White House Primary School – Theme Planning
Summer Term 6
Whole School Theme: On Your Marks, Get Set, GO!
Year Topaz
http://funschool.kaboose.com/fun-blaster/olympic-timeline.html
http://www.youtube.com/watch?v=h2atZjcBqs4 Opening Ceremony Athens 2004
http://www.youtube.com/watch?v=RUy9OgRRXnw&feature=related Opening Ceremony Beijing 2008 DRUMMING
http://www.topicbox.org.uk/history/greeks/ to download smartboook file for the topic
http://www.ancient-greece.co.uk/festivals/story/olympics.html depicts each day in the ancient Olympics plus lots of background info
http://teacher.scholastic.com/activities/athens_games/ info on ancient and modern olympics
Session
Skills/Subject
L. I &
Success
Criteria
1
Geography
3a Identify and
describe what places
are like. 3b Location of
places and
environments they
study. 3f Describe &
explain how and why
places are similar to
and different from
other places.
LI – research a
country.
Explain theme. Explain we are going to explore how the Olympic Games all began by going
back to Ancient Greece. What do you know about the country where is all started?
Show Greece on Google Earth. Have you been there on holiday?
Explain there are around 3,000 islands that make up the country and that Greece is one of
the most mountainous countries in Europe. Show Where_is_ancient_greece.ppt
Model starting to label map of Greece. How can chn find out this information?
Focus Groups
Differentiation
Complete the map of Europe and of Greece, adding labels for:
Athens
Mediterranean Sea
SEND – labels (only main) with HA chn
Aegean Sea
LA – with BP
Crete
A – with BP
Sparta
HA – all and to support SEND chn.
England
Mediterranean Sea
Atlantic Ocean
Athens
Greece
London
Access to Atlases, Internet, PPTs to support.
Assessment
Main Teaching
Plenary/Next Steps
Ask chn to bring in some
landscape pictures of their
trips to Greece, or collect
images from the internet.
Make a display to stimulate
discussion about the climate
and the physical geography.
Key Questions
Resources
Where is ancient Greece ppt
Map of Europe
Map of Greece
Labels for SEND/LA
Atlases
Internet
Session
Skills/Subject
2
Geography
3e Identify how and
why places change. 2c
Use atlases, globes and
maps at a range of
scales. 2d Use
secondary sources of
information.
History
2a Understand the
characteristic features
of periods & societies
studied. 2c Identify &
describe the reasons
for & results of
changes in the periods
studied. 5c
Communicate knowledge
in variety of ways.
Assessment
L. I &
Success
Criteria
LI – explore the
differences
between Athens
and Sparta.
Main Teaching
Watch Horrible History Greek Wife Swap clip:
http://www.youtube.com/watch?v=uLyW5UYPYYs
Share with the children the Athens_V_Sparta.ppt
Plenary/Next Steps
Make one statement each
about Athens or Sparta
without looking at the day’s
research.
Discuss the idea of city-states. What do we mean by a city? They had their own rules,
were rivals and had their own money. Look at Athens and Sparta on the map and discuss
where in relation to the coast they are. How do they think their armies will work?
Show Athens and Sparta site on www.woodlands-junior.kent.sch.uk
Discuss the differences and record on the board.
Focus Groups
Differentiation
SEND/LA - Sort Athens and Sparta cards and discuss. Why do they think they only had a
few ships? Etc. Question them on their understanding. BP
A/HA - Sort cards relating to Athens and Sparta and stick on the sheet to be stuck.
Ext - Quiz Link1 (Athens) or Quiz Link2 (Sparta). How did they do?
Key Questions
Resources
Athens v Sparta PPT
Sorting cards
Session
3
Assessment
Skills/Subject
History
2a Understand the
characteristic
features of the
periods and societies
studied, including the
ideas, beliefs,
attitudes and
experiences of men,
women and children in
the past. 2b Discover
the social, cultural,
religious and ethnic
diversity of the
societies studied in
the wider world. 1a
Place events people
and changes into
correct periods of
time.
L. I &
Success
Criteria
Main Teaching
Plenary/Next Steps
LI – explore Greek
Gods and
Goddesses.
