Be Healthy: Rules for Food Hygiene Will Be Revisited When Making Dinosaur Biscuits

Constantine’s Creative Curriculum

Year 1 – Spring Term Dinosaur Days! Special event: A possible visit from a dinosaur workshop. www. dinosaurs inschools.co.uk/ www.educationgroup.co.uk/ cornwall -school- workshops /dinosaur

This exciting topic will encourage the children to use their imaginations; to picture a world where dinosaurs roamed the land and filled the skies. They will look at our seasons and imagine the climate in prehistoric times. They will compare and contrast the different types of dinosaur and look at similarities with creatures today. They will also look at reptilian life cycles and compare those to other more familiar creatures. A giant mural will be created as a backdrop for dinosaur scenes with clay model dinosaurs created to adorn the display. Dinosaur biscuits will be a tasty treat to finish the fun! Be Healthy: Rules for food hygiene will be revisited when making dinosaur biscuits.

Enjoy and Achieve: Children are fascinated by dinosaurs and a hands on workshop will be a wonderful way to engage and motivate.

Make a Positive Contribution: The children will consider how the dinosaurs became extinct and through this gain an awareness of endangered species today. They could use their learning to share in assemblies how we can protect the creatures of our world.

 Looking for fossils  Assistance with workshop  Dinosaur trails  Looking for newts Pupil Premium and tadpoles Outdoor Learning Explanation of human, bird, insect, amphibian and dinosaur life cycles. Storytelling and writing based around this story.

Onomatopoeia poetry. Literacy ideas…

Explanation – How to catch a dinosaur.

Create a ‘Dinosaurus’ of amazing dinosaur words.

Simple biography writing to retell the Instructions for dinosaur biscuits. story of Mary Anning. Science

The children will compare and contrast various dinosaurs and link similarities to modern day animals. They will study their own life cycles and contrast it to dinosaur and other life cycles. They will look at dinosaur diet and classify creatures as herbivores, omnivores and carnivores. This will be repeated for more familiar creatures. Identify body parts in relation to senses and compare how dinosaurs use their senses. In relation to studying dinosaur landscapes the children will compare and contrast the seasons. Programme of Study

Working scientifically During years 1 and 2, pupils should be taught to use the following practical scientific methods, processes and skills through the teaching of the programme of study content:  asking simple questions and recognising that they can be answered in different ways  observing closely, using simple equipment  performing simple tests  identifying and classifying  using their observations and ideas to suggest answers to questions  gathering and recording data to help in answering questions. (Pupils in years 1 and 2 should explore the world around them and raise their own questions. They should experience different types of scientific enquiries, including practical activities, and begin to recognise ways in which they might answer scientific questions. They should use simple features to compare objects, materials and living things and, with help, decide how to sort and group them, observe changes over time, and, with guidance, they should begin to notice patterns and relationships. They should ask people questions and use simple secondary sources to find answers. They should use simple measurements and equipment (for example, hand lenses, egg timers) to gather data, carry out simple tests, record simple data, and talk about what they have found out and how they found it out. With help, they should record and communicate their findings in a range of ways and begin to use simple scientific language. These opportunities for working scientifically should be provided across years 1 and 2 so that the expectations in the programme of study can be met by the end of year 2. Pupils are not expected to cover each aspect for every area of study.) Animals, including humans:  identify and name a variety of common animals including fish, amphibians, reptiles, birds and mammals  identify and name a variety of common animals that are carnivores, herbivores and omnivores  describe and compare the structure of a variety of common animals (fish, amphibians, reptiles, birds and mammals, including pets)  identify, name, draw and label the basic parts of the human body and say which part of the body is associated with each sense.  Seasonal changes:  observe changes across the four seasons  observe and describe weather associated with the seasons and how day length varies.

