Wembdon St. George’s Planning Sheet
Theme: Egyptians
Term: Autumn
Class: 7, 8 & 9
Year group:
3 & 4
Key Skills
Literacy
Recap of year 1 and 2 grammar
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leaving spaces between words
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joining words and joining clauses using and
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beginning to punctuate sentences using a capital letter and a full stop,
question mark or exclamation mark
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using a capital letter for names of people, places, the days of the week,
and the personal pronoun ‘I’
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How words can combine to make sentences
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Sequencing sentences to form short narratives
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sentences with different forms: statement, question, exclamation,
command
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expanded noun phrases to describe and specify [for example, the blue
butterfly]
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the present and past tenses correctly and consistently subordination
(using when, if, that, or because) and co-ordination (using or, and, or but)
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Apostrophes to mark where letters are missing in spelling and to mark
singular possession in nouns
Year 3 and 4 grammar

choosing nouns or pronouns appropriately for clarity and cohesion and
to avoid repetition
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using conjunctions, adverbs and prepositions to express time and
cause
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extending the range of sentences with more than one clause by using
a wider range of conjunctions, including when, if, because, although
Year 3

Expressing time, place and cause using conjunctions [for example,
when, before, after, while, so, because], adverbs [for example, then,
next, soon, therefore], or prepositions [for example, before, after,
during, in, because of]
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Use of the forms a or an according to whether the next word begins
with a consonant or a vowel [for example, a rock, an open box]
Year 4
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Fronted adverbials [for example, Later that day, I heard the bad
news.]
Use of commas after fronted adverbials
Diary writing
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I have written a clear opening paragraph to set the scene
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I have used first person pronouns
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I have written in the past tense
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I have included my feelings, reactions and opinions

My writing is about events that were important to me
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I have used connectives and phrases to indicate time
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I have included detailed description using powerful verbs and
adjectives
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I have concluded with a reflection
Stories with familiar settings
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I am learning how good writers paint pictures in words!

I am learning how important a setting is for a story.

I am learning how effective writers describe settings through the
words they choose.
Communicate
ICT
Working with
others
Improving and
learning own
performance
Subject Skills
Grammar
Language
Spelling
Genre-specific
Punctuation
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I am learning that a setting can be described in different ways to
create different atmospheres.
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I am learning to express our opinions

I am learning about texts and justify our views.
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to borrow ideas from video to help us create settings for our stories
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I am learning to check and edit our writing.
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I am learning to describe the atmosphere of a particular setting
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I am learning to know what a sentence is.
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I am learning to improve our sentences
Myths and Legends

how writers use expressive language to create images and
atmosphere.
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retell the story of Daedalus and Icarus
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learn the features of a myth
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how to use settings and characterisation to engage our readers’
interest?
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how to tell stories effectively.
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to plan a quest myth.
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how to write a quest myth.
Creating images (poetry)
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listen and respond appropriately to adults and their peers
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ask relevant questions to extend their understanding and knowledge
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use relevant strategies to build their vocabulary maintain attention and
participate actively in collaborative conversations, staying on topic and
initiating and responding to comments
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use spoken language to develop understanding through speculating,
hypothesising, imagining and exploring ideas using dictionaries to check
the meaning of words that they have read

recognising some different forms of poetry [for example, free
verse, narrative poetry]

perform poems
Spelling
Year 3

to revise the common words from Y1/2
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to revise the understanding of adding suffixes
(ed/ing/er/est/ly/ful/less)
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to revise the understanding of creating plurals (es/s/ies)
Year 4

to revise prefixes and suffixes from Y3
(ed/ing/er/est/ly/ful/less/ous)
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To recognise and spell common prefixes
(in/il/ir/im/anti/ex/co/auto/sub/super/inter)
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To revise plurals
Spoken Language

