Core Text/artefact/film
Poetry
Variety of performance poems
Talking Tin with recording of
performance poem
What makes good performance
poetry?
Topic Table
Key Questions:
What is recycling?
What is your response to the film?
Display outcomes
English: To perform and review a performance
poem
Why is important to help save our
environment?
How do you recycle goods?
To write an instructional text on how to make
paper (from Visit from Wide Horizons)
What do these products make you
consider?
Is recycling a necessity? Explain your
answer?
Wall E
Topic Table Design
(Sketch out what the topic table will look
like across the phase)
What are some of the effects of not
recycling?
How does this damage the environment?
To write an explanation text on recycling(from
Visit from Wide Horizons)
To create a rag rug for the class using
recycled materials
Who would you recommend it for?
Explain the message /morale of the
story?
Maths: Angles on our bodies
Key Images: Recycling bins for Greenwich
Identify the key themes?
Damage caused by fly tipping etc
Pictures of Wall E from the film
Plant beginning to grow
Destitute earth
Childen pose in different positions
Trace around the bodies identifying the angles
which they measure
Key Artefacts: Variety of goods made from
recycled materials
Key Vocabulary: recycling environment,
ozone layer, garbage, plant waste,
Celebration evening
Role Play Area (KS1)
Intervention Groups for Spring 2
(Date and brief overview of what learning is
to be celebrated)
Key dates for Spring 2
(eg: Display deadline)
Key Questions:
Key Images:
Key Artefacts:
Key Vocabulary:
Key opportunities for active learning:
Key Children within the Phase
Pupil Premium
White British Boys
Gifted and Talented
Year :3
Year :3
Year :
Samuel Da Cruz Sequeira (Almond)
Alfie Brown (Almond)
Esther Sodeko (Almond)
Lennie Bunn(Almond)
Acer English: Ruby, Tahjay, Lucy, Shanique,
Maja, Isaac, Margaret (level: 4c/b)
Callum Berner-Williams (Almond)
Kai MacMinn (Almond)
Olusesan Osiberu (Almond)
Billy Huit (Almond)
David Oyeyinka (Almond)
Frankie Mcnaboe (Almond)
Shabthavi Vimaleswaran (Almond)
Freddie Rowlinson (Almond)
Dion Wampamba (Almond)
Kye James (Almond)
Maths: Isaac, Maja, Ruby, Jake, Daniel (1:1)
Kayleigh Male (Almond)
Halima Aderolu (Almond)
Halima Sufi (Almond)
Year 4: Suhayibe (Acer)
Year4 :
Year 4:
Marshall (Acer)
Jake Burns (Acer)
Adaeze (Cypress – for English)
Daniel (Acer)
Marshall Calverley (Acer)
Tayla (Cypress – for English)
Ruby (Acer)
Lucien Mentessi (Acer)
Sydney (Cypress – for English)
Walli (Cypress – for Maths)
Saffire (Acer)
Ellie (Acer)
Lucien (Acer)
Lilly (Acer)
Tahjay (Acer)
Joshua (Acer)
Mechayeal (Cypress)
Sabir (Cypress)
Tonie (Cypress)
Tayla (Cypress)
Lillie-Mae (Cypress)
Nikita (Cypress)
Mahir (Cypress)
Walli (Cypress)
Sydney (Cypress)
Kieran (Cypress)
Tyler (Cypress)
Seyda (Cypress)
Planning Responsibilities
Week 1
Week 2
Week 3
Week 4
Week 5
Week 6
W/B 23rd February
W/B 2nd March
W/B 9th March
W/B 9th March
W/B 16th March
W/B 23th March
English:
Martha and Rachel
English:
Martha and Rachel
English:
Martha and Rachel
English:
Martha and Rachel
English:
Martha and Rachel
English:
Martha and Rachel
Maths: Zahra and
Sophie
Maths: Zahra and
Sophie
Maths: Zahra and
Sophie
Maths: Zahra and
Sophie
Maths: Zahra and
Sophie
Maths: Zahra and
Sophie
Science: Danielle
Science: Danielle
Science: Danielle
Science: Danielle
Science: Danielle
Science: Danielle
Humanities: Danielle
RE: Danielle
Humanities: Danielle
RE: Danielle
Humanities: Danielle
RE: Danielle
Humanities: Danielle
RE: Danielle
Humanities: Danielle
RE: Danielle
Humanities: Danielle
RE: Danielle
Art: Danielle
Humanities: Danielle
** Adapt according to subjects be taught over the half term
Week 1
Week 2
W/B 23rd
February
W/B 2nd
March
Medium Term Planning
English
Week 3
W/B 9th March
Week 4
Week 5
Week 6
W/B 9th
March
W/B 16th
March
W/B 23th
March
Week 2 Model,
Quality Writing
Outcomes, Edit,
Publish
Leaflet – why
come to Australia?
