Chocolate Factory Topic: Chocolate SS: Basic How Was Chn’S Pupil Voice Plans to Be Photographed and Stuck Into Books

Repton Manor Primary School Topic Planning – Topic Coverage

Creating Evaluating Analysing Use info to Critically Take info apart create something examine info and explore Greater Depth Skills new and make relationships judgements Applying Use info in a new situation Understanding Expected Skills

Understand and make sense of info Remembering Remember and recall info Emerging Skills Year Big Learning Opportunities Subject Coverage Mind Group: Questions Objectives Covered Map 3+4 symbols Term(s): 3&4 Reading – class text Charlie and the Chocolate Factory Topic: Chocolate SS: Basic How was Chn’s Pupil Voice plans to be photographed and stuck into books. Reading 1)Symbols of ingredients – chocolate Smart about Chocolate, Smart about History ingredients they can you make discovered? SS: Basic ingredients – can you make chocolate? used, bowl and chocolate? 1.Can you make the food of the Gods? Writing spoon (method), The story of chocolate lips (taste and Term 3, 2 weeks Chn to have a selection of ingredients on table – can they make the food of Reporting – newspaper reports evaluate) MM: Charlie the Gods (no input from adults) … chn experiment. and the Big Answer: Chn to write method and evaluate in books. Maths 2)Board (plan), Chocolate Can you make a Then, teacher show how to make and teach – re-share. Money, percentages (tax) paint brush Factory Stage vlog / pod cast to Chn to write correct method and re-evaluate in books. (creating Show. present how Stick in photos. History learning chocolate was Evaluating Note connections, contrasts and trends over time and environment), FF: Charlie and discovered? Analysing develop the appropriate use of historical terms. sweet and top the Chocolate (Adobe Spark) Creating Regularly address and sometimes devise historically hat (design own valid questions about change, cause, similarity and sweet and Factory School 1 day project difference, and significance. character) Play. (Add these to the 2. Can you create a learning environment for your Topic? Construct informed responses that involve thoughtful school website). TA’s: Make Willie Wonka’s Chocolate Factory entrance in groups with chn. selection and organisation of relevant historical 3) book (story), Learning Plan this with the chn --- show pictures from internet to show what they’d information. capital A Environment: like it to look like. Understand how our knowledge of the past is (Aztecs). Chocolate -Chn to make sweets by wrapping a paper plate in coloured tissue paper and constructed from a range of sources. Symbols to show factory in the designing a Charlie and the Chocolate Factory style character to be added to a non-European society that provides contrasts with what chn have cloakroom. the picture of their face. Wrap the design in clear cellophane (to hang from British history – one study chosen from: early Islamic learnt about ceiling in cloakroom area) civilization, including a study of Baghdad c. AD 900; beliefs, Measuring and Mayan civilization c. AD 900; Benin (West Africa) c. AD computer money / 900-1300. (research), conversions a study of an aspect or theme in British history that graduation hat extends pupils’ chronological knowledge beyond 1066 (teaching others) with beans in

Maths area. Life Skills 4)Compass with

Creating Trade, conversions, money CC (Christopher Chocolate Columbus and factory role RE where chocolate How was chocolate discovered? play / reading Learning about the nature of religion and belief went), bee 3.Learn the story of chocolate – legend. area. exploring questions about the nature, truth, meaning (honey to - Introduce the Aztecs – who were they? What were their beliefs? How do and value of religion and belief sweeten) they link to chocolate? Chn to research using ICT and present their findings in their own way from a Art 5)Eyes choice of: to improve their mastery of art and design techniques, (evaluating Aztec 1) Information poster including drawing, painting and sculpture with a range art), cross 2) Cartoon strip of materials [for example, pencil, charcoal, paint, clay] hatching 3) Leaflet about great artists, architects and designers in history. (pattern skills).