To prepare a presentation
Numeracy
(Year 3)
• Say what each digit in a 2-digit number represents.
•
Place 2-digit numbers accurately on a 0-100 line.
•
Place 3-digit numbers accurately on a landmarked 0-1000 line.
•
Use this knowledge to compare 3-digit numbers.
•
Know what each digit represents in a 3-digit number.
Communicate
Application of
number
ICT
Working with
others
Calculation
Shape, space and
measure
Data handling
Problem solving
Number and place
value
•
Add 1, 10 or 100 to a 3-digit number.
•
Subtract 1, 10 or 100 from a 3-digit number.
•
Write amounts in £ and p including using zero as place holder.
•
Write amounts in £ and p.
•
Compare amounts of money using place value knowledge.
•
Say what each digit represents in a 3-digit amount of money.
•
Use this knowledge to add and subtract money.
•
Know number bonds for all number up to 20
•
Use number bonds in addition and subtraction.
•
Write balancing number sentences using numbers up to 20
•
Understand that = represents equality.
•
Know multiples of 5 to 100
•
Confidently list pairs of multiples of 5 which add to 100.
•
Quickly find pairs of numbers with a total of 100.
•
Use known number facts to add 1-digit to 2-digit numbers
•
Cross a tens boundary when adding
•
Use number facts to choose a sensible order to add 4 or more
numbers.
•
Explain the reasons for your choices.
•
Add a multiple of 10 to/from a 2-digit number.
•
Add a near multiple of 10 to/from a 2-digit number.
•
Add pairs of 2-digit number by partitioning and recombining, totals in
tens or ones more than 10.
•
Add pairs of 2-digit number by partitioning and recombining, totals in
tens and ones more than 10.
•
Add 1s, 10s or 100s to a 3-digit number, without crossing the tens or
hundreds boundary.
•
Add a multiple of 10 to a 3-digit number.
•
Add a near multiple of 10 to a 3-digit number without crossing the
tens or hundreds boundary.
•
Use known number facts to subtract 1-digit from 2-digit numbers
•
Cross a tens boundary when subtracting.
•
Subtract a multiple of 10 to/from a 2-digit number.
•
Subtract a near multiple of 10 to/from a 2-digit number.
•
Subtract numbers lying either side of a multiple of ten, e.g. 42 – 28,
drawing own empty number line.
•
Subtract any pair of 2-digit numbers by counting up.
•
Count up to find change from a pound.
•
Use counting up to subtract numbers on either side of 100, answers
less than 20 eg 102 - 87
•
Use counting up to subtract numbers on either side of 100, answers
less than 30 eg 116 – 88
•
Use counting up to subtract numbers on either side of 100, answers
less than 40 eg 109 – 76
•
Subtract 1s, 10s or 100s from a 3-digit number, without crossing the
tens or hundreds boundary.
•
Subtract a multiple of 10 to from a 3-digit number.
•
Subtract a near multiple of 10 from a 3-digit number without crossing
the tens or hundreds boundary.
•
Double 2-digit numbers up to 50 by partitioning and recombining
•
Halve even 2-digit numbers up to 50 by partitioning and recombining
•
Know × and ÷ facts for the 5 and 10 times tables
•
Understand that multiplications is commutative
•
Write × and ÷ sentence sentences for the 2 times table
•
Confidently recognise multiples of 2, 5 and 10
•
Know 3 times table and know related division facts.
•
Know 4 times table and know related division facts.
•
Understand that multiplication is the inverse of division.
•
Write related multiplication and division facts.
•
Divide by 5 and find a remainder.
•
Use multiplication facts to divide a number where the answer has a
remainder.
Improving and
learning own
performance
Problem solving
•
Know what ½, 1/3, ¼ of a shape looks like.
•
Find ½, 1/3, ¼ of a small number (whole number answers).
•
Find ½ of a quantity, including odd numbers.
•
Write a jotting to show halving a quantity.
•
Find ½ of a 2-digit number.
•
Know if 2-digit numbers are odd or even.
•
Know what ¼ and ¾ of a shape looks like.
•
Find ¼ and ¾ of a quantity (whole number answers).
•
Know what 1/3 and 2/3 of a shape looks like.
•
Find 1/3 and 2/3 of a quantity.
•
Describe and name 2D shapes
•
Sort shapes in different ways according to their properties
•
Describe properties and name 2D shapes
•
Recognise right angles
•
Sort 2D shapes using a Venn diagram
•
Describe and name 3D shapes and use correct mathematical
vocabulary
•
Sort shapes according to their properties
•
Sort 3D shapes using a Carroll diagram
•
Recognise and find one or more lines of symmetry
•
Complete complicated symmetrical drawings
•
Collect and represent data in pictograms where one symbol represents
two units.
•
Tell the time to the nearest 5 minutes.
•
Match equivalent digital and analogue times.
•
Tell the time to the nearest 5 minutes on analogue and digital clocks.
•
Read Roman numerals.
•
Tell the time to the nearest 5 minutes using am and pm and clocks
without numbers.
•
Understand units of time.
•
Time events in seconds and record results in a bar graph, where one
step is 10 seconds.
(Year 4)

