Year 5/6 Britain since World War 2: Weeks 11-12
Week 1 Tuesday
Week 1 Monday
Objectives
Text/Speaking/Listening
Literacy Non-fiction: Plan 9 Instructions & explanations
Word/Sentence
Independent group activities
Outcomes
This plan links to Sessions 11 to 12a in Technological Lives Theme in Britain since World War 2 Topic. You will need to have the use of a computer suite or at least 4-6 computers
for several days in the fortnight, as well as an online computer which can be projected and viewed by the whole class.
Main focus: Read and Explain that during this plan chn will look
Keep Y6s on carpet when
Easy
Medium/Hard
Children can:
at
instructions
for
games,
before
using
Chn
work
in
groups
of
4
to
Chn
return
to
tables
and
finish
use instructions to
Y5s go off to play the
1. Read and use
their newly-gained knowledge to work on
follow instructions and
turning the instructions used
play a game.
instructions.
games.
instructions for new technologies
play a card game (see plan in the main session into a
Y6: Turn
2. Recognise and
Point out that the verbs
developed since WW2. Enlarge
recount by changing the tense
instructions into a
resources). They can
understand the use
are in the imperative form
instructions: how to play Sevens using
of the verb e.g. turn- turned,
recount by changing
of the imperative
choose which game to
(bossy verbs) and this is
cards. Study these. What do chn notice
verb tense.
verb.
play, but they must follow deal- dealt. Encourage chn to
present tense. Explain that
about how these are laid out? Given in an
discuss the sentences and verb Medium/Hard
5/7. Compare
the instructions. Once
if we were writing about
order, bullet-pointed, sentences are
endings etc. They will discuss
different types of
3. Turn
chn have mastered one
having followed the
fairly short, many ‘bossy’ verbs: ‘place’,
information textsinstructions into a
game, give them a new set with a talking partner before
instructions and played the
‘play’, etc. Explain these are ‘imperative’
they write them down. Once
identify the
recount by
of instructions and ask
game (a recount) we would
verbs – an imperative is a command.
they have finished they may
structure.
changing the verb
them to follow these to
need to put the verbs in
then follow the instructions to
6/7. Understand how Discuss why it is helpful to have ‘bossy’
tense.
learn a new game. TD
the past tense, e.g. We
verbs and short clear sentences. Divide
writers use
moves here for 2nd half of play one of the games. TD
dealt seven cards to each
class into 3 teams. Deal out 7 cards to
starts with Y6
different
activity time
player and then turned one
each team and teacher! Play a little of
structures.
of the remaining cards face Plenary
Sevens, demonstrating how we follow
6/10. Use varied
up. Then we… etc. Model
Discuss how easy it was to follow instructions to play a card
instructions to play. If poss. show oral
structures.
turning the first few
game. Which instructions were good? Could any of the
card instructions on video jug (see link
instructions into a recount
instructions be improved? Take suggestions.
below).
in this way.
Main focus:
Return to features of instructions. What can
Explain that you
Easy/Medium/Hard
Children can:
chn remember? Chn tell a partner 3 diff
found one of the
Rotate chn round two activities:
Word: prefixes
1. Recognise the
features. Report back & discuss. Show chn an
games impossible! Activity 1: Chn use the list of words provided (see plan
Text: Make notes of
main features of
instructions tick list (plan resources). Have we
Write impossible
how to play a game.
instructions
resources) and match the prefix to the root word, using a
on the f/c.
5/6. Know and use
mentioned all these features? Then go to BBC
dictionary to check if necessary. They then pick three of the 2. Know and use
Under-line the
prefixes- im.
games site:
prefixes: in, im.
hardest words and write a sentence containing each one.
6/6. Spell familiar
http://www.bbc.co.uk/cbbc/games/play/index.s prefix: ‘im’.
3. Realise what
To extend the Y6s they must write one complex sentence
Explain that this
words correctly.
html. Allow chn time to play some games.
instructions will be
containing the 3 words, rather than 3 separate sentences!
means ‘not’.
5/7. Compare
Discuss what makes a good game. Give each
needed to learn
Activity 2: Chn play the games on the websites listed below
Brainstorm other these plans (scroll down). They work in pairs, and choose one
different types of
child a Post it™ to write 1 idea and stick it on a
how to play an
‘im’ words (p57
information textslarge sheet to refer to over the next 2 weeks.
online game.
game. They must make notes about: how to play it, tips for
NLS Spelling
identify structure.