4) Song / wrap – written and sung as presentation Geography 6)Quick God - Chn to teach each other what they’ve found out. Develop their use of geographical knowledge, (Aztec Gods), - Discuss how the Aztecs used chocolate for money / trade…. Conversions. understanding and skills to enhance their locational Hinduism symbol Evaluating and place knowledge. - comparing) Analysing use maps, atlases, globes and digital/computer Creating mapping to locate countries and describe features studied 4.Discuss how chocolate first came to Europe … Christopher Columbus 7)Rolling pin, brought it to Europe. Who was Christopher Columbus? Discuss how the Computing knife, tap (clay PPA lessons: Skills taught. skills), paint Spanish took it and used honey to sweeten – made it hot and sweet. This use search technologies effectively, appreciate how brush (painting), increased its value. results are selected and ranked, and be discerning in sun and rain - Chn to label onto a world map the historical journey of chocolate – where evaluating digital content (calendars) it was discovered, where Christopher Columbus took it, The Spanish select, use and combine a variety of software (including adapting it. internet services) on a range of digital devices to design 8)Symbols for all Evaluating and create a range of programs, systems and content computing skills Analysing that accomplish given goals, including collecting, taught each analysing, evaluating and presenting data and week. 5. Aztec art: information use technology safely, respectfully and responsibly; - Evaluate different pieces of art work from the Aztecs – what are the recognise acceptable/unacceptable behaviour; identify features? How do they make you feel? What do they remind you of? What a range of ways to report concerns about content and do you think the art work is used for? Stick in the pictures to books and chn contact. to write their thoughts and evaluations around the edge. - Discuss that they all include some bold patterns and a God (All related to political and religious messages). - Look at patterns and skills to create patterns. Which colours do we use? What styles are used? - Chn to sketch some of the patterns into books…. Copy sections of the patterns carefully. Evaluating Analysing

6. Learn about Aztec Gods (discuss link to Hinduism and modern religions with more than one God). - Show chn pictures of the Aztec Gods – can they infer what they were the God of? Stick into books. - Chn to design and create their own Aztec God (what is your God God of? Why have you designed him / her as you have?). Evaluating Analysing Creating

7. Look at the Aztec sunstone. Discuss that it was used as a calendar. - Chn to create their own Aztec art work – including their God (their own Sunstone). - Chn to create a clay tablet --- make the desired shape. - Etch in a pattern. - Paint the pattern. - Add numbers / symbols to show calendars – months of year and days. Chn to explain how it can be used as a calendar. - Pictures and evaluations to go into books – sunstone on display in classrooms / on top of lockers. Evaluating Creating

8.COMPUTING – TAUGHT THROUGH PPA SESSIONS TO ALLOW CHN TO MAKE A VLOG / PODCAST WHICH WILL BE ADDED TO SCHOOL WEBSITE. Where does What are the ingredients in Chocolate? Reading 1)Scales chocolate come 1.Can we guess the ingredients and amounts in chocolate? Look at The World Came to My Place Today (measuring from? ingredients on tables … chn to measure out how much of each they think The chocolate Story - Moji amounts of will be in a standard Cadbury’s Dairy Milk bar. Write amounts in books. Chn ingredients), g Writing (units measure Term 3, 3 weeks to photograph their estimates and stick in books. The journey of the cocoa bean (first person) in), chocolate - Look at wrappers – common ingredients. Look at amounts – chn to re- wrapper (advice Big Answer: measure amounts. Write in books and chn to photograph and stick in Maths on amounts – Can you make a books. Time (Time zones – If someone picks beans at 7am in legal). computer game - How close were their estimates? Any surprises? Ghana, what time will they arrive in the UK? What is to show where - Link to healthy eating. the timings of their life in Ghana? What would you be 2)Plant chocolate comes Evaluating doing at the same time?) (functions of parts) from? Analysing Measuring and reading scales (Do more intervals on 1 day project a scale always allow for more accurate 3) C (change), M (Add these to the How are cocoa beans grown? measuring? Do digital scales allow for more (Measure), water school website 2.Y3 Lesson 1- Functions of different plants. Picture of cocoa plant / tree – accurate measuring? – Ratio and proportion) droplet, fire (warmth), sun, and computers in can they label the parts of the plant and the functions. Discuss. stem and leaf Science Rainbow Room, Evaluating (transportation Plants so chn can play Analysing of water) each other’s Geography games). 3.Y3 Lesson 2 – Requirements for life and growth. Fair test. 4)Draw symbols The location and characteristics of a range of the for stages of life Y3 Lesson 3 – Ways water is transported through plants – obs. world’s most significant human and physical features. cycle.) Evaluating Develop their use of geographical knowledge,

Analysing understanding and skills to enhance their locational 5)Compass (map Creating and place knowledge. skills) human geography, including: types of settlement and

land use, economic activity including trade links, and 4. Y3 Lesson 4 – Flowering life cycle. 6, 7, 8, 9) the distribution of natural resources including energy, Chn to grow own cocoa bean --- does it grow well? Why? Why not? compass (map food, minerals and water Evaluating skills), sunshine use maps, atlases, globes and digital/computer Analysing (climate and mapping to locate countries and describe features weather), crops studied and house (land Where are the Ingredients in chocolate from? use), cross 5. Pictures of places around the world. Where are the places? How do you Life Skills (Christianity know? What are the countries like? Pictures – what’s your story? (challenge People from other cultures. around the stereotypes) world) RE - Map work – where are the ingredients from? Keys. Religions in Ghana (Christianity, Muslim) Evaluating 10)Symbols for Christianity around the world Analysing all computing

