Effective Contributors
People, Place & Environment
Learning Intensions- Pupils will:
Successful Learners
Expressive Arts
Learning Intensions- Pupils will:
*Create large skeletons as a
cooperative learning group
*Create an interactive internal organ
display for rest of school
Music/PE
Learning Intensions- Pupils will:
*explore bodies reaction to exercise
*know exercise is healthy
*exercise for enjoyment
Citizenship/RME/PSHE
Learning Intensions- Pupils will:
*work in cooperative learning teams to
produce interactive display
*understand our physical uniqueness
Technologies
Learning Intensions- Pupils will:
My Body
Science
Learning Intensions- Pupils will:
*name parts of their body
*name internal body organs
*name some mayor bones in the body
*know the function of the eye and ear
*label body diagrams
*investigate age and size/eye colour in families
* see the relationship between forearm and
foot
Responsible Citizens
* research on internet
* presentation on powerpoint about
body parts
English & Literacy
Numeracy & Mathematics
Learning Intensions- Pupils will:
*Produce a report about their body
* discuss with class their findings
*present their finding to the class
*make and label diagrams
* through cooperative
learning(CL) create charts and
graphs showing physical features
Learning Intensions- Pupils will:
Confident Individuals
Tingwall Primary School
Topic Title
My Body
Teacher
Diane Fieldhouse
Class
P345
Outcomes and experience to be addressed in this topic (number and statement):
1st I am becoming aware of how cleanliness, hygiene and safety can affect health and wellbeing and can
practice this in my everyday routines such as taking care of my teeth. HWB 012S / HWB 116S
2nd Having learned about cleanliness, hygiene and safety, I can apply these principles to my everyday
routines, understanding their importance to health and wellbeing. HWB 215S
1st I am aware of how to safely use medicines and how to keep safe from those which could be harmful
to me. HWB 015Z
2nd I know that there are medicines and other substances that can be safely used to improve health and
wellbeing. HWB 116Z
1st I have contributed to the development of a learning resource which shows the position and function of
the major organs of the body and what I need to do to keep them healthy. I can evaluate our resource
and say how it helps my learning. SCN 111M
2nd I have researched the structure and function of the eyes and ears, and have taken part in activities to
discover the limitations of my senses. SCN 229S
I am aware of my growing body and the names we use to describe its different parts.
HWB 021RR / HWB122RR
Learning & teaching approaches
active
co-operative learning
fieldwork
drama
visitor
debate
discussion
pupil research
storyline
choice (personalisation)
outdoor learning (e.g. in school grounds)
ICT
Skills development
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Major events or activities
that form part of this topic
(e.g. fieldtrip):


pupil presentations

other (indicate):

(if appropriate) What would be the end product? (e.g. display,
presentation, production, event)
interactive body display
Term
1 (09-10)


Observing, describing and
recording;
Comparing and contrasting to
draw valid conclusions;
Exploring different types of
evidence;
Development of curiosity and
problem solving skills and
capacity to take initiatives;
Interacting with others and
developing an awareness of self
and others
Planning and reviewing
investigation strategies;
Developing the capacity for
critical thinking through
accessing analysing and
using information from a wide
variety of sources;
Discussion and debate;
Developing reasoned and
justified points of view;
Developing and using maps in a
variety of contexts;
Developing and applying
skills in interpreting and
displaying graphical
representation of information;
Developing an awareness of
sequence and chronology;
Presentation skills – oral,
written, multi-media.
Successful Learners: able to ….
Confident Individuals: able to ….
use literacy, communication and numeracy skills
*
use technology for learning
think critically and independently
learn independently and as part of a group
*
*
make reasoned evaluations
link and apply different kinds of learning in new situations
Responsible Citizens: able to ….
Effective Contributors: able to ….
develop an understanding of the world and Scotland’s
place in it
understand different beliefs and cultures
make informed choices and decisions
evaluate environmental, scientific and technological issues
develop informed ethical views of complex issues
communicate in different ways and different settings
work in partnership and teams
take the initiative and lead
apply critical thinking in new contexts
create and develop
solve problems
Aspects which require to be planned and reinforced across the curriculum
Challenge & enjoyment
Breadth
Progression (skills
*
Literacy
Numeracy
Health & Wellbeing
development)
Depth
Personalisation & Choice
Citizenship
Enterprise
relate to others and manage themselves
pursue a healthy and active lifestyle
be self aware
develop and communicate their own beliefs and view of
the world
live as independently as they can
assess risks and make informed decisions
achieve success in different areas of activity
*
*
*
Assessment Strategies
Formative/summative:
Teacher, self, peer, Thumbs Up, Traffic Lights, 2 stars and 1 wish,
Fist or Palm, observation, listening, questioning, discussion,
Tickled Pink & Growing Green, topic test, paired marking,
talk/learning partners, checklists, learning logs/journals, Activote,
quiz, mind maps, pupil created questions, other (please indicate).
*
*
*
*
*
*
*
Tingwall Primary School
Week
1
2
3
4
5
6
Topic Title:
My Body
Activities
Maths
Pairs, make pictorial diagram of friends
eye/hair/height etc
Put children’s height on class height
chart
Make a class pictogram of eye colour
Use Black Cat on computers to create a
database of class, using information
from last week and all about me topic
Use skeleton to identify different bones.
Make group skeletons
Use internet to name individual bones.
Identify internal body parts on body
model. Use internet to help identify
organs uses.
Label a diagram of an ear/eye.
Discuss what the ear/eye does and
explain what some parts of the ear/eye
do.
Hygiene, hands remember hand
washing routine and draw pictorial
instructions for toilets
Discuss in circle time medicines and
safe use
Class:
P345
Resources
Teacher:
Diane Fieldhouse
height chart
Class
Assessment
Group
Individual
G
Ability to work in a pair
Questioning about
interpretation of a chart.
I
black cat software
I/C
Confidence to use software
to access class information
skeleton model
internet
Sparklebox
resources
I/G/C
Be able to name bones and
body parts
Ability to access internet
individually or with support
eye ear diagrams
from Sparklebox
I
Ability to describe the
function of eye and ear
Prometean
software
C/G
Observation, making sure
children are washing hands
correctly as part of everyday
routines.
Medicines/liquids sheet,
indicating which are harmful
and which they can take with
supervision.
Term:
1 (09-10)
Evaluation