How do we find out how to play it (largely trial
Hard
playing well, typical scores… etc. TD as required
Bank). Remind
6/7. Understand how
& error). Look at the instructions for a game.
4. To write
Plenary
chn that ‘in’ also
writers use different
Are these good? Do they use any features we
complex sentences.
Chn compare their games and discuss which is the best. They
means not.
structures.
have looked at?
attempt to persuade others of their choice!
© Original plan copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users
Y5/6 BSWW2 N_F Plan 9 – Weeks 11 -12
Year 5/6 Britain since World War 2: Weeks 11-12
Week 1 Thursday
Week 1 Wednesday
Objectives
Main focus:
Plan and write
instructions.
5/3. Understand ways to
take the lead and support
others in groups.
6/3. Understand ways to
criticise constructively.
5/9. Adapt non-narrative
forms to write
instructions.
6/9. Select words using
literary knowledge.
5/11. Adapt sentence
construction.
6/11. Construct sentences
in varied ways.
Main focus: Write clear
instructions.
5/7. Identify the
structure.
6/7. Understand how
writers use different
structures.
5/9. Reflect
independently and
critically on writing-edit
and improve it.
6/9. Set own challenges
5/11. Punctuate sentences
correctly.
6/11. Use punctuation in
complex sentences.
Text/Speaking/Listening
Literacy Non-fiction: Plan 9 Instructions & explanations
Word/Sentence
Independent group activities
Outcomes
Point out that using the
Using Arty Towers, model
Easy/Medium
Hard
internet to access a game
writing instructions. Ask chn
Chn need access to the computer games
As Medium/Easy but
has only been possible in
to tell you how to lay these
so they can work interactively, writing an this group must use
recent years. Look at game
out What do I need to write
conjunctions and not
instruction then checking that this is
Arty Towers
next? Brainstorm a list of
numbers to sequence
correct on the game.
http://www.bbc.co.uk/cbbc possible conjunctions to
their instructions, e.g.
Chn work in pairs. They pick a game that
/art/smart/funandgames/.
begin each instruction: first,
First, next, lastly etc.
they enjoyed playing yesterday or Arty
Play this on an interactive
then, next, after this, etc.
They also make sure
Towers. They work together to draft a
screen, choosing a child to
Ask Y6 to take the lead with
they have included top
really clear set of instructions as to how
work the mouse! Discuss
examples of these and
tips for playing the
to play this game. Recap features of
how to play. What
possible sentences that could instructions and how these should be
game really well and
instructions are required?
follow. Encourage chn to use
displayed them using
phrased. Explain that today they will
Discuss what instructions
imperative verbs to start
an appropriate and
draft their instructions, tomorrow will
were required for chn to
their sentences. Using bullet
clear layout.
write them or word-process in ‘best’
learn to play some games
points ask chn to discuss
Plenary
they tried out yes’day.
each one with a partner,
Ask chn to read out their instructions to the class without giving
Explain that today we shall
choose the clearest sentence away the name of the game or any of the characters. Can anyone
pick a game and write the
- explain why you have
guess the game from the instructions?
instructions for it.
chosen that one.
Rehearse the features of clear instructions, recap
Easy/Medium
Hard
the tick list can the chn recall all of the items on the Explain to chn that they must finish writing
As Easy/Medium but chn
list? Review some of the game instructions on an
their instructions today. They should reshould spend more time
interactive screen. Focus on the sentence structure.
write their drafts from yesterday into a
checking through their
Are the sentences on the whole short or long? Why?
complete, well-presented finished copy.
work. After independent
(Because it is too confusing if there are lots of
They need to be checking through their
checking, teacher to
words.) Why do they often begin with a verb? (It
work very carefully for any mistakes and the speak to each child in the
cuts out more words and makes it clear what you
group and ask them to
layout and presentation should be clear,
have to do right from the start.) Have they used any
explain and point out
effective and very neat! When they think
bullet points or paragraphing? Remind Y6 chn that
some of the mistakes
they have done this, if there is time they
they must be using sequencing words to start each
should swap with a partner and critique each they have found. Are
instruction and collect some examples of these.
there any they have
other’s work, leaving any suggestions for
Encourage chn to remember to check through their
missed?
TD
improvement on a Post-it™ note and
work by using these 3 points:
swapping back.