Ask the children to locate Mount Olympus on a map. Introduce it as the home of the gods
and recap or introduce myths and legends. Read the myth of Zeus, Hera and Io
http://greece.mrdonn.org/zeus.html
Discuss how gods were part of many myths and legends.
Show the children the Greek-Gods.ppt (up to slide 13) and discuss how each god has its own
special background info and symbol attached to it.
Use Greek_Gods.ppt from
slide 16 Look at the pictures
of the gods and ask the
children to look for clues to
identify the gods.
SC
-
Play godsgoddesses.ppt as a slideshow and get the children in mixed ability table groups to
match the pictures of symbols and gods names together.
Focus Groups
Differentiation
Key Questions
SEND/LA – LA sheet. Chn to cut out pictures, description of the god, description of the
symbol and names of the 6 gods and stick them back together in the correct place on the
grid - BP
Resources
A/HA - Complete Greek God Fact File
Greek Gods PPT
Godsgoddesses PPT
GreekGods PPT
Greek God Fact File
Session
4
Skills/Subject
History
4a Find out about
the events, people
and changes studied
from an appropriate
range of sources. 4b
Ask and answer
questions and to
select and record
relevant information.
ICT
1a Talk about what
information they
need and how they
can find it. 1c
Interpret
information to check
it is relevant and
reasonable
Assessment
L. I &
Success
Criteria
Main Teaching
LI – explore the
history of the
Olympic Games.
Show the children History_of_the_Olympics.ppt
Focus Groups
Differentiation
SEND/LA - ‘Why were the Ancient Olympics held?’ sheet - BP
A/HA - ‘Why were the Ancient Olympics held?’ sheet IND
Go through the Qs on the ‘Why were the Ancient Olympics held?’ sheet as a whole class
then explain that the children will be completing this sheet on their own.
Plenary/Next Steps
Go through the facts the
children have researched on
the Ancient Olympics and
display where the facts could
be found on the PowerPoint.
Key Questions
Resources
History of the Olympics PPT
Why were the Ancient
Olympics held?
Session
5
Skills/Subject
History
L. I &
Success
Criteria
LI – research the
Ancient Greek
Olympics.
Main Teaching
Show the children the Ancient_Greek-Olympics.ppt
Explain that this was Greece in the far off past (nearly 3000 years ago)
Give out the laminated ‘Name the Olympic Sport’ pictures (1 per table) and display slide 6
Ask the children to discuss as a group what the evidence from this Ancient art shows us
today about life in Ancient Greece.
Focus Groups
Display slide 7 of the and
ask the Ancient_GreekOlympics.ppt ask children to
try and arrange their
laminated pictures into a 5
day programme of events,
just as it happened in the
Ancient Olympics.
Take feedback from each group about the pictures
Display slide 8 which shows
the events as text
Differentiation
Key Questions
SEND/LA - Support the children in completing the ‘Greek Olympic Evidence’ sheet. BP
A/HA - Give the children ‘Greek Olympic Evidence’ sheet to record their ideas and findings
and ask them to complete in pairs.
Resources
Ext - Explore http://www.ancient-greece.co.uk/festivals/story/olympics.html when work
completed in preparation for plenary activity.
Assessment
Plenary/Next Steps
Session
6
Skills/Subject
History
2a Understand
beliefs of men,
women and children
in the past. 2b
Understand the
social, cultural and
ethnic diversity of
the societies
studied.
L. I &
Success
Criteria
LI –
Main Teaching
Show the Mr Bean.ppt
Explain to the children that Mr Bean has damaged some of the pictures of pots he was
looking after! He needs their help to put the pieces back together again.
(There will be missing pieces that the children will have to draw in themselves!)
Focus Groups
Differentiation.
Give the children the laminated pieces of the Greek Pots and ask them to piece them back
together.
Next give them a photocopied version of their jigsaw (with the piece missing) and ask them
to carefully draw in and colour the missing piece.
Plenary/Next Steps
Look at the sketches the
children have made and ask
the children for feedback,
saying what they like about
the now completed jigsaw.
Key Questions
Resources
Mr Bean PPT
Laminated jigsaws of pots
(one piece missing) – 1 per
table
Colour photocopy of each
near complete jigsaw.