What could this look like?  Looking at life cycles  Out and about looking for evidence of life cycles.  Explaining stages of a life cycle for various creatures.  Classifying creatures into herbivores, carnivores, omnivores etc. Giving reasons for choices.  Identifying how different creatures use their different senses.  Experiments with different senses. ( - Pupils should use the local environment throughout the year to explore and answer questions about animals in their habitat. They should understand how to take care of animals taken from their local environment and the need to return them safely after study. Pupils should become familiar with the common names of some fish, amphibians, reptiles, birds and mammals, including those that are kept as pets. Pupils should have plenty of opportunities to learn the names of the main body parts (including head, neck, arms, elbows, legs, knees, face, ears, eyes, hair, mouth, teeth) through games, actions, songs and rhymes. Pupils might work scientifically by: using their observations to compare and contrast animals at first hand or through videos and photographs, describing how they identify and group them; grouping animals according to what they eat; and using their senses to compare different textures, sounds and smells. - Pupils should observe and talk about changes in the weather and the seasons. Note: Pupils should be warned that it is not safe to look directly at the Sun, even when wearing dark glasses. Pupils might work scientifically by: making tables and charts about the weather; and making displays of what happens in the world around them, including day length, as the seasons change.) Progression in skills:  Beginning to work in groups supported by adults.  Adult sets question. Children begin to raise own questions.  Children asked as a result of their work whether what happened was what was expected.  Some everyday objects and simple equipment (non standard measures e.g. cupfuls) selected with limited support.  Beginning to use non standard measurements and talk about their observations.  Simple writing to convey meaning used to communicate findings. Could be before and after annotated diagrams.  Children use simple vocabulary to explain results.  Adult modelling and displays still very important.  Concept maps and keyword lists develop vocabulary.  Can respond to adult questions about safe working.

Key vocabulary: life cycle and associated language, omnivore, herbivore, carnivore, senses, sight, hearing, smell, touch, taste

Attainment targets: By the end of each key stage, pupils are expected to know, apply and understand the matters, skills and processes specified in the relevant programme of study.  I know key vocabulary related to life cycles  I can group and classify animals according to features.  I can identify what my senses do. History

The children will consider what it was like in the times before people lived on the earth. They will in simple terms explain the major differences. They will focus on the life of Mary Anning and retell her story of dinosaur fossil discovery. This will then lead into the second half of term where there will b e a local history study (to be decided). Programme of Study

During their historical studies children need to know:

 The lives of significant individuals in the past who have contributed to national and international achievements – Mary Anning  Significant historical events, people and places in their own locality.

What could this look like?

 Children reciting the rhyme ‘She sells sea shells…’  Placing Mary’s life in chronological order.  Retelling Mary’s story  Comparing life and times when Mary lived with their childhood today.

Progression in skills:

 Begin to identify different ways to represent the past – photos, stories, adults talking, film, websites, books, newspaper articles.  Sort artefacts into “then” and “now”  Sequence objects in chronological order  Sequence events in chronological order.  Communicate through drawings, labeling, drama / role play  Begin to identify different ways to represent the past;  To write simple recounts and reports.  To use a range of sources to find out characteristic features of the past  Identify clues about the past from a firsthand visit  Ask questions about the past directly to a visitor or curator  Make a simple sequence of events after questioning and research.

Key vocabulary: objects, photographs, artefacts, past, Victorian

Attainment targets: By the end of each key stage, pupils are expected to know, apply and understand the matters, skills and processes specified in the relevant programme of study.  I can order historical research to tell a story.  I can compare the life of a child in the past with my life today.  I can explain the main achievements of Mary Anning. Geography This topic encourages world geography as they will locate sites around the globe of major dinosaur discoveries. They will look at the key features of these sites and countries, look at the climate of the countries and locate these places on maps and globes. Programme of Study Locational knowledge:  name and locate the world’s seven continents and five oceans Place knowledge:  understand geographical similarities and differences through studying the human and physical geography of a small area of the United Kingdom, and of a small area in a contrasting non-European country Human and physical geography:  identify seasonal and daily weather patterns in the United Kingdom and the location of hot and cold areas of the world in relation to the Equator and the North and South Poles use basic geographical vocabulary to refer to:  key physical features, including: beach, cliff, coast, forest, hill, mountain, sea, ocean, river, soil, valley, vegetation, season and weather  key human features, including: city, town, village, factory, farm, house, office, port, harbour and shop Geographical skills and fieldwork  use world maps, atlases and globes to identify the United Kingdom and its countries, as well as the countries, continents and oceans studied at this key stage  use simple compass directions (North, South, East and West) and locational and directional language [for example, near and far; left and right], to describe the location of features and routes on a map  use aerial photographs and plan perspectives to recognise landmarks and basic human and physical features; devise a simple map; and use and construct basic symbols in a key  use simple fieldwork and observational skills to study the geography of their school and its grounds and the key human and physical features of its surrounding environment. What could this look like?  Children can name a range of countries and oceans  Children look at pictures of dinosaur discoveries and comment on physical and human features  Children compare the climate of different places