(i) Read aloud to oneself, pausing ONLY at full stops
Plenary
or commas – check punctuation;
Ask some of the Hard group to demonstrate some of the mistakes they
(ii) Check spellings of harder words;
have found in their work. List most common ones to keep on display so chn
(iii) Read aloud to a partner to check for sense!
can check these in the future.
© Original plan copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users
Children can:
1. Recognise the
features of good
instructions.
2. Draft a set of
clear instructions.
Hard
3. Use conjunctions
to begin each
instruction.
4. Use some more
advanced features
of instructional
writing e.g. tips.
Children can:
1. Write clear
instructions using
imperative verbs
and correct layout.
2. Edit and refine
work.
3. Peer mark a
piece of work,
offering
constructive
criticism.
Hard
4. Edit work
concisely and
accurately.
Y5/6 BSWW2 N_F Plan 9 – Weeks 11 -12
Year 5/6 Britain since World War 2: Weeks 11-12
Week 1 Friday
Objectives
Main focus: Study layout
and style of online
instructions.
5/1. Present a spoken
argument.
6/1. Use talk to explore
ideas.
5/3. Take the lead and
support others in groups.
6/3. Criticise
constructively.
5/7. Identify the
structure.
6/7. Understand how
writers use different
structures.
Text/Speaking/Listening
Literacy Non-fiction: Plan 9 Instructions & explanations
Word/Sentence
Look at instructions for downloading Music podcasts
(see website list-BBC). Again point out that this a new
way of listening to music! Look at this innovative
approach to giving instructions – advantages/
disadvantages?
Divide the class in two and ask one side to think of all
the advantages and the other side to think of all the
disadvantages. Report back, discuss and debate.
Discuss layout of instructions – How are they
different? Do they use the imperative verbs in the
same way? What technical devices have they used
because they are online rather than written on paper
e.g. speech bubbles, use of images, dialogue approach.
These instructions are written more as a conversation.
Do chn think this is effective? Is there anything else
missing from our tick list that these instructions don’t
include? Are there any additional features that we
could now add to the list?
Independent group activities
Outcomes
Easy/Medium
Hard
Provide downloaded copies of
Provide downloaded instructions for
instructions for podcasts – the podcasts (plan resources) Ask chn in
picture Xtra type and also the
talking partners to discuss and
regular ones issued on radio
evaluate the instructions. They
websites (plan resources).
must highlight the most effective
Explain that chn will evaluate
features and discuss some of the
these instructions against the
bad points. Chn must then prepare a
features list. First they must
paragraph for a short presentation,
discuss the good & bad points
with examples, that sums up all of
with a partner then using their their thoughts - How do they
ideas fill in the evaluation
compare? Which bits are good or
sheet (plan resources).
unclear?
Plenary
Ask some confident chn from the Hard group to read out their
evaluation presentations of the instructions. WARN CHN TO BRING
IN MOBILES FOR MONDAY’S LESSON Remind chn that mobile
phones have been developed since WW2.
© Original plan copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users
Children can:
1. Study different
types of
instructions online.
2. Evaluate
different styles of
instructions.
Hard
3. To prepare a
short presentation
and paragraph to
evaluate
instructions.
Y5/6 BSWW2 N_F Plan 9 – Weeks 11 -12
Week 2 Tuesday
Week 2 Monday
Year 5/6 Britain since World War 2: Weeks 11-12
Literacy Non-fiction: Plan 9 Instructions & explanations
Objectives
Text/Speaking/Listening
Word/Sentence
Independent group activities
Outcomes
You will need mobile phones for this next session – preferably one between two chn for those that are not working on computers. Send messages home that chn can bring in
mobiles and that they will be locked securely except during the lesson!
Main focus:
If possible bring in an instruction manual from a Easy/Medium/Hard
Children can:
mobile phone. Discuss how big it is and that it
Rotate chn round two activities.
Evaluate online
1. Study
will probably never be read. What do we do if
instructions.
Activity 1: Provide each pair with a mobile phone! Chn look at paper instructions for
different
we have a problem? We might ask someone else
5/7. Identify the
different features of a mobile phone (see plan resources). They see if they can work
sets of
or we might look it up in here by using the
structure.
instruction
out how to use the alarm clock, the messaging or the tones settings!
contents or index. Explain that this information
6/7. Understand how
online.