(1 per child)
Assessment
Session
Skills/Subject
7
DT
1a Generate ideas
using info from a
number of sources,
including ICT-based
sources. 1d
Communicate design
ideas in different
ways as these
develop, bearing
aesthetic qualities.
History
4a Find out about
the past from an
appropriate range of
info sources
including ICT-based
sources. 4b Ask and
answer questions and
select relevant
information.
Assessment
L. I &
Success
Criteria
LI – design a
Greek pot
Main Teaching
Look at the Ancient Greek Pottery.ppt
Tell the children that it is from these pots that we know today so much about the
Ancient Greeks and the Ancient Olympic Games.
Focus Groups
Differentiation
Explain to the children that they will be designing their own Greek Pots to show an
Olympic Event.
Activity 1: Give the children the Greek Vase Design.pdf and ask them to complete
this.
Activity 2: Get the children to visit
http://www.schoolsliaison.org.uk/kids/greecepot.htm
and design their own pot; they can print it out once completed.
Activity 3: Orange sugar paper cut into a pot shape. Cut out black sugar paper
silhouettes to glue onto orange pot shape to depict a scene from Ancient Greek
Olympics.
Plenary/Next Steps
Look at the designs the
children have come up
with and ask the others to
guess the Olympic sport
they have depicted.
Key Questions
Resources
Ancient Greek Pottery
PPT.
Computers
Orange and black sugar
paper
Session
9
Skills/Subject
L. I &
Success
Criteria
LI – research
London
SC
Main Teaching
Plenary/Next Steps
Show the Introducing London.ppt
Show children slide 2 (the blank map of the UK) Ask children to come up to the
whiteboard and point to where they think London is. Do not indicate to the pupils
whether they are right or wrong. Let as many children as possible point out the
position of London and then analyse the positions that they have pointed to.
Slide 3 Discuss the map on the whiteboard and the 4 main countries that make up
the UK. See how many children placed London in England and how close they were
to the correct position. Click to get London to “fly in” . Did we get it right? Ask
children to identify the position of Martlesham on the map.
Slide 5 Ask the children to identify the position of their own county. What is the
name of their county?
Slide 6 Ask the pupils to identify and discuss features about the position of
London. Which counties surround Greater London? Discuss the fact that the M25
forms the boundary of greater London and that the distance around Greater
London is 188 Km ie 117 miles.
Slide 7 which shows the M25 forming a border around London.. Discuss why
London became the largest city in the UK from ancient times – on the Thames –
direct water links to Europe.
Slide 8 Show the children the close up map of Greater London and explain that
London is divided in BOROUGHS each with their own council. Explain that each of
those boroughs is about the size (in some cases bigger) than a country town. Ask
why they think London needs to be divided into boroughs. Ask the children how
many people they think live in Greater London. - almost 8 million How many live in
Ipswich?(130,000) Ask them about the loop in the river. If they watch
Eastenders they will have seen this at the beginning of each episode. Did they
think this was a real feature? If you have access to You Tube show the following
clip so that they can see the loop on the river and relate it to the map:
http://www.youtube.com/watch?v=Ebw6D5-geQk
Discuss with your partner
2 new things that you
have learnt about London
during this lesson. Listen
to the things that your
partner has learnt.
Report to the class 1 new
fact about London that
you found really amazing.
contd...
But how big is London? Slide 9 shows the sizes.
Where will the Olympic Games be held? Slide 10 shows how close to the loop in
the river it is. Discuss that it is a valley in which several rivers and streams flow
as well as an important canal.
In slide 11, a map of the Olympic site has been superimposed on the road map to
indicate where the buildings will be and the fact that there are large motorways
and railways for transport to the site. Slide 12 shows a close up of the actual
Olympic site. If you are able to connect to Google earth, go to STRATFORD
LONDON and the Olympic site is immediately visible.
Focus Groups
Key Questions
Differentiation
Give children a copy of the map of the UK showing the counties.
Add sea blue squiggle marker.