skills taught each Computing week. Ghana study: PPA lessons: Skills taught. - 6. Where is Ghana? What is it like? Locational knowledge. Chn design, write and debug programs that accomplish draw maps. Look at photos – what can we infer about this place. specific goals, including controlling or simulating Stick pictures and thoughts in book. physical systems; solve problems by decomposing Evaluating them into smaller parts Analysing use sequence, selection, and repetition in programs; - 7. What conditions are needed to grow ingredients for chocolate? work with variables and various forms of input and What is weather / climate in Ghana like? Chn to make weather output use logical reasoning to explain how some simple report. algorithms work and to detect and correct errors in Evaluating algorithms and programs Analysing select, use and combine a variety of software (including Creating internet services) on a range of digital devices to design - 8. Land use in Ghana – where are the cocoa beans grown? What and create a range of programs, systems and content are the conditions like? Draw land use maps / graphs. Where are that accomplish given goals, including collecting, rich / poor areas. analysing, evaluating and presenting data and information Evaluating use technology safely, respectfully and responsibly; Analysing recognise acceptable/unacceptable behaviour; identify - 9. People in Ghana. RE: Where do Christians live? Look at photos of a range of ways to report concerns about content and Christians around the world - - Ghana largely Christian, more than contact. half population – challenge stereotypes. What are the main beliefs of Christians, despite where they live? Chn to create a Christianity fact file. Evaluating Analysing

MM: Charlie and the Chocolate Factory Stage Show.

10. COMPUTING – TAUGHT THROUGH PPA SESSIONS TO ALLOW CHN TO MAKE A GAME WHICH WILL BE ADDED TO SCHOOL WEBSITE AND COMPUTERS IN RAINBOW ROOM.

Is fair trade Who makes chocolate? Reading 1)stick people always the best 1.Pictures – what’s your story? (challenge stereotypes). All people involved Fair Trade Explore – Gillian Powell (production trade? in the production of chocolate. workers), factory - Chn to look at the workers and stages in growing. Working conditions. Writing (working Biography – John Cadbury (they write a fictional one conditions) Term 4, 2 weeks - What is each person’s role? Chn to role play the production line in terms for Fair Trade worker) of people involved. 2)Lips (fairness Big Answer: Photos in book of role play. Maths debate), token Debate (video). Evaluating Data Handling (talk tokens) 1 afternoon Analysing Creating Life Skills 3)money (trade), Fairness, Trade and fair trade, Workers vs business purse (profit) What does fair mean? owners, knowing when to speak, turn taking in 2. Is fair the same thing to everyone? Is what’s fair for you what’s fair for speaking, picking important things to say 4)Fair trade symbol, fractions me? Modelled debate – teach debating skills. Teach talk tokens. Geography (profit Chn to write their argument in their books before the debate begins. Develop their use of geographical knowledge, distribution) Evaluating understanding and skills to enhance their locational Analysing and place knowledge. 5)Completed for human geography, including: types of settlement and debating above. How is chocolate traded? land use, economic activity including trade links, and 3. Consumer Power Game (fair trade website) the distribution of natural resources including energy, - What is trade? What is profit? food, minerals and water - How would you distribute profit in chocolate production fairly?

Chn to stick game rules in books. Evaluating Analysing Creating

What is Fair Trade? 4. Chn to split up a model of chocolate bar into how much they think each person in production gets from its sale… fractions. Stick in books. - What is Fair Trade? Chn to learn the symbol for Fair Trade – draw in books. - Where can you buy Fair Trade? - Why isn’t all chocolate Fair Trade? - Show chn actual split up a chocolate bar and for Fair Trade – chn to stick in books. - Which is fair? Evaluating Analysing

Is fair trade always the best trade? 5. Debate for Big Answer (talking tokens). Video debate. - Chn to write their argument in their books - What is fair trade and what are the alternatives? - What does fair trade mean to different people? - Is fair trade chocolate always the most popular? - What is the price difference? Evaluating Analysing What makes How is chocolate made? Reading 1)Computer ‘good’ chocolate? 1.What is involved in the making process? Chn to research independently – Grendel: A cautionary tale about chocolate (research), abc teach each other. Notes in books. Chocolate Cake: Michael Rosen (notes), chalk Term 4, 3 weeks 2. Invite a visitor in to teach chn how they make chocolate and what they do Charlie and Chocolate Factory play script (extracts board (teach) from) - comparison with it. Pictures in books. 2)Q+A Big Answer: Evaluating Writing (questioning) Present and Analysing Discussion evaluate your Creating Persuasion – persuasive scripts to promote healthy 3)lips (taste chocolate and chocolate. test), graph axes packaging. What is ‘GOOD’ chocolate? (data) 3. Look at different types of chocolate --- Maths Taste: blindfolded taste test… can they guess the type / added ingredients. Shape and space – nets (What is the most effective net 4)eyes What is the most popular and why? Present data in books (apply data for your packaging?) (appearance), Fractions tick (persuade) handling skills?)