Activity 2: Chn work in pairs on the computers and look at the instructions for using
writers use different is also available on the web and, if possible show the features of different aspects of a mobile phone. They explore different models
2. Compare
an example. Look at instructions for using
structures.
online and
on the Nokia site and the way the instructions are provided as short ‘flash movies’.
different features of mobile phones online (see
paper
TD as required
Nokia site – web address below plans). Discuss
instructions.
Plenary
the layout and use of imperative verbs. Are
Discuss how people in general learn how to use their mobile phone. Remind chn of the
they clear and easy to understand?
3 most common strategies for learning a program on the computer: (1) Watching and
copying someone; (2) trial & error; (3) asking a more experienced person questions.
Main focus:
Explain to chn that for the next 4 days the class will be split into
Easy/Medium
Medium/Hard
Children can:
2 groups. Y5s will create a ‘Granny’s book of how to use your
Arrange chn into small groups and reChn research blogs
Y5 Plan clear
1. Discuss a
mobile’ and the Y6s a ‘Granny’s guide to blogging’. Discuss the fact
visit expectations of group work e.g. no
using ICT suite and
instructions.
project in small
that elderly people might find both blogging & mobile phones very
bosses, all contributing, taking turns and
downloaded copies
Y6 Research
groups, taking
scary. Ask chn to give suggestions for why: they haven’t grown up
listening to each others ideas etc. Chn
of blog information.
explanations.
turns to speak
with this technology, it’s fiddly, small screen/buttons etc. Because start planning booklet. Encourage chn to
Provide chn with a
5/3. Plan and manage
and listen.
of this they need simple clear instructions. How can we do this?
first brainstorm what is going to be in
research sheet (see
a group task over
2. Plan a
(With pictures, small, clear steps (like podcasts instructions).)
the booklet and how it is going to be laid
time. Understand
plan resources) to
Granny’s book
What will the pictures need to show? - Grannies using mobiles as
out. Once they have decided, they start
process of decision
of how to use
organise their
well as helpful photos of mobile keypads/screens. Keep Y6s on the
to think up the steps needed for basic
making.
your mobile.
findings. Chn must
mobile use and what pictures might
6/3. Criticise
carpet to go through the features of a good explanation and their
Hard
discuss:
illustrate these points. Which parts will
constructively and
3. Plan a
task.
What is a blog?
they have to make clearer, e.g. an
respond to criticism.
What is its purpose? Granny’s guide
Now discuss the Y6 task of writing a Granny’s guide to blogging.
enlarged key pad with labels describing
5/9. Adapt nonto blogging.
How does it work?
They will write a text which: (a) gives an explanation of what a
the key’s functions, glossary with some
narrative forms
4. To research
Etc.
blog is, what its purpose is, how it works, etc; (b) tells granny how
technical terms? TD after Y6 input
6/7. Appraise a text
explanation
to produce her own blog! This text includes both explanation and
quickly.
texts.
instruction. Remind chn of the features of explanations e.g. short
Plenary
clear sentences, causal connectives (NOT sequencing connectives), Ask groups to report back their ideas to the rest of the class.
present tense verbs (NOT imperative verbs). Chn will begin today
Praise the groups who have managed good group work.
by researching their explanations.
© Original plan copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users
Y5/6 BSWW2 N_F Plan 9 – Weeks 11 -12
Week 2 Friday
Week 2 Thursday
Week 2 Wednesday
Year 5/6 Britain since World War 2: Weeks 11-12
Objectives
Main focus: Plan/write
clear instructions.
Y6 Plan a clear
explanation.
Literacy Non-fiction: Plan 9 Instructions & explanations
Text/Speaking/Listening
Word/Sentence
Model how to create instructions. Teach this first
How do we start our instruction
Rehearse layout of
sentences? Can any words be
instructions. What needs to
taken out to make more concise.
be at the top? (Title) Discuss
Let Y5s return to tables
use of images. What makes
images useful? (When they
Y6s to rehearse the features of
relate to the sentence, when
a good explanation. Model how to
plan, then draft their explanation they are clear.) How can we
make our sentences clear &
under headings e.g. What is a
separate? (Bullet points/
blog? Why are they used? Who
number points.) Can we
uses them? Remind chn that this
change the layout of text to
explanation of blogging is
make our instructions even
intended for their granny so it
clearer? (Speech bubbles.)
needs to be simple and clear!
Independent group activities
Easy/Medium
Hard
Working together in their
Allow chn to choose a talking
groups chn begin to write
partner. They discuss their
the written part of their
ideas and start to jot down
5/11. Adapt sentence
instructions selecting
some notes as they talk. Once
construction to different
suitable/appropriate style
they have got some good ideas
text-types, and readers.
