Rainbow Forge Primary School
Medium Term Planning
Year: 6
Class: Y6
Term: Autumn 1&2
Curriculum area: DESIGN & TECHNOLOGY-Slippers
Week:
Focus
Content/L.O./Goals
1&2
(IDEAs)
Presentation of Design
work
Lettering, borders,
shading etc.
Introduction to unit display collection of slippers.
Discuss construction viewing disassembled example.
Discuss fabrics in which they are made from –thickness-comfort,
insulators-natural/man made fabrics ,safety-grip etc.
Children produce a Design Brief selecting who the product will be
made for and present it effectively.
Homework- Finish design brief including border.
L.O- Investigate & evaluate a range of familiar products. To
realise that a designer needs to consider appearance, function,
cost safety when designing products.
Design Brief
Design Specification
3
As the designer each child must come up with a list of sentences
which should be considered when designing and making the
slippersthese may be about functional aspects and appearance.
Homework-Children research slippers by looking at different
STYLES, FABRICS, COLOURS, DURABILITY, EMBELLISHMENT
and HISTORY of slippers.
L.O-Develop ideas & explain them clearly, putting together a list
of what you want your design to achieve.
4&5
6
7&8
Research
(FPTs)
Design Ideas
Paper pattern & paper
Toile
Children investigate different materials for WARMTH, WEAR,
DURABILITY and FLAME RETARDANT (can test for flame
retardant in science)
Children put all their research together in a SPIDER DIAGRAM
entitled RESEARCH .Research is labelled and glued onto design
sheet.
L.O-Investigate & evaluate a range of familiar products. To
know that products are designed for a particular purpose and are
suitable for different users.
From research collected children begin to design their own
slippers based on their individual specifications.
Designs should be full size of box with relevant labels to identify
materials used.
L.O- To communicate their ideas through drawing and modelling.
Show how a pattern is made allowing for seam allowance ( use
Paper pattern guidance sheet).
Using first line as a guide pin the two pattern piece together
pleating as you go until you have a complete slipper. Check if it
fits.
Homework- Final Idea including measurements.
L.O-Learn that patterns/templates can be used many times and
this ensures consistency in size.
9&10
(DMA)
Cut out fabric from
paper pattern pieces
11&12
Assembly of slipper
13 onwards
Finishing Off
Evaluation
Show how to pin pattern pieces on to fabric with minimal
wastage, then cut out.(Fur fabric ,denim and wadding).
Children produce a step by step plan of how they will assemble
their slipper using notes and diagrams to aid them.
L.O-To plan order of work, choosing appropriate materials, tools
and techniques.
Children produce a stitch sample-tacking stitch ,joining stitch
before they begin to sew together –remind children to sew pieces
inside out so stitches cannot be seen .
L.O-To construct products using permanent joining techniques.
Children evaluate the their product.
Discuss any obstacles which the pupils encountered, did they
overcome them? How?
L.O-To evaluate products identifying strengths and areas for
development .
Rainbow Forge Primary – Short Term Planning For Numeracy
Year group:6
Class: Y6H
M &O
Learning objective
T
W
T
F
Consolidate understanding of the number system
M
Week beginning: 2/7/01
Learning objective
Term: summer 2
Introduction
Group activities
Conclusion
Tell me a fact about the
number…
Cover aspects of Digit
value and the properties
of numbers.
To recognise and extend
number sequences.
What is a sequence?
How can we predict
what the next number
will be? Show Chn
examples on board.
A &AA: sheet 2; copy and continue the number sequences for
3 more steps in each direction (T)
BA: sheet 1; copy and continue the number sequences for 3
more steps in each direction.
Mathematical
sentences using
vocab.
What is a sequence?
Extend sequence on
board
What different kinds of
numbers are there?
Quick random Q’s
relating to equivalent
numbers.
To recognise and extend
pattern sequences.
Show a visual example
of a pattern sequence
with cubes. How can we
record this to extend the
sequence? Show an
example.
AA: Sheet 3 & 4; record pattern sequence in table and extend
sequence.
A: Sheet 3 ; record pattern sequence in table and extend
sequence.
BA: make pattern sequence (Sheet 3) with cubes and record
onto A1 paper. Discuss pattern (T)
Mathematical
sentences using
vocab.
Chn to draw a pattern
that relates to a
number sequence.
Associate the divisions
on a counting stick with
fractions, decimals and
percentages.
To recognise and extend
pattern sequences.
Chn to verbally explain
a pattern sequence and
relate this to a formula.
E.g. ‘it’s double the
number take away 1’
(2n-1)
AA: investigate and record cube number pattern. What number
sequence is there? Nth term? (T)
A: match Nth term (given) to a pattern sequence.
BA: make pattern sequence (Sheet 4) with cubes and record .
Mathematical
sentences using
vocab.