4. Appearance of chocolate: Does appearance affect what is good Life Skills 5)pyramid chocolate? Debating and persuasion, Differing views and the value (healthy eating) Appearance of packet: Packaging. of these, Group work, Advertising and ethics Persuade your partner which chocolate bar is best. Write your persuasion in 6)smile (mood) your book. DT Evaluating How to cook and apply the principles of nutrition and 7)balloon Analysing healthy eating. Instilling a love of cooking in pupils will (chocolate also open a door to one of the great expressions of mould, melting) human creativity. Is chocolate good for us? prepare and cook a variety of predominantly savoury 8, 9, 10, 11) 5. Are different types of chocolate better for you and why? Look at dark, dishes using a range of cooking techniques wrapper white and milk … what is the difference. Look at cocoa content. understand seasonality, and know where and how a (evaluate), book Healthy eating – healthy diet – what does diet mean? Why do we need fat in variety of ingredients are grown, reared, caught and (research), a our diet? Why do we need fats and sugars? Healthy eating pyramid in processed. board (design), books. Through a variety of creative and practical activities, net (maths nets) 6. Endorphins – mood after eating chocolate --- Chn to devise a way to rate pupils should be taught the knowledge, understanding scissors (make), your mood at different stages after eating chocolate? and skills needed to engage in an iterative process of green and pink Evaluating designing and making. They should work in a range of dot (evaluate) relevant contexts [for example, the home, school, Analysing leisure, culture, enterprise, industry and the wider Creating environment]. Design use research and develop design criteria to inform the design of innovative, functional, appealing products How will we make our chocolate mould? Design, Make, Evaluate. that are fit for purpose, aimed at particular individuals 7. Making chocolate mould (balloon, flour), health and safety of making or groups food products. generate, develop, model and communicate their ideas Creating through discussion, annotated sketches, cross-sectional and exploded diagrams, prototypes, pattern pieces and

computer-aided design How will we package our chocolate? Make 8. What do people look for – target audience. select from and use a wider range of tools and Evaluate: equipment to perform practical tasks [for example, - What is needed on packaging? cutting, shaping, joining and finishing], accurately - Appearance vs environment select from and use a wider range of materials and - Safety and hygiene in packaging components, including construction materials, textiles - Chn to collect, bring in and stick a range of packets in books – evaluate and ingredients, according to their functional which is best and why. properties and aesthetic qualities Evaluate 9. Design: investigate and analyse a range of existing products - Chn to design their packet in books. evaluate their ideas and products against their own - What is the most effective net for your packaging? design criteria and consider the views of others to - What size does it need to be? improve their work - How will it look? understand how key events and individuals in design - What information does it need to include. and technology have helped shape the world 10. Make. - Chn to make packet. 11. Evaluate. - Chn to evaluate their packet. Evaluating Analysing Creating Can you present FF: Charlie and the Chocolate Factory School Play. Music Music notes the play of Evaluating Sing and play musically with increasing confidence and (songs) Charlie and the Analysing control. Art brush (props) Chocolate Creating Develop an understanding of musical composition, Coat (costumes) organising and manipulating ideas within musical Paper (script) Factory? Mouth (project structures and reproducing sounds from aural memory. play and perform in solo and ensemble contexts, using voice, lines) Term 4, 1 week their voices and playing musical instruments with Light bulb increasing accuracy, fluency, control and expression (lighting) appreciate and understand a wide range of high-quality live and recorded music drawn from different ANY OTHERS traditions and from great composers and musicians CHN THINK OF.

Life Skills Talking to an audience, working together, following directions, confidence, support, projecting voice, presentation.

British Values: Democracy Rule of law Individual liberty Mutual respect and tolerance

• Voting on favourite types of chocolate – • Trade laws – over time and current • Rights of people in trade / fair trade • Fair trade and participants – respect respecting opinions • Fair trade laws • What rights should everyone have? • Study of Ghana and religious beliefs • Coming to group decisions • Laws in advertising / packaging • Ethics in advertising / packaging • Respect for each other – debates. • Voice of workers in fair trade • Copyright • Fairness debate • Fair Trade debate