(speech bubbles/captions
they can begin to draft their
6/11. Express subtle
/text labels). Encourage
explanations taking into
distinctions of meaning.
chn to discuss sentences
account the features and
5/9. Adapt non-narrative
orally first before deciding headings discussed in the first
forms. 6/9. Select words &
to write them down. TD
part of the lesson.
language drawing on their
Plenary
knowledge.
Some chn can word-process their instructions so that they
5&6/12. Use ICT programs
to present texts.
can then select the appropriate font/style.
Main focus: Y5 Create images to
Rehearse
First ask chn to brainstorm as
Easy/Medium
Hard
notion of
many features of instructions as
Divide & take turns to use
Chn start writing their instructions
match instructions.
AUDIENCE –
they can remember in 3 min &
computers to search for,
on ‘A Granny’s guide to blogging’.
Y6 Plan/write clear instructions.
5/7. Distinguish between everyday
Who are we
note on w/bs. They get a point for select and download images. Remind chn of their audience & why
use of words & subject-specific use.
writing for?
each correct one! Take feedback
2nd group to draw diagrams
they must bear this in mind when
6/7. Understand how structures can
What is
& record on f/c. Rehearse use of
or pictures they will need.
writing - must be clear and explain
create coherence and impact.
special about
pictures & images – function is to
Allow chn time to organise
how they could create their own blog.
5/10. Experiment with order of
our audience
reassure/create a feel factor (as
their images and discuss
Stress how important the layout will
sections.
of grannies?
on podcast instructions) and to
which ones will be best to
be in making the instructions easy to
6/10. Use varied structures to
The
topic
is
help
by
showing
a
screen
or
a
key
use.
Adult
support
understand. TD
organise text coherently.
prob strange
pad. Remind how, when following a
Plenary
5/11. Adapt sentence construction.
and scary, so
recipe it is good to know what
6/11. Express distinctions of
Remind chn of AUDIENCE and ask them in their groups to come up
meaning.
need
food will look like at the end!
with one idea to keep in mind when writing their booklets. They note
reassurance.
it on a Post it™ and stick this on f/c to remind them.
Main focus: Publish clear
Discuss final presentation of our booklets.
Easy/Medium
Medium/Hard
Chn finish booklets- making sure that they
Show some good examples so far. Ask chn to
Chn finish their booklets:
instructions/explanations.
have an explanatory part first and then the
5/9. Reflect critically on
say why you have picked those - encourage chn
Instructions for Grannies. They
writing- edit/improve it.
instructions. At the end of the booklet they
to refer to reader/audience, clear, relevant
end the booklet with the section
6/9. Set own challenges
can include a section with the title – ‘tips’ to
pictures, simple text, clear and easy to read
– ‘tips’ to help Grannies get the
5/9. Create multi-layered
help Grannies to create the perfect blog!
layout. Discuss/model any common problems you most use out of a mobile phone!
texts.
have noticed with their presentation /layouts.
Plenary
6/9. Integrate words/images.
Explain that today will be the last time to edit
Publish and display chn’s booklets. Perhaps one or two of the chn would like to trial
5&6/12. Use a range of ICT
these on their own Grannies/Granddads!
and
refine
their
booklets.
programs.
Outcomes
Children can:
1. Write
instructions in a
chosen style.
2. Select an
appropriate
layout.
Hard
3. To discuss
and plan a clear
explanation
text.
Children can:
1. Select and
produce images
to match
written
instructions.
2. Maintain a
sense of
audience.
Hard
3. Plan/write a
clear set of
instructions.
Children can:
1. Complete
instructions,
using words and
images.
Hard
2. Complete
explanations &
instructions.
Scroll down for Success Criteria and websites
© Original plan copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users
Y5/6 BSWW2 N_F Plan 9 – Weeks 11 -12
Year 5/6 Britain since World War 2: Weeks 11-12
Literacy Non-fiction: Plan 9 Instructions & explanations
Success criteria for the plan – these should be selected & adjusted to match the specific needs of the class being taught.
Easy
Medium
Hard
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Read and use instructions.
Begin to recognise and understand the use of the
imperative verb.
Recognise some of the main features of
instructions.
With some support, know and use some prefixes
‘in’ and ‘im’.
Start to realise what instructions will be needed
to learn how to play an online game.
Begin to draft a set of instructions.
