60 mins NB: Remember to adapt and differentiate objectives, outcomes and success criteria for your own class!

Objectives: Outcomes: Success Criteria: I am learning to: Pupils will: Remember to:  identify the different types of vertebrates  identify questions that can be used to separate the  ask questions that can split some or preferably a  categorise different vertebrates into 5 groups different types of vertebrates into their various single group groups

As a starter activity, recap the 5 groups sub groups of vertebrates that pupils have learned about in their science lessons:  Amphibians  Reptiles  Birds  Fish  Mammals

See if they can identify some of the attributes of each group. Explain to pupils that they are going to create a branching database, to help anyone who doesn't know about vertebrates categorise an animal into one of the above groups. For the main activity, pupils will need to use the internet to learn about a variety of vertebrates.

To help them practise classifying animals, pair pupils up and show each pair an image of an animal. See if pupils can categorise the animal correctly by asking each other the following questions:  does it lay eggs?  is it covered in dry scales?  does it have feathers?  does it have wet skin?  does it live in the water?

Pupils should be able to identify correctly the category of most animals by asking these questions.

As a plenary, pupils could re-enforce their knowledge of vertebrates by playing this game: http://www.sheppardsoftware.com/content/animals/kidscorner/games/animalclassgame.htm

©Cornwall Learning Publications 2013 Computing Lesson 2/4 60 mins NB: Remember to adapt and differentiate objectives, outcomes and success criteria for your own class!

Objectives: Outcomes: Success Criteria: I am learning to: Pupils will: Remember to:  use FlexiTree or another branching database  create a functioning branching database that asks  answer the questions carefully and correctly when application to make a binary tree that can appropriate questions to identify each group the computer asks, so my database works correctly successfully group types of vertebrates

As a starter activity, get pupils to play the 20 questions game located here: http://www.learninggamesforkids.com/animal_and_nature_games/randomals/animal- twenty-questions.html

Did the computer guess correctly?

Explain to pupils that in this type of game, each question is designed to narrow down the possible answers, until the computer can make a guess at the right one. Explain that they are going to create a similar game where they will be able to identify animals according to their vertebrate group. Demonstrate to pupils how to use your chosen Branching Database Software. N.B - Unfortunately there is no "free" branching database software. FlexiTree allows you to install the software for free, however is limited to only 5 hours of use in total. (Full functionality is available, and this should give you enough time to complete the task with a single class). However, you may choose to use alternate software. This guide assumes you are using FlexiTree. Pupils will need to start by creating a title for their database, and adding a description. They can also add an image downloaded from the internet if they want. Next they will need to add in the 5 categories of vertebrates. Once these have been added, they can start typing questions that can be used to identify each category. Such as, "Do they give birth to "live" young, would only apply to mammals. Pupils will then need to choose the appropriate answer for each category. Once all the questions have been asked and answered, pupils should be left with a complete "tree". As a plenary, get pupils to look at the completed tree, and save their work.

Computing Lesson 3/4 60 mins NB: Remember to adapt and differentiate objectives, outcomes and success criteria for your own class!

©Cornwall Learning Publications 2013 Objectives: Outcomes: Success Criteria: I am learning to: Pupils will: Remember to:  use a branching database to categorise different  research a range of different animals on the  write down the type of animal I have found and the animals internet, and successfully categorise them using category the computer chose so I can check  see how a computer can be faster and more their branching database whether it is correct accurate than humans completing the same task

As a starter activity, arrange pupils into pairs and get them to search for a few different common animals on the internet. Ensure they know roughly what the animal is, to be able to answer questions about them. They may wish to choose one or two and it might be helpful to write down the name of the animal so they don't forget.

Next, get pupils to open their branching databases from last lesson. Clicking on the "Use Tree" button will allow pupils to work through each question. Take it in turns to ask the questions about the animals they researched in the starter activity. Once they reach the end of the tree, write down the category of vertebrate for the animal.

Pupils can then use the internet to see if their branching database works, looking up the animal, and trying to corroborate the answer the computer gave.  Did the computer get all the answers right?  Were there any that were wrong?  Why might this have happened?

As a plenary, you could play a game where pupils play the game from lesson 1 verbally, while the same activity is run using the computer. Which one is more accurate? Which one is faster? Use this as an opportunity to discuss the accuracy that can be achieved by using a computer over the human brain.

Computing Lesson 4/4 60 mins NB: Remember to adapt and differentiate objectives, outcomes and success criteria for your own class!