Week 1Inspire, Immerse, Analyse, Generate stage
Week 1 and 2 swap due to dates
To write instructions on how to make paper
Purpose: To write a set of instructions
Audience: Year 6
Partner with yr5/6 class to read our instructions
Week 2 Model,
Quality Writing
Outcomes, Edit,
Publish
Writing a
explanation on the
journey of a
recycled bottle
(ICT) visit
Week 2 Model,
Quality Writing
Outcomes, Edit,
Publish
Performance
Poetry
Purpose:
Audience:
Viewpoint:
Viewpoint:
Writing outcome:
Week 1Inspire,
Immerse, Analyse,
Generate stage
Writing outcome:
Second week
writing outcome
Second week writing outcome:
Writing outcome:
Day 1: To identify
the features of
performance
poetry
Day 1: To respond
to a stimulus
(show lots of
examples on
youtube – ipads
etc. Provide
speaking frames)
(watching Wall-E
clip, giving opinion
– for washing line)
Day3: Photos of different steps
Day2: To generate
vocabulary in
response to a
stimulus
Groups to order the necessary steps on sugar paper- clear chronology of each process
Day 2: To identify
the WMG of
performance
poetry (perform-apoem website)
Day 3: To orally
rehearse a
performance
(starter – nouns)
(starter –
adjectives)
Day3: To structure
a poem for
performance
Day 1: Identifying features of an instructional text- text marking
Day2: WMG Information Text/ how to follow instruction origami (all children follow instructions)
Prior learning making a lotus flower from a set of instructions from a video
Starter- Imperative verbs- what are they, how are they used?
See
https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/296346/staks2-writemod-an-l4_2013.pdf
Things you will need,
Day4: Model write of instructions for making recycled paper from our visit
Day 1: WMGexplanation textwater cycle
Day2: To identify
the key features
within an
explanation text
(text marking)
Day3: To generate
questions based on
recycling
(our experience on
the trip)
Model developing
questions
Day 1: To write an
introduction for an
explanation text
using clear,
concise
vocabulary
Day2: To write the
main body of an
explanation text
using cause and
effect connectives
and openers
(visual prompts,
sentence starters,
word banks, word
frames, sentence
builders)
Day 1:
Assessment and
Publishing
Day2:
Day3:
Day4:
Day5:
poem
Day 4: To
physically
rehearse a
performance
poem (record on
iPads)
Day4: To improve
the structure of a
poem for
performance
Day5: To perform a
poem and give
feedback
Day4: To
understand the
process of
recycling
Day5: self and peer assessment
Annotated example
Photo of context
Day3: To continue
to write an
explanation text
using time
connectives
(role play)
Instructions
Day5: To plan an
explanation text
Peer/ self assessment
Day 5: To self and
peer assess
performance
poetry (show
videos from
previous day)
(differentiated
writing frames,
visual prompts,
word banks,
sentence starters)
(visual prompts,
sentence starters,
word banks, word
frames, sentence
builders)
Day4: To write the
conclusion to
engage the
reader
Day5: To self and
peer assess
Key resources for
books:
Key resources for
books:
Key resources for
books:
Key resources for books:
Key resources for
books:
Key resources for
books:
** Have you got a balance of fiction and non-fiction writing outcomes?
Week 1
Week 2
W/B 23rd February
W/B 2nd March
Medium Term Planning
Maths
Week 3
Week 4
W/B 9th March
Week 5
Week 6
W/B 16th March
W/B 23th March
Mental/Oral Starters
Day 1: times tables
Day2: multiplying by 10 and 100
Day3: times tables
Day4:multiplying and dividing by
10
Day5 :timestables
Area of Maths:
MULTIPLICATION
Mental/Oral Starters
Day 1:times tables
Day2: quick fire telling the time
Day3: times tables
Day4: quick-fire telling the time
Day5: times tables
Area of Maths:
DIVISION
Mental/Oral Starters
Day 1: times tables
Day2: partitioning
Day3: times tables
Day4: counting in sequences of
positive and negative numbers
Day5: times tables
Area of Maths:
Mental/Oral Starters
Day 1: times tables
Day2: bridging through ten to
add mentally
Day3: times tables
Day4: bridging through ten to
add mentally
Day5: times tables
Area of
Maths:
FRACTIONS
FRACTIONS
Area of Maths:
ANGLES – learning about
them, how to measure
them
Mental/Oral Starters
Day 1: times tables
Day2: counting on to find the
difference
Day3: times tables
Day4: counting on to find the
difference
Day5: times tables
Area of Maths:
ANGLES – investigation into
angles – their bodies and around
school - display
Day 1:
Day2:
Day3:
Day4:
Day5: Problem Solving Lesson
Key resources for books:
Key resources for books:
Key resources for books:
Key resources for books:
Key resources for books:
Clearly differentiated
activity sheets with
clear challenges
Clearly differentiated
activity sheets with
clear challenges
Clearly differentiated
activity sheets with
clear challenges
Clearly differentiated
activity sheets with
clear challenges
Clearly differentiated
activity sheets with
clear challenges
Photographs of children
doing the learning
Photographs of children
doing the learning
Photographs of children
doing the learning
Photographs of children
doing the learning
Photographs of children
doing the learning
Pupil voice on speech
marks/thought bubbles
Pupil voice on speech
marks/thought bubbles
Pupil voice on speech
marks/thought bubbles
Pupil voice on speech
marks/thought bubbles
Pupil voice on speech
marks/thought bubbles
Context sheets
Context sheets
Context sheets
Context sheets
Context sheets
Foundation Subjects (Topic)
Notes: Please identify one session in your humanity learning and one session in your science learning where you will do an extended piece of writing. This piece of writing should be
feedback marked.