Say what each digit represents in a 4-digit number.
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Compare 4-digit numbers

Use this knowledge to compare 4-digit numbers using < and >.

Locate 3-digit numbers on landmarked and unmarked 0-1000 lines.
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Locate 4-digit numbers on landmarked and unmarked lines.
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Say what each digit represents in a 4-digit number.
Write place value related additions and subtractions.
Use place value to find which numbers have been added or subtracted.
Use this knowledge to add and subtract 1 or 1000.
Use this knowledge to add and subtract 10.
Use this knowledge to add and subtract 100. Add pairs of two-digit
numbers using place value.
Add pairs of two-digit numbers using counting up in 10s & 1s.
Use number facts and understanding of the number system to choose
a strategy for adding.
Add a two-digit number to a three-digit number using place value.
Add a two-digit number to a three-digit number using counting up.
Use number facts and understanding of the number system to choose
a strategy for adding.
Count up to subtract pairs of two-digit numbers.
Use number facts to count up quickly and efficiently.
Subtract a two-digit number from 100 using number bonds or place
value.
Subtract a two-digit number from a three-digit number using counting
up or counting back.
Choose a strategy to subtract.
Add two 3-digit numbers using compact written addition:
-Add 3-digit numbers without crossing the ones, tens or
hundreds boundary.
-Add a multiple of 10 or 100 to a 3-digit number.
-Add a near-multiple of 10 or 100 to a 3-digit number without
crossing the tens or hundreds
boundary

Add three 3-digit numbers using compact written addition.
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Say what each digit represents in a 4-digit number.
Add two 4-digit numbers, in the context of money, without crossing
the ones, tens or hundreds boundary.
Count up to subtract 3-digit numbers e.g. 402 – 356.
Count up to subtract 3-digit numbers (answers less than 100, e.g. 421
– 356).
Count up to subtract 3-digit numbers (answers less than 100, e.g. 421
– 356).
Check subtraction using addition


Subtract a multiple of 10 or 100 to a 3-digit number.
Subtract a near-multiple of 10 or 100 to a 3-digit number without
crossing the tens or hundreds boundary.

Subtract two 3-digit numbers using compact written addition:
-Subtract 3-digit numbers without crossing the ones, tens or
hundreds boundary.
-Use decomposition to subtract, with 1 exchange between
columns.
-Use decomposition to subtract, with exchanges between 1 or 2
columns.
Estimate what the answer to a subtraction question will be.
Check a subtraction using addition.
Use counting up to subtract.
Select an efficient strategy for a particular subtraction.
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Say what each digit represents in a 4-digit number.
Subtract two 4-digit numbers, in the context of money, without
crossing the ones, tens or hundreds boundary.
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Double and halve tens and ones then recombine them.
Double and halve hundreds, tens and ones then recombine them.
Know multiplication and associated division facts for the x4 tables, up
to x12.
Know multiplication and associated division facts for the x8 tables, up
to x12.
Know multiplication and associated division facts for the x3 tables, up
to x12.
Know multiplication and associated division facts for the x6 tables, up
to x12.
Recognise multiples of 3, 4, 5, 6 and 8 to guess mystery function
machines.
Use grid method (or chosen expanded method) to multiply TU x U.
Use known multiplication and division facts.
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Use chunking or short division to divide by 3, 4, 6 with no remainders.
Use chunking or short division to divide by 3, 4, 6, 8 with no
remainders.