Objectives: Outcomes: Success Criteria: I am learning to: Pupils will: Remember to:

©Cornwall Learning Publications 2013  use a branching database to categorise other types  create an additional branching database for another  save my work regularly of animals, plants or musical instruments set of objects, animals or plants

This lesson could be used as a reserve if more time is required to complete the branching database in lesson 2. However, if you have finished all the prior lessons, you could also ask pupils to create an additional branching database for another category of animals they may have studied in science, including:  minibeasts  dinosaurs  plants  a selection of their own choosing

Alternatively, you could get them to create a branching database for a selection of musical instruments and tie this in with their music lessons.

Languages Lead Lesson 1/4 60 mins NB: Remember to adapt and differentiate objectives, outcomes and success criteria for your own class!

Objectives: Outcomes: Success Criteria: I am learning to: Pupils will: Remember to:  listen attentively to spoken language and show understanding by joining in and responding  learn a French song  listen with care  explore the patterns and sounds of language through songs and rhymes and link the spelling,  identify and learn how to  repeat lyrics and sing along sound and meaning of words pronounce the letter strings to a French song  engage in conversations: ask and answer questions; express opinions and respond to those of ou and ille  identify and practise the others; seek clarification and help  discuss and understand how letter strings ou and ille  speak in sentences, using familiar vocabulary, phrases and basic language structures or using a frog is physically adapted  join in and contribute to familiar words and phrases to its environment class discussions about the  develop accurate pronunciation and intonation so that others understand when I am reading aloud  label and annotate a diagram frog  present ideas and information orally to a range of audiences  make notes to explain how  read carefully and show understanding of words, phrases and simple writing Optional: revise and discuss a frog is adapted to its  appreciate stories, songs, poems and rhymes in the language the classification of different environment  broaden my vocabulary and develop my ability to understand new words that are introduced into animals using PowerPoint 3 familiar written material, including using a dictionary from Amazing Amazon Unit Optional: think about the  write phrases from memory, and adapt these to create new sentences, to express ideas clearly different types of animal, for  describe people, places, things and actions orally and in writing example mammal, reptile and  understand basic grammar appropriate to the language being studied, including (where relevant); how they are adapted to their feminine, masculine and neuter forms and the conjugation of high-frequency verbs; key features environment and patterns of the language; how to apply these, for instance, to build sentences; and how these differ from or are similar to English  foster curiosity and deepen understanding of the world

Blue text indicates coverage of objective within this lesson (NB - Objectives are all language learning objectives which reinforce the main theme and cross curricular objectives) Green text indicates inter cultural understanding addressed within this lesson

Teaching Note This Unit is linked to the science Units by discussing how a frog is adapted to its environment and also in revising classification of animals. It also links to the geography objectives through the creation of a map of the school. Resources required:  Unit PowerPoint

©Cornwall Learning Publications 2013  Printed copies of slide showing frog for labelling  PowerPoint 3 from Amazing Amazon Year 4 Summer 1

Entrée Begin with the song Il pleut, il mouille on the PowerPoint. Do the pupils recognise the song from the Year 3 Summer 1 Source to Sea Unit? Listen to and sing the song several times, encouraging the class to join in as much as they can.

Plat What does Il pleut, il mouille mean? It’s raining, it’s wet. Why might this be cause for celebration for a frog?

Phonic Focus Look at the words mouille and grenouille. Break the sounds up to say the ou then the ille.

Spend a few minutes practising this before moving on to the next slide.

Look at the next slide showing a frog. Do the pupils have any ideas as to how a frog is adapted to its environment? Comment la grenouille s’adapte à son environnement? How is a frog adapted to its environment?

Click on the words on the next slide to see which part of the body they refer to and discuss in turn. la peau skin - slimy and camouflaged, frogs also can breathe through their skin. les pattes legs - webbed feet to aid swimming, powerful thighs for jumping. les yeux eyes - large to help catch food, on top of head so can see when in water. la langue tongue - long to catch insects for food.

Hand out copies of this slide. Ask the class to draw a line to link the French word with the part of the body. Under each French word pupils should then write the English, then note how that part of the body shows how the frog is adapted to its environment.

Extension activity Able pupils could be encouraged to use a French dictionary to list some adjectives that describe the tongue, skin and so on such as longue, visqueux long, slimy - and use these to annotate the slide further.