With support, write a set of instructions using
correct layout and some imperative verbs.
Edit and refine their work also by peer marking a
piece of work, offering some constructive
criticism.
Look at different types of instruction online and
begin to evaluate different styles of instruction
using a writing frame.
Compare online and paper instructions.
Discuss a project in small groups, taking turns to
speak and listen.
With some support, begin to plan a Granny’s book
of how to use your mobile.
Select and produce images to match written
instructions.
Begin to show some awareness of a sense of
audience.
Complete their booklets of instructions, using
words and images.
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Read and use instructions.
Recognise and understand the use of the imperative
verb.
Turn instructions into a recount by changing the verb
tense.
Recognise most of the main features of instructions.
Know and use prefixes ‘in’ and ‘im’.
Realise what instructions will be needed to learn how
to play an online game.
Draft a set of clear instructions.
Write a set of clear instructions using correct layout
and imperative verbs.
Edit and refine their work also by peer marking a
piece of work, offering constructive criticism.
Study different types of instruction online and
evaluate different styles of instruction.
Compare online and paper instructions.
Discuss a project in small groups, taking turns to
speak and listen.
Plan a Granny’s book of how to use your mobile. And
write instructions in a chosen style with an
appropriate layout.
Select and produce images to match written
instructions.
Maintain a sense of audience.
Complete their booklets of instructions, using words
and images.
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Read and use instructions confidently and
independently.
Recognise and understand the use of the imperative
verb.
Turn instructions into a recount by changing the verb
tense.
Recognise all of the main features of instructions.
Know, use and spell correctly words with the prefixes
‘in’ and ‘im’. Write complex sentences including these.
Realise what instructions will be needed to learn how
to play an online game.
Draft a set of clear instructions and use conjunctions
to begin each instruction.
Use some more advanced features of instructional
writing e.g. tips.
Write a set of clear instructions using correct layout
and imperative verbs.
Edit work concisely and accurately.
To prepare a short presentation and paragraph to
evaluate instructions.
Compare online and paper instructions.
Plan a Granny’s guide to blogging.
To research explanation texts.
To discuss and plan a clear explanation text.
Plan and write a clear set of instructions, maintaining
a sense of audience.
Complete their booklets of explanations and
instructions.
Websites
Card game video instructions - a bit of fun! http://www.videojug.com/film/how-to-play-snap
Podcast instructions – click on What is a podcast?
Version with pictures and some lively language! http://www.bbc.co.uk/1xtra/podcast/
And for the text version http://www.bbc.co.uk/radio/waystolisten/podcasts/guide/
© Original plan copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users
Y5/6 BSWW2 N_F Plan 9 – Weeks 11 -12
Year 5/6 Britain since World War 2: Weeks 11-12
Literacy Non-fiction: Plan 9 Instructions & explanations
For oral instructions - http://www.videojug.com/film/how-to-find-and-download-a-podcast-2
What is a blog - http://www.blogger.com/tour_start.g
How to make a blog - http://computer.howstuffworks.com/blog2.htm
How to create a blog (video demonstration) - http://www.youtube.com/watch?v=BnploFsS_tY
What is a blog (printable article) - http://www.bbc.co.uk/webwise/askbruce/articles/browse/blogging_1.shtml
How to start up a blog (video) - http://www.videojug.com/film/how-to-set-up-your-own-blog
Games – choice of games to play online:
http://www.bbc.co.uk/cbbc/games/play/index.shtml
Click on Arty Towers here http://www.bbc.co.uk/cbbc/art/smart/funandgames/
How to use a mobile phone – go on the NOKIA site and choose a mobile then click on Interactive demonstrations
http://www.nokia.co.uk/A4222069
The links to the websites and the contents of the web pages associated with such links specified on this list (hereafter collectively referred to as the ‘Links’) have been checked by Hamilton Trust and to the
best of Hamilton Trust’s knowledge, are correct and accurate at the time of publication. Notwithstanding the foregoing or any other terms and conditions on the Hamilton Trust website, you acknowledge that
Hamilton Trust has no control over such Links and indeed, the owners of such Links may have removed such Links, changed such Links and/or contents associated with such Links. Therefore, it is your sole
responsibility to verify any of the Links which you wish you use. Hamilton Trust excludes all responsibility and liability for any loss or damage arising from the use of any Links.
© Original plan copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users
Y5/6 BSWW2 N_F Plan 9 – Weeks 11 -12