Divide 2-digit numbers by 1-digit numbers, above the 10th multiple
with remainders, using written layout for chunking or short division.
Check division with multiplication
Begin to round up or down after division depending on the context.
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Count ins 1/4s, 1/3s, 1/8s and 1/10s saying the equivalent fractions,
e.g. 1 ½ not 12/4..
Understand the link between finding fractions of amounts and
division.
Find unit fractions then non-unit fraction of amounts.
Understand how the circumference and radius of a circle can be
found
Draw circles with different radii
Describe 2D shapes by using correct mathematical vocabulary
Sort 2D shapes into a Carroll diagram
Describe, name different triangles
Sort triangles into Carroll diagrams
Describe and name 3D shapes by using correct mathematical
vocabulary
Construct 3D shapes
Describe and name 3D shapes by using correct mathematical
vocabulary
Sort 3D shapes using a Venn diagram
Collect data and record results in bar charts.
Present data in pictograms where one symbol represents 4 people.
Interpret pictograms.
Tell the time to the nearest minute on analogue clocks some with
Roman numerals.
Convert between digital and analogue times using am and pm.
Find times that are 30, 40 and 45 mins later crossing the hour.
Calculate time intervals using a number line crossing over the hour.
Write word problems involving time intervals.
Time events in seconds.
Religious Education
What is important to me

What makes me unique?

What does the story of creation tell us?

Can we find references to God creating the world in our hymns?

What do I actually come from?

What do we all need and what are our most important needs?
Christmas

What does it feel like to wait and prepare?

Who was waiting for the coming of Jesus?

How do people including Christians prepare for Christmas and why?

How does God send messages?

What messages did God send in the Christmas story?
Communicate
ICT
Working with
others
Discussion
Reflection
Enquiry
History
Ancient Egypt

Locate Egypt on a map.

Place Ancient Egypt on a timeline.

Know who the Ancient Egyptians worshipped and why they were important
to the Egyptians.

Find out about the Egyptian way of life from buildings, pictures, pottery,
texts and artefacts.

That historical resources may differ and take a different viewpoint.

The achievements of the Ancient Egyptians

Take part in an Egyptian day
Communicate
Application of
number
ICT
Working with
others
Discussion
Reflection
Enquiry
Investigation
Research
Geography
Countries in Europe

Name the continents in the world

Name the countries in Europe

Use atlases, globes and maps.

Locate and name Europe and the countries in them.

Compare the differences between the countries in Europe.
Communicate
ICT
Working with
others
Discussion
Reflection
Enquiry
Investigation
Research

Compare the climates in the different countries in Europe.
Art (Linked to History topic)
I can explore hieroglyphics
I can draw hieroglyphs
I can print hieroglyphics
I can use ICT to create hieroglyphs
I can draw a pastel picture of an Egyptian scene
I can sculpt a poppy using wire and tissue paper (linked to Remembrance)
Communicate
ICT
Working with
others
Improving and
learning own
performance
Problem solving
Communicate
ICT
Working with
others
Improving and
learning own
performance
Problem solving
Drawing
Shading
Sculpting
Cutting
Printing
Communicate
ICT
Working with
others
Improving and
learning own
performance
Listening
Composing
Evaluating
Notation
P.E./Games

Swimming (National plan delivered by qualified teachers at 1610 sports
centre)