Dessert Finish with the song il pleut, il mouille OR Look again at PowerPoint 3 from Amazing Amazon and discuss whether animals are mammals, amphibians and so on and what these classifications mean and how they are related to the animal’s environment.

Languages Lesson 2/4 60 mins NB: Remember to adapt and differentiate objectives, outcomes and success criteria for your own class!

©Cornwall Learning Publications 2013 Objectives: Outcomes: Success Criteria: I am learning to: Pupils will: Remember to:  listen attentively to spoken language and show understanding by joining in and responding  sing and do actions to a traditional  join in with actions to songs  explore the patterns and sounds of language through songs and rhymes and link the French song  recognise the letter strings ou spelling, sound and meaning of words  revise the letter strings ou and ille and ille  engage in conversations: ask and answer questions; express opinions and respond to  revise the question Où habite…..?  listen and repeat with care those of others; seek clarification and help  begin to learn the names of  spot which nouns are  speak in sentences, using familiar vocabulary, phrases and basic language structures or places in school masculine or feminine by using familiar words and phrases  learn that all nouns in French are looking to see whether they  develop accurate pronunciation and intonation so that others understand when I am either masculine or feminine are le or la words reading aloud  identify which nouns in a list are  use a dictionary to find the  present ideas and information orally to a range of audiences masculine or feminine and use a meaning of words  read carefully and show understanding of words, phrases and simple writing dictionary to record their  label a plan of my school,  appreciate stories, songs, poems and rhymes in the language meanings copying carefully  broaden my vocabulary and develop my ability to understand new words that are  label a plan of their school introduced into familiar written material, including using a dictionary  write phrases from memory, and adapt these to create new sentences, to express ideas Optional: label the school clearly Optional: learn a little about schools  describe people, places, things and actions orally and in writing in France  understand basic grammar appropriate to the language being studied, including (where relevant); feminine, masculine and neuter forms and the conjugation of high-frequency verbs; key features and patterns of the language; how to apply these, for instance, to build sentences; and how these differ from or are similar to English  foster curiosity and deepen understanding of the world

Resources required:  Unit PowerPoint  Printed slides for grammar activity  Copies of a plan of school to be labelled  Optional: labels for Guerilla Signage

Entrée As a brief warm up begin with singing Il pleut il mouille as in the last lesson. To make a change this could be done in pairs as a clapping activity as seen in the playground. For example - Il pleut Pupils face a partner and clap twice

©Cornwall Learning Publications 2013 Il mouille Pupils clap each others hands twice C'est la fête à la grenouille Clap, right hands tap, clap, left hands tap (repeat) Quand il ne pleuvera plus Tap hips, clap, right hands tap, clap, left hands tap Ce sera la fête à la tortue! Tap hips, clap, right hands tap, clap left hands tap, clap, right hands tap, clap left hands tap.

Quickly remind the class of the letter strings ou and ille.

Plat Look again at the slide of the frog la grenouille.

Où habite la grenouille? Where does the frog live?

Does the class recognise the question? Follow the slides on the Unit PowerPoint and ask the pupils to say Oui or Non as to where the frog lives. Encourage the pupils to put their thumbs up or down accordingly.

With each slide, click on the sound file or ask Où habite la grenouille? Elle habite dans…….. As the slides progress, encourage the class to take over the question Où habite la grenouille? and to repeat the names of the places in school. Time permitting do this twice to practise the question and begin to learn the new vocabulary.

(Up until this point the pupils have learnt to say J’habite plus the name of the village, town or type of home such as J’habite Littletown, or J’habite une maison for example. In English we would say I live in Littletown or I live in a house. The word in French for in is dans and for this activity the pupils will learn to say that the frog lives in various places around the school and they will use dans in their sentences where it has not been necessary before. NB If the pupils then start to say J’habite dans une maison that is still correct. However J’habite dans Littletown is not!)

Grammar Focus Following the Unit PowerPoint, explain that in English we would say Where does the frog live? It lives in…. But in French elle means she. In French every noun or thing is either masculine or feminine, it is a he or she not an it.

Explain how to tell whether a noun is masculine or feminine by the article (Masculine le/un and Feminine la/une).

Teaching note It is sometimes confusing for pupils to appreciate that inanimate objects are also considered to be masculine and feminine and the question is often asked how the gender of an object is decided, for example la table is feminine but le jardin is masculine. As the pupils progress on their language journey they will learn some patterns and rules for recognising gender but for the time being they just need to be aware of how it works.