Add labels: North Sea, English Channel, Irish Sea, Atlantic Ocean
Mark London with a large red dot
Mark Ipswich with a smaller red dot
Mark London with a large red dot and Ipswich with a smaller red dot.
Resources
See lesson 10 folder
Red, blue, green, yellow
pencils
Colour the county of Suffolk in light green and Greater London in yellow.
Assessment
Session
Skills/Subject
L. I &
Success
Criteria
Main Teaching
Plenary/Next Steps
8
ICT
9. Choose and
combine words and
other features for
particular effects.
12. Use ICT to
present written work
& continue to
increase speed and
accuracy in typing.
LI – create a webpage
Show the children the ‘Then and Now’ .ppt
Discuss with them the similarities and differences between the Olympics in
Ancient Greece and the Modern day Olympics.
Focus Groups
Differentiation
Record information about the Games ‘Then and Now’ using the cut and stick sheet.
Record information about the Games, Then and Now on the recording sheet.
Children to write details under each heading.
Ask children to read out
the information they have
written under each
heading.
Key Questions
Resources
ICT Suite.
HTML text
Assessment
Session
Skills/Subject
L. I &
Success
Criteria
Main Teaching
Plenary/Next Steps
10
D&T
LI – design an ice
cream sundae.
OLYMPIC TORCH
Share with the children the Olympic_torch_relay.ppt
Tell the children they will be evaluating the London 2012 Torch and then designing
their own Olympic Torch.
Watch the YouTube link of the unveiling of the torch.
http://www.youtube.com/watch?v=5voOAW0rhWE and the clip explaining its
importance http://www.london2012.com/games/olympic-torch-relay/olympictorch/
Look at some of the
children’s work, have they
included all of the design
features?
and read the article on the BBC website to find out more about the ideas behind
the design of the torch.
http://www.bbc.co.uk/news/uk-13411437
Focus Groups
Assessment
Differentiation
Give the children the Lower Ability sheet, ask them to draw the torch and draw
lines to match the labels to the torch.
Give the children the London 2012 Torch sheet and ask them to draw and label
the torch design, annotating the features included in the design.
Key Questions
Resources
Session
11
Skills/Subject
D&T
L. I &
Success
Criteria
Main Teaching
Plenary/Next Steps
LI – make ice cream
OLYMPIC VALUES EXCELLENCE
See Go-Giver’s ‘The Olympic Games – Excellence’.pdf for introduction, information
and ideas on using the PowerPoint.
When the charts are
complete ask the children
to discuss them with
a response partner. Are
their goals ambitious yet
achievable,
unrealistic, sufficiently
demanding?
Focus Groups
Differentiation
ACTIVITY 1 ‘How to Succeed’
Discuss the qualities/skills that the athletes in the PPT have in
common? Eg:
• Perseverance
• Goal setting
• Ability to overcome difficulties
• Quest for perfection/to be the best
Ask the children to complete right hand side of the table ‘Tips: How
to Fail and Succeed’ by turning round the statements on the left
hand side.
Now ask them to talk to a partner about their statements. Is there
one that they need to ‘work on’ more than any other?
Key Questions
ACTIVITY 2 ‘Goal Setting’
Discuss how, in order for something to be a goal:
• It has to be important to you, personally.
• It has to be within your power to make it happen through your
own actions (although it might need the support of others).
• It has to be ambitious, yet something that you have a reasonable
chance of achieving.
Talk about how they need to work to their strengths when setting
Resources
their goals, and take into account their weaknesses when considering the support
they will need.
Give them each a copy of ‘My Goals’ . Decide as a class what
the timescale will be (e.g. one term, one year).
Re-visit the goals at the end of the agreed period. Highlight the
goals that have been partly achieved in yellow, and those that have
been fully achieved in green.
Assessment
Session
Skills/Subject
12
Make sure chn
carefully wash hands
L. I &
Success
Criteria
LI – make the
perfect ice cream
sundae.
Main Teaching
Plenary/Next Steps
Respect is one of the three core values underpinning the modern Olympic Games.
It includes respect for oneself and one’s body, respect for others, as well as rules
and regulations, and respect for the environment. In relation to sport, respect
stands for keeping true to one’s integrity, engaging in fair play and fighting
against
doping or any other unethical behaviour.