Subject
History/Geography
Week 1
Week 2
Week 3
Week 4
Week 5
W/B 23rd February
W/B 2nd
March
W/B 9th March
W/B 16th March
W/B 23rd
March
LI: to create a mind map about recycling
Context: Recycling
NOTE: You need
rubbish for this
lesson
LI: to identify issues
around landfills
Visit to recycling plant
LI: to plan a letter
Context: recycling
Context:
Teach: what is recycling? What does it mean?
What kind of things can we recycle? How do we
LI: to identify
recyclable
LI: to write a
persuasive letter
Teach: show children a
Context: recycling
Review: review
learning on landfill
Review: go over
know if they can be recycled? What can’t be
recycled? Teacher to go through recycling with
class, addressing the above questions via a
video/powerpoint. Children to note-take on
whiteboards
Activity: Children to create a mind map in their
books, addressing what they have found out in the
video/ppt and what they would like to know.
Outcome: mind map in books
Plenary: share fun facts about recycling
http://greenliving.lovetoknow.com/Recycling_Facts
NOTE: children will need to bring in rubbish for next
lesson. It must have been cleaned and not include
sharp tin cans etc
materials
Context: Recycling
Teach: show
children a variety
of recycling logos.
Do they recognise
any of them?
What do they
mean? Ask
children if they
help sort their
recycling at
home? What do
they have to do?
Explain that some
boroughs have
different rules
when it comes to
recycling.
Show children a list
of things you can
put in your
recycling bin in
Greenwich and a
list of things you
can recycle in
Bexley. Which is
better?
Activity: in groups,
children to sort
through a variety
of rubbish on their
tables and take it
to the “Greenwich
recycling plant” in
series of images/video
about a landfill site. Did
you know that 80% of
landfill rubbish could be
recycled? This would
reduce the need for
landfill. Children to
identify the
environmental concerns
over landfill by reading
through research (there
are loads of sites
dedicated to this on
internet)
Activity: children to
record issues around
landfill in their books i.e.
Non-biodegradable
products in the ground /
dangerous gases/ 80%
could be recycled/
threat to animals
sites and recall how
much of what is
wasted in landfill
sites could actually
be recycled. This
would reduce the
need for so many
and would reduce
environmental issues
such as toxic gases
being given off or
non-biodegradable
materials remaining
underground for
centuries.
Recall how Bexley
council were not as
good at recycling
as Greenwich.
Identify that the
items they don’t
recycle are going to
landfill and the
problems this causes
(ch. to use notes
from week 3 on
landfill issues to help
them with this).
Activity: children to
plan a letter to
Bexley council to
persuade them to
recycle more.
NOTE: use my letter
plan from previous
unit (letter to Tony
last week’s letter
plan. Model how
to turn it into a
letter.
Activity: children
to write a letter to
Bexley Council.
NOTE: this is an
extended write for
feedback marking
a part of the
classroom). They
must follow the
recycling guide to
do this. Once
done, take a
photo of all the
rubbish.
Abbott)
Then children to
take back a pile of
rubbish to their
tables and sort for
Bexley. They must
then take this to
the Bexley plant.
Take a photo of all
the rubbish.
Children must write
a statement in
their books about
which borough is
the best at
recycling and why.
Outcome: children
will have a
Greenwich and
Bexley photo put in
their books and a
written statement
about their
investigation
below
Science
Draw and label parts of plant
What does each
part of the plant
Conditions needed for
each plant –
Conditions needed for
each plant –
Write up
investigation
Assessment week
Plants
do?
To understand the significance of rag rugs and how
they can help the environment- recycled materials
Art
To create a rag rug
To be able to
design a section of
a rag rug
Stripes or circle
Watch video of people making rag rugs-link to
WWII- Maritime War exhibition on recycled clothes
Discuss how they are created, materials used, link
to recycling
Children to look at materials they have and decide
which ones they will use to create their part of the
rag rug
experiments
Dark/light/cold/warm/
Dark/light/cold/warm/
Children will be taught
how to rag a rug
Continue to make
section for whole class
rag rug
Continue making
our rag
Pen their design onto
the Hessian
Look at images different rag rugs
Children will be sent
letters home to ask
them to bring in old
clothes
experiments
In groups of 4
children will be
given paper to
design the rag rug
they will create
What patterns ,
materials will you
use?
Is there anything we
need to change/
modify?Explain
why?
Hessian squares for
each table with cut
materials
Evaluate the
design of each
part of the rug
which will collated
to form a rag rug
for our book
corner
2 stars and a wish
Children follow
instructions and their
design
Annotate their plan
for a section of a
whole class rag
rug
** add more rows as necessary
Phonics
Week 1
Week 2
Week 3
Week 4
Week 5
Week 6
W/B 23rd February
W/B 2nd March
W/B 9th March
W/B 9th March
W/B 16th March
W/B 23th March