Distribute printed copies of the grammar activity sheet for pupils to identify whether the list of nouns are masculine or feminine and to then use a dictionary to record their meanings.

Extension Activity

©Cornwall Learning Publications 2013 Encourage able pupils to use the back of the sheet to find the French words for items found in the classroom and to record also if they are masculine or feminine.

Teaching Note French schools do not have school halls as we do but may have a Salle Polyvalente multi-purpose room for indoor gym or activities. There are often signs in a village or town for La Salle Polyvalente where community events are held. French Primary Schools have canteens and children eat school dinners or go home for lunch- they do not take packed lunches.

Dessert Hand out a plan of the school - there is usually one to be found in case of fire that can be adapted. Using the new vocabulary from the previous activity, instruct the class to label their maps with the French words for the rooms. You may need extra words such as les toilettes the toilets and le bureau the office. (Any others should be easily found in a bilingual dictionary). We will begin the next lesson with this activity so this does not need to be finished this session.

Additional Activity Guerrilla Signage! Instruct groups of pupils to move around the school labelling the rooms in French and if possible objects within the class such as les crayons the pencils and so on. List of classroom objects can easily be found on-line or in the centre of a Primary French Dictionary.

Languages Lesson 3/4 60 mins NB: Remember to adapt and differentiate objectives, outcomes and success criteria for your own class!

Objectives: Outcomes: Success Criteria:

©Cornwall Learning Publications 2013 I am learning to: Pupils will: Remember to:  listen attentively to spoken language and show understanding by joining in and responding  continue to label a plan of  label carefully - check my  explore the patterns and sounds of language through songs and rhymes and link the spelling, their school in French spelling sound and meaning of words  listen to a story in French  listen with care  engage in conversations: ask and answer questions; express opinions and respond to those of  join in with the storytelling  join in with the story telling others; seek clarification and help  listen and write the names of  listen and repeat and do  speak in sentences, using familiar vocabulary, phrases and basic language structures or using the places in the story actions to help me learn familiar words and phrases  listen and write the names of  listen and write the names  develop accurate pronunciation and intonation so that others understand when I am reading aloud the places in the story in the of the places in the story  present ideas and information orally to a range of audiences correct order  listen and write the names  read carefully and show understanding of words, phrases and simple writing  create a story map to aid of the places in the story in  appreciate stories, songs, poems and rhymes in the language comprehension and the correct order  broaden my vocabulary and develop my ability to understand new words that are introduced into memorisation of the story  make my own story map familiar written material, including using a dictionary  label the story map with the  label my story map  write phrases from memory, and adapt these to create new sentences, to express ideas clearly places in the story  describe people, places, things and actions orally and in writing  understand basic grammar appropriate to the language being studied, including (where relevant); feminine, masculine and neuter forms and the conjugation of high-frequency verbs; key features and patterns of the language; how to apply these, for instance, to build sentences; and how these differ from or are similar to English  foster curiosity and deepen understanding of the world

Resources required:  Unit PowerPoint  Places flashcards  Optional: slides of the story printed off onto A3 paper to make a big book  Mini white boards, scrap paper or exercise books  Large A1 flip chart pad

Entrée Begin with flashcard activity to practise new vocabulary of places around school to enable the pupils to finish labelling the plan of the school from last week. If finished repeat the song and clapping game Il pleut il mouille.

Plat Read the story Madame Grenouille va a lécole provided in the resources section Either use the Unit PowerPoint or print off the relevant slide in A3 to make a big book which can be enjoyed by the class independently too.

©Cornwall Learning Publications 2013 Briefly discuss whether la grenouille is a feminine or masculine noun and how we can tell (by looking at whether it is a le/la word). As the story continues, encourage the class to join in with the repetitive language and use actions to aid comprehension. Then put language detective hats on and discuss what the story means. (An English transcript of the story is included in the Unit PowerPoint.) Distribute mini white boards, scrap paper or exercise books. Re-read the story, asking the pupils to note down in order the rooms that the frog hides in. (In French and/or English, depending on the ability of the group.) Check whether the pupils have noted this correctly.

Dessert Finish the session by mapping out the story on a large flip chart pad. The teacher may like the class to create their own maps and to label each stage of the story with the correct location la salle de classe, la bibliothèque and so on.

Languages Lesson 4/4 60 mins NB: Remember to adapt and differentiate objectives, outcomes and success criteria for your own class!