These core values are brought to life through additional principles of the Olympic
Movement, such as universality, sustainability and non-discrimination.
They are evidenced through the Olympic Movement's planning and managing of
Ask children to talk about
their buttonbadge designs
and the ideas behind
them.
the games in an environmentally friendly
manner, promoting women in sport, constructing sports education buildings in
developing countries, providing sports equipment to underprivileged areas, and
caring for the poor, victims of war, and
AIDS patients.
Share the Go-Giver’s ‘The Olympic Games – Respect.ppt’
Focus Groups
Assessment
Differentiation
Activity 1:
Button badges
Divide the class into groups of 4-5. Allow at least 5 minutes for the children to
brainstorm and list various ways in which we can show respect.
1. List things people say when they want to show respect, eg ‘Please,’ ‘Thank you,’ ‘I
appreciate that,’ ‘Can I help you?’, ‘I’m so sorry,’ ‘I’m so sorry if I offended you.’
2. List things people do/don’t do when they are being respectful, eg holding the
door open for someone who needs help, listening without interrupting, not
answering
back.
3. List ways in which we can show respect for our environment.
Ask one child from each group to report their thoughts to the class.
Ask the children to return to their groups and discuss what respect does not
mean. What kinds of behaviours would they consider to be disrespectful?
(Rudeness, malicious gossip, negative criticism,
insults etc.) Give each child a button badge template from the sheet below.(see
.pdf)
Ask them to add a simple message then a small illustration. Display the badges in a
prominent position, and ask the rest of the school to vote for the message they
think is best. If possible replicate this as button badges for all children to wear.
Key Questions
Resources
List in classroom
Session
Skills/Subject
L. I &
Success
Criteria
13
Focus Groups
Main Teaching
Plenary/Next Steps
OLYMPIC VALUES FRIENDSHIP
Share the Olympic_Games_Friendship.ppt with the children and explain that
friendship encourages us to consider sport as a tool for mutual
understanding. The Olympic Games inspire humanity to forge
friendships in spite of political, economic, gender, racial and
religious differences.
The Olympics gathers together people from many different countries and
cultures in a spirit of friendship and tolerance.
Differentiation
The Great Friendship Draw
Create a group definition of friendship by asking the children to
write words/phrases/sentences that describe a good friend on their strips of
paper (loyal; kind; a friend is someone who ……… etc.).
Remove duplicates, fold the strips and place in a box.
Invite a volunteer to draw out two strips and ask the children to debate which
word is the most important to friendship. This word goes through to the next
round draw.
Ask another volunteer to pick another word to pit against the surviving word. Hold
another debate and put the losing word to oneside.
Repeat until there is a winner.
Share the groups
statements about how we
should judge other people.
Key Questions
Resources
Activity 2.
How Do We Judge Others?
In his famous ‘I have a dream’ speech Dr Martin Luther King said:
"I have a dream that my four children will one day live in a
nation where they will not be judged by the colour of their
skin but by the content of their character."
Discuss with the children what he meant by this statement.
• How much do we judge people by their appearance?
• What is the content of our character?
• What is important to consider when we judge others?
Ask the children to work in groups of four (approx). Their task is to arrange the
question/statement cards in hierarchy of importance.
They may put several cards on one line if they consider them to be of equal
weight. Re-assure children that each group is likely to come
up with varying results.
Ask each group to justify their choices.
Each group should then write a statement about how we should judge other people
to display on the classroom wall.
Assessment
Session
Skills/Subject
L. I &
Success
Criteria
Main Teaching
Plenary/Next Steps
17
Music/ICT
LI – compose a
piece of heavy
metal music.
OLYMPIC HEROES
See Go-Giver’s ‘Olympic Heroes.pdf’ for introduction, information and ideas on
using the PowerPoint.
Discuss the children’s
responses to the ‘Who are
Your Heroes?’ work.
Activity 1.
My Heroes.
Discuss as a class the people the children look up to, with particular reference to
the categories on the sheet ‘My Heroes’ (below). Talk
about how someone can be a hero without being famous, as long as they possess
the qualities above.