AA group to explain
how there
investigation relates to
a number sequence
Y6 children are watching a puppet show performance by ‘Sooper Troopers’ accompanied by 8 Y6 children.
Practise identifying
equivalent fractions,
decimals and
percentages.
Assessments / Evaluations
T = teacher focus group
Investigate general
statements about familiar
shapes.
Show a series of 3-D
shapes and discuss
properties.
All groups make a series of 2 and 3-D shapes and discuss with
their partner properties such as number of faces, vertices, edges,
parallel and perpendicular faces etc.
Mathematical
sentences using
vocab.
Show shape and chn
to name properties
Rainbow Forge Primary – Short Term Planning For Literacy
Year group: 6
Class: y6C
Week beginning: 3/11/02
Term: Autumn 2
Learning objective : Developing narrative writing
Whole class:
shared reading and writing
M
T
W
T
F
Listen to ‘A voyage to mars’
discuss use of connectives and
description .Shared writingteacher demonstrates ‘science
fiction ’story OPENING derived
from classes ideas. Use recipe
card together to make sure
everything is inc.
#
Listening activity-analyse and
discuss‘ A voyage to Mars’
Highlight unfamiliar words as
we listen, and suggest any
unusual words – add to
spelling logs. #
Shared writing (teacher led) BUILD UP, using checklist
and key phrases recipe card as
an aid.
#
Listen to ‘A voyage to mars’
see if pupils can suggest
where opening, build up and
dilemma start and finish .
Using ideas from tape
construct dilemma togetherteacher led.
#
Reaction –shared writing
Pupils suggest what will
happen, use of recipe cards to
make sure everything is
included.
Whole class:
phonics, spelling, vocab &
grammar
To identify mis-spelt words
in own writing; keep a
spelling log and learn them.
Plenary
Independent group activities
Using the short story listened to on tape and our compiled opening children begin to write brief notes
about what will need to be included in opening of their story-characters, describe setting, where it isweather, what time of year etc .Use spelling logs to include advanced vocabulary.
AA/A- Write ‘opening’ independently using recipe cards and thesaurus.
BA- Using opening compiled together pupils re-write it in their own words inputting new vocabulary
heard from the story tape.
Look up meaning of unfamiliar
words in dictionary.
Pupils make notes using any powerful ,interesting space words found from the story to aid their
production of the build up.
AA/A- Pupils create 8 strong sentences using strong connectives and advanced description to start off
their build up.
BA- Children construct 5 short sentences with a different connective and opening word for each.
Structuring sentencesUse key phrases to create
varied sentence beginnings, as
well as varied use of
connectives.
Pupils construct build using recipe card and build up developed together for reference only.
AA/A- Construct build up inputting the sentences compiled last lesson-must vary opening and
connectives in each sentence-advanced language and description essential.
BA- Re-write build up constructed together in own words using the sentences from last lesson to make
it individual
Check through partners
opening and select and
spelling errors or words
which could be improved
with better ones.
In pairs read through
each others sentences
,edit and suggest any
improvements.
Select pupils to read out
their science fiction story
so far, suggest what will
happen next!
Plan main events for dilemma-list some strong vocabulary to include in story.
Use independent spelling
strategies ,does it look right?
use of common letter strings.
Use known spellings as a basis
for spelling other words with
similar patterns.
AA/A – Write up dilemma including things learnt this week. Add powerful verbs to list for
extra excitement to the overall impact of the story.
BA- Re-write dilemma in own words include some powerful descriptive language using
spelling logs and thesaurus’.
In pairs read each
others stories and
suggest
improvements-does it
keep you the reader
sustained?
Plan Events using all strategies learnt this week-connectives, description opening to
sentences, powerful verbs.
AA/A- write up reaction using recipe cards, include all of above.
BA- RE-write reaction in own words using varied connectives and sentence openings, and
good descriptive language. Check it makes sense by re-reading.
Check for clarity of
writing-makes sense
and spelling errors.
Assessments / Evaluations
T: teacher focus group
Lesson
Number
Lesson Learning
Objective
Key words
Introduction –
Key questions
Main Teaching Activity
- Differentiation
Conclusion –
Key questions
Assessment
3
Pupils discover for themselves
what objects are magnetic
Magnets repelling and attract
Learn how strong the magnets
power is.
Magnetism
Strong
Weak
North pole
South pole
Metals
Repel
Attract
What materials are
magnetic? Which aren’t
?
Opposites attract
South and North
How strong is the
magnetic power?
Notes / Evaluation
Pupils work in groups to recap what
they think are magnetic materials.
What sort of materials
are not attracted to
magnets?
Experiment by testing materials to
see if their predictions were correct.
Test to show how strong magnet is
by moving iron fillings through
paper and card.
How strong was the
magnet? Did it work
through thicker paper
i.e card or even a
book!
Q and A
assessment