©Cornwall Learning Publications 2013 sound and meaning of words story I don’t understand what a  engage in conversations: ask and answer questions; express opinions and respond to those of  annotate their story maps with preposition is others; seek clarification and help the relevant prepositions  put your hand up if I hear a  speak in sentences, using familiar vocabulary, phrases and basic language structures or using  speak in sentences when re- preposition in the story familiar words and phrases telling the story  add the prepositions to my  develop accurate pronunciation and intonation so that others understand when they are reading Optional: story map aloud  learn the story orally with  continue to learn the story  present ideas and information orally to a range of audiences actions and perform to an with actions ready to  read carefully and show understanding of words, phrases and simple writing audience perform it or write it down  appreciate stories, songs, poems and rhymes in the language  learn the story orally with  speak in sentences when  broaden my vocabulary and develop my ability to understand new words that are introduced into actions to be filmed as re-telling the story familiar written material, including using a dictionary evidence  write phrases from memory, and adapt these to create new sentences, to express ideas clearly  learn sections of the story and  describe people, places, things and actions orally and in writing use this to write from memory  understand basic grammar appropriate to the language being studied, including (where relevant); feminine, masculine and neuter forms and the conjugation of high-frequency verbs; key features and patterns of the language; how to apply these, for instance, to build sentences; and how these differ from or are similar to English  foster curiosity and deepen understanding of the world

Resources required:  Unit PowerPoint  Soft toy frog and a few props to explain prepositions  Pencils and pencil cases or books  Mini preposition flashcards for snap or pairs  Story maps from previous lesson

Entrée Look at the first slide of the Unit PowerPoint. What does the question Où se cache Madame Grenouille? mean? Where is Mrs Frog hiding?

Click to reveal.

In the following slides Mme Grenouille is revealed - behind derrière in dans in front of devant under sous on sur. Practise by revisiting these slides a few times, perhaps even reinforcing with a soft toy frog and a few props. Actually put the objects in different places to demonstrate

©Cornwall Learning Publications 2013 prepositions. Pupils could then take a pencil and a pencil case or book and put the pencil as instructed by the teacher as follows: Mettez le crayon sur la trousse. Mettez le crayon sous la trousse. Put the pencil on the pencil case. Put the pencil under the pencil case and so on.

To make it more challenging instructions could be more complicated. Mettez le crayon bleu sur la trousse. Put the blue pencil on the pencil case.

Similarly, these slides could be printed in mini and used for a game of snap or pairs.

These activities could be practised throughout the week.

Plat

Grammar Focus Use Unit PowerPoint

These words are called prepositions. Prepositions are words that govern a noun or pronoun and that express relation to another word or element.

In this instance they tell us where Mrs Frog is hiding. Discuss the slides with the class. Encourage the pupils to ask for help if they do not understand.

Show the next slide showing the 5 prepositions and ask pupils to listen and repeat Ecoutez! Répétez!

Read the story but this time without showing the pictures and ask pupils to lift their hand if they hear any of the prepositions. Read the story a second time and instruct pupils to annotate their story maps with the relevant preposition. This could be used as the basis for a display about prepositions for both French and English.

Dessert Once the story maps are finished (if time permits) it would be great to practice and learn the story as a class, adding actions to aid memory. As in Pie Corbett’s storytelling methodology, actions already in use by the class in English to represent connectives, punctuation and so on could be transferred into the French story. This would make a great assembly or be filmed. If more time were available the pupils could even learn sections of the story and write these out in a final Big Write French style!

Additional activity Dictionary challenge to find more locations in the school or objects in their pencil cases for a soft toy/class or school mascot to hide in/on/under and so on. More

©Cornwall Learning Publications 2013 guerrilla graffiti could be done around school with drawings of toys in different places, for example: Winnie l’Ourson est derrière les livres dans la biblithèque. Winnie the Pooh is behind the books in the library. Winnie l’Ourson est sous la chaise de Monsieur Blanc. Winnie the Pooh is under Mr. White’s Chair.

©Cornwall Learning Publications 2013 Unit Conclusion 60 mins NB: Remember to adapt and differentiate objectives, outcomes and success criteria for your own class!