Focus Groups
Assessment
Differentiation – mixed ability
Ask the children to complete the sheet, as independently as
possible, giving the reasons for their choices in the box under each portrait.
Key Questions
Resources
Session
Skills/Subject
18
Literacy
1e Speak audibly &
clearly using spoken
standard English.
4a Work in pairs to
create different roles.
1f Use features of
instructions (short, use
of modal verbs…).
Art
1a Use experience of
improvisation to inspire
ideas for work.
Assessment
L. I &
Success
Criteria
Main Teaching
Plenary/Next Steps
LI – control a robot
In a clear space, e.g. the hall, ask chn: ‘If you had a robot, what would you ask it to do?’
Record ideas. Choose a child to wear robot helmet. How might a robot move (model stiff,
unbending walk), or sound (beeps & clicks)? Choose another child to act as controller.
Suggest instructions for robot. How can we make instructions clear? e.g. a controller uses
simple commands. In pairs, chn practise role of robot & controller. Apart from our voices,
how else could we control our robot?.
Discuss instructions. What
makes a good instruction?
Focus Groups
Differentiation
Key Questions
In pairs, chn to take it in turns to act role of robot & controller. Set out obstacles on hall
floor, e.g. benches, beanbags, chairs, etc. Robot has to close eyes or be blindfolded & trust
controller to direct them around obstacles. Stress importance of clear, audible
instructions and safety. Teacher to use “freeze” command to stop all robots!
Resources
Session
Skills/Subject
19
Maths
2a Recognise angles
measured in degrees:
360º whole turn, 180º
half turn, 90º quarter
turn.
3a Visualise & describe
movements using
appropriate language.
Literacy
1c Choose vocabulary
relevant to topic & to
listener.
1f Use features of
instructions
effectively.
L. I &
Success
Criteria
Main Teaching
Plenary/Next Steps
LI – use position and
movement language.
Class on playground. Provide each child with a clipboard, paper, pencil & chalk. Ask chn to
stand in line facing you. Explain they are going to be robots & you the controller! Discuss
movements and noises of a robot. Encourage chn to use specific vocabulary, e.g. forwards.
backwards, left, right. Now ask chn to turn around, so they end up facing you again. What
do we call this? (whole turn) Do chn know how we measure a turn? Degrees. (To support LA
visual props such as clock, card circles.) Can chn tell you how many degrees there are in a
whole turn? (360º) Repeat with half-turn (180º) & quarter turn (90º). Model how to create
short sequences combining moving & directions for turning.
Pick a child to instruct the
class on how to return to the
classroom? Can they give
clear instructions for
movement & turning,
negotiating any obstacles on
the way? Different chn could
tackle the playground,
corridor, classroom, etc??!?
Focus Groups
Differentiation
Key Questions
LA - Chn direct a robot partner to chalk a square using instructions for movement &
turning. Encourage chn to use specific vocabulary & demo how to record - BP
A - As with easy group but chn try squares & rectangles. Record using degrees of turn.
HA Extend group by encouraging chn to create more complex shapes, e.g. triangles, or by
combining sequences to create simple robot face. Chn should record using degrees.
Resources
Assessment
Session
Skills/Subject
L. I &
Main Teaching
Plenary/Next Steps
Success
Criteria
20
Maths
3a Visualise & describe
movement using
appropriate language.
4c Recognise angles <>
right angles.
ICT
2b Create & test
sequences of
instructions to make a
roamer move.
LI –
Dress a Roamer up as a pet prior. Discuss and find out about robotic pets. Show robotic toy pet
to chn and discuss. Present/uncover a mystery box with air holes & straw or travel basket &
blanket. What is inside? Show disguised Roamer & give it a name. Together, explore what it does,
how it moves & what buttons need to be pressed. Write simple commands, e.g. forward 4, right
90, etc, to move pet in a square. Ensure chn understand that 90 represents degrees of a right
angle - quarter turn. Demonstrate need to press ‘GO’ after keying in commands. Repeat, using
diff directions & angles of turn. How many degrees in a whole or half turn? Can the ‘roamer pet’
turn less than 90º?
Can chn demonstrate
sequences of movements &
turns? Chd to model. Were
they correct?