Gymnastics (County plan delivered by professional sports coach)
Communicate
Application of
number
Working with
others
Improving and
learning own
performance
Teamwork
Balance
Coordination
Travelling
Sequencing
Evaluating
Floating
Science
Year 3
Plants

that plants can provide food for us and some plants are grown for this

to make careful observations and measurements of plants growing , to use
simple apparatus to measure the height of plants in standard measures ,
to use results to draw conclusions that plants need leaves in order to grow
well.
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that water is taken in through the roots

that water is transported through the stem to other parts of the plant ,
to make careful observations and present these using drawings , to explain
observations

that plants need healthy roots, leaves and stems to grow well

that plants need water, but not unlimited water, for healthy growth , to
use simple apparatus to measure a volume of water correctly , to use
simple apparatus to measure the height of the plant
Communicate
Application of
number
ICT
Working with
others
Improving and
learning own
performance
Problem solving
(AT1)
Comparing
Investigating
Predicting
Observing
Evaluating
Fair test
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D&T
Design and make an Egyptian Mummy (levers)

To recognise that the quality of a product depends on how well it is made
and how well it meets its intended purpose

how materials can be combined and mixed to create more useful
properties

suggest alternative ways of making their product, if first attempts fail

recognise that the quality of a product depends on how well it is made and
how well it meets its intended purpose

generate ideas for products after thinking about who will use them and
what they will be used for

select appropriate tools and techniques for making their product

reflect on the progress of their work as they design and make, identifying
ways they could improve their products
Music
Recorders (Year 3) and violins (Year 4)

Correctly hold the recorder

Remind children of the different notes (crotchet/quaver/minim)

Remind children how to play the notes BAG

Play simple songs using the notes BAG

Play short pieces in two parts
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Improve the quality of the sound produced
Violins

Correctly hold the violin and bow

Name the four strings
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Play short pieces using pizzicato

Play short pieces using the bow (open strings)
Mechanisms
Designing
Evaluating
Make
to decide how much evidence about growth of seedlings is needed
that plants need light for healthy growth ,to ask questions about the
growth of plants

that plant growth is affected by temperature
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to recognise when a comparison of plant growth is unfair

to suggest how a fair test could be carried out

that in experiments and investigations involving living things, using just
one plant in each set of conditions does not give sufficient evidence

Remind children why we need plants to grow well. Review what children
have learnt from the unit and ask children to produce a leaflet giving
advice on how to look after plants kept in the classroom or at home.
Animals and Humans

Revise what humans and animals need to be healthy and grow.
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Learn the correct vocabulary for food groups and do some fun
activities online.
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Sort food into groups and make an illustrated vocabulary list.
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Revise the vocabulary of food groups.
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Discuss different diets & the need for a balanced diet. Make a large
class food pyramid display.

Design favourite healthy balanced meals. Look at food packaging
details. Briefly consider food miles.

Find out how food is broken down into smaller bits in our mouths,
stomach & intestine. These small nutrients are absorbed into the
blood stream (circulatory system), which acts like a transport system
to deliver nutrients to all parts of the body.

Discuss the main functions of skeletons: support, protection &
movement.
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Find out that muscles are also needed for movement. Children feel
their own bones & draw & label a skeleton.

Talk about broken bones & look at some X-rays.

Find out that some animals have exoskeletons. Compare them with
endoskeletons like humans have. Examine some sterilised bones closely
& identify some properties. Link to fossils.

Compare other endoskeletons with that of a human.
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Children look at joints in the human body & the movements that each
allow before looking at how muscles control every move we make.
Models are constructed to show how pairs of antagonistic muscles pull
to work together.
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During exercise children record how they are feeling and measure
changes.
Year 4
Animals and Humans

Remind chn of MRS NERG (met in Year 2) – mnemonic for the seven
characteristics of living things. Define a habitat and establish that
animals & plants live in a particular habitat to meet their basic needs.
Chn name living things in a range of habitats.

Explain that there are about 9 million different living things on Earth
& discuss why is it useful to classify them to aid identification. Make
chn aware of the importance of careful observations of living things.
Look at recently discovered species.