Objectives: Outcomes: Success Criteria: I am learning to: Pupils will: Remember to:  review and consolidate my knowledge and skills  present a selection of examples of their work,  plan and rehearse the presentation  present what I have learned to an audience, describing and explaining their learning and  follow a pre-prepared order speaking clearly and audibly and using resources to accomplishments this Unit  hold any examples to be shown high up and do not aid my presentation block any voices/faces  use explanation as a form of oral presentation  choose a lead presenter with a clear voice and calm approach  speak clearly and audibly

Pupils will present their work and findings in their role as nature detectives. The audience could consist of invited guests from local environmental charities and organisations, or be parents/family or another class. The pupils should be encouraged to speak about what they have been doing confidently using the work they have done as prompts. This needs to be encouraged at all times that pupils can be articulate about what they are doing, what they have discovered and what they have learned.

1. One or more pupils should lead the presentation and explain to the audience that they set out as nature detectives to explore and learn more about animals and plants and the local environment. They should introduce some of the activities that they carried out and explain why they did them. 2. Groups give oral presentations of their explanations - ‘How are animals grouped? 3. Present class ‘environmental calamity’ short stories compilation. Several pupils read their story aloud. 4. All pupils should show their nature detective guides. Several should choose a page to show and describe/explain. 5. Presentation in pairs of sketch maps and their keys. 6. Pupils show felt end products in an exhibition and explain the process to achieve the end result

 Help your child to find out information about animals and how they are grouped (classification).  Find examples of vertebrates and invertebrates in books or on the internet. Can you spot any of them in your local area?  Of a million or more animal species 98% are invertebrates, find out with your child why this is?  Choose up to three animals to find out about – what they eat, where they live, what they need and how they behave.  Visit a zoo, wildlife park, public parkland or any other place where you can find animals. Look at similarities and differences between different animals. Together, decide on questions you could ask about the animals and then try to answer them yourselves e.g. Why do birds have beaks? Why are some animals covered in fur? What is a tail for?  Explore your local area, looking at plants. Can you find flowering and non-flowering plants? Perhaps you could draw or photograph the plants and find out what they are.  Show your child a map and find places that lie in different directions from a chosen point, using the eight compass points (N, S, E, W, NE, NW, SE, SW). You could say things like, ‘Tell me two things that are NE of this town’ or ‘Which roads travel from east to west on the map?’  Ask your child to tell/teach you how to work out a 4 figure grid reference. On a map, practise using 4 figure grid references by: 1. Saying what is found at certain grid references 2. Giving the grid reference for chosen features  Look at the symbols which are used on maps and find out what they are in the key. Challenge your child to find a certain number of different symbols on the map.  Together, draw a plan (to scale if possible) of a part of your house.

Within this Unit the following programme of study (PoS) statements are addressed: Number and place value

Pupils should be taught to  count in multiples of 6, 7, 9, 25 and 1000  order and compare numbers beyond 1000  identify, represent and estimate numbers using different representations  solve number and practical problems that involve all of the above and with increasingly large positive numbers  read Roman numerals to 100 (I to C) and know that over time, the numeral system changed to include the concept of zero and place value

Addition and subtraction

Pupils should be taught to:  solve addition and subtraction two-step problems in contexts, deciding which operations and methods to use and why

Multiplication and division

Pupils should be taught to:  recall multiplication and division facts for multiplication tables up to 12 × 12  solve problems involving multiplying and adding, including using the distributive law to multiply two digit numbers by one digit, integer scaling problems and harder correspondence problems such as n objects are connected to m objects.

Measurement

Pupils should be taught to:  convert between different units of measure (e.g. kilometre to metre; hour to minute)  measure and calculate the perimeter of a rectilinear figure (including squares) in centimetres and metres  find the area of rectilinear shapes by counting squares  estimate, compare and calculate different measures, including money in pounds and pence involving fractions and decimals to two decimal places

Statistics

Pupils should be taught to:  interpret and present discrete and continuous data using appropriate graphical methods, including bar charts and time graphs  solve comparison, sum and difference problems using information presented in bar charts, pictograms, tables and other graphs

Number and place value

©Cornwall Learning Publications 2013 Pupils extend their knowledge of Roman numerals to 100. They recall that V = 5, X = 10 and learn that L = 50 and C = 100. They read XL as 40 and LX as 60 realising that the smaller value written in front indicates less and afterwards indicates more. For example, XLV = 45, LIV = 54, LXXVI = 76, LXXXIX = 89. Pupils should attempt addition, subtraction, multiplication and division calculations using these and compare them with their place value system to see how much easier calculation is with our system. Pupils solve problems involving multiples of 6, 7, 9, 25 and 1000 within the context of measurement recognising the structure of the number system within each different representation. They also use their understanding and fluency with ordering numbers up to and beyond 1000 within the context of measurement.