Focus Groups
Differentiation
Key Questions
SEND/LA - Chn to play and explore with the roamer pet! They create simple sequences,
e.g. moving in a square – IW.
A/HA - Attach a pen to the front of the roamer and place on large sheets of paper. Chn to
create simple sequences to draw simple shapes. Can chn predict movements needed to get
there? Can they use angles <>90º? - BP
Resources
Assessment
Session
Skills/Subject
L. I &
Success
Main Teaching
Plenary/Next Steps
Criteria
21
Maths
3a Visualise & describe
movement using
appropriate language
4c Recognise angles <>
right angles.
ICT
2b Create, test,
improve & refine
sequences of
instructions.
4a Review work to help
develop ideas.
LI -
Explain our ‘robotic pet’ needs to be cared for! Place objects a pet might need, e.g. water
bowl, food, etc, in a clear space. Place roamer in its home. How are we going to get our pet
to the things it needs? Brainstorm with chn possible commands and test. Note these on
IWB, drawing the movement beside the command. Do we need to use angles of turn <>90º?
Can chn visualise movement needed? On IWB, model recording sequences using appropriate
language, e.g. forward 4, right 90, forward 4, left 90, etc. Model & test sequences using
angles <>90º. Ask a confident child to have a go at creating & recording a simple sequence on
IWB. Test. Can we improve & refine sequence? Is there a shorter, more effective route
for the pet to reach the things it needs? Try placing obstacles for roamer to manoeuvre
around. Demonstrate how sequence can be tested & refined. Edit commands on IWB.
Display recorded sequences.
Can we ensure objects are
always in same positions? What
happens if they move?
(Commands would need to be
refined) Ask volunteers to
demonstrate sequences.
Attach pen to roamer to
create visual recording of
movements.
Focus Groups
Differentiation
Key Questions
SEND/LA - Work in an open space. Arrange variety of items for roamer to reach. Explore
simple commands. On large paper help chn to record sequence. Test. Can we improve
movements? BP and IW
A – in group, chn create sequences for pet. Chn work in pairs & record work. Encourage
them to test & improve work.
HA - In pairs, chn create, test & refine sequences, recording work on clipboards.
Sequences should include angles <>90º.
Resources
Assessment
Session
Skills/Subject
L. I &
Success
Criteria
Main Teaching
Plenary/Next Steps
22 & 23
Literacy
4a Create, adapt,
sustain different
roles. 4b Use
character, action,
narrative to convey
themes, emotions. 4c
Use dramatic
techniques to
explore characters
and issues.
Science
5b Think about
different animals
found in different
habitats.
5d Consider feeding
relationships in a
habitat.
Assessment
LI – create a
composition.
SC
- choose your
character
- what
rhythms/sounds and
instruments
Focus Groups
Show chn picture cards of characters from A Bug’s Life. Display two contrasting
characters, e.g. PT Flea and Gypsy. How might we go about composing a piece of music to
describe these characters? First, we need to decide on defining characteristics. On IWB
collect ideas for describing them, e.g. flea hops and jumps, is very small… moth flies and
glides, is elegant and gentle. What sounds/instruments might you use to describe them?
E.g. create short ‘hoppy’ notes for flea on glockenspiel, jumping in big steps from high to
low notes to reflect unpredictable nature of flea and using fast tempo. How can we
describe his size? E.g. quiet sounds to reflect smallness. Use these to guide composition,
e.g. duration: sustained notes for Gypsy, or perhaps gliding up and down the scale of a
glockenspiel. Explain chn will create their own short compositions in small groups. They will
need to be able to explain their choices of instruments, sounds etc, using simple musical
element terminology.
Chn perform short
compositions to accompany
film’s characters (perhaps
play along to a mute scene).
How effectively do their
pieces describe our
invertebrate film stars?
Differentiation
Key Questions
LA - Divide up into small groups of 3 or 4. Each grp should create a short composition for
PT Flea. Encourage chn to think of short, jumpy rhythm etc
A/HA In small groups chn choose two contrasting character cards. Each group records
ideas for describing the characters. Allow time for groups to experiment with sounds,
instruments, melody, etc, for their compositions
Resources