Progression in skills:  To ask questions about their own locality – What is this place like?  To observe and record using memory maps (features in a locality, buildings on a street)  To use specific geographical language for locations Key Vocabulary: site, weather, aerial, seasons, features, compass, fieldwork, climate, human features, physical features

Attainment Targets: By the end of each key stage, pupils are expected to know, apply and understand the matters, skills and processes specified in the relevant programme of study.  I can describe features of particular sites  I can describe features of particular countries  I can locate named countries on maps and globes Computing Constantine’s rolling programme for ICT “Controlling a Floor Turtle” can be fitted into all aspects of this topic. In addition children will use a variety of presentation packages to present their research and stories. They will use simple databases to classify dinosaurs. Throughout the topic digital literacy (e-safety) skills will be developed.

Programme of Study During their computing studies pupils:

 understand what algorithms are; how they are implemented as programs on digital devices; and that programs execute by following precise and unambiguous instructions  create and debug simple programs  use logical reasoning to predict the behaviour of simple programs  use technology purposefully to create, organise, store, manipulate and retrieve digital content  recognise common uses of information technology beyond school  use technology safely and respectfully, keeping personal information private; identify where to go for help and support when they have concerns about content or contact on the internet or other online technologies.

What could this look like?  Children programme a floor turtle ‘dinosaur’ around a route

Progression in skills:  To open a program by clicking on its icon on the desktop  To close down software  To use the space bar  To use the shift keys to produce capital letters  To know what information is conveyed by some of the icons in computer software  To use appropriate ICT vocabulary e.g. Control, program, forwards, backwards.  Open and close down a variety of software.  Can use SHIFT to produce capital letters.  Have experience of a range of ICT equipment  Can log onto the network using the user name Key vocabulary: database, sort, algorithm, shift key, space bar, program, debug

Attainment Targets: By the end of each key stage, pupils are expected to know, apply and understand the matters, skills and processes specified in the relevant programme of study.  I can program a floor turtle to navigate a given route  I can make adjustments to the route Design and Technology The children will make dinosaur biscuits and decorate them in aesthetically pleasing ways. They will also make some simple moving puppets of dinosaurs with split pins to move joints. Programme of Study Through a variety of creative and practical activities, pupils should be taught the knowledge, understanding and skills needed to engage in an iterative process of designing and making. They should work in a range of relevant contexts. When designing and making, pupils should be taught to: Design  design purposeful, functional, appealing products for themselves and other users based on design criteria  generate, develop, model and communicate their ideas through talking, drawing, templates, mock-ups and, where appropriate, information and communication technology Make  select from and use a range of tools and equipment to perform practical tasks [for example, cutting, shaping, joining and finishing]  select from and use a wide range of materials and components, including construction materials, textiles and ingredients, according to their characteristics Evaluate  explore and evaluate a range of existing products  evaluate their ideas and products against design criteria Technical knowledge  build structures, exploring how they can be made stronger, stiffer and more stable  explore and use mechanisms [for example, levers, sliders, wheels and axles], in their products. Cooking and nutrition Pupils should be taught to:  use the basic principles of a healthy and varied diet to prepare dishes  understand where food comes from. What could this look like?  Children looking at a range of simple mechanisms for movement with card, split pins, lolly sticks…  Children make a dinosaur design with one or more moving parts: jaw, legs, tail…  Children mix ingredients for biscuits  Children roll mixture evenly and cut accurately. Progression in skills:  Weigh / measure simple ingredients  Combine ingredient  Roll mixture evenly  Cut mixture cleanly  Set a timer for baking  Use scissors safely to cut paper and then card.  With supervision they use a saw and sawing block safely to cut balsa wood.  They make simple measurements.  They use simple flaps and folds.  They join materials using tape, glue and paper fasteners.  To make models that reflect their ideas.  To use basic tools safely – scissors, saws.