Addition and subtraction Pupils continue to refine their strategies for deciding which operation to use and choosing an appropriate method for doing it when solving problems. The contexts of measurement and statistics will often be used to present problems.

Multiplication and division Pupils are now fluent with all of the multiplication and division facts up to 12 x 12. They use them confidently to solve problems in the contexts of measurement and statistics, particularly where scales are involved. They can identify numbers on a scale such as:

They continue to solve correspondence problems such as If there three possible main courses on a menu and five possible desserts, how many different meals can you have? and There are 5 cakes to share between 12 pupils. How much do they get each?

Measurement (including decimals) Pupils use the meaning of milli (one thousandth) to help remember the relationship between litres and millilitres. In practical work, they choose and use appropriate units to estimate and measure capacity. They make statements such as: ‘This container will hold about half as many small cubes as this one’, or: ‘This small bottle holds about twenty 5 ml teaspoons of water’. They take on different roles to read and record measurements. They estimate, measure and compare the capacity of different containers, reading a range of partly numbered scales to the nearest division. When they solve problems, pupils use their understanding of the relationships between units to convert measurements to the same unit.

They begin to add two or more three-digit sums of money, first adjusting them from pounds to pence and then moving on to using decimal notation; for example, they find the total of £4.21 and £3.87. They also begin to find the difference between sums of money such as £7.50 – £2.84. They are able to order sums of money

©Cornwall Learning Publications 2013 expressed in £s with the pence as decimals of a £. They can round these amounts to the nearest £. Pupils make measurements of lengths and heights in centimetres and millimetres and practise estimating before measuring. They make comparisons and calculate differences and totals. Pupils use their calculation strategies to solve one- and two-step problems involving measures. They decide whether to use mental, mental with jottings, written methods or a calculator to find the answer. For example: Tins of dog food cost 42p. They are put into packs of 10. How much does one pack of dog food cost? 10 packs? A can of soup holds 400 ml. How much do 5 cans hold? Each serving is 200 ml. How many cans would I need for servings for 15 people? I spent £4.63, £3.72 and 86p. How much did I spend altogether? A string is 6.5 metres long. I cut off 70 cm pieces to tie up some balloons. How many pieces can I cut from the string? A jug holds 2 litres. A glass holds 250 ml. How many glasses will the jug fill? Dean saves the same amount of money each month. He saves £149.40 in a year. How much money does he save each month?

Pupils continue to find the area of rectilinear shapes by counting squares. For example, they draw irregular shapes on centimetre square grids, and compare their areas and perimeters. They compare the perimeter and area of squares and rectangles by measuring the lengths of the sides to the nearest centimetre and calculating the area, using a calculator where appropriate.

Linked Maths for Inspire Unit ‘A Place for Everything’ 1/4 You are going to design an area in your school grounds to attract wild life. Decide what you want it to contain, perhaps a small pond, piles of rotting wood, and various types of plant and so on. Draw the outline of the areas on a scale drawing. Work out the perimeter of the sections so that you can collect suitable stones or fencing to create the border.

Linked Maths for Inspire Unit ‘A Place for Everything’ 2/4 In design and technology you are working on a felt design. Design a version that uses rectilinear shapes (with right angles, made up of rectangles) and work out the area of the pieces you are using.

Linked Maths for Inspire Unit ‘A Place for Everything’ 3/4 Work out the cost for one of the projects in this Unit. You can use your felt picture or the area in the garden. You will need to spend some money for both of these.

©Cornwall Learning Publications 2013 Statistics Pupils undertake one or more of three enquiries: • What vehicles are very likely to pass the school gate between 10:00 am and 11:00 am? Why? What vehicles would definitely not pass by? Why not? What vehicles would be possible but not very likely? Why? What if it were a different time of day? What if the weather were different? • Does practice improve estimation skills? Pupils estimate the lengths of five given lines and record the estimate, measured length and difference. They repeat the activity with five more lines to see whether their estimation skills have improved after feedback. • What would children in our class most like to change in the school? Pupils carry out a survey after preliminary research to whittle down the number of options to a sensible number, e.g. no more than five. Pupils identify a hypothesis and decide what data to collect to investigate their hypothesis. They collect the data they need and decide on a suitable representation. In groups, they consider different possibilities for their representation and explain why they have made their choice. In the first enquiry, pupils use tallies and bar charts. In the second, they use tables and bar charts to compare the two sets of measurements. In the third, they use a range of tables and charts to show their results. They use ICT where appropriate. Pupils explore the effect of changing the step size on the scale of graphical representations, considering step sizes of 1, 2, 5, 10 and 20 as appropriate. For example, these graphs were produced by the ITP ‘Data handling’. The bar charts show the number of gold medals in the 2000 Olympics, first with the vertical axis numbered in 20s from 0 to 100 and then with the vertical axis numbered in 10s from 0 to 40. Pupils consider how the differences appear to be greater on the bar chart with the scale numbered in 10s than on the bar chart with the scale numbered in 20s. In groups, pupils interpret their data and draw conclusions. They decide on the statements of findings which have good evidence to support them. They discuss what further questions they could go on to ask.

