Greenholm School Medium Term Overview

Greenholm Primary School Short Term/Weekly Planner

Week beginning: Term: Autumn Class: 4T/4B 09/11/09

Key Aspect (Where being taught and developed) Spelling/Handwriting (15 min each day):

Key aspects: Problem Solving Be able to predict what I think Monday – Recap y3 key words – Reading words. will happen and know the best order/sequence to try it out. Tuesday – spelling y3 key words – in sentences. Change the way in which I tackle a problem if I come across any Wednesday – Handwriting – numbers/letter formation difficulties. (ascenders). Thursday – Punctuation – What is a sentence? Friday – Spelling test. Mental Maths Focus (Morning Activity): Homework: Converting Measures and Rounding Homework – 2.11.09 Mr Bird’s spellings - write sentences. National Personal Historic Horrifi Traffic c exceptiona necessary Dictionar Vocal emotional l y

Miss Tsang’s spellings - write sentences. Farm Arm Alarm Car Card Cart Dart Part Start art

Miss McMorrow’s group – Copy and learn. Are there any words that sound the same but are spelt differently? Talk to an adult about their meanings. Raining Fainted Abstain Aided Gained Complain Proclaim Dainty Remain Unpaid Daily Waitress Painful Training Rainfall Exclaim Sprained Claimed Faithful saintly

Topic – Draw a poster on what a solid, liquid and gas is. Give examples of each. (2 week project). Numeracy – Complete the sheet on Venn diagrams. Reading- Draw a picture of a character from your book and label it using descriptions from the book. SEAL/Assembly Theme: Key Vocabulary:

Big Write: Edit and improve Science explanation text

Focus: (AF2,7,8) Writing focus on punctuation. Evaluation:

Where next? Greenholm primary School Short Term/Weekly Planner

Learning Objectives Success criteria? Learning Activities/differentiation Monday To be able to use my body I can use my body in PE Let chn demonstrate their knowledge about the different in different ways to different ways to travel. ways in which they can use their feet to travel and their travel. ability to travel on different body parts.

Black Voices

Evaluation

Tuesday How does Buddhism Explore how Buddha RE Ask children to share their advice from last lesson. (RT) encourage its’ helped his followers to Children could read out their letters. members to do better? change. Continue with the story of what happened to Siddhartha. He continued his journey and went through a period of extreme poverty – looking for enlightenment. He saw that he had lived a life of luxury and had lived in poverty. He sat under a Bodhi tree meditating on the Middle Way. This is when he realised he had to follow a middle path between these two extremes in order to be happy.

The Four Noble Truths are: 1. Suffering exists. No one can experience total satisfaction. Nothing is permanent. 2. The cause of suffering: People suffer because they are not satisfied. They are greedy and self-centred. 3. To remove the suffering we need to recognise our feelings of greed and dissatisfaction and get rid of them. 4. Follow the path of the Buddha.

These can be related to a cure for the world’s illness:

1. The illness: the illness is the suffering and unhappiness that everyone feels at some time in their lives. 2. The cause of the illness: The cause of the illness is craving. We tend to want more and more of everything. We become unhappy with what we have. There is always something else going on to make us feel right. 3. The cure is possible: It is possible to feel happy and free of this craving. This state of freedom and happiness is known as enlightenment. 4. The remedy – The way to overcome the unhappiness and craving is to follow the Buddha’s path and teachings – this path is called the Middle Way. 5. Explain this to the children and discuss the ‘wants’ that they have and the idea and they always want more. Children to draw a picture of a world split in two. A ‘good’ world and a ‘bad’ world. To summarise pictures of suffering, wanting or losing desire could be shown and children could categorise them. For example, someone pointing and wanting something from the shops; rows of new trainers in shops; computer games; someone looking miserable stood next to their friend; Perfect, tablets to not get ill, surgery to stay young, etc.

ICT Model inputting data and creating graphs in Junior Be able to input data into I can input data into Junior Viewpoint. Discuss why it will not let you choose certain Junior Viewpoint Viewpoint options.

Singing

Music- See ongoing music plan Evaluation Where next?

Wednesday To be able to I can think of reversible Science- Diff between dissolving, evaporating and melting- understand that some and irreversible changes link to reversible/irreversible. Ice cube melting, dissolving- changes are reversible salt in water, evaporation- leaving salt water in warm and some are place/cool place- how is evaporation affected. irreversible. Set up investigation- 2 ice cubes left in different To understand what a I can explain what a places- radiator and fridge- measure temperature factor is. factor is and think about every 5 mins. Chn predict what will happen verbally how they affect my and then write an explanation of water and how it investigations. changes with temperature whilst measuring the temperature of the investigation. After discuss concept of factors- ensure children understand they need to change only 1 thing and think about how to make it a fair test. How did we make the investigation fair? What did we change/keep the same? Be able to predict what I think will happen and know the best order/sequence to try it out.

2nd Lesson- ICT- Coxhoe- Materials- Science clips- BBC Rev/Irrever Change Y6

Reversible and irreversible changes- consider changes which are irreversible- sometimes if you mix 2 things they cant be changed back eg superglue and air. LA sort different mixtures in to columns. MA/HA Think of own mixtures that are reversible/irreversible changes.

If don’t finish find time in rest of week.

Evaluation Where next?

Thursday SUE COWLEY To understand that I can explain what it means Show children ‘magic’ salt dissolving into water- if a solid is soluble or some solids dissolve what has happened? Why? How? Can we think of insoluble. into solution. other times we have seen this happening? (Tea and I can explain what I think sugar etc). To make predictions will happen and give reasons Explain that the solid is still there- how do we and give reasons. why I think this. know? Sea water still tastes salty. Show Googlebooks website on dissolving on IWB. Show children different solids- flour, sugar, salt, coffee, gravy granules, rice. Explain they will be having a chance to look at each one to decide what their predictions are- SAFETY- discuss how we can handle them safely. Chn rotate in groups round each solid- decide for each one if it is soluble and give reason for choice. Back to carpet- ask how we can test these solids to see which are soluble or insoluble. Ask chn how we can make it a fair test, what factors do we need to change/keep same. Chn test one solid then class share findings.

IND Activity MA- Write definitions for keywords- soluble, insoluble, dissolve, solution. Record predictions. HA- TA/TF groups- tabulate results and discuss them- were we surprised by any of them? Why? How can we change how sluble materials are?

LA- Match keywords with definitions, copy into book focusing on basic skills targets.

French- Continue using 2simple software. Evaluation Where next?

Friday BIG WRITE- Peer Marking of explanation text.

Numeracy- Mental maths rotation

Science- Complete from Wednesday if not finished (maths problem if science finished) Evaluation Where next?