Key vocabulary: measure, weigh, combine, mix, roll, cut, fasten Attainment Targets: By the end of each key stage, pupils are expected to know, apply and understand the matters, skills and processes specified in the relevant programme of study.  I can combine ingredients smoothly to make biscuit mixture  I can roll out mixture evenly  I can use fasteners to create a moving animal Art and Design The children will be using different painting techniques to create a backdrop for their dinosaur display. They will also use clay to make model dinosaurs. Programme of Study Pupils should be taught:  to use drawing and painting to develop and share their ideas, experiences and imagination  to develop a wide range of art and design techniques in using colour, pattern, texture, line, shape, form and space

What could this look like?  Children observe various pieces of artwork concentrating on the background / landscape.  Children explore the shapes of lots of different dinosaurs  Children use different techniques to give texture to models – scales etc…

Progression in skills:  To control a paintbrush to represent lines  To match colours from life and to mix primary colours  Roll out clay and cut a regular shape  Develop awareness of surface texture and the feel of different qualities

Key vocabulary: clay, slip, sculpt, mould, smooth, pattern

Attainment Targets: By the end of each key stage, pupils are expected to know, apply and understand the matters, skills and processes specified in the relevant programme of study.  I can create clay shapes that reflect a dinosaur.  I can add texture to my sculpture PSHE and Citizenship In addition to Constantine’s rolling programme – Going for Goals – Road Safety… The children will consider how we can care for animals and how we can care for each other. They will also consider how the babies in the life cycles they have studied need extra care. Programme of Study (Non- Statutory for Primary) Pupils learn: Responsibility as citizens and dealing with people  to share their opinions on things that matter to them and explain their views.  what improves and what harms their local, natural and built environments and about some of the ways people look after them  to recognise how their behaviour affects other people

Healthy Lifestyle  how to make simple choices that improve their health and well-being  to maintain personal hygiene  how some diseases spread and can be controlled  about the process of growing from young to old and how people’s needs change  the names of the main parts of the body

What could this look like?  Discussions about how we care for babies.  Discussions about basic needs

Progression in skills:  They show understanding of effective listening through increased awareness of body language  They understand ground rules and give examples of what following them might mean  Participate in discussions of an issue affecting them by offering ideas and listening to suggestions.  To use drama to explore ways of demonstrating ideas.  To develop cooperation skills when performing simple tasks as a group.  To take turns in discussions.  To offer ideas in a group, and agree on simple response as a group.  To describe simple rules for staying safe. Key vocabulary: care, environment, responsibility, protection, vulnerable

Attainment Targets:  I can explain the basic requirements of caring for a baby or young animal. Music The children will use a range of untuned instruments to compose simple pieces to reflect dinosaurs. They can also use their voices and own ideas for accompaniment to perform a version of “Dinosaurs Roar!” They will be focusing throughout on exploring and controlling musical instruments. Programme of Study Pupils should be taught to:  use their voices expressively and creatively by singing songs and speaking chants and rhymes  play tuned and untuned instruments musically  listen with concentration and understanding to a range of high-quality live and recorded music  experiment with, create, select and combine sounds using the inter-related dimensions of music.

What could this look like?  Children use musical inspiration to create their own pieces.  Children count beats in musical pieces.  Children varying volume and rhythm

Progression in skills:  To identify different sound sources  To make sounds and recognise how they can give a message  To name simple classroom instruments  To listen carefully and create sounds in response to descriptive words  To play instruments in different ways and create sound effects  To handle and play instruments with control  To develop discipline skills of using duration effectively.  To order sounds within simple structures from given starting points.  To develop the discipline skill of keeping a simple pulse.  To discriminate between higher and lower sounds.  To combine simple instruments. Key vocabulary: percussion, atmosphere, beat, rhythm, pace, volume

Attainment Targets: By the end of each key stage, pupils are expected to know, apply and understand the matters, skills and processes specified in the relevant programme of study.  I can compose music for a purpose  I can create sound to tell / accompany a story.  I can control a musical instrument. Economic Wellbeing & Financial Capability

There is no E.W.F.C. with this topic.