Linked Maths for Inspire Unit ‘A Place for Everything’ 4/4 Look around your school grounds. What different habitats can you see? Split the class into several groups. Each group waits patiently in a different area of the grounds recording the wildlife they notice for 30 minutes, say. The results can then be displayed graphically for each group and then they can be compared. What is the same, and what is different between the graphs?

©Cornwall Learning Publications 2013 Madame Grenouille va à l’école Il y a une grenouille dans la salle de classe Salle d’informatique et elle se cache derrière les pots de peinture. Il y a une grenouille dans la Salle d’informatique “Oh là là !” crie la maîtresse. et elle se cache sur un ordinateur. “Oui! Oui!” hurlent les enfants. “Coasse! Coasse!” fait la grenouille et elle s’enfuit à la……. “Oh là là!” crie la maîtresse. “Oui! Oui!” hurlent les enfants. Bibliothèque. “Coasse! Coasse!” fait la grenouille et elle s’enfuit à la....

Il y a une grenouille dans la bibliothèque Salle de gymnastique! et elle se cache dans les rayons. Il y a une grenouille dans la salle de gymnastique “Oh là là!” crie la maîtresse. mais elle ne peut pas se cacher. “Oui! Oui!” hurlent les enfants. “Coasse! Coasse!” fait la grenouille et elle s’enfuit à la .... “Je t’ai eue!” crie la maîtresse. “Non! Non!” hurlent les enfants. Cantine. “Coasse! Coasse!” fait la grenouille et elle s’enfuit sur la....

Il y a une grenouille dans la cantine Cour! et elle se cache devant la salade. Il y a une grenouille dans la cour et elle saute, saute, saute. “Oh là là!” crie la maîtresse. “Oui! Oui!” hurlent les enfants. “Oh là là!” soupire la maîtresse. “Coasse! Coasse!” fait la grenouille et elle s’enfuit à la .... “Oui! Oui!” hurlent les enfants.

Salle des professeurs. Plouf! fait la grenouille. Éclabousse! Et elle plonge dans la mare. Il y a une grenouille dans la Salle des professeurs et elle se cache sous une chaise. On la laisse tranquille!

“Oh là là!” crie la maîtresse. “Oui! Oui!” hurlent les enfants.

There’s a frog in the classroom “Croak! Croak!” goes the frog and she flees into the….. And she’s hiding behind the pots of paint. IT Room.

“Oh no!” shouts the teacher. There’s a frog in the IT Room “Yes! Yes! yell the children. And she’s hiding on top of a computer. “Croak! Croak!” goes the frog and she flees into the….. “Oh no!” shouts the teacher. Library. “Yes! Yes! yell the children. “Croak! Croak!” goes the frog and she flees into the….. There’s a frog in the library And she’s hiding in the bookcase. Gym.

“Oh no!” shouts the teacher. There’s a frog in the gym “Yes! Yes! yell the children. And she’s got nowhere to hide. “Croak! Croak!” goes the frog and she flees into the….. “Oh no!” shouts the teacher. Dining hall. “Yes! Yes! yell the children. “Croak! Croak!” goes the frog and she flees into the….. There’s a frog in the dining hall And she’s hiding in front of the salad. Playground.

“Oh no!” shouts the teacher. There’s a frog in the playground “Yes! Yes! yell the children. And she’s jumping, jumping jumping. “Croak! Croak!” goes the frog and she flees into the….. “Oh!” sighs the teacher. Staff Room. “Yes! Yes! yell the children.

There’s a frog in the Staff Room “Splosh!” goes the frog. Splash! And she’s hiding under a chair. And she dives into the pond.

“Oh no!” shouts the teacher. So we leave her be! “Yes! Yes! yell the children.

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