Organise a field trip in the school grounds or in the local environment.
Observe &/or collect minibeasts & record them & any evidence
(including plants) to show why the habitat is suitable for them. Use
identification charts. Make a guide for other chn!
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Model how simple classification keys work. Introduce chn to available
software for creating branching databases or dichotomous keys. Chn
create their own classification key for the minibeasts
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Remind chn of the feeding relationship (food chains) between
different living things in a particular habitat (Y2). Find out how food
chains can be built into complex webs & weave one together. Discuss
what happens if one link in the chain is removed.
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Discuss natural & human-led changes in environments, both positive &
negative, e.g. nature reserves, ecologically planned parks & garden
ponds OR population, litter & deforestation. Chn research & report on
a particular issue. Set up a litter enquiry.
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Find out how habitats are managed, both in the past & present.
Discuss what happens to unmanaged habitats. Study in depth a local
habitat that is being managed. Finish litter enquiry. Write Estate
Agent-style description for a minibeast habitat!
Living things and habitats

Explain that digestion is the act of softening & changing food so that
the body can absorb & use it for energy & growth. Chn find out which
human organs are involved & begin a class model of the human
digestive system.
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Discuss further details of the digestive system including functions of
the various organs involved. Find out what happens when we eat
poisonous or bad food & how illnesses can be caused by poor diets. Chn
finish model & present facts about organs.

Compare human digestive system to other animals’ particularly
ruminants. Chn define carnivores, herbivores & omnivores &
investigate examples of each type of animal. They then become Zoo
Keepers for the day & order food for their charges.
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Look at models of teeth or sets of teeth. Use mirrors to look at &
count own teeth. Compare teeth of different animals. Learn about
incisors, canines, (premolars) & molars. Find out what they are used
for. Make a model of a human jaw with plasticine.

Learn about the importance of keeping your teeth healthy & watch an
animation. Study tooth decay & draw a careful diagram of a tooth.
Start an enquiry to see which liquid does least damage to an eggshell.
Start a poster about tooth care.

Continue with & complete the eggshell enquiry from the last session.
Record the results. Can we use the results to draw a conclusion? Was
our prediction right? Was it a fair test? Finish posters about tooth
care. Identify sugar content from labels.
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All living things in a habitat are interdependent. Plants are producers
& animals are predators &/or prey. Chn investigate a number of
feeding relationships & create food chains to show the transfer of
food (energy) from the producer to the consumers.
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A wonderful food web is woven from simple food chains in this session
as children understand more complex feeding relationships. They
discover the impact that small changes can have on the whole web.
Discuss the importance of plants to all life on Earth!
ICT
Year 3
Bringing it to Life (Moving sprite/e-book about History/searching internet)
Programming
Communicate
ICT
Programming
Testing
Debugging
Evaluating
Put programming commands into a sequence to achieve a specific
outcome.
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Solve an open-ended problem e.g. adding sound to a model or object
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Use repeat commands
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Describe the algorithm necessary for a simple task.
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Keep testing my program and recognise when I need to debug it
Multimedia
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Create different effects with different technology tools
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Combine a mixture of text, graphics and sound to share my ideas and
learning
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Evaluate my work and improve its effectiveness
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Use appropriate keyboard commands to amend text on my device
Technology in our Lives

Describe the World Wide Web as the part of the Internet that contains
websites
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Use search tools to find and use an appropriate websites
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Think about whether I can use images that I find online in my own work.
e-Safety
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Protect my personal information when I do different things online.
Use the safety features of websites as well as reporting concerns to
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Improving and
learning own
performance
Investigating
Communicate
Working with
others
Improving own
performance
Listening
Reflection
Discussion
Empathy
an adult
Year 4
Comics (Simple collision game/comic/search internet)
Programming
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I can use a variety of tools to create a program
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I can use an efficient procedure to simplify a
program
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I can recognise an error in a program and debug it
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I know that I need to keep testing my
program while I am putting it together
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I recognise that an algorithm will me to sequence
more complex problems
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I can recognise that using algorithms will also help
solve problems in other learning such as Maths
Multimedia
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I can change the appearance of text to increase its effectiveness
I can create, modify and present documents for a particular purpose
I can use an appropriate tool to share my work
I can give constructive feedback to my friends to help them improve their
work and consider my own work in the same way
I am confident to explore new media to extend what I can achieve
Technology in our lives
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I think about the reliability of information I read on the World Wide Web
I can identify key words to use when searching safely on the World Wide
Web
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I can tell you how to check who owns photos, text and clipart
e-safety
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Talk about the ways I can protect myself and my friends from harm
online
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Know that anything I post online can be seen and used by others
PSHE
New beginnings
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I know something about everyone in my class. I can tell you one special
thing about me. I can give and accept a compliment.
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I know that I am valued at school.
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I can contribute towards making a class charter. I understand my rights
and responsibilities in the school.
I understand why we need to have different rules in different places and
know what the rules are in school."
I know how it feels to do or start something new, and some ways to cope
with these feelings. I know how it feels to be happy, sad, scared or
excited, and can usually tell if other people are feeling these emotions.
I can manage my feelings, and can usually find a way to calm myself down
when necessary.
I know that I belong to a community. I know what I have to do myself to
make the classroom and school a safe and fair place for everyone, and
that it is not OK for other people to make it unsafe or unfair.
I can use the problem-solving process to solve a problem.
I know how to make someone feel welcomed and valued at school. I know
what it feels like to be unwelcome.
I know how to join a group. I can predict how I am going to feel in a new
situation or meeting new people.
Problem solving
Getting on and falling out
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I know how to: look and sound friendly; be a good listener (taking turns);
give and receive compliments;
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See things from someone else’s point of view."
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I know: what my triggers for anger are; how our bodies change when we
start to get angry; some ways to calm down when I start feeling angry.
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I can use peaceful problem solving to sort out difficulties. I can tell you
what a ‘win-win’ solution is and always try to find one in a conflict
situation.
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I can tell you lots of ways to give ‘friendship tokens’ to other people.
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I understand why it is important to calm down before I am overwhelmed
by feelings of anger.
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I can tell you some ways I can stop myself being overwhelmed by feelings
of anger.
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I know how it feels to be overwhelmed by feelings of anger.
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I can take on a role in a group and contribute to the overall outcome. I can
discuss in a group how well we are working together. I can use peaceful
problem solving to sort out difficulties.
French
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Children learn a finger rhyme and become aware of how pronunciation,
intonation, facial expression and gesture can influence meaning.
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Children imitate the pronunciation of the teacher in spelling aloud the
name of the cuddly toy.
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They recognise that words sometimes look the same in English and
French, but that they sound different (Albert).
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Children become familiar with the spelling of Albert.
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They identify rhyming sounds.
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Children identify and reproduce the sounds which make up the words
rouge and bleu
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They imitate the pronunciation of the teacher
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They recognise how some rhyming sounds are represented in written
form.
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Children imitate the pronunciation of the teacher, and of the native
speakers in the media resources
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They recognise that some words occur in English, French and other
languages they know, although they may sound different.
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Children imitate the pronunciation of the teacher, and are aware of
rhythm and dynamics in the voice.
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Children notice the spellings of rouge, bleu, vert, jaune, rose and noir.
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They notice similarities, connections and differences between these
words and their equivalents in English and other languages they know.
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Children recognise a question by its sound.
Communicate
ICT
Improving and
learning own
performance
Listening
Speaking
Group work
Pronunciation
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They create simple spoken sentences sing a model e.g. Voici un chat et
un chien.
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They engage in turn taking.
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Children recognise that accents (such as è in Père and ë in Noël)
affect the sound of the word. They make comparisons with English.
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Children apply a pattern to create